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Yes History Instruction Grade 11 United States History Content Area Reading Content Area Writing High School Students Persuasive Discourse Behavioral Objectives Secondary School Teachers Advanced Placement Programs Reading Comprehension Shanahan, Cynthia Bolz, Michael J. Cribb, Gayle Goldman, Susan R. Heppeler, Johanna Manderino, Michael Journal Articles Reports - Descriptive United States (Midwest) English Grade 11 Secondary Education High Schools This article presents six goals for history literacy instruction created by Project Reading, Evidence, and Argumentation in Disciplinary Instruction (READI), an Institute of Education Sciences (IES) reading comprehension project. It describes how one Project READI high school teacher used the six learning goals to create instruction designed to help students become independent readers and writers of historical arguments. Instruction was aimed at not only introducing historical reading and writing practices, but also at deepening students' experiences with them as the year progressed, so that students ended the year with more sophisticated notions of history and how they could participate in the meaningful interpretation of the past. The authors examine students' processing and representation of arguments and counterarguments in one-sided scientific texts. In Experiment 1, students read texts about evolution and TV violence. Sentence reading times indicated that subjects slowed down reading to the extent that arguments were both more consistent, and inconsistent, with the text position. They refer to this processing pattern as argument-focused processing. We also examined whether students hold their beliefs for evidence- or affect-based reasons (belief basis). For the evolution texts, belief basis moderated argument-focused processing. In Experiment 2, subjects read a one-sided text, then a neutral text, and then wrote a summary of the neutral text. Compared to affect-based subjects, evidence-based subjects wrote summaries that were more neutral. Beliefs predicted few differences in processing or representation. They conclude that subjects engage in argument-focused processing when reading one-sided scientific texts. They tentatively conclude that argument-focused processing is moderated by belief basis, but not subject beliefs. [The History Teacher v49 n2 Feb 2016.] ED565428 Deepening What It Means to Read (and Write) Like a Historian: Progressions of Instruction across a School Year in an 11th Grade U.S. History Class Grantee Submission 2016-02-00 Institute of Education Sciences (ED) 30 T 2017 As Provided JAN2020 Yes R305F100007

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Yes Blended Learning Best Practices Program Implementation Teacher Surveys Teacher Attitudes Technology Integration Coordinators Teaching Models Educational Strategies Educational Resources Delivery Systems Program Descriptions School Support Pilot Projects Alignment (Education) Change Strategies Technical Support Teaching Methods Qualitative Research Beaver, Jessica K. Hallar, Brittan Westmaas, Lucas Englander, Katie Reports - Research Reports - Research-practitioner Partnerships District of Columbia New York (New York) Pennsylvania Pennsylvania (Philadelphia) Research for Action Philadelphia Education Research Consortium (PERC) English Elementary Secondary Education The Philadelphia Education Research Consortium--or PERC--was launched in August 2014 as an innovative partnership designed to provide research and analyses on some of the city's most pressing education issues. This partnership was forged among the School District of Philadelphia, Philadelphia's charter school sector, and Research for Action (RFA). PERC draws on the rich research expertise in Philadelphia--both within RFA and from three of the city's major research universities--to conduct research that meets the information needs identified by representatives of Philadelphia's public schools. Building on their initial study of blended learning definitions, empirical evidence, and conditions for implementation success, this Research Brief examines educators' on-the-ground perspectives about blended learning implementation. In their two-pronged study approach, the authors: (1) explore best practices in implementation at four sites: New York City's iZone schools; District of Columbia Public Schools (DCPS); Lebanon, Pennsylvania School District; and E.L. Haynes Public Charter School in Washington, DC; and (2) present findings from a local survey of technology coordinators and teachers in the School District of Philadelphia and the city's charter partners regarding the capacity of schools to implement blended learning models and strategies. Three appendices are included: (1) Alignment of Philadelphia Needs, Best Practices, and Recommendations; (2) Technology Coordinator Survey Responses to Implementation Questions; and (3) Technology Coordinator Survey Responses. ED570360 Blended Learning: Lessons from Best Practice Sites and the Philadelphia Context. PERC Research Brief Research for Action 2015-09-00 48 Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org N/A 2017 ERIC JAN2020

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Yes Assignments Units of Study Literacy Education Feedback (Response) Formative Evaluation Curriculum Implementation Teacher Collaboration Leadership Alignment (Education) Teacher Effectiveness Sustainability Interviews Focus Groups Teacher Surveys Administrator Surveys Observation Middle Schools High Schools Middle School Teachers Secondary School Teachers Reumann-Moore, Rebecca Duffy, Mark Reports - Research-practitioner Partnerships Reports - Research Colorado Kentucky Research for Action English Middle Schools Secondary Education Junior High Schools High Schools Initiated for the 2013-14 school year, the Common Assignment Study (CAS) is a three-year effort being led by the Colorado Education Initiative (CEI) and The Fund for Transforming Education in Kentucky (The Fund) with support from the Bill & Melinda Gates Foundation. Conceptually, CAS builds on previous efforts to improve instruction through the Literacy Design Collaborative (LDC). LDC's template-task approach to supporting key instructional shifts has demonstrated utility for teachers working to enhance literacy instruction across multiple content areas. With CAS, larger science, social studies and English/language arts (ELA) units have been developed that also focus on building literacy skills, in part, by incorporating LDC modules into the units. This report focuses on: (1) providing formative feedback on unit implementation; (2) teacher collaboration; (3) the status of context and conditions for CAS success, including school and district leadership and CAS alignment with curricula, assessments and teacher effectiveness systems; and (4) prospects for sustaining CAS. RFA is also investigating participant perceptions of enhanced teacher practice and improved student learning. An extensive amount of data for this study was collected through teacher, administrator, and partner interviews, student focus groups, teacher surveys, administrator surveys, observations of teacher collaboration on unit revision and review of student work. ED570393 Using Common Assignments to Strengthen Teaching and Learning: Research on the Second Year of Implementation Research for Action 2015-09-00 Bill and Melinda Gates Foundation 46 Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org N/A 2017 ERIC JAN2020

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Yes School Turnaround Program Implementation Academic Achievement Student Behavior Partnerships in Education Enrollment Student Mobility Attendance Suspension Dropout Characteristics Outcomes of Education Reading Achievement Mathematics Achievement Science Achievement Educational Environment Comparative Analysis Educational Change Elementary School Students Middle School Students High School Students Risk Graduation Rate Credits Standardized Tests Extended School Year Achievement Gains Norton, Michael Kim, Dae Y. Long, Daniel A. Reports - Research-practitioner Partnerships Reports - Evaluative North Carolina (Charlotte) Research for Action English Elementary Secondary Education Elementary Education Middle Schools Secondary Education Junior High Schools High Schools Research for Action (RFA) was commissioned to evaluate changes in student outcomes during the first three years of the Project Leadership and Investment for Transformation (LIFT). This report focuses on two questions: (1) how do LIFT students' behavioral and academic performance compare to those of a matched set of non-LIFT comparison students?; and (2) how do the Continuous Learning Calendars at LIFT schools affect student performance? During the first three years of the initiative, the most significant gains in student outcomes were in the social and behavioral outcomes of graduation rates, attendance rates, credit completion, and a decline in ninth grade early warning indicators such as out of school suspensions. Graduation rates in West Charlotte High School increased from 56.1% the year prior to the LIFT initiative to 76.9% during the third year of the LIFT initiative. In addition, during the three years of the LIFT initiative, there was a notable reversal of downward trends in out of school suspension rates, early warning indicators, and the percent of ninth grade students on track to graduate. Academic outcomes during the first three years of the LIFT initiative are mixed. In terms of the percent of students achieving College and Career Readiness, LIFT students in grades 3-8 improved in Reading End of Grade (EOG) and Science EOG assessments; and high school students improved in Math 1 End of Course (EOC) assessments. However there were no statistically significant gains in English II EOC, Math EOG, and Biology EOC. When students in LIFT schools are compared to similar students in comparison schools, there are no statistically significant differences between LIFT and Comparison schools in the percentage of students achieving College and Career Readiness, with the exception of higher scores in Math 1 EOC and lower scores in Biology EOC. The Continuous Learning Calendar Schools (CLC), historically the lowest performing schools within the LIFT initiative, performed better in reading compared to students in comparable K-8 comparison schools. However, CLC schools have lower academic achievement compared to non-CLC schools within the LIFT initiative and non K-8 comparison schools. LIFT's theory of change aligns to research on school change indicating that improvements in social and behavioral outcomes should be the focus during the initial years of implementation, and lay the groundwork for improvements in student performance in later years. Year 3 research results align with this pattern. LIFT saw improvement in social and behavioral outcomes and mixed results on academic outcomes. Improvement on some student academic outcomes and not on others is to be expected in Year 3 of the initiative. Academic outcomes will be a strong focus of research in years 4 and 5. The following are appended: (1) Growth in Achievement during the 2014-15 School Year Based on the Discovery Education Assessments; (2) Comparison School Selection; (3) Comparison of Proficiency and College and Career Ready Scores during Years 1-3 of the Project LIFT Initiative; (4) Supplemental Figures; and (5) Distribution of Early Warning Indicators over Time. [For "Project LIFT: Year 1 Report," see ED553140. For "Project LIFT: Year Two Report," see ED570427.] ED570401 Project LIFT: Year Three Student Outcomes Memo Research for Action 2016-01-00 64 Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org N/A 2017 ERIC JAN2020

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Yes Homeless People At Risk Persons Child Development Young Children Barriers Access to Education Early Childhood Education Block Grants Child Care Federal Aid Grants Federal Legislation Agency Cooperation Guides Child Welfare Public Policy Outreach Programs Professional Development Training Bires, Carie Garcia, Carmen Zhu, Julia Guides - Non-Classroom Reports - Descriptive Child Care and Development Block Grants Stewart B McKinney Homeless Assistance Act 1987 Child Care and Development Block Grants Stewart B McKinney Homeless Assistance Act 1987 Ounce of Prevention Fund National Association for the Education of Homeless Children and Youth (NAEHCY) English Early Childhood Education Homelessness has a devastating impact on children. Research has shown that homelessness puts children at increased risk of health problems, developmental delays, academic underachievement and mental health problems. Homelessness also has a disproportionate impact on the youngest children, who account for more than half of all children in federally-funded homeless shelters. At the same time, families experiencing homelessness often face numerous barriers to the programs and services that can support the healthy development of their children, including early care and education programs. In recognition of the challenges faced by homeless families, the Child Care and Development Block Grant Act of 2014 (Pub. L. 113-186) ("CCDBG Act") includes a number of new provisions designed to address barriers and improve access. This guide is intended to assist states in utilizing their Child Care Development Fund (CCDF) state plan ("CCDF Plan") as a vehicle for improving access to high-quality early care and education for children who experience homelessness. The guide provides background information on child and family homelessness, including common barriers and challenges and best practices for serving homeless families; a summary of requirements of the CCDBG Act related to homelessness; and a summary of some of the opportunities available through the state CCDF Plan to improve access. For convenience, the most pertinent points are featured at the beginning of each section, where appropriate. The guide also includes general information and strategies that are not specific to any one section of the CCDF Plan but are critical for states to consider in their planning. As a companion to this guide, a self-assessment tool: "Supporting Children and Families Experiencing Homelessness: CCDF State Self-Assessment Guide," available from Ounce of Prevention Fund can assist states in assessing their current policies and practices and identifying options to better support vulnerable children is included. It is recommended that states review the self-assessment tool prior to reading the guide. ED570110 Supporting Children and Families Experiencing Homelessness: CCDF State Guide Ounce of Prevention Fund 2015-10-00 Policymakers 27 Ounce of Prevention Fund. 33 West Monroe Street Suite 2400, Chicago, IL 60603. Tel: 312-922-3863; e-mail: info@theounce.org; Web site: http://www.theounce.org N/A 2017 ERIC JAN2020

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Yes Information Technology Educational Technology Student Attitudes Online Courses Qualitative Research Student Motivation Computer Games Play Educational Games Computer Simulation Tutorial Programs Foreign Countries Animation Comparative Analysis Physical Activities Academic Persistence Preservice Teachers Electronic Learning Computer Software African Americans Males Social Media STEM Education Bayesian Statistics Meta Analysis Patients Diseases Peer Teaching Tutoring Perspective Taking Community Colleges College Faculty Higher Education School Districts Faculty Development Technological Advancement Technology Uses in Education Semi Structured Interviews Distance Education College Students Technology Integration Self Efficacy Video Games Undergraduate Students Graduate Students Management Systems Instructional Design Simonson, Michael, Ed. Collected Works - Proceedings Nigeria Cameroon Turkey Japan (Tokyo) California California Cameroon Japan (Tokyo) Nigeria Turkey Association for Educational Communications and Technology English Higher Education Postsecondary Education Two Year Colleges For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 29 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 29 papers included in Volume 1 are: (1) Student Opinions and Perceptions about a Gamified Online Course: A Qualitative Study (Tugce Aldemir and Goknur Kaplan Akilli); (2) Openness, Self-Efficacy, and Willingness to Communicate in a MOOC Learning Environment (Yayoi Anzai and Kanji Akahori); (3) Children's Motivation While Playing Games in a Virtual World: How Many Coins Did You Get? (Daisyane Barreto, Lucas Vasconcelos, and Michael Orey); (4) The Applicability of Design Thinking Process in Education: The Case of Two Afrikan Countries (Rebecca Yvonne Bayeck and Tutaleni I. Asino); (5) Satisfaction, Preferences and Problems of a MOOC Participants (Aras Bozkurt and Cengiz Hakan Aydin); (6) Effects of Speaker's Accent in a Multimedia Tutorial on Non-Native Students' Learning and Attitudes (Vien Cao); (7) Active Learning Strategies to Stimulate Knowledge Integration in a Large Pharmacy Course (Dan Cernusca and Wendy Brown); (8) The Application of the Segmenting Principle: The Effects of Pause Time and Types in Instructional Animations (Sungwon Chung, Jongpil Cheon, Cristina Diordieva, and Jue Wang); (9) Designing and Developing a Case-Based MOOC to Impact Students' Abilities to Address Ethical Dilemmas (Lauren Cifuentes, Seung Won Park, and Jaime McQueen); (10) A Comparison Study of a Face-to-Face and Online Writing Courses (Ryan Eller, Bude Su, and Karen Wisdom); (11) Using Wearable Technology to Support and Measure the Effects of Physical Activity on Educational Persistence (Suzanne Ensmann); (12) Exploratory Analysis of a Motivation Focused Pre-Service Teacher Technology Course (David Gardner); (13) E-Learning Authoring Software Selection: How do Instructional Designers Gain Competency Using and Selecting Appropriate Digital Media Development Tools? (Lisa Giacumo and Quincy Conley); (14) An Educational Reform to Improve Classroom Technology in Turkey: The FATIH Project (Hoyet Hemphill, Erkan Caliskan, and Leaunda Hemphill); (15) Accelerated Engagement of African-American Males Through Social Media (Charles Holloway); (16) The Effects of Prior Beliefs on Student Interactions in Online Debates (Allan Jeong and Zhichun Liu); (17) Effectiveness of Computer-Based Scaffolding for K-Adult Students in the Context of Problem-Centered Instructional Models Related to STEM Education: Bayesian Meta-Analysis (Nam Ju Kim, Brian R. Belland, and Andrew E. Walker); (18) Aligning Change Theory with a Process Model to Assist Self-Identification of Patients with Asthma (Thomas W. Lamey and Gayle V. Davidson-Shivers); (19) Structured Peer Tutoring for Online Learning Readiness (Juhong Christie Liu and Andrea Adams); (20) Pre-service Teachers' Use of Digital Science Notebooks (Seungoh Paek and Lori Fulton); (21) Individual Differences in Perspective Taking (Phoebe Haemin Pahng); (22) Designing Question Prompts Using Practical Inquiry Model to Facilitate Cognitive Presence in Online Case Discussions (Ayesha Sadaf and Larisa Olesova); (23) Analysis of Conversations Regarding Trending Educational Technology Topics across Scholarly Research, Trade Journals, and Social Media (Susan L. Stansberry, Margi Stone Cooper, Scott Haselwood, Matt McCoin, Ying Xiu, Kristi Dickey, Michelle A. Robertson, and Cates Schwark); (24) Factors that Influence Community College Instructors' Adoption of Course Management Systems (Berhane Teclehaimanot and Jeffrey Peters); (25) Peer-Led Online Discussion in Compressed Courses: Do the Benefits Outweigh the Logistical Risks? (Penny Thompson); (26) How Does Culture, Learning, and Technology Impact Nurse Orientation Training Programs? (Arielle Turner); (27) What Keeps Instructors Away From e-Text: Challenges in Adopting E-Textbooks in Higher Education (Sirui Wang and Shuyan Wang); (28) Political Influence on a School District's Educational and Instructional Technology (Steven Watkins); and (29) Accelerating Learning through an Integrated Approach to Faculty Development and Academic Technology Tool Development (Nancy Wentworth). (Individual papers contain references.) [For Volume 2, see ED570118.] ED570117 Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (38th, Indianapolis, Indiana, 2015). Volume 1 Association for Educational Communications and Technology 2015-00-00 203 Association for Educational Communications and Technology. 1800 North Stonelake Drive Suite 2, Bloomington, IN 47408. Tel: 877-677-2328; Tel: 812-335-7675; e-mail: aect@aect.org; Web site: http://www.aect.org T 2017 ERIC JAN2020

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Yes Urban Schools Program Evaluation Elementary School Students Laptop Computers Outcomes of Education School Support Professional Development Facilitators (Individuals) Technology Education School Turnaround Program Implementation Educational Technology Computer Uses in Education Technology Integration Mixed Methods Research Access to Computers Internet Elementary School Teachers Technology Uses in Education Qualitative Research Statistical Analysis Interviews Focus Groups Observation Teacher Surveys Beaver, Jessica K. Englander, Katie Leow, Christine Barnes, Marvin Reports - Research North Carolina North Carolina (Charlotte) Research for Action English Elementary Education Beginning in spring 2013, students in seven elementary schools throughout the Project LIFT zone in Charlotte, North Carolina began to receive XO laptops provided by the organization One Laptop Per Child (OLPC) for use both within their classroom and at home. This report details Research for Action's (RFA) mixed-method evaluation of the first year and a half of the implementation of this initiative, including data from the 2012-13 and 2013-14 school years. The authors provide descriptive information on how often and for what purposes teachers and students used their XO laptops, as well as analyze success and challenges with XO laptop integration. This report identifies the conditions that impacted, both positively and negatively, XO Champions integration efforts in the seven LIFT elementary schools. Beginning in the 2014-15 school year, Project LIFT began to move away from XO Champions as its primary technology solution. However, the lessons learned from the project are applicable to LIFT schools (that still use the XO laptops), and are relevant to a broad set of policymakers and education leaders who are considering implementing similar one-toone initiatives in their schools or districts. The descriptive analyses of XO laptop use indicated: (1) Students and teachers used the laptops, on average, for one lesson per day; (2) Within schools, usage of XO laptops differed by grade level--lower grades reported using the laptops more frequently than did upper grades; (3) Internet-centric activities were the primary focus of XO laptop classroom usage; and (4) Students brought their XO laptops home infrequently, resulting in minimal XO laptop use at home. The following are appended: (1) Methodology; and (2) Additional Analyses. ED570430 Going One-to-One in Urban Schools: An Evaluation of the XO Champions Initiative in Project LIFT Elementary Schools Research for Action 2015-01-30 John S. and James L. Knight Foundation 44 Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org N/A 2017 ERIC JAN2020

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Yes Social Networks Cognitive Processes Professional Development Active Learning Learning Experience Distance Education Technology Uses in Education Mixed Methods Research Constructivism (Learning) Adult Learning Educational Objectives Taxonomy Educational Improvement Educational Technology Electronic Learning Technology Integration Higher Education Online Courses Instructional Design Educational Games Computer Simulation Integrated Learning Systems Student Evaluation Computer Software Simonson, Michael, Ed. Collected Works - Proceedings Pennsylvania Missouri California Maryland California Maryland Missouri Pennsylvania Association for Educational Communications and Technology English Adult Education Higher Education Postsecondary Education For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 29 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 23 papers in this volume include: (1) Acculturation into a Collaborative Online Learning Environment (Iryna V. Ashby and Victoria L. Walker); (2) TriviaPrep: Inside the Research, Design, Development, and Implementation of an Educational Competitive-Trivia Mobile Application (Sean D. Bailey); (3) Social Network Analysis as a Design-Based Research Tool in Deploying University-Wide Online Quality Course Standards (John Cowan, Aline Click, Stephanie Richter, Jason Rhode, and Jason Underwood); (4) A Revision to the "Revised" Bloom's Taxonomy (Afnan N. Darwazeh and Robert Maribe Branch); (5) ElevatEd: An Innovative Web-Based Solution for Strategic Planning and Continuous Improvement in Schools (Ioan G. Ionas, Matthew A. Easter, and Blake A. Naughton); (6) Using a Backchannel to Build a Community of Practice in a Professional Development (Lenora Jean Justice); (7) Learning to Lose: Using Gaming Concepts to Teach Failure as Part of the Learning Process (Lenora Jean Justice); (8) Active Learning in Online Learning Environments for Adult Learners (Yu-Chun Kuo and Yu-Tung Kuo); (9) Assessment Strategies for Competency-Based Learning--Lessons Learned (Darci Lammers and Stephen Beers); (10) Peer-Led Hackathon: An Intense Learning Experience (Miguel Lara, Kate Lockwood, and Eric Tao); (11) Fostering Interaction In Distance Learning through Purposeful Technology Integration in Support of Learning Goals (Wei Li and Jennifer. M. Brill); (12) Collaborative Communications in the Classroom (Patrice C. Nyatuame); (13) A Mixed-Methods Study: Student Evaluation Response Rates of Teacher Performance in Higher Education Online Classes (Kelli R. Paquette, Frank Corbett, Jr., and Melissa M. Casses); (14) Creating Effective Instructional Design: Feedback Loops And Habitus (Ardelle Pate and Jeffrey L. Hunt); (15) Efficiency in the Online Environment: Digital Tools That Streamline the Research Paper Process (Kelly Paynter and Jimmy Barnes); (16) An Online Social Constructivist Course: Toward a Framework for Usability Evaluations (Alana S. Phillips, Anneliese Sheffield, Michelle Moore, and Heather Robinson); (17) Games and Simulations: A Potential Future for Assessment (DeAnna L. Proctor and Lenora Jean Justice); (18) An Analysis of Technological Issues Emanating from Faculty Transition to a New Learning Management System (Mapopa William Sanga); (19) AuthorIT & TutorIT: An Intelligent Tutor Authoring & Delivery System You Can Use (Joseph M. Scandura); (20) Design of Instructional Modeling Language and Learning Objects Repository (Altaf Siddiqui); (21) Training Instructional Designers: Engaging Novices in ID Process through a Progressive Case (Lina Souid and Tiffany A. Koszalka); (22) How Human Agency Contributes to Thinking about E-learning (Brent G. Wilson and Andrea Gregg); and (23) Issues in Activity to Improve Subjects and Methods in University Lesson through Active Learning Using Media (Morio Yoshie). (Individual papers contain references.) [For Volume 1, see ED570117.] ED570118 Annual Proceedings of Selected Papers on the Practice of Education Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (38th, Indianapolis, Indiana, 2015). Volume 2 Association for Educational Communications and Technology 2015-00-00 153 Association for Educational Communications and Technology. 1800 North Stonelake Drive Suite 2, Bloomington, IN 47408. Tel: 877-677-2328; Tel: 812-335-7675; e-mail: aect@aect.org; Web site: http://www.aect.org T 2017 ERIC JAN2020

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Yes Equal Education Early Childhood Education Access to Education Educational Quality Quality Assurance Program Evaluation Educational Research Evaluation Research Teacher Qualifications Faculty Development Program Effectiveness Family School Relationship School Community Relationship Leadership Teacher Student Relationship Coaching (Performance) Technical Assistance Jenkins, Della Englander, Katie Reports - Descriptive Reports - Research-practitioner Partnerships Pennsylvania California Colorado California Colorado Pennsylvania Research for Action English Early Childhood Education Policymakers are recognizing that Pennsylvania has fallen behind in providing equitable access to high quality early childhood education. Governor Tom Wolf ran on a campaign promise of universal pre-k access and proposed an unprecedented budget increase for early childhood programs in 2016. In Philadelphia, Mayor Jim Kenney has made pre-k a cornerstone of his education agenda and successfully lobbied City Council to pass a soda tax to fund it. But not all early childhood education is created equal. As policymakers push for expanded access, they must also ensure that Pennsylvania's "Quality Ratings and Improvement System" (QRIS) defines and measures quality in a meaningful and rigorous way, and provides adequate support to early childhood education providers. To this end, the Pennsylvania Office of Child Development and Early Learning (OCDEL) has embarked on an effort to refine Keystone STARS, the state's QRIS for early childhood education. In this brief, Research For Action (RFA) explores existing research on the "quality characteristics" of early childhood education programs that improve child outcomes, outlines ways in which the state's QRIS can be refined to better evaluate and promote these quality characteristics, and highlights important policy considerations for local and state leaders seeking to expand access to quality early learning programs. ED570122 Quality Ratings and Improvement Systems in Early Childhood Education: Promising Approaches for Pennsylvania. A PACER Policy Brief Research for Action 2016-07-00 14 Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org N/A 2017 As Provided JAN2020

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No Kindergarten Early Childhood Education Rating Scales Student Evaluation Mathematics Sciences Social Studies Language Proficiency Literacy Scores Observation Data Collection Summative Evaluation Formative Evaluation Pilot Projects Interrater Reliability Validity Verbal Ability Intelligence Tests Vocabulary Achievement Tests Cognitive Tests Reliability Correlation Regression (Statistics) Riley-Ayers, Shannon Jung, Kwanghee Quinn, Jorie Reports - Research Peabody Picture Vocabulary Test Woodcock Johnson Psycho Educational Battery National Institute for Early Education Research English Kindergarten Primary Education Early Childhood Education The Kindergarten Early Learning Scale (KELS) was developed as a concise observational assessment for young children. It examines three domains including (1) Math/Science, (2) Social Emotional/Social Studies, and (3) Language and Literacy, with a total of 10 items across the domains. Scores reported for each of the 10 items are based upon observational evidence collected by the teacher over a period of roughly three months. This report outlines how decisions about the content of the instrument were made, based on several criteria, and the value of the instrument. The items assessed represent the development of kindergarten children, are measurable (observable), develop on a continuum (to see growth and development over time), and are critical to present and future learning. ED571648 Technical Report: Kindergarten Early Learning Scale National Institute for Early Education Research 2014-09-00 21 National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://www.nieer.org N/A http://nieer.org/wp-content/uploads/2016/08/KELS_Concurrent20_Validity_Technical_Report.pdf 2017 46 As Provided JAN2020

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Yes Enrollment Summer Schools College Students Graduation Rate College Credits Outcomes of Education Bachelors Degrees Grade Point Average Employment Education Work Relationship Income Time to Degree Liu, Vivian Yuen Ting Reports - Research Center for Analysis of Postsecondary Education and Employment (CAPSEE) English Higher Education Postsecondary Education Despite rich evidence on the benefit of summer enrollment at the K-12 level, the college completion literature has so far focused on college readiness, remediation, and financial aid, and has largely overlooked the potential benefits of taking summer courses among college students. Academic momentum theory suggests that summer enrollment may increase credit accumulation and retention and thus increase the rate of college completion. Using proximity to the closest four-year college as an instrumental variable (IV), I analyze public higher education data from an anonymous state to examine how enrolling in summer credits can impact college outcomes and the mechanisms by which it may do so. I find that summer enrollees in the sample had higher bachelor's degree completion rates than summer non-enrollees. Summer enrollees returned to college at a higher rate and completed more credits in the following fall without compromising their grade point averages. Students with lower first-term grade point averages benefitted more from summer enrollment. When summer enrollees reached the labor market, they had higher employment rates six years after initial enrollment. Conditional on employment, earnings were equivalent among summer enrollees and non-enrollees. These findings indicate that summer enrollment benefits students through retention, which leads to higher rates of completion and employment. They suggest that colleges may want to seek opportunities for increasing summer enrollment, and they have implications for the current method of Pell Grant allocation, which privileges the fall and spring terms over the summer term. ED571649 Goodbye to Summer Vacation? The Effects of Summer Enrollment on College and Employment Outcomes. A CAPSEE Working Paper Center for Analysis of Postsecondary Education and Employment 2016-11-00 Institute of Education Sciences (ED) 37 Center for Analysis of Postsecondary Education and Employment. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212.678.3091; e-mail: capsee@columbia.edu; Web site: http://capseecenter.org N/A 2017 40 As Provided JAN2020 Yes R305C110011

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No Comparative Analysis Case Studies School Districts School Role Educational Improvement School Turnaround Low Achievement Educational Change Academic Achievement Educational Indicators Federal Programs Public Schools Educational Legislation Federal Legislation Accountability School Choice Elementary Secondary Education Leaders Superintendents Kelly, Christopher Dissertations/Theses - Doctoral Dissertations No Child Left Behind Act 2001 Elementary and Secondary Education Act Title I English Elementary Secondary Education The purpose of this study was to examine the efforts of school districts in developing and sustaining their capacity to improve student achievement in response to increased accountability. The study sought to confirm what the research says regarding the role of the school district in influencing school improvement. While there is a significant body of research identifying elements for turning around low-performing schools, limited information exists on the roles of school district leaders in influencing school improvement. The study employed comparative case study methodology to examine the details of two school districts that had engaged in turning around low-achieving schools through the viewpoint of the study's participants (superintendents, assistant superintendents, district leaders overseeing school improvement, and school principals). This study identified the roles and practices of district leaders and determined the strategies used to successfully turn around low performing schools and sustain higher achievement. Increasing achievement across schools necessitates considering how school districts support school improvement and sustain district capacity to improve student achievement. Based on the findings, the study offers recommendations for district leadership practice in supporting school improvement and school turnaround. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571920 A Comparative Case Study of the Role of the School District in Influencing School Improvement: Supporting and Turning around Low-Performing Schools ProQuest LLC Ed.D. Dissertation, College of William and Mary 2016-00-00 978-1-3397-4777-4 166 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111568 2017 As Provided JAN2020

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No Preschool Education Natural Resources Outdoor Education Environmental Influences Qualitative Research Case Studies Program Development Success Barriers Administrators Semi Structured Interviews Documentation Web Sites Experience Interpersonal Relationship Personality Traits Institutional Mission Cooperation Leadership World Views Barnett, Alexandra Michaela Dissertations/Theses - Doctoral Dissertations English Preschool Education Early Childhood Education Nature-based preschools are defined as educational settings in which children spend three or more hours per school day in natural environments such as woods, meadows, and beaches (Knight, 2013). The purpose of this qualitative, multiple case study was to obtain a deep understanding of the challenges and successes of nature-based preschool (NBP) founders and directors in the United States and to develop recommendations for those interested in establishing and operating NBPs in the United States. A rich description of the phenomenon of founding and directing NBPs was developed by first answering the primary research question: "What can be learned from the challenges and successes experienced by founders and directors of NBPs in the United States?" The study's participants included directors and founders from three NBPs in the United States. Data was collected through semi-structured interviews, public documents, timelines, and through multi-media sources, such as each school's website. Within-case analysis and cross-case analysis was employed to analyze the data, generating the following key themes: experience, relationships, temperament, like-mindedness, mission focus, collaboration, leadership, worldview, and outlook. Recommendations are provided for other NBP founders and directors which may lead to an increase in the number of NBPs in the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571921 A Multiple Case Study of Challenges and Successes Experienced by Founders and Directors of Nature-Based Preschools in the United States ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-4441-4 228 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111231 2017 As Provided JAN2020

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No English Language Learners Elementary Secondary Education Educational Legislation Federal Legislation Access to Education Accountability National Competency Tests Mathematics Tests Educational Trends Scores Grade 4 Calderon, Brenda Reports - Evaluative Elementary and Secondary Education Act No Child Left Behind Act 2001 National Assessment of Educational Progress National Council of La Raza English Elementary Secondary Education Grade 4 Intermediate Grades Elementary Education The Elementary and Secondary Education Act has provided services for English Language Learners (ELLs) since 1968. In 2010 nearly 4.6 million students were classified as ELLs and of those nearly 80% were from a Spanish speaking background. To ignore their education is to neglect preparing a large portion of our nation's future workforce. Given their importance to the success of our school system, it is critical these students have access to the necessary supports that will ensure their success in school. This includes programs that help students master a new language while meeting the same high standards that apply to all students for learning content. The No Child Left Behind Act of 2002 demonstrated that a strong accountability system is necessary in meeting the academic needs of ELLs. The figure below shows the progress of ELLs on the NAEP math exam. The data show a steady uptick in ELL progress over the past 13 years. Any reauthorization of ESEA should consider the following to adequately prepare ELLs: (1) Maintain a robust accountability system that includes targets to account for time in program and progress toward English language proficiency for ELLs; (2) Increase authorization levels to account for the growth in the ELL population; (3) Limit the exemption of ELLs in the accountability system to one year; and (4) Preserve programs that assist districts with unexpected increases in their ELL population such as the Emergency Immigrant Education Program (Title III, Part B). ED571650 English Language Learners in the Elementary and Secondary Education Act National Council of La Raza 2015-11-01 1 National Council of La Raza. 1126 16th Street NW 6th Floor, Washington, DC 20036. Tel: 202-785-1670; Fax: 202-776-1792; e-mail: publications@nclr.org; Web site: http://www.nclr.org N/A http://publications.nclr.org/handle/123456789/1418 2017 As Provided JAN2020

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No Hispanic Americans Racial Bias Social Justice Presidents Socioeconomic Status Economic Factors Public Policy Wages Credit (Finance) Housing Money Management Equal Education Federal Legislation Public Health Wellness Health Insurance Access to Health Care Civil Rights Vargas Poppe, Samanatha Reports - Evaluative National Council of La Raza English This document provides an analysis of key themes, as they relate to the U.S. Latino population, included in the President's 2016 State of the Union Address. Addressing these issues is critical to extend opportunity to more people to help ensure national prosperity and security for generations to come. ED571651 State of Hispanic America: Working toward a More Secure Future. White Paper National Council of La Raza 2016-01-14 7 National Council of La Raza. 1126 16th Street NW 6th Floor, Washington, DC 20036. Tel: 202-785-1670; Fax: 202-776-1792; e-mail: publications@nclr.org; Web site: http://www.nclr.org N/A http://publications.nclr.org/handle/123456789/1455 2017 As Provided JAN2020

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No Hispanic American Students Student Needs Equal Education Educational Policy Educational Attainment Population Trends Racial Differences Ethnic Groups Early Childhood Education Student Characteristics Elementary Secondary Education Enrollment Trends Postsecondary Education English Language Learners Graduation Rate Higher Education Calderon, Brenda Reports - Research Numerical/Quantitative Data National Council of La Raza English Early Childhood Education Elementary Secondary Education Postsecondary Education Higher Education This statistical brief illustrates the status of the Hispanic student population in the United States. As this demographic group continues to grow, NCLR calls on schools, teachers, and policymakers to provide Latino students with the support and resources necessary for academic success. ED571652 Latinos in New Spaces: Emerging Trends & Implications for Federal Education Policy. Statistical Brief National Council of La Raza 2015-00-00 Bill and Melinda Gates Foundation 16 National Council of La Raza. 1126 16th Street NW 6th Floor, Washington, DC 20036. Tel: 202-785-1670; Fax: 202-776-1792; e-mail: publications@nclr.org; Web site: http://www.nclr.org N/A http://publications.nclr.org/handle/123456789/1257 2017 As Provided JAN2020

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No College Choice College Bound Students Qualitative Research Interviews College Freshmen High School Seniors Student Surveys College Environment Influences Okerson, Justine Rebecca Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Secondary Education High Schools College choice, the decision-making process for students of whether and where to attend college, is complex. The college choice process also affects a range of stakeholders: high school students, parents, public policymakers, high schools, admission professionals, and institutions of higher education. Understanding the influences of college choice for prospective students allows colleges and universities to examine best practices in admission and enrollment management. Even though the campus visit has a significant affect on a student's decision for application and enrollment, what remains unknown is how the construct of the campus visit is perceived among students and how students' perceptions of the visit influence their college choice decisions. Previous research demonstrates the importance of the campus visit or tour, yet this research neglects to discover what elements of a visit or tour are the most influential, and whether or not these factors are under a university's control. This study explored the campus visit from three different qualitative perspectives: interviewing recently matriculated college freshmen, assessing campus information sessions and tours, and surveying high school seniors during the college choice process to better understand the phenomenon of college choice and the impact of the campus visit. From the findings emerged themes of the campus visit impression: aesthetics of the campus environment, community/general vibe of campus, and personal interactions. Students want a college that "looks like a college" and is a place where students are generally happy and proud of their alma mater. This research found that the factors that most heavily influence different variations of the campus visit are mostly due to chance; the weather, tour guide, bulletin board postings, and even construction on campus can affect a student's interpretation of a campus community. These findings further justify the importance of understanding the relationship between the campus visit and college choice during a student's developmental phase. Given the importance of recruiting and maintaining students who are a good "fit," institutions and administrators should examine best practices for presenting an authentic campus community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571922 Beyond the Campus Tour: College Choice and the Campus Visit ProQuest LLC Ph.D. Dissertation, The College of William and Mary 2016-00-00 978-1-3397-4788-0 252 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111579 2017 As Provided JAN2020

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No Undergraduate Students Student Experience Multiracial Persons Whites College Environment Racial Identification Identification (Psychology) Individual Differences Photography Semi Structured Interviews Coding Peer Influence Environmental Influences Sturm, Catherine Team Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education This narrative inquiry intended to capture the lived stories told by nine, full-time, undergraduate students, who self-identified as two or more races, to better understand their perceptions of campus climate at a predominately white institution (PWI). The conceptual framework consisted of the study of multiraciality, Renn's Ecological Theory of Mixed Race Student Identity Development, perceptions of campus climate at a PWI, and the relationships between perceptions of campus climate and individual differences. A written prompt activity and background questions elicited written and verbal responses that assisted with identifying ecological factors and identity patterns of each study participant. Each study participant was asked to take photographs of their environment that influenced how they perceived the campus climate as a mixed race student attending a PWI and assign each photograph a one-word hashtag title. Nine, audiotaped, semi-structured, photo-elicitation interview sessions produced additional narrative data elicited by 33 photographs and one-word hashtag titles. Photo-elicitation interviews were transcribed for further analysis. In vivo coding and thematic analysis was applied to discover emerging themes and relationships between perceptions of campus climate and individual differences. Four major areas of campus climate and ten sub-themes of perceptions emerged from the photographs, one-word hashtag titles, and narrative data: Classroom Climate ("isolating and close"), Peers Climate ("divided by like-groups"), Spaces Climate ("diverse, enjoyable, beautiful and evil, peaceful, and unifying"), and University Climate ("responsive and unresponsive"). Relationships were explored and discovered between study participants' perceptions of campus climate and their individual differences. Evidence from this study provides higher education professionals and administrators access into the lives of mixed race students. With a better understanding how they experience and perceive campus climates at PWIs, supportive learning environments can be created that includes all students. The perceptions and the relationships between perceptions of campus climate and individual differences expands the literature which currently lacks stories told by mixed race students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571923 Exploring the Perceptions of Campus Climate among Mixed Race Students Attending a Predominantly White Institution ProQuest LLC Ph.D. Dissertation, Clemson University 2016-00-00 978-1-3397-3760-7 238 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110515 2017 As Provided JAN2020

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Yes Community Schools Educational Practices Educational Research Program Implementation School Effectiveness Meta Analysis Institutional Characteristics Best Practices Case Studies Educational Policy Jenkins, Della Duffy, Mark Reports - Descriptive Reports - Research-practitioner Partnerships Pennsylvania Ohio Ohio Pennsylvania Research for Action English Elementary Secondary Education Community schools are receiving increased attention in Pennsylvania and across the country as policymakers and practitioners strive to address the effects of poverty on academic performance, and provide more comprehensive supports for traditionally-underserved populations. While many advocates and education leaders tout the promise of community schools, skepticism remains, in part because the model is difficult to implement and sustain, and supporting research is scarce and mainly limited to comprehensive, long-running models. In this brief, Research for Action (RFA) examines existing research on comprehensive community schools. And because there is no, one "model" for community schools, we explore the evidence base on several common elements such as expanded day learning opportunities and health supports. We also examine two promising examples of community schools: the United Way of Greater Lehigh Valley's Community Schools; and the School District of Cincinnati, an urban district that has garnered national attention for the scale of its community school programming. We conclude by offering lessons learned on the creation, implementation, and sustainability of community schools, and we provide a set of policy considerations for both state and local education leaders. ED570123 Community Schools in Practice: Research on Implementation and Impact. A PACER Policy Brief Research for Action 2016-01-00 14 Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org N/A 2017 As Provided JAN2020

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Yes Educational Policy Accountability School Statistics School Effectiveness Research Reports Profiles Measurement Techniques Best Practices Outcome Measures Information Dissemination State Policy Educational Legislation Federal Legislation Duffy, Mark Jenkins, Della Reports - Descriptive Reports - Research-practitioner Partnerships Pennsylvania Improving Americas Schools Act 1994 No Child Left Behind Act 2001 Pennsylvania Improving Americas Schools Act 1994 No Child Left Behind Act 2001 Research for Action English Elementary Secondary Education For more than two decades, states have been required to report publicly on the academic performance of schools and districts. These school rating systems have received increased public attention amid growing concerns about the prevalence and cost of standardized testing in schools. According to a recent Gallup Poll, 64 percent of the public overall, and 67 percent of public school parents, said there is too much emphasis on standardized testing in education. These perceptions have been widely acknowledged by policymakers at both the state and federal levels. As deliberations on the future of Pennsylvania's school rating system, the School Performance Profile, gather steam, Research for Action (RFA) is pleased to provide background on the existing research related to best practices in reporting on school performance. We also offer examples of reporting systems from neighboring and high-performing states. ED570124 Creating a Comprehensive Picture of School Performance. A PACER Policy Brief Research for Action 2015-11-00 Policymakers 9 Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org N/A 2017 As Provided JAN2020

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Yes Preschool Children Kindergarten Short Term Memory Language Skills Mathematics Skills Numeracy Mathematics Tests Item Response Theory Computation Number Concepts Word Problems (Mathematics) Recall (Psychology) Measures (Individuals) Regression (Statistics) Correlation Achievement Tests Purpura, David J. Ganley, Colleen M. Journal Articles Reports - Research Expressive One Word Picture Vocabulary Test Woodcock Johnson Tests of Achievement Expressive One Word Picture Vocabulary Test Woodcock Johnson Tests of Achievement ISSN-0022-0965 English Kindergarten Primary Education Early Childhood Education Children's early mathematics skills develop in a cumulative fashion; foundational skills form a basis for the acquisition of later skills. However, non-mathematical factors such as working memory and language skills have also been linked to mathematical development at a broad level. Unfortunately, little research has been conducted to evaluate the specific relations of these two non-mathematical factors to individual aspects of early mathematics. Thus, the focus of this study was to determine whether working memory and language were related to only individual aspects of early mathematics or related to many components of early mathematics skills. A total of 199 4- to 6-year-old preschool and kindergarten children were assessed on a battery of early mathematics tasks as well as measures of working memory and language. Results indicated that working memory has a specific relation to only a few--but critically important--early mathematics skills and language has a broad relation to nearly all early mathematics skills. [This article was published in "Journal of Experimental Child Psychology," v122 p104-121 Jun 2014.] ED570174 Working Memory and Language: Skill-Specific or Domain-General Relations to Mathematics? Grantee Submission Journal of Experimental Child Psychology v122 p104-121 Jun 2014 2014-06-00 Institute of Education Sciences (ED) 18 T http://dx.doi.org/10.1016/j.jecp.2013.12.009 2017 96 As Provided JAN2020 Yes R305B04074 R305B100017

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Yes School Readiness Kindergarten Public Schools Correlation Scores Reading Achievement Mathematics Achievement Children Longitudinal Studies Surveys Evaluation Methods Aptitude Tests Regression (Statistics) Institutional Characteristics Shields, Katherine A. Cook, Kyle DeMeo Greller, Sara Reports - Research Early Childhood Longitudinal Survey Early Childhood Longitudinal Survey Regional Educational Laboratory Northeast & Islands (ED) Education Development Center, Inc. (EDC) National Center for Education Evaluation and Regional Assistance (ED) Regional Educational Laboratory Northeast & Islands (ED), Early Childhood Education Research Alliance English Kindergarten Primary Education Early Childhood Education This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. Child development research on the importance of early experiences for later life outcomes has underscored the need for effective early childhood education. With the aim of providing high-quality education, many kindergarten programs use assessments at the time of entry to understand what students know and can do. When such assessments are well-planned, appropriately designed, and implemented with fidelity, they can inform teaching and program improvement, and contribute to better student outcomes. As the number of states that require districts to administer kindergarten entry assessments grows, state and district administrators are interested in how their peers around the country use these assessments. Given this interest, state administrators participating in the Regional Educational Laboratory Northeast & Islands Early Childhood Education Research Alliance requested this study for information as they implemented plans for statewide assessments. Best practice guidelines for early childhood education assert the value of using data to guide instructional practice in general, yet there is limited empirical research linking the use of kindergarten entry assessment data with student learning outcomes. This study seeks to contribute to the limited literature on the relationship between use of kindergarten entry assessments and student early learning outcomes. Because the study draws on observational data, it cannot establish a causal link between use of kindergarten entry assessments and student outcomes. Instead, the analyses are intended to identify relationships that might be explored further with other datasets using a more rigorous experimental design. In addition, the study aims to provide important information to decision-makers in the field about the landscape of the use of kindergarten entry assessments, based on a nationally representative sample of U.S. public schools. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, this study examined how many public schools used kindergarten entry assessments and for what purposes. Overall, 73 percent of public schools offering kindergarten classes reported using kindergarten entry assessments. Among those schools, the most common purposes were to individualize instruction (93 percent), identify needs for additional testing (65 percent), and determine class placement (41 percent). Schools' use of kindergarten entry assessments was not correlated with student assessment scores in early reading or math in spring of the kindergarten year. [For the full study, "How Kindergarten Entry Assessments Are Used in Public Schools and How They Correlate with Spring Assessments. REL 2017-182," see ED569203.] ED569219 How Kindergarten Entry Assessments Are Used in Public Schools and How They Correlate with Spring Assessments. Stated Briefly. REL 2017-183 Regional Educational Laboratory Northeast & Islands 2016-10-00 9 Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 14 ERIC JAN2020 Yes EDIES12C0009

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Yes Telecommunications Handheld Devices Computer Oriented Programs College Students Second Language Instruction Educational Technology Technology Uses in Education Student Motivation Surveys Semi Structured Interviews Value Judgment Foreign Countries Questionnaires García Botero, Gustavo Questier, Frederik Speeches/Meeting Papers Reports - Research Colombia English Higher Education Postsecondary Education In an attempt to understand whether Mobile-Assisted Language Learning (MALL) could foster students' self-directed learning, this paper analyzes a self-directed learning experience by means of a language app: Duolingo. In this study, higher education language students were encouraged to use Duolingo outside of the classroom. The data collected via app tracking, surveys and semi-structured interviews reveal that the low activity in the app contrasts the high value students attribute to it. Students indicated that the low activity is due to other obligations in their lives. They also expressed the need of external motivation to finish the course. The study suggests that mentoring and modeling are still needed in the development of self-directed study skills and it highlights the importance of implementing different data collection techniques to understand what students think and do in MALL. [For the complete volume of short papers, see ED572005.] ED572176 What Students Think and What They Actually Do in a Mobile Assisted Language Learning Context: New Insights for Self-Directed Language Learning in Higher Education Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 6 As Provided JAN2020

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No Hispanic American Students Barriers Access to Education Equal Education Postsecondary Education College Attendance Decision Making Paying for College Costs Success Student Personnel Services College Readiness Career Readiness Collected Works - Proceedings National Council of La Raza English Postsecondary Education Higher Education Following decades of efforts to augment the educational experience of Hispanic students, progress and achievement are on the upswing. The steady rise in the high school graduation rate of Latino students is a bright spot that reflects both these efforts and the hard work of Latino students themselves. The good news is that the Hispanic community overwhelmingly values higher education as attested by the significant increase in Latinos enrolling in postsecondary programs. Yet, as more Latino students take on the challenge than ever before, existing disparities continue and new ones have emerged. In producing this report "Getting In, Staying In: Community Perspectives on the Barriers to Latino Postsecondary Education," NCLR solicited input from experts and students to provide a better understanding of the opportunities and challenges unique to the Latino experience in higher education. The authentic voice that emerged from this session provides a crucial context for the current higher education debate by highlighting the barriers that students face en route to a college degree. Access, preparation, affordability, debt, the quality of institutional supports, and completion are issues that most students and their families will have to negotiate during the collegiate experience. Latinos face all of these difficulties but also unique ones such as a lack of culturally appropriate information and guidance. How we address these challenges today will determine Latino students' long-term success. Presentations were as follows: (1) Framing The Discussion: Finding The Community Perspective; (2) College Decisions: The Role of Data and Culture; (3) College Decisions: Cost of College and Assessing Affordability; and (4) College Success: The Role of Institutional Supports for College and Career Preparedness. Town Hall Participants were: (1) Miguel Almaguer, NBC News; (2) Gabriella Gomez, Bill & Melinda Gates Foundation; (3) Emily Gonzalez, College Visions; (4) Annette R. Martinez, State Farm Insurance Companies; (5) Fernando Rojas, College Student; and (6) Deborah A. Santiago, Excelencia in Education ED571653 Getting In, Staying in: Community Perspectives on the Barriers to Latino Postsecondary Education. Proceedings for Town Hall on Higher Education at the 2015 National Council of La Raza Annual Conference (Kansas City, Missouri, Jul 11, 2015) National Council of La Raza 2016-07-00 Bill and Melinda Gates Foundation State Farm Walton Family Foundation 32 National Council of La Raza. 1126 16th Street NW 6th Floor, Washington, DC 20036. Tel: 202-785-1670; Fax: 202-776-1792; e-mail: publications@nclr.org; Web site: http://www.nclr.org N/A http://publications.nclr.org/handle/123456789/1558 2017 As Provided JAN2020

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No Data Collection Data Analysis Accountability Decision Making Intervention Academic Achievement Case Studies Evidence Based Practice Records (Forms) Graphs Evaluation Methods Clinics Job Training Family Environment Kabot, Susan Reeve, Christine E. Books National Professional Resources, Inc. English Faced with increasing demands for accountability, teachers are having to base their instructional decisions and choice of interventions on data on student performance. This book shows how to make this otherwise daunting task much more manageable by means of case studies and countless evidence-based forms and graphs. Although this book often refers to students and classrooms, the data collection techniques are applicable to a wide range of environments, including clinics, job-training and actual job sites, and homes. In addition, the data collection tools and procedures are relevant for use with a wide range of ages, from toddlers to adults. ED571654 Taming the Data Monster: Collecting and Analyzing Classroom Data to Improve Student Progress National Professional Resources, Inc. 2016-00-00 978-1-942197-07-2 136 National Professional Resources, Inc. 25 South Regent Street, Port Chester, NY 10573. Tel: 800-453-7461; Tel: 914-937-8879; Fax: 914-937-9327; e-mail: service@nprinc.com; Web site: http://www.nprinc.com N/A http://www.nprinc.com/taming-the-data-monster/ 2017 As Provided JAN2020

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No Counselor Training Females Womens Education Gender Issues Doctoral Programs Phenomenology Student Experience Teaching Methods College Faculty Barriers Minority Group Students Meyers, Lindsay Pennell Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Counselor education pedagogy has not sufficiently recognized or incorporated current knowledge of gender differences and their potential impact on women's learning experiences. Instead, the body of research that addresses gender in counselor education refers to incorporating gender in the classroom as a topic of discussion rather than considering gender as a component in the learning process. The body of literature on counselor education pedagogy at the doctoral level remains sparse. To date, no research has recognized gender as a lens for pedagogical training in the counselor education doctorate. This phenomenological study examined the learning experiences of eight women counselor education doctoral students across three CACREP accredited counselor education programs to understand how pedagogy supported or inhibited women's development as counselor educators. Women's ways of knowing (WWK) theory (Belenky, Clinchy, Goldberger, & Tarule, 1997) offered a developmental framework for understanding women's learning preferences. Data analysis revealed five themes that indicated relationships were integral in gauging and affirming participants' learning and developmental processes. Data analysis also revealed structures in the counselor education doctorate that contributed to barriers to learning for minority students. Suggestions for re-conceptualizing the counselor education doctorate are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571924 A Phenomenological Investigation of Women's Learning Experiences in Counselor Education ProQuest LLC Ph.D. Dissertation, College of William and Mary 2016-00-00 978-1-3397-4767-5 485 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111558 2017 As Provided JAN2020

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No Pharmaceutical Education Test Construction Objective Tests Administrators Job Skills Business Skills Focus Groups Practicum Supervision Professional Personnel Augustine, Jill Dissertations/Theses - Doctoral Dissertations Arizona English Higher Education Postsecondary Education The purpose of this study was to design, develop, and administer an Objective, Structured Management Exam (OSME) on management skills for pharmacy students. Pharmacy preceptors for the University of Arizona College of Pharmacy participated in focus groups that identified business, management, and human resource skills needed by pharmacy graduates. Once the skills were identified, gaps were identified for inclusion into the OSMEs. (Abstract shortened by ProQuest.). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571925 Design and Development of an Objective, Structured Management Examinations (OSMEs) on Management Skills among Pharmacy Students ProQuest LLC Ph.D. Dissertation, The University of Arizona 2016-00-00 978-1-3397-4792-7 357 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111583 2017 As Provided JAN2020

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Yes Weighted Scores Probability Statistical Analysis Interaction Simulation Nonparametric Statistics Mathematical Logic Validity Employment Welfare Services Mothers Depression (Psychology) Influences Hong, Guanglei Deutsch, Jonah Hill, Heather D. Journal Articles Reports - Research California California English Conventional methods for mediation analysis generate biased results when the mediator-outcome relationship depends on the treatment condition. This article shows how the ratio-of-mediator-probability weighting (RMPW) method can be used to decompose total effects into natural direct and indirect effects in the presence of treatment-by-mediator interactions. The indirect effect can be further decomposed into a pure indirect effect and a natural treatment-by-mediator interaction effect. Similar to other techniques for causal mediation analysis, RMPW generates causally valid results when the sequential ignorability assumptions hold. Yet unlike the model-based alternatives including path analysis, structural equation modeling, and their latest extensions, RMPW requires relatively few assumptions about the distribution of the outcome, the distribution of the mediator, and the functional form of the outcome model. Correct specification of the propensity score models for the mediator remains crucial when parametric RMPW is applied. The paper gives an intuitive explanation of the RMPW rationale, a mathematical proof, and simulation results for the parametric and non-parametric RMPW procedures. We apply the technique to identifying whether employment mediated the relationship between an experimental welfare-to-work program and maternal depression. A detailed delineation of the analytic procedures is accompanied by online Stata code as well as a stand-alone RMPW software program to facilitate users' analytic decision-making. [This article was published in "Journal of Educational and Behavioral Statistics," v40 n3 p307-340 Jun 2015 (see: EJ1063649).] ED570196 Ratio-of-Mediator-Probability Weighting for Causal Mediation Analysis in the Presence of Treatment-by-Mediator Interaction Grantee Submission Journal of Educational and Behavioral Statistics v40 n3 p307-340 Jun 2015 2015-06-00 Institute of Education Sciences (ED) 34 T http://dx.doi.org/10.3102/1076998615583902 2017 80 As Provided JAN2020 Yes R305D120020

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Yes Mathematics Skills Fractions Grade 6 Middle School Students Logical Thinking Mathematics Achievement Path Analysis Predictor Variables Cognitive Processes Skill Development Numbers Intelligence Tests Multiple Regression Analysis Cirino, Paul T. Tolar, Tammy D. Fuchs, Lynn S. Huston-Warren, Emily Journal Articles Reports - Research Wechsler Intelligence Scales Short Forms English Grade 6 Intermediate Grades Middle Schools Elementary Education Secondary Education Junior High Schools There is a strong research base on the underlying concomitants of early developing math skills. Fewer studies have focused on later developing skills. Here, we focused on direct and indirect contributions of cognitive measures (e.g., language, spatial skills, working memory) and numerosity measures, as well as arithmetic proficiency, on key outcomes of fraction performance, proportional reasoning, and broad mathematics achievement at sixth grade (N = 162) via path analysis. We expected a hierarchy of skill development, with predominantly indirect effects of cognitive factors via number and arithmetic. Results controlling for age showed that the combination of cognitive, number, and arithmetic variables cumulatively accounted for 38% to 44% of the variance in fractions, proportional reasoning, and broad mathematics. There was consistency across outcomes, with more proximal skills providing direct effects and with the effects of cognitive skills being mediated by number and by more proximal skills. Results support a hierarchical progression from domain-general cognitive processes through numerosity and arithmetic skills to proportional reasoning to broad mathematics achievement. [This article was published in "Journal of Experimental Child Psychology," v145 p95-119 May 2016.] ED570228 Cognitive and Numerosity Predictors of Mathematical Skills in Middle School Grantee Submission Journal of Experimental Child Psychology, v145 p95-119 May 2016 2016-05-00 Institute of Education Sciences (ED) 25 T http://dx.doi.org/10.1016/j.jecp.2015.12.010 2017 111 As Provided JAN2020 Yes R305A1100067

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Yes Case Studies Mathematics Instruction Grade 3 Elementary School Mathematics Mathematics Achievement Mathematical Concepts Mathematics Teachers Mathematics Skills Academically Gifted Parish, Linda Reports - Research Speeches/Meeting Papers Mathematics Education Research Group of Australasia English Grade 3 Primary Education Elementary Education Early Childhood Education This case study narrative reports on the journey of *Sammy as her mindset as a learner of mathematics is challenged. Often students who are mathematically highly capable are viewed as being privileged, they are rarely placed with the cohort of struggling students. Children like Sammy who are mathematically highly capable or gifted, however, are simply students who learn differently and therefore require a different type of teacher support. [*Sammy is a pseudonym]. ED572535 Challenging the Mindset of Sammy: A Case Study of a Grade 3 Mathematically Highly Capable Student Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (38th, Sunshine Coast, Queensland, Australia, 2015) 2015-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 21 As Provided JAN2020

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Yes Foreign Countries Elementary School Teachers Primary Education Elementary School Mathematics Mathematics Instruction Algebra Arithmetic Educational Practices Faculty Development Teaching Methods Integrated Curriculum Lesson Plans Planning Observation Interviews Hunter, Jodie Reports - Research Speeches/Meeting Papers United Kingdom (England) Mathematics Education Research Group of Australasia English Elementary Education Primary Education Early Childhood Education In recent years there has been an increased emphasis on integrating the teaching of arithmetic and algebra in primary school classrooms. This requires teachers to develop links between arithmetic and algebra and use pedagogical actions that facilitate algebraic reasoning. Drawing on findings from a classroom-based study, this paper provides an exemplar of one teacher's journey in shifting her practice to integrate early algebra into her everyday mathematics lessons. The findings highlight the importance of addressing different areas including algebraic content, task development and enactment, and the classroom and mathematical practices to facilitate algebraic reasoning. ED572536 Teacher Actions to Facilitate Early Algebraic Reasoning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (38th, Sunshine Coast, Queensland, Australia, 2015) 2015-00-00 10 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes Employment Level Adults Educational Attainment Income Taxes Paying for College Racial Differences Ethnic Groups Gender Differences Unemployment Job Satisfaction Social Mobility Retirement Benefits Health Insurance Poverty Welfare Services Smoking Exercise Obesity Health Parents Child Rearing Citizen Participation Voting College Attendance Satisfaction Trend Analysis Socioeconomic Status Academic Degrees College Graduates STEM Education Geographic Location Educational Finance Baum, Sandy Ma, Jennifer Payea, Kathleen Reports - Evaluative Numerical/Quantitative Data College Board English Higher Education Postsecondary Education This report documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares health-related behaviors, reliance on public assistance programs, civic participation, and indicators of the well-being of the next generation. Financial benefits are easier to document than nonpecuniary benefits, but the latter may be as important to students themselves, as well as to the society in which they participate. The goal is to call attention to ways in which both individuals and society as a whole benefit from increased levels of education. The focus is on outcomes correlated with levels of educational attainment, and it is important to be cautious about attributing all of the differences observed to causation. However, reliable statistical analyses support the significant role of postsecondary education in generating the benefits reported. Many of the averages reported conceal considerable variation among people with similar levels of education. More information on this variation can be found in this report's companion publication, "How College Shapes Lives: Understanding the Issues." This report also examines the increases and the persistent disparities across demographic groups in college participation and completion. The magnitude of the benefits of postsecondary education makes ensuring improved access for all who can benefit imperative. ED572537 Education Pays, 2013: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series College Board 2013-00-00 48 College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org N/A 2017 79 ERIC JAN2020

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Yes State Universities Two Year Colleges Annual Reports Statewide Planning College Planning Strategic Planning School Location Educational Quality Relevance (Education) Student Development Systems Approach Tuition Needs Assessment State Boards of Education Educational Improvement College Students Reports - Descriptive North Dakota North Dakota University System English Higher Education Postsecondary Education Two Year Colleges This report presents the 2017-19 edition of the State Board of Higher Education's strategic narrative. Contents include: (1) North Dakota University System (NDUS) colleges and locations; (2) Board Chair Neset's report; (3) Five-year goals; (4) Deliver degrees that are the best value in the nation; (5) Provide programs people want; (6) Equip students for success; (7) Maximize the strengths of a unified system; (8) Financial snapshot (and Tuition snapshot); (9) Chancellor's Cabinet studies (studying long-term needs); (10) Envision 2030; and (11) State Board of Higher Education members. ED572891 North Dakota University System Five-Year Plan. Daring to Be Great: The NDUS Edge North Dakota University System 2017-02-03 24 North Dakota University System. 600 East Boulevard Avenue Department 215, Bismarck, ND 58505-0230. Tel: 701-328-2960; Fax: 701-328-2961; e-mail: ndus.office@ndus.nodak.edu; Web site: http://www.ndus.nodak.edu N/A 2017 ERIC JAN2020

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Yes Higher Education Annual Reports Educational Improvement Education Work Relationship Awards Enrollment Trends Undergraduate Students Graduate Students Academic Persistence College Freshmen Graduation Rate Time to Degree Remedial Instruction Adult Education Demography Financial Support Delivery Systems College Readiness Secondary School Students At Risk Students Private Schools State Aid Student Financial Aid Student Loan Programs Debt (Financial) Scholarships Loan Repayment Grants Competitive Selection Allied Health Occupations Education Teachers Minority Group Students Public Service Public Colleges Tuition Fees Strategic Planning Reports - Descriptive Numerical/Quantitative Data New Mexico New Mexico Higher Education Department English Higher Education Postsecondary Education Adult Education Secondary Education The New Mexico Higher Education Department strives to bring leadership, guidance, and assistance to New Mexico's higher education stakeholders. The HED is committed to promoting best practices, institutional fiscal responsibility, and student achievement. Everything the agency does is through the lens of supporting New Mexico's higher education institutions and enhancing student success. Higher education is an economic engine which fosters innovation and shapes the future workforce. Over the past two years, the higher education Department (HED) has made substantial progress on strengthening policy reforms and forming long term vision for a more cohesive New Mexico higher education system. On December 5th, 2016, Governor Susana Martinez enacted Executive Order 2016-037 establishing New Mexico's long-term "Route to 66" Goal for 66% of the New Mexico population to have attained some form of postsecondary education by the year 2030 (i.e. New Mexico's "Route to 66" Goal). The "Route to 66" Goal was selected by a plurality of higher education stakeholders who attended an HED-hosted attainment goal meeting on August 18, 2016. At this attainment goal meeting, the HED presented four attainment goal scenarios to an audience comprised of higher education leaders and state government officials. These attainment goal scenarios came from an attainment projection model that was developed by HED staff in consultation with the Georgetown Center on Education and the Workforce. As a result of the August 18 attainment goal meeting, Governor Susana Martinez formally announced the "Route to 66" Goal at the Governor's Second Annual Higher Education Summit on September 23, 2016 and then formalized Executive Order 2016-037. Executive Order 2016-037 tasks the HED Cabinet Secretary with chairing a Higher Education Statewide Strategic Planning Committee and developing a strategic plan for improving statewide higher education coordination and increasing educational attainment. The purpose of the New Mexico "Route to 66" Goal and strategic plan will be to provide sustainable policy guidance to the New Mexico higher education system for the long-term. This annual report outlines the initiatives and accomplishments of the HED and its composite divisions in 2016. Executive summaries are provided by the following divisions: (1) Policy & Programs; (2) Planning and Research; (3) Adult Education; (4) GEAR UP; (5) Private and Postsecondary Schools; (6) Financial Aid; and (7) Institutional Finance. ED572892 New Mexico Higher Education Department Annual Report, 2016 New Mexico Higher Education Department 2016-12-15 45 New Mexico Higher Education Department. 1608 Cerrillos Road, Santa Fe, NM 87505. Tel: 505-476-6500; Fax: 505-476-6511; Web site: http://www.hed.state.nm.us N/A 2017 ERIC JAN2020

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Yes Proverbs Language Usage African Languages African Culture Information Dissemination Social Values Health Promotion Hygiene Health Education Quality of Life Language Research Foreign Countries Tunde Bolaji, Ezekiel Kehinde, Taye A. Reports - Research Nigeria Benin English In the Yoruba society, proverbs have been and still remain powerful and effective instruments of transmitting ideas, motive, knowledge and social morality from generation to generations. This is because proverbs reflect societal values of the people. Like any other group of people, the Yorubas are interested in the maintenance of personal health and hygiene. Consequently several Yoruba proverbs abound which may be used to ensure good health. This paper examines some of these proverbs and concludes that their proper teaching and usage may be veritable tools for enhancing good health and hygiene. ED571521 An Analysis of the Proverbs the Yorubas Live By Online Submission 2017-00-00 14 N/A 2017 -1 As Provided JAN2020

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Yes Data Analysis Expertise Models Evaluation Methods Information Management Knowledge Management Problem Solving Definitions Data Collection Lohrer, Johannes-Y. Kaltenthaler, Daniel Kröger, Peer Speeches/Meeting Papers Reports - Descriptive English In this paper, we describe a framework for data analysis that can be embedded into a base application. Since it is important to analyze the data directly inside the application where the data is entered, a tool that allows the scientists to easily work with their data, supports and motivates the execution of further analysis of their data, which would lead to new and interesting findings is desirable. If the analysis process is too complicated, tedious or not apparent, this could restrict scientists, especially in non-IT-related disciplines, from analyzing the data in depth. To enable this solution we first describe the requirements for an analysis tool and explain the steps we took to meet those requirements. Then we describe the steps that are necessary to integrate the analysis into a base application. We also explain how the analysis framework can be extended with new specific components that allow the users to add exactly the features they need for their analysis. [For full proceedings, see ED571459.] ED571609 Leveraging Data Analysis for Domain Experts: An Embeddable Framework for Basic Data Science Tasks International Association for Development of the Information Society Paper presented at the International Conferences on Internet Technologies & Society (ITS), Education Technologies (ICEduTECH), and Sustainability, Technology and Education (STE) (Melbourne, Australia, Dec 6-8, 2016) 2016-12-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org N/A 2017 5 As Provided JAN2020

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Yes Travel STEM Education Networks International Cooperation Teacher Collaboration College Faculty School Business Relationship Education Work Relationship Foreign Countries Information Systems International Educational Exchange Recruitment International Trade Cultural Awareness Cultural Differences Metacognition Intercultural Communication College Students Partnerships in Education Educational Trends Futures (of Society) Computer Mediated Communication International Organizations State Regulation Hol, Ana Simiana, Danielle Lieu, Gilbert Ong, Ivan Feder, Josh Dawre, Nimat Almazi, Wakil Speeches/Meeting Papers Reports - Evaluative India Australia English Higher Education Postsecondary Education This paper is based on the retrospective reviews of the Information Systems study group who went on the international study tour to India to learn, network and collaborate with academics, students and industry professionals overseas. The paper addresses concerns of local Australian Science, Technology, Engineering and Mathematics recruiters and identifies how a well-planned educational study tours could in the future help graduates meet industry and recruiters' demands. It furthermore identifies that 21st century international business ventures and global partnerships require future graduates to not only be skillful in their professions but also be global citizens, know and understand different cultures, easily adapt to new environments, skillfully negotiate business deals, mindfully communicate and swiftly learn to apply and follow local rules, customs and regulations. [For full proceedings, see ED571459.] ED571611 International Study Tours: A Key to 21st Century Academic and Industry Exchanges International Association for Development of the Information Society Paper presented at the International Conferences on Internet Technologies & Society (ITS), Education Technologies (ICEduTECH), and Sustainability, Technology and Education (STE) (Melbourne, Australia, Dec 6-8, 2016) 2016-12-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org N/A 2017 13 As Provided JAN2020

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Yes Animation Pronunciation Orthographic Symbols Computer Graphics Irish Teaching Methods Educational Strategies Foreign Countries Ward, Monica Speeches/Meeting Papers Reports - Research Ireland English Elementary Secondary Education Higher Education The orthographical depth of a language impacts on a learner's ability to learn a language (Katz & Frost, 1992). If it is easier for learners to read the language as it is written, it will make the learning process easier. One way to address the problem of orthographically deep or opaque languages where the pronunciation is not very easy to determine is to demystify its pronunciation by using animation. This involves showing learners graphically how a combination of certain letters or diacritics produces a particular sound. This is particularly useful when the combination is different to what might be expected given the learner's knowledge of how those letters or symbols sound individually. This is also important when two orthography systems may appear similar on a superficial level but are actually different. This paper provides an overview of the animation component of the CALLIPSO system--a CALL resource for Irish orthography and pronunciation. Irish uses the same letters as the English alphabet but there are differences in the letter-sound correspondences. In the animation component, words are passed to the animation tool which demonstrates how each combination of letters gives rise to the overall pronunciation of the word. The tool is language independent and can be used for languages other than Irish. [For the complete volume of short papers, see ED572005.] ED572177 Demystifying Pronunciation with Animation Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 8 As Provided JAN2020

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Yes Microteaching Computer Assisted Instruction Teacher Education Programs Masters Programs Peer Teaching Student Journals Foreign Countries Language Teachers Graduate Students Virtual Classrooms Distance Education Second Language Learning Pappa, Giouli Papadima-Sophocleous, Salomi Speeches/Meeting Papers Reports - Research Cyprus English Higher Education Postsecondary Education This paper describes micro-teaching delivery in virtual worlds. Emphasis is placed on examining the effectiveness of Singularity Viewer, an Internet-based Multi-User Virtual Environment (MUVE) as the tool used for assessment of the student teacher performance. The overall goal of this endeavour lies in exploiting the opportunities derived from such an immersive environment in order to provide better distance education. To this end, a total of eight language teacher practitioners from different parts of the world took part in this study and engaged in peer-microteaching as part of their Master of Arts (MA) in Computer Assisted Language Learning (CALL) programme. Data acquisition involved screen recordings of the peer microteaching sessions, statements in participants' reflective journals and both debriefings and written communication within the virtual world. Our results indicated the positive potential of using MUVE platforms as instruments in the assessment of student teacher performance. [For the complete volume of short papers, see ED572005.] ED572178 A CALL for Evolving Teacher Education through 3D Microteaching Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 8 As Provided JAN2020

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Yes Foreign Countries Telecommunications Handheld Devices Technology Uses in Education Educational Technology Secondary Education Second Language Instruction Teacher Attitudes Technology Integration Online Surveys Questionnaires Usability Intention Likert Scales Van de Vyver, Julie Reports - Research Speeches/Meeting Papers Belgium English Secondary Education This paper focuses on the perceptions and uses of mobile technologies by 118 Belgian teachers in foreign language teaching and learning in secondary education. The purpose of the study is to analyze the teachers' attitudes towards the use of mobile technologies in- and outside the classroom via an online questionnaire. The preliminary findings presented in this paper establish that the concept of a "Mobile-Assisted Language Learning (MALL) community" does not yet exist in our context as the use of mobile devices is still limited. Nevertheless, it can also be stated that teachers' attitudes and behavioral intention towards the use of tablets are slightly more positive than towards the use of smartphones, and that a vast majority of the teachers are interested in being trained to MALL. [For the complete volume of short papers, see ED572005.] ED572179 Mobile-Assisted Language Learning Community and Culture in French-Speaking Belgium: The Teachers' Perspective Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 8 As Provided JAN2020

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No School Counselors Counselor Role Minority Groups Social Theories Self Efficacy Cultural Awareness Student Diversity Educational Environment Teamwork Correlation Surveys Family School Relationship Harris, Pamela Nadine Dissertations/Theses - Doctoral Dissertations English School-family partnerships facilitate the academic and personal success of all students. Whereas forming these partnerships are a component of school counselor identity, school counselors are commonly unprepared to form and maintain such relationships. Additionally, shifting racial demographics within K-12 schools call for culturally responsive partnership-building, as the majority of school counselors continue to belong to the dominant culture. The purpose of this study was to explore the characteristics of school counselors as it relates to involvement in partnerships with families of color. Using a social cognitive theoretical framework, this study solicited a national sample of 155 practicing school counselors to examine self-efficacy, multicultural competence, and environment with regards to forming these diverse partnerships. The School Counselor Self-Efficacy (SCSE) scale, the Multicultural Counseling Competence and Training Survey-Revised (MCCTS-R), and a modified version of the School Counselor Involvement in Partnerships Survey (SCIPS) were used to examine these characteristics. The results of this study indicated significantly positive relationships between self-efficacy, multicultural competence, and involvement in partnerships with families of color. However, only self-efficacy as it relates specifically to partnerships and multicultural knowledge served as significant predictors of involvement in these partnerships. Further, receiving previous coursework in multicultural counseling or family-related content did not make any significant differences in involvement. The outcomes suggest that school counselors may benefit from more practical experiences in diverse settings to encourage involvement in partnerships with families of color. Findings also support the integration of the social cognitive theoretical concept of triadic reciprocal determinism into training curricula. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571926 School Counselor Involvement in Partnerships with Families of Color: A Social Cognitive Perspective ProQuest LLC Ph.D. Dissertation, The College of William and Mary 2016-00-00 978-1-3397-4793-4 172 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111584 2017 As Provided JAN2020

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No Phenomenology Elementary School Teachers Middle School Teachers Social Cognition Social Theories Interviews Teacher Attitudes Classroom Environment Philosophy Observation Equipment Motion Physical Activities Allen, Amanda Hudson Dissertations/Theses - Doctoral Dissertations English Elementary Education Middle Schools Secondary Education Junior High Schools The purpose of this phenomenological study was to explore and describe the experiences of elementary and middle schoolteachers who have used stationary movement devices (SMDs) in their classrooms. A phenomenological approach was as a foundational exploration of SMD use in the classroom setting because there was a lack of directly related research. Consequent of limited prior research, the theoretical framework: Bandura's social cognitive theory was chosen as a way to explain teachers' decisions pertaining to SMD use in the classroom. Teachers from an elementary and a middle school located in a suburban area of a southeastern state were selected for interviews and study participation based on two criteria: their choice to give students access to SMDs and their willingness to describe the lived experience of using SMDs in the classroom setting. Interview data were analyzed via phenomenological reduction, imaginative variation and synthesis in order to explore and isolate themes. At the conclusion of data analysis processes, three themes and 13 subthemes were established. The shared experiences of teacher participants were grouped into three themes: (a) teaching philosophy, (b) decision and structure surrounding SMD use, and (c) observations after introducing SMDs. Limitations to this study included participants' relationship with the interviewer, the general nature of self-reporting information, temporal conditions of the formal classroom observations, and the limited quantity of SMDs available for teachers' use. The implications of findings can be applied to practices and future research relating to the roles of school counselors, teachers, and education leaders. Some practical recommendations for school counselors include the use of SMDs directly or indirectly as a coping mechanism to assist students with de-escalation at times of anxiety, frustration, or high energy. Recommendations for teachers include making SMDs available to all students, setting clear expectations before SMDs are distributed, and the use of SMDs as a tool for improved fitness, student motivation, or classroom intervention. A strong consideration for education leaders was the importance of presenting SMDs to staff as an option rather than requirement for classroom adoption, which may increase initiative and ownership taken by teachers interested in using SMDs. Future research implications include studying each of these practical recommendations, as well as seeking outcome data relating to thematic findings of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571927 What Do the Teachers Have to Say? A Phenomenological Study of the Use of Stationary Movement Devices in Elementary and Middle School Classrooms ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-3791-1 199 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110546 2017 As Provided JAN2020

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No Christianity Science Education Science Curriculum Teaching Methods Spiritual Development Observation Scientific Research Hypothesis Testing Paleontology Religious Education Philosophy Shaver, Ruth E. Dissertations/Theses - Doctoral Dissertations English "I Wonder...Gaining Wisdom and Growing Faith Through Scientific Exploration" is an intergenerational science curriculum designed to be used in congregations. The goal of this curriculum and the theoretical work underpinning it is to counter the perception that people of faith cannot also be people who possess a scientific understanding of creation from quarks to the farthest galaxies and everything in between. Deepening faith in God and growing scientific understanding of the world around us both begin with the statement, "I wonder..." With this phrase as the common ground between faith and science, Lady Wisdom (Sophia) serves as the guide for hands-on experiments as learners develop an understanding of scientific methods including observation, creating and testing hypotheses, and analyzing results. One original photograph of a fossilized dinosaur footprint is included in the curriculum with the express permission of the photographer, William D. Richards, who took it specifically to be used for this purpose. An analysis of the author's contextual experience with the curriculum and similar programs, as well as the author's personal understanding of what mature faith requires as a result of this work, follows the curriculum. There are two appendices: "Faith, Science and Technology Sunday Liturgy" for Sunday, February 7, 2016, produced by the author for "Worship Ways," a supplemental service of Local Church Ministries of the United Church of Christ; and the author's sermon for The United Church of Schellsburg United Church of Christ for the same Sunday, "Improbable But Not Impossible." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571928 I Wonder…Scientific Exploration and Experimentation as a Practice of Christian Faith ProQuest LLC D.Min. Dissertation, Lancaster Theological Seminary 2016-00-00 978-1-3397-4151-2 229 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110920 2017 As Provided JAN2020

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No Teaching Methods English (Second Language) Second Language Learning Second Language Instruction Online Courses Language Teachers Teacher Education Educational Quality Student Needs Educational Experience Learning Processes Faculty Development Teacher Attitudes Online Surveys Semi Structured Interviews Student Attitudes Administrator Attitudes Positive Attitudes Rodriguez, Migdalia Elizabeth Dissertations/Theses - Doctoral Dissertations English Internet technology has made possible for students to be able to have access to continuous learning. Currently, online education has gained credibility and academic leaders' belief about its value has increased in the US (2014 Survey of Online Learning). Studies are no longer solely focused on comparing face-to-face to online learning, but on learning about how to improve the online experience. In the Language Teacher Education field, online learning options are growing and Language Teaching post-secondary programs, certificates, and professional development courses are readily available. Consequently, it is essential for providers to demonstrate quality of instruction and for students to reflect on their needs as online learners to receive a quality educational experience. Challenges now are related to the new affordances allowed by the online environment in relation to the teaching and learning process and how these technology advances might enhance it. This study explores students and instructors' perceptions of effective pedagogical practices in Online English Language Teaching Education (OLTE) courses. Instructors (N=18) and former students (N=125) from non-credit certificate, professional development and post-secondary credit OLTE courses were asked to complete an online survey that included items related to their perceptions regarding current pedagogical practices. Additionally, semi-structured interviews of 20 OLTE students, eight instructors, and two program coordinators were conducted to expand and support survey findings. The Community of Inquiry survey (Arbaugh et al., 2008) was the main tool used to evaluate students' satisfaction and its weight as validated instrument served to measure pedagogical practices considered effective for OLTE courses in particular. These OLTE practices labeled as Language Teacher Educator presence were first ranked by experts and subsequently included in the longer survey. A main component of these practices is the consideration of "context" as recommended by language teacher educators' authors Freeman, (2009), Graves (2009), Johnson (2009) and Murray (2013). Results of this study indicate positive perceptions about current pedagogical practices. However, the sense of collaboration between the groups surveyed presents a statistically significant difference. Analysis of surveys and interviews showed that instructional strategies can be improved. Issues for further research are related to collaborative tasks, the inclusion of oral participation, the perception of low instructors' presence in discussions, and a lack of variety of instructional activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571929 Effective Pedagogical Practices in Online English Language Teacher Education ProQuest LLC Ph.D. Dissertation, The University of Arizona 2016-00-00 978-1-3397-4796-5 250 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111587 2017 As Provided JAN2020

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Yes Technology Uses in Education Educational Technology Second Language Instruction Telecommunications Computer Oriented Programs Music Teaching Methods French Grammar Singing Sundberg, Ross Cardoso, Walcir Reports - Descriptive Speeches/Meeting Papers English The time available for classroom language learning is often insufficient for attaining reasonable levels of proficiency in the target language. For this reason, optimising time in the classroom is contingent upon what students are able to do outside of class time. In this paper, we introduce Bande à Part, a mobile application (app) that uses music as a pedagogical tool, developed for learners of French as a second or foreign language. As an out-of-class tool, the proposed app has the potential to increase the quantity (and possibly the quality) of the exposure to the target language, thus addressing the time constraint mentioned above. Specifically, we describe the recent addition of grammatical information to the app, which is now tagged to individual songs. With this addition, songs can be better aligned with curricula and individual needs. Aligning the application to a curriculum helps bring continuity between the classroom and learning outside of the classroom. [For the complete volume of short papers, see ED572005.] ED572180 Aligning Out-of-Class Material with Curriculum: Tagging Grammar in a Mobile Music Application Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 5 As Provided JAN2020

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Yes Second Language Instruction College Freshmen English (Second Language) Required Courses Textbooks Electronic Publishing Audio Equipment Handheld Devices Comparative Analysis Educational Technology Technology Uses in Education Teaching Methods Language Tests Foreign Countries Selwood, Jaime Lauer, Joe Enokida, Kazumichi Speeches/Meeting Papers Reports - Research Japan English Higher Education Postsecondary Education In the 21st century it has become clear that more and more language-learning pedagogical materials have begun to shift to a digital mobile-access format and away from being a textbook and classroom based one. High quality language-learning podcasts can provide a cheap, beneficial and portable technology that allows learners the freedom to access useful materials whenever and wherever convenient--especially through smartphones. However, despite the low cost involved in producing and accessing podcasts, educational institutions still seem reluctant to fully utilise them as an integral part of the language-learning process. This presentation will outline the structure of a comprehensive study that analysed the communicative abilities of 102 university freshmen students undertaking a compulsory English oral communication course. The study was divided into a traditional model that was centred-around a paper textbook and digital model where no textbooks were used and the course was structured around a series of high-quality, pedagogically sound English language podcasts. It was found that students progressed in similar ways during the course, regardless of the pedagogical materials used. [For the complete volume of short papers, see ED572005.] ED572181 What Are More Effective in English Classrooms: Textbooks or Podcasts? Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 7 As Provided JAN2020

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Yes Computer Assisted Instruction Technology Uses in Education Influence of Technology English (Second Language) Second Language Learning Second Language Instruction Standard Setting Academic Standards Teacher Education Programs Undergraduate Students Applied Linguistics Multimedia Materials Courseware Graduation Requirements Tschichold, Cornelia Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education The starting point for this project was the question in how far a Computer-Assisted Language Learning (CALL) module in a Teaching English to Speakers of Other Languages (TESOL) course can bring the students up to the required level of being confident CALL users. The teachers' part of the TESOL Technology Standards Framework was chosen as evidence for the level of training required. Each standard was first matched against the components of an existing CALL module. Standards that were not met were then filtered for achievability in a preservice teacher training situation. Next, all remaining standards were examined to find out whether they could be incorporated into the module, either by modification of an existing element or the introduction of new elements. A second step involved the evaluation of components of the CALL course that did not seem to contribute to helping the students reach any of the technology standards. One of the goals of this procedure was to give more structure to the process of regular updates of the module content, beyond simply updating the software used in the module, and to allow for a more principled improvement of the module over the years. [For the complete volume of short papers, see ED572005.] ED572182 Meeting the Technology Standards for Language Teachers Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 7 As Provided JAN2020

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Yes Cooperative Planning Problem Solving Workshops Listening Skills Focus Groups Adults Students Student Participation Educational Environment School Culture Program Effectiveness Middle School Students Student Surveys Student Attitudes Experimental Groups Control Groups Pretests Posttests Teacher Attitudes Teacher Role Competence Interviews Attitude Change Participative Decision Making Interpersonal Relationship Self Efficacy Principals Administrator Attitudes Statistical Analysis Hanson, Thomas Polik, Jeff Cerna, Rebeca Reports - Research Tests/Questionnaires California Regional Educational Laboratory West (ED) National Center for Education Evaluation and Regional Assistance (ED) WestEd English Middle Schools Secondary Education Junior High Schools An activity for eliciting student involvement in collaborative decision-making and problem-solving with adults--the student listening circle workshop--is examined for the first time through an experimental study of its effects on participating students. A student listening circle is a facilitated focus group in which students articulate to adults their experiences, perspectives, and ideas on an important school topic and then collaborate with those adults to plan and implement related actions to improve their school climate. Although the student listening circle is intended partly as a tool to gather data to be used in school improvement efforts, it can also be considered a student intervention (O'Malley, Voight, & Izu, 2013). Accordingly, this study examines the potential impact of students' participation in listening circles on the students involved. Conducted by the School Climate Alliance with technical support from Regional Educational Laboratory (REL) West, the study took place at nine middle schools in eight California school districts in spring 2015. The study has a primary experimental component and a secondary descriptive component. The primary component is a random assignment investigation of the impacts of student listening circles on the perceptions of student participants. The secondary component is a descriptive study of staff participants' perceptions before and after a student listening circle. The primary component used surveys to ascertain student perceptions of school climate and of their competencies and compared responses from an intervention group of students with those from a control group 1 week before and 1 week and 12 weeks after participation in a student listening circle. The secondary component used surveys to assess changes in staff participants' perceptions of school supports and of student competencies after the student listening circles, as well as interviews to assess staff perceptions of practices implemented as a result of the intervention. The experimental results showed no discernible effects of the student listening circle on student participants' perceptions of school climate or on their competencies. Participation in the student listening circle was not associated with changes in student perceptions about their input into decision-making at school, relationships with school staff and peers, school bonding (sense of connectedness/belonging at school), competencies for improving the school (students' perceived ability to effect school change), or academic self-efficacy (perceived ability to succeed academically). The descriptive results of the study show that after participating in a student listening circle, a larger percentage of school staff reported the belief that students have opportunities for meaningful participation at school, trust in students, and recognition of students' competency in school improvement. These descriptive results do not provide evidence about the impacts of student listening circles because there was no staff control group. Thus any increases in staff perceptions could be due to factors other than student participation in a listening circle. Moreover, students' actual opportunities and competencies were not directly measured in the study--only staff and student perceptions of opportunities. According to interviews with school principals and student listening circle coordinators, schools followed through with most of the actions suggested during the student listening circles and implemented multiple school-improvement practices to address issues identified during the student listening circles. Although the experimental findings suggest that the student listening circle has no discernible impact on student participants, there are other reasons to implement and conduct further research. Student listening circles are also intended to improve the overall school climate by altering perceptions of staff, actively promoting a more positive school climate, and implementing schoolwide practices. Future studies with a different design may seek to ascertain the extent to which student listening circles have schoolwide effects other than on the perceptions of student and staff participants. Potential schoolwide impacts include effects on decision-making practices in schools, school bonding, and improved relationships between school staff and students. The following are appended: (1) Research design, outcome measures, and analysis methods; (2) Student listening circle goals set and actions taken; (3) Ancillary analyses of student surveys; and (4) Student and staff surveys. ED573494 Short-Term Impacts of Student Listening Circles on Student Perceptions of School Climate and of Their Own Competencies. REL 2017-210 Regional Educational Laboratory West 2017-02-00 59 Regional Educational Laboratory West. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 50 ERIC JAN2020 Yes EDIES12C0002 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4549

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Yes Child Care Grants Early Childhood Education After School Programs Intervention State Aid Low Income Students Diagnostic Tests Educational Quality Testing Behavioral Sciences Program Improvement Change Strategies Educational Improvement Educational Cooperation Partnerships in Education Decision Making School Choice Funding Formulas Program Evaluation Program Effectiveness Foreign Countries State Programs Dechausay, Nadine Anzelone, Caitlin Reports - Research Indiana MDRC Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation English Early Childhood Education This report describes a collaboration between the Indiana Office of Early Childhood and Out-of-School Learning (OECOSL) and the Behavioral Interventions to Advance Self-Sufficiency (BIAS) team. The OECOSL is the lead agency responsible for administering the state's Child Care and Development Fund (CCDF), which provides child care subsidies to low-income parents who are working or in school. The BIAS team tested three behavioral interventions related to the CCDF program using random assignment. The first intervention focused on child care decision making among low-income parents. It aimed to increase the percentage of parents who used their CCDF subsidies to pay for providers in the state's quality rating and improvement system, called Paths to QUALITY (PTQ). The second and third interventions aimed to improve the CCDF redetermination process. Findings showed that the first intervention did not increase the overall percentage of CCDF families who chose any PTQ provider; however, being sent a referral list combined with a phone call increased the percentage of parents who chose a highly rated provider by 2.1 percentage points (a 17 percent change). The second intervention increased the percentage of parents who attended their first scheduled redetermination appointment by 10.6 percentage points (a 24 percent change). It did not change the likelihood that parents completed redetermination in one appointment, but it did increase the percentage of parents who renewed on time by 2.7 percentage points (a 4 percent change). The following are appended: (1) Additional Background; and (2) Technical Appendix. Contains a list of earlier publications from the Behavioral Interventions to Advance Self-Sufficiency (BIAS) Project. ED572894 Cutting through Complexity: Using Behavioral Science to Improve Indiana's Child Care Subsidy Program. OPRE Report 2016-03 Administration for Children & Families 2016-09-00 67 Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/ N/A 2017 54 ERIC JAN2020 HHSP23320095644WC23337002T

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Yes Transitional Programs Caseworker Approach Counseling Services Program Effectiveness Program Evaluation Daily Living Skills Educational Benefits Employment Opportunities Employment Potential Salary Wage Differentials Cohort Analysis Program Costs Generalizability Theory Vocational Rehabilitation Skemer, Melanie Valentine, Erin Jacobs Reports - Research Numerical/Quantitative Data Tennessee MDRC English Large numbers of young people in the United States were in foster care or in juvenile justice custody as teenagers, and many of them have a difficult time making a successful transition to independent adulthood as they leave these systems. Most of them faced a number of disadvantages during childhood and often have poor outcomes across several domains relative to their peers as they become adults. While government funding to help these groups has increased, few of the programs that have been rigorously evaluated have been found to improve outcomes. To advance knowledge in this area, the Youth Villages program sought an independent evaluation of its Transitional Living program--now known as "YVLifeSet"--which is one example of an "independent living" program. The Transitional Living program aims to help young men and women make the transition to adulthood by providing intensive, individualized, and clinically focused case management, support, and counseling. The evaluation used a rigorous random assignment design in which study sample members were assigned at random to either a program group that was offered the Transitional Living program services or to a control group that was not offered those services. This third major report in the evaluation builds on the one-year findings and assesses the estimated two-year impacts of the Transitional Living program using administrative data for three outcome domains: education, employment and earnings, and criminal involvement. The report also presents information on the costs of operating the Transitional Living program. Key findings overall and from the two-year analysis include: (1) Transitional Living did not increase young people's average earnings during the second year of follow-up, but it had a modest, positive effect at some earnings levels during this time period and it led to modest increases in employment and earnings over the full two-year study period; (2) Statistically significant effects were not observed in Year 1 in the education, social support, and criminal involvement domains, and did not emerge in Year 2 (though social support was measured in Year 1 only); and (3) The program increased housing stability and economic well-being and improved some of the primary outcomes related to health and safety in Year 1, but data were not available to assess whether impacts in these domains continued into Year 2. The following is appended: Impacts by Subgroups of Young People. Contains a list of earlier MDRC Publications on the Youth Villages Transitional Living Evaluation. [For the first report, see "Moving into Adulthood: Implementation Findings from the Youth Villages Transitional Living Evaluation" (ED545451); for the second report, see "Becoming Adults: One-Year Impact Findings from the Youth Villages Transitional Living Evaluation" (ED558489); and for the policy brief, see "After Foster Care and Juvenile Justice: A Preview of the Youth Villages Transitional Living Evaluation. Policy Brief" (ED531545).] ED572895 Striving for Independence: Two-Year Impact Findings from the Youth Villages Transitional Living Evaluation MDRC 2016-11-00 Edna McConnell Clark Foundation Annie E. Casey Foundation Bill and Melinda Gates Foundation 69 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2017 24 ERIC JAN2020

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Yes Student Attitudes Teacher Attitudes Student Behavior School Districts Academic Achievement English Language Learners Racial Differences Student Characteristics Beliefs Instructional Program Divisions Institutional Characteristics Fear of Success Elementary School Students Middle School Students High School Students Elementary School Teachers Middle School Teachers Secondary School Teachers Student Surveys Teacher Surveys Factor Analysis Snipes, Jason Tran, Loan Reports - Research Numerical/Quantitative Data Nevada Regional Educational Laboratory West (ED) National Center for Education Evaluation and Regional Assistance (ED) WestEd Clark County School District English Elementary Education Middle Schools Secondary Education Junior High Schools High Schools Interest has been growing in the role of students' attitudes, beliefs, and dispositions as key factors that can support or inhibit student success. A large body of emerging evidence, including multiple randomized controlled trials, shows that interventions that target academic mindsets, attitudes, and beliefs about the nature of ability and the payoff to effort can lead to improved academic outcomes through changes in student disposition toward academic work and increased academic effort. The evidence and theory on academic mindsets and outcomes suggest an important role for teachers and peers in generating, supporting, and reinforcing these attitudes and beliefs, thereby facilitating improved academic outcomes, or, conversely, in undermining these attitudes and beliefs, thereby disrupting students' academic progress. However, little is known about the distribution of these attitudes and beliefs among students and teachers in different academic contexts, such as schools with different average academic achievement levels or schools with students with different demographic characteristics. With this in mind Regional Educational Laboratory West, in collaboration with Nevada's Clark County School District, collected and analyzed survey data from students and teachers throughout the district on attitudes, beliefs, and dispositions toward academic mindsets. This study focused on measures of three constructs: growth mindset (believing in the malleability of ability and payoffs from student academic effort), performance avoidance (hiding one's effort or refraining from making an effort due to concerns of failure or embarrassment), and academic behaviors (such as completing homework and participating in class). Most students reported beliefs that are consistent with a growth mindset. Most students reported that they engage in behaviors that support academic achievement at least "most of the time" and that it was either "not at all true" or "a little true" that they engaged in performance avoidance in a typical class. However, student measures of growth mindset varied significantly by grade level, prior academic achievement, English learner status, and race/ethnicity. Growth mindset scores were 0.2-0.8 standard deviation lower for students with lower prior academic achievement, English learner students, and Black students than for their higher achieving, non-English learner, and White counterparts. Performance avoidance scores were higher for students with lower prior academic achievement, English learner students, and Black students. And growth mindset scores and academic behaviors scores were lower for students in lower achieving schools and schools with higher percentages of English learner students and economically disadvantaged students. Though the differences (0.1-0.2 standard deviation) were not as large as the differences associated with prior academic achievement and English learner status, growth mindset, performance avoidance, and academic behaviors scores also varied by grade level; growth mindset scores and academic behaviors scores were lower for students at higher grade levels while performance avoidance scores were higher. A majority of teachers also reported beliefs about the malleability of their students' academic abilities that were consistent with a growth mindset. In fact, teachers' growth mindset scores were significantly higher than students' scores. Moreover, teachers' scores did not vary significantly by the average academic achievement or percentage of English learner students or economically disadvantaged students in the school. However, teachers' growth mindset scores were lower for teachers at higher grade levels than for teachers at lower grade levels. The presence of significant differences in students' self-reported beliefs and behaviors by prior academic achievement, English learner status, and race/ethnicity is consistent with the hypothesis that attitudes and beliefs about the nature of academic ability and about the payoff for academic effort play a role in disparities among students in academic achievement. The finding of such differences is also consistent with the hypothesis that students' academic experiences shape their academic beliefs and behaviors. Further research using longitudinal data and designs capable of isolating causality are necessary to understand the relationship between academic mindsets and academic outcomes. Because previous research has shown that interventions targeting academic mindsets have positive effects on academic achievement, the disparities in academic mindsets across student subgroups suggest that these beliefs may be important targets for interventions. They also suggest that intervening to support the development of a growth mindset could be particularly useful for English learner students, as well as for low-achieving, Black, and Hispanic students. The presence of significant differences in growth mindset, performance avoidance, and academic behaviors across schools with different average academic achievement and schools with different percentages of economically disadvantaged students suggests that school context and its relationship to students' academic mindsets and behaviors may be an important area for further investigation. The following are appended: (1) Survey constructs; (2) Survey response rates; (3) Clark County School District survey sampling strategy; (4) Pairwise significance tests; and (5) Confirmatory factor analysis. ED573495 Growth Mindset, Performance Avoidance, and Academic Behaviors in Clark County School District. REL 2017-226 Regional Educational Laboratory West 2017-04-00 34 Regional Educational Laboratory West. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 25 ERIC JAN2020 Yes EDIES12C0002 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4529

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Yes Principals Administrator Effectiveness School Turnaround Leadership Qualities Documentation Educational Improvement Educational Quality Sustainability Copeland, Glenda Neeley, Ann Reports - Descriptive SEDL, Southeast Comprehensive Center (SECC) English Research over the past 30 years has found that effective principals can significantly improve various components of student achievement and learning. In addition, there are few examples of improving student achievement that were not led by an effective principal. Research has also identified the need for the change to be systemic or comprehensive in the school turnaround process to ensure sustainability. Along with a systemic improvement process, Duke (2006), identifies 10 "essential" school components for the turnaround principal's focus and action as keys to sustained success for the benefit of all students. This briefing paper addresses the essential competencies and actions of the turnaround principal. Identifying competencies and actions exhibited by the turnaround principal is crucial to guiding development of effective future leaders. It may help districts to improve their capacity to identify and select the best leaders for their schools. Competencies and actions of existing leaders could be compared to those identified in research, allowing methods for developing, supporting, and evaluating turnaround principals to be refined. These topics are discussed following descriptions of the procedure by which resources were selected for this paper and the limitations of this paper. ED573496 Identifying Competencies and Actions of Effective Turnaround Principals. Briefing Paper Southeast Comprehensive Center 2013-01-00 Department of Education (ED) 9 Southeast Comprehensive Center. 440 Knox Abbott Drive Suite 200, Cayce, South Carolina 29033. Tel: 803-936-0750; Web site: http://southeast-cc.org/ N/A 2017 20 ERIC JAN2020

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Yes STEM Education Access to Education Student Diversity Student Interests Disproportionate Representation Teacher Education Programs Faculty Development Teacher Competencies After School Programs Summer Programs Females Economic Impact Educational Improvement Howard-Brown, Beth Martinez, Danny Times, Chris Reports - Descriptive Georgia South Carolina Texas SEDL, Southeast Comprehensive Center (SECC) English Science, technology, engineering, and mathematics (STEM) are viewed as fundamental elements in the preparation of our next generation. This is evidenced by President Obama's goal of "moving our nation from the middle to the top of the pack in math and science education" and his focus on (a) hiring additional STEM teachers; (b) enhancing STEM literacy so students can think critically in key subjects; (c) improving the quality of instruction to help U.S. students perform competitively with those in other nations; and (d) expanding STEM education and career opportunities for women, minorities, and other underrepresented groups (The White House, 2010). To begin laying this foundation for students as they compete in the 21st century economy, educators and decision makers must continue to increase their understanding of various STEM education opportunities. They must also realize the need to establish support systems for diverse learners as they relate to STEM education, while at the same time recognize the economic impact of not moving in this direction. However, before this journey can begin, a deeper understanding of STEM and a workable definition must be established. The components of STEM are discussed in this brief following descriptions of the procedure by which resources were selected for this paper and the limitations of this paper. Summaries of STEM education initiatives for the states of Georgia, South Carolina, and Texas as well as contact information for individuals in the state departments of education that may provide additional information is included. ED573497 Engaging Diverse Learners through the Provision of STEM Education Opportunities. Briefing Paper Southeast Comprehensive Center 2012-05-00 Department of Education (ED) 15 Southeast Comprehensive Center. 440 Knox Abbott Drive Suite 200, Cayce, South Carolina 29033. Tel: 803-936-0750; Web site: http://southeast-cc.org/ N/A 2017 28 ERIC JAN2020

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Yes Learning Theories Social Networks Constructivism (Learning) Networks Educational Technology Technology Uses in Education Online Courses Epistemology Artificial Intelligence Information Networks Models AlDahdouh, Alaa A. Osório, António J. Caires, Susana Journal Articles Reports - Descriptive English Behaviorism, Cognitivism, Constructivism and other growing theories such as Actor-Network and Connectivism are circulating in the educational field. For each, there are allies who stand behind research evidence and consistency of observation. Meantime, those existing theories dominate the field until the background is changed or new concrete evidence proves their insufficiencies. Connectivists claim that the background or the general climate has recently changed: a new generation of researchers, connectivists propose a new way of conceiving knowledge. According to them, knowledge is a network and learning is a process of exploring this network. Other researchers find this notion either not clear or not new and probably, with no effect in the education field. This paper addresses a foggy understanding of knowledge defined as a network and the lack of resources talking about this topic. Therefore, it tries to clarify what it means to define knowledge as a network and in what way it can affect teaching and learning. ED572896 Understanding Knowledge Network, Learning and Connectivism Online Submission International Journal of Instructional Technology and Distance Learning v12 n10 p3-21 Oct 2015 2015-10-00 19 N/A 2017 33 As Provided JAN2020

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Yes Large Group Instruction Online Courses Design Literature Reviews Dropout Rate Accreditation (Institutions) Business Models Reputation Teaching Methods Research Ethics Student Evaluation Language Usage Barriers Higher Education Qualitative Research Content Analysis Learning Theories Social Networks Educational Technology Technology Uses in Education AlDahdouh, Alaa A. Osório, António J. Journal Articles Reports - Research English Higher Education Postsecondary Education Over the last years, educators have been forced to rethink about the whole education system. In 2005, Connectivism, a new learning theory, was emerged. Consequently, Massive Open Online Courses (MOOCs) have been presented as an alternative powerful educational system. Money was invested and tens of for-profit and non-profit companies involved in producing MOOC. However, integrating and adopting MOOC in educational institutions worldwide is still questionable. This literature review paper addressed and discussed the issues that higher education institutions should consider before adopting MOOC. The findings showed eight considerable, interrelated and controllable MOOC issues: high dropout rate, accreditation, business model, reputation, pedagogy, research ethics, student assessment and language barrier. Policy makers in higher education institutions should be aware of these issues before including MOOC in their development plans. In addition, the paper presented a number of possible future studies. ED572897 Planning to Design MOOC? Think First! Online Submission The Online Journal of Distance Education and e-Learning v4 n2 p47-57 Apr 2016 2016-04-00 11 N/A 2017 56 As Provided JAN2020

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Yes Longitudinal Studies Public Schools Graduation Rate High School Graduates English Language Learners Student Diversity Grade 5 Grade 6 Student Records Regression (Statistics) Student Characteristics Classification Degree Requirements Racial Differences Ethnic Groups Language Usage Socioeconomic Status Kieffer, Michael J. Parker, Caroline E. Reports - Research New York (New York) New York New York State Regents Examinations National Center for Education Evaluation and Regional Assistance (ED) Regional Educational Laboratory Northeast & Islands (ED) Education Development Center, Inc. (EDC) English High Schools Secondary Education Grade 5 Intermediate Grades Middle Schools Elementary Education Grade 6 This longitudinal study analyzes high school graduation outcomes of students who entered New York City public schools in grade 5 or 6 as English learner students. It extends the work of Kieffer and Parker (2016) by investigating the high school graduation rates and the types of diploma earned by the 1,734 students who entered New York City public schools (either from another country or from another school system in the United States) in grades 5 and 6 in the 2003/04 school year (the first year after implementation of the No Child Left Behind Act) and who were classified as English learner students, regardless of whether they were subsequently reclassified.1 The study followed two cohorts through two years after their expected graduation year (that is, through 2011/12 for the grade 5 cohort and 2012/13 for the grade 6 cohort. The study explores differences between long-term and short-term English learner students. Of the 1,734 students in the sample, 718 (41.4 percent) were identified as long-term English learner students and 1,016 (58.6 percent) were identified as short-term English learner students. For this study long-term English learner students were defined as students who were classified as English learner students when they entered school in grade 5 or 6 and were not reclassified as former English learner students within six years (through grade 10 for those who entered in grade 5 and through grade 11 for those who entered in grade 6), consistent with the New York City Department of Education (2013) definition. Approximately 44 percent of long-term English learner students who entered in grade 5 and 21 percent who entered in grade 6 were reclassified as former English learner students before their expected year of high school graduation. Short-term English learner students were defined as those who were reclassified as former English learner students within six years. The study addressed three research questions: (1) What percentage of students who entered New York City public schools in grade 5 or 6 as English learner students graduated from high school on time (that is, within four years of entering grade 9)? To what extent does the percentage differ between long-term and short-term English learner students?; (2) What percentage of students who entered New York City public schools in grade 5 or 6 as English learner students graduated one or two years after their expected graduation year (that is, within five years or six years of entering grade 9)? To what extent does the percentage differ between long-term and short-term English learner students?; and (3) What percentage of students who entered New York City public schools in grade 5 or 6 as English learner students received a New York City Local diploma, Regents diploma, or Advanced Regents diploma within six years of entering grade 9? To what extent does the percentage differ between long-term and short-term English learner students? The study found: (1) Approximately 64 percent of students who entered New York City public schools in grade 5 or 6 as English learner students graduated from high school on time; (2) Approximately 15 percent of students who entered New York City public schools in grade 5 or 6 as English learner students graduated one or two years after their expected graduation year, yielding a six-year cohort graduation rate of 79 percent; and (3) Among students who entered New York City public schools in grade 5 or 6 as English learner students, approximately 41 percent earned a Regents diploma, 19 percent earned a Local diploma, and 19 percent earned an Advanced Regents diploma. The following are appended: (1) Diploma requirements in New York State; and (2) Data and methodology. ED572898 Graduation Outcomes of Students Who Entered New York City Public Schools in Grade 5 or 6 as English Learner Students. REL 2017-237 Regional Educational Laboratory Northeast & Islands 2017-02-00 21 Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 20 ERIC JAN2020 Yes EDIES12C0009 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4553

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Yes Student Financial Aid Federal Aid Grants Student Loan Programs Tax Credits Undergraduate Students Graduate Students Work Study Programs Federal Programs Debt (Financial) Federal Legislation Full Time Equivalency State Aid Private Financial Support Public Colleges Private Colleges College Graduates Dropouts Loan Repayment Tuition Fees Enrollment Educational Trends Two Year Colleges Baum, Sandy Ma, Jennifer Pender, Matea Welch, Meredith Reports - Evaluative Numerical/Quantitative Data Pell Grant Program College Board English Higher Education Postsecondary Education Two Year Colleges Data on student aid for 2015-16 confirm that the dramatic increases in aid awarded in 2009-10 and 2010-11 were products of extreme economic circumstances, not harbingers of long-run changes in financing for postsecondary education. Both total federal education loans and federal loans per full-time equivalent (FTE) student declined for the fifth consecutive year in 2015-16. Total expenditures on federal Pell Grants peaked in 2010-11 and have declined in each year since, but state grant aid has increased each year since 2011-12. This year's data confirm the importance of focusing not only on the financing of undergraduate education, but also on graduate education. Unlike loans to undergraduate students, both federal loans per graduate student and total graduate student federal borrowing rose in 2015-16, after a four-year decline. Graduate students have much higher average debt levels than undergraduate students and, while they have relatively low default rates, the generous availability of federal loans makes it critical to watch these patterns closely in future years. [For the companion report, "Trends in College Pricing, 2016. Trends in Higher Education Series," see ED572539. For the report from the previous year, "Trends in Student Aid, 2015. Trends in Higher Education Series," see ED572541.] ED572538 Trends in Student Aid, 2016. Trends in Higher Education Series College Board 2016-00-00 36 College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org N/A 2017 ERIC JAN2020

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Yes Trend Analysis Tuition Fees College Students Paying for College Costs Classification Budgets Public Colleges Out of State Students In State Students Two Year Colleges Private Colleges Income Place of Residence Dependents State Aid Financial Support Educational Finance Enrollment Expenditures Endowment Funds Family Income Enrollment Trends Academic Degrees Geographic Location Selective Admission College Faculty School Personnel Ma, Jennifer Baum, Sandy Pender, Matea Welch, Meredith Reports - Evaluative Numerical/Quantitative Data College Board English Higher Education Postsecondary Education Two Year Colleges In 2016-17, published tuition and fee prices rose slightly less than the year before. The rapid price growth observed during the Great Recession has abated, as typically happens when the economy recovers, but the rate of increase in tuition and fees continues to exceed inflation. More notable, however, is the pattern of the net prices students actually pay. Large increases in grant aid and education tax credits cushioned the growth in published prices for a few years, and average net tuition and fee prices declined in the public and private nonprofit sectors in 2008-09 and 2009-10. But net prices have risen since then, as financial aid fails to keep pace with rising published prices. This increase is outpacing growth in incomes, fueling concerns about college affordability. This document reports on the prices charged by colleges and universities in 2016-17, how prices have changed over time, and how they vary within and across types of institutions, states, and regions. It also includes estimates of the net prices students and families pay after taking financial aid into consideration. Data on institutional revenues and expenditures and on changing enrollment patterns over time supplement the data on prices to provide a clearer picture of the circumstances of students and the institutions in which they study. [For the companion report, "Trends in Student Aid, 2016. Trends in Higher Education Series," see ED572538. For the report from the previous year, "Trends in College Pricing, 2015. Trends in Higher Education Series," see ED572540.] ED572539 Trends in College Pricing, 2016. Trends in Higher Education Series College Board 2016-00-00 36 College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org N/A 2017 ERIC JAN2020

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No Adult Education Educational Administration Administrators Program Administration Leadership Budgeting Financial Support Marketing Human Resources Strategic Planning Program Evaluation Role Playing Activities Vignettes Schmidt, Steven W. Biniecki, Susan M. Yelich Guides - Non-Classroom Books English Adult Education Administrators of adult education programs work in dynamic and ever-changing environments. They are continually challenged with a myriad of issues related to program budgeting, marketing, strategic planning, funding, human resources, and other topics. With decades of real world experience in the field, Steven Schmidt and Susan Yelich Biniecki have developed a practical guide for those who are involved in the organization and administration of educational programs for adults. Whether you work in the human resource department of a corporation, a grass-roots community organization, a higher education unit, a consulting company, or any other type of organization that provides adult education, this book is for you. In a no-nonsense approach, "Organization and Administration of Adult Education Programs: A Guide for Practitioners" "talks" to you as an administrator about topics that are important to you. Guidelines, processes, and procedures discussed in the book can help to make you a more effective practitioner. Scenarios, role plays, and activities are also included for classroom use and personal reflection. ED573498 Organization and Administration of Adult Education Programs: A Guide for Practitioners. Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning IAP - Information Age Publishing, Inc. 2016-00-00 978-1-68123-636-0 Practitioners Administrators IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com N/A http://www.infoagepub.com/products/Organization-and-Administration-of-Adult-Education-Programs 2017 As Provided JAN2020

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Yes Community Colleges Second Language Learning English Language Learners Mathematics Instruction College Mathematics Developmental Studies Programs Pretests Posttests Scores Algebra Outcomes of Education Vocabulary Development Statistical Analysis Remedial Mathematics Cultural Awareness Computer Uses in Education Technology Integration Computer Assisted Instruction Valenzuela, Hector Journal Articles Reports - Research Washington English Two Year Colleges Higher Education Postsecondary Education In a diverse classroom, there are students who are in need of both mathematics and English as a second language instruction. One of the challenges faced at Lake Washington Institute of Technology (LWIT) was the development of a pathway for English language learners into core academic courses at the college. In addition, English language learners were faced with difficulty in understanding the vocabulary terminology in a typical mathematics course. Because of these two critical issues, the Bill and Melinda Gates Foundation provided a research grant for an Integrated Basic Education Skills Training shown high failure rates for both ESL and non-ESL students 2011; Howard & Whitaker, 2011), another reason for this program was to help improve the success rates of such ESL students. The primary focus of the study was to prepare ESL (English as a Second Language) students at CASAS levels II and III (levels II and III are low level English speaking students that have learned basic phrases and sentences in English) for a successful pathway to college level mathematics based on Washington State CASAS testing for college level mathematics. ED573500 Preparing English as a Second Language Students for College Level Math Online Submission MathAMATYC Educator v5 n2 p12-15 2014 2014-00-00 Bill and Melinda Gates Foundation 4 N/A 2017 15 As Provided JAN2020

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Yes Electronic Publishing Library Services Information Management Library Automation Libraries Postsecondary Education Technological Literacy Higher Education Museums Program Development Program Content Program Effectiveness Professional Development Partnerships in Education Pilot Projects Workshops Experiential Learning Librarians Mentors Curriculum Development Skill Development Mink, Meridith Beck Reports - Research Tests/Questionnaires District of Columbia New York (New York) Massachusetts (Boston) Council on Library and Information Resources English Postsecondary Education Higher Education In September 2015, the Institute of Museum and Library Services (IMLS) awarded the Council on Library and Information Resources (CLIR) a grant to investigate the early impacts of the National Digital Stewardship Residency (NDSR) programs, in order to inform subsequent development of similar programs by others with a vested interest in building professional capacity to preserve digital information. "Keepers of Our Digital Future" provides a formative evaluation of the early residencies, based on surveys and interviews with NDSR participants and supervisors from the Washington, D.C., New York, and Boston programs. The authors offer a series of findings and recommendations for future programs, noting that as the model is reproduced, there is a greater need for national-level coordination and communication across programs. The following are appended: (1) Study Design and Methodology; (2) Summary and Comparison of NDSR Assessments; (3) Survey Instruments; (4) Interview and Site Visit Protocols; (5) Interview and Site Visit Participants; and (6) NDSR Advisory Board Members. [This report was written with the assistance of Samantha DeWitt, Christa Williford, and Alice Bishop. The foreword was written by Abby Smith Rumsey.] ED571655 Keepers of Our Digital Future: An Assessment of the National Digital Stewardship Residencies, 2013-2016 Council on Library and Information Resources 2016-12-00 Institute of Museum and Library Services 978-1-932326-57-4 96 Council on Library and Information Resources. 1755 Massachusetts Avenue NW Suite 500, Washington, DC 20036. Tel: 202-939-4750; Fax: 202-939-4765; Web site: http://www.clir.org/ N/A 2017 30 ERIC JAN2020

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No Attention Deficit Hyperactivity Disorder Evidence Based Practice Outcomes of Treatment Educational Legislation Laws Intervention Special Needs Students Student Needs Educational Strategies Executive Function Learning Disabilities Attention Behavior Disorders Children Adolescents Therapy Case Studies Rief, Sandra F. Books National Professional Resources, Inc. English The third edition of "How to Reach and Teach Children and Teens with ADD/ADHD" has been completely revised to offer the most updated and comprehensive guidance to everyone engaged in the positive education of children and teens who have been diagnosed with ADHD or show signs and symptoms of the disorder. This valuable resource contains the research-validated treatments, educational laws, management tools, and myriad strategies designed to help these students succeed academically, behaviorally and socially. This book also includes authentic case studies, student intervention plans, communication forms, and much more. While addressing the specific needs of students with ADD/ADHD, the strategies are also appropriate and recommended for all children and teens who appear to have executive function weaknesses, or who are experiencing any learning, attention, or behavioral difficulties. ED571656 How to Reach and Teach Children with ADD/ADHD: Practical Techniques, Strategies, and Interventions. Third Edition National Professional Resources, Inc. 2016-00-00 978-1-118-93778-5 504 National Professional Resources, Inc. 25 South Regent Street, Port Chester, NY 10573. Tel: 800-453-7461; Tel: 914-937-8879; Fax: 914-937-9327; e-mail: service@nprinc.com; Web site: http://www.nprinc.com N/A http://www.nprinc.com/how-to-reach-and-teach-children-with-add-adhd/ 2017 As Provided JAN2020

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Yes Minority Group Students Underachievement Culture Conflict Values Behavior African American Students Asian American Students Hispanic American Students American Indian Students Educational Research Conner, Timothy W., II Information Analyses Reports - Evaluative English Researchers that study cultural and psychological influences on learning and development have proposed that differences between the socialized practices of European Americans and those of particular racial and ethnic minority youth are, to some degree, potentially responsible for persistent Racial and ethnic minority youth underachievement in America. This phenomenon, known as Cultural Discontinuity, has great potential for identifying sources of difference between majority and minority educational experiences and more importantly, for finding particular methods for teaching students of various cultural backgrounds. The goal of this paper is two-fold: First, a review of the literature on the Cultural Discontinuity hypothesis (much of which can be found in the Tyler, et al. (2008) work) is discussed. Secondly, a discussion of next steps is offered, providing insight into what should also be considered with future study of this hypothesis. ED572899 The Cultural Discontinuity Hypothesis: A Critical Review of Literature Online Submission 2013-02-10 45 N/A 2017 79 As Provided JAN2020

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Yes College Students Retention (Psychology) Cognitive Processes Correlation Tests Word Lists Psycholinguistics Databases Word Frequency Statistical Analysis Chang, Sau Hou Journal Articles Reports - Research ISSN-1841-0413 English Higher Education Postsecondary Education The purpose of the present study was to investigate the effects of test trial and processing level on immediate and delayed retention. A 2 × 2 × 2 mixed ANOVAs was used with two between-subject factors of test trial (single test, repeated test) and processing level (shallow, deep), and one within-subject factor of final recall (immediate, delayed). Seventy-six college students were randomly assigned first to the single test (studied the stimulus words three times and took one free-recall test) and the repeated test trials (studied the stimulus words once and took three consecutive free-recall tests), and then to the shallow processing level (asked whether each stimulus word was presented in capital letter or in small letter) and the deep processing level (whether each stimulus word belonged to a particular category) to study forty stimulus words. The immediate test was administered five minutes after the trials, whereas the delayed test was administered one week later. Results showed that single test trial recalled more words than repeated test trial in immediate final free-recall test, participants in deep processing performed better than those in shallow processing in both immediate and delayed retention. However, the dominance of single test trial and deep processing did not happen in delayed retention. Additional study trials did not further enhance the delayed retention of words encoded in deep processing, but did enhance the delayed retention of words encoded in shallow processing. ED572900 The Effects of Test Trial and Processing Level on Immediate and Delayed Retention Online Submission Europe's Journal of Psychology v13 n1 p129-142 2017 2017-00-00 14 N/A 2017 26 As Provided JAN2020

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Yes Program Evaluation English (Second Language) Second Language Learning Second Language Instruction High School Students Interviews Questionnaires Student Attitudes Statistical Analysis Linguistic Input Educational Environment Reliability Language Tests Scheduling Ulum, Ömer Gökhan Journal Articles Reports - Research ISSN-2501-7136 English High Schools Secondary Education The aim of this study is to evaluate a state high school EFL Program through CIPP (context, input, process and product) model. The participants of the study include 504 students. The source of data has been obtained through a 46-itemed questionnaire and an interview for the students. In the study, the data has been analysed using statistical techniques (SPSS 20.0). By looking at the responses to the scales displaying the program components such as context, input, process and product, it was understood that most of the students partly agreed about these components. Yet, regarding the course book of the program, the students mostly did not favour it. Furthermore, the students stated that the course time was too much and they always had the same topics in the courses, as well as hinting on the difficulty of the common exams specified in the program. At the end of the study, some recommendations were taken into consideration such as adjusting the common exams properly, implementing a variety of activities in the courses and shortening the course time in order not to discomfort the students. ED572901 Evaluation of English as a Foreign Language Program--Using CIPP (Context, Input, Process and Product) Model Online Submission European Journal of English Language Teaching v1 n2 p114-137 2016 2016-00-00 24 N/A 2017 26 As Provided JAN2020

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No Self Control Public Policy Health Services Diseases Epidemiology Acquired Immunodeficiency Syndrome (AIDS) Drug Therapy Cost Effectiveness Intervention Human Body Models Therapy Planning Resource Allocation Mathematical Models Balkew, Teshome Mogessie Dissertations/Theses - Doctoral Dissertations English In many control systems changes in the dynamics occur unexpectedly or are applied by a controller as needed. The time at which a controller implements changes is not necessarily known a priori. For example, many manufacturing systems and flight operations have complicated control systems, and changes in the control systems may be automatically implemented as needed in response to possibly unexpected external factors affecting the operations of the systems. Public policy makers in health-care have to launch timely and cost effective policies to deal with disease epidemics long term and short term. In drug dosing strategy for HIV treatment how treatment interruption strategies stimulate the body's own immune response and also control cost of treatment are important. Modeling of such systems lead to discontinuities in the dynamics governing the evolutions of the systems. We consider control problems governed by differential equations with discontinuities in the states at a sequence of points. The differential equations are referred to as impulsive differential equations, and the control problems as impulsive control problems. We consider general deterministic and nondeterministic impulsive control problems. Then, we consider the analysis of models coming from HIV treatment strategies, production planning, and asset allocation. The first chapter is devoted to a study of the qualitative analysis of an HIV treatment model. In Chapter two we present a mathematical model of an impulsive control problem. In Chapter three we consider the HIV treatment model considered in Chapter one along with HIV-immune system model. In Chapter four we consider a general impulsive stochastic control problem. In Chapter five we consider an example of production planning model. In the last chapter we study an asset allocation model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571930 Dynamic Programming Method for Impulsive Control Problems ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-3803-1 135 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110558 2017 As Provided JAN2020

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No Qualitative Research Phenomenology African American Students Males Community Colleges Two Year College Students Critical Theory Race Questionnaires Interviews Surveys Trauma Psychological Patterns Social Support Groups Harris, Yvette Monique Dissertations/Theses - Doctoral Dissertations English Two Year Colleges Higher Education Postsecondary Education The purpose of this qualitative phenomenological study was to explore factors that could lead to academic success for African-American males enrolled in community college. By conducting a phenomenological study, those factors leading to graduation will be derived from the particular lens of perception of the participants' lived experiences. The guiding theories are those of Derrick Bell's Critical Race Theory (CRT, 1977), Vincent Tinto's (1975) Theory of Departure, and John Bean's (1979) Theory of Student Attrition. A convenience participant sample totaling 10 African-American males was comprised of students who were currently enrolled in a community college. The data collected for this study was garnered from a questionnaire, interviews, and surveys. Said data was analyzed using Moustakas' (1994) phenomenological seven-step approach. The data from the study resulted in three themes emerging from the data. The themes included trauma, anger, and systems of support. The final chapter is composed of recommendations based on data results and indicated unresolved research privations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571931 A Phenomenological Study: Exploring the Needs, Wants, and Desires from the Voices of African-American Males Desiring to Graduate from Community College ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-4003-4 180 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110758 2017 As Provided JAN2020

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Yes Language Skills Cognitive Ability Undergraduate Students Greek Foreign Countries Second Language Instruction Correlation Learning Strategies Computer Assisted Instruction Educational Technology Teaching Methods Statistical Analysis Psychometrics Nisiforou, Efi Parmaxi, Antigoni Reports - Research Speeches/Meeting Papers Cyprus Hidden Figures Test English Higher Education Postsecondary Education Language researchers have identified a number of elements related to language performance. One of these factors is individual attributes of the language learners or their cognitive ability. In the fall semester 2015, 18 undergraduates of Greek for academic purposes language course of a public university in Cyprus participated in the study. This research work attempts to investigate the relationship between students' Field Dependence-Independence (FDI) cognitive ability and learning strategies within a Computer-Assisted Language Learning (CALL) environment. Students FDI cognitive style was measured on their performance on the Hidden Figures Test (HFT) psychometric tool and classified into Field- Dependent (FD), Field-Mixed or Neutral (FM/FN), and Field-Independent (FI) learners. Statistics and mainly qualitative analyses were used to interpret the data. With the end goal of understanding how learners' FDI cognitive ability intersects in learning within a CALL environment, the article concludes with some directions for further areas of research. [For the complete volume of short papers, see ED572005.] ED572183 Mingling Students' Cognitive Abilities and Learning Strategies to Transform CALL Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 9 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 11 As Provided JAN2020

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Yes Workbooks English (Second Language) Second Language Learning Prediction Theories Numbers Student Behavior Online Courses Electronic Learning Time Management Behavior Patterns Learning Activities Second Language Instruction Graphs Olszewski, Mikolaj Lodzikowski, Kacper Zwolinski, Jan Warnakulasooriya, Rasil Black, Adam Speeches/Meeting Papers Reports - Research English The aim of this paper is to explore if English as a Foreign Language (EFL) learners' usage of an online workbook follows Benford's law, which predicts the frequency of leading digits in numbers describing natural phenomena. According to Benford (1938), one can predict the frequency distribution of leading digits in numbers describing natural datasets, e.g. river lengths. In such numbers, the digit 1 occurs most frequently, while the digit 9 occurs least-frequently. This counterintuitive phenomenon attracted the attention of researchers seeking inconsistencies in data, e.g. false tax claims (Miller, 2015). We show that the practical application of Benford's law could extend to detecting abnormal learner behaviour in online EFL products. First, we show that the distributions of leading digits of the number of online activities submitted by EFL learners on an e-learning platform and the time spent on those activities do indeed follow Benford's law. Then, we show that some learners whose behaviour does not conform to Benford's law show online behaviour that is abnormal relative to their peers--in particular, they submit many activities in a few days, which could suggest, for example, poor time management. [For the complete volume of short papers, see ED572005.] ED572184 Does the Usage of an Online EFL Workbook Conform to Benford's Law? Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 8 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 7 As Provided JAN2020

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Yes Culture Conflict Regional Characteristics Geographic Regions Educationally Disadvantaged Social Theories Systems Approach Ethnocentrism Conner, Timothy W., II. Reports - Evaluative English K.M. Tyler et al.'s (2008) seminal inquiry into establishing new measures for the study of cultural discontinuity and the role it may play in education provided a foundation from which to consider the ways in which cultural discontinuity might play a role in other, less discussed marginalized student populations. One such group of students are those that live within the socio-cultural confines of the Appalachian region of the United States. Although several theoretical perspectives might serve to orient the investigation of cultural values, marginalization in education and cultural discontinuity in Appalachia, serious inquiry into theoretical perspectives should be examined to determine which theoretical perspective (or perspectives) best serve as a means of understanding this type of inquiry. This paper reviews several theoretical perspectives, and examines the relative strengths and benefits of each as it relates to the study of Appalachian cultural discontinuity. In the end, a final theoretical framework is offered, with an explanation as to why it serves the study of cultural discontinuity in Appalachia so well. ED572902 Working toward the Cultural Discontinuity Hypothesis in Appalachian American Education: Theoretical Considerations Online Submission 2016-01-10 18 N/A 2017 30 As Provided JAN2020

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Yes Algebra English Language Learners Language Proficiency Repetition Urban Schools High School Students Mathematics Achievement Classification Elementary Schools Secondary School Students Elementary Secondary Education Student Records Student Characteristics Standardized Tests Scores Statistical Analysis Grades (Scholastic) Jaquet, Karina Fong, Anthony B. Reports - Research California Regional Educational Laboratory West (ED) National Center for Education Evaluation and Regional Assistance (ED) WestEd English High Schools Secondary Education Elementary Education Elementary Secondary Education Research has found high repetition rates for students in Algebra I, with one study finding a repetition rate of 44 percent for students in a large urban high school district. Less is known about how math performance and Algebra I course repetition rates vary among students with different levels of English proficiency. This report examines Algebra I repetition rates of English learner students on the basis of whether these students were reclassified as English proficient and, if so, how long it took them to be reclassified. The report also compares the performance of students in different English learner status groups in repeating Algebra I and in taking higher level math courses in high school. Understanding these patterns can inform decisions about the nature and intensity of support that might be provided to English learner students before and after reclassification. This report examines students in four English learner status groups in a high school district in California in 2008/09-2011/12 and in five of its seven feeder elementary (K-8) school districts in 2006/07-2007/08. The four groups are: (1) Long-term English learner students (classified as English learner students by at least grade 1 and not reclassified as English proficient by grade 12); (2) Reclassified long-term English learner students (classified as English learner students by at least grade 1 and reclassified as English proficient at some point in grades 7-12); (3) Short-term English learner students (classified as English learner students by at least grade 1 and reclassified as English proficient before grade 7); and (4) Never-English learner students (never classified as English learner students). The study found that long-term English learner students had the highest Algebra I repetition rates (68 percent), followed by reclassified long-term English learner students (59 percent), never-English learner students (44 percent), and short-term English learner students (30 percent). Comparisons between the first and second time that students took Algebra I showed statistically significant improvements in Algebra I course grades and test scores across all four English learner status groups. Among students who repeated Algebra I, short-term English learner students tended to perform the best: 52 percent earned an average course grade of C or better the second time they took the course, compared with 40 percent of never-English learner students, 39 percent of reclassified long-term English learner students, and 29 percent of long-term English learner students. Among students who repeated Algebra I, short-term English learner students also had the highest percentage of students who completed Algebra II or higher with an average course grade of C or better: 20 percent, compared with 12 percent of never-English learner students and 11 percent of reclassified long-term English learner students. The ranking pattern among English learner status groups was similar for students who did not repeat Algebra I. The findings suggest that long-term English learner students and reclassified long-term English learner students tend to struggle more with Algebra I than do other students and that short-term English learner students tend to perform better than the other groups, including never-English learner students. The findings also suggest that additional resources may be needed for long-term English learner students and reclassified long-term English learner students. Such resources might include support differentiated on the basis of student need before students enroll in the course as well as while they are enrolled in the course. These differentiated supports may be particularly valuable for long-term English learner students and reclassified long-term English learner students because of their continuing need to develop English language proficiency along with math proficiency. The following are appended: (1) Data, sample construction, and methodology; and (2) Disaggregation by English learner status group and additional analyses. ED572903 How Do Algebra I Course Repetition Rates Vary among English Learner Students by Length of Time to Reclassification as English Proficient? REL 2017-222 Regional Educational Laboratory West 2017-02-00 32 Regional Educational Laboratory West. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 27 ERIC JAN2020 Yes EDIES12C0002 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4530

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Yes Native Language Surveys English Language Learners Identification Self Evaluation (Groups) Data State Departments of Education School Districts Coordinators Data Analysis Henry, Susan F. Mello, Dan Avery, Maria-Paz Parker, Caroline Stafford, Erin Guides - General Reports - Descriptive Tests/Questionnaires Regional Educational Laboratory Northeast & Islands (ED) National Center for Education Evaluation and Regional Assistance (ED) Education Development Center, Inc. (EDC) Regional Educational Laboratory Northeast & Islands (ED), English Language Learners Alliance English Most state departments of education across the United States recommend or require that districts use a home language survey as the first step in a multistep process of identifying students who qualify for English learner student services. School districts typically administer the home language survey to parents and guardians during a student's first enrollment in a school or district to determine whether the student speaks a language other than English or whether parents or guardians speak a language other than English to the student in the home. Parents, educators, and the U.S. Department of Education Office for Civil Rights have raised concerns that existing home language surveys may not reveal accurate information about students' language skills or exposure to English language and literacy because of inconsistency in administering these surveys, among other reasons. Therefore, the home language survey may contribute to the misidentification of English learner students. Regional Educational Laboratory Northeast & Islands, in partnership with the English Language Learners Alliance, developed the Home Language Survey Data Quality Self-Assessment to help state departments of education and school districts improve the quality of data collected through home language surveys and improve the identification of potential English learner students. The 44-item self-assessment is designed for state leaders who coordinate district programs to support students' English language acquisition and achievement, as well as for district leaders who oversee the process of identifying English learner students in schools. The self-assessment is designed to be used by state staff to gather information from district English learner program coordinators on four areas that affect the quality of data collected through home language surveys: purposes, policies, and guidelines about home language survey administration; data collection practices; personnel support; and data management. The self-assessment also prompts district staff to self-assess key practices in home language survey development and administration to improve high-quality data collection at the local level. This report presents the Home Language Survey Data Quality Self-Assessment, along with instructions on how to administer it, and describes how to engage stakeholders--including state departments of education, district English learner program coordinators, school English learner specialists, parents, student enrollment/registration staff, and data managers--in analyzing and interpreting its results. Reflecting on the results at both the state and district levels can inform decisions that could contribute to more accurate data on English learner students and more accurate resource allocations for districts. The following are appended: (1) Developing the Home Language Survey Data Quality Self-Assessment; (2) The data quality framework; (3) How items in the Home Language Survey Data Quality Self-Assessment align with the data quality framework; and (4) Workshop protocol: Working with the results of the Home Language Survey Data Quality Self-Assessment. ED572904 Home Language Survey Data Quality Self-Assessment. REL 2017-198 Regional Educational Laboratory Northeast & Islands 2017-02-00 46 Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 8 ERIC JAN2020 Yes EDIES12C0009 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4484

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Yes Mathematics Education Mathematics Instruction Educational Practices Educational Theories Educational Philosophy Theory Practice Relationship Educational Research Foreign Countries Qualitative Research Semi Structured Interviews Elementary Schools Grootenboer, Peter Edwards-Groves, Christine Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education In this paper we will examine mathematics education using practice theory. We outline the theoretical and philosophical ideas that have been developed, and in particular, we discuss the "sayings," "doings," and "relatings" inherent in the teaching and learning practices of mathematics education. This theorising is drawn from an empirical study that focused on the broader practices of education in schools. We exemplify these ideas with a small excerpt of data. Understanding mathematics education as a practice highlights the site-based nature and also ecological arrangement of practices, and we conclude by outlining some implications that emerge from this perspective. ED572905 Mathematics Education as a Practice: A Theoretical Position Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 Australian Research Council 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 10 As Provided JAN2020

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Yes Beginning Teachers Second Language Learning Second Language Instruction Teaching Methods English (Second Language) Language Teachers Educational Technology Preservice Teachers Task Analysis Instructional Design Teacher Student Relationship Information Technology Graduate Students Qualitative Research Teacher Education Scores Technology Integration Smits, Tom F. H. Oberhofer, Margret Colpaert, Jozef Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education This paper focuses on the possibilities/challenges for English as a Foreign Language (EFL) teachers designing tasks grounded in Task-Based Language Teaching (TBLT) and taking advantage of the affordances of technology--Interactive WhiteBoards (IWBs). Teachers have been shown to confuse tasks with exercises or activities. The interactive Technologies in Language Teaching (iTILT) projects revealed that when it comes to IWB use the focus often shifts from interactive teaching to interactive technology. To better prepare novice EFL teachers for their future teaching practice, an "IWB for TLBT" training programme introduced the affordances of IWBs. Our analysis of how (un)successful they were at marrying TBLT and Information and Communication Technology (ICT) operationalised TBLT criteria from Nunan (2004) and Erlam (2016). Supporting evidence of the participants' aptitude in TBLT practice is provided by a traditional, non-IWB-oriented task each individual had designed earlier. Combining both elements in the analysis, our study answers the question: to what extent are pre-service teachers able to design a TBLT environment involving modern technology that adheres to iTILT principles and current theories of TBLT methodology? [For the complete volume of short papers, see ED572005.] ED572185 Mind the Gap: Task Design and Technology in Novice Language Teachers' Practice Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 7 As Provided JAN2020

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Yes Social Media German Second Language Instruction Educational Technology Technology Uses in Education Questionnaires Semi Structured Interviews Journal Writing Student Behavior Language Usage Language Skills Interaction College Students Foreign Countries Ethnography Pretests Posttests Coding Student Attitudes Teaching Methods Leier, Vera Cunningham, Una Speeches/Meeting Papers Reports - Research New Zealand English Higher Education Postsecondary Education Student and teacher activity in a closed Facebook group for a tertiary German class was observed during a 12-week teaching semester. This was complemented by questionnaires, semi-structured interviews with students, and teacher reflections in a researcher journal. Collected data were analysed using an inductive thematic analysis followed by a deductive Activity Theory (AT) analysis to explore the tensions between student and teacher expectations of the Facebook component of the course. The analysis showed individual variation in Facebook behaviours. A number of students were reluctant to write in the target language, German, reporting that they felt anxious when required to do so. It became evident that students differentiated sharply between their private Facebook interactions and their interactions in the Facebook group. Students adopted the Facebook group as an authentic language platform and continued to use the page after the course had ended. The Facebook group facilitated high quality meaning-focused target language production within the class group, and the participants were overwhelmingly positive towards their Facebook experience. [For the complete volume of short papers, see ED572005.] ED572186 "Just Facebook Me": A Study on the Integration of Facebook into a German Language Curriculum Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 10 As Provided JAN2020

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Yes Foreign Countries Faculty Development Higher Education Informal Education Educational Technology Technology Uses in Education English (Second Language) Supervisors Professional Continuing Education Influences Individual Characteristics Kyprianou, Marianna Nikiforou, Eleni Speeches/Meeting Papers Reports - Research Cyprus English Higher Education Postsecondary Education Adult Education Education is a field that constantly changes, which dictates the need for continuing teacher professional learning and development. Teacher professional learning and development can be divided into two categories: formal learning/ development and informal learning/development. This paper focuses on the experience of the presenters as coordinators of a large language section in a tertiary education institution, as this gave them the chance to develop professionally through informal learning, without attending any formal training sessions. Both coordinators did not have any previous experience in coordination, but they decided to keep a positive outlook on challenges and weaknesses, turning them into opportunities and strengths with the aid of technology. The experience of coordination will be presented using a Strengths, Weaknesses, Opportunities, and Threats/challenges (SWOT) framework of analysis. The present paper will report on this experience and how it helped the presenters develop professionally, and will also discuss the role of the use of online tools in the process. [For the complete volume of short papers, see ED572005.] ED572187 Teacher Professional Learning: Developing with the Aid of Technology Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 7 As Provided JAN2020

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Yes Second Language Learning Online Courses Large Group Instruction Distance Education Access to Education Global Approach Perifanou, Maria Speeches/Meeting Papers Reports - Research English In the age of globalization, the need for language learning is greater than ever before. "Globalization is a process by which the people of the world are unified into a single society and [function] together" (Chomsky, 2006, cited in Ivan, 2012, p. 81). As global citizens we need to be able to work in settings characterized by linguistic and cultural diversity and that means that "language competencies and intercultural skills [are] more than ever a part of the key qualifications needed to successfully work and live in this new reality" (Perifanou & Economides, 2014, p. 3561). Even though many prestigious universities offer open language courses at a large scale, choosing well known Massive Open Online Course (MOOC) providers, the body of research on mapping existing language learning MOOC initiatives worldwide is rather poor. This paper aims to partially fill this research gap presenting the research contribution of the Erasmus+ KA2 project entitled LangMOOC project. More specifically, the paper first presents the main findings of the background research (Perifanou, 2014; Perifanou & Economides, 2014) of the LangMOOC project that has explored the first language learning MOOC initiatives and evaluated them based on the Massive Open Online Interactive Language Learning Environment (MOILLE ) framework. Next, the paper analyzes the overall aims of the LangMOOC project and in the end, it discusses its first research findings as well as its future research steps. [For the complete volume of short papers, see ED572005.] ED572188 Worldwide State of Language MOOCs Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 9 As Provided JAN2020

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Yes Foreign Countries Peer Teaching Cooperative Learning Action Research Mathematics Instruction College Students College Mathematics Teaching Methods Reflection Meetings Innovation Decision Making Attitude Measures Surveys Belward, Shaun Balatti, Jo Reports - Descriptive Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Peer group learning is the name we have given to a particular type of collaborative learning that has been implemented as part of an action research project designed to improve teaching and learning of first year university mathematics at James Cook University. Using an innovation-decision process model we analysed the response of academics to the implementation of the peer group learning initiative. The analysis reveals that the action research methodology allows generally positive attitudes regarding the initiative to surface. ED573195 Doing It Differently: The Ups and Downs of Peer Group Learning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 4 As Provided JAN2020

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Yes Public School Teachers Teacher Certification Experienced Teachers Teacher Qualifications Institutional Characteristics Student Characteristics Elementary Secondary Education National Competency Tests National Surveys Grade 4 Grade 8 Academic Degrees Race Ethnicity English Language Learners Disabilities Low Income Students Urban Schools School Districts Rahman, Taslima Fox, Mary Ann Ikoma, Sakiko Gray, Lucinda Reports - Research Numerical/Quantitative Data United States National Assessment of Educational Progress Schools and Staffing Survey (NCES) National Center for Education Statistics (ED) American Institutes for Research (AIR) Westat, Inc. Sanametrix English Elementary Secondary Education Grade 4 Intermediate Grades Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education This report provides a snapshot of the extent to which U.S. public school students are taught by certified and experienced teachers. The report uses two datasets available to the National Center for Education Statistics (NCES): the Schools and Staffing Survey (SASS) and the National Assessment of Educational Progress (NAEP). SASS provides a comprehensive picture, as it includes teachers of K-12 students in all subjects. NAEP provides a picture specific to grades 4 and 8. In addition, NAEP data are directly related to teachers of two key subjects: reading and mathematics. SASS data are available for the 2011-12 school year and NAEP data are available for 2013 and 2015. The report presents the percentage of U.S. public school students who are taught by teachers with state certification, by teachers with more than 5 years of experience, and by teachers with a postsecondary degree in the subject in which they teach by various school and student characteristics. Taken together, the information from SASS and NAEP illustrates that access to teachers with certification and other qualifications varies among students in different demographic groups, in different school settings, and in different states and large urban school districts. The following are appended: (1) Chapter 2 Data Tables; and (2) Chapter 3 Data Tables. Technical Notes are included. ED573196 Certification Status and Experience of U.S. Public School Teachers: Variations across Student Subgroups. NCES 2017-056 National Center for Education Statistics 2017-03-00 222 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2017 22 ERIC JAN2020 Yes EDIES12D0002 EDIES12D0027 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017056

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Yes At Risk Students High School Students Dropouts English Language Learners Dropout Rate Graduation Rate Comparative Analysis Predictor Variables Academic Failure Student Characteristics Language Proficiency Student Records Regression (Statistics) Attendance Patterns Tables (Data) Deussen, Theresa Hanson, Havala Bisht, Biraj Reports - Research Washington Regional Educational Laboratory Northwest (ED) National Center for Education Evaluation and Regional Assistance (ED) Education Northwest English High Schools Secondary Education Students who drop out of high school are at increased risk of a range of negative social and economic consequences, including lower earnings and poorer health. To reduce dropout rates and lessen these negative consequences, districts around the country are using early warning indicators to identify and provide supports for students at risk of dropping out. Typically, these early warning indicators include some combination of attendance, course failures, grade point average, and suspensions or expulsions. It is not clear whether these commonly used early warning indicators work equally well for English learner students. National data suggest that English learner students drop out of high school at higher rates than other students do. English learner students are a heterogeneous group that includes students born in the United States, new immigrants, and refugees, all with varying degrees of prior exposure to English and, for those not born in the United States, different education experiences prior to arrival. Some English learner students start kindergarten in this country, while others do not arrive here until they are in high school. Some English learner students may receive only two or three years of English language services, while others may receive eight or more years. Current national data do not capture the variation in dropout and graduation rates for those different types of English learner students. This study compares data for a particular group of students--those who were classified as English learner students at any point in their K-12 education (referred to as "ever-English learner students" in this report) with data for students who were never classified as English learner students (referred to as "never-English learner students"). It also compares outcomes across subgroups of the ever-English learner student population. Specifically, the study addresses how the graduation and dropout rates of different subgroups of ever-English learner students compare with one another and with those of never-English learner students. And it examines whether two early warning indicators used to predict dropping out (six or more absences in grade 9 plus at least one course failure in grade 9, and at least one suspension or expulsion in grade 9) are accurate and useful indicators for different groups of ever-English learner students compared with never-English learner students. The students in the study are from six school districts in the south King County area of Washington state. The districts are part of the Road Map Project, a cradle-to-career initiative that seeks to double the number of students on track to graduate from college or earn a career credential between 2010 and 2020. As part of the initiative, the districts have been using a common set of early warning indicators since 2011. The initiative also has a work group focused on the large number of English learner students in the region. Regional Educational Laboratory Northwest has partnered with the work group since 2012 to use data and evidence to better understand the needs and challenges of English learner students and to inform decisions about policy and practice. The study findings highlight notable differences in graduation and dropout rates among subgroups of English learner students. Key findings from the study include: (1) Students who had ever been English learners had four-year graduation rates that were 9.5 percentage points lower and dropout rates that were 0.7 percentage point higher than those of students who had never been English learners; (2) Certain subgroups of English learner students had considerably different graduation and dropout rates from those of other English learner students; relative to long-term proficient English learner students, newcomer English learner students' four-year graduation rates were 33.8 percentage points lower and their dropout rates were 5.8 percentage points higher; and (3) The Road Map Project's early warning indicators, originally developed for Seattle Public Schools, were unable to accurately identify many future dropouts, especially among newcomer English learner students. Given that the accuracy of the Road Map Project indicators varied for subgroups of English learner students and may be evidence of the need to select and validate indicators specifically for the population of interest, the Road Map Project and other states and districts may want to examine the accuracy of their own indicators for different student populations. If early warning indicators are weaker for a specific subgroup of English learner students, then teachers, counselors, and others may want to monitor the needs of that group in other ways. The following are appended: (1) Data and methodology; and (2) Supplemental results. ED573197 Are Two Commonly Used Early Warning Indicators Accurate Predictors of Dropout for English Learner Students? Evidence from Six Districts in Washington State. REL 2017-261 Regional Educational Laboratory Northwest 2017-03-00 32 Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 29 ERIC JAN2020 Yes EDIES12C0003 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=337

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Yes Second Language Instruction Educational Technology Technology Uses in Education Video Technology Homework Cooperative Learning Integrated Learning Systems Formative Evaluation Questionnaires Usability Program Effectiveness Teacher Attitudes Student Attitudes College Students College Faculty English (Second Language) Yamada, Masanori Goda, Yoshiko Hata, Kojiro Matsukawa, Hideya Yasunami, Seisuke Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education This study aims to develop and evaluate a language learning system supported by the "flipped jigsaw" technique, called "Flip-J". This system mainly consists of three functions: (1) the creation of a learning material database, (2) allocation of learning materials, and (3) formation of an expert and jigsaw group. Flip-J was developed as the plugin of the learning management system Moodle, and the formative evaluation for its improvement was conducted in a language learning class. Learners were required to answer an open-ended questionnaire on the usability of Flip-J after three weeks of flipped jigsaw classes, and the instructor was interviewed by the researcher. The results highlighted several areas for improvement, such as "unfriendly interface of discussion plugin" and "translation function", which will be incorporated in forthcoming classes. The instructor pointed out issues such as the learners seemed to face difficulties in using the discussion plugin and role management in Flip-J. [For the complete volume of short papers, see ED572005.] ED572189 Flip-J: Development of the System for Flipped Jigsaw Supported Language Learning Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 6 As Provided JAN2020

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Yes Large Group Instruction Online Courses Technology Uses in Education Educational Technology Second Language Instruction Program Effectiveness Spanish English Video Technology Interpersonal Communication Learning Activities Language Proficiency Synchronous Communication Cooperative Learning Web 2.0 Technologies Fondo Garcia, Marta Appel, Christine Speeches/Meeting Papers Reports - Research English In the context of a Language Massive Open Online Course (LMOOC), teacher interventions have to be designed into the course, since personalized teacher feedback actions are impossible due to the large number of participants. Learner autonomy, peer-feedback and task design are crucial in this course design. This paper presents a study on the task design effect on participants of a tandem MOOC (English-Spanish). The tandem MOOC takes advantage of the "massive" aspect of a MOOC to provide learners with ample opportunity for language use with native speakers of their target language, and access to peer-feedback. The tasks provide content and an objective for the conversations, turning them into episodes of meaningful language interaction. The study is conducted through observations of eight video recorded conversations by two learners of English carrying out four different tasks, eight tasks in total, with five different learners of Spanish, as it will be explained in more detail in the methodology section. The results show that task types had an effect on students' performance, but variables such as proficiency also played a role in learner interaction. [For the complete volume of short papers, see ED572005.] ED572190 Synchronous Tandem Language Learning in a MOOC Context: A Study on Task Design and Learner Performance Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 11 As Provided JAN2020

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No Preschool Education Educational Quality Educational Improvement Educational Policy Outcomes of Education Academic Achievement Program Implementation State Policy Policy Analysis Literature Reviews Case Studies Program Effectiveness Educational Assessment Evidence Educational Practices Evaluation Criteria Program Evaluation Leadership Educational Objectives Expertise Compensation (Remuneration) Teacher Salaries Salary Wage Differentials Teacher Student Ratio School Schedules Developmentally Appropriate Practices Curriculum Development Teacher Collaboration Special Education Special Needs Students Inclusion Bilingual Education Programs Teacher Effectiveness Student Evaluation Evidence Based Practice Decision Making Faculty Development Teacher Improvement Integrated Curriculum Academic Standards Teacher Evaluation School Policy Early Childhood Education School Readiness Barnett, W. Steven Weisenfeld, G. G. Brown, Kirsty Squires, Jim Horowitz, Michelle Reports - Research National Institute for Early Education Research English Preschool Education Early Childhood Education This report explores the extent to which states (and several large cities) are positioned to provide high quality preschool education on a large scale. States and cities that are already doing so or that could do so with modest improvements offer opportunities for advocacy to advance access to high quality early education as well as for rigorous research on the outcomes of these programs. Research in such states and cities also could help to identify with more specificity the policies and conditions associated with strong educational outcomes for children. The framework for this assessment of state capacity consists of "15 essential elements" of high-quality pre-K identified by Jim Minervino based on a research review and case studies. Minervino concluded that all of these elements must be present to a considerable extent for high quality pre-K to be implemented at scale. From this perspective, each element should not be expected to contribute independently to pre-K effectiveness. These authors believe that their assessments of the extent to which each element is present in each state will be useful to those concerned with pre-K whether or not they fully agree with this perspective. Forty-one states, D.C. and three other large cities with established pre-kindergarten programs were assessed. For each state (or program within a state) the report presents an overview of the state, a table listing the conclusions regarding each element, and the evidence that was the basis for the authors' judgment on each element. The 15 elements are organized into three sections. The first is the "enabling environment," which includes two elements that were among the most difficult to assess: political will and the capacity of preschool's administering agency to provide vision and strong leadership. The second is "rigorous, articulated early learning policies," and it has eight elements, most of which were relatively straightforward to judge. The third is "strong program practices" and contains 5 elements. This last group of elements was the most difficult to assess, as they are rated based on actual implementation, and this requires information that is not always available. The 15 essential elements are: (1) Political will including support from political leadership and, more rarely, judicial mandates; (2) A compelling vision and strong leadership from early learning leaders; (3) Well-educated (BA & ECE expertise) and well-compensated teachers (K-12 pay parity); (4) Adult-child ratio of at least 1:11; (5) At least a full school day is provided to ensure adequate dosage; (6) Two (or more) adult teaching staff in each classroom; (7) Appropriate early learning standards for preschoolers; (8) Effective curriculum that has systemic support; (9) Strong supports for education of special needs children in inclusive settings; (10) Strong supports for dual language learners; (11) High quality teaching; (12) Child assessments that are appropriate and used to inform instruction; (13) Data-driven decision-making and independent evaluation; (14) Professional development (PD) to improve individual teacher performance; and (15) Integrated systems of standards, curriculum, assessment, PD, and evaluation. ED571657 Implementing 15 Essential Elements for High Quality: A State and Local Policy Scan National Institute for Early Education Research 2016-07-11 Bill and Melinda Gates Foundation 285 National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://www.nieer.org N/A http://nieer.org/wp-content/uploads/2016/08/1520Essential20Elements20Scan_0.pdf 2017 ERIC JAN2020

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Yes Program Implementation School District Autonomy Accountability Educational Planning Strategic Planning Information Dissemination Educational Change Educational Improvement Resource Allocation Decision Making Educational Objectives Audience Awareness Equal Education Trust (Psychology) Knudson, Joel Reports - Descriptive California California Collaborative on District Reform English California educators continue in their struggle to communicate district plans to parents, teachers, and other members of the school community. Local Control Accountability Plans (LCAPs), have ballooned into jargon-laden stacks of tables, impenetrable to all but the most sophisticated reader. Envisioned as a tool to improve transparency, the LCAP as implemented has instead left many parents and community members utterly confused. In recognition of the LCAP's issues, state and district leaders are looking for better ways to inform the community about districts' plans and results. This brief, the fourth in a series informs district leaders as they communicate about their overall vision for school improvement, and the strategies and resource allocation decisions they are using to achieve that vision. It highlights insights that emerged from a November 2015 meeting of the California Collaborative on District Reform, in which participants reviewed resources already in use in the field--a sample of executive summaries, infographics, and other communication materials. As California continues to refine the Local Control Funding Formula (LCFF) system of policies and practices, these guidelines can help districts further the goals LCFF was designed to foster. ED571658 Implementing LCFF: Communicating about District Plans. Policy and Practice Brief California Collaborative on District Reform 2016-07-00 Dirk and Charlene Kabcenell Foundation S.D. Bechtel, Jr. Foundation S.H. Cowell Foundation Silver Giving Foundation Stuart Foundation Rockefeller Philanthropy Advisors (RPA), California Education Policy Fund (CEPF) 12 California Collaborative on District Reform. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: cacollaborative@air.org; Web site: http://www.cacollaborative.org N/A 2017 ERIC JAN2020

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No Licensing Examinations (Professions) Nurses Nursing Students Academic Persistence Nursing Education Predictor Variables Regression (Statistics) Correlation Davis, Alicia Debra Dissertations/Theses - Doctoral Dissertations North Carolina National Council Licensure Examination for Registered Nurses English The United States is now in the midst of a major nursing shortage that is predicted to get worse over the next ten years (Kurzen, 2005). The Health Resources and Services Administration reports that all 50 states will suffer from a nursing shortage by 2020 (U.S. Department of Health and Human Services, 2004). This means that there will be a shortage of over one million nurses by 2020 (Kuehn, 2007). Nursing shortages create situations in which there are not enough nurses to care for patients nor enough nurse faculty to educate the next generation of nurses (Erlen, 2001). Requirements to be licensed as a nurse include graduation from a state approved nursing program and passing a national examination. Nursing educators must identify predictors that will enhance both persistence in nursing programs and success of passing the licensure examination so that qualified nurses are not delayed from entering the workforce. The purpose of this exploratory study was to use logistic regression analysis to identify those variables that will predict persistence in licensed practical nursing programs as well as those variables that will predict successful passing of the NCLEX-PN licensure examination on the first attempt. Research data was collected from licensed practical nurses in North Carolina. Correlation analysis was used to determine the association between each independent variable and the dependent variables of nursing program persistence and NCLEX-PN results. A logistic analysis technique was used in this study to determine the relationship between those independent variables that showed a significant correlation using the Phi coefficient and point-biserial techniques and the two dependent variables. The independent variables found to have a statistically significant association (using the Phi coefficient analysis) with the dependent variable of nursing program persistence/retention in this study were father ethnicity, gender, receipt of student loans, the taking of some remedial courses (RED 060, RED 080, ENG 060, ENG 080), the grades of some of the remedial courses (RED 060, RED 080, ENG 060, MAT 080), the requirement of a pre-nursing admission exam, and the offering of remediation at the exit exam point of the nursing program. The Phi coefficient analysis also showed a statistically significant association between the independent variables of one remedial reading course grade (RED 080), the biology transferred grade, pre-nursing college GPA, the offering of remediation at the exit exam point of the nursing program, and the dependent variable of success on the NCLEX-PN. Receipt of student loans was the only significant contributing variable in predicting nursing program persistence at the 0.05 level of significance in the binary logistic regression model. Pre-nursing college GPA approached significance at the 0.053 level in predicting NCLEX-PN success. In light of the paucity of literature regarding practical nursing program persistence and NCLEX-PN performance and the lack of consistent identified student predictors of retention, graduation, and NCLEX success, the nursing profession needs to continue research in this area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571932 Predicting Persistence in Practical Nursing and Success on the NCLEX-PN: Examining Demographic, Non-Academic, and Academic Variables ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-3864-2 168 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110619 2017 As Provided JAN2020

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No Qualitative Research Program Evaluation Beginning Teacher Induction Beginning Teachers Teacher Attitudes Self Efficacy Satisfaction Teacher Persistence Teacher Competencies Interviews Program Effectiveness Faculty Development Hunter, J. Warren Dissertations/Theses - Doctoral Dissertations English The purpose of this qualitative program evaluation was to examine the impact a two-year new teacher induction program had on teachers' feelings of support, satisfaction, and self-efficacy. The program purports that higher feelings of support, satisfaction, and self-efficacy in teachers will lead to lower teacher attrition. In turn, research shows that if teachers stay at a school they are more likely to improve their instruction and positively impact student performance. The goal of the study was to identify areas of the induction program that work well in increasing teachers' perceptions positively in the three focus areas and to look for ways to improve the program moving forward to better serve future new hires at the school. Data were gathered through an interview process with ten questions focusing on the three main research areas of support, satisfaction, and self-efficacy. Participants included the eight teachers that had most recently completed the two-year induction program. The teachers reported feeling high levels of support, satisfaction, and self-efficacy following their two years at the school, but the impact the induction program had on those levels was mixed. A number of non-induction related activities were identified that also impact the teachers' levels in the three focus areas. Recommendations were made to strengthen identified areas of induction already in place that were important to the participants as well as additions that could be added to the induction program in order to maximize the effectiveness of the program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571933 New Teacher Induction: A Program Evaluation ProQuest LLC Ed.D. Dissertation, The College of William and Mary 2016-00-00 978-1-3397-4802-3 105 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111593 2017 As Provided JAN2020

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Yes Figurative Language Foreign Countries Mathematics Instruction English Mathematical Concepts Spatial Ability Cultural Influences Indigenous Populations Language of Instruction Numbers Edmonds-Wathen, Cris Reports - Evaluative Speeches/Meeting Papers Australia Mathematics Education Research Group of Australasia English This paper examines spatial metaphors in the English language associated with the number line, in particular metaphors of direction and motion, and how these are manifested in actual spatial practices associated with number. It considers how these metaphors are culturally influenced, and how the influences of other cultures, such as Arabic, produce inconsistencies that can contribute to confusion in the classroom. It also considers how the metaphors of number vary in some other languages, and how this leads to both different spatial representations of numbers and more challenges in multilingual and multicultural classrooms. In particular, it pays attention to the implications of variety in these metaphors for the mathematics education of Indigenous students in Australia being taught by English speaking teachers. ED573198 Spatial Metaphors of the Number Line Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 22 As Provided JAN2020

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Yes Young Children Longitudinal Studies Grade 1 Grade 2 Grade 3 Mathematics Education Thinking Skills Mathematical Logic Foreign Countries Grade 7 Focus Groups English, Lyn Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 1 Primary Education Elementary Education Early Childhood Education Grade 2 Grade 3 Grade 7 Junior High Schools Middle Schools Secondary Education This paper reports findings from an activity implemented in the final year of a 3-year longitudinal study of data modelling across grades 1-3. The activity engaged children in designing, implementing, and analysing a survey about their new playground. Data modelling involves investigations of meaningful phenomena, deciding what is worthy of attention (identifying complex attributes), and then progressing to organising, structuring, visualising, and representing data. The core components of data modelling addressed here are children's structuring and representing of data, with a focus on their display of metarepresentational competence (diSessa, 2004). Such competence includes students' abilities to invent or design a variety of new representations, explain their creations, understand the role they play, and critique and compare the adequacy of representations. Reported here are the ways in which the children structured and represented their data, the metarepresentational competence displayed, and links between their metarepresentational competence and conceptual competence. ED573199 Young Children's Metarepresentational Competence in Data Modelling Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 Australian Research Council 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 24 As Provided JAN2020

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Yes Mathematics Education Mathematics Equations (Mathematics) Mathematical Concepts Mathematics Teachers Mixed Methods Research Teaching Methods Pretests Posttests Ellerton, Nerida F. Vaiyavutjamai, Pongchawee Clements, M. A. Speeches/Meeting Papers Reports - Evaluative Mathematics Education Research Group of Australasia English Many key aspects of modern theory relating to classroom discourse in mathematics education, especially the theory of didactical situations, have not progressed much further than theories put forward in the 1840s by the North American educator David Page. Aspects of Brousseau's (1997) description of what he called the Topaze effect, are remarkably similar to Page's idea of "drawing out"--a mode of questioning that was likely to remove the cognitive challenge for learners engaged in non-trivial mathematical tasks. ED573200 Reinventing the Wheel: Historical Perspectives on Theories for Interpreting Discourse Patterns in Mathematics Classrooms Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 15 As Provided JAN2020

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Yes Telecommunications Technology Uses in Education Handheld Devices Educational Technology Preschool Children English (Second Language) Second Language Instruction Young Children Technology Integration Preschool Education Preschool Teachers Teacher Attitudes Parent Attitudes Surveys Foreign Countries Questionnaires Sadykova, Gulnara Gimaletdinova, Gulnara Khalitova, Liliia Kayumova, Albina Reports - Research Speeches/Meeting Papers Russia English Preschool Education Early Childhood Education This report is based on an exploratory case study of a private multilingual preschool language program that integrated a Mobile-Assisted Language Learning (MALL) project into the curriculum of five/six year-old children whose native language(s) is/are Russian and/or Tatar. The purpose of the study was to reveal teachers' and parents' perceptions of the educational value of mobile language learning in English as a Foreign Language (EFL) classroom and explore the case of MALL integration into the curriculum of young language learners. To collect the data, the researchers surveyed eight teachers, including a teacher who introduced the MALL project into her class of 12 children, as well as 12 parents whose children participated in this project. The results speak for the growth of MALL enthusiasts among teachers and the lack of MALL supporters among parents. [For the complete volume of short papers, see ED572005.] ED572191 Integrating Mobile Technologies into Very Young Second Language Learners' Curriculum Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 4 As Provided JAN2020

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Yes Computational Linguistics English (Second Language) Second Language Learning Language Proficiency North American English Foreign Countries Phrase Structure Writing (Composition) Error Correction Mixed Methods Research Language Tests Error Analysis (Language) Student Attitudes Wu, Yi-ju Speeches/Meeting Papers Reports - Research Taiwan English Data-Driven Learning (DDL), in which learners "confront [themselves] directly with the corpus data" (Johns, 2002, p. 108), has shown to be effective in collocation learning in L2 writing. Nevertheless, there have been only few research studies of this type examining the relationship between English proficiency and corpus consultation. The current study intends to fill the gap by investigating how 140 learners of three different levels of English proficiency from Taiwan utilized Corpus of Contemporary American English (COCA) to correct eight different types of collocation errors adapted from their writing. Data was obtained from three aspects: learners' collocation performance, learners' COCA use, and learners' evaluation toward COCA. A mixed-methods approach that included quantitative statistics and qualitative interviews was used. The results showed that even though learners of higher English proficiency performed better when using corpus, learners across all proficiency levels have improved collocation performance by 30%. Nevertheless, even though lower proficiency learners have received the same amount of assistance from corpus consultation, they did not think corpus as helpful as their higher proficiency fellows did. Teachers should not restrict the use of corpus to higher proficiency learners only because lower proficiency can also benefit from corpus use. [For the complete volume of short papers, see ED572005.] ED572192 The Effects of Utilizing Corpus Resources to Correct Collocation Errors in L2 Writing--Students' Performance, Corpus Use and Perceptions Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 15 As Provided JAN2020

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Yes Funding Formulas School District Autonomy Public Education Educational Finance Accountability Barriers Program Improvement Elementary Secondary Education Blum, Jarah Knudson, Joel Reports - Descriptive California California Collaborative on District Reform English Elementary Secondary Education The Local Control Funding Formula (LCFF) represents a sea change in the way California funds public education. By directing resources to the students in greatest need, freeing districts from the constraints of categorical programs, and inviting stakeholder participation, the new funding system creates the conditions for districts to advance goals of equity and better serve their local communities. One key component of the LCFF is the Local Control Accountability Plan (LCAP), a state-required document in which each district must describe its goals, the strategies designed to achieve those goals, and the resources allocated to support those strategies. Having completed two rounds of LCAP submissions, district leaders and others around the state have learned much about what the process entails, where it has created the conditions for improved practices and outcomes, and where obstacles remain. This brief draws on reflections from a November 2015 meeting of the California Collaborative on District Reform to provide an overview of some of those struggles, as well as potential remedies, to inform the implementation and refinement of LCFF. The California Collaborative will continue to develop briefs that explore the issues raised here in greater detail. ED571659 Implementing LCFF: Possible Solutions to Emergent LCAP Challenges. Policy and Practice Brief California Collaborative on District Reform 2016-01-00 Dirk and Charlene Kabcenell Foundation S.D. Bechtel, Jr. Foundation S.H. Cowell Foundation Silver Giving Foundation Stuart Foundation Rockefeller Philanthropy Advisors (RPA), California Education Policy Fund (CEPF) 8 California Collaborative on District Reform. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: cacollaborative@air.org; Web site: http://www.cacollaborative.org N/A 2017 ERIC JAN2020

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No Mathematics Instruction Problem Solving Teaching Methods Puzzles Mathematical Applications Persistence Influences Metacognition Pasquale, Marian Reports - Descriptive Education Development Center, Inc. (EDC) English Mathematical problems and puzzles that require commitment and perseverance to solve can help foster deep mathematics understanding in students. In this brief, the author describes factors that influence productive struggle, shares four examples of how teachers often respond to their students' productive struggles, and offers four strategies to help teachers support their students in this form of learning. ED571660 Productive Struggle in Mathematics. Interactive STEM Research + Practice Brief Education Development Center, Inc. 2016-00-00 National Science Foundation (NSF) 5 Education Development Center, Inc. 55 Chapel Street, Newton, MA 02458-1060. Tel: 617-969-7100; Fax: 617-969-5979; Web site: http://ltd.edc.org N/A http://interactivestem.org/wp-content/uploads/2015/08/EDC-RPC-Brief-Productive-Struggle.pdf 2017 14 As Provided JAN2020 DUE1238253 DRL1626365

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No Educational Assessment Intervention Response to Intervention Positive Behavior Supports Problem Solving Evaluation Methods Functional Behavioral Assessment Interviews Classroom Observation Techniques Curriculum Based Assessment Rating Scales Cognitive Measurement At Risk Students Learning Problems Behavior Problems Planning Records (Forms) Educational Policy Best Practices Models Student Diversity Graphs Brown Chidsey, Rachel, Ed. Andren, Kristina J., Ed. Books Collected Works - General Guides - General National Professional Resources, Inc. English Problem-solving assessment is an essential component of multi-tiered systems of support such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS). This authoritative work provides a complete guide to implementing a wide range of problem-solving assessment methods, including: (1) functional behavioral assessment; (2) interviews; (3) classroom observations; (4) curriculum-based measurement; (5) rating scales; and (6) cognitive instruments. Prominent experts demonstrate the key role of assessment throughout the process of supporting at-risk students, from identifying academic and behavioral problems to planning and monitoring interventions. Several chapters include reproducible forms that can be downloaded and printed. This updated second edition: (1) Reflects current education policy and best practices; (2) Contains an updated chapter on problem solving by Stanley Deno, including a revised model; (3) Discusses assessment in the context of multi-tiered systems of support in each chapter; and (4) Features a new chapter on working with culturally and linguistically diverse learners, and a new chapter on graphing student data. [For the first edition, "Assessment for Intervention: A Problem-Solving Approach," see ED489453.] ED571661 Assessment for Intervention: A Problem Solving Approach. Second Edition National Professional Resources, Inc. 2015-00-00 978-1-4625-2094-7 386 National Professional Resources, Inc. 25 South Regent Street, Port Chester, NY 10573. Tel: 800-453-7461; Tel: 914-937-8879; Fax: 914-937-9327; e-mail: service@nprinc.com; Web site: http://www.nprinc.com N/A http://www.nprinc.com/assessment-for-intervention-a-problem-solving-approach-2nd-ed/ 2017 As Provided JAN2020

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No Telecommunications Handheld Devices Technology Uses in Education Educational Technology Preschool Education Randomized Controlled Trials Pretests Posttests Teacher Surveys Preschool Teachers Mathematics Instruction Program Effectiveness Stiles, Jennifer Louie, Jo Reports - Research Education Development Center, Inc. (EDC) English Preschool Education Early Childhood Education Mobile tablets are becoming more prevalent in educational settings, but little is known about the impact of using technology-infused curricula in preschool classrooms. The research summarized in this brief suggests that well-designed tablet-based activities can indeed improve student learning outcomes at the preschool level. These positive outcomes are more likely when digital activities target clear learning goals; are collaborative and social experiences; are accompanied by hands-on activities; and are used in classrooms where teachers receive support for their integration. [This brief was produced as part of the Research + Practice Collaboratory (RPC).] ED571662 Findings on the Development and Use of Technology-Infused Curricula in Preschool Classrooms. Interactive STEM Research Brief Education Development Center, Inc. 2016-12-00 National Science Foundation (NSF) 2 Education Development Center, Inc. 55 Chapel Street, Newton, MA 02458-1060. Tel: 617-969-7100; Fax: 617-969-5979; Web site: http://ltd.edc.org N/A http://interactivestem.org/wp-content/uploads/2016/12/Interactive-STEM-Brief-NGPM.pdf 2017 5 As Provided JAN2020 DUE1238253 DRL1626365

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Yes Advanced Placement Programs College Readiness High School Students Metacognition Cognitive Development Knowledge Level Learning Strategies Qualitative Research Comparative Analysis Multiple Regression Analysis Student Characteristics Statistical Analysis Conley, David McGaughy, Charis Davis-Molin, Whitney Farkas, Rachel Fukuda, Erin Reports - Research Oregon Educational Policy Improvement Center (EPIC) International Baccalaureate (IB) Organization English High Schools Secondary Education The International Baccalaureate (IB) works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. This three-phase study prepared by the Educational Policy Improvement Center (EPIC) on behalf of the International Baccalaureate Organization explored the impact of the International Baccalaureate (IB) Diploma Programme on college readiness by examining the academic and non-academic preparation of students who participated in IB Diploma Programmes in high school. The first phase of this study involved analyses of academic indicators of college success using extant data for IB/Honors and Non-IB/Honors students between 2005 and 2012. In the second phase, IB/Honors and Non-IB/ Honors students took a postsecondary version of CampusReady, a self-report instrument that gauges metacognitive, cognitive, and college adjustment behaviors and attitudes mapped to the Four Keys to College and Career Readiness: (1) Key Cognitive Strategies; (2) Key Content Knowledge; (3) Key Learning Skills and Techniques; and (4) Key Transition Knowledge and Skills. EPIC employed a qualitative methodology in the final phase to more closely examine how IB/Honors students differed in preparation and college experience from Non-IB/Honors students. The following are appended: (1) T-Chart of IB Diploma Programme Components; and (2) Attribute Sort Responses. ED571663 International Baccalaureate Diploma Programme: Examining College Readiness Educational Policy Improvement Center 2014-05-00 34 Educational Policy Improvement Center. 720 East 13th Avenue Suite 203, Eugene, OR 97401. Tel: 877-766-2279; Tel: 541- 246-2600; Fax: 541-346-6145; e-mail: communications@epiconline.org; Web site: http://www.epiconline.org N/A 2017 23 ERIC JAN2020

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No STEM Education Elementary School Mathematics Handheld Devices Technology Uses in Education Developmentally Appropriate Practices Mathematics Education Technology Integration Educational Strategies Mathematics Instruction Selection Tools Mathematical Concepts Presser, Ashley Lewis Busey, Amy Reports - Descriptive Education Development Center, Inc. (EDC) English Elementary Education This research brief describes the value of using mobile technologies in and out of elementary mathematics classrooms, and investigates the view that teachers may not be getting the guidance they need to best leverage those technologies. The authors explore three areas of concern: How can teachers use technology in developmentally appropriate ways to facilitate mathematics learning? What strategies can they use to integrate technology into the classroom in ways that allow students to successfully understand the mathematical content being taught? How can one select the appropriate technology tools to best foster the learning of mathematics concepts and practices? ED571664 Mobile Technology and Mathematics Learning in the Early Grades. Interactive STEM Research + Practice Brief Education Development Center, Inc. 2016-00-00 National Science Foundation (NSF) 4 Education Development Center, Inc. 55 Chapel Street, Newton, MA 02458-1060. Tel: 617-969-7100; Fax: 617-969-5979; Web site: http://ltd.edc.org N/A http://interactivestem.org/wp-content/uploads/2016/07/Mobile-Technology-and-Math-Learning-in-the-Early-Grades.pdf 2017 9 As Provided JAN2020 DUE1238253 DRL1626365

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No Geographic Location State Policy Partnerships in Education Goal Orientation Data Collection Achievement Barriers Information Dissemination State Surveys Children Youth College Readiness Career Readiness Sustainability Gaines, Elizabeth McNary, Lacey Reports - Evaluative Forum for Youth Investment English Child and youth coordinating bodies are systematically changing the fragmented ways that state and local governments do business for children and youth. Sometimes known as councils or commissions, children's cabinets are typically made up of the heads of all government agencies with child- and youth-serving programs. They meet regularly to coordinate services, develop a common set of outcomes, and collaboratively decide upon and implement plans to foster the well-being of young people. The coordinating bodies are asked to participate in the State Child and Youth Policy Coordination Survey in odd years. This 2015 report highlights the findings from the third survey (the previous two were in 2013 and 2011). State leaders from across the country are asked to fill out the survey and 11 coordinating bodies contributed all three years. The 2015 Ready by 21 State Policy Survey: Child and Youth Policy Coordinating Bodies in the U.S. is the nation's only survey of state child and youth policy coordinating bodies (e.g., children's cabinets, early childhood councils and P-20/P-16 education councils.) The survey assesses coordinating bodies in the areas of partnerships, goals, data, accomplishments and challenges. This biennial survey was conducted first in 2011 and then again in 2013 and 2015, in hopes that the decisions, lessons and experiences it documents can serve as tools for state leaders and coordinating bodies. Goals of this Report Include: (1) Sharing timely information on the status of child and youth policy coordination; (2) Understanding and tracking developments, trends and changes around child and youth coordinating bodies over time; and (3) Providing a guiding document for state leaders across the country to learn from each other. Links to State Child and Youth Coordinating Bodies' Strategic Plans and Annual Reports are appended. A list of additional resources is included. [For the first report, "Ready by 21 State Policy Survey: Child and Youth Policy Coordinating Bodies in the U.S.," see ED571813. For the 2013 report, "'Ready by 21' State Policy Survey: Child and Youth Policy Coordinating Bodies in the U.S. 2013 Survey Report," see ED557768.] ED571665 Ready by 21 State Policy Survey: Child and Youth Policy Coordinating Bodies in the U.S. 2015 Survey Report Forum for Youth Investment 2016-04-00 National Governors Association American Public Human Services Association (APHSA) Policymakers 28 Forum for Youth Investment. The Cady-Lee House, 7064 Eastern Avenue NW, Washington, DC 20012-2031. Tel: 202-207-3333; Fax: 202-207-3329; e-mail: youth@forumfyi.org; Web site: http://www.forumfyi.org N/A http://forumfyi.org/files/ccn_survey_report_2015-may25.pdf 2017 ERIC JAN2020

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No Mathematics Instruction Discussion (Teaching Technique) Student Centered Learning Vocabulary Learning Activities Problem Solving Cooperative Learning Questioning Techniques Elementary School Mathematics Stiles, Jennifer Reports - Descriptive Education Development Center, Inc. (EDC) English Elementary Education This research brief discusses the benefits of teachers using mathematical discourse--allowing students to explain, justify, and debate their individual techniques for solving math problems--to enhance learning. Using this strategy requires educators to discard traditional teacher-centered modes of instruction and adopt new student-centered modes in which they facilitate discussion. The brief offers strategies for successful implementation, including modeling expected behavior, strengthening students' mathematics vocabulary, selecting rich mathematical tasks that lend themselves to multiple solution strategies, allowing students to work in various groupings (pairs, groups), asking good questions, and giving students adequate time to respond. ED571666 Supporting Mathematical Discourse in the Early Grades. Interactive STEM Research + Practice Brief Education Development Center, Inc. 2016-00-00 National Science Foundation (NSF) 6 Education Development Center, Inc. 55 Chapel Street, Newton, MA 02458-1060. Tel: 617-969-7100; Fax: 617-969-5979; Web site: http://ltd.edc.org N/A http://interactivestem.org/wp-content/uploads/2016/07/Supporting-Mathematical-Discourse-in-the-Early-Grades.pdf 2017 26 As Provided JAN2020 DUE1238253 DRL1626365

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No Holistic Approach Montessori Method Test Bias Item Response Theory Difficulty Level Test Items Institutional Evaluation Setari, Anthony Philip Dissertations/Theses - Doctoral Dissertations English The purpose of this study was to construct a holistic education school evaluation tool using Montessori Erdkinder principles, and begin the validation process of examining the proposed tool. This study addresses a vital need in the holistic education community for a school evaluation tool. The tool construction process included using Erdkinder literature to justify the development of each item through the use of an item matrix, ultimately leading to the development of the 23 item formative Montessori Erdkinder School Evaluation Survey. The validation process included a series of three Rasch Rating Scale Model analyses with data from a sample school. The validation process used item anchoring estimates from the earlier analyses in the later analyses and included determining the tool's dimensionality, reliability, item fit, possible differential item functioning, and comparing the order of item difficulty levels to the holistic model of Maslow's hierarchy of needs. Results of the study showed that six items had issues with fit and would need to be revised, and that the items in the cognitive and moral facet will need to be revised to better match Maslow's model. This study provides the foundation for the development of a holistic education evaluation or accreditation system, and constructed a resource that could be directly implemented in schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571667 Construction and Validation of a Holistic Education School Evaluation Tool Using Montessori Erdkinder Principles ProQuest LLC Ph.D. Dissertation, University of Kentucky 2016-00-00 978-1-3397-3095-0 132 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109826 2017 As Provided JAN2020

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No Community Colleges Two Year College Students Two Year Colleges Leadership Role Case Studies Research Design Mixed Methods Research Organizational Culture Social Cognition Technical Institutes Tipton, Erin Courtney Dissertations/Theses - Doctoral Dissertations Kentucky English Two Year Colleges Higher Education Postsecondary Education Community colleges are challenged to find their next set of leaders who can respond to the diverse challenges of leading the institution. This study examined the impact of institutional and personal factors on faculty aspirations to leadership roles within the community college through the utilization of the Social Cognitive Career Theory framework. A case study research design utilizing mixed-methods investigated the perceived and preferred organizational culture(s) and the manner in which institutional and personal factors influence faculty aspirations to assume leadership roles at Southcentral Kentucky Community and Technical College. The findings of the research indicate that affecting change and being asked to lead are personal factors of influence that motivate faculty to aspire to formal leadership positions within the community college. On the other hand, the challenge of formal leadership roles, family and work-life balance might dissuade faculty aspirations of faculty to formal leadership roles. The study reveals that organizational culture was a positive factor of institutional influence. This study advances the field of educational leadership in that a number of personal and institutional factors influence the aspirations of faculty as they consider movement into formal leadership position within the community college. The findings identify the need for research across multiple institutions and the need to expand Social Cognitive Career Theory to include personal-cognitive barriers of race and gender. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571668 Pipelines to Leadership: Aspirations of Faculty in the Community College, Kentucky Community and Technical College System ProQuest LLC Ed.D. Dissertation, University of Kentucky 2016-00-00 978-1-3397-3101-8 228 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109832 2017 As Provided JAN2020

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Yes Trend Analysis Tuition Fees College Students Paying for College Costs Classification Budgets Public Colleges Out of State Students In State Students Two Year Colleges Private Colleges Income Place of Residence Dependents State Aid Financial Support Educational Finance Enrollment Expenditures Endowment Funds Family Income Enrollment Trends Academic Degrees Geographic Location Selective Admission College Faculty School Personnel Ma, Jennifer Baum, Sandy Pender, Matea Bell, D'Wayne Reports - Evaluative Numerical/Quantitative Data College Board English Higher Education Postsecondary Education Two Year Colleges The increases in tuition and fee prices in 2015-16 were, like the increases in the two preceding years, relatively small by historical standards. However, the very low rate of general inflation makes this year's increases in college prices larger in real terms than those of 2014-15 and 2013-14. Significantly, and perhaps counter to public impressions, price increases are not accelerating over time. However, the average published tuition and fee price of a full-time year at a public four-year institution is 40% higher, after adjusting for inflation, in 2015-16 than it was in 2005-06. The average published price is 29% higher in the public two-year sector and 26% higher in the private nonprofit four-year sector than a decade ago. This document reports on the prices charged by colleges and universities in 2015-16, how prices have changed over time, and how they vary within and across types of institutions, states, and regions. Information is also included on the estimated net prices students and families pay after taking financial aid into consideration. Data on institutional revenues and expenditures and on changing enrollment patterns over time supplement the data on prices to provide a clearer picture of the circumstances of students and the institutions in which they study. [For the companion report, "Trends in Student Aid, 2015. Trends in Higher Education Series," ED572541. For the report from the previous year, "Trends in College Pricing, 2014. Trends in Higher Education Series," see ED572551.] ED572540 Trends in College Pricing, 2015. Trends in Higher Education Series College Board 2015-00-00 44 College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org N/A 2017 ERIC JAN2020

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Yes Student Financial Aid Federal Aid Grants Student Loan Programs Tax Credits Undergraduate Students Graduate Students Work Study Programs Federal Programs Debt (Financial) Federal Legislation Full Time Equivalency State Aid Private Financial Support Public Colleges Private Colleges College Graduates Dropouts Loan Repayment Tuition Fees Enrollment Educational Trends Two Year Colleges Baum, Sandy Ma, Jennifer Pender, Matea Bell, D'Wayne Reports - Evaluative Numerical/Quantitative Data Pell Grant Program College Board English Higher Education Postsecondary Education Two Year Colleges As the nation slowly emerges from the Great Recession, the patterns of student aid are returning to the paths they were on before the economy crashed. The federal government, which dramatically stepped up its subsidies to students in 2009-10 and 2010-11, continues to play an expanded role, but not a growing role. Students continue to borrow at levels that are high by historical standards, but that represent a retreat from the soaring debt levels of a few years ago. New data allow a clear focus on the characteristics of students who are most at risk from debt. As this report documents, those who do not graduate are particularly vulnerable. Older, independent students, those who take longer to earn their degrees, African-American students, and those who attend for-profit institutions accumulate more debt than others. [For the companion report, "Trends in College Pricing, 2015. Trends in Higher Education Series," see ED572540. For the report from the previous year, "Trends in Student Aid, 2014. Trends in Higher Education Series," see ED572552.] ED572541 Trends in Student Aid, 2015. Trends in Higher Education Series College Board 2015-00-00 44 College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org N/A 2017 ERIC JAN2020

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No Politics of Education Compulsory Education Racial Bias Citizenship Education Foreign Countries Governance Migration Mass Instruction Educational History Educational Trends Retrenchment Acculturation Foreign Students Educational Quality Academic Ability Bullying Antisocial Behavior Educational Policy Racial Identification Immigrants Racial Segregation Inclusion Working Class Aggression Kitching, Karl Books Reports - Research Ireland English The marketised and securitised shaping of formal education sites in terms of risk prevention strategies have transformed what it means to be a learner and a citizen. In this book, Karl Kitching explores racialised dimensions to suggest how individuals and collectives are increasingly made responsible for their own welfare as "good" or "bad" students, at the expense of the protection of their rights as learner-citizens. Focusing on Ireland as a post-colonial Atlantic state, the book demonstrates how liberal governance, racisms, migration and mass education are interconnected and struggled over at local, national, European and global levels. Using a variety of qualitative studies and analytic approaches, "The Politics of Compulsive Education" details the significance of mass education(s) to the ongoing racialisation of national sovereignty. It draws on in-depth historical, policy, media and school-based research, moving from the 19th century to the present day. Chapters explore diverse themes such as student deportation, austerity and the politics of community "integration", the depoliticisation of third level education via international student and "quality" teacher regimes, the racialised distribution of learner "ability", and school-based bullying and harassment. Combined, these studies demonstrate the possibilities and constraints that exist for educational anti-racisms both in terms of social movements and everyday classroom situations. "The Politics of Compulsive Education" asks key questions about anti-racist responsibility across multiple education sites and explores how racisms are both shaped, and can be interrupted, by the interaction of the global and the local, as seen in terms of migration, the distribution of capital, media, education policy discourse, and teacher and learner identifications. It will be of interest to researchers, academics and postgraduate students of sociology, education, cultural studies, political theory, philosophy and postcolonial studies. ED572542 The Politics of Compulsive Education: Racism and Learner-Citizenship. Routledge Research in Education Policy and Politics Routledge Research in Education Policy and Politics 2014-11-24 978-0-415-73653-4 Researchers Students Teachers 202 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/RREPP/ N/A https://www.routledge.com/The-Politics-of-Compulsive-Education-Racism-and-learner-citizenship/Kitching/p/book/9781138284784 2017 As Provided JAN2020

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No Educational Practices Praxis Role of Education Federal Legislation Educational Legislation Educational Policy Theory Practice Relationship Curriculum Comparative Analysis Discourse Analysis Centralization Individual Development General Education Professional Autonomy Progressive Education Mulcahy, C. M. Mulcahy, D. E. Mulcahy, D. G. Books Reports - Evaluative English Recent years have shown the growth of federal legislation and programs having a profound impact on educational policy and practice, and a decline in reliance on broadly based educational justifications. Paralleling this development has been the emergence of well-endowed and influential private foundations, and an increase in corporate influence in shaping policy. In this volume the authors consider the discourse, rhetoric, and underlying values that sustain these developments alongside those that underlie more longstanding and competing educational theories and practices. This volume highlights the importance of recognizing opposing conceptualizations of education--some more educationally productive than others--and their core values, approaches to student learning, strengths and weaknesses, and justification. The authors analyze and critique what Jane Roland Martin has referred to as "the deep structure of educational thought", and seek improved educational policy and practice with particular reference to curriculum and pedagogy. It features a comparative analysis of competing discourses including autocratic control, limited personal development, and praxis. ED572543 Pedagogy, Praxis and Purpose in Education. Routledge Research in Education Policy and Politics Routledge Research in Education Policy and Politics 2014-12-18 978-0-415-72445-6 200 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/RREPP/ N/A https://www.routledge.com/Pedagogy-Praxis-and-Purpose-in-Education/Mulcahy-Mulcahy-Mulcahy/p/book/9781138286689 2017 As Provided JAN2020

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No School Choice Urban Schools Middle Class Public Schools Social Change Ideology Ethnography Longitudinal Studies Empowerment Educational Discrimination Political Campaigns Politics of Education Democracy Educational Quality Migration Whites Private Schools Marketing Neoliberalism Foreign Countries Rowe, Emma E. Books Reports - Evaluative United States Chile Australia English "Middle-class School Choice in Urban Spaces" examines government funded public schools from a range of perspectives and scholarship in order to examine the historical, political and economic conditions of public schooling within a globalized, post-welfare context. In this book, Rowe argues that post-welfare policy conditions are detrimental to government-funded public schools, as they engender consistent pressure in rearticulating the public school in alignment with the market, produce tensions in serving the more historical conceptualizations of public schooling, and are preoccupied by contemporary profit-driven concerns. Chapters focus on public schooling from different global perspectives, with examples from Chile and the US, to examine how various social movements encapsulate ideologies around public schooling. Rowe also draws upon a rich, five-year ethnographic study of campaigns lobbying the Victorian State Government in Australia for a brand-new, local-specific public school. Critical attention is paid to the public school as a means to achieve empowerment and overcome discrimination, and both a local and global lens are used to identify how parents choose the public school, the values they attach to it, and the strategies they use to obtain it. Also considered, however, are how quality gaps, distances and differences between public schools threaten to undermine the democracy of education as a means for individuals to be socially mobile and escape poverty. This book makes an important contribution to our understanding of global social movements and activism around public education. As such, it will be of key interest to researchers, academics and postgraduate students in the field of education, specifically those working on school choice, class and identity, as well as educational geography. ED572544 Middle-Class School Choice in Urban Spaces: The Economics of Public Schooling and Globalized Education Reform. Routledge Research in Education Policy and Politics Routledge Research in Education Policy and Politics 2016-12-07 978-1-13-812041-9 Researchers 198 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/RREPP/ N/A https://www.routledge.com/MiddleclassSchoolChoiceinUrbanSpacesTheeconomicsofpublicschooling/ Rowe/p/book/9781138120419 2017 As Provided JAN2020

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No Poverty Educational Policy Ethnography Longitudinal Studies Cultural Context Friendship Children Social Capital Disadvantaged Student Mobility Brown, Ceri Reports - Research Books English "Educational Binds of Poverty" tackles the assumptions made by many recent social and educational policy initiatives suggesting that the best way to improve educational prospects of children in poverty is through an increased emphasis upon a culture of control, discipline, regulation and accountability. In this book, Ceri Brown presents these assumptions against a review of the research literature and an original ethnographic longitudinal study into the lives of children in poverty, in order to highlight the gap between policy discourses and the lived experiences of children themselves. Through the theoretical concept of a set of "binds" against educational success, the book explores four key areas that children in poverty have to navigate if they are to be successful in school. These are: (1) material deprivation; (2) the cultural contexts of school, home and the community; (3) friendship and social capital; and (4) the effects of student mobility through atypical school changes. In seeking to characterise and explain what life is like for young school children, this book questions why policy makers have a radically different frame of reference in purporting to understand how their policies will change the behaviour of those living in poverty. This leads onto a consideration of what lessons may be learned in order to contribute towards a more appropriate policy agenda that attends to the multiple binds that children in poverty have to negotiate. ED572545 Educational Binds of Poverty: The Lives of School Children. Routledge Research in Education Policy and Politics Routledge Research in Education Policy and Politics 2014-12-10 978-0-415-71939-1 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/RREPP/ N/A https://www.routledge.com/EducationalBindsofPovertyThelivesofschoolchildren/ Brown/p/book/9781138291119 2017 As Provided JAN2020

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Yes Foreign Countries College Students Special Needs Students Special Education Disabilities Cerebral Palsy Dyslexia Fear Leadership Transformative Learning Behavior Change Empowerment Persistence Competence Experiential Learning Semi Structured Interviews Observation Data Analysis Self Efficacy Qualitative Research Case Studies Biographies Personality Development Rajbhandari, Mani Man Singh Journal Articles Reports - Research Finland ISSN-2564-6621 English Higher Education Postsecondary Education This paper explores the traits of the leadership dexterity of special students. Leadership in special students is not an expected phenomenon. Cases of special students studying at the University of Tampere, Finland are reported on here. Each case contributes uniqueness and offers qualitative insight into this phenomenon. Interviews were conducted on the respondent's willingness. The interviewees were special students who suffered from different special dexterities such as cerebral palsy, dyslexia, and height phobia. The findings suggest that realizing weakness is important and transforming these in strengths that lead to behavioral changes. Initiating special abilities enhances in strengthening the weaknesses empowering them to perform better through adaptability. Their initiative persistence is high because they are pushing themselves harder. This empowers them to increase their competence through maintaining the stability and adaptability to perform. However, losing persistence is another form of weaknesses. ED573501 Leadership of Special Students in Strengthening Their Ability by Understanding Their Weaknesses Online Submission European Journal of Educational & Social Sciences v1 n1 p11-23 Oct 2016 2016-10-00 13 N/A 2017 18 As Provided JAN2020

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Yes Mathematics Instruction Mathematics Skills Critical Thinking Thinking Skills Mathematical Logic Common Core State Standards Standardized Tests Mathematical Models Scoring Mathematics Tests Guides - Non-Classroom Partnership for Assessment of Readiness for College and Careers (PARCC) English The Partnership for Assessment of Readiness for College and Careers (PARCC) mathematics items measure critical thinking, mathematical reasoning, and the ability to apply skills and knowledge to real-world problems. Students are asked to solve problems involving the key knowledge and skills for their grade level as identified by the Common Core State Standards (CCSS), using mathematical practices, reasoning, and modeling. PARCC assessment is administered in paper-based and computer-based formats; both modes contained constructed response items. This document is designed to help educators understand the scoring of constructed response items. ED573502 Guide to Mathematics Released Items: Understanding Scoring Partnership for Assessment of Readiness for College and Careers 2017-00-00 Teachers 16 Partnership for Assessment of Readiness for College and Careers. Available from: Achieve, Inc. 1400 16th Street NW Suite 510, Washington, DC 20036. Tel: 202-419-1540; Fax: 202-828-0911; Web site: http://www.parcconline.org N/A 2017 ERIC JAN2020

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Yes Vocational Education Statistical Data Apprenticeships Trainees Annual Reports Computation Tables (Data) Learning Activities Enrollment Rate Graduation Rate Program Termination Withdrawal (Education) Geographic Distribution Learning Modules Foreign Countries Reports - Evaluative Numerical/Quantitative Data Australia ISSN-1440-0359 National Centre for Vocational Education Research (NCVER) (Australia) English This publication presents estimates of apprentice and trainee activity in Australia for the September quarter 2016. Highlights include: (1) In-training as at 30 September 2016--There were 278,500 apprentices and trainees in-training as of 30 September 2016, a decrease of 5.7% from 30 September 2015; (2) Quarterly training activity--In the September quarter 2016, compared with the September quarter 2015: (a) commencements increased by 2.9%, to 37,800; (b) completions decreased by 15.6%, to 22, 800; (c) cancellations and withdrawals increased by 11.9%, to 25,300; (3) Training activity: 12-month ending series--In the 12 months ending 30 September 2016, compared with the 12 months ending 30 September 2015: (a) commencements decreased by 3.8%, to 169,700; (b) completions decreased by 18.4%, to 103,200; and (c) cancellations and withdrawals decreased by 3.3%, to 97 000. The figures in this publication are derived from the National Apprentice and Trainee Collection no. 90 (December 2016 estimates). The most recent figures in this publication are estimated (that is, for training activity from the March quarter 2015 to the September quarter 2016). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. The figures in bold are the actual numbers. Estimated data are presented on a quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. This publication also presents early trend estimates for the December quarter 2016 for seasonally adjusted and smoothed commencements at the national level for trades and non-trades occupations. Seasonal adjustment and smoothing involves the use of a mathematical model to smooth out fluctuations due to seasonal influences. These early trend estimates cannot be disaggregated further by state and territory. Note that the percentages presented in this publication are reported to one decimal place. All other numbers, after aggregation, have been rounded to the nearest hundred. Rounding can lead to instances where the numbers in the body of a given table might not add to the rounded totals. [For "Adjustment Notes for Apprentice and Trainee Estimates: September Quarter 2016. Support Document," see ED573504. To access "Apprentices and Trainees: Terms and Definitions. Support Document," see Ed573505.] ED573503 Australian Vocational Education and Training Statistics: Apprentices and Trainees 2016--September Quarter National Centre for Vocational Education Research (NCVER) 2017-00-00 Australian Government Department of Education and Training 23 National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au N/A 2017 ERIC JAN2020

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Yes Mathematics Instruction Problem Solving Mathematics Skills Misconceptions Word Problems (Mathematics) Grade 5 Elementary School Students Teaching Methods Mathematical Concepts Pretests Posttests Experimental Groups Control Groups Statistical Analysis Mathematics Tests de Guzman, Niño Jose P. Belecina, Rene R. Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Grade 5 Intermediate Grades Middle Schools Elementary Education The teaching of mathematics involves problem solving skills which prove to be difficult on the part of the pupils due to misrepresentation of the word problems. Oftentimes, pupils tend to represent the phrase "more than" as addition and the word difference as "- ". This paper aims to address the problem solving skills of grade five pupils employing the block model approach which is based on concrete--representation--abstract principle of teaching mathematics. ED573201 Block Model Approach in Problem Solving: Effects on Problem Solving Performance of the Grade V Pupils in Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 3 As Provided JAN2020

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Yes Mathematics Mathematics Skills Problem Solving Mathematics Instruction Mathematics Achievement Abstract Reasoning Foreign Countries Elementary School Students Interviews Dooley, Thérèse Speeches/Meeting Papers Reports - Descriptive Ireland Mathematics Education Research Group of Australasia English Elementary Education In this paper, the RBC+C framework (Hershkowitz, Schwartz, & Dreyfus, 2001) is used to analyse and describe construction and consolidation of mathematical knowledge by primary pupils in a whole-class setting. I describe a lesson that concerned what is commonly termed the Handshakes problem. One pupil spontaneously established a connection with a related problem in which the class had engaged a month previously. There followed a conversation in which an older construct was consolidated while a new construct emerged--the nature of this intertwined construction and consolidation is discussed. ED573202 Constructing and Consolidating Mathematical Entities in the Context of Whole-Class Discussion Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 18 As Provided JAN2020

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Yes Mathematics Instruction Males Secondary School Students Relevance (Education) Student Attitudes Foreign Countries Student Surveys Focus Groups Statistical Analysis Easey, Michael Warren, Elizabeth Geiger, Vince Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education A pilot study was conducted with Year 10 males (N = 154) preparing to make their senior mathematics subject choice. Survey data revealed that students did not understand the different dimensions of relevance of mathematics. Additionally, a statistically significant difference in the level of agreement concerning relevance was identified between students choosing Mathematics A and those choosing both Mathematics B and C. Students choosing both Mathematics B and C perceived mathematics as relevant for facilitating their career pathway, while Mathematics A aspirants acknowledged the relevance of mathematics was less influential, reporting their choice was guided by their mathematical ability. ED573203 Male Students' Perspectives Concerning the Relevance of Mathematics--Pilot Study Findings Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 11 As Provided JAN2020

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Yes College Preparation Transitional Programs Grade 12 College Readiness Courses High School Students Mathematics Instruction Reading Instruction English Instruction Student Participation African American Students Low Income Students Disabilities Followup Studies Flory, Michael Cramer, Eric Reports - Research Numerical/Quantitative Data Kentucky Regional Educational Laboratory Appalachia (ED) National Center for Education Evaluation and Regional Assistance (ED) CNA English Secondary Education Grade 12 High Schools Kentucky offers college preparatory transition courses in math, reading, and English to grade 12 students. The courses are designed as one possible intervention for students who do not meet state college readiness benchmarks in one or more of those subjects on the ACT in grade 11. This study updates a previous Regional Educational Laboratory (REL) Appalachia report on participation in transition courses in 2011/12 (Mokher, 2014) by examining data for 2014/15. Kentucky's transition course program has evolved in two key ways since the study for 2011/12 (Mokher, 2014). First, transition courses are now offered in English; in 2011/12 they were available only in math and reading. Second, the Kentucky Department of Education has modified its recommendations on which students could be considered for enrollment in a transition course in grade 12 to include all students who score below college readiness benchmarks. These changes make some comparisons between 2011/12 and 2014/15 participation rates difficult. Key findings for 2014/15 include: (1) The proportion of students entering grade 12 who did not meet college readiness benchmarks was 53 percent in math, 50 percent in reading, and 40 percent in English, a decrease of about 6 percentage points in math and reading since 2011/12 (benchmarks for English were not examined in the earlier study); (2) Nearly two-thirds of Kentucky high schools--mostly small, rural, and low-performing schools--offered transition courses; (3) Approximately 40 percent of students who did not meet college readiness benchmarks in math and approximately 20 percent who did not meet benchmarks in reading or English participated in a transition course in those subjects; and (4) From 2011/12 to 2014/15 participation in transition courses in math increased 3 percentage points overall and 9 percentage points among students who were approaching college readiness benchmarks in math. Identifying college preparatory transition courses is appended. [For the original report, "Participation and Pass Rates for College Preparatory Transition Courses in Kentucky. REL 2014-009," see ED544765.] ED571669 Participation in Kentucky's College Preparatory Transition Courses: An Update. REL 2017-211 Regional Educational Laboratory Appalachia 2017-01-00 20 Regional Educational Laboratory Appalachia. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 8 ERIC JAN2020 Yes EDIES12C0005 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4559

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No Community Colleges Administrators Occupational Aspiration College Presidents Social Theories Mixed Methods Research Case Studies Organizational Culture Interviews Influences Motivation Barriers Waggoner, Reneau Dissertations/Theses - Doctoral Dissertations English Two Year Colleges Higher Education Postsecondary Education One of the challenges facing community colleges in the United States is the looming retirements of executive/senior-level leadership, particularly the president, on a wide scale. This study explored the career aspirations of executive-level leaders within the community college using Social Cognitive Career Theory as the conceptual framework. Within the context of a three-person collaborative dissertation project, a mixed methods case study approach was utilized for the research design. It first examined the perceived and preferred organizational culture(s) by administering the Organizational Culture Assessment Instrument (OCAI). Building upon results of the OCAI, interviews with executive-level leaders explored how personal and institutional factors impact their aspirations of to ascend to the community college presidency. The findings of the research indicate that affecting change, being asked, and the desire to help are personal factors of influence that motivate executive-level leaders to seek the role of community college president. On the other hand, age, family, and potential work-life imbalance might dissuade executive-level leaders from seeking this role. The study reveals that organizational culture (the "culture of caring") and formal leadership development programs are positive factors of institutional influence. Institutional factors that dissuade executive-level leaders from seeking the community college presidency are politics, the state of the institution being led, and the unknown. This study advances the field of educational leadership in that a number of personal and institutional factors are adduced that influence the aspirations of executive-level leaders to progress to the community college presidency. The findings identify the need for research across multiple institutions and the need to expand Social Cognitive Career Theory to include personal-cognitive barriers of race and gender. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571670 Pipelines to Leadership: Aspirations of Executive-Level Community College Leaders to Ascend to the Presidency ProQuest LLC Ed.D. Dissertation, University of Kentucky 2016-00-00 978-1-3397-3102-5 228 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109833 2017 As Provided JAN2020

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No Films Science Instruction Ethnography Clubs After School Programs Self Concept Females Feminism Grounded Theory Teaching Methods Literacy Student Attitudes Educational Resources Chaffee, Rachel L. Dissertations/Theses - Doctoral Dissertations English This dissertation study contributes to the research on filmmaking and identity development by exploring the ways that film production provided unique opportunities for a team of four girls to engage in science, to develop identities in science, and to see and understand science differently. Using social practice, identity, and feminist theory and New Literacies Studies as a theoretical lens and grounded theory and multimodality as analytic frameworks, I present findings that suggest that girls in this study authored identities and communicated and represented science in and through film in ways that drew on their social, cultural, and embodied resources and the material resources of the after-school science club. Findings from this study highlight the affordances of filmmaking as a venue for engaging in the disciplinary practices of science and for accessing and authoring identities in science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571671 Reel Science: An Ethnographic Study of Girls' Science Identity Development in and through Film ProQuest LLC Ph.D. Dissertation, University of Rochester 2016-00-00 978-1-3397-3141-4 254 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109872 2017 As Provided JAN2020

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No Cooperation Middle School Students Literature Reviews Classification Video Games Helping Relationship Observation Student Behavior Student Attitudes Physics Scaffolding (Teaching Technique) Design Educational Technology Loparev, Anna Dissertations/Theses - Doctoral Dissertations English Middle Schools Secondary Education Junior High Schools Collaboration is crucial to everything from product development in the workplace to research design in academia, yet there is no consensus on best practice when it comes to teaching collaborative skills. We explore one promising option: collaborative scaffolding in educational video games. Through this methodology, we can impart collaborative skills alongside topics like math and science in a medium already proven to be beneficial. Before approaching our study design, we had to reconcile the large and often contradictory volume of literature on collaboration's definition and elements. From our review of over 25 studies and surveys, we developed a multilevel taxonomy with four main components: group quality, coordination, communication, and support. Researchers can utilize the taxonomy to isolate elements of collaboration relevant to their interests, and educators can use it to help identify collaborative skills that students lack. It can even act as a design guide for educational game developers. For our own work, we chose to focus on scaffolding two subcomponents of support: direct and indirect helping. We ran mixed-factorial trials with over 70 local middle school students to observe behaviors and attitudes before, during, and after collaborative video game play. To gather data, facilitate play, and present scaffolding to students, we made several modifications to an existing educational physics game, including the creation of a scaffolding architecture and the implementation of a data collection infrastructure. Researchers and game developers can build on our designs and learn from the challenges we encountered to help develop and evaluate future scaffolding systems. During trials, we recorded audio, made direct observations, and logged in-game events. From our data, we found that collaborative scaffolding had no impact on helping behaviors, but, more interestingly, had a negative impact on motivation and attitudes toward collaboration. These results highlight the need for further exploration into behavioral effects and the external factors that can impact the value of this promising approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571672 The Impact of Collaborative Scaffolding in Educational Video Games on the Collaborative Support Skills of Middle School Students ProQuest LLC Ph.D. Dissertation, University of Rochester 2016-00-00 978-1-3397-3178-0 124 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109909 2017 As Provided JAN2020

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Yes Academic Achievement Geometry Mathematics Instruction Foreign Countries Problem Solving Mathematics Curriculum Cross Cultural Studies Grade 6 Spatial Ability Elementary School Students Ho, Siew Yin Logan, Tracy Speeches/Meeting Papers Reports - Research Singapore Australia Mathematics Education Research Group of Australasia English Grade 6 Intermediate Grades Middle Schools Elementary Education This paper describes Singapore and Australian Grade 6 students' (n=1,187) performance on a symmetry task in a recently developed Mathematics Processing Instrument (MPI). The MPI comprised tasks sourced from Australia and Singapore's national assessments, NAPLAN and PSLE. Only half of the cohort solved the item successfully. It is possible that persistence of prototypical images of a vertical line of symmetry and reinforcements in the classrooms could have attributed to this low success rate. ED572906 Students' Performance on a Symmetry Task Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes Foreign Countries Mathematics Instruction Learner Engagement Mathematics Skills Longitudinal Studies Adolescents Secondary School Students Ethnography Case Studies Qualitative Research Observation Questionnaires Semi Structured Interviews Teacher Attitudes Parent Attitudes Ingram, Naomi Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Secondary Education In this paper, the mathematical engagement of Colin and Robyn is compared. Through this comparison, and informed by longitudinal research into the mathematical journeys of a group of students in New Zealand, a set of engagement skills emerged. Both students had high levels of engagement in mathematics. However, Colin was a thriving mathematics student with effective engagement skills, whereas Robyn had ineffective engagement skills and was, over time, vulnerable to disengagement, negative feelings and non-participation in the subject of mathematics. ED572907 Mathematical Engagement Skills Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 29 As Provided JAN2020

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Yes Preservice Teachers Lesson Plans Foreign Countries Mathematics Mathematics Teachers Mathematics Education Pedagogical Content Knowledge Mathematical Concepts Research Projects Undergraduate Students Teacher Education Elementary School Teachers Elementary School Mathematics Grade 2 Grade 3 Huntley, Ray Speeches/Meeting Papers Reports - Research United Kingdom Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Elementary Education Grade 2 Primary Education Early Childhood Education Grade 3 The learning and teaching of mathematics are key elements for primary school teachers, and various approaches for teaching mathematics to pre-service teachers are evident in mathematics education. This paper reports on a project to develop a critical approach to using mathematical subject knowledge in choosing learning examples and examines data from United Kingdom pre-service teachers' lessons. The data suggests pre-service teachers have no structured method for choosing examples, which impacts on the quality of the learning experiences of students. ED572908 Pre-Service Primary Teachers' Choice of Mathematical Examples: Formative Analysis of Lesson Plan Data Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Educational Technology Technology Uses in Education Telecommunications Lifelong Learning Teaching Methods Barriers Personal Autonomy Informal Education Access to Education Handheld Devices Lyddon, Paul Reports - Descriptive Speeches/Meeting Papers English In the modern age of exponential knowledge growth and accelerating technological development, the need to engage in lifelong learning is becoming increasingly urgent. Successful lifelong learning, in turn, requires learner autonomy, or "the capacity to take control of one's own learning" (Benson, 2011, p. 58), including all relevant decisions about what, when, where, and how to learn. Mobile technologies, as not only potential means for learning anywhere and anytime but also conduits to rich, multimodal content, provide unprecedented opportunities for the development of learner autonomy. However, even when learners possess adequate training in mobile technology use and autonomy itself, implementation of mobile learning devices in the classroom often seems to engender little additional autonomous behavior. This paper highlights the differing constraints on learner autonomy in formal and informal learning environments. It then proposes an approach to encouraging greater demonstration of autonomy through an explicit linking of institutional requirements associated with routine lesson assignments and the achievement of personally meaningful, individually determined learning goals. Finally, it suggests the role that mobile technology can and properly ought to play in capacitating consistently high levels of demonstrated autonomy both inside and outside the classroom. [For the complete volume of short papers, see ED572005.] ED572193 Mobile-Assisted Language Learning and Language Learner Autonomy Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 6 As Provided JAN2020

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Yes Mnemonics Electronic Learning German Concept Mapping Class Activities Handheld Devices Technology Uses in Education Informal Education Educational Environment Courseware Teaching Methods College Second Language Programs Foreign Countries Second Language Learning Waragai, Ikumi Raindl, Marco Ohta, Tatsuya Miyasaka, Kosuke Speeches/Meeting Papers Reports - Descriptive Japan English Higher Education Postsecondary Education This paper presents the prototype of a Mobile Language Learning Environment (MLLE) allowing learners of German at a Japanese university to map classroom learning content onto the pathways of their everyday lives, turning places they come by into mnemonic "loci", and thus changing their daily commute into a learning trail. Even though the evaluation based on learners' self-reports could not confirm the assumption that this type of MLLE supports the use of the loci method for all learners, it allows the conclusion that at least for some learners mnemonic mapping with mobile devices might lead to changes in learning awareness and an expansion of strategy knowledge. [For the complete volume of short papers, see ED572005.] ED572194 Mobile Assisted Language Learning and Mnemonic Mapping -- The Loci Method Revisited Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 7 As Provided JAN2020

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Yes Second Language Learning Second Language Instruction Computer Assisted Instruction Dialogs (Language) Scoring Feedback (Response) Accuracy Grammar Syntax Vocabulary Development Student Attitudes Essays Semantics Intelligent Tutoring Systems Huang, Jin-Xia Lee, Kyung-Soon Kwon, Oh-Woog Kim, Young-Kil Speeches/Meeting Papers Reports - Descriptive English This paper presents an automatic dialogue scoring approach for a Dialogue-Based Computer-Assisted Language Learning (DB-CALL) system, which helps users learn language via interactive conversations. The system produces overall feedback according to dialogue scoring to help the learner know which parts should be more focused on. The scoring measures are presented, including task proficiency, grammar accuracy, vocabulary knowledge, and syntactic ability, to assess the user performance during the dialogue. A user evaluation is performed on the automatic dialogue scoring results and the generated feedback to collect the feedback from real learners, and to see if the measures are helpful and proper. A discussion is also held about the difference between the automatic dialogues scoring from essay scoring based on the user evaluation. [For the complete volume of short papers, see ED572005.] ED572195 Automatic Dialogue Scoring for a Second Language Learning System Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 6 As Provided JAN2020

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No Emergency Medical Technicians Professional Education Leadership Styles Administrators Attitude Measures Expertise Semi Structured Interviews Best Practices Leadership Qualities Professional Identity Leadership Training Kokx, Gordon A. Dissertations/Theses - Doctoral Dissertations English The number of paramedic education programs participating in the national accreditation process has nearly tripled in the past several years. Although accreditation standards describe program director roles and responsibilities, nothing has been formally studied regarding their leadership practices. The purpose of this study was to explore leadership practices of program directors in nationally accredited paramedic education programs. The qualitative study explored the perceptions and observations of twelve uniquely qualified experts to determine the leadership practices of nationally accredited paramedic education program directors. Elite individuals were selected to participate based on their professional knowledge and experience in EMS education. A series of in-depth, semi-structured interviews were conducted to explore the context, challenges, and best practices of program director leadership. Participants ranked positive leadership and leadership skills approaches (human, technical, and conceptual), as important to the role of program director. Findings revealed context and best practice themes of a need for understanding and a culture of quality, while challenge themes were an EMS identity crisis and generational dissonance. Conclusions revealed a program director's leadership is responsible for 75% of a program's success, yet no formalized leadership curriculum or training exists. Subsequently, there is both a need for the development of a program director leadership curriculum as well as program director leadership training. This study adds to the research literature and identifies leadership practices that may improve paramedic education programs. Further study in the field of paramedic education program director leadership practice is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571934 An Exploration of Program Director Leadership Practices in Nationally Accredited Paramedic Education Programs ProQuest LLC Ph.D. Dissertation, University of Idaho 2016-00-00 978-1-3397-4063-8 256 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110832 2017 As Provided JAN2020

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No Common Core State Standards Benchmarking Educational Assessment Test Items Educational Change Alignment (Education) Factor Analysis Test Theory Item Response Theory Academic Achievement Grade 4 Grade 8 Grade 10 Stugart, Melissa Dissertations/Theses - Doctoral Dissertations Tennessee English Grade 4 Intermediate Grades Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education Grade 10 High Schools Our nation is in the midst of one of the largest education reforms in decades centered on the adoption of the Common Core State Standards (CCSS) and aligned assessments. In an era of rising accountability measures and declining literacy proficiency, it is vital to ensure that educational resources, such as benchmark assessments, are appropriately aligned to state education reform movements. The purpose of this study was to use exploratory factor analysis (EFA), classical test theory (CTT), and item response theory (IRT) to consider if factors aligned to the three instructional shifts of CCSS can be confirmed within benchmark assessments designed to measure student progress across three grade levels: 4th, 8th, and 10th. Data samples were specific to a test administered to Tennessee students during the fall and winter of the 2014-2015 school year. The researcher hypothesized it would be more likely that the benchmark items would align more strongly with a four-factor solution because the tests were designed to assess four strands of the CCSS (Language, Reading Informational Text, Reading Literature, and Writing). However, EFA revealed a stronger alignment with a three-factor solution after removal of misfit items using CTT and IRT. Overall, the results were inconclusive and additional study is required to determine if benchmark assessments are being designed to assess not just the CCSS, but the theoretical underpinnings of the standards. Benchmark assessments must align with the CCSS in order to provide the best possible information to aid both student learning and teacher development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571935 Common Core State Standards Benchmark Assessments: Item Alignment to the Shifts in Tennessee ProQuest LLC Ph.D. Dissertation, Middle Tennessee State University 2016-00-00 978-1-3397-4370-7 93 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111160 2017 As Provided JAN2020

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Yes Mathematics Instruction Mathematical Concepts Concept Formation Teaching Methods Cartoons Prior Learning Females Fractions Concept Mapping Middle School Students Davidson, Samone Askew, Mike Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Middle Schools Secondary Education Junior High Schools This paper is located within the research into encouraging learners to reason mathematically and become engaged with concepts rather than just procedures. It reports on a research in progress examining two techniques to be used at the beginning of a sequence of lessons in order to elicit students' prior knowledge and understanding of topics about to be studied. The research will be conducted with two Year 7 classes of girls as they are introduced to units of work on decimals and fractions. Two techniques will be used to elicit the students' prior understandings: Concept Maps and Concept Cartoons. This paper reports on the ideas behind Concept Cartoons and the development of Concept Cartoons for eliciting understandings of decimals. The paper briefly outlines the research into difficulties with decimals before discussing the rationale and design of the cartoons. The paper is concluded with a discussion of how concept cartoons may or may not elicit different understandings to using concept maps. ED573204 Concept Cartoons as a Way to Elicit Understandings and Encourage Reasoning about Decimals in Year 7 Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 11 As Provided JAN2020

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Yes Mathematics Curriculum Mathematics Education Foreign Countries Teaching Methods Mathematics Teachers Mathematics Professional Personnel Mathematical Concepts Conferences (Gatherings) Clements, M. A. Speeches/Meeting Papers Reports - Evaluative Opinion Papers Singapore Australia Mathematics Education Research Group of Australasia English Why have an organisation like MERGA? This question will be addressed from past, present and future perspectives (1976, 2012, and 2025). One focus of the paper will be the need to improve mathematics curricula, and to improve the teaching and learning of mathematics, at all levels. I shall argue that we have not done enough to make sure that MERGA has delivered, is still delivering, and will continue to deliver the goods on such basic curriculum/teaching/learning issues. Part of the difficulty is that we researchers have not reached agreement on what we mean by "improvement". That is as much a political issue as anything else, of course, but the MERGA community needs to do more to make sure that the responsibility for defining what improvement means, and how it is assessed, is not in the wrong hands. A second focus of the paper will be some reflections on what the "A" in MERGA might represent. This Conference is being held in Singapore, and the challenge is for a wider vision of MERGA's role in Asia to be formulated and implemented. ED573205 MERGA 2012: Where We've Been, Where We Are, and Where We're Going Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 16 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 36 As Provided JAN2020

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No Higher Education Educational Trends Technology Uses in Education Online Courses Costs Cost Effectiveness Influence of Technology Productivity Educational Quality Governance Educational Benefits Bowen, William G. Books Reports - Evaluative English Higher Education Postsecondary Education Two of the most visible and important trends in higher education today are its exploding costs and the rapid expansion of online learning. Could the growth in online courses slow the rising cost of college and help solve the crisis of affordability? In this short and incisive book, William G. Bowen, one of the foremost experts on the intersection of education and economics, explains why, despite his earlier skepticism, he now believes technology has the potential to help rein in costs without negatively affecting student learning. As a former president of Princeton University, an economist, and author of many books on education, including the acclaimed bestseller "The Shape of the River," Bowen speaks with unique expertise on the subject. Surveying the dizzying array of new technology-based teaching and learning initiatives, including the highly publicized emergence of "massive open online courses" (MOOCs), Bowen argues that such technologies could transform traditional higher education--allowing it at last to curb rising costs by increasing productivity, while preserving quality and protecting core values. But the challenges, which are organizational and philosophical as much as technological, are daunting. They include providing hard evidence of whether online education is cost-effective in various settings, rethinking the governance and decision-making structures of higher education, and developing customizable technological platforms. Yet, Bowen remains optimistic that the potential payoff is great. Based on the 2012 Tanner Lectures on Human Values, delivered at Stanford University, the book includes responses from Stanford president John Hennessy, Harvard University psychologist Howard Gardner, Columbia University literature professor Andrew Delbanco, and Coursera cofounder Daphne Koller. [With a new foreword by Kevin M. Guthrie and a new appendix by the author.] ED573206 Higher Education in the Digital Age. Updated Edition. The William G. Bowen Memorial Series in Higher Education Princeton University Press 2015-00-00 978-0-691-16559-2 232 Princeton University Press. 41 William Street, Princeton, NJ 08540. Tel: 800-777-4726; Tel: 609-258-4900; Fax: 609-258-6305; e-mail: orders@cpfsinc.com; Web site: http://press.princeton.edu N/A http://press.princeton.edu/titles/10481.html 2017 As Provided JAN2020

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No Cognitive Ability Response to Intervention Predictor Variables Grade 2 Grade 3 Elementary School Students Reading Skills Verbal Ability Cognitive Processes Short Term Memory Inhibition Phonological Awareness Naming Orthographic Symbols Reading Processes Reading Fluency Field, Stacey Allyson Dissertations/Theses - Doctoral Dissertations English Grade 2 Primary Education Elementary Education Early Childhood Education Grade 3 Current research suggests that certain cognitive functions predict the likelihood of intervention response for students who receive Tier 2 instruction through an RTI-framework. However, less is known about cognitive predictors of responder status at a theoretically more critical point of divergence within the RTI model: Tier 3. Moreover, no identified studies have provided Tier 3 intervention focused specifically on a primary skill deficit, though this level of intervention requires targeted intervention. The current study measured second and third graders' performance (n = 18) on 7 cognitive tasks associated with reading outcomes, including verbal ability, processing speed, working memory, inhibition, phonological awareness, rapid naming (RAN), and orthographic processing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571936 Exploring the Relationship between Cognitive Characteristics and Responsiveness to a Tier 3 Reading Fluency Intervention ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-3904-5 73 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110659 2017 As Provided JAN2020

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No Mathematics Instruction Teaching Methods Remedial Mathematics Developmental Studies Programs Pretests Posttests Student Surveys Student Attitudes Instructional Effectiveness Interviews College Faculty College Students Attitude Measures Direct Instruction Problem Solving Swaincott Kautz, Natalie Lynn Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education The purpose of this investigation was to identify strategies used by effective instructors of developmental mathematics, and to discover the perceptions developmental mathematics students have about these strategies. While there are research projects focusing solely on developmental mathematics achievement, this study fills a need by incorporating views of teaching effectiveness from multiple viewpoints. In this research project, college-level instructors of developmental mathematics students were recorded on video before, during, and after the teaching of an algebraic concept. Students were given a pre-lesson survey and post-lesson survey to see if there were gains in their learning. Students completed a survey about their perceptions of effective teaching, and some participated in an extended phone interview after the lesson. Instructors were also asked for their opinions about the effectiveness of the teaching methods and instructional strategies they chose. The results of the study show that instructors primarily used direct instruction, avoided the use of group work, and did not use games or manipulatives. One of the most important discoveries was that students overwhelmingly felt that the lessons went well, and they appreciated multiple ways to solve problems. Student gains from pre-lesson survey to post-lesson survey confirm that they are learning well via these methods. Instructors and students both felt that there was not enough in-class time for instruction or practice of problems. The information gleaned from this study can be used to help to improve instruction, to inform programs and policy, and to encourage active review of instructional methods. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571937 Strategies for Teaching Developmental Mathematics Students at the College Level ProQuest LLC Ed.D. Dissertation, Rowan University 2016-00-00 978-1-3397-4810-8 182 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111601 2017 As Provided JAN2020

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Yes Foreign Countries Problem Solving Lesson Plans Curriculum Implementation Elementary School Mathematics Elementary School Teachers Interviews Transcripts (Written Records) Observation Educational Practices Teaching Methods Groves, Susie Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education While there has been worldwide interest in Japanese Lesson Study as a model for teacher professional learning, there has been less research into authentic implementation of the problem-solving lesson structure that underpins mathematics research lessons in Japan. Findings from a Lesson Study project involving teachers from three Victorian primary schools indicate that the focus on planning for sustained discussion of student solutions resonated with teachers' previous professional learning on questioning techniques and led to changes in their regular classroom practice. [This project was funded by the Centre for Research in Educational Futures and innovation, Deakin University. The project team consisted of Susie Groves, Brian Doig, Colleen Vale, and Wanty Widjaja.] ED572909 Implementing the Japanese Problem-Solving Lesson Structure Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 7 As Provided JAN2020

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Yes Aquatic Sports Mathematics Instruction Young Children Child Development Mathematics Skills Influences Skill Development Questionnaires Cognitive Development Developmental Stages Computation Foreign Countries Jorgensen, Robyn Speeches/Meeting Papers Reports - Research Australia New Zealand United States Mathematics Education Research Group of Australasia English Drawing on survey data from over 2000 parents, this paper explores the possibility of early-years swimming to add mathematical capital to young children. Using developmental milestones as the basis, it was found that parents reported significantly earlier achievement on many of these milestones. Such data suggest that the early years swim environment may offer enhanced opportunities for learning skills that help transition young children into formal schooling. This paper explores those milestones that are related to early mathematics. ED572910 Early-Years Swimming: Creating Opportunities for Adding Mathematical Capital to Under 5s Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Public Policy Cost Effectiveness Change Strategies Program Improvement Behavioral Sciences Integrated Activities Behavioral Science Research Organizational Change Policy Formation Reports - Descriptive California Indiana New York Ohio Oklahoma Texas Washington MDRC English Many social policy and education programs start from the assumption that people act in their best interest. But behavioral science shows that people often weigh intuition over reason, make inconsistent choices, and put off big decisions. The individuals and families who need services and the staff who provide them are no exception. From city offices and community colleges to the White House, more and more organizations are using research about how people make decisions to improve their work and the lives of those they serve. In 2015, MDRC launched the Center for Applied Behavioral Science (CABS). CABS combines MDRC's 40-plus years of expertise in policy research with the cutting edge of behavioral science. CABS has already completed several large-scale behavioral field studies, incorporated behavioral science into broader MDRC initiatives, and educated policymakers and practitioners on how to use behavioral science to improve their programs. This issue focus presents CABS in developing low-cost solutions to improve public policy. ED572911 Developing Low-Cost Solutions to Improve Public Policy: The Work of MDRC's Center for Applied Behavioral Science. Issue Focus MDRC 2016-12-00 3 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2017 ERIC JAN2020

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Yes Second Language Learning Second Language Instruction Online Courses Web Based Instruction Learning Processes Metacognition Teaching Methods Goal Orientation Personal Autonomy Self Evaluation (Individuals) Decision Making Computer Assisted Instruction Instructional Design Critical Thinking Skill Development English (Second Language) Open Universities Interviews Student Attitudes Learning Activities College Students Foreign Countries Sadaghian, Shirin Marandi, S. Susan Speeches/Meeting Papers Reports - Research Iran English Higher Education Postsecondary Education The concept of language learner autonomy has influenced Computer-Assisted Language Learning (CALL) to the extent that Schwienhorst (2012) informs us of a paradigm change in CALL design in the light of learner autonomy. CALL is not considered a tool anymore, but a learner environment available to language learners anywhere in the world. Based on a work-cycle as a practical framework for implementing autonomy in online courses (Legenhausen, 2003), the current study introduces WebQuest to be used as ideas and an activity bank. Work cycle design takes several principles of learner autonomy such as goal setting, content and format choice, self-evaluation and reflection in action and is defined as a learner-based approach that emphasises metacognitive knowledge that raises students' awareness to become more conscious of their own language learning process, strengths and weaknesses (Ter Haseborg, 2012). The idea and activity bank at the top of a work cycle provides learners with the opportunity to plan and negotiate, make decisions, do project work and evaluate their learning in a cyclic mode. Thus, the current article argues that because of its flexibility and accessibility, WebQuests lend themselves to the work cycle approach in online courses aimed at fostering autonomy. Moreover, the findings of the current study indicate that WebQuests contribute to the development of learner autonomy by encouraging critical thinking among learners. [For the complete volume of short papers, see ED572005.] ED572196 Using WebQuests as Idea Banks for Fostering Autonomy in Online Language Courses Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 11 As Provided JAN2020

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Yes Technology Uses in Education Second Language Instruction Educational Technology Higher Education Young Adults Dyslexia Learning Disabilities Attention Deficit Disorders Articulation Impairments Learning Problems Mental Disorders Assistive Technology English (Second Language) Usability Student Satisfaction Computer Software Student Attitudes Case Studies Savvidou, Georgia Loizides, Fernando Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education This work presents the assistive use of a combination of technologies in language learning to individuals with high functioning disabilities within a higher education environment. The primary aim of this research is to introduce the initial findings of a pilot exploratory user test which aims to facilitate a better understanding of the suitability and user preference of technological tools in language learning; specifically of children with disabilities. In this article, we present a case study of ten young adults with different levels of needs and abilities, including dyspraxia, dyslexia, dysgraphia, attention deficit disorder, articulation, learning difficulties and psychological problems. The learners, engaged in different disciplines in higher education, were exposed to bespoke and off the shelf solutions as assistive technologies. [For the complete volume of short papers, see ED572005.] ED572197 Investigating Commercially Available Technology for Language Learners in Higher Education within the High Functioning Disability Spectrum Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 10 As Provided JAN2020

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Yes Foreign Countries Problem Solving Grade 9 Geometry Geometric Concepts Mathematics Instruction Mathematics Skills Knowledge Level Chua, Puay Huat Wong, Khoon Yoong Speeches/Meeting Papers Reports - Research Singapore Mathematics Education Research Group of Australasia English Grade 9 Junior High Schools Middle Schools Secondary Education High Schools This is an exploratory study into the individual problem-posing characteristics of 480 Grade 9 Singapore students who were novice problem posers working on two geometric tasks. The students were asked to pose a problem for their friends to solve. Analyses of solvable posed problems were based on the problem type, problem information, solution type and domain knowledge. With the open-ended task, the students tend to over-condition their problems and to produce more problems with implicit assumption. How the findings can contribute to research in problem posing in schools is discussed. ED573207 Characteristics of Problem Posing of Grade 9 Students on Geometric Tasks Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes Foreign Countries Mathematics Instruction Fractions Teaching Methods Elementary School Mathematics Interviews Elementary School Students Mathematical Concepts Grade 3 Concept Formation Cortina, Jose Luis Visnovska, Jana Zuniga, Claudia Speeches/Meeting Papers Reports - Research Mexico Mathematics Education Research Group of Australasia English Elementary Education Grade 3 Primary Education Early Childhood Education We investigate the viability of a new approach to initial fraction instruction. We establish the need to empirically investigate whether the proposed approach shares the strengths of currently used approaches, specifically, whether students will (a) construe problems based on the proposed approach as experientially real, and (b) bring up ideas that could be build upon in subsequent fraction instruction. We then present an analysis of sixteen student interviews from a school in southern Mexico (ages 8 and 9). The analysis supports the conjecture that the proposed approach to initial fraction instruction can be viable, and thus warrants further research attention. ED573208 Alternative Starting Point for Teaching Fractions Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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No Educational Change Public Schools Middle Schools Technology Uses in Education Conventional Instruction Rote Learning Power Structure Program Effectiveness Educational Practices Failure Ethnography Sims, Christo Books Reports - Descriptive New York (New York) English Middle Schools Secondary Education Junior High Schools In New York City in 2009, a new kind of public school opened its doors to its inaugural class of middle schoolers. Conceived by a team of game designers and progressive educational reformers and backed by prominent philanthropic foundations, it promised to reinvent the classroom for the digital age. Ethnographer Christo Sims documented the life of the school from its planning stages to the graduation of its first eighth-grade class. "Disruptive Fixation" is his account of how this "school for digital kids," heralded as a model of tech-driven educational reform, reverted to a more conventional type of schooling with rote learning, an emphasis on discipline, and traditional hierarchies of authority. Troubling gender and racialized class divisions also emerged. Sims shows how the philanthropic possibilities of new media technologies are repeatedly idealized even though actual interventions routinely fall short of the desired outcomes--often dramatically so. He traces the complex processes by which idealistic tech-reform perennially takes root, unsettles the worlds into which it intervenes, and eventually stabilizes in ways that remake and extend many of the social predicaments reformers hope to fix. Sims offers a nuanced look at the roles that powerful elites, experts, the media, and the intended beneficiaries of reform--in this case, the students and their parents--play in perpetuating the cycle. "Disruptive Fixation" offers a timely examination of techno-philanthropism and the yearnings and dilemmas it seeks to address, revealing what failed interventions do manage to accomplish--and for whom. ED573209 Disruptive Fixation: School Reform and the Pitfalls of Techno-Idealism. Princeton Studies in Culture and Technology Series Princeton University Press 2017-00-00 978-0-691-16398-7 232 Princeton University Press. 41 William Street, Princeton, NJ 08540. Tel: 800-777-4726; Tel: 609-258-4900; Fax: 609-258-6305; e-mail: orders@cpfsinc.com; Web site: http://press.princeton.edu N/A http://press.princeton.edu/titles/11029.html 2017 As Provided JAN2020

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No Foreign Countries Science Teachers Science Instruction Teaching Conditions Beginning Teachers Gender Differences Institutional Characteristics Teaching Experience Teacher Attitudes Barriers Student Behavior Questionnaires Teacher Surveys Elementary Secondary Education Interviews Equipment Educational Facilities Instructional Materials Attendance Patterns Learning Readiness Student Interests Academic Achievement Administrator Role Beginning Teacher Induction Qualitative Research Statistical Analysis Alsharari, Salman Dissertations/Theses - Doctoral Dissertations Saudi Arabia English Elementary Secondary Education Growing demand for science teachers in the Kingdom of Saudi Arabia, fed by increasing numbers of public school students, is forcing the Saudi government to attract, recruit and retain well-qualified science teachers. Beginning science teachers enter the educational profession with a massive fullfilment and satisfaction in their roles and positions as teachers to educating children in a science classroom. Nevertheless, teachers, over their early years of practice, encounter numerous challenges to provide the most effective science instruction. Therefore, the current study was aimed to identify academic and behavioral classroom challenges faced by science teachers in their first three years of teaching in the Kingdom of Saudi Arabia. In addition, new science teacher gender, school level and years of teaching experience differences in perceptions of the challenges that they encountered at work were analyzed. The present study also investigated various types of support that new science teachers may need to overcome academic and behavioral classroom challenges. In order to gain insights about ways to adequately support novice science teachers, it was important to examine new science teachers' beliefs, ideas and perceptions about effective science teaching. Three survey questionnaires were developed and distributed to teachers of both sexes who have been teaching science subjects, for less than three years, to elementary, middle and high school students in Al Jouf public schools. A total of 49 novice science teachers responded to the survey and 9 of them agreed to participate voluntarily in a face-to-face interview. Different statistical procedures and multiple qualitative methodologies were used to analyze the collected data. Findings suggested that the top three academic challenges faced by new science teachers were: poor quality of teacher preparation programs, absence of appropriate school equipment and facilities and lack of classroom materials and instructional supplies. Moreover, excessive student absenteeism, student readiness to learn science and student lack of interest in science were the three most behavioral challenges encountered by beginning science teachers in the Kingdom of Saudi Arabia. Results also indicated that the perceptions of academic and behavioral classroom challenges may vary according to new science teacher gender, school level and years of teaching experience. More importantly, to become more effective science teachers, novice science teachers are expecting to receive more and better support from their schools. School principals and administrators should provide opportunities for beginning science teachers to attend effective new teacher orientation programs, use complete and well-developed curriculum materials with detailed sequence of teaching procedures, help in dealing with classroom management, and opportunities to participate in successful mentoring programs, coherent in-service training programs and regular professional development programs. Implications for Saudi Arabia government and policy makers, school principals and administrators, students and their parents were discussed and recommendations were made. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571673 The Challenges Faced by New Science Teachers in Saudi Arabia ProQuest LLC Ed.D. Dissertation, West Virginia University 2016-00-00 978-1-3397-3365-4 184 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110105 2017 As Provided JAN2020

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No Teacher Effectiveness English Language Learners Public Schools Standards Student Needs Faculty Development English (Second Language) Second Language Learning Second Language Instruction Teacher Education Mixed Methods Research Elementary School Teachers Secondary School Teachers Teacher Surveys Teacher Attitudes School Districts Hiatt, Janet E. Dissertations/Theses - Doctoral Dissertations English Elementary Education Secondary Education On a national level, English Language Learners (ELLs) are growing at a faster rate than their non-ELL public school peers. To be prepared for this rapidly changing demographic, will require all educators who work with ELLs to have adequate knowledge and skills to meet the needs of ELLs. This study aimed to identify the perceived levels of preparedness of practicing classroom and content teachers in serving ELLs, with the purpose of making recommendations for improving the focus of ELL professional development for practicing teachers based on reported needs and data analyses. Using the "Teaching English to Speakers of Other Languages (TESOL) P-12 Professional Teaching Standards" conceptual framework, practicing teachers' perceived levels of preparedness for serving ELLs were determined based on five domains and 11 corresponding standards. The study was primarily grounded in a pragmatic philosophical worldview, or one that focused on finding solutions to the research problem related to classroom and content teachers feeling underprepared to serve ELLs while serving increasing numbers in their classrooms. Furthermore, the study employed a mixed methods approach with survey research methodology. Participants were approximately 126 practicing kindergarten-twelfth (K-12) teachers from 12 rural/town, suburban, and urban districts. Quantitative findings revealed (a) survey respondents, on average, felt underprepared to serve ELLs; (b) there was a significant difference between participants with prior ELL training and perceived preparedness; (c) perceived preparedness was not significantly different based on district locale; and (d) a combination of domains could be predictive of perceived preparedness in the area of instruction. In addition, qualitative findings further conveyed practicing teachers' perceived preparedness to serve ELLs. Pragmatic implications of the findings were also discussed for a more focused approach to ELL professional development for practicing classroom and content teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571674 Quality Teachers of English Language Learners: Exploring the Use of a Standards Framework to Improve the Focus of Professional Development for Practicing Classroom and Content Teachers ProQuest LLC Ph.D.(Educ.) Dissertation, Drake University 2016-00-00 978-1-3397-3457-6 311 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110197 2017 As Provided JAN2020

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No North Americans Muslims Islam Undergraduate Students Religion Beliefs Evolution Scientific Research Religious Factors Evidence Scientists Role Models Student Attitudes Fouad, Khadija Engelbrecht Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education A qualitative investigation into American Muslim undergraduates' views on evolution revealed three main positions on evolution: theistic evolution, a belief in special creation of all species, and a belief in special creation of humans with evolution for all non-human species. One can conceive of the manner in which respondents chose their respective positions on evolution as a means of reconciling their religious beliefs with scientific evidence in support of current evolutionary theory. Of 19 theistic evolutionists, 18 affirmed that revelation is a source of knowledge. 74% were convinced by the scientific evidence that evolution happens and did not see evidence in the Quran that contradicts this. 37% state that it is consistent with God's attributes that He would have created organisms to evolve. That seeking knowledge in Islam is important was mentioned by 21%. All 19 participants with a belief in special creation of humans affirmed the idea that revelation is a source of knowledge and considered scientific evidence a source of knowledge as well. Their positions on evolution can be seen as a means of reconciling their religious beliefs with scientific evidence. They found scientific evidence convincing for all non-human species. They thought that humans could not have evolved because the creation of humans is treated with more detail in the Quran than is the creation of other species. Most accepted microevolution, but not macroevolution for humans. Those with a belief in the special creation of all species found the evidence in the Quran and hadith more convincing than scientific evidence. They interpreted the Quran and hadith as indicating special creation of all species. They accommodated scientific evidence by accepting microevolution for all species. Because most respondents accepted microevolution for all species, teaching microevolution before macroevolution might be beneficial for Muslim students. Teachers helped some students navigate the relationship between science and religion to allow them to accept evolution without negating their religious beliefs. Providing role models who reconcile science and religion, Muslim evolutionary biologists, and examples of Muslim scientists from history can help accommodate acceptance of evolution by Muslims. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571675 American Muslim Undergraduates' Views on Evolution ProQuest LLC Ph.D. Dissertation, Indiana University 2016-00-00 978-1-3397-3480-4 302 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110222 2017 As Provided JAN2020

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No Correlation Principals Leadership Role Teacher Attitudes Self Efficacy Rural Schools Teacher Surveys Learner Engagement Teaching Methods Classroom Techniques Leadership Styles Measures (Individuals) Teacher Effectiveness Hibbard, Brandon Lee Dissertations/Theses - Doctoral Dissertations Kentucky Leadership Practices Inventory Teacher Efficacy Scale English The purpose of this study was to determine if a significant relationship existed between principal leadership practices, as perceived by teachers, and teacher's sense of self-efficacy. The target population was rural Appalachian teachers that worked for a principal that had been in administration for at least three consecutive years. This study utilized teacher responses from a survey consisting of the Teachers' Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk-Hoy, 2001) and the Leadership Practice Inventory-Observer (LPI, Kouzes & Posner, 2003). Results from the survey categorized levels of self-efficacy for teachers based on the works of Tschannen-Moran and Woolfolk-Hoy (2001). Self-efficacy was broken down into three sub-domains (student engagement, instructional strategies and classroom management) and correlated to response items on the TSES. Overall, Appalachian teachers in the study scored high in perceived levels of self-efficacy (M = 7.1835, SD = 0.87641). The LPI collected data to measure five leadership practices as observed by teachers. These practices are: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. A close inspection of the data from the LPI revealed an issue with multicollinearity. Teacher responses did not measure the five leadership practices as intended but showed a consensus of exemplary leadership. This generalization made it impossible to perform a correlational analysis between teacher self-efficacy and perceived principal leadership practices. The responses given from teachers in the study imply that principal leadership has the same meaning within the selected Appalachian schools. A similar leadership style based on principal preparatory programs, cultural expectation and individual upbringing could have played a role in limiting the variance in LPI responses. This equates to principal leadership practices not holding a direct impact on self-efficacy as hoped, but a more implied sense of indirect leadership qualities and traits that drive teachers to push students to higher levels of success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571676 Teacher Perception of Principal Leadership Practices: Impacting Teachers' Sense of Self-Efficacy in Rural Appalachia Kentucky ProQuest LLC Ed.D. Dissertation, Eastern Kentucky University 2016-00-00 978-1-3397-3517-7 200 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110259 2017 As Provided JAN2020

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No Qualitative Research College Faculty Online Courses Educational Technology Leadership Effectiveness Interpersonal Communication Trust (Psychology) Teacher Motivation Access to Computers Nontraditional Students Teacher Attitudes Conventional Instruction Interviews Leadership Responsibility Grounded Theory Curry, Steven P. Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education The purpose of this qualitative study was to explore how faculty members, teaching in the virtual environment of higher education, perceived the effectiveness of leader actions to understand how principles of existing leadership theory in critical areas such as communication effectiveness, development of trust, and ability to motivate faculty members is effected by teaching in a virtual environment. The proliferation of computer access allows more individuals to access online classes, when other obligations would prevent attendance of classes in the traditional college classroom. While the online environment creates increased opportunities for non-traditional students, professors teaching these classes often find themselves mostly if not entirely working in a virtual educational environment. Theories developed entirely in a face-to-face environment still form the foundation of leadership principles exercised in this new virtual world. This study examined faculty perceptions of leader actions associated with communication, motivation, and trust from professors, who have experience teaching college level courses in both traditional face-to-face classes and asynchronous online classes to determine the effect of operating in a virtual environment of higher education. Data collected from in-depth interviews using open-ended interview protocol provided greater insight into the professor's perspective of leader actions to determine how the environment affected leader effectiveness. Results of this study confirmed that leadership theory is applicable in a virtual environment; however, the ability of leaders to implement the principles of leadership theory can be limited by conditions of the environment. The application of study findings enable educational leaders to manage members of their faculty more effectively, potentially increasing job satisfaction levels, while reducing turnover. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571677 Effects of the Virtual Environment on Online Faculty Perceptions of Leadership: A Grounded Theory Study ProQuest LLC D.B.A. Dissertation, Northcentral University 2016-00-00 978-1-3397-3549-8 194 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110291 2017 As Provided JAN2020

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No Online Systems Behavior Patterns Use Studies Users (Information) Information Systems Information Technology Intervention Economics Policy Games Self Disclosure (Individuals) Reliability Natural Language Processing Data Collection Consumer Economics Bias Altruism Emotional Response Arousal Patterns Psychological Patterns Kim, Keehyung Dissertations/Theses - Doctoral Dissertations English This dissertation, which comprises three independent essays, explores the dynamics of online user behavior and provides IS policy implications across three different applications. The first essay employs an econometric empirical analysis to examine the role of IT interventions on online users' gambling behavior, based on field data collected over 10 years from 3,526 online gamblers. The second essay develops a model of third-party review systems and uses incentive-aligned experimental approach in investigating the role of identity disclosure on the third-party review system's reliability. The third essay incorporates a natural language processing algorithms (i.e., text mining approach) to examine the textual characteristics of online reviews and study when consumers perceive online reviews helpful, based on 19,533 online reviews collected from Yelp. Several policy implications for IT firms and society are proposed based on new discoveries. First, providing simple IT interventions (such as behavior monitoring and partial restrictions) to online gamblers are effective in breaking habitual patterns in the context of online gambling. Second, by disclosing reviewers' identity, the third-party review system loses objectivity because the reviewers become altruistic toward service providers. Findings can be easily extended into designing online review systems. Third, online reviews containing diverse topics and unpleasant emotions with high arousal (e.g., anger, anxiety, and disgust) are perceived more helpful. Online review providers can use these findings in identifying the most helpful reviews at an early stage and motivate consumers to provide more helpful information. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571678 The Dynamics of Online User Behavior and IS Policy Implications ProQuest LLC Ph.D. Dissertation, The University of Wisconsin - Madison 2016-00-00 978-1-3397-3551-1 142 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110293 2017 As Provided JAN2020

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Yes State Regulation Secondary Schools Academic Support Services Intervention Literacy Numeracy Student Evaluation Secondary School Students Graduation Requirements Dropout Prevention Time on Task Faculty Development Secondary School Teachers Educational Planning Performance Based Assessment Individualized Instruction Test Use Standardized Tests Reports - Descriptive Guides - Non-Classroom Rhode Island Rhode Island Department of Education (RIDE) English Secondary Education The Rhode Island 2020 Vision for Education defines an ideal Rhode Island graduate to be "one who is well prepared for postsecondary education, work, and life. He or she can think critically and collaboratively and can act as a creative, self-motivated, culturally competent learner and citizen." The updated Secondary School Regulations, which go into effect in the 2017-2018 school year (for the graduating class of 2021 and beyond), are intended to encourage all schools to further develop a system of opportunity by which every student can reflect the vision of the ideal Rhode Island graduate. The primary purpose of this reference guide is to provide clarification to educators, students, and families regarding the regulatory changes adopted in the 2016 Secondary School Regulations. The guidance provided in this reference guide is one piece of a larger, ongoing effort by the Rhode Island Department of Education (RIDE) to provide schools and local education agencies (LEAs) with support and technical assistance toward meeting the goals of the Council on Elementary and Secondary Education-adopted regulations. It is intended to be used as a reference guide on particular topics addressed in the Secondary School Regulations and will be updated as more information is requested or becomes available. ED572912 Secondary School Regulations Reference Guide. Updated January 2017 Rhode Island Department of Education 2017-01-00 Students Teachers Parents 22 Rhode Island Department of Education. 255 Westminster Street, Providence, RI 02903. Tel: 401-222-4600; e-mail: info@ride.ri.gov; Web site: http://www.ride.ri.gov/ N/A 2017 ERIC JAN2020

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Yes Preschool Education Educational Quality State Aid Educational Improvement Child Development Learning Preschool Children Family Involvement Inclusion Disabilities Culturally Relevant Education Bilingual Students Social Development Emotional Development Health Promotion Screening Tests Teacher Student Ratio Administrator Qualifications Teacher Qualifications Reports - Descriptive New Mexico New Mexico Public Education Department English Preschool Education Early Childhood Education The "FOCUS: Essential Elements of Quality, New Mexico's Tiered Quality Rating and Improvement System (TQRIS)," provides early childhood program personnel with the criteria, tools, and resources they need to improve the quality of their program. These quality improvements focus on children's growth, development, and learning--so that each child has an equitable opportunity to be successful when they enter school. This document contains the "FOCUS: Essential Elements of Quality" that provide a framework for state-funded preschool programs as they strive to make quality improvements. Together, the "New Mexico Early Learning Guidelines: Birth through Kindergarten" and the "FOCUS: Essential Elements of Quality" provide: (1) Common Early Learning Standards, standardized criteria for a common, authentic, observation documentation curriculum-planning process; and (2) Common Early Learning Program Standards, a standardized process for continuous quality improvement and standardized criteria for a common quality rating and improvement system. The "FOCUS: Essential Elements of Quality" is also closely aligned with the New Mexico Professional Development System--a standardized, early childhood workforce knowledge and competency framework, with a corresponding progression of credentials, the Common Early Childhood Professional Development Standards. An appendix provides: Early Childhood Outcomes (ECO) Crosswalk--NM Early Learning Guideline (ELG): Birth through Kindergarten. [FOCUS on Young Children's Learning is a partnership between the New Mexico Public Education Department, the New Mexico Children, Youth and Families Department, and the University of New Mexico.] ED572913 FOCUS: Essential Elements of Quality for State-Funded Preschool Programs New Mexico Public Education Department 2016-11-00 36 New Mexico Public Education Department. 300 Don Gaspar, Santa Fe, NM 87501-2786. Tel: 505-827-5800; Web site: http://www.ped.state.nm.us/ N/A 2017 27 ERIC JAN2020

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Yes Risk Student Behavior Internet Web Sites High School Students Foreign Countries Adolescent Attitudes Adolescents Antisocial Behavior Technology Uses in Education Technological Advancement Questionnaires Violence Access to Information Duranovic, Marina Journal Articles Reports - Research Speeches/Meeting Papers Croatia ISSN-2421-8030 English High Schools Secondary Education The aim of this research is to examine risk behaviour of students (adolescents) on the internet, i.e. which risk websites students visit most in their free time, and whether there are differences among students considering the type of school they attend (gymnasium, four-year high school and three-year high school). The research was carried out in the school year 2014/2015 in 18 high schools on a sample of 2,395 participants in Republic of Croatia (two counties). According to research results, students most often visit websites that reproduce movies and music and offer entire channels without having to pay any sort of fee. Websites where they can upload pictures and stories that might affect other people's reputation are the least visited. A difference in visiting risk websites considering the type of school students attend has also been confirmed. According to research results, there are no statistically significant differences among students considering the way they spend their free time and the amount of free time they spend on the internet. [Selected paper of the International Conference on Education (ICED) (4th, St. Petersburg, Russia, June 26-28, 2015).] ED572198 Risk Behavior of Students on the Internet Online Submission New Trends and Issues Proceedings on Humanities and Social Sciences n6 p78-85 2016 2016-00-00 8 N/A 2017 18 As Provided JAN2020

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Yes Online Courses Large Group Instruction Second Language Instruction Teaching Methods Educational Technology Technology Uses in Education Questionnaires Learning Activities Instructional Design Perifanou, Maria Reports - Descriptive Tests/Questionnaires Speeches/Meeting Papers English The advent of Massive Open Online Courses (MOOCs) has dramatically changed the way people learn a language. But how can we design an efficient language learning environment for a massive number of learners? Are there any good practices that showcase successful Massive Open Online Language Course (MOOLC) design strategies? According to recent research findings (Perifanou & Economides, 2014; Perifanou, 2015) there is not an ideal MOOLC platform that can offer a successful massive open online interactive language learning environment. Most of the current MOOLCs are following the traditional model of xMOOCs that is based on a cognitive behavioral pedagogical model, but there are also few examples that embrace the connectivist version, i.e. the cMOOC model (like Instreamia, Mixxer, OpenLearning, etc.). This paper aims to facilitate the work of language teachers and language and training providers who wish to design and create successful massive open online and interactive language courses for all. First, it presents the Massive Open Online Interactive Language Learning Environment (MOILLE) questionnaire analyzing the key steps in order to design a successful LangMOOC2. Next, it showcases specific examples of successful LangMOOC activities and other platforms' features. In the end, the paper provides few useful and practical tips for the MOOLCs designers. [For the complete volume of short papers, see ED572005.] ED572199 Designing Strategies for an Efficient Language MOOC Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 8 As Provided JAN2020

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Yes Educational Technology Technology Uses in Education Second Language Instruction Mixed Methods Research Questionnaires Interviews Focus Groups Teacher Attitudes Student Attitudes Video Technology Simulated Environment Case Studies Web Based Instruction Foreign Countries Elementary Secondary Education Higher Education Adult Education Online Courses Schneider, Christel Speeches/Meeting Papers Reports - Research Poland Netherlands Czech Republic English Elementary Secondary Education Higher Education Postsecondary Education Adult Education This paper, based on the findings of the EU funded CAMELOT project (2013-2015), explores the added value of Machinima (videos produced in 3D virtual environments) in language learning. The project research evaluated all stages, from developing to field testing Machinima. To achieve the best outcome, mixed methods were used for the research, including quantitative and qualitative techniques of data collection, such as questionnaires, interviews and focus group discussions. The data were provided by teachers and learners using Machinima in their classroom, as well as by learners participating in web based language courses of which all results were well documented in the form of case studies. [For the complete volume of short papers, see ED572005.] ED572200 Learning Languages in 3D Worlds with Machinima Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 10 As Provided JAN2020

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Yes Vocational Education Statistical Data Apprenticeships Trainees Annual Reports Computation Tables (Data) Learning Activities Enrollment Rate Graduation Rate Program Termination Withdrawal (Education) Geographic Distribution Learning Modules Foreign Countries Reports - Evaluative Numerical/Quantitative Data Australia National Centre for Vocational Education Research (NCVER) (Australia) English Apprentice and trainee data are reported by the State and Territory Training Authorities to NCVER on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. NCVER publishes data on the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or are suspended and the time at which these events occur (referred to as the "date of effect"). From these events, the number of contracts in training at a given time can be calculated. Due to time delays in reporting data on the status of contracts to NCVER, the most recent data are estimated. In short, the estimation methodology is based on the calculation of "average lag ratios". A lag ratio is the ratio of the actual number of events (commencements, completions, etc) which occurred in a particular quarter to the number of those events which were reported in a given quarter. The average lag ratio is calculated by taking the average of the lag ratios found in a "time window", which is a moving period of eight quarters from the past. Further details on this methodology are provided in the technical paper produced by NCVER, Estimation of apprentice and trainee statistics, which may be found on the NCVER Portal as a related item to this quarterly publication. The purpose of this technical paper is to document the adjustments that are made to the estimates at each collection, and produce a cumulative document of these adjustments, commencing at Collection 87, March 2016 estimates. [For "Australian Vocational Education and Training Statistics: Apprentices and Trainees 2016--September Quarter," see ED573503. To access "Apprentices and Trainees: Terms and Definitions. Support Document," see ED573505.] ED573504 Adjustment Notes for Apprentice and Trainee Estimates: September Quarter 2016. Support Document National Centre for Vocational Education Research (NCVER) 2017-00-00 Australian Government Department of Education and Training 42 National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au N/A 2017 As Provided JAN2020

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Yes Computer Assisted Instruction Teaching Methods Instructional Innovation Barriers Uncommonly Taught Languages Second Language Learning Ward, Monica Speeches/Meeting Papers Reports - Descriptive English Many Computer Assisted Language Learning (CALL) innovations mainly apply to the Most Commonly Taught Languages (MCTLs), especially English. Recent manifestations of CALL for MCTLs such as corpora, Mobile Assisted Language Learning (MALL) and Massively Open Online Courses (MOOCs) are found less frequently in the world of Less Commonly Taught Languages (LCTLs). While some resources exist, there is not the range and variety of CALL resources available for these languages compared with the MCTLs. The vast majority of CALL literature refers to learning English in many different contexts and there is a limited amount of publications on LCLTs in the CALL domain. There are many reasons for this, including economic, political, cultural and historical ones as well as the fact that English is the "de facto" global lingua franca at the moment. It is important that CALL researchers working with LCTLs utilise the knowledge gained from CALL for the MCLTs. CALL researchers working with LCTLs can also learn from other LCTL CALL researchers and aim to be pragmatic and efficient when designing, developing and deploying CALL resources for learners. [For the complete volume of short papers, see ED572005.] ED572201 CALL and Less Commonly Taught Languages--Still a Way to Go Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 20 As Provided JAN2020

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Yes Educational Games Technology Uses in Education Educational Technology Second Language Learning Oral Language Language Proficiency Competence Asynchronous Communication Role Playing Simulated Environment Questionnaires Teaching Methods Loiseau, Mathieu Hallal, Racha Ballot, Pauline Gazidedja, Ada Speeches/Meeting Papers Reports - Descriptive English In this paper, we present a learning game designed according to a strategy focusing on favouring the learners' "playful attitude". The game's modalities pertain to what we might call "guessing games". The chosen avatar of such guessing games both exists as learning and Commercial Off The Shelf (COTS) board games. We explain in this paper how we adapted them into a digital game, taking decisions prompted by language learning but also addressing technical and contextual issues. We resort to the literature on communicative strategies to justify the expected outcomes of using this game and describe certain feedback stemming from self enrolling user tests performed by language teachers in early 2016. We conclude by describing the next steps in this research. [For the complete volume of short papers, see ED572005.] ED572202 Game of Words: Prototype of a Digital Game Focusing on Oral Production (and Comprehension) through Asynchronous Interaction Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 10 As Provided JAN2020

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Yes Educational Technology Technology Uses in Education Educational Games Second Language Instruction French Teaching Methods Problem Solving Cooperative Learning Competition Oral Language Language Skills Persuasive Discourse Student Attitudes Surveys Interviews Focus Groups College Students Foreign Countries Rueb, Avery Cardoso, Walcir Grimshaw, Jennica Reports - Research Speeches/Meeting Papers Canada English Higher Education Postsecondary Education This study introduces the digital game Prêt à négocier, an information gap digital game, and investigates language learners' perceptions of its use in a French as a Second Language (FSL) context. In the game, students negotiate orally and synchronously with a partner for items like cars, houses, and even pirate ships. Inspired by Larsen-Freeman and Long's (1991) information gap activity, game players exchange information to solve a common problem (e.g. to buy a car within certain conditions imposed by the game). As a competitive game, the pairs must use their oral interaction skills in a comprehensible and persuasive manner to win (e.g. to obtain the best final price on a product). In addition to describing Prêt à négocier, this study examines 28 students' perceptions of its pedagogical use in a standard FSL classroom via a triangulation of methods that include a survey, interviews with participants, and focus group discussions. Based on our findings, we conclude that students' perceptions of the game are highly positive in most aspects of our analysis and that Prêt à négocier is well-positioned to help students improve oral interaction skills in a fun, comfortable, and interactive manner. [For the complete volume of short papers, see ED572005.] ED572203 Developing Oral Interaction Skills with a Digital Information Gap Activity Game Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 9 As Provided JAN2020

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No Middle School Teachers Language Arts Computer Assisted Testing Formative Evaluation Evaluation Methods Evaluation Research Reading Instruction Program Effectiveness Planning Teacher Competencies Hayes, Ann Milligan Dissertations/Theses - Doctoral Dissertations English Middle Schools Secondary Education Junior High Schools Over the last two decades, there has been renewed interest in formative assessment, in large part due to the increasing pressures and prevalence of "high stakes" summative assessments. As states try to meet the requirements of the No Child Left Behind law, teachers and administrators are realizing that formative assessment offers an effective means of increasing student achievement and identifying specific learning gaps. In response to this recognition, many companies and institutions have designed online programs to assess students formatively. However, there has been little empirical research in how teachers use these programs in their planning and instruction, especially in the field of English Language Arts. This study examined how four middle school English Language Arts teachers used information generated by one or more online formative assessment programs to plan and implement reading instruction in their classrooms. The overarching research question for the study was: What is the impact of online formative assessment in reading on teachers' planning and instruction in the middle grades English Language Arts Classroom? (Abstract shortened by ProQuest.) [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571938 From Assessment to Instruction: The Impact of Online Formative Assessment in Reading on Teachers' Planning and Instruction in the Middle School English Language Arts Classroom ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-3915-1 268 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110670 2017 As Provided JAN2020

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No Apprenticeships Transformative Learning Phenomenology Community Colleges Two Year College Students Two Year Colleges Semi Structured Interviews Student Attitudes Work Attitudes High School Students Howze, Pamela Bolton Dissertations/Theses - Doctoral Dissertations English Two Year Colleges Higher Education Postsecondary Education High Schools Secondary Education "American Apprenticeship as a Transformative Learning Experience: A Phenomenology" is an in-depth investigation into the phenomenon of a transformative learning experience for three American high school students who were given a traditional apprenticeship opportunity, including a community college degree, in lieu of going away to a four-year university. This apprenticeship was financed by their employer. The participants of this study were in their fourth year of apprenticeship at a global, Fortune 100 manufacturing facility and attending community college. The participant's voices were captured in three semi-structured interviews over a six-week period. If American industry is to be globally competitive, students must be ready for a career or college upon graduating from high school. In the United States, technical trades are not typically taught in high schools. With the Baby Boomers reaching retirement age, there is a minimal pipeline of skilled workers entering the job market, which has a significant impact on the ability of advanced manufacturing facilities to hire for critical, technical jobs--ultimately affecting our global competiveness. This study revealed the following findings: The consensus derived from the study of all 3 apprentices is that the experience changed their perception of the community college. They had never had any experiences with the community college and had never been informed of the opportunities within community colleges. It also changed their perception of work. They were not aware of the technical work opportunities that existed. They found that work is not always as people described it to them when they were in high school. All 3 apprentices describe the impact of contextual learning and being allowed to use what they learned in school and immediately apply it in the workplace. They all spoke of the impact of being financially secure and independent at a young age and their excitement about having no college debt. They all 3 intend to finish a four year degree in a related field while staying employed with the sponsor company. The experience was a positive, impactful and favorable experience for all 3 apprentices. The experience impacted their futures greatly. They all discussed the importance and value of the mentor relationship during their experience. All of the participants plan to complete a four year degree. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571939 American Apprenticeship as a Transformative Learning Experience: A Phenomenology ProQuest LLC Ed.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-3927-4 135 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110682 2017 As Provided JAN2020

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Yes Swedish Second Language Learning Classification Essays Writing Evaluation Guidelines Vocabulary Skills Computer Assisted Testing Foreign Countries Computational Linguistics Accuracy Second Language Instruction Syntax Morphology (Languages) Semantics Volodina, Elena Pilán, Ildikó Alfter, David Reports - Descriptive Speeches/Meeting Papers Sweden Europe English The paper describes initial efforts on creating a system for the automatic assessment of Swedish second language (L2) learner essays from two points of view: holistic evaluation of the reached level according to the Common European Framework of Reference (CEFR), and the lexical analysis of texts for receptive and productive vocabulary per CEFR level. We describe the data and resources that our experiments were based on, provide a short introduction to the algorithm for essay classification and experiment results, present the user interface we developed for testing new essays, and outline future work. [For the complete volume of short papers, see ED572005.] ED572204 Classification of Swedish Learner Essays by CEFR Levels Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 9 As Provided JAN2020

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Yes English (Second Language) Second Language Learning Second Language Instruction Writing (Composition) Pretests Posttests Questionnaires Student Attitudes Revision (Written Composition) Writing Instruction College Students Writing Evaluation Computer Assisted Testing Writing Improvement Vocabulary Skills Academic Discourse Telecommunications Foreign Countries Teaching Methods Audio Equipment Video Technology Instructional Effectiveness Computer Assisted Instruction Student Motivation Statistical Analysis Lu, Zhihong Li, Zhenxiao Speeches/Meeting Papers Reports - Research China (Beijing) English Higher Education Postsecondary Education With massive utilization of Automated Writing Evaluation (AWE) tools, it is feasible to detect English as a Foreign Language (EFL) learners' lexical application so as to improve their writing quality. This study aims to explore Chinese EFL learners' lexical application to see if AWE-based writing can bring about positive effects of lexicon on linguistics features, especially in word count, word frequency and word density in their writing texts across a series of tracked revisions in University English classrooms and beyond. The findings from both classroom observations and learners' responses to a post-test questionnaire survey reveal that they showed very positive perceptions of AWE-based writing in which they were greatly encouraged to make modifications in each writing task. It shows from data analysis of the writing texts that learners tended to replace simple lexical terms with more academic and concrete ones in revisions. The results signify implications for EFL learning of lexicon and writing, and also for AWE developers. However, it implies from the analytic features of lexicon that learners' lexical modification was limited. This perhaps suggests for further research on learners' lexical modification in AWE-based writing context to see if there is any difference across genders and different levels of achievers. [For the complete volume of short papers, see ED572005.] ED572205 Exploring EFL Learners' Lexical Application in AWE-Based Writing Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 8 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 10 As Provided JAN2020

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Yes Educational Technology Technology Uses in Education Synchronous Communication Asynchronous Communication Second Language Instruction Language Teachers Teacher Attitudes Masters Programs Lecture Method Web Based Instruction Feedback (Response) Graduate Students Interaction Mixed Methods Research Student Participation Interviews Papadima-Sophocleous, Salomi Loizides, Fernando Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education This article examines the impact of online synchronous tutorials on eight second language (L2) practitioners enrolled in a Master of Arts (MA) in Computer-Assisted Language Learning (CALL) L2 Curriculum Development and Evaluation module. The module is delivered asynchronously and synchronously (lecture). To accommodate immediate interaction to the instructor and the students, weekly synchronous online tutorials were also included. These tutorials aimed to give the opportunity to learners to get their questions answered immediately and receive instant feedback, reinforce their understanding of the content covered and the assigned tasks, discuss issues of concern, share ideas and knowledge, and interact with the instructor for questions or problems. A mixed-method data collection approach was used (records of student participation, online interviews in the middle of the course and online interviews at the end of the 13-week module). The data analysis indicated a positive attitude towards tutorials, improvement in clarity in participants' understanding of the material studied and development of a sense of comfort and reassurance. [For the complete volume of short papers, see ED572005.] ED572206 Exploring the Benefits and Disadvantages of Introducing Synchronous to Asynchronous Online Technologies to Facilitate Flexibility in Learning Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 6 As Provided JAN2020

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No Foreign Countries Leadership Experience Social Environment Corporations Foreign Students Educational Experience Cultural Awareness Social Distance Cultural Differences Role Grounded Theory International Education Higher Education Martinez, Maria L. Dissertations/Theses - Doctoral Dissertations China United States English Higher Education Postsecondary Education This in-country grounded theory study examined the lived experiences of 24 Chinese returnees who completed advanced degrees in the United States. The study found that the four types of organizations in mainland China determine the social context of the application of Western education of the Chinese returnees. Returnees working in multinational corporations apply their Western education more than the returnees working in the other types of organizations. Themes that revolved around the international educational experiences of the Chinese students, including the development of cultural intelligence and new understanding of the "other", and their realization of the differences between their home and host cultures, are included in the findings of this study. The relationship between these themes has led to the construction of a new concept concerning their self-cultivation that, in the Chinese perspective, is integral to Chinese leadership. This study introduces the concept of the "bridger" as a role that some Chinese returnees take on within their Chinese organizations and the third space that "bridgers" occupy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571679 "Bridgers" in the Third Space: An In-Country Investigation of the Leadership Practices of US-Educated Chinese Nationals ProQuest LLC Ph.D. Dissertation, Chapman University 2016-00-00 978-1-3397-3558-0 217 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110300 2017 As Provided JAN2020

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No Foreign Countries Handheld Devices Telecommunications Financial Services Banking Low Income Groups Disadvantaged Program Implementation Interviews Case Studies Data Analysis Development Testing Commercialization Adoption (Ideas) Innovation Kanagwa, James R. Dissertations/Theses - Doctoral Dissertations Ethiopia English Mobile phone service is increasing among low income populations; however, with over 1 billion mobile service users worldwide, many people still lack banking services. Banks do not reach out to the poor because of the high operational costs involved. Scholars and industry practitioners have indicated that mobile phones could be an alternative channel for delivering financial services to the less advantaged and unbanked, without requiring a traditional bank with a branch network. The purpose of this bounded case study was to explore the strategies bank managers used to implement the new mobile banking service to the Ethiopian community. The new product development theory served as the conceptual framework for this study. Twenty experienced bank managers were interviewed from the leading private bank in Ethiopia. Data were segmented and categorized. After member checking and triangulation, data were sorted into 4 themes: development, testing, commercialization of new products or services, and an organizational commitment to adopt new technologies and innovative processes. The findings may contribute to the body of knowledge regarding strategies bank managers can use for implementing and introducing new products in order to contribute to the prosperity of individuals, businesses, and communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571680 Establishing Mobile Financial Services in Ethiopia ProQuest LLC D.B.A. Dissertation, Walden University 2016-00-00 978-1-3397-2925-1 112 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109641 2017 As Provided JAN2020

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No Foreign Countries Creativity Democracy Politics of Education Fine Arts Art Education Social Justice Case Studies Drama Teacher Education Theory Practice Relationship Cultural Context Neoliberalism Commercialization Educational Trends Adams, Jeff Owens, Allan Books Reports - Research United Kingdom English The struggle to establish more democratic education pedagogies has a long history in the politics of mainstream education. This book argues for the significance of the creative arts in the establishment of social justice in education, using examples drawn from a selection of contemporary case studies including Japanese applied drama, Palestinian teacher education and Room 13 children's contemporary art. Jeff Adams and Allan Owens use their research in practice to explore creativity conceptually, historically and metaphorically within a variety of UK and international contexts, which are analysed using political and social theories of democratic and relational education. Each chapter discusses the relationship between models of democratic creativity and the cultural conditions in which they are practised, with a focus on new critical pedagogies that have developed in response to neoliberalism and marketization in education. The book is structured throughout by the theories, practices and the ideals that were once considered to be foundational for education: democratic citizenship and a just society. "Creativity and Democracy in Education" will be of key interest to postgraduate students, researchers, and academics in the field of education, especially those interested in the arts and creativity, democratic learning, teacher education, cultural and organisational studies, and political theories of education. ED572546 Creativity and Democracy in Education: Practices and Politics of Learning through the Arts. Routledge Research in Education Policy and Politics Routledge Research in Education Policy and Politics 2015-07-16 978-0-415-74121-7 160 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/RREPP/ N/A https://www.routledge.com/CreativityandDemocracyinEducationPracticesandpoliticsoflearning/AdamsOwens/p/book/9780415741217 2017 As Provided JAN2020

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Yes Community Colleges Two Year College Students College Mathematics Educational Improvement Communities of Practice Acceleration (Education) Problem Solving Student Centered Learning Program Effectiveness Improvement Programs Reports - Evaluative Carnegie Foundation for the Advancement of Teaching English Two Year Colleges Higher Education Postsecondary Education The Carnegie Foundation launched its Math Pathways initiative nearly six years ago at 29 colleges across the country with the aim of improving success rates in developmental math. Tens of thousands of students a year, who need additional preparation for college-level math, are shut out of earning degrees and fulfilling careers due to the huge failure rate in these classes. This narrative describes how Carnegie created the highly successful Pathway program by gathering math and design experts into a networked improvement community (NIC) that applied the principles of improvement science in its work. Improvement science is an evidence-based process of problem solving guided by a set of principles that includes identifying a specific problem, designing a solution that focuses on the needs of the users (such as students), and continually measuring and refining results to make sure they're working. For its user-centered approach, NIC members listened to students and identified both external and self-imposed barriers to success in traditional developmental math. They then addressed these specific challenges with their program design. Improvement science also required the Pathways NIC to understand the local contexts within each school and at schools across the country in order to design an intervention that colleges could adapt so that they would work for different subgroups of students, under varied constraints and circumstances. The result of this work are two accelerated developmental math programs--Statway® and Quantway®. Combined, Statway and Quantway have served more than 20,000 students since the 2011-2012 academic year with triple and double the success rates, respectively, in half the time as traditional developmental math, including when it comes to earning college-level math. As the initiatives were being implemented and expanded, Carnegie, as the organizing hub for the NIC, took on the task of identifying emerging problems and forming improvement teams to work on them. Results and new adaptations continue to be measured today in an effort to improve future results even more. ED572547 How a Networked Improvement Community Improved Success Rates for Struggling College Math Students. Improvement Vignette Carnegie Foundation for the Advancement of Teaching 2017-01-00 8 Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail: publications@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org N/A 2017 As Provided JAN2020

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Yes Automation Computer Software Listening Skills Error Patterns Video Technology Second Language Learning Comprehension Foreign Countries English (Second Language) College Students Mirzaei, Maryam Sadat Meshgi, Kourosh Kawahara, Tatsuya Speeches/Meeting Papers Reports - Research Japan China English Higher Education Postsecondary Education This study investigates the use of Automatic Speech Recognition (ASR) systems to epitomize second language (L2) listeners' problems in perception of TED talks. ASR-generated transcripts of videos often involve recognition errors, which may indicate difficult segments for L2 listeners. This paper aims to discover the root-causes of the ASR errors and compare them with L2 listeners' transcription mistakes. Our analysis on the ASR errors revealed several categories, such as minimal pairs, homophones, negative cases, and boundary misrecognition, which are assumed to denote the challenging nature of the respective speech segments for L2 listeners. To confirm the usefulness of these categories, we asked L2 learners to watch and transcribe a short segment of TED videos, including the above-mentioned categories of errors. Results revealed that learners' transcription mistakes substantially increase when they transcribe segments of the audio in which ASR made errors. This finding confirmed the potential of using ASR errors as a predictor of L2 learners' difficulties in listening to a particular audio. Furthermore, this study provided us with valuable data to enrich the Partial and Synchronized Caption (PSC) system we proposed earlier to facilitate and promote L2 listening skills. [For the complete volume of short papers, see ED572005.] ED572207 Leveraging Automatic Speech Recognition Errors to Detect Challenging Speech Segments in TED Talks Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 9 As Provided JAN2020

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Yes Foreign Countries Second Language Instruction English (Second Language) Vocabulary Development Visual Aids Language Proficiency Private Colleges Student Attitudes College Students Technology Uses in Education Educational Technology Instructional Materials Language Tests Second Language Learning Lander, Bruce Reports - Research Speeches/Meeting Papers Japan Test of English for International Communication English Higher Education Postsecondary Education The immediate area of interest in this study is the primary building block of all foreign languages: vocabulary acquisition. Due to recent updates and innovations in educational software, foreign language educators now have a huge supply of ever improving tools to help enhance, transform and completely modify learning. Despite this surge in interest of recent times, there is very little physical evidence that indicates an overall sign of approval from learners. This empirical study used the now well-known digital flashcard tool Quizlet to help a large group of lower intermediate students to improve their vocabulary and ultimately raise their English comprehension levels at a medium sized private university in Japan. They were encouraged to use the said tool throughout the duration of the year-long course and were asked for their feedback about it in the final class. This study helps to reinvigorate the notion that technology can and does help the modern day language learner and can be approved in a positive manner by the majority stakeholder; the student. [For the complete volume of short papers, see ED572005.] ED572208 Quizlet: What the Students Think--A Qualitative Data Analysis Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 4 As Provided JAN2020

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Yes Family Involvement Community Involvement Family School Relationship School Community Relationship Access to Information Decision Making Needs Assessment Barriers Stakeholders Parent Surveys Elementary Secondary Education Data Collection Cooperative Planning Social Media Literature Reviews Arellano, Brenda Baldwin, Marion LaTurner, Jason Mabus, Jesse Times, Chris Wade, Sally M. Reports - Descriptive Information Analyses Alabama Georgia SEDL, Southeast Comprehensive Center (SECC) English Elementary Secondary Education It is clear that families and communities play key roles in student achievement and school improvement efforts. Across the nation, states are leading initiatives to improve communication and engagement with these stakeholders through effective data sharing. Key points highlighted in this brief include: (1) Maintaining close ties with family and community is recognized as one of five critical supports for school improvement (Bryk, 2010); (2) Data sharing can help parents and families understand how their children are performing and where gaps exist in student achievement as well as guide them in taking appropriate action to support academic success (The Education Trust, 2004); and (3) Decision makers should consider taking steps to understand the needs, wants, barriers, and motivations of stakeholders; develop community or family action plans; create materials that are customized for recipients; and incorporate social marketing concepts into data dissemination practices (National Dissemination Center for Children with Disabilities, 2011; National Center for the Dissemination of Disability Research, 2001; Robert Wood Johnson Foundation, 2009). A list of resources is provided. ED573507 Improving Family and Community Engagement through Sharing Data. Briefing Paper Southeast Comprehensive Center 2012-11-00 Department of Education (ED) 12 Southeast Comprehensive Center. 440 Knox Abbott Drive Suite 200, Cayce, South Carolina 29033. Tel: 803-936-0750; Web site: http://southeast-cc.org/ N/A 2017 26 ERIC JAN2020

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Yes Bibliographies Labor Force Development Low Income Groups Labor Market Program Effectiveness Change Strategies Public Policy Federal Programs State Programs Socioeconomic Influences Training Federal Legislation Labor Legislation Skill Development Community Colleges Job Placement Educational Legislation Job Training Dislocated Workers Adult Basic Education Wages Persistence Reentry Workers Apprenticeships Tax Credits Youth Programs Career Academies Dual Enrollment Francis, Caroline M. Reference Materials - Bibliographies Reports - Descriptive Workforce Investment Act 1998 Job Training Partnership Act 1982 National Poverty Center English Two Year Colleges Higher Education Postsecondary Education Adult Basic Education Adult Education Elementary Education This bibliography summarizes recent research on the structure and effectiveness of workforce development programs. While the term "workforce development" can mean many things, this document focuses on programs to help low-skill, low-wage and displaced workers increase their employment and earnings, as well as labor market trends that affect them. One estimate places the cost of primary DOL worker training programs at about $6 billion annually in the mid-2000s (see Holzer 2009, brief). The discussion is organized as follows: Section I covers evidence on the overall effectiveness of job training and other active labor market programs, several proposals to improve them, and the impact of the Great Recession on workforce development in the U.S. Section II discusses the growing skills and earnings gaps between rich and poor Americans--phenomena that underlie efforts to improve low-wage workers' earnings and future prospects. Section III catalogues evidence on training and advancement programs, including the Workforce Investment Act, community college education, experimental programs focused on advancement and reentry programs for the formerly incarcerated. Section IV discusses youth programs, both those in school and those who have dropped out or are at risk of doing so. Section V discusses employer-focused, or "demand-side," programs, including sectoral strategies and efforts to align workforce and economic development efforts. ED573508 What We Know about Workforce Development for Low-Income Workers: Evidence, Background and Ideas for the Future. National Poverty Center Working Paper Series #13-09 National Poverty Center 2013-04-00 Charles Stewart Mott Foundation 31 National Poverty Center, University of Michigan. Joan and Sanford Weill Hall Suite 5100, 735 South State Street, Ann Arbor, MI 48109. Tel: 734-615-5312; Fax: 734-615-8047; e-mail: npcinfo@umich.edu; Web site: http://www.npc.umich.edu N/A 2017 As Provided JAN2020

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Yes School Turnaround School Effectiveness Partnerships in Education Art Education Program Implementation Academic Achievement Performance Factors Comparative Analysis Attendance Educational Indicators Discipline Teacher Attitudes Educational Improvement Educational Change Stoelinga, Sara Ray Silk, Yael Reddy, Prateek Rahman, Nadiv Reports - Evaluative Colorado (Denver) Connecticut District of Columbia Massachusetts (Boston) Louisiana (New Orleans) Iowa (Des Moines) Oregon (Portland) Montana President's Committee on the Arts and the Humanities English Elementary Secondary Education Turnaround Arts is a public-private partnership that aims to test the hypothesis that strategically implementing high-quality and integrated arts education programming in high-poverty, chronically underperforming schools adds significant value to school-wide reform. In 2014, the Turnaround Arts initiative completed an evaluation report covering two years of program implementation. The final report provides a description and analysis of program impacts in the pilot cohort of 8 Turnaround Arts schools by the end of their second year. This report includes summaries of program operation and implementation practices and outcomes in school reform indicators and student achievement data. This brief also provides an overview of key findings from the broader evaluation report. Key findings include: (1) High prevalence of arts resources in Turnaround Arts schools; (2) High prevalence of the use of the arts in non-arts classrooms; (3) Intentional development of the pillars as a lever for school improvement; (4) Evidence of strategic mobilization of the arts toward larger school improvement goals; and (5) Relationships between implementation of Turnaround Arts and broader school improvement outcomes. [Turnaround Arts is supported and funded by a coalition of partners and funders without whom this program would not be possible. Special thanks to Booz Allen Hamilton and the NAMM Foundation for their support of this research and evaluation.] ED572209 Turnaround Arts Initiative: Summary of Key Findings President's Committee on the Arts and the Humanities 2015-01-00 20 President's Committee on the Arts and the Humanities. 1100 Pennsylvania Avenue NW Suite 526, Washington, DC 20506. Tel: 202-682-5409; Fax: 202-682-5668; e-mail: pcah@pcah.gov; Web site: http://www.pcah.gov N/A 2017 As Provided JAN2020

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Yes Second Language Learning Educational Games Second Language Instruction English (Second Language) French Italian Morphology (Languages) Alphabets Computer Games College Students Student Attitudes Foreign Countries Vocabulary Development Loiseau, Mathieu Cervini, Cristiana Ceccherelli, Andrea Masperi, Monica Salomoni, Paola Roccetti, Marco Valva, Antonella Bianco, Francesca Speeches/Meeting Papers Reports - Research France Italy English Higher Education Postsecondary Education In this paper, we present two versions of a learning game developed respectively at the Grenoble Alpes and Bologna University. This research focuses on a digital game aimed at favouring the learners' "playful attitude" and harnessing it towards "accuracy" aspects of language learning (lexicon and morphology, here). The game, presently available for English, French and Italian, could be described as a letter game stemming from the archetypal example of Turoff's Boggle. Avatars of this game genre both exist as commercial off the shelf games and as learning games. We explain in this paper how our two versions respectively tackle two different aspects of language learning. We conducted an experiment in which all students tried both versions to study their perceptions of both games contrastively in order to prepare for the development of subsequent versions of the game. [For the complete volume of short papers, see ED572005.] ED572210 Exploring Learners' Perceptions of the Use of Digital Letter Games for Language Learning: The Case of Magic Word Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 8 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 14 As Provided JAN2020

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Yes School Turnaround Art Education Educational Strategies Educational Indicators Educational Change Academic Achievement Educational Improvement Discipline Integrated Curriculum Faculty Development Needs Assessment Educational Quality Program Implementation School Effectiveness Comparative Analysis Interviews Focus Groups Classroom Observation Techniques Questionnaires Attendance Student Records School Statistics Administrator Attitudes Teacher Attitudes Administrator Characteristics Specialists Teacher Collaboration Artists Community Organizations Partnerships in Education School Community Relationship Parent School Relationship Strategic Planning Educational Environment Stoelinga, Sara Ray Joyce, Katie Silk, Yael Reports - Evaluative Numerical/Quantitative Data Colorado (Denver) Connecticut District of Columbia Massachusetts (Boston) Louisiana (New Orleans) Iowa (Des Moines) Oregon (Portland) Montana President's Committee on the Arts and the Humanities English Elementary Secondary Education This interim progress report provides a look at Turnaround Arts schools in their first year, including: (1) a summary of the evaluation design and research questions; (2) a preliminary description of strategies used to introduce the arts in Turnaround Arts schools; and (3) a summary of school reform indicators and student achievement data at baseline in Turnaround Arts schools. A substantial body of evidence demonstrates a positive impact of arts engagement on students, especially in the early grades. This same research describes both short- and long-term positive influences on students, especially for disadvantaged youth. In this first year of existence, there were many ways in which the Turnaround Arts schools saw positive change as a result of being a part of this initiative. Schools became fundamentally more attractive places for students, with positive perceptions of teachers and students and increased external visibility for innovation using the arts. Students and staff were provided with rich resources and support to use the arts as a part of their broader school improvement strategy. At the same time, several common themes emerged across school sites, which reveal both shared successes and areas for future focus. [Turnaround Arts is supported and funded by a coalition of partners and funders (National Endowment for the Arts, the Ford Foundation, the Herb Alpert Foundation, Crayola, NAMM Foundation, the Aspen Institute and Booz Allen Hamilton) without whom this program would not be possible.] ED572211 Progress Report 2013. Turnaround Arts Initiative President's Committee on the Arts and the Humanities 2013-00-00 42 President's Committee on the Arts and the Humanities. 1100 Pennsylvania Avenue NW Suite 526, Washington, DC 20506. Tel: 202-682-5409; Fax: 202-682-5668; e-mail: pcah@pcah.gov; Web site: http://www.pcah.gov N/A 2017 4 ERIC JAN2020

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Yes Social Networks English (Second Language) Females Questionnaires Student Motivation Second Language Learning Second Language Instruction Independent Study Foreign Countries Language Usage Student Attitudes Social Media College Students Communities of Practice Single Sex Colleges Ohashi, Louise Speeches/Meeting Papers Reports - Research Japan English Higher Education Postsecondary Education In Japan, like most English as a Foreign Language (EFL) contexts, students have few opportunities to use English in daily life, and this limits their ability to develop their language skills. To address this, many teachers provide homework tasks and guide students towards autonomous learning. In an effort to do the latter, a private Facebook group was created for students at a women's university in Tokyo. Through the group, the teacher aimed to provide out-of-class opportunities for English communication; facilitate access to English-language resources; motivate students to study/use English; and create a learning community that had student leaders. This article draws on a small-scale questionnaire, participant interviews, and activity within the Facebook group to examine the extent to which these goals were achieved. [For the complete volume of short papers, see ED572005.] ED572212 Taking English outside of the Classroom through Social Networking: Reflections on a Two-Year Project Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 9 As Provided JAN2020

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No Foreign Countries Educational Policy Public Policy Language Usage Multicultural Education Asians Ethnic Diversity Planning Ethnography Second Language Instruction Indigenous Knowledge Asian Studies National Curriculum Italian Japanese Focus Groups Language Teachers Student Motivation Lo Bianco, Joseph Aliani, Renata Books Reports - Research Australia English This book is a timely comparison of the divergent worlds of policy implementation and policy ambition, the messy, often contradictory here-and-now reality of languages in schools and the sharp-edged, shiny, future-oriented representation of languages in policy. Two deep rooted tendencies in Australian political and social life, multiculturalism and Asian regionalism, are represented as key phases in the country's experimentation with language education planning. Presenting data from a five year ethnographic study combined with a 40 year span of policy analysis, this volume is a rare book length treatment of the chasm between imagined policy and its experienced delivery, and will provide insights that policymakers around the world can draw on. The following are appended: (1) Q-Statements, Italian; and (2) Q-Statements, Japanese. ED572914 Language Planning and Student Experiences: Intention, Rhetoric and Implementation Multilingual Matters 2013-06-28 978-1-7830-9004-4 168 Multilingual Matters. Available from: Channel View Publications Ltd. St. Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK. Tel: +44 117 3158562; Fax: +44 117 3158563; e-mail: info@channelviewpublications.com; Web site: http://www.multilingual-matters.com N/A http://www.multilingual-matters.com/display.asp?K=9781783090044 2017 As Provided JAN2020

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No English (Second Language) International Education Mass Media Universities College Students Foreign Students Foreign Countries Global Approach Second Language Learning Chowdhury, Raqib Ha, Phan Le Books Reports - Descriptive Australia English Higher Education Postsecondary Education This book addresses how Western universities have constructed themselves as global providers of education, and are driven to be globally competitive. It examines how the term "international" has been exploited by the market in the form of government educational policies and agencies, host institutions, academia and the mass media. The book explores matters relating to the role of the English language in international education in general and the field of TESOL in particular. It demonstrates how English and TESOL have exercised their symbolic power, coupled with the desire for international education, to create convenient identities for international TESOL students. It also discusses the complexity surrounding and informing these students' painful yet sophisticated appropriation of and resistance to the convenient labels they are subjected to. ED572915 Desiring TESOL and International Education: Market Abuse and Exploitation Multilingual Matters 2014-02-04 978-1-7830-9148-5 288 Multilingual Matters. Available from: Channel View Publications Ltd. St. Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK. Tel: +44 117 3158562; Fax: +44 117 3158563; e-mail: info@channelviewpublications.com; Web site: http://www.multilingual-matters.com N/A http://www.multilingual-matters.com/display.asp?K=9781783091485 2017 As Provided JAN2020

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No Hispanic Americans Immigrants Young Adults Interviews Statistical Analysis Dropouts Hispanic American Students Student Needs Barriers Mathematics Instruction History Context Effect High Schools Academic Ability English (Second Language) Social Capital Lukes, Marguerite Books Reports - Research English High Schools Secondary Education This book offers an innovative look at the pre- and post-migration educational experiences of immigrant young adults with a particular focus on members of the Latino community. Combining quantitative data with original interviews, this book provides an engaging and nuanced look at a population that is both ubiquitous and overlooked, challenging existing assumptions about those categorized as "dropouts" and closely examining the historical contexts for educational interruption in the chosen subgroup. The combination of accessible prose and compelling new statistical data appeals to a wide audience, particularly academic professionals, education practitioners and policy-makers. ED572916 Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College Multilingual Matters 2015-02-17 978-1-7830-9343-4 224 Multilingual Matters. Available from: Channel View Publications Ltd. St. Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK. Tel: +44 117 3158562; Fax: +44 117 3158563; e-mail: info@channelviewpublications.com; Web site: http://www.multilingual-matters.com N/A http://www.multilingual-matters.com/display.asp?K=9781783093434 2017 As Provided JAN2020

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Yes Stakeholders Researchers Partnerships in Education School Community Relationship College Faculty State Departments of Education Elementary School Teachers Mathematics Curriculum Foreign Countries Horne, Rhonda Makar, Katie Speeches/Meeting Papers Reports - Evaluative Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Elementary Education Partnerships between state stakeholders, researchers, and schools are often idealised as a way to create innovative solutions to persistent problems in education, and portrayed with deterministic histories. This paper argues that these relationships often begin long before they are formalised and are at times dictated by circumstantial timing. A long-term relationship is discussed between university researchers, mathematics curriculum leaders in a state education department and local primary schools. Recommendations are included. ED572917 Building Relationships between Stakeholders and Researchers: People, Persistence and Passion Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 10 As Provided JAN2020

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Yes Elementary School Teachers Faculty Development Observation Teaching Methods Modeling (Psychology) Foreign Countries Mathematics Instruction Teacher Response Student Role Knowledge Level Language Usage Hodgson, Louise Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education This paper reports results from a study exploring classroom modelling as an approach to teacher education. In particular, it presents analysis of responses on an observation proforma completed by primary school teachers to indicate what teacher actions they observed when watching modelled lessons and which of those actions they intended to implement in their classrooms as a result of the observation. One hundred and sixty-two teachers participated in observing at least one modelled lesson in a variety of classroom contexts over a period of twelve months. The results of the observation proformas revealed that teachers focussed on desirable pedagogies when observing modelled lessons, suggesting that classroom modelling may be a powerful form of teacher learning. ED572918 What Teachers See When Watching Others Teach Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 12 As Provided JAN2020

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Yes Handheld Devices Educational Technology Technology Uses in Education Computer Oriented Programs Mathematics Instruction Mathematics Curriculum Classification Design Highfield, Kate Goodwin, Kristy Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Increasingly iPads™ are being used in schools and prior-to-school settings, with a plethora of Apps available for mathematics learning. Despite the growing number of Apps available in the iTunes App Store, there has been limited systematic analysis of the pedagogic design of Apps designed for mathematics learning. This paper describes a content analysis of Apps that are currently available as "educational" content in the iTunes App Store and highlights the limited range of pedagogic designs available for mathematics learning. ED572919 Apps for Mathematics Learning: A Review of "Educational" Apps from the iTunes App Store Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Grants Educational Improvement Federal Aid Federal Programs Comparative Analysis Program Implementation School Involvement Educational Practices Outcomes of Education Academic Achievement Intervention Models Institutional Characteristics Racial Differences Rural Urban Differences Disadvantaged Schools Educational Strategies Instructional Innovation Teacher Effectiveness Administrator Effectiveness Time Factors (Learning) School Community Relationship Fidelity Value Added Models Achievement Gains Federal Legislation Dragoset, Lisa Thomas, Jaime Herrmann, Mariesa Deke, John James-Burdumy, Susanne Graczewski, Cheryl Boyle, Andrea Upton, Rachel Tanenbaum, Courtney Giffin, Jessica Reports - Research American Recovery and Reinvestment Act 2009 National Center for Education Evaluation and Regional Assistance (ED) Mathematica Policy Research, Inc. American Institutes for Research (AIR) English Elementary Secondary Education In response to the recession that began in 2007, the U.S. Congress passed, and President Barack Obama signed into law, the American Recovery and Reinvestment Act of 2009 (Pub. Law 111-5). At an estimated cost of $831 billion, this economic stimulus package sought to save and create jobs, provide temporary relief to those adversely affected by the recession, and invest in education, health, infrastructure, and renewable energy. States and school districts received $100 billion to secure teachers' jobs and promote innovation in schools. This funding included $3 billion for School Improvement Grants (SIG), one of the Obama administration's signature programs and one of the largest federal government investments in an education grant program. The SIG program awarded grants to states that agreed to implement one of four school intervention models--transformation, turnaround, restart, or closure--in their lowest-performing schools. Each of the models prescribed specific practices designed to improve student outcomes, including outcomes for high-need students such as English language learners (ELLs) (U.S. Department of Education 2010a). Given the importance of the SIG program and sizable investment in it, the Institute of Education Sciences (IES) commissioned this evaluation to focus on four primary questions: (1) Did schools implementing a SIG-funded model use the improvement practices promoted by SIG, and how did that compare to use of those practices by schools not implementing a SIG-funded model?; (2) Did use of SIG-promoted practices include a focus on ELLs, and did that focus on ELLs differ between schools implementing a SIG-funded model and schools not implementing one?; (3) Did receipt of SIG funding to implement a school intervention model have an impact on outcomes for low-performing schools?; and (4) Was the type of school intervention model implemented related to improvement in outcomes for low-performing schools? This final report builds on the earlier briefs and report by including an additional year of data (spring 2013) and by examining whether receipt of SIG funding had an impact on student outcomes. The findings in this report suggest that the SIG program did not have an impact on the use of practices promoted by the program or on student outcomes (including math or reading test scores, high school graduation, or college enrollment), at least for schools near the SIG eligibility cutoff. [For the full report "School Improvement Grants: Implementation and Effectiveness. NCEE 2017-4013," see ED572215.] ED572213 School Improvement Grants: Implementation and Effectiveness. Executive Summary. NCEE 2017-4012 National Center for Education Evaluation and Regional Assistance 2017-01-00 19 National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ T 2017 ERIC JAN2020 Yes EDIES10C0077 http://ies.ed.gov/ncee/pubs/20174013/

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Yes Academic Achievement Faculty Development Formative Evaluation Hypothesis Testing Comparative Analysis Mathematics Achievement Reading Achievement State Standards Benchmarking Student Evaluation Teacher Education Training Statistical Significance Teacher Effectiveness Educational Change Unions Regression (Statistics) Data Collection Statistical Analysis Grade 3 Grade 4 Grade 5 DeNome, Evonne C. Dissertations/Theses - Doctoral Dissertations Reports - Research Virginia English Grade 3 Primary Education Elementary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools This quantitative study reviews the impact on student achievement following professional development on the principles of formative assessment. The study compared mathematics and reading performance data from student populations with teachers who received training in formative assessment to performance data from student populations with teachers who have not received training in formative assessment. The performance data included the Virginia Standards of Learning, as well as quarterly benchmarks and diagnostic assessments of students within Loudoun County Public Schools in Northern Virginia. The results of the findings lead to the rejection of the null hypothesis in 4 of the 7 research questions. Consequently, the study found that students who received instruction from teachers with training in formative assessments had higher scores in 3 key areas. The assessment data showed a statistically significant difference in growth in the area of mathematics on the state and diagnostic assessments. The present study also showed a statically significant difference in growth in the area of reading on the state assessment. Despite the mixed results, this study adds to previous research on teacher effectiveness resulting from high-quality professional development on the principles of formative assessment and the impact to student achievement. The implication of this study serve to validate that the utilization of the principles of formative assessment can help teachers and students reach an optimal level of teaching and learning. Appended are: (1) Pre/Post Survey Results; (2) Instructional Audit/Walkthrough Results; and (3) Loudoun County Public Schools Research Approval. ED572214 The Impact on Student Achievement Following Professional Development on the Principles of Formative Assessment Online Submission Ed.D. Dissertation, William Howard Taft University 2015-11-00 109 N/A 2017 72 As Provided JAN2020

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Yes Problem Solving Mathematics Education Mathematics Activities Instructional Design Educational Practices Teacher Researchers Curriculum Implementation Educational Experiments Ho, Foo Him Toh, Pee Choon Toh, Tin Lam Speeches/Meeting Papers Reports - Descriptive Mathematics Education Research Group of Australasia English Quek, Tay, Toh, Leong, and Dindyal (2011) proposed that a design-theory-practice troika should always be considered for a designed package to be acceptable to the research users who, in this case, are teachers and schools. This paper describes the fine-tuning to the MProSE problem-solving design made by the teachers in the school after first round of teaching. This process involved teacher input from their experience, and detailed time-consuming discussions and learning between the researcher-designers and the teacher-implementers. ED572920 Fine-Tuning in a Design Experiment Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 2 As Provided JAN2020

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Yes Educational Policy State Policy Student Financial Aid Debt (Financial) Higher Education Program Budgeting Money Management College Students Paying for College State Government Government Role Governance Ombudsmen State Legislation Student Loan Programs Costs Fees Credit (Finance) Models Best Practices Policy Formation Loan Repayment Employment Opportunities Educational Vouchers Student Needs State Aid Educational Change Tax Credits Incentives Reports - Evaluative Virginia State Council of Higher Education for Virginia English Higher Education Postsecondary Education Access and affordability are the main themes of Goal 1 of The Virginia Plan for Higher Education. Progress toward these goals can be measured by a variety of means, but access and affordability serve as foundational guiding principles as the Commonwealth of Virginia crafts its annual and biennial higher-education budgets. Student-loan debt is but one measure in determining if Virginia's system of higher education is maintaining affordability. This can be evaluated two ways: by the amount of debt accumulated, and by evaluating if debt levels are manageable by borrowers. This paper focuses on the latter. As student-loan debt continues to escalate, a number of observers have expressed concerns about the ability of borrowers to manage their debt as well as about the potential negative impact of high debt on the economy. Specifically, there is evidence of borrowers whose debt level has increased years after graduation due to finance charges, collections fees, and increased interest rates. During the 2016 session of the General Assembly, Senator Janet Howell and Delegate Marcus Simon asked that the Commonwealth consider the state's role in addressing student debt. In response to legislative requests, State Council of Higher Education for Virginia (SCHEV), Department of Treasury and the Virginia529 Savings Plan reviewed various means by which a state could be involved in student-loan refinancing. The review found a growing number of states with planned or existing student-loan refinance programs but no state with an agency whose sole responsibility is to refinance student loans. The review further found that these state refinancing programs focus on borrowers maintaining good credit scores and that refinancing the loans of higher-risk borrowers increases financial exposure to the state. Other loan-refinancing models were reviewed and are presented within this paper. To determine which of these models best balances the role of state government and the needs of borrowers in addressing student-loan debt, the Commonwealth should decide: (1) what blend of low- and high-risk applicants the program should target; (2) an acceptable level of financial exposure in the form of state debt and student-loan guarantees; (3) the amount of equity contribution available from general funds; (4) staffing levels; and (5) the governance structure of any proposed refinancing authority. The committee also has identified a number of proactive strategies for addressing student-loan debt. Many of these strategies serve to minimize debt before a student becomes burdened with amounts that are unmanageable by post-college earnings. In addition to considering if there is a state role in loan refinance, the Commonwealth may wish to also explore, or in some cases continue to explore, one or more of these strategies. Contains a list of resources. ED572921 Policy Considerations for a Student-Loan Refinancing Authority State Council of Higher Education for Virginia 2016-11-01 26 State Council of Higher Education for Virginia. 101 North 14th Street, James Monroe Building, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu N/A 2017 ERIC JAN2020

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Yes Needs Assessment Second Language Instruction English (Second Language) English for Academic Purposes College Students Student Needs Foreign Countries Questionnaires Oral Language Statistical Analysis Instructional Materials Learning Activities Speech Skills Course Evaluation Efficiency Ulum, Ömer Gökhan Journal Articles Reports - Research Turkey ISSN-2501-7136 English Higher Education Postsecondary Education With this study, to have a general understanding of academic needs for the development of speaking skill, the needs of preparatory class university students at an English Language Teaching Department were assessed. Based upon a descriptive research design, an adapted questionnaire with open-ended questions was administered to the 2nd, 3rd and 4th class ELT students as well as ELT graduates to define their academic needs in speaking courses. The data were analysed by using SPSS, a Statistical Programme for Social Sciences. At the end of the study, it was found out that (1) there should be more aiding materials for speaking courses, and (2) more authentic and interesting activities should be put into practice. ED572922 A Needs Analysis Study for Preparatory Class ELT Students Online Submission European Journal of English Language Teaching v1 n1 p14-29 2015 2015-00-00 16 N/A 2017 16 As Provided JAN2020

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Yes Annual Reports Statewide Planning Database Management Systems Electronic Learning State Programs Program Effectiveness Program Evaluation Program Descriptions Demography Expenditures Integrated Services Distance Education Delivery Systems Online Courses Geographic Location Geographic Distribution Virtual Classrooms Enrollment Rate Credits Progress Monitoring Accountability Trend Analysis Courseware Shared Resources and Services Reports - Descriptive New Mexico New Mexico Public Education Department English Higher Education Elementary Secondary Education Innovative Digital Education and Learning-New Mexico (IDEAL-NM) was created in response to the 2005 Performance and Accountability Contract, "Making Schools Work" to leverage technology. On October 27, 2006, the statewide e-learning program that would implement a shared e-learning infrastructure using a single statewide learning management system (LMS); web conferencing system; and help-desk support for K-12 schools, higher education institutions, and governmental agencies was announced. IDEAL-NM implemented a statewide Cyber Academy beginning in the summer of 2008, with 54 enrollments from nine school districts. The vision of the statewide Cyber Academy was to provide, through the innovative use of technology, equitable access for education opportunities to all New Mexico students, by reducing geographic and capacity barriers. The statewide Cyber Academy works in partnership with New Mexico schools to deliver quality and rigorous online courses taught by highly qualified New Mexico teachers via a supplemental or blended model. In this model, students enroll in a physical, brick-and-mortar school, and credit for the completed Cyber Academy course is awarded by the enrolling school. As a nationally recognized program IDEAL-NM provides statewide eLearning services to P-12 schools and state government agencies. IDEAL-NM is a program of the Public Education Department (PED). New Mexico is the first state in the nation to create a statewide eLearning system that, from its inception, encompasses all aspects of learning--from traditional public and higher education environments, to teacher professional development, to continuing and workforce education. This report provides the following relating to the program: demographic description, detailed report of expenditures, description of services provided, the number and location of local distance learning sites to date, schools and distance learning completions (virtual school only--does not include portal enrollments), courses offered, and Student and Teacher Accountability Reporting (STARS) data. Three appendixes are included: (1) K-12 Web Portals; (2) State Agency and Community Organization/Non Profit Portals; and (3) Tribal Colleges Portals. [Issued December 2014.] ED572923 IDEAL-NM Annual Report: School Year 2013-2014 New Mexico Public Education Department 2015-01-00 Department of Education (ED) 38 New Mexico Public Education Department. 300 Don Gaspar, Santa Fe, NM 87501-2786. Tel: 505-827-5800; Web site: http://www.ped.state.nm.us/ N/A 2017 ERIC JAN2020

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Yes Foreign Countries Life Satisfaction College Students Social Support Groups Correlation Multiple Regression Analysis Factor Analysis Akin, Ahmet Arslan, Serhat Çelik, Eyüp Kaya, Çinar Arslan, Nihan Journal Articles Reports - Research Turkey English Higher Education Postsecondary Education The purpose of this study is to examine the relationship between Academic Support and Life Satisfaction. Participants were 458 university students who voluntarily filled out a package of self-report instruments. Student Academic Support Scale and Satisfaction with Life Scale were used as measures. The relationships between student academic support and life satisfaction were examined using correlation analysis and stepwise regression analysis. Life satisfaction was predicted positively by informational support, esteem support, motivational support, and venting support. The results were discussed with respect to the related literature. Academic support has been shown to be an important variable for understanding life satisfaction and well-being. ED573210 Student Academic Support as a Predictor of Life Satisfaction in University Students Online Submission Eurasian Academy of Sciences Social Sciences Journal v2 p38-49 2015 2015-00-00 12 N/A 2017 66 As Provided JAN2020

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No Higher Education Educational Quality Educational Change Misconceptions Dropouts Time to Degree Minority Group Students Academic Achievement Equal Education Paying for College Federal Aid State Aid Efficiency Resource Allocation Financial Needs Educational Improvement Blended Learning Educational Practices Leadership Technology Uses in Education Bowen, William G. McPherson, Michael S. Reports - Evaluative Books English Higher Education Postsecondary Education American higher education faces some serious problems--but they are not the ones most people think. In this brief and accessible book, two leading experts show that many so-called crises--from the idea that typical students are drowning in debt to the belief that tuition increases are being driven by administrative bloat--are exaggerated or simply false. At the same time, many real problems--from the high dropout rate to inefficient faculty staffing--have received far too little attention. In response, William G. Bowen and Michael S. McPherson provide a frank assessment of the biggest challenges confronting higher education and propose a bold agenda for reengineering essential elements of the system to meet them. The result promises to help shape the debate about higher education for years to come. "Lesson Plan" shows that, for all of its accomplishments, higher education today is falling short when it comes to vital national needs. Too many undergraduates are dropping out or taking too long to graduate; minorities and the poor fare worse than their peers, reinforcing inequality; and college is unaffordable for too many. But these problems could be greatly reduced by making significant changes, including targeting federal and state funding more efficiently; allocating less money for "merit aid" and more to match financial need; creating a respected "teaching corps" that would include nontenure faculty; improving basic courses in fields such as math by combining adaptive learning and face-to-face teaching; strengthening leadership; and encouraging more risk taking. It won't be easy for faculty, administrators, trustees, and legislators to make such sweeping changes, but only by doing so will they make it possible for our colleges and universities to meet the nation's demands tomorrow and into the future. ED573211 Lesson Plan: An Agenda for Change in American Higher Education. The William G. Bowen Memorial Series in Higher Education Princeton University Press 2016-00-00 978-0-691-17210-1 184 Princeton University Press. 41 William Street, Princeton, NJ 08540. Tel: 800-777-4726; Tel: 609-258-4900; Fax: 609-258-6305; e-mail: orders@cpfsinc.com; Web site: http://press.princeton.edu N/A http://press.princeton.edu/titles/10786.html 2017 As Provided JAN2020

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Yes Foreign Countries Drama Teaching Methods Humor Second Language Instruction English (Second Language) Integrated Activities Language Usage Instructional Design Communicative Competence (Languages) Educational Benefits Content Analysis Qualitative Research College Students Preservice Teachers Learning Activities Learner Engagement Familiarity Outcomes of Education Instructional Effectiveness Ekmekçi, Emrah Journal Articles Reports - Research Turkey ISSN-2342-0251 English Higher Education Postsecondary Education Employing drama activities in foreign language classes has proved to help language learners improve their skills. Within the context of drama course offered in an English Language Teacher Education program in Turkey, the present study suggests some drama activities based on well-known Nasreddin Hodja jokes. The study aims to find answers to whether Nasreddin Hodja jokes can be exploited in the foreign language classes and integrated in drama activities. It also tries to find out that whether the junior students could find out linguistic elements to be used in the drama activities. The document analysis method has been employed in the study. Students have been asked to analyse 470 Nasreddin Hodja jokes on the purpose of determining the linguistic elements and communicative functions of the jokes. The study concludes that drama activities based on Nasreddin Hodja jokes have numerous linguistic elements and communicative functions to be exploited and they can be used in designing drama activities in the foreign language leaning context ED573212 Designing Drama Activities Based on Nasreddin Hodja Jokes for English as a Foreign Language (EFL) Classrooms Online Submission International Journal of Language Academy v5 n1 p213-224 Spr 2017 2017-00-00 12 N/A 2017 24 As Provided JAN2020

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No Educational Environment Student Diversity Cultural Differences Teacher Student Relationship Ethnography Identification (Psychology) Grade 1 Elementary School Teachers Elementary School Students Teacher Attitudes Student Needs Standardized Tests Transformative Learning Culturally Relevant Education Hendricks, Paige Dissertations/Theses - Doctoral Dissertations English Elementary Education Grade 1 Primary Education Early Childhood Education The foundation of the United States' educational system is that all students will be educated equally by offering access to knowledge, opportunities, and services resulting in the creation of positive societal contributors. However, this task is complex and challenging. Heterogeneous student populations due to increased culturally diversity, do not match the stable teacher population. Therefore, a disconnection occurs between student and teacher populations and corresponding cultural views. Adopting cultural theories from anthropology, business, and education, this quasi-ethnographic study, within one elementary school, examined the relationship between the created culture and understandings of various sociocultural student identities by three first grade teachers and how, if at all, their classroom practices afforded any student academic advantages or disadvantages. Presented are teachers' personal interpretations about various cultures and how these constructs formed beliefs, attitudes, and values about student capital, teaching, educational practices, judgments, and accurate allocation of resources (entitlements) for their students. Study findings indicate an acute participant awareness of cultural differences between themselves and their students when allocating appropriate academic opportunities and services. A shift in the teaching profession from one that imparts knowledge toward a focus on meeting physical and emotional needs of students, aligned with Maslow's Hierarchy of Needs theory. The emphasis on standardized assessments and their effect on classroom teaching methods and strategies, has created a cultural lag between classrooms and school district and state mandates. Addressing these challenges portends teachers become transformative learners and engage in culturally responsive teaching practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571940 Different Faces in Our Classrooms: Teachers' Cultural Perspectives of Heterogeneous School Environments ProQuest LLC Ph.D. Dissertation, The College of William and Mary 2016-00-00 978-1-3397-4812-2 255 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111603 2017 As Provided JAN2020

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No College Students Student Development Academic Achievement Social Development Moral Development Youth Programs Program Evaluation Case Studies Outcomes of Education Student Experience Advocacy Interviews Student Surveys Grade Point Average Student Personnel Services Interpersonal Competence Academic Ability Student Characteristics Academic Persistence Runge, Amy L. Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education This evaluation case study explores the impact of the An Achievable Dream social, academic, and moral program on college student's performance in college. Through this study, the researcher was able to provide insight on college student and college student advocates perceptions of An Achievable Dream's social, academic, and moral program's impact on these college students' college experience. Triangulation of data involved using college student advocate's interviews, college student's surveys, and additional artifacts (grade point averages and data regarding length of time college student advocates have been working with the students). Five themes emerged as significant in describing the college student performance at college. First, in the areas of social skills, respect and active, were viewed as characteristics of the students who were seen as performing favorably. Second, in the areas of academic skills, growth and excel were words repeated when describing the students who were performing favorably. Third, respect and strong character were vocabulary used in the interview responses to describe college students who prevailed even during challenging times. Additional qualitative and quantitative research should further explore the effectiveness of the holistic approach to preparing K-12 students for college success. (Abstract shortened by ProQuest.) [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571942 The Impact of the Social, Academic, and Moral Development Programs of an Achievable Dream on Students during Their College and University Experience ProQuest LLC Ed.D. Dissertation, The College of William and Mary 2016-00-00 978-1-3397-4813-9 155 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111604 2017 As Provided JAN2020

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Yes Evidence Based Practice Educational Improvement Educational Legislation Federal Legislation Alignment (Education) Decision Making Educational Strategies Program Implementation State Departments of Education Guidelines Intervention School Districts Hale, Sylvie Dunn, Lenay Filby, Nikola Rice, John Van Houten, Lori Guides - Non-Classroom Tests/Questionnaires WestEd English One of the broad intents of the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA) is to encourage evidence-based decision-making as a way of doing business. Nonregulatory guidance issued in September 2016 by the U.S. Department of Education (ED) clarifies and expands on both the nature of evidence-based improvement and the levels of evidence that are specified in the law. This guide builds on that ED guidance and provides an initial set of tools to help states and districts understand and plan for implementing evidence-based improvement strategies. This guide recognizes school and district improvement as a continuous, systemic, and cyclical process, and emphasizes the use of evidence in decision-making throughout continuous improvement. In other words, the guide is not aimed at isolated decisions; rather, it is meant to support evidence-based decision-making that is nested within a larger improvement process. The primary audience for this guide is state education agency (SEA) staff who are responsible for understanding and implementing the evidence-based provisions of ESSA. The purpose of the guide is to build capacity of SEAs and their intermediaries to support LEAs in understanding the evidence-related requirements of ESSA and, consequently, selecting and implementing interventions that are evidence-based and that have strong potential to improve student outcomes. Specifically, the guide is intended to: (1) increase readers' understanding of the expectations and opportunities for evidence-based school and district improvement in the context of ESSA; (2) encourage a broad understanding of the elements of evidence-based decision-making, including how needs, context, implementation strategies, desired outcomes, and sustainability considerations inform choices of evidence-based interventions, and how formative and summative evaluation are integral to an evidence-based improvement cycle; and (3) offer guiding information and a starter set of six tools to support this work, with an emphasis on the process of selecting evidence-based interventions. The materials presented in the guide offer SEAs and their LEAs opportunities to conduct a review of their approach to school and district improvement, including selection of evidence-based interventions, and to develop action steps for strengthening the guidance and supports that SEAs offer to their LEAs and that LEAs offer to their schools. In addition to Section 1: Overview, the following four sections provide further background, tools, and additional resources: (1) Section 2 includes further discussion of the context and requirements of ESSA in relation to evidence-based decision-making, and describes a framework for a continuous improvement process grounded in evidence-based decision-making; (2) Section 3 gives suggestions on how to use the tools in the guide, including information about facilitation strategies and options for modifying the tools to fit state and local contexts. This section also emphasizes the importance of preparing for using the tools; (3) Section 4 provides six tools, each designed to encourage focused conversations and support cross-agency collaboration. The first two tools guide examination of state and district improvement and decision-making frameworks. The second two tools help SEAs and LEAs explore strategies for providing guidance on selecting evidence-based interventions. The last two tools support selection of evidence-based interventions; and (4) Section 5 offers a list of additional resources to further the conversation, and enhance the work, initiated by this guide. This section includes examples of publicly available tools for evidence-based improvement, and sources for research and information on evidence-based interventions. This guide was specifically designed to be a starting point for making evidence-based decisions, and is not intended to be comprehensive. It contains initial information and tools to guide conversations and foster deeper thinking around evidence-based decision-making, especially within an improvement process. The following six tools are provided: (1) SEA Inventory of Current Practice guides a state education agency (SEA) to take stock of its current continuous improvement practice, especially around evidence-based decision-making; (2) LEA Inventory of Current Practice is similar to the above tool, but designed for local education agencies (LEAs); (3) SEA Guidance for Evidence-Based Interventions helps a state to reflect on how it will provide guidance to LEAs on evidence-based interventions; (4) LEA Guidance for Evidence-Based Interventions is similar to the tool above, but designed for LEAs; (5) Intervention Evidence Review guides the review and comparison of interventions that target an identified need; and (6) Comparing Evidence-Based Interventions guides the determination about the degree to which a particular intervention aligns with a given context. ED573213 Evidence-Based Improvement: A Guide for States to Strengthen Their Frameworks and Supports Aligned to the Evidence Requirements of ESSA WestEd 2017-00-00 Regional Educational Laboratory West (ED) Policymakers 104 WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org N/A https://www.wested.org/wp-content/uploads/2016/12/Evidence-Based-Improvement-Guide-FINAL-122116.pdf 2017 ERIC JAN2020 Yes EDIES12C0002

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Yes Grants Educational Improvement Federal Aid Federal Programs Comparative Analysis Program Implementation School Involvement Educational Practices Outcomes of Education Academic Achievement Intervention Models Institutional Characteristics Racial Differences Rural Urban Differences Disadvantaged Schools Educational Strategies Instructional Innovation Teacher Effectiveness Administrator Effectiveness Time Factors (Learning) School Community Relationship Fidelity Value Added Models Achievement Gains Federal Legislation Dragoset, Lisa Thomas, Jaime Herrmann, Mariesa Deke, John James-Burdumy, Susanne Graczewski, Cheryl Boyle, Andrea Upton, Rachel Tanenbaum, Courtney Giffin, Jessica Numerical/Quantitative Data Reports - Research American Recovery and Reinvestment Act 2009 National Center for Education Evaluation and Regional Assistance (ED) Mathematica Policy Research, Inc. American Institutes for Research (AIR) English Elementary Secondary Education In response to the recession that began in 2007, the U.S. Congress passed, and President Barack Obama signed into law, the American Recovery and Reinvestment Act of 2009 (Pub. Law 111-5). At an estimated cost of $831 billion, this economic stimulus package sought to save and create jobs, provide temporary relief to those adversely affected by the recession, and invest in education, health, infrastructure, and renewable energy. States and school districts received $100 billion to secure teachers' jobs and promote innovation in schools. This funding included $3 billion for School Improvement Grants (SIG), one of the Obama administration's signature programs and one of the largest federal government investments in an education grant program. The SIG program awarded grants to states that agreed to implement one of four school intervention models--transformation, turnaround, restart, or closure-in their lowest-performing schools. Each of the models prescribed specific practices designed to improve student outcomes, including outcomes for high-need students such as English language learners (ELLs) (U.S. Department of Education 2010a). Given the importance of the SIG program and sizable investment in it, the Institute of Education Sciences (IES) commissioned this evaluation to focus on four primary questions: (1) Did schools implementing a SIG-funded model use the improvement practices promoted by SIG, and how did that compare to use of those practices by schools not implementing a SIG-funded model?; (2) Did use of SIG-promoted practices include a focus on ELLs, and did that focus on ELLs differ between schools implementing a SIG-funded model and schools not implementing one?; (3) Did receipt of SIG funding to implement a school intervention model have an impact on outcomes for low-performing schools?; and (4) Was the type of school intervention model implemented related to improvement in outcomes for low-performing schools? This is the final report for this evaluation of SIG. This final report builds on the earlier briefs and report by including an additional year of data (spring 2013) and by examining whether receipt of SIG funding had an impact on student outcomes. The findings in this report suggest that the SIG program did not have an impact on the use of practices promoted by the program or on student outcomes (including math or reading test scores, high school graduation, or college enrollment), at least for schools near the SIG eligibility cutoff. The following are appended: (1) RDD Impact Analysis; (2) Correlational Analysis; (3) Additional Figures Based on School Surveys; (4) District Reported Practices Aligned with the SIG Application Criteria; (5) Detailed Findings from Interviews and Surveys; (6) Survey Questions Aligned with SIG Practices; and (7) Additional Information about English Language Learner-Focused Implementation Analysis. [For the Executive Summary, "School Improvement Grants: Implementation and Effectiveness: Executive Summary. NCEE 2017-4012," see ED572213.] ED572215 School Improvement Grants: Implementation and Effectiveness. NCEE 2017-4013 National Center for Education Evaluation and Regional Assistance 2017-01-00 419 National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ T 2017 85 ERIC JAN2020 Yes EDIES10C0077 http://ies.ed.gov/ncee/pubs/20174013/

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Yes Educational Legislation Federal Legislation Disabilities Achievement Gap Disadvantaged Youth At Risk Students Elementary Secondary Education Access to Education Equal Education Federal Government Government Role Educational Improvement Educational Quality Legal/Legislative/Regulatory Materials No Child Left Behind Act 2001 Elementary and Secondary Education Act US Senate. Committee on Health, Education, Labor, and Pensions English Elementary Secondary Education Nearly half a century ago, the U.S. Congress passed the landmark Elementary and Secondary Education Act (ESEA) of 1965 during the 88th Congress. In October 2011, this committee passed a reauthorization of ESEA, preserving the reporting and transparency components of No Child Left Behind and continuing to emphasize strategies to close the achievement gaps for disadvantaged students. Unfortunately, the bill could not move beyond the committee. In the absence of a reauthorized law, President Obama and Secretary of Education Duncan have offered waivers to No Child Left Behind. Those waivers aim to address the needs of States and local districts to improve instruction and provide flexibility, to address the needs of students and the educators serving them. In this session, the committee heard from two panels. All witnesses will share their thoughts on the Department of Education's waivers and how those waivers are impacting the most disadvantaged students. Testimonies were presented by: (1) Harkin, Hon. Tom, Chairman, Committee on Health, Education, Labor, and Pensions, opening statement; (2) Alexander, Hon. Lamar, a U.S. Senator from the State of Tennessee, opening statement; (3) Franken, Hon. Al, a U.S. Senator from the State of Minnesota; (4) Isakson, Hon. Johnny, a U.S. Senator from the State of Georgia; (5) Sanders, Hon. Bernard, a U.S. Senator from the State of Vermont; (6) Roberts, Hon. Pat, a U.S. Senator from the State of Kansas; (7) Bennet, Hon. Michael F., a U.S. Senator from the State of Colorado; (8) Paul, Hon. Rand, a U.S. Senator from the State of Kentucky; and (9) Whitehouse, Hon. Sheldon, a U.S. Senator from the State of Rhode Island. (A) Witness--Panel I: Duncan, Hon. Arne Duncan, Secretary, U.S. Department of Education, Washington, DC, prepared statement. (B) Witnesses--Panel II: (1) Holliday, Terry K., Ph.D., Kentucky Commissioner of Education, Lexington, KY, prepared statement; (2) King, John B., Jr., Ed.D., New York Commissioner of Education, Slingerlands, NY, prepared statement; (3) Smarick, Andrew R., M.P.M., Partner, Bellwether Education Partners, Lawrenceville, NJ, prepared statement; and (4) Haycock, Kati, M.A., President, The Education Trust, Washington, DC, prepared statement. (C) Additional Material: Statements, articles, publications, letters, etc.: (1) Senator Baldwin; (2) Letter to Senator Baldwin from Wisconsin ASCD; (3) Response by Arne Duncan to questions of: Senator Murray, Senator Hatch, and Senator Murkowski; (4) Response by Terry K. Holliday, Ph.D. to questions of: Senator Murray, and Senator Murkowski; (5) Response by John B. King, Jr., Ed.D. to questions of: Senator Murray, and Senator Murkowski; and (6) Response to questions of Senator Murkowski by Kati Haycock, M.A. ED572216 No Child Left Behind: Early Lessons from State Flexibility Waivers. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, First Session on Examining No Child Left Behind, Focusing on Early Lessons from State Flexibility Waivers (February 7, 2013). Senate Hearing 113-400 US Senate 2014-00-00 95 US Senate. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.senate.gov N/A 2017 ERIC JAN2020

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No Dyslexia Early Childhood Education Young Children Disability Identification Teaching Methods Student Needs Clinical Diagnosis Early Intervention Educational Resources Literacy Education Numeracy Language Skills Social Development Emotional Development Problem Solving Reid, Gavin Books Guides - Classroom - Teacher English Early Childhood Education Research has shown that early identification and intervention is crucial and can in fact minimise, and may even prevent, the challenges of dyslexia from becoming too detrimental at later stages of education. This book offers both research insights and practical guidance for teachers working in Early Years settings on how to create resource materials that would be suitable for the development of children with dyslexia. Beginning with a contextual note on the key difficulties faced by children at risk of dyslexia, the book takes the reader through the processes of identification and diagnosis, before offering ideas on how to tailor classroom materials for these students. The book's resource materials are designed to target areas such as reading, spelling, numeracy, language skills, social and emotional development, and problem solving skills. ED573509 Dyslexia in the Early Years: A Handbook for Practice Jessica Kingsley Publishers 2017-00-00 978-1-78592-065-3 Teachers 208 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/uk/dyslexia-in-the-early-years-34866.html 2017 As Provided JAN2020

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No Autism Pervasive Developmental Disorders Screening Tests Disability Identification Evidence Based Practice Intervention Program Development Community Resources Family Needs Advocacy Guides Children Adolescents Teaching Methods Wilkinson, Lee A. Books Guides - General English Fully updated to reflect DSM-5 and current assessment tools, procedures and research, this award-winning book provides a practical and scientifically-based approach to identifying, assessing, and treating children and adolescents with an Autism Spectrum Disorder (ASD) in school settings. Integrating current research evidence with theory and best-practice, the book will support school-based professionals in a number of key areas including: (1) screening and assessing children and youth with high-functioning autism spectrum conditions; (2) identifying evidence-based interventions and practices; (3) developing and implementing comprehensive educational programs; (4) providing family support and accessing community resources; and (4) promoting special needs advocacy. Illustrative case examples, a glossary of terms and helpful checklists and forms make this the definitive resource for identifying and implementing interventions for pupils with ASD. ED573510 A Best Practice Guide to Assessment and Intervention for Autism Spectrum Disorder in Schools. Second Edition Jessica Kingsley Publishers 2016-00-00 978-1-78592-704-1 288 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/uk/a-best-practice-guide-to-assessment-and-intervention-for-autism-spectrum-disorder-in-schools-second-edition-34462.html 2017 As Provided JAN2020

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No Justice Conflict Resolution Student Behavior Educational Environment Case Studies School Policy Educational Practices Behavior Problems School Safety Preschool Education Elementary Secondary Education Postsecondary Education Theory Practice Relationship Hansberry, Bill Books Guides - Non-Classroom English Preschool Education Early Childhood Education Elementary Secondary Education Postsecondary Education Proven to reduce bad behaviour and exclusions, and encourage happier, safer school environments, restorative justice is an effective approach to conflict resolution. Suitable for education settings from preschool to college, this guide explains what restorative justice is, how it can be used in schools, what it looks like in the classroom and how it can be implemented. Featuring case studies that illuminate the underlying restorative principles and practices, this book covers a wide range of topics from the basics of restorative justice, through to school-wide processes for embedding the approach in policy and practice. Drawing on the expertise of educators and consultants, this is a must-have resource for any school or centre that is serious about reducing bad behaviour and developing safer learning communities. [Foreword by Margaret Thorsborne.] ED573511 A Practical Introduction to Restorative Practice in Schools: Theory, Skills and Guidance Jessica Kingsley Publishers 2016-00-00 978-1-84905-707-3 312 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/uk/a-practical-guide-to-restorative-practice-for-schools-34194.html 2017 As Provided JAN2020

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Yes Disabilities Access to Education Postsecondary Education Higher Education Student Needs Government Role Educational Legislation Federal Legislation Civil Rights Legislation Barriers Hearings Federal Government College Readiness Equal Education Legal/Legislative/Regulatory Materials Americans with Disabilities Act 1990 Rehabilitation Act 1973 US Senate. Committee on Health, Education, Labor, and Pensions English Postsecondary Education Higher Education The roundtable discussion transcribed in this report focuses on how students with disabilities are accessing and succeeding in post-secondary education. It marks the sixth in a series to examine issues the Committee on Health, Education, Labor, and Pensions plans to address in the upcoming reauthorization of the Higher Education Act. Statements were presented by: (1) Honorable Tom Harkin (Chairman, opening statement); (2) Honorable Lamar Alexander, a U.S. Senator from the State of Tennessee (opening statement); (3) Honorable Tim Scott, a U.S. Senator from the State of South Carolina; (4) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (5) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania; (6) Honorable Patty Murray, a U.S. Senator from the State of Washington; and (7) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts. Prepared witness statements were given by: (1) Melissa Emery-Arras, Director of Education, Workforce, and Income Security Issues, U.S. Accountability Office, Boston, Massachusetts; (2) Laysha Ostrow, MPP, Ph.D. Candidate, Student, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland; (3) Dana Fink, Assistant Project Coordinator, Institute for Educational Leadership, Washington, DC; (4) Will Farrior, Student, College of Charleston, Charleston, South Carolina; (5) Elizabeth Evans Getzel, Project Director, ACE-IT in College, Virginia Commonwealth University, Richmond, Virginia; and (6) Katherine Myers, Associate Director, Office of Disability Services, Wright State University, Dayton, Ohio. ED572217 Promoting College Access and Success for Students with Disabilities. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Promoting College Access and Success for Students with Disabilities (February 27, 2014). Senate Hearing 113-721 US Senate 2015-00-00 44 US Senate. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.senate.gov N/A 2017 ERIC JAN2020

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Yes Higher Education Educational Legislation Federal Legislation Hearings Educational Quality Postsecondary Education Educational Improvement Educational Change Change Strategies Legal/Legislative/Regulatory Materials Higher Education Act 1965 US House of Representatives. Committee on Education and the Workforce English Higher Education Postsecondary Education This document records testimony from a hearing held to examine how to strengthen America's postsecondary system as Congress works to reauthorize the Higher Education Act. Witnesses and members discussed reforms that will help ensure more students have the opportunity to complete an advanced, quality education without absorbing unmanageable debt. Member statements were presented by: (1) Honorable Alma S. Adams, Representative in Congress from the State of North Carolina, U.S. House of Representatives; and (2) Honorable Virginia Foxx, Chairwoman, Subcommittee on Higher Education and Workforce Training, U.S. House of Representatives; and Witness statements were presented by: (1) Michael J. Bennett, Associate Vice President, Financial Aid Services, St. Petersburg College, St. Petersburg, Florida; (2) David A. Bergeron, Vice President, Postsecondary Education, Center for American Progress, Washington, DC; (3) Honorable Mitchell E. Daniels Jr., President, Purdue University, West Lafayette, IN; and (4) Dr. Christine M. Keller, Vice President, Research and Policy Analysis, Executive Director, Voluntary System of Accountability and Student Achievement Measure, Association of Public and Land-Grant Universities, Washington, DC. Additional submissions were presented by: (1) Hon. John Kline, Chairman, Committee on Education and the Workforce, U.S. House of Representatives: (2) David L. Warren, President, National Association of Independent Colleges and Universities; (3) Honorable Jared Polis, a Representative in Congress from the State of Colorado: and (4) Prepared statement of The United Steel, Paper and Forestry, Rubber Manufacturing, Energy, Allied Industrial and Service Workers International Union (USW). ED572218 Strengthening America's Higher Education System. Hearing before the Subcommittee on Higher Education and Workforce Training, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (March 17, 2015). Serial Number 114-5 US House of Representatives 2016-00-00 90 US House of Representatives. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.house.gov N/A 2017 ERIC JAN2020

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No Public Schools Educational Quality Comparative Education Educational Improvement Failure Educational Change Foreign Countries International Assessment Hanushek, Eric A. Peterson, Paul E. Woessmann, Ludger Books Reports - Evaluative Program for International Student Assessment English Secondary Education The relative deficiencies of U.S. public schools are a serious concern to parents and policymakers. But they should be of concern to all Americans, as a globalizing world introduces new competition for talent, markets, capital, and opportunity. In "Endangering Prosperity," a trio of experts on international education policy compares the performance of American schools against that of other nations. The net result is a mixed but largely disappointing picture that clearly shows where improvement is most needed. The authors' objective is not to explain the deep causes of past failures but to document how dramatically the U.S. school system has failed its students and its citizens. "Endangering Prosperity" is a wake-up call for structural reform. To move forward to a different and better future requires that we understand just how serious a situation America faces today. The following appendices are included: (1) Methodology for Comparing U.S. and International Performance; and (2) Two Measures of Reading Proficiency. [Foreword by Lawrence H. Summers.] ED573214 Endangering Prosperity: A Global View of the American School Brookings Institution Press 2013-06-19 978-0-8157-0373-0 147 Brookings Institution Press. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6000; Fax: 202-797-6004; e-mail: webmaster@brookings.edu; Web site: http://www.brookings.edu/press.aspx N/A https://www.brookings.edu/book/endangering-prosperity/ 2017 As Provided JAN2020

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Yes English (Second Language) Second Language Learning Second Language Instruction Teaching Methods Instructional Effectiveness Computational Linguistics Vocabulary Development Experimental Groups Control Groups Statistical Analysis Qualitative Research Likert Scales Pretests Posttests Questionnaires Language Tests Language Proficiency Textbooks Dictionaries Content Analysis Turkish Native Language Student Attitudes College Students Private Colleges Interviews Diaries Item Analysis Foreign Countries Paker, Turan Özcan, Yeliz Ergül Journal Articles Reports - Research Tests/Questionnaires Turkey ISSN-2342-0251 English Higher Education Postsecondary Education Our study aimed at finding out the effectiveness of corpus-based vocabulary teaching activities as well as students' attitudes towards concordance-based materials when corpus-based tasks in English vocabulary learning are used. The study was conducted in a preparatory school in a private university. The participants were 28 intermediate level students whose native language was Turkish and they were between the age of 17 and 20. They were placed into two intact groups as experimental and control group as a result of a pre-test. While the participants in the experimental group were taught through corpus-based vocabulary teaching activities, those in the control group were taught vocabulary activities through the tasks in their text book and dictionary. The data were collected through a proficiency exam, pre- and posttests and a 12 item-questionnaire based on a 5-point Likert scale as quantitative instruments and through interviews and learner diaries as qualitative instruments. The quantitative data were analyzed through descriptive analysis and independent samples t-tests, and qualitative data were analyzed through content analysis by observing themes in students' responses during the interviews and learner diaries. The statistical analysis indicated that using corpus-based vocabulary tasks were more effective than the tasks in the textbook. Additionally, our findings indicated that the attitudes of the students were positive in the use of corpus-based vocabulary tasks. ED573215 The Effectiveness of Using Corpus-Based Materials in Vocabulary Teaching Online Submission International Journal of Language Academy v5 n1 p62-81 Spr 2017 2017-00-00 20 N/A 2017 37 As Provided JAN2020

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Yes Hearings Educational Legislation Federal Legislation Higher Education Access to Education College Students Federal Aid Student Financial Aid Educational Policy Public Policy Federal Programs Paying for College Barriers Financial Aid Applicants Family Income Racial Differences Graduation Rate Educational Attainment Costs Academic Persistence Low Income Groups College Admission Financial Needs Need Analysis (Student Financial Aid) Information Dissemination Decision Making Disproportionate Representation Student Loan Programs Counseling Grants Eligibility Difficulty Level Program Evaluation Educational Change Incentives Tax Credits Legal/Legislative/Regulatory Materials Higher Education Act 1965 US Senate. Committee on Health, Education, Labor, and Pensions English Higher Education Postsecondary Education This hearing is the third in a series examining critical issues in postsecondary education as the committee looks to reauthorize the Higher Education Act. The topic discussed is of paramount importance and is arguably the bedrock of Federal higher education policy, that is, the Federal financial aid programs and their effectiveness in providing access to higher education. The following committee member contributed statements: (1) Harkin, Hon. Tom, Chairman, Committee on Health, Education, Labor, and Pensions, opening statement; (2) Alexander, Hon. Lamar, a U.S. Senator from the State of Tennessee, opening statement; (3) Murray, Hon. Patty, a U.S. Senator from the State of Washington; (4) Bennet, Hon. Michael F., a U.S. Senator from the State of Colorado; (5) Casey, Hon. Robert P., Jr., a U.S. Senator from the State of Pennsylvania; (6) Baldwin, Hon. Tammy, a U.S. Senator from the State of Wisconsin; and (7) Franken, Hon. Al, a U.S. Senator from the State of Minnesota. The following witnesses provided statements: (1) Long, Bridget Terry, Ph.D., Academic Dean and Xander Professor of Education, Harvard Graduate School of Education, Cambridge, MA, prepared statement; (2) Cook, Kim, Executive Director, National College Access Network, Washington, DC, prepared statement; (3) Scott-Clayton, Judith, Ph.D., B.A., Assistant Professor of Economics and Education, Columbia University, New York, NY, prepared statement; and (4) Conklin, Kristin, Founding Partner, HCM Strategists, Washington, DC, prepared statement. ED572219 Ensuring Access to Higher Education: Simplifying Federal Student Aid for Today's College Student. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, First Session on Examining Ensuring Access to Higher Education, Focusing on Simplifying Federal Student Aid for Today's College Student (November 14, 2013). Senate Hearing 113-819 US Senate 2016-00-00 72 US Senate. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.senate.gov N/A 2017 ERIC JAN2020

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Yes Hearings Federal Government Government Role Governance American Indian Education Access to Education Equal Education Educational Quality Educational Facilities Educational Environment Resource Allocation Federal Aid Grants Budgets Educational Opportunities Barriers Tribally Controlled Education Elementary Secondary Education Postsecondary Education Higher Education Achievement Gap Reservation American Indians Legal/Legislative/Regulatory Materials US House of Representatives. Committee on Education and the Workforce English Elementary Secondary Education Postsecondary Education Higher Education This document records testimony from a hearing held to examine the federal government's mismanagement of Native American schools. The hearing is part of an effort to begin addressing the challenges facing Native American schools so that every child in every school can receive an excellent education. Member statements were presented by: (1) Honorable John Kline, Chairman Committee on Education and the Workforce, U.S. House of Representatives; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce, U.S. House of Representatives. Witness statements were presented by: (1) Dr. Charles Roessel, Bureau of Indian Education, Department of the Interior, Washington, DC; and (2) William Mendoza, Executive Director, White House Initiative on American Indian and Alaska Native Education, Department of Education, Washington, DC. Additional submissions include: (1) Questions submitted for the record by the Honorable Glenn Thompson, a Representative in Congress from the state of Pennsylvania; and (2) Responses to questions submitted for the record by the Bureau of Indian Education. ED572220 Examining the Federal Government's Mismanagement of Native American Schools. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (May 14, 2015). Serial No. 114-14 US House of Representatives 2016-00-00 65 US House of Representatives. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.house.gov N/A 2017 ERIC JAN2020

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Yes Public Education Annual Reports Early Childhood Education Pilot Projects At Risk Students Early Intervention Disadvantaged Schools Demography Program Descriptions Program Effectiveness Program Evaluation Instructional Effectiveness Accountability Funding Formulas Eligibility Trend Analysis Statewide Planning State Programs Numerical/Quantitative Data Reports - Descriptive New Mexico New Mexico Public Education Department English Early Childhood Education K-3 Plus was established in 2007 as a six-year pilot project that permitted schools with high numbers of at-risk students to begin the school year 25 days earlier for kindergarten through third grade. The purpose of the K-3 Plus program is to demonstrate that increased instructional time in kindergarten and the early grades narrows the achievement gap between at-risk students and other students, increases cognitive skills, and leads to higher achievement scores for all participants. K-3 Plus is conducted in high-poverty, public schools. For the purposes of K-3 Plus, "high-poverty, public school" means a public elementary school in which either 80 percent or more of the students are eligible for free or reduced-fee lunch at the time the school applies for the program or the school has earned a D or F school grade the previous year. K-3 Plus served 19,383 students in the summer of 2015--an increase of 1,327 students from the previous year in 246 schools, 53 districts, and 6 state charters. The program effectively targeted high-needs students, with participants more likely than other students to qualify for free or reduced-price lunch; be Hispanic, Native American, and/or English learners; or have been retained at least once. Participating schools are required to assess students in literacy using DIBELS. The Public Education Department (PED) uses those results in the evaluation of the program. Following statutory requirements, this report describes the following as they relate to the K-3 Plus program: (1) Demographics; (2) Program Requirements; (3) Assessment; (4) Instruction; (5) Evaluation and Reporting; and (6) Application Review/Funding. Additionally, the report provides a K-3 student summary and discusses assessment results and trends. ED572924 New Mexico Public Education Department K-3 Plus Annual Report for School Year 2015-2016 New Mexico Public Education Department 2016-12-00 37 New Mexico Public Education Department. 300 Don Gaspar, Santa Fe, NM 87501-2786. Tel: 505-827-5800; Web site: http://www.ped.state.nm.us/ N/A 2017 ERIC JAN2020

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Yes Science Experiments Thinking Skills Scientific Concepts Misconceptions Physics Scientific Principles Observation Oguz, Ayse Yurumezoglu, Kemal Reports - Descriptive Journal Articles English This article presents a simple activity using Archimedes' principle that helps students to develop their scientific thinking and also to identify and correct their misconceptions. The exercise consists of linear and reverse processes. ED572925 Experiment Clarifies Buoyancy Online Submission Physics Education v43 n3 p247-248 May 2008 2008-05-00 2 N/A 2017 As Provided JAN2020

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Yes Scientific Concepts Science Instruction Science Activities Geometric Concepts Spatial Ability Physics Optics Misconceptions Yurumezoglu, K. Sozeri, E. A. Journal Articles Reports - Descriptive English This paper explains mirror concepts with the front-back reversal. ED572926 Activity Teaches Mirror Concepts Online Submission Physics Education v44 n5 p462-463 Sep 2009 2009-09-00 3 N/A 2017 As Provided JAN2020

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Yes Immigrants Educational Attainment Delay of Gratification Reading Achievement Mathematics Achievement Scores Achievement Gains Attendance Discipline Grade Repetition Graduation Enrollment Advanced Courses Parents Educational Opportunities Parent Student Relationship Cultural Influences Cultural Traits Elementary Secondary Education Public Schools Achievement Tests Standardized Tests State Standards Sciences School Choice Academically Gifted Figlio, David Giuliano, Paola Özek, Umut Sapienza, Paola Reports - Research Florida Florida Comprehensive Assessment Test National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English Elementary Secondary Education We use remarkable population-level administrative education and birth records from Florida to study the role of Long-Term Orientation on the educational attainment of immigrant students living in the US. Controlling for the quality of schools and individual characteristics, students from countries with long-term oriented attitudes perform better than students from cultures that do not emphasize the importance of delayed gratification. These students perform better in third grade reading and math tests, have larger test score gains over time, have fewer absences and disciplinary incidents, are less likely to repeat grades, and are more likely to graduate from high school in four years. Also, they are more likely to enroll in advanced high school courses, especially in scientific subjects. Parents from long-term oriented cultures are more likely to secure better educational opportunities for their children. A larger fraction of immigrants speaking the same language in the school amplifies the effect of Long-Term Orientation on educational performance. We validate these results using a sample of immigrant students living in 37 different countries. ED572927 Long-Term Orientation and Educational Performance. Working Paper 174 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2017-01-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) National Science Foundation (NSF) Institute of Education Sciences (ED) 80 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org N/A 2017 52 As Provided JAN2020 Yes R305A100116

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No Educational Technology Technology Uses in Education Distance Education Integrated Learning Systems Cooperation Social Influences Educational Administration Computer Graphics Engineering Quality Assurance Health Females Reflection Barriers Educational Innovation Disabilities Inclusion Online Courses Large Group Instruction Higher Education Informal Education Lifelong Learning Simulated Environment Games Cvetkovic, Dragan, Ed. Books Reports - Descriptive English Higher Education Postsecondary Education The first chapter provides an overview of the popular systems for distance learning. In the second chapter, a review of all major social and economic activities in order to improve the system of virtual learning is given. The third chapter deals with the influence of technology in the management of educational institutions. The fourth chapter provides an overview of the graphic communication. The fifth chapter confirms that quality assurance remains an integral and indispensable part of the process of virtual learning. The sixth and seventh chapters are dedicated to health and mutual communication about health problems and causes. The eighth and ninth chapters are dedicated to massive open online courses (MOOC). The tenth chapter refers to the widespread use of virtual reality in industrial environments. The chapter titles and authors are as follows: (1) A Review of Distance Learning and Learning Management Systems (Mümine Kaya Keles and Selma Ayse Özel); (2) Social Collaboration Style Preferences and Cognitive Receptivity to Technological Change and Innovation in Open and Distance e-Learning (Melinde Coetzee); (3) Digital Transformation in School Management and Culture (Fahriye Altinay, Gokmen Dagli and Zehra Altinay); (4) Usage of 3D Computer Modelling in Learning Engineering Graphics (Zorana Jeli, Branislav Popokonstantinovic and Misa Stojicevic); (5) Quality Assurance in Virtual Learning Environments for Open Distance Learning (Victor J. Pitsoe and Matsephe M. Letseka); (6) Women on a Wiki': Social Constructivist Analysis of the Effectiveness of Online Collaborative Spaces for Reflective Learning in Women's Health Studies (Julie-Anne Carroll, Mangalam Sankupellay, Michelle Cornford and Najmah Bahir); (7) New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments (Gonzalo Lorenzo, Asunción Lledó, Rosabel Roig, Alejandro Lorenzo and Jorge Pomares); (8) MOOCs in Higher Education (Sung-Wan Kim); (9) Massive Open Online Courses (MOOC) and Its Possibilities as Instrument of Formal, Nonformal, Informal and Lifelong Learning (Srdjan Trajkovic, Radica Prokic-Cvetkovic and Olivera Popovic); and (10) Digital Factory and Virtual Reality: Teaching Virtual Reality Principles with Game Engines (Petr Horejší, Jirí Polcar and Lucie Rohlíková). ED573512 Virtual Learning InTech 2016-12-14 978-953-51-2823-6 182 InTech. 41 Madison Avenue 31st Floor, New York, NY 10010. Tel: 917-769-7640; e-mail: info@intechopen.com; Web site: http://www.intechopen.com N/A https://www.intechopen.com/books/virtual-learning 2017 ERIC JAN2020

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No Entrepreneurship Education Training Economic Development Foreign Countries Partnerships in Education Case Studies Networks Sanchez-Garcia, Jose C., Ed. Books Collected Works - General Namibia Brazil Slovenia Spain China Mozambique Malaysia English Entrepreneurship has a tremendous impact on the economic development of a country, so much that entrepreneurship is seen as a solution for the fast changing economic demands worldwide and has been recognized as a path to sustainable economic development. Despite recognition of entrepreneurship on the road to global economic development, a large body of research on the elements of entrepreneurship education remains unresolved. Are these behaviors inherent to human beings, their genetic code, their psychological traits, or can students, young children, and even adults, be taught how to become an entrepreneur? This book presents several chapters following different approaches to answer these questions. Researchers explore education programs in different countries, they show experiences in entrepreneurship education, explain how to teach entrepreneurial skills, cultural issues, and propose some orientations and reflections on entrepreneurship education. The book contains the following chapters: (1) The Spirit of Entrepreneurial Education in Namibia--An Exploratory Study (Wilfred Isak April); (2) Entrepreneurship Education for Women in Brazil--Challenges and Limits (Elaine da Silveira Leite); (3) Entrepreneurship Education in China (Weiming Li and Chunyan Li); (4) Entrepreneurship Education in Spain (José C. Sánchez-García and Brizeida Hernández-Sánchez); (5) The Importance of Partnerships in Promoting Entrepreneurship Education--Case Study of a Group of Schools (Maria Isabel Carvalho and Mário Franco); (6) Educating Succeeding Generation Entrepreneurs in Family Businesses--The Case of Slovenia (Mojca Duh, Marina Letonja and Jaka Vadnjal); (7) Promoting Entrepreneurship Education through University Networks--A Case Study in Mozambique (Dambusse Libombo, Anabela Dinis and Mário Franco); (8) Customer Orientation of Current and Future Entrepreneurs in Research Using Projection Methods--Implications for Education (Anna Pawlowska); (9) Teaching and Detecting The Creative Potential--Experience and Perspectives (Sílvio Manuel Brito); (10) Entrepreneurship Education as Learning to Form Identities--Cross-Cultural Perspective (Iiris Aaltio and Qian Wang); (11) Training New Housing Entrepreneurs--A Malaysian Scenario (Mastura Jaafar, Syed Putra Syed Abu Bakar and Wan Mohd Dzulkifli Wan Daud); (12) New Perspectives in Entrepreneurship Education--A Brazilian Viewpoint (Eric Charles Henri Dorion, Cristine Hermann Nodari, Pelayo Munhoz Olea, Paula Patricia Ganzer and Claudio Baltazar Côrrea de Mello); and (13) Mismatch in Teachers' Ontological Conception of Entrepreneurship Education (Kaarlo Paloniemi and Pekka Belt). ED573513 Entrepreneurship Education and Training InTech 2015-03-25 978-953-51-2029-2 290 InTech. 41 Madison Avenue 31st Floor, New York, NY 10010. Tel: 917-769-7640; e-mail: info@intechopen.com; Web site: http://www.intechopen.com N/A http://dx.doi.org/10.5772/58525 2017 ERIC JAN2020

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Yes Mental Health Global Approach Health Education Health Promotion Health Services Role of Education Mental Disorders Access to Health Care Urban Areas Moradi Sheykhjan, Tohid Rajeswari, K. Journal Articles Reports - Descriptive ISSN-2456-5261 English Delivering mental health programs and services in education is not a new idea but it is time to bring mental health into focus. Momentum is gaining in terms of raising awareness, increasing understanding, and articulating strategies for advancing and integrating mental health. We need to know that all over the world everything is unique and unparalleled. As long as we do not respect the uniqueness of every individual, rivalry, competition, murders and violence will remain. The purpose of a real life is to observe, to learn, to grow, to love. Mental and behavioral disorders are the leading cause of disability worldwide. On the other hand mean problem is untruth brings success, if we have any love for mankind and if we really want to establish a new world, we have to think: From where has the present man come? From where has the present society been born? All of this violence that goes on, this suffering, anguish, helplessness and poverty in the world and where are all these coming from? We should rethink clearly as to what exactly is going wrong; we need to choose between: Education based on competition! Or Education based on love! The present education system is responsible for the current situation which is created by such education. There is no greater violence than that of pushing oneself ahead by pulling others back. But we are teaching this violence and calling it education. In a world based on this violence, if there are continuous wars it is no wonder! How long will this continue? Where will it stop? From where are these hydrogen bombs and atom bombs coming? Who is creating this situation? Can the world be a better place to live in when the poison of competition and ambition is being poured into the minds of children? Have we ever taught them to live a life of peace and joy? Is there any place for those who are unsuccessful? We are just creating the fever of success and in this way the factories of education are increasing. We call them schools and universities! Conviction and commitment to advancing mental health as a global health priority will transform for the better the lives of hundreds of millions of people around the globe in the twenty first century. ED573514 Global Mental Health for Twenty First Century Education Online Submission Studies in Education v1 n1 p76-82 Jan 2016 2016-01-00 7 N/A 2017 13 As Provided JAN2020

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Yes Rural Schools School Effectiveness Guides Educational Research Effective Schools Research Design Requirements Best Practices Research Design Participant Characteristics Recruitment Program Implementation Data Collection Regional Characteristics Educational Researchers Sheridan, Susan Dynarski, Mark Bovaird, James Guides - General Decision Information Resources, Inc. National Center for Research on Rural Education (R2Ed) English This guide provides experienced education researchers with suggestions for conducting high-quality effectiveness studies to overcome research challenges common to rural settings. The guide addresses four factors that researchers must consider when conducting educational effectiveness research in rural settings: (1) study design, (2) recruitment of participants, (3) supporting and monitoring implementation of the intervention, and (4) data collection. The guide presents economical study designs that can help researchers achieve adequate statistical precision, use cost-effective strategies to support and monitor implementation, and develop alternative approaches for reducing the costs of data collection. [This guide was written with the assistance of Leslie Hawley, Amanda Witte, Shannon Holmes, Mike Coutts, and Ann Arthur]. ED573515 Studying Educational Effectiveness in Rural Settings: A Guide for Researchers Decision Information Resources, Inc 2017-03-00 Institute of Education Sciences (ED) Researchers 25 Decision Information Resources, Inc. 3900 Essex Lane Suite 900, Houston, TX 77027. Tel: 713-650-1425; Fax: 713-650-1576; e-mail: info@dir-online.com; Web site: http://www.dir-online.com N/A 2017 40 As Provided JAN2020 Yes EDIES12C0057

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Yes Educational Opportunities Employment Opportunities Elementary Secondary Education Salary Wage Differentials Labor Force Development Higher Education Federal Legislation Educational Legislation Economic Climate Immigration Health Care Costs Taxes Accountability Vocational Education Education Work Relationship Legal/Legislative/Regulatory Materials Elementary and Secondary Education Act US House of Representatives. Committee on Education and the Workforce English Elementary Secondary Education Higher Education Postsecondary Education This document records testimony from a hearing held on February 4, 2015, on the topic of "Expanding Opportunity in America's Schools and Workplaces." The hearing includes Statements of Members: (1) Honorable John Kline, Chairman, Committee on Education and the Workforce, U.S. House of Representatives; and (2) Honorable Robert C. ''Bobby'' Scott, Ranking Member, Committee on Education and the Workforce, U.S. House of Representatives. Statement of Witnesses include: (1) Dr. Michael Amiridis, Provost and Executive Vice President for Academic Affairs, University of South Carolina, Columbia, South Carolina; (2) Dr. Lawrence Mishel, President, Economic Policy Institute, Washington, D.C.; (3) Drew Greenblatt, President and CEO, Marlin Steel Wire Products, Baltimore, Maryland; and (4) Honorable Mike Pence, Governor, State of Indiana, Indianapolis, IN. Additional submissions are from: (1) Honorable Joe Courtney, a Representative in Congress from the State of Connecticut: and (2) Chairman Honorable John Kline; and (3) Ranking Member Honorable Robert Scott. ED572221 Expanding Opportunity in America's Schools and Workplaces. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (February 4, 2015). Serial Number 114-1 US House of Representatives 2015-02-04 102 US House of Representatives. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.house.gov N/A 2017 As Provided JAN2020

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Yes Hearings Access to Education Postsecondary Education Low Income Groups First Generation College Students Change Strategies Disadvantaged Youth Poverty Higher Education Federal Government Student Financial Aid Educational Legislation Federal Legislation Federal Aid High School Students College Bound Students Minority Group Students Grants Legal/Legislative/Regulatory Materials Higher Education Act 1965 US House of Representatives. Committee on Education and the Workforce English Postsecondary Education Higher Education High Schools Secondary Education This document records testimony from a hearing held to discuss strategies for improving postsecondary access and completion for low-income and first-generation students. The hearing served as an opportunity to learn about efforts to pioneer new strategies and study the effectiveness of existing strategies so that more disadvantaged students can achieve the dream of a higher education as Congress works to reauthorize the Higher Education Act. Member statements were provided by: (1) Honorable Virginia Foxx, Chairwoman, Subcommittee on Higher Education and Workforce Training, U.S. House of Representatives; and (2) Honorable Rubén Hinojosa, Ranking Member, Subcommittee on Higher Education and Workforce Training, U.S. House of Representatives. Witness statements were provided by: Dr. Charles J. Alexander, Associate Vice Provost for Student Diversity, Director, Academic Advancement Program, Associate Adjunct Professor, University of California, Los Angeles, California; (2) Dr. Michelle A. Cooper, President, Institute for Higher Education Policy, Washington, DC; (3) Dr. Joe D. May, Chancellor, Dallas County Community College District, Dallas, Texas; and (4) Dr. Laura Perna, James S. Riepe professor, Executive Director, Alliance for Higher Education and Democracy, University of Pennsylvania, Philadelphia, Pennsylvania. ED572222 Improving College Access and Completion for Low-Income and First-Generation Students. Hearing before the Subcommittee on Higher Education and Workforce Training, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (April 30, 2015). Serial Number 114-13 US House of Representatives 2016-00-00 73 US House of Representatives. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.house.gov N/A 2017 ERIC JAN2020

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No Land Grant Universities Statistical Analysis Predictor Variables Knowledge Level Undergraduate Students Self Efficacy Money Management Models Effect Size Age Differences Majors (Students) Gender Differences Hucul, Donna T. Dissertations/Theses - Doctoral Dissertations North Carolina English Higher Education Postsecondary Education Financial literacy has become a serious concern in the wake of the Great Recession of 2008. This study explored the financial literacy of undergraduate college students, who as a group constitute a distinct cohort of learners, emerging adults. The college student population represents a financially at-risk group facing mounting student loan debt. This student loan debt has risen to unprecedented pinnacle exceeding one trillion dollars in aggregate. The current quantitative study identified behavior-based predictors of undergraduate college students' financial literacy and was conducted at a research-extensive land-grant university in North Carolina. In a one of a kind research investigation framed in self-efficacy theory, this study identified the importance of two very important behavior-based predictors of undergraduate college students' financial literacy, self-efficacy and financial behaviors. Three distinct predictive models were created in this study. One model, in which the selection of its predictors was based on existing research investigations, identified six predictors of undergraduate college students' financial literacy including demographics, motivation and specific types of financial behaviors. A second model, whose predictors were based on the current study's exploration uniquely framed in Self-Efficacy Theory, identified ten predictors of undergraduate college students' financial literacy including demographics, self-efficacy and specific types of financial behaviors. A third predictive model's hierarchical presentation based on the current study's three research questions emphasized the impact that the second model's predictors, entered in additive blocks, made on the model's overall effect size, with the self-efficacy predictors contributing the greatest impact. Three main conclusions resulted from this study. First, self-efficacy predictors had the greatest amount of influence on the overall effect size of a model predicting the financial literacy of undergraduate college students. Second, financial behaviors of undergraduate college students were found to be statistically significant predictors of the financial literacy of undergraduate college students. Third, older undergraduate college students and those with a business as primary major in college were more financially literate, while female students were not more financially literate. In general, the current study's findings underscored the importance of student demographics as predictors of undergraduate college students' financial literacy. The current study offers new empirical evidence for consideration and discussion among researchers, financial literacy program practitioners, and policy makers. Recommendations are provided along with implications for research, practice and policy based on the study's key findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571943 Identifying Self-Efficacy and Financial Behaviors as Predictors of Undergraduate College Students' Financial Literacy at a Land Grant University in North Carolina ProQuest LLC Ed.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-3943-4 206 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110698 2017 As Provided JAN2020

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No Qualitative Research Phenomenology First Generation College Students Two Year College Students Hispanic American Students Academic Persistence Interviews Barriers Cultural Influences Social Influences Paying for College Academic Achievement Lopez, Stephen F. Dissertations/Theses - Doctoral Dissertations Texas English Higher Education Postsecondary Education Two Year Colleges This qualitative phenomenological studied investigated the lived experiences of first generation Latino and Latina community college students who share common behaviors in their pursuit of educational attainment. Based on Tinto's (1994, 2002) persistence theory a narrative investigation collected data through interviews from 10 first generation Latino and Latina community college students. The results of the study indicate first generation Latino and Latina community college student persistence and success are achievable if the environment is conducive to their learning. Findings also indicated that through individual perseverance they overcame academic, financial, cultural and social barriers that hindered their education success. This study provides higher education institutions, first generation Latino and Latina students and their families the importance of academic, financial, and social support as key indicators that lead to student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571944 An Examination of Tinto's Persistence Theory in First Generation Latino and Latina Students at One Community College in Southeast Texas ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3948-9 173 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110703 2017 As Provided JAN2020

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Yes Accreditation (Institutions) Quality Assurance Educational Quality Educational Needs Hearings Postsecondary Education Federal Legislation Educational Legislation Higher Education Federal Aid Student Financial Aid Eligibility Educational Change Standards Evaluation Criteria Accountability Innovation Educational Policy Peer Evaluation Educational Improvement Online Courses Competency Based Education Public Agencies Legal/Legislative/Regulatory Materials Higher Education Act 1965 US Senate. Committee on Health, Education, Labor, and Pensions English Postsecondary Education Higher Education This hearing is the fourth in the Committee on Health, Education, Labor, and Pensions' series examining issues in postsecondary education in anticipation of reauthorization of the Higher Education Act. Accreditation's role is to help ensure an acceptable level of quality across a wide spectrum of American higher education. Under the Higher Education Act, accreditation is required for institutions to access Federal financial aid. Students are eligible for Federal student aid only if they attend an institution that is accredited by an accrediting organization recognized by the Department of Education. Consequently, accrediting agencies are considered the gatekeepers of Federal financial aid, and are tasked with helping institutions continuously improve based on their missions, while also overseeing their quality. Therefore as the Committee looks to reauthorize the Higher Education Act, they need to examine whether the current accreditation system sufficiently guarantees the quality of education that students receive at postsecondary institutions while also facing the challenge of improving the system to ensure it can adapt to a rapidly changing 2lst century higher education system. Following an opening statement by Honorable Tom Harkin (Chairman of the Committee on Health, Education, Labor, and Pensions) and historical summary of the evolution and challenges facing accreditation in America by Honorable Lamar Alexander (U.S. Senator from the State of Tennessee), the following senators provide statements: (1) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (2) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; and (3) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts. Prepared witness statements are offered by: (1) Arthur Levine, President, Woodrow Wilson National Fellowship Foundation, Princeton, New Jersey; (2) Ralph Wolff, J.D., Former President, Western Association of Schools and Colleges, Alameda, California; (3) Daniel J. Phelan, President, Jackson College, Jackson, Mississippi; and (4) Laura Rasar King, MPH, MCHES, Executive Director, Council on Education for Public Health, Silver Spring, Maryland. Additional material includes talking points from Senator Alexander. ED572223 Accreditation as Quality Assurance: Meeting the Needs of 21st Century Learning. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, First Session on Examining Accreditation as Quality Assurance, Focusing on Meeting the Needs of 21st Century Learning (December 12, 2013). Senate Hearing 113-823 US Senate 2016-00-00 66 US Senate. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.senate.gov N/A 2017 ERIC JAN2020

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Yes Hearings Federal Government Federal Legislation Career Education Technical Education Career Readiness Job Skills Employment Qualifications Secondary Education Postsecondary Education Alignment (Education) Labor Force Development Legal/Legislative/Regulatory Materials US House of Representatives. Committee on Education and the Workforce English Secondary Education Postsecondary Education This document records testimony from a hearing held to examine the critical role of career and technical education programs in preparing the nation's students for success in college and career. Many of these programs are funded under the Carl D. Perkins Career and Technical Education Improvement Act of 2006. Member statements were provided by: (1) Honorable Marcia L. Fudge, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education, U.S. House of Representatives; and (2) Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education, U.S. House of Representatives. Witness statements were presented by: (1) Dr. Deneece G. Hiftalin, President, Salt Lake Community College, Salt Lake City, Utah; (2) Dr. Douglas Major, Superintendent/CEO, Meridian Technology Center, Stillwater, Oklahoma; (3) Mr. Tim Johnson, Director of Government Relations, National Center for Construction Education and Research, Baton Rouge, Louisiana; and (4) Dr. Irelene Ricks, Director, Diversity in Life Science Programs, Keyston Symposia on Molecular and Cellular Biology, Silverthorne, Colorado. Additional submissions were presented by: (1) Honorable Marcia L. Fudge, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Glenn Thompson, a Representative in Congress from the state of Pennsylvania. ED572224 Improving Career and Technical Education to Help Students Succeed in the Workforce. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (October 27, 2015). Serial Number 114-33 US House of Representatives 2016-00-00 63 US House of Representatives. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.house.gov N/A 2017 ERIC JAN2020

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No Subtraction Mathematics Instruction Grade 2 Elementary School Mathematics Qualitative Research Case Studies Interviews Manipulative Materials Mathematical Concepts Concept Formation Abi-Hanna, Rabab Dissertations/Theses - Doctoral Dissertations English Grade 2 Primary Education Elementary Education Early Childhood Education Multi-digit subtraction is difficult for students to learn. The purpose of this study is to explore how second-grade students communicate their understanding of double-digit subtraction through the use of manipulatives/tools. This qualitative study reports on six case studies of second-grade students where clinical interviews were the main source of data. Findings suggest that manipulatives/tools helped reveal cognitive constructs and difficulties that the handwritten algorithms were not conveying. For example, students who exhibited an understanding of the subtraction process had not yet developed an understanding of ten and 10 ones interchangeability. These results highlight the potential role of manipulatives/tools as communication tools that help reveal students' actual cognitive development. Implications to research and practice in relation to students' learning trajectories are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571681 How Do Manipulatives Help Students Communicate Their Understanding of Double-Digit Subtraction? ProQuest LLC Ed.D. Dissertation, Montclair State University 2016-00-00 978-1-3397-3562-7 217 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110304 2017 As Provided JAN2020

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No Hearing Impairments Individualized Education Programs Parent Role Parent Participation Phenomenology Children Interviews Coding Parent Attitudes Knowledge Level Teacher Role Advocacy Parent Teacher Cooperation Anxiety Special Education Teachers Stegman, Robin Fern Dissertations/Theses - Doctoral Dissertations English Under federal guidelines, parents of school-aged children with hearing loss are required to attend an individualized education program (IEP) meeting on behalf of their child. However, it remains unclear how prepared hearing parents are to oversee development of IEPs that guarantee their children the best educational outcomes, as well as how much support parents receive from teachers during the law-driven IEP process. This phenomenological study investigated the nature and extent of the support parents received during IEP development. The study was informed by Bronfenbrenner's ecological systems theory. Participants, located in a Northeastern state, were 10 hearing parents of children who had been diagnosed with hearing loss at birth and were between ages 5 and 12. Data were in-depth interviews that were analyzed, coded, and organized into themes using an inductive approach to analysis informed by Hatch. Results indicated that parents believed they needed more guidance on what to expect during the first IEP meeting, that advocating for appropriate accommodations for their child was important, and that education professionals communicate in a more compassionate and less business-like manner when speaking with parents. Parents also indicated increased anxiety due to their perceptions that education professionals have inadequate knowledge about issues relating to hearing loss and hearing amplification technology. Based on these results, special education professionals and policy makers can focus on increased understanding of hearing loss and amplification use in order to help children with hearing loss achieve more positive educational outcomes effecting positive social change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571682 Hearing Parents of Children with Hearing Loss: Perceptions of the IEP Process ProQuest LLC Ph.D. Dissertation, Walden University 2016-00-00 978-1-3397-2770-7 207 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109485 2017 As Provided JAN2020

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No Teacher Leadership Delphi Technique Capacity Building Elementary School Teachers Qualitative Research Influences Teacher Motivation Teacher Surveys Castilleja Gray, Beatrice Dissertations/Theses - Doctoral Dissertations California English Elementary Education Purpose: The purpose of this qualitative study was to identify and describe the most important factors that motivate or deter teachers in deciding to take on the informal or formal role of teacher-leader in Riverside County elementary school districts. Methodology: Endemic of a Delphi method, the instruments used within this study collected data from an expert panel of elementary school teacher leaders from Riverside County, California through electronic surveys in a four-round process. The expert panel consisted of teacher leaders in formal and informal roles as selected by elementary site administrators using criteria established by the researcher. The researcher collected data and tabulated frequency distribution, percentages of participant responses on the level of importance, median scores, and factors reaching 70% consensus. Findings: The research data showed that increasing student achievement, making a difference, creating a collaborative community, being informed, and informing others are the most important factors motivating teachers in deciding to become a teacher leader in a formal or an informal role. Additionally, making decisions was important in a formal role, and recognition and respect were important in an informal role. The most important deterrents for a formal and an informal teacher leader role were lack of time, lack of support, lack of direction or goal, and increased responsibility. Another deterrent in a formal role was fear; for an informal role, it was not having enough pay. Conclusions: These findings support the need to build a collaborative culture of authentic decision-makers through distributive leadership. The lack of time, support, and direction that teachers experience must be addressed by building teacher-leadership capacity. Implications for Action: Districts should train teachers in the Teacher Leadership Model Standards, provide teacher pre-service coursework in leadership skills and distributed leadership, train or hire administrators and teachers who support an authentic collaborative leadership culture, recognize and monopolize individual's areas of expertise, re-examine job titles, change the traditional school calendar, create or change support personnel positions to be housed at the site level where teacher leaders can support teachers on-site. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571683 Teacher Leadership: A Delphi Study of Factors in Building Teacher Leadership Capacity in Elementary Educational Organizations ProQuest LLC Ed.D. Dissertation, Brandman University 2016-00-00 978-1-3397-2771-4 193 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109486 2017 As Provided JAN2020

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No Vocational Education Religious Education Christianity Best Practices Adult Education Teaching Methods Imagination Reflection Periodicals Herr, Meryl Dissertations/Theses - Doctoral Dissertations English Adult Education Contemporary literature on vocational stewardship offers suggestions for pastors and ministry leaders wanting to engage Christians in vocational discipleship. These suggestions seem to represent current "best practices" in vocational discipleship. Analyzing these "best practices" using Brueggemann's canonical framework for education reveals a noticeable gap in vocational discipleship methodologies (1982). Specifically, little attention is paid to the role of imagination in vocational discipleship. Because of the eschatological, forward-looking nature of Christian calling, this study examined the role of imagining the future in vocational discipleship. To fill the methodological gap in vocational discipleship, this study developed the 4D-R method of imagining the future and explored adult evangelical Christians' experience with the 4D-R method. For the purposes of this study, the 4D-R method was embedded in a reflective journal called the Imagine the Future Journal. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571684 Imagining the Future: Adult Evangelical Christians' Experience with the 4D-R Method for Vocational Discipleship ProQuest LLC Ph.D. Dissertation, Trinity International University 2015-00-00 978-1-3397-2634-2 209 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109348 2017 As Provided JAN2020

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Yes Predictor Variables Middle School Students College Preparation Mixed Methods Research Student Participation Student Characteristics Simulation Enrollment Trends Disadvantaged Youth Eligibility Low Income Groups Contracts Student Financial Aid At Risk Students Scholarships Institutional Characteristics Computation Equations (Mathematics) College Attendance Principals School Counselors Interviews Probability Goldhaber, Dan Long, Mark C. Person, Ann E. Rooklyn, Jordan Reports - Research Tests/Questionnaires Washington National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English Middle Schools Secondary Education Junior High Schools Higher Education Postsecondary Education We investigate factors influencing student sign-ups for Washington State's College Bound Scholarship (CBS) program. We find a substantial share of eligible middle school students fail to sign the CBS, forgoing college financial aid. Student characteristics associated with signing the scholarship parallel characteristics of low-income students who attend 4-year colleges. Simulations suggest the program may address college enrollment gaps, increasing college-going by some disadvantaged groups, it also would reinforce inequalities in college-going that exist between sub-groups of low-income students. Finally, student sign-up rates are lower than has been previously reported. Importantly, we find a perception among program administrators that nearly all eligible students sign up, which shifts attention away from sign-ups to encouraging pledgees to follow through with program requirements. Principal/Guidance Counselor Interview Questions are appended. ED572928 What Factors Predict Middle School Students Sign Up for Washington's College Bound Scholarship Program? A Mixed Methods Evaluation. Working Paper 175 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2017-01-00 Institute of Education Sciences (ED) 58 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org N/A 2017 42 As Provided JAN2020 Yes R305A140380

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Yes Formative Evaluation Elementary School Students Academic Achievement Mathematics Instruction Reading Instruction Writing Instruction Self Evaluation (Individuals) Peer Evaluation Student Evaluation Computer Uses in Education Educational Research Instructional Effectiveness Literature Reviews Klute, Mary Apthorp, Helen Harlacher, Jason Reale, Marianne Reports - Research Information Analyses Regional Educational Laboratory Central (ED) National Center for Education Evaluation and Regional Assistance (ED) Marzano Research Laboratory English Elementary Education Formative assessment is a process that engages teachers and students in gathering, interpreting, and using evidence about what and how students are learning in order to facilitate further student learning during a short period of time. The process offers the potential to guide educator decisions about midstream adjustments to instruction that address learner needs in a timely manner. Formative assessment can be implemented in classrooms in various ways. For example, formative assessment can be quick and informal, such as giving students "I learned..." prompts to reflect on and discuss their progress toward lesson objectives. Formative assessment can also be more formal and involve multiple components, such as curriculum-based measurement, to frequently track and analyze individual student learning for the purpose of modifying instruction as warranted (Black & Wiliam, 1998a). Members of Regional Educational Laboratory (REL) Central's Formative Assessment Research Alliance, including principals and district administrators, indicated that teachers in the region vary widely in their understanding of formative assessment and how to use it. They wished to focus professional development efforts on formative assessment practices that have evidence of effectiveness for promoting student learning. To address this need, this review identifies studies that examine the effectiveness of formative assessment and provides an overall average estimate of its effectiveness. Alliance members also expressed concern that teachers have difficulty finding time to use formative assessment. One approach to minimizing the formative assessment burden on teachers is to involve students more actively in the process (Black & Wiliam, 1998a). This review also compares the effectiveness of different types of formative assessment, including those directed by students and those directed by other agents, such as educators and computer software programs. The review team conducted a comprehensive search to locate research on formative assessment interventions. After screening studies for relevance, researchers certified in the U.S. Department of Education's What Works Clearinghouse (WWC) standards and procedures coded and rated each of 76 relevant studies using systematic, rigorous, scientific evidence standards modeled after the WWC study review process and standards (U.S. Department of Education, 2014b). The review team identified 23 studies that it determined had been conducted rigorously enough to have confidence that the formative assessment interventions caused the observed effects on student outcomes. Twenty-two of the studies compared academic outcomes for students participating in formative assessment with academic outcomes for students who did not participate in formative assessment. Nineteen of the 22 studies provided enough information to calculate an effect size, which describes the magnitude of the effect of the intervention. When examining the results across these 19 studies, the review team concluded that: (1) Overall, formative assessment had a positive effect on student academic achievement. On average across all the studies, students who participated in formative assessment performed better on measures of academic achievement than those who did not; (2) Formative assessment used during math instruction had larger effects, on average, than did formative assessment used during reading and writing instruction; (3) Across all subject areas (math, reading, and writing), formative assessment had larger effects on student academic achievement when other agents, such as a teacher or a computer program, directed the formative assessment; (4) For math, both student-directed formative assessment and formative assessment directed by other agents were effective; (5) For reading, other-directed formative assessment was more effective than student-directed formative assessment; and (6) For writing, the effect of other-directed formative assessment on student academic achievement was small, and not enough evidence was available to determine the effectiveness of student-directed formative assessment. The following are appended: (1) Methodology; (2) Detailed research findings; (3) Findings from studies that compared two different types of formative assessment; and (4) Studies rated "does not meet standards." ED572929 Formative Assessment and Elementary School Student Academic Achievement: A Review of the Evidence. REL 2017-259 Regional Educational Laboratory Central 2017-02-00 53 Regional Educational Laboratory Central. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 69 ERIC JAN2020 Yes EDIES12C0007 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=449

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Yes American Indians Indigenous Knowledge American Indian Culture Public Education American Indian Education Multicultural Education Family (Sociological Unit) Story Telling Singing Learning Sharing Behavior Humor Tribes Tribal Sovereignty Federal Indian Relationship Treaties American Indian History Identification American Indian Languages Reports - Descriptive North Dakota North Dakota Department of Public Instruction English In the spring of 2015, the North Dakota Department of Public Instruction brought together tribal Elders from across North Dakota to share stories, memories, songs, and wisdom in order to develop the North Dakota Native American Essential Understandings (NDNAEU) to guide the learning of both Native and non-Native students across the state. They are: (1) Sacred Relatives; (2) Learning and Storytelling; (3) Sharing and Generosity; (4) Sense of Humor; (5) Tribal Policies, Treaties, and Sovereignty; (6) Native Contributions; and (7) Native Identity. Similar Essential Understandings have been developed and are being used in several other states already, and more are making plans to begin a similar process. Many tribal Elders have had input into these understandings, and it is hoped that the NDNAEU themselves will open up many more additional opportunities for tribal Elders and Educational Leaders to impact North Dakota classroom practice with important tribal stories, songs, and cultural perspectives. The learning benefits to North Dakota students who have a tribal or native heritage are clear. According to research around Culture Based Education (CBE), "…in culture-rich environments, teachers push beyond conventional best practice to achieve greater relevance, relationships, and rigor using culturally responsive, relevant approaches. Teachers can and must make learning culturally meaningful to their students and families by honoring culture and place in teaching and learning with respect to the heritage language, family and community involvement, instructional content and context, and authentic assessment" (Kana'iaupuni and Ledward 2013). This publication provides a detailed description of the North Dakota Native American Essential Understandings, and a summary of outcomes connected with multi-cultural education as summarized in ASCD Express, Vol. 6, No. 15., 2011 (http://www.ascd.org/ascd-express/vol6/615-koppelman.aspx). They are: (1) All students should be encouraged to affirm themselves as unique individuals and they should accept and respect the differences shaping individual identities of other students; (2) Students should learn about their group from the school curriculum and about the diverse groups in American society to have a basis of appreciation and respect for cultural diversity; (3) Students should engage in intergroup dialogues that promote cross-cultural communication skills and reduce biases and prejudices; (4) Students should learn to be critical thinkers able to analyze historical and contemporary issues in order to make intelligent decisions about problems and conflicts; and (5) Students should engage in activities that address social justice issues and be encouraged to develop and implement strategies to respond to such issues in their school and their community. It is the hope of both the North Dakota Department of Public Instruction and the tribal Elder team of writers that these seven NDNAEU can create a framework for learning that will foster these outcomes. The NDNAEU are merely a starting point for this work. ED572930 North Dakota Native American Essential Understandings North Dakota Department of Public Instruction 2015-00-00 12 North Dakota Department of Public Instruction. 600 East Boulevard Avenue Department 201, Bismarck, ND 58505-0440. Tel: 701-328-2260; Web site: http://www.dpi.state.nd.us N/A 2017 ERIC JAN2020

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Yes Preservice Teachers Mathematics Instruction Pedagogical Content Knowledge Elementary School Teachers Mathematical Concepts Foreign Countries Linsell, Chris Anakin, Megan Speeches/Meeting Papers Reports - Descriptive New Zealand Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Elementary Education The mathematics content knowledge of pre-service teachers is a growing area of inquiry. This topic requires further theoretical development due to the limited applicability of current cognitive and practice-oriented frameworks of mathematics content knowledge to beginning pre-service teachers. Foundation content knowledge is an integrated, growth-oriented concept of mathematics content knowledge specifically for beginning pre-service primary teachers. While we acknowledge that our proposal is preliminary and incomplete we also maintain that it addresses a number of important issues faced by pre-service teachers, their initial teacher education providers, and the mathematics education community. ED572931 Foundation Content Knowledge: What Do Pre-Service Teachers Need to Know? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 29 As Provided JAN2020

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Yes Early Childhood Education Teacher Qualifications Educational Environment Literature Reviews Educational Quality Evidence Correlation Educational Research Educational Policy Predictor Variables Outcome Measures Participant Characteristics Followup Studies Classification Units of Study Statistical Bias Effect Size Learning Activities Interaction Parents Teacher Characteristics Language Proficiency Program Design Meta Analysis Manning, Matthew Garvis, Susanne Fleming, Christopher Wong, Gabriel T. W. Reports - Research Information Analyses Tests/Questionnaires ISSN-1891-1803 Campbell Collaboration English Early Childhood Education Poor quality early childhood education and care (ECEC) can be detrimental to the development of children as it could lead to poor social, emotional, educational, health, economic, and behavioural outcomes. The lack of consensus as to the strength of the relationship between teacher qualification and the quality of the early childhood learning environment has made it difficult for policymakers and educational practitioners alike to settle on strategies that would enhance the learning outcomes for children in their early stages of education. This Campbell systematic review examines the current empirical evidence on the correlation between teacher qualifications and the quality of the early childhood learning environments. The review summarises findings from 48 studies with 82 independent samples. Studies included children from pre-kindergarten and kindergarteners prior to elementary/primary school and centre-based providers. Included studies must have examined the relationship between teacher qualification and quality of the ECEC environment from 1980 to 2014, as well as permit the identification of the education program received by the lead teacher and provide a comparison between two or more groups of teachers with different educational qualifications. The studies had to have comparative designs and report either an overall quality scale or an environment rating scale. Overall, the results show that higher teacher qualifications are significantly correlated with higher quality early childhood education and care. The education level of the teachers or caregivers is positively correlated to overall ECEC qualities measured by the environment rating scale. There is also a positive correlation between teacher qualification and subscale ratings including program structure, language, and reasoning. The results are important for governments and stakeholders wanting to improve early childhood services to enhance children and family outcomes. Mandating qualified teachers, i.e. with tertiary education, may lead to significant improvement for both process and structural quality within centre-based and home-based ECEC settings. A coding sheet is appended. ED573516 The Relationship between Teacher Qualification and the Quality of the Early Childhood Care and Learning Environment. Campbell Systematic Reviews 2017:1 Campbell Collaboration 2017-01-00 Griffith University (Australia) 85 Campbell Collaboration. P.O. Box 7004, St Olavs plass N-0130 Oslo, Norway. Tel: +47- 23-25-50-00; Fax: +47-23-25-50-10; e-mail: info@c2admin.org; Web site: http://www.campbellcollaboration.org N/A 2017 198 ERIC JAN2020

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Yes Intervention Labor Market Adults Physical Disabilities Perceptual Impairments Literature Reviews Quasiexperimental Design Foreign Countries Employment Level Research Methodology Statistical Analysis Qualitative Research Low Income Groups Middle Class Socioeconomic Influences Equal Opportunities (Jobs) Barriers Visual Impairments Tripney, Janice Roulstone, Alan Vigurs, Carol Hogrebe, Nina Schmidt, Elena Stewart, Ruth Tests/Questionnaires Reports - Research Information Analyses India Nigeria Philippines Vietnam Brazil China Bangladesh Zimbabwe Campbell Collaboration English In the past, the lack of data on people with disabilities living in low- or middle-income countries (LMICs) has contributed to the invisibility of disability as a development priority. This is beginning to be addressed. While the Millennium Development Goals (MDGs) did not specifically mention disability, it is increasingly being recognised that the new post-MDG development agenda will be impossible to achieve without inclusion of people with disabilities. This systematic review examines the current evidence on the effectiveness of different interventions to improve the labour market participation of adults with disabilities in LMICs. The review scope covered a wide range of intervention strategies, populations, settings, and evaluation designs. 14 eligible impact evaluations published across the 20-year period 1992-2012 were identified. The type of evaluation design was quasi-experimental design with concurrent comparison group (five studies) or single-group pre-test/post-test (nine studies). Two studies used statistical methods to adjust for potentially confounding effects. Studies were conducted in a limited range of LMICs (five countries in Asia, three in Africa, and one in Latin America: three were low-income economies (Bangladesh, Kenya, and Zimbabwe), four were lower-middle income (India, Nigeria, Philippines, and Vietnam), and two were upper-middle income (Brazil and China). Populations with all impairment types were represented in the impact assessments, although most were focused on persons with physical disabilities. In all 14 studies the direction of effect was positive for the outcome variables measured. An appendix contains additional tables. [Sightsavers International provided additional funding for this report.] ED573517 Interventions to Improve the Labour Market Situation of Adults with Physical and/or Sensory Disabilties in Low- and Middle-Income Countries: A Systematic Review. Campbell Systematic Reviews 2015:20 Campbell Collaboration 2015-11-01 International Initiative for Impact Evaluation (3ie) University College London (UCL), Institute of Education (IOE) 127 Campbell Collaboration. P.O. Box 7004, St Olavs plass N-0130 Oslo, Norway. Tel: +47- 23-25-50-00; Fax: +47-23-25-50-10; e-mail: info@c2admin.org; Web site: http://www.campbellcollaboration.org N/A 2017 87 ERIC JAN2020

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Yes Foreign Countries Elementary School Teachers Teacher Attitudes Mathematical Logic Mathematics Instruction Teaching Methods Semi Structured Interviews Loong, Esther Yook-Kin Vale, Colleen Bragg, Leicha A. Herbert, Sandra Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Little is known about how Australian teachers interpret, enact and assess reasoning. This paper reports on primary teachers' perceptions of reasoning prior to observation and subsequent trialling of demonstration lessons in a primary school. The findings indicate that while some teachers were able to articulate what reasoning means, others were unsure. It is argued that to facilitate curricular change and reform, teachers need support in understanding mathematical reasoning and how they can further develop this proficiency in their primary classrooms. [The Mathematical Reasoning Research Group is funded by the Faculty of Arts and Education, Deakin University.] ED572932 Primary School Teachers' Perceptions of Mathematical Reasoning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Kindergarten Grade 1 Grade 2 Instructional Effectiveness Emergent Literacy Intervention Literacy Education At Risk Students Spelling Reading Improvement Student Improvement Language Skills English Language Learners Randomized Controlled Trials Elementary School Students Foorman, Barbara Herrera, Sarah Dombek, Jennifer Schatschneider, Chris Petscher, Yaacov Reports - Research Numerical/Quantitative Data Florida Regional Educational Laboratory Southeast (ED) National Center for Education Evaluation and Regional Assistance (ED) Florida State University English Kindergarten Primary Education Early Childhood Education Grade 1 Elementary Education Grade 2 Understanding written language is crucial to academic success in all content areas. Ensuring a strong foundation in the components of written language--that is, the literacy skills of reading, writing, and oral language--is essential if students are to read with understanding and, thus, is a primary goal of early literacy instruction and of the Regional Educational Laboratory Southeast Improving Literacy Research Alliance. When students fall behind in developing literacy skills, early literacy intervention in kindergarten through grade 2 can reduce the number of students failing to attain grade-level expectations. There is a strong research base on the skills targeted by effective early literacy intervention. Effective early literacy instruction includes explicit instruction in phonological awareness, links from letters to sounds, decoding, and word study, as well as practice reading for accuracy, fluency, and comprehension. These skills are often delivered in multiple tiers of instruction that include the classroom at tier 1, supplemental, small-group intervention at tier 2, and intensive intervention at tier 3 for students who do not progress after a reasonable amount of time with tier 2 intervention. Furthermore, research has demonstrated the efficacy of directly teaching academic vocabulary and language to students to improve their comprehension. In grades K-2 this includes the oral language skills of listening comprehension, syntax, and vocabulary that predict comprehension outcomes, along with reading skills. An important consideration for schools and this study is to determine which instructional materials to use in tier 2 early literacy intervention. One approach is to use the tier 2 materials embedded in the existing core reading program selected for classroom instruction, which is appealing because these materials are aligned with core classroom instruction and do not require the purchase of additional materials. But even though these embedded tier 2 materials may claim to be research-based, they are rarely evaluated empirically. Another approach is to select tier 2 standalone instructional materials and strategies outside the existing core reading program. If the standalone materials are backed by strong evidence that they support learning in reading and language, it is reasonable to expect that the standalone approach will lead to better outcomes for small-group tier 2 intervention than will an embedded approach that has not been empirically evaluated. Regional Educational Laboratory Southeast sought to explore whether providing at-risk students with small-group tier 2 intervention using a standalone intervention leads to better reading and language outcomes than does using an embedded intervention. To address this question, 55 low-performing schools, as identified by the state's school grading system, in south, central, and north Florida were randomly assigned to implement a pullout standalone or embedded tier 2 intervention for 45 minutes daily throughout the school year. In each school the intervention was used in groups of four students in grades K-1 and five students in grade 2. All students were among those identified as being at risk of literacy failure. Key findings include: (1) Students at risk of literacy failure in grades K-2 improved, on average, 13-25 percentile points on reading outcomes and 6-25 percentile points on language outcomes, in both standalone and embedded intervention schools; (2) The standalone intervention did not significantly improve reading or language outcomes relative to the embedded intervention among students in grades K-2, except for spelling in grade 2. The standalone intervention led to significantly better grade 2 spelling outcomes than did the embedded intervention; (3) The two interventions had similar impacts on reading and language outcomes in grades K-2 for groups of students who differed on baseline performance and for schools from the 2013/14 and 2014/15 cohorts, except for spelling in grade 2. Again, the standalone intervention led to significantly better grade 2 spelling outcomes among students with low baseline spelling scores than did the embedded intervention; (4) The two interventions had similar impacts on reading and language outcomes among English learner students and non-English learner students in grades K-2, except for some reading outcomes in kindergarten; and (5) In kindergarten, English learner students in embedded intervention schools performed better in phonological awareness than did non-English learner students, but non-English learner students in standalone intervention schools performed better in word reading than did English learner students. In embedded intervention schools, non-English learner students performed better in word reading in kindergarten than did English learner students. Data, outcomes, intervention, and methodology is appended. ED572933 The Relative Effectiveness of Two Approaches to Early Literacy Intervention in Grades K-2. REL 2017-251 Regional Educational Laboratory Southeast 2017-02-00 57 Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 33 ERIC JAN2020 Yes EDIES12C0011 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4504

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Yes School Choice Educational Opportunities Access to Education Charter Schools Educational Vouchers Tax Credits Public Schools Private Schools Home Schooling Magnet Schools Accountability Elementary Secondary Education Educational Research Legal/Legislative/Regulatory Materials US House of Representatives. Committee on Education and the Workforce English Elementary Secondary Education This document records testimony from a hearing held to examine ways to expand educational opportunity through school choice. Member statements were presented by: (1) Honorable John Kline, Chairman, Committee on Education and the Workforce, U.S. House of Representatives; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce, U.S. House of Representatives. Witness statements were presented by: (1) Honorable Rob Bryan, a Representative in Congress from the state of North Carolina; (2) Mr. Luis A. Huerta, Professor of Education and Public Policy, Teachers College, Columbia University; (3) Ms. Denisha Merriweather, Student, University of South Florida; and (4) Mr. Gerald Robinson, Resident Fellow, American Enterprise Institute. Additional submissions were presented by: (1) Mr. Huerta; and (2) Mr. Scott: Letter dated February 2, 2016 from Americans United (AU); Letter dated February 2, 2016 from The National Coalition for Public Education; and Letter dated February 3, 2016 from National School Boards Association (NSBA). ED572225 Expanding Educational Opportunity through School Choice. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, Second Session (February 3, 2016). Serial Number 114-37 US House of Representatives 2016-00-00 117 US House of Representatives. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.house.gov N/A 2017 ERIC JAN2020

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Yes Educational Legislation Parent Rights Privacy Student Records Hearings Laws Legislation Federal Government School Districts Federal Programs Educational Research Educational Technology Legal/Legislative/Regulatory Materials Georgia Family Educational Rights and Privacy Act 1974 US House of Representatives. Committee on Education and the Workforce English This document records testimony from a hearing held to examine strengthening education research and privacy protections to better serve students. Education research has long played an important role in our Nation's classrooms. States and school districts use research to identify teaching and learning strategies that improve classroom instruction and those that do not. Education research also provides parents, teachers, school leaders, and policymakers with the information they need to determine if Federal programs are delivering real results for students and taxpayers. For more than 40 years, the Federal Government has partnered with the private sector and State and local leaders to help facilitate this research. Member statements were provided by: (1) Honorable John Kline, Chairman, Committee on Education and the Workforce, U.S. House of Representatives; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce, U.S. House of Representatives. Witness statements were provided by: (1) Neil Campbell, Director, Next Generation Reforms, Foundation for Excellence in Education, South Carolina; (2) Jane Hannaway, Professor, McCourt School, Georgetown University; (3) Rachael Stickland, Co-Founder and Co-Chair, Parent Coalition for Student Privacy; and (4) Robert Swiggum, Deputy Superintendent of Technology Services, Georgia Department of Education. ED572226 Strengthening Education Research and Privacy Protections to Better Serve Students. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, Second Session (March 22, 2016). Serial Number 114-45 US House of Representatives 2016-00-00 67 US House of Representatives. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.house.gov N/A 2017 ERIC JAN2020

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Yes Career Academies High Schools High School Students Profiles School Districts Student Participation Outcomes of Education Public Schools Student Characteristics Attendance Academic Achievement Graduation Enrollment Higher Education Gender Differences Advanced Placement Programs Hemelt, Steven W. Lenard, Matthew A. Paeplow, Colleen G. Reports - Research North Carolina Advanced Placement Examinations (CEEB) National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research Wake County Public School System (WCPSS) English High Schools Secondary Education Higher Education Postsecondary Education Modern career academies aim to prepare students for college and the labor market. This paper examines the profile of students entering such academies in one school district and estimates causal effects of participation in one of the district's well-regarded academies on a range of high school and college outcomes. Using rich administrative data from the Wake County Public School System, we find that students who enter contemporary career academies are generally higher performing than their non-academy peers. Further, we document that Hispanic students and those with limited English proficiency are somewhat less likely to enroll than other students, even after we control for differences in prior academic achievement and high school choice sets. Exploiting the lottery-based admissions process of one technology-focused academy, we then estimate causal effects of participation in a career academy on high school attendance, achievement, and graduation, as well as college-going. We find that enrollment in this academy increases the likelihood of high school graduation and college enrollment each by about 8 percentage points, with the attainment gains concentrated among male students. We also find that academy participation reduces 9th grade absences but has little influence on academic performance, AP course-taking, or AP exam success during high school. Analysis of candidate mechanisms suggests that roughly one fifth of the overall high school graduation effect can be attributed to improved student engagement in high school. Tables are appended. ED572934 Building Better Bridges to Life after High School: Experimental Evidence on Contemporary Career Academies. Working Paper 176 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2017-01-00 Institute of Education Sciences (ED) 46 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org N/A 2017 37 As Provided JAN2020 Yes R305C120008

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Yes Educational Research Electronic Learning Blended Learning Individualized Instruction Elementary Secondary Education Academic Achievement Outcomes of Education Research Methodology Measures (Individuals) Instructional Effectiveness Brodersen, R. Marc Melluzzo, Daniel Reports - Research Information Analyses Regional Educational Laboratory Central (ED) National Center for Education Evaluation and Regional Assistance (ED) Marzano Research Laboratory English Elementary Secondary Education This report summarizes the methodology, measures, and findings of research on the influence on student achievement outcomes of K-12 online and blended face-to-face and online learning programs that offer differentiated learning options. The report also describes the characteristics of the learning programs. Most of the examined programs used blended learning strategies, and all the examined programs offered some means to differentiate their content, difficulty level, or pacing. Some 45 percent of the blended learning programs studied (5 of 11) offered differentiation in the face-to-face component of instruction. In some of the most rigorous studies, statistically significant positive effects were found for four blended learning programs: Cognitive Tutor Algebra I, LeapTrack, READ 180, and Time To Know. This study addressed two research questions: (1) What are the characteristics of online and blended learning programs that offer differentiated learning options to K-12 students in the United States and that have been the subject of research?; and (2) What are the methodologies, measures, findings, and strength of evidence of studies that have examined these programs using randomized controlled trials, quasi-experimental, or correlational research designs? To answer these questions, the study team searched research journal databases, research organizations' websites, and the websites of online and blended learning program vendors to identify relevant studies. Studies were included only if they focused on online or blended learning programs that offered differentiated learning options. Programs were included regardless of whether they were used to provide a full curriculum (including content for a semester or yearlong course) or to supplement an existing course curriculum. The following are appended: (1) Literature search procedures; and (2) Online and blended learning programs and research studies included in the literature summary. ED572935 Summary of Research on Online and Blended Learning Programs That Offer Differentiated Learning Options. REL 2017-228 Regional Educational Laboratory Central 2017-02-00 23 Regional Educational Laboratory Central. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 28 ERIC JAN2020 Yes EDIES12C0007 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4499

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No Phenomenology High Schools School Counselors Substance Abuse High School Students Counselor Role Ethics Decision Making School Culture Environmental Influences At Risk Students Confidentiality Qualitative Research Atanasov, Kathryn Goss Dissertations/Theses - Doctoral Dissertations English High Schools Secondary Education This phenomenological study explored the lived experiences of ten practiced American high school counselors and their work with student substance users. The results of this study provide a rich description and deeper understanding the school counselors' social and cultural worlds--Illuminating the circumstances under which the participants found students to be in serious and foreseeable harm due to substance abuse. Using a pure phenomenological qualitative research design, the study was conducted through the theoretical lens of the social constructivist model of ethical decision-making in counseling. The data revealed three major themes and several subthemes. The first theme, "Community and School Climate," discusses the high school counselors' reflections of working within their social and cultural environments. Subthemes include a) residential attributes and b) school climate and expectations. The second major theme, "Perceptions of School Counseling Role," explores the high school counselors' perceptions of their professional and ethical responsibilities. Subthemes include a) protector and advocate and b) what the job is not. The third major theme, "Red Flags," examines what variables led the participants in this study to consider breaking confidentiality. This theme's subthemes are a) drug severity and use considerations and b) deal breakers. These findings are further discussed and implications for future practice and research are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571945 A Phenomenological Study of the Lived Experiences of High School Counselors Involved in Determining Serious and Foreseeable Harm in Cases of Student Substance Abuse ProQuest LLC Ph.D. Dissertation, The College of William and Mary 2016-00-00 978-1-3397-4816-0 186 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111607 2017 As Provided JAN2020

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No Rural Schools High Schools Secondary School Teachers Phenomenology Teacher Attitudes Violence School Safety Qualitative Research Emergency Programs School Security Police Educational Environment Teacher Student Relationship Wright, Ronald J., Jr. Dissertations/Theses - Doctoral Dissertations Texas English High Schools Secondary Education This qualitative phenomenological research study used narrative inquiry to explore the perceptions of safety of rural Texas high school teachers as it related to a campus intruder or active shooter. The investigator utilized Creswell's (2012) six steps in analyzing and interpreting the qualitative data. The results of the study showed that teachers who worked on a campus which employed a Safety Resource Officer or a school marshal believed they were much safer than those who were on a campus without a security official. Other findings of the study included the need for positive, open and trusting, student/teacher relationships and the need to revisit campus emergency action plans and the associated training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571946 Rural Teacher's Perceptions of Safety on Texas High School Campuses ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3954-0 173 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110709 2017 As Provided JAN2020

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No Planning Leadership Extension Education Geographic Regions Leadership Training Extension Agents Administrators Administrator Role Competence Job Skills Personnel Needs Kelly, Tammy Denise Dissertations/Theses - Doctoral Dissertations English The purpose of this study was to explore and describe succession plans and components of importance as perceived by the organizational leadership within the Southern Region of the Cooperative Extension System. Cooperative Extension Systems across the United States, continue to be faced with a reduction in force, primarily due to retirement, budget cuts and organizational restructuring. The system is faced with the loss of a tremendous wealth of leadership and knowledge as well as the overwhelming challenge of replacing the leadership and other positions as they become open for filling. These changes have reinforced the need for effective succession planning for Cooperative Extension Systems nationwide. This study identified and described the formal or informal succession plans and critical components within the Southern Region States of the Cooperative Extension System. Descriptive data have been collected from the responding state organizations within the Southern Region. Based on the feedback from State Extension Directors in the Southern Region, the majority of the states do have some form of succession plan, the greater majority of the plans are informal. This indicates succession planning is valued as a tool by these state Cooperative Extension Systems. However, State Extension Directors in the Southern Region reported that they are not prepared to fill leadership positions. Most reported they value training to develop potential leaders. In the Southern Region there appears to be low communication of succession plans to the organization's employees. Most of the State Extension Directors are responsible for leading the organization in succession planning, and the same are responsible for approving and allocating resources for the plan. There is little consistency in the development, implementation, and evaluation of the succession plans in Cooperative Extension Systems in states in the Southern Region. Nearly all of the State Extension Directors agreed succession planning should identify potential vacancies and personnel gaps in the organization, as well as identify gaps in employee competencies and readiness levels. Most agreed a succession plan is linked to the organization's professional development process and should be integrated in the organization's strategic planning process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571947 Succession Planning for the 1862 Institutions in the Southern Region States of the Cooperative Extension System ProQuest LLC Ed.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-3983-0 115 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110738 2017 As Provided JAN2020

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No Teacher Evaluation Evaluation Methods Scoring Rubrics Special Education Teachers Interviews Surveys Observation Administrator Attitudes Teacher Attitudes Barriers Teacher Competencies Administrators Mrla, Tiffany Dissertations/Theses - Doctoral Dissertations Arkansas English A study was conducted to investigate the perceived relevance of using a teacher evaluation rubric with performance indicators specific to special education services in place of the standard rubric for teachers used in the State of Arkansas Teacher Excellence Support System (TESS). Through a multi-method approach, the perceptions of special education teachers and administrators regarding implementation of the current model, the significance of perceived differences in pedagogical factors, and potential barriers to effective implementation were identified. This was achieved through survey, interviews, and observations. Special education teachers and administrators in a given school district were sent a brief survey to attain general perceptions regarding the new teacher evaluation system. From the pool of survey respondents, a purposive sample identified special education teachers for interview and observation to further investigate perceptions of the current system, explore perceptions regarding the development of a rubric specific to special education standards, and to reflect on data obtained through the observation process using a modified rubric. The results of the survey, interview, and observation analyses indicate special education teachers do not perceive Arkansas TESS to be an effective measure of performance in the special education setting. Survey respondents agreed critical indicators specific to special education services are not addressed and a measure specific to special education would provide a more effective evaluation. Analysis of interviews indicated the value teachers hold in regards to the evaluation process, but also identified challenges to effective implementation of the current evaluation process for special education teachers. Specifically, the teachers discussed how the differences in competencies and practices impact the process, as well as their perception regarding administrator knowledge or experience regarding special education impacts validity. The teachers voiced opinions as to how a modified rubric or checklist, incorporating standards of special education pedagogy and practice, would increase the validity of the process, and provide value to the feedback provided to the teachers. Through the observation process, similar themes emerged which align with the context of the themes from the analysis of the interviews and survey data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571948 Perceived Relevance of Special Education Performance Indicators: Teacher Excellence and Support System ProQuest LLC Ph.D. Dissertation, University of Arkansas 2016-00-00 978-1-3397-4818-4 447 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111609 2017 As Provided JAN2020

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No Technical Institutes Colleges Educational History Community Colleges Educational Development Desegregation Litigation School Desegregation Oral History Documentation Research Methodology Historiography Hodges, Richard Allen Dissertations/Theses - Doctoral Dissertations Virginia Brown v Board of Education English Two Year Colleges Higher Education Postsecondary Education The purpose of this study was to explore factors leading to the founding of the Virginia Technical College System (VTCS). These factors are observed primarily within the timeframe of 1954-1966. The Virginia Community College System (VCCS) evolved from the Technical College System, and began in 1964. Classes started at the first technical colleges in September 1965. Despite the writings of two previous histories concerning the founding of the VCCS, one in 1977 and another in 1987, the events that led to the creation of the technical college system have never been documented, nor have the linkages between the technical college system and the Virginia's business and industry community been investigated. Pointedly, the influence of the series of events, beginning with the "Brown v. Board of Education" ruling in 1954 and the subsequent Massive Resistance movement in Virginia, created a particular climate for the founding of the Department of Technical Education 10 years later. The research questions at the heart of this study sought to understand better the social, political, and economic circumstances under which the colleges were formed. This research used oral history methods and documentary research methods to create a historiographic overview of the founding of the VTCS. This research determined that the contested environment of Massive Resistance contributed to the founding of the VTCS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571949 Emerging from Resistance: The Origins of the Virginia Technical College System ProQuest LLC Ed.D. Dissertation, The College of William and Mary 2016-00-00 978-1-3397-4819-1 156 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111610 2017 As Provided JAN2020

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No Incidental Learning Vocabulary Language Acquisition Secondary School Students Reading Linguistic Input Morphology (Languages) Difficulty Level Item Response Theory Statistical Analysis Reading Comprehension Reading Skills Short Term Memory Grade 9 Grade 10 Cooper, Jennifer LeeAnn Dissertations/Theses - Doctoral Dissertations English Secondary Education Grade 9 Junior High Schools Middle Schools High Schools Grade 10 Vocabulary knowledge is central to the process of reading comprehension (Cromely & Azevedo, 2007; Stahl & Nagy, 2005; Stanovich, 1986). The majority of our vocabulary knowledge is postulated to come from the process of incidental vocabulary acquisition (IVA) while reading (Nagy & Anderson, 1984). Prior studies have estimated an average probability of acquisition of 15% (Swanborn & de Glopper, 2000). Differential rates of acquisition for struggling readers have been demonstrated (Herman, 1985). Rates of acquisition may be influenced by manipulating the frequency of exposure during reading and the presence of morphologically complex words in a text. Morphologically complex words may be more easily acquired because the reader is familiar with some morphemes in the word and uses this knowledge to assist in determining the meaning of an unknown word containing any known morpheme (McBride-Chang, Wagner, Muse, Chow, & Shu, 2005). Multi-level item response crossed-random effects modeling statistical techniques allow a closer investigation into the person and word level factors that influence IVA which may provide clarification of which item-level factors (i.e., the number of contextual exposures and morphological complexity) and person-level factors (i.e., reading comprehension, vocabulary knowledge, basic reading skills, working memory, print exposure, and morphological awareness and analysis) (Cho, Partchev, & De Boeck, 2012). This study examined the influence of number of contextual exposures and morphological complexity of words as text level factors and the influence of general reading ability, vocabulary knowledge, working memory, and morphological awareness as person-level factors in a sample of 9th and 10 th grade students (n = 78). Significant findings for item-level factors of exposure and person-level factors of reading comprehension, morphological awareness, and vocabulary were found as well as interactions between the number of exposures and reading comprehension ability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571950 Examining Incidental Vocabulary Acquisition by Person-and Item-Level Factors in Secondary Students ProQuest LLC Ph.D. Dissertation, Middle Tennessee State University 2016-00-00 978-1-3397-4413-1 225 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111203 2017 As Provided JAN2020

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Yes Foreign Countries War Refugees Academic Achievement Secondary School Students Environmental Influences Semi Structured Interviews Victims Comparative Analysis Grades (Scholastic) Qualitative Research Statistical Analysis Student Attitudes Psychological Patterns Stress Variables Ulum, Ömer Gökhan Kara, Ömer Tugrul Journal Articles Reports - Research Tests/Questionnaires Syria Turkey English Secondary Education The aim of this study is to provide an overview of the effects of war on Syrian students' academic success. No one can deny the fact that wars have direct and indirect effects on children. Besides, no one can deny the fact that not only soldiers are targets in wars, but also children, women, and even old people are, who altogether make a society. In a war, social life ends, medical life ends, educational life ends, and worst of all, innocent lives end. As a result of these dreadful conditions, children terribly suffer from the effects of war, even if they achieve to survive. Being highly depressed their chance of becoming constructive individuals in the future declines. With all these in mind, we inquired the course grades of secondary and high school Syrian war victims studying in Adana city, Turkey. Furthermore, we applied a semi-structured interview in the mother tongue of the respondents, in our case Arabic language, to clarify the views of these war victims. Based upon a comparative descriptive research design, in order to see the effects of war on academic success, we analyzed Syrian students' course grades, which were scored before and after the war in Syria. ED572936 The Effects of War on Syrian Refugees' Academic Achievement Online Submission Journal of Academic Social Science Studies v48 n2 p413-423 Sum 2016 2016-08-15 12 N/A http://dx.doi.org/10.9761/JASSS3584 2017 33 As Provided JAN2020

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Yes Mathematics Achievement Low Achievement Problem Solving Student Attitudes Study Habits Foreign Countries Student Characteristics Mathematics Skills Metacognition Leong, Yew Hoong Yap, Sook Fwe Tay, Eng Guan Speeches/Meeting Papers Reports - Descriptive Singapore Mathematics Education Research Group of Australasia English In this paper, we propose and describe in some detail a framework for helping low achievers in mathematics that attends to the following areas: Mathematical content resources, Problem Solving disposition, Feelings towards the learning of mathematics, and Study habits. ED572937 Four Factors to Consider in Helping Low Achievers in Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 8 As Provided JAN2020

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Yes Semitic Languages Chinese Indo European Languages Korean Russian Afro Asiatic Languages Spanish Tagalog Ukrainian Urdu Vietnamese Naming School Registration Student Records Cultural Differences Motamedi, Jason Greenberg Jaffery, Zafreen Hagen, Allyson Yoon, Sun Young Guides - Classroom - Teacher Regional Educational Laboratory Northwest (ED) Education Northwest National Center for Education Evaluation and Regional Assistance (ED) English Getting a student's name right is the first step in welcoming him or her to school. Staff members who work with student-level data also know the importance of accurately and consistently recording a student's name in order to track student data over time, match files across data sets, and make meaning from the data. For students whose home language is not English, properly recording their information can be more difficult. School personnel who register students may not be familiar with different naming conventions in languages other than English. For example, Chinese, Korean, and Vietnamese names usually list the family name first, followed by the given name. Typically, Russian male and female last names have different endings, so a brother and sister may use slightly different versions of the same name. Incorrectly entering student names can mean that the same student is listed in different databases in various ways and often with incomplete records. Consequently, students who are eligible for services (e.g., English learner support) can be unidentified or overlooked. This set of naming conventions reference guides can help you accurately enter students' names in school, district, and state databases.* The guides are currently available for students with home languages of Arabic, Chinese, Hindi, Korean, Russian, Somali, Spanish, Tagalog, Ukrainian, Urdu, and Vietnamese. In addition to facilitating accurate data entry, these guides can ensure that school and district staff (e.g., front office staff and registrars) address and greet parents and other family members in a culturally responsive and respectful fashion. The naming conventions reference guides provide a general overview of the naming practices in a given language (Arabic, Chinese, Hindi, Korean, Russian, Somali, Spanish, Tagalog, Ukrainian, Urdu, and Vietnamese). Each guide will help school and district staff become more familiar with what to expect when they encounter students from these cultural backgrounds: for example, the number of given names or family names, the order of these names, and where the names might fit into common database fields. The reference guides also provide guidance on how to politely address parents. For each language, a single-page, double-sided, user-friendly guide features: (1) What you need to know: a brief overview of the naming conventions in a specific language; (2) Addressing parents, students, and families: appropriate ways to address family members whose language is other than English; (3) Registering students: rules on how to register students; (4) Examples: a visual representation of how to enter some typical names; and (5) Remember: additional guidance on naming conventions in a specific language. At the end of this guide are reference cards with examples of how to identify first, middle, and last names in each language. The reference cards offer a quick guide to the naming structures prevalent in each of the 11 languages featured in the set. [For the first edition "Getting It Right: Reference Guides for Registering Students with Non-English Names. REL 2016-158," see ED566519.] ED572938 Getting It Right: Reference Guides for Registering Students with Non-English Names, 2nd Edition. REL 2016-158 v2 Regional Educational Laboratory Northwest 2017-03-00 Teachers Support Staff 40 Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 ERIC JAN2020 Yes EDIES12C0003 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4533

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No Teacher Effectiveness Self Efficacy Statistical Analysis Teacher Participation Communities of Practice Learner Engagement Educational Strategies Classroom Techniques Time on Task Urban Schools Public Schools Teacher Surveys Rating Scales Statistical Significance Marx, Megan D. Dissertations/Theses - Doctoral Dissertations New Jersey Teacher Efficacy Scale English The purpose of this study was to determine variance in mean levels of teacher self-efficacy (TSE) and its three factors--efficacy in student engagement (EIS), efficacy in instructional strategies (EIS), and efficacy in classroom management (ECM)--based on participation and time spent in professional learning communities (PLCs). In this cross-sectional study, 123 teachers from two similarly profiled high schools in one, New Jersey urban public school district were surveyed using the Teacher Sense of Efficacy Scale (Tschannen-Moran and Hoy, 2001). An independent sample t test was used to measure variance in mean levels of TSE, ESE, EIS, and ECM between two independent groups, those teachers who did participate in PLCs and those teachers that did not participate. Results revealed no statistically significantly different mean composite and factor efficacy levels based on participation in PLCs. An analysis of variance was used to measure variance in mean levels of TSE, ESE, EIS, and ECM among four independent groups, (a) those that did not participate in PLCs, (b) those that participated in PLCs one day a week, (c) those that participated in PLCs two days a week, and (d) those that participated three or more days a week. Results revealed statistically significantly different mean levels of TSE and ESE between those that did not participate in PLCs and those that did participate in PLCs three or more days a week. In other words, those teachers that participated in PLCs three days or more a week had significantly higher TSE and ESE beliefs than those that did not participate in PLCs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571685 An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities ProQuest LLC Ed.D. Dissertation, Seton Hall University 2016-00-00 978-1-3397-2775-2 94 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109490 2017 As Provided JAN2020

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No Qualitative Research Phenomenology Mainstreaming Emotional Disturbances Behavior Disorders Teaching Methods Classroom Techniques Administrator Role High School Students Secondary School Teachers Teacher Competencies Faculty Development Behavior Modification Special Education Teacher Education Sigee, Alicia D. Dissertations/Theses - Doctoral Dissertations Texas English High Schools Secondary Education This qualitative phenomenological research study investigated the experiences of teachers' in the general education classroom with students with emotional behavior disorders. The five questions that guided the research examined teacher's use of strategies, administration support, and need the training to educate students with emotional behavioral disorders effectively. Nine certified high school teachers were selected using purposeful sampling and interviewed. The findings indicated that the general education teachers lacked skills in effective classroom strategies, required professional development and support from administration to be an efficient educator for students identified with emotional behavioral disorders. Some of the implications for practice included: School districts need to implement required professional development in behavior management, classroom management, and emotional behavioral disorders. Higher education institutes need to implement special education courses into education degrees. Campus administrators need training in special education and supports needed by general education teacher with assigned EBD students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571686 Teachers' Experiences in the General Education Classroom with Students Identified with Emotional Behavioral Disorders at a Title I Southeast Texas High School ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3570-2 179 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110312 2017 As Provided JAN2020

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Yes Foreign Countries Achievement Tests International Assessment Secondary School Students Hierarchical Linear Modeling Mathematics Instruction Mathematics Skills Cross Cultural Studies Remedial Mathematics Correlation Mathematics Achievement After School Programs After School Education Student Characteristics Statistical Analysis Enrichment Activities Adolescents Kaur, Berinderjeet Areepattamannil, Shaljan Speeches/Meeting Papers Reports - Research Australia Singapore Program for International Student Assessment Mathematics Education Research Group of Australasia English Secondary Education This study, drawing on date from the Programme for International Student Assessment (PISA) 2009, examined the relationships of out-of-school-time mathematics lessons to mathematical literacy in Singapore and Australia. Results of two-level hierarchical linear modelling (HLM) analyses revealed that out-of-school-time enrichment lessons in mathematics were not significantly associated with mathematical literacy in Singapore and Australia. Out-of-school-time remedial lessons in mathematics were negatively associated with mathematical literacy in Australia, while such remedial lessons in mathematics were not significantly related to mathematical literacy in Singapore. Learning time in out-of-school-time lessons in mathematics was significantly negatively linked to mathematical literacy in Singapore and Australia. Implications of the findings are discussed. ED572939 Relationships of Out-of-School-Time Mathematics Lessons to Mathematical Literacy in Singapore and Australia Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 19 As Provided JAN2020

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Yes Cross Cultural Studies Second Language Learning Semitic Languages Turkish English (Second Language) Native Language Learning Strategies Teaching Methods Second Language Instruction Middle School Students Cultural Background Measures (Individuals) Cultural Differences Reading Processes Statistical Analysis Classification Foreign Countries Qualitative Research Köksal, Dinçay Ulum, Ömer Gökhan Journal Articles Reports - Research Turkey Strategy Inventory for Language Learning ISSN-2537 -1754 English Middle Schools Secondary Education Junior High Schools This study investigates the language learning strategy use of Turkish and Arabic students enrolled in middle schools and having different cultural and linguistic backgrounds. Using a strategy inventory for language learning, the study examines the cross-cultural differences in strategy use of the mentioned students while learning English as a foreign language. The study has found out that though there are a number of cross-cultural similarities in the language learning strategy use between Turkish and Arabic students, there are also significant differences between them. For instance, Turkish students prefer to use a dictionary while reading English texts, but Arabic students generally do not use a dictionary in their reading activities. Conclusions and pedagogical implications of the findings are discussed in the study. ED572940 Language Learning Strategies of Turkish and Arabic Students: A Cross-Cultural Study Online Submission European Journal of Foreign Language Teaching v1 n1 p122-143 2016 2016-00-00 22 N/A 2017 29 As Provided JAN2020

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Yes Comparative Analysis Mathematics Instruction Foreign Countries Cross Cultural Studies Mathematics Mathematics Tests Problem Solving Grade 5 Word Problems (Mathematics) Lowrie, Tom Speeches/Meeting Papers Reports - Research Singapore Australia Mathematics Education Research Group of Australasia English Grade 5 Intermediate Grades Middle Schools Elementary Education This paper identifies the strategies Singaporean and Australian students (n = 1,187) employed to solve a 24-item mathematics test. A mathematics-processing framework is proposed, which describes the way primary-aged students successfully process graphic and non-graphic mathematics tasks. There were distinct differences in the way in which the students from the respective countries approached the tasks with the Singaporean students more likely to employ strategies that were explicitly taught and practiced in the classroom, whereas the Australian students tended to employ a more diverse range of approaches. ED572941 Cross-Country Comparisons of Student Sense Making: The Development of a Mathematics Processing Framework Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 10 As Provided JAN2020

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Yes High School Graduates Eligibility Scholarships Colleges Ethnicity Geographic Regions Student Characteristics Enrollment Academic Persistence College Attendance Remedial Instruction Socioeconomic Status Gender Differences Postsecondary Education College Choice Employment College Credits Career Education Technical Education Public Schools Attendance Patterns Expenditures College Freshmen Student Employment Racial Differences Rae, Brian Reports - Evaluative Numerical/Quantitative Data Alaska Alaska Commission on Postsecondary Education English High Schools Secondary Education Higher Education Postsecondary Education The Alaska Performance Scholarship was established in state law in 2011 and first offered to Alaska high school graduates beginning with the class of 2011. Described as "an invitation to excellence" to Alaska's high school students, its goal was to inspire students to push themselves academically in areas that correlate to success in college and career training. That first class of APS-eligible graduates is now four years out of high school and three additional cohorts of APS-eligible graduates have followed. For those AY11 graduates who took advantage of the scholarship to pursue a bachelor's degree, many are now entering their fourth year in college. It is still too early to determine how the scholarship affected these recipients on a long-term basis. However, in this report it is possible to compare APS-eligible students' pursuit of postsecondary studies and their continuance of those studies to that of ineligible students. This report will also consider how subsequent graduating classes have changed in terms of their eligibility for the APS, and their use of it. Recent graduates are likely still deciding how they will make use of the scholarship. The following is appended to the report: (1) Data Sources for the 2015 APS Outcomes Report; (2) Determining APS Eligibility; (3) Participating APS Institutions and Programs of Study; (4) AY14 Alaska Public High School Graduates Attending Postsecondary Education by State Where Enrolled; (5) Glossary; (6) Alaska Regions Referenced in the APS Report. [For the 2014 Report, see ED547259.] ED572227 Alaska Performance Scholarship Outcome Report 2015 Alaska Commission on Postsecondary Education 2015-02-00 54 Alaska Commission on Postsecondary Education. 3030 Vintage Boulevard, Juneau, AK 99801. Tel: 800-441-2962; Tel: 907-465-2962; Fax: 907-465-5316; e-mail: customer_service@acpe.state.ak.us; Web site: http://alaskadvantage.state.ak.us N/A 2017 ERIC JAN2020

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Yes High School Graduates Eligibility Scholarships Colleges Ethnicity Geographic Regions Student Characteristics Enrollment Academic Persistence College Attendance Remedial Instruction Socioeconomic Status Gender Differences Postsecondary Education College Choice Employment College Credits Career Education Technical Education Public Schools Attendance Patterns Expenditures College Freshmen Student Employment Racial Differences Rae, Brian Reports - Evaluative Numerical/Quantitative Data Alaska Alaska Commission on Postsecondary Education English High Schools Secondary Education Higher Education Postsecondary Education Five years ago Alaska's high school graduating class of 2011 became the first with the opportunity to accept the state's "invitation to excellence," the Alaska Performance Scholarship (APS), to pursue their postsecondary studies. Eligible graduates could receive up to $4,755 per year for up to four years to study at a participating in-state program. Most could pursue either a college degree or a vocational certificate, depending on their high school performance, and had up to six years to make use of the scholarship. Since its inception, over 12,000 public high school graduates from across the state have become eligible to receive the scholarship, with over 5,000 having taken advantage of it. APS-eligible graduates and scholarship recipients are a diverse group, coming from all regions of the state, and from every ethnic group, though not all are represented equally. Nearly one-third of AY15 graduates were eligible to receive the scholarship to pursue a postsecondary certificate, and one-quarter could use the APS to pursue a degree. Of those eligible to use the APS to pursue a degree, over 40% have done so the fall following their graduation from high school. APS-eligible graduates continue to persist in their educational programs at higher rates than their ineligible peers, whether enrolled at an in-state or an out-of-state institution. And, when high school students did not pursue postsecondary studies immediately after their graduation, those APS-eligible individuals were four times more likely to simply delay their enrollment versus foregoing postsecondary studies entirely. APS recipients at the University of Alaska, where over 98% of recipients attended in fall 2015, have a history of taking more credit hours, requiring fewer developmental courses, and persisting in their studies at higher rates than their non-recipient peers. The charts and tables which follow provide insights into the APS-- who became eligible to receive it, who made use of it, and how the performance of APS recipients compared to their non-eligible classmates. The report's layout approximates prior years' reports to aid in comparing the information across years, with key points highlighted in the bulleted narratives. [For the 2015 Report, see ED572227.] ED572228 Alaska Performance Scholarship Outcome Report 2016 Alaska Commission on Postsecondary Education 2016-01-00 29 Alaska Commission on Postsecondary Education. 3030 Vintage Boulevard, Juneau, AK 99801. Tel: 800-441-2962; Tel: 907-465-2962; Fax: 907-465-5316; e-mail: customer_service@acpe.state.ak.us; Web site: http://alaskadvantage.state.ak.us N/A 2017 ERIC JAN2020

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Yes STEM Education Enrollment Trends College Graduates College Students Bachelors Degrees Education Majors Graduate Study Associate Degrees Two Year Colleges Private Colleges Nursing Education Masters Degrees Doctoral Degrees Sex Race Ethnicity Age Public Colleges Jenkins, Rick Butler, Sharon Mitchell, Suzanne Reports - Evaluative Numerical/Quantitative Data Arkansas Arkansas Department of Higher Education English Higher Education Postsecondary Education Two Year Colleges The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant shortfall in its ability to meet the STEM education needs of its students which will have tremendous implications for the state's scientific and engineering workforce needed for the next decade. Addressing this issue is absolutely essential for the continued economic success of Arkansas. All Arkansas citizens must have the basic scientific, technological, and mathematical knowledge to make informed personal choices, to develop human capital, and to thrive in the increasingly technological global marketplace. The Arkansas Department of Higher Education uses three different sets of CIP Codes for the STEM fields. The most recent was obtained in 2012 with other versions being obtained in 2011 and before 2010. All sets of CIP Codes for the STEM fields were obtained from the website of the U.S. Immigration and Customs Enforcement (ICE) at www.ice.gov. The 2010 and earlier version contains 217 CIP Codes, the 2011 version contains 328 CIP Codes, and the 2012 version contains 422 CIP Codes. Included in this report: (1) all graduate and enrollment data for Academic Year 2010 and before used the 2010 version (217 CIP Codes); (2) all graduate and enrollment data for Academic Year 2011 used the 2011 version (328 CIP Codes); and (3) all graduate and enrollment data for Academic Year 2012 and 2012 Fall (AY2013) through Academic Year 2014 and 2014 Fall (AY2015) used the 2012 version (422 CIP Codes). Therefore, this report is comparable to last year's report. [For the STEM Graduation February 2014 Report, see ED547264.] ED572229 Report on STEM Graduation and Enrollment Trends. January 2015 Arkansas Department of Higher Education 2015-01-00 65 Arkansas Department of Higher Education. 423 Main Street Suite 400, Little Rock, AR 72201. Tel: 501-371-2000; e-mail: ADHE_Info@adhe.edu; Web site: http://www.adhe.edu/ N/A 2017 15 ERIC JAN2020

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Yes Federal Programs Student Financial Aid Student Loan Programs Public Agencies Hearings Educational Legislation Federal Legislation Higher Education Paying for College Loan Repayment Debt (Financial) Accountability Financial Aid Applicants Low Income Students Educational Change Legal/Legislative/Regulatory Materials Higher Education Act 1965 US Senate. Committee on Health, Education, Labor, and Pensions English Higher Education Postsecondary Education This hearing represents the eighth in the series of Committee on Health, Education, Labor, and Pensions' hearings preparing to reauthorize the Higher Education Act. The primary focus of this hearing is strengthening Federal loan programs to ensure they are working well for students and families. Statements from the following committee members are given: (1) Honorable Tom Harkin (Chairman, opening statement); (2) Honorable Lamar Alexander, a U.S. Senator from the State of Tennessee (opening statement); (3) Honorable Jack Reed, a U.S. Senator from the State of Rhode Island; (4) Honorable Richard J. Durbin, a U.S. Senator from the State of Illinois; (5) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; (6) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (7) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; (8) Honorable Al Franken, a U.S. Senator from the State of Minnesota; and (9) Honorable Patty Murray, a U.S. Senator from the State of Washington. Prepared witness statements are given by: (1) James W. Runcie, Chief Operating Officer, Federal Student Aid, U.S. Department of Education, Washington, DC; (2) Michelle Asha Cooper, B.A., M.P.S., Ph.D., President, Institute for Higher Education Policy, Washington, DC; (3) Deanne Loonin, National Consumer Law Center, Boston, Massachusetts; (4) Roberta L. Johnson, Director of Student Financial Aid, Iowa State University, Ames, Iowa; and (5) Marian M. Dill, Director of Student Financial Aid, Lee University, Cleveland, Tennessee. Also included are: (1) Additional comments from Marion Dill in response to Senator Harkin's request (regarding S. 546--Smarter Borrowing Act) and Senator Alexander's requests; and (2) Response by James W. Runcie to questions of Senator Hagan and Senator Warren. ED572230 Strengthening the Federal Student Loan Program for Borrowers. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Strengthening the Federal Student Loan Program for Borrowers (March 27, 2014). Senate Hearing 113-829 US Senate 2016-00-00 91 US Senate. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.senate.gov N/A 2017 ERIC JAN2020

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Yes Educational Technology Technology Uses in Education Handheld Devices Telecommunications Computer Oriented Programs Mathematics Education Teaching Methods Qualitative Research Statistical Analysis Elementary School Mathematics Foreign Countries Larkin, Kevin Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Applications (apps) for hand-held devices, such as IPads and smart phones, are in great supply. Many of these focus on mathematics. A recent search revealed more than 4,000 apps for mathematics education. The ease of access and the fact that they are generally low cost, often free, means that they are readily available to the general population but this raises questions as to their quality and what is being learned through the use of these apps. Using two quantitative measures and one qualitative measure, this article evaluates 142 apps which met initial search criteria, and recommends 34 mathematics apps for further evaluation and trial with primary school teachers and students. ED572942 Mathematics Education: Is There an App for That? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 24 As Provided JAN2020

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Yes Distance Education Online Courses Mathematics Education Methods Courses Preservice Teacher Education Preservice Teachers Educational Technology Technology Uses in Education Theories Anxiety Knowledge Level Instructional Design Pedagogical Content Knowledge Student Attitudes Coding Evaluation Foreign Countries Larkin, Kevin Jamieson-Proctor, Romina Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education This paper describes the use of transactional distance theory (TDT) as a conceptual framework to underpin the design and delivery of a fully online first-year mathematics education methods course to pre-service teachers. It identifies key issues evident in the mathematical literature concerning mathematics education in general and pre-service teacher mathematics education in particular. It describes the use of a course design process based on data collection and reflection, course redesign, and implementation of design changes in a cyclical process to achieve course objectives. ED572943 Transactional Distance Theory (TDT): An Approach to Enhancing Knowledge and Reducing Anxiety of Pre-Service Teachers Studying a Mathematics Education Course Online Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 29 As Provided JAN2020

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Yes Informal Education Workplace Learning Integrated Curriculum Correlation Human Resources Incidental Learning Socialization Task Analysis Performance Adult Education Caruso, Shirley J. Speeches/Meeting Papers Reports - Descriptive English Adult Education This paper imparts the value of recognizing, embracing, integrating, and supporting informal workplace learning. The author uses research as well as her undergraduate and graduate studies in the field of Human Resource Development (HRD) and professional career experiences as a construction project manager to make a correlation between informal learning experiences in the workplace and the need for developing performance support tools to recognize the significance of and support the education that takes place in a setting rarely prepared to cultivate learning. Findings indicate a need for organizations to work hand-in-hand with HRD professionals to adopt methods to combine formal and informal learning to produce high-performing, knowledgeable business professionals. ED572944 Integrating Informal Workplace Learning into the Workflow through the Development of Performance Support Tools Online Submission Paper presented at the Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education (Chicago, IL, Oct 21-23, 2009) 2009-10-21 6 N/A 2017 13 As Provided JAN2020

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No Gifted Disabled Autism Pervasive Developmental Disorders Advocacy Mixed Methods Research Referral Surveys Semi Structured Interviews Special Education Costis, Patricia Anne Dissertations/Theses - Doctoral Dissertations English Meeting the needs of the gifted student with autism spectrum disorder (ASD) requires addressing both conditions. Education professionals are in a unique position to begin this process by referring the student to school specialists for evaluation. However, diagnostic confusion surrounding autism, misconceptions about special education, varying conceptions of giftedness, and overlapping behaviors of giftedness and ASD can inhibit education professionals' ability to recognize unique behaviors of gifted students with ASD, and make appropriate referrals, placing the student at academic risk. Autism and giftedness have been studied separately in the fields of education and psychology for more than half a century. Although the study of giftedness with ASD has begun to increase in recent years, no empirical study to date has focused on education professionals who successfully referred this student population for specialized services. The present mixed methods study examined perceptions and experiences of education professionals who successfully referred gifted students with ASD for specialized services. Survey research probed training, experience, and credentials, as well as perceptions about twice exceptionality. Semi-structured interviews investigated observed behaviors prompting their student's referral for specialized services, experiences with their gifted students with ASD, and evidence they found influential in identifying their student as gifted. These elements combined to provide not only a conceptualization of the gifted student with ASD, but a conception of the education professional who worked with them. The results of this study will inform research, pre-service coursework, and professional development in meeting the needs of this special population of gifted student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571951 Seeing the Paradigm: Education Professionals' Advocacy for the Gifted Student with Autism Spectrum Disorder ProQuest LLC Ph.D. Dissertation, The College of William and Mary 2016-00-00 978-1-3397-4822-1 309 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111613 2017 As Provided JAN2020

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No Principals Professional Isolation Psychological Patterns Administrator Surveys Social Support Groups Predictor Variables Teacher Administrator Relationship Greene, Nathaniel T. Dissertations/Theses - Doctoral Dissertations English In their role as organizational leader, school principals may confront issues of professional isolation that can lead to feelings of loneliness. The purpose of this study was to determine if principals' perceptions of social support were predictive of levels of loneliness. Using a survey instrument, data were collected to determine participants' perception of social support and level of loneliness. Data analysis determined that perceived social support acted as a moderate, negative predictor of loneliness. Further analysis identified perceived support from teachers as being a stronger predictor than perceived support from either superintendents or other principals. The discussion concludes with the possibility for greater appraisal support for principals in the form of constructive performance feedback. Recommendations for further research are given. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571952 Loneliness and Perceived Social Support in the Workplace of the School Principal ProQuest LLC Ed.D. Dissertation, Southern New Hampshire University 2016-00-00 978-1-3397-3990-8 85 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110745 2017 As Provided JAN2020

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No Educational Technology Technology Uses in Education School Counselors Counselor Role Technology Integration Educational History Chancy, Eric Joseph Dissertations/Theses - Doctoral Dissertations North Carolina English The world has changed as technology has been invented, created for mass distribution and implemented. The ways in which people interact, communicate, tell jokes, express dismay or displeasure, and find information and entertainment have changed tremendously in both scope and breadth, and school counselors have a choice to make: They can fight technology integration, or they can learn to use technology to assist with the work that they do, and integrate it for to facilitate the ever-growing workloads and help students meet the constantly shifting graduation requirements. The object of this study was to determine how technology has changed the duties and the services of the school counselor, in both positive and negative ways. The research method combined historical and collective case studies in order to obtain the historical perspective of technology inception in school counseling and to gain perspective on the current state of technology integration in school counseling departments. (Abstract shortened by ProQuest.). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571953 The History and Implications of Technology on School Counseling in North Carolina School Districts ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-3845-1 214 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110600 2017 As Provided JAN2020

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No Disabilities Mathematics Achievement Mathematics Instruction Action Research Suburban Schools High Schools Teaching Methods Expectation Program Effectiveness Mathematics Teachers Special Education Teachers School Counselors High School Students Surveys Interviews Focus Groups Critical Incidents Method Coding Attitude Measures College Preparation Difficulty Level Przybylinski, Vincent S., Jr. Dissertations/Theses - Doctoral Dissertations English High Schools Secondary Education There exists a dearth of research on strategies that will help students with disabilities gain greater access to standards-based mathematics and close the mathematics achievement gap between general education students and students with disabilities (Browder et al., 2012; Jitendra, 2013; van Garderen, Scheuermann, Jackson, & Hampton, 2009). This action research study was designed to examine the changes to the mathematics program at a suburban high school in New Jersey that placed higher expectations upon students with disabilities and aimed to close the achievement gap. The study was intended to assess the effectiveness of the changes to the mathematics program and help enhance instruction, collaboration, and structures to boost the achievement of students with disabilities. The purposefully selected research sample included educators (that is, mathematics teachers and special educators, child study team case managers, and school counselors) and students with disabilities who have been impacted by the changes to the mathematics program. Data were collected through multiple methods, including surveys, interviews, focus groups, and critical incident reports. The data were coded, analyzed, and synthesized to answer three research questions which encompassed the following: (a) the perceptions of educators regarding the changes to the mathematics program, (b) the accommodations and supports of students with disabilities, and (c) the perceptions of students with disabilities regarding the placement of higher expectations upon them. Discussion of the findings was organized by the three research questions. The research revealed that students with disabilities gain from a rigorous and comprehensive college-prep algebra program, accommodations and supports which afford them additional time in mathematics, and the confidence others show toward them. Therefore, students with disabilities can experience greater confidence in their ability in mathematics and meet the same academic expectations as general education students when accommodations, supports, and pathways to success are effectively provided in a positive and supportive school environment. Strategies which can further enhance the mathematics program and close the achievement gap between general education students and students with disabilities are recommended. Recommendations may be considered, adapted, and applied as appropriate for the educational setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571954 The Impact of Higher Expectations in Math on the Perception of Achievement of High School Students with Disabilities ProQuest LLC Ed.D. Dissertation, College of Saint Elizabeth 2016-00-00 978-1-3397-3991-5 169 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110746 2017 As Provided JAN2020

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Yes Foreign Countries Instructional Materials Numeracy Thinking Skills Mathematics Instruction Mathematics Curriculum Problem Solving Mathematical Concepts Elementary School Mathematics Secondary School Mathematics Computation Workplace Learning Lomas, Gregor Mills, Kelvin Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Elementary Education Secondary Education This paper examines correspondences and disjunctions within a national curriculum and between various aspects of its delivery, and how these align with the mathematical needs of the workplace. This is investigated in the context of the New Zealand school mathematics curriculum; the Numeracy Development Project; the senior school assessment regime, and the numeracy requirements of toolmaking. In theory, the numeracy aspects of the various curricula and the workplace should form a logical progression in numeracy. The content was consistent across the various curricula, however, the assessment regime was not particularly congruent with gaining the thorough knowledge (mastery) required for workplace practice. ED572945 From Curriculum to Workplace Requirements: Do They "Match"? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 27 As Provided JAN2020

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Yes Foreign Countries Cultural Differences Word Problems (Mathematics) Mathematics Instruction Teaching Methods Cross Cultural Studies Mathematics Tests Coding Statistical Analysis Elementary School Students Elementary School Mathematics Logan, Tracy Ho, Siew Yin Speeches/Meeting Papers Reports - Research Australia Singapore Mathematics Education Research Group of Australasia English Elementary Education Australian and Singaporean students have been exposed to different forms of teaching due to cultural differences in education. In each country, varying degrees of importance has been placed on explicitly teaching problem-solving heuristics. This paper highlights the different strategies employed by students from each country when solving a word problem and the role direct teaching has played in the development of these strategies. Implications for classroom practice are also discussed. ED572946 The Classic Word Problem: The Influence of Direct Teaching Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 6 As Provided JAN2020

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Yes Student Needs Response to Intervention Evidence Based Practice Educational Quality Elementary School Students Academic Achievement Achievement Gains Teacher Surveys Student Characteristics Program Implementation Program Effectiveness Interviews School Personnel Grade 3 Grade 4 Grade 5 State Surveys Stone, Zachary Tests/Questionnaires Reports - Evaluative Tennessee Tennessee Department of Education English Elementary Education Grade 3 Primary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools Almost half of Tennessee's students are not on grade level in reading and math by the time they complete third grade, and very few of those students achieve proficiency in later grades. To combat this trend and support the skill development and academic achievement of all students, Tennessee has adopted a framework for addressing individual learning needs called Response to Instruction and Intervention (RTI[superscript 2]). RTI[superscript 2] promotes the use of research-based, high-quality instruction and interventions and provides an integrated, seamless model that supports student progress at every level. Statewide implementation of RTI[superscript 2] occurred in elementary schools in 2014-15. According to educator reports, elementary schools have embraced the RTI[superscript 2] framework, incorporating its key components into their daily routines. Despite schools' concerted efforts to implement RTI[superscript 2], student achievement data reveal that patterns of student growth still vary considerably between schools. This report uses evidence from the 2015 Tennessee Educator Survey to identify RTI[superscript 2] "high implementers" and addresses the following question: What differentiates the high implementers that are more successful than others at moving non-proficient students to proficiency? Key findings include the following: (1) On average, the majority of teachers reported that their schools were either fully or partially implementing RTI[superscript 2]. However, only 153 of the 634 schools included in the Tennessee Educator Survey analysis were categorized as high implementers--schools in which almost all teachers reported implementing the key components of RTI[superscript 2]. This suggests that many schools can continue to refine and improve their RTI[superscript 2] implementation; (2) Implementation of key RTI[superscript 2] practices looks similar across high implementers. Yet, some of the high implementers have been more successful than others at moving non-proficient students to proficiency between grades 3 and 5; and (3) After interviewing school leaders and staff in high implementers that were successful at moving students to proficiency ("big movers") and high implementers that were not as successful at moving students to proficiency ("small movers"), key differences were discovered. The following are appended: (1) Percent of Students Moving from Non-Proficient to Proficiency and Proficient to Non-Proficiency between Grades 3 and 5 in Big and Small Movers; and (2) School Leader and Staff Interview Questions. Contains endnotes. [This report was written with support from the Research and Strategy Team in the Tennessee Department of Education's Division of Data and Research: Jonathon Attridge, Isaiah Bailey, Laura Booker, Shelby Buono, Lila Goldstein, Lacey Hartigan, and Nate Schwartz.] ED572947 Supporting Early Grades Student Achievement: An Exploration of RTI[superscript 2] Practices. Tennessee RTI[superscript 2] Model Tennessee Department of Education 2016-09-00 20 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2017 ERIC JAN2020

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Yes Mentors Guides Males Minority Groups Youth Programs Individual Development African Americans Hispanic Americans Best Practices Guides - Non-Classroom Tests/Questionnaires Reports - Descriptive MENTOR: The National Mentoring Partnership My Brother's Keeper Alliance (MBK Alliance) English For more than 25 years, MENTOR: The National Mentoring Partnership has provided the youth mentoring field with a set of researched-informed and practitioner-approved practices for creating and sustaining positive and impactful mentoring relationships and strong program services. The fourth edition of "The Elements of Effective Practice for Mentoring™" ("Elements") represents the current evidence-based standards for running a safe and effective youth mentoring program. This guide serves as a supplement to the "Elements" and includes additional recommended practices focusing on boys and young men of color (BYMOC). The creation of this guide is motivated by a recognition of MENTOR, My Brother's Keeper Alliance (MBKA), practitioners in the field, and researchers specializing in mentorship of youth of color that BYMOC are better served with a targeted set of practices, which represent enhancements of those in the original "Elements." The recommended practices found in this guide are emergent, based on recent research and recommendations from researchers and practitioners in the field. The "Guide" is divided into two parts. Part one offers an overview of an approach to mentoring BYMOC, including a description of a strengths-based and liberatory approach to mentoring called "critical mentoring." This section discusses how this approach can support BYMOC, and concludes with a rationale for this new, emerging set of recommended practices. Part two includes sections dedicated to each of the six Standards of practice in the fourth edition of the "Elements." Each of the six sections begins with a description of the original Standard and the rationale for its importance, followed by a list of the additional recommended practices, and a discussion section that explains their theoretical basis and potential application in programs. The following are appended: (1) Benchmarks and Enhancements of "The Elements of Effective Practice for Mentoring™"; (2) Glossary of Terms (with Explanation of Relevance to Mentoring); and (3) Methodology. Includes the fourth edition of "Elements of Effective Practice for Mentoring™." ED573518 Guide to Mentoring Boys and Young Men of Color MENTOR: National Mentoring Partnership 2017-00-00 Counselors Community 35 MENTOR: National Mentoring Partnership. 1600 Duke Street Suite 300, Alexandria, VA 22314. Tel: 703-224-2200; Fax: 703-226-2581; e-mail: community@mentoring.org; Web site: http://www.mentoring.org N/A 2017 49 ERIC JAN2020

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No Distance Education Best Practices Instructional Design Adult Learning Cognitive Style Teacher Student Relationship Web Based Instruction Online Courses Educational Strategies Workshops Training Neidorf, Robin Books Guides - Classroom - Teacher Reports - Descriptive English Adult Education Distance education is enabling individuals to earn college and graduate degrees, professional certificates, and a wide range of skills and credentials. In addition to the expanding role of distance learning in higher education, all types of organizations now offer web-based training courses to employees, clients, and other associates. In this significantly updated and expanded second edition of "Teach Beyond Your Reach," Robin Neidorf takes a practical, curriculum-focused approach designed to help new and experienced distance educators develop and deliver quality courses and training sessions. She shares best practices and examples; surveys the tools of the trade; and covers key issues including instructional design, course craft, adult learning styles, student-teacher interaction, strategies for building a community of learners, and much more. Read this informative and inspiring book to master the evolving art and science of distance education. [For the first edition, see ED516644.] ED573519 Teach beyond Your Reach: An Instructor's Guide to Developing and Running Successful Distance Learning Classes, Workshops, Training Sessions, and More. Second Edition Information Today, Inc. 2012-00-00 978-1-937290-01-6 Teachers 224 Information Today, Inc. 143 Old Marlton Pike, Medford, NJ 08055. Tel: 609-654-6266; Fax: 609-654-4309; e-mail: custserv@infotoday.com; Web site: http://www.infotoday.com N/A http://bookstore.infotoday.com/teach-beyond-your-reach-second-edition.html 2017 As Provided JAN2020

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No Student Projects Research Projects Writing (Composition) Writing Instruction Teaching Methods Best Practices Research Papers (Students) Generational Differences College Students Reading Comprehension Information Literacy Writing Strategies Search Strategies McClure, Randall, Ed. Purdy, James P., Ed. Books Collected Works - General Reports - Evaluative English Higher Education Postsecondary Education "The New Digital Scholar" presents innovative thinking and groundbreaking research on the challenges NextGen students face with research-writing projects. Reminding readers of the history of the academic research paper and the scope of the recent information explosion, editors McClure and Purdy open a discussion long silent in academic circles--that the teaching of research-writing is mired in practices poorly suited for digital natives. Through the experiences and analyses of more than 20 writing teachers, library science professionals, and higher education administrators, the book examines research-writing in practice, revealing what has been learned, what works, and what doesn't. Practitioners describe teaching methods and research projects suited for the new digital scholar--concepts not only rooted in traditional academic research values, but designed for the information universe NextGen students inhabit. Following a Foreword by Alison J. Head and Michael B. Eisenberg and an Introduction by Randall McClure and James P. Purdy, this book contains the following chapters: (1) Mind(ing) the Gap: Research on the Information Behaviors of NextGen Students (Randall McClure); (2) The Research Paper Project in the Undergraduate Writing Course (Karen Kaiser Lee); (3) Professional Statements and Collaborations to Support the New Digital Scholar (John Eliason and Kelly O'Brien Jenks); (4) Fighting for Attention: Making Space for Deep Learning (Brian Ballentine); (5) Sentence-Mining: Uncovering the Amount of Reading and Reading Comprehension in College Writer's Researched Writing (Sandra Jamieson and Rebecca Moore Howard); (6) Scholarliness as Other: How Students Explain Their Research-Writing Behaviors (James P. Purdy); (7) Can I Google That? Research Strategies of Undergraduate Students (Mary Lourdes Silva); (8) Encountering Library Databases: NextGen Students' Strategies for Reconciling Personal Topics and Academic Scholarship (Ruth Mirtz); (9) Undergraduate Research as Collaborative Knowledge Work (Christa B. Teston and Brian J. McNely); (10) Re-Envisioning Research: Alternative Approaches to Engaging NextGen Students (Rachel A. Milloy); (11) Embracing a New World of Research (David Bailey); (12) NextGen Students and Undergraduate Ethnography: The Challenges of Studying Communities Born Digital (Neil P. Baird); (13) Teaching Researching in the Digital Age: An Information Literacy Perspective on the New Digital Scholar (Barry M. Maid and Barbara J. D'Angelo); (14) Teaching and Assessing Research Strategies in the Digital Age: Collaboration Is the Key (Thomas Peele, Melissa Keith, and Sara Seely); (15) Understanding NextGen Students' Information Search Habits: A Usability Perspective (Patrick Corbett, Yetu Yachim, Andrea Ascuena, and Andrew Karem); (16) Remixing Instruction in Information Literacy (Janice R. Walker and Kami Cox); and Conclusion: The New Digital Scholar and the Production of New Knowledge (James P. Purdy and Randall McClure). An index is also included. ED573520 The New Digital Scholar: Exploring and Enriching the Research and Writing Practices of NextGen Students Information Today, Inc. 2013-00-00 978-1-57387-475-5 416 Information Today, Inc. 143 Old Marlton Pike, Medford, NJ 08055. Tel: 609-654-6266; Fax: 609-654-4309; e-mail: custserv@infotoday.com; Web site: http://www.infotoday.com N/A http://bookstore.infotoday.com/new-digital-scholar.html 2017 As Provided JAN2020

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No Electronic Learning Elementary Secondary Education Elementary School Teachers Secondary School Teachers Online Courses Models Best Practices Administrators Technology Integration Pedagogical Content Knowledge Technological Literacy Assistive Technology Blended Learning Educational Technology Bryans-Bongey, Sarah, Ed. Graziano, Kevin J., Ed. Books Collected Works - General Guides - Classroom - Teacher English Elementary Secondary Education Elementary Education Secondary Education "Online Teaching in K-12" is the essential hands-on reference and textbook for education professionals seeking success in the planning, design, and teaching of K-12 online courses and programs. This skillfully edited book brings together more than two dozen experts and practitioners to present an array of innovative models and methods, successful programs and practices, useful tools and resources, and need-to-know information on diverse aspects of online teaching and learning. Organized in three parts--Foundations, Supporting Diverse Learners, and Implementation Strategies--"Online Teaching in K-12" will be welcomed for its clear and timely coverage geared to supporting teachers, administrators, professional trainers, colleges, and schools in their quest for excellence in online primary education. Following a Foreword (Norman Vaughn) chapters include: Part 1--Foundations: (1) The Online Course Environment: Learning Management Systems (LMSs) (Xavier Gomez); (2) The Online Teacher: Skills and Qualities to be Successful (Steven C. Moskowitz); (3) Building Community in K-12 Online Courses: The Community of Inquiry (CoI) (Sarah Bryans-Bongey); (4) Online Constructivism: Tools and Techniques for Student Engagement and Learning (Michael Kosloski and Diane Carver); (5) TPACK as Mediated Practice (Rolin Moe and Linda Polin); (6) Captivating the Online Learner: Frameworks and Standards for Effective Technology Integration (Chery Takkunen-Lucarelli); and (7) Online Student Teaching: From Planning to Implementation (Lori Feher and Kevin J. Graziano). Part 2--Supporting Diverse Learners: (8) Flipped Learning: Making the Connections and Finding the Balance (Kevin J. Graziano); (9) Virtual School-Home Communication (Dianne L. Tetreault); (10) Universal Design for Learning (UDL) and Online Learning (Luis Pérez, Kendra Grant, and Elizabeth Dalton); (11) Helping Special Education Teachers Transition to K-12 Online Learning (Richard Allen Carter, Jr., James D. Basham, and Mary Frances Rice); and (12) Assistive Technology in the 21st Century Online Classroom (Jacqueline Knight). Part 3--Implementation Strategies: (13) Teacher-Created Online Content: Two Teachers' Tech Tales (Christopher Rozitis and Heidi Weber); (14) Student-Centered Digital Learning Through Project-Based Learning (Andrew Miller); (15) Open and Free Educational Resources for K-12 Online and Face-to-Face Classrooms (John Elwood Romig, Wendy J. Rodgers, Kat D. Alves, and Michael J. Kennedy); (16) Tools and Strategies for Assessment in an Online Environment (Kim Livengood and Lesley Casarez); and (17) Mobile Apps and Technology Integration for Virtual and Hybrid Learning Spaces (Gregory Shepherd). Abbreviations are appended. A section about the editors, about the contributors, and an index is included. ED573521 Online Teaching in K-12: Models, Methods, and Best Practices for Teachers and Administrators Information Today, Inc. 2016-00-00 978-1-57387-527-1 Teachers Administrators 352 Information Today, Inc. 143 Old Marlton Pike, Medford, NJ 08055. Tel: 609-654-6266; Fax: 609-654-4309; e-mail: custserv@infotoday.com; Web site: http://www.infotoday.com N/A http://bookstore.infotoday.com/online-teaching.html 2017 ERIC JAN2020

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Yes Employment Level Adults Educational Attainment Income Taxes Paying for College Racial Differences Ethnic Groups Gender Differences Unemployment Job Satisfaction Social Mobility Retirement Benefits Health Insurance Poverty Welfare Services Smoking Exercise Obesity Health Parents Child Rearing Citizen Participation Voting College Attendance Satisfaction Trend Analysis Socioeconomic Status Academic Degrees College Graduates STEM Education Geographic Location Educational Finance Occupations Majors (Students) Ma, Jennifer Pender, Matea Welch, Meredith Reports - Evaluative Numerical/Quantitative Data College Board English Higher Education Postsecondary Education This report documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares health-related behaviors, reliance on public assistance programs, civic participation, and indicators of the well-being of the next generation. In addition to reporting median earnings by education level, this year's report also presents data on variation in earnings by different characteristics such as gender, race/ethnicity, occupation, college major, and sector. "Education Pays 2016" also examines the persistent disparities across different socioeconomic groups in college participation and completion. The magnitude of the benefits of postsecondary education makes ensuring improved access for all who can benefit imperative. The focus is on outcomes that are correlated with levels of educational attainment, and it is important to be cautious about attributing all of the observed differences to causation. However, reliable statistical analyses support the significant role of postsecondary education in generating the benefits reported. ED572548 Education Pays 2016: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series College Board 2016-00-00 44 College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org N/A 2017 43 ERIC JAN2020

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Yes Postsecondary Education Higher Education Role of Education Outcomes of Education Income Educational Attainment Academic Degrees Geographic Location College Graduates Occupations Labor Force Human Capital Debt (Financial) Equal Education Liberal Arts Access to Education Educational Policy Tables (Data) Baum, Sandy Kurose, Charles Ma, Jennifer Reports - Evaluative Numerical/Quantitative Data College Board English Postsecondary Education Higher Education This report explains some of the ways the payoff of postsecondary education can be measured and provides insights into why there is confusion about that payoff, despite strong evidence. Focusing on the variation in outcomes across individuals helps to clarify that the existence of the high average payoff, and the reality of significant benefits for most students, is not inconsistent with disappointing outcomes for some. The authors hope to put the disturbing stories of this relatively small segment of students into context and to direct attention to improving opportunities for all students. This report explains some of the concepts and complexities that underlie analyses of the benefits of postsecondary education and clarifies the different assumptions and definitions that affect measured outcomes. The aim is to provide background and context for readers to help them become more active and constructive participants in discussions of the role of higher education in the United States. This report provides data to elucidate some of the conflicting statements and views often found in public discussions of the value of postsecondary education. The following guest essays are included: (1) Learning Begets Learning: Implications for Higher Education (Michael McPherson); (2) What Is Equity in Higher Education? (Harry Brighouse); (3) Messages on My Wall: The Core Features of a Liberal Arts Education (Howard Gardner); (4) Higher Education and the Opportunity Gap (Isabel Sawhill); and (5) Education Policy in an Era of Changing Opportunities (David Autor and David Dorn). (Individual essays contain references.) ED572549 How College Shapes Lives: Understanding the Issues. Trends in Higher Education Series College Board 2013-10-00 76 College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org N/A 2017 71 ERIC JAN2020

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Yes Trend Analysis Tuition Fees College Students Paying for College Costs Classification Budgets Public Colleges Out of State Students In State Students Two Year Colleges Private Colleges Income Place of Residence Dependents State Aid Financial Support Educational Finance Enrollment Expenditures Endowment Funds Family Income Enrollment Trends Academic Degrees Geographic Location Selective Admission College Faculty School Personnel Baum, Sandy Ma, Jennifer Bell, D'Wayne Elliott, Diane Cardenas Reports - Evaluative Numerical/Quantitative Data College Board English Higher Education Postsecondary Education Two Year Colleges Between 2013-14 and 2014-15, average published tuition and fee prices increased by 2.9% for in-state students in the public four-year sector, by 3.3% for out-of-state students in the public four-year sector and for in-district students at public two-year colleges, and by 3.7% at private nonprofit four-year institutions. These increases are higher than the 2.0% increase in the Consumer Price Index between July 2013 and July 2014, but in all sectors these price increases are lower than the average annual increases in the past five years, the past 10 years, and the past 30 years. This document reports on the prices charged by colleges and universities in 2014-15, how prices have changed over time, and how they vary within and across types of institutions, states, and regions. Also included is information on the estimated net prices students and families pay after taking financial aid into consideration. Data on institutional revenues and expenditures and on changing enrollment patterns over time supplement the data on prices to provide a clearer picture of the circumstances of students and the institutions in which they study. [For the companion report, "Trends in Student Aid, 2014. Trends in Higher Education Series," see ED572552. For the report from the previous year, "Trends in College Pricing, 2013. Trends in Higher Education Series," see ED549554.] ED572551 Trends in College Pricing, 2014. Trends in Higher Education Series College Board 2014-00-00 44 College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org N/A 2017 ERIC JAN2020

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Yes Student Financial Aid Federal Aid Grants Student Loan Programs Tax Credits Undergraduate Students Graduate Students Work Study Programs Federal Programs Debt (Financial) Federal Legislation Full Time Equivalency State Aid Private Financial Support Public Colleges Private Colleges College Graduates Dropouts Loan Repayment Tuition Fees Enrollment Educational Trends Two Year Colleges Baum, Sandy Elliott, Diane Cardenas Ma, Jennifer Bell, D'Wayne Reports - Evaluative Numerical/Quantitative Data Pell Grant Program College Board English Higher Education Postsecondary Education Two Year Colleges After increasing by 18% (in inflation-adjusted dollars) between 2007-08 and 2010-11, the total amount students borrowed in federal and non-federal education loans declined by 13% between 2010-11 and 2013-14. Growth in full-time equivalent (FTE) postsecondary enrollment of 16% over the first three years, followed by a decline of 4% over the next three years, contributed to this pattern. However, borrowing per student, which rose by 2% between 2007-08 and 2010-11, declined by 9% over the most recent three years. The data in this report provides details on these changes, as well as changes in grants and other forms of financial aid undergraduate and graduate students use to finance postsecondary education. [For the companion report, "Trends in College Pricing, 2014. Trends in Higher Education Series," see ED572551. For the report from the previous year, "Trends in Student Aid, 2013. Trends in Higher Education Series," ED566377.] ED572552 Trends in Student Aid, 2014. Trends in Higher Education Series College Board 2014-00-00 44 College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org N/A 2017 ERIC JAN2020

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Yes Tuition Fees State Colleges State Universities Student Costs State Aid Educational Finance Taxes In State Students Undergraduate Students Out of State Students Graduate Students Educational Trends Budgets Economic Climate Comparative Analysis Zheng, Yan Hix, Dan Numerical/Quantitative Data Reports - Evaluative Virginia State Council of Higher Education for Virginia English Higher Education Postsecondary Education Analysis of tuition and fees at public colleges and universities in Virginia must include a discussion of the funding received from the General Assembly. The period covered by this report represents a particularly complicated scenario that impacted not just higher education but all entities that receive general fund tax dollars in Virginia. The first goal of the Virginia Plan for Higher Education, the statewide strategic plan for higher education recently developed by the State Council of Higher Education for Virginia (SCHEV) and endorsed by the legislature, is to provide affordable higher-education access for all. The alignment of state appropriations, financial aid and tuition and fees will be critical to achieving this goal. This report focuses on tuition and fees for in-state undergraduates and provides a summary of the following four items: (1) board-approved tuition and fee increases for the 2015-16 academic year; (2) tuition and fee trends in Virginia over the past 25 years; (3) the cost-sharing relationship between the state and students; and (4) trends in tuition increases nationally. The appendices provide comparisons of changes in tuition and fees for student groups including in-state undergraduate, out-of-state undergraduate, in-state graduate, out-of-state graduate, in-state first professional, and out-of-state first professional. The following are appended: (1) Tuition Policy; (2) 2015-16 Full-Time In-State Undergraduate Student Charges; (3) Full-Time Undergraduate Mandatory Non-Educational and General Fees; (4) 2014-16 Full-Time In-State Undergraduate Student Charges; (5) 2014-16 Full-Time Out-of-State Undergraduate Student Charges; (6) 2014-16 Full-Time In-State Graduate Student Charges; (7) 2014-16 Full-Time Out-of-State Graduate Student Charges; (8) 2014-16 In-State First Professional Student Charges; (9) 2014-16 Out-of-State First Professional Student Charges; (10) In-State Undergraduate Tuition and Total Mandatory Fees in Selected States (Public Doctoral/Research Universities); (11) In-State Undergraduate Tuition and Total Mandatory Fees in Selected States (Public Comprehensive Colleges and Universities); and (12) In-State Undergraduate Tuition and Total Mandatory Fees in Selected States (Public Two-Year Colleges). ED572948 Tuition and Fees at Virginia's State-Supported Colleges and Universities, 2015-16 State Council of Higher Education for Virginia 2015-07-31 36 State Council of Higher Education for Virginia. 101 North 14th Street, James Monroe Building, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu N/A 2017 ERIC JAN2020

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Yes Growth Models Portfolios (Background Materials) Teacher Evaluation Scores Teacher Improvement Teacher Participation Preschool Teachers Kindergarten Fine Arts Art Education Physical Education Art Teachers Physical Education Teachers Language Teachers Grade 1 Elementary School Teachers Elementary Education Elementary School Students Preschool Children Stone, Zachary Reports - Evaluative Tennessee Tennessee Department of Education English Preschool Education Early Childhood Education Kindergarten Primary Education Grade 1 Elementary Education Over the last several years, Tennessee has rapidly expanded the use of student growth portfolio models for the purpose of teacher evaluation. Participation, both in the number of districts and teachers, has increased steadily since portfolios were first introduced during the 2011-12 school year, and we expect that participation will continue to grow. The Tennessee General Assembly passed legislation in the spring of 2016 requiring that districts receiving state funding for voluntary pre-kindergarten (VPK) use the state board-approved student growth portfolio model to evaluate their pre-K and kindergarten teachers. In the 2015-16 school year, almost all Tennessee districts had state-funded VPK, meaning the new legislation will significantly expand the use and overall impact of portfolios. Portfolios provide teachers in non-tested grades and subject areas with the opportunity to receive an individual growth score that is based on their specific contributions to their own students' learning. Having such a score, which in the past was only available to teachers in tested grades and subject areas through the Tennessee Value-Added Assessment System (TVAAS), ensures evaluation of a larger group of teachers using similar measures and offers teachers a more personalized evaluation experience. In addition, the reflective nature of the portfolio process--in which teachers collect, review, and submit student work samples throughout the school year--is considered a valuable professional learning experience for teachers. This brief provides an overview of student growth portfolio models and the process used for assigning teachers' final growth scores. It then addresses the following questions: (1) What is the alignment between teachers' portfolio scores and their average observation scores?; (2) Are teachers' overall evaluation scores higher or lower if they use portfolios as individual growth measures, rather than relying on school-wide growth measures?; (3) Did participation in portfolios lead to improvements in teaching practices?; and (4) Do teachers who participate in portfolios have more supportive views of the teacher evaluation process? Key findings include the following: (1) Teachers' portfolio scores are well-aligned with their observation scores; (2) Roughly 50 percent of teachers who used a portfolio received a higher growth score than they would have if they had used a school-wide growth measure. About 20 percent of teachers received the same score; (3) Compared to similar teachers, those who used a portfolio had slightly higher observation scores in the year they participated. Portfolio users saw the greatest improvement on the thinking, activities and materials, and problem solving indicators; and (4) Teachers who used a portfolio did not have markedly different perceptions of the teacher evaluation process than teachers who were eligible but did not use portfolio. Teachers on the whole reported that portfolios were more appropriate and more understandable as part of their evaluation than any other measure, aside from observation. ED572949 The Rise of Student Growth Portfolio Models in Tennessee Tennessee Department of Education 2017-01-00 11 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2017 ERIC JAN2020

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Yes Attendance Elementary School Students Primary Education Academic Achievement Average Daily Attendance Economically Disadvantaged Disabilities Identification Kindergarten Grade 1 Grade 2 Grade 3 Attridge, Jonathon Reports - Evaluative Numerical/Quantitative Data Tennessee Tennessee Department of Education English Elementary Education Primary Education Early Childhood Education Grade 3 Kindergarten Grade 1 Grade 2 Although the average daily attendance rate for Tennessee students is 95 percent, almost 45,000, or 10 percent, of Tennessee K-3 students missed at least a month's worth of school days during the 2014-15 school year. These "chronically absent" students present a particular problem for schools that are charged with developing foundational literacy and numeracy skills, as missing so many days means an uphill battle to help students regain lost ground. Chronic absenteeism is a challenge faced by most Tennessee schools. In fact, the vast majority of the approximately 900 elementary schools in Tennessee have at least 5 percent chronically absent students. This report details the landscape of chronic absenteeism in the early grades of Tennessee public schools by documenting which students are most likely to be chronically absent and how chronic absenteeism relates to student achievement. Key findings include the following: (1) Almost all elementary schools serve chronically absent students, even schools with the highest average daily attendance rates; (2) Chronic absenteeism is particularly prevalent for economically disadvantaged students. Economically disadvantaged students are three times more likely to be chronically absent in elementary schools than their non-economically disadvantaged peers; (3) On average, by the end of third grade, a student who is chronically absent in kindergarten misses 80 days of school, while a student who is not chronically absent misses 30 days of school. This 50-day gap means that a chronically absent student misses more than a quarter of a school year more than his or her non-chronically absent peers over those first four years in public school--making it more difficult to help these students reach proficiency in the classroom; and (4) A student who is chronically absent in third grade is significantly less likely to be reading on grade level (as measured by the TCAP English language arts exam) than a demographically similar peer who is not chronically absent. The department hopes to shed light on this problem and provide information on identifying chronically absent students in order to target support and empower districts to address this critical challenge. Contains a section of available resources. [This report was written with support from the Research and Strategy Team in the Tennessee Department of Education's Division of Data and Research: Mary Batiwalla, Laura Booker, Lacey Hartigan, Nate Schwartz, and Zac Stone.] ED572950 Chronic Absenteeism in Tennessee's Early Grades Tennessee Department of Education 2016-02-00 15 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2017 ERIC JAN2020

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Yes Teacher Effectiveness Equal Education Teacher Supply and Demand Teacher Distribution Academic Achievement Influences Strategic Planning Elementary Secondary Education Hartigan, Lacey Numerical/Quantitative Data Reports - Evaluative Tennessee Tennessee Department of Education English Elementary Secondary Education Decades of research have confirmed that teachers are the most important in-school factor for improving student achievement. Furthermore, studies find that access to effective teachers is most critical for students who struggle academically. Data from Tennessee shows that, on average, students who score at the lowest proficiency level see the largest gains after having a highly effective teacher for two or more consecutive years. Yet, low-performing students are less likely than their higher-performing peers to have access to the best teachers. To improve student achievement for all students, we must work toward ensuring that all students have access to effective teachers and that our lowest-performing students are not systemically assigned to lower-performing teachers. With this goal in mind, this report describes the current landscape of Tennessee students' access to highly effective teachers by examining both the supply and distribution of highly effective teachers at the state, district, and school levels. This report aims to support districts and schools in examining their teaching data and their teacher-student matching practices to ensure equitable access to highly effective teachers for Tennessee students. Key findings include the following: (1) Students scoring at the lowest proficiency level (below basic) were less likely than students scoring at the highest level (advanced) to have access to highly effective teachers in both math and English language arts (ELA), with larger gaps in math; (2) Across the state, there was a limited supply of highly effective teachers in grades 4-8 ELA, with the average district having only 24 percent of their teaching force considered highly effective; (3) Some districts had very large gaps between advanced students' access to highly effective teachers versus below basic students' access to highly effective teachers--signifying that highly effective teachers were concentrated in select schools in the district. Other districts had very small or zero gaps, signifying a greater balance of highly effective teachers across schools in the district; and (4) There was a great variation in regards to advanced versus below basic students' access to highly effective teachers when researchers examined gaps at the school level. Some schools had very large gaps--signifying that within these schools, students at the highest achievement level had greater access to highly effective teachers. Other schools had negative gaps indicating that, when a gap existed, below basic students had greater access to highly effective teachers than did advanced students. [This report was written with support from the Research and Strategy Team in the Tennessee Department of Education's Division of Data and Research: Mary Batiwalla, Laura Booker, Sylvia Flowers, Jonathon Attridge, Lila Goldstein, Nate Schwartz, and Zac Stone.] ED572951 Equitable Access to Highly Effective Teachers for Tennessee Students Tennessee Department of Education 2016-03-00 20 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2017 ERIC JAN2020

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No Beginning Teachers Novices Alternative Teacher Certification Rural Schools School Districts Phenomenology Personal Narratives Success Teaching Experience Disadvantaged Schools Interpersonal Relationship Pedagogical Content Knowledge Teacher Administrator Relationship Needs Teacher Attitudes Teacher Effectiveness Teacher Characteristics Mariani, Tamari L. Dissertations/Theses - Doctoral Dissertations Texas English This phenomenological narrative study investigated the perceptions of successful experiences of novice alternative certification teachers in Northeast Texas rural school districts. The five questions that guided the research examined participant's personal characteristics, classroom strategies, administrative support, challenges to overcome for success, and preparation program experiences. Nine successful novice alternative certified teachers were selected using purposeful sampling to assist in understanding the central phenomenon of novice alternative certified teacher experiences during their first three years of classroom experience in high needs rural Northeast Texas school districts. The findings indicated that participants have a strong need to connect with people, have a solid understanding of content knowledge, need administrators who focus on their staff's needs, are content supported by modeling of good teaching, and need the opportunity to experience "real time" teaching practice. Some of the implications for practice include: development of relationship building training, administrative awareness of support needs, improved interview techniques to identify capacity of applicants, and the need to provide simulations for teaching practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571687 Experiences of Successful Novice Alternative Certification Teachers in Rural School Districts ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3571-9 162 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110313 2017 As Provided JAN2020

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No Portfolios (Background Materials) Educational Technology Electronic Publishing Technology Uses in Education Pretests Posttests Student Surveys Teaching Methods Program Effectiveness Followup Studies Hierarchical Linear Modeling Achievement Gains Reflection Student Characteristics College Students Academic Achievement Majors (Students) McGuinness, Thomas Patrick Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education This research explores one university's effort to facilitate integrative learning with a reflective ePortfolio process. Integrative learning is conceptualized using a multi-theoretical construct consisting of transfer of learning, reflective practice, and self-authorship. As part of the evaluation of this process, students completed a pre-survey and a post-survey. Two years later, a sample of students responded to a follow-up survey. These surveys contained the same 37 items, which have been reduced to five dimensions of integrative learning. The study provides strong evidence that engagement in the reflective ePortfolio process leads to integrative learning gains and that these gains are lasting. Students who engaged in the process demonstrated significant growth on all five dimensions of integrative learning. Using a delayed-treatment design to determine causation, the analysis revealed that, for all five dimensions, there was a significant, positive effect associated with engagement in the process. Results from the follow-up survey demonstrated that, for four dimensions, learning gains persisted two years later. Using three-level hierarchical linear modeling to identify differences in integrative learning gains, the study identified characteristics of students and sites that represent optimal interventions. Students who engaged in deeper reflection both started the process with stronger integrative learning abilities and experienced greater learning gains. Students of different demographic backgrounds experienced similar learning gains, though there were differences related to academic characteristics and co-curricular engagement. First-year students experienced stronger growth than sophomores on the identify knowledge, skills, and values dimension. On the pre-survey, there was an inverse relationship between academic performance and integrative learning; students in the lowest academic performance quartile reported weaker learning gains. Similarly, students in social sciences and professional fields rated themselves stronger on the professional digital identity dimension and demonstrated weaker growth. Integrative learning gains were positively associated with participation in student organizations and research projects, while students in fraternities and sororities experienced weaker learning gains. Students who had internships rated themselves stronger on the pre-survey and then experienced weaker learning gains. Students in sites with the greatest numbers of students experienced weaker gains, while there were no differences based on length of the process, term, and facilitation type. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571688 Creating a Whole Greater than the Sum of Its Parts: Fostering Integrative Learning with a Reflective ePortfolio Process ProQuest LLC Ph.D. Dissertation, University of Michigan 2015-00-00 978-1-3397-2776-9 297 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109491 2017 As Provided JAN2020

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Yes Early Childhood Education Elementary Secondary Education Federal Legislation Hearings Committees Administrative Organization Federal State Relationship School District Autonomy Program Implementation Speeches Accountability Compliance (Legal) Change Strategies Federal Regulation Advocacy Educational Policy Educational Legislation Legal/Legislative/Regulatory Materials Elementary and Secondary Education Act US House of Representatives. Committee on Education and the Workforce English Early Childhood Education Elementary Secondary Education This document records testimony from a hearing held to examine the implementation of the promise to restore state and local control over K-12 education through the Every Student Succeeds Act. The passage of the Every Student Succeeds Act puts states and school districts back in charge of education and includes more than 50 pages of provisions to keep the Department of Education in check. Member statements were presented by: (1) Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education, U.S. House of Representatives; and (2) Honorable Marcia L. Fudge, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education, U.S. House of Representatives. Witness statements were presented by: (1) Selene A. Almazan, Esquire, Legal Director, Council of Parent Attorneys and Advocates, Inc., Towson, Maryland; (2) Joy Hofmeister, Superintendent of Public Instruction, Oklahoma State Department of Education, Oklahoma City, Oklahoma; (3) Kent D. Talbert, Attorney at Law, Law Office of Kent D. Talbert, PLLC, Washington, D.C.; and (4) Paul V. Wilson, Superintendent, Hartselle City Schools, Hartselle, Alabama. Additional submissions include: (1) Ms. Fudge: Letter dated January 21, 2016, from The Council of Parent Attorneys and Advocates, Inc.; (2) Chairman Rokita: Letter dated February 10, 2016, from a coalition of groups; (3) Honorable Robert C. Scott, a Representative in Congress from the State of Virginia: National Assessment of Educational Progress (NEAP) test; (4) Mr. Talbert: Supplemental response; (5) Questions submitted for the record by Honorable Suzanne Bonamici, a Representative in Congress from the state of Oregon, and Honorable Jared Polis, a Representative in Congress from the state of Colorado; and (6) Response to questions submitted for the record by Ms. Almazan and Mr. Wilson. ED572231 Next Steps for K-12 Education: Implementing the Promise to Restore State and Local Control. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, Second Session (February 10, 2016). Serial Number 114-38 US House of Representatives 2016-00-00 106 US House of Representatives. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.house.gov N/A 2017 ERIC JAN2020

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Yes School Choice Private Schools Educational Vouchers Federal Aid Grants Disabilities Disadvantaged Student Participation Student Characteristics Public Agencies Eligibility Family Income Equal Education Elementary Secondary Education Educational Legislation Federal Legislation Reports - Evaluative Legal/Legislative/Regulatory Materials Arizona Indiana Ohio Wisconsin Individuals with Disabilities Education Act Elementary and Secondary Education Act Title I US Government Accountability Office English Elementary Secondary Education Voucher and education savings account (ESA) programs fund students' private school education expenses, such as tuition. In school year 2014-15, 22 such school choice programs were operating nationwide, all but one of which was state funded. Under two federal grant programs, one for students with disabilities and one for students from disadvantaged areas, districts are required to spend a proportionate amount of their federal funds to provide equitable services for eligible private school students, and this population includes eligible students in private school choice programs. The Government Accountability Office (GAO) was asked to review these topics. This report examines (1) participation in private school choice programs and the characteristics of students; (2) program requirements for participating private schools; and (3) how the Department of Education (Education) supports districts' efforts to deliver these federally funded services in the context of school choice programs. GAO reviewed relevant federal laws and regulations, surveyed all voucher and ESA programs as of fall 2015, and interviewed Education officials and other stakeholders. GAO also reviewed documents and interviewed state, public school district, and private school officials in a nongeneralizable sample of 10 private school choice programs in four states, selected to include programs with large enrollment and a range of eligibility criteria. The following are appended: (1) Objectives, Scope, and Methodology; (2) Private School Choice Programs' Use of Disability Status and Family Income to Determine Student Eligibility, as of School Year 2014-15; (3) Private Schools Participating in Voucher Programs; (4) Comments from the Department of Education; and (5) GAO Contact and Staff Acknowledgments. ED572232 School Choice: Private School Choice Programs Are Growing and Can Complicate Providing Certain Federally Funded Services to Eligible Students. Report to Congressional Requesters. GAO-16-712 US Government Accountability Office 2016-08-00 Policymakers 55 US Government Accountability Office. 441 G Street NW, Washington, DC 20548. Tel: 202-512-6000; Web site: http://www.gao.gov N/A 2017 ERIC JAN2020

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Yes Demonstrations (Educational) Recognition (Achievement) Observation Faculty Development Interviews Thinking Skills Mathematical Logic Protocol Analysis Protocol Materials Student Behavior Elementary School Teachers Experimental Teaching Demonstration Programs Foreign Countries Bragg, Leicha A. Vale, Colleen Speeches/Meeting Papers Reports - Research Canada Australia Mathematics Education Research Group of Australasia English Elementary Education Observation of fellow educators conducting demonstration lessons is one avenue for teachers to develop sensitivity to noticing students' reasoning. We examined teachers' noticing of children's learning behaviours in one demonstration lesson of the "Mathematical Reasoning Professional Learning Research Program" (MRPLRP). The observations of teachers evident in the audio-taped post-lesson group interviews conducted at one school are reported in this paper. The teachers noticed that the children struggled to employ mathematical language to communicate their reasoning and expressed concern about gaps in children's understanding of key mathematical concepts. The teachers viewed limitations in language and mathematical conceptual understandings as a barrier to effective reasoning. ED572553 Developing Noticing of Reasoning through Demonstration Lessons Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 10 As Provided JAN2020

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Yes Foreign Countries Faculty Development Mathematics Instruction Culturally Relevant Education Educational Principles Teacher Workshops Teacher Background Curriculum Design Web Sites Educational Equipment Educational Resources Elementary School Mathematics Elementary School Teachers Bino, Vagi Edmonds-Wathen, Cris Speeches/Meeting Papers Reports - Research Papua New Guinea Mathematics Education Research Group of Australasia English Elementary Education Technology facilitated the implementation of teacher professional learning based on a design of principles to improve the teaching of "Cultural Mathematics" in elementary schools in Papua New Guinea. An offline "website", a set of interlinked resource materials was used in workshops to enhance the professional learning. Appropriate and relevant content was needed together with consideration of the teachers' backgrounds. ED572554 Technology-Enhancement for Papua New Guinean Professional Learning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 4 As Provided JAN2020

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Yes Elementary School Students Grade 3 Grade 4 Student Attitudes Persistence Mathematics Instruction Learning Motivation Self Concept Foreign Countries Student Surveys Statistical Analysis Cheeseman, Jill Mornane, Angela Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Grade 3 Primary Education Early Childhood Education Grade 4 Intermediate Grades A survey was given to 87 primary students in Years 3 and 4 at a school participating in the "Encouraging Persistence Maintaining Challenge" project. Its purpose was to give an overview of students' attitudes and beliefs about learning mathematics, their motivation, and their self-awareness. Findings indicate that most students believe mathematics is important, they feel confident and capable of learning mathematics. Students were also self-aware and identified their motivations to try hard at mathematics as: an interest in mathematics, wanting to please their parents, and feeling capable of being successful. Their learning appeared to be less influenced by peer pressure and classroom culture. ED572555 Primary Students' Perceptions of Their Mathematics Learning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 15 As Provided JAN2020

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Yes Paying for College Hearings Federal Legislation Legislators Educational Finance Finance Reform Financial Policy Change Strategies Program Improvement Federal Programs Federal Aid Access to Information Familiarity Speeches Position Papers Legal/Legislative/Regulatory Materials US Senate. Committee on Health, Education, Labor, and Pensions English Higher Education Postsecondary Education In 2012, the Senate Committee on Health, Education, Labor, and Pensions launched a series of hearings to examine the challenge of college affordability. In the first three hearings, the Committee heard from the administration, from both traditional and online universities and community colleges, from State officials, higher education associations, think tanks and researchers, among others. In this fourth and final hearing Committee members examine this issue through the lens of students. Statements from the following Committee members are given: (1) Honorable Tom Harkin (Chairman, opening statement); (2) Honorable Lamar Alexander, a U.S. Senator from the State of Tennessee (opening statement); (3) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; (4) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (5) Honorable Patty Murray, a U.S. Senator from the State of Washington; (6) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island; and (7) Honorable Al Franken, a U.S. Senator from the State of Minnesota. Prepared statements were given by the following witnesses: (1) Ethan Senack, Higher Education Associate, U.S. Public Interest Research Group, Washington, DC; (2) Derrica Donelson, Student, Lipscomb University, Nashville, Tennessee; (3) Sara Goldrick-Rab, Associate Professor of Educational Policy Studies and Sociology, University of Wisconsin-Madison, Madison, Wisconsin; and (4) Vivica Brooks, Bowie State University, Bowie, Maryland. Additional material includes response to questions of Senator Bennet by Sara Goldrick-Rab, Ph.D. and Vivica Brooks. ED572233 The Challenge of College Affordability: The Student Lens. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, First Session on Examining College Affordability (April 16, 2013). Senate Hearing 113-673 US Senate 2015-00-00 54 US Senate. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.senate.gov N/A 2017 As Provided JAN2020

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Yes Special Education State Policy Local Government Disabilities Educational Legislation Equal Education Federal Legislation Job Simplification Performance Technology Time on Task Accountability Program Implementation Compliance (Legal) State Standards State Action Stakeholders Technology Integration Barriers Administrative Principles Administrative Policy Related Services (Special Education) Legal/Legislative/Regulatory Materials Reports - Research Arkansas New York (Rochester) Individuals with Disabilities Education Act US Government Accountability Office English Elementary Secondary Education Higher Education When the Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004, it included provisions to reduce administrative and paperwork requirements to address concerns about burden. The Government Accountability Office (GAO) was asked to review federal efforts to reduce burden related to meeting IDEA requirements for educating children with disabilities. Congress provided about $11.5 billion in grants in fiscal year 2015 under IDEA Part B to help states and local districts defray the costs of special education services for nearly 6.6 million students ages 3 to 21. This report examines (1) what the Department of Education (Education) and states have done to implement selected IDEA provisions intended to reduce burden; (2) stakeholder views about IDEA's administrative and paperwork requirements; and (3) steps that Education and others have taken to minimize IDEA-related burden. GAO reviewed relevant federal laws and regulations; held nongeneralizable focus groups with state and local administrators and educators from 37 states; visited schools in Clinton, Arkansas and Rochester, New York; and interviewed officials from Education and stakeholder organizations. GAO selected focus group participants, site visit locations, and organizations to highlight a range of demographic and geographic characteristics and obtain perspectives from a variety of stakeholders. The following are appended: (1) Objectives, Scope, and Methodology; (2) Comments from the U.S. Department of Education; and (3) GAO Contact and Staff Acknowledgments. ED572234 Special Education: State and Local-Imposed Requirements Complicate Federal Efforts to Reduce Administrative Burden. Report to Congressional Requesters. GAO-16-25 US Government Accountability Office 2016-01-00 Policymakers 37 US Government Accountability Office. 441 G Street NW, Washington, DC 20548. Tel: 202-512-6000; Web site: http://www.gao.gov N/A 2017 ERIC JAN2020

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Yes Foreign Countries Critical Thinking Thinking Skills Cognitive Style Gifted Secondary School Students Measures (Individuals) Regression (Statistics) Correlation Scores Sex Attendance Science Teaching Centers Likert Scales Statistical Analysis Dilekli, Yalçin Journal Articles Reports - Research Turkey Learning Style Inventory ISSN-2501-1111 English Secondary Education The current study investigates the relationship between critical thinking skills and learning styles of mentally gifted students. The participants were 225 gifted students in Turkey attending Science and Art Centres which are after-school activity centers for mentally gifted students. Participants were 9-15 years old and were attending secondary schools and high schools. The data were gathered using the Kolb Learning Style Inventory and the Critical Thinking Scale and analyzed using Chi-Square, t test, ANOVA and regression analyses. The findings revealed that gender was not a significant variable for learning styles but it was a significant variable for critical thinking skills. Gifted students had high scores on the Critical Thinking scale. Relationships were also found between gifted students' learning styles and their critical thinking skills except in the analysis dimension of the Critical Thinking scale. Gifted students who achieved the highest scores on the scale had assimilating and converging learning styles. ED573216 The Relationships between Critical Thinking Skills and Learning Styles of Gifted Students Online Submission European Journal of Education Studies v3 n4 p69-96 2017 2017-00-00 28 N/A 2017 105 As Provided JAN2020

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No Foreign Countries Child Welfare Foster Care Academic Standards Achievement Tests Scores Statistical Analysis National Standards Age Differences Elementary Secondary Education Student Characteristics Reading Skills Writing Achievement Reading Achievement Spelling Grammar Literacy Numeracy Mathematics Achievement Punctuation Hunter, Nicole Reports - Research Numerical/Quantitative Data Australia Australian Institute of Health and Welfare English Elementary Secondary Education This report presents a snapshot of the academic performance of Australian children in the care of child protection services in 2013. Findings are based on the linkage of data from the Child Protection National Minimum Data Set and the National Assessment Program--Literacy and Numeracy. This report shows that the proportion of children in care meeting the national minimum standards (NMS) for literacy and numeracy varied (ranging from 44% to 83% across assessment domains and year levels). The following are appended: (1) Detailed tables; (2) Data linkage process; (3) Statistical methods; and (4) NAPLAN background. A glossary is included. [The former Standing Council on Community and Disability Services Advisory Council (SCCDSAC) provided funding for this project.] ED573217 Educational Outcomes for Children in Care: Linking 2013 Child Protection and NAPLAN Data. Cat. No. CWS 54 Australian Institute of Health and Welfare 2015-00-00 978-1-74249-820-1 70 Australian Institute of Health and Welfare. GPO Box 570, Canberra, ACT 2601, Australia. Tel: +61-2-6244-1025; Fax: +61-2-6244-1299; e-mail: info@aihw.gov.au; Web site: http://www.aihw.gov.au N/A http://www.aihw.gov.au/publication-detail/?id=60129552937 2017 24 As Provided JAN2020

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No Governance Educational Administration Failure Decision Making Educational Finance Educational Innovation Academic Standards Standardized Tests Performance Based Assessment Federal Government Government Employees Foreign Countries Comparative Analysis Health Services Environment Financial Support Resource Allocation Public Education Change Strategies Manna, Paul, Ed. McGuinn, Patrick, Ed. Books Collected Works - General Reports - Evaluative United Kingdom (England) Canada United States English America's fragmented, decentralized, politicized, and bureaucratic system of education governance is a major impediment to school reform. In this important new book, a number of leading education scholars, analysts, and practitioners show that understanding the impact of specific policy changes in areas such as standards, testing, teachers, or school choice requires careful analysis of the broader governing arrangements that influence their content, implementation, and impact. "Education Governance for the Twenty-First Century" comprehensively assesses the strengths and weaknesses of what remains of the old in education governance, scrutinizes how traditional governance forms are changing, and suggests how governing arrangements might be further altered to produce better educational outcomes for children. Paul Manna, Patrick McGuinn, and their colleagues provide the analysis and alternatives that will inform attempts to adapt nineteenth and twentieth century governance structures to the new demands and opportunities of today. This book contains the following chapters: (1) Education Governance in America: Who Leads When Everyone Is in Charge? (Patrick McGuinn and Paul Manna); (2) The Failures of U.S. Education Governance Today (Chester E. Finn, Jr. and Michael J. Petrilli); (3) How Current Education Governance Distorts Financial Decisionmaking (Marguerite Roza); (4) Governance Challenges to Innovators within the System (Michelle R. Davis); (5) Governance Challenges to Innovators outside the System (Steven F. Wilson); (6) Rethinking District Governance (Frederick M. Hess and Olivia M. Meeks); (7) Interstate Governance of Standards and Testing (Kathryn A. McDermott); (8) Education Governance in Performance-Based Federalism (Kenneth K. Wong); (9) The Rise of Education Executives in the White House, State House, and Mayor's Office (Jeffrey R. Henig); (10) English Perspectives on Education Governance and Delivery (Michael Barber); (11) Education Governance in Canada and the United States (Sandra Vergari); (12) Education Governance in Comparative Perspective (Michael Mintrom and Richard Walley); (13) Governance Lessons from the Health Care and Environment Sectors (Barry G. Rabe); (14) Toward a Coherent and Fair Funding System (Cynthia G. Brown); (15) Picturing a Different Governance Structure for Public Education (Paul T. Hill); (16) From Theory to Results in Governance Reform (Kenneth J. Meier); and (17) The Tall Task of Education Governance Reform (Paul Manna and Patrick McGuinn). ED573218 Education Governance for the Twenty-First Century: Overcoming the Structural Barriers to School Reform Brookings Institution Press 2013-01-18 978-0-8157-2394-3 424 Brookings Institution Press. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6000; Fax: 202-797-6004; e-mail: webmaster@brookings.edu; Web site: http://www.brookings.edu/press.aspx N/A https://www.brookings.edu/book/education-governance-for-the-twenty-first-century/ 2017 ERIC JAN2020

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Yes Hearings Teacher Competencies Teacher Effectiveness Low Income Groups At Risk Students Educational Legislation Federal Legislation Higher Education Academic Achievement Grants Federal Programs Accountability Elementary Secondary Education Teacher Education Programs State Government Federal Government Government Role Legal/Legislative/Regulatory Materials Higher Education Act 1965 US Senate. Committee on Health, Education, Labor, and Pensions English Higher Education Postsecondary Education Elementary Secondary Education This is the seventh in a series of hearings to inform this committee's reauthorization of the Higher Education Act. The focus of this hearing, teacher preparation, is profoundly important for all students, from the very youngest to adult students. Study after study shows that teacher quality is the decisive in-school factor in boosting student achievement. There are too few students who have access to highly effective teachers, teachers who can help ensure that low-income students get the high-quality education that their higher income peers get. The Higher Education Act plays a critical role in teacher training by providing funding to institutions of higher education, in partnership with K-12 districts, to reform and strengthen their teacher prep programs. In this hearing, it was heard how it can be best leveraged to bring about systemic change in teacher prep programs. The Higher Education Act requires all institutions of higher education, as well as States, to report certain information about their teacher preparation programs. Witnesses will present how the existing reporting requirements can be streamlined and revised to be less burdensome, more focused on outcomes, and more helpful to teacher preparation programs. Testimonies are presented by: (1) Harkin, Hon. Tom, Chairman, Committee on Health, Education, Labor, and Pensions, opening statement; (2) Alexander, Hon. Lamar, a U.S. Senator from the State of Tennessee, opening statement; (3) Warren, Hon. Elizabeth, a U.S. Senator from the State of Massachusetts; (4) Isakson, Hon. Johnny, a U.S. Senator from the State of Georgia; (5) Bennet, Hon. Michael F., a U.S. Senator from the State of Colorado; and (6) Murphy, Hon. Christopher S., a U.S. Senator from the State of Connecticut. Witnesses include: (1) Crowe, Edward, Senior Advisor of the Woodrow Wilson National Fellowship Foundation, Princeton, NJ, Prepared statement; (2) Brabeck, Mary, Ph.D., Gale and Ira Drukier Dean and Professor of Applied Psychology, New York University, New York, NY, Prepared statement; (3) Koerner, Mari, Ph.D., Professor and Dean of the Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ, Prepared statement; (4) Daly, Timothy, President of the New Teacher Project, Brooklyn, NY, Prepared statement; and (5) Burns, Jeanne M., Ph.D., Associate Commissioner of Teacher and Leadership Initiatives, Louisiana Board of Regents, Baton Rouge, LA, Prepared statement. The following addition material: statements, articles, publications, letters, etc. is included: (1) Chris Stephenson, Executive Director, Computer Science Teachers Association (CSTA); (2) Letter from Edward Crowe: (3) Response by Edward Crowe to questions of: (a) Senator Murray; (b) Senator Bennet; and (c) Senator Warren; (4) Response by Mari Koerner, Ph.D. to questions of: (a) Senator Harkin; (b) Senator Bennet; and (c) Senator Warren; and (5) Response by Timothy Daly to questions of: (a) Senator Bennet; (b) Senator Murray; and (c) Senator Warren. ED572235 Teacher Preparation: Ensuring a Quality Teacher in Every Classroom. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Teacher Preparation, Focusing on Ensuring a Quality Teacher in Every Classroom (March 25, 2014). Senate Hearing 113-828 US Senate 2016-00-00 81 US Senate. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.senate.gov N/A 2017 ERIC JAN2020

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Yes Child Care Early Childhood Education Educational Finance Federal Programs Federal Aid State Aid Grants Partnerships in Education Integrated Activities Interviews State Officials Hearings Preschool Education Data Collection Information Dissemination Shared Resources and Services Privacy Expenditures Resource Allocation Alexander, Lamar Kline, John Reports - Evaluative Legal/Legislative/Regulatory Materials Colorado Maryland Washington West Virginia US Government Accountability Office English Early Childhood Education Preschool Education Every year millions of children under the age of 5 participate in federal and state early care and education programs. For fiscal years 2010 to 2015, Congress appropriated almost $48 billion to Head Start and over $31 billion to the Child Care and Development Fund (CCDF), the two largest sources of federal funding for early care and education. To better leverage funds, expand services, and make quality improvements, many providers delivering these early care and education services are forming partnerships with other providers or combining funds from federal and other sources. The United States Government Accountability Office (GAO) was asked to examine how state and local grantees are managing multiple funding sources and partnering with other providers to provide quality early care. This report describes what selected state officials and local child care providers identified as: (1) the benefits to integrating funding from federal Head Start, CCDF, and state Pre-K programs and partnering with other providers; (2) factors that adversely affect integration and partnering; and (3) ways these adverse impacts were mitigated. To gather information about the factors that affected integrating funds and partnering, GAO conducted 24 interviews with state officials and local providers in four states (Colorado, Maryland, Washington, and West Virginia). They initially identified states using recommendations from HHS, state officials, and child care stakeholder groups. The final list of states selected was based on the following criteria: (1) participation in the Department of Health and Human Services (HHS's) Early Head Start-Child Care Partnerships (EHS-CCP) grant program; (2) experiences with partnering among early care and education programs; (3) variation in licensing standards; and (4) differences in state income eligibility levels for CCDF. 5 In each state, GAO selected 2 to 5 providers for interviews, also based on recommendations of state officials or providers that were integrating funds or partnering as part of their provision of early care and education services. They also conducted interviews with HHS, Education, and representatives of child care stakeholder groups. GAO also reviewed relevant federal laws and regulations, agency documentation, and literature. Enclosure I provides briefing slides. Enclosure II provides comments from the Department of Health and Human Services. ED572236 Child Care: Information on Integrating Early Care and Education Funding. GAO-16-775R US Government Accountability Office 2016-09-14 Policymakers 36 US Government Accountability Office. 441 G Street NW, Washington, DC 20548. Tel: 202-512-6000; Web site: http://www.gao.gov N/A 2017 ERIC JAN2020

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Yes Federal Programs Early Childhood Education Federal Legislation Preschool Education Educational Quality Infants Toddlers Child Care Hearings Access to Education Financial Support At Risk Students School Readiness Public Schools Family Involvement Early Intervention Partnerships in Education Minority Group Students Barriers Legal/Legislative/Regulatory Materials Iowa US Senate. Committee on Health, Education, Labor, and Pensions English Early Childhood Education Preschool Education The Federal Government currently funds a number of programs to support early childhood education and care. However, they are well short of meeting existing needs. The Strong Start for America's Children Act significantly expands investments at the Federal level to accelerate the work being done in States to support high-quality pre-K. It also dramatically increases access to high-quality care for infants and toddlers. This hearing presents views on that legislation. Harkin, Hon. Tom, Chairman, Committee on Health, Education, Labor, and Pensions, presented an opening statement. The following witnesses provided statements: (1) Quirmbach, Hon. Herman C., Iowa State Senate District 23, Des Moines, IA, Prepared statement; (2) Guest, Susan, Director of Early Childhood Programs, Des Moines Public Schools, Des Moines, IA, Prepared statement; (3) Merrill, Barbara, Executive Director, Iowa Association for the Education of Young Children, Des Moines, IA, Prepared statement; (4) Regan, Christi, Head Start Director, Hawkeye Area Community Action Program, Inc., Hiawatha, IA, Prepared statement; (5) Gallentine, Gabriela, Director of Hispanic Educational Resources, Conmigo Early Education Center, Des Moines, IA, Prepared statement; and (6) Pierce, Douglas M., Brigadier General, U.S. Air Force (Retired) Mission: Readiness, Norwalk, IA, Prepared statement. Connie Boesen, Des Moines School Board, provide a letter to Senator Harkin as additional material. ED572237 Doing What's Right: Preparing Iowa's Children for Success in School and Beyond. Field Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Doing What's Right, Focusing on Preparing Iowa's Children for Success in School and beyond (March 10, 2014, Des Moines, IA). Senate Hearing 113-212 US Senate 2015-00-00 60 US Senate. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.senate.gov N/A 2017 ERIC JAN2020

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Yes Labor Force Development Economic Development Annual Reports Community Colleges Progress Monitoring Training Industry Manufacturing Information Technology Insurance Energy Conservation Biological Sciences Biotechnology Health Services Nursing Expenditures Career Education Technical Education Entrepreneurship Small Businesses On the Job Training Financial Support Resource Allocation Reports - Evaluative Numerical/Quantitative Data Iowa Iowa Department of Education English Two Year Colleges Higher Education Postsecondary Education The Department of Education, Division of Community Colleges, will annually provide the State Board of Education with The Workforce Training and Economic Development (WTED) Fund Annual Progress Report. Administration and oversight responsibility for the fund was transferred from the Iowa Economic Development Authority to the Iowa Department of Education, effective July 1, 2013 (FY 2014). This report is the second annual progress report produced and distributed by the Iowa Department of Education. The full report outlines the programs, projects, and initiatives that the community colleges have implemented during the past fiscal year. All 15 community colleges submitted progress reports indicating they have fulfilled the required 70 percent threshold for training projects within Iowa's targeted industry clusters (86.5% expended in cluster areas). The clusters are defined in statute as advanced manufacturing, information technology and insurance, alternative and renewable energy, and life sciences which include the areas of biotechnology, health care, and nursing technology. The following Detailed Expenditures, Participants and Completers by Program and College are appended: (1) Northeast Iowa Community College (NICC)-01; (2) North Iowa Area Community College (NIACC)-02; (3) Iowa Lakes Community College (ILCC)-03; (4) Northwest Iowa Community College (NCC)-04; (5) Iowa Central Community College (ICCC)-05; (6) Iowa Valley Community College District (IVCCD)-06; (7) Hawkeye Community College (HCC)-07; (8) Eastern Iowa Community Colleges (EICC)-09; (9) Kirkwood Community College (KCC)-10; (10) Des Moines Area Community College (DMACC)-11; (11) Western Iowa Tech Community College (WITCC)-12; (12) Iowa Western Community College (IWCC)-13; (13) Southwestern Community College (SWCC)-14; (14) Indian Hills Community College (IHCC)-15; and (15) Southeastern Community College (SCC)-16. ED572238 Workforce Training and Economic Development Fund: 2015 Annual Progress Report Iowa Department of Education 2015-12-00 78 Iowa Department of Education. Grimes State Office Building, 400 East 14th Street, Des Moines, IA 50319-0146. Tel: 515-281-5294; Fax: 515-242-5988; Web site: http://educateiowa.gov N/A 2017 ERIC JAN2020

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No Administrator Attitudes Program Effectiveness Teacher Evaluation Public School Teachers Phenomenology Personal Narratives Interviews Observation Program Implementation Williams, Kathleen Riley Dissertations/Theses - Doctoral Dissertations Louisiana English This phenomenological narrative study was designed to explore public school administrators' perceptions regarding Louisiana's Compass teacher observation evaluation system as a method for assessing teacher performance. Participants were administrators with at least two years of experience as a public school administrator at the secondary level, and who had at least one year of experience working with the Compass teacher observation and evaluation system. Using the phenomenological narrative approach, individual interviews were conducted with ten administrators who successfully met the criteria of this study. The participants included two females and eight males. Significant information regarding their perceptions of the Compass teacher observation evaluation system as a method for assessing teacher performance as well as a description of the systems' implementation, quality, and impact is discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571689 Administrators' Perceptions Regarding the Effectiveness of the Teacher Observation Evaluation System ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3572-6 226 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110314 2017 As Provided JAN2020

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No Head Injuries Consciousness Raising Athletics Athletes Video Technology Learning Modules Teaching Methods High School Students Attitude Change Behavior Change Health Promotion Surveys Attitude Measures Program Effectiveness Technology Uses in Education Program Development Pilbeam, Renee M. Dissertations/Theses - Doctoral Dissertations English High Schools Secondary Education This research study looks at the design and development of an online concussion awareness education module. The Keep Your Head in the Game: Concussion Awareness Training for High School Athletes, or Brainbook, is a stand-alone e-learning module designed to run for fifty minutes and to be highly interactive using short video clips with associated comments as well as polling features to allow students to experience the content as they are learning. It was designed to provide the instruction through a framework that resembles social networking to increase relevance and engagement to the high school student-athlete population it was created for. The content is delivered through the presentation of an online conversation or a "feed" where characters with varying attitudes towards concussion, with contributions from a doctor and professional athlete, discuss concussions from their experiences and beliefs. The instructional goals of the module are to increase the athletes understanding and personal application of the causes and effects of concussions, and to motivate a change in attitude and behavior related to the perception, recognition, and care of head injuries. The design and development of this online educational module followed the tenets of design and development research as determined by Richey and Klein (2007), where the tasks of completing the design and development of the product were combined with studying the process. The study focused on what could be learned during the phases of design and development, identifying challenges that were encountered designing education that resembles social networking, testing the effectiveness of the module in relation to meeting the instructional objectives, and creating guidelines and best practices that contribute to the field of instructional design. This design and development project was found to be a success by the design team, the client, and outside entities. Findings of the study include a breakdown of the most impactful decisions made by the design team in the design and development process, the results of the team member and client interviews to provide additional insight into the process, and results from the student athlete post-module design and attitude surveys informing if attitude change indeed occurred as a result of this educational intervention. Brainbook also received much coverage in the media and has progressed on to version 2.0, additional measures of success of the project. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571690 Concussion Awareness Education: A Design and Development Research Study ProQuest LLC Ph.D. Dissertation, Arizona State University 2016-00-00 978-1-3397-2713-4 120 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109427 2017 As Provided JAN2020

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No Job Layoff Faculty Mobility School Districts Educational Improvement Elementary Secondary Education Stress Variables Family Work Relationship Organizational Change Phenomenology Oge, Debra Reviere Dissertations/Theses - Doctoral Dissertations Texas English Elementary Secondary Education The purpose of this phenomenological narrative study was to explore influences of a reduction in force (RIF) on educators in one Texas school district. The four questions that guided the research examined the relationships, job performance, supportive action and suggestions for improvement for districts contemplating a reduction in force. Nine educators were selected using purposeful sampling. Educators were chosen from elementary, middle and secondary levels. The findings indicated that the participants struggled with elevated stress levels in both family and job responsibilities and lack of district support. Findings also emphasized the importance of personal communication. This research provides district administrators and board of trustees a better understanding into the influence of a reduction in force relating to educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571691 The Influence of Reduction in Force on Educators in One Texas School District ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3574-0 177 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110316 2017 As Provided JAN2020

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No Qualitative Research Phenomenology Inquiry Teacher Attitudes Reading Skills Standardized Tests Reading Tests Reading Instruction Student Evaluation Individualized Instruction Scaffolding (Teaching Technique) Student Experience Technology Uses in Education Evaluation Methods Preferences Reading Assignments Test Preparation English Language Learners Moreno-Hewitt, Andrea Dissertations/Theses - Doctoral Dissertations English This qualitative phenomenological research study used narrative inquiry to explore teachers' perceptions of their students' reading proficiency as demonstrated on the Texas English Language Proficiency Assessment System's reading test. Ten teachers participated in the study, and responses pertaining to their perceptions of reading instruction and reading assessment resulted in the following findings: a need for differentiation, routines consisting of scaffolded rigorous instruction, a keen awareness of students' experiences while undergoing reading assessments, considerations for print versus online assessments among students, preferences among teachers to allow students to read their reading passages, a need for specific preparation before TELPAS exam, potential for using TELPAS results to inform instruction, and discussions for a particular modality for the TELPAS reading assessment. Implications for practice include: additional training to analyze TELPAS reading results and dissemination of information regarding the navigational features of TELPAS reading assessment online. Widespread knowledge about available features could enhance classroom instruction to provide a platform for test readiness among English Language Learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571692 An Exploration of English Language Learners Reading Proficiency Assessment, the Texas English Language Proficiency Assessment System, as Perceived by Teachers ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3576-4 150 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110318 2017 As Provided JAN2020

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No Chinese Second Language Instruction Undergraduate Students African American Students Course Selection (Students) Disproportionate Representation Workshops Feedback (Response) Student Interests Racial Differences Li, Huiwen Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Chinese language is the only ideographic language remaining in the world (Osaka, 1976). It conveys affluent Chinese culture and has great influences on the East Asian countries (Miyake, 2013). In the economic globalization of the world, China's economy and international influence are expanding. For these reasons and many more the Chinese language is widely accepted as one of the major world languages. It makes sense then Chinese language classes are experiencing popularity and growth with United States undergraduates. Despite this growth, however, the enrollment of African American students is constantly low in college Chinese language classrooms (Li, Wen, & Xie, 2014). This call to action argues that this low representation of African American students lies on a course promotion system that denies African American students a preliminary learning opportunity that systematically limits their representation in Chinese language classrooms from the beginning. This call for action examines systematic avenues for creating early opportunities. First the study explores the utility of offering African American students an informational workshop introducing the features of the language and the potential benefits of learning it. Next the study examines the leverage that could be gained by providing direct feedback and assessing student interest to explore whether students are more inclined to enroll in Chinese language courses following the information workshop. Such a process could lead to suggested policy changes that might close the enrollment gap between the African American students and their peers. This call for action considers the reality that even a well-designed action plan may not always produce positive consequences. Therefore, an impact evaluation is explored along with suggested instruments and uses. Finally possible outcomes of an impact evaluation are described. To ground this call for action, a set of foundational theories are employed that mainly include networked improvement communities, leadership and teamwork, and critical theories. The call for action strongly suggests the iterative cycle of Plan, Design, Study, and Act (PDSA) of the NIC improvement science (Bryk, Gomez, & Grunow, 2011) in the change process beginning with the examination of a local four-year university Chinese Studies Program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571693 Increasing the Number of African American Students in Undergraduate Level Classes of Chinese: A Call to Action ProQuest LLC Ed.D. Dissertation, Duquesne University 2015-00-00 978-1-3397-2787-5 98 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109503 2017 As Provided JAN2020

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No Elementary School Teachers Teacher Attitudes Field Trips Computer Simulation Technology Integration Science Curriculum Student Participation Program Implementation Creativity Hands on Science Familiarity Learner Engagement Developmentally Appropriate Practices Interdisciplinary Approach Phenomenology Personal Narratives George, Belinda Chantelle Richardson Dissertations/Theses - Doctoral Dissertations English Elementary Education This phenomenological narrative study was to explore nine elementary teachers' perspectives of the integration of the JASON Project virtual field trip into the science curriculum. Study findings indicated that the teachers saw an increase in student participation when implementing the JASON Project virtual field trip. The most significant findings of the study were the impact on creativity, hands-on learning, familiarity, student engagement, fostering a love for learning, time, age appropriateness, and cross curricular teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571694 The Perspectives of Elementary Teachers Regarding the Integration of the JASON Project into the Science Curriculum ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3581-8 148 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110323 2017 As Provided JAN2020

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Yes Labor Force Development Youth Mentors Career Development African Americans Males Unemployment Employment Potential School Community Programs Young Adults Reports - Descriptive New York (New York) MENTOR: The National Mentoring Partnership Root Cause English For an increasing number of American youth, entering the work force is far more challenging that they might expect. A variety of sectors report not being able to fill available jobs due to applicants having insufficient skills. This growing misalignment between the demand and supply for skills means that young people will continue to be underemployed over the next decade. In fact, due to underemployment, young Americans ages 20-24 will lose an estimated $21.4 billion in earnings over the next 10 years. Since youth career engagement and workforce development programs provide youth with the necessary skills and experience to gain access to career-building jobs, the need to invest in such programs is more urgent than ever; these programs are increasingly finding that structured mentoring is a vital aspect of quality workforce preparation. This brief is meant to provide an overview of the state of youth workforce development in the United States and to illustrate the role mentoring can play in increasing youth career exploration and workforce development. ED573522 Mentoring: A Critical Support Strategy for Youth Career Engagement and Workforce Development MENTOR: National Mentoring Partnership 2015-09-00 Open Society Foundations (OSF) 5 MENTOR: National Mentoring Partnership. 1600 Duke Street Suite 300, Alexandria, VA 22314. Tel: 703-224-2200; Fax: 703-226-2581; e-mail: community@mentoring.org; Web site: http://www.mentoring.org N/A 2017 24 ERIC JAN2020

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No Teacher Education Multiple Literacies Interviews Networks Teaching Methods Single Sex Schools Instructional Innovation Teacher Attitudes Administrator Attitudes Case Studies Epistemology Observation Technology Integration Information Technology Educational Technology Elementary School Teachers Secondary School Teachers Justice, Sean Books Reports - Research English Elementary Education Secondary Education "Learning to Teach in the Digital Age" tells the story of a group of K-12 teachers as they began to connect with digital making and learning pedagogies. Guiding questions at the heart of this qualitative case study asked how teaching practices engaged with and responded to the maker movement and digital making and learning tools and materials. Over the course of one school year, Sean Justice attended to the ebb and flow of teaching and learning at an independent K-12 girls school the northeastern United States. Teachers and administrators from across grade levels and academic domains participated in interviews and casual conversations, and opened their classrooms to "ad hoc" observations. In conducting the study, Justice interwove a sociomaterial disposition with new materialism, posthumanism, and new media theory. Methods were inspired by narrative inquiry and actor-network theory. Findings suggested that digital making and learning pedagogies were stabilizing at the school, but not in a linear way. Further, Justice suggests that the teaching practices that most engaged the ethos of twenty-first-century learning enacted a kind of learning we hear about from artists, writers, scientists, and mathematicians when they talk about what innovation feels like, leading to the proposition that a different kind of language is needed to describe the effects of digital materialities on teaching practice. ED573523 Learning to Teach in the Digital Age: New Materialities and Maker Paradigms in Schools. New Literacies and Digital Epistemologies Peter Lang Publishing Group 2016-00-00 978-1-4331-3720-4 270 Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com N/A http://dx.doi.org/10.3726/978-1-4539-1887-6 2017 As Provided JAN2020

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Yes Mathematics Education Educational Research Educational History Intellectual History Definitions Educational Theories Educational Technology Semantics Ambiguity (Semantics) Educational Practices Brown, Jill P. Stillman, Gloria Speeches/Meeting Papers Reports - Evaluative Mathematics Education Research Group of Australasia English Ten years ago the construct, affordance, was rising in prominence in scholarly literature. A proliferation of different uses and meanings was evident. Beginning with its origin in the work of Gibson, we traced its development and use in various scholarly fields. This paper revisits our original question with respect to its utility in mathematics education research. We explore accepted meaning(s), the clarity of operationalising these meanings within research, and how the construct is being used to move the field forward. ED572556 Affordances: Ten Years On Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 33 As Provided JAN2020

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Yes Group Dynamics Mathematics Activities Problem Solving Video Technology Cooperative Learning Elementary School Students Role Playing Discourse Analysis Incidence Foreign Countries Eric, Chan Chun Ming Speeches/Meeting Papers Reports - Research Singapore Mathematics Education Research Group of Australasia English Elementary Education This paper explores the group dynamics among three groups of students involved in collaborative learning in mathematical modelling activities. It reports how group dynamics were established and their influence on the students' mathematical problem-solving endeavours. Through video analyses, discourse structures were identified to suggest the dominant roles students play within the group. Frequency counts of the discourse structures accounted for the group dynamics that shape the effectiveness of the learning that takes place in the groups. Implications from the findings are discussed. ED572557 Exploring Group Dynamics of Primary 6 Students Engaged in Mathematical Modelling Activities Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 27 As Provided JAN2020

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Yes Higher Education Strategic Planning Access to Education Paying for College Participation Academic Persistence Graduation Student Financial Aid Elementary Secondary Education College School Cooperation Two Year Colleges Distance Education Labor Force Development Economic Development Research and Development Graduate Study Educational Technology Technology Uses in Education Budgeting Resource Allocation Reports - Descriptive Numerical/Quantitative Data Montana Montana University System (MUS), Office of the Commissioner of Higher Education English Higher Education Postsecondary Education Elementary Secondary Education Two Year Colleges The Montana University System Strategic Plan is the primary planning document of the Board of Regents. The Plan sets forth an agenda for higher education in Montana by delineating the strategic directions, goals, and objectives that guide the Montana University System (MUS). In July 2006, after several years of study, public dialogue, and internal deliberations, the Board of Regents approved the Strategic Plan. Since then, updates have occurred annually, including revisions to strategic initiatives as well as a refreshing of the data within each goal. The Strategic Plan is comprised of three primary goals that contain a series of sub-goal statements and objectives within each area: (1) Access and Affordability--Increase the overall educational attainment of Montanans through increased participation, retention, and completion rates in the Montana University System; (2) Workforce and Economic Development--Assist in the expansion and improvement of the state's economy through the development of high value jobs and the diversification of the economic base; and (3) Efficiency and Effectiveness--Improve institutional and system efficiency and effectiveness. The following is appended: Success Agenda. [Cover title varies: "MUS Strategic Plan 2016."] ED572558 Board of Regents' Montana University System (MUS) Strategic Plan 2016 Montana University System 2016-06-00 21 Montana University System. 46 North Last Chance Gulch, Helena, MT 59620. Tel: 406-444-6570; Fax: 406-444-1469; Web site: http://www.mus.edu N/A 2017 ERIC JAN2020

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No Communication (Thought Transfer) Knowledge Management Case Studies Children Educational Improvement Academic Achievement Child Care Carroll, Catherine Cameron, Claire Books Reports - Descriptive University College London (UCL), Institute of Education (IOE) English Promoting the Achievement of Looked After Children (PALAC) is a knowledge exchange programme that aims to support the development of practice in schools and to expand the evidence base to ultimately improve outcomes for children in care. Feedback on the first year of PALAC exceeded expectations, with practitioners using their projects to evaluate and adapt their practice. Now PALAC's leading researchers present a summary of the evidence, supported by numerous case studies, and reflect on its implications. This book will become a teaching resource for all professionals concerned with the education of children in care, such as designated teachers and Virtual School colleagues. An index is included. [Additional contributors include: Gill Brackenbury, Steve Grundy, and Vivian Hill.] ED572239 Taking Action for Looked after Children in School: A Knowledge Exchange Programme UCL IOE Press 2017-01-06 978-1-78277-190-6 Teachers 100 UCL IOE Press, UCL Institute of Education, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7611-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/ N/A https://www.ucl-ioe-press.com/books/care-and-families/taking-action-for-looked-after-children-in-school/# 2017 As Provided JAN2020

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Yes Job Training Federal Programs Public Agencies Youth Opportunities Youth Employment Employment Programs Employment Opportunities Reports - Descriptive US Department of Commerce English In 2014, President Obama launched the My Brother's Keeper (MBK) initiative to address persistent opportunity gaps faced by boys and young men of color and to ensure that all young people can reach their full potential. Through this initiative, the Administration has partnered with cities, towns, businesses, and foundations to connect young people to mentoring opportunities and support networks, and help them get the skills they need to find a good job or go to college and work their way into the middle class. The U.S. Department of Commerce understands that an investment in America's youth is also an investment in the country's economic future and collective prosperity. For the first time ever, the Commerce Department has made job-driven training a top priority and created the "Skills for Business" initiative, an effort to better collaborate with private sector, academic, economic development, and government leaders at all levels to prepare workers with the skills needed to fill 21st century jobs. This report highlights the programs and initiatives of seven Commerce agencies that have expanded opportunities and created pathways to success in the workforce for young people, including boys and young men of color in America. ED572240 My Brother's Keeper: How Commerce Has Created Pathways to Success in the Workforce for Our Nation's Youth US Department of Commerce 2017-00-00 10 US Department of Commerce. 1401 Constitution Avenue NW, Washington, DC 20230. Tel: 202-482-2000; Web site: http://www.commerce.gov N/A 2017 ERIC JAN2020

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Yes Hearings American Indian Education American Indian Students Federal Government Government Role American Indian History Educational History Elementary Secondary Education Barriers Access to Education Equal Education Educational Quality Educational Resources Reservation American Indians School Buildings Tribes Financial Support Accountability Public Agencies Legal/Legislative/Regulatory Materials US House of Representatives. Committee on Education and the Workforce English Elementary Secondary Education This document records testimony from a hearing held on April 22, 2015 on the topic of challenges that are faced by Native American schools. Nearly a century ago the Federal Government made a promise to deliver to Native American children a quality education that just doesn't teach math and science, but preserves their customs and culture. Unfortunately, the Federal Government is failing to keep its promise to these vulnerable children. Too many schools lack adequate infrastructure and educational resources, compromising the health, safety, and future postsecondary and professional opportunities of the children they are supposed to be serving. Despite the many obstacles that stand in the way of these students and educators, their resiliency and determination to create better lives for themselves is nothing short of inspiring. They understand the importance of an education and the opportunities it will afford them. Statement were presented by: (1) Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education, U.S. House of Representatives; and (2) Honorable Marcia Fudge, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education, U.S. House of Representatives. Statement of Witnesses were presented by: (1) Jill Burcum, Editorial Writer Minneapolis Star Tribune, Minneapolis, MN; (2) Brian Cladoosby, President, National Congress of American Indians, Embassy of Tribal Nations, Washington, DC; (3) Roman Nose, Executive Director, Tribal Education Departments National Assembly, Boulder, CO; and (4) Melissa Emrey-Arras, Director, Education, Workforce and Income Security Issues, U.S. Government Accountability Office, Boston, MA. Additional submissions included: (1) Melissa Emrey-Arras: statement visuals; (2) Marcia L. Fudge: a prepared statement of Honorable Rick Nolan, a Representative in Congress from the State of Minnesota; and (3) Quinton Roman Nose: prepared statement. ED572241 Examining the Challenges Facing Native American Schools. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (April 22, 2015). Serial Number 114-10 US House of Representatives 2016-00-00 Policymakers 100 US House of Representatives. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.house.gov N/A 2017 ERIC JAN2020

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No Attendance Academic Achievement Hispanic American Students Low Income Students Elementary School Students Economically Disadvantaged Reading Tests Mathematics Tests Scores Rural Schools Grade 3 Grade 4 Grade 5 Achievement Tests Correlation Blankenship, Jill M. Dissertations/Theses - Doctoral Dissertations Texas English Elementary Education Grade 3 Primary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools This study tested to determine if a relationship existed between excused versus unexcused absences on STAAR reading and math scale scores for Hispanic, economically disadvantaged third through fifth grade elementary students in a rural South Texas school district. Research questions included: 1) Is there a relationship between excused absences and academic achievement on the STAAR Reading test for economically disadvantaged Hispanic students in grades 3, 4, and 5 in rural South Texas? 2) Is there a relationship between unexcused absences and academic achievement on the STAAR Reading test for economically disadvantaged Hispanic students in grades 3, 4, and 5 in rural South Texas? 3) Is there a relationship between unexcused absences and academic achievement on the STAAR Reading test for economically disadvantaged Hispanic students in grades 3, 4, and 5 in rural South Texas? 4) Is there a relationship between excused absences and academic achievement on the STAAR Mathematics test for economically disadvantaged Hispanic students in grades 3, 4, and 5 in rural South Texas? The delineated sample (N = 165) consisted of students who took both the STAAR reading and mathematics assessment and were coded Hispanic and economically disadvantaged for the 2014-2015 school year. Although limited relationships existed, local districts must evaluate attendance patterns further than just absence types for continuous academic improvement for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571695 The Impact of Excused versus Unexcused Absences on Academic Student Achievement among Hispanic Economically Disadvantaged Elementary Students ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3582-5 96 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110324 2017 As Provided JAN2020

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No Educational Technology Technology Uses in Education Teaching Methods Mathematics Instruction Preservice Teachers Learning Activities Technology Integration Difficulty Level Cognitive Processes Elementary Secondary Education Student Teaching Responses Instructional Program Divisions Scores Akcay, Ahmet Oguz Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Elementary Secondary Education Technology has changed every aspect of our lives such as communication, shopping, games, business, and education. Technology has been used for decades in the teaching and learning environment in K-12 education and higher education, especially in mathematics education where the use of instructional technology has great potential. Today's students have grown up in the technology era, so our education system should consider this situation before developing curriculum and instructional strategies. Technology can increase the quality of mathematical investigations, portray meaningful mathematical ideas to students and teachers from multiple perspectives, and change traditional ways of doing mathematics (NCTM, 2000). According to NCTM's Principles and Standards for School Mathematics (2000), technologies not only increase students' understanding and learning of mathematics but also help teachers make instruction more effective and meaningful for students. The purpose of this study is to explore how pre-service teachers design mathematics lesson activities that integrate technology. Specifically, the level of cognitive demands of the mathematics tasks in the technology activities: 1) created by pre-service teachers (PST) for an assignment in their elementary, middle level, and/or secondary mathematics methods course, and 2) created and used by secondary mathematics PSTs during student teaching were examined. PSTs designed technology-based instructional activities with high-level cognitive demands, and the mean scores were increased for Described Implementation and Student Response. In these instances, elementary and secondary level PSTs were able to select technology-based tasks with high cognitive demands in greater percentages than middle level PSTs. The mean scores for Described Implementation and Expected Student Response were higher than the means for Potential of the Task for all grade levels. However the means scores for Expected Student Response were lower than the means for Described Implementation for the elementary and middle levels, and the means scores are same for the secondary level. The results also indicated that PSTs were doing very well with their own personal computer use, troubleshooting, identification of instructional practices that reflected a learner-based curriculum design, and effectively technology implementation. By the analyzing relationship between IQA rubrics scores (Potential of the Task, Describe Implementation, and Expected Student Response) and each LoTi-Digital Age levels (PCU, CIP, and LoTi), the researcher discovered that the LoTi Digital-Age scores did not correlate with the IQA scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571696 An Examination of Pre-Service Mathematics Teachers' Integration of Technology into Instructional Activities Using a Cognitive Demand Perspective and Levels of Technology Implementation ProQuest LLC Ed.D. Dissertation, Duquesne University 2016-00-00 978-1-3397-2806-3 249 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109522 2017 As Provided JAN2020

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No Qualitative Research Student Attitudes Parent Attitudes Telecommunications Handheld Devices Technology Uses in Education Grade 7 Mathematics Instruction Educational Technology Focus Groups Computer Oriented Programs Feedback (Response) Family Environment Guidelines Corbett, Robin Dissertations/Theses - Doctoral Dissertations English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education The purpose of this qualitative research study was to compare student and parental perceptions of mobile technology use, specifically iPads, in seventh grade math classrooms and at home. How students and parents perceive the use of iPads within the seventh grade math classroom and how students and parents perceive the influence of iPad use at home were addressed in this research study. Data were collected using the focus group interview method. Four focus groups, a total of 10 students and 10 parents, were chosen for the research study using a convenient yet purposeful sampling method. Major findings of this study included: the students' use of educational apps in the math classroom; student and parent perceptions that the iPad provided immediate feedback along with connectivity with peers; how the iPad is used at home; and the distraction aspect of the iPad. As a result of these findings, school and campus administrators, should consider developing guidelines for teachers that address the use of iPads in the math classroom, monitoring of the use of iPads in the math classroom, guidelines for home use of the iPad, and offering a parent iPad information session at the beginning of school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571697 iPad Use in Seventh Grade Math: Parent and Student Perceptions ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3583-2 123 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110325 2017 As Provided JAN2020

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No Adolescents Early Parenthood Mothers Language Skills Language Acquisition Parent Child Relationship Interaction Parent Influence Case Studies Parent Attitudes Play Semi Structured Interviews Journal Writing Coding Reading Aloud to Others Singing Preschool Children Duncan, Mary Dissertations/Theses - Doctoral Dissertations English Children born to teen mothers tend to score lower on language development assessments and to have school readiness delays. To support teen mothers and their children in improving language development, educators need information about mothers' daily interactions with their children and how they contribute to their children's language development. The purpose of this descriptive case study was to understand mothers' perceptions of how they influenced their children's language development through play, routines, and other informal interactions. Flavell, Vygotsky, and Bruner's views on how learners' construct knowledge informed the study. Research questions were focused on the mothers' perceptions regarding interactions during routines and during play and on the mothers' beliefs about how influential they were developing their children's language skills. Data were gathered through semistructured interviews, journals, and follow-up questions addressed in narratives or additional interviews. A combination of a priori and open coding was used to support inductive analysis. Participants believed that they influenced their children's development and wanted to increase what they know about overall development and specifically language development. They indicated that they did not have enough time for reading, that they used songs and chants frequently, and that participation in the study made them think more about the importance of conversations shared within activities. The results of this study may help teen mothers, their families, and those who provide education and support to teen mothers in mentoring groups, faith-based support groups, and alternative high schools. Social change will occur when young parents are supported in enhancing the lives of their children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571698 Case Study of Teen Mothers' Perceptions of Their Influence on Preschoolers' Language Development ProQuest LLC Ed.D. Dissertation, Walden University 2016-00-00 978-1-3397-2766-0 173 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109481 2017 As Provided JAN2020

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Yes Elementary School Students Reading Instruction Reading Difficulties Educational Improvement Literacy Education Decoding (Reading) Reading Comprehension Individualized Instruction Response to Intervention Reading Achievement Reports - Descriptive Tennessee Tennessee Department of Education English Elementary Education Reading is more than just decoding the letters on a page--although that is critically important. It is drawing meaning from text and making connections to the outside world. These are the critical thinking skills that determine success both in and outside the classroom. In past years, far too many of Tennessee's students have passed through elementary school without acquiring this strong foundation--strong decoding skills coupled with deep comprehension--and have been met with escalating challenges as they move from grade to grade. This report incorporates a series of studies and data analyses conducted over the past year by and for the Tennessee Department of Education to understand the challenges they face. Across classrooms, they find committed and knowledgeable educators who are pushing students forward. Yet each year, despite their collective efforts, at least half of Tennessee's students complete third grade without becoming readers. To change this cycle, they must first ensure students do not fall behind during early elementary school and second, they must improve at helping those students who are struggling. To get to this point, the Department provides four recommendations tied to new state initiatives that will be critical in building more readers across Tennessee and reaching their Read to be Ready goal of 75 percent of third graders proficient in reading by 2025. [For an appendix to this report, see ED572953. This report was written by the Tennessee Department of Education's Office of Research and Strategy and designed by Brad Walker.] ED572952 Setting the Foundation: A Report on Elementary Grades Reading in Tennessee Tennessee Department of Education 2016-02-00 28 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2017 ERIC JAN2020

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Yes Elementary School Students Reading Instruction Reading Programs Textbooks Progress Monitoring Financial Support Educational Finance Screening Tests Block Scheduling Reading Consultants Basal Reading Pacing Kindergarten Grade 1 Grade 2 Grade 3 Tables (Data) Reports - Descriptive Numerical/Quantitative Data Tennessee Tennessee Department of Education English Elementary Education Kindergarten Primary Education Early Childhood Education Grade 1 Grade 2 Grade 3 "Setting the Foundation: A Report on Elementary Grades Reading in Tennessee" (ED572952) provides insight into the challenges associated with early grades reading in Tennessee, along with a set of recommendations for building more readers across the state. This appendix provides detailed information about reading programs in Tennessee districts. It includes four tables: (1) Reading Blocks and Reading Specialists; (2) Universal Screeners and Progress Monitoring Tools; (3) Reading Program Funding Sources; and (4) Textbooks for Grades K-3. ED572953 Setting the Foundation: A Report on Elementary Grades Reading in Tennessee. Appendix Tennessee Department of Education 2016-02-00 18 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2017 ERIC JAN2020

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Yes Response to Intervention Program Implementation Models At Risk Students Educational Diagnosis Progress Monitoring Special Education Capacity Building Parent Participation Professional Development Delivery Systems Definitions Core Curriculum Elementary School Students Emergent Literacy Reading Tests Reading Fluency Data Collection Evaluation Methods Fidelity School Districts Reports - Descriptive Tests/Questionnaires Guides - Non-Classroom South Dakota Dynamic Indicators of Basic Early Literacy Skills (DIBELS) South Dakota Department of Education English Elementary Education The National Association of State Directors of Special Education (NASDSE, 2005) defines response to intervention (RTI) as the practice of providing high-quality instruction and intervention based on a student's needs, changing instruction and/or goals through frequent monitoring of progress, and applying the student response data to important educational decisions. Although there is no universally accepted RTI model or approach, it is typically understood within the context of multiple tiers of intervention service delivery for students with difficulties. In other words, students who are identified as at-risk through universal screening have their progress monitored and receive increasingly intense, multi-tiered interventions, which may evaluate in eligibility for special education and related services. RTI models currently in practice may vary across local education agencies (LEAs) and states. However, they use a generally similar structure with some common components. According to NASDSE (2005), three essential components of RTI are as follows: (1) Multi-tiered intervention service delivery; (2) Integrated data collection/assessment system; and (3) Data-based decisions based on a problem-solving model. Prior to implementation, strategic planning and staff development will be needed to address the above components. It is also important to recognize that the successful implementation of RTI hinges upon such prerequisite elements as building capacity and parent involvement. To fully incorporate RTI, school districts must assess their readiness and capacity to adopt and implement RTI practices for all academic areas and classroom management. School districts then develop a plan for implementing RTI that should include building capacity. An RTI plan is expected to take several years to fully implement, thus districts and schools are encouraged to start small before moving to a district-wide approach. This is due to the considerable amount of professional development that needs to be provided in the beginning stages of establishing RTI systems to build capacity. It will be equally important for all staff to receive on-going professional development support after an RTI system has been put into place. A glossary is included. ED572954 Response to Intervention Implementation Guide: The South Dakota Model South Dakota Department of Education 2012-01-12 Office of Special Education Programs (ED/OSERS) 49 South Dakota Department of Education. 700 Governors Drive, Pierre, SD 57501. Tel: 605-773-3134; Fax: 605-773-6139; Web site: http://doe.sd.gov N/A 2017 ERIC JAN2020 H027A110091

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Yes Mentors Violence Prevention Incidence Youth At Risk Persons Juvenile Justice Guidance Individual Development African Americans Males Reports - Descriptive MENTOR: The National Mentoring Partnership Root Cause English Youth violence remains a critical challenge facing many American communities. In 2010, an average of 13 young people aged 10-24 years were victims of homicide each day and in 2013, more than 580,000 were treated in emergency rooms for nonfatal injuries sustained from assaults. Homicide remains the third leading cause of death for young people ages 15 to 24 with a stark increase in rates for young people of color. In addition to the pain and trauma experienced at the individual level, these numbers paint a picture of real lost economic and social potential for the United States. In addition to causing injury and loss of life, youth violence leads to increased health care, reduced productivity, reduced property values, and a disruption of social services. In 2010, the estimated costs of youth violence were $17.5 billion, which includes an estimated $9 billion in medical expenses and work loss due to homicide and $8.5 billion in nonfatal medical and work loss assaults. Youth violence has a ripple effect that goes beyond the lives of the young people who experience it first-hand--it affects their families, peers, and members of their community. In fact, youth victimization increases one's odds of becoming a perpetrator of violent crimes, creating an endless cycle in far too many communities nationwide. Given the high prevalence of youth violence, and its burden on the government and society as a whole, the need to look at levers for reducing youth violence is more urgent than ever. This report is meant to provide an overview of the state of youth violence in the United States and to illustrate the role mentoring can play in reducing its prevalence. Whether as a public/private investor, researcher, or program staff, we all have a role to play in investing resources strategically in a way that can improve the quality of, and access to, mentoring, while expanding our understanding of this approach. ED573524 Mentoring: An Investment in Reducing Youth Violence MENTOR: National Mentoring Partnership 2015-12-00 Open Society Foundations (OSF) 5 MENTOR: National Mentoring Partnership. 1600 Duke Street Suite 300, Alexandria, VA 22314. Tel: 703-224-2200; Fax: 703-226-2581; e-mail: community@mentoring.org; Web site: http://www.mentoring.org N/A 2017 31 ERIC JAN2020

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Yes Institutional Characteristics High School Students Graduation Correlation Graduation Rate Regression (Statistics) Gender Differences Socioeconomic Status Special Education Academic Achievement Teacher Student Ratio Poverty Teacher Qualifications Teacher Certification Intervention Student Records Grade 10 Therriault, Susan Li, Yibing Bhatt, Monica P. Narlock, Jason Reports - Research Puerto Rico Regional Educational Laboratory Northeast & Islands (ED) Education Development Center, Inc. (EDC) National Center for Education Evaluation and Regional Assistance (ED) English High Schools Secondary Education Grade 10 High school graduation is a critical milestone for students as it has implications for future opportunity and success on both individual and societal levels. In Puerto Rico recent changes in how high school graduation rates are calculated have drawn closer attention to the issue of high school graduation and thus a growing interest in understanding the relationship between Puerto Rico's high school characteristics and graduation rates. This report presents findings from a correlational study of high school characteristics and high school graduation in Puerto Rico. Using data from the Puerto Rico Department of Education and publicly available data about the cohort of grade 10 students who entered Puerto Rico high schools during the 2010/11 school year, the study analyzed the correlation between graduation rates and two types of variables. The two types of variables are school-level student composition variables and school characteristic variables. School-level student composition variables refer to characteristics that are not amenable to intervention by educators (for example, the percentage of students who are male), and school characteristic variables refer to characteristics that can be changed or, in other words, that are amenable to intervention (for example, the student-teacher ratio). The study then estimated the conditional association between these characteristics and on-time graduation (within three years) using regression analyses to control for other factors. The key findings associated with school characteristics--those amenable to intervention--are: (1) Puerto Rico high schools with a higher percentage of students who were proficient in Spanish language arts had higher graduation rates overall and for all students subgroups examined (male students, female students, students living in poverty, and students in special education). These relationships were also found after other school characteristics were controlled for; (2) High schools with higher percentages of students who were proficient in math had higher graduation rates for all students and for all student subgroups except female students. However, the relationships were not apparent after other school characteristics were controlled for; (3) High schools with lower student-teacher ratios had higher rates of graduation overall and for all subgroups. After other school characteristics were controlled for, the relationships were still found for male students, students living in poverty, and students in special education but not for all students or for female students; and (4) Contrary to the expectation that having more qualified teachers in a school would result in higher graduation rates, this study found that high schools with lower percentages of highly qualified teachers--teachers who attain full state (regular) certification in the subject taught--had higher graduation rates for all students and for all subgroups except male students. After other school characteristics were controlled for, schools with fewer highly qualified teachers still had higher graduation rates overall and for male students, students living in poverty, and students in special education. These findings provide a starting point for Puerto Rico stakeholders interested in data-driven decision-making to address the low rates of graduation in their high schools and communities. Two strategies that might be helpful in raising graduation rates are: (1) Implementing interventions to increase the percentage of students who score at the proficient level in assessments of Spanish language arts; and (2) Lowering the student-teacher ratio for students living in poverty and students in special education. The findings of this study may also be useful for educators and researchers interested in understanding on-time high school graduation rates in U.S. territories, such as Puerto Rico, where research has been limited and information on graduation trends remains scarce. A section on Data and Methodology is appended. ED573525 Puerto Rico School Characteristics and Student Graduation: Implications for Research and Policy. REL 2017-266 Regional Educational Laboratory Northeast & Islands 2017-04-00 24 Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 21 ERIC JAN2020 Yes EDIES12C0009 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=427

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Yes Foreign Countries Elementary School Mathematics Qualitative Research Statistical Analysis Questionnaires Delivery Systems Program Content Teacher Workshops Teacher Participation Teacher Attitudes Change Strategies Facilitators (Individuals) Participant Satisfaction Faculty Development Bino, Vagi Sakopa, Priscilla Tau, Kila Kull, Martha Reports - Research Speeches/Meeting Papers Papua New Guinea Mathematics Education Research Group of Australasia English Elementary Education Qualitative and quantitative data are both being used to evaluate a large project in remote areas of Papua New Guinea. Results from teacher and student questionnaires are yet to be evaluated. The responses from teachers participating in the project workshops are reported here to be extremely positive towards the content and delivery of the workshop. ED572559 Evaluating the Professional Learning for "Cultural Mathematics" in Papua New Guinea's Elementary Schools Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 1 As Provided JAN2020

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Yes Mathematics Achievement Performance Factors Test Items Context Effect Secondary School Mathematics Secondary School Students Familiarity Problem Solving Mathematics Activities International Assessment Scores Achievement Rating Predictor Variables Foreign Countries Achievement Tests Salgado, Felipe Almuna Stacey, Kaye Speeches/Meeting Papers Reports - Research Australia Program for International Student Assessment Mathematics Education Research Group of Australasia English Secondary Education This paper reports how the context in which a mathematics item is embedded impacts on students' performance. The performance of Year 10 students on four PISA items was compared with performance on variants with more familiar contexts. Performance was not better when they solved items with more familiar contexts but there was some evidence that items requiring the second-order use of context were more influenced by an alteration of context than items of first-order use. Recommendations for further study are included. ED572560 Item Context Factors Affecting Students' Performance on Mathematics Items Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 19 As Provided JAN2020

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Yes Numeracy Professional Identity Secondary School Science Secondary School Teachers Psychometrics Teacher Characteristics Lesson Observation Criteria Interviews Teacher Background School Culture Mathematical Concepts Learning Experience Classroom Techniques Educational Practices Knowledge Level Knowledge Base for Teaching Foreign Countries Bennison, Anne Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education If teachers are to adequately support development of their students' numeracy capabilities then they need to have an identity as a teacher of numeracy. A preliminary evaluation of a conceptual framework (Bennison & Goos, 2013) developed for use in a two-year study that seeks to understand this construct is presented. Initial findings about an early career secondary science teacher are utilised to describe this teacher's identity as a teacher of numeracy, enabling the conceptual framework to be illustrated and critiqued. ED572561 Teacher Identity and Numeracy: Evaluating a Conceptual Framework for Identity as a Teacher of Numeracy Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 15 As Provided JAN2020

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No School Counselors Counselor Role Public Schools Secondary Schools School Counseling State Standards Qualitative Research Phenomenology Interviews Advocacy Anderson, Deja L. Dissertations/Theses - Doctoral Dissertations California English Secondary Education The study was designed to explore the actual performance of secondary school counselors' perception of their role framed within the California State School Counseling Standards. A qualitative phenomenological narrative inquiry was conducted with counselors, detailing their experience as educators. In person interviews were conducted with eight participants from three school districts located in Los Angeles County. Once collected, the data were coded for the identification of common themes which, emerged from the participant responses. Results from the study demonstrated how counselors advocate for their students, despite managing large caseloads and handling non-counseling duties. In order to advocate for the contributions made to a student's academic success, further research is needed to examine the effectiveness of school counselors and the impact of lower student to counselor ratios. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571699 An Exploration of the Actual Role of the School Counselor Framed within the California Public School Counseling Standards ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3589-4 187 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110331 2017 As Provided JAN2020

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No Phenomenology Technology Integration Educational Technology Technology Uses in Education Mathematics Teachers Science Teachers High Schools Secondary School Teachers Interviews Observation Coding Barriers Faculty Development Patton, Djara Linn Dissertations/Theses - Doctoral Dissertations English High Schools Secondary Education This phenomenological narrative study explored how teachers' implement 1:1 technology integration in the classroom based on the SAMR model as the theoretical framework. Participants were fully certified math and science teachers who had taught at the high school for at least two years. Data was gathered for this study based on face-to-face interviews and classrooms observations. The narratives were analyzed, categorized, and coded. The findings from this study may provide insight as to what level teachers were utilizing technology-driven instructional activities, what challenges were encountered during the integration of technology into the classroom, and what type of professional development was required in order to successfully implement technology-driven instructional activities at the various levels of the SAMR model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571700 A Phenomenological Narrative of Teachers' Implementation of 1:1 Technology Integration Based on the SAMR Model ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3591-7 130 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110333 2017 As Provided JAN2020

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Yes Elementary Secondary Education National Surveys Elementary School Teachers Secondary School Teachers Educational Change Educational Trends Teacher Surveys Demography Racial Composition Teaching Experience Teacher Characteristics Teacher Background Teacher Qualifications Teaching Conditions Statistical Analysis Trend Analysis Diversity (Faculty) Comparative Analysis Teaching (Occupation) Ingersoll, Richard Merrill, Lisa Reports - Research Schools and Staffing Survey (NCES) National Center for Education Statistics (ED) Synergy Enterprises, Inc. English Elementary Secondary Education Elementary Education Secondary Education This report utilizes the nationally representative Schools and Staffing Survey (SASS) to examine changes in the elementary and secondary teaching force in the United States over the quarter century from 1987-88 to 2011-12. The report focuses on three key demographic characteristics: the size of the teaching force, the level of teaching experience of the teaching force, and the racial/ethnic composition of the teaching force. SASS is a large-scale sample survey of elementary and secondary teachers and schools in the United States. SASS has been conducted seven times--in school years 1987-88, 1990-91, 1993-94, 1999-2000, 2003-04, 2007-08, and 2011-12. SASS was developed to obtain comprehensive data on teachers, including a wide range of information on teachers' backgrounds, characteristics, qualifications, and workplaces (Haggstrom, Darling-Hammond, and Grissmer 1988; Ingersoll 1995). As a result, SASS is an excellent source of data for examining changes in the demographic characteristics of the teaching force in the United States. SASS is administered by the Institute of Education Sciences' National Center for Education Statistics (NCES), which is the statistical agency of the U.S. Department of Education. This report builds on and expands an earlier study by Ingersoll, Merrill, and Stuckey (2014) that analyzed SASS data to explore what demographic trends and changes have, or have not, occurred in the elementary and secondary teaching force since the late 1980s. This earlier study found considerable changes in the teacher force, with significant, but under-recognized implications. Among the key findings were that the teaching force has become: (1) larger--The teaching force dramatically increased in size, growing at over twice the rate of student enrollment; (2) less experienced--With increases in hiring there has also been a correspondingly large increase in the number of teachers who are beginners in their first several years of teaching. In 1987-88, the modal, or most common, teacher had 15 years of teaching experience. By 2007-08, the modal teacher was in his or her first year of teaching; and (3) more diverse--The teaching force has rapidly become more racially/ethnically diverse. Growth in the number of minority teachers has outpaced growth in minority students and has been more than twice the growth rate of White teachers. The objective of the Ingersoll, Merrill, and Stuckey (2014) study was to provide a broad overview of national changes in the demographic characteristics of the teaching force and to explore some of the possible reasons for, and implications of, the changes discovered. It did not disaggregate the data, nor did it investigate how the changes differ by type of teacher and by type of school. These variations are the subject of this report. This analysis investigates how changes in these characteristics of the teaching force--the number of teachers, the level of teaching experience, and the racial/ethnic diversity of the teaching force--varied across different types of teachers and across types of schools in the 25 years between 1987-88 and 2011-12. The data analysis shows that these changes have not been distributed evenly across teacher and school types. The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes: Overview of the 2011-12 Schools and Staffing Survey and Overview of the 1987-88 Schools and Staffing Survey; (3) Description of Variables Used in This Report; and (4) Glossary of Terms. [For the previous report, "Seven Trends: The Transformation of the Teaching Force. Updated April 2014. CPRE Report. #RR-80," see ED566879.] ED573526 A Quarter Century of Changes in the Elementary and Secondary Teaching Force: From 1987 to 2012. Statistical Analysis Report. NCES 2017-092 National Center for Education Statistics 2017-04-00 80 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2017 55 ERIC JAN2020 Yes EDIES1100006 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017092

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No Mathematics Education Elementary School Teachers Preservice Teacher Education Teacher Competencies Knowledge Base for Teaching Cognitive Processes Mathematical Logic Affective Behavior Foreign Countries Knowledge Level Elementary School Mathematics Hart, Lynn C., Ed. Oesterle, Susan, Ed. Auslander, Susan Swars, Ed. Kajander, Ann, Ed. Books Collected Works - General English Elementary Education Higher Education Postsecondary Education This book is an edited volume addressing specific issues of significance for individuals involved with the undergraduate mathematics content preparation of prospective elementary teachers (PSTs). Teaching mathematics content courses to this group of students presents unique challenges. While some PSTs enter their teacher preparation with weak mathematical skills and knowledge, many also hold negative attitudes, anxiety, and misguided beliefs about mathematics. This book is designed to support instructors who teach these students in mathematics content for elementary teachers courses. Elementary teachers need a richly developed understanding of the mathematics they are teaching in order to teach it effectively. Providing them with the needed preparation is difficult, but can be eased with a solid understanding of the mathematical concerns and limitations PSTs bring to the learning of mathematics and a familiarity with the standards and curricula topics PSTs will be expected to teach. Chapter One makes the argument that elementary mathematics is not trivial. This is followed by an analysis of four central issues related to the mathematical preparation of elementary teachers, specifically: (1) selecting/creating/modifying and implementing mathematical tasks (2) noticing/understanding children's ways of thinking as a foundation for learning mathematics, (3) developing mathematical habits of mind in PSTs, and (4) understanding the role affect plays in the mathematical learning of PSTs. The final chapter presents three international examples of programs that currently consider these factors in the implementation of their courses. Contents include: (1) Preface (Lynn C. Hart, Susan Oesterle, Susan Swars Auslander, and Ann Kajander); (2) Elementary Mathematics Is Not Trivial (Lynn C. Hart, Melfried Olson, and Susan Oesterle); (3) When Is a Mathematical Task a Good Task? (Ziv Feldman, Eva Thanheiser, Rachael M. Welder, Jennifer M. Tobias, Amy F. Hillen, and Dana Olanoff); (4) Using Children's Thinking to Develop Mathematical Content Knowledge ( Christine A. Browning, Jennifer L. Harrison, Ryan Harrison, Yi-Yin (Winnie) Ko, Nicole Panorkou, and Margaret Yoder); (5) Mathematical Habits of Mind (Susan Oesterle, Melfried Olson, Stephen Hwang, Hannah Slovin, Judith Olson, Jaclyn Murawska, Jennifer Holm, and Cristina Caputo Lewitton); (6) Attending to Prospective Elementary Teachers' Mathematical Affect ( Susan Swars Auslander); and (7) Three International Examples of Mathematics Content Courses for Elementary Teachers (Ann Kajander, Gayle Millsaps, Reidar Mosvold, Diana Underwood-Gregg, and Jennifer Holm). ED573527 The Mathematics Education of Elementary Teachers: Issues and Strategies for Content Courses IAP - Information Age Publishing, Inc. 2016-00-00 978-1-68123-573-8 Teachers IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com N/A http://www.infoagepub.com/products/The-Mathematics-Education-of-Elementary-Teachers 2017 ERIC JAN2020

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Yes Adult Education Adult Literacy Career Education Technical Education Community Colleges Labor Force Development Federal Legislation Labor Legislation State Departments of Education Lifelong Learning Educational Opportunities Skill Development Job Skills Vocational Education Employment Potential High School Equivalency Programs Postsecondary Education Welfare Recipients Outcomes of Education Career Development Program Evaluation Accountability Student Characteristics School Holding Power Performance Based Assessment Limited English Speaking Unemployment State Aid English Language Learners Enrollment Trends College Readiness Career Readiness Employment Patterns Civics Educational Policy State Policy Program Implementation Academic Standards Basic Skills Developmental Studies Programs Remedial Instruction Reports - Evaluative Numerical/Quantitative Data Iowa Workforce Investment Act 1998 Title II Iowa Department of Education, Division of Community Colleges English Adult Education Two Year Colleges Higher Education Postsecondary Education High School Equivalency Programs High Schools Secondary Education This report is Iowa's response to the four questions that the United States Department of Education, Office of Career, Technical, and Adult Education (OCTAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA), Title II, Adult Education and Family Literacy Act (AEFLA). The overall goal of the Act is "to increase the employability, retention, and earnings of participants and increase occupational skill attainment by participants and, as a result, improve the quality of the workforce, reduce welfare dependency, and enhance the productivity and competitiveness of the Nation." The federally-funded adult education and literacy programs administered by the Iowa Department of Education's Division of Community Colleges provide lifelong educational opportunities and support services to eligible participants. Programs assist adults in obtaining the knowledge and skills necessary for work, further education, family self-sufficiency, and community involvement. By improving the education and skill levels of individual Iowans, the programs enhance the competitiveness of the state's workforce and economy. Iowa adult education programs help learners to accomplish the following: (1) Gain employment or better their current employment. (2) Obtain a high school equivalency diploma by passing the state selected assessment. (3) Attain skills necessary to enter postsecondary education and training. (4) Exit public welfare and become self-sufficient. (5) Learn to speak, read, and write the English language. (6) Master basic academic skills to help their children succeed in school. (7) Become U.S. citizens and participate in a democratic society. (8) Gain self-esteem, personal confidence, and a sense of personal and civic responsibility. Appended to the report is: Workforce Investment Act (WIA), Title II, Section 223 State Leadership Activities. ED572242 Adult Education and Literacy. Program Year 2015 Annual Report Iowa Department of Education 2016-01-00 39 Iowa Department of Education. Grimes State Office Building, 400 East 14th Street, Des Moines, IA 50319-0146. Tel: 515-281-5294; Fax: 515-242-5988; Web site: http://educateiowa.gov N/A 2017 ERIC JAN2020

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Yes Career Education Job Training Outreach Programs State Programs Community Colleges Participant Characteristics Educational Finance Funding Formulas Employment Potential Graduation Rate Credentials School Support Curriculum Development Partnerships in Education Eligibility Expenditures Resource Allocation Employment Programs Reports - Descriptive Numerical/Quantitative Data Iowa Iowa Department of Education, Division of Community Colleges English Two Year Colleges Higher Education Postsecondary Education The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the second year for Pathways for Academic, Career and Employment (PACE) reporting. Allocations for the PACE fund are allocated pursuant to the Community College state general aid distribution formula established in the Iowa Code and are eligible to be carried forward to the next year. The figures noted in this report were obtained from each of Iowa's 15 community colleges. Colleges have done an outstanding job implementing their programs into their regions and communities as they begin to align themselves with the new Workforce Innovation and Opportunity Act legislation. All of the colleges have committed to building career pathway frameworks and structuring those projects that can best increase the employment success of the identified targeted populations as evidenced by the overall increase in program activity indicating the effort and extension of program growth especially as they begin to partner with their Adult Basic Education programs. [For the Fiscal Year 2014 Report, see ED555872.] ED572243 Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2015 Report Iowa Department of Education 2016-11-00 14 Iowa Department of Education. Grimes State Office Building, 400 East 14th Street, Des Moines, IA 50319-0146. Tel: 515-281-5294; Fax: 515-242-5988; Web site: http://educateiowa.gov N/A 2017 ERIC JAN2020

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No Intervention Remedial Mathematics At Risk Students Grade 8 Quasiexperimental Design Instructional Effectiveness Comparative Analysis Statistical Analysis Pretests Posttests Mathematics Tests Achievement Tests Franklin, Barbara Gail Dissertations/Theses - Doctoral Dissertations English Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education Eighth grade math students must pass a standards based test to be promoted to the next grade. Students who were at risk of failing the state's annual test faced impending retention. The purpose of this quasi-experimental study was to see if an intensive nine-week (55 min per day) remedial Math Connection (MC) class for 67 suburban, eighth grade students identified as at risk of failing, could significantly increase the scores; concurrently, at this Title I school, they were compared with 122 eighth grade students who were not identified as at risk of failing. The dependent variable was measured using the AIMSweb tests (nonmultiple choice answer format). A quantitative quasi-experiment of nonequivalent control group design, pretest and posttest, was used with the AIMSweb tests. When controlling for pretest scores through an analysis of covariance (ANCOVA), results indicated that there was no significant difference between the AIMSweb scores for the math class group as compared with the no math class group. Future studies need to consider both efficient and effective processes of instruction and assessment formats for the remediation of students at risk of failing the state's math summative assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571955 Academic Intervention: Acceleration and Remediation ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3996-0 119 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110751 2017 As Provided JAN2020

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No Qualitative Research Usability Internet Safety Guides Older Adults Crime Prevention At Risk Persons Information Security Use Studies Age Differences Program Effectiveness Learning Modules Instructional Design Appelt, Lianne C. Dissertations/Theses - Doctoral Dissertations English The following qualitative study examines the usability of a custom-designed Internet safety tutorial, targeted at elderly individuals who use the Internet regularly, for effectively conveying critical information regarding online fraud, scams, and other cyber security. The elderly population is especially at risk when it comes to fraudulent activity, both online and via other methods (mail, phone, etc.), which is why a safety tutorial of this nature could be extremely beneficial. Additionally, growth in the population of individuals over the age of 65 is boosting the number of elderly people using Internet technologies (desktop/laptop, SmartPhones, tablets, and other networked devices) to go online. In order to design appropriate training material for this demographic, research was undertaken regarding the older population's computer use, age-related physical and cognitive differences, vulnerability to scams, and efficacy of currently available training modules. Based on this research, age-specific design principles were developed and applied to an Internet safety tutorial, which was then tested on a selection of elderly participants. Design and delivery of the tutorial were effective; participants were able to complete the tutorial as intended and gave very positive feedback. Results of the usability testing indicated that users over age 65 already have some basic understanding of Internet threats, either from personal experience or via training through an employer. Therefore, the target age group for further testing may need to be adjusted upward by 5-10 years to filter out seniors who recently exited the workforce and do not need the basic level of training. However, specialized training on the topic areas of safe browsing, safe emailing, safe shopping, etc., would be beneficial to all elderly users, especially if broken down by experience level (novice, intermediate, expert). Minor adjustments to the design, as well as the addition of leveled training options, would be an ideal solution to providing the right information to the right users. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571956 Designing for the Elderly User: Internet Safety Training ProQuest LLC D.S. Dissertation, University of Baltimore 2016-00-00 978-1-3397-4479-7 193 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111270 2017 As Provided JAN2020

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Yes Hearings Educational Technology Technology Uses in Education Access to Computers Internet Technology Integration Teacher Competencies Technological Literacy Elementary Secondary Education Faculty Development Legal/Legislative/Regulatory Materials North Carolina US Senate. Committee on Health, Education, Labor, and Pensions English Elementary Secondary Education This field hearing of the Committee on Health, Education, Labor, and Pensions, focused on discussing new ways to use technology in the classroom. The committee met on Friday, November 22, 2013, in the media room, Phillip O. Berry Academy of Technology with Hon. Kay Hagan presiding. Opening remarks by Honorable Kay R. Hagan began with her stating that, according to the FCC, half of America's classrooms today have slower Internet access than the average American home. Only 10 percent of schools have the bandwidth necessary for high quality digital learning. Too many schools across the country, both urban and rural, are dramatically behind in implementing technology. This puts the students in these very rural areas behind their peers as they move to college or to a career. In order to prepare young people for 21st century careers, classrooms need to be brought into the 21st century. Every school needs to be online with access to computers and to tablets and high-speed Internet connection; and outstanding educators must be provided the training they need to use this technology. Statements were presented by: (1) Scott S. Smith, Chief Technology Officer, Mooresville Graded School District, Mooresville, NC; (2) Melissa Rihm Thibault, Vice Chancellor for Distance Education and Extended Programs, North Carolina School of Science and Mathematics, Durham, NC; (3) Dale Miller, High School Student, Mooresville High School, Mooresville; (4) Raha Obaei, 6th grade Teacher, Kennedy Middle School, Charlotte-Mecklenburg Schools, Charlotte, NC; (5) Eric Graham, High School Student, Phillip O. Berry, Academy of Technology, Charlotte, NC; (6) Sean O'Leary, 5th grade Teacher, Hawk Ridge Elementary, Charlotte, NC; and (7) Mazzanni, Burnett, 8th grade Student, Kennedy Middle School, Charlotte- Mecklenburg Schools, Charlotte, NC. ED572244 Educating for the 21st Century: Bringing Today's Classrooms into the Digital Age. Field Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, First Session on Examining Educating for the 21st Century, Focusing on Bringing Today's Classrooms into the Digital Age (November 22, 2013, Charlotte, NC). Senate Hearing 113-821 US Senate 2016-00-00 Policymakers 35 US Senate. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.senate.gov N/A 2017 ERIC JAN2020

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Yes Higher Education Access to Education Federal Aid Federal Programs Student Financial Aid Homeless People Foster Care Disadvantaged Youth College Bound Students Barriers Enrollment Rate Data Analysis Trend Analysis Enrollment Trends College Applicants Undergraduate Students College Graduates Graduation Rate Interviews State Officials Discussion Groups Financial Aid Applicants Student Loan Programs Low Income Students Educational Vouchers Documentation Reports - Evaluative Legal/Legislative/Regulatory Materials US Government Accountability Office English Higher Education Postsecondary Education Secondary Education High Schools Homeless youth and youth in foster care are often unprepared for the transition to adulthood. Given the economic benefits of college, the Government Accountability Office (GAO) was asked to examine the college experiences of these vulnerable youth. GAO examined: (1) college enrollment and completion for foster and homeless youth; (2) the extent to which challenges these youth face affect their ability to pursue college; and (3) the extent to which program barriers hinder these youth from obtaining federal financial assistance for college. GAO analyzed the most recently available Education data--two enrollment data sets, for 2011-2012 and 2013-2014, and data on college completion from 2009; reviewed relevant federal laws and guidance; interviewed officials from the Department of Education and the Department of Health and Human Services, as well as external groups knowledgeable about higher education, foster youth, and homelessness; and held discussion groups with foster and homeless youth. GAO is making six recommendations to the Departments of Education and Health and Human Services to improve homeless and foster youth access to financial assistance for college, including centralizing college information for these youth on the Department of Education's website, clarifying the Department of Education guidance, and considering legislative proposals to simplify federal requirements for homeless and foster youth. The Department of Health and Human Services agreed with these recommendations, while the Department of Education generally did not agree or disagree, but described actions it was taking in response to the recommendations. Appended are: (1) Objectives, Scope, and Methodology; (2) College Enrollment and Completion of Foster Youth and Unaccompanied Homeless Youth Compared to Dependent Students; (3) Comments from the U.S. Department of Education; (4) Comments from the U.S. Department of Health and Human Services; and (5) GAO Contact and Staff Acknowledgments. ED572245 Higher Education: Actions Needed to Improve Access to Federal Financial Assistance for Homeless and Foster Youth. Report to the Ranking Member, Senate Committee on Health, Education, Labor, and Pensions. GAO-16-343 US Government Accountability Office 2016-05-00 Policymakers 71 US Government Accountability Office. 441 G Street NW, Washington, DC 20548. Tel: 202-512-6000; Web site: http://www.gao.gov N/A 2017 ERIC JAN2020

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No Case Studies Intervention Teaching Methods Literacy Education Reading Instruction At Risk Students Grade 2 Elementary School Students Theories Music Activities Urban Schools Interviews Elementary School Teachers Coding Reading Achievement Art Products Video Technology Reading Skills Program Effectiveness Jones-Gensel, Deborah May Dissertations/Theses - Doctoral Dissertations English Grade 2 Primary Education Elementary Education Early Childhood Education The purpose of this intrinsic, holistic case study was to describe and analyze the impact of a rhythmic intervention designed to support literacy skills in second-grade students at-risk of failure of state mandated reading assessment. The theories used to guide this study were Finkelstein (2001) and Hunt's (1966) disability theory, and critical realism posited by Bhaskar and Danemark (2006). Critical realism, as applied to disability theory, reflects a unique combination of needs a person with disability faces: socio-economic, physical, biological, psycho-social and emotional, psychological, cultural, and normative. Research suggested musical instruction could be used to teach literacy skills as a by-product. The study sought to answer how second-graders and their teachers felt about the rhythmic intervention, and the students' feelings as revealed through their personal artwork. The study took place in an urban Midwestern elementary school. Data were collected using open-ended questions during interviews with four teachers and nine students, documentation of reading levels, student artwork, and videos of the rhythmic intervention. The data were analyzed with QSR NVIVO, peer debriefing, member checks, and selected quotations. All of the students showed improvement in reading; however, the perceived success of the program was demonstrated in five themes: attention, confidence, connection, interventionist, and curriculum. Further research could focus on a larger sample over a more extended time period. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571957 Facilitating Literacy Acquisition in At-Risk Second-Grade Students Using a Rhythmic Intervention: A Case Study ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-4444-5 252 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111234 2017 As Provided JAN2020

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No Achievement Gap Christianity Private Schools College Bound Students High School Seniors Student Surveys College Entrance Examinations Scores Correlation Religious Factors Public Schools Standardized Tests Wright, William S. Dissertations/Theses - Doctoral Dissertations Texas SAT (College Admission Test) English Secondary Education High Schools Higher Education Postsecondary Education The achievement gap between private and public school college-bound students has continued to widen each year since 1972. The researcher studied the relationship of Christian school college-bound students' religiosity/spirituality using a validated survey instrument and their achievement as measured on the Scholastic Aptitude Test. The literature implies a relationship, but there is a gap in studying homogeneous religious groups. Therefore, the researcher selected a homogeneous grouping, Texas Christian high school college-bound seniors, as the sample for this study. The researcher obtained permission to use the Religiosity and Spirituality Scale for Youth (RASSY) survey instrument and included demographic and score data from student Scholastic Aptitude Test (SAT) reports. The researcher used "Pearson r" to analyze relationships between students' religiosity and spirituality as measured by the Religiosity and Spirituality Scale for Youth (RASSY), years enrolled in a Christian school, and students' composite critical reading, mathematics, and writing SAT scores. Results indicated a positive and significant relationship between years enrolled in a Christian school and composite SAT scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571958 College-Bound Students: A Study of the Relationship between Religiosity/Spirituality, and Achievement in Christian Schools ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-4000-3 107 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110755 2017 As Provided JAN2020

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No Advanced Placement Programs Discussion (Teaching Technique) Personal Autonomy Social Studies High School Students Seminars Student Experience Classroom Environment Teacher Student Relationship History Instruction European History Urban Schools Action Research Questionnaires Semi Structured Interviews Learner Engagement Thinking Skills Historical Interpretation Persuasive Discourse Self Determination Dague, Christopher Thomas Dissertations/Theses - Doctoral Dissertations English High Schools Secondary Education AP social studies courses are viewed as beacons for rigorous and demanding coursework in secondary classroom settings. Recent curricular revisions and enrollment initiatives made by the College Board have led to further discourse concerning instructional and curricular tensions that still need to be addressed. Moreover, reform made in AP social studies courses suggests that traditional and teacher-centered methods of instruction also need to be reconsidered in order to meet the goals of newly revised courses. Traditional and teacher-centered methods of instruction used in AP social studies courses might actually be causing students to learn with varying degrees of passivity and subordination. In turn, this has the potential to cause discord in the rhetoric and reality of the objectives of both AP courses and social studies education. The purpose of this action research study was to explore how implementing discussion pedagogy, based predominantly on the use of seminars, could support and promote student autonomy while also meeting the objectives of AP courses and social studies education. Additionally, I was guided by three sub-questions. How do students experience discussion pedagogy? Do students perceive a difference in the learning climate, specifically, teacher-student interaction when discussion pedagogy is implemented? How does discussion pedagogy affect students' experience relative to the content? Discussion pedagogy was implemented over a four-week period in two, AP European History courses in an urban high school (grades 9-12) in the southeastern region of the United States. The action research study, with its five stages of "initial reflection-planning-action-observation-reflection," rooted in self-determination theory, collected data through the use of Learning Climate Questionnaires (Williams & Deci, 1996), semi-structured interviews, classroom recordings, field notes, and student artifacts. Three major findings emerged from the data analyzed. The first major finding demonstrated that student preparation for, and involvement in, the course was impacted through their participation with discussion pedagogy. The second major finding demonstrated that students experienced a sense of relatedness within the learning environment. The third major finding demonstrated that students experienced engagement with regard to historical thinking skills and the historical content, most notably in the areas of historical argumentation and historical interpretation. These three major findings, in conjunction with the existing research, have implications for teachers of AP social studies courses as well as pre-services teachers. Additionally, the results of this action research study have implications for future research on the intersections of self-determination theory in a critical context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571959 An Action Research Study Exploring the Implementation of Discussion Pedagogy in Support of Student Autonomy in Advanced Placement Courses ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-3860-4 180 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110615 2017 As Provided JAN2020

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No Counselor Role School Counselors High Schools Suburban Schools Mixed Methods Research Statistical Analysis Self Efficacy Coding Counselor Attitudes Babins, Sarah Brooke Dissertations/Theses - Doctoral Dissertations Pennsylvania English High Schools Secondary Education The roles and responsibilities of school counselors across the United States are often misinterpreted amongst various stakeholders, individual state requirements for educational initiatives, and often among practicing counselors' own perceptions and view of professional identity. While the American School Counselor Association (ASCA, 2003; 2005) strives to provide ethical standards and practices to solidify the professional identity of school counselors and acquire the qualifications and skills to address all students' academic, personal/social and career development needs, a clear defined definition and perception of the school counselor continues to become solidified. Perhaps this is due to the changing educational horizon, communities, administration, and federal influences of policies and procedures on schools and school districts (Bain, 2012). Whatever the reason, school counselors are faced with a myriad of challenges that make it difficult in today's educational society to adhere to the social/emotional, post-secondary/career, and academic needs of all students. The American School Counselor Association (ASCA, 2003;2005) has developed the ASCA National Model: A Framework for School Counseling Programs which establishes a structure for effective school counseling programs; however, school counseling programs, credentials, and educational iniatives can be different from state to state. This study examined high school counselors (9th-12th grade) in Pennsylvania, suburban, public high Schools, specifically in Bucks and Montgomery Counties. A quasi-mixed methods, exploratory research approach was used. Nonparametric statistics were run to determine if a significant impact of demographic variables yielded a difference in school counselors' self-efficacy. Additionally, school counselors were randomly selected to participate in semi-structured, open-ended interviews, examining high school counselors' perceptions and self-efficacy regarding their roles and responsibilities pertaining to students' mental health issues. Results indicated that gender, one's undergraduate degree of education, and years of experience have significant impact on school counselors' self-efficacy, specifically related to certain items on the Counselor Activity Self-Efficacy Scales (Lent, et al., 2003). After content analysis coding, it was also found that school counselors feel high efficacy beliefs associated with specific roles and responsibilities and that self-efficacy beliefs change if counselors perceive a lack of stakeholder support or do not feel they are valued. Some implications for future research might be a longitudinal study of school counselors' self-efficacy over a given period of time and a larger sample size. It might also be helpful to combine elements of the CASES Scales with other school counselor based scales to form a more unified measurement that speaks to school counselors'roles and responsibilities that have been identified within this study and expand to specific mental health diagnosis, disorders, and behaviors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571960 From the Trenches to the Field: Practicing High School Counselors' Perceived Self-Efficacy Regarding Role(s) and Responsibilities Pertaining to Students' Mental Health Needs ProQuest LLC Ph.D. Dissertation, Temple University 2016-00-00 978-1-3397-4490-2 150 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111281 2017 As Provided JAN2020

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No Inclusion Equal Education Parent Attitudes Foreign Countries Disadvantaged Minority Groups Gender Differences Access to Education Teacher Attitudes Disabilities Educational Opportunities Self Concept Educational Experience Power Structure Interviews Qualitative Research Photography Vignettes Documentaries Focus Groups Grounded Theory Kilinc, Sultan Dissertations/Theses - Doctoral Dissertations Turkey English Inclusive education has become a global movement through the policies of the United Nations Educational, Scientific, and Cultural Organization (e.g., Salamanca Statement). These policies led many developing nations to adopt these policies in their national policy agendas. Turkey has developed inclusive education policies that deal with the education of students with disabilities (SwD). However, although SwD are the largest group who are marginalized and excluded from educational opportunities, there are other groups (e.g., cultural-linguistic minorities) who experience educational inequities in access and participation in learning opportunities and deal with enduring marginalization in education. This study examined a) Turkish teachers' and parents' conceptualizations of inclusive education for diverse groups of students, namely SwD, Kurdish students (KS), and girls, who experience educational inequities, b) how their construction of students' identities influenced students' educational experiences in relation to inclusive education, c) how their stories revealed identities, differences and power, and what role privilege played in marginalization, labeling, and exclusion of students within conceptualizations of inclusive education. I used cultural historical activity theory (Engestrom, 1999) and figured worlds (Holland et al., 1998) to understand the teachers' and parents' interpretations and experiences about inclusive education. This qualitative study was conducted in four different schools in Maki, a small southwestern city in Turkey. A classroom photo, with a vignette written description, and a movie documentary were used as stimuli to generate focus group discussions and individual interviews. I conducted classroom observations to explore the context of schooling and how students were positioned within the classrooms. Classroom artifacts were additionally collected, and the data were analyzed using a constant-comparative method. The study findings demonstrated that students had different equity struggles in access, meaningful participation, and having equal outcomes in their education. The education activity system was not inclusive, but rather was exclusive by serving only certain students. SwD and girls had difficulty accessing education due to cultural-historical practices and institutional culture. On the other hand, Turkish-only language policy and practices created tensions for KS to participate fully in education activity systems. Although stakeholders advocated girls' education, many of them constructed SwD's and KS' identities from deficit perspectives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571701 A Cultural Historical Activity Theoretical (CHAT) Framework for Understanding the Construction of Inclusive Education from Turkish Teachers' and Parents' Perspectives ProQuest LLC Ph.D. Dissertation, Arizona State University 2016-00-00 978-1-3397-2871-1 253 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109587 2017 As Provided JAN2020

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No Phenomenology Case Studies Sight Vocabulary Reading Fluency Reading Comprehension Emergent Literacy Sight Method Summer Programs Reading Programs Reading Instruction Elementary School Students Gonzales, Lisa A. Dissertations/Theses - Doctoral Dissertations Texas English Elementary Education The purpose of this phenomenological bound case study was to explore the effect of acquiring sight words on reading fluency and comprehension skills for early literacy learners during a summer reading camp at one elementary campus in south Texas. Study findings indicated that through prescribed learning experiences with sight words that included the use of highly engaging games, the early literacy learners attending the summer reading camp acquired new sight words. Fluency and comprehension skills improved per the implementation of themed reading instructional activities including the use of authentic text and authentic materials with an emphasis with all activities on repetition or repeated reading. The prescribed reading activities and learning experiences at the summer reading camp resulted in positive feelings regarding reading. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571702 A Phenomenological Bounded Case Study of the Effect of Acquiring Sight Words on Reading Fluency and Comprehension ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3592-4 196 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110334 2017 As Provided JAN2020

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No Case Studies Leadership Community Colleges Two Year College Students Two Year Colleges Higher Education Change Agents Research Reports Interviews Leaders Organizational Change Activism Social Action Borregard, Andrea Rae Dissertations/Theses - Doctoral Dissertations Kentucky English Two Year Colleges Higher Education Postsecondary Education Community colleges constitute a special type of higher education organization: their complex mission, dynamics, personnel structures, and values require a distinct set of understandings and skills to lead and manage them well. Most of the research on leadership in community colleges focuses on leaders in positions of power (presidents, provosts, etc.) and not on grassroots or bottom-up leadership. Bottom-up leaders are individuals who perpetuate change without having the backing of a formal position of authority to do so. Recent leadership research validates the importance of having change agents at all levels of an organization in order to further the mission of the institution. This dissertation consists of three primary parts: (1) a technical report written by a three-person research team representing a synthesis of the collaborative research findings on the various leadership pathways that exist in the community college and the factors that influence individuals to engage in leadership efforts; (2) an individual research study on the perspectives of grassroots leaders who have engaged in informal change initiatives at a community college; and (3) an extension of the individual research study that discusses institutional attributes, properties, and/or conditions that foster and encourage grassroots organization. Individual, in-depth interviews were conducted in order to identify strategies grassroots leaders used to influence top-down leadership and the major obstacles they faced. The conversational nature of these interviews allowed for two-way interactions that lent themselves to a greater understanding of the subjects' experiences, thoughts, and motives. This study provides a greater focus on understanding the motivations, tactics, obstacles, and sources of resiliency that grassroots leaders use to affect change. The findings indicate that a variety of personal and professional influences affect a grassroots leader's decision to engage in leadership efforts, that grassroots leaders tailor their tactics and strategies to fit the situation, and that resiliency is essential to the success of their engagement. Finally, this study makes several recommendations administrators can use to promote grassroots leadership on their campuses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571703 Organizing for Change: A Case Study of Grassroots Leadership at a Kentucky Community College ProQuest LLC Ed.D. Dissertation, University of Kentucky 2016-00-00 978-1-3397-3046-2 207 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109777 2017 As Provided JAN2020

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No High School Seniors Academic Failure Exit Examinations Qualitative Research Phenomenology Graduation Requirements Student Experience Psychological Patterns Nanez, Lilia G. Dissertations/Theses - Doctoral Dissertations Texas Texas Essential Knowledge and Skills English High Schools Secondary Education This qualitative phenomenological research study investigated Texas high school seniors who failed the initial administration of the End of Course (EOC) exams required for graduation but succeeded upon subsequent test administration. The four questions that guided the research explored the experienced regarding the EOC exams by identifying which exam was most difficult to pass, describing their experiences and emotions upon receiving initial reports of failure, and their feelings and emotions during retesting, what supports helped them successfully meet standard on the test and their plans beyond high school. The findings indicated the participants struggled mostly with both English I and II EOC exams but through school, staff and family supports, were able to successfully meet standard and graduate from high school. Some of the implications for practice include: implementing data teams to effectively learn how to measure mastery of TEKS during regular classroom instruction, instruction during tutorials, summer school and STAAR preparation classes needs to be targeted and foundational, connecting to instruction during the regular school year, implement small group and individual instruction at the high school level, provide small group or individual counseling for students to teach them how to cope with stress and text anxiety, and provide accessibility to career and technical education for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571704 Texas High School Seniors: The Path of Students Who Fail the First Administration of End of Course Exams and Eventually Meet Standard and Graduate ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3595-5 170 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110337 2017 As Provided JAN2020

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No Foreign Countries Theological Education Church Related Colleges College Graduates Attitudes Learning Experience Semi Structured Interviews Education Work Relationship Modeling (Psychology) College Faculty Christianity Spiritual Development Apprenticeships Experiential Learning Critical Thinking Thinking Skills Foster Fabiano, Sheila J. Dissertations/Theses - Doctoral Dissertations Angola English Higher Education Postsecondary Education Given the frequently observed disconnect between people's learning experiences and their subsequent behavior or practice, this research inquired into the factors that contribute to coherence or congruence between learning and practice as perceived by graduates of ISTEL (Instituto Superior de Teologia Evangelica no Lubango), an interdenominational theological college in Angola, Africa. Characteristics of African indigenous knowledge systems and general cultural characteristics were taken into consideration when analyzing these findings. Twenty seven graduates of ISTEL who completed their bachelor's degree in theology between 1997 and 2012 were interviewed using a semi-structured interview protocol. Research questions for this study inquired into graduates' perceptions regarding their learning experiences prior to ISTEL. They were also asked to recount how their learning at ISTEL differed from previous schooling. Finally graduates were asked to recount how their learning experiences were influencing their present ministry practice. It was found that the most frequently mentioned factors that contributed to coherence were: 1. The modeling of qualities of Christian life by faculty; 2. Experience in small group fellowships for spiritual formation; 3. Apprenticeships and "hands on" practical ministry experience; 4. Critical thinking skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571705 Perceptions of Instituto Superior De Teologia Evangelica No Lubango Graduates in Angola: Implications for Theological Education in Learning and Ministry Practice ProQuest LLC Ph.D. Dissertation, Trinity International University 2015-00-00 978-1-3397-2627-4 132 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109341 2017 As Provided JAN2020

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No Public Opinion Credibility Educational Assessment Institutional Evaluation Content Analysis Surveys Educational Experiments Measurement Audience Analysis Adults Jacobson, Miriam R. Dissertations/Theses - Doctoral Dissertations English Understanding how evaluation audiences perceive credibility can help evaluators design evaluations and reports that support appropriate use. While researchers have studied credibility assessment among various educational stakeholders, little research has been conducted with the broader public. This study explored potential factors affecting the public's perceptions of the credibility of evaluation findings. It involved a content analysis of lay publications of educational evaluations, the development of survey scales, three experiments with crowdsourced samples of adults in the United States (i.e. the public), and the replication of one of these three experiments with educational administrators. In the experiments, participants were randomly assigned to different versions of a hypothetical press release, to assess how varying characteristics of an evaluation and its findings would affect perceptions of the evaluation's credibility. In the first experiment, the type of measure (student tests, student surveys) presented in the hypothetical evaluation did not affect the perceived credibility of the findings. However, in the second experiment, when each evaluation presented findings from both types of measures simultaneously, the test findings were seen as more credible than the survey findings. The difference in the credibility between the two measures' findings was larger when the measures provided conflicting information regarding the program's effectiveness. In the third experiment, participants were presented with findings from two evaluations, one conducted by an evaluator and one conducted by school stakeholders, and participants perceived findings from the evaluator to be more credible. The difference between the credibility of the two evaluations was greater when their findings conflicted with one another, and was reduced when the school stakeholders were described to be highly credible. For all three experiments, the effect of the content of the findings on the credibility of findings differed according to participants' prior attitudes towards the program evaluated. The results of this study demonstrated that the public's perceptions of credibility can be influenced by characteristics of evaluations, evaluation findings, and individual audience characteristics, as well as interactions between each of these factors. These results can inform evaluators' decisions when they design and report evaluations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571706 Factors Underlying the Public's Credibility Perceptions in Educational Evaluations ProQuest LLC Ph.D. Dissertation, The Claremont Graduate University 2016-00-00 978-1-3397-2846-9 207 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109562 2017 As Provided JAN2020

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No College Athletics Intercollegiate Cooperation Higher Education Governance Athletes Well Being College Students Student Rights Gurney, Gerald Lopiano, Donna A. Zimbalist, Andrew Books Reports - Descriptive English Higher Education Postsecondary Education "Unwinding Madness" is the most comprehensive examination to date of how the NCAA has lost its way in the governance of intercollegiate athletics--and why it is incapable of achieving reform and must be replaced. The NCAA has placed commercial success above its responsibilities to protect the academic primacy, health and well-being of college athletes and fallen into an educational, ethical, and economic crisis. As long as intercollegiate athletics reside in the higher education environment, these programs must be academically compatible with their larger institutions, subordinate to their educational mission, and defensible from a not-for-profit organizational standpoint. The issue has never been a matter of whether intercollegiate athletics belongs in higher education as an extracurricular offering. Rather, the perennial challenge has been how these programs have been governed and conducted. The authors propose detailed solutions, starting with the creation of a new national governance organization to replace the NCAA. At the college level, these proposals will not diminish the revenue production capacity of sports programs but will restore academic integrity to the enterprise, provide fairer treatment of college athletes with better health protections, and restore the rights and freedoms of athletes, which have been taken away by a professionalized athletics mentality that controls the cost of its athlete labor force and overpays coaches and athletic directors. "Unwinding Madness" recognizes that there is no easy fix to the problems now facing college athletics. But the book does offer common sense, doable solutions that respect the rights of athletes, protects their health and well-being while delivering on the promise of a bona fide educational degree program. ED573219 Unwinding Madness: What Went Wrong with College Sports--and How to Fix It Brookings Institution Press 2017-02-07 978-0-8157-3002-6 300 Brookings Institution Press. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6000; Fax: 202-797-6004; e-mail: webmaster@brookings.edu; Web site: http://www.brookings.edu/press.aspx N/A https://www.brookings.edu/book/unwinding-madness/ 2017 As Provided JAN2020

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No Females Womens Education Equal Education Economic Factors Infant Mortality Death Mothers Marriage Child Welfare Acquired Immunodeficiency Syndrome (AIDS) Communicable Diseases Agriculture Productivity Natural Disasters Resilience (Psychology) Empowerment Sperling, Gene B. Winthrop, Rebecca Books Reports - Descriptive English Gene Sperling, author of the seminal 2004 report published by the Council on Foreign Relations, and Rebecca Winthrop, director of the Center for Universal Education, have written this definitive book on the importance of girls' education. As Malala Yousafzai expresses in her foreword, the idea that any child could be denied an education due to poverty, custom, the law, or terrorist threats is just wrong and unimaginable. More than 1,000 studies have provided evidence that high-quality girls' education around the world leads to wide-ranging returns: (1) Better outcomes in economic areas of growth and incomes; (2) Reduced rates of infant and maternal mortality; (3) Reduced rates of child marriage; (4) Reduced rates of the incidence of HIV/AIDS and malaria; (5) Increased agricultural productivity; (6) Increased resilience to natural disasters; and (7) Women's empowerment. "What Works in Girls' Education" is a compelling work for both concerned global citizens, and any academic, expert, nongovernmental organization (NGO) staff member, policymaker, or journalist seeking to dive into the evidence and policies on girls' education. [This book was written with the assistance of Christina Kwauk. The Foreword is by Malala Yousafzai.] ED573220 What Works in Girls' Education: Evidence for the World's Best Investment Brookings Institution Press 2015-09-29 978-0-8157-2860-3 Policymakers Community Practitioners 335 Brookings Institution Press. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6000; Fax: 202-797-6004; e-mail: webmaster@brookings.edu; Web site: http://www.brookings.edu/press.aspx N/A https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/ 2017 As Provided JAN2020

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Yes School Districts Budgets Cost Effectiveness Expenditures Performance Academic Achievement Enrollment Expenditure per Student Costs Mathematics Achievement Scores Standardized Tests Geographic Location School District Size Poverty Computation Elementary Secondary Education Statistical Analysis Lavigne, Heather J. Ryan, Sarah Zweig, Jacqueline S. Buffington, Pamela J. Reports - Research Education Development Center, Inc. (EDC) National Center for Education Evaluation and Regional Assistance (ED) Regional Educational Laboratory Northeast & Islands (ED), Northeast Rural Districts Research Alliance Regional Educational Laboratory Northeast & Islands (ED) English Elementary Secondary Education State education budgets have shrunk since the economic recession of 2007-09. During the 2012-13 school year 35 states provided less funding for education than they had five years earlier (Leachman, Albares, Masterson, & Wallace, 2016; Levin et al., 2012; Oliff, Mai, & Leachman, 2012). As a result, districts across the country are seeking ways to increase their efficiency by using fewer resources while maintaining or even improving education outcomes. This study examines the expenditure-to-performance ratio, a measure that can be used along with other information to examine districts' use of resources as a proxy measure of efficiency. District expenditure-to-performance ratios offer a simple descriptive method of simultaneously assessing spending and student outcomes using publicly available data. However, expenditure-to-performance ratios can use different measures of expenditure and performance, and research has not always explicitly considered how variability in the choice of measures and of district characteristics (such as locale, student enrollment size, and student poverty status) can affect outcomes. Conducted by Regional Educational Laboratory (REL) Northeast & Islands in partnership with the REL Northeast & Islands Northeast Rural Districts Research Alliance, this study used state department of education of data to create six expenditure-to-performance ratios, each calculated by dividing one of three district-level measures of per pupil expenditures by one of two district-level measures of performance. The six ratios were then used to rank the 98 sample districts in the example REL Northeast & Islands Region state. Key findings included: (1) The rank of each district varied according to which of the six expenditure-to-performance ratios was being considered; (2) Districts' ranks may show more movement when comparing ratios calculated using different measures of performance than when comparing ratios using different measures of expenditures; and (3) Nearly half (43) of the 98 districts ranked among the top 25 districts on at least one ratio, but only 8 districts ranked among the top 25 on all six ratios. This study demonstrates how, at least within one state, conclusions about district efficiency may vary depending on which measures of expenditure and performance are considered. Two appendices are included: (1) Data and Methodology; and (2) Supplemental Statistical Tables and Figures. ED573221 Exploring District-Level Expenditure-to-Performance Ratios. REL 2017-267 Regional Educational Laboratory Northeast & Islands 2017-03-00 24 Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 23 ERIC JAN2020 Yes EDIES12C0009 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4554

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No Educational Technology Technology Uses in Education Educational Innovation Technology Integration Elementary Secondary Education Higher Education Educational Improvement Public Education Individualized Instruction Evaluation Methods Teacher Evaluation Student Evaluation Distance Education Special Education Second Language Instruction West, Darrell M. Books Reports - Descriptive English Elementary Secondary Education Higher Education Postsecondary Education Nearly a century ago, famed educator John Dewey said that "if we teach today's students as we taught yesterday's, we rob them of tomorrow." That wisdom resonates more strongly than ever today, and that maxim underlies this insightful look at the present and future of education in the digital age. As Darrell West makes clear, today's educational institutions must reinvent themselves to engage students successfully and provide them with the skills needed to compete in an increasingly global, technological, and online world. Otherwise the American education system will continue to fall woefully short in its mission to prepare the population to survive and thrive in a rapidly changing world. West examines new models of education made possible by enhanced information technology, new approaches that will make public education in the post-industrial age more relevant, efficient, and ultimately more productive. Innovative pilot programs are popping up all over the nation, experimenting with different forms of organization and delivery systems. "Digital Schools" surveys this promising new landscape, examining in particular personalized learning; real-time student assessment; ways to enhance teacher evaluation; the untapped potential of distance learning; and the ways in which technology can improve the effectiveness of special education and foreign language instruction. West illustrates the potential contributions of blogs, wikis, social media, and video games and augmented reality in K-12 and higher education. Technology by itself will not remake education. But if today's schools combine increased digitization with needed improvements in organization, operations, and culture, we can overcome current barriers, produce better results, and improve the manner in which schools function. And we can get back to teaching for tomorrow, rather than for yesterday. ED573222 Digital Schools: How Technology Can Transform Education Brookings Institution Press 2013-07-15 978-0-8157-2244-1 159 Brookings Institution Press. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6000; Fax: 202-797-6004; e-mail: webmaster@brookings.edu; Web site: http://www.brookings.edu/press.aspx N/A https://www.brookings.edu/book/digital-schools__trashed/ 2017 As Provided JAN2020

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Yes Elementary Secondary Education Federal Legislation Educational Legislation Accountability Teacher Effectiveness Educational Improvement High Stakes Tests Public Agencies Agency Role Federal Regulation Legal/Legislative/Regulatory Materials US House of Representatives. Committee on Education and the Workforce English Elementary Secondary Education This document records testimony from a hearing held to learn what actions the Department of Education intends to take to implement the Every Student Succeeds Act and to help ensure the department acts in a manner that strictly adheres to the letter and intent of the law. Under the new law, authority over accountability, teacher quality, and school improvement is restored to State and local leaders. The law also brings new transparency and accountability to the department's rulemaking process, ends the era of federally mandated high-stakes testing, repeals dozens of ineffective programs, and sets the department on the path of becoming smaller, not bigger. Member statements were provided by: (1) Honorable John Kline, Chairman, Committee on Education and the Workforce, U.S. House of Representatives; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce, U.S. House of Representatives. A witness statement was provided by: Honorable John B. King, Acting Secretary, U.S. Department of Education. Additional submissions include: (1) Mr. Scott: Letter dated February 25, 2016 from Dignity In Schools; (2) Honorable Glenn Thompson, a Representative in Congress from the state of Pennsylvania: Letter dated February 25, 2016 from National School Boards Association (NSBA); (3) Honorable Joe Wilson, a Representative in Congress from the state of South Carolina; (4) Questions submitted for the record by: Chairman Kline; Mr. Thompson; and Honorable Luke Messer, a Representative in Congress from the state of Indiana; and (5) A response to questions submitted for the record by Acting Secretary King. ED572246 Next Steps for K-12 Education: Upholding the Letter and Intent of the Every Student Succeeds Act. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, Second Session (February 25, 2016). Serial No. 114-40 US House of Representatives 2016-00-00 Policymakers 92 US House of Representatives. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.house.gov N/A 2017 ERIC JAN2020

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Yes Pervasive Developmental Disorders Autism Federal Programs Federal Legislation Related Services (Special Education) Early Intervention Intervention Disabilities Equal Education Educational Legislation Public Agencies Young Children State Programs Accountability Duplication Educational Research Medical Care Evaluation Health Services Special Education Expenditures Legal/Legislative/Regulatory Materials Reports - Research Individuals with Disabilities Education Act US Government Accountability Office English Elementary Education Early Childhood Education Research has shown that early intervention can greatly improve the development of a child with autism. Children with disabilities--including children with autism--can receive intervention services through the Individuals with Disabilities Education Act. Low income children may also receive intervention services through Medicaid or the State Children's Health Insurance Program (CHIP)--health care programs overseen at the federal level by the Centers for Medicare & Medicaid Services and administered by the states. Children of service members may receive services through TRICARE, the Department of Defense's (DOD's) health care program. The Government Accountability Office (GAO) was asked to review federal autism efforts. This report describes how federal agencies encourage early autism identification and interventions and the intervention services provided by federal education and health care programs. It also examines steps taken by Health and Human Services (HHS) and federal agencies to improve research coordination. GAO collected information on education programs in five states that were selected for size, activities, and variation in geographic location. GAO analyzed health care program data: fiscal year 2014 TRICARE data and fiscal year 2013 Medicaid and CHIP data--the most recent data available at the time of the review--from another five states selected based on the availability of reliable data. GAO also monitored the implementation of its 2013 recommendations to improve autism research coordination. Education and HHS provided comments on a draft of this report and disagreed that there is potential for unnecessary duplication. GAO continues to believe improved coordination is needed. The following are appended: (1) Detailed Scope and Methodology for Analyzing Health Care Data; (2) Number of Children Age 3 through 5 in States' Special Education Autism Category; (3) Selected Federal Health Expenditures for Intervention Services Provided to Children with Autism; (4) Comments from the Department of Education; (5) Comments from Department of Health and Human Services; and (6) GAO Contact and Staff Acknowledgments. Contains a list of related GAO products. ED572247 Federal Autism Activities: Agencies Are Encouraging Early Identification and Providing Services, and Recent Actions Could Improve Coordination. Report to Congressional Requesters. GAO-16-446 US Government Accountability Office 2016-05-00 Policymakers 72 US Government Accountability Office. 441 G Street NW, Washington, DC 20548. Tel: 202-512-6000; Web site: http://www.gao.gov N/A 2017 ERIC JAN2020

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Yes Technology Uses in Education Mathematics Instruction Classroom Techniques Courseware Computer Software Evaluation Usability Barriers Mathematical Concepts Concept Teaching Student Attitudes Secondary School Mathematics Catholic Schools Graphs Mathematics Skills Foreign Countries Aventi, Belinda Serow, Penelope Tobias, Steve Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education Increasing pressure is mounting from all areas of society to maximise technology use within educational domains. Whilst curriculum documents call for the utilisation of technology as a teaching tool in the mathematics classroom, the benefits of exploring forms of dynamic mathematical software, such as GeoGebra, are often introduced in the senior years. This study investigates the challenges and understandings of a Year 9 Mathematics class who were using GeoGebra for the first time. ED572562 Linking GeoGebra to Explorations of Linear Relationships Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Preservice Teachers Preservice Teacher Education Pedagogical Content Knowledge Mathematics Achievement Educational Research Educational Researchers Mathematics Education Affective Objectives Habit Formation Science Education History Barriers Performance Factors Anakin, Megan Linsell, Chris Speeches/Meeting Papers Reports - Evaluative Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education The concept of a growth-oriented disposition framed the analysis of theoretical and practical dimensions of pre-service teachers' mathematics content knowledge. We identify historical hangovers, tacit habits, and pedagogical strangleholds that present challenges to the way mathematics education researchers interact with the mathematics content knowledge of pre-service teachers. We outline opportunities to expand our agency in the enterprise of teaching, learning, and researching school mathematics and that of our pre-service teachers. ED572563 Foundation Content Knowledge: Pre-Service Teachers as Half-Empty or Becoming Fluent? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 18 As Provided JAN2020

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Yes Arithmetic Algebra Introductory Courses Grade 7 Secondary School Mathematics Microteaching Graduate Students Mathematics Activities Transitional Programs College School Cooperation Teaching Methods Mathematics Achievement Foreign Countries Aniban, Diana Grace Chua, Von Christopher Garcia, Jellen Elipane, Levi Esteban Speeches/Meeting Papers Reports - Research Philippines Mathematics Education Research Group of Australasia English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Higher Education Postsecondary Education Guided by the principles of lesson study as applied to microteaching, this paper discusses the results and conclusions of a series of activities done by some graduate students of De La Salle University, Philippines, in an attempt to test the applicability of the lesson--Sequence and Patterns--to facilitate the transition of seventh graders from arithmetic to algebra. The post-lesson discussion and "a posteriori" analysis proved the lesson to be a practical means to address the issue as it was able to put forward discourses and elaborations on possible students' understanding of variables generated through attempts to describe patterns occurring in sequences presented. ED572564 From Arithmetic to Algebra: Sequences and Patterns as an Introductory Lesson in Seventh Grade Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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No Leadership Training Educational Administration Educational Practices Politics of Education Theory Practice Relationship Administrator Education Leadership Effectiveness Educational Policy Educational Change Methods Courses Participative Decision Making Tenure Nontenured Faculty Principals Board Administrator Relationship Public Schools Critical Thinking Cypres, Autumn, Ed. Books Collected Works - General English The purpose of this book is to examine the tensions, gaps, and intersections between the practices of leadership in educational systems, school leadership preparation programs, and the often different worlds of academia and k12 schools. Voices from both academia and k12 schools are used to illustrate the tensions that cluster around capacity, politics, and the everyday practice of inspiring, engaging, and preparing school leaders. Chapters include: (1) The Long Shadow of Mike Mikusa (Autumn Tooms Cyprès); (2) K-12 Administrator to New Faculty: Negotiating All Over Again (Thomas H. Beatty); (3) Newbie Again: Transitioning to the Professoriate From a Life in K-12 (Elizabeth Chase); (4) Hecate's Question: Seeing Multiple Dimensions to Navigate Responsibility, Set Goals, and Build Success in a Career (Noelle Witherspoon Arnold and Autumn Tooms Cyprès); (5) Preparing Educational Leaders as Consumers of Policies and Practices or Thinkers Influencing Educational Reform and Freedom? (Elizabeth Murakami and Frank Hernandez); (6) The Potential Role of Research Methods Courses in Bridging Research to Practice (Lisa M. Abrams and Tameshia V. Grimes); (7) Group Decision Making in Higher Education: Identifying the Tensions Between Tenured/Tenure-Track Faculty and Non-Tenure-Track Faculty (Brenda Cowlbeck); (8) The Heart Beats Strong, But the Fist Was Slow to Form: Lessons Learned From My Principal Preparation Program (Charles Smialek); (9) A Precarious Intersection of Democracy in the United States: The Public School Administrator's Dilemma in Working with the School Boards That Employ Them but Who Lack Critical Thinking Skills (John Tharp); and (10) Idealism, Realism, and Blue Jays in the Gas Chamber of Educational Leadership (Barbara Driver). ED573528 Leadership: Learning, Teaching, and Practice. Leaders, Schools, and Change IAP - Information Age Publishing, Inc. 2016-00-00 978-1-68123-713-8 IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com N/A http://www.infoagepub.com/products/leadership-learning-teaching-and-practice 2017 ERIC JAN2020

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Yes Vocational Education Research Reports Educational Research Productivity Foreign Countries Apprenticeships Cost Effectiveness Transfer of Training STEM Education Outcomes of Education Cross Cultural Studies Literature Reviews Social Support Groups Definitions Dislocated Workers Workplace Learning Participation Inclusion Employment Level Surveys Telecommunications Handheld Devices Qualifications Graduation Rate Graduate Study National Programs Job Training Trend Analysis Labor Market Financial Support Reports - Research Collected Works - General Australia Germany ISSN-1838-8515 National Centre for Vocational Education Research (NCVER) (Australia) English Higher Education Postsecondary Education The "Research messages" annual series presents a summary of the research-focused reports produced by the National Centre for Vocational Education Research (NCVER) each year. In addition to presenting the research reports published by NCVER during 2016, NCVER has expanded this edition to include other relevant and informative resources, including summaries, infographics and statistical papers. A key focus area of this research is the learning needs and educational pathways of students, who are at the heart of the VET system, and supporting individuals and organisations to make informed choices in skills development through the VET system. Based on the research prospectus, NCVER has organized their research program into four priority areas: (1) Productivity; (2) Participation and outcomes; (3) Teaching and learning; and (4) The place and role of VET. The following provides summaries of projects that were published under each of these priorities. They include: (1) Beyond mentoring: social support structures for young Australian carpentry apprentices (John Buchanan, Catherine Raffaele, Nick Glozier and Aran Kanagaratnam); (2) Costs and benefits of education and training for the economy, business and individuals (Tabatha Griffin); (3) Cross-occupational skill transferability: challenges and opportunities in a changing economy (Darryn Snell, Victor Gekara and Krystle Gatt); (4) Defining "STEM" skills: review and synthesis of the literature (Gitta Siekmann & Patrick Korbel); (5) Evaluation framework measuring return on investment (ROI) in TVET (Jane Schueler); (6) Firms' motivation for training apprentices: an Australian-German comparison (Harald Pfeifer); (7) The Australian literacy and numeracy workforce: a literature review. Foundation Skills Literature Review Project (Joanne Medlin); (8) Exploring perspectives on adult language, literacy and numeracy: foundation skills literature review project (Daniella Mayer); (9) Foundation skills policy contexts and measures of impact: foundation skills literature review project (Jane Newton); (10) The salience of diversity in foundation skills contexts, pedagogies and research: foundation skills Literature review project (Lynda Cameron); (11) Measuring STEM in vocational education and training (Patrick Korbel); (12) Providing social support for apprentices: good practice guide (NCVER); (13) What is STEM? The need for unpacking its definitions and applications (Gitta Siekmann); (14) When one door closes: VET's role in helping displaced workers find jobs (Bridget Wibrow and Michelle Circelli); (15) Work-based learning and work-integrated learning: fostering engagement with employers (Georgina Atkinson); (16) Can VET help create a more inclusive society? (Hielke Buddelmeyer and Cain Polidano); (17) The impact of disadvantage on VET completion and employment gaps (Duncan McVicar and Domenico Tabasso); (18) Increasing survey engagement through gamification and the use of mobile devices (Maree Ackehurst and Rose-Anne Polvere); (19) Shedding light: private "for profit" training providers and young early school leavers (George Myconos, Kira Clarke and Kitty Te Riele); (20) Uptake and utility of VET qualifications (Patrick Korbel and Josie Misko); (21) VET program completion rates: an evaluation of the current method (NCVER); (22) Graduate programs for VET students: is there a need? (Bridget Wibrow and Laura Jackson); (23) Apprenticeships and vocations: assessing the impact of research on policy and practice (Jo Hargreaves); (24) The development of Australia's national training system: a dynamic tension between consistency and flexibility (Kaye Bowman and Suzy McKenna); (25) Jurisdictional approaches to student training entitlements: commonalities and differences (Kaye Bowman and Suzy McKenna); (26) Making sense of total VET activity: an initial market analysis (Alison Anlezark and Paul Foley); (27) Student entitlement models in Australia's national training system: expert views (Kaye Bowman and Suzy McKenna); (28) Trends in VET: policy and participation (Georgina Atkinson and John Stanwick); (29) VET provider market structures: history, growth and change (Patrick Korbel and Josie Misko); (30) 24th National Vocational Education and Training Research Conference "no frills": refereed papers (Laura Jackson, Ed.); (31) Improving VET teachers' skills and their approach to professional learning 24th National Vocational Education and Training Research Conference "no frills": refereed paper (Anne Dening); (32) Learning preferences of Enrolled Nursing students: Educational preparation and training for workplace readiness. 24th National Vocational Education and Training Research Conference "no frills": refereed paper (Kalpana Raghunathan, Sonia Allen and Elisabeth Jacob); (33) Profiling the institutional diversity of VET providers in Australia, across four broad dimensions 24th National Vocational Education and Training Research Conference "no frills": refereed paper (Peter Bentley, Leo Goedegebuure and Ruth Schubert); (34) Skills needed for innovation: a review. 24th National Vocational Education and Training Research Conference "no frills": refereed paper (Michael Walsh); (35) Understanding the needs of VET students articulating to second-year university 24th National Vocational Education and Training Research Conference "no frills": refereed Paper (Mark Symmons, Paul Kremer and Alvin Rendell); and (36) Data on total investment in VET: what should be collected (Gerald Burke). ED573529 Research Messages 2016 National Centre for Vocational Education Research (NCVER) 2017-00-00 Australian Government Department of Education and Training 59 National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au N/A 2017 ERIC JAN2020

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Yes Foreign Countries Apprenticeships Stakeholders Vocational Education Educational Change Educational Improvement Educational Innovation Relevance (Education) Educational Benefits Academic Persistence Graduation Rate Conferences (Gatherings) Career Guidance Couldrey, Margo Loveder, Phil Reports - Descriptive Australia National Centre for Vocational Education Research (NCVER) (Australia) English "The future of Australian Apprenticeships" stakeholder forum was hosted by the National Centre for Vocational Education Research (NCVER) in conjunction with the Australian Government Department of Education and Training in Canberra on 25 October, 2016. The forum was attended by over 60 key stakeholders from across the vocational education and training (VET) sector, including representation from the business community, industry peak bodies, unions, training providers, government agencies, and VET researchers. The aims of the forum were to stimulate thinking and robust discussion on the future of apprenticeships in Australia and to identify the potential future activities and actions that would enable apprenticeships to continue to service industry workforce needs and contribute to national productivity and growth. Discussions were structured around three main themes: Benefits and value; attraction; and retention and completion. To encourage informed debate, NCVER commissioned three discussion-starter essays which were provided to participants prior to the forum. Participants considered apprenticeship reform from the perspective of industry, educators, policy makers, career professionals and unions. Their wide ranging views are captured in this summary report. Key messages include: (1) The core of the apprenticeship model continues to be highly relevant in today's modern economy; (2) There is an identified need for a continued focus on the employment relationship in training, particularly the integration of on- and off-the-job training, and the strengthening need for the tri-partite involvement and commitment of the employer, apprentice and training provider; (3) A significant opportunity and challenge exists as to how the whole of the VET sector can work together to raise the profile of apprenticeships and the reputation of vocational careers and pathways; (4) There is a continued and growing need for in-depth and contemporary data and research analytics that will provide improved understanding of the reasons apprentices and employers are attracted, or not, to apprenticeships and why they chose to stay in or leave the system; (5) Extending the concept of apprenticeships to higher-level qualifications, such as diploma and associate degrees, was seen as a logical progression of the model to meet the needs of the fourth wave of industrial development; and (6) Investigating strategies for engaging small enterprises more holistically in the apprenticeship system, and identifying how widely the support services offered through the Australian Apprenticeship Support Network and third party intermediaries are recognised and utilised. The three essays presented for discussion were: (1) What is required for Australia to strengthen its value and commitment to a quality apprenticeship system? (Megan Lilly); (2) In the future, how can apprenticeships be designed to make them more attractive to individuals and employers? (David Carney); and (3) What needs to happen for retention and completion to be increased and who is responsible? (Alan Waldron). Appended are: (1) Delegate List; (2) Discussion Papers; and (3) Questions Guiding Group Discussion. ED573530 The Future of Australian Apprenticeships: Report of the Stakeholder Forum. Summary Report National Centre for Vocational Education Research (NCVER) 2017-00-00 Australian Government Department of Education and Training 978-1-925173-77-2 49 National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au N/A 2017 13 ERIC JAN2020

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Yes State Regulation Educational Change Politics of Education Educational Policy Access to Education Paying for College Academic Achievement Higher Education Educational Trends Administrative Organization Outcomes of Education Models Educational Attainment Tuition Government Role Educational Finance State Aid Student Financial Aid Camou, Michelle Patton, Wendy Reports - Research Ohio Policy Matters Ohio English Higher Education Postsecondary Education Prosperous regions are educated regions. Ohio's relatively low share of residents with college degrees has concerned one governor after the other and proposals for managing Ohio's university system have differed substantially. The Kasich administration's higher education proposal, the "Enterprise University Plan for Ohio," is based on the idea that (1) cost savings ensue from deregulation of university management; (2) university administrators respond to these hypothetical savings by committing to expanding college enrollment and graduation, tuition affordability, and closing higher education gaps; and (3) such commitments can reverse or alter decades of performance. This paper examines different educational management models to assess the validity of those assumptions. Because deregulation has been presented as a model for Ohio, this paper examines how deregulation has correlated with access, achievement, and affordability in other states. The analysis compared trends on enrollment, graduation, affordability, and low-income student participation across highly deregulated states like Colorado and Virginia; partially regulated approaches like in Illinois, New Jersey, and Texas; and coordinated systems as in Kentucky, Maryland, and Minnesota. The control group is the nation as a whole. The results of the analysis suggest that deregulation does not increase college completion, make college affordable, or close the higher education gap. In many cases, deregulated states seem to perform worse than the nation on many indicators of accessible and affordable higher education. Key findings include: (1) A stronger higher education system has been crucial to Ohio's development; (2) Leaders have proposed deregulating Ohio universities and reducing state control; (3) Reducing state control over higher education has not improved outcomes in other states; (4) Inflation-adjusted tuition increased by 89 percent at flagship schools over ten years in the most deregulated states; and (5) To increase access and completion, and control tuition, Ohio must commit to adequate funding. An appendix describes the methods and case selection underlying this analysis. [For the Executive Summary, see ED573533]. ED573531 Deregulation and Higher Education: Potential Impact on Access, Affordability and Achievement in Ohio. Education Policy Matters Ohio 2012-09-00 Ford Foundation George Gund Foundation 28 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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No Incentive Grants Grants Educational Improvement Statistical Analysis College Readiness Career Readiness Educational Indicators Academic Achievement Graduation Rate Educational Quality Correlation Standardized Tests Scores Regression (Statistics) Statistical Significance Federal Aid Covington, Char-Shenda D. Dissertations/Theses - Doctoral Dissertations Georgia English There are a myriad of factors that contribute to the lowest performing schools in Georgia that School Improvement Grants (SIGs) are designed to ameliorate. Declining graduation rates, dwindling student achievement, high teacher turnover rates, and students leaving high school at an alarming rate ill-prepared for college and/or the workforce (Isernhagen, 2012) are of grave concern. Research demonstrates multiple perspectives to understand how SIGs impact the quality of education and how that impacts student achievement (Barnes & Slate, 2013; Baroody, 2011; GAO, 2013). Archival data were collected on 21 of Georgia's high schools that received SIGs beginning from 2011-2014 school years. The purpose of this quantitative correlational study was to determine the relationship between SIGs and student achievement in the lowest performing schools that receive SIGs in Georgia, as illustrated by each school's annual performance regarding College and Career Ready Performance Index (CCRPI), graduation rates, and standardized test scores. The five research questions were examined using simple linear regressions. There was no relationship between CCRPI and federal funds (2012 r/ß = 0.262; 2013 r/ß = 0.244). There was a statistically significant relationship between CCRPI and students' proficiency (2012 r = 0.813**; 2013 r = 0.914**; 2012 ß = 0.813; 2013 ß = 0.914). There was no relationship between students' proficiency and graduation rates. There was no relationship between federal funds and students' proficiency (2012 r/ß = 0.428; 2013 r/ß = 0.411). There was no relationship between federal funds and graduation rates (2012 r/ß = 0.377; 2013 r/ß = 0.148). The results of the analyses supported the rejection of null hypotheses one, three, four and five, whereas for research question two, there is a failure to reject the null hypothesis. Recommendations for future research include expanding the sample size (i.e. other SIG high schools in Georgia, K-12 settings, schools that receive Race to the Top expenditures, and multiple state analyses), and repeat the analysis when at least two years of Georgia Milestones data is available. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571707 School Improvement Grants in Georgia: A Quantitative Analysis of the Relationship between the College and Career Ready Performance Index, Students' Proficiency, and Graduation Rates ProQuest LLC Ed.D. Dissertation, Northcentral University 2016-00-00 978-1-3397-2898-8 128 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109614 2017 As Provided JAN2020

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No Computer Centers Qualitative Research Delphi Technique Influences Investment Innovation Conservation (Environment) Energy Conservation Information Technology Stewart, M. Bennett Dissertations/Theses - Doctoral Dissertations English This qualitative investigation explored the diffusion of eco-innovations within the U.S. data center industry from 2007 to 2015 whose adoption was intended to decouple digital economy growth from environmental impact. Using diffusion of innovation theory to inform the study, and synthesizing subject matter expert input from a Delphi panel comprised of data center opinion-leaders, factors influencing data center decision-makers to consider eco-innovations as strategic imperatives in 2007 were examined. An expanded and more inclusive application of DOI theory was employed focusing on eco-effect as a measure of diffusion rather than the number of units adopted. Factors influencing decision-maker interest in energy efficiency in 2007 were contrasted against changes in those factors driving a perceived loss of interest in 2013. In 2007, the most influential barrier to the adoption of data center eco-innovations was benefit uncertainty and a feared risk to ongoing operations. The introduction of a measure of eco-effect (PUE) provided outcome visibility. Case studies communicated through the data center professional association social system delivered by industry opinion-leaders citing measurable benefits reduced decision-maker uncertainty and data center eco-innovation adoption increased. In 2013, the factor most responsible for reduced data center eco-innovation adoption was diminished relative advantage. Only the most expensive and complicated eco-innovations remained with a higher risk to operations. The cost had increased and exceeded the benefit (the relative advantage had diminished). However, the observation of reduced interest may not be real. A growing interest in IT energy efficiency was revealed but under-reported. Continued decreases in environmental impact associated with digital economy growth may be realized with increased energy efficiency in the data center IT equipment space. Accelerated adoption of IT eco-innovations may be achieved using the same means and methods employed in the data center infrastructure space. Future research on the measurement of IT eco-innovation eco-effect mirroring PUE is recommended to provide IT energy efficiency outcome visibility. Armed with an industry accepted measure of IT eco-effect, case studies may be published and promoted by opinion-leadership through the IT professional association social system documenting proven ways to reduce energy consumption supporting decisions to adopt IT eco-innovations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571708 Qualitative Delphi Study of Factors Influencing Data Center Investment in Eco-Innovations ProQuest LLC Ph.D. Dissertation, Northcentral University 2016-00-00 978-1-3397-2906-0 166 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109622 2017 As Provided JAN2020

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Yes Misconceptions Undergraduate Students Mathematics Education Mathematics Skills Number Concepts Numbers Numeracy Problem Solving Symbols (Mathematics) Online Surveys Computer Assisted Testing Knowledge Level Familiarity Foreign Countries Bardini, Caroline Vincent, Jill Pierce, Robyn King, Deborah Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Despite an emphasis on manipulative algebraic techniques in secondary school algebra, many tertiary mathematics students have mastered these skills without conceptual understanding. A significant number of students with high tertiary entrance ranks enrolled in first semester university mathematics were found to have misconceptions relating to pronumerals. School mathematics teaching at all levels must emphasise that pronumerals represent numbers, not objects, labels or abbreviations. Symbol manipulation must be balanced by problem-solving experiences so that the different roles of pronumerals either as variables, parameters, specific unknown numbers or generalised numbers have meaning for students. ED572565 Undergraduate Mathematics Students' Pronumeral Misconceptions Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 Australian Government Office for Learning and Teaching (OLT) 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 8 As Provided JAN2020

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Yes Preservice Teachers Preservice Teacher Education Numeracy Knowledge Level Knowledge Base for Teaching Mathematics Skills Scientific Attitudes Self Efficacy Mathematics Anxiety Pretests Posttests Student Improvement Intervention Achievement Gains Attitude Change Student Surveys Student Teacher Attitudes Minimum Competency Testing Questionnaires Foreign Countries Cooke, Audrey Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education It is essential that pre-service teacher educators address pre-service teacher numeracy but with careful consideration as it incorporates more than mathematics skills. Numeracy also involves disposition towards mathematics--attitudes, confidence and mathematics anxiety; that is, the level of willingness to use mathematics skills. As part of an emphasis on developing pre-service teacher numeracy, a new first year unit was introduced. Pre-service teachers were given tools to investigate their competence, attitudes towards, confidence with, and anxiety regarding mathematics. This paper outlines the changes that were identified in the numeracy of these pre-service teachers at the completion of the unit. ED572566 Preliminary Investigations of Pre-Service Teacher Numeracy Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 19 As Provided JAN2020

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Yes At Risk Students Public Schools Elementary School Students Secondary School Students Elementary Secondary Education State Aid Expenditures Standardized Tests Scores Graduation Rate Dropout Rate Enrollment Disadvantaged Schools Educational Trends School Districts Statistical Data Language Arts Mathematics Sciences Numerical/Quantitative Data Reports - Evaluative Montana Montana Office of Public Instruction English Elementary Education Secondary Education Elementary Secondary Education Montana's definition of a basic system of quality public elementary and secondary schools includes educational programs for at-risk students (20-9-309, MCA). State statute defines an at-risk student as a "student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's likelihood of promotion or graduation" (20-1-101(4), MCA). Beginning in fiscal year (FY) 2007, the Montana Legislature provided $5 million annually to local school districts for educational services for at-risk students. The at-risk student payment is distributed in the same manner as federal Title I monies. If a district is not eligible for Title I funds, it does not receive an at-risk student payment. The payment was provided to schools in FY 2007 through FY 2009, but was not funded for FY 2010 and FY 2011. Funding was restored for FY 2012 and later. The law that establishes the at-risk student payment requires the Office of Public Instruction to report to the governor and the Legislature on the change in status of standardized test scores, graduation rates, and dropout rates of at-risk students (20-9-328, MCA). This fact sheet provides that status report. The following is appended: Districts Receiving At-Risk Student Payments for FY 2016 and FY 2017. ED572567 At-Risk Students Fact Sheet Montana Office of Public Instruction 2016-00-00 14 Montana Office of Public Instruction. P.O. Box 202501, Helena, MT 59620-2501. Tel: 888-231-9393; Tel: 406-444-3095; Web site: http://opi.mt.gov N/A 2017 ERIC JAN2020

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Yes Federal Legislation Legislators Accountability Job Training Federal Programs Compliance (Legal) Program Implementation Statewide Planning State Action Barriers Information Security Database Management Systems Databases Data Collection Information Policy Employment Programs Federal Regulation Reports - Evaluative Legal/Legislative/Regulatory Materials Illinois New Hampshire Texas US Government Accountability Office English Enacted in 2014, the Workforce Innovation and Opportunity Act (WIOA) brought numerous changes to existing federal employment and training programs, including requiring the Department of Labor (DOL) and the Department of Education (Education) to implement a common performance accountability system across the six WIOA-designated core programs. WIOA includes a provision for the Government Accountability Office (GAO) to issue an interim and final report on issues related to job training databases and data exchange agreements. This final report addresses: (1) changes selected states plan to make in how they collect and report performance information for core programs; (2) challenges these states face related to performance reporting and how they might be addressed; and (3) whether these states have reported breaches to core program data systems and what practices they have to safeguard personal information. GAO reviewed relevant federal laws, regulations, and policy guidance; and obtained information on the efforts under way in three states (Illinois, New Hampshire, and Texas) selected in part based on variation in level of experience with sharing data across programs. The views of these officials provide in-depth examples but are not generalizable to all states. GAO also interviewed DOL and Education officials, including selected DOL regional officials and Education state liaisons and area coordinators to obtain perspectives on more states. GAO makes no recommendations in this report. In its comments on a draft of this report, DOL highlighted its efforts with Education to promote a unified vision of performance accountability. Appended are: (1) Comments from the U.S. Department of Labor; and (2) GAO Contact and Staff Acknowledgments. ED572248 Workforce Innovation and Opportunity Act: Information on Planned Changes to State Performance Reporting and Related Challenges. Report to Congressional Committees. GAO-16-287 US Government Accountability Office 2016-03-00 Policymakers 49 US Government Accountability Office. 441 G Street NW, Washington, DC 20548. Tel: 202-512-6000; Web site: http://www.gao.gov N/A 2017 ERIC JAN2020

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Yes Elementary Secondary Education Educational Legislation Federal Legislation Federal Programs Federal State Relationship Compliance (Legal) State Action Program Effectiveness Program Implementation Interviews Position Papers Content Analysis Educational Assessment Educational Indicators Barriers Accountability Change Strategies Eligibility Reports - Evaluative Legal/Legislative/Regulatory Materials Elementary and Secondary Education Act US Government Accountability Office English Elementary Secondary Education Beginning in 2011, the Department of Education (Education) used its statutory authority to invite states to apply for waivers from certain provisions in the Elementary and Secondary Education Act (ESEA) through its Flexibility initiative. To receive Flexibility waivers, states had to agree to meet other requirements related to college- and career-ready expectations, school accountability and support, and effective instruction. Education approved Flexibility waivers for 43 states. In December 2015, Congress reauthorized the ESEA, which modified Education's waiver authority. The Government Accountability Office (GAO) was asked to review Education's Flexibility initiative. GAO examined the extent to which Education assessed states' ability to fully implement their Flexibility waivers and the process it used to oversee the waivers. GAO reviewed relevant federal laws, guidance, and key documents related to the Flexibility initiative, such as monitoring reports; and interviewed Education officials. GAO reviewed Education's documents and identified states facing multiple challenges in implementing their waivers. GAO also interviewed officials in five states, selected to reflect a range of challenges states faced in implementing the waivers. GAO recommends that Education evaluate its Flexibility initiative oversight process to identify lessons learned and incorporate any applicable lessons into its plans for overseeing state implementation of the new law. Education generally agreed and outlined steps to address the recommendation. Appended are: (1) Key Benefits and Challenges of Flexibility Waivers, According to Officials in Selected States; (2) No Child Left Behind Act of 2001 (NCLBA) Provisions Waived Through the Flexibility Initiative; (3) Comments from the Department of Education; and (4) GAO Contact and Staff Acknowledgments. ED572249 K-12 Education: Education's Experiences with Flexibility Waivers Could Inform Efforts to Assist States with New Requirements. Report to Congressional Requesters. GAO-16-650 US Government Accountability Office 2016-07-00 Policymakers 30 US Government Accountability Office. 441 G Street NW, Washington, DC 20548. Tel: 202-512-6000; Web site: http://www.gao.gov N/A 2017 As Provided JAN2020

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Yes Guides Public Schools School Districts Statistical Analysis Teacher Effectiveness Educational Objectives Evaluation Methods Teachers Principals Barriers Time Factors (Learning) Educational Resources Goal Orientation Observation Teacher Influence Academic Achievement Summative Evaluation Special Education Teachers Individualized Education Programs Disabilities Educational Legislation Equal Education Federal Legislation Academic Standards Team Teaching Training Check Lists Planning Gill, Matt Outka, Janeen McCorkle, Mary Tests/Questionnaires Guides - Non-Classroom South Dakota Individuals with Disabilities Education Act South Dakota Department of Education South Dakota Commission on Teaching and Learning (CTL) English Student growth is one of two essential components of South Dakota's Teacher and Principal Effectiveness Systems. In the state systems, student growth is defined as a positive change in student achievement between two or more points in time. "The South Dakota SLO Handbook" provides support and guidance to public schools and school districts working to incorporate quantitative measures of student growth into local Educator Effectiveness Systems. This document defines key concepts, provides implementation resources, and offers guidance to support the development of high quality SLOs. One key resource being used by schools implementing high quality Educator Effectiveness Systems is the SLO Process Guide, found in Appendix A. This guide, based on the most pertinent research surrounding the use of SLOs, was created to assist educators in the process of using data to inform instructional decisions. Readers of the South Dakota SLO Handbook will find that it follows the structure of the guide but delves into more detail to help readers navigate the SLO process for the first time. The following are appended: (1) SLO Process Guide; (2) 2014-15 & 2015-16 State-Sponsored Training Opportunities; (3) SLO Quality Checklist; (4) Assessment Quality Checklist; (5) Assessment Planning Guide; and (6) SLO Special Education Examples. Also included are a list of resources and a glossary. [The South Dakota Commission on Teaching and Learning (CTL) is an ongoing partnership between the South Dakota Department of Education (SD DOE), the South Dakota Education Association, and East Dakota Educational Cooperative.] ED572955 South Dakota Student Learning Objectives Handbook South Dakota Department of Education 2015-03-00 Teachers 88 South Dakota Department of Education. 700 Governors Drive, Pierre, SD 57501. Tel: 605-773-3134; Fax: 605-773-6139; Web site: http://doe.sd.gov N/A 2017 11 ERIC JAN2020

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Yes Access to Education Statewide Planning State Surveys Higher Education Educational Demand Educational Supply Consciousness Raising Computer Literacy College Entrance Examinations Test Preparation Money Management Parent Education Parent Participation Transitional Programs Developmental Studies Programs Career Readiness Trend Analysis Educational Trends Program Evaluation Data Collection Educational Cooperation Change Strategies Interviews Television Surveys Administrator Attitudes Corning, Amy Senechal, Jesse Hutton, Amy Reports - Research Virginia State Council of Higher Education for Virginia Virginia Commonwealth University, Metropolitan Educational Research Consortium (MERC) English Higher Education Postsecondary Education Adult Education In the fall of 2008, the State Council of Higher Education for Virginia (SCHEV) commissioned a research study comparing the college access provider resources in Virginia to the access and academic achievement needs of the state. That study--conducted by researchers from the College of William and Mary and West Carolina University--resulted in the 2009 report entitled "A Statewide Examination of College Access Services and Resources in Virginia" (Alleman, Stimpson, & Holly, 2009, see ED511025). The multi-faceted research report: (1) provided information on the distribution and the types of college access providers across the state; (2) used state and division level data to calculate an index for access need by school division; and (3) collected information from access providers about program activities and areas for additional attention. In May 2015, SCHEV, in conjunction with Virginia529 released an Institutional Partnership Opportunity to conduct a second access study that replicated and expanded the scope of the 2009 report. The goal of this second access study is to understand change in the landscape of college access providers as well as the relationship between college access work and access need in communities across the state. As a continuation of the 2009 study and with a charge from the Senate Finance committee, SCHEV is coordinating the follow up study through an agreement with the Metropolitan Educational Research Consortium (MERC) at Virginia Commonwealth University to conduct the study. This agreement was reached in October of 2015. As a first step in updating the earlier research, MERC has undertaken an examination designed to elicit the perspectives of key leaders within the Virginia college access field. Two research questions guide this study: (1) What progress has been made in the state in relation to six areas identified in the 2009 report for increased provider activity; and (2) What further recommendations emerge for improving statewide coordination, support, information sharing, and data gathering to address the varied needs identified? Through a set of qualitative interviews (n = 7) with state access leaders, the authors sought insight into these two questions. This report on the exploratory study begins with an overview of relevant components of the earlier report, "A Statewide Examination of College Access Services and Resources in Virginia" (referred to simply as the "2009 Access Study"), including a brief discussion of its method and a review of key findings related to increased access provider activity. The authors then discuss the method they used to identify participants, and to collect and analyze data for this report. Finally, the authors present key findings related to the two research questions, along with their recommendations. The Research Method is appended. ED572956 Update on Virginia College Access Provider Activity State Council of Higher Education for Virginia 2015-11-02 27 State Council of Higher Education for Virginia. 101 North 14th Street, James Monroe Building, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu N/A 2017 ERIC JAN2020

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No Evidence Based Practice Nurses Neonates Nursing Education Death Medical Services Professional Continuing Education Adult Learning Pye, Sherry Elaine Dissertations/Theses - Doctoral Dissertations Arkansas English Adult Education The death of a neonate is a life-changing and tragic experience for the individuals involved in the final moments of the infant's life. As the frontline provider in this clinical scenario, the bedside nurse supports the patient and family through their individual journey of loss. If the nurse does not possess the palliative care educational background and communication skills to support this unique care delivery process, the journey of death can evolve into a particularly negative experience for the parents and the nurse. This specific delivery of care concern was identified and gleaned from a parental bereavement exit interview after the loss of an infant in the neonatal intensive care unit (NICU) at Arkansas Children's Hospital (ACH). Due to the lack of educational preparation, the NICU nursing staff members had demonstrated inexperience, awkwardness, and insecurity in their provision of the end-of-life care activities and family support interventions. The purpose of this doctor of nursing practice project was to develop an evidence-based neonatal palliative care educational program to support the NICU nursing staff and families at ACH. The educational program is multimodal in approach to address the cognitive, affective, and psychomotor domains of adult learning through the use of palliative care informational modules, videos, and simulation training. The clinical outcome of this new palliative care educational program will promote a positive change in the NICU nursing staff's clinical practice during the provision of nursing care when faced with neonatal end-of-life situations at ACH. This capstone project on adult education should be read by professional frontline nursing staff who care for these fragile patients in the specialized intensive care world of neonatology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571709 Making a Difference: Evidence Based Palliative Care Education for Neonatal Nurses ProQuest LLC D.N.P. Dissertation, Walden University 2016-00-00 978-1-3397-2924-4 100 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109640 2017 As Provided JAN2020

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No Veterans Student Experience College Students Postsecondary Education Student Attitudes Student Surveys Coping Preferences Problem Solving Student School Relationship Interpersonal Relationship School Culture Grounded Theory Interviews Gregg, Brian Tuan Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Educational institutions offer transformative opportunities for veterans transitioning from military service. Veteran-specific cultural supports in educational environments offer participation in occupations and development of skills needed to complete educational goals. However, veterans experience complex life circumstances atypical from traditional student culture which influences use of available environmental supports. Currently, the student veteran population is growing following fifteen years of combat and with systematic downsizing of the military. Therefore, rehabilitation professionals and educators must understand the unique experiences which shape veteran life flow during the transition process. This dissertation contains three studies investigating veteran experiences transitioning to postsecondary education. The first study surveyed the attitudes and beliefs of veterans coping with the transition to postsecondary education. Results identified veterans' preference to using skills learned in the military for solving problems in the transition and reported limited use of university supports made available. A second study examined lived experiences of veterans transitioning and their interactions with traditional students and university supports. Results identified veterans emerge in college culture following a transactive process of sorting through military experiences, building on military skills, and developing new relationships for civilian identity. The final constructivist grounded theory study investigated the individual and collective constructions of veteran transitioning experiences in relation to culture and context. Twelve veterans were theoretically sampled and developed Kawa (River) metaphorical diagrams of their transition experiences. Intensive interviews discussed the meaning ascribed to veterans' diagrams. Interview data was analyzed with the constant comparison technique until theoretical saturation was achieved. The emergent theory explained student veteran life flow by two major theoretical concepts: "seeking understanding" and "gaining stability" to shape life flow in transition from military to student culture. Veterans shared understanding in each cultural environment by socially interacting with others perceived to be reaching out and connecting with veterans. Veterans also performed autonomous actions of gaining stability by using their skills, pinpointing useful resources, and cultivating the growth and expression of personal skills. Both theoretical processes simultaneously, enhanced veteran's transition to postsecondary education and promoted harmony within veteran life flow over time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571710 An Exploration of Transition Experiences Shaping Student Veteran Life Flow ProQuest LLC Ph.D. Dissertation, University of Kentucky 2016-00-00 978-1-3397-3065-3 262 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109796 2017 As Provided JAN2020

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No African American Students Elementary School Students Disadvantaged Schools Student Experience Creative Activities Case Studies Art Education Qualitative Research Art Expression Semi Structured Interviews Observation Focus Groups Art Products Hermeneutics Imagination Critical Thinking Intuition Willis, Belinda F. Dissertations/Theses - Doctoral Dissertations English Elementary Education Literature that addresses how the arts enhance student learning through creative expression is minimal. This is especially true for African-American elementary students from high-poverty backgrounds. The purpose of this study was to employ a case study design to explore how African-American elementary students in high-poverty schools experience creative expression in the art classroom. A qualitative methodology was implemented to answer two research questions: how do African-American students express themselves in the art classroom? and, how do students describe their creative process? The primary sources from which information was gathered included semi-structured open-ended interviews, field observations, a focus group, and students' artwork (hermeneutics). NVivo software was used to assist with coding, sorting, and classifying the data into patterns and emergent themes. The 12 participants for this case study were purposefully chosen based on five dimensions: age, gender, grade level, socio-economic background, and ethnicity. Results revealed imaginative processes were heightened through social connections with peers, art instructor, and artistic interactions with art media. Participants' verbal and written descriptions, analyses, and interpretations about art permitted critical and intuitive thinking to make pertinent decisions about learning and creative processes. These results may provide the educational research community, policy makers and funding sources with new knowledge about the artistic experiences of K-12 children in general and children from high-poverty schools in particular. This new knowledge holds great potential for informing the expansion of curricular offerings that incorporate the lived experiences of disadvantaged students, and for new technologies that enhance curriculum design and assessment options of art educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571961 How African-American Elementary Students in High-Poverty Schools Experience Creative Expression: A Case Study Approach ProQuest LLC Ed.D. Dissertation, Cambridge College 2016-00-00 978-1-3397-4453-7 124 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111244 2017 As Provided JAN2020

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No Educational Technology Technology Uses in Education Integrated Learning Systems Community Colleges College Faculty Urban Schools Developmental Studies Programs Qualitative Research Interviews Teacher Attitudes Observation Technology Integration Teaching Methods Language Arts Lewis, Amy L. Dissertations/Theses - Doctoral Dissertations English Two Year Colleges Higher Education Postsecondary Education Universities and colleges are embracing and utilizing technology to a rapidly increasing extent, responding to its cost-effectiveness and efficiency as well as the regularity with which 21st century students rely upon it in their everyday lives. Chief amongst the technology used in higher education are Learning Management Systems (LMS), such as Blackboard, Sakai, and CANVAS. Urban community colleges have also embraced LMS, but with student bodies that often lack regular access to or extensive experience with using technology for socio-economic or generational reasons, the outcomes from using LMS can be very different to those experienced at four-year institutions that generally serve a more affluent, traditionally-aged demographic. In particular, students in developmental courses, or those courses designed for individuals who could not test into college-level courses, can be particularly challenged when it comes to using LMS in their studies as it is an additional component to which they must acculturate in higher education whilst attempting to rectify their skills deficiencies. For faculty teaching developmental students, this can raise the question of whether it is important to acclimate students to the technology they will be called upon to use in the 21st century classroom or whether the sole focus should be remediating students' lacking academic skills. This qualitative, interpretivist, constructivist-activist/pragmatic study uses interviews with urban community college professors who use or reject the college's LMS (i.e. CANVAS) to varying extents in their classrooms, non-participant observations of the course components those professors who use CANVAS post online, and course artifacts to examine and reflect upon professors' experiences with employing or eschewing such technology with their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571962 Developmental English Professors' Experiences with Learning Management Systems at an Urban Community College: Challenges, Benefits, and Other Perceptions ProQuest LLC Ph.D. Dissertation, Temple University 2016-00-00 978-1-3397-4510-7 240 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111301 2017 As Provided JAN2020

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No Mathematics Instruction Teaching Methods Case Studies Teacher Attitudes Lesson Plans Reflection Educational Change Problem Solving Decision Making Instructional Design Faculty Development Foreign Countries Prince, Kyle Dissertations/Theses - Doctoral Dissertations China English With traditional teaching methods pervasive in the U.S., it is crucial that mathematics teacher educators and professional development leaders understand what methods result in authentic changes in classroom instruction. Lesson study presents a promising approach to developing reform-oriented instruction, as it is situated within the classroom, draws upon rich discussions about lesson development, and creates opportunities for reflection upon practice. Although the literature has shown the usefulness of lesson study, evidence of how lesson study can support teachers' implementations, conceptions, and perceptions of reform-oriented instruction could be vital to the success of mathematics education locally and across the country. This study used an embedded case study design to explore how lesson study can be used to aid teachers in conceptualizing and implementing the Mathematics Teaching Practices and investigate how teachers' perceptions towards reform-oriented teaching change while participating in a Chinese form of lesson study, called "Keli" lesson study. The researcher approached analysis from both individual and holistic perspectives. From an individual perspective, each participant made meaningful changes with respect to his or her implementation, conception, and perception of the Mathematics Teaching Practices. From a holistic perspective, the group made enhancements to the research lesson with respect to setting goals to focus learning, using goals to guide instructional decisions, designing the task, connecting representations, and teaching through problem solving. As a result, the research lesson became more focused and created rich opportunities for students to learn through problem solving. A cross-case analysis revealed that the most prominent changes across the embedded cases occurred with respect to four specific Mathematics Teaching Practices. The results of this study also revealed certain aspects of "Keli" lesson study that influenced change to participants' implementations, conceptions, and perceptions related to the Mathematics Teaching Practices. However, a disconnect was found, as there were 11 changes across the participants in this study related to conception and perception that were not associated with changes in implementation. The results of this study revealed the effectiveness of "Keli" lesson study in supporting teachers in transitioning to reform-oriented practices, as each participant made meaningful changes related to his or her implementation, conception, or perception. Moreover, this study revealed the aspects of professional development that influenced teacher change. Ongoing efforts are required, however, to influence sustained changes in implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571963 Learning within Context: Exploring Lesson Study as an Aid in Enhancing Teachers' Implementations, Conceptions, and Perceptions of the Mathematics Teaching Practices ProQuest LLC Ph.D. Dissertation, Middle Tennessee State University 2016-00-00 978-1-3397-4364-6 285 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111154 2017 As Provided JAN2020

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No Phenomenology Superintendents Governing Boards Presidents Administrator Attitudes School Districts Interviews Data Analysis Governance Educational Development Educational Objectives Educational Finance Educational Strategies School Effectiveness Moten, Anthony C. Dissertations/Theses - Doctoral Dissertations Texas English This phenomenological narrative study was designed to investigate superintendents' and school board presidents' perception related to the influence of school boards on school district performance. Participants were three superintendents and three school board presidents whose districts were recognized as met standards for the 2014-2015 academic school year. Data collection was from narrative responses to interview questions, which were later analyzed using template analysis. Findings from this study revealed the uniqueness and problematic system of governance and educating children in Texas school districts. More specifically, the paramount need for school boards and superintendents to collaboratively engage in the development of a clear vision, and direction for school district, as well as navigating robin hood that leave property rich school district poorer, and exacerbating the need for creative funding. These findings may be useful in steering school boards and superintendents toward strategies that increase their overall effectiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571964 A Phenomenological Study of Superintendents' and School Board Presidents' Perceptions Related to the Influence of School Boards on School District Performance ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3935-9 185 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110690 2017 As Provided JAN2020

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No Teaching Methods Higher Education College Faculty Technology Uses in Education Educational Technology Blended Learning Adult Students Student Needs Instructional Design Faculty Development Continuing Education Qualitative Research Jeghalef, Salma Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Adult Education Changes in student demographics and in technology are driving American higher education to embrace innovative instruction. The hybrid mode of instruction is providing a learning modality that offers the flexibility and convenience of online learning without losing the benefits of a face-to-face learning environment. This mode of instruction is used by institutions' continuing higher education units that strive for hybrid course offerings in order to make education more accessible to adult students. Adult students, whose needs and characteristics differ from those of traditional students, are highly experienced, self-directed, and motivated to immerse in learning. However, faculty are often challenged with developing effective pedagogical approaches relevant to hybrid course design. Therefore, the purpose of this study was to examine faculty perceptions of pedagogical considerations in the design of hybrid courses. This qualitative study examined the teaching experiences of six faculty serving adult students at three different institutions. Using the portraiture method, the researcher was able to capture the lived experiences related to how faculty prepare to teach their initial hybrid courses, what challenges they experience with hybrid course design, and to what extent pedagogical elements impact their approaches to design a hybrid course. Three themes emerged from the data collected: diversity of initial hybrid teaching experiences, major challenges of hybrid course design, and major pedagogical elements impacting hybrid course design. Based on the analysis of these themes, the researcher has suggested a Professional Development Program that aims to improve the teaching experiences of faculty teaching hybrid courses for the first time to adult students at the continuing higher education units. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571711 Faculty Perceptions of Pedagogical Considerations in the Design of Hybrid Courses ProQuest LLC D.Ed. Dissertation, Widener University 2016-00-00 978-1-3397-2899-5 202 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109615 2017 As Provided JAN2020

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No Nutrition College Students Food Mixed Methods Research Epistemology Program Implementation Program Evaluation Control Groups Health Promotion Self Efficacy Nutrition Instruction Eating Habits Surveys McMullen, Jennifer Dissertations/Theses - Doctoral Dissertations Kentucky English Higher Education Postsecondary Education College students, on average, do not consume enough fruits and vegetables. Contributing to poor eating habits is an overall decline in young adults' cooking skills as compared to previous decades, with today's college students often relying on ubiquitous convenience food options. The detriments associated with these food choices are linked to a number of chronic diseases, including obesity. Though programming for college students which incorporates both nutrition education and hands-on cooking opportunities is rare, programs which have been implemented have had positive outcomes associated with increased self-efficacy with cooking and eating healthfully, and improved eating behaviors. This research utilized a mixed methods approach driven by the social cognitive theory to develop, implement, and assess the impact of a culinary nutrition education program, The College CHEF. The first phase of the research included conducting a PRECEDE-PROCEED model-driven primary and secondary needs assessment to develop programming. The second phase consisted of program implementation and evaluation. The program was evaluated through a Qualtrics survey to determine participants' changes pre- to -post- with cooking and eating attitudes, behaviors, self-efficacy and knowledge. Pre- and -post- measures consisted primarily of Likert-type scales, in addition to demographic questions. Research participants were students living on University of Kentucky's campus who were part of particular Living Learning Programs (LLPs), through which they lived, socialized, and often took classes together. Participants from two intervention groups ( N = 15) attended four weekly 2-hour sessions, completing the measures online before and after the program. An inclusion criteria to be included in the study was that participants must have attended at least three of the four sessions. Control group participants (N = 17) did not partake in programming, but completed both pre- and post-surveys at the same time as the intervention groups. The study's results indicated that campus-based, hands-on culinary nutrition education programming was impactful in improving college students': 1) self-efficacy for using fruits, vegetables, and seasonings (p = 0.015); 2) fruit and vegetable consumption ( p = 0.03); and 3) knowledge of cooking terms and techniques ( p = 0.000). Given the limited research studying the impact of culinary nutrition education programming on college students, especially as it applies to those living in the same environment and reciprocally influencing one another, this study provides a unique perspective to the field of health promotion. Its findings can support campus-based, culinary nutrition programming for the college population in an effort to improve eating and cooking attitudes, behaviors, self-efficacy, and knowledge, and subsequently, overall health. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571712 The Development, Implementation, and Evaluation of a Campus-Based Culinary Nutrition Program for College Students ProQuest LLC Ph.D. Dissertation, University of Kentucky 2016-00-00 978-1-3397-3082-0 238 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109813 2017 As Provided JAN2020

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Yes School Libraries Librarians Common Core State Standards Reading Achievement Standardized Tests Reading Tests Grade 4 National Competency Tests Reading Skills Scores Poverty Public Schools Correlation Lance, Keith Curry Hofschire, Linda Reports - Research Colorado National Assessment of Educational Progress Colorado Department of Education, Library Research Service University of Denver, Morgridge College of Education English Grade 4 Intermediate Grades Elementary Education The American Association of School Librarians (AASL) Standards for the 21st Century Learner do not just pay lip-service to the value of reading. They have been aligned with the Common Core standards that were derived from, and now influence, state standards-based tests, such as the Colorado Student Assessment Program (CSAP) reading tests. It is clear that school librarians consider the teaching and encouragement of reading--both for curricular reasons and as a lifelong learning skill--to be among their most basic responsibilities. Accordingly, they intentionally pursue a wide variety of activities that should be expected to have a direct impact on students' reading scores. The authors, who previously presented a national analysis of National Center for Education Statistics (NCES) state-level data on librarian staffing and fourth-grade reading scores from the National Assessment of Educational Progress (NAEP), return to the Colorado context to examine the relationships between changes in school library staffing and changes in CSAP reading scores over time. The authors found that students at schools that gained or maintained an endorsed librarian to manage the library program averaged higher CSAP reading scores and higher increases in those scores over time than students at schools whose library programs were run by either non-endorsed librarians or library assistants. An appendix presents tables that provide detailed results of the statistical analyses reported in this article. ED572250 Change in School Librarian Staffing Linked with Change in CSAP Reading Performance, 2005 to 2011. A Closer Look Library Research Service 2012-02-00 Colorado Department of Education, Colorado State Library 17 Library Research Service. Colorado Department of Education, 201 East Colfax Avenue Suite 309, Denver, CO 80203. Tel: 303-866-6900; Fax: 303-866-6940; e-mail: lrs@lrs.org; Web site: http://www.lrs.org N/A 2017 ERIC JAN2020

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Yes Leadership Principals Classroom Techniques Observation Professional Development Leaders Interviews Feedback (Response) Academic Achievement Teaching Methods High Achievement Expectation Teacher Effectiveness Mohajeri-Nelson, Nazanin Bamberry, Lynn Dunaway, Wendy Hunter, Ellen Klein, Jeff Kuntz, Courtney Negley, Tina Singer, Robin Ottenbreit, Rebekah Young, Eric Reports - Research Colorado Colorado Department of Education English This report summarizes the factors that were commonly noted across five high achieving elementary schools in Colorado: (1) Burlington; (2) Canyon Creek; (3) Soaring Eagles; (4) South Lakewood; and (5) Tavelli. After 10 days of onsite visits to participating schools, noteworthy commonalities surfaced across the schools. Policies, practices, and procedures of effective schools identified in prior studies and literature were also present and prevalent in the schools participating in the current study. How they established and implemented effective practices and procedures were also common across the schools. During the course of the study, the following trends were compelling across the five schools: Relationships are Valued (Culture and Climate, Leadership Standard); Time is Invested and Protected (Leadership Standard); Performance Monitoring is Purposeful, Frequent, and Effectively Used (Assessment of and for Learning Standard); Decisions are Student-Centered (Leadership, Culture and Climate Standard); Expectations are Set High, Made Explicit, Frequently Expressed, and Consistently Applied (Leadership, Culture and Climate Standard); Learning is Purposefully and Meaningfully Structured (Standards and Instructional Planning Standard); Staff intentionally Uses Common Language for Consistent Messaging (Leadership, Culture and Climate Standard); and Capitalizing on Available Resources (Leadership, Best First Instruction, Culture and Climate Standard). ED572251 Overall Findings: Common Practices and Procedures across Schools. High Achieving Schools Study. Synthesis Report Colorado Department of Education 2015-03-00 23 Colorado Department of Education. State Office Building, 201 East Colfax Avenue, Denver, CO 80203. Tel: 303-866-6600; Fax: 303-830-0793; Web site: http://www.cde.state.co.us N/A 2017 ERIC JAN2020

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Yes Error Patterns Mathematics Learning Problems Barriers Error Correction Best Practices Mathematics Activities Lai, Cheng-Fei Reports - Descriptive University of Oregon, Behavioral Research and Teaching (BRT) English Error analysis is a method commonly used to identify the cause of student errors when they make consistent mistakes. It is a process of reviewing a student's work and then looking for patterns of misunderstanding. Errors in mathematics can be factual, procedural, or conceptual, and may occur for a number of reasons. Reasons why students make errors include lack of knowledge, poor attention and carelessness, The author provides seven steps describing the error analysis process, applied to mathematics. ED572252 Error Analysis in Mathematics. Technical Report #1012 Behavioral Research and Teaching 2012-00-00 9 Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org N/A 2017 10 ERIC JAN2020

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Yes Adult Education Adult Students Learning Problems Learning Disabilities Family Literacy Community Colleges Student Characteristics Equal Education Access to Education Check Lists Civil Rights Academic Accommodations (Disabilities) High School Equivalency Programs Testing Accommodations Accessibility (for Disabled) Confidentiality Grievance Procedures Compliance (Legal) Interviews Cognitive Style Faculty Development Tests/Questionnaires Reports - Descriptive Guides - Non-Classroom Illinois Illinois Community College Board English Adult Education Two Year Colleges Higher Education Postsecondary Education High School Equivalency Programs High Schools Secondary Education The development of this policy guide was prompted by a variety of needs and issues in the field of adult education as related to adult students who have special learning needs. After many years of workshops and policy committee meetings, the resulting document reflects the growth in awareness for special needs students by both practitioners and administrators. The intent of this policy is to ensure that adult education programs throughout Illinois will offer appropriate services to all students. It is important for all Illinois Community College Board (ICCB) funded Adult Education and Family Literacy programs to have a plan in place to address serving the needs of students with learning disabilities. All ICCB Adult Education and Family Literacy programs will be held to the policy statements in these guidelines. The following are appended: (1) Learning Disabilities Glossary; (2) A Learning Disabilities Checklist; (3) Learning Styles Checklist; (4) Characteristics of Adults with Learning Disabilities; (5) A Guide to Disability Rights Law; (6) Reasonable Core Accommodations; (7) HSE [High School Equivalency] Testing Accommodations Request Forms; (8) Accessibility Checklist; (9) Sample Equal Opportunity/Disability Access Statements; (10) Sample Grievance Form; (11) Accommodations Process; (12) Release of Confidential Information Forms; (13) Student Record Log; (14) Learning Disabilities Compliance Checklist; (15) Annual Report Form; (16) Ten-Minute Interview; (17) Recommendations for Learning Styles; and (18) Additional Resources. ED572253 Guidelines for Serving Students with Learning Disabilities and Other Special Learning Needs Enrolled in Adult Education and Family Literacy Programs in Illinois Illinois Community College Board 2014-07-00 120 Illinois Community College Board. 401 East Capitol Avenue, Springfield, IL 62701-1711. Tel: 217-785-0123; Fax: 217-254-4981; e-mail: webmaster@iccb.org; Web site: http://www.iccb.state.il.us N/A 2017 ERIC JAN2020

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Yes Public Colleges Higher Education School Statistics Trend Analysis Educational Finance Expenditures State Legislation Budgeting Funding Formulas Educational History Income College Athletics Profiles Institutional Characteristics Resource Allocation Numerical/Quantitative Data Reports - Research Arkansas Arkansas Department of Higher Education English Higher Education Postsecondary Education This publication provides governmental and higher education decision-makers a statewide perspective of Arkansas public higher education finance for the 2015-17 biennium, as well as trends for the past several years. It also contains a detailed financial profile of each institution and presents a basis for comparative assessments of revenue sources and expenditure patterns. The Fact Book contains seven sections: (1) the Arkansas Higher Education Coordinating Board recommendations for appropriations for the 2015-17 biennium; (2) 2015-17 legislative appropriations; (3) funding history of Arkansas higher education; (4) history of current fund revenues and expenditures; (5) history of unrestricted educational and general and auxiliary revenues and expenditures; (6) history of athletic revenues and expenditures; and (7) miscellaneous supplemental information. The Financial Profiles section of the 2015 Fact Book relies on Series 17 information submitted by institutions of higher education for revenue and expenditure breakouts. Also, in an effort to assist the reader in analyzing specific trends, Section 5 focuses on individual institutions with profile sections that contain five years of data. Four appendices are included: (1) Institutional Abbreviations; (2) Glossary of Commonly Used Terms and Acronyms; (3) Arkansas Public Higher Education Institutions; and (4) Arkansas Higher Education Institutions by County. [For the 2005 Fact Book, see ED489074] ED572255 2015 Fact Book: Arkansas Public Higher Education Arkansas Department of Higher Education 2015-08-00 Policymakers 178 Arkansas Department of Higher Education. 423 Main Street Suite 400, Little Rock, AR 72201. Tel: 501-371-2000; e-mail: ADHE_Info@adhe.edu; Web site: http://www.adhe.edu/ N/A 2017 ERIC JAN2020

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Yes Economic Development Labor Force Development Annual Reports Community Colleges Two Year Colleges College Presidents Statistical Analysis Qualitative Research Grants Two Year College Students Economics Labor Market Reports - Research California California Community Colleges, Chancellor's Office English Two Year Colleges Higher Education Postsecondary Education The California Community Colleges, through the Economic and Workforce Development Program (EWD), continue to propel the California economy forward by providing students with skills to earn well-paying jobs. At the same time, EWD helps provide California companies with the talent they need to compete on a global scale. This annual report for 2014-15 highlights both groups' efforts in helping to build workforce development programs in the state and discusses California's seven macroeconomic regions through the 10 important sectors or industries targeted for investment. The data for this report is collected through both quantitative and qualitative methods. Financial data and select performance information are collected through online grant reporting systems. Qualitative data, such as success stories, are collected through the sector navigators. The data presented in this report covers the grantee term fiscal year 2014-15. The following are appended: (1) Priority Sector Summaries; (2) EWD CCCCO and Regional Consortia Resources; and (3) EWD Program Advisory Committee. ED572256 Economic and Workforce Development Program Annual Report, 2016 California Community Colleges, Chancellor's Office 2016-03-01 40 California Community Colleges Chancellor's Office. 1102 Q Street, Sacramento, CA 95814. Tel: 916-327-5887; Fax: 916-327-5889; e-mail: whom@cccco.edu; Web site: http://www.cccco.edu N/A 2017 ERIC JAN2020

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Yes Hearings Laws Legislation Federal Government Early Childhood Education Family (Sociological Unit) Family Programs Child Care Infants Toddlers Federal Programs Legislators Preschool Children Disadvantaged Youth Poverty School Readiness Early Intervention Block Grants Child Development Parent Child Relationship Child Rearing Parents Parent Participation Legal/Legislative/Regulatory Materials Tennessee Colorado Maryland South Carolina Minnesota Georgia Washington Pennsylvania Massachusetts New York New York (New York) District of Columbia Colorado (Denver) US Senate. Committee on Health, Education, Labor, and Pensions English Early Childhood Education This hearing serves as a first in a set of hearings focusing on early learning. In his opening statement, Senator Tom Harkin, Chairman of the Committee on Health, Education, Labor and Pensions, strongly encouraged members of this committee on both sides of the aisle to hold roundtables and have discussions on early learning in their local communities because he does not think there is an issue of greater importance that confronts us today. Senator Harkin noted that the Federal Government supports a variety of programs to support early education and care, such as the Child Care and Development Block Grant program, and Head Start. However, he stated that he feels those programs fall short of what is needed. According to the most recent data from the Department of Health and Human Services, only one in six children eligible for child care assistance received it. Of the preschool kids eligible for Head Start, fewer than half are served. Among infants and toddlers eligible for Early Head Start, less than 5 percent of eligible kids are served. State governments have done much in recent years to expand preschool offerings to young children. However, according to the National Institute for Early Education Research, States reduced their preschool investments by more than half a billion dollars between 2011 and 2012. All of this works against a growing awareness that investing in early education yields lifelong benefits. Statements were also delivered by Committee Members: (1) Honorable Lamar Alexander, U.S. Senator from the State of Tennessee; (2) Honorable Michael F. Bennett, U.S. Senator from the State of Colorado; (3) Honorable Barbara A. Mikulski, U.S. Senator from the State of Maryland; (4) Honorable Tim Scott, U.S. Senator from the State of South Carolina; (5) Honorable Al Franken, U.S. Senator from the State of Minnesota; (6) Honorable Johnny Isakson, U.S. Senator from the State of Georgia; (7) Honorable Patty Murray, U.S. Senator from the State of Washington; (8) Honorable Robert P. Casey Jr., U.S. Senator from the State of Pennsylvania; and (9) Honorable Elizabeth Warren, U.S. Senator from the State of Massachusetts. Witnesses delivering prepared statements included the following: (1) Hirokazu, Yoshikawa, Courtney Sale Ross University Professor of Globalization and Education at the Steinhardt School of Culture, Education and Human Development, New York University, New York, NY; (2) John White, State Superintendent for Louisiana Department of Education, Baton Rouge, LA; (3) Danielle, Ewen, Director of the Office of Early Childhood Education, District of Columbia Public Schools, Washington, DC; and (4) Charlotte M. Brantley, President and CEO of Clayton Early Learning, Denver, CO. Additional Material included: (1) Prepared Statement of Senator Casey; and (2) Prepared Statement of Senator Baldwin. Letters for the record were presented by: (1) Lilly Irvin-Vitela, Head Start Graduate; (2) Charisse Daniels, Local Policy Council Chairperson, CESA 2, Jefferson County Head Start; Wisconsin Head Start Parent; Wisconsin Head Start Association Board of Directors; (3) Joan Mrkvicka, Joan's Tot Spot, Verona, WI. Also included are: (1) Prepared Statement of the American Public Human Services Association (APHSA) and the National Association of State Child Care administrators (NASCCA), (Tracy L. Waering, Julie Ingersol); (2) Prepared Statement of Local Initiatives Support Corporation (LISC); and (3) Prepared Statement of Matthew E. Melmed, Executive Director ZERO TO THREE. Questions and responses are also provided in the additional material section. ED572257 Supporting Children and Families through Investments in High-Quality Early Education. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Supporting Children and Families through Investments in High-Quality Early Education (February 6, 2014). Senate Hearing 113-672 US Senate 2015-00-00 Policymakers 89 US Senate. Available from: US Government Printing Office. 732 North Capitol Street, Washington, DC 20401. Tel: 866-512-1800; Fax: 202-512-2104; Web site: http://www.senate.gov N/A 2017 ERIC JAN2020

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Yes Partnerships in Education Cooperative Education School Business Relationship National Surveys Interviews Educational Practices Educational Change Educational Trends Educational Objectives Training Methods Delivery Systems Participant Satisfaction Barriers Employer Attitudes Performance Factors Sustainability Educational Opportunities Foreign Countries Mixed Methods Research Smith, Erica Smith, Andy Tuck, Jacqueline Callan, Victor Reports - Research Tests/Questionnaires Australia National Centre for Vocational Education Research (NCVER) (Australia) English A number of factors influence the motivations of employers to train their workforce and the ways in which they engage with the training system. This study combines a national survey and interviews with Australian employers and registered training organisations (RTOs) to provide a comprehensive picture of the way in which employers navigate the Australian training system and how partnerships with RTOs are established. The study also provides insight into how practices have evolved over the last 20 years. Key messages include: (1) Despite changes to the business and vocational training policy environments, the reasons why employers train their employees have altered only slightly over the past 20 years; (2) There is an enhanced focus on quality and partnerships with some changes that are outlined in this report; (3) Employers train their employees to improve the quality of goods and services because of new technology; as a business strategy; and to meet licensing and workplace health and safety requirements. (4) Employers want to provide more training for their employees but are constrained by the time it takes and the financial resources required; (5) Partnerships between industry and RTOs bring a range of benefits to both parties, but the financial benefits to RTOs are generally quite modest; and (6) Employers use both TAFE (technical and further education) and private RTOs as their main source of information about vocational education and training (VET) and increasingly use them as "navigators" of the VET sector in collaborative partnerships. The research clearly shows that nationally recognised training is valuable to employers and has many "spin-off" effects. It confirmed recent directions by governments to encourage the use of such training. The redeveloped models described in this report may aid future planning and policy by governments in relation to employer training and partnerships between RTOs and industry. Appended are: (1) Copy of questionnaire: employer survey; (2) Copy of questionnaire: RTO survey; (3) RTO-industry telephone interview questions; (4) Employer survey: overall results; (5) RTO survey: overall results; and (6) RTO survey: summary results by organisation type. ED573532 Continuity and Change: Employers' Training Practices and Partnerships with Training Providers. Research Report National Centre for Vocational Education Research (NCVER) 2017-00-00 Australian Government Department of Education and Training 978-1-925173-765 112 National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au N/A 2017 53 ERIC JAN2020

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Yes State Regulation Educational Change Politics of Education Educational Policy Access to Education Paying for College Academic Achievement Higher Education Educational Trends Administrative Organization Outcomes of Education Models Educational Attainment Tuition Government Role Educational Finance State Aid Student Financial Aid Camou, Michelle Patton, Wendy Reports - Research Ohio Policy Matters Ohio English Higher Education Postsecondary Education Prosperous regions are educated regions. Ohio's relatively low share of residents with college degrees has concerned one governor after the other and proposals for managing Ohio's university system have differed substantially. The Kasich administration's higher education proposal, the "Enterprise University Plan for Ohio," is based on the idea that (1) cost savings ensue from deregulation of university management; (2) university administrators respond to these hypothetical savings by committing to expanding college enrollment and graduation, tuition affordability, and closing higher education gaps; and (3) such commitments can reverse or alter decades of performance. This report summarizes a study that compared trends on enrollment, graduation, affordability, and low-income student participation across highly deregulated states like Colorado and Virginia; partially regulated approaches like in Illinois, New Jersey, and Texas; and coordinated systems as in Kentucky, Maryland, and Minnesota. Key findings include: (1) A stronger higher education system has been crucial to Ohio's development; (2) Leaders have proposed deregulating Ohio universities and reducing state control; (3) Reducing state control over higher education has not improved outcomes in other states; (4) Inflation-adjusted tuition increased by 89 percent at flagship schools over ten years in the most deregulated states; and (5) To increase access and completion, and control tuition, Ohio must commit to adequate funding. [For the full report, see ED573531.] ED573533 Deregulation and Higher Education: Potential Impact on Access, Affordability and Achievement in Ohio. Education. Executive Summary Policy Matters Ohio 2012-09-00 Ford Foundation George Gund Foundation 2 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes High School Equivalency Programs Barriers Equal Opportunities (Jobs) Evaluation Methods Educational Attainment Educational Policy Standardized Tests Participation Trend Analysis Educational History Socioeconomic Status Poverty Wages Goal Orientation High School Graduates Adult Education Halbert, Hannah Reports - Descriptive Ohio General Educational Development Tests Policy Matters Ohio English High School Equivalency Programs High Schools Adult Education Secondary Education The number of people attempting and passing the GED has plummeted. The Ohio economy is tough on low-wage workers with limited formal education. Without a high school diploma, it is virtually impossible to get a family-supporting job. But the GED has become a barricade, blocking Ohio workers from career goals, instead of a launching pad. Employers are missing out on 22,000 potential hires who are blocked from economic mobility. This executive summary highlights the recommendations set forth in the full report, "GED® Collapse in Ohio: State Needs Launch Pads, Not Barricades. Workforce Development" (ED573535), including: (1) Adding more alternate testing options as 21 states have done; (2) reinvesting in high school equivalency instead of cutting funding; and (3) evaluating the system to identify roadblocks and encouraging greater participation and passage regardless of exam vendors. ED573534 GED® Collapse: Ohio Needs Launch Pads, Not Barricades. Executive Summary Policy Matters Ohio 2016-02-00 1 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes High School Equivalency Programs Barriers Equal Opportunities (Jobs) Evaluation Methods Educational Attainment Educational Policy Standardized Tests Participation Trend Analysis Educational History Socioeconomic Status Poverty Wages Goal Orientation High School Graduates Adult Education Halbert, Hannah Reports - Evaluative Ohio General Educational Development Tests Policy Matters Ohio English High School Equivalency Programs High Schools Adult Education Secondary Education The number of people attempting and passing the GED has plummeted. The Ohio economy is tough on low-wage workers with limited formal education. Without a high school diploma, it is virtually impossible to get a family-supporting job. But the GED has become a barricade, blocking Ohio workers from career goals, instead of a launching pad. Employers are missing out on 22,000 potential hires who are blocked from economic mobility. This report recommends: (1) Adding more alternate testing options as 21 states have done; (2) reinvesting in high school equivalency instead of cutting funding; and (3) evaluating the system to identify roadblocks and encouraging greater participation and passage regardless of exam vendors. A supplementary table is appended. [For the executive summary, see ED573534.] ED573535 GED® Collapse in Ohio: State Needs Launch Pads, Not Barricades. Workforce Development Policy Matters Ohio 2016-02-00 17 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes Educational Legislation Federal Legislation Program Descriptions Definitions Evidence Based Practice Educational Objectives Equal Education Access to Education Accountability Educational Assessment Standards Educational Improvement Data Collection Information Dissemination English Language Learners Elementary Secondary Education Program Evaluation Achievement Rating Teacher Evaluation Grants Academic Achievement Federal Aid Meibaum, Debra L. Reports - Descriptive No Child Left Behind Act 2001 Elementary and Secondary Education Act Title II SEDL, Southeast Comprehensive Center (SECC) American Institutes for Research (AIR) English Elementary Secondary Education This publication provides an overview of the Every Student Succeeds Act (ESSA). The following topics are covered : (1) Introductory Information, including a timelime and ESSA modifications to the No Child Left Behind Act (NCLB); (2) State Plan; 3) Statewide Accountability System, ; (4) Academic Assessments; (5) Standards; (6) School Improvement; (7) Data Reporting; (8) English Learners; (9) Teachers and Leaders; (10) Title II; and (11) Student Support and Academic Achievement Grants (Title IV, Part A). Information on proposed regulations is highlighted. Also included are a list of sources, resources, and two appendices: (1) ESSA/NCLB Title Programs Crosswalk; and (2) Comprehensive Support and Improvement/Target Support and Improvement Crosswalk. ED573536 An Overview of the Every Student Succeeds Act Southeast Comprehensive Center 2016-11-00 Department of Education (ED) 47 Southeast Comprehensive Center. 440 Knox Abbott Drive Suite 200, Cayce, South Carolina 29033. Tel: 803-936-0750; Web site: http://southeast-cc.org/ N/A 2017 ERIC JAN2020 S283B120009

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Yes Mathematics Achievement Gender Differences Parent Attitudes Beliefs Longitudinal Studies Parent Aspiration Elementary School Mathematics Elementary School Students Expectation Interviews Multivariate Analysis Foreign Countries Regression (Statistics) Carmichael, Colin Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education With reports of declining participation in mathematics related careers and low female participation rates, the issue of gender differences in mathematics remains relevant. This study seeks to examine the relationship between: children's sex, parents' beliefs regarding their children's education, and, the children's mathematics performance. Through a secondary analysis of data from the Longitudinal Study of Australian Children (LSAC), responses from 2927 children aged 8 to 9 years old, show that parental perceptions of their children's mathematics achievement and their expectations for their children are closely associated with the children's mathematics performance in NAPLAN. [This study was funded as part of the Stronger Families and Communities Strategy by the Australian Government Department of Housing, Families, Community Services and Indigenous Affairs (FaHCSIA).] ED572568 Gender, Parental Beliefs and Children's Mathematics Performance: Insights from the Longitudinal Study of Australian Children Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 19 As Provided JAN2020

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Yes College Entrance Examinations Scores College Admission Decision Making Comparative Analysis Evaluation Methods Prediction Models Predictive Measurement Indexes Admission Criteria Grade Point Average Evidence Based Practice Predictive Validity Marini, Jessica P. Shaw, Emily J. Young, Linda Reports - Research SAT (College Admission Test) ACT Assessment College Board English Higher Education Postsecondary Education During the transition period between the use of exclusively old SAT® scores and the use of exclusively new SAT scores, college admission offices will be receiving both types of scores from students. Making an admission decision based on new SAT scores can be challenging at first because institutions have methods, procedures, and models based on the use of old SAT scores. To ease this transition, admission offices can use a concordance table to translate new SAT scores to comparable old SAT scores to use with their existing decision methods. Concordance tables are carefully developed tools that allow test scores from different tests covering similar content to be comparable to each other (Dorans, 2004). The study presented continues to establish evidence for the appropriate and sound use of concordant scores in admission decisions. It builds upon recent applied concordance research that examined first-year grade point average (FYGPA) predictions made with native and concordant scores using the old SAT scores and simulated ACT scores (Marini et al., 2016). This study found that comparisons made between predictions using native or concordant scores in native models were highly consistent within student and across student and institutional subgroups. While the findings from Marini et al. (2016) are useful and provide initial support for the use of concordant scores in native score models, the ACT scores in that study were simulated for each student in the sample using the known relationship between SAT and ACT scores. To make the strongest argument for using and understanding both native and concordant scores in admission decisions, it would have been ideal to have access to native (actual) scores on both assessments studied. The current study design can now account for this and advance the findings of the previous study; it examines two sets of native scores linked in a publically available concordance table. Using data from a pilot study of the redesigned SAT, students in this sample have both native old SAT and native new SAT scores. This makes it possible to make FYGPA prediction comparisons between both native and concordant scores. This research is important during the transition period between the use of old and new SAT scores in college admission decisions. For the first year or more of the administration of the new SAT, students may submit to college admission offices either old or new SAT scores, depending on when a student took the SAT. Before an admission office can develop a new predictive model using new SAT scores (which is not possible until adequate admission and outcome data are collected), institutions will need to rely on the concordance tables provided by the College Board to transform new SAT scores to old SAT scores to use in preexisting models developed with old SAT scores. Institutions are understandably looking for evidence and reassurance that this practice is sensible and appropriate. The current study was undertaken to explore this issue. ED572569 Using Old and New SAT® Scores for Admission: A Closer Look at Concordant Scores in Predictive Models. Research Report 2016-17 College Board 2016-00-00 13 College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org N/A 2017 4 ERIC JAN2020

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Yes State Universities Higher Education Financial Support Enrollment Trends Military Personnel Distance Education Academic Degrees Intellectual Disciplines Graduation Rate Scholarship Research Innovation School Community Relationship Educational Finance Income Expenditures Tables (Data) Performance Reputation Accountability STEM Education Reports - Descriptive Numerical/Quantitative Data Florida State University System of Florida, Board of Governors English Higher Education Postsecondary Education The State University System (SUS) of Florida is committed to excellence in teaching, research and public service--the traditional mission of universities. This is achieved through a coordinated system of institutions, each having a distinct mission and each dedicated to meeting the needs of a diverse state and nation. This past year, the System has experienced myriad accomplishments and has identified a number of opportunities for improvement: (1) At the System level, five of the eight Performance-Based Funding (PBF) metrics, that are common to all universities, show improvement over last year's data; (2) The State University System of Florida six-year graduation rate is ranked 1st compared to the ten largest states (for public four-year universities); (3) The State University System of Florida produces more degrees in Business and Health Professions at both the bachelor's and graduate levels than any other discipline; (4) STEM (science, technology, engineering, and mathematics) degree production increased more than non-STEM degree production during the past four years for both baccalaureate degrees and graduate degrees; (5) The State University System of Florida is one of the most active public university engines for R&D in the country, expending $1.88 Billion dollars in FY2013-14; (6) The State University System of Florida ranked 2nd in the Nation in the total number of students who took at least one Distance Learning course; (7) Universities terminated 16 degree programs during the 2014-15 academic year. In addition, some other new programs that were identified on the University Work Plans as being considered for implementation in AY2014-15 have not been implemented as a result of a robust and ongoing review process by the Council of Academic Vice Presidents. Following the System Dashboard, and a Section on Performance Based Funding Metrics, the table of contents presents detailed statistical information provided in a tabular format on the following subjects: (1) Enrollment; (2) Degree Productivity and Program Efficiency; (3) Scholarship, Research and Innovation; (4) Community and Business Engagement; and (5) Fiscal Summary. The five year data tables are listed in the appendix of this report, however they are provided in a separate document. [To access the five year data tables in ERIC see ED572259. For the 2013-14 report, see ED565434] ED572258 2014-15 System Accountability Report Board of Governors, State University System of Florida 2016-03-17 28 Board of Governors, State University System of Florida. 325 West Gaines Street Suite 1614, Tallahassee, FL 32399. Tel: 850-245-4545; Fax: 850-245-9667; Web site: http://www.flbog.org/ N/A 2017 ERIC JAN2020

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No Immigrants College Students Critical Theory Race Student Experience Immigration Racial Bias Ethnic Groups Social Influences Social Attitudes Ethnography Cantu, Elizabeth A. Dissertations/Theses - Doctoral Dissertations Arizona English Higher Education Postsecondary Education This dissertation examines contemporary issues that 18 (im)migrant university students faced during a time of highly militarized U.S.-Mexico border relations while living in Arizona during the time of this dissertation research. Utilizing critical race theory and public sphere theory as theoretical frameworks, the project addresses several related research questions. The first is how did (im)migrant university students describe their (im)migrant experience while they lived in the U.S. and studied at a large southwestern university? Second, what can (im)migrant university student experiences tell us about (im)migrant issues? Third, what do (im)migrant university students want people to know about (im)migration from reading their story? Three conceptual constructs, each composed of three categories, that described the different (im)migrant experiences in this study emerged through data analysis. The first of these conceptual constructs was the "racialized/ing (im)migrant experience" that categorically was divided into "systemic exclusions," "liminal exclusions," and "micro-social contextual exclusions." The second concept that emerged was the "passed/ing (im)migrant experience" where (im)migrant university students shared that they felt they had a systemic pathway to citizenship and/or that their immigration authorization gave them privilege. This concept was also categorically divided into "systemic inclusions," "liminal inclusions," and "micro-social contextual inclusions." The last concept was the "negotiated/ing (im)migrant experience," which described ways that (im)migrant university students negotiated their space/place in the public sphere while attending a large, public university in Arizona. As with the other two concepts, three categories emerged in relation to "negotiated/ing (im)migrant experience": "systemic negotiations," "liminal negotiations," and "micro-social contextual negotiations." It is (im)migrant university student experiences that give individuals a better understanding of the complexities that surround immigration. The (im)migrant narratives also highlight that inclusion and exclusion from the public sphere is a complex and dynamic process because all (im)migrant students, including U.S. citizens, experienced moments of inclusion and exclusion from the U.S. public sphere. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571713 (Im)migrant Voices: An Ethnographic Inquiry into Contemporary (Im)migrant Issues Faced by (Im)migrant University Students ProQuest LLC Ph.D. Dissertation, Arizona State University 2016-00-00 978-1-3397-2893-3 147 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109609 2017 As Provided JAN2020

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No Mixed Methods Research Cognitive Processes Difficulty Level Algebra Electronic Learning Synchronous Communication College Mathematics Online Courses Computer Mediated Communication Group Discussion Mills, Jodi Jean Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Most research on Cognitive Load Theory (Sweller, 1988) has uncovered many instructional design considerations for learning complex tasks. Additionally, the Community of Inquiry (Garrison, Anderson, & Archer, 2000) framework describes many of the learning experiences in online education. A gap existed in the literature for investigating cognitive load over the duration of a college algebra course and for investigating the relationship between cognitive load and cognitive presence. This research study has addressed this gap by investigating cognitive load and cognitive presence in an online and face-to-face college algebra course. The results of this study revealed that face-to-face students earned statistically significant higher final course grades and homework grades than the online students. The face-to-face math course was slightly more efficient because it produced learners who exerted similar cognitive load as learners in the online course but the learners in the face-to-face earned higher performance score. Online discussion prompts that ask student to apply their solution or defend their solution engaged students in cognitive presence differently. When students were prompted to apply their solution to a real world scenario, most students reached resolution in their initial posts, but they were often not cognitively present in their follow-up posts. When students were prompted to provide a defense of their solution, most of the posts demonstrated cognitive presence, but not as many individual students reached resolution. Additionally, students progressed through the stages of cognitive presence when an instructor asked them a specific question about their math problem or real life scenario in a timely manner. When instructors post questions to their students that directly ask for an application of their hypothesis or an explanation how they arrived at their hypothesis, students can reach the highest stage of cognitive presence. When instructors post messages that reach the highest stage of cognitive presence, students do not post messages that reach the highest stage of cognitive presence. Lastly, this study did not find a strong linear relationship between cognitive presence and cognitive load. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571714 A Mixed Methods Approach to Investigating Cognitive Load and Cognitive Presence in an Online and Face-to-Face College Algebra Course ProQuest LLC Ph.D. Dissertation, University of Kentucky 2016-00-00 978-1-3397-3084-4 212 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109815 2017 As Provided JAN2020

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No Patients Handheld Devices Telecommunications Sexually Transmitted Diseases Males Computer Mediated Communication Regression (Statistics) Least Squares Statistics Client Characteristics (Human Services) Case Studies Medical Evaluation Medical Services Age Differences Cohen, Adam Carl Dissertations/Theses - Doctoral Dissertations English Background: The Centers for Disease Control and Prevention (CDC) reports that men have recently experienced a rise in rates of sexually transmitted infections (STIs)--particularly chlamydia, gonorrhea, and syphilis. While STI testing has improved in cost, portability, and accuracy, STI notification still relies on telephone calls. Prompt STI notification is critical to reduce the number of days between STI test and STI treatment in order to stop future STI transmissions and prevent long-term health complications. In 2014, AIDS Healthcare Foundation (AHF) began implementing Healthvana, an online patient engagement platform and smartphone application, to notify AHF Wellness Center clients of STI test results. The primary study objective of this dissertation is to determine whether Healthvana reduced the number of days between STI test, notification, and treatment for male clients. The secondary study objective of this dissertation is to better understand the characteristics of clients who opted in to Healthvana. Methods: STI test, notification, and treatment data as well as risk assessment data from 18 AHF Wellness Centers between January 1, 2014 and December 31, 2015 were retrospectively collected. Male clients were included in the cross-sectional analysis if they were tested, notified, and treated for STIs (n = 1,460). Ordinary least squares and Poisson regressions were utilized to analyze differences in the mean number of days between STI test, notification, and treatment. Logistic regressions were utilized to analyze the difference between clients who did not opt in to Healthvana and clients who opted in to Healthvana. Results: The mean number of days between STI test and notification was reduced by 22 percent following Healthvana implementation, from nine days to seven days (p < 0.001). Overall, Healthvana implementation reduced the total days between STI test and treatment by two days, from 13 days to 11 days (p = 0.022). Clients under the age of 25 years experienced greater odds of opting in to Healthvana than clients who were 30-39 years old (p = 0.027) and clients who were aged 40 years and older (p = 0.004). Healthvana implementation at AHF Wellness Centers demonstrates a significant reduction in the number of days to STI treatment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571715 Evaluating an Online Patient Engagement Platform and Smartphone Application That Notifies Clients of Sexually Transmitted Infection Test Results ProQuest LLC Ph.D. Dissertation, University of California, Los Angeles 2016-00-00 978-1-3397-3019-6 183 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109750 2017 As Provided JAN2020

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No Social Studies Inquiry High Schools Secondary School Teachers Questioning Techniques Knowledge Level Definitions Semi Structured Interviews Civics Academic Standards State Standards Qualitative Research Mueller, Rebecca Glasgow Williams Dissertations/Theses - Doctoral Dissertations English High Schools Secondary Education The present qualitative study used socio-cultural theory (Wertsch, 1998), pedagogical content knowledge (Shulman, 1987), and reflective practice (Schon, 1983) to examine how social studies teachers define and develop inquiry questions. Existing literature reflects a long tradition of equating inquiry with high quality social studies instruction (e.g., Barton & Levstik, 2004; Bruner, 1977; Griffin, 1942) and arguing that successful inquiry hinges on an engaging question (Barton & Levstik, 2004; Grant, 2003), but relatively little attention has been paid to how teachers characterize and develop questions for use with inquiry (Grant & Gradwell, 2010). The main research question was: How do high school social studies teachers understand the role questions play in inquiry? Supporting questions included: (1) How do teachers define inquiry? (2) What traits do teachers attribute to questions used for inquiry? (3) How do standards impact teachers' understandings of questions used for inquiry? (4) How do teachers approach developing questions used for inquiry? Data included transcripts from semi-structured interviews, field notes from verbal report exercises, and documents from teacher completed tasks. Results indicated that teachers identified questioning as an important inquiry skill and civic practice, identified student relevance and complexity as key attributes of inquiry questions, and approached the development of inquiry questions in a deliberate and reflective way. Additionally, results indicated that a proposed state social studies standards document provided teachers with useful terminology and that experience developing and implementing inquiry questions positively influenced teachers' comfort with inquiry. This study sheds light on the potential of cultural tools to influence teachers' curricular and instructional decisions. Further consideration of how teachers develop and implement inquiry questions may offer insight into the presence and success of questions and inquiry in social studies classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571716 Questioning as a Civic Act: An Examination of How Social Studies Teachers Define, Develop, and Cultivate Questions for Inquiry ProQuest LLC Ph.D. Dissertation, University of Kentucky 2016-00-00 978-1-3397-3086-8 187 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109817 2017 As Provided JAN2020

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Yes Annual Reports Higher Education Statewide Planning Educational Trends Trend Analysis Educational Objectives State Policy Educational Planning Awards Success Cost Effectiveness Paying for College Educational Research Costs Economic Factors Educational Indicators Enrollment Rate Remedial Programs Academic Persistence Time to Degree State Aid Student Loan Programs Debt (Financial) Loan Default Reports - Descriptive Virginia State Council of Higher Education for Virginia English Higher Education Postsecondary Education The Virginia Plan for Higher Education is designed to identify trends that the Commonwealth must address if it is to prosper and succeed. Through input by higher education partners, The Virginia Plan is intended to help guide a vision for Virginia's future through a common framework. This framework is built on the premise that all partners in higher education must work together to help Virginia, its citizens and its regions. The objective set was to ensure that 60% of working-age Virginians (ages 25-64) held a degree (associate or greater) and an additional 10% of the population held a workforce credential (postsecondary certificate, industry certification, state licensure or apprenticeship) based on U.S. Census data. In total, 70% of the population would hold some postsecondary credential by 2030; this, based on current trends and estimates, would place the Commonwealth as the top state for educational attainment. To meet this vision of becoming the best-educated state by 2030, the council developed a framework for identifying key areas of focus, areas to measure progress and priorities for the coming years through goals, measures and initiatives. This included the following: (1) Goals (4): Access and affordability, student success, investment and innovation, economic and cultural prosperity; (2) Measures and targets (6): Awards, student success, affordability, research, price, economic prosperity; and (3) Initiatives (6): Developing and promoting of affordable pathways and pre-K-12 partnerships, seeking legislative changes to support sustainable public funding, recommending initiatives for further restructuring and shared services, measuring quality of undergraduate education, launching a communication strategy and promoting economic development through research. This report provides an update on progress in each of these areas along with findings and recommendations. Two appendices are included: (1) Updates on Initiatives and Activities from 2016; and (2) Related Indicators. ED572957 The Virginia Plan for Higher Education: Annual Report for 2016 to the General Assembly of Virginia State Council of Higher Education for Virginia 2017-01-00 36 State Council of Higher Education for Virginia. 101 North 14th Street, James Monroe Building, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu N/A 2017 ERIC JAN2020

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Yes College Transfer Students Public Colleges Success Student Costs Two Year Colleges Enrollment Trends Graduation Rate Time to Degree Numerical/Quantitative Data Reports - Research Virginia State Council of Higher Education for Virginia English Higher Education Postsecondary Education Two Year Colleges This report provides a snapshot of certain aspects of transfer student success and costs using data from four transfer cohorts matriculating at four-year institutions between 2006-07 and 2009-10. These cohorts allowed for the tracking of students post-transfer for up to six years. Transfer efficiency can have a direct and significant effect on the cost of a four-year degree. The rising cost of higher education has many students, families, and policy makers looking for ways to reduce the cost of a bachelor's degree. For many students, a transfer pathway is not only a cost effective means of earning a bachelor's degree, it may be the only affordable means of doing so. However, to realize potential savings the transfer process must be efficient. An efficient transfer pathway can substantially reduce the cost of a bachelor's degree, upwards of 38% in some cases. A simplified cost model is presented in the last section of this report to illustrate the potential savings at stake. This report is divided into three sections. Section I reviews transfer enrollment trends. Section II delves into post-transfer bachelor's degree completion rates. Section III illustrates potential benefits to cost-conscious families of utilizing a transfer-oriented baccalaureate pathway. "Institutional Completion Data" is appended. ED572958 Aspects of Student Transfer and Post-Transfer Success at Virginia Public Institutions State Council of Higher Education for Virginia 2016-02-22 25 State Council of Higher Education for Virginia. 101 North 14th Street, James Monroe Building, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu N/A 2017 ERIC JAN2020

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Yes Foreign Countries Elementary School Students Grade 5 Computer Simulation Educational Technology Computer Uses in Education Second Language Instruction English (Second Language) Computer Assisted Instruction Quasiexperimental Design Experimental Groups Control Groups Comparative Analysis Pretests Posttests Retention (Psychology) Scores Recall (Psychology) Outcomes of Education Statistical Significance Solak, Ekrem Cakir, Recep Journal Articles Reports - Research Turkey English Serbocroatian Elementary Education Grade 5 Intermediate Grades Middle Schools The purpose of this study was to inform about some of the current applications and literature on Augmented Reality (AR) technology in education and to present experimental data about the effectiveness of AR application in a language classroom at the elementary level in Turkey. The research design of the study was quasi-experimental. Sixty-one 5th grade students from a state elementary school participated in this research on a volunteer basis. The participants were divided into the experimental and control group, where new vocabulary items were introduced to the experimental group through augmented reality technology. A post-test and a retention test were administered upon the implementation of the program. The results of the study revealed that participants from the experimental group achieved higher scores than participants in the control group and they also performed better in recalling the learnt information. This study suggested that the use of AR technology in a language classroom at the elementary level increased learners' performances and made vocabulary learning more effective in comparison with the traditional methods. ED572959 Investigating the Role of Augmented Reality Technology in the Language Classroom Online Submission Croatian Journal of Education v18 n4 p1067-1085 2016 2016-00-00 19 N/A 2017 36 As Provided JAN2020

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Yes Foreign Countries Higher Education Ethics Values Asian Culture Asians Confucianism Content Analysis Cross Cultural Studies Group Unity Lee, Jeong-Kyu Reports - Research South Korea English Higher Education Postsecondary Education The purpose of this study is to explore the importance of ethical value in higher education as well as the relevance between ethical value and higher education. In order to examine the study logically, three research questions are addressed: First, what is value, ethical value, and Asiatic ethical value? Second, for whom and what is higher education? Last, what is the relevance between Asiatic ethical value and Korean higher education? To defend the research questions, the researcher uses a descriptive content analysis method, with a cross cultural approach. In addition, to review this study clearly and systematically, the study is defined as the following: higher education is limited to contemporary Korean higher education, and ethical value is confined within Asiatic value on the basis of Korean Confucianism. One of research findings of this study is: Asiatic ethical value is regarded as the ethical value affecting Asian people's culture, especially on the basis of Confucian culture, and it is related to the traditional Confucian ethics, whose emphasis on mainly self-cultivation, social harmony, and political righteousness. For future research, it is recommended that the study be undertaken to explore the ethical codes of research as well as the ethical norms of university administration. ED572960 Higher Education and Ethical Value Online Submission 2017-03-07 12 N/A 2017 36 As Provided JAN2020

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Yes American Indian Education American Indian Students Alaska Natives Grade 4 Grade 8 American Indian Culture American Indian Languages Academic Achievement Educational Resources Teacher Characteristics Culturally Relevant Education School Community Relationship School Libraries National Competency Tests National Surveys Ninneman, A. M. Deaton, J. Francis-Begay, K. Reports - Research Numerical/Quantitative Data National Assessment of Educational Progress National Center for Education Statistics (ED) Educational Testing Service English Grade 4 Intermediate Grades Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education The National Indian Education Study (NIES) is administered as part of the National Assessment of Educational Progress (NAEP) to allow more in-depth reporting on the achievement and experiences of American Indian/Alaska Native (AI/AN)1 students in grades 4 and 8. This report focuses primarily on two themes identified during the development of the NIES survey questionnaires: (1) To what extent are AI/AN culture and language part of the curricula?; and (2) To what extent are school resources available for improving AI/AN student achievement? The student survey questions selected for this report asked AI/AN students about the knowledge they had of their Native culture and language and their opportunities to learn more. Teacher survey questions asked teachers how they acquired and integrated culturally responsive materials, activities, and instruction into their lessons to enhance student learning. Questions from the school administrator survey asked school officials about how often members of the Native community participated in school events with students, parents, and teachers. This report is organized as follows: (1) The Introduction section includes information on sampling, participation, reporting, the NIES 2015 states, and the school types reported on in the survey question tables throughout this report; (2) The Survey Questionnaires section describes the purpose of the survey questions and the development process used to create them; (3) The Students and Native Culture section includes information about students' exposure to and participation in their Native culture and their experiences with Native language at home and in school; (4) The Teacher Characteristics section examines the ways in which teachers acquired the knowledge and skills they need to teach AI/AN students, teachers' self-identified race/ethnicity, and the culturally specific instructional practices used in reading and mathematics lessons; (5) The Schools and Community Engagement section examines AI/AN community member events that take place at school and the availability of good quality AI/AN books and other materials in school libraries or media centers; and (6) The Performance Results section provides information about the performance of AI/AN students at grades 4 and 8 in the nation and in the NIES states on NAEP reading and mathematics assessments from 2005 to 2015. Tables are appended. ED572961 National Indian Education Study 2015: American Indian and Alaska Native Students at Grades 4 and 8. NCES 2017-161 National Center for Education Statistics 2017-03-00 30 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2017 ERIC JAN2020 Yes EDIES13C0017 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017161

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Yes Educational Legislation State Legislation Academic Degrees Undergraduate Study Cooperative Programs Online Courses College Credits Tuition Cost Effectiveness Public Colleges Private Colleges Two Year Colleges Universities College Admission Admission Criteria Program Development Educational Planning Reports - Descriptive Virginia State Council of Higher Education for Virginia English Higher Education Postsecondary Education Two Year Colleges Staff provides this baseline report as a summary of its preliminary considerations and initial research in fulfillment of the requirements of HB2320 from the 2015 session of the General Assembly. Codified as § 23-7.4:7, this legislation compels the Education Secretary and the State Council of Higher Education for Virginia (SCHEV) Director, in consultation with the public and private two- and four-year institutions, to: "develop a plan to establish and advertise a cooperative degree program whereby any undergraduate student enrolled at any two-year or four-year public or private, non-profit institution of higher education in the Commonwealth may complete, through the use of online courses at any such institution, the course credit requirements to receive a degree at a tuition cost not to exceed $4,000, or such cost that is achievable, per academic year." The legislation requires a report of plan-development progress by October 1, 2016. Through this introductory document, SCHEV staff seeks to: (a) inform Council of the legislation and early work to fulfill it; (b) provide reference data of relevance to the work of the new Joint Subcommittee on the Future Competitiveness of Virginia Higher Education, particularly in its evaluation of the use of distance education and online instruction; and (c) complement efforts of George Mason University to satisfy, in consultation with other institutions, state-budget language that requires development of a plan for a comprehensive online, adult-degree-completion program by September 1, 2015. Increasingly, colleges and universities deliver instruction in part or in whole via technology, ranging from incorporation of electronic content into traditional classroom-based courses to entirely online institutions of higher education. This analysis focuses on online courses and degree programs that allow undergraduate students to complete all degree-credit requirements without in-person attendance at physical campuses. By virtue of the delivery method, students taking online courses and programs can be located anywhere in the state or elsewhere. A chart of Online Bachelor-degree Programs Offered by Public Four-year Institutions is appended. ED572962 Baseline Report on HB2320 State Council of Higher Education for Virginia 2015-07-22 Policymakers 7 State Council of Higher Education for Virginia. 101 North 14th Street, James Monroe Building, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu N/A 2017 ERIC JAN2020

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Yes Tuition State Legislation Educational Legislation Public Colleges Undergraduate Study In State Students Paying for College State Aid Student Financial Aid Access to Education Planning Reports - Evaluative Legal/Legislative/Regulatory Materials Virginia Illinois Oklahoma Texas Georgia State Council of Higher Education for Virginia English Higher Education Postsecondary Education Legislation introduced in 2015, including Senate Bill 806, sought to amend the "Code of Virginia" regarding fixed four-year tuition and other costs. Eventually, Senate Bill 1183 was incorporated into Senate Bill 806; the substitute amendment directed the board of visitors of each four-year public institution with an in-state undergraduate population that accounts for less than 80 percent of the total undergraduate population to prospectively "fix" (lock) the cost of in-state tuition for incoming freshman students for four consecutive years, under certain conditions (see Appendix A for the bill text). Further, the legislation allowed the board of each institution to offer a variable in-state rate to incoming in-state freshman students as an alternative to the fixed tuition rate. The Education and Health Committee passed by indefinitely SB 806; subsequently, the Clerk of the Senate requested the State Council of Higher Education for Virginia (SCHEV) to provide a report on the subject matter. SCHEV staff submits this report in fulfillment of that request. This report presents a survey of fixed-rate tuition plans. The following are appended: (1) Senate Bill No. 806; (2) Clerk of the Senate Letter; (3) Department of Planning and Budget 2015 Fiscal Impact Statement for SB 806; (4) Department of Planning and Budget 2015 Fiscal Impact Statement for SB 1183; (5) "Locked-in Tuition Is a Win for Families but a Tough Sell for Colleges" "Chronicle of Higher Education," April 14, 2009; (6) Illinois Tuition Comparison to National Average; and (7) Oklahoma Universities Tuition Comparison. ED572963 Fixed-Rate Tuition Plans: A Survey in Response to Senate Bill 806 State Council of Higher Education for Virginia 2015-08-12 Policymakers 19 State Council of Higher Education for Virginia. 101 North 14th Street, James Monroe Building, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu N/A 2017 6 ERIC JAN2020

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No Public Opinion Educational Attitudes Educational Change Public Schools Teacher Attitudes Comparative Analysis Educational Policy Political Affiliation Age Differences Racial Differences Socioeconomic Status Merit Pay Tenure Unions Educational Vouchers Charter Schools Testing Educational Finance Reputation Academic Achievement School Effectiveness Expenditures Teacher Salaries Peterson, Paul E. Henderson, Michael West, Martin R. Books Reports - Research English A comprehensive exploration of 21st Century school politics, "Teachers versus the Public" offers the first comparison of the education policy views of both teachers and the public as a whole, and reveals a deep, broad divide between the opinions held by citizens and those who teach in the public schools. Among the findings: (1) Divisions between teachers and the public are wider and deeper than differences between other groups often thought to contest school policy, such as Republicans and Democrats, the young and the old, the rich and the poor, or African Americans and whites; (2) The teacher-public gap is widest on such issues as merit pay, teacher tenure reform, impact of teacher unions, school vouchers, charter schools, and requirements to test students annually; (3) Public support for school vouchers for all students, charter schools, and parent trigger laws increases sharply when people are informed of the national ranking of student performance in their local school district; (4) Public willingness to give local schools high marks, its readiness to support higher spending levels, and its support for teacher unions all decline when the public learns the national ranking of their local schools; and (5) On most issues, teacher opinion does not change in response to new information nearly as much as it does for the public as a whole. In fact, the gap between what teachers and the public think about school reform grows even wider when both teachers and the public are given more information about current school performance, current expenditure levels, and current teacher pay. The book provides the first experimental study of public and teacher opinion. Using a recently developed research strategy, the authors ask differently worded questions about the same topic to randomly chosen segments of representative groups of citizens. This approach allows them to identify the impact on public opinion of new information on issues such as student performance and school expenditures in each respondent's community. The changes in public opinion when citizens receive information about school performance are largest in districts that perform below the national average. Altogether, the results indicate that support for many school reforms would increase if common core state standards were established and implemented in such a way as to inform the public about the quality of their local schools. These and many other findings illuminate the distance between teacher opinions and those of the public at large. In partnership with the Harvard Program on Education Policy and Governance and the journal, "Education Next," the authors surveyed nationally representative samples of teachers and the public as a whole annually between 2007 and 2013. ED573223 Teachers versus the Public: What Americans Think about Schools and How to Fix Them Brookings Institution Press 2014-04-29 978-0-8157-2552-7 177 Brookings Institution Press. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6000; Fax: 202-797-6004; e-mail: webmaster@brookings.edu; Web site: http://www.brookings.edu/press.aspx N/A https://www.brookings.edu/book/teachers-versus-the-public/ 2017 As Provided JAN2020

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No Educational Quality Geographic Location Federal Government Educational History Graphs Scores College Entrance Examinations Expenditure per Student Public Schools Private Schools Enrollment Trends Poverty Teacher Salaries Teacher Characteristics Counties Teacher Student Ratio Eligibility Educational Attainment Trend Analysis Outcomes of Education Income High School Graduates College Graduates Correlation Gaquin, Deirdre A., Ed. Dunn, Gwenavere W., Ed. Books Reports - Descriptive ACT Assessment SAT (College Admission Test) English Higher Education Postsecondary Education High Schools Secondary Education The "Almanac of American Education" helps users understand and compare the quality of education at the national, state, and county levels. Compiled from official U.S. government and reliable private sources, the book contains historical and current data, insightful analysis, and useful graphs that provide compelling insights into the state of education in America. The appendix to this title functions as a guide to education resources on the Internet. It provides site descriptions and evaluations along with URLs, giving users the information they need to go directly to the sites that will be of greatest use to them. The "Almanac" provides national coverage of school enrollment and educational attainment, looking at American education from a variety of different angles. This edition contains numerous figures--including the percentage of high school and college graduates in the population and enrollment status by age and level of education. State-level statistics include: (1) average SAT and ACT scores; (2) per-student expenditures; (3) private and public school enrollment; (4) student poverty; and (5) public school teacher salaries and teacher characteristics regional comparative data. County-level statistics include: (1) information on student/teacher ratios; (2) free lunch eligibility; (3) numbers of students and graduates; (4) attainment levels; and (5) per-student expenditures. New features for this latest edition answers the questions: (1) What are the nationwide trends in earnings by educational attainment level?, (2) Is the earnings gap between high school graduates and college graduates growing or shrinking?, (3) Which states have the highest and lowest teacher salaries?, (4) Which states have the largest county-to-county variation in student-teacher rations?, and (5) Is there a relationship between student poverty rates and county-level expenditures per student? ED573224 The Almanac of American Education, 2013. Seventh Edition. U.S. DataBook Series Bernan Press 2013-04-00 978-1-59888-601-6 578 Bernan Press. Available from: Rowman & Littlefield Publishing Group. 4501 Forbes Blvd Suite 200, Lanham, MD 20706. Tel: 800-274-4447; Tel: 301-459-3366; Fax: 301-429-5749; e-mail: customercare@rowman.com; Web site: http://www.rowman.com/BernanPress N/A https://rowman.com/ISBN/9781598886016/The-Almanac-of-American-Education-2013-Seventh-Edition# 2017 As Provided JAN2020

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Yes Beliefs Teacher Attitudes Educational Practices Classroom Techniques Correlation Mathematics Teachers Elementary School Teachers Elementary School Mathematics Beginning Teachers Teaching Styles Personal Narratives Foreign Countries Brady, Kathy Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education This study proposes a new theoretical framework that incorporates thematic descriptors to form broad conclusions about teachers' mathematical beliefs and their classroom practices. Narrative accounts provided by beginning primary teachers were used to analyse the relationship between their beliefs and practices through the lens of this newly developed framework. The outcome of this study was a revision to the proposed framework and a challenge to other well-established frameworks that directly correlate teachers' expressed beliefs about the nature of mathematics and their teaching and learning practices. ED572570 Towards a Fresh Understanding of the Relationship between Teacher Beliefs about Mathematics and Their Classroom Practices Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 19 As Provided JAN2020

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Yes Technology Integration Technology Uses in Education Beginning Teacher Induction Beginning Teachers Teaching Skills Teaching Experience Handheld Devices Mathematical Aptitude Pedagogical Content Knowledge Educational Practices Teacher Competency Testing Interviews Mathematics Teachers Foreign Countries Observation Qualitative Research Elementary Secondary Education Elementary School Teachers Secondary School Teachers Attard, Catherine Orlando, Joanne Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Secondary Education Elementary Education Secondary Education Information and communication technologies (ICT) are positioned in policy/syllabus documents as an essential resource in the teaching of mathematics. Given their youth and lifelong experience with technology, early career teachers (ECTs) are expected to excel in their use of ICT; however, we are not clear on the viability of these expectations and the reality of their teaching practices. This paper draws on data from three separate studies to explore how ECTs use technology in their teaching. Although their use of Interactive Whiteboards did not pose challenges, use of iPads did, and the teachers' mathematical knowledge for teaching appeared to be directly related to how they used their technology. ED572571 Early Career Teachers, Mathematics and Technology: Device Conflict and Emerging Mathematical Knowledge Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 24 As Provided JAN2020

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Yes Critical Incidents Method Classroom Techniques Classroom Environment Case Studies Mathematics Instruction Teaching Skills Teaching Methods Perception Video Technology Lesson Observation Criteria Foreign Countries Choy, Ban Heng Speeches/Meeting Papers Reports - Research Singapore Mathematics Education Research Group of Australasia English What teachers attend to, how they make sense of, and respond to critical incidents in the classroom are important for improving teaching. However, seeing and understanding important features of critical incidents can be difficult. In this paper, I propose a notion of productive noticing, which I used to analyse a case study of what teachers noticed about a critical incident that happened during a research lesson. Findings suggest productive noticing can help teachers to focus on important mathematical aspects of critical incidents, and understand how these can lead them to refine their teaching practices. ED572572 Noticing Critical Incidents in a Mathematics Classroom Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Apprenticeships Educational Benefits Costs Investment Corporations Corporate Support On the Job Training Outcomes of Education Interviews Occupational Surveys Profiles Program Implementation Program Descriptions Case Studies Program Effectiveness Measurement Techniques Measurement Objectives Statistical Analysis Helper, Susan Noonan, Ryan Nicholson, Jessica R. Langdon, David Reports - Research New Hampshire South Carolina Michigan Georgia Kentucky Missouri (Saint Louis) Florida Missouri (Kansas City) Rhode Island Washington Oregon (Portland) North Carolina Pennsylvania Vermont Case Western Reserve Univ., Cleveland, OH. Economics and Statistics Administration (DOC) English The basic components of apprenticeships are the same today as in 1937, when the National Apprenticeship Act set the foundation for apprenticeships in the United States. Apprentices enter into a structured training program of classroom and paid on-the-job training under the guidance of a mentor. As their skills increase, so do their wages. Upon completion of the program, apprentices earn an industry-recognized credential and usually are hired into a job that marks the start of a career. The payoff for workers is clear: 91 percent of apprentices find employment after completing their program, and their average starting wage is above $60,000. Because of these positive results, the U.S. Department of Labor (DOL) has invested $265 million since 2015 to expand apprenticeships. Many states are increasing funding for technical assistance, tax credits to employers, and career and technical training to prepare students for apprenticeships. The biggest investment in apprenticeship programs, however, is made by businesses themselves. Yet surprisingly little is known about the payoff to businesses from these investments. A handful of studies have estimated the benefits of apprenticeships to American workers or society as a whole, but there is very little research that estimates how these programs affect American businesses. This study seeks to understand the costs and benefits of the training programs for a diverse set of apprenticeship-sponsoring companies currently registered in DOL's ApprenticeshipUSA LEADERs (Leaders of Excellence in Apprenticeship Development, Education and Research) program. Based on interviews and site visits, this report includes 13 profiles of organizations actively involved in administering successful apprenticeship programs. The report profiles firms, consortia, an educational institution, and others. The report also included two quantitative case studies that examine the relative benefits of apprenticeships versus other staffing options. Together, the profiles and case studies led the study team to identify a series of critical decision points that bear significantly on the costs borne and benefits reaped from apprenticeships. The report also outline how companies--whether they are considering an apprenticeship program, just starting one, or with one well underway--should measure the costs and benefits of their program. This report presents findings from this study and consists of four parts: (1) Overview of apprenticeships; (2) Major decision points (for implementing apprenticeships); (3) Roadmap to measurement; and (4) Case studies. Two appendices are included: (1) Quantitative Results and (2) Literature Review. ED572260 The Benefits and Costs of Apprenticeships: A Business Perspective US Department of Commerce 2016-11-00 JP Morgan Chase Foundation Joyce Foundation Annie E. Casey Foundation 99 US Department of Commerce. 1401 Constitution Avenue NW, Washington, DC 20230. Tel: 202-482-2000; Web site: http://www.commerce.gov N/A 2017 ERIC JAN2020

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No Science Education Chemistry Evidence Based Practice Information Dissemination Mass Instruction Informal Education Books Guides - Non-Classroom National Academies, National Academy of Sciences National Academies, National Academy of Engineering National Academies, National Academy of Medicine English A growing body of evidence indicates that, increasingly, the public is engaging with science in a wide range of informal environments, which can be any setting outside of school such as community-based programs, festivals, libraries, or home. Yet undergraduate and graduate schools often don't prepare scientists for public communication. This practical guide is intended for any chemist--that is, any professional who works in chemistry-related activities, whether research, manufacturing or policy--who wishes to improve their informal communications with the public. At the heart of this guide is a framework, which was presented in the report "Effective Chemistry Communication in Informal Environments" and is based on the best available empirical evidence from the research literature on informal learning, science communication, and chemistry education. The framework consists of five elements which can be applied broadly to any science communication event in an informal setting. ED572261 Communicating Chemistry: A Framework for Sharing Science: A Practical Evidence-Based Guide National Academies Press 2016-00-00 Researchers 32 National Academies Press. 500 Fifth Street NW, Washington, DC 20001. Tel: 888-624-8373; Tel: 202-334-2000; Fax: 202-334-2793; e-mail: Customer_Service@nap.edu; Web site: http://www.nap.edu N/A https://doi.org/10.17226/23444 2017 5 As Provided JAN2020

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Yes Workshops Small Group Instruction Preservice Teachers Mathematics Anxiety Critical Incidents Method Mathematics Instruction Bibliotherapy Intervention Writing Assignments Foreign Countries Reflection Teacher Role Self Concept Parent Influence Qualitative Research Wilson, Sue Raven, Monica Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education In small-group workshops, a joint initiative of the researcher and the student counsellor, primary (elementary) pre-service teachers (PSTs) wrote about critical incidents in their mathematics learning, and shared them with the group. Then, PSTs read extracts about mathematics anxiety (maths anxiety), and wrote and shared their reflections (bibliotherapy). Their experiences illuminated factors in their maths anxiety and helped them identify alternative conceptions. The discussion highlights the need for teacher educators' awareness of perspectives of PSTs, verbalisation and sharing of emotions, and includes recommendations for further research. ED572573 "Change My Thinking Patterns towards Maths": A Bibliotherapy Workshop for Pre-Service Teachers' Mathematics Anxiety Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 25 As Provided JAN2020

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Yes Foreign Countries Mathematics Education Elementary School Students Relevance (Education) Humanism Mathematics Achievement Values Student Attitudes Preferences Questionnaires Factor Analysis Seah, Wee Tiong Barkatsas, Tasos Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Grades 5/6 students in Melbourne reported the valuing of "achievement," "open-endedness," "relevance," "humanism," "ICT," and "openness" most in mathematics learning. Although prior research suggested that students in East Asia valued "achievement" most as well, there was an observed difference in the nature of this valuing in Australia. Knowledge of what students value reveals the pedagogical potential of values, and also allows teachers to identify values related to effective mathematics learning. Values alignment facilitates further work with these values. ED572574 What Australian Primary School Students Value in Mathematics Learning: A WIFI Preliminary Study Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 15 As Provided JAN2020

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Yes Mathematics Education Educational Technology Early Childhood Education Evidence Based Practice Educational Improvement State Policy Numeracy Educational Strategies Foreign Countries Thornton, Steve Speeches/Meeting Papers Reports - Evaluative Australia Mathematics Education Research Group of Australasia English Early Childhood Education In this paper I seek to critique pervasive notions of what counts in mathematics education using Heidegger's notion of the technological enframing. I suggest that early childhood and schooling have become technologies in themselves, casting students and teachers as part of the standing reserve within the inexorable drive for economic advancement. I seek to problematise notions such as evidence-based practice and school improvement by analysing the text in a current state numeracy policy. I then outline an alternative that I term "coming into the world of mathematics" to provoke new insights into the purposes for mathematics in early childhood and school settings. ED572575 The Technological Enframing of Mathematics Education Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Mathematics Teachers Instructional Leadership Success Teacher Attitudes Leadership Role Science Course Improvement Projects Mathematics Curriculum Barriers Questionnaires Participant Satisfaction College School Cooperation Foreign Countries Sexton, Matt Downton, Ann Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Elementary Secondary Education The mathematics curriculum leader plays an important role in leading the mathematics curriculum in primary schools. They experience successes and face challenges associated with this leadership role. The perceptions that 25 mathematics leaders held about the successes and challenges they experienced whilst participating in a school mathematics project are reported. Main successes included improved mathematics planning practices using key ideas, transformed cultures concerning mathematics education, and greater use of quality tasks. The main challenge related to sustaining improvements and maintaining the profile of mathematics in school improvement agendas after involvement in the project. ED572576 School Mathematics Leaders' Perceptions of Successes and Challenges of Their Leadership Role within a Mathematics Improvement Project Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 20 As Provided JAN2020

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Yes Intervention Educational Research Problem Based Learning Problem Solving Elementary School Mathematics Mathematics Activities Task Analysis Educational Strategies Barriers Performance Factors Financial Problems Teacher Surveys Pretests Posttests Lesson Plans Feedback (Response) Money Management Teaching Methods Foreign Countries Sawatzki, Carly Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education This paper reports the findings of research into an educational intervention featuring open-ended mathematical problems situated in "real life" contexts and associated pedagogies. "Money and financial mathematics" is the topic in focus, with tasks termed "financial dilemmas" being trialled by 35 teachers in 16 Victorian primary schools. Drawing on the teachers' reactions to one task, "Catching a taxi," the strengths, challenges, and complexities associated with creating and/or selecting meaningful "real life" contexts for mathematics teaching and learning are discussed. ED572577 Connecting Social and Mathematical Thinking: The Use of "Real Life" Contexts Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 13 As Provided JAN2020

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Yes Learner Engagement Student Participation Teaching Methods Teaching Styles Educational Practices Teacher Behavior Performance Factors Secondary School Mathematics Student Interests Interviews Teacher Surveys Teacher Attitudes Qualitative Research Instructional Effectiveness Influences Foreign Countries Skilling, Karen Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education With persistent concerns about student engagement, interest and participation in mathematics, this research investigated the range of practices 31 Year 7 mathematics teachers reported using and how they perceived these practices influenced student engagement in mathematics. In-depth interviews revealed similarities in teachers' perceptions of student engagement but differences in what teachers did to address engagement through their practices. This paper reports on teacher practices identified as promoting and hindering student engagement in mathematics. ED572578 Teacher Practices: How They Promote or Hinder Student Engagement in Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 30 As Provided JAN2020

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Yes Case Studies Grade 6 Problem Solving Statistical Analysis Thinking Skills Algebra Mathematics Instruction Mathematical Concepts Numbers Interviews Ramful, Ajay Ho, Siew Yin Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Grade 6 Intermediate Grades Middle Schools Elementary Education This case study describes the ways in which problems involving additive differences with unknown starting quantities, constrain the problem solver in articulating the inherent quantitative relationship. It gives empirical evidence to show how numerical reasoning takes over as a Grade 6 student instantiates the quantitative relation by resorting to guess-and-check trials. Although our study focuses on a single case study and a set of limited tasks, analysis of the data brings forth the necessity to give more explicit curricular attention to additive differences. ED572579 Quantitative Relationships Involving Additive Differences: Numerical Resilience Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 13 As Provided JAN2020

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Yes Mathematics Instruction Teaching Methods Large Group Instruction Group Discussion Discussion (Teaching Technique) Foreign Countries Teacher Surveys Reports Feedback (Response) Teacher Attitudes Lesson Plans Elementary School Teachers Walker, Nadia Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education The following is a report of aspects of a project that is exploring the implementation of mathematically challenging tasks and ways of supporting teachers to facilitate effective lessons. Teacher participants indicate that the three-part lesson structure proposed for implementation is valuable. However, they continue to describe the summary phase as complex. The data presented below suggest that repeated opportunities for students to voice their strategies in a cumulative approach may lead to a more purposeful whole-class discussion during the summary phase. [The Encouraging Persistence Maintaining Challenge project is funded through an Australian Research Council Discovery Project (DP110101027).] ED572580 Improving the Effectiveness of the Whole Class Discussion in the Summary Phase of Mathematics Lessons Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 8 As Provided JAN2020

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Yes Cognitive Ability Mental Computation Special Education Special Schools Special Needs Students Intellectual Disability Interviews Learning Strategies Problem Solving Addition Subtraction Knowledge Level Mathematical Aptitude Secondary School Mathematics Secondary School Students Foreign Countries Case Studies Rumiati, Rumi Wright, Robert J. Speeches/Meeting Papers Reports - Research Indonesia Mathematics Education Research Group of Australasia English Secondary Education Pat was a 19-year-old attending a Special School for the Intellectually Disabled in Indonesia. She was interviewed by the first author regarding her mental calculation strategies when solving 1- and 2-digit addition and subtraction problems. Results indicate that she was able to see ten as a unit composed of ten ones and was facile in using standard written algorithms: addition with or without carrying and subtraction with or without borrowing. Her mental calculation strategies were influenced by the taught standard written algorithms. These algorithms seem to be counter-productive. However, with appropriate supports, she might have a potential to be an accurate and flexible mental calculator. ED572581 Mental Calculation Strategies of a Student Attending a Special School for the Intellectually Disabled Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 20 As Provided JAN2020

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Yes Feedback (Response) Social Theories Questionnaires Learning Experience Interviews Professional Associations Teacher Researchers Beginning Teachers Communities of Practice Likert Scales Conferences (Gatherings) Sense of Community Participant Satisfaction Foreign Countries Semler, Yvette Cavanagh, Michael Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English This paper reports on the experiences of newcomers at the 36th Annual MERGA Conference. The paper applies Wenger's (1998) social learning theory to explore the kinds of feedback that might assist newcomers. Questionnaire responses to describe the experience of ten newcomers and interview responses from five of the ten are reported. The participants identified the stimulating presentations and being immersed in an environment conducive to rich dialogue as important factors that contributed to a positive experience. The newcomers felt welcomed by the MERGA community and were able to contribute, particularly those who had previous experience in research or at other conferences. ED572582 Newcomers' Experiences of MERGA 36 Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 20 As Provided JAN2020

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Yes Computation Mathematical Concepts Formative Evaluation Diagnostic Tests Computer Assisted Testing Online Courses Test Format Mathematics Achievement Task Analysis Secondary School Students Problem Solving Problem Sets Foreign Countries Price, Beth Steinle, Vicki Stacey, Kaye Gvozdenko, Eugene Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education This study reports on the use of formative, diagnostic online assessments for the topic percentages. Two new item formats (drag-drop and slider) are described. About one-third of the school students (Years 7 to 9) could, using a slider, estimate "80% more than" a given length, in contrast with over two-thirds who could estimate "90% of" a given length. While four-fifths of the school students could, using drag-drop cards, choose the 2-step calculation of a reduced price after a 35% discount, only one-third could choose the corresponding 1- step calculation. ED572583 Using Percentages to Describe and Calculate Change Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 10 As Provided JAN2020

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Yes Student Attitudes Graduate Students Mathematics Education Educational Technology Online Courses Inservice Teacher Education Preferences Computer Mediated Communication Technology Uses in Education Interaction Educational Quality Performance Factors Student Surveys Likert Scales Time Factors (Learning) Time on Task Grades (Scholastic) Incidence Comparative Analysis Blended Learning Student Experience Foreign Countries Prieto, Elena Holmes, Kathryn Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education With the advent of new technologies, methods of blended learning are used in online mathematics classrooms to facilitate interactions and provide a richer experience for students. This paper analyses data obtained from practising teachers during their participation in two postgraduate mathematics courses. We conclude that discussion forum interactions are students' preferred way of online learning. Also, although high levels of interaction do not necessarily correlate with success, they are essential for some students to persist with difficult content. ED572584 Online Students' Perceptions of Interactive Tools to Support Postgraduate Learning of Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 10 As Provided JAN2020

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No Infants Child Rearing Cultural Differences Poverty Racial Bias Religious Factors Immigration Equal Education Environmental Influences Barriers Case Studies Foreign Countries Protestants Catholics Jews Muslims Confucianism Socioeconomic Influences Guides Gottlieb, Alma DeLoache, Judy Books Guides - General Reports - Descriptive North America South America Europe Asia Africa English Should babies sleep alone in cribs, or in bed with parents? Is talking to babies useful, or a waste of time? "A World of Babies" provides different answers to these and countless other child-rearing questions, precisely because diverse communities around the world hold drastically different beliefs about parenting. While celebrating that diversity, the book also explores the challenges that poverty, globalization and violence pose for parents. Fully updated for the twenty-first century, this edition features a new introduction and eight new or revised case studies that directly address contemporary parenting challenges, from China and Peru to Israel and the West Bank. Written as imagined advice manuals to parents, the creative format of this book brings alive a rich body of knowledge that highlights many models of baby-rearing--each shaped by deeply held values and widely varying cultural contexts. Parenthood may never again seem a matter of "common sense." This book: (1) Addresses the implications of the most urgent challenges of the twenty-first century--racism, religious intolerance, immigration, poverty, educational inequities and environmental degradation--for the lives of parents and children and their wider communities, offering a realistic sense of the challenges facing real families living in the real world; (2) Features a wide variety and diverse set of parenting practices that represent communities across religions (Protestantism, Catholicism, Judaism, Islam, Confucianism and animism) and world areas (North America, South America, Europe, Asia, the Middle East and Africa); and (3) Case studies range from communities facing desperate poverty to those that enjoy relative prosperity; in all cases, the chapters analyze the economic circumstances of the families, communities and nations for their implications on childrearing agendas, opportunities and constraints. The following are contributors to this book: Michelle Johnson, Erin Raffety, Bree Akesson, Deborah Golden, Sirad Shirdon, Kate Grim-Feinberg, and Mariah Schug. [For the first edition, see ED451944.] ED572262 A World of Babies: Imagined Childcare Guides for Eight Societies. 2nd Edition Cambridge University Press 2016-10-00 978-1-316-50257-0 386 Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: http://www.cambridge.org N/A http://www.cambridge.org/us/academic/subjects/anthropology/social-and-cultural-anthropology/world-babies-imagined-childcare-guides-eight-societies-2nd-edition?format=PB 2017 As Provided JAN2020

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Yes Mathematics Instruction State Standards Kindergarten Elementary Secondary Education Reading Achievement High Schools Algebra Geometry Mathematical Concepts Mathematics Skills Guides - Non-Classroom Reports - Descriptive Louisiana Louisiana Department of Education English Kindergarten Primary Education Early Childhood Education Elementary Secondary Education Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 High Schools Secondary Education The Louisiana mathematics standards were created by over one hundred Louisiana educators with input by thousands of parents and teachers from across the state. Educators envisioned what mathematically proficient students should know and be able to do to compete in society and focused their efforts on creating standards that would allow them to do so. The new standards provide appropriate content for all grades or courses, maintain high expectations, and create a logical connection of content across and within grades. The K-12 mathematics standards lay the foundation that allows students to become mathematically proficient by focusing on conceptual understanding, procedural skill and fluency, and application. This report presents the Math Standards in Louisiana for Kindergarten through Eighth Grade for Algebra I, Geometry, and Algebra II. ED572263 K-12 Louisiana Student Standards for Mathematics. Louisiana Student Standards: Mathematics Louisiana Department of Education 2016-09-23 64 Louisiana Department of Education. P.O. Box 94064, Baton Rouge, LA 70804-9064. Tel: 877-453-2721; Web site: http://www.louisianabelieves.com N/A 2017 ERIC JAN2020

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Yes English Instruction Language Arts State Standards Academic Standards Elementary Secondary Education Kindergarten Reading Skills Writing Skills Listening Skills Competence Language Skills History Social Studies Science Education Literature Printed Materials Textbooks Instructional Program Divisions Guides - Non-Classroom Reports - Descriptive Louisiana Louisiana Department of Education English Elementary Secondary Education Kindergarten Primary Education Early Childhood Education Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 The Louisiana English language arts student standards were created by over one hundred Louisiana educators with input by thousands of parents and teachers from across the state. Educators envisioned what proficient students should know and be able to do to compete in society and focused their efforts on creating standards that would allow them to do so. The new standards provide appropriate content for all grades, maintain high expectations, and create a logical connection of content across and within grades. The goal for students in English language arts (ELA) is to: (1) Read; (2) Understand complex, grade-level texts; and (3) Express their understanding of those texts through writing and speaking. This report presents the standards for English Language Arts in Louisiana for Kindergarten through Twelfth Grade. Science/Social Studies/Technical Literacy Standards are appended. ED572264 K-12 Student Standards for English Language Arts. Louisiana Student Standards: English Language Arts Louisiana Department of Education 2016-06-28 137 Louisiana Department of Education. P.O. Box 94064, Baton Rouge, LA 70804-9064. Tel: 877-453-2721; Web site: http://www.louisianabelieves.com N/A 2017 ERIC JAN2020

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Yes Student Loan Programs Loan Default Loan Repayment Paying for College Debt (Financial) Public Colleges Community Colleges Private Colleges State Universities College Students Cohort Analysis Reports - Descriptive Numerical/Quantitative Data Kentucky Kentucky Council on Postsecondary Education English Higher Education Postsecondary Education Two Year Colleges As college costs continue to rise, student loan default and repayment are issues of increasing concern to students and families, colleges and universities, and state and federal governments. Helping students borrow responsibly and manage their debt are vitally important to maintaining college access and affordability and increasing the education levels of our current and future workforce. Policy Implications suggest that: (1) Policymakers and institutions should work in concert to promote students' responsible and informed borrowing and help them manage their debt; (2) Kentucky can reduce the amount of loans students take out by improving information sharing, incentivizing program completion, and providing more intrusive counseling; and (3) When providing financial aid guidance to students, the students' major and future career prospects should be considered. This report highlights several best practices in loan management that may be useful to emulate in Kentucky. It also includes Key Findings in: (1) Defaults; and (2) Repayments. The following are appended: (1) U.S. Three-Year Official Cohort Default Rates by Sector; (2) FY 2013 U.S. Three-Year Official Cohort Default Rates by State; and (3) Average Federal Student Loan Debt Per Borrower by State, 2015. ED572265 Student Loan Default and Repayment in Kentucky Kentucky Council on Postsecondary Education 2016-09-00 28 Kentucky Council on Postsecondary Education. 1024 Capital Center Drive Suite 320, Frankfort, KY 40601. Tel: 502-573-1555; Fax: 502-573-1535; Web site: http://www.cpe.ky.gov/ N/A 2017 21 ERIC JAN2020

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Yes Debt (Financial) Student Loan Programs College Students Loan Repayment Bachelors Degrees College Graduates Income Gender Differences Age Differences Socioeconomic Status Racial Differences Ethnic Groups Majors (Students) Intellectual Disciplines Correlation Reports - Evaluative Numerical/Quantitative Data Kentucky Kentucky Council on Postsecondary Education English Higher Education Postsecondary Education Student loans can be a good investment in an individual's future, providing financial access to higher education and improved chances of economic success after college. However, avoiding undue financial obligations and maximizing the return on investment require careful planning and prudent borrowing. Estimating whether the student loan debt burden will be manageable and offset by sufficient wages in the future is essential for a sound decision on the potential benefits of higher education. With students taking on record levels of student loan debt, it is important to explore the scope and limits of affordable debt and the relationship between the optimal amount of borrowing and expected post-graduation earnings. This study focuses on the potential burden of student loan repayment incurred by bachelor's degree graduates from Kentucky institutions with various academic majors using a debt-to-income analysis (comparisons of annual student loan debt to annual income). The report is organized as follows: Section 1 displays the percentage of graduates with loan debt and the average student loan debt at graduation broken down by gender, age, socio-economic status, race and ethnicity, and fields of study. Section 2 presents data on average annual earnings by academic area and institutional sector. Section 3 explores the relationship between average earnings and loan debt levels through shares of earnings needed to repay loans under the traditional 10-year repayment plan. Findings and policy implications are discussed in the concluding section. The report closes with Notes and Technical Details. ED572266 Student Loan Debt in Kentucky: An Analysis of Debt Levels and Their Relationship to Earnings for Baccalaureate Degree Holders of Public Universities, 2010-2013 Kentucky Council on Postsecondary Education 2015-10-00 22 Kentucky Council on Postsecondary Education. 1024 Capital Center Drive Suite 320, Frankfort, KY 40601. Tel: 502-573-1555; Fax: 502-573-1535; Web site: http://www.cpe.ky.gov/ N/A 2017 15 ERIC JAN2020

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No Team Sports College Athletics Music Case Studies Interviews Story Telling McCluskey, John Michael Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education American college football features an enormous amount of music woven into the fabric of the event, with selections accompanying approximately two-thirds of a game's plays. Musical selections are controlled by a number of forces, including audio and video technicians, university marketing departments, financial sponsors, and wind bands. These blend together in a complex design that offers audible and visual stimulation to the audience during the game's pauses. The music chosen for performance in these moments frequently communicates meaning beyond entertainment value. Selections reinforce the game's emotional drive, cue celebrations, direct specific audience actions, and prompt behaviors that can directly impact the game. Beyond this, music is performed to buttress the successes of the home team, and to downplay its failures. As this process develops over the course of the game, the musical selections construct a sonic narrative that comments on the game's action, enhancing or suppressing audience members' emotional reactions to the events on-field, and informing their understanding of the game's developments. By preparing for and responding to in-game situations, music creates a coherent narrative out of football's unpredictable events. This project demonstrates the use of musical narrative in American college football via close consideration of case studies of games representing five of the most prominent college athletic conferences, the Atlantic Coast Conference, the Big 10, the Big 12, the Pac 12, and the Southeastern Conference. These sources include interviews with college football's musical agents, including sound operators, band directors, and producers, as well as documentation of the games' on-field developments and the music that accompanies them. Finally, this project utilizes of musical narrative as a new means of critically considering the power lines of race and gender in college football culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571717 Music as Narrative in American College Football ProQuest LLC Ph.D. Dissertation, University of Kentucky 2016-00-00 978-1-3397-3081-3 728 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109812 2017 As Provided JAN2020

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No Mentors College Faculty Measures (Individuals) Program Effectiveness Item Response Theory Tenure Rating Scales Teacher Persistence Mensah, Richard Kweku Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education The need to recruit quality professors into research-1 institutions continues to be a priority among American universities (Solem & Foote, 2004), but the ability to retain them is another story. The tenure process is quite demanding in such institutions, where much emphasis is often placed on high quality research and publishing in reputable peer-reviewed journals (Boyer, 1992; DeFleur, 2007). Some scholars have identified faculty-to-faculty mentoring as one of many things institutions can promote to motivate beginning faculty to persist and complete the tenure process (Boice, 1991). On the other, others feel such activities are not necessary (Selby & Calhoun, 1998). Faculty-to-faculty mentoring could be beneficial, but institutions should have a tool to assess whether faculty members desire to receive mentoring. The literature review revealed that fields in social sciences lack well-developed quantitative data collection tool for such purposes. This study was, therefore, carried out to develop an instrument to fill that gap, especially in the era of data-driven decision making models. The new provides a foundation for other researchers to build on. The Rasch-Andrich Rating Scale model was applied in the item investigation and calibration. Response rate was 45.57% and the majority of respondents agreed that faculty-to-faculty mentoring is beneficial to faculty members who are on the tenure track. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571718 Constructing a Measure to Assess the Perceived Benefits of Faculty-to-Faculty Mentoring Programs: Applying a Rasch Measurement Theory for Calibration and Item Investigation ProQuest LLC Ph.D. Dissertation, University of Kentucky 2016-00-00 978-1-3397-3083-7 141 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109814 2017 As Provided JAN2020

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No Work Environment Community Colleges Qualitative Research Case Studies Job Performance Partnerships in Education Administrative Organization Organizational Theories Organizational Culture Trust (Psychology) Leadership Academic Libraries Urban Schools Stapleton, R. Michael Dissertations/Theses - Doctoral Dissertations English Two Year Colleges Higher Education Postsecondary Education This companion dissertation reports the findings of applied case study research on four community college organizational units that consistently meet or exceed standard performance measures. In addition, prior ample evidence confirmed that performance extended significantly beyond what might be explained by available tangible resources alone. The case study contexts are common in higher education in general: a) an external partnership, (b) an ad hoc team, (c) a traditional, cross-divisional service unit, and (d) a grant-funded student service unit. Emerging positive organizational theory and research shows promise for revealing performance-influencing phenomena and behaviors that are not adequately represented in standard measures. Therefore, this collaborative case study research was designed to explore positive influences on the success of the four community college units. This companion dissertation consists of three manuscripts. Chapter 2, a technical report, is a collaboratively-written synthesis of findings from the four individual case studies. Key findings across the units suggest the influence on performance of: (a) a people-first culture, (b) authentic, trusting, inclusive leadership, and (c) resource richness beyond constrained tangible resources. In Chapter 3, the author presents in journal article format one of the case studies that contributed to the findings reported in Chapter 2. The academic library chosen for this research serves an urban community college campus near the geographic center of its city. The research asks how the library consistently performs well despite severe budget and staffing constraints and a series of disruptive events. Key findings in Chapter 3 include the following influences on performance: (a) valuing people and building relationships; (b) a culture of service that shares duties, resources, and expertise; and (c) leadership that effectively translates formal goals into an enabling matrix of behaviors and phenomena. Practical recommendations are offered. Additional research is needed to explore causal relationships, how to influence greater resource amplification, and how to increase awareness of positive organizational dynamics. In Chapter 4, a scholarly narrative, the author reflects on transformative aspects of the doctoral experience on learning and life. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571719 Positive Workplace Dynamics: A Qualitative Exploration of Exceptional Performance in Community College Units ProQuest LLC Ed.D. Dissertation, University of Kentucky 2013-00-00 978-1-3397-3100-1 182 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109831 2017 As Provided JAN2020

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No Direct Instruction Video Technology Prompting Reading Comprehension Autism Pervasive Developmental Disorders Elementary School Students Intervention Instructional Effectiveness Independent Study Sartini, Emily Claire Dissertations/Theses - Doctoral Dissertations English Elementary Education The purpose of this study was to investigate the effects of explicit instruction combined with video prompting to teach text comprehension skills to students with autism spectrum disorder. Participants included 4 elementary school students with autism. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated that the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571720 Effects of Explicit Instruction and Self-Directed Video Prompting on Text Comprehension of Students with Autism Spectrum Disorder ProQuest LLC Ph.D. Dissertation, University of Kentucky 2016-00-00 978-1-3397-3092-9 129 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109823 2017 As Provided JAN2020

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No Foreign Countries Labor Force Development Job Training Indigenous Populations Census Figures Data Analysis Education Work Relationship Demography Outcomes of Education Vocational Education Apprenticeships Higher Education Geographic Regions Employment Statistics Educational Attainment Employment Patterns Social Capital Equal Opportunities (Jobs) Role of Education Employment Programs Barriers Regional Characteristics Economic Climate Occupational Mobility Migration Labor Market Comparative Analysis Racial Discrimination Employer Attitudes Comparative Education Educationally Disadvantaged Statistical Analysis Karmel, Tom Misko, Josie Blomberg, Davinia Bednarz, Alice Atkinson, Georgina Reports - Research Numerical/Quantitative Data Australia Canada New Zealand ISSN-2201-845X Australian Institute of Family Studies (AIFS) Australian Institute of Health and Welfare, Closing the Gap Clearinghouse English Higher Education Postsecondary Education In recent years, the level of participation and attainment by Indigenous Australians in education and training has improved, yet substantial gaps still exist between Indigenous Australians and non-Indigenous Australians. Education has to be a key focus if the gap between Indigenous and non-Indigenous employment rates is to be closed. This report draws from the 2011 Census data to quantify its importance for labour market participation, employment, and occupational destinations. The research is extensive and varied, and includes academic research articles published in refereed journals and other publications published or completed over the last 10 years. Also provided is the authors' own analyses of the 2006 and 2011 Census, and of data from the ABS (Australian Bureau of Statistics) Labour Force Survey, National Apprentices and Trainees Collection, National VET (Vocational Education and Training) Collection, the Schools Australia catalogue, and the Student Outcomes Survey. The authors use those to provide descriptive information as well as to investigate linkages between participation and attainment in education and training and employment. The report begins by providing a snapshot of key demographics, followed by information on participation and outcomes from senior secondary education, vocational education and training (including apprenticeships and traineeships), and higher education. This is followed by a detailed account of employment outcomes across regions and occupations. The role of educational attainment in explaining the disparity in employment rates is then given a special focus. This document reports on studies that have looked at the need to take into account the multiple elements of economic participation, and focuses in more detail on the role of social capital, cultural attachments, and employer discrimination. It concludes with an emphasis on key findings about the role of education and the need to streamline programs and strategies. Appendices provide extra detail on methodological approaches and programs (including key objectives, funding regimes, and program evaluations). They are as follows: (1) Methodology for decomposition; (2) Selected programs aimed at young people and their parents by participation or progress to date; (3) Selected programs aimed at VET and higher education by participation or progress to date; (4) Selected programs aimed at improving employment outcomes by participation or progress to date; and (5) Additional relevant material in the Clearinghouse. ED573225 Improving Labour Market Outcomes through Education and Training. Issues Paper No. 9. Produced for the Closing the Gap Clearinghouse Australian Institute of Health and Welfare 2014-02-00 978-1-74249-539-2 72 Australian Institute of Health and Welfare. GPO Box 570, Canberra, ACT 2601, Australia. Tel: +61-2-6244-1025; Fax: +61-2-6244-1299; e-mail: info@aihw.gov.au; Web site: http://www.aihw.gov.au N/A http://www.aihw.gov.au/uploadedFiles/ClosingTheGap/Content/Our_publications/2014/ctgc-ip9.pdf 2017 61 ERIC JAN2020

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No Educational Quality Geographic Location Federal Government Educational History Graphs Scores College Entrance Examinations Expenditure per Student Public Schools Private Schools Enrollment Trends Poverty Teacher Salaries Teacher Characteristics Counties Teacher Student Ratio Eligibility Educational Attainment Trend Analysis Outcomes of Education Income High School Graduates College Graduates Correlation Gaquin, Deirdre A., Ed. Dunn, Gwenavere W., Ed. Books Reports - Descriptive ACT Assessment SAT (College Admission Test) English Higher Education Postsecondary Education High Schools Secondary Education The "Almanac of American Education" helps users understand and compare the quality of education at the national, state, and county levels. Compiled from official U.S. government and reliable private sources, the book contains historical and current data, insightful analysis, and useful graphs that provide compelling insights into the state of education in America. The appendix to this title functions as a guide to education resources on the Internet. It provides site descriptions and evaluations along with URLs, giving users the information they need to go directly to the sites that will be of greatest use to them. The "Almanac" provides national coverage of school enrollment and educational attainment, looking at American education from a variety of different angles. This edition contains numerous figures including the percentage of high school and college graduates in the population and enrollment status by age and level of education. State-level statistics include: (1) average SAT and ACT scores; (2) per-student expenditures; (3) private and public school enrollment; (4) student poverty; (5) public school teacher salaries and teacher characteristics; and (6) regional comparative data. County-level statistics include: (1) information on student/teacher ratios; (2) free lunch eligibility; (3) numbers of students and graduates; (4) attainment levels; and (5) per-student expenditures. [For the Seventh Edition, see ED573224.] ED573226 The Almanac of American Education, 2014-2015. Eighth Edition. U.S. DataBook Series Bernan Press 2015-03-00 978-1-59888-736-5 578 Bernan Press. Available from: Rowman & Littlefield Publishing Group. 4501 Forbes Blvd Suite 200, Lanham, MD 20706. Tel: 800-274-4447; Tel: 301-459-3366; Fax: 301-429-5749; e-mail: customercare@rowman.com; Web site: http://www.rowman.com/BernanPress N/A https://rowman.com/ISBN/9781598887372/The-Almanac-of-American-Education-2014-2015-Eighth-Edition# 2017 As Provided JAN2020

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Yes Preservice Teachers Mathematics Skills Abstract Reasoning Problem Solving Pedagogical Content Knowledge Mathematics Tests Mathematical Concepts Responses Misconceptions Scoring Test Items Difficulty Level Mixed Methods Research Livy, Sharyn Herbert, Sandra Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Proportional reasoning is important for informed decisions in proportional problem situations. This paper reports on mathematical content knowledge related to proportional reasoning of second-year, pre-service teachers. Responses to two ratio items provide insights into their correct method of solutions and common misconceptions. Anchor Points (Tatto, Peck, Schwille, Bankov, et al., 2012) were used to score the items. Some pre-service teachers had difficult with a scale ratio item but many more were unable to correctly respond to a proportional item. ED572964 Pre-Service Teachers' Responses for Ratio and Proportion Items Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Cognitive Development Change Piagetian Theory Epistemology Education Child Development Developmental Tasks Futures (of Society) Siegler, Robert S. Reports - Research English In this article, I examine changes in the field of cognitive development and in my own thinking over the past 40 years. The review focuses on three periods. In the first, Piaget's theory was dominant, and my research and that of many others was aimed at understanding the many fascinating changes in children's thinking that Piaget documented and at correcting inaccuracies in his theory. The second period involved generating an alternative to Piaget's approach, overlapping waves theory, and specifying through microgenetic methods and computer simulations how development can be produced by variability of strategy use, adaptive choices among strategies, and discovery of new strategies. In the third period, my thinking and research, and that of many others, has increasingly focused on the interface between cognitive development and education. I close by suggesting that generating domain-specific integrated theories of cognitive development may provide a way forward for the field. [This article was published in "Child Development Perspectives," v10 n2 p128-133 Jun 2016.] ED572965 Continuity and Change in the Field of Congitive Development and in the Perspectives of One Cognitive Developmentalist Grantee Submission 2016-06-00 Institute of Education Sciences (ED) 26 T http://dx.doi.org/10.1111/cdep.12173 2017 45 As Provided JAN2020 Yes R305A150262 R324C10000484324CSubaward23149

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Yes Online Courses Educational Technology Technology Uses in Education Distance Education Undergraduate Study Public Colleges Private Colleges Cooperative Programs Bachelors Degrees Cost Effectiveness Educational Legislation State Legislation Trent, Dietra Blake, Peter Reports - Evaluative Virginia State Council of Higher Education for Virginia English Higher Education Postsecondary Education § 23.1-909 requires the Secretary of Education and the Director of the State Council of Higher Education for Virginia (SCHEV) to report, by October 1, 2016, their progress toward development of a plan for a "combined cooperative degree program" whereby any enrolled undergraduate student at any public or private nonprofit institution of higher education may complete a degree program online "at a tuition cost not to exceed $4,000, or such cost that is achievable, per academic year." Enacted in 2015, this statute codified House Bill 2320, which was introduced by Delegate Ben Cline, passed unanimously by both chambers and signed by Governor Terry McAuliffe. Secretary of Education Dietra Trent and the State Council of Higher Education for Virginia (SCHEV) Director Peter Blake submitted this document as their report of progress toward fulfillment of § 23.1-909, which requires them, in consultation with the public and private two- and four-year institutions, to develop: a plan to establish and advertise a cooperative degree program whereby any undergraduate student enrolled at any two-year or four-year public or private, non-profit institution of higher education in the Commonwealth may complete, through the use of online courses at any such institution, the course credit requirements to receive a degree at a tuition cost not to exceed $4,000, or such cost that is achievable, per academic year. The following are appended: (1) § 23.1-909. Combined Cooperative Degree Program; (2) Online Bachelor-degree Programs Offered by Public Four-year Institutions; (3) Letters of Endorsement; and (4) Responses from NLCVA Members. ED572966 Report of Progress toward Development of the Plan Required in § 23.1-909 for a Cooperative Online Degree Program State Council of Higher Education for Virginia 2016-09-30 Policymakers 26 State Council of Higher Education for Virginia. 101 North 14th Street, James Monroe Building, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu N/A 2017 As Provided JAN2020

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Yes Higher Education College Preparation Remedial Instruction Developmental Studies Programs Basic Skills Trend Analysis High School Graduates Public Schools Gender Differences Ethnic Groups Racial Differences Two Year Colleges Socioeconomic Status English Language Learners Special Education Intellectual Disciplines Costs College Attendance Reports - Evaluative Numerical/Quantitative Data Colorado Colorado Department of Higher Education English Higher Education Postsecondary Education Secondary Education High Schools Two Year Colleges This report was prepared by the Colorado Department of Higher Education (DHE) pursuant to 23-1-113.3 C.R.S. The information in this report is presented to inform the ongoing dialogue regarding preparation for college and the effects of remedial education or developmental education in Colorado. This report documents data gathered by the Colorado Department of Higher Education (DHE) for academic year 2015 (Summer 2014-Spring 2015) as required by statute. The report concerns students taking basic skills courses at Colorado's public higher education institutions. The report is submitted to the Education Committees of the Senate and House of Representatives, the Joint Budget Committee (JBC), the Colorado Department of Education (CDE), and each Colorado public school district superintendent. This report includes the following: (1) Highlights from academic year 2014-15; (2) Demographics; (3) Remedial rates by subject and course level; (4) Remedial course completion and costs; (5) First year retention; (6) Remediation by school district and high school; and (7) Reforming the system of remediation. The following are appended: (1) Additional Tables; and (2) Technical Information. ED572267 2015 Legislative Report on Remedial Education Colorado Department of Higher Education 2016-11-00 69 Colorado Department of Higher Education. 1560 Broadway Suite 1600, Denver, CO 80202. Tel: 303-866-2723; Fax: 303-866-4266; Web site: http://highered.colorado.gov N/A 2017 ERIC JAN2020

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Yes Annual Reports Enrollment Rate Graduation Rate Teacher Education Programs State Departments of Education State Legislation Higher Education Enrollment Trends State Colleges Demography Change Strategies Alternative Teacher Certification Certification Educational Assessment Educational Indicators Reports - Evaluative Numerical/Quantitative Data Colorado Colorado Department of Higher Education Colorado Department of Education English Higher Education Postsecondary Education Pursuant to §23-1-121(6) Colorado Revised Statutes, the Colorado Commission on Higher Education (CCHE) reports annually to the Joint Education Committee of the General Assembly on enrollment in, graduation (completion) rates from, and effectiveness of the review of educator preparation programs at institutions of higher education and designated agencies. This report fulfills this statutory requirement. This report was completed by the Colorado Department of Higher Education (CDHE) and the Colorado Department of Education (CDE). The materials utilized in this report originate from data submitted annually to the department by the 19 institutions of higher education offering educator preparation. Additional material to supplement the report has been provided by the Colorado Workforce Development Council. The report is divided into eight sections: (1) executive summary; (2) introduction; (3) an analysis of educator preparation completers in traditional institutions of higher education; (4) a review of completers from alternative route educator preparation programs; (5) an examination of the enrollment and enrollment trends for educator preparation programs at Colorado colleges and universities; (6) a review of the demographics of those enrolled in educator preparation programs at institutions of higher education; (7) a summary of the reauthorization and program approvals completed in 2016; and (8) additional areas of focus and recommendations for the Colorado education community throughout 2017 and beyond. The following is appended: Institutions' Abbreviations. [This report was prepared by the Student Success and Academic Affairs Division at the Colorado Department of Higher Education (CDHE) with the assistance of the Office of Educator Preparation, Licensing and Educator Effectiveness at the Colorado Department of Education (CDE).] ED572268 2016 Legislative Report: Educator Preparation Report AY 2015-2016 Colorado Department of Higher Education 2016-12-00 25 Colorado Department of Higher Education. 1560 Broadway Suite 1600, Denver, CO 80202. Tel: 303-866-2723; Fax: 303-866-4266; Web site: http://highered.colorado.gov N/A 2017 6 ERIC JAN2020

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No Adult Learning Lifelong Learning Foreign Countries Comparative Education Educational Policy Professionalism Adult Education Educational Quality Guidance Educational Counseling Conferences (Gatherings) Egetenmeyer, Regina, Ed. Books Collected Works - General Reports - Evaluative Europe Germany English Adult Education This volume presents comparisons of adult education and lifelong learning with a focus on educational policies, professionalization in adult education, participation in adult learning and education, quality in adult education, and educational guidance and counselling. The essays are based on comparisons discussed at the international Winter School "Comparative Studies in Adult and Lifelong Learning," held in Würzburg, Germany, February 2015. Sub-topics of lifelong learning were chosen for an in-depth comparison and analysis of the situation in various European countries and beyond. Following a preface by Bernd Käpplinger and Steffi Robak, and "Comparing Adult Education and Lifelong Learning in Europe and beyond: An Introduction" by Regina Egetenmeyer, this book contains the following essays: (1) Adult learning and education policies in Germany, Portugal and Sweden: An analysis of national reports to CONFINTEA VI (Licínio C. Lima, Paula Guimarães, and Nathalie Touma); (2) Knowledge economy and demographic change: Comparative case study of Europe and South Asia (Chetan Singai, Gaia Gioli, Eva Riemer, Kapil Dev Regmi, Sofia Mastrokoukou, and Shalini Singh); (3) Adult education and its key actors in academic professionalisation--A comparison between China, India and the European Union (Verena Liszt, Mina Toko, and Xiaojn Yan); (4) The curriculum of study programmes for adult educators--The study cases of Italy, Germany and Portugal (Vanna Boffo, Kathrin Kaleja, Khulud Sharif-Ali, and Joana Fernandes); (5) Regulations and working conditions for trainers in adult education: A comparative glance (Vanna Boffo, Kathrin Kaleja, and Joana Fernandes); (6) Academic professionalisation in adult education: Insights into study programmes in Germany, Italy and Portugal (Franziska Semrau, Nataliya G. S. Vieira, and Elisa Guida); (7) Participation and non-participation in adult education and learning: A comparative study between Portugal, Italy, Hungary, and India (Rute Ricardo, Bani Bora, Fabio Camilloni, Loretta Lizon, Mariana Cavaca, Prachi Sinha, Pratibha Kandera, and Regina Egetenmeyer); (8) Comparing Quality Management Systems and procedures in Italy and Germany (Lisa Hilbig, Sabrina Thom, and Silvia Tursi); (9) Comparative analysis of two quality management models in the U.S.A. and Germany (Peggy Everett and Christian Müller); (10) Guidance and counselling in higher education: A comparison between the career services in Germany and Italy (Maria Grasso, Nicoletta Tomei, Laura Balázs, Deepak Goswami, and Bruna da Silva Ribas); (11) A regional perspective on tutorship as a potential lifelong and adult guidance tool (Nicoletta Tomei); (12) India towards a knowledge economy: Alternatives for the global demographic challenge and inclusive development in India (Shalini Singh); and (13) The status of adult literacy and lifelong learning in Nepal (Kapil Dev Regmi). ED573537 Adult Education and Lifelong Learning in Europe and Beyond: Comparative Perspectives from the 2015 Würzburg Winter School. Studies in Pedagogy, Andragogy, and Gerontagogy. Volume 67 Peter Lang Publishing Group 2016-00-00 978-3-653-95101-1 276 Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com N/A http://dx.doi.org/10.3726/978-3-653-05973-1 2017 ERIC JAN2020

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No Foreign Countries Early Childhood Education Child Care Immigrants Preschool Children Cultural Differences Cultural Influences Inclusion Student Needs Parent Attitudes Teacher Attitudes Video Technology Focus Groups Coding Curriculum Teaching Methods Political Influences Language Usage Social Bias Identification (Psychology) Mexican Americans Interpersonal Relationship Intervention Parent Teacher Cooperation Tobin, Joseph, Ed. Books Collected Works - General Reports - Research United States United Kingdom (England) France Germany Italy English Early Childhood Education A significant and growing percentage of the children enrolled in early childhood education and care (ECEC) programs in Europe and the United States are children of recent im/migrants. For most young (3-5 years old) children of parents who have come from other countries, ECEC settings are the first context in which they come face to face with differences between the culture of home and the public culture of their new country. For parents who have recently im/migrated to a new country, enrolling their child in an early childhood program is a key moment where cultural values of their home and adopted culture come into contact and, often, conflict. For countries with high rates of im/migration, ECEC programs are key sites for enacting national goals for social inclusion and the creation of new citizens. And yet the field of early childhood education has conducted too little research on the experience of im/migrant children, their families, and their teachers. This book tells the story of our study of beliefs about early childhood education of im/migrant parents and of the practitioners who teach and care for their young children. It is simultaneously a study of im/migration seen from the perspective of early childhood education and of early childhood education seen from the perspective of im/migration. The book answers the questions: What do im/migrant parents want for their children in ECEC programs? How are the perspectives of im/migrant parents like and unalike the perspectives of their children's preschool teachers and of non-immigrant parents? How are England, France, Germany, Italy, and the United States using ECEC settings to incorporate im/migrant children and their families into their new society? What can all five countries do better? This book contains the following chapters: (1) Introduction (Susanna Mantovani, Joseph Tobin); (2) Research Methods Overview (Chiara Bove); (3) Videotaping (Fikriye Kurban, Sylvie Rayna, Chiara Bove); (4) Focus Groups (Anja Jungen, Jennifer Adair, Chiara Bove, Nacira Guénif-Souilamas); (5) Coding (Jennifer Adair, Gilles Brougère, Chris Pascal, Giulia Pastori, Annika Sulzer); (6) Researchers as Insiders and Outsiders (Angela Arzubiaga, Dalvir Gill, Fikriye Kurban, Jennifer Adair, Nacira Guénif-Souilamas); (7) Parent and Teacher Perspectives on Curriculum and Pedagogy (Joseph Tobin, Susanna Mantovani, Chris Pascal, Christa Priessing); (8) Cultural and Political Influences on Preschool Pedagogy. The Case of the French école maternelle (Gilles Brougère); (9) Curriculum Perspectives of Turkish Parents in Germany and France (Fikriye Kurban); (10) Language (Dalvir Gil, Tamara Fuster, Nathalie Thomauske, Francesca Zaninelli, Christa Preissing); (11) Migration, Identity and Prejudice (Jennifer Adair, Nacira Guénif-Souilamas, Joseph Tobin); (12) "I'm Not from Here or There". Cultural Citizenship of Mexican Immigrant Parents and Children in the US (Angela Arzubiaga); (13) Italian Immigrant Parents' and Teachers' Views of Immigrant Children's Identity (Guilia Pastori); (14) How Immigrant Parents and Teachers in Italy Talk about Each Other (Susanna Mantovani, Chiari Bove); (15) Asymmetries in Relationships between Teachers and Immigrant Parents (Jennifer Adair, Joseph Tobin); (16) Stories of Interventions. Bringing Parents and Teachers Together (Delia Tamara Fuster, Dalvir Gill, Susanna Mantovani, Tony Bertram, Chris Pascal); and (17) Conclusion (Joseph Tobin, Tony Bertram, Susanna Mantovani). ED573538 Preschool and Im/migrants in Five Countries: England, France, Germany, Italy and United States of America. Early Childhood and Education Peter Lang Publishing Group 2016-00-00 978-2-8076-0118-5 223 Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com N/A http://dx.doi.org/10.3726/978-3-0352-6639-9 2017 ERIC JAN2020

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Yes Online Courses College Programs Accountability State Legislation State Regulation Institutional Characteristics Enrollment Rate Enrollment Trends Student Participation Academic Achievement Progress Monitoring Achievement Gains Educational Finance Career Readiness College Readiness Blended Learning Trend Analysis Reports - Research Tests/Questionnaires Colorado Colorado Department of Education English Higher Education Postsecondary Education Pursuant to State Law, the Colorado Department of Education, Office of Blended and Online Learning is required to prepare an annual summary report for submission. The passage of a later State House Bill repealed the annual requirement for the Summary Report and also the annual reporting mandates that were required of all online schools and programs in Colorado, changing the reporting requirements to once every five years thereafter. The information being presented in this report includes data that were collected since the release of the last Summary Report in 2011. The information presented in this "Summary Report for Online Schools and Programs" includes an examination of data focusing on online school performance in comparison to state averages, enrollment trends, accountability ratings of online schools and post-secondary work force readiness. The data examined in the "Summary Report" is comprised of information collected by various Colorado Department of Education data collections for online schools that have a school code. In addition, the report also includes an overview of current trends in blended learning implementation in multi-district online schools. Appended to the report is: CDE Blended Learning Survey. ED572269 Summary Report for Online Schools and Programs Colorado Department of Education 2014-06-00 25 Colorado Department of Education. State Office Building, 201 East Colfax Avenue, Denver, CO 80203. Tel: 303-866-6600; Fax: 303-830-0793; Web site: http://www.cde.state.co.us N/A 2017 ERIC JAN2020

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Yes Guides Decision Making School Policy School Districts School Councils Educational Policy Laws Elementary Secondary Education Kindergarten School Based Management Educational Legislation State Regulation State Policy Guides - Non-Classroom Reports - Descriptive Kentucky Kentucky Department of Education English Elementary Secondary Education Kindergarten Primary Education Early Childhood Education This guidebook provides school councils and district School-Based Decision Making (SBDM) Coordinators with a list of tools and checklists when reviewing and revising school council bylaws and policies. The samples noted in this guidebook are just that, samples; they are not to be considered exemplars or the only way to organize a policy. A school council will need to develop and adopt bylaws and policies that best meet the specific needs of the school. Samples included are equitably distributed among the grade spans. These materials are designed to be used in conjunction with other Kentucky Department of Education (KDE) SBDM Technical Assistance materials located on the KDE SBDM Website. The samples in this guidebook reference a fictitious district and schools: The Kentucky School District; Kentucky Elementary School (kindergarten to grade five); Kentucky Middle School (grades six to eight); and Kentucky High School (grades nine to twelve). This fictitious district and schools (as well as the composition and jurisdiction of various named committees) are not intended to reflect any district or school in the Commonwealth. Any similarities are fully coincidental. ED572270 SBDM Bylaws and Policy Guidebook Kentucky Department of Education 2016-09-00 Policymakers 22 Kentucky Department of Education. 500 Mero Street 19th Floor, Frankfort, KY 40601. Tel: 502-564-3421; Fax: 502-564-6470; Web site: http://www.education.ky.gov N/A 2017 ERIC JAN2020

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Yes Postsecondary Education State Legislation Higher Education Educational Improvement Educational Attainment Quality of Life Standards Job Skills Employment Qualifications Wages Poverty College Readiness College Attendance Certification College Graduates Labor Force Development Change Strategies Public Colleges Economic Development Taxes Educational Opportunities Partnerships in Education Elementary Secondary Education Access to Education Student Financial Aid Reports - Descriptive Kentucky Kentucky Council on Postsecondary Education English Postsecondary Education Higher Education Elementary Secondary Education In 1997, the General Assembly adopted the "Postsecondary Education Improvement Act of 1997" (HB 1), a bold and visionary act to reform Kentucky's public system of higher education. This piece of legislation established broad goals for increasing educational attainment at all levels, and charged the Kentucky Council on Postsecondary Education with coordinating the change and improvement necessary for Kentucky to raise our standard of living and quality of life to meet or exceed the national average. At the heart of this Strategic Agenda is a goal to raise Kentucky's educational attainment level to 58 percent by the year 2025, up from its current level of 45 percent. In simple terms, this means that over half of Kentuckians between the ages of 25-64 need to have completed vocational or technical training at the certificate or associate level, or liberal arts or professional education leading to a baccalaureate or graduate degree. Strengthening the employability and educational skills of Kentuckians is critical to moving people out of poverty and into jobs that pay a decent wage. This Agenda identifies high-level objectives, strategies, and metrics that will help improve college readiness and enrollment, produce more certificates and degrees aligned with workforce needs, and work closely with local communities to enhance their standard of living and quality of life. This plan is the product of hundreds of hours of work and thought from hundreds of contributors, including members of the Council on Postsecondary Education, campus leaders, faculty members, students, state agencies, policy leaders, representatives from the business community, the Kentucky Higher Education Assistance Authority, the Education Professional Standards Board, P-12 educators and administrators, and the public at large through a series of policy forums and town hall meetings. This agenda focuses not only on the short-term actions necessary to address the most pressing challenges, but on long-term solutions as well. There is no question that investing in public colleges and universities, and pairing their efforts with targeted economic development strategies, can expand the number of people in high-paying jobs, increase tax revenue without having to raise tax rates, improve the health of the citizens, and lower public and private expenditures on healthcare costs. ED572271 Stronger by Degrees: A Plan to Create a More Educated & Prosperous Kentucky. 2016-2021 Strategic Agenda for Postsecondary and Adult Education Kentucky Council on Postsecondary Education 2016-06-00 22 Kentucky Council on Postsecondary Education. 1024 Capital Center Drive Suite 320, Frankfort, KY 40601. Tel: 502-573-1555; Fax: 502-573-1535; Web site: http://www.cpe.ky.gov/ N/A 2017 ERIC JAN2020

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Yes Community Colleges Two Year College Students College Role Job Skills Career Development College Preparation Noncredit Courses Financial Support Educational Finance State Legislation State Regulation Tables (Data) Full Time Equivalency Full Time Students School Districts Reports - Research California California Community Colleges, Chancellor's Office English Two Year Colleges Higher Education Postsecondary Education Secondary Education The California Community Colleges serve more than 2.1 million students and is the largest system of higher education in the nation. The state's 113 colleges offer certificates and degrees to job seekers in the 21st century, provide basic skills courses in English and math and prepare students for transfer to four-year universities. This 2015-16 report highlights the role of the California Community Colleges in advancing students' basic education and employment skills through the use of noncredit enhanced funding. Colleges develop certificates of completion and certificates of competency following the Career Development and College Preparation program and Noncredit Enhanced Funding criteria. Students who attain this education and training are better equipped to succeed in the world. Details on these approved noncredit programs and courses for 2015-16 will show the expansion of program opportunities and funding investment (the full-time equivalent students). Following the summary of the current year's activities is a comprehensive exhibit section. The legislative and regulatory requirements for the Career Development and College Preparation and Noncredit Enhanced Funding are included. In addition, Career Development and College Preparation certificates for each district are listed. Finally, noncredit enhanced funding courses that had full-time equivalent students enrolled in 2015-16 are listed by college. ED572272 Preparing Students for Careers and College through Noncredit Enhanced Funding: Fiscal Year 2015-16 California Community Colleges, Chancellor's Office 2016-00-00 76 California Community Colleges Chancellor's Office. 1102 Q Street, Sacramento, CA 95814. Tel: 916-327-5887; Fax: 916-327-5889; e-mail: whom@cccco.edu; Web site: http://www.cccco.edu N/A 2017 ERIC JAN2020

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Yes Postsecondary Education Enrollment Educational Finance Human Resources School Personnel Academic Libraries Tables (Data) Student Characteristics Undergraduate Students Graduate Students Public Colleges Private Colleges Proprietary Schools Two Year Colleges Library Materials Electronic Libraries Income Expenditures Ginder, Scott A. Kelly-Reid, Janice E. Mann, Farrah B. Reports - Evaluative Numerical/Quantitative Data National Center for Education Statistics (ED) RTI International English Postsecondary Education Higher Education Two Year Colleges The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions. This "First Look" presents findings from the provisional data of the IPEDS spring 2016 data collection, which included four survey components: Enrollment at postsecondary institutions during fall 2015; Finance for the 2015 fiscal year; Human Resources at postsecondary institutions during fall 2015, and Academic Libraries for the 2015 fiscal year. Data for all components were collected through the IPEDS web-based data collection system. A brief summary of the spring 2016 survey components is included in this report, and detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016111. This "First Look" provides users with access to fully reviewed, edited, and imputed IPEDS data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2016-17). The purpose of this report is to introduce new data through tables containing descriptive information. The findings presented demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. While only a few of the data included in the spring 2016 collection are displayed in this "First Look," all data from the spring 2016 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Select findings in this report included: (1) Characteristics of Enrolled Students: (a) In fall 2015, Title IV institutions enrolled approximately 17.4 million undergraduate and about 2.9 million graduate students (table 1). Of the approximately 17.4 million undergraduates, about 60 percent were enrolled in 4-year institutions, nearly 38 percent in 2-year institutions, and almost 2 percent in less-than-2-year institutions; and (b) In fall 2015, women accounted for most college students, constituting 55 percent of all students at public Title IV institutions, approximately 58 percent of all students at private nonprofit institutions, and 65 of students enrolled at private for-profit institutions; (2) Revenues and Expenses of Title IV Entities: (a) In fiscal year 2015, public 4-year institutions and administrative offices received about 22 percent of their revenues from tuition and fees, compared with nearly 35 percent at private nonprofit entities and just over 90 percent at private for-profit entities; and (b) During the same period, about 29 percent of expenses at public 4-year entities were for instruction, compared with approximately 43 percent at public 2-year entities and nearly 52 percent at public less-than-2-year entities; (3) Employees in Postsecondary Institutions: Title IV institutions and administrative offices reported employing approximately 4.0 million individuals in fall 2015 (table 3). Of the 4.0 million individuals, about 2.6 million were employed full-time and about 1.4 million were employed part-time; and (4) Academic Library Collections: Eligible Title IV degree-granting institutions reported approximately 1.3 billion items in physical library collections (books and media) and about 839 million items in electronic library collections (digital/electronic books, databases, and digital electronic media). The following are appended: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms. ED572585 Enrollment and Employees in Postsecondary Institutions, Fall 2015; and Financial Statistics and Academic Libraries, Fiscal Year 2015. First Look (Provisional Data). NCES 2017-024 National Center for Education Statistics 2017-02-00 26 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2017 ERIC JAN2020 Yes EDIES13C0056 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017024

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Yes Arithmetic Down Syndrome Special Education Foreign Countries Problem Solving Mathematics Education Numbers Teaching Methods Computation Addition Case Studies Subtraction Interviews Rumiati, Rumi Speeches/Meeting Papers Reports - Research Indonesia Mathematics Education Research Group of Australasia English Kayla was a 15 years old girl with Down syndrome attending a special education school in Indonesia. A modification of Wright et al.'s (2006) approach to assessment documented her number knowledge and arithmetical strategies. This paper discusses the assessment process and the results focusing on her ability to solve number problems. Results show that Kayla's stages in early arithmetical learning and base ten arithmetical strategies are the same as those of typical developing students of a much younger age. This supports the notion that a student with Down syndrome may be capable of learning arithmetic similar to that learned by typical developing children, but their speed of learning appears to be much slower. ED572586 Arithmetical Strategies of a Student with Down Syndrome Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 20 As Provided JAN2020

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No Multimedia Instruction Multimedia Materials Secondary School Students English Language Arts Case Studies Secondary School Teachers Educational Planning Program Implementation Comprehension Student Centered Learning Student Needs Student Educational Objectives Learning Experience Mahoney, Kerrigan Rose Dissertations/Theses - Doctoral Dissertations English Secondary Education The purpose of this multiple case study was to learn about how secondary English language arts (ELA) teachers help students to make meaning with multimedia. The study focused on how and why teachers plan and implement meaning-making learning experiences. The cases represent the experiences and perspectives of five ELA teachers who use digital and non-digital multimedia texts to help their students develop skills in meaning making. The results of this study define a set of principles that the teachers use to guide planning and implementation processes that focus on authentic, student-centered learning. The teachers value learning that has relevance to the students' interests, goals, and lived experiences outside of the classroom. Adaptable planning, a focus on the needs of students, mitigating barriers through accessing outside resources, and setting learning goals that go beyond content-area standards characterize the teachers' approaches to helping students make meaning. Multimedia texts were an embedded and pervasive aspect of students' learning experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571965 Making Meaning with Multimedia in Secondary English Language Arts: A Multiple Case Study ProQuest LLC Ph.D. Dissertation, College of William and Mary 2016-00-00 978-1-3397-4778-1 384 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111569 2017 As Provided JAN2020

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No Qualitative Research Phenomenology Inquiry Police Emergency Programs Weapons Violence School Safety Interviews Program Development Program Effectiveness School Districts Adkins, Florence E. Dissertations/Theses - Doctoral Dissertations English This qualitative phenomenological research study used narrative inquiry to examine police officer perceptions of effective school responses to active shooting scenarios. Creswell's (2013) six step process for analyzing and interpreting qualitative data was used to examine the interview information. The study results support the idea that changes in current school safety measures are needed to be consistent with current best practices supported by law enforcement professionals. The findings also back the importance of working with all stakeholders to develop and implement the most effective response plan in the case of an active shooter scenario. This study will examine current school safety measures, police officer perceptions of school safety measures, innovative changes in school safety measures, and school district preparedness for changes in school safety measures and provide educational institutions with the steps needed to make innovative changes in current school safety measures that will result in minimalizing loss of life in the case of an active shooter. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571966 An Examination of Police Officers' Perceptions of Effective School Responses to Active Shooter Scenarios: A Phenomenological Narrative Study ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2015-00-00 978-1-3397-3962-5 113 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110717 2017 As Provided JAN2020

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Yes Strategic Planning College Planning Systems Approach Statewide Planning Funding Formulas Performance Contracts Trustees State Boards of Education Educational Indicators Scholarship Instruction Academic Achievement Research and Development Innovation Enrollment Management College Programs Family Income Tuition Grants Student Loan Programs Debt (Financial) Measurement Techniques Benchmarking Reports - Evaluative Numerical/Quantitative Data Florida State University System of Florida, Board of Governors English Higher Education Postsecondary Education The State University System of Florida has developed three tools that aid in guiding the System's future: (1) The Board of Governors' 2025 System Strategic Plan is driven by goals and associated metrics that stake out where the System is headed; (2) The Board's Annual Accountability Report provides yearly tracking for how the System is progressing toward its goals; (3) Institutional Work Plans connect the two and create an opportunity for greater dialogue relative to how each institution contributes to the System's overall vision. These three documents assist the Board with strategic planning and with setting short-, mid- and long-term goals. The Board will use these documents to help advocate for all System institutions and foster even greater coordination with the institutions and their Boards of Trustees. Once a Work Plan is approved by each institution's respective Board of Trustees, the Board of Governors will review and consider the plan for potential acceptance. Longer-term components will inform future agendas of the Board's Strategic Planning Committee. The Board's acceptance of a Work Plan does not constitute approval of any particular component, nor does it supersede any necessary approval processes that may be required for each component. The following work plan information is provided in this summary: (1) Performance Based Funding Metrics; (2) Preeminent Research Metrics; (3) System Strategic Plan Key Performance Indicators; (4) Enrollment Planning; (5) Planned Academic Programs; (6) Gift Aid and Net Tuition by Family Income; and (7) Student Debt. [For the 2014-15 Summary, see ED565441] ED572273 2016 System Summary of University Work Plans. Revised Board of Governors, State University System of Florida 2016-09-09 30 Board of Governors, State University System of Florida. 325 West Gaines Street Suite 1614, Tallahassee, FL 32399. Tel: 850-245-4545; Fax: 850-245-9667; Web site: http://www.flbog.org/ N/A 2017 ERIC JAN2020

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No Federal Legislation Federal Regulation Educational Policy Public Opinion Educational Finance Funding Formulas State Aid Financial Problems Educational Change School Effectiveness Educational Quality Accountability Attendance Individualized Instruction Testing Investment State School District Relationship Special Education English Language Learners Early Childhood Education Educational Improvement Equal Education Barriers Program Implementation Educational Administration Manzo, Kathleen Kennedy, Ed. Collected Works - Serial United States Editorial Projects in Education (EPE) English Early Childhood Education Elementary Secondary Education With just months to go until the nation's overhauled K-12 law goes into effect, state policymakers are still scrambling to firm up the infrastructure for their education systems, under the new blueprint laid out in the Every Student Succeeds Act (ESSA). They're doing it at a time of political change and policy uncertainty at the national level, with a new team taking the field at the White House--and at the U.S. Department of Education--that may have its own ideas about how details of the new law play out on the ground. There's plenty about ESSA that remains familiar from the No Child Left Behind Act, the previous version of the half-century-old Elementary and Secondary Education Act. That includes mandatory state testing at certain grade levels, tagging and intervening in low-performing schools, and federal sign-off on state accountability plans. But the new law, passed with bipartisan support in Congress just over a year ago, also offers the prospect of new flexibility and a lighter federal rein on how states shape the specifics in such contentious areas as teacher evaluation and the proper weighting of indicators that go into measuring school quality. "Quality Counts 2017" look at the steps states are taking to turn ESSA's blueprint into a finished structure--and the challenges of doing it by the time the bell rings for the 2017-18 school year. Following an executive summary and a report overview, Tricky Balance in Making Shift from Blueprint to K-12 Reality (Alyson Klein), this issue contains four sections. Section 1, On the Ground, contains: (1) States' Capacity a Nagging Issue as ESSA Gears Up (Daarel Burnette II); (2) Hard Listening as States Seek Public's Voice in ESSA Plans (Denisa R. Superville);(3) Funding Twists, Tight Budgets Loom for States at ESSA's Debut (Andrew Ujifusa). Section 2, Accountability & Assessments, contains: (1) Making Sure That Schools Measure Up (Alyson Klein) (2) States Preparing Expanded Toolkit in Assessment of School Quality (Evie Blad); (3) ESSA Highlights Absenteeism as a Key Challenge for Schools (Caralee J. Adams); (4) Offered Chance to Craft Tests, States Moving with Caution (Alyson Klein); and (5) States, Districts Still Wrestling With Flexibility on Assessments (Catherine Gewertz). Section 3, Classroom, Teachers, & Students, contains: (1) Assessing Quality of Teaching Staff Proves Complex Despite Leeway (Madeline Will); (2) Spec. Ed. Groups Dig in on ESSA (Christina A. Samuels); (3) ESSA's Impact Unclear for English-Learners (Corey Mitchell); and (4) Integrating Early Ed. Into State ESSA Plans (Christina A. Samuels). Section 4, State of the States, contains: (1) In Latest Look, Nation's Grade Stays Decidedly Middle-of-Pack (Sterling C. Lloyd and Alex Harwin); (2) Table: Grading Summary; (3) Table: Chance for Success; (4) Table: School Finance; (5) Methodology; and (6) Sources and Notes. ED572274 Under Construction: Building on ESSA's K-12 Foundation. Quality Counts. Education Week. Volume 36, Issue 16 Education Week 2017-01-04 62 Education Week. Available from: Editorial Projects in Education, Inc.. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/ N/A http://www.edweek.org/ew/toc/2017/01/04/ 2017 ERIC JAN2020

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No Teacher Education Creativity Aesthetics Ethics Teacher Education Programs Book Reviews Futures (of Society) Art Blumenfeld-Jones, Donald S., ed. Books Collected Works - General English This book is for anyone interested in how to build a teacher education program utilizing the arts as one central modality for teaching and learning or for those interested in building some of their program along these lines. Throughout the book you will find reference to the intersection of ethics, aesthetics, and teaching. We provide an integrated program devoted to good learning and the good society. In the book we discuss how the program came to be and the underlying educational thinking that informs the whole program. This section of the book is invaluable for understanding how the reader can build her/his own arts approach to teacher education. The central section of the book is devoted to the specific coursework of the program. Each author describes in detail how she/he leverages aesthetics and art to expand the possibilities of learning and teaching (including a chapter focused on the core competency course, Teaching, Imagination, Creativity) in language and literacy, psychology of education, science education, mathematics education, social studies education, and classroom management including many examples from our teaching. The book ends with a focus group discussion about the program by former students. Following an Introduction, by editor Donald S. Blumenfeld-Jones, the book consists of three sections: (1) Introducing the Program: Introduction, Origin of the ARTs program, and Overview of the Book. Aesthetics in Academics and Classrooms: How Perception Works and Can be Taught; (2) The Elements of the Program: Teaching, Imagination, Creativity: The Core ARTs Course. English Language Arts Curriculum, Wide-Awakeness: The Aesthetic Purposes of Multimodal learning, Literary Theory and Writerly Texts (David Lee Carlson & Josh Cruz). Aestheticizing a Course on Educational Psychology. Aestheticizing Social Studies (James Garrett and Donald Blumenfeld-Jones). Mathematics as a Subject of Great Appreciation and Aesthetics (Peter Appelbaum). Understanding the Nature of Science through Aesthetic Exploration in Science Teacher Education (David Blades). Classroom Management and Creating an Ethical Community (Donald Blumenfeld-Jones); and (3) A Roundtable of Graduates of the Program (Convened, Facilities, and Written up by Dr. Blumenfeld-Jones): Roundtable. ED573539 Teacher Education for the 21st Century: Creativity, Aesthetics and Ethics in Preparing Teachers for Our Future IAP - Information Age Publishing, Inc. 2016-00-00 978-1-68123-567-7 IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com N/A http://www.infoagepub.com/products/Teacher-Education-for-the-21st-Century 2017 ERIC JAN2020

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Yes Reentry Students Institutionalized Persons Correctional Institutions Guides High School Equivalency Programs Graduation High Schools Postsecondary Education Higher Education Adult Education Planning Access to Information Adult Basic Education Vocational Education Academic Education Paying for College Student Financial Aid Crayton, Anna Lindahl, Nicole Guides - General Reports - Descriptive Prisoner Reentry Institute City University of New York, John Jay College of Criminal Justice English High School Equivalency Programs High Schools Adult Education Secondary Education Postsecondary Education Higher Education Adult Basic Education Elementary Education This guide is designed to help readers take the first steps towards continuing their education, whether that means learning English, working towards a High School Equivalency (HSE), learning an occupation, or building on college credits already earned. This guide walks readers through the process of setting educational goals and getting organized; enrolling in the education program that best suits their needs; and receiving assistance to pay for college. It also offers practical advice for each step of the process. Following an introduction, this guide has three parts: (1) Preparing to Go Back to School; (2) Earning your HSE or Diploma; and (3) Earning a College Education. A glossary and the following appendices are included: (1) Correspondence Courses; (2) Sample Website for an Internet Search Engine; (3) Sample Resume; (4) Weekly Schedule; (5) Financial Aid Ban for People with Drug Convictions; (6) FAFSA Checklist; and (7) State Adult Education Program Offices. ED573540 Back to School: A Guide to Continuing Your Education after Prison Prisoner Reentry Institute 2015-07-00 Office of Vocational and Adult Education (ED), Washington, DC. Office of Correctional Education. Students 63 Prisoner Reentry Institute. John Jay College of Criminal Justice, 555 West 57th Street Suite 601, New York, NY 10019. Fax: 646-557-4813; e-mail: pri@jjay.cuny.edu; Web site: http://johnjayresearch.org/pri N/A 2017 ERIC JAN2020 ED06PO1807

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No Mentors Youth Programs At Risk Persons Indigenous Populations Program Effectiveness Foreign Countries Antisocial Behavior Interpersonal Relationship Ware, Vicki-Ann Reports - Research Australia ISSN-2201-845X Australian Institute of Health and Welfare, Closing the Gap Clearinghouse Australian Institute of Family Studies (AIFS) English There is a strong body of literature on the types of youth mentoring programs and the dynamics of successful programs and mentoring relationships. This Resource Sheet draws on evidence from 45 studies. Over half were Australian studies, with additional evidence from research in other colonised nations such as New Zealand, Canada, and the United States. Two-thirds of the studies were Indigenous-specific. A range of methodologies was used including evaluations, critical descriptions of programs, meta-analyses, and research syntheses. To be effective, mentoring programs need to involve the local community in planning and delivering mentoring, involve parents in the mentoring relationship, and-crucially-must involve long-term, respectful, and mutually fulfilling relationships between mentors and mentees. As an integrated part of a broader youth program, mentoring can help to build protective factors that can facilitate healthy and productive lives. The Closing the Gap Clearinghouse Assessed Collection includes summaries of research and evaluations that provide information on what works to overcome Indigenous disadvantage across the seven Council of Australian Governments building block topics. The following are appended: (1) Table A1, which contains a list of selected research and evaluations that were the key pieces of evidence used in this resource sheet; and (2) Table A2, which contains a list of Closing the Gap Clearinghouse issues papers and resource sheets related to this resource sheet. ED573227 Mentoring Programs for Indigenous Youth at Risk. Resource Sheet No. 22. Produced for the Closing the Gap Clearinghouse Australian Institute of Health and Welfare 2013-09-00 978-1-74249-469-2 20 Australian Institute of Health and Welfare. GPO Box 570, Canberra, ACT 2601, Australia. Tel: +61-2-6244-1025; Fax: +61-2-6244-1299; e-mail: info@aihw.gov.au; Web site: http://www.aihw.gov.au N/A http://www.aihw.gov.au/uploadedFiles/ClosingTheGap/Content/Publications/2013/ctgc-rs22.pdf 2017 45 ERIC JAN2020

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Yes Foreign Countries Intervention Anxiety Vocabulary Development Second Language Instruction English (Second Language) College Students Control Groups Experimental Groups Likert Scales Pretests Posttests Knowledge Level Program Effectiveness Olfactory Perception Relaxation Training Statistical Analysis Önem, E. E. Reports - Research Turkey State Trait Anxiety Inventory English Higher Education Postsecondary Education This study aimed to find whether meditation can be effective in terms of anxiety and vocabulary learning in a foreign language learning context. To test this, an experimental pre-test and post-test study was designed. 61 students (14 male-47 female) from the English Language Teaching Department of a state university in Turkey were assigned into control and experiment groups to study a group of words in English. Before the experiment phase, an anxiety test (State-Trait Anxiety Inventory) and vocabulary test were administered to both groups as pre-tests to determine their level of anxiety and knowledge of words in the beginning. During the experiment phase, both groups were taught a group of target words by using the same teaching and learning materials for 2 hours in 2 weeks, but only the experiment group did meditation sessions before the experiment phase. After the experiment phase, the same anxiety and vocabulary tests were administered as post-tests and "t-test" was employed to compare the results. The post-test results showed that meditation led to a statistically significant difference in the anxiety and learning levels between two groups. Discussion of the results as well as implications for future research is presented. [This paper was published in: "Journal of Language and Literature Education" n15 p134-148 2015.] ED573228 A Study on the Effects of Meditation on Anxiety and Foreign Language Vocabulary Learning Online Submission 2015-00-00 15 N/A 2017 33 As Provided JAN2020

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No English (Second Language) Language of Instruction Program Implementation Teacher Attitudes Student Attitudes Experience Expectation Needs Educational Practices Comparative Education Serbocroatian Global Approach Educational Change Questionnaires Interviews Observation Stakeholders Higher Education Data Interpretation Margic, Branka Drljaca Vodopija-Krstanovic, Irena Books English Higher Education Postsecondary Education English-medium instruction (EMI) is a complex educational innovation and a prerequisite for active participation in the process of internationalizing academia. Given its impact on today's universities, it is crucial that EMI should be effectively and responsibly implemented. This book draws on a range of theoretical and empirical insights to explore the implications of EMI for stakeholders and describe the measures that should be taken to capitalize on its strengths and respond to its challenges. Using questionnaires, interviews and classroom observation, the authors investigate two academic communities--one that has undertaken instruction in English and one that has not--to weave together teacher and student attitudes, experiences, expectations and needs, along with comparative findings from classroom practice in Croatian and English. By analysing EMI in a local academic context against the backdrop of the global higher education landscape, this book offers a glocal perspective and opens up new avenues for reflection and action that will be relevant to educational institutions undergoing change This book contains the following chapters: (1) Staking the EMI territory; (2) Reasons for introducing EMI and the ensuing challenges for universities; (3) An EMI project in the Croatian higher education context; (4) Exploring attitudes, experiences and practices; (5) Outsiders' perspectives on EMI; (6) Taking stock of EMI (in the Croatian context); (7) Insights into EMI in practice; (8) Interpreting the data and painting a bigger picture; (9) Final considerations and future implications. A bibliography and index are included. ED573541 Uncovering English-Medium Instruction: Glocal Issues in Higher Education Peter Lang Publishing Group 2017-00-00 978-1-78707-190-2 142 Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com N/A https://doi.org/10.3726/b10418 2017 ERIC JAN2020

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Yes Mentors Youth Programs Interviews Motivation Employees Program Effectiveness Barriers Corporations Business Participation Persistence Job Satisfaction Work Environment Cooperation Capacity Building Leadership Role Reports - Research MENTOR: The National Mentoring Partnership Ernst & Young (EY) English This report examines private sector engagement in youth mentoring across the United States, starting with an overview of the youth mentoring movement, then offering perspectives on trends and best practices in corporate engagement and snapshots of a range of initiatives. The information provided in this report is based on a series of structured interviews MENTOR conducted with 18 of the nation's leading mentoring efforts in the private sector. These interviews explored: (1) Companies' motivations for getting involved in mentoring; (2) The ways mentoring benefits companies and their employees; (3) The myriad approaches companies take to support programs and meet youth needs; (4) How companies leverage their strengths to maximize impact; and (5) The biggest challenges and successes to date. Representatives from leading youth-serving organizations and MENTOR's network of affiliate Mentoring Partnerships were consulted to get their perspectives on corporate engagement and support in the mentoring field. This report offers a fascinating look at the many ways that corporate America is engaging, supporting and participating in the youth mentoring movement. The hope is that these case studies, program profiles and insights from the field will inspire others--from Fortune 500 companies to local and regional business--to get involved in mentoring in a variety of ways. The stories of these 18 corporate youth mentoring leaders paint a clear picture of a growing movement. They also provide valuable examples, information and advice for those who are thinking about getting off the sidelines and making a profound difference in the lives of youth. ED573542 Mentoring: At the Crossroads of Education, Business and Community. The Power and Promise of Private Sector Engagement in Youth Mentoring MENTOR: National Mentoring Partnership 2015-00-00 40 MENTOR: National Mentoring Partnership. 1600 Duke Street Suite 300, Alexandria, VA 22314. Tel: 703-224-2200; Fax: 703-226-2581; e-mail: community@mentoring.org; Web site: http://www.mentoring.org N/A 2017 6 ERIC JAN2020

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No Credentials Academic Standards Professional Education Change Strategies Communities of Practice Leadership Educational Resources Instructional Design Data Program Implementation Evidence Based Practice Outcomes of Education Crow, Tracy Reports - Descriptive Learning Forward Digital Promise English Elementary Secondary Education This paper seeks to chart a course for leveraging a micro-credentialing system to enable more educators to achieve the potential of professional learning. The paper uses the Standards for Professional Learning as a frame to provide guidance to everyone involved in micro-credentials to ensure that learners experience the research-based elements of professional learning essential to achieving ambitious outcomes for students. The contents of this paper include: (1) Introduction; (2) Professional Learning's Future; (3) How to Achieve the Vision: The Intersection of Standards and Micro-credentials; and (4) Maximizing the Promise of Micro-credentials. The contributing author was Hashim Pipkin. ED572275 Micro-Credentials for Impact: Holding Professional Learning to High Standards Learning Forward 2017-00-00 16 Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: http://www.learningforward.org N/A https://learningforward.org/docs/default-source/pdf/micro-credentialsforimpact.pdf 2017 ERIC JAN2020

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Yes Labor Market Teacher Selection Teacher Persistence Cross Cultural Studies Teacher Evaluation Consortia Teacher Surveys Foreign Countries Teacher Characteristics Teacher Competencies Cultural Differences Labor Turnover Teaching Conditions Moss, Tony Reports - Descriptive Singapore Finland South Korea United States Kansas Kansas State Dept. of Education, Topeka. English Teacher selection, retention, and evaluation form a contentious policy knot. This paper: (1) reviews the recent history of teacher labor markets; (2) describes the teacher selection, preparation and retention policies of three countries that successfully reformed their systems; (3) proposes a different theoretical guide; and (4) reviews key teacher survey data and a large, current experiment in teacher evaluation. Based on this evidence, it then proposes a more promising experiment in teacher selection, preparation, and assignment. This proposed experiment offers an opportunity to overcome some cultural and institutional character flaws. It would systematically select, train, and place our most capable teachers with our highest-need children and families. It deliberately limits turnover and limits costs in several ways. ED572276 A Proposal to Select, Place, and Keep, the Best Teachers in the Neediest Schools. A Kansas State Dept. of Education White Paper Kansas State Department of Education 2011-05-16 23 Kansas State Department of Education. 120 SE 10th Avenue, Topeka, KS 66612. Tel: 785-296-3201; Fax: 785-296-7933; Web site: http://www.ksde.org N/A 2017 49 ERIC JAN2020

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Yes Foreign Countries Vocational Education School Statistics Statistical Data Comparative Analysis Student Characteristics Majors (Students) Institutional Characteristics Profiles Federal Programs Federal Aid Geographic Distribution Enrollment Trends Reports - Evaluative Numerical/Quantitative Data Australia ISSN-2205-4391 National Centre for Vocational Education Research (NCVER) (Australia) English This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system (defined as Commonwealth and state/territory government-funded training). The data in this publication cover the period of 1 January to 30 September 2016. For comparative purposes, it also examines this data against previously submitted data for the 1 January to 30 September 2015 and 1 January to 30 June 2016 periods. Data are presented by the state or territory that administered the funding of the training activity. ED572277 Australian Vocational Education and Training Statistics: Government-Funded Students and Courses-- January to September 2016 National Centre for Vocational Education Research (NCVER) 2016-00-00 Australian Government Department of Education and Training 22 National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au N/A 2017 ERIC JAN2020

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No Academic Achievement Technical Institutes Qualitative Research Community Colleges Two Year College Students Two Year Colleges Statistical Analysis College Freshmen At Risk Students School Holding Power Grade Point Average Robertson, Luv'Tesha L. Dissertations/Theses - Doctoral Dissertations Kentucky English Two Year Colleges Higher Education Postsecondary Education This study examined the impact first-year experience courses have on first-year student performance when enrolled in these courses at public community and technical colleges in Kentucky. The target population for this research study was composed of freshman students participating in the course compared to students not participating in the same course in the same public community and technical colleges across the Bluegrass Region. Roughly 2,000 students were selected from the 2014-2015 fall academic year for this quantitative research study. This study will aim to determine the effect of a first-year experience course on student performance and outcomes of first-year, at-risk students. The following dependent variables will be evaluated in this study and used to operationalize student academic success: (1) number of credit hours successfully completed at the end of the first year; (2) first-year retention rates; and (3) first-year GPA. Only student data from public community and technical colleges in Kentucky were utilized for this study. The student population assessed consists of diverse backgrounds of individuals based on: pre-college entry characteristics (i.e., socioeconomic status; gender, age, first-generation status, college-readiness; race; and ethnicity); program participation in FYE105; and first-year student academic outcomes (i.e., number of credit hours at the end of the first year; first-year grades; first-year GPA; and first-year retention rates). A causal-comparative research design was best suited for this study because of the nature of the attributes measured. The primary analytic method was an Analysis of Covariance (ANCOVA). An Analysis of Covariance was run to compare the academic achievement between first-year, full-time FYE participants and first-year, full-time non-FYE participants after controlling for pre-college entry characteristics. Students participating in FYE105 and non-FYE105 participants were tracked in cohorts through the end of the 2014-2015 academic year. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571721 Assessing the Impact of First-Year Experience Courses on Student Success in Community and Technical Colleges ProQuest LLC Ed.D. Dissertation, Eastern Kentucky University 2016-00-00 978-1-3397-3209-1 158 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109940 2017 As Provided JAN2020

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No Early Childhood Education Educational Quality Preschool Education Parent Attitudes Parent Participation Preferences Child Care Participative Decision Making Parent Surveys Likert Scales Selection Criteria Marketing Statistical Analysis Vanover, Sarah Helen Taylor Dissertations/Theses - Doctoral Dissertations Kentucky English Early Childhood Education Preschool Education Early childhood professionals have established a set list of characteristics that denote a high quality early care and education environment for children under the age of kindergarten, but these may not be the same characteristics that parents consider in the decision-making process. The researcher used survey research to obtain quantitative research data from three hundred and ten participants that live in Central Kentucky and have a child under the age of kindergarten currently in childcare. The participants completed a survey that used a Likert scale from 1 to 4 to rate thirty-six characteristics of childcare programs and were asked to select the three most important characteristics when selecting childcare for their children. The findings of this study are valuable to childcare program directors to help them meet the needs of the families enrolled in their programs and assist them with marketing their childcare program appropriately. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571722 Family Preferences for Childcare in Central Kentucky ProQuest LLC Ed.D. Dissertation, Eastern Kentucky University 2016-00-00 978-1-3397-3230-5 120 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109965 2017 As Provided JAN2020

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Yes Teaching Methods Vocabulary Development English (Second Language) Second Language Instruction Foreign Countries College Students Interaction Memorization Student Centered Learning Statistical Analysis Group Activities Cooperative Learning Tests Conventional Instruction Grades (Scholastic) Scores Comparative Analysis Lin, Grace Hui Chin Reports - Research Speeches/Meeting Papers Taiwan English Higher Education Postsecondary Education Vocabulary acquisition research has been paid attention these years (e.g. Beck, McKeown & McCaslin, 1983; Harley, 1996; Huckin, Haynes, & Coady, 1993; Zahar, Cobb & Spada, 2001). A serious methodologies had been reported, including applying learner dictionaries (Nesi, 1999; Tribble, 2003), using forms of visual glossing (Al-Seghayer, 2001), and so on. This study argues that because the research of vocabulary teaching methods has not a long history, since 1999 as Read (2004) mentions, English teachers should pay additional efforts in learning how to raise our students' vocabulary proficiencies through updated ways that have been provided to be effective. This study aims on investigating the pedagogies of language vocabulary. In addition, it reports the author's perceptions for specialized and modernized techniques of teaching vocabularies through interactive approaches that River (2000) suggests and provides the results of a research plan conducted in National Sun Yat-sen University, Kaohsiung of Taiwan where twenty-six learners learned higher-intermediate level vocabularies in a required general English course. ED573229 Interactive Approaches for Vocabulary Teaching Online Submission Paper presented at AE Conference (Kaohsiung, Taiwan, Nov 6, 2009) 2009-11-06 17 N/A 2017 38 As Provided JAN2020

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Yes Foreign Countries English (Second Language) Second Language Learning Error Patterns Essays Language Proficiency College Students Form Classes (Languages) Grammar Coding Statistical Analysis Tunaz, Mehmet Muyan, Emrah Muratoglu, Nursel Reports - Research Journal Articles Turkey ISSN-2147-4168 English Higher Education Postsecondary Education The purpose of this study was to investigate the categories of preposition errors made by EFL learners of elementary and intermediate proficiency levels by comparing the rate of preposition errors (addition, omission, substitution) to their total preposition uses in their essays, and by comparing the overall preposition usage of learners of both proficiency levels. The study was conducted with 75 learners of elementary level (A2) and 75 learners of intermediate level at Erciyes University School of Foreign Languages. Initially, 550 elementary and 230 intermediate level essays were scanned, and 75 exam papers for each group were randomly chosen as the sample of the research. In the analysis, depending on Grammar of Spoken and Written English of Biber et al. (1999), total preposition numbers and erroneous preposition uses in each essay were counted and color coded by the researchers by blind-checking the papers separately to assure the reliability. Then, the erroneous prepositions were subcategorized as addition, omission and substitution according to Corder's (1973) Common Errors in English and Categorization of Error Types. The results of the independent-sample t-test indicated that; a) there was no difference between groups in terms of addition type error; b) learners of elementary level made statistically more omission type errors than learners of intermediate learners; c) learners of intermediate level made statistically more substitution type errors than learners of elementary level; d) percentages of preposition errors to total preposition usage in elementary level essays were statistically higher than those of intermediate level. In the light of the findings of this research, the importance of teaching preposition in chunks for elementary level, and providing learners of intermediate level with more detailed linguistic features of preposition were emphasized. ED573230 A Corpus Based Study on the Preposition Error Types in Turkish EFL Learners' Essays Online Submission International Peer-Reviewed Journal of Humanities and Academic Science n17 p1-16 2016 2016-00-00 16 N/A 2017 17 As Provided JAN2020

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Yes Intervention Response to Intervention Conventional Instruction Individual Instruction Educational Resources Family Involvement Community Involvement Program Administration Program Implementation Educational Legislation Acceleration (Education) Guides Systems Analysis Guides - Non-Classroom Kentucky Kentucky Department of Education English Elementary Secondary Education The Kentucky System of Interventions (KSI) framework emphasizes optimizing instruction through targeted accelerated learning, development of teacher expertise and responsiveness to the needs of all learners. This approach to Response to Intervention (RtI) provides the structures needed for closing achievement gaps, ensuring readiness to learn and guiding students smoothly from preschool through post-secondary transitions that lead to learning success. The KSI model helps address readiness to learn as it serves children in a P-12 model. Students identified early, in preschool, can receive intervention services that will enable them to be more prepared for entry into kindergarten. The KSI model also helps address student transitions with a focus on individual academic performance and behavioral needs. Students who have identified needs (the universal and/or diagnostic screening measures, in addition to other data related to the students' progress) are provided interventions that are relevant and targeted to fulfill those needs. Collaboration and communication from one school to the next (especially in terms of transitioning from elementary to middle and middle to high school) will be especially important in supporting students during these pivotal transitional points. The Kentucky Department of Education (KDE) has expanded the framework for RtI assisting schools and districts in incorporating state and federal programs and providing a seamless system of intervention for improving achievement for all students. This guidance document provides resources to help schools and districts analyze their current systems (human, physical and financial resources and materials) and refine their decision-making processes to move forward to full implementation of a comprehensive instructional system (P-Grade 12). The following are appended: (1) Student Intervention System Readiness Tool; (2) School Implementation and Intervention Teams; (3) Intervention Legislation; (4) EPAS Interventions and Documentation; (5) Types of Acceleration; and (6) Elements in Each Tier. ED572278 A Guide to the Kentucky System of Interventions Kentucky Department of Education 2012-06-00 Practitioners Policymakers 63 Kentucky Department of Education. 500 Mero Street 19th Floor, Frankfort, KY 40601. Tel: 502-564-3421; Fax: 502-564-6470; Web site: http://www.education.ky.gov N/A 2017 10 ERIC JAN2020

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Yes Adult Education Family Literacy Community Colleges Federal Legislation Labor Force Development Governing Boards Basic Skills High School Equivalency Programs Language Skills Skill Development Job Skills Career Development Semiskilled Workers State Programs Educational Attainment Federal Aid State Aid English Language Learners English (Second Language) Partnerships in Education Strategic Planning Reports - Descriptive Illinois Illinois Community College Board English Adult Education Two Year Colleges Higher Education Postsecondary Education High School Equivalency Programs High Schools Secondary Education The Illinois Community College Board (ICCB) continues to build and expand opportunities for adult education students to transition into college and the workforce. Through the Workforce Innovation and Opportunity Act (WIOA), the ICCB will better align services with the core partners to assist students in accessing career pathway instructional and supportive services. The adult education system provides basic skills instruction to prepare individuals to take the high school equivalency exam, improve English language skills, as well as prepare them to fill the jobs of today and tomorrow. The development of career pathways is one way to assist students to obtain or improve their employment options and to successfully enroll and complete postsecondary education. Bridge and Integrated Education and Training (IET) Programs are models of instructional delivery designed for many low-skilled adults to achieve the level of education needed to ensure success. Through a diverse provider network, the ICCB will continue to work collaboratively toward fulfilling the requirements of WIOA, and the goals of the Adult Education Strategic Plan while building on past successes, experiences, and best practices. This report summarizes programs and activities during the fiscal year (FY) July 1, 2014 through June 30, 2015. It cites statistics showing that there is a critical need for adult education in Illinois, observing that almost 1.2 million of Illinois' 10.1 million adults have less than 12 grades of formal education. The report discusses workforce preparation and adult education successes. The diversity of providers is listed by count. A breakdown of federal and state funding in FY 2015 is listed and the state reimbursement rates for adult education are presented. Program approval and selection, stakeholder collaboration, and future initiatives are discussed. ED572279 FY 2015 Adult Education and Family Literacy: Report to the Governor and General Assembly. A Summary of Programs and Activities during the Fiscal Year July 1, 2014 through June 30, 2015 Illinois Community College Board 2016-02-27 4 Illinois Community College Board. 401 East Capitol Avenue, Springfield, IL 62701-1711. Tel: 217-785-0123; Fax: 217-254-4981; e-mail: webmaster@iccb.org; Web site: http://www.iccb.state.il.us N/A 2017 ERIC JAN2020

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No Foreign Countries Rural Education Faculty Mobility Longitudinal Studies Rural Areas Teacher Qualifications Teacher Characteristics Institutional Characteristics Teacher Placement Correlation Educational Quality Teaching Conditions Teacher Salaries Teaching Experience Academic Rank (Professional) Wei, Yi Dissertations/Theses - Doctoral Dissertations China English This study investigates an understudied but crucial dimension of education in China: teacher mobility. The primary goal is to provide a basic understanding of teacher mobility in rural China. The issue has been extensively studied in many developed countries, especially in the United States. However, there is little research in China, partly because of the lack of individual-level longitudinal data on teachers. Using a dataset from a longitudinal survey in Gansu province in rural Northwest China, this study is able to fill some of the gaps in the understanding of how teacher move among schools in rural China. Three questions are examined in this study. First, are similarly qualified teachers distributed equally across schools? Second, how do school characteristics relate to teacher mobility? Third, how do individual teacher characteristics relate to teacher mobility? First, I examine the distribution of teacher attributes across schools to find whether there is systematic sorting in terms of teacher quality in rural Gansu. The findings show that there are substantial differences among schools with regard to teacher quality. Because the teacher quality measures at the school level are highly correlated, schools that have less-qualified teachers as measured by one attribute are also likely to have less-qualified teachers based on other measures. As a result, there are large gaps among schools in the chances of students' access to more qualified teachers. Second, I examine the relationship between teacher mobility measured at school level and school characteristics including wages, working conditions, and compositions of students and teachers. The findings show that higher wages are likely to reduce the proportion of teachers leaving a school, but only when district fixed effects are not added. The findings also show that the school location and teacher composition matter. Being a central school is related to lower proportion of teachers leaving the school and lower proportion of teachers coming to the school as well. Higher percentage of teachers with less experience in a school is associated with higher proportion of teachers coming to the school. This pattern is related to the way of assigning novice teachers to rural schools and schools in remote areas. In the teacher-level analysis, first I examine the effects of initial placement on teacher mobility. The results reveal the "draw of home"; teachers whose initial placements are not in their home district are more likely to switch schools and they are more likely to do so for their families rather than career development or involuntary transfer by governments. Next, I examine whether teachers with higher professional ranks and better evaluation scores are more likely to switch schools. The findings show that teachers with middle- or senior-level professional ranks are more likely to switch school in the long run. The findings also show that failing the end-of-year evaluation increases the probability of moving to another school the following year, while teachers in the middle tend to stay at their current schools. There are several implications of this study. The findings suggest that localized recruitment and deployment of teachers have value in retaining teachers. If the government plans to use teacher rotation as a main strategy to improve the equal distribution of teachers, the policy should be carried out with consideration of the effects of draw of home. In addition, the successful implementation of the teacher transfer and rotation policies is closely related to prior institutional arrangement including the use of teacher transfer as reward and punishment, and other educational policies regarding the equal distribution of school resources and additional compensation for teachers working in hard-to-staff schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571723 Teacher Mobility in Rural China: Evidence from Northwest China ProQuest LLC Ph.D. Dissertation, Michigan State University 2016-00-00 978-1-3397-3214-5 127 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109945 2017 As Provided JAN2020

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No Positive Behavior Supports Coaching (Performance) Phenomenology Program Implementation Public Schools Elementary Schools Interviews Focus Groups Content Analysis Letters (Correspondence) Experience Rieffannacht, Kimberlie Beth Dissertations/Theses - Doctoral Dissertations Pennsylvania English Elementary Education The purpose of this transcendental phenomenological study was to describe lived experience during School Wide Positive Behavior Support (SWPBS) implementation for School Wide Positive Behavior coaches in Pennsylvania public schools. Participants, identified as co-researchers throughout this study, included 11 SWPBS coaches selected from seven elementary schools who are implementing the program with fidelity, as defined by Pennsylvania Positive Behavior Support Network (PAPBS, n.d.). The literature surrounding the SWPBS program is largely quantitative and does not include the coaches' experiences. Thus, this research filled an important gap in the literature on the crucial issue of providing positive behavior support that is facing schools across the United States today. The central question driving the study was: What are the coaches' experiences during the school wide implementation year? Data was collected through individual face-to-face interviews, an online bulletin board focus group, and a document analysis comprised of letters written by each of the co-researcher coaches addressed to new or prospective SWPBS coaches giving them insight, advice, and information about this role. Throughout the study I practiced "epoche" by recording my personal experiences and thoughts in a journal. Data analysis followed Moustakas' (1994) approach to phenomenological research by defining preliminary groupings though horizonalization, identifying themes, constructing structural and textural descriptions, and finally, producing the essence of the experience. The information gleaned from this study illustrated to schools how this program influenced those leading it within the school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571724 Put Me in Coach: A Transcendental Phenomenological Study Examining School Wide Positive Behavior Support Coaches' Experience with Program Implementation ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3232-9 140 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109967 2017 As Provided JAN2020

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Yes Thinking Skills Algebra Mathematics Instruction Teaching Methods Visualization Mathematical Concepts Mathematical Logic Mathematics Foreign Countries Elementary School Students Wilkie, Karina J, Clarke, Doug Speeches/Meeting Papers Reports - Research Tests/Questionnaires Australia Mathematics Education Research Group of Australasia English Elementary Education This design-based research project investigated the development of functional thinking in algebra for the upper primary years of schooling. Ten teachers and their students were involved in a sequence of five cycles of collaborative planning, team-teaching, evaluating and revising five lessons on functional thinking for their students over one year. This paper focuses on two aspects of the study related to developing students' functional thinking by visualising the structure of a growing pattern in different ways. An appendix presents the assessment task used at the beginning of the lesson sequence. ED572587 Developing Students' Functional Thinking in Algebra through Different Visualisations of a Growing Pattern's Structure Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 22 As Provided JAN2020

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Yes Numeracy Grade 2 Mathematics Skills Mathematics Instruction Mathematical Concepts Foreign Countries Mathematics Comparative Analysis Mathematical Models Statistical Analysis Gender Differences Age Differences Wilson, Tim Barkatsas, Tasos Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 2 Primary Education Elementary Education Early Childhood Education This study investigates the relationship between students ability to answer reduced language dependency mathematical questions with their overall numeracy level. It investigates whether a student's success at reduced language mathematical questions translates into better overall numeracy scores. It was found, students have up to two years advancement if able to correctly answer reduced language dependency questions. This phenomenon was clearly apparent in the overall findings, but was most pronounced at the Year 3 level test, and for female students. ED572588 The Effect of Language, Gender and Age in NAPLAN Numeracy Data Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 28 As Provided JAN2020

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Yes Teaching Methods Teacher Attitudes Intervention Classroom Techniques Questioning Techniques Mathematics Instruction Questionnaires Focus Groups Qualitative Research Mathematics Teachers Mathematics Tran, Thi L. Wright, Robert J. Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English This paper reports teachers' beliefs about the extent to which expertise in one-to-one teaching can be transferred to classroom teaching. The study involved 21 mathematics intervention specialists. Data collection involved a structured questionnaire with six openended questions. Participants were found to be very positive towards transferring strategies developed in one-to-one teaching to their classroom teaching. The strategies included using material settings, using particular questioning techniques, incorporating assessment into teaching, focusing on dimensions of mathematisation, valuing students' responses, teaching at the 'cutting edge', and using mathematical language. ED572589 Beliefs of Teachers Who Teach Intensive One-to-One Intervention about Links to Classroom Teaching Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 18 As Provided JAN2020

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No Foreign Countries College Students Medicine Incidence Predictor Variables Statistical Analysis Online Surveys Student Surveys Barriers Cues Jizi, Lama Dissertations/Theses - Doctoral Dissertations Lebanon English Higher Education Postsecondary Education In Lebanon, estimates of Complementary and Alternative Medicine (CAM) use among college students are not available. CAM practices are not well regulated and some products contain unsafe substances. The purpose of this study was to estimate the prevalence and predictors of CAM use among Lebanese college students using the health belief model. A quantitative cross sectional research design was used. An online survey was administered to 126 Lebanese college students with the aim of determining the most important predictors of CAM use. A majority (89%) of surveyed students reported the use of CAM in the last 12 months. Based on the findings of a multiple logistic regression analysis, perceived susceptibility (OR = 1.781), perceived barriers (OR = 0.809), and cues to action (OR = 1.650), 95% CIs [1.185, 2.678], [0.658, 0.995], [1.049, 1.821], respectively, significantly predicted CAM use. Results indicate that people who perceive themselves more susceptible to diseases, who do not perceive barriers to CAM use, and who follow more cues to action are more likely to use CAM than others. These factors provide pathways for facilitating positive social change by developing stricter governmental policies to ensure consumer safety and to promote high quality products, and by driving the development of public awareness interventions about CAM use and related health risks. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571967 Prevalence and Predictors of Complementary and Alternative Medicine Use among Lebanese College Students ProQuest LLC D.P.H. Dissertation, Walden University 2016-00-00 978-1-3397-4033-1 121 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110788 2017 As Provided JAN2020

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No Leadership Styles Academic Achievement Correlation College Students Teacher Behavior Teacher Leadership Classroom Environment College Faculty Private Colleges Questionnaires Mulligan, Daniel F. Dissertations/Theses - Doctoral Dissertations Pennsylvania English Higher Education Postsecondary Education Secondary Education The purpose of this quantitative research was to see to what degree a relationship existed between servant leadership, classroom climate, and student achievement in a collegiate environment. This was a quantitative, correlational study. The foundational theories for this research included servant leadership and organizational climate that pertain to transformational follower development and unifying values within an organization to align behavior. The research questions for this study included: (R1) What was the relationship between teachers' servant leadership behaviors and classroom climate as reported by students? (R2) What was the relationship between servant leadership behavior and student achievement? (R3) To what extent was the relationship between servant leadership behavior and student achievement mediated by classroom climate? The data collection instruments for this study included The Servant Leadership Profile-Revised and the College and University Classroom Environment Inventory. The sample size was 18, composed of faculty at a private university in Northwest Pennsylvania. The resultant correlations between teacher servant leadership and both classroom climate and student achievement were not statistically significant (r = 0.407, rs = -0.16, p = 0.25). Therefore, there was no definitive mediating effect of classroom climate. These results were not consistent with similar prior research at the primary and secondary levels of education, and thus raised questions regarding choice of instrumentation at the college level. This study sheds light on important variables and dynamics of researching these correlations in a collegiate environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571968 Servant Leadership and Its Impact on Classroom Climate and Student Achievement ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2016-00-00 978-1-3397-4135-2 195 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110904 2017 As Provided JAN2020

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No Phenomenology Elementary School Teachers Teacher Attitudes Rural Schools Experience Mathematics Instruction Early Intervention At Risk Students Mathematics Skills Elementary School Students Program Effectiveness Interviews Focus Groups Journal Writing Coding Delivery Systems Faculty Development Financial Support Teacher Role Scott, Rachel Amanda Garner Dissertations/Theses - Doctoral Dissertations Georgia English Elementary Education The purpose of this phenomenological study was to investigate the perceptions that K-5 teachers have toward Georgia's mandated Early Intervention Math Program (EIP) on at risk learners in an elementary school in a rural, North Georgia community. The following questions guided the study: 1. How do K-5 teachers describe their experience with Georgia's Early Intervention Math Program as an early math intervention for at-risk learners? 2. How do participants describe their experiences with Georgia's EIP regarding student math preparedness? 3. How do participants perceive the EIP program in comparison to the regular education math program? The setting for this study was a rural elementary school with a population of 751 students. Participants included 10 teachers from K-5 that have experience working with the EIP program. Interviews, focus groups, and reflective journals were coded and analyzed for major themes. The following themes were identified: EIP model of delivery is important to the success of the students; lack of support, funding, and training is crippling the EIP program; and teachers are determined to support students and intervene even if no formal program is in place to do so. Teacher participants felt as though the resources and training provided for them were not adequate; however, they were determined to provide appropriate interventions for their students to help them achieve success. Future research would be helpful on this same topic with a different demographic population, a more focused look at individual delivery models, and a survey of teacher preparation programs to identify gaps in learning for new teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571969 Teachers' Experiences of Georgia's Early Math Intervention Program: A Phenomenological Study ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-4438-4 149 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111228 2017 As Provided JAN2020

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No First Generation College Students Geographic Regions Adult Students Employment Continuing Education Academic Persistence Barriers Cultural Influences Resilience (Psychology) Phenomenology Interviews Journal Writing Educational Experience Focus Groups Educational Attitudes Family Attitudes Poverty Self Determination Individual Development Improvement Thurman, Deborah Elizabeth Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Adult Education The purpose of this transcendental phenomenological study was to describe and understand the complexity of life experiences for first-generation college students or recent graduates who are working adults in the Central and South-Central Appalachian region of the United States in light of the construct resilience and how purposefully selected students continued study despite difficulties. In this study, information gathered was synthesized regarding three issues: first-generation students, working adult students, and the influences of Central and South-Central Appalachian regional culture. The theory used to guide this study is resilience as it relates to the educational persistence of working, adult, first-generation college students in Appalachia. The complexity of life experiences was generally defined as the many life situations that the participants encounter in the pursuit of a degree. A rich, descriptive portrayal of the target population's complex lives was revealed through interviews with 11 individuals, a journaling exercise completed about their educational experiences, and focus groups. The information gathered, as seen through a cultural profile developed of the region, was explored for commonalities and themes to give voice to the students. One enduring theme was the lack of value placed on education in their families. Another distinct theme was poverty, both in their own families of origin, and in the region. An engaging theme was their unrest with living life without a baccalaureate degree. More specifically, they portrayed a strong determination to rise above their circumstances using the vehicle of further education. Next, overcoming the complexities of their lives through resilience. A final theme that surfaced was how their lives had improved after their graduation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571970 The Complex Life Experience of First-Generation College Students Who Are Working Adults in the Appalachian Region of the United States: A Phenomenological Study ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-4436-0 214 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111226 2017 As Provided JAN2020

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Yes Remedial Mathematics At Risk Students Educational Change Scaffolding (Teaching Technique) Qualitative Research Focus Groups Community Colleges Two Year College Students Barriers Rebecca, Brower L. Woods, Chenoa S. Bertrand Jones, Tamara Park, Toby J. Hu, Shouping Tandberg, David A. Nix, Amanda Rhaming, Sophia G. Martindale, Sandra K. Reports - Research Journal Articles Florida English Two Year Colleges The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country. ED573231 Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida Grantee Submission Community College Journal of Research and Practice 2017 2017-00-00 Institute of Education Sciences (ED) 17 T http://dx.doi.org/10.1080/10668926.2017.1279089 2017 63 As Provided JAN2020 Yes R305A160166

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Yes Foreign Countries Student Motivation Elementary School Students Secondary School Students Preadolescents Boarding Schools Learner Engagement Questionnaires Likert Scales Interviews Observation Lesson Plans Second Language Learning English (Second Language) Attitude Change Motivation Techniques Statistical Analysis Language Attitudes Teacher Student Relationship Student Interests Erdogan, Esra Tunaz, Mehmet Journal Articles Reports - Research Tests/Questionnaires Turkey English Elementary Education Secondary Education This paper takes a brief look at external and internal demotivating factors among EFL young learners at Pozanti Regional Primary Boarding School (YIBO). In the search of the reasons of demotivation, a questionnaire consisting of 5-point Likert Scale, open-ended questions, observations and interviews were administered. Following the evaluation of data tools, interviews were conducted with randomly chosen students, and a new lesson plan was designed and applied for 8 hours of English lesson independent from the state English book. Regretfully, this study is not exhaustive to provide solutions for demotivation due its limited application period. However, it might show that teachers could change the negative attitudes into positive ones even with little effort, though it does not occur miraculously. ED573233 Determining External and Internal Demotivating Factors among Young Learners at Pozanti Regional Primary Boarding School Online Submission Frontiers of Language and Teaching v3 p147-160 2012 2012-00-00 14 N/A 2017 9 As Provided JAN2020

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Yes Foreign Countries Undergraduate Students Income Test Anxiety Second Language Learning English (Second Language) Likert Scales Correlation Test Results Statistical Analysis Psychological Patterns Statistical Significance Emotional Response Socioeconomic Status Scores Önem, E. E. Reports - Research Turkey Test Anxiety Inventory English Higher Education Postsecondary Education This study aimed to investigate the relationship between income level of Turkish university students studying at an English language teaching department and test anxiety levels as well as worry and emotionality components of test anxiety. 249 (60 male, 189 female) undergraduate students studying at an English Language Teaching Department of a state university in Turkey participated in the research. The participants were administered the Test Anxiety Inventory before their final exams and were asked to self-report their income level. The students' income levels were classified as very low, low, moderate and high (M = 2.31, SD = 1.01). The correlation between test anxiety and income level was measured by "Pearson's Correlation Test" and the comparison of the test anxiety results of different groups of income was measured via "One Way ANOVA." The results showed a negative correlation between test anxiety and the level of income (r = -0.37, p ("one-tailed") < 0.001) as well as worry (one component of test anxiety) and income (r = -0.32, p ("one-tailed") < 0.001) and emotionality (another component of test anxiety) and income (r = -0.38, p ("one-tailed") < 0.001). It was also seen that there was a statistically significant difference between different groups of income in terms of total test anxiety [F (3, 245) = 13.791, p = 0.000)] and components of test anxiety: worry [F (3, 245) = 10.116, p = 0.000)] and emotionality [F (3, 245) = 14.006, p = 0.000)]. Discussion and implications of the results are presented. [This paper was published in "Journal of Language and Literature Education" n10 p14-23 2014.] ED573234 A Study of Income and Test Anxiety among Turkish University Students Online Submission 2014-00-00 9 N/A 2017 23 As Provided JAN2020

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Yes Teacher Leadership Capacity Building Classroom Techniques Coaching (Performance) Role Models Teacher Role Teacher Influence Professional Identity Student Development Beliefs Skill Development Reports - Descriptive Kentucky Kentucky Department of Education English The mission of teacher leadership is to elevate teachers as experts and leaders in and beyond the classroom. This framework contains six spheres or dimensions, each describing a set of dispositions, core beliefs, knowledge base, requisite skills and unique roles for teacher leaders. While the spheres are interrelated, with each one broadening the stage for teacher leadership, it is not expected that individual teachers will fulfill every role. Rather, these six spheres suggest multiple roles for teacher leaders. Dispositions are enriched as teacher leaders work within the various spheres. In this report, the following six framework spheres are presented: (1) Leading from the Classroom: developing capacities of students and self; (2) Leading through Modeling and Coaching: developing capacities of peers; (3) Leading Groups and Teams: contributing to positive school change to enhance student learning; (4) Leading to Increase Teacher Voice and Influence: working to enlarge teachers' role in decision-making beyond the classroom and in concert with other stakeholders; (5) Leading to Professionalize Teaching: reforming educational systems to create greater opportunities for teachers to learn and lead beyond the local level; and (6) Leading to Connect to the Larger Community or World: expanding the world of the classroom beyond the school. ED572280 Kentucky Teacher Leadership Framework Kentucky Department of Education 2015-12-00 Teachers 11 Kentucky Department of Education. 500 Mero Street 19th Floor, Frankfort, KY 40601. Tel: 502-564-3421; Fax: 502-564-6470; Web site: http://www.education.ky.gov N/A 2017 ERIC JAN2020

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Yes Program Implementation Educational Legislation Elementary Secondary Education Federal Legislation Federal Programs Federal Aid Low Income Students Academic Achievement Teacher Effectiveness Educational Policy State Standards Academic Standards Mathematics Tests Reading Tests Accountability Teacher Evaluation Administrator Evaluation Principals National Competency Tests Graduation Rate Test Use Graduation Requirements Disadvantaged Schools Teacher Distribution Troppe, Patricia Milanowski, Anthony T. Heid, Camilla Gill, Brian Ross, Christine Reports - Research Tests/Questionnaires Elementary and Secondary Education Act Title I Elementary and Secondary Education Act Title II National Assessment of Educational Progress National Center for Education Evaluation and Regional Assistance (ED) English Elementary Secondary Education This report describes the implementation of policies and initiatives supported by Title I and Title II-A of the federal Elementary and Secondary Education Act (ESEA) during the 2013-14 school year. Title I is one of the U.S. Department of Education's largest programs, accounting for $15 billion in the 2016 federal budget. Historically, Title I has provided financial assistance to schools and districts with a high percentage of students from low-income families to help increase these students' achievement. Title II-A of ESEA (Improving Teacher Quality State Grants) likewise provides substantial federal resources to support the education of low-income students, focusing specifically on improving educator quality. Title II-A funds may be used for teacher recruitment and retention, professional development, mentoring, induction, or class-size reduction. State grants under Title II-A amount to over $2 billion in the 2016 federal budget. This report uses nationally representative data collected during the 2013-14 school year to examine the implementation of policies promoted through Title I and Title II-A of ESEA. Using surveys of states, districts, principals, and teachers alongside extant data and documents, this report describes trends in student achievement as well as policy and practice in 2013-14 in three core areas: (1) state content standards and assessments in math and reading/ELA, (2) school accountability, and (3) teacher and principal evaluation and support. Several prior studies have examined one or more of these areas (Hyslop 2013; Rentner 2013; Achieve 2015; Pennington 2014; Doherty & Jacobs 2015); however, these studies use data collected only from states, or in one case from a non-nationally representative sample of schools. This report provides policymakers with detailed information on how ESEA provisions in these three areas have been playing out in states, districts, schools, and classrooms across the country. Prior to examining implementation, the report describes trends in student outcomes, particularly on the National Assessment of Educational Progress (NAEP), to provide context for the implementation findings. Key findings include: (1) Proficiency rates on the NAEP slightly increased from 2005 to 2015; (2) Most states adopted and most principals and teachers reported implementing state standards that focused on college- and career-readiness in 2013-14; (3) Many state assessments incorporated more sophisticated response formats to better assess students' college- and career-readiness; (4) States used ESEA flexibility to move away from the 100 percent proficiency goal required under the 2002 reauthorization of ESEA (known as the No Child Left Behind Act (NCLB)) and to target a narrower set of schools--those with persistently lowest performance or substantial student achievement gaps--for additional support; and (5) Almost all states adopted new laws or regulations related to educator evaluation systems between 2009 and 2014, and 60 percent of districts reported full or partial implementation in 2013-14. The following are appended: (1) ESEA Waiver Provisions; (2) Methodology and Survey Instruments; (3) Exhibits for Trends In Student Proficiency Rates; (4) Exhibits for Content Standards and Assessments; (5) Exhibits for Accountability and Support for Schools and Districts; and (6) Exhibits for Teacher and Principal Evaluation, Support, and Equity of Distribution. [For the executive summary for this report, "Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14. Executive Summary. NCEE 2017-4015," see ED572283.] ED572281 Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14. NCEE 2017-4014 National Center for Education Evaluation and Regional Assistance 2017-01-00 612 National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ T 2017 96 ERIC JAN2020 Yes EDIES11C0063 https://ies.ed.gov/ncee/pubs/20174014/

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Yes Grade 1 Longitudinal Studies Elementary School Students Mathematics Instruction Elementary School Mathematics Foreign Countries Mathematical Concepts Mathematics Intelligence Tests Verbal Ability Vocabulary Science Instruction Interdisciplinary Approach Graphs Males Mulligan, Joanne Hodge, Kerry Mitchelmore, Mike English, Lyn Speeches/Meeting Papers Reports - Research Australia Peabody Picture Vocabulary Test Raven Progressive Matrices Mathematics Education Research Group of Australasia English Grade 1 Primary Education Elementary Education Early Childhood Education A 3-year longitudinal study "Transforming Children's Mathematical and Scientific Development" integrates, through data modelling, a pedagogical approach focused on mathematical patterns and structural relationships with learning in science. As part of this study, a purposive sample of 21 highly able Grade 1 students was engaged in an innovative data modelling program. In the majority of students, representational development was observed. Their complex graphs depicting categorical and continuous data revealed a high level of structure and enabled identification of structural features critical to this development. ED572967 Tracking Structural Development through Data Modelling in Highly Able Grade 1 Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 Australian Research Council 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 13 As Provided JAN2020

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Yes Teaching Methods Electronic Learning Higher Education Online Courses Synchronous Communication Asynchronous Communication Instructional Design Instructional Effectiveness Capacity Building Communities of Practice Curriculum Design Definitions Questioning Techniques Computer Mediated Communication Information Dissemination Case Method (Teaching Technique) Active Learning Inquiry Formative Evaluation Eaton, Sarah Elaine Brown, Barbara Schroeder, Meadow Lock, Jennifer Jacobsen, Michele Reports - Research English Higher Education Postsecondary Education Purpose: This report explores the notion of signature pedagogies within the field of e-learning for higher education. Methodology: We build on previous work that examined signature pedagogies in education, linking the concepts of signature pedagogies, the profession of education and e-learning as a means to help educators develop their practice and understanding of the profession. Results: We show how signature pedagogies can be applied to both synchronous and asynchronous aspects of e-learning in higher education. Conclusions: Designing learning in an e-learning environment requires consideration of the differences between conventional and online learning. While educators may choose to incorporate similar learning activities (e.g., case-based learning, group discussion), the mode of learning (e.g., learning platforms, tools) and engagement in online learning may be different. Signature pedagogies should be chosen for their effectiveness at building capacity within the profession of education and for maintaining a community of inquiry. Whether they are surface, deep or implicit, implementing a signature pedagogy should be for the benefit of all learners. Recommendations: Designers of e-learning can incorporate signature pedagogies into program and course design to ensure that elements of surface, deep and implicit learning are included in design. Additional data: The report was developed as an Open Educational Resource as part of the follow-up commitment to the "Technology in English" event, held in November 2016, which was a collaborative effort between The White House Office of Global Engagement and the U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of English Language Programs. [The authors are grateful to the Office of Teaching and Learning, Werklund School of Education, University of Calgary, who awarded funding for this project under the Scholarship of Teaching and Learning Grant, 2016-2017.] ED572968 Signature Pedagogies for E-Learning in Higher Education and Beyond Online Submission 2017-03-00 24 N/A 2017 66 As Provided JAN2020

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Yes Annual Reports Educational Improvement Student Development Outcomes of Education School District Autonomy Educational Planning Educational Policy Profiles School Statistics Program Implementation State Legislation Educational Practices Achievement Rating Reports - Evaluative Numerical/Quantitative Data Colorado Colorado Department of Education English Elementary Secondary Education The Innovation Schools Act of 2008, (§ 22-32.5-102, C.R.S. et.seq) was created in response to district and school leaders' interest in finding a way for districts to develop and implement innovative practices in a wide variety of areas for the purpose of improving student outcomes. The Act provides a formal process that allows schools to petition their local school boards for waivers from district-level policies and for school boards to petition to the Colorado State Board of Education for waivers from certain state-level laws and regulations that would otherwise apply to the schools and their districts. The Act furthers the belief that educational services must be tailored to meet the needs of the student populations it intends to serve. It also supports the belief that by providing flexibilities to school personnel, such as principals and teachers, they can determine the most effective and efficient manner in which to meet their students' needs, (§22-32.5.102, C.R.S., Legislative Declaration). In compliance with the reporting requirements provided in §22-32.5-111, C.R.S., the Colorado Department of Education (CDE) has prepared this report. This annual report draws from multiple sources including: (1) The CDE website; (2) CDE's "2013 Annual Innovation Report" released March 2013; and (3) The handbook, "Options for Autonomous Schools in Colorado: A Handbook for School and District Leaders" released in 2009. This handbook was a result of conversations among multiple education reform and business organizations interested in encouraging the development of autonomous schools in Colorado. Appendices include: (1) Required Components of an Innovation Plan; (2) Waivers Requested by Innovation School; and (3) Students Scoring Proficient of Advance in Innovation Schools. ED572282 2015 Innovation Report Colorado Department of Education 2015-03-00 31 Colorado Department of Education. State Office Building, 201 East Colfax Avenue, Denver, CO 80203. Tel: 303-866-6600; Fax: 303-830-0793; Web site: http://www.cde.state.co.us N/A 2017 ERIC JAN2020

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Yes Program Implementation Educational Legislation Elementary Secondary Education Federal Legislation Federal Programs Federal Aid Low Income Students Academic Achievement Teacher Effectiveness Educational Policy State Standards Academic Standards Mathematics Tests Reading Tests Accountability Teacher Evaluation Administrator Evaluation Principals National Competency Tests Graduation Rate Test Use Graduation Requirements Disadvantaged Schools Teacher Distribution Troppe, Patricia Milanowski, Anthony T. Heid, Camilla Gill, Brian Ross, Christine Reports - Research Elementary and Secondary Education Act Title I Elementary and Secondary Education Act Title II National Assessment of Educational Progress National Center for Education Evaluation and Regional Assistance (ED) English Elementary Secondary Education This report describes the implementation of policies and initiatives supported by Title I and Title II-A of the federal Elementary and Secondary Education Act (ESEA) during the 2013-14 school year. Title I is one of the U.S. Department of Education's largest programs, accounting for $15 billion in the 2016 federal budget. Historically, Title I has provided financial assistance to schools and districts with a high percentage of students from low-income families to help increase these students' achievement. Title II-A of ESEA (Improving Teacher Quality State Grants) likewise provides substantial federal resources to support the education of low-income students, focusing specifically on improving educator quality. Title II-A funds may be used for teacher recruitment and retention, professional development, mentoring, induction, or class-size reduction. State grants under Title II-A amount to over $2 billion in the 2016 federal budget. This report uses nationally representative data collected during the 2013-14 school year to examine the implementation of policies promoted through Title I and Title II-A of ESEA. Using surveys of states, districts, principals, and teachers alongside extant data and documents, this report describes trends in student achievement as well as policy and practice in 2013-14 in three core areas: (1) state content standards and assessments in math and reading/ELA, (2) school accountability, and (3) teacher and principal evaluation and support. Several prior studies have examined one or more of these areas (Hyslop 2013; Rentner 2013; Achieve 2015; Pennington 2014; Doherty & Jacobs 2015); however, these studies use data collected only from states, or in one case from a non-nationally representative sample of schools. This report provides policymakers with detailed information on how ESEA provisions in these three areas have been playing out in states, districts, schools, and classrooms across the country. Prior to examining implementation, the report describes trends in student outcomes, particularly on the National Assessment of Educational Progress (NAEP), to provide context for the implementation findings. Key findings include: (1) Proficiency rates on the NAEP slightly increased from 2005 to 2015; (2) Most states adopted and most principals and teachers reported implementing state standards that focused on college- and career-readiness in 2013-14; (3) Many state assessments incorporated more sophisticated response formats to better assess students' college- and career-readiness; (4) States used ESEA flexibility to move away from the 100 percent proficiency goal required under the 2002 reauthorization of ESEA (known as the No Child Left Behind Act (NCLB)) and to target a narrower set of schools--those with persistently lowest performance or substantial student achievement gaps--for additional support; and (5) Almost all states adopted new laws or regulations related to educator evaluation systems between 2009 and 2014, and 60 percent of districts reported full or partial implementation in 2013-14. [For the full report, "Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14. NCEE 2017-4014," see ED572281.] ED572283 Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14. Executive Summary. NCEE 2017-4015 National Center for Education Evaluation and Regional Assistance 2017-01-00 28 National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ T 2017 ERIC JAN2020 Yes EDIES11C0063 https://ies.ed.gov/ncee/pubs/20174014/

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Yes Teacher Certification Student Behavior Attendance Teacher Effectiveness Mathematics Achievement Reading Achievement Grade 4 Grade 5 Elementary School Teachers Elementary School Students Comparative Analysis Suspension Student Characteristics Probability Manzeske, David Park, So Jung Liu, Feng Borman, Trisha Gnedko-Berry, Natalya West, Benjamin Deng, Evelyn Reports - Research North Carolina Kentucky American Institutes for Research (AIR) English Grade 4 Intermediate Grades Elementary Education Grade 5 Middle Schools The purpose of this work was to examine the effect of classroom teachers who earn certification as a National Board Certified Teacher (NBCT) by the National Board for Professional Teaching Standards on mathematics and reading achievement and behavioral outcomes (attendance and discipline referrals) for students in Grades 4 and 5. Two studies were conducted separately to examine the effect of NBCTs in North Carolina and Kentucky, which are two states with relatively high concentrations of NBCTs. In each study, propensity score matching was used to match students of NBCTs to similar students of non-NBCTs. Within each grade and within each study, propensity score matching yielded similar student groups (those taught by NBCTs and those not taught by NBCTs) on observed characteristics such as prior-year outcomes and demographics. For each grade level, the academic and behavioral outcomes of students of NBCTs were compared with the outcomes of the matched students taught by non-NBCTs. In North Carolina, there were no statistically significant student achievement differences at either grade between students of NBCTs and students of non-NBCTs. However, Grade 5 students of NBCTs had higher attendance rates than students of non-NBCTs by 0.02 standard deviations. There were no statistically significant effects on the likelihood of a student receiving an in-school or out-of-school suspension in North Carolina. In Kentucky, Grade 5 students taught by NBCTs scored higher than students of non-NBCTs on state student achievement in mathematics and reading by 0.06 standard deviations. There were no statistically significant differences in the behavioral outcomes between the student groups at either grade level in Kentucky. ED572969 Effects of National Board Certified Teachers on Student Achievement and Behavioral Outcomes: Studies Conducted in Two States. Working Paper American Institutes for Research 2017-02-00 Department of Education (ED) 32 American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org N/A 2017 23 As Provided JAN2020

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Yes Community Colleges Vocational Education Student Personnel Services Data College Curriculum College Faculty Vocational Education Teachers Financial Support Educational Finance Labor Force Development Regional Cooperation Reports - Descriptive California California Community Colleges, Chancellor's Office English Two Year Colleges Higher Education Postsecondary Education Employers currently struggle to find workers who possess the necessary skills to fill job openings, and this skills gap is projected to grow. By 2025, 30 percent of all job openings in California--or a total of 1.9 million jobs--will require some form of postsecondary education short of a four-year degree. California's education pipeline is not keeping pace with the higher levels of skills and education required by employers and must significantly increase the number of individuals with industry-valued, middle-skill degrees, certificates and credentials. California's community colleges have a strong career technical education mission and, with added emphasis and prioritization, are well positioned to close this impending skills gap. The California Community Colleges Board of Governors launched the Task Force on Workforce, Job Creation and a Strong Economy (Strong Workforce Task Force) to address the projected shortfall in middle-skill workers. The task force, comprised of both internal and external stakeholders, was convened to recommend a series of policies and practices to increase the production of industry-valued degrees and credentials. This report details 25 recommendations to build upon current college efforts and address barriers to enhancing the capacity of California Community Colleges to prepare students for high-value jobs in regions throughout the state. The recommendations are the culmination of extensive input from more than 1,200 stakeholders during a nine-month period to identify actions that can be taken to provide policy guidance, regulatory review, and legislative and budgetary actions with the goal of increasing the number of students obtaining career technical education degrees and certificates--crucial for closing California's skills gap. Appendices include: (1) Task Force Membership; (2) Summary of Regional College Conversations; (3) Summary of Strong Workforce Town Halls; (4) Issue Statements; (5) Task Force Background Papers; and (6) Suggested Reading List. ED572284 Board of Governors Task Force on Workforce, Job Creation, and a Strong Economy: Report and Recommendations California Community Colleges, Chancellor's Office 2015-00-00 52 California Community Colleges Chancellor's Office. 1102 Q Street, Sacramento, CA 95814. Tel: 916-327-5887; Fax: 916-327-5889; e-mail: whom@cccco.edu; Web site: http://www.cccco.edu N/A 2017 ERIC JAN2020

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Yes High School Graduates Postsecondary Education Enrollment College Freshmen Academic Persistence Educational Attainment Ethnicity Sex In State Students Out of State Students Student Financial Aid Grade Point Average College Credits School Holding Power Numerical/Quantitative Data Reports - Research Colorado Colorado Department of Higher Education English High Schools Secondary Education Postsecondary Education Higher Education Pursuant to statute (23-1-113 [9] C.R.S), the Colorado Department of Higher Education (CDHE) is required to submit a report concerning the postsecondary academic progress and success of the preceding six high school graduating classes. This report covers the high school graduating classes of 2009, 2010, 2011, 2012, 2013 and 2014. This report has been submitted to the Education Committees of the Senate and House of Representatives and to the State Board of Education. This report, the fifth of its kind, consists of four parts: (1) Postsecondary enrollment trends, including information on in-state and out-of-state enrollment and institution type, disaggregated by ethnicity and gender; (2) Information on first-year college students in Colorado, including financial aid status, average grade point average, credit accumulation and degree level, disaggregated by ethnicity and gender; (3) First and second year retention rates; and (4) Information on postsecondary credential attainment. Appended are: (1) District-Level Statistics; and (2) Technical Information. ED572285 2016 Legislative Report on the Postsecondary Progress and Success of High School Graduates Colorado Department of Higher Education 2016-03-04 36 Colorado Department of Higher Education. 1560 Broadway Suite 1600, Denver, CO 80202. Tel: 303-866-2723; Fax: 303-866-4266; Web site: http://highered.colorado.gov N/A 2017 ERIC JAN2020

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Yes Higher Education Adult Students Undergraduate Students Enrollment Public Colleges Private Colleges Full Time Equivalency Full Time Students Part Time Students Age Sex Race Student Financial Aid Federal Aid Grants College Transfer Students Community Colleges Remedial Instruction School Holding Power Graduation Graduation Rate Technical Institutes Graduate Students Majors (Students) State Programs Numerical/Quantitative Data Reports - Evaluative Tennessee Pell Grant Program Tennessee Higher Education Commission English Higher Education Postsecondary Education Adult Education Two Year Colleges In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional levels. While the higher education landscape has been shaped by the CCTA, higher education is evolving to adopt Governor Bill Haslam's statewide reform agenda, collectively known as the "Drive to 55." Calendar year 2015 ushered in a new long-range plan, the 2015-2025 Master Plan for Tennessee Postsecondary Education, which sets the stage for continued transformational change in Tennessee higher education. This plan seeks to: (1) make dramatic increases in degree production and efficiency; (2) within available resources (state operating appropriations plus tuition); (3) without diminishing educational quality; (4) thereby improving community, county, and statewide postsecondary attainment; (5) to support improvements in workforce capacity and quality as well as economic and community (i.e., workplace) development. The success of this goal relies largely on the recruitment, retention, and completion of adults in higher education. Tennessee Reconnect, the adult-focused efforts of the Drive to 55, works to engage the over 900,000 Tennessee adults over 25 who have some college but have not completed their degree, and the 1.4 million Tennesseans over 25 with only a high school degree. Beyond meeting baseline metrics for labor market demand, state-level initiatives intend to ensure that postsecondary education is a viable option for any adult Tennessean who chooses to pursue it. This is accomplished by: (1) providing research for building the policy framework; (2) coordinating community and regional initiatives; (3) developing and leveraging employer and workforce partnerships; (4) supporting and building capacity within institutions to serve adults more effectively; and, (5) supporting and reaching out to adult learners. In order to more deeply understand and illustrate the importance and condition of adult learners in Tennessee higher education, we must analyze and report the rich data we have access to in our state. In 2015, The Tennessee Higher Education Commission (THEC) released the first edition of this THEC Fact Book focused solely on adult learners to provide institutional faculty and staff, state higher education policy leaders and non-profit organizations the context of adult student participation and success in Tennessee higher education. The purpose through all Tennessee Reconnect initiatives is to further understand the complexities, challenges and barriers facing adult learners in Tennessee in order to inform and influence state and institutional policy, support various community and state partnerships and build capacity within the state's institutions to more effectively support and reach out to adult learners. This fact book contains tables and charts with data relevant to Tennessee public institution profiles, adult student participation, adult student success, and Tennessee reconnect program updates. A glossary is also included. [For the " Tennessee Higher Education Adult Student Fact Book: 2014-2015," see ED572970.] ED572971 Tennessee Higher Education Adult Student Fact Book: 2015-2016 Tennessee Higher Education Commission 2016-00-00 86 Tennessee Higher Education Commission. 404 James Robertson Parkway Suite 1900, Nashville, TN 37243. Tel: 615-741-3605; Fax: 615-741-6230; Web site: http://www.tn.gov/thec N/A 2017 ERIC JAN2020

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Yes Higher Education Enrollment Trends Enrollment Projections Undergraduate Students Graduate Students Two Year Colleges Public Colleges Technical Institutes Research Universities Enrollment Influences Statistical Analysis Regression (Statistics) Von Nessen, Erica M. Reports - Evaluative Numerical/Quantitative Data South Carolina South Carolina Commission on Higher Education English Higher Education Postsecondary Education Two Year Colleges This report provides an overview of enrollment trends and enrollment projections at both the undergraduate and graduate level, by sector, for public colleges and universities in South Carolina. Using institutional enrollment data from the late 1970s through 2014, statistical models were built for each sector to determine which factors influence their enrollment and help predict future enrollment. The following are appended: (1) Public and Independent Enrollment; (2) Regression Results; and (3) Methodology Cohort Survival and Economic Projections. ED572972 Higher Education Enrollment: Projections 2015-2023 South Carolina Commission on Higher Education 2015-09-00 44 South Carolina Commission on Higher Education. 1122 Lady Street Suite 300, Columbia, SC 29201. Tel: 803-737-2260; Fax: 803-737-2297; Web site: http://www.che.sc.gov N/A 2017 19 ERIC JAN2020

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Yes Foreign Countries Preservice Teachers Help Seeking Student Attitudes Mental Health Attitude Measures Gender Differences Surveys Statistical Analysis Age Differences Correlation Kaya, Çinar Journal Articles Reports - Research Turkey ISSN-1308-7177 English Higher Education Postsecondary Education The attitude toward seeking professional psychological help is an important concept in the literature related to psychological help-seeking behaviors. The present study aimed to investigate the attitudes of pre-service teachers toward seeking psychological help. Data was collected from 143 university students from the Faculty of Education. Construct was assessed using the abbreviated Turkish form of the "scale" "Attitudes Toward Seeking Psychological Help (ASPH-S)" and a personal information form created by the researcher was utilized in order to obtain demographic and personal data. A general pattern of reluctance for help seeking was illustrated in the descriptive statistical results. No gender difference was found with respect to Attitude towards seeking psychological help. Attitude towards seeking psychological help had a significant correlation with age in the negative direction. Age correlated positively with actual history of professional psychological help and presence of educational experience about psychological help. Presence of educational experience about psychological help correlated positively with history of professional psychological help. Year in university correlated positively with presence of educational experience about psychological help. Income level correlated negatively with history of professional psychological help. The results and future implications are discussed. ED573235 Attitude towards Seeking Professional Psychological Help in a Sample of Pre-Service Teachers Online Submission Bartin University Journal of Faculty of Education v4 n1 p224-234 Jun 2015 2015-06-00 11 N/A 2017 26 As Provided JAN2020

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Yes Secondary School Mathematics Coaching (Performance) Program Effectiveness Training Methods Instructional Improvement Observation Time Perspective Trust (Psychology) Teacher Background Self Efficacy Faculty Development Teacher Qualifications Performance Factors Semi Structured Interviews Critical Incidents Method Best Practices Foreign Countries Case Studies Surveys Bengo, Priscilla Journal Articles Reports - Research Canada ISSN-0742-051X English Secondary Education Mathematics coaching, which can be defined broadly as job-embedded learning for mathematics teachers with someone who can help, is being used in Canada to improve teaching practice and increase student achievement. Mathematics coaching research is quite new with little written on the components of effective coaching. The paper attempts to contribute to this research. Employing observations, interviews, archival data, and surveys, the study finds that time, trust, the coaches' backgrounds, and their courage in trying new initiatives may be elements of effective coaching. Effective coaching also required resources and was differentiated. Mathematics coaching improved teacher practices. ED573236 Secondary Mathematics Coaching: The Components of Effective Mathematics Coaching and Implications Online Submission Teaching and Teacher Education v60 p88-96 2016 2016-00-00 9 N/A 2017 52 As Provided JAN2020

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Yes Preservice Teachers Teacher Education Mathematics Instruction Foreign Countries Mathematics Curriculum Teacher Education Programs Mathematics Teachers Numbers Teacher Role Mathematical Logic Validity Ferreira, Rosa Tomás Menezes, Luís Martinho, Maria Helena Speeches/Meeting Papers Reports - Evaluative Portugal Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education After briefly analysing a classroom episode, we discuss aspects of the teacher's didactical knowledge, namely in its mathematical and instructional dimensions, as reflected in the answers of three prospective teachers to a written assignment based on the episode. We then raise some issues regarding initial teacher education, anchored in the notion of didactical knowledge. ED573237 Using Classroom Episodes to Foster Prospective Teachers' Didactical Knowledge: Issues for Teacher Education Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 Foundation for Science and Technology (FCT) (Portugal) FEDER (Fonds europeen de developpement regional) (France) 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Public Education Higher Education Educational Objectives Educational Attainment Innovation Scientific Research Accountability Efficiency Educational Finance State Legislation Educational Legislation Education Work Relationship Educational Cooperation Elementary Secondary Education College Readiness Career Readiness High School Graduates Adult Education College Attendance College Transfer Students Labor Force Development Interdisciplinary Approach Commercialization Economic Development Data Collection Funding Formulas Information Sources College Programs Enrollment Two Year Colleges Outcomes of Education Student Improvement Reports - Descriptive Louisiana Louisiana Board of Regents English Higher Education Postsecondary Education Elementary Secondary Education High Schools Secondary Education Adult Education Two Year Colleges Article VIII of Louisiana's Constitution authorizes the Board of Regents (BoR) to develop a master plan for higher education in Louisiana. This Master Plan provides a broad vision for the State's higher education system and acknowledges its interdependence with the economy and its many contributions towards better lives for Louisiana's citizenry. The actions outlined in this Plan are guided by the reality that Louisiana must raise the educational attainment of its adult citizens if it is to compete successfully in the 21st century world economy. The Plan also addresses the need to strategically invest in targeted research to sustain and expand the State's economic development. Increased accountability is a common thread which undergirds every element of this Master Plan. In the development of the plan, the Board of Regents recognizes that almost three-fourths of Louisiana's adult residents have no postsecondary degree, and only 65% of the State's K-12 students complete high school at a time when the fastest growing and most rewarding jobs in the nation require at least some postsecondary education. The Board of Regents advances its vision for the future of postsecondary education by adopting the following three broad goals and activities: (1) Increase the educational attainment of the State's adult population to the Southern Regional Education Board (SREB) States' average by 2025; (2) Invest strategically in university research; and (3) Achieve greater efficiency and accountability in the postsecondary education system. The Plan outlines 18 objectives, 71 activities, and 65 performance measures to achieve these goals. Through these goals, related activities and the measurable performance metrics, the Plan assures that its implementation will be monitored, evaluated, and reported throughout its duration. To contribute to the State's economic prosperity through development of a skilled, educated citizenry, the Board of Regents has established the goal of increasing the educational attainment of its adult citizens to the SREB average of 42% by 2025 and designed a performance funding model to support and reward the achievement of that goal. The Master Plan provides a road map to reach the State's educational attainment goal for systems and campuses to follow as they exercise their authority to manage the day-to-day operations of their institutions. The Board of Regents will report on the State's progress toward these goals and continue to enact policies as necessary. It is the fidelity of implementation of this plan that will maximize the ability to meet the educational and workforce needs of Louisiana. The following are appended: (1) Conceptual Framework of Performance-Based Formula; (2) Board of Regents' Leadership Agenda, 2011-12; (3) Regional Distribution of Undergraduate Awards Necessary to Meet Educational Goals; (4) Role, Scope and Mission Designations; and (5) Master Plan Goal Performance Measures. ED572286 Master Plan for Public Postsecondary Education in Louisiana: 2011. Revised Louisiana Board of Regents 2012-04-00 118 Louisiana Board of Regents. 1201 North Third Street, Baton Rouge, LA 70821-3677. Tel: 225-342-4253; Fax: 225-342-9318; Web site: http://www.regents.state.la.us N/A 2017 ERIC JAN2020

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Yes Educational Innovation State Legislation Educational Legislation Boards of Education School Districts Local Government Board of Education Policy State School District Relationship Barriers Compliance (Legal) Annual Reports School District Autonomy Academic Achievement Reading Achievement Writing Achievement Mathematics Achievement School Statistics Reports - Evaluative Numerical/Quantitative Data Colorado Colorado Department of Education English The Innovation Schools Act of 2008, (§ 22-32.5-102, C.R.S. et.seq) was created in response to district and school leaders' interest in finding a way for districts to develop and implement innovative practices in a wide variety of areas for the purpose of improving student outcomes. The Act provides a formal process that allows schools to petition their local school boards for waivers from district-level policies and for school boards to petition to the Colorado State Board of Education for waivers from certain state-level laws and regulations that would otherwise apply to the schools and their districts. The Act furthers the belief that educational services must be tailored to meet the needs of the student populations it intends to serve. It also supports the belief that by providing flexibilities to school personnel, such as principals and teachers, they can determine the most effective and efficient manner in which to meet their students' needs, (§22-32.5.102, C.R.S., Legislative Declaration). A major purpose of innovation status is to break down policy barriers in order to implement innovative practices to increase student outcomes. Innovation status requires schools and districts to create a vision around the autonomies they are seeking, as well as gain support from a variety of stakeholders, including teachers, administrators and School Accountability Committee members, before receiving approval. The innovation plan requires schools to think through the processes and documents that will need to change when these innovations are implemented, as well as what common goal and vision will be made possible by receiving these flexibilities. In compliance with the reporting requirements provided in §22-32.5-111, C.R.S., the Colorado Department of Education (CDE) has prepared the following report. This annual report draws from multiple sources including: (1) The CDE Innovation webpage (http://www.cde.state.co.us/choice/innovationschools); (2) CDE's "2015 Annual Innovation Report" released March 2015; and (3) The handbook, "Options for Autonomous Schools in Colorado: A Handbook for School and District Leaders" released in 2009. This handbook was a result of conversations among multiple education reform and business organizations interested in encouraging the development of autonomous schools in Colorado. Appended to the report are: (1) Required Components of an Innovation Plan, (2) Innovation Schools Approved by the State Board of Education, (3) State Waivers by Innovation School, and (4) Innovation Schools Mean Scale Score Percentiles Report. [For the "2015 Annual Innovation Report," see ED572282.] ED572287 2016 Innovation Report Colorado Department of Education 2016-03-00 46 Colorado Department of Education. State Office Building, 201 East Colfax Avenue, Denver, CO 80203. Tel: 303-866-6600; Fax: 303-830-0793; Web site: http://www.cde.state.co.us N/A 2017 ERIC JAN2020

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No Educational Quality Teacher Effectiveness School Effectiveness Book Reviews Mathematics Achievement Instructional Leadership Principals Administrator Attitudes Academic Achievement Teacher Administrator Relationship Social Influences Trust (Psychology) Elementary School Mathematics Educational Legislation Federal Aid Federal Legislation Federal Programs Urban Schools DiPaola, Michael, Ed. Forsyth, Patrick B., Ed. Books Collected Works - General Race to the Top English Elementary Education "Leadership and School Quality" is the twelfth book in a series on research and theory dedicated to advancing understanding of schools through empirical study and theoretical analysis. The chapters include analyses that investigate relationships between school organizations and leadership behaviors that have an impact on teacher and school effectiveness. Following a Preface (Michael F. DiPaola and Wayne K. Hoy) and Acknowledgments, the following contents are included: (1) Thinking, Deciding, and Leading: Sound Theory and Reflective Practice, (Wayne K. Hoy); (2) Assessment Leadership: A Systems Perspective (Leslie W. Grant); (3) Servant Leadership and Organizational Citizenship Behavior: Predictors of Climate (David L. Dixon); (4) Direct and Indirect Effects of Principal Leadership on Teacher Quality and Mathematics Achievement in the Context of the Responsive Classroom Approach (Ross A. A. Larsen, Shannon B. Wanless, Sara E. Rimm-Kaufman, and Timothy W. Curby); (5) Instructional Leadership Behaviors: The Impact on Teachers' Classroom Instruction (Kristi E. Wagner and Charles A. Wagner); (6) High Priority Support for High Priority Leadership: Principals' Perceptions of a Support Network in an Urban School District (Thomas H. Beatty); (7) Principal Support of Teachers and Its Impact on Student Achievement (Mary Lynne Derrington and David J. Lomascolo); (8) Predictors of School Effectiveness (Lauren Bailes); (9) School Effectiveness: A Meta-analytic Review of Published Research (Roxanne M. Mitchell, Jingping Sun, Sijia Zhang, Brenda Mendiola, and C. John Tarter); (10) All for One and One for All: A Social Network Perspective on the Effects of Social Influence on Teacher Trust (Dimitri Van Maele, Nienke M. Moolenaar and Alan J. Daly); (11) Trust and Friction: A Multilevel Analysis of Elementary Math Classrooms (W. Sean Kearney and Julie Gray); and (12) Race to the Top and the Future of Federal Education Policy (Andrew Saultz). A section about the editors/authors is included. ED573543 Leadership and School Quality. Research and Theory in Educational Administration IAP - Information Age Publishing, Inc. 2015-00-00 978-1-68123-039-9 IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com N/A http://www.infoagepub.com/products/Leadership-and-School-Quality 2017 ERIC JAN2020

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No Program Implementation Administrators Compliance (Legal) Research Environmental Research Research Administration Dade, Aurali, Ed. Olafson, Lori, Ed. DiBella, Suzan M., Ed. Books Guides - Non-Classroom Collected Works - General English The senior research compliance administrator has emerged as a critically important position as universities and other research organizations face an increasingly intricate regulatory environment. These administrators are tasked with a special challenge: ensuring that their institutions conduct safe, ethical, and compliant research while also helping researchers understand and meet compliance requirements and achieve their research goals. These competing responsibilities can make the role of the research administrator complex; however, those who serve in this role may find that they have limited preparation for the challenges and little or no formal education in the field. Thus, the goal of this handbook is to provide practical guidance to research administrators who are responsible for a wide variety of compliance programs. Previous volumes on these topics have focused primarily on educating research faculty, staff, and students. An assumption in many of these handbooks is that all additional questions related to research ethics and regulations should be directed to the senior research administrator; yet, the books have limited guidance intended for the senior research administrators themselves. This handbook is designed, therefore, to serve as a detailed program implementation manual for these administrators, who are expected to be conversant on a broad range of complex ethical and regulatory topics and to provide guidance to those conducting research, as well as upper administration and others interested in safe, ethical, and compliant research. Following a Preface and Introduction (Aurali Dade and Lori Olafson), the following contents are included: Part I: Research Subject Protection: (1) Human Research Protection Programs (Melissa A. Epstein and Steven Lascher); and (2) Animal Care and Use (Roger Van Andel). Part II: Research Integrity: (3) Building a Responsible Conduct of Research Program to Sustain an Institutional Culture of Research Integrity and Compliance (Debra Schaller-Demers); (4) Research Misconduct Programs and the Role of the Research Integrity Officer (Elizabeth A. Boyd); (5) Conflicts of Interest and Commitment in Research (Aurali Dade, Lori Olafson, and Nancy Moody); (6) Navigating the Gray Areas of Scientific Work: Questionable Research Practices and Training in the Responsible Conduct of Research (Alison L. Antes); and (7) Training, Transparency, and Trust: Fostering Research Integrity and Compliance in Graduate Education (Kathryn Hausbeck Korgan). Part III: Regulatory/Legal Issues: (8) Compliance Issues in International Research and International Research Collaborations (Elizabeth Duggins Peloso, Artemis Velahos Koch, and Jorge Canovas); (9) Export Compliance and Secure Research (David A. Brady, Elizabeth Duggins Peloso, and Gretta N. Rowold); and (10) Introduction to Technology Transfer and Commercialization (Zachary Miles and Bryan Ritchie). Part IV: Environmental Health and Safety: (11) Environmental Health and Safety (Laura Lee Duckworth and Julie A. Zobel); (12) Chemical and Biological Laboratory Safety (Julie Zobel and Aurali Dade); and (13) Radiation Safety (Amy B. Orders). Part V: Related Compliance Issues: (14) Postaward Financial Compliance and Administration (R. David Paul); (15) Managing Nepotism in Sponsored Research (Rochelle R. Athey); and (16) Data Management (Andrew L. Sallans and Richard J. Patterson). Part VI: Resources in Research Administration: (17) Creating a Culture of Compliance: The Role of the Vice President for Research (Mark J. Rudin); (18) Developing Expertise as a Research Administrator (Lori Olafson and Gregory Schraw); and (19) Communication Issues in Research Administration (Suzan M. DiBella). An About the Editors and About the Contributors sections are included. ED573544 Implementing a Comprehensive Research Compliance Program: A Handbook for Research Officers IAP - Information Age Publishing, Inc. 2015-00-00 978-1-68123-132-7 Administrators IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com N/A http://www.infoagepub.com/products/Implementing-a-Comprehensive-Research-Compliance-Program 2017 ERIC JAN2020

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Yes Primary Education Kindergarten Grade 1 Grade 2 Grade 3 Literacy Education Faculty Development Elementary School Teachers Preschool Teachers Teacher Competencies Workshops Online Courses Reading Instruction Language Arts Writing Instruction Coaching (Performance) Observation Surveys Emergent Literacy Learner Engagement Correlation Knowledge Level Program Effectiveness Tables (Data) Folsom, Jessica Sidler Smith, Kevin G. Burk, Kymyona Oakley, Nathan Reports - Research Tests/Questionnaires Mississippi Regional Educational Laboratory Southeast (ED) Florida State University, Florida Center for Reading Research National Center for Education Evaluation and Regional Assistance (ED) English Primary Education Early Childhood Education Kindergarten Grade 1 Elementary Education Grade 2 Grade 3 Preschool Education Substantial research points to the importance of developing strong early literacy skills. However, according to the National Assessment of Educational Progress, between 2007 and 2013, no more than 55 percent of Mississippi grade 4 students were reading at or above the proficiency level that demonstrates solid academic performance for the grade assessed. This was of serious concern to educators and policymakers in Mississippi. Thus, in April 2013, Mississippi's Literacy-Based Promotion Act was signed into law with the goal of having every student read at or above grade level by the end of grade 3. In response to the act, in January of 2014 the Mississippi Department of Education began providing early literacy professional development to all K-3 educators using the Language Essentials for Teaching Reading and Spelling program. Participants received the professional development content across eight modules split into two phases. Each phase included six weeks of online coursework and three days of face-to-face workshops. Typically, educators completed one phase per academic year. Content ranged from learning the foundations of language and reading to teaching comprehension strategies and writing instruction. At the same time as the professional development, the department provided state literacy coaches to target schools (those most in need based on the percentage of students in the lowest two achievement levels on the statewide literacy assessment). The state literacy coaches spent an average of two to three days per week in each school they served. In response to a request from the Mississippi Department of Education, the Regional Educational Laboratory (REL) Southeast developed two tools to support the department: the Teacher Knowledge of Early Literacy Skills (TKELS) survey and the Coach's Classroom Observation Tool (CCOT). The Mississippi Department of Education invited all educators of students in kindergarten to grade 3 to complete the TKELS survey at four times between spring 2014 and fall 2015: spring 2014, fall 2014, spring 2015, and fall 2015. State literacy coaches observed classroom instruction in the target schools using the CCOT four times between winter 2014 and spring 2015: winter 2014, spring 2014, fall 2014, and spring 2015. The study team used the results to investigate changes in teacher knowledge and in ratings of quality of early literacy skills instruction, student engagement in early literacy instruction, and teaching competencies as well as the relationship between changes and educators' progress in the Language Essentials for Teaching Reading and Spelling professional development program. This study presents the results of a systematic investigation of change in educators' knowledge and classroom practices--the targeted areas for change associated with the professional development program that the Mississippi Department of Education used. The four main findings of the study were: (1) Between spring 2014 and fall 2015 average teacher knowledge of early literacy skills increased from 49.56 on the Teacher Knowledge of Early Literacy Skills survey to 52.28 (measured in T-score points, a standardized score with an average of 50 and standard deviation of 10)--equivalent to answering at least one more item out of 31 correctly. This corresponded to an increase from the 48th percentile to the 59th; (2) The increase in teacher knowledge of early literacy skills was associated with progress in the professional development program. Educators who had completed the program scored an average of 2.90 points higher than did educators who had not started it. At the end of the study, educators who had not started the program were in the 54th percentile on the Teacher Knowledge of Early Literacy Skills survey, whereas educators who had completed it were in the 65th percentile; (3) Between winter 2014 and spring 2015 in target schools the average ratings of quality of early literacy skills instruction, student engagement during early literacy skills instruction, and teaching competencies increased. The average rating of quality of instruction increased from the 31st percentile to the 58th percentile, the average rating of student engagement increased from the 37th percentile to the 53rd percentile, and the average rating of teaching competencies increased from the 30th percentile to the 44th percentile; and (4) The increases in the average ratings of quality of instruction, student engagement, and teaching competencies in target schools were associated with progress in the professional development program. Teachers who had completed the program were rated 0.30 point higher in quality of instruction, 0.22 point higher in student engagement, and 0.41 point higher in teaching competencies than did teachers who had not started it. At the end of the study, teachers who had not started the program were rated in the 42nd percentile for quality of instruction, the 39th percentile for student engagement, and the 38th percentile for teaching competencies, whereas teachers who had completed the program were rated in the 59th percentile for quality of instruction, the 53rd percentile for student engagement, and the 54th percentile for teaching competencies. The findings suggest that during the period when the Language Essentials for Teaching Reading and Spelling professional development program was implemented, teacher knowledge of early literacy skills, the quality of early literacy skills instruction, student engagement during early literacy skills instruction, and teaching competencies improved among educators who participated in the program over and above any increases found among educators generally. The findings suggest that progress in the program was associated with improvements in teacher knowledge, quality of instruction, student engagement, and teacher competencies. The following are appended: (1) Data and methods; (2) Teacher Knowledge of Early Literacy Skills survey; (3) Coach's Classroom Observation Tool; and (4) Supplemental tables of teacher knowledge scores and instructional practices ratings. ED573545 Educator Outcomes Associated with Implementation of Mississippi's K-3 Early Literacy Professional Development Initiative. REL 2017-270 Regional Educational Laboratory Southeast 2017-04-00 65 Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 37 ERIC JAN2020 Yes EDIES12C0011 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=466

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Yes High School Students Self Efficacy Foreign Countries Cognitive Ability Multiple Regression Analysis Adolescents Correlation Academic Achievement Esen, Binnaz Kiran Özcan, H. Duygu Sezgin, Mehtap Journal Articles Reports - Research Turkey ISSN-2501-1111 English High Schools Secondary Education In this research, the prediction cognitive flexibility obtained by general self-efficacy, academic self-efficacy, social self-efficacy, emotional self-efficacy and achievement is examined. This study is executed in 2014-2015 academic year on 760 high school students who are between ages 15 and 18. Cognitive flexibility Scale is developed by Bilgin (2009b) is used for defining cognitive flexibility, Self-Efficacy Scale is developed by Çelikkaleli, Gündogdu ve Kiran-Esen (2006) is used for defining self-efficacy. Achievement information are determined from TEOG's input points of students. Data are tested by regression analysis. The results of research shows the facts that cognitive flexibility is predicted meaningfully in positive direction by five of the variables "achievement, general self-efficacy, academic self-efficacy, social self-efficacy and emotional self-efficacy." In the multiple regression analysis, it is found that five variables all together explain 34% of cognitive flexibility. Also, it is found in stepwise regression analysis that cognitive flexibility is predicted meaningfully by their two variables. ED573546 High School Students' Cognitive Flexibility Is Predicted by Self-Efficacy and Achievement Online Submission European Journal of Education Studies v3 n2 p143-151 2017 2017-00-00 9 N/A 2017 20 As Provided JAN2020

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Yes Professional Education Faculty Development Accountability Educational Assessment Student Evaluation Academic Achievement Progress Monitoring Achievement Gap College Readiness Models Obamehinti, Feyi Reports - Descriptive Texas English Schools across the nation know the importance of student achievement; which is at the core of teaching and learning. Here in Texas, we have an accountability rating system that helps gauge how well students are doing annually. Texas accountability system is based on a system of indexes that provides an all-inclusive assessment of the performance of a school district and each individual campus across the state. Texas performance index framework includes four areas: student achievement, student progress, closing performance gaps, and postsecondary readiness.The empowerment of teachers has long been known as a "sit and get" model that ends up yielding little or no professional growth. This is due in part to the fact that, professional growth demands ownership and personal responsibility. A model of professional growth that simply gives information to an educator yield little returns on investment for teachers and students. The rigorous demands of Texas accountability system demands a different type of approach to professional growth. ED573548 Professional Learning and Development Online Submission 2017-03-16 6 N/A 2017 3 As Provided JAN2020

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No Electronic Publishing Middle School Students Educational Technology Technology Uses in Education Pretests Posttests Diaries Grade 6 Grade 7 Language Arts Critical Thinking Cognitive Tests Thinking Skills Experimental Groups Control Groups Statistical Analysis Instructional Effectiveness Learner Engagement Singleton, Sondra Shively Dissertations/Theses - Doctoral Dissertations Florida Cornell Critical Thinking Test English Middle Schools Secondary Education Junior High Schools Grade 6 Intermediate Grades Elementary Education Grade 7 The purpose of this study was to examine the effect of microblogging as an authentic real-world technology in a middle school classroom in response to the 2010 Department of Education's call to provide students with more relevant digital experiences. The non-equivalent control group, pretest-posttest design study was used to determine if microblogging used in a writing activity affected middle school students' engagement and critical thinking. This study was important as it addressed the heretofore understudied middle school sector. This research used a convenience sample of 119 sixth-grade and seventh-grade language arts students in a suburban northwest Florida public middle school. Students completed pretests and posttests consisting of the National Center for School Engagement (NCSE) Student Survey and the Cornell Critical Thinking Test (CCTT). Students in the experimental group used microblogging to complete an in-class writing activity, while the control group completed a traditional in-class writing activity without microblogging. The researcher used a mixed analysis of variance (ANOVA) and found statistically significant differences in engagement and critical thinking. It is recommended that additional studies be conducted using microblogging among middle school students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571725 The Effects of Microblogging on Middle School Students' Engagement and Critical Thinking ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3235-0 137 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109970 2017 As Provided JAN2020

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No Oral Reading Reading Fluency Elementary School Students Phonics Grade 3 Grade 4 Grade 5 Mixed Methods Research Rural Schools Teacher Surveys Emergent Literacy Reading Skills Sight Method Sight Vocabulary Benton, Turrah S. Dissertations/Theses - Doctoral Dissertations Georgia English Elementary Education Grade 3 Primary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools Over the years, teachers have looked for the best way to teach their students to read. There are those who believe that teaching sight words is the best way to teach while others believe that a foundation in phonics instruction is a must. The purpose of this study is to determine the effect that phonics instruction has on the oral reading fluency of students in third through fifth grades. Can direct phonics instruction increase the oral reading fluency of upper elementary students who are below grade level? This mixed methods study takes a look at the effect of direct phonics instruction on the oral reading fluency of students who are above the grade level in which phonics are included in reading standards. Students in a rural school in Georgia participated in this study in which DIBELS Next was used to measure oral reading fluency. Students who were determined to be below grade level were given a systematic program of direct phonics instruction for 15 minutes daily. Information collected from DIBELS Next along with teacher surveys and anecdotal notes, was compiled to get a well-rounded picture of effects of phonics instruction on students' ability to read fluently. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571726 Increasing Oral Reading Fluency in Upper Elementary Students through Direct Phonics Instruction ProQuest LLC Ed.S. Dissertation, Brenau University 2016-00-00 978-1-3397-3238-1 50 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109973 2017 As Provided JAN2020

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No Correlation Teacher Student Relationship Student Attitudes Teacher Effectiveness Grades (Scholastic) Expectation College Freshmen Student Surveys Statistical Analysis Yezbick, Erin Lewis Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education The researcher attempted to determine if a correlation exists between student/instructor rapport, student perceptions of instructor effectiveness, and course grade expectations for freshman general education courses at a career college in the Great Lakes Region of the United States. Previous studies have determined that rapport affects motivation (Bergstrom, 2010; Frisby, Berger, Burchett, Herovic, & Strawser, 2014; Legg & Wilson, 2009), perceptions of teacher effectiveness (Giles, 2011; Kozub, 2010), and evaluation scores (Barth, 2008; Kowai-Bell, Guadango, Little, & Ballew, 2012). The researcher asked the following research questions: Is there a relationship between student/instructor rapport, as measured by the Professor-Student Rapport Scale (Wilson, Ryan, & Pugh, 2010), and student perceptions of instructor effectiveness in freshman general education courses at a career college in the Great Lakes Region of the United States; and is there a relationship between student/instructor rapport and students' expectations of their overall course grade in freshman general education courses at a career college in the Great Lakes Region of the United States? The study was conducted as quantitative research using a non-experimental correlational research design. The study was conducted at a career college in the Great Lakes Region of the United States using students enrolled in general education courses. Data were collected using two instruments, the Professor-Student Rapport Scale and the IDEA Student Ratings of Instruction Short Form. The data were analyzed using Pearson product-moment correlation coefficient (Pearson's "r") and Spearman's rank-order correlation coefficient (Spearman's "r"[subscript "s"]). The study found statistically significant positive correlations between Professor-Student Rapport and Instructor Evaluation and between Professor-Student Rapport and Student Expected Course Grade. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571727 The Correlation between Student/Instructor Rapport, Student Perceptions of Instructor Effectiveness, and Course Grade Expectations ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3241-1 99 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109976 2017 As Provided JAN2020

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No Beginning Teachers Elementary Secondary Education Mentors Beginning Teacher Induction Principals Interviews Observation Focus Groups Documentation School Culture Phenomenology Comparative Analysis Special Education Teachers General Education Experience Mozdzanowski, Sandra Kay Dissertations/Theses - Doctoral Dissertations English Elementary Secondary Education Despite a growing body of literature on the needs of beginning teachers, little is known about the impact of mentoring on K-12 beginning teachers' efficacy and commitment to teaching, and why beginning teachers in special education received less mentoring than their counterparts in general education. This qualitative phenomenological study compared the experiences of nine beginning teachers in general education and special education, factors within the school (e.g., principal, mentor coordinator, mentor), and characteristics of the teaching assignment. The central question was: What are the experiences of K-12 beginning teachers who receive mentoring? The sample consisted of 22 participants (9 teachers, 8 mentors, 4 principals, and a mentor coordinator). Data were collected from interviews, observations, a focus group, and site documents. Three themes emerged through the use of thematic analysis proposed by Moustakas (1994). The themes were: (a) beginning teachers require molding and shaping to impact school culture; (b) beginning teachers imitate to replicate school culture; and (c) a mindset of support impacts school culture. The central question and 6 sub-questions were answered thematically from the participants' perspectives. Textural and structural descriptions were integrated, which resulted in the essence of participants' experiences: The flow effect: A culture of reciprocity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571728 Impact of Mentoring on K-12 Beginning Teachers' Efficacy and Commitment: A Comparative Phenomenological Study ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3236-7 229 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109971 2017 As Provided JAN2020

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Yes Higher Education Distance Education Academic Persistence School Holding Power Graduation Rate Outcomes of Education Income Expenditures Student Financial Aid Educational Indicators School Statistics Vocational Education Remedial Instruction Racial Differences Ethnic Groups Gender Differences College Students Community Colleges Academic Degrees Teacher Characteristics Student Characteristics Tables (Data) College Transfer Students Transfer Rates (College) Two Year College Students Comparative Analysis Student Costs Grades (Scholastic) Enrollment Trends High School Graduates College Faculty Public Colleges Private Colleges Budgets Tuition Fees Career Education College Entrance Examinations Scores Reports - Descriptive Numerical/Quantitative Data Maryland SAT (College Admission Test) Maryland Higher Education Commission English Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education This document presents statistics about higher education in Maryland for 2012. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues & Expenditures; (6) Tuition and Fees; (7) Financial Aid, (8) Private Career Schools, and (9) Distance Education. [For "Maryland Higher Education Commission Data Book 2011. Creating a State of Achievement," see ED521640.] ED572289 Maryland Higher Education Commission Data Book 2012. Creating a State of Achievement Maryland Higher Education Commission 2012-00-00 57 Maryland Higher Education Commission. 6 North Liberty Street, Baltimore, MD 21201; Tel: 800-974-0203; Tel: 410-767-3301; Web site: http://www.mhec.state.md.us N/A 2017 ERIC JAN2020

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Yes Higher Education Distance Education Academic Persistence School Holding Power Graduation Rate Outcomes of Education Income Expenditures Student Financial Aid Educational Indicators School Statistics Vocational Education Remedial Instruction Racial Differences Ethnic Groups Gender Differences College Students Community Colleges Academic Degrees Teacher Characteristics Student Characteristics Tables (Data) College Transfer Students Transfer Rates (College) Two Year College Students Comparative Analysis Student Costs Grades (Scholastic) Enrollment Trends High School Graduates College Faculty Public Colleges Private Colleges Budgets Tuition Fees Career Education College Entrance Examinations Scores Reports - Descriptive Numerical/Quantitative Data Maryland SAT (College Admission Test) Maryland Higher Education Commission English Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education This document presents statistics about higher education in Maryland for 2013. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues & Expenditures; (6) Tuition and Fees; (7) Financial Aid, (8) Private Career Schools, and (9) Distance Education. [For "Maryland Higher Education Commission Data Book 2012. Creating a State of Achievement," see ED572289.] ED572290 Maryland Higher Education Commission Data Book 2013. Creating a State of Achievement Maryland Higher Education Commission 2013-00-00 56 Maryland Higher Education Commission. 6 North Liberty Street, Baltimore, MD 21201; Tel: 800-974-0203; Tel: 410-767-3301; Web site: http://www.mhec.state.md.us N/A 2017 ERIC JAN2020

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Yes Higher Education Distance Education Academic Persistence School Holding Power Graduation Rate Outcomes of Education Income Expenditures Student Financial Aid Educational Indicators School Statistics Vocational Education Remedial Instruction Racial Differences Ethnic Groups Gender Differences College Students Community Colleges Academic Degrees Teacher Characteristics Student Characteristics Tables (Data) College Transfer Students Transfer Rates (College) Two Year College Students Comparative Analysis Student Costs Grades (Scholastic) Enrollment Trends High School Graduates College Faculty Public Colleges Private Colleges Budgets Tuition Fees Career Education College Entrance Examinations Scores Reports - Descriptive Numerical/Quantitative Data Maryland SAT (College Admission Test) Maryland Higher Education Commission English Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education This document presents statistics about higher education in Maryland for 2014. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues & Expenditures; (6) Tuition and Fees; (7) Financial Aid, (8) Private Career Schools, and (9) Distance Education. [For "Maryland Higher Education Commission Data Book 2013. Creating a State of Achievement," see ED572290.] ED572291 Maryland Higher Education Commission Data Book 2014. Creating a State of Achievement Maryland Higher Education Commission 2014-00-00 52 Maryland Higher Education Commission. 6 North Liberty Street, Baltimore, MD 21201; Tel: 800-974-0203; Tel: 410-767-3301; Web site: http://www.mhec.state.md.us N/A 2017 ERIC JAN2020

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Yes Higher Education Distance Education Academic Persistence School Holding Power Graduation Rate Outcomes of Education Income Expenditures Student Financial Aid Educational Indicators School Statistics Vocational Education Remedial Instruction Racial Differences Ethnic Groups Gender Differences College Students Community Colleges Academic Degrees Teacher Characteristics Student Characteristics Tables (Data) College Transfer Students Transfer Rates (College) Two Year College Students Comparative Analysis Student Costs Grades (Scholastic) Enrollment Trends High School Graduates College Faculty Public Colleges Private Colleges Budgets Tuition Fees Career Education College Entrance Examinations Scores Reports - Descriptive Numerical/Quantitative Data Maryland SAT (College Admission Test) Maryland Higher Education Commission English Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education This document presents statistics about higher education in Maryland for 2015. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues & Expenditures; (6) Tuition and Fees; (7) Financial Aid, (8) Private Career Schools, and (9) Distance Education. [For "Maryland Higher Education Commission Data Book 2014. Creating a State of Achievement," see ED572291.] ED572292 Maryland Higher Education Commission Data Book 2015. Creating a State of Achievement Maryland Higher Education Commission 2015-00-00 52 Maryland Higher Education Commission. 6 North Liberty Street, Baltimore, MD 21201; Tel: 800-974-0203; Tel: 410-767-3301; Web site: http://www.mhec.state.md.us N/A 2017 ERIC JAN2020

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Yes Higher Education Distance Education Academic Persistence School Holding Power Graduation Rate Outcomes of Education Income Expenditures Student Financial Aid Educational Indicators School Statistics Vocational Education Remedial Instruction Racial Differences Ethnic Groups Gender Differences College Students Community Colleges Academic Degrees Teacher Characteristics Student Characteristics Tables (Data) College Transfer Students Transfer Rates (College) Two Year College Students Comparative Analysis Student Costs Grades (Scholastic) Enrollment Trends High School Graduates College Faculty Public Colleges Private Colleges Budgets Tuition Fees Career Education College Entrance Examinations Scores Reports - Descriptive Numerical/Quantitative Data Maryland SAT (College Admission Test) Maryland Higher Education Commission English Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education This document presents statistics about higher education in Maryland for 2016. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues & Expenditures; (6) Tuition and Fees; (7) Financial Aid, and (8) Private Career Schools. [For "Maryland Higher Education Commission Data Book 2015. Creating a State of Achievement," see ED572292.] ED572293 Maryland Higher Education Commission Data Book 2016. Creating a State of Achievement Maryland Higher Education Commission 2016-00-00 52 Maryland Higher Education Commission. 6 North Liberty Street, Baltimore, MD 21201; Tel: 800-974-0203; Tel: 410-767-3301; Web site: http://www.mhec.state.md.us N/A 2017 ERIC JAN2020

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Yes Public Education Higher Education Educational Objectives Educational Attainment Innovation Scientific Research Accountability Efficiency Educational Finance State Legislation Educational Legislation Education Work Relationship Educational Cooperation Elementary Secondary Education College Readiness Career Readiness High School Graduates Adult Education College Attendance College Transfer Students Labor Force Development Interdisciplinary Approach Commercialization Economic Development Data Collection Funding Formulas Information Sources College Programs Enrollment Two Year Colleges Outcomes of Education Student Improvement Reports - Evaluative Louisiana Louisiana Board of Regents English Higher Education Postsecondary Education Elementary Secondary Education High Schools Secondary Education Adult Education Two Year Colleges In 2011, the Louisiana Board of Regents (BoR), through the development and implementation of the Master Plan, advanced its vision for the future of postsecondary education by adopting the following three broad goals: (1) Increase the educational attainment of the State's adult population to the Southern Regional Education Board (SREB) States' average by 2025; (2) Foster innovation through research in science and technology in Louisiana; and (3) Achieve greater efficiency and accountability in the postsecondary education system. The Plan outlines 17 objectives, over 70 activities, and more than 85 performance measures to achieve these goals. Through these goals, related activities and the measurable performance metrics, the Plan assures that its implementation will be monitored, evaluated, and reported throughout its duration. This is the fourth annual evaluation of the 2011 Master Plan. Subsequent annual evaluations will be forthcoming through 2025, culminating in a long-term analysis of the fifteen year implementation of the Plan. This review reports the following progress made towards the Master Plan's goals: (1) Progress toward Goal 1 is evident in the increased preparation of high school graduates, the increasing number of students who are participating in the Louisiana Transfer degree program, and increasing graduation rates at public postsecondary institutions. However, there are still measures that have shown little to no progress; (2) Goal 2 metrics have remained relatively stable, with several research metrics, particularly those related to campus research expenditures, showing significant growth over baseline reporting; and (3) Progress towards Goal 3 has occurred through the continued implementation and refinement of the performance-based funding formula, participation in Complete College American (CCA) reporting, the implementation of an annual academic program review process, and the continued assessment of the BoR co-requisite pilot program. In addition, during the last four years of Master Plan reporting, most institutions met their targeted GRAD Act goals, and were subsequently awarded increased tuition authority and retained their performance funding. The report ends with a summary and analysis of progress during the fourth year of implementation of the 2011 Master Plan's goals. [For the Third Annual Review, see ED562002. For the "Master Plan for Public Postsecondary Education in Louisiana: 2011. Revised," see ED572286.] ED572294 Fourth Annual Review of the Master Plan for Postsecondary Education in Louisiana: 2011 Louisiana Board of Regents 2015-08-00 45 Louisiana Board of Regents. 1201 North Third Street, Baton Rouge, LA 70821-3677. Tel: 225-342-4253; Fax: 225-342-9318; Web site: http://www.regents.state.la.us N/A 2017 ERIC JAN2020

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Yes Public Education Higher Education Educational Objectives Educational Attainment Innovation Scientific Research Accountability Efficiency Educational Finance State Legislation Educational Legislation Education Work Relationship Educational Cooperation Elementary Secondary Education College Readiness Career Readiness High School Graduates Adult Education College Attendance College Transfer Students Labor Force Development Interdisciplinary Approach Commercialization Economic Development Data Collection Funding Formulas Information Sources College Programs Enrollment Two Year Colleges Outcomes of Education Student Improvement Reports - Evaluative Louisiana Louisiana Board of Regents English Higher Education Postsecondary Education Elementary Secondary Education High Schools Secondary Education Adult Education Two Year Colleges Article VIII, §5 D (4) of Louisiana's Constitution requires the Board of Regents (BoR) to "formulate and make timely revision of a master plan for postsecondary education…" On August 24, 2011, the BoR adopted the "Master Plan for Public Postsecondary Education in Louisiana: 2011" outlining the long-term goals for the State's colleges and universities through 2025. The BoR, through the development and implementation of the Master Plan, advanced its vision for the future of postsecondary education by adopting the following three broad goals: (1) Increase the educational attainment of the State's adult population to the Southern Regional Education Board (SREB) States' average by 2025; (2) Invest strategically in university research; and (3) Achieve greater efficiency and accountability in the postsecondary education system. The Plan outlines 19 objectives, 71 activities, and 97 performance measures to achieve these goals. Through these goals, related activities and the measurable performance metrics, the Plan assures that its implementation will be monitored, evaluated, and reported throughout its duration. This is the first annual evaluation of the 2011 Master Plan. Subsequent annual evaluations will be forthcoming through 2025, culminating in a long-term analysis of the fifteen-year implementation of the Plan. In the first year of implementation, progress towards Goal 1 is evident in the increased preparation and college-going rate of high school graduates, increased enrollment of adult learners in postsecondary education, increases in the total number of degree/certificates awarded, and in the number of students completing a postsecondary credential. However, there are still measures which, at least in the first year of reporting, showed little to no progress. In the first year of Master Plan reporting, Goal 2 metrics largely remained stable over baseline reporting. This is likely due in part to the fact that the National Science Foundation, the source for most data on university-based research expenditures and activity, publishes data more than one year after they are collected, so much of the data presented in this annual report predates the Board's adoption of the Master Plan. Progress towards Goal 3 occurred through the implementation of the performance-based funding formula, participation in the first year of Complete College American (CCA) reporting, the development of an annual academic program review process, movement towards a more balanced enrollment mix between two-year and four-year institutions, and the development of a remedial education pilot program. The report ends with a summary and analysis of progress made during the first year of implementation of the 2011 Master Plan's goals. A comprehensive listing of all the objectives and performance measures of the Master Plan appears in Appendix A. [For the "Master Plan for Public Postsecondary Education in Louisiana: 2011. Revised," see ED572286.] ED572295 Annual Review of the Master Plan for Postsecondary Education in Louisiana: 2011 Louisiana Board of Regents 2012-08-00 59 Louisiana Board of Regents. 1201 North Third Street, Baton Rouge, LA 70821-3677. Tel: 225-342-4253; Fax: 225-342-9318; Web site: http://www.regents.state.la.us N/A 2017 ERIC JAN2020

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Yes Student Financial Aid Graduation Low Income Groups Time to Degree College Credits Incentives State Legislation Higher Education Intervention Academic Advising Student Personnel Services Progress Monitoring Change Strategies Program Effectiveness Cost Effectiveness Student Records College Students Reports - Descriptive Indiana Indiana Commission for Higher Education English Higher Education Postsecondary Education It is too early to predict the long-term impact of Indiana's recent financial aid reforms. However, given the remarkable progress achieved after only one year, an encouraging picture is emerging that foreshadows significant future improvement as further awareness and intervention efforts take hold. Indiana is a national leader in providing low-income students with financial support for college, however, they faced a challenge. The resulting gains in college access, were not been matched with gains in college completion. One culprit was timing: students are limited to four years of financial aid, but graduating in four years is the exception, not the rule. Students facing an unfunded fifth or sixth year of college are likely to borrow more or drop out without a degree, an unfortunate outcome that offers few options and limited employment opportunities. To avoid this fate, students must complete enough credits--at least 30 per year--to graduate before their four years of state financial support run out. In 2013, a solutions was offered-- Indiana lawmakers sent a clear signal that encouraged on-time college completion through student financial aid incentives and annual credit completion expectations. The law's key provision required students to complete at least 30 credits each calendar year in order to renew their aid for the following year at the same level. The response following the legislation's passage, was immediate, Indiana Commission for Higher Education and its postsecondary partners began implementing aggressive new measures to notify students of the importance of on-time completion, provide additional academic advising and resources, monitor student progress and offer new sources of funding to help students reach the critical 30-credit benchmark. Student performance showed marked improvement during the law's first year. These results are even more remarkable given the initial challenges in ensuring student awareness. This report distills five key lessons learned from implementation of the financial aid challenge. An appendix contains the text of the resolution encouraging use of banded tuition as a strategy for student success and completion, a description of the college credit completion requirements for 21st century scholars, and a section about the contributors. ED572297 Reforming Student Financial Aid to Increase College Completion: Early Progress Resulting from Indiana House Enrolled Act 1348 (January 2015) Indiana Commission for Higher Education 2015-01-00 38 Indiana Commission for Higher Education. 101 West Ohio Street Suite 550, Indianapolis, IN 46204. Tel: 317-464-4400; Fax: 317-46-4410; Web site: http://www.in.gov/che N/A 2017 ERIC JAN2020

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Yes Higher Education Enrollment Public Colleges Private Colleges Technical Institutes Community Colleges Proprietary Schools Full Time Equivalency Withdrawal (Education) Two Year College Students Undergraduate Students Graduate Students Sex Race Age Student Financial Aid Federal Aid Grants Part Time Students Full Time Students Majors (Students) Citizenship College Entrance Examinations College Transfer Students Remedial Instruction School Holding Power Graduation Academic Degrees Graduation Rate Job Placement College Graduates Scores Licensing Examinations (Professions) Student Satisfaction Student Surveys Educational Finance College Programs Accreditation (Institutions) College Admission Electronic Learning College Faculty Teacher Salaries Tuition Fees Student Costs Family Income State Aid Debt (Financial) Loan Default Scholarships Funding Formulas Numerical/Quantitative Data Reports - Evaluative Tennessee Pell Grant Program ACT Assessment Tennessee Higher Education Commission English Higher Education Postsecondary Education Two Year Colleges In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional level. At the center of these reforms is the need for more Tennesseans to be better educated and trained, while also acknowledging the state's diminished fiscal capacity to support higher education. The overarching goal of the 2010-15 Public Agenda for Tennessee Higher Education is to have Tennessee meet the projected national average in educational attainment by 2025. The primary state policy levers for addressing the state's educational needs include promoting: (1) productivity and efficiency through an outcomes-based funding formula; (2) quality assurance through revised performance funding standards; (3) economic and workforce development through responses to a study of labor market supply and demand; (4) efficiency and effectiveness through purposeful reporting; (5) efficiencies through mission and sector differentiation; (6) efficiencies through inter-institutional collaboration and reduced duplication; and (7) efficiencies through incentives for extramural support. This fact book contains tables and charts with data relevant to student participation, student success, academic and fiscal trends, outcomes funding, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included. [For the "Tennessee Higher Education Fact Book: 2012-2013," see ED560718.] ED572973 Tennessee Higher Education Fact Book: 2013-2014 Tennessee Higher Education Commission 2014-00-00 Administrators Policymakers Researchers 119 Tennessee Higher Education Commission. 404 James Robertson Parkway Suite 1900, Nashville, TN 37243. Tel: 615-741-3605; Fax: 615-741-6230; Web site: http://www.tn.gov/thec N/A 2017 ERIC JAN2020

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Yes Higher Education Public Colleges Private Colleges Enrollment Academic Degrees Graduation Rate College Entrance Examinations Scholarships Grants Student Financial Aid Tuition Fees Student Costs State Aid Educational Finance Educational Facilities College Faculty Tables (Data) Two Year Colleges Technical Institutes Research Universities Armour, Mim, Ed. Numerical/Quantitative Data South Carolina SAT (College Admission Test) South Carolina Commission on Higher Education English Higher Education Postsecondary Education Two Year Colleges The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the Governor, Legislators, college and university staff, other state government officials, and the general public. The 2015 edition of the Statistical Abstract marks the 37th year of this valuable publication. This Abstract includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. The following are appended: (1) Types of Public Institutions in South Carolina by Mission; (2) S.C. Commission on Higher Education Publications, Reports, and Brochures by Division; (3) Acronyms and Terms Pertaining to Higher Education; (4) Public Colleges and Universities Board of Trustees Members; (5) Glossary; and (6) Explanation and Change in the Categories for Race/Ethnicity Reporting. [For the 2014 Statistical Abstract, "South Carolina Higher Education Statistical Abstract, 2014. 36th Edition," see ED560138.] ED572974 South Carolina Higher Education Statistical Abstract, 2015. 37th Edition South Carolina Commission on Higher Education 2015-00-00 147 South Carolina Commission on Higher Education. 1122 Lady Street Suite 300, Columbia, SC 29201. Tel: 803-737-2260; Fax: 803-737-2297; Web site: http://www.che.sc.gov N/A 2017 ERIC JAN2020

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Yes Higher Education Enrollment Public Colleges Private Colleges Technical Institutes Community Colleges Proprietary Schools Full Time Equivalency Withdrawal (Education) Two Year College Students Undergraduate Students Graduate Students Sex Race Age Student Financial Aid Federal Aid Grants Part Time Students Full Time Students Majors (Students) Citizenship College Entrance Examinations College Transfer Students Remedial Instruction School Holding Power Graduation Academic Degrees Graduation Rate Job Placement College Graduates Scores Licensing Examinations (Professions) Student Satisfaction Student Surveys Educational Finance College Programs Accreditation (Institutions) College Admission Electronic Learning College Faculty Teacher Salaries Tuition Fees Student Costs Family Income State Aid Debt (Financial) Loan Default Scholarships Funding Formulas Numerical/Quantitative Data Reports - Evaluative Tennessee Pell Grant Program ACT Assessment Tennessee Higher Education Commission English Higher Education Postsecondary Education Two Year Colleges In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional level. While the higher education landscape has been shaped by the CCTA, higher education is evolving to adopt Governor Bill Haslam's statewide reform agenda, collectively known as the "Drive to 55." Calendar year 2015 will usher in a new long-range plan that will supplant the 2010-2015 Public Agenda for Tennessee Higher Education, which helped set the stage for transformational change in Tennessee higher education. Stated succinctly, this plan seeks to: (1) make dramatic increases in degree production and efficiency; (2) within available resources (state operating appropriations plus tuition); (3) without diminishing educational quality; (4) thereby improving community, county, and statewide postsecondary attainment; and (5) to support improvements in workforce capacity and quality as well as economic and community (i.e., workplace) development. This fact book contains tables and charts with data relevant to student participation, student success, academic and fiscal trends, outcomes funding, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included. [For the "Tennessee Higher Education Fact Book: 2013-2014," see ED572973.] ED572975 Tennessee Higher Education Fact Book: 2014-2015 Tennessee Higher Education Commission 2015-00-00 Administrators Policymakers Researchers 123 Tennessee Higher Education Commission. 404 James Robertson Parkway Suite 1900, Nashville, TN 37243. Tel: 615-741-3605; Fax: 615-741-6230; Web site: http://www.tn.gov/thec N/A 2017 ERIC JAN2020

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Yes Higher Education Enrollment Public Colleges Private Colleges Technical Institutes Community Colleges Proprietary Schools Full Time Equivalency Withdrawal (Education) Two Year College Students Undergraduate Students Graduate Students Sex Race Age Student Financial Aid Federal Aid Grants Part Time Students Full Time Students Majors (Students) College Entrance Examinations College Transfer Students Remedial Instruction School Holding Power Graduation Academic Degrees Graduation Rate Job Placement College Graduates Scores Licensing Examinations (Professions) Student Satisfaction Student Surveys Educational Finance College Programs Accreditation (Institutions) College Admission Electronic Learning College Faculty Teacher Salaries Tuition Fees Student Costs Family Income State Aid Debt (Financial) Loan Default Scholarships Funding Formulas State Programs Numerical/Quantitative Data Reports - Evaluative Tennessee Pell Grant Program ACT Assessment Tennessee Higher Education Commission English Higher Education Postsecondary Education Two Year Colleges In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional level. While the higher education landscape has been shaped by the CCTA, higher education is evolving to adopt Governor Bill Haslam's statewide reform agenda, collectively known as the "Drive to 55." Calendar year 2015 ushered in a new long-range plan, the 2010-2015 Master Plan for Tennessee Higher Education, which sets the stage for continued transformational change in Tennessee higher education. Stated succinctly, this plan seeks to: (1) make dramatic increases in degree production and efficiency; (2) within available resources (state operating appropriations plus tuition); (3) without diminishing educational quality; (4) thereby improving community, county, and statewide postsecondary attainment; and (5) to support improvements in workforce capacity and quality as well as economic and community (i.e., workplace) development. This fact book contains tables and charts with data relevant to student participation, student success, academic and fiscal trends, outcomes funding, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included. [For the "Tennessee Higher Education Fact Book: 2014-2015," see ED572975.] ED572976 Tennessee Higher Education Fact Book: 2015-2016 Tennessee Higher Education Commission 2016-00-00 Administrators Policymakers Researchers 101 Tennessee Higher Education Commission. 404 James Robertson Parkway Suite 1900, Nashville, TN 37243. Tel: 615-741-3605; Fax: 615-741-6230; Web site: http://www.tn.gov/thec N/A 2017 ERIC JAN2020

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Yes Adult Education Family Literacy Adult Literacy Federal Legislation Labor Force Development Labor Legislation Certification Access to Education Needs Assessment Financial Support Educational Assessment Correctional Education Institutionalized Persons Citizen Participation Leadership Community Colleges Educational Strategies Accountability Performance Reports - Descriptive Illinois Workforce Investment Act 1998 Title II Illinois Community College Board English Adult Education Two Year Colleges Higher Education Postsecondary Education This document contains Illinois' State Plan for Adult Education and Family Literacy under Title II of the Workforce Investment Act of 1998 for July 1, 1999, through June 30, 2015. The plan is comprised of the following sections: (1) Eligible agency certifications and assurances; (2) Description of the steps to ensure direct and equitable access; (3) Integration with other adult education and training activities; (4) Strategies for providing services to target populations; (5) Needs assessment; (6) Description of adult education and literacy activities; (7) Performance measures; (8) Procedures and process of funding eligible providers; (9) Annual evaluation of adult education and literacy activities; (10) Public participation and comment; (11) Descriptions of programs for corrections education and institutionalized individuals; and (12) State leadership activities. ED572298 Illinois State Plan: Adult Education and Family Literacy. Under Title II of the Workforce Investment Act of 1998, Adult Education and Family Literacy Act Illinois Community College Board 2014-04-01 30 Illinois Community College Board. 401 East Capitol Avenue, Springfield, IL 62701-1711. Tel: 217-785-0123; Fax: 217-254-4981; e-mail: webmaster@iccb.org; Web site: http://www.iccb.state.il.us N/A 2017 ERIC JAN2020

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Yes Academic Standards State Standards Early Childhood Education Alignment (Education) Preschool Children Models Language Arts Mathematics Interpersonal Competence Emotional Development Play Sciences Social Studies Art Physical Health Child Development Bilingual Education Special Needs Students Emergent Literacy Early Reading Beginning Writing Numeracy Computation Data Analysis Geometry Measurement Self Concept Self Control Conflict Resolution Interpersonal Relationship Thinking Skills Attention Persistence Physical Sciences Earth Science Biological Sciences Science Process Skills History Geography Economics Citizenship Music Dance Visual Arts Dramatic Play Well Being Psychomotor Skills Daily Living Skills Reports - Descriptive Indiana Indiana Department of Education English Early Childhood Education The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that children should achieve from birth to age five in order to be ready for future success. By outlining specific topics and indicators in each of these content areas, the "Foundations" support teachers, parents, caregivers, and other professional personnel as they develop appropriate experiences for young children. This core document was developed for use in all types of early childhood programs. Additional, the 2015 revision of the "Foundations" address two special populations, Dual Language Learners and Exceptional Learners. Understanding the developmental progression gives early educators the ability to individualize instruction and experiences to advance each child's development and learning. Appended to the report are: (1) ISTAR-KR/2015 Early Learning Foundations Alignment Study; and (2) Classroom Planning Matrix. A glossary of terms is also included. ED572299 Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014 Indiana Department of Education 2015-00-00 68 Indiana Department of Education. State House Room 229, Indianapolis, IN 46204. Tel: 317-232-6610; Fax: 317-232-8004; e-mail: webmaster@doe.state.in.us; Web site: http://www.doe.in.gov/ N/A 2017 24 ERIC JAN2020

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Yes Mathematics Instruction Curriculum Development Individualized Instruction High Achievement Teaching Methods Mathematics Achievement Academically Gifted Acceleration (Education) Difficulty Level Student Characteristics Zmood, Simone Speeches/Meeting Papers Reports - Descriptive Mathematics Education Research Group of Australasia English Recent research suggests some teachers may not have a wide range of teaching and learning strategies for their most proficient mathematics students, which could impact on these students' learning and ongoing improvement in performance. This paper outlines the different drivers of high achievement and explores the main curriculum differentiation strategies schools and teachers can use for such students. With a toolkit of appropriate strategies, teachers can ensure that class time is productive for their high achieving students and that these students have the opportunity to fully develop their mathematical abilities over the course of the year. ED572590 Fostering the Promise of High Achieving Mathematics Students through Curriculum Differentiation Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 28 As Provided JAN2020

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Yes Computer Assisted Testing Comparative Analysis Mathematical Concepts Mathematics Tests Regression (Statistics) Statistical Analysis Test Bias Multiple Choice Tests Computer Uses in Education Foreign Countries Grade 11 Student Volunteers Mathematics Education Zoanetti, Nathan Les, Magdalena Leigh-Lancaster, David Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 11 Secondary Education High Schools From 2011-2013 the VCAA conducted a trial aligning the use of computers in curriculum, pedagogy and assessment culminating in a group of 62 volunteer students sitting their end of Year 12 technology-active Mathematical Methods (CAS) Examination 2 as a computer-based examination. This paper reports on statistical modelling undertaken to compare the distribution of results for this group with the standard cohort, and any differences in student response between the two groups at the item level. ED572591 Comparing the Score Distribution of a Trial Computer-Based Examination Cohort with That of the Standard Paper-Based Examination Cohort Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Elementary School Mathematics Elementary School Students Mathematics Instruction Teaching Methods Eskimos Indigenous Knowledge Culturally Relevant Education Measurement Human Body Mathematics Curriculum Curriculum Development Mathematics Activities Rural Schools Body Height Body Composition Number Concepts Wong, Monica Lipka, Jerry Andrew-Ihrke, Dora Speeches/Meeting Papers Reports - Descriptive Alaska Mathematics Education Research Group of Australasia English Elementary Education What would the curriculum look like if it were developed from the perspective of measuring? Without formal tools, the Yup'ik Eskimos of Alaska used their body as a measuring device and employed ratios extensively in their daily practices. "Math in a Cultural Context" is developing curriculum materials based on Yup'ik Elders use of mathematics. This paper describes a hypothesised learning/teaching sequence that is grounded in real life experience and linked to the mathematics in the classroom. Activities that were trialled in classrooms at a K-12 school in interior Alaska are also reported. ED572592 Symmetrical Measuring: An Approach to Teaching Elementary School Mathematics Informed by Yup'ik Elders Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes Mathematics Instruction Technology Uses in Education Educational Technology Foreign Countries Secondary School Mathematics Online Searching Web Sites Student Surveys Likert Scales Interviews Student Attitudes Help Seeking Teacher Role Parent Role Peer Influence Muir, Tracey Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education A recent Google search for "Help with maths" produced 57,600,000 results, indicating that there are literally millions of online resources claiming to provide assistance with mathematics. As mathematics educators, however, we remain largely uninformed about students' use of such resources, particularly when they are self-initiated and often accessed in an out of classroom environment. This paper reports on a study that investigated the resources Grade 8 and 9 students accessed when requiring support with understanding mathematical concepts. The study found that while friends and teachers were often students' preferred options, they did access online sites, particularly in the later years of schooling. The study has implications for students and teachers including the potential for online resources to both complement and challenge the traditional role of the teacher and contemporary classroom practices. ED572977 Helpwithmaths.com: Students' Use of Online Mathematical Resources Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 18 As Provided JAN2020

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Yes Preservice Teachers Pedagogical Content Knowledge Mathematics Teachers Mathematics Instruction Mathematical Concepts Foreign Countries Fractions Teacher Effectiveness Marshman, Margaret Porter, Glorianne Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Effective teachers have good pedagogical content knowledge (PCK). Pedagogical content knowledge is the intersection of discipline specific content knowledge and pedagogical knowledge. How effectively are pre-service teachers helped to develop good PCK? In this project we asked our pre-service teachers how they would respond to a particular student misconception before and after teaching three topics, to determine if there had been any growth in their PCK. Although the pre-service teachers had deepened their knowledge on teaching specific mathematics content, few changed their answer to the question or showed a deeper understanding of what the student had understood. This then has implications for our teaching--we need to make our thinking explicit so that pre-service teachers can see the complexity of these issues. ED572978 Pre-Service Teachers' Pedagogical Content Knowledge: Implications for Teaching Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 9 As Provided JAN2020

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Yes Mathematics Instruction Student Attitudes Problem Solving Assignments Fractions Semi Structured Interviews Undergraduate Students Mathematical Concepts Concept Formation Foreign Countries Mendiolea, David Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education The ubiquitous practice of providing worked solutions to exercises in mathematics education has been under-researched. Little is known about what elements of a worked solution are valued by students. This exploratory study sought in-depth feedback from six undergraduate students who experienced a range of worked solutions designed to encourage engagement. Elements that were valued included detail, explanation, and choice. Elements of worked solutions with which students did not engage were extension and reflection tasks. ED572979 Student Preferences in the Design of Worked Solutions in Undergraduate Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 24 As Provided JAN2020

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Yes Subtraction Measurement Multiple Choice Tests Numeracy Foreign Countries Grade 2 Elementary School Mathematics Elementary School Students Morley, Patricia Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 2 Primary Education Elementary Education Early Childhood Education The data from the national tests such as the National Assessment Program Literacy and Numeracy (NAPLAN) and its precursor Victorian Achievement Improvement Monitor (AIM) are an important resource. The 2006 Year 3 AIM assessment included two subtraction items that are similar in content, and which are presented without text or images. The detailed, novel analysis of the children's responses presented here provides insight into children's fluency and understanding of these items. ED572980 Insight into Subtraction from Large-Scale Assessment Data Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 20 As Provided JAN2020

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Yes Foreign Countries Elementary School Mathematics Mathematics Instruction Semiotics Fractions Case Studies Video Technology Nonverbal Communication Verbal Communication Manipulative Materials Mathematical Concepts Concept Formation Teaching Methods Focus Groups Semi Structured Interviews Mildenhall, Paula Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education This paper reports an exploration into the use of a combination of semiotic resources when teaching the part-whole model of fractions. The study involved a single case study of one class teacher and six students in an Australian primary classroom. Using video as the predominate research tool it was possible to describe how gesture and language were combined with two and three dimensional representations of folding paper, fraction walls and number lines to build images that appeared to enhance students' understanding of the part-whole model of fractions. I conjecture that the variety semiotic resources including gesture should have more prominence in teachers' planning documents. ED572981 Using Semiotic Resources to Build Images When Teaching the Part-Whole Model of Fractions Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 7 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 22 As Provided JAN2020

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Yes Foreign Countries Mathematics Instruction Health Sciences College Students Mathematics Skills Remedial Mathematics Student Participation Student Evaluation Program Effectiveness McNaught, Keith Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education The implementation of a Post Entrance Numeracy Assessment (PENA) program at the University of Notre Dame Australia (UNDA) Fremantle campus, demonstrated that many Health Science students had inadequate mathematical skills on entry. The development of a support course, offered as a "strongly encouraged" option, resulted in only 4% of students (not achieving the PENA benchmark) actually engaging. Whilst recognising that Health Science students at this institution have a history of limited engagement with support, this poor level of engagement demanded particular attention. It was clearly linked to mathematics per se, where student negativity to the subject is almost palpable in many undergraduate courses. In attempting to explain this engagement reluctance, the clear need to improve student skills with mathematics demanded a review of how such a support program may be offered. ED572982 When a Mathematics Support Pilot Program Fails Miserably: Looking for Answers Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 28 As Provided JAN2020

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Yes Mathematical Logic Mathematical Concepts Concept Formation Pattern Recognition Neurology McCluskey, Catherine Mitchelmore, Michael Mulligan, Joanne Speeches/Meeting Papers Reports - Descriptive Mathematics Education Research Group of Australasia English Research affirms that pattern and structure underlie the development of a broad range of mathematical concepts. However, the concept of pattern also occurs in other fields. This theoretical paper explores pattern recognition, a neurological construct based on the world of Goldberg (2005), and pattern as defined in the field of mathematics to highlight what is intrinsically similar about the concept in these domains. An emerging model of patterning is proposed to describe this relationship. ED572983 Does an Ability to Pattern Indicate That Our Thinking Is Mathematical? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 12 As Provided JAN2020

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Yes Mathematics Instruction Prompting Visual Stimuli Young Children Preschool Education Primary Education Teaching Methods Freehand Drawing MacDonald, Amy Cheeseman, Jill Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Preschool Education Early Childhood Education Elementary Education Primary Education As described in the symposium overview, this paper is built on two researchers' interests and research concerning mathematics learning and teaching at the time of children's transition to primary school, including prior-to-school and the first years of school. Our previous research has shown that young children are aware of their own mathematical thinking and the experiences during which mathematics learning has occurred; however, for young children it is often easier to talk about something tangible rather than something abstract. In our attempts to elicit the mathematical thinking of four to seven year-olds we have found that the use of visual stimuli prompts children to not only notice their own learning, but also share this learning with others. In this paper we describe two forms of visual prompting we have found to be very useful as research methodologies for assisting children to notice their mathematical thinking: children's drawings and video-stimulus recall. ED572984 Visual Stimuli That Prompt Young Children to Notice Their Mathematical Thinking: Two Researchers' Experiences Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 11 As Provided JAN2020

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Yes Inquiry Teaching Methods Mathematics Instruction Cooperation Research Interviews Video Technology Observation Faculty Development Foreign Countries Mathematics Teachers Teacher Attitudes Teaching Experience Expertise Makar, Katie Dole, Shelley Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English A series of research projects were implemented over seven years to understand and facilitate teachers' experiences in adopting inquiry. An overview of the project, methodology and key outcomes are outlined as a basis for the partnership described in this symposium. We end the paper with a list of recommendations for designing collaborative research with schools. [This research was funded in part by the University of Queensland (ECR Grant) and Education Queensland (Industry Partner).] ED572985 Inquiry-Based Learning in Mathematics: Designing Collaborative Research with Schools Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 Australian Research Council 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes Foreign Countries Young Children Mathematics Interpersonal Communication Cooperative Learning Connected Discourse Intervention Discourse Analysis Child Language Dialogs (Language) Word Frequency Statistical Analysis Murphy, Carol Speeches/Meeting Papers Reports - Research United Kingdom (England) Mathematics Education Research Group of Australasia English As part of an intervention project to encourage exploratory talk with young children in mathematics, it was found that, although the children did not engage fully in reasoning, the intervention had supported some children in developing more cohesive discourse. The cohesion was evidenced through the children's use of deictic words, in particular the word "that". Examples of dialogue are contrasted to illustrate the changes in this use of deixis and are related to children's meaning-making in mathematics. ED572986 Young Children Talking in Mathematics: What Is the Point of "That"? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Language Tests Mathematics Tests Criterion Referenced Tests Public Education Educational Finance Federal Aid State Aid Expenditures Enrollment Public Schools Public School Teachers Administrators Teacher Salaries Teacher Student Ratio Expenditure per Student African American Students Asian American Students White Students Hispanic American Students American Indian Students Pacific Americans Economically Disadvantaged Disabilities Limited English Speaking Elementary Secondary Education Preschool Education Numerical/Quantitative Data Utah Utah State Office of Education English Elementary Secondary Education Preschool Education Early Childhood Education Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. Data sets in this year's Fingertip Facts include: Core CRT Language Arts Testing, 2012; Core CRT Mathematics Testing, 2012; 2012 Public Education General Fund; 2011-2012 Enrollment Demographics; Public Schools by Grade Level, 2011-12; Number of Licensed Educators; Median Teacher Salary; Pupil-Teacher Ratio; Value of the Weighted Pupil Unit (WPU) for the 2012-13 School Year; Per Pupil Spending in Perspective, 2010; and Public School Enrollment. A Utah State Office of Education contact list is included. ED572987 Utah State Office of Education Fingertip Facts, 2012-13 Utah State Office of Education 2013-00-00 10 Utah State Office of Education. 250 East 500 South, P.O. Box 144200, Salt Lake City, UT 84114-4200. Tel: 801-538-7500; Web site: http://www.schools.utah.gov N/A 2017 ERIC JAN2020

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Yes Language Tests Mathematics Tests Criterion Referenced Tests Public Education Educational Finance Federal Aid State Aid Expenditures Enrollment Public Schools Public School Teachers Administrators Teacher Salaries Teacher Student Ratio Expenditure per Student African American Students Asian American Students White Students Hispanic American Students American Indian Students Pacific Americans Economically Disadvantaged Disabilities Limited English Speaking Elementary Secondary Education Preschool Education Numerical/Quantitative Data Utah Utah State Office of Education English Elementary Secondary Education Preschool Education Early Childhood Education Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. Data sets in this year's Fingertip Facts include: Core CRT Language Arts Testing, 2013; Core CRT Mathematics Testing, 2013; 2013 Public Education General Fund; 2012-13 Enrollment Demographics; Public Schools by Grade Level, 2012-13; Number of Licensed Educators; Average Teacher Salary; Pupil-Teacher Ratio; Value of the Weighted Pupil Unit (WPU) for the 2013-14 School Year; Per Pupil Spending in Perspective, 2011; and Public School Enrollment. A Utah State Office of Education contact list is included. [For "Utah State Office of Education Fingertip Facts, 2012-13," see ED572987.] ED572988 Utah State Office of Education Fingertip Facts, 2013-14 Utah State Office of Education 2014-00-00 10 Utah State Office of Education. 250 East 500 South, P.O. Box 144200, Salt Lake City, UT 84114-4200. Tel: 801-538-7500; Web site: http://www.schools.utah.gov N/A 2017 ERIC JAN2020

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Yes Tutorial Programs College Mathematics Attendance College Freshmen Student Participation Learner Engagement Introductory Courses Foreign Countries Program Effectiveness Higgins, Patrick Read, Wayne Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education As part of an innovative tutorial structure introduced to a first year university mathematics subject, an attendance monitoring system was implemented. The system collected data that was used to investigate the relationship between student attendance and assessment performance which is reported here. The implementation of this system also assisted in the increase of student participation and engagement. ED573238 Monitoring and Analysing Attendance in First Year University Mathematics Tutorials Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 3 As Provided JAN2020

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Yes Numeracy Logical Thinking Middle School Students Diagnostic Tests Test Construction Hilton, Annette Dole, Shelley Hilton, Geoff Goos, Merrilyn O'Brien, Mia Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Middle Schools Secondary Education Junior High Schools Proportional reasoning is a key aspect of numeracy that is not always developed naturally by students. Understanding the types of proportional reasoning that students apply to different problem types is a useful first step to identifying ways to support teachers and students to develop proportional reasoning in the classroom. This paper describes the development of a diagnostic instrument that aims to identify situations in which students can apply proportional reasoning and the types of reasoning they use. ED573239 Evaluating Middle Years Students' Proportional Reasoning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 27 As Provided JAN2020

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Yes Foreign Countries Numeracy National Curriculum Audits (Verification) History Instruction Elementary Secondary Education Goos, Merrilyn Dole, Shelley Geiger, Vince Speeches/Meeting Papers Reports - Evaluative Australia Mathematics Education Research Group of Australasia English Elementary Secondary Education Numeracy is a general capability to be developed in all learning areas of the Australian Curriculum. We evaluated the numeracy demands of the F-10 curriculum, using a model of numeracy that incorporates mathematical knowledge, dispositions, tools, contexts, and a critical orientation to the use of mathematics. Findings of the history curriculum audit, presented in this paper, highlight the distinction between the numeracy demands and opportunities of the curriculum, and uncover mismatches between claims made about numeracy in the curriculum materials. ED573240 Auditing the Numeracy Demands of the Australian Curriculum Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 Australian Research Council 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 24 As Provided JAN2020

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Yes Language Tests Mathematics Tests Public Education Educational Finance Federal Aid State Aid Expenditures Enrollment Public Schools Public School Teachers Administrators Teacher Salaries Teacher Student Ratio Expenditure per Student African American Students Asian American Students White Students Hispanic American Students American Indian Students Pacific Americans Economically Disadvantaged Disabilities Limited English Speaking Elementary Secondary Education Preschool Education Science Tests Multiracial Persons Numerical/Quantitative Data Utah Utah State Office of Education English Elementary Secondary Education Preschool Education Early Childhood Education Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. Data sets in this year's Fingertip Facts include: SAGE Testing, 2014; 2013 Public Education General Fund; 2014-15 Public School Enrollment Demographics; Public Schools by Grade Level, 2013-14; Number of Licensed Educators; Trimmed Mean Teacher Salary; Pupil-Teacher Ratio; Value of the Weighted Pupil Unit (WPU) for the 2014-15 School Year; Per Pupil Spending in Perspective, 2011; and Public School Enrollment. A Utah State Office of Education contact list is included. [For "Utah State Office of Education Fingertip Facts, 2013-14," see ED572988.] ED572989 Utah State Office of Education Fingertip Facts, 2014-15 Utah State Office of Education 2015-00-00 9 Utah State Office of Education. 250 East 500 South, P.O. Box 144200, Salt Lake City, UT 84114-4200. Tel: 801-538-7500; Web site: http://www.schools.utah.gov N/A 2017 ERIC JAN2020

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Yes Language Tests Mathematics Tests Public Education Educational Finance Federal Aid State Aid Expenditures Enrollment Public Schools Public School Teachers Administrators Teacher Salaries Teacher Student Ratio Expenditure per Student African American Students Asian American Students White Students Hispanic American Students American Indian Students Pacific Americans Economically Disadvantaged Disabilities Limited English Speaking Elementary Secondary Education Preschool Education Science Tests Multiracial Persons Numerical/Quantitative Data Utah Utah State Office of Education English Elementary Secondary Education Preschool Education Early Childhood Education Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. This year's Fingertip Facts includes the following data sets: SAGE Testing, 2014-15; 2015 Public Education General Fund; 2014-15 Public School Enrollment Demographics; Public Schools by Grade Level, 2014-15; Number of Licensed Educators; Estimated Average Teacher Salary; Pupil-Teacher Ration; Value of the Weighted Pupil Unit (WPU) for the 2014-15 School Year; Per Pupil Spending; and Public School Enrollment. A Utah State Office of Education contact list is included. [For "Utah State Office of Education Fingertip Facts, 2014-15," see ED572989.] ED572990 Utah State Office of Education Fingertip Facts, 2015-16 Utah State Office of Education 2016-00-00 9 Utah State Office of Education. 250 East 500 South, P.O. Box 144200, Salt Lake City, UT 84114-4200. Tel: 801-538-7500; Web site: http://www.schools.utah.gov N/A 2017 ERIC JAN2020

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Yes Teacher Surveys Teacher Attitudes Educational Attitudes State Surveys Educational Environment Educational Policy State Policy Discipline Policy Discipline Problems Student Evaluation Teacher Education Professional Education Educational Planning Statewide Planning Strategic Planning Technology Uses in Education College Readiness Career Readiness Learner Engagement Faculty Development Teacher Evaluation Teacher Improvement Bailey, Isaiah Reports - Evaluative Tennessee Tennessee Department of Education English The Tennessee Educator Survey, created in partnership with the Tennessee Education Research Alliance at Vanderbilt University (TERA), aims to take the pulse of teacher perceptions, monitor school climate and culture across the state, and include educators' voices in the policy discussion. The survey offers a snapshot of where Tennessee is--and where the state needs to go--if educators are to meet collective goals around excellence and equity, ensuring that all students find success both while attending schools and following high school graduation. For the last six years, the survey was distributed to all educators listed in the state system with a valid email address. This year's survey was available between April 13 and May 27, 2016. All participants completed a main survey differentiated by self-reported role (teacher, administrator, counselor, instructional coach, school support staff, etc.). Teachers and administrators additionally completed one special topic section that either covered assessment and standards, evaluation, personalized learning, or professional learning. This year's survey represents the perceptions of more than 30,000 educators, about half of the state's teachers and administrators, and results are weighted to take into account differential response rates. Results are released publicly for districts and schools that achieved a response rate greater than or equal to 45 percent. Half of Tennessee's 1,800 schools and 123 of 148 districts crossed this threshold. All results can be accessed via the updated survey website and in downloadable spreadsheet form. The report reflects what Tennessee educators thought about climate and classroom in their schools, student discipline, evaluation and professional learning, as they look to what's ahead for Tennessee's educators and the department. This report also highlights several additional findings drawn from early analyses into topics associated with the state's strategic plan, including teacher technology use and building culture in high schools focused on college and career readiness. Some of these initial findings will become topics for more extensive research briefs in the coming year. [This report was written with support of Jonathon Attridge, Laura Booker, Shelby Buono, Lila Goldstein, Lacey Hartigan, Nate Schwartz, and Zac Stone. This report was designed by Brad Walker.] ED572991 Voices from the Classroom: Results from the 2016 Tennessee Educator Survey Tennessee Department of Education 2016-00-00 16 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2017 ERIC JAN2020

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Yes Extraversion Introversion Cooperative Learning Educational Benefits Individual Characteristics Group Dynamics Self Management Skill Development Jacobs, G. M. Reports - Descriptive Journal Articles English This article explores introversion and how introverts can benefit from cooperative learning and help their groupmates benefit as well. ED573549 Introverts and Cooperative Learning Online Submission IASCE Newsletter v36 n1 p7-8 2017 2017-00-00 3 N/A 2017 4 As Provided JAN2020

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Yes Cooperative Learning Individualized Instruction Tutoring Clinical Experience Educational Benefits Jacobs, George M. Chin, Wei Ke Reports - Descriptive Journal Articles English This article explains some of the why and the how of teachers using cooperative learning at times when they are teaching only one student. ED573550 Cooperative Learning with One Student? Yes Online Submission IASCE Journal v36 n1 p11-13 2017 2017-00-00 4 N/A 2017 6 As Provided JAN2020

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Yes Reading Achievement Mathematics Achievement Trend Analysis Achievement Gap Growth Models Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 White Students African American Students Hispanic American Students Low Income Students Achievement Tests Standardized Tests State Standards Herrera, Sarah Zhou, Chengfu Petscher, Yaacov Reports - Research Numerical/Quantitative Data Florida Mississippi North Carolina Florida Comprehensive Assessment Test Regional Educational Laboratory Southeast (ED) National Center for Education Evaluation and Regional Assistance (ED) Florida State University, Florida Center for Reading Research English Grade 3 Primary Education Elementary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 The 2001 authorization of the No Child Left Behind Act and its standards and accountability requirements generated interest among state education agencies in Florida, Mississippi, and North Carolina, which are served by the Regional Educational Laboratory Southeast, in monitoring changes in student reading and math proficiency at the school level. This study was requested by governing board members representing North Carolina, members of the Improving Literacy Research Alliance (which includes representatives from Florida) and, members of the Improving Schools in Mississippi Research Alliance. All three of these states monitor and report changes in performance for schools. However, this study goes beyond reporting averages to examine school-level academic performance using a growth curve modeling approach. This approach can provide stakeholders with a deeper understanding of trends in student proficiency at the school level, by grade at the school level, and among key demographic groups to allow for more accurate policy responses. This study uses growth curve modeling to investigate trends in student reading and math proficiency on state accountability assessments for grades 3-8. Growth curve modeling makes it possible to determine if growth rates in reading and math proficiency are statistically significant and if the differences in proficiency growth rates between grades and subgroups differ in statistically significant ways. Using four to six years of publicly available school-level data between school years 2007/08 and 2013/14 from each state department of education, this study assessed trends in three areas. First, it estimated trends in average school-level student growth rates in reading and math proficiency on the statewide assessment and examined whether these growth rates varied across grades 3 through 8. Second, it calculated average school-level student growth rates in reading and math proficiency for racial/ethnic subgroups and economic subgroups (eligibility for the federal school lunch program, a proxy for economic disadvantage) in grades 3-8. Third, it examined whether there were any statistically significant decreases in achievement gaps by grade between White and Black students, between White and Hispanic students, and between economic subgroups. This information was then used to estimate reading and math proficiency gaps that remained at the end of the period studied. In general, average school-level student academic proficiency rates increased for most subgroups across grades and subjects in all three states. In addition, reading and math achievement gaps decreased for most subgroups; however, achievement gaps remained large despite the decreases. More findings include: (1) The school-level percentage of students who scored proficient in reading and math increased in all three states--Florida, Mississippi, and North Carolina--over the period studied; (2) School-level growth rates in student reading and math proficiency differed by grade level in each state, though most grades showed a statistically significant increase over the period examined; (3) School-level growth rates in student reading and math proficiency differed across racial/ethnic subgroups, though most subgroups showed a statistically significant increase; (4) The reading and math proficiency achievement gaps between White and Black students and White and Hispanic students decreased in most grades in all three states; however, the gaps still exceeded 10 percentage points; (5) Average school-level proficiency rates in reading and math differed by grade between economic subgroups in Florida and Mississippi, with most grade-economic subgroup combinations showing a significant increase. These data were not available for North Carolina; and (6) The achievement gap in reading and math proficiency between economic subgroups decreased in all grades in Florida and Mississippi; however, the gaps still exceed 13 percentage points. Details on the analyses are appended. ED573551 Examining School-Level Reading and Math Proficiency Trends and Changes in Achievement Gaps for Grades 3-8 in Florida, Mississippi, and North Carolina. REL 2017-235 Regional Educational Laboratory Southeast 2017-04-00 56 Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 3 ERIC JAN2020 Yes EDIES12C0011 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=465

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Yes Foreign Countries Mathematics Instruction Mathematical Logic Generalization Cognitive Processes Video Technology Writing Assignments Verbal Communication Qualitative Research Elementary School Students Widjaja, Wanty Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Engaging children in justifying, forming conjectures and generalising is critical to develop their mathematical reasoning. Previous studies have revealed limited opportunities for primary school children to justify their thinking, form conjectures and generalise in mathematics lessons. Forms of justification of Year 3/4 children from three schools in Victoria, Australia will be examined. Evidence from children's written explanations and their verbal explanations captured in video recordings revealed that some children employed sophisticated mathematical ideas in their justifications. The value of making children's reasoning explicit through written explanations and verbal communications is highlighted ED572593 Year 3/4 Children's Forms of Justification Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 6 As Provided JAN2020

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Yes Postsecondary Education Statewide Planning Educational Objectives Educational Needs Community Colleges State Colleges State Universities Institutional Mission College Role Educational Facilities Facility Planning Student Needs Partnerships in Education Futures (of Society) Educational Trends Labor Force Development Technology Transfer Citizenship Education Educational Technology Technology Uses in Education Access to Education Student Costs Student Centered Learning Student Personnel Services College Graduates Reports - Evaluative Nebraska Nebraska's Coordinating Commission for Postsecondary Education English Postsecondary Education Higher Education Two Year Colleges The constitution and statutes of Nebraska assign the Coordinating Commission for Postsecondary Education the responsibility for comprehensive planning for postsecondary education in Nebraska. The purpose of the "Comprehensive Plan for Postsecondary Education" is to provide direction for the future of postsecondary education in Nebraska. It identifies goals that will lead to an educationally and economically sound, vigorous, progressive, and coordinated higher education network throughout the state. It is used by the Coordinating Commission to facilitate most of its statutory decision-making processes. For the state and its students to receive maximum benefits, the Comprehensive Plan must be accepted and supported by the educational community, the governor, the Legislature, businesses, and citizens within the state. The Comprehensive Plan is built upon the foundation of existing postsecondary educational institutions within the state, the current and projected demographics of the state, the economic and political realities of the state, and the state's constitution and statutes. By statute, the Plan must include the role and mission assignments for each public postsecondary education institution, as well as the Commission's recommended guidelines on issues such as tuition and fee levels, admission standards, dual credit, and articulation. It is the shared vision and statewide goals, however, that most influence the design of the Comprehensive Plan. As the environment for postsecondary education changes, the Comprehensive Plan must continually evolve and adjust. It is the responsibility of those who are interested in education and care about Nebraska's future to review regularly this vital document to assure it meets the state's changing needs. A review of Nebraska's evolving environment and the Comprehensive Plan's vision, goals, and guidelines was undertaken in 2015 and in 2016. Additional review and revisions will follow. The following are appended: (1) Nebraska Postsecondary Education Institutions; (2) Guidelines for Distance Learning; and (3) Commission-Established Peer Lists. ED572594 Comprehensive Statewide Plan for Postsecondary Education Nebraska's Coordinating Commission for Postsecondary Education 2016-07-21 132 Nebraska's Coordinating Commission for Postsecondary Education. P.O. Box 95005, Lincoln, NE 68509-5005. Tel: 402-471-2847; Fax: 402-471-2886; Web site: http://www.ccpe.state.ne.us/PublicDoc/CCPE/Default.asp N/A 2017 ERIC JAN2020

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Yes High School Graduates Graduation Rate Dropout Rate Dropouts State Programs Education Work Relationship Financial Support College Readiness Career Readiness Dropout Prevention American Indian Students Low Income Students Economic Development Reports - Evaluative Numerical/Quantitative Data Montana Montana Office of Public Instruction English High Schools Secondary Education In today's economy, a quality public education is the key to economic prosperity for young people. When Superintendent of Public Instruction Denise Juneau took office in 2009, there were 2,272 public school students who dropped out of school, and Montana had a dropout rate of five percent. For a state with a school population as small as Montana, these numbers were unacceptable. Understanding the potential economic consequences for individuals, communities and the state, Superintendent Juneau made dropout prevention a priority of the Office of Public Instruction. Inspired by the early successes of the Graduation Matters Missoula initiative, Superintendent Juneau launched Graduation Matters Montana in 2010. Graduation Matters Montana is a statewide effort to ensure Montana students graduate from high school prepared for college and the workforce. Juneau's effort has drawn from national best practices and strategies that are working. Since 2009, Montana's dropout rate has been cut by more than a third. The state's graduation rate reached another historic high in 2014-2015 at 86 percent. This report provides a description of how Graduation Matters Montana has taken hold in ways that are easy to see and describes how Graduation Matters Missoula was the seed from which Graduation Matters Montana grew. ED572596 2015 Graduation and Dropout Report. Graduation Matters Montana Montana Office of Public Instruction 2016-00-00 13 Montana Office of Public Instruction. P.O. Box 202501, Helena, MT 59620-2501. Tel: 888-231-9393; Tel: 406-444-3095; Web site: http://opi.mt.gov N/A 2017 ERIC JAN2020

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Yes Foreign Countries Mathematics Education Mathematical Logic Abstract Reasoning Mathematics Skills Elementary School Mathematics Primary Education Student Centered Learning Problem Solving Teaching Methods Observation Mathematics Tests Pretests Posttests Mathematical Concepts Learner Engagement Educational Environment Sullivan, Peter Davidson, Aylie Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Primary Education Early Childhood Education The following is a report of an exploration of what mathematical reasoning might look like in classrooms. Focusing on just one lesson in one classroom, data are presented that indicate that upper primary students are willing and able to reason for themselves, especially in classrooms in which the culture for such reasoning has been established. It seems that the opportunities to reason are a product of the tasks that are posed, the structuring of the classroom, and the willingness of the teachers to allow students to engage with the tasks for themselves. ED572597 The Role of Challenging Mathematical Tasks in Creating Opportunities for Student Reasoning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 Australian Research Council 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Foreign Countries Mathematics Mathematics Instruction Self Efficacy Beliefs Student Motivation Mathematics Tests Achievement Tests Secondary School Mathematics Secondary School Students Likert Scales Interviews Mathematics Achievement Dimarakis, Nicole Way, Jenni Bobis, Janette Anderson, Judy Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education Self-belief can directly predict students' academic motivation and achievement. Research indicates that mathematical self-belief often decreases during the middle years of schooling. This study explored the mathematical self-belief development of 15 Year 7 students. Data were gathered from a survey, a mathematics achievement test and interviews. Results were analysed and interpreted from a multilevel perspective. Findings indicate that student-level characteristics, such as persistence, were the most influential on mathematical self-belief. While class-level contexts, such as ability grouping, were less influential, interpersonal relationships with teachers played a major role. [The research reported in this paper was part of a larger project supported by an Australian Research Council Linkage grant.] ED572598 "I Just Need to Believe in Myself More": The Mathematical Self-Belief of Year 7 Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Teacher Education Programs Preservice Teachers Alternative Teacher Certification Teacher Shortage Teacher Supply and Demand Incentives Educational Strategies Student Recruitment Academic Persistence School Holding Power Federal Aid Student Loan Programs Tax Credits Teacher Certification Grants Academic Standards Retirement Beginning Teacher Induction Staff Utilization Teaching Experience Gender Differences Geographic Distribution Noninstructional Responsibility Paraprofessional Personnel Paraprofessional School Personnel Change Strategies Reports - Evaluative Maryland Maryland State Department of Education English Higher Education Postsecondary Education Elementary Secondary Education The Maryland State Department of Education (MSDE), in conjunction with local school systems (LSS) and institutions of higher education (IHE), has conducted an annual educator supply and demand study since 1986, the original purpose of which was to determine critical teacher shortage areas. Although data are collected annually, since 2008 the report has been published biennially. This latest "Maryland Teacher Staffing Report, 2016-2018," provides data on teacher candidates completing programs at IHEs that have Maryland Approved Programs (MAP) and in Maryland Approved Alternative Preparation Programs (MAAPP). The report also includes the hiring data and projected needs of the LSSs. In addition, each data set includes demographic data of the candidates. In 2015, at the direction of the Maryland State Board of Education (hereafter, the State Board), the MSDE Division of Educator Effectiveness (DEE) which produces this report, in collaboration with the Maryland Assessment Research Center (MARC), adopted a revised formula for determining critical shortage areas. This formula provides an updated and simplified methodology for analyzing the data referenced above and for applying that formula using the posted criteria. Analysis is based on actual data rather than survey data, with the exception of LSSs' projections of need. ED572300 Maryland Teacher Staffing Report 2016-2018 Maryland State Department of Education 2016-09-00 49 Maryland State Department of Education. 200 West Baltimore Street, Baltimore, MD 21201. Tel: 410-767-0600; Web site: http://www.marylandpublicschools.org/MSDE N/A 2017 ERIC JAN2020

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Yes State Boards of Education Bullying Aggression State Policy Prevention Definitions Intervention Disclosure Models Student Personnel Services Victims Discipline Reports - Descriptive Maryland Maryland State Department of Education English Higher Education Postsecondary Education In accordance with the provisions of Section 7-424.1 of the Education Article of the Annotated Code of Maryland, the Maryland State Board of Education has developed and adopted a Model Policy to address bullying, harassment, or intimidation. This report presents the Model Policy, which is organized into the following eight points: (1) Prohibition of Bullying; (2) Definition of Bullying, Harassment, or Intimidation; (3) Prevention, Intervention, Remediation, and Consequences; (4) Standard Consequences and Remedial Actions for persons committing acts of bullying, harassment, or intimidation and for persons engaged in reprisal or retaliation and for persons found to have made false accusations; (5) Model Procedures for Reporting Acts of Bullying, Harassment, or Intimidation; (6) Model Procedures for the Prompt Investigation of Acts of Bullying, Harassment, or Intimidation; (7) Types of support services available to the student bully, victim, witnesses, and any bystanders; and (8) Information regarding the availability and use of the bullying, harassment, or intimidation reporting form. A glossary is included. ED572301 Maryland's Model Policy to Address Bullying, Harassment, or Intimidation Maryland State Department of Education 2016-07-00 11 Maryland State Department of Education. 200 West Baltimore Street, Baltimore, MD 21201. Tel: 410-767-0600; Web site: http://www.marylandpublicschools.org/MSDE N/A 2017 9 ERIC JAN2020

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Yes School Districts Expenditure per Student Academic Achievement Computation Efficiency Educational Indicators Ryan, Sarah Lavigne, Heather J. Zweig, Jacqueline S. Buffington, Pamela J. Guides - Non-Classroom Reports - Research National Center for Education Evaluation and Regional Assistance (ED) Regional Educational Laboratory Northeast & Islands (ED) Education Development Center, Inc. (EDC) English Districts across the nation are seeking ways to increase efficiency by maintaining, if not improving, educational outcomes using fewer resources. One measure that is sometimes used as a proxy for school district efficiency is an expenditure-to-performance ratio, for example a ratio of per pupil expenditures to student academic performance. This guide shows states and districts how to use publicly available data about district-level expenditures and student academic performance to create six expenditure-to-performance ratios. By illustrating the steps needed to calculate different expenditure-to-performance ratios, the guide also provides states and districts with a straightforward strategy for exploring how conclusions about district efficiency may vary, sometimes substantially, depending on which types of expenditures and which measures of performance are considered. The guide is based on a recent Regional Educational Laboratory (REL) Northeast and Islands project conducted for the Northeast Rural Districts Research Alliance and uses state education department data from one state in the REL Northeast and Islands region. Through the illustration of the steps necessary for calculating expenditure-to-performance ratios, the guide provides states and districts with a set of steps they can use to explore districts' resource use. Particularly given the descriptive nature of the expenditure-to-performance ratios, the guide also summarizes both the implications for and the limitations of their use. Appendices include: (1) Steps involved in Calculating Descriptive Statistics and Response Frequencies using IBM SPSS Statistics; (2) Steps Involved in Calculating Expenditure-to- Performance Ratio A Using IBM SPSS Statistics; and (3) Steps Involved in Ranking Districts on expenditure-to- Performance Ratio A Using IBM SPSS Statistics. [This report was produced in collaboration with the Northeast Rural Districts Research Alliance.] ED572599 A Guide to Calculating District Expenditure-to-Performance Ratios Using Publicly Available Data. REL 2017-179 Regional Educational Laboratory Northeast & Islands 2017-02-00 Policymakers Practitioners 36 Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 24 ERIC JAN2020 Yes EDIES12C0009 http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4555

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Yes Mathematics Education Foreign Countries Communities of Practice Mathematics Professional Personnel Mathematical Models Mathematics Teachers Mathematical Concepts Problem Solving Galbraith, Peter Speeches/Meeting Papers Reports - Evaluative Australia New Zealand Mathematics Education Research Group of Australasia English As a contribution to honour the foresight of Ken Clements and John Foyster in founding MERGA [Mathematics Education Research Group of Australasia] so many years ago this paper is not a research paper in the usual sense. Rather it sets out to sample the context of Mathematics Education in Australasia and beyond (then and now) and to highlight some challenges as seen by this author. In this personal view I do not intend to expand in detail upon particular strands of research in which I have been involved, although for purposes of illustration examples will be drawn from time to time from this and other work. MERGA is about both people and scholarly activity, and so this paper will make reference to both--for history, culture, and challenge are essential components of the development of any organisation. ED572600 Custodians of Quality: Mathematics Education in Australasia--Where from? Where at? Where to? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 16 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 39 As Provided JAN2020

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Yes Mathematical Logic Mathematics Instruction Mathematics Teachers Phenomenology Teacher Attitudes Research Methodology Foreign Countries Elementary School Mathematics Elementary School Teachers Herbert, Sandra Speeches/Meeting Papers Reports - Research Australia Canada Mathematics Education Research Group of Australasia English Elementary Education Exploring and developing primary teachers' understanding of mathematical reasoning was the focus of the "Mathematical Reasoning Professional Learning Research Program." Twenty-four primary teachers were interviewed after engagement in the first stage of the program incorporating demonstration lessons focused on reasoning conducted in their schools. Phenomenographic analysis of interview transcripts exploring variations in primary teachers' perceptions of mathematical reasoning revealed seven categories of description based on four dimensions of variation, establishing a framework to evaluate development in understanding of reasoning. ED572601 A Framework for Teachers' Knowledge of Mathematical Reasoning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 7 As Provided JAN2020

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Yes Charter Schools School Effectiveness Identification Elementary Schools Middle Schools Achievement Tests Mathematics English Language Arts Statistical Analysis Institutional Characteristics Partridge, Mark A. Rudo, Zena Herrera, Sarah Reports - Research South Carolina Regional Educational Laboratory Southeast (ED) National Center for Education Evaluation and Regional Assistance (ED) American Institutes for Research (AIR) Florida State University, Florida Center for Reading Research English Elementary Education Middle Schools Secondary Education Junior High Schools Charter schools have become a widely used alternative to traditional public schools, both nationally and in the Regional Educational Laboratory (REL) Southeast Region. They play an increasingly important role in state reform efforts. South Carolina stakeholders--including the South Carolina Department of Education, the Public Charter School Alliance of South Carolina, and charter school leaders throughout the state--requested assistance from REL Southeast to broaden their understanding of why some charter schools are more successful than others to inform their consideration of whether to expand this school choice option. This study identifies charter schools that are "beating the odds," or performing better than expected given the demographic characteristics of the students they serve. "Details on the Analyses and Results" is appended. ED572602 Identifying South Carolina Charter Schools That Are "Beating the Odds." REL 2017-236 Regional Educational Laboratory Southeast 2017-02-00 Practitioners 13 Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 2 ERIC JAN2020 Yes EDIES12C0011 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=418

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Yes Foreign Countries Elementary School Mathematics Elementary School Students Grade 4 Mathematics Instruction Mathematical Concepts Probability Longitudinal Studies Mathematics Activities Computer Simulation Prediction Learning Processes Computer Software Expectation Experiments Focus Groups Data Analysis Grade 5 Grade 6 English, Lyn Watson, Jane Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Students explored variation and expectation in a probability activity at the end of the first year of a 3-year longitudinal study across grades 4-6. The activity involved experiments in tossing coins both manually and with simulation using the graphing software, "TinkerPlots." Initial responses indicated that the students were aware of uncertainty, although an understanding of chance concepts appeared limited. Predicting outcomes of 10 tosses reflected an intuitive notion of equiprobability, with little awareness of variation. Understanding the relationship between experimental and theoretical probability did not emerge until multiple outcomes and representations were generated with the software. ED572603 Development of Fourth-Grade Students' Understanding of Experimental and Theoretical Probability Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 19 As Provided JAN2020

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Yes Foreign Countries Secondary School Mathematics Secondary School Students Grade 8 Mathematics Tests Number Concepts Error Patterns Classification Qualitative Research Misconceptions Interviews Data Analysis Ganesan, Raman Dindyal, Jaguthsing Speeches/Meeting Papers Reports - Research Singapore Mathematics Education Research Group of Australasia English Secondary Education Grade 8 Junior High Schools Middle Schools Elementary Education In this study we set out to investigate the errors made by students in logarithms. A test with 16 items was administered to 89 Secondary three students (Year 9). The errors made by the students were categorized using four categories from a framework by Movshovitz-Hadar, Zaslavsky, and Inbar (1987). It was found that students in the top third were less likely to make "distorted theorem or definition" type of errors whereas they were more likely to make errors in the other three categories. ED572604 An Investigation of Students' Errors in Logarithms Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 13 As Provided JAN2020

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Yes Qualitative Research Case Studies Numeracy Secondary School Teachers Mathematics Instruction Teacher Competencies Mathematics Skills Number Concepts Foreign Countries Semi Structured Interviews Observation Ferme, Elizabeth Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education This paper reports on a recent qualitative case study that explored the numeracy understanding and practices of a secondary school teacher who did not have formal teaching qualifications in mathematics. Results of the study suggest that although teachers may be able to confidently articulate a definition of numeracy, their working understanding, application of numeracy concepts and propensity to facilitate student learning opportunities in numeracy are less certain. ED572605 A Working Understanding of Numeracy in the Secondary Setting Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 28 As Provided JAN2020

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Yes School Effectiveness Disadvantaged Schools Public Schools Elementary Schools Middle Schools English Language Arts Mathematics Identification Statistical Analysis Achievement Tests Profiles Partridge, Mark A. Koon, Sharon Reports - Research Numerical/Quantitative Data Mississippi National Center for Education Evaluation and Regional Assistance (ED) Regional Educational Laboratory Southeast (ED) Florida State University, Florida Center for Reading Research English Elementary Education Middle Schools Secondary Education Junior High Schools The purpose of this report was to determine which Mississippi public schools perform better than could be predicted, considering demographic and socioeconomic characteristics. Additionally, this study identified profiles of schools within Mississippi, or groups of schools with similar socioeconomic and demographic characteristics. This study identifies Mississippi public schools as "beating the odds" when they outperform their predicted level of performance on standardized tests given school demographics using a multiple linear regression approach. The study identified distinct socioeconomic and demographic profiles of schools using latent profile analysis. Results indicate that 18 schools are beating the odds in English language arts and 19 schools are beating the odds in mathematics. Seven schools (about 3 percent) are beating the odds in both English language arts and mathematics. Four distinct demographic profiles of schools were identified, with the majority of schools having a profile consisting of high percentages of minority and low socioeconomic status students. The results of this study can inform decisions related to the improvement of low performing schools in Mississippi. Appended are: (1) Study Methods; and (2) Statistics for Beating-the-Odds Schools. ED572606 Beating the Odds in Mississippi: Identifying Schools Exceeding Achievement Expectations. REL 2017-213 Regional Educational Laboratory Southeast 2017-02-00 14 Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 10 As Provided JAN2020 Yes EDIES12C0011 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4465

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Yes Athletics Psychomotor Skills Males Physical Education Statistical Analysis Pretests Posttests Secondary School Students Body Height Body Weight Metabolism Muscular Strength Reaction Time Comparative Analysis Foreign Countries Tas, Murat Journal Articles Reports - Research Turkey ISSN-2161-6248 English Secondary Education The aim of this study is to investigate whether the biomotor capacities of boys doing table tennis trainings are affected. A total of 40 students, as randomly selected 20 test groups and 20 control groups at an age range of 10-12 participated in the research. Statistical analysis of data was performed using Statistic Package for Social Science (SPSS) 20.0 statistical package program. Mann Whitney "U" Test was used in comparison of two variable groups, and the result being p<0.05 was considered significant when examined statistically. In pre-test and final-test comparisons of the subjects, it was detected that the statistical differences between flexibility, vertical jump, standing long jump, 30 m sprint, anaerobic strength, maximal oxygen capacity (MaxVO2) right and left hand grip strength, visual and audio reaction times, resting heart rate, and forced expiration volume (FEV) and FEV1 measurements were significant in favor of the test group (p <0.05), while there was no statistically significant differences between the two groups in height, body weight, body fat percentage, body mass index, systolic and diastolic blood pressure, and vital capacity (VC) and forced vital capacity (FVC) values (p >0.05). At the end of this study, it was observed that table tennis trainings provided positive contributions to biomotor capacities in boys of the group aged 10-12. ED573552 Effect of Table Tennis Trainings on Biomotor Capacities in Boys Online Submission US-China Education Review B v7 n1 p54-63 2017 2017-00-00 10 N/A 2017 34 As Provided JAN2020

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Yes Foreign Countries High School Students Grade 10 Randomized Controlled Trials Information Dissemination Postsecondary Education Student Financial Aid Academic Achievement Intervention Probability Standardized Tests Exit Examinations Gender Differences Advantaged Socioeconomic Status Models Grade 12 Avitabile, Ciro de Hoyos, Rafael Reports - Research Mexico World Bank English High Schools Secondary Education Grade 10 Postsecondary Education Grade 12 A randomized control trial was conducted to study whether providing 10th grade students with information about the returns to upper secondary and tertiary education, and a source of financial aid for tertiary education, can contribute to improve student performance. The study finds that the intervention had no effects on the probability of taking a 12th grade national standardized exam three years after, a proxy for on-time high school completion, but a positive and significant impact on learning outcomes and self-reported measures of effort. The effects are larger for girls and students from households with a relatively high income. These findings are consistent with a simple model where time discount determines the increase in effort and only students with adequate initial conditions are able to translate increased effort into better outcomes. [This paper is a product of the Education Global Practice Group.] ED573553 The Heterogeneous Effect of Information on Student Performance: Evidence from a Randomized Control Trial in Mexico. Policy Research Working Paper 7422 World Bank 2015-09-00 43 World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/ N/A 2017 22 As Provided JAN2020

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Yes Educational Finance State Aid Financial Support Budgets School Surveys School Administration Elementary Secondary Education Extracurricular Activities Job Layoff Public Schools Funding Formulas Patton, Wendy Reports - Descriptive Ohio Policy Matters Ohio English Elementary Secondary Education Policy Matters Ohio periodically surveys schools about fiscal conditions and operational strategies. The Ohio Association of School Business Officials provided a link to such a survey in their newsletter of December 2014 through February 2015. Fifty-three respondents, representing 8.6 percent of districts and including representatives from all types of districts filled out the survey. This one-page executive summary highlights the primary findings--more respondents added teachers than reduced teaching staff in the current year and more reported budget surpluses than deficits. However, many are still cutting teachers; non-teaching positions remain unfilled in many districts and many continue to institute pay-to-play, requiring payment to take part in sports and extracurricular activities. [For the full report, see ED573556.] ED573554 Ohio Schools Cautiously Rebuild: Uncertainty of State and Local Funds Affects Quality. Budget. Executive Summary Policy Matters Ohio 2015-04-00 1 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes Kindergarten School Readiness State Standards Student Evaluation Alignment (Education) College Readiness Career Readiness Reports Data Collection Data Analysis Accountability School Districts Special Schools Special Education Educational Technology English Language Learners Evaluation Methods Program Implementation Reports - Evaluative Numerical/Quantitative Data Maryland Maryland State Department of Education English Kindergarten Primary Education Early Childhood Education Maryland's demanding new Kindergarten Readiness Assessment was administered statewide for the first time. Its results are revealing and sobering. Many states do not even check in any systematic way on their children's readiness for kindergarten, and in previous years, Maryland used metrics based on modest expectations, outdated standards, and feel-good politics. With the leadership of State Superintendent Lillian Lowery and Assistant Superintendent Rolf Grafwallner, Maryland has brought a new sense of reality to the skills that five-year-olds should possess if they are truly prepared to succeed in kindergarten and the early grades. These span four domains, two of them cognitive (language, math), plus physical well-being (motor development, hygiene, etc.) and what they term "social foundations" (self-control, for example). The assessment is individually administered by kindergarten teachers and was given this year to all of the Old Line State's sixty-seven thousand kindergartners. The results are sorted into three bands, politely labeled "demonstrating readiness," "developing readiness," and "emerging readiness." But only the first of these means actually ready to succeed in kindergarten--and slightly fewer than half of Maryland's entering kindergartners met that standard. Which is to say that more than half are not ready. This report candidly displays the results not just for the state as a whole, but also for each of Maryland's twenty-four local districts--and further disaggregated in all the ways we have come to expect and demand in the NCLB era. There are gaps seen and often the gaps are alarmingly wide--by district, by race, by income, and more. Children who enter school without what they need to succeed in kindergarten are destined to have great difficulty catching up, even in schools that do their utmost. It is not impossible, but it is very hard. The following are appended: (1) Ready for Kindergarten: Maryland's Kindergarten Readiness Assessment Common Language Standards Assessed; (2) Definitions and Presentation of School Readiness Information; (3) Individual Stakeholders, Group Participants and Testing Sites; and (4) Frequently Asked Questions. ED572302 Readiness Matters! 2014-2015 Kindergarten Readiness Assessment Maryland State Department of Education 2015-00-00 183 Maryland State Department of Education. 200 West Baltimore Street, Baltimore, MD 21201. Tel: 410-767-0600; Web site: http://www.marylandpublicschools.org/MSDE N/A 2017 ERIC JAN2020

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Yes School Readiness Kindergarten Early Intervention Language Skills Emergent Literacy Mathematics Skills Social Development Well Being Physical Health Psychomotor Skills Program Effectiveness Student Records At Risk Students Comparative Analysis Control Groups Experimental Groups Low Income Groups Special Needs Students Disadvantaged Youth English Language Learners Student Evaluation Scores Reports - Research Maryland Maryland State Department of Education English Kindergarten Primary Education Early Childhood Education Judith P. Hoyer Family Learning Centers, also known as Judy Centers, serve all children birth through kindergarten who live in designated Title I school zones. There are twenty-seven Judy Centers and three satellites throughout Maryland serving forty-four elementary school zones. The Kindergarten Readiness Assessment (KRA) is conducted in the beginning of the kindergarten year and reflects school readiness based on the new curricular standards. The KRA replaces the previous school readiness assessment, the Maryland Model of School Readiness (MMSR). Comprised of a range of selected-response, performance-task, and observational-rubric items, readiness is measured in four domains--Language and Literacy, Mathematics, Social Foundations, and Physical Well-Being and Motor Development--as well as a combined, or Composite, score. In the four domains, students are rated as Demonstrating Readiness or Not Yet Demonstrating Readiness. For the Composite score, students are rated as Demonstrating Readiness, Approaching Readiness, or Emerging Readiness. The purpose of this study is to examine whether entering kindergarteners who had received Judy Center services were better prepared for school compared to those who did not. Further, the study examines whether the Judy Center services ameliorate the school readiness gap for at-risk children. KRA scores were examined for two groups of children. The first group accessed Judy Center services, the second group did not. This sample included 2,090 students who accessed Judy Center services (referred to as JC-1 children, or the treatment group), and 1,317 who did not (referred to as JC-0 children, or the control group). One of the first findings of this study is that there was a higher proportion of Free and Reduced Price Meals Program (FARMS) students in the JC-1 sample than in either the JC-0 sample or Maryland population. The key take-away message from this is that the JC-1 sample presents a solid target group for further intervention. Additional efforts could be made to direct resources toward engaging this subgroup with additional Judy Center services. A second key finding is that JC-1 students scored higher on the KRA than JC-0 students. Primarily, it appears that Judy Center services have a positive relationship with students' KRA performance. As such, encouraging those students who have special needs to access Judy Center services in the year prior to kindergarten could affect their KRA performance. Further, expanding Judy Center implementation to areas that are in need of such services could further improve KRA performance. This study examined the proportion of kindergarten students who had one or more special needs (i.e. special education, English Language Learners, FARMS). The full Judy Center sample had a greater proportion of students with special needs than Maryland overall. This suggests that the current Judy Centers are well-placed to address the needs of Maryland's neediest children and families. In addition, JC-1 students with special needs out-performed JC-0 students with special needs on the KRA. This points toward the Judy Centers' success at addressing the needs of the most disadvantaged students. With regards to special education, this study found that, first, there is a very low prevalence of kindergartners receiving special education services (between 8 and 10%). Also, JC-1 special education students scored higher on the KRA Composite score than JC-0 special education students, but not on the Mathematics or Language and Literacy domains. This suggests that students with disabilities may need more than a single year of Judy Center services to address their needs. ELL students' scores, on the other hand, demonstrated that accessing Judy Center services was associated with demonstrating readiness. This finding indicates that Judy Center services are affecting outcomes quickly and effectively for ELL students. Finally, there were very notable differences between JC-0 and JC-1 scores among FARMS students, with JC-1 FARMS students regularly out-performing the JC-0 FARMS students. This suggests that Judy Center services are positively associated with students' performance and readiness. ED572303 The Association between Judy Center Services and Kindergarten Readiness Maryland State Department of Education 2015-08-00 20 Maryland State Department of Education. 200 West Baltimore Street, Baltimore, MD 21201. Tel: 410-767-0600; Web site: http://www.marylandpublicschools.org/MSDE N/A 2017 ERIC JAN2020

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Yes Foreign Countries Track System (Education) High School Students Family Income Course Selection (Students) Disadvantaged Youth Preferences Welfare Services Regression (Statistics) Avitabile, Ciro Bobba, Matteo Pariguana, Marco Reports - Research Mexico (Mexico City) World Bank English High Schools Secondary Education Parents and students from different socioeconomic backgrounds value differently school characteristics, but the reasons behind this preference heterogeneity are not well understood. In the context of the centralized school assignment system in Mexico City, this study analyzes how a large household income shock affects choices over high school tracks exploiting the discontinuity in the assignment of the welfare program "Oportunidades". The income shock significantly increases the probability of choosing the vocational track vis-a-vis the other more academic-oriented tracks. The findings suggest that the transfer relaxes the financial constraints that prevent relatively low-ability students from choosing the schooling option with higher labor market returns. ED573555 High School Track Choice and Financial Constraints: Evidence from Urban Mexico. Policy Research Working Paper 7427 World Bank 2015-09-00 43 World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/ N/A 2017 37 As Provided JAN2020

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Yes Educational Finance State Aid Financial Support Budgets School Surveys School Administration Elementary Secondary Education Extracurricular Activities Job Layoff Public Schools Funding Formulas Taxes Economic Climate School Personnel School Buildings Educational Equipment Charter Schools Educational Vouchers Electronic Learning Patton, Wendy Reports - Research Tests/Questionnaires Ohio Policy Matters Ohio English Elementary Secondary Education Policy Matters Ohio periodically surveys schools about fiscal conditions and operational strategies. The Ohio Association of School Business Officials provided a link to such a survey in their newsletter of December 2014 through February 2015. Fifty-three respondents, representing 8.6 percent of districts and including representatives from all types of districts filled out the survey. School districts are cautiously rebuilding as the state budget provides backfills for the deep cuts in FY 2012-13 and as local property values start to rise in some places. More schools are adding teachers at this point, but a third are still cutting teaching staff. Schools are adding extracurricular activities, but the practice of pay-to-play looks like it is here to stay. The Ohio High School Athletic Association reports that in 2014, 46 percent of high schools had some form of pay-to-play, with costs for sports up to $153 in some places. The percentage is about the same as in 2012. Ohio has seen four different funding formulas for classroom instruction since 2009. State aid has declined and property values remain low, keeping local revenue sources low. When superintendents face declining, stagnant or unpredictable budgets, they can't move forward decisively. An appendix provides data on the survey respondents, the survey form, and open ended responses on finances, budget reserve policies, and Straight A Funds usage. [For the executive summary, see ED573554.] ED573556 Ohio Schools Cautiously Rebuild: Uncertainty in State and Local Funds Affects Strategies. Budget Policy Matters Ohio 2015-04-00 31 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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No Educational Technology Technology Uses in Education Higher Education Foreign Countries Curriculum Development Technology Integration Data Analysis Data Collection Teaching Methods Davies, Sarah Mullan, Joel Feldman, Paul Reports - Descriptive United Kingdom Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education Learning and teaching practices within higher education have changed surprisingly little over the last 20 years. Other sectors, such as banking, music and publishing, have been turned upside down by digital technology, but the UK's research and education sector has yet to fully exploit the potential of new technologies. Pockets of innovation are found in almost every institution, but few have fundamentally changed how they teach. University leaders are becoming more aware of the transformational potential of technology. This report highlights where higher education institutions in the UK, and beyond, are investing and seeing the greatest returns. It provides a primer on new evidence from across the sector and around the world to map some of the most innovative uses of technology and sets out the key opportunities for higher education institutions. Additionally it explores where experience of using digital technologies to re-engineer face-to-face teaching may have wider implications for the whole sector. The paper concludes with seven recommendations on how the UK can build upon its existing investments to increase its competitive advantage. ED573557 Rebooting Learning for the Digital Age: What Next for Technology-Enhanced Higher Education? HEPI Report 93 Higher Education Policy Institute 2017-00-00 60 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A http://www.hepi.ac.uk/wp-content/uploads/2017/02/Hepi_Rebooting-learning-for-the-digital-age-Report-93-02_02_17Web.pdf 2017 ERIC JAN2020

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Yes Urban Schools School Effectiveness Standardized Tests State Standards Scores High Achievement Educational Change School Districts Charter Schools Public Schools Selective Admission Small Classes Class Size Enrollment Trends Minority Group Students Economically Disadvantaged Disabilities Equal Education Comparative Analysis Poverty Board of Education Policy Elementary Secondary Education DePaoli, Jennifer Reports - Research Numerical/Quantitative Data Ohio Policy Matters Ohio English Elementary Secondary Education Highly rated urban schools are often held up as models for lower-rated urban districts. These high-scoring urban schools, both district and charter, get results on Ohio's standardized tests that shine compared to results many schools get in districts struggling with the effects of concentrated poverty. Administrators, journalists, and policy makers often point to these schools as models for shaping school improvement policies and practices. To better understand urban school reform, Policy Matters Ohio looked at schools rated the highest over a two-year period in each of the eight largest urban school districts. State, school, and district data were used to examine public schools--district-run and charter--that were rated Excellent or higher for either the 2010-11 or the 2011-12 school year or both. The study compared student demographics at these schools with those of the school districts in which they are located. The number of schools examined ranged from two each in Canton, Dayton, and Youngstown to 22 in Cleveland; overall, the study included 57 district and 27 charter schools. Many of these schools have selective enrollment policies, offer smaller class sizes, require applications, or engage in other practices that lower-performing public schools generally cannot follow. Some schools, particularly charters, enroll substantial numbers of students from other school districts, usually suburban or in some cases exurban districts. Results showed that a majority of these top-rated schools enrolled lower percentages of minority students, economically disadvantaged students, and students with disabilities. It is clear that most are not reaching an equal share of the students with the fewest opportunities in Ohio's urban districts. Specialty schools can play a vital role as urban districts struggle to overcome overwhelming educational odds. Some high-scoring urban schools are succeeding in the face of difficult challenges, but most benefit because they serve populations that are substantially different from the students typically served in urban districts. In the end, schools must be measured in a way that accurately reflects the needs of the students they enroll, and comparisons must acknowledge that not all schools serve the same population. [For the Executive Summary, see ED573559.] ED573558 Misleading Measurements: How Ohio School Ratings Foster False Comparisons. K-12 Education Policy Matters Ohio 2014-01-00 14 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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No Two Year College Students Community Colleges Computer Uses in Education Educational Technology Social Justice Access to Education Qualitative Research Case Studies Mathematics Instruction Student Needs Developmental Studies Programs At Risk Students Minority Group Students Program Effectiveness Aly, Geillan Dahab Dissertations/Theses - Doctoral Dissertations English Two Year Colleges Higher Education Postsecondary Education Community colleges are tasked with helping all students regardless of their academic background to receive a degree, certificate, or other form of education. Many of these students need support in learning the mathematical content necessary to take college-level courses. Since a large proportion of students in these developmental classes are students of color, and unlikely to be successful, developmental courses are not leveling the playing field of higher education. In-class computer-centered (ICCC) classes are a possible solution to this social justice issue because they provide students with flexible learning opportunities. Students can work independently on a schedule that matches their needs and can access the multiple learning tools embedded in the software in ways that make the most sense for their own learning. Research on ICCC mathematics courses has primarily compared success rates with those of traditional lecture classes. These quantitative studies provided a limited view of student activity in an ICCC class and did not demonstrate how students were navigating these courses or the nature of their experiences. This study uses a qualitative research design to explore student actions and their experiences relative to their success. In my analysis, I utilized Bandura's construct of agency, defined as the capacity to understand, predict and alter the course of one's life's events (Bandura, 2008). My framework also considers agency as a temporal phenomenon residing in the past, present, and future (Emirbayer & Mische, 1998). Agency is operationalized temporally and by using four characteristics, intention, forethought, reflection, and reaction. This study uses case study research design where students are interviewed and observed in an ICCC class. In it I illustrate the various forms of agency students bring and leverage in the ICCC mathematics classroom in their attempts to be successful. Findings indicate that the students who were successful were most adept at leveraging a variety of resources to help them work towards their goals. There is the assumption that students need flexibility and individualized learning in developmental courses; these needs are addressed by ICCC and are a way in which the ICCC format perfects the traditional lecture. However, this research demonstrates that the question of how to best help developmental students remains open. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571729 Students' Agency in an In-Class Computer-Centered Developmental Mathematics Classroom: The Best Laid Plans of Math and (Wo)men ProQuest LLC Ph.D. Dissertation, The University of Arizona 2016-00-00 978-1-3397-2988-6 136 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109719 2017 As Provided JAN2020

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No Teacher Effectiveness Self Efficacy Statistical Analysis Grounded Theory Christianity Teacher Attitudes Measures (Individuals) Teaching Methods Learner Engagement Religious Education Faculty Development Educational Environment Comparative Analysis Anderson, Emily Rose Dissertations/Theses - Doctoral Dissertations English Teachers in a classical Christian environment oftentimes are not taught in the classic manner themselves, requiring different training from that in teacher-education programs. This study compared teacher self-efficacy between traditional Christian-education environments and classical Christian-education environments. The purpose of this quantitative study was to discover if teachers' perceptions of student engagement and instructional practices differ between a classical Christian environment and a traditional Christian environment. The research questions in this study explored whether teachers perceptions in traditional or classical education settings significantly differed with regard to student-engagement and instructional-strategies self-efficacy. This study was a causal-comparative quantitative research study with a nonexperimental design. The instrument, the Teacher Self-Efficacy Scale-Long Form (TSES-LF), contains two subscales used to measure the dependent variables of instructional-strategies teacher self-efficacy and student-engagement teacher self-efficacy. Results yielded no statistically significant difference between teachers in a classical Christian environment and a traditional Christian environment in answering the research questions pertaining to student-engagement self-efficacy and instructional-strategies self-efficacy. In conclusion, although no statistically significant differences emerged between the two groups in instructional-strategies teacher self-efficacy or student-engagement teacher self-efficacy, this study will help administrators put forward future professional-development efforts that align with teachers' needs, based on teaching environment and how teachers believe they are performing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571730 Teacher Self-Efficacy in a Classical Christian Environment versus a Traditional Christian Environment ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3237-4 123 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109972 2017 As Provided JAN2020

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Yes Foreign Countries Pedagogical Content Knowledge Algebra Inservice Teacher Education Faculty Development Mathematical Concepts Misconceptions Teacher Competencies Word Problems (Mathematics) Elementary Secondary Education Equations (Mathematics) Ladele, Omolola Ormond, Christine Hackling, Mark Speeches/Meeting Papers Reports - Research Nigeria Mathematics Education Research Group of Australasia English Elementary Secondary Education Teachers' knowledge of the early algebra content that is to be taught is crucial for effective pedagogy and ensuring that the students' understanding of early algebra is not flawed. This article reports the findings of two of the activities that a group of in-service teachers participated in during a professional learning intervention program that was a part of a recent research study in Nigeria. The intervention program amongst other things focused on enriching the teachers' knowledge of some common students' misconceptions about the variable, expressions and equations. The teachers' algebra knowledge and PCK [pedagogical content knowledge] were enhanced as they examined some of the solutions they gave to two algebra word problems. ED572607 The Effect of Professional Learning on Early Algebra Teachers' Content Knowledge in Nigeria Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 6 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Numeracy Foreign Countries Mathematics Instruction Mathematics Teachers Mathematical Logic Mathematical Concepts Mathematics Skills Grade 7 Achievement Tests International Assessment Secondary School Students Geiger, Vince Forgasz, Helen Goos, Merrilyn Bennison, Anne Speeches/Meeting Papers Reports - Research Australia Program for International Student Assessment Mathematics Education Research Group of Australasia English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Numeracy is a fundamental component of the Australian National Curriculum as a General Capability identified in each F-10 subject. In this paper, we consider the principles of design necessary for the development of numeracy tasks specific to subjects other than mathematics--in this case, the subject of English. We explore the nature of potential design principles by synthesising generic principles of task design from relevant literature, mapping these principles against an episode of classroom practice sourced from a project concerned with enhancing teaching in numeracy, and interrogating this mapping for elements of design that are complementary to aspects identified in the generic principles. ED572608 Devising Principles of Design for Numeracy Tasks Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 Australian Research Council 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 22 As Provided JAN2020

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Yes Preservice Teachers Curriculum Development Educational Change Pedagogical Content Knowledge School Culture Mathematics Education Units of Study Lesson Plans Concept Mapping Mathematical Aptitude Questionnaires Adoption (Ideas) Foreign Countries Hurst, Chris Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Mathematical knowledge of pre-service teachers is currently "under the microscope" and the subject of research. This paper proposes a different approach to teacher content knowledge based on the "big ideas" of mathematics and the connections that exist within and between them. It is suggested that these "big ideas" should form the basis of teacher planning but it is acknowledged that this represents a "cultural change." The proposal is supported by results from a project that involved pre-service teachers in their final mathematics education unit. Results suggest that a focus on the "big ideas" of mathematics has the potential to change teacher planning and enhance content knowledge. ED572609 Big Challenges and Big Opportunities: The Power of "Big Ideas" to Change Curriculum and the Culture of Teacher Planning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Postsecondary Education Higher Education Educational Attainment Economic Development Labor Force Development Academic Degrees Institutional Mission Master Plans Access to Education Educational Change Adult Learning Adult Students Low Income Groups At Risk Students College Graduates College Readiness Scores College Entrance Examinations College Credits Articulation (Education) Educational Finance Educational Policy Success Reports - Evaluative Numerical/Quantitative Data Tennessee ACT Assessment Tennessee Higher Education Commission English Postsecondary Education Higher Education Adult Education The Tennessee Higher Education Commission (THEC) was charged by state statute with developing a statewide Master Plan for the future development of public universities, community colleges, and colleges of applied technology, with input from the Board of Regents and the University of Tennessee Board of Trustees. The overriding function of the Plan is to direct higher education to be accountable for increasing the educational attainment levels of Tennesseans, while also: addressing the state's economic development, workforce development, and research needs; ensuring increased degree production within the state's capacity to support higher education; and using institutional mission differentiation to realize statewide efficiencies through institutional collaboration and minimized redundancy in degree offerings, instructional locations, and competitive research. The Plan for 2015-2025 represents a departure from previous documents in that it adopts a longer view than the typical five-year planning horizon that has characterized prior efforts. Rather, this Plan proposes that the ten year period 2015-2025 will represent a "decade of decision" for Tennessee postsecondary education in that: (1) the year 2025 has been identified as the "due date" for accomplishment of Governor Haslam's Drive to 55 postsecondary attainment goal; (2) achieving that goal will require focus and persistence over an extended period; and (3) the goal and its attendant policy objectives are unlikely to change fundamentally over the next ten years. The organizing framework of the 2015-2025 Plan is that it: (1) makes the case for continued, focused pursuit of the Drive to 55, Tennessee's college completion policy agenda; (2) takes stock of important achievements to date since passage of the Complete College Tennessee Act (CCTA) of 2010; (3) calculates statewide and sector-specific degree and certificate production targets necessary for meeting the statewide goal; (4) recognizes three historically underserved student populations worthy of focused policy and programmatic attention throughout the coming decade; (5) identifies tools and strategies for serving these students; and (6) offers observations and recommendations intended to guide policymakers, system leaders, and campuses as they carry out their appropriate roles relative to Drive to 55 goal attainment. Although this Plan places certificate training and undergraduate education at the center of the state's college completion policy agenda for the decade 2015-2025, the state continues to acknowledge the critical need for academic programs of distinction at the graduate and professional level to fully address Tennessee's economic development, workforce, and research needs. Appendices include: (1) Historical Data Used for Award Projections; (2) Credential Production by Award Level: Historical Data and Projections; (3) Bachelor's Degree Production by Sector; (4) Associate's Degree Production by Sector; (5) Certificate Production by Sector; (6) Programs of the Office of P-16 Initiatives; and (7) Tennessee's Current and Developing Adult Initiatives. ED572992 Postsecondary Attainment in the Decade of Decision: The Master Plan for Tennessee Postsecondary Education 2015-2025 Tennessee Higher Education Commission 2015-00-00 Policymakers Practitioners 57 Tennessee Higher Education Commission. 404 James Robertson Parkway Suite 1900, Nashville, TN 37243. Tel: 615-741-3605; Fax: 615-741-6230; Web site: http://www.tn.gov/thec N/A 2017 ERIC JAN2020

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Yes High School Graduates High School Students Postsecondary Education Barriers Access to Education Focus Groups College Readiness Career Readiness Graduation Requirements Second Language Instruction Required Courses Intervention Student Needs School Counselors Counselor Role School Counseling Reports - Evaluative Tennessee Tennessee Department of Education English High Schools Secondary Education Postsecondary Education The majority of Tennessee ninth graders graduate from high school, but far fewer make the leap to postsecondary education. Recently launched statewide initiatives have fundamentally shifted the educational landscape, substantially reducing barriers to postsecondary access. The state now stands at the cusp of a historical transformation where it can make postsecondary success the norm rather than the exception. In focus groups with 170 high school students from 33 schools, students described the challenges they face in identifying pathways to take them from high school to postsecondary and careers. Additional analyses using Tennessee data confirm the stories told by students. This document updates a statement made on page 13 of the original edition of this report that one-third of all high school graduates are not completing all course requirements, which has received considerable attention since the report's January release. While the number accurately reflected the statewide course data that were available, the framing did not do enough to convey the extent to which districts and schools have been and are working to meet state policy on graduation requirements. In reaction to the report, there have been questions around whether Tennessee districts were systematically violating graduation requirements. The Tennessee Department of Education vigorously maintains that this is not the case. Following a period of further data review with districts, the department offers more detailed clarifications in this update around the graduation requirement data point. The issues uncovered following further data review can be separated into three categories and are explained in detail in this update. The categories are: (1) Incorrect course entry into the Education Information System; (2) Foreign Language and Fine Arts waivers; and (3) Course substitution misunderstandings and/or genuine missed courses. Based on evidence presented in this report, the Tennessee Department of Education offers four recommendations that districts and schools can employ to help students take advantage of postsecondary opportunities in the state: (1) Foster collective responsibility among middle and high school faculty and staff for the postsecondary preparedness of their students; (2) Communicate with students about their postsecondary and career options early and often; (3) Ensure all students have equitable access to course opportunities to increase postsecondary readiness and success; and (4) Leverage external partnerships and resources for added capacity, expertise, and influence. [This report was written by the Tennessee Department of Education's Office of Research and Strategy and designed by Brad Walker.] ED572993 Seamless Pathways: Bridging the Gap between High School and Postsecondary. Updated February 2017 Tennessee Department of Education 2017-02-00 32 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2017 ERIC JAN2020

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No Transformational Leadership Church Related Colleges Christianity College Presidents Fund Raising Leadership Styles Correlation Questionnaires Administrator Effectiveness Barrows, Keith O. Dissertations/Theses - Doctoral Dissertations Multifactor Leadership Questionnaire English Higher Education Postsecondary Education The nature of presidential leadership styles at Christian higher education institutions was examined through the lens of fundraising. There has been a growing understanding that college and university presidents are being called on to play a more significant role in the leadership of their institutions, particularly in light of the fiscal challenges facing higher education. More recently, research has begun to focus on the specific character traits and practices of transformational leaders in an attempt to discern if there are significant differences in organizational and personal outcomes in a variety of settings. By understanding what leadership practices are transformational in nature and their association with successful fundraising, Christian college and university presidents can become more effective leaders as they face the fiscal challenges of higher education. The relationship between the leadership practices of a Christian college or university president and fundraising success was studied to determine if any correlations existed between the practice of leadership and fundraising. The research utilized data collected from institution presidents and administrators through the Multifactor Leadership Questionnaire (MLQ) and institution reported data on fundraising. The data was analyzed using descriptive and inferential statistics. There was a significant correlation between the practice of individual consideration and fundraising effectiveness r = 0.445, p = 0.049, reaching the 0.05 significance level. There were differences in the grouped means of the transformational, transactional and laissez-faire presidents, but the differences were not statistically significant. Finally, the leadership practices of individual consideration and management-by-exception (passive) combined to account for 37% of the variance in fundraising success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571971 Transformational Christian College and University Presidents: An Examination of Fundraising Success ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-4002-7 79 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110757 2017 As Provided JAN2020

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No Quasiexperimental Design Statistical Analysis Experimental Groups Control Groups Metacognition Training Mathematics Skills Scores Program Effectiveness Worksheets College Entrance Examinations LeMay, Jeffrey W. Dissertations/Theses - Doctoral Dissertations ACT Assessment English Higher Education Postsecondary Education This quasi-experimental post-test only control group designed quantitative study examined whether or not members of an experimental group of participants who utilized two metacognitive strategy training regimens experienced a significant increase in their ACT mathematics sub-test scores compared to a group of students who did not utilize either of the study's metacognitive strategy training regimens. Using a post-test only control group design required 2 groups of participants: 1) the experimental group, and 2) the control group. Participants began the study's treatment on October 26, 2015, and the study ended on December 12, 2015, when all participants of the study took the regularly nationally scheduled ACT examination. The study's treatment was comprised of a series of worksheets of mathematical problems constructed similarly to those found in the ACT study guide published by ACT, Inc., and a set of 6 metacognitive relevant questions that were required to be answered after participants of the experimental group completed each worksheet. Both of these metacognitive strategies have previously been shown to help improve users' metacognitive processes and, by extension, their mathematics achievement. The control group did not receive the study's treatment. According to Campbell and Stanley (1963, p. 26), independent sample t test analysis is the preferred method of analyzing data generated in a post-test only control group design study. Accordingly, the ACT mathematics sub-test scores of the experimental and control groups were analyzed using independent sample t test analysis once the data were collected at the end of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571972 The Effects of Using Selected Metacognitive Strategies on ACT Mathematics Sub-Test Scores ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-4437-7 116 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111227 2017 As Provided JAN2020

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No Transformative Learning Young Adults Christianity Reading Learning Experience Books Qualitative Research Interviews College Students Clergy Theological Education Hsu, Albert Y. Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education This study explored the transformative learning experiences of emerging adults through book reading in the context of the digital age. Qualitative in-person interviews were conducted with twenty-eight emerging adults, half of whom were seminary students and half of whom were campus ministry professionals. Half were women and half were men. The participants were interviewed about their reading experiences during emerging adulthood and described the ways in which book reading had been transformative for them. The findings suggest that life-changing book reading is most likely to take place when an emerging adult's life context aligns with a book's content and is reinforced by one's surrounding community. Life-changing books were most often read when recommended by a trusted friend or mentor. The participants were most likely to experience transformative learning when they felt identification with a book or author, when they experienced dislocation from their prior ways of thinking, and/or when a book or author provided articulation for new phenomena or realities. The study finds that the life stage of emerging adulthood is an opportune time for transformative reading, because it is a period in which emerging adults experience disequilibrations that make them particularly open to life change. Transformative reading is a process that launches readers on a journey of holistic life change, taking them to new locations as evidenced by changes in readers' thinking, relationships and behavior. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571731 Transformative Reading: A Study of Transformative Learning among Christian Emerging Adults through Book Reading in a Digital Age ProQuest LLC Ph.D. Dissertation, Trinity International University 2015-00-00 978-1-3397-2633-5 238 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109347 2017 As Provided JAN2020

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No Adolescents Disabilities Group Homes Interviews Emotional Disturbances Behavior Disorders Learning Disabilities Depression (Psychology) Interpersonal Relationship Adolescent Development Emotional Response Attitude Measures Interaction Phenomenology Stress Variables Resilience (Psychology) Aspiration Wilcox, Dorcas L. Dissertations/Theses - Doctoral Dissertations English The goal of this study was to investigate the experiences of adolescents with disabilities who have lived in group homes, and their expectations for their future. For that purpose, a qualitative design utilizing a phenomenological approach was used in this study. A purposeful sample of eight participants was interviewed using open-ended questions. Adolescents, ages 15 through 17, who have lived in a group home for at least two months in the past year and had a disability, were interviewed individually. The participants' disabilities included Emotional and Behavioral Disorders (EBD)/Specific Learning Disability (SLD), Conduct Disorder, and Depression. The interviews were audio-taped, transcribed, and analyzed based on the common sub-themes and overarching themes that emerged from the data. The two overarching themes in this study were Interpersonal Relationships and Preparing for Adulthood. Six sub-themes emerged from participants' responses, which were collapsed to form the theme Interpersonal Relationships. Under this major theme, participants focused on their feelings and experiences after removal from their biological homes; their relationships with their biological families, peers, caregivers and school teachers; as well as their perceptions about their group homes and their interactions with community members. The three sub-themes that were the basis for the major theme Preparing for Adulthood emerged based on youths' thoughts regarding their future ambitions and career aspirations, preparation for their future, and needs and desires for support to transition into adulthood. Based on the sub-themes and themes that emerged in this study, the essence of the phenomenological experience of youth with disabilities living in group homes could be summarized as follows: Adolescents living in group homes experienced major stressful life events, including living with a disability, but seemed to show remarkable resiliency and positive aspirations for their future, in spite of their challenging lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571732 Experiences and Expectations of Adolescents with Disabilities Who Live in Group Homes ProQuest LLC Ph.D. Dissertation, Barry University 2016-00-00 978-1-3397-3030-1 188 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109761 2017 As Provided JAN2020

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Yes Preschool Education Early Childhood Education Elementary Secondary Education Postsecondary Education Higher Education Public Schools Private Schools Enrollment Racial Differences Ethnic Groups Low Income Groups Limited English Speaking Special Education Financial Support Tuition Expenditure per Student Operating Expenses Access to Education At Risk Students Teacher Effectiveness Educational Environment Screening Tests Reading Achievement Mathematics Achievement Grade 4 Grade 8 College Readiness Career Readiness Courses College Attendance Graduation Rate Paying for College Remedial Instruction Academic Persistence Achievement Gap Reports - Evaluative Numerical/Quantitative Data Illinois Advance Illinois English Preschool Education Early Childhood Education Elementary Secondary Education Postsecondary Education Higher Education Grade 4 Intermediate Grades Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education This Report Card is the first full assessment of the educational performance as a state, from birth through higher education. It compares performance to other states, looks at recent trends, and shows whether Illinois is meeting their obligations to all students or just a limited few. The scope of the report runs from birth through higher education. It covers a broad range of measures from student test scores to dropout rates, from the availability of preschool to the quality of learning environments in schools. This report card has three aims: (1) to outline what it means to be ready at each transition; (2) to identify the conditions in schools that lead to success; and (3) to clearly understand the results we are getting. The Report Card begins with a demographic profile of the Illinois education system. It is then organized into three sections: (1) Early Education; (2) K-12; and (3) Post-Secondary Attainment. Each section provides data on Key Outcomes, as well as relevant Conditions for Learning & Leading Indicators. ED573241 The State We're In: 2010. A Report Card on Education in Illinois Advance Illinois 2010-09-00 16 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 ERIC JAN2020

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Yes Labor Market Public Schools Faculty Mobility Geographic Location State Standards Teacher Certification Retirement Benefits Costs Hypothesis Testing Economic Factors Academic Achievement Influences School Districts Coding Standardized Tests Scores Grade 8 Grade 7 Grade 5 Grade 3 Kim, Dongwoo Koedel, Cory Ni, Shawn Podgursky, Michael Reports - Research National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education Grade 7 Intermediate Grades Grade 5 Grade 3 Primary Education Early Childhood Education State-specific licensing policies and pension plans create mobility costs for educators who cross state lines. We empirically test whether these costs affect production in schools--a hypothesis that follows directly from economic theory on labor frictions--using geo-coded data from the lower-48 states. We find that achievement is lower in mathematics, and to a lesser extent in reading, at schools that are highly-exposed to state boundaries. A detailed investigation of the selection of schools into boundary regions yields no indication of systematic differences between boundary and non-boundary schools along other measured dimensions. Moreover, we show that cross-district labor frictions do not explain state boundary effects. Our findings are consistent with the hypothesis that cross-state mobility costs induce frictions in educator labor markets that lower student achievement. The following are appended: (1) Supplementary Figures and Tables; and (2) Sensitivity Analysis. ED573242 Labor Market Frictions and Production Efficiency in Public Schools. Working Paper 163 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2016-12-00 Institute of Education Sciences (ED) Laura and John Arnold Foundation 59 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org N/A 2017 44 As Provided JAN2020 Yes R305A060018

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Yes Indo European Languages Foreign Countries Preschool Education Elementary Education Secondary Education Vocational Education Higher Education Adult Education Educational Research Language Minorities Language of Instruction Second Language Instruction College Second Language Programs McArdle, Fiona, Comp. Teare, Robert, Comp. Reports - Descriptive Isle of Man ISSN-1570-1239 Fryske Akademy (Netherlands), Mercator European Research Centre on Multilingualism and Language Learning English Preschool Education Early Childhood Education Elementary Education Secondary Education Higher Education Postsecondary Education Adult Education This regional dossier aims at providing a concise description of and basic statistics on minority language education in a specific region of Europe--the Isle of Man. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. Policymakers, researchers, teachers, students, and journalists may use the information provided to assess developments in European minority language schooling. The Isle of Man is situated centrally in the British Isles in the Irish Sea. It is an internally self-governing dependent territory of the British Crown. It is not part of the United Kingdom, but is a member of the Commonwealth, and has a special relationship with the European Union through Protocol 3 of the 1992 act of succession of the United Kingdom to the EEC (currently known as the EU), which was negotiated through the United Kingdom which acts for the Isle of Man in international affairs. Manx Gaelic is one of the Celtic groups of the Indo-European family of languages. For hundreds of years this group, once widespread through Europe, has been spoken only in the British Isles and north-western France. This dossier consists of an introduction to the Isle of Man, followed by six sections, each dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included. [Note: Portions of the table of contents on the provided PDF are incorrect.] ED573560 Manx Gaelic: The Manx Gaelic Language in Education in the Isle of Man. Regional Dossiers Series Mercator European Research Centre on Multilingualism and Language Learning 2016-00-00 Fryske Akademy (Netherlands) Province of Fryslan (Netherlands) Policymakers Teachers Researchers 56 Mercator European Research Centre on Multilingualism and Language Learning. Fryske Akademy, P.O.Box 54, NL-8900 AB Ljouwert, The Netherlands. Tel: +31-58-213-1414; Fax: +31-58-213-1409; e-mail: mercator@fryske-akademy.nl; Web site: http://www.mercator-research.eu N/A 2017 ERIC JAN2020

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Yes Unemployment Job Development Educational Attainment Labor Force Development Partnerships in Education Student Costs Federal Legislation Middle Class Labor Legislation Grants Halbert, Hannah Krueger, Tim Reports - Research Ohio Pell Grant Program Workforce Investment Act 1998 Policy Matters Ohio English Even as unemployment in Ohio has remained high, headlines regularly feature employers lamenting the lack of qualified job applicants. Some have even suggested that a dearth of skilled workers is driving Ohio's unemployment crisis. In this report, Policy Matters Ohio uses Bureau of Labor Statistics job projections and wage data to look at whether a skill shortage could explain Ohio's persistently high unemployment rate. Findings reveal that the number of jobs requiring post-secondary education but less than a college degree has declined over the last two recessions and is projected to continue dropping. This executive summary discusses the key findings of the full report, and includes recommendations focusing on spurring job growth in Ohio while building skills. [For the full report, see ED573562.] ED573561 Hollowing Out: Job Loss, Job Growth and Skills for the Future. Executive Summary Policy Matters Ohio 2011-12-08 2 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes Student Interests Mathematics Mathematics Instruction Role Models Foreign Countries Grade 6 Grade 7 Grade 8 Secondary School Students Secondary School Mathematics Mixed Methods Research Questionnaires Interviews Disproportionate Representation Student Attitudes Gender Bias Likert Scales Lee, Kester Anderson, Judy Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 6 Intermediate Grades Middle Schools Elementary Education Grade 7 Junior High Schools Secondary Education Grade 8 Declining participation rates in advanced mathematics courses and STEM-related occupations has been an issue in Australia for some time, particularly for females. As students continue to disengage with mathematics and complain about its usefulness, it is important to explore what we can do to stem the tide of departing students. One area worthy of investigation is students' interest in mathematics including whether they are able to name a mathematical role model in their lives. Forty-three students in Years 7 to 9 from three schools were asked to name people they knew who were interested in mathematics. There was a strong bias towards male figures (44 to 17), particularly fathers and male peers. ED572610 Who Is Really Interested in Mathematics? An Investigation of Lower Secondary Students' Mathematical Role Models Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 29 As Provided JAN2020

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Yes Questioning Techniques Mathematics Education Professional Identity Interviews Secondary School Mathematics Secondary School Students Secondary School Teachers Teaching Methods Educational Practices Educational Strategies Student Attitudes Teacher Attitudes Foreign Countries Darragh, Lisa Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Secondary Education When students begin secondary school they must learn what it means to be a learner of mathematics in this new context. Certain actions are more valued than others and these can be considered "scripts" for successful learning. Students may call upon these scripts when enacting their mathematics learner identity. Sixty-four interviews with 22 students and 16 interviews with their Year 9 teachers were analysed using a performance metaphor for identity to explore the role of scripts in developing learners' mathematics identities. Teachers promote an "ask questions" script and see their students as lacking if they do not do so. Students, in contrast, receive and enact passive learner identity scripts. ED572611 Asking Questions and Performing Mathematics Identity Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 24 As Provided JAN2020

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Yes Intervention Case Studies Grade 5 Foreign Countries Mathematics At Risk Students Mathematics Tests Mathematics Achievement Achievement Tests Questionnaires Mathematics Education Long, Bernadette Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 5 Intermediate Grades Middle Schools Elementary Education This paper reports on an intervention program, "Prepare 2 Learn", that was designed taking into account a range of components from other successful intervention programs. The program is focussed on year 6 students from a school in Melbourne, Australia, who are falling approximately 6 months behind with the hope that extra help at an early stage may result in them reaching the required standard and realising their potential. While the students' academic results moved substantially a more pleasing result was the noticeable improvement in the students' approaches to their learning. ED572612 The Impact of an Intervention Program on Student Approaches to Learning: A Case Study Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 10 As Provided JAN2020

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Yes Competency Based Education Elementary Secondary Education State Policy Educational Policy State Legislation Educational Legislation State Regulation Credits Graduation Requirements Flexible Progression Electronic Learning Blended Learning Dual Enrollment Experiential Learning Student Evaluation Technical Assistance Partnerships in Education State Aid Financial Support Educational Finance Brodersen, R. Marc Yanoski, David Mason, Katie Apthorp, Helen Piscatelli, Jennifer Reports - Research Colorado Kansas Missouri Nebraska North Dakota South Dakota Wyoming Iowa Kentucky Maine New Hampshire Oregon Regional Educational Laboratory Central (ED) National Center for Education Evaluation and Regional Assistance (ED) Marzano Research Laboratory English Elementary Secondary Education Competency-based education--also known as proficiency-based, mastery-based, and performance-based education--has received increased attention in recent years as an education approach that may help ensure that students graduate from high school with the knowledge and skills necessary for college and their careers. In competency-based education, students must demonstrate mastery of course content to be promoted to the next class or grade, rather than spending a required number of hours in a class and meeting minimum course requirements to earn course credit. The approach helps guarantee that students attain competency in course content, with students allowed to take as much or as little time as they need to achieve such competency. Many states, including those in the Regional Educational Laboratory (REL) Central Region, have revised or are considering revising their policies to align more with competency-based education and other innovative education practices (National Governors Association, 2012). Education leaders in the REL Central Region are interested in learning about policies that affect implementation of competency-based education by understanding policies already in place in their state and learning about the policies of states further ahead in implementation. To help meet this need, this report summarizes the laws and regulations of the seven states in the REL Central Region (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming), as well as the policies of five states outside the region identified as being advanced in aligning their policies to support competency-based education (Iowa, Kentucky, Maine, New Hampshire, and Oregon). This scan of state policies also categorizes the different types of supports these 12 states have provided to intentionally support competency-based education. State and district policymakers can use the information in this report to increase their understanding of the current laws and regulations in their state that may facilitate or hinder competency-based education and to learn about the policies and resources that other states have to support this education approach. State laws and regulations were classified into three broad policy categories, each with several subcategories and associated policy types: (1) Credit flexibility: credit requirements, assessment of student competency, and graduation requirements; (2) Progression flexibility: additional education time, accelerated curriculum, early high school credit, and early graduation; and (3) Individual learning options: online or blended learning; early college, dual, or concurrent enrollment; and experiential learning. Policies on credit flexibility can influence the flexibility by which educational experiences are applied toward graduation and whether it is necessary for students to have mastered course content before progressing. Progression flexibility policies can support or hinder the ability of students to progress through their coursework and classes at their own rate, while policies associated with individual learning options can influence the education opportunities available to students, particularly options that allow education to occur outside the traditional classroom. The study found that: (1) States vary in the extent to which and manner in which they allow flexibility in how students earn academic credits and qualify for high school graduation; (2) Advanced competency-based-education states have more progression flexibility policies in place than do Regional Educational Laboratory Central Region states; and (3) All states have policies that provide students individual learning options. Through examination of publicly available documents, the policy scan also categorized the different types of supports states provide to facilitate competency-based education. These included informational and technical assistance, support for competency-based-education collaboratives, and pilot and special program funding. Results indicated that one Regional Educational Laboratory Central Region state and all five advanced competency-based-education states provide support specifically intended to facilitate competency-based education. The following are appended: (1) Data and methodology; (2) Summaries of policies and supports associated with competency-based education in advanced competency-based-education states; and (3) Policies in each competency-based education category, by state. ED572994 Overview of Selected State Policies and Supports Related to K-12 Competency-Based Education. REL 2017-249 Regional Educational Laboratory Central 2017-02-00 36 Regional Educational Laboratory Central. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 17 ERIC JAN2020 Yes EDIES12C0007 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=1458

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Yes Competency Based Education Elementary School Students Middle School Students Mathematics Achievement Reading Achievement Student Evaluation Elementary School Teachers Middle School Teachers Public Schools Standardized Tests Achievement Tests Correlation Brodersen, R. Marc Randel, Bruce Reports - Research Numerical/Quantitative Data Colorado National Center for Education Evaluation and Regional Assistance (ED) Regional Educational Laboratory Central (ED) Marzano Research Laboratory English Elementary Education Middle Schools Secondary Education Junior High Schools Competency-based education has received growing attention in recent years as a way to address preK-12 learning goals. In competency-based education, students are promoted to the next course of study or grade level in each subject area after demonstrating mastery of identified learning targets aligned to standards. Westminster Public Schools in Colorado began the transition to a competency-based education system in 2009. In the Westminster Public Schools system, courses of study are organized according to performance level rather than according to traditional grade levels. Westminster Public Schools, a member of the Regional Educational Laboratory Central College and Career Readiness Research Alliance, asked for assistance in examining how long it takes students in the district to progress through their performance levels, especially students who are below their traditional grade level. Westminster Public Schools also asked for assistance in examining how well teachers' ratings of student competency (learning target scores) align to external assessments of student academic achievement. Educators may use the approach described in this report to assess the degree to which teachers' judgments of student competency relate to student academic achievement measures in their own school or school district. Using data from the Westminster Public Schools learning management system, this study examined how long elementary and middle school students took to complete math and literacy performance levels 3-8 during the 2013/14 school year. To examine the relationship between students' learning target scores and Colorado's standardized achievement test scores, a student's learning target scores within a performance level were combined to create an overall performance-level competency score for each student. The performance-level competency scores represent an aggregate measure of student competency within their given performance levels based on teachers' judgments. These performance-level competency scores were then used to predict students' scores and proficiency levels on the Transitional Colorado Assessment Program. A majority of students completed their courses of study in math and literacy in approximately one academic year. Although a majority of students who were in a math or literacy performance level below their traditional grade level also completed their course of study in one academic year, a larger percentage of them (43-47 percent) completed their level in three or fewer quarters compared with students in a performance level at their traditional grade level (17-22 percent). These results suggest that competency-based education in Westminster Public Schools provides students who are behind academically an opportunity to complete performance levels in less time than in a traditional education system. Students' performance-level competency scores had statistically significant and positive relationships with Transitional Colorado Assessment Program scores, but the relationships were weak. The performance-level competency scores accounted for only a small proportion (3-4 percent) of the variance in students' scores on the state achievement test. Math performance-level competency scores accurately predicted math proficiency levels on the state achievement test for 40 percent of students, and literacy performance-level competency scores accurately predicted reading proficiency levels on the state achievement test for 59 percent of students. The performance-level competency scores of students who were in a performance level below their traditional grade level were more likely to predict that their state achievement test proficiency level would be higher than it actually was. In contrast, for students above grade level, performance-level competency scores were more likely to predict that their state achievement test proficiency level would be lower than their actual level. The relatively weak relationships between performance-level competency and state achievement test scores suggest that teachers' judgments of student competency under competency-based education in Westminster Public Schools are not good predictors of academic performance, as measured by the Transitional Colorado Assessment Program. The following are appended: (1) Westminster Public Schools learning target competency scale; (2) Data and methodology; and (3) Additional study findings. ED572995 Measuring Student Progress and Teachers' Assessment of Student Knowledge in a Competency-Based Education System. REL 2017-238 Regional Educational Laboratory Central 2017-02-00 39 Regional Educational Laboratory Central. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 10 ERIC JAN2020 Yes EDIES12C0007 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4472

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Yes Grade 5 Research Projects Mathematical Concepts Foreign Countries Mathematics Instruction Problem Solving Money Management Adolescents Sawatzki, Carly Speeches/Meeting Papers Information Analyses Reports - Evaluative Australia Mathematics Education Research Group of Australasia English Grade 5 Intermediate Grades Middle Schools Elementary Education Everyday financial dilemmas require us to draw on social, interdisciplinary, and mathematical understandings simultaneously and in synergy if we are to make informed financial decisions. Financial literacy is enjoying an elevated status across the "Australian Curriculum." This paper reviews some of the literature on financial literacy, and describes aspects of a research project in which Year 6 students were presented with financial dilemmas to gain insights into their social and mathematical understands and financial decision making. The findings suggest that teaching that provides meaningful contexts in which mathematical concepts are situated is critical to student learning. ED572996 What Financial Dilemmas Reveal about Students' Social and Mathematical Understanding Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 12 As Provided JAN2020

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Yes Educational Technology Technology Uses in Education Handheld Devices Telecommunications Mathematics Instruction Learner Engagement Peer Teaching Student Attitudes Foreign Countries Active Learning Questionnaires Teaching Methods Postsecondary Education Robson, Daphne Kennedy, Dave Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Postsecondary Education Tablet PCs were used interactively in a Discrete Mathematics course in the first year of a Computing degree. The main benefit expected was an improvement in student engagement, but peer instruction was very evident and the ability to display many student answers led to very effective and immediate feedback, particularly when incorrect answers were displayed to the class. We discuss our experiences and the student reactions, and in particular, what they reported as the main advantages. ED572997 Using Tablet PCs for Active Learning: Learning from Others' Mistakes Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 21 As Provided JAN2020

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Yes State Standards Academic Standards Teacher Competencies Leadership Ethics Faculty Development Alignment (Education) Educational Administration Administrator Qualifications Teacher Qualifications Common Core State Standards Reports - Descriptive Legal/Legislative/Regulatory Materials Vermont Vermont Agency of Education, Vermont Standards Board for Professional Educators (VSBPE) English The purpose of this document is to serve as a resource for educators, leaders, districts, professional organizations, teacher education programs, and others. As each set of standards included here emphasizes the skills and knowledge needed for 21st century teaching and learning, they form the basis for teacher preparation, licensure, and professional learning. This document was created to replace "A Vision for Schooling," adopted by the Vermont Standards Board for Professional Educators (VSBPE) in August 2003. The previous "Apple Book" included the Five Standards and Sixteen Principles for Vermont Educators. The new "Tree Book" includes: (1) Core Teaching Standards for Vermont Educators; (2) Core Leadership Standards for Vermont Educators; (3) Professional Learning Standards; and (4) Code of Professional Ethics. This book has been divided into sections devoted to each set of standards. Each section includes an introduction as well as the detailed standards themselves. This allows each section to function alone or in relation to the other standards. Individual sections contain references. ED572998 A Vision for Teaching, Leading, and Learning: Core Teaching and Leadership Standards for Vermont Educators Vermont Agency of Education 2013-06-26 Teachers 60 Vermont Agency of Education. 120 State Street, Montpelier, VT 05620-2501. Web site: http://education.vermont.gov/ N/A 2017 ERIC JAN2020

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Yes Preschool Education Early Childhood Education Elementary Secondary Education Postsecondary Education Higher Education Public Schools Private Schools Enrollment Racial Differences Ethnic Groups Low Income Groups Limited English Speaking Special Education Financial Support Tuition Expenditure per Student Operating Expenses Access to Education At Risk Students Teacher Effectiveness Educational Environment Screening Tests Reading Achievement Mathematics Achievement Grade 4 Grade 8 College Readiness Career Readiness Courses College Attendance Graduation Rate Paying for College Remedial Instruction Academic Persistence Achievement Gap Reports - Evaluative Numerical/Quantitative Data Illinois Advance Illinois English Preschool Education Early Childhood Education Elementary Secondary Education Postsecondary Education Higher Education Grade 4 Intermediate Grades Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education This report assesses Illinois' academic performance from early childhood through postsecondary, providing a snapshot of how Illinois compares to other states and nations as we collectively work to provide all students a world-class education. The analysis is divided into three parts: (1) The first section examines how Illinois public schools serve 2 million students by spotlighting performance on key academic milestones such as 4th-grade reading, 8th-grade math, college readiness in core subjects and postsecondary graduation; (2) The second section examines the interlocking set of reforms that state education leaders, legislators and advocates have crafted to lay the foundation for future academic growth since the State We're In: 2010. The report also illustrates how the various initiatives fit together to lay a strong academic foundation for Illinois going forward; and (3) The third section contains 55 data measures that examine Illinois' standing in early education, K-12 and postsecondary readiness and success. The report highlights more than four dozen data measures to illuminate how well Illinois, as a state, educates students. Data for each measure include: (1) current performance; (2) past performance; (3) leading states and Illinois' comparative national rank; and (4) equity gaps by race and Latino origin, income and special education status when possible. [For the previous report, "The State We're In: 2010. A Report Card on Education in Illinois," see ED573241.] ED573243 The State We're In: 2012. A Report Card on Public Education in Illinois Advance Illinois 2012-11-00 Boeing Company JP Morgan Chase Foundation 32 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 ERIC JAN2020

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Yes School Role High Schools Student Placement Majors (Students) Test Construction Predictor Variables Institutional Characteristics College Readiness Socioeconomic Influences Low Income Groups College Freshmen Indexes Equations (Mathematics) College Entrance Examinations Scores Regression (Statistics) Statistical Analysis Darolia, Rajeev Koedel, Cory Reports - Research Missouri ACT Assessment National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English High Schools Secondary Education Higher Education Postsecondary Education We use statewide administrative data from Missouri to examine the role of high schools in explaining students' initial college and major placements at 4-year public universities. To facilitate our investigation of postsecondary sorting, we develop a "preparation and persistence index" (PPI) for each university-by-major cell in the Missouri system to measure the quality of that cell. The PPI depends on the pre-college academic qualifications of degree completers. Our analysis of high schools shows that the high school attended predicts the quality of the initial university, as measured by PPI, conditional on a student's own academic preparation. Consistent with previous research, we further show that students from lower-SES high schools systematically enroll at lower-quality universities relative to their similarly-qualified peers from higher-SES high schools. However, high schools offer little explanatory power over major placements within universities. Correspondingly, there are not meaningful differences in the quality of these placements by high-school SES. Supplementary tables are appended. ED573244 How High Schools Explain Students' Initial Colleges and Majors. Working Paper 165 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2017-01-00 Institute of Education Sciences (ED) 43 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org N/A 2017 39 As Provided JAN2020 Yes R305C120008

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No African Americans Females Women Administrators Superintendents Public Schools Disproportionate Representation Racial Bias Gender Bias Stereotypes Equal Opportunities (Jobs) Barriers Case Studies Resilience (Psychology) Kingsberry, Francemise St. Pierre Dissertations/Theses - Doctoral Dissertations English An underrepresentation of African American women in the superintendency exists in K-12 public schools. There is also a lack of research on their leadership and experiences in education. Although the number of women superintendents has increased over the years, the superintendency remains a male-dominated field and African American women remain in the minority. Consequently, African American female superintendents have to overcome many obstacles including race, gender, negative stereotypes, and limited opportunities. Further, African American women seeking the superintendency have to prove they are worthy to hold the position. In general, superintendents face numerous challenges due to the nature of the position itself, without having to account for race and gender. The purpose of this case study was to understand and describe the ways in which African American women superintendents have been resilient in attaining and maintaining the superintendency despite their underrepresentation in the position and in the literature. Protective factors in resiliency theory (Henderson & Milstein, 2003) has been used as a framework to analyze ways in which African American women superintendents have dealt with challenges in their position and overcome them. Four current African American women superintendents from urban and rural school districts in a Southern state participated in this study. Their tenures as superintendents ranged from one to four years. The participants identified barriers they faced en route to the superintendency, challenges within their superintendency, and strategies they employed to overcome these barriers. They also provided their own definitions of resiliency. In addition, each participant shared advice for African American women superintendent aspirants to overcome barriers and hopefully, improve their chances of attaining the position. Further, the participants' disclosures of strategies highlight ways that using protective factors is helpful in overcoming hardship and building resiliency. Various themes were evident in this study related to barriers in obtaining the superintendency. They included the "intersection of race and gender," "negative perceptions of women and African Americans," "the lack of opportunity afforded to African American women, culture," and "discouragement from others." Themes centered on challenges within the superintendency were "balancing between work and her family, stress, negative perceptions of African American women," and "unforeseen challenges." Participants used both Internal and Environmental Protective Factors to overcome their barriers. Within the strategies utilized to overcome hardship, the following themes were displayed: Promoting shared responsibility, employing interpersonal skills, being direct, nurturing relationships with the Board, finding viable solutions, navigating through politics, being fair, knowing who the gatekeepers are, utilizing site-based management, seeking input from mentors, and making own decisions. The emergent themes derived from the overall data were: Having faith, having confidence, having a strong support system, and being prepared. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571973 Protective Factors and Resiliency: A Case Study of How African American Women Overcome Barriers en Route to the Superintendency ProQuest LLC Ed.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-3999-1 221 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110754 2017 As Provided JAN2020

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No Content Analysis Course Descriptions Education Courses Urban Education Introductory Courses Qualitative Research Assignments Reliability Course Objectives Textbooks College Curriculum Campbell, Janis Moore Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education This qualitative study examines the teaching of urban education in introductory and foundational college courses. The research positions course syllabi as ubiquitous public documents that socialize students into discourse communities, and is framed within theories of social constructivism. An examination of course objectives, course assignments, and core required texts revealed varying levels of consistency in the stated learning outcomes on all (n = 31) syllabi. Overall, five conceptual approaches to introductory courses in urban education emerged: 1) schools and the social order; 2) historical perspective; 3) education policy analysis; 4) professional practice, pedagogy and research persona; and 5) teacher as change agent. Shared organizing features of all syllabi included references to education inequity, social stratification, structural racism, poverty, and social justice; however, the degree of topic emphasis varied substantially. Closer alignment between course objectives and course assignments was identified in two conceptual frameworks: a) schools and the social order and b) education policy analysis. However, minimal alignment between course objectives and assignments was identified on syllabi in c) professional practice, pedagogy; d) teacher as change agent; and e) historical perspective approaches. A review of core texts on the syllabi revealed notable consensus about required titles. Urban education is a field of study inhabited by many different academic disciplines. These findings suggest that for the field's introductory courses, greater coherence of conceptual approaches and closer alignment of assignments with objectives deserve to be carefully considered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571974 Theme and Variations: A Content Analysis of Syllabi in Introduction to Urban Education Courses ProQuest LLC Ph.D. Dissertation, Temple University 2016-00-00 978-1-3397-4494-0 191 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111285 2017 As Provided JAN2020

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No Parent Participation Elementary School Students Religious Education Phenomenology Protestants Barriers Interviews Focus Groups Experience Parent Attitudes Bunnell, Peter Wayne Dissertations/Theses - Doctoral Dissertations English Elementary Education The issue of parental involvement in religious education is an important one for the family, the church, the Christian school, and society. The purpose of this phenomenological study was to describe parents' concepts and practices of involvement in their children's religious education as evangelical Christian parents in Midwestern communities. This research addressed four research questions: (a) What are evangelical parents' concepts and practices of involvement in their children's religious education? (b) What informs evangelical parents' concepts and practices of involvement in their children's religious education? (c) What content do evangelical parents consider important to their children's religious education? (d) Why do evangelical parents get involved in their children's religious education? (e) What barriers do evangelical parents encounter when participating in the religious education of their children? The research involved 12 participants, parents who exhibited the phenomenon of parental involvement in their children's religious education. Church leaders recommended the participants for involvement in the study. The data collection from these participants included interviews, site documents, and a focus group. The data were analyzed through immersion into the participants' expressed experience, identification of essential qualities of the experience, and synthesis of individual experiences to describe the general essence of the experience. This process led to the identification of eight themes including foundations, forms, facilities, functions, foci, fruit, fights, and feelings of parental involvement in their children's religious education. This analysis also incorporated the qualitative practices of bracketing and member-check. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571733 Parental Involvement in Elementary Children's Religious Education: A Phenomenological Approach ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3239-8 236 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109974 2017 As Provided JAN2020

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No Biblical Literature Theories Rhetoric Poverty Ethics Morales, Nelson R. Dissertations/Theses - Doctoral Dissertations English The epistle of James was for years a forgotten book in academic circles. In recent decades, however, a renewed focus on early Judaism has generated interest in looking at James with new eyes. Poverty and wealth in the epistle continues to be a point of interest. Other topics, however, are still to be explored. One of these topics is the rhetorical study of the use of the Old Testament in the book. One noted characteristic of the epistle is that each time James deals with poverty and wealth, he alludes to or quotes the OT. The present research focuses on how James uses the OT in these passages. In order to analyze them, this research uses Relevance Theory as a methodological framework. Relevance Theory is used as complementary tool of the historical-critical method of exegesis. Chapter 1 broadly presents the main ideas that develop in the present research. It focuses on a review of the literature on both the issue of poverty and wealth in James and the use of the OT in the epistle. It also introduces the methodology applied to the research. Chapter 2 develops the methodological framework. Chapter 3 applies the method to Jas 1:9-11 and 26-27; chapter 4 applies it to 2:1-24 and chapter 5 to 4:13-17, 5:1-6, and 7-11. Chapter 6 presents a summary of the work and the main contributions of this research to New Testament studies. James not only reinforces his discourse with both the OT and Jesus's authority, he also appeals to the OT and Jesus's teaching in order to find hope, vindication, and strength in the midst of suffering. He builds his ethics upon the OT and Jesus's teachings. He presents his ethics in an eschatological language rich in imagery that permits one to derive a wide range of implicatures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571734 Poor and Rich in James: A Relevance Theory Approach to James's Use of the Old Testament ProQuest LLC Ph.D. Dissertation, Trinity International University 2015-00-00 978-1-3397-2629-8 386 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109343 2017 As Provided JAN2020

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Yes Unemployment Job Development Educational Attainment Labor Force Development Partnerships in Education Student Costs Federal Legislation Middle Class Employment Practices Federal Aid Grants Labor Legislation Halbert, Hannah C. Krueger, Tim Reports - Research Numerical/Quantitative Data Ohio Pell Grant Program Workforce Investment Act 1998 Policy Matters Ohio English This report examines Ohio's changing economy and whether Ohio is well positioned to meet the shifting skill demand. After examining job losses and job growth projections by sector and education attainment, findings revealed that Ohio has a projected education attainment gap for workers with some post-secondary education but less than a college degree and for workers with a college or higher level degree. Ohio is also projected to have a surplus of workers with high school degrees or less. The state is not making the training gains it needs to make. At the same time, unfortunately, the state is losing jobs. So the proportion of new workers who will need post-secondary training is shrinking, not because Ohio is doing a great job with training, but because they are losing employment. Relying on the classification system outlined in Holzer and Lerman's 2007 skills report, "America's Forgotten Middle-Skill Job," the classification of occupations in this examination is based explicitly upon the minimum training typical of the job: (1) high school or less; (2) post-secondary; and (3) college or more. The Holzer and Lerman methodology was supplemented with education and training data included in the Bureau of Labor Statistics (BLS) long-term employment projections. Key findings include: (1) Sinking wages suggest that a skill gap is not driving unemployment; (2) If every job listed on the Ohio Means Jobs website were filled, slightly less than 15 percent of the state's 526,000 unemployed workers would have a job; and (3) Jobs requiring a college or higher degree, or a high school education or less, are projected to grow by nearly 10 percent, while jobs requiring some post-secondary education will remain stagnant. The shrinking share of post-secondary level jobs should not be viewed as a reason to reduce investment in education and training. On the contrary, the BLS data is a call to action both to boost educational attainment across the state and to directly address Ohio's slagging economy. [For the Executive Summary, see ED573561.] ED573562 Hollowing Out: Job Loss, Job Growth and Skills for the Future. Education and Training Policy Matters Ohio 2011-12-08 17 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes Scoring Rubrics Test Items Literacy Language Arts English Scoring Formulas Language Tests Guides - Non-Classroom Partnership for Assessment of Readiness for College and Careers (PARCC) English The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and careers. Administrations of the PARCC assessment included three Prose Constructed Responses (PCR), one per task for English Language Arts/Literacy. This document is designed to help educators understand the scoring of constructed response items. The following are included: (1) Task Types, Scoring Rubrics, Anchor Sets and Annotations Overview; (2) Scoring Process Overview; and (3) Released Items. ED573563 Guide to English Language Arts/Literacy Released Items: Understanding Scoring Partnership for Assessment of Readiness for College and Careers 2016-00-00 5 Partnership for Assessment of Readiness for College and Careers. Available from: Achieve, Inc. 1400 16th Street NW Suite 510, Washington, DC 20036. Tel: 202-419-1540; Fax: 202-828-0911; Web site: http://www.parcconline.org N/A 2017 ERIC JAN2020

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Yes Literacy Language Arts Scoring Formulas Scoring Standardized Tests Performance Based Assessment Exit Examinations Scoring Rubrics Test Format College Readiness Career Readiness Test Items Guides Psychometrics Guides - Classroom - Teacher Reports - Descriptive Partnership for Assessment of Readiness for College and Careers (PARCC) English The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a modern assessment that replaces previous state standardized tests. It provides better information for teachers and parents to identify where a student needs help, or is excelling, so they are able to enhance instruction to meet individual student needs. The 2014-2015 administrations of the PARCC assessment included two separate test administration windows: the Performance-Based Assessment (PBA) and the End-of-Year (EOY), both of which were administered in paper-based and computer-based formats. The first window was for administration of the PBA, and the second window was for the administration of the EOY. The Performance-Based Assessment included three Prose Constructed Responses (PCR), one per task for English Language Arts/Literacy. This guide is designed to help educators understand the scoring of constructed response items. The following sections are included: (1) Task Types, Scoring Rubrics, Anchor Sets and Annotations Overview; (2) Scoring Process Overview; and (3) Released Items. ED573564 Guide to English Language Arts/Literacy Released Items: Understanding Scoring. 2015 Partnership for Assessment of Readiness for College and Careers 2015-00-00 Teachers 5 Partnership for Assessment of Readiness for College and Careers. Available from: Achieve, Inc. 1400 16th Street NW Suite 510, Washington, DC 20036. Tel: 202-419-1540; Fax: 202-828-0911; Web site: http://www.parcconline.org N/A 2017 ERIC JAN2020

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Yes Statewide Planning Educational Needs Educational Change Public Officials Strategic Planning Educational Planning Needs Assessment Learner Controlled Instruction Academic Standards Alignment (Education) Teacher Effectiveness Teacher Leadership Leadership Effectiveness Community Involvement Comprehensive Programs Partnerships in Education State Action Integrated Services Educational Administration Reports - Descriptive Maine Maine Department of Education English Elementary Secondary Education Almost immediately after he was named Commissioner of Education in March 2011, Stephen Bowen traveled to school districts across Maine and spoke to students, teachers, school administrators and community members about what they saw as the challenges confronting Maine's schools and what role they saw for the Maine Department of Education in confronting those challenges. This document begins with a description of Commissioner Bowen's response to what he heard with regard to the direction Maine needs to take in order to realize the vision of its people being among the best educated in the world, and all its students graduating prepared to succeed in college, careers and civic life. The Commissioner and Department staff reviewed feedback from the tour of Maine schools, and organized that feedback into five core priority areas. These priority areas, their subcategories, specific goals, objectives and action steps are described herein. ED572304 Education Evolving: Maine's Plan for Putting Learners First Maine Department of Education 2012-01-00 34 Maine Department of Education. 23 State House Station, Augusta, ME 04333-0023. Tel: 207-624-6600; Fax: 207-624-6700; Web site: http://www.maine.gov/education N/A 2017 ERIC JAN2020

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Yes Strategic Planning Early Intervention Special Education Educational Planning Statewide Planning Change Strategies Program Implementation Individualized Instruction Early Childhood Education Accessibility (for Disabled) Equal Education Transitional Programs Data Decision Making Evidence Based Practice Administrative Organization Related Services (Special Education) Educational Strategies Reports - Descriptive Guides - General Maryland Maryland State Department of Education English Early Childhood Education Elementary Secondary Education Postsecondary Education With this Strategic Plan, the Division of Special Education/ Early Intervention Services recommits to "Moving Maryland Forward"--introduced in 2013. With the shifting in the national, State, and local education landscape, Maryland has revisited the initial Plan to sharpen the steadfast focus to narrow the gaps for children with disabilities from birth through age 21 for year 2020. To support the ultimate vision of closing opportunity and achievement gaps for all students, this sharpened Plan aligns and guides the work of the Division and the Department, compels stronger interagency and intra-agency collaboration in support of children and families, and serves as a necessary resource to educational leaders, parents, and stakeholders. The Plan refines key measures of success and key strategies for implementation, and expands innovative tools, resources, and evidence-based practices. ED572306 Moving Maryland Forward: Sharpen the Focus for 2020. The Division of Special Education/Early Intervention Services (DSE/EIS) Strategic Plan Maryland State Department of Education 2016-11-00 Office of Special Education Programs (ED/OSERS) Office of Special Education and Rehabilitative Services (ED) 32 Maryland State Department of Education. 200 West Baltimore Street, Baltimore, MD 21201. Tel: 410-767-0600; Web site: http://www.marylandpublicschools.org/MSDE N/A 2017 ERIC JAN2020

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Yes Debt (Financial) College Students Student Loan Programs Surveys Educational Finance State Colleges Private Colleges Paying for College Specialization Associate Degrees Bachelors Degrees Masters Degrees Doctoral Degrees Loan Repayment Loan Default Williams-Wyche, Shaun Reports - Research Numerical/Quantitative Data Minnesota Minnesota Office of Higher Education English Higher Education Postsecondary Education Two Year Colleges To better understand student debt in Minnesota, the Minnesota Office of Higher Education (the Office) gathers information on cumulative student loan debt from Minnesota degree-granting institutions. These data detail the number of students with loans by institution, the cumulative student loan debt incurred at that institution, and the percentage of students with loans for the 2011-2012, 2012-2013, 2013-2014, and 2014-15 academic years. This is the second report of institution-level cumulative student loan debt data for all types of degrees and all types of institutions in Minnesota. The Office conducted a survey of Minnesota institutions to obtain median cumulative student loan debt by type of certificate/degree from degree-granting institutions. Cumulative student loan debt refers to the total debt incurred while a student attends a specific institution. Debt incurred from previous institutions is not included. Cumulative debt is only reported for students that completed a certificate or degree at the given institution. The debt figures include debt from federal, state and private sources that is known to the institutions. In addition, students with no debt are not included in the median. Individual private institutions provided the cumulative student loan debt for their graduates with loans. The University of Minnesota and Minnesota State Colleges and Universities provided the data for their graduates from their central offices. Some of the key findings include: (1) Students continue to rely on loans to finance their postsecondary education; (2) Student debt increases as the level of degree and specialization increases; and (3) At the associate and bachelor's degree levels, students graduating from for-profit institutions borrow more, on average, than students at public and private non-profit institutions. ED572307 Cumulative Student Loan Debt in Minnesota, 2015 Minnesota Office of Higher Education 2016-08-00 31 Minnesota Office of Higher Education. 1450 Energy Park Drive Suite 350, St. Paul, MN 55108-5227. Tel: 800-657-3866; Tel: 651-642-0567; Fax: 651-642-0675; Web site: http://www.ohe.state.mn.us N/A 2017 ERIC JAN2020

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Yes Foreign Countries Mathematics Teachers Secondary School Mathematics Mathematics Instruction Problem Solving Mathematics Activities Secondary School Teachers Grade 7 Grade 8 Grade 9 Case Studies Indigenous Populations Rural Schools Rural Areas Observation Sandhu, Satwant Kidman, Gillian Cooper, Tom Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education Grade 7 Junior High Schools Middle Schools Elementary Education Grade 8 Grade 9 High Schools Queensland rural and remote schools have difficulty in attracting experienced, in-field mathematics teachers. Thus, when such teachers arrive, much is expected of them to increase the mathematics knowledge of students. This paper looks at one such teacher who, against the high expectations placed upon him as an in-field teacher, experienced challenges in teaching mathematics to underperforming Indigenous Australian students. The paper considers implications of in-field mathematics teachers in underperforming classrooms. [The AIM project was funded by the Commonwealth Government's Closing the Gap: Expansion of Intensive Literacy and Numeracy program for Indigenous students. The authors would like to acknowledge the schools' teachers and students, and the AIM project team at the YuMi Deadly Centre, Queensland University of Technology.] ED572999 Overcoming Challenges of Being an In-Field Mathematics Teacher in Indigenous Secondary School Classrooms Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Coaching (Performance) Professional Education Faculty Development Program Implementation Guidance Educational Change Literature Reviews Educational Research Synthesis Instructional Effectiveness Definitions Capacity Building Educational Benefits Teacher Characteristics Teacher Effectiveness Educational Practices Teacher Role Principals Teacher Administrator Relationship School Culture Information Analyses Reports - Evaluative Vermont Vermont Agency of Education English To build collective capacity within organizations, schools and districts across the world have implemented coaching as an effective method for systemic reform. Vermont in particular has a wide variety of coaches, including instructional coaches and systems coaches, as well as a variety of interpretations of the coaching practice. Many schools invest a great deal of time and money in professional learning for instructional coaching, often funded with federal program funds. With these investments comes the responsibility to design systems and processes with the greatest potential to improve organizations, classroom instruction, and, ultimately, student achievement. This document is a synthesis of research on coaching in educational settings. The contents include information and resources that support methods for implementing and sustaining effective coaching systems and practices in a variety of educational contexts. An appendix provides additional resources for building and strengthening coaching systems. ED573000 Coaching as Professional Learning: Guidance for Implementing Effective Coaching Systems Vermont Agency of Education 2016-03-00 20 Vermont Agency of Education. 120 State Street, Montpelier, VT 05620-2501. Web site: http://education.vermont.gov/ N/A 2017 53 ERIC JAN2020

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Yes Higher Education Strategic Planning Educational Attainment Graduation Employment Potential Job Skills Debt (Financial) College Graduates Student Loan Programs Undergraduate Students Public Colleges Outcomes of Education Reports - Descriptive Texas Texas Higher Education Coordinating Board English Higher Education Postsecondary Education Higher education improves the lives of Texans. This new higher education plan, 60x30TX, focuses on the common goal by striving for 60 percent of the 25- to 34-year-old Texas population to hold a certificate or degree by 2030. The plan seeks to increase student success through the combined expertise and resources of many stakeholders. Because of these collaborative efforts, Texas institutions of higher education will have more opportunities to grow, which will enrich students and the state. The 60x30TX ("60 by 30 Tex") higher education strategic plan contains four broad goals presented in this report: (1) 60x30: By 2030, at least 60 percent of Texans ages 25-34 will have a certificate or degree; (2) Completion: By 2030, at least 550,000 students in that year will complete a certificate, associate, bachelor's, or master's from an institution of higher education in Texas; (3) Marketable Skills: By 2030, all graduates from Texas public institutions of higher education will have completed programs with identified marketable skills; and (4) Student Debt: By 2030, undergraduate student loan debt will not exceed 60 percent of first-year wages for graduates of Texas public institutions. Each goal contains a set of targets that will move the state toward reaching one or more goals. Many stakeholders across Texas will need to develop and implement a wide range of strategies to meet each target. The following are appended: (1) History of the Texas Higher Education Strategic Planning Committee for the 60x30TX Plan; and (2) Glossary. ED573001 Texas Higher Education Strategic Plan: 2015-2030. 60x30TX Texas Higher Education Coordinating Board 2015-00-00 44 Texas Higher Education Coordinating Board. P.O. Box 12788, Austin, TX 78711. Tel: 800-242-3062; Tel: 512-427-6101; Fax: 512-427-6127; Web site: http://www.thecb.state.tx.us N/A 2017 23 ERIC JAN2020

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Yes Teacher Certification Scores Tests Mathematics Tests Science Tests Middle School Students Grade 9 Algebra Geometry Biology Teacher Competencies Correlation Predictor Variables High School Students Teacher Influence Secondary School Teachers STEM Education Course Selection (Students) Databases Goldhaber, Dan Gratz, Trevor Theobald, Roddy Reports - Research Washington National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English Middle Schools Secondary Education Junior High Schools Grade 9 High Schools We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations--middle school math, ninth-grade algebra and geometry, and ninth-grade biology--and find evidence that a teacher's basic skills test scores are modestly predictive of student achievement in middle and high school math and highly predictive of student achievement in high school biology. A teacher's subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school. ED573245 What's in a Teacher Test? Assessing the Relationship between Teacher Licensure Test Scores and Student STEM Achievement and Course-Taking. Working Paper 158 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2016-12-00 Institute of Education Sciences (ED) National Science Foundation (NSF) 57 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org N/A 2017 37 As Provided JAN2020 Yes R305C120008 1555678

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Yes Predictive Validity Preservice Teachers Student Evaluation Program Validation Educational Practices Longitudinal Studies Performance Based Assessment Teacher Effectiveness Employment Potential Value Added Models Accountability Educational History Data Analysis Student Records Predictor Variables Goldhaber, Dan Cowan, James Theobald, Roddy Reports - Research Washington National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English Higher Education Postsecondary Education We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state's public teaching workforce, evidence on the relationship between edTPA scores and teaching effectiveness is more mixed. Specifically, continuous edTPA scores are a significant predictor of student mathematics achievement in some specifications, but when we consider that the edTPA is a binary screen of teaching effectiveness (i.e., pass/fail), we find that passing the edTPA is significantly predictive of teacher effectiveness in reading but not in mathematics. We also find that Hispanic candidates in Washington were more than three times more likely to fail the edTPA after it became consequential in the state than non-Hispanic White candidates. Supplementary tables are appended. ED573246 Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA. Working Paper 157 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2016-11-00 Institute of Education Sciences (ED) Bill and Melinda Gates Foundation 51 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org N/A 2017 28 As Provided JAN2020 Yes R305C120008 OPP1128040

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Yes Mathematics Tests Scoring Formulas Scoring Rubrics Performance Based Assessment Test Items Guides - Non-Classroom Partnership for Assessment of Readiness for College and Careers (PARCC) English The 2014-2015 administrations of the PARCC assessment included two separate test administration windows: the Performance-Based Assessment (PBA) and the End-of-Year (EOY), both of which were administered in paper-based and computer-based formats. The first window was for administration of the PBA, and the second window was for the administration of the EOY. This document is designed to help educators understand the scoring of constructed response items. ED573565 Guide to Mathematics Released Items: Understanding Scoring. 2015 Partnership for Assessment of Readiness for College and Careers 2015-00-00 Teachers 5 Partnership for Assessment of Readiness for College and Careers. Available from: Achieve, Inc. 1400 16th Street NW Suite 510, Washington, DC 20036. Tel: 202-419-1540; Fax: 202-828-0911; Web site: http://www.parcconline.org N/A 2017 ERIC JAN2020

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Yes Foreign Countries Educational Finance Financial Support Public Support Elementary Secondary Education Public Schools Governance Educational Administration Access to Education Out of School Youth Enrollment Academic Achievement Outcomes of Education Human Capital Educational Attainment Resource Allocation Budgets Centralization Expenditures Unit Costs Family Income School Location Equal Education Teacher Student Ratio Class Size Grade Repetition Dropout Rate Higher Education Human Resources Management Systems Teacher Effectiveness Efficiency Government Role Literacy Bollag, Burton, Ed. Numerical/Quantitative Data Reports - Research Congo World Bank English Elementary Secondary Education Higher Education Postsecondary Education A sound education sector is fundamental for the economic, social, and political transformation of the Democratic Republic of Congo (DRC). The DRC has achieved significant progress in its education sector over the last decade, demonstrating strong resilience following a particularly violent period in its history. The DRC's development trajectory will depend on its ability to reap the benefits of it resource-rich territory, which will require large investments in human capital to transition to an economy based on improved productivity, innovation, and technology. The DRC's population has a very large youth cohort and reaping the benefits of the demographic dividend requires ensuring that sufficient funding is allocated to address priority issues at all levels of education. The three tenets of education investments can be summarized as follows: invest early, invest smartly, and invest for all. This report is organized into following sections: section one gives introduction, section two discusses the country context in terms of demographic dividends and available fiscal space for increasing social sector demand. Section three provides an overview of the education sector context including a chronological order of education sector policies, goals, priorities, and structure. Section four analyzes key indicators of education sector performance. Section five analyzes education sector financing including budget framework and process, the key actors, sources of funding, trends of public expenditure, budget allocation and execution, equity, affordability, and unit cost analyses. Section six examines education sector management issues focusing on efficiency and effectiveness of resources utilization. Section seven presents summary of main findings and policy recommendations. The annex section is divided into four segments including a methodological note, supporting tables, figures, and boxes for the sections. ["The Public Expenditure Review (PER) of the Education Sector in the Democratic Republic of Congo" was prepared by a World Bank Group team consisting of Kebede Feda, Tanya Savrimootoo, Élisé Wendlassida Miningou, and Sabiti Kalindula. This report was translated into French by Aude DiPaolantonio.] ED573566 Public Expenditure Review of the Education Sector in the Democratic Republic of Congo: An Efficiency, Effectiveness, and Equity Analysis. Report No. ACS14542 World Bank 2015-10-00 186 World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/ N/A 2017 30 As Provided JAN2020

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Yes Foreign Countries Preservice Teachers Mathematics Achievement Knowledge Base for Teaching Pedagogical Content Knowledge Mathematics Instruction Student Teacher Attitudes Self Efficacy Numeracy Cohort Analysis Online Surveys Likert Scales Mathematics Tests Intervention Mathematics Education Developmental Studies Programs Computer Assisted Instruction Outcomes of Education Ingram, Naomi Linsell, Chris Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education In this paper, three elements of primary pre-service teachers' relationships with mathematics are explored: mathematical achievement, feelings about the subject, and confidence to teach mathematics. At the beginning of their programme, under half of the pre-service teachers did not meet the numeracy requirements and took part in a support programme. By the end of their first year, 95% of the cohort had met the numeracy requirements of the course. Sixty-five percent of the pre-service teachers surveyed liked or felt neutral about the subject, and 38% felt confident to teach mathematics when they graduated. ED572613 Foundation Content Knowledge: Pre-Service Teachers' Attainment and Affect Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 5 As Provided JAN2020

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Yes Preservice Teachers College Seniors Probability Mathematics Skills Mathematical Concepts Knowledge Level Beliefs Intuition Barriers Error Patterns Mathematics Instruction Pedagogical Content Knowledge Structured Interviews Self Efficacy Teaching Methods Maher, Nicole Muir, Tracey Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education This paper reports on one aspect of a wider study that investigated a selection of final year pre-service primary teachers' responses to four probability tasks. The tasks focused on foundational ideas of probability including sample space, independence, variation and expectation. Responses suggested that strongly held intuitions appeared to interfere with understanding probability, which impacted on the pre-service teachers' ability to identify students' errors and to confidently provide appropriate teaching suggestions and approaches. ED572614 "I Don't Really Understand Probability at All": Final Year Pre-Service Teachers' Understanding of Probability Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 15 As Provided JAN2020

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Yes Kindergarten Foreign Countries Numeracy Number Concepts Disadvantaged Youth Socioeconomic Status Low Income Groups Student Records Correlation Mathematics Skills Gould, Peter Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Kindergarten Primary Education Early Childhood Education At the start of the Kindergarten year in New South Wales (NSW) government schools, teachers gather information on several aspects of children's number knowledge to guide their teaching programs. This includes knowledge of the sequence of words used for counting, numeral identification, and using counting to solve problems. This study investigated the interaction between socio-economic disadvantage in NSW government schools and Kindergarten students' number knowledge on entry to school in 2013. There is a strong association between the measure of socio-economic disadvantage and the proportion of Kindergarten children starting school with limited number knowledge, underscoring the need for high quality early number programs in these communities. ED572615 The Association between Students' Number Knowledge and Social Disadvantage at School Entry Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 15 As Provided JAN2020

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No Race Socioeconomic Status Reading Comprehension Adolescents High School Students Grade 8 Grade 9 Grade 10 Racial Differences Social Differences Comparative Analysis Reading Achievement Achievement Gains Correlation Achievement Gap White Students African American Students Hispanic American Students Multiracial Persons Pickens, Tyra W. Dissertations/Theses - Doctoral Dissertations English High Schools Secondary Education Grade 8 Junior High Schools Middle Schools Elementary Education Grade 9 Grade 10 The purpose of the current study was to examine features of adolescent reading comprehension trajectories and make within-person and between-person analyses of growth that occurs during the high school grades. Racial and socioeconomic group differences of the adolescent reading trajectories were also investigated and compared. This examination allowed the researcher to make inferences regarding the extent to which sociocultural factors impact reading proficiency as adolescents advance through the upper grades. The sample consisted of 225 students in grades 8, 9, and 10 who attended an urban high school in the southeastern region of the United States. Within the sample, 39% of the students self-identified as Caucasian, 42% as African-American, 9% as Hispanic, and 10% as multiracial. Approximately 29% of the total sample qualified for reduced-price lunch. Latent growth curve modeling was performed through AMOS v21 to determine model fit and growth parameters of the reading trajectories. Overall adolescent reading trajectories exemplified linear growth, and demonstrated a negative correlation between the intercept and slope parameters. This confirmed that students with lower starting reading abilities experienced more rapid growth during adolescence, indicating a narrowing reading achievement gap during the high school years. Racial association and socioeconomic status had a significant impact on the intercept, but no significant impact on the reading growth trajectories. This finding revealed that students of different racial associations and socioeconomic levels experience equivalent reading comprehension growth during adolescence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571975 The Impact of Race and Socioeconomic Status on the Reading Comprehension Growth Trajectories of Adolescents ProQuest LLC Ph.D. Dissertation, Middle Tennessee State University 2016-00-00 978-1-3397-4404-9 117 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111194 2017 As Provided JAN2020

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No Information Technology Correlation Multiple Regression Analysis Program Implementation Productivity Efficiency Program Development Competition Surveys Employee Attitudes Administrator Education Management Development Organizational Culture Statistical Significance Touir, Maatallah Dissertations/Theses - Doctoral Dissertations English Enterprise resource planning project implementation success is necessary for organizations to enhance productivity and achieve operational efficiency; however, the failure rates of ERP projects remain high, ranging between 10% and 90%, and costing organizations $500,000 to $300 million. The problem addressed in this study was the low success rate of ERP project implementations that could negatively impact productivity and operational performance (Dezdar, 2012; Florescu et al., 2010). Ineffective ITEMCs and PMCs negatively impact the ERP systems implementation outcomes and can deteriorate an organization's assets, as well as hurting the competitive advantage (Wickramasinghe & Gunawardena, 2010a) and ultimately leading to an organization's bankruptcy (Schniederjans & Yadav, 2013). Therefore, effective ITEMCs and PMCs are critical to ERP project implementation success. In this quantitative, non-experimental and correlational study, the instrument EUCS was used to survey 74 participants and measure their experiences during the implementation of ERP projects. Correlational analysis and linear multiple regression analysis were conducted to analyze the data and determine whether ITEMCs are a significant mediator between PMCs and ERP-IS. Pearson correlation analysis showed a significant positive correlation between PMCs and ITEMCs (r_s = 0.912,p<0.001), a positive correlation between PMCs and ERP-IS (r_s = 0.811,p<0.001), and a positive correlation between ITEMCs and ERP-IS (r_s = 0.833,p<0.001). The effect of PMCs on ERP-IS was statistically significant, b = 1.04,t(79) = 13.22,p<0.001. The effect of mediator, ITEMCs on ERP-IS, was statistically significant, b = 0.62,t(79) = 3.25,p<0.001. ITEMCs were found to fully mediate the relationship between PMCs and ERP-IS. Thus, the overall regression model was significant and able to predict up to 70.1% of the variance in ERP-IS, F(2,79) = 274.2,p<0.001, adjusted R2 = 0.701. This study's findings extend the ERP literature and provide empirical evidence that can advance practice, theory, and knowledge base of the ERP field. Organizations should shift their focus on the most human-centric success factors such as PMCs and ITEMCs. Thus, IT executives should be trained and experienced to be able to align organizational culture and proactively in adapting to the fast-paced technological changes. Recommendations for future research include a replication of this study to validate these findings by using larger sample size and a larger population that covers more geographic areas. Furthermore, a qualitative study is recommended to allow researchers to collect richer information about participants' deep feelings, perceptions, and opinions about ERP-IS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571976 From Project Management Capabilities to ERP Implementation Success: The Mediating Effect of IT Executives' Capabilities ProQuest LLC Ph.D. Dissertation, Northcentral University 2016-00-00 978-1-3397-4235-9 224 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111006 2017 As Provided JAN2020

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No Outcomes of Education Educational History Metropolitan Areas Public Schools Educational Improvement Systems Approach Partnerships in Education Communities of Practice Educational Change Organizational Development Case Studies Edmondson, Jeff Zimpher, Nancy L. Books Reports - Descriptive Ohio (Cincinnati) Kentucky English In 2006, Cincinnati and Northern Kentucky had been suffering from many of the same challenges facing metro regions across the country. Despite significant investments in education from the public and private sectors, outcomes were alarming: Kindergarten readiness was below fifty percent, and nearly half of the students in the Cincinnati Public Schools were dropping out before high school graduation. Fortunately, a diverse group of community leaders across sectors was exploring a transformative approach to improving education as a system. This gathering of leaders was the genesis of the StrivePartnership, which served as the inspiration for the theory of collective impact. Together, these partners are building a cradle-to-career civic infrastructure based on the idea that everyone in a community has a stake in the success of every child. This book chronicles the early stages of this ongoing journey from the perspective of the founding chair and director of this work, drawing upon lessons from Cincinnati/Northern Kentucky and four other pioneering local partnerships. The experiences captured in these five regions helped lay the foundation for the StriveTogether Cradle to Career Network, a national community of practice on the cutting edge of social change. An index is included. [Foreword by Ben Hecht.] ED573002 Striving Together: Early Lessons in Achieving Collective Impact in Education SUNY Press 2014-11-00 978-1-4384-5605-8 214 SUNY Press. State University of New York, 22 Corporate Woods Boulevard 3rd Floor, Albany, NY 12211. Tel: 866-430-7869; Tel: 518-472-5000; Fax: 518-472-5038; e-mail: info@sunypress.edu; Web site: http://www.sunypress.edu N/A http://www.sunypress.edu/p-6050-striving-together.aspx 2017 As Provided JAN2020

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No Library Services Librarians Global Approach Partnerships in Education Access to Information Case Studies Communities of Practice Expertise Sustainable Development Best Practices Foreign Countries Cultural Awareness Cross Cultural Training Archives Information Literacy Capacity Building Constantinou, Constantia, Ed. Miller, Michael J., Ed. Schlesinger, Kenneth, Ed. Books Collected Works - General United States Ethiopia Hong Kong Greece Turkey Cyprus Morocco Tunisia South Africa Dominican Republic Guatemala Tanzania Canada China (Shanghai) Zambia English International librarianship stems from a desire to bring about political change, transcultural understanding, collaboration, and mutual respect. Historically, librarians have been deeply involved with challenging issues of information sharing, equity in information access, and bridging the digital divide between different socioeconomic communities. This collection draws on case studies from American librarians who traveled to Central America, the Caribbean, Central Europe, Africa, the Mediterranean, and Asia to participate in librarian-initiated and sponsored projects. They united communities, promoted religious and cultural tolerance, developed new facilities, or enhanced existing libraries and archives, thereby enriching communities with resources, professional expertise, new partnerships, and sustainable development practices. "International Librarianship" offers insight into how these experiences might serve as templates and promote best practices in collaborations within the library profession in the United States and abroad, and it also demonstrates how international experiences can enliven home institutions upon return. Chapters include: (1) The Toronto-Addis Ababa Academic Collaboration Library Science Program: A Case Study in Global Librarianship in Ethiopia (Sandra Kendall); (2) Connecting with the University of Hong Kong for Program and Professional Development (Lesley S. J. Farmer); (3) The CUNY-Shanghai Library Faculty Exchange Program: Participants Remember, Reflect, and Reshape (Sheau-yueh J. Chao, Beth Evans, Ryan Phillips, Mark Aaron Polger, Beth Posner, and Ellen Sexton); (4) Transcending Ethnic, Racial, and Political Conflict to Achieve Understanding between the Greek and Turkish Cypriot Library Communities (Constantia Constantinou); (5) The Unfinished Work: Organizational Democracy (John Lubans, Jr.); (6) Librarians Building Digital Learning Objects Supporting Cultural Understanding: The Fulbright-Hays Seminar Abroad in Morocco and Tunisia (Michael J. Miller); (7) Cape Crusade: Building the Steve Biko Centre's Library and Archive in South Africa's Eastern Cape (Kenneth Schlesinger); (8) Together We Are Better: International Collaboration Supporting Information Access in the Dominican Republic (Loida Garcia-Febo and Adriana McCleer); (9) How Do You Say "Penguin" in K'aqchikel? Promoting Literacy in Guatemala (Stephen E. Stratton); (10) Building Capacity for International Librarianship through Intercultural Professional Partnerships and Civil Society Outreach in Tanzania (Chantal Phillips); (11) Partnering in International Library Development: Lubuto Library Project, Zambia Library Service, and Zambia's Ministry of Education (Elizabeth Cramer); and (12) Peace Corps Training for Sustainable Library Development Projects (Marcy Carrel). An index is included. [Foreword by Loriene Roy.] ED573003 International Librarianship: Developing Professional, Intercultural, and Educational Leadership SUNY Press 2017-02-00 978-1-4384-6367-4 188 SUNY Press. State University of New York, 22 Corporate Woods Boulevard 3rd Floor, Albany, NY 12211. Tel: 866-430-7869; Tel: 518-472-5000; Fax: 518-472-5038; e-mail: info@sunypress.edu; Web site: http://www.sunypress.edu N/A http://www.sunypress.edu/p-6336-international-librarianship.aspx 2017 ERIC JAN2020

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Yes Diagnostic Tests Interviews Visualization Spatial Ability Video Technology Predictive Validity Prediction Geometry Protocol Analysis Task Analysis Student Projects Grade 5 Student Attitudes Classroom Research Foreign Countries Knight, Rose Wright, Vince Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 5 Intermediate Grades Middle Schools Elementary Education Spatial visualisation is a subset of spatial ability and is exemplified in predicting whether or not a net will fold to form a target solid. The researchers examined video of interviews to explore the schemes of Year 5 students for determining the validity of nets for a cube and pyramid. Findings suggest the significance of imaged actions, shown through gesturing, and the importance of providing physical models during interviews as a means of validation. ED572616 Will This Net Work?: Development of a Diagnostic Interview Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 15 As Provided JAN2020

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Yes Mathematics Teachers Elementary School Teachers Primary Education Decision Making Semi Structured Interviews Cognitive Processes Task Analysis Critical Thinking Foreign Countries Pilot Projects Data Analysis Data Collection Critical Incidents Method Cues Jazby, Dan Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Primary Education Early Childhood Education Research into human decision making (DM) processes from outside of education paint a different picture of DM than current DM models in education. This pilot study assesses the use of critical decision method (CDM)--developed from observations of firefighters' DM -- in the context of primary mathematics teachers' in-class DM. Preliminary results show that CDM yields significant amounts of data regarding teachers' cognition during DM and that the process that expert teachers follow when they make decisions may better match naturalistic accounts of DM. ED572617 Do Teachers Make Decisions Like Firefighters? Applying Naturalistic Decision-Making Methods to Teachers' In-Class Decision Making in Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 9 As Provided JAN2020

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Yes Foreign Countries Mathematics Education Social Theories Learning Theories Models Educational Innovation Educational Change Indigenous Populations Context Effect Transformative Learning Jorgensen, Robyn Speeches/Meeting Papers Reports - Descriptive Australia Mathematics Education Research Group of Australasia English This paper is theoretical in orientation and explores the limitations of the current field of mathematics education which has been dominated by social theories of learning. It is proposed that the field is approaching its limits for these theories and there is a need for shift that moves from the idiosyncratic possibilities of subjective meaning making and identity formation to a more profound position of "knowledge making." There have been few, if any, advances in equity target group performance so questions are posed as to the viability of social theories for changing the status quo. If equity target groups are to be successful, then success needs to be more aligned with knowledge-making processes. ED572618 Social Theories of Learning: A Need for a New Paradigm in Mathematics Education Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 30 As Provided JAN2020

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Yes Educational Improvement Improvement Programs Elementary Secondary Education Public Schools School Districts Accreditation (Institutions) State Boards of Education State Departments of Education Leadership Educational Environment School Culture Teacher Effectiveness Measurement Educational Assessment Data Decision Making Parent Participation Community Involvement Reports - Descriptive Missouri Missouri Department of Elementary and Secondary Education English Elementary Secondary Education The Missouri State Board of Education and the Department of Elementary and Secondary Education are dedicated to ensuring that all children have access to good schools that prepare them for college and career success. The Missouri School Improvement Program: Support and Intervention Plan takes a differentiated approach to state support based on student needs and district performance. The following principles are central to the development of this plan: (1) A focus on children and families; (2) High expectations for all students; (3) Access to high-quality schools for every child; (4) Solutions to meet the needs of each district and community; and (4) Early intervention and prevention. Identifying trends in student performance allows for a data-driven, early-detection support system. A tiered system provides optional access to high-quality educational supports for all districts and targeted supports and interventions to districts most in need. This approach maximizes the use of resources and is flexible enough to meet the many unique needs of the diverse districts in the state. This report provides details about the Missouri School Improvement Program and how it works. The following are appended: (1) The Missouri School Improvement Program; (2) Targeted Systems Reviews; (3) Resource and Process Standards for Missouri Public School Districts; (4) Role and Responsibilities of the Regional School Improvement Team (RSIT); and (4) State Board Options for Unaccredited Districts. ED572308 Missouri School Improvement Program: Support and Intervention Missouri Department of Elementary and Secondary Education 2016-00-00 30 Missouri Department of Elementary and Secondary Education. P.O. Box 480, Jefferson City, MO 65102. Tel: 573-751-4212; Fax: 573-751-8613; Web site: http://dese.mo.gov/ N/A 2017 ERIC JAN2020

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Yes Academic Standards State Standards Kindergarten Art Education Language Arts Mathematics Sciences Social Studies Coding Visual Aids Reading Skills Writing Skills Speech Skills Language Skills Number Concepts Algebra Geometry Measurement Scientific Principles Engineering Physical Sciences Earth Science Biological Sciences Citizenship Economics Geography History Benchmarking Reports - Descriptive Minnesota Minnesota Department of Education English Kindergarten Primary Education Early Childhood Education This document contains all of the Minnesota kindergarten academic standards in the content areas of Arts, English Language Arts, Mathematics, Science and Social Studies. For each content area there is a short overview followed by a coding diagram of how the standards are organized and displayed. This document is adapted from the official versions of the Minnesota K-12 Academic Standards (http://education.state.mn.us/MDE/EdExc/StanCurri/K-12AcademicStandards/index.htm). ED572309 Minnesota Academic Standards: Kindergarten Minnesota Department of Education 2017-00-00 17 Minnesota Department of Education. 1500 Highway 36 West, Roseville, MN 55113-4266. Tel: 651-582-8200; Web site: http://www.education.state.mn.us/mde/ N/A 2017 As Provided JAN2020

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Yes Needs Assessment Educational Needs Migrant Education Migrant Children Data Collection Data Analysis Decision Making Planning Reading Achievement Mathematics Achievement School Readiness Graduation Elementary Secondary Education Tests/Questionnaires Reports - Evaluative Minnesota Minnesota Department of Education English Elementary Secondary Education The primary purpose of the Minnesota Migrant Education Program (MEP) is to help migrant children and youth overcome challenges of mobility, frequent absences, late enrollment into school, social isolation, and other difficulties associated with a migratory life, in order that they might succeed in school. Furthermore, the Minnesota MEP must give priority for services to migrant children and youth who are failing, or most at risk of failing, to meet the state's content and performance standards, and whose education has been interrupted during the regular school year. The purpose of this report is to identify the needs of migrant students so that ultimately services can be targeted for the greatest impact. While there is considerable flexibility in using MEP funds, they must be used to address the unmet needs of migrant children that result from migrant children's lifestyle to permit them to participate effectively in school. The children of migrant, mobile agricultural workers and fishers often have needs in addition to those of the English learner (EL) population due to high poverty, high mobility, and interrupted schooling. This fact makes it necessary to understand the needs of the migrant population as distinct from the EL population and design services (through the service delivery planning process) that meet those unique needs. In order to better understand and articulate the specific services that the Minnesota MEP should target to migrant children and youth and their families, a Comprehensive Needs Assessment (CNA) was conducted as required to review and improve the overall design of the Minnesota MEP. Specifically, the CNA aims to: (1) Identify and assess "the unique educational needs of migratory children that result from the children's migratory lifestyle" and other needs that must be met in order for migratory children to participate effectively in school (Elementary and Secondary Education Act [ESEA], Section 1304, 34 CFR 200.83 (a)(2)(i, ii)); (2) Guide the overall design of the MEP on a statewide basis; (3) Help local operating agencies and State Education Agencies prioritize needs of migrant children; and (4) Provide the basis for the SEA to subgrant MEP funds. The Minnesota CNA will guide future programming and policy decisions to ensure that the Program's resources are directed at the most needed and most effective services for migrant children and youth and their families. The following are appended: (1) CNA Meeting Agendas and Notes; (2) Needs Assessment Survey Instruments; (3) Needs Assessment Expert Survey Responses; and (4) Complete Concerns, Solutions, and Priority Rankings. Contains a list of Minnesota Needs Assessment Committee Membership, along with a list of abbreviations and acronyms. ED572310 Migrant Education Program. Comprehensive Needs Assessment Minnesota Department of Education 2013-08-15 72 Minnesota Department of Education. 1500 Highway 36 West, Roseville, MN 55113-4266. Tel: 651-582-8200; Web site: http://www.education.state.mn.us/mde/ N/A 2017 ERIC JAN2020

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No College Readiness At Risk Students Case Studies Educational History Theories Low Income Groups Social Capital State Policy Student Evaluation Remedial Instruction Writing Instruction Teacher Attitudes Educational Policy Higher Education Tierney, William G., Ed. Duncheon, Julia C., Ed. Books Collected Works - General California English Higher Education Postsecondary Education Though more students are entering college, many drop out, especially those who are low income and/or of color. To address this problem, educational stakeholders have focused on the concept of "college readiness," or the preparation a student needs to succeed in college. However, what it means to be college ready and how to help more students become ready are questions without clear answers. By way of historical and contemporary analyses, this book uses California as a case study to demonstrate how the state has endeavored to make postsecondary opportunity accessible for all students. The contributors also explore the challenges that remain and address what states and schools can do to improve college readiness and completion. Chapters include: (1) The Problem of College Readiness (Julia C. Duncheon); (2) The Roots of College Readiness: An Old Problem with New Complexities (Daniel J. Almeida); (3) The Challenge of the Least Ready: A Historical Perspective (Bryan Adán Rodríguez); (4) College Readiness and Low Income Youth: The Role of Social Capital in Acquiring College Knowledge (Daniel J. Almeida); (5) The Early Assessment Program: Is Early Notification Enough? (Lisa D. Garcia); (6) Making Sense of Contested Terrain: Writing Remediation, Faculty Perspectives, and the Challenge of Implementation (Julia C. Duncheon); (7) On the Path to Completion: Exploring how higher Education Policy Influences the Least Ready College Students (Bryan Adán Rodríguez); and (8) The Way Forward: Looking Back (William G. Tierney). An index is included. ED573004 The Problem of College Readiness SUNY Press 2015-05-00 978-1-4384-5723-9 232 SUNY Press. State University of New York, 22 Corporate Woods Boulevard 3rd Floor, Albany, NY 12211. Tel: 866-430-7869; Tel: 518-472-5000; Fax: 518-472-5038; e-mail: info@sunypress.edu; Web site: http://www.sunypress.edu N/A http://www.sunypress.edu/p-6076-the-problem-of-college-readines.aspx 2017 ERIC JAN2020

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No Data Analysis Data Collection Educational Research Higher Education Educational Improvement Educational Administration Colleges Researchers Legal Responsibility Ethics College Admission Student Recruitment College Students Educational Innovation Decision Making Global Approach Human Capital Lane, Jason E., Ed. Books Collected Works - General Reports - Evaluative English Higher Education Postsecondary Education The Big Data movement and the renewed focus on data analytics are transforming everything from healthcare delivery systems to the way cities deliver services to residents. Now is the time to examine how this Big Data could help build smarter universities. While much of the cutting-edge research that is being done with Big Data is happening at colleges and universities, higher education has yet to turn the digital mirror on itself to advance the academic enterprise. Institutions can use the huge amounts of data being generated to improve the student learning experience, enhance research initiatives, support effective community outreach, and develop campus infrastructure. This volume focuses on three primary themes related to creating a smarter university: refining the operations and management of higher education institutions, cultivating the education pipeline, and educating the next generation of data scientists. Through an analysis of these issues, the contributors address how universities can foster innovation and ingenuity in the academy. They also provide scholarly and practical insights in order to frame these topics for an international discussion. This book is comprised of three parts. Part I, Overview, contains the following chapters: (1) Fostering Smarter Colleges and Universities: Data, Big Data, and Analytics (Jason E. Lane and B. Alex Finsel); (2) Legal Issues Associated with Big Data in Higher Education: Ethical Considerations and Cautionary Tales (Jeffrey C. Sun); and (3) Education and… Big Data versus Big-But-Buried Data (Elizabeth L. Bringsjord and Selmer Bringsjord). Part II, Access, Completion, Success, contains the following chapters: (4) Big Data's Impact on College Admission Practices and Recruitment Strategies (Jay W. Goff and Christopher M. Shaffer); (5) Who Is the Big Data Student? (Fred Fonseca and Michael Marcinkowski); (6) Nudge Nation: A New Way to Use Data to Prod Students into and through College (Ben Wildavsky); and (7) Unanticipated Data-Driven Innovation in Higher Education Systems: From Student Success to Course Equivalencies (Taya L. Owens and Daniel J. Knox). Part III, Policy Development and Institutional Decision Making, contains the following chapters: (8) Integrating Data Analytics in Higher Education Organizations: Improving Organizational and Student Success (Lisa Helmin Foss); (9) The Opportunities, Challenges, and Strategies Associated with the Use of Operations-Oriented (Big) Data to Support Decision Making within Universities (John Cheslock, Rodney P. Hughes, and Mark Umbricht); (10) Measuring the Internationalization of Higher Education: Data, Big Data, and Analytics (Jason E. Lane and Rajika Bhandari); and (11) Big Data and Human Capital Development and Mobility (Brian T. Prescott). An index is included. [Foreword by Nancy L. Zimpher.] ED573005 Building a Smarter University: Big Data, Innovation, and Analytics. Critical Issues in Higher Education SUNY Press 2014-10-00 978-1-4384-5453-5 342 SUNY Press. State University of New York, 22 Corporate Woods Boulevard 3rd Floor, Albany, NY 12211. Tel: 866-430-7869; Tel: 518-472-5000; Fax: 518-472-5038; e-mail: info@sunypress.edu; Web site: http://www.sunypress.edu N/A http://www.sunypress.edu/p-5994-building-a-smarter-university.aspx 2017 ERIC JAN2020

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No Urban Schools Elementary Schools Mixed Methods Research Leadership Leadership Styles Teacher Attitudes School Personnel Attitude Measures Barriers Listening Behavior Interpersonal Relationship Caring Participative Decision Making Empathy Altruism Ethics Davis-Elenis, Sharon V. Dissertations/Theses - Doctoral Dissertations English Elementary Education This study examined the impact of servant leadership practices as perceived by faculty and staff in an urban Focus elementary school. A mixed-methods design was used to explore the impact of the school leader's servant leadership practices on the behavior and perceptions of the faculty and staff, and the challenges a school leader faces as a servant leader. The perceptual data collected revealed the researcher's practices were of a servant leader. Secondly, Listening was the most exhibited principle exhibited by the researcher. Thirdly, the faculty and staff's behavior was impacted by the servant leadership practices of the researcher. Lastly, three significant challenges emerged: students' and parents' behavior, conflicting leadership styles, and building relationships. This study confirmed servant leadership is a viable leadership style for an urban Focus elementary school. This study provides the conceptual framework for others aspiring to implement servant leadership practices in an urban Focus elementary school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571977 The Impact of Servant Leadership Practices in an Urban Focus Elementary School ProQuest LLC Ed.D. Dissertation, College of Saint Elizabeth 2016-00-00 978-1-3397-4046-1 250 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110801 2017 As Provided JAN2020

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No Teacher Leadership Teacher Role Teaching Styles Teacher Certification Teaching Experience Self Efficacy Correlation Statistical Analysis School Districts Prescott, Kara L. Dissertations/Theses - Doctoral Dissertations Texas English The purpose of this study was to research the gap between teachers and leadership. There is a disconnection in addressing characteristics that are represented by the transformational, transactional, or laissez-faire teacher leaders. This study was focused on teachers and the type of leadership they are more inclined to display (transformational, transactional, or laissez-faire) in the classroom. The types of leadership were correlated with certification type, years of experience, and self-efficacy (personal and teaching). The 241 participants in the study were from two academically successful school districts in Texas as determined by the Academic Excellence Indicator System. The findings of the study did not produce statistically significant results between teacher leadership type and certification type nor years of experience. Leadership type and teacher and personal self-efficacy, demonstrated statistical significance. Recommendations for future study are made. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571978 The Relationship between Teacher Leadership Style and Years of Experience, Certification Type and Self-Efficacy ProQuest LLC Ed.D. Dissertation, Dallas Baptist University 2013-00-00 978-1-3397-4045-4 110 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110800 2017 As Provided JAN2020

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Yes Foreign Countries Mathematical Models Grade 5 Elementary School Students Mathematics Instruction Problem Solving Elementary School Mathematics Mathematics Curriculum Lamb, Janeen Kawakami, Takashi Saeki, Akihiko Matsuzaki, Akio Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 5 Intermediate Grades Middle Schools Elementary Education The aim of this study was to investigate the use of the "dual mathematical modelling cycle framework" as one way to meet the espoused goals of the Australian Curriculum Mathematics. This study involved 23 Year 6 students from one Australian primary school who engaged in an "Oil Tank Task" that required them to develop two models in order to solve the task. Results indicate that although some students struggled to fully develop the two models there were students who engaged in both models, deepening their mathematical knowledge and its application when working in real world contexts. ED572619 Leading a New Pedagogical Approach to Australian Curriculum Mathematics: Using the Dual Mathematical Modelling Cycle Framework Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 18 As Provided JAN2020

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Yes Foreign Countries Indigenous Populations Mathematics Instruction Elementary School Students Teacher Education Uncommonly Taught Languages English (Second Language) Second Language Learning Language of Instruction Language Usage Guidelines Pedagogical Content Knowledge Workshops Elementary School Teachers Grammar Teaching Methods Edmonds-Wathen, Cris Owens, Kay Sakopa, Priscilla Bino, Vagi Speeches/Meeting Papers Reports - Research Papua New Guinea Mathematics Education Research Group of Australasia English Elementary Education Indigenous languages are used for instruction in elementary schools in Papua New Guinea, but teachers have generally received their own education in English. The challenges of identifying terminology to use in mathematics include many-to-one correspondences between English and the vernacular languages, and different grammatical structures. Guidelines to assist teachers need contextualised examples. Teachers also need sufficient mathematical understanding themselves. [This project was funded through an Australian Development Research Award.] ED572620 Indigenous Languages and Mathematics in Elementary Schools Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Comparative Analysis Intervention Mathematics Instruction Elementary School Students Middle School Students Instructional Effectiveness Individual Instruction Videoconferencing Mixed Methods Research Learning Problems Rural Schools Mathematics Achievement Pretests Posttests Foreign Countries Kestel, Eugénie Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Middle Schools Secondary Education Junior High Schools This paper describes part of a mixed-methods study comparing the effectiveness of an individual, conceptual instruction based, tuition program delivered face-to-face and by personal videoconferencing (PVC) for 30 upper primary and middle school students with mathematical learning difficulties (MLDs). The experimental intervention targeted number sense and fluency with basic facts in mathematics. Results showed significant improvements were achieved in accuracy on basic skills tasks and standardised test results. Implications for students with MLDs living regionally and remotely are discussed. ED572621 Comparison of a Targeted Intervention Program Delivered Face-to-Face and by Personal Videoconferencing for Primary and Middle School Students with Mathematical Learning Difficulties Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 29 As Provided JAN2020

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Yes Nonverbal Communication Secondary School Students Computer Simulation Mathematics Instruction Teaching Methods Mathematical Concepts Computer Uses in Education Educational Technology Interviews Logical Thinking Video Technology Concept Formation Herbert, Sandra Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Secondary Education This paper reports on the different gesture types employed by twenty-three Year 10 students as they endeavoured to explain their understanding of rate of change associated with the functions resulting from two different computer simulations. These gestures also have application to revealing students' understanding of functions. However, interpretation of gesture is problematic but classification of gestures assisted in the analysis of the video-recorded interviews probing participants' conceptions of rate of change. This paper builds on the classifications reported in previous research. Five additional gesture types are presented, which provide insights into students' thinking about rate of change, and hence functions. [This study is part of the RITEMATHS project.] ED573247 Gesture Types for Functions Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 Australian Research Council Texas Instruments 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 22 As Provided JAN2020

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Yes Elementary School Students Mathematics Instruction Learning Problems Knowledge Level Program Effectiveness Mathematics Achievement Foreign Countries Mathematics Skills Numeracy Computation Addition Subtraction Multiplication Acceleration (Education) Pretests Posttests Gervasoni, Ann Parish, Linda Hadden, Teresa Livesey, Carole Bevan, Kate Croswell, Melissa Turkenburg, Kathie Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education The "Extending Mathematical Understanding" (EMU) Program is a specialised mathematics program that aims to accelerate the learning of Grade 1 students who struggle with learning school mathematics. Forty-two students participated in an EMU Program in 2010 as part of the "Bridging the Numeracy Gap" (BTNG) project. Analysis of students' mathematics knowledge at the beginning of the EMU Program highlighted how diverse was this group of students. The students' mathematics knowledge was assessed again at the beginning of the following year in order to evaluate the effectiveness of the program for accelerating learning. Overall the students made very good progress and their learning was maintained. [The research reported in this paper was funded by the Australian Government as part of the "Bridging the Numeracy Gap in Low SES and Indigenous Communities" Project.] ED573248 The Progress of Grade 1 Students Who Participated in an Extending Mathematical Understanding Intervention Program Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes Mathematics Instruction Scaffolding (Teaching Technique) Educational Opportunities Knowledge Base for Teaching Appropriate Technology Mathematical Concepts Prior Learning Teacher Response Sequential Approach Interviews Teaching Methods Cognitive Objectives Performance Factors Case Studies Observation Elementary School Students Elementary School Teachers Foreign Countries Ferguson, Sarah Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Secondary Education Elementary Education This paper reports on a study that explored the use of cognitively challenging tasks with low-attaining mathematics students and in particular, their teachers' attempts at scaffolding. A major finding was that responding appropriately to scaffolding opportunities was challenging for the teachers. In this paper two main factors are discussed which impacted on the teachers' responses to scaffolding opportunities: teacher knowledge of appropriate tools and representations for particular mathematical concepts, and teacher response to student prior knowledge and understanding. ED573249 Challenges in Responding to Scaffolding Opportunities in the Mathematics Classroom Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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No Psychotherapy Interpersonal Relationship Psychological Patterns Reading Writing (Composition) College Instruction Teaching Methods Adolescents Theories Gender Differences Mental Health Britzman, Deborah P. Books Reports - Evaluative English Higher Education Postsecondary Education "A Psychoanalyst in the Classroom" provides rich descriptions of the surprising ways individuals handle matters of love and hate when dealing with reading and writing in the classroom. With wit and sharp observations, Deborah P. Britzman advocates for a generous recognition of the vulnerabilities, creativity, and responsibilities of university learning. Britzman develops themes that include the handling of technique in psychoanalysis and pedagogy, the uses of theory, regression to adolescence, the inner life of gender, the untold story of the writing block, and everyday mistakes in teaching and learning. She also examines the relationship between mental health and experiences of teaching and learning. Contains an index. ED573006 A Psychoanalyst in the Classroom: On the Human Condition in Education. Transforming Subjects: Psychoanalysis, Culture, and Studies in Education SUNY Press 2015-09-00 978-1-4384-5733-8 188 SUNY Press. State University of New York, 22 Corporate Woods Boulevard 3rd Floor, Albany, NY 12211. Tel: 866-430-7869; Tel: 518-472-5000; Fax: 518-472-5038; e-mail: info@sunypress.edu; Web site: http://www.sunypress.edu N/A http://www.sunypress.edu/p-6094-a-psychoanalyst-in-the-classroo.aspx 2017 As Provided JAN2020

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No Research Universities College Faculty Fathers Family Work Relationship Sex Fairness Interviews Barriers Teacher Role School Culture Tenure Generational Differences Sallee, Margaret W. Books Reports - Descriptive English Higher Education Postsecondary Education For the past two decades, colleges and universities have focused significant attention on helping female faculty balance work and family by implementing a series of family-friendly policies. Although most policies were targeted at men and women alike, women were intended as the primary targets and recipients. This groundbreaking book makes clear that including faculty fathers in institutional efforts is necessary for campuses to attain gender equity. Based on interviews with seventy faculty fathers at four research universities around the United States, this book explores the challenges faculty fathers--from assistant professors to endowed chairs--face in finding a work/life balance. Margaret W. Sallee shows how universities frequently punish men who want to be involved fathers and suggests that cultural change is necessary--not only to help men who wish to take a greater role with their children, but also to help women and spouses who are expected to do the same. (An Index is included.) ED573007 Faculty Fathers: Toward a New Ideal in the Research University SUNY Press 2014-11-00 978-1-4384-5389-7 254 SUNY Press. State University of New York, 22 Corporate Woods Boulevard 3rd Floor, Albany, NY 12211. Tel: 866-430-7869; Tel: 518-472-5000; Fax: 518-472-5038; e-mail: info@sunypress.edu; Web site: http://www.sunypress.edu N/A http://www.sunypress.edu/p-5991-faculty-fathers.aspx 2017 As Provided JAN2020

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No Adult Education Lifelong Learning Sexuality Occupations Minority Groups Sexual Orientation Sexual Identity Homosexuality Child Development Youth Homeless People Foreign Countries Institutionalized Persons Correctional Institutions Correctional Education Democracy Higher Education Global Approach At Risk Persons Females Womens Education Disabilities Equal Opportunities (Jobs) Entrepreneurship Rural Areas Training Vocational Education Teachers Teacher Education Programs Racial Factors Migrant Workers Undocumented Immigrants Immigrants Social Action Activism Political Issues Work Experience Social Bias War Crime History Study Abroad Foreign Students Researchers Mizzi, Robert C., Ed. Rocco, Tonette S., Ed. Shore, Sue, Ed. Books Collected Works - General Reports - Research United States Jamaica Bangladesh Chile Australia Canada China English Adult Education Higher Education Postsecondary Education This groundbreaking book critiques the boundaries of where adult education takes place through a candid examination of teaching, learning, and working practices in the social periphery. Lives in this context are diverse and made through complex practices that take place in the shadows of formal systems: on streetscapes and farms, in vehicles and homes, and through underground networks. Educators may be family members, friends, or colleagues, and the curriculum may be based on needs, interests, histories, and cultural practices. The case studies presented here analyze adult education in the lives of sex workers, LGBTQ activists, undocumented migrants, disabled workers, homeless youth, immigrants, inmates, and others. Focusing on learning at the social margins, this book challenges readers to reconceptualize local, national, and transnational adult education practices in light of neoliberalism and globalization. Following the introduction, Starting Somewhere: Troubling Perspectives of Periphery and Center in Adult and Community Education (Robert C. Mizzi, Sue Shore, and Tonette S. Rocco), this book contains the following chapters: (1) Lifelong Learning as Critical Action for Sexual and Gender Minorities as a Constituency of the Learner Fringe (André P. Grace); (2) Youth Development in Context: Housing Instability, Homelessness, and Youth "Work" (Naomi Nichols); (3) A Synergy of Understanding: Intimidation Technologies and Situated Learning in United States and Jamaican Prisons (Joshua C. Collins, Lincoln D. Pettaway, Chaundra L. Whitehead, and Steve J. Rios); (4) Listen Carefully, Act Thoughtfully: Exploring Sex Work as an Adult Education Context (Shannon Deer and Dominique T. Chlup); (5) Using Democratic Deliberation in an Internationalization Effort in Higher Education (Hilary Landorf and Eric Feldman); (6) Beyond Death Threats, Hard Times, and Clandestine Work: Illuminating Sexual and Gender Minority Resources in a Global Context (Robert C. Mizzi, Robert Hill, and Kim Vance); (7) Invisible Women: Education, Employment, and Citizenship of Women with Disabilities in Bangladesh (Shuchi Karim); (8) Moving Beyond Employability Risks and Redundancies: New Microenterprise and Entrepreneurial Possibilities in Chile (Carlos A. Albornoz and Tonette S. Rocco); (9) Shopping at Pine Creek: Rethinking Both-Ways Education through the Context of Remote Aboriginal Australian Ranger Training (Matthew Campbell and Michael Christie); (10) Vocational Teacher Education in Australia and the Problem of Racialized Hope (Sue Shore); (11) Unauthorized Migrant Workers: (L)Earning a Life in Canada (Susan M. Brigham); (12) Shifting the Margins: Learning, Knowledge Production, and Social Action in Migrant and Immigrant Worker Organizing (Aziz Choudry); (13) Making the Invisible Visible: The Politics of Recognition in Recognizing Immigrant's International Credentials and Work Experience (Shibao Guo); (14) How Welcome Are We?: Immigrants as Targets of Uncivil Behavior (Fabiana Brunetta and Thomas G. Reio, Jr.); (15) The Sputnik Moment in the Twenty-First Century: America, China, and the Workforce of the Future (Peter Kell and Marilyn Kell); (16) Radical International Adult Education: A Pedagogy of Solidarity (Bob Boughton); (17) From Generation to Generation: Teaching Adults to Teach about the Holocaust (Mark J. Webber with Michael Brown); (18) Study Abroad Programs, International Students, and Global Citizenship: Colonial-Colonizer Relations in Global Higher Education (Korbla P. Puplampu and Lindsay Wodinski); and (19) Teaching, Learning, and Working in the Periphery: Provocations for Researchers and Practitioners (Sue Shore, Robert C. Mizzi, and Tonette S. Rocco). An index is included. [Foreword by John Field.] ED573008 Disrupting Adult and Community Education: Teaching, Learning, and Working in the Periphery SUNY Press 2016-06-00 978-1-4384-6091-8 352 SUNY Press. State University of New York, 22 Corporate Woods Boulevard 3rd Floor, Albany, NY 12211. Tel: 866-430-7869; Tel: 518-472-5000; Fax: 518-472-5038; e-mail: info@sunypress.edu; Web site: http://www.sunypress.edu N/A http://www.sunypress.edu/p-6224-disrupting-adult-and-community-.aspx 2017 ERIC JAN2020

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No Qualitative Research English Language Learners Teacher Attitudes Referral Disability Identification Special Education Special Education Teachers General Education Language Teachers Speech Language Pathology School Psychologists Principals Student Placement Language Proficiency Cultural Differences Teacher Influence Interviews Observation Comparative Analysis Cultural Awareness Greaney, Leonard V. Dissertations/Theses - Doctoral Dissertations English This qualitative study investigated the reasons why educators initiate referrals of ELLs for special education services in a sample of three educational organizations near a major city in a mid-Atlantic state. This study addressed how and why educator perception influenced the referral process and identification of English language learners into special education programs. The intent of the study examined how perceptions of regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals influence the referral of ELLs for special education programs based on the commonly shared knowledge. Students receiving special education services have gone through a referral, assessment, and placement process. The special education process is initiated once a student is experiencing considerable difficulties in the general education programs despite a variety of implemented interventions. For English language learners (ELLs), low English proficiency, gaps in educational experience and cultural differences influence the referral process. The reality is teachers have a tremendous impact on who is referred for special education services and who is not referred. I employed a systematic, sequential approach while collecting data for this case study. A combination of interviews and observations provided a foundation for the collection of data. Interview participants from each district included regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals. Board meeting observations, as well as artifact reviews, including Board policy and Administrative Regulations, were completed. The constant comparative method served as the primary mode of analysis for this case study. Brisk (1998) states that good teachers of ELLs embrace their roles as language teachers and cultural facilitators. In a 2002 National Center for Education Statistics report, it was stated 42% of teachers indicated they had ELLs in their classrooms, but only 12.5 % of the teachers received more than eight hours of professional development specifically related to ELLs. Schools have often provided support for ELLs through special education or speech and language services, relying on the common sense premise that special education support is better than no support at all (Walker, Shafter, & Iiams, 2004). The potential impact of this study may be considerable. Accountability derived from a district's Adequate Yearly Progress (AYP) is significant. The increased presence of ELLs in our schools has the potential to create a subgroup impacting AYP. Often times, the creation of an ELL subgroup for AYP leads to the creation of a low socioeconomic subgroup for AYP. The inappropriate special education referral and resulting placement yields an increase in the special education AYP subgroup. Schools must be held accountable to educate all students, including ELLs. This study provides relevant recommendations for districts to utilize in order to equip all educators with a skill set to appropriately serve ELL learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571979 English Language Learners: A Case Study on Educators' Perceptions of English Language Learners as They Relate to Special Education Services ProQuest LLC Ed.D. Dissertation, Temple University 2016-00-00 978-1-3397-4504-6 174 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111295 2017 As Provided JAN2020

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No Hispanic American Students Middle School Students Language Usage Racial Bias Racial Discrimination After School Programs Student Experience Bilingual Students Bilingualism Hesson, Sarah Dissertations/Theses - Doctoral Dissertations English Middle Schools Secondary Education Junior High Schools This dissertation explores bilingual Latino middle schoolers' articulated understandings of their language practices as well as the links between language practices and processes of racialization and discrimination in the US. The research was conducted in the context of an after-school program whose explicit aim was to not only document students' experiences, but to use those experiences as a basis for generating individual and collective critical understandings among participants. The findings of this case study center on the ways youth understand processes of racialization, translanguaging, and translation in the context of an English-dominant society, and how these understandings are connected to larger processes of discrimination and oppression, as well as resistance. The dissertation concludes by suggesting the need to center our understandings of bilingualism as well as language advocacy work on the lived experiences of bilingual youth and their communities. My hope is that this study will illuminate new possibilities for engaging with young adolescents in ways that foreground youth's voices and experiences, generate opportunities for critical dialogue, and inspire social transformation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571980 Bilingual Latino Middle Schoolers on Languaging and Racialization in the US ProQuest LLC Ph.D. Dissertation, City University of New York 2016-00-00 978-1-3397-4626-5 169 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111417 2017 As Provided JAN2020

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Yes Foreign Countries Interviews Mathematics Activities Play Learning Activities Student Evaluation Evaluation Methods Educational Practices Early Childhood Education Mathematics Achievement Narration Teacher Attitudes Data Collection Lim, Rachel Anthony, Glenda McLachlan, Claire Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Early Childhood Education In early childhood settings narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool. However, in the New Zealand context there is increasing concern that learning stories currently downplay domain knowledge. Data from teacher interviews and samples of learning stories suggest that many teachers prefer to document and analyse mathematics learning that occurs within explicit mathematics activities rather than within play that involves mathematics. ED572622 Learning Stories: Making Mathematics Learning Visible Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 13 As Provided JAN2020

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Yes Probability Mathematical Logic Thinking Skills Young Children Statistics Predictive Measurement Qualitative Research Research Methodology Foreign Countries Picture Books Problem Solving Kinnear, Virginia Clark, Julie Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English This paper reports findings from a classroom based study with 5 year old children in their first term of school. A data modelling activity contextualised by a picture story book was used to present a prediction problem. A data table with numerical data values provided for three consecutive days of rubbish collection was provided, with a fourth day left blank. Children were asked to predict the amount of rubbish collected on the fourth day and to explain their prediction. The results revealed children's intuitive probabilistic reasoning competencies and the influence of task design on their reasoning. ED572623 Probabilistic Reasoning and Prediction with Young Children Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 32 As Provided JAN2020

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Yes Student Attitudes Preferences Mathematics Activities Difficulty Level Middle School Students Secondary School Students Pretests Posttests Learning Strategies Mathematics Achievement Teaching Methods Foreign Countries Sullivan, Peter Clarke, Doug Cheeseman, Jill Mornane, Angela Roche, Anne Sawatzki, Carly Walker, Nadia Speeches/Meeting Papers Reports - Descriptive Australia Mathematics Education Research Group of Australasia English Middle Schools Secondary Education Junior High Schools As part of a project exploring various aspects of teachers' choice and use of challenging mathematics tasks, we sought some responses from students on their preferences for the difficulty of tasks on which they might work and also on the ways of working. Despite the common finding that teachers are reluctant to pose challenges to their students for fear of adverse reactions, many students reported that they prefer tasks to be somewhat challenging and many prefer to work on the tasks before having the process explained by the teacher. An important finding was the diversity of student preferences. There are implications for the information that educators offer to teachers on structuring their lessons. ED572624 Students' Willingness to Engage with Mathematical Challenges: Implications for Classroom Pedagogies Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 Australian Research Council 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Foreign Countries Youth Programs Internship Programs Randomized Controlled Trials College Graduates Vocational Schools STEM Education Education Work Relationship Work Experience Employment Potential Experimental Groups Control Groups Comparative Analysis Supply and Demand Data Collection Surveys McKenzie, David Assaf, Nabila Cusolito, Ana Paula Numerical/Quantitative Data Reports - Research Yemen World Bank English Higher Education Postsecondary Education This paper evaluates a youth internship program in the Republic of Yemen that provided firms with a 50 percent subsidy to hire recent graduates of universities and vocational schools. The first round of the program took place in 2014 and required both firms and youth to apply for the program. The paper examines the demand for such a program, and finds that in the context of an economy facing substantial political and economic uncertainty, it appears there is an oversupply of graduates in science, technology, engineering, and mathematics, and a relative undersupply of graduates in marketing and business. Conditional on the types of graduates firms were looking to hire as interns, applicants were then randomly chosen for the program. Receiving an internship resulted in an almost doubling of work experience in 2014, and a 73 percent increase in income during this period compared with the control group. A short-term follow-up survey conducted just as civil conflict was breaking out shows that internship recipients had better employment outcomes than the control group in the first five months after the program ended. Appended are: (1) Timeline; and (2) Pooled Estimates. ED573567 The Demand For, and Impact Of, Youth Internships: Evidence from a Randomized Experiment in Yemen. Policy Research Working Paper 7463 World Bank 2015-10-00 22 World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/ N/A 2017 12 As Provided JAN2020

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Yes Public Libraries Library Role Foreign Countries Case Studies Low Income Groups Educational Quality Scores Standardized Tests Statistical Analysis Academic Achievement Probability Secondary School Students Proximity Rodriguez-Lesmes, Paul Trujillo, Jose Daniel Valderrama, Daniel Reports - Research Numerical/Quantitative Data Colombia (Bogota) World Bank English Secondary Education This paper analyzes the relation between public, education-related infrastructure and the quality of education in schools. The analysis uses a case study of the establishment of two large, high-quality public libraries in low-income areas in Bogotá, Colombia. It assesses the impact of these libraries on the quality of education by comparing national test scores (SABER 11) for schools close to and far from the libraries before (2000-02) and after (2003-08) the libraries were opened. The paper introduces a Blinder-Oaxaca decomposition on difference-in-differences estimates to assess whether variation of traditional determinants of mathematics, verbal, and science test scores explains the estimates. The analysis finds differences that are not statistically different from zero that could be attributed to the establishment of the libraries. These results are robust to alternative specifications, a synthetic control approach, and an alternative measure of distance. Appended are: (1) Tables; (2) Figures; and (3) Oaxaca-Blinder and DiD. [This paper is a product of the Poverty Global Practice Group and was produced by the Research Support Team.] ED573568 Are Public Libraries Improving Quality of Education? When the Provision of Public Goods Is Not Enough. Policy Research Working Paper 7429 World Bank 2015-09-00 49 World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/ N/A 2017 42 As Provided JAN2020

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No Phenomenology English Language Learners Language Tests Scores Elementary School Students Parent Participation Educational Experience Semi Structured Interviews Sociocultural Patterns Language Proficiency English Language Arts Learning Theories Records (Forms) Betanzos, Fernando Dissertations/Theses - Doctoral Dissertations English Elementary Education The purpose of this study was to provide an insight into how former English learners' educational experiences allowed them to attain English language proficiency and meet grade level standards in English Language Arts. This study was informed by the theoretical frameworks of Albert Bandura's social learning theory, and Lev Vygotsky's sociocultural theory, as they pertain to English learners. The data collection procedures included student semi-structured interviews, elementary school principal semi-structured interviews, and review of site documents such as student work samples, report cards, attendance records, discipline records, state standardized test scores, Measure of Academic Progress (MAP) assessment scores, and English language assessment records. Moustakas' 7 Steps model was employed to analyze the data. The findings from this study revealed that RFEP students who are reclassified during their elementary school years have clear opinions as they relate to their educational experiences. Their collective perceived ideas painted a picture of strong, confident students who value their education, and their parents' involvement in their school activities. The findings also found that RFEP students encountered language and academic barriers while striving to reach reclassification status. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571735 A Phenomelogical Study of Reclassified Elementary School English Learners' Perceptions of Their Educational Experiences ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3242-8 178 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109977 2017 As Provided JAN2020

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No Foreign Countries Land Use Soil Science Climate Change Models Surveys Qualitative Research Rural Areas Dieye, Amadou M. Dissertations/Theses - Doctoral Dissertations Africa English Land Cover Land Use (LCLU) change affects land surface processes recognized to influence climate change at local, national and global levels. Soil organic carbon is a key component for the functioning of agro-ecosystems and has a direct effect on the physical, chemical and biological characteristics of the soil. The capacity to model and project LCLU change is of considerable interest for mitigation and adaptation measures in response to climate change. A combination of remote sensing analyses, qualitative social survey techniques, and biogeochemical modeling was used to study the relationships between climate change, LCLU change and soil organic carbon in the semi-arid rural zone of Senegal between 1960 and 2050. For this purpose, four research hypotheses were addressed. This research aims to contribute to an understanding of future land cover land use change in the semi-arid West African Sahel with respect to climate variability and human activities. Its findings may provide insights to enable policy makers at local to national levels to formulate environmentally and economically adapted policy decisions. This dissertation research has to date resulted in two published and one submitted paper. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571736 Land Cover Land Use Change and Soil Organic Carbon under Climate Variability in the Semi-Arid West African Sahel (1960-2050) ProQuest LLC Ph.D. Dissertation, South Dakota State University 2016-00-00 978-1-3397-2680-9 211 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109394 2017 As Provided JAN2020

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Yes Mathematics Education Preservice Teachers Teaching Methods Preadolescents Mathematics Skills Barriers Learning Problems Faculty Development Statistics Teaching Skills Arithmetic Mathematical Concepts Foreign Countries Algebra Probability Lecture Method Workshops Assignments Prodromou, Theodosia Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education This research study investigates how pre-service teachers integrate statistical content, students' thinking, and pedagogy as they examine how 11- to 12-year olds develop mathematically. The findings provide insights into: a) how pre-service teachers identify some of the difficulties that students commonly have, and b) what pedagogical approaches pre-service teachers use to address students' difficulties and enhance students' learning. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in teaching statistics. ED573009 How Pre-Service Teachers Integrate Knowledge of Students' Difficulties in Understanding the Concept of the Arithmetic Mean into Their Pedagogy Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Mathematics Tests Student Evaluation Computer Assisted Testing Test Validity Accuracy Test Items Test Construction Innovation Reliability Primary Education Elementary School Mathematics Item Response Theory Effect Size Foreign Countries Rogers, Angela Speeches/Meeting Papers Reports - Descriptive Australia Mathematics Education Research Group of Australasia English Primary Education Early Childhood Education Elementary Education As we move into the 21st century, educationalists are exploring the myriad of possibilities associated with Computer Based Assessment (CBA). At first glance this mode of assessment seems to provide many exciting opportunities in the mathematics domain, yet one must question the validity of CBA and whether our school systems, students and teachers are ready to harness this form of assessment. The most obvious advantages of CBA are the speed and accuracy of accessing results and the opportunities for innovative item development. This paper will aim to highlight how several factors can obstruct the validity and reliability of this assessment mode, particularly at an item level. These threats to validity must be carefully considered by test designs to ensure CBA is used effectively in primary school mathematics classrooms. ED573010 Entering the "New Frontier" of Mathematics Assessment: Designing and Trialling the PVAT-O (Online) Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 28 As Provided JAN2020

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Yes Mathematics Instruction Mathematical Concepts Mathematical Logic Computation Interviews Mathematics Skills Video Technology Problem Solving Fractions Grade 7 Case Studies Ramful, Ajay Nenduradu, Rajeev Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education While previous work in the domain of proportional reasoning has primarily focused on the coordination of integer quantities, this study investigates how students coordinate fractional quantities. Fine-grained analysis of two seventh graders' responses to a set of systematically designed proportional tasks, shows how their knowledge of multiplication and division from the domain of integers affords them the necessary resources to coordinate the fractional quantities. Further, it succinctly shows how the numeric feature of the fractional quantities cues and constrains them. ED573011 Coordination of Fractional Quantities: Cueing of Resources, Constraints, and Effect of Numeric Structure Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 12 As Provided JAN2020

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Yes Algebra Equations (Mathematics) Cognitive Processes Difficulty Level Problem Solving Number Concepts Mathematics Instruction Teaching Methods Ngu, Bing Speeches/Meeting Papers Reports - Descriptive Mathematics Education Research Group of Australasia English An analysis of one-step equations from a cognitive load theory perspective uncovers variation within one-step equations. The complexity of one-step equations arises from the element interactivity across the operational and relational lines. The higher the number of operational and relational lines, the greater the complexity of the equations. Additionally, the presence of a special feature increases the complexity of the one-step equations when the number of operational and relational lines is kept constant. ED572625 The Complexity of One-Step Equations Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 12 As Provided JAN2020

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Yes Foreign Countries Elementary School Teachers Mathematics Instruction Elementary School Mathematics Teacher Competencies Culturally Relevant Education Faculty Development Workshops Technology Uses in Education Educational Technology Interviews Questionnaires Owens, Kay Edmonds-Wathen, Cris Kravia, Geori Sakopa, Priscilla Speeches/Meeting Papers Reports - Descriptive Papua New Guinea Mathematics Education Research Group of Australasia English Elementary Education A design of principles for teacher professional learning was developed to improve the teaching of "Cultural Mathematics" in elementary schools in Papua New Guinea. The design's appropriateness for PNG elementary schools is the focus of the research implemented through week-long workshops using technology enhancement. Implementation has been in different ecologies and through workshops with different numbers and diversity of languages of teachers attending. This paper outlines the design of the principles and the structure of the workshop. ED572626 Professional Learning for Cultural Mathematics in Papua New Guinea's Elementary Schools Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 6 As Provided JAN2020

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Yes Preservice Teachers Mathematics Teachers Mathematics Instruction Pedagogical Content Knowledge Primary Education Elementary School Mathematics Case Studies Preservice Teacher Education Practicums Foreign Countries Mathematics Tests Teacher Competencies Longitudinal Studies Observation Livy, Sharyn Herbert, Sandra Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Primary Education Early Childhood Education Elementary Education Understanding the development of pre-service teachers' mathematical content knowledge (MCK) is important for improving primary mathematics' teacher education. This paper reports on a case study, Rose and her opportunities to develop MCK during the four years of her program. Program opportunities to promote MCK when planning and practicing primary teaching included: coursework experiences and responding to assessment requirements. Discussion includes the Knowledge Quartet: "foundation knowledge," "transformation," "connection" and "contingency." By fourth-year, Rose demonstrated development of different categories of MCK during practice teaching. ED572627 Opportunities to Promote Mathematical Content Knowledge for Primary Teaching Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 23 As Provided JAN2020

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Yes Foreign Countries Mathematics Instruction Statistical Inference Statistics Probability Introductory Courses College Students Mathematical Concepts Coding Reaburn, Robyn Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education An understanding of conditional probability is essential for students of inferential statistics as it is used in Null Hypothesis Tests. Conditional probability is also used in Bayes' theorem, in the interpretation of medical screening tests and in quality control procedures. This study examines the understanding of conditional probability of students entering an introductory applied statistics unit at an Australian university. These students answered questions that tested their ability to interpret conditional statements in two-way tables and their ability to discern the difference between a conditional statement and its inverse in written form. They also answered questions to determine if they held the time-axis fallacy. ED573012 Students' Understanding of Conditional Probability on Entering University Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Preservice Teachers Mathematical Concepts Measurement Statistics College Mathematics Foreign Countries Questionnaires Reaburn, Robyn Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Measures of centre (the mean, median and mode) are fundamental to the discipline of statistics. Yet previous research shows that students may not have a thorough conceptual understanding of these measures, even though these statistics are easy to calculate. This study describes the findings of a study of pre-service teachers' ideas of measure of centre. The results indicate that while some participants had ideas about these statistics that were valid; a substantial proportion displayed little understand of these measures. ED573013 Pre-Service Teachers' Understanding of Measures of Centre: When the Meaning Gets Lost? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 11 As Provided JAN2020

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Yes Foreign Countries Mathematics Skills Preschool Teachers Elementary School Teachers Primary Education Early Childhood Education Mathematics Education Faculty Development Observation Reflection Perry, Bob Speeches/Meeting Papers Reports - Evaluative Australia Mathematics Education Research Group of Australasia English Preschool Education Early Childhood Education Elementary Education Primary Education This paper reports on how one of the major outcomes from a long term mathematics education professional development project involving educators from preschools and the early years of school in South Australia is being used by these educators to notice young children's mathematics. The educators use "Reflective Continua" to guide their reflection and planning for this learning. The paper explores the use of learning stories as a link between the "Reflective Continua," the educators' noticing of children's mathematics and both the strands and competencies of the new "Australian Curriculum-Mathematics" and the outcomes of the "Early Years Learning Framework for Australia." ED573014 Preschool and School Educators Noticing Young Children's Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 7 As Provided JAN2020

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Yes Special Education Individualized Education Programs State Legislation Educational Legislation Compliance (Legal) Laws State Departments of Education Web Based Instruction Educational Change Sustainability Disabilities Costs Program Proposals Reports - Evaluative Legal/Legislative/Regulatory Materials Minnesota Minnesota Department of Education English In 2013, the Minnesota Legislature appropriated $1.763M for Fiscal Year 2014 to create a statewide system for special education paperwork. In 2014, the Legislature greatly expanded the requirements of the system but did not appropriate additional resources to maintain ongoing operation of the system. The 2014 legislation codified the system in statute and made the system mandatory for all public schools starting in the 2018-2019 school year. The 2015 Legislature further amended the statute to remove the mandatory requirement and make the system purely voluntary for public school use. The purpose of this report is to comply with the requirements under Minnesota Statutes §125A.085. This law requires the Minnesota Department of Education (MDE) commissioner to annually, by February 1, submit to the Legislature a report on the status, recent changes, and sustainability of the online system for Individualized Education Programs (IEP) for students with disabilities needing special education services. ED572311 Special Education Electronic Individualized Education Program (IEP) System. Fiscal Year 2016 Report to the Legislature. As Required by Minnesota Statutes, Section 125A.085 Minnesota Department of Education 2016-02-00 Policymakers 5 Minnesota Department of Education. 1500 Highway 36 West, Roseville, MN 55113-4266. Tel: 651-582-8200; Web site: http://www.education.state.mn.us/mde/ N/A 2017 ERIC JAN2020

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Yes Veterans State Legislation Committees Community Colleges Student Needs Needs Assessment Integrated Services Postsecondary Education Program Effectiveness Program Proposals Change Strategies Best Practices Military Personnel Access to Education Student Personnel Services Academic Support Services State Action Langhauser, Derek P. Reports - Evaluative Legal/Legislative/Regulatory Materials Maine Maine Community College System (MCCS) English Two Year Colleges Higher Education Postsecondary Education Because The Maine Community College System (MCCS) is aware of that fact that student veterans and those veterans seeking to enroll in college have specific needs, each of the colleges in the MCCS system is working to develop and strengthen target responses to meet those needs. The Maine Community College System is therefore providing this report in accordance with Public Law 2015, Chapter 465, enacted during the 127th Legislature. The legislation requires the University of Maine System and MCCS to: (1) Identify the needs of student-veterans and potential student-veterans attempting to achieve a postsecondary education to degree completion, including but not limited to their ability to gain admission to the University of Maine System or the Maine Community College System, successfully meet the requirements of a course of study, successfully transition to civilian life in a supportive educational environment, obtain available federal veterans' benefits and successfully meet personal and financial obligations; (2) Identify existing services specifically for student-veterans and other services available to student-veterans on each campus that meet the needs identified in subsection 1; (3) Assess the effectiveness in meeting the needs identified in subsection 1 of existing services specifically for student-veterans and other services available to student-veterans on each campus; (4) Determine what services are not currently being offered that, if offered, would meet the needs identified in subsection 1; and (5) Propose services and solutions that fulfill the needs identified in subsection 1 on each campus or across campuses that are based upon best practices in postsecondary educational institutions within the State and nationwide. During the fall semester of 2016, the MCCS conducted a survey of those students identified as receiving veteran benefits at the seven colleges. The survey was sent to over 500 students and, as explained in the report, has provided helpful insight into veterans' experiences within the Maine Community College System. In addition, the MCCS has led ongoing discussions with staff at all of the colleges on the challenges veterans face and how best to respond to them. Although the survey results indicated that most student veterans are pleased with the campus environment and services available to them, they were helpful in identifying areas for future focus and attention. ED572312 Report to Joint Standing Committee on Education and Cultural Affairs and Joint Standing Committee on Veteran and Legal Affairs: Student Veterans (PL 2015, Chapter 465) Maine Community College System 2017-01-17 6 Maine Community College System. 323 State Street, Augusta, ME 04330. Tel: 207-629-4000; Fax: 207-629-4048; Web site: http://www.mccs.me.edu N/A 2017 As Provided JAN2020

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Yes Elementary Education Foreign Countries Grade Repetition Poverty Educational Quality Statistical Analysis Teaching Methods Time Factors (Learning) Instructional Materials Learning Activities Learner Engagement Observation Teacher Education Teacher Competencies Adelman, Melissa Baron, Juan D. Blimpo, Moussa Evans, David K. Simbou, Atabanam Yarrow, Noah Numerical/Quantitative Data Reports - Research Haiti World Bank English Elementary Education Despite improvements, the primary education system in Haiti remains highly inefficient: children start primary school 2 years late on average, and fewer than 60% will reach the last grade of the cycle. While the official age for beginning primary school is 6, the average child enters first grade for the first time at 7.8 years old, after having spent 2 or more years in some form of preschool. This distortion grows over time, as about 10% of children repeat and 2-6% drop out of each grade of primary. These repetition rates are higher than the averages in the rest of Latin America and the Caribbean (LAC) and Sub-Saharan Africa. Using a simulated cohort approach, these rates imply that only about 58% of children in first grade will arrive at sixth grade, and only 29% will ever reach the final year of upper secondary. For those who do eventually complete primary, the average ages by grade suggest that it takes 7 to 8 years on average to complete 6 years of primary school. Most importantly, many students, particularly in poor communities, seem to learn little. "Ministère d'Education Nationale et Formation Profesionnelle" (MENFP) partnered with the World Bank and two organizations (Institut de Formation du Sud--IFOS and FHI360) to collect data in a sub-sample of 97 schools that had taken part in the original "Initiative de Renforcement des Services Scolaires" (IRSS) project. The observations were conducted using a French translation of the Stallings Classroom Snapshot instrument that has recently been used in six Latin American and Caribbean countries (Bruns and Luque 2015). The instrument was originally developed by Jane Stallings in the 1970s to measure the efficiency and quality of primary teachers in the United States (Stallings 1977; Stallings and Mohlman 1988). The Stallings instrument generates quantitative data on four central aspects of teacher classroom practice: use of class time; use of materials; core pedagogical practices; and ability to engage students. The instrument generates robust, quantitative, and comparable data, making it useful in developing country contexts. The results from the Stallings classroom observations provide several valuable insights into what is happening inside Haitian classrooms. Given that at least basic motivation to teach appears to be present for most teachers, equipping them with the skills and tools to do it effectively--through targeted and practical in-service training, scripted lessons, and other means--is a high priority. In the long-run, improved teacher training that enables mastery of content, provides classroom practice and feedback, and that aligns with standards based on a revised curriculum could contribute to improved instruction and student learning. New instruction methods in Haiti should demand students to ask questions, compare, analyse, solve problems, and discuss, among others activities. This should become the norm rather than the exception. In the short-term, given the weaknesses of existing teacher training programs, scripted instruction methods in which teachers are guided through each class, albeit with adequate support and coaching, could be a way to foster student learning in the classroom. ED573569 Why Do Students Learn so Little? Seeking Answers inside Haiti's Classrooms World Bank 2015-05-00 18 World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/ N/A 2017 22 ERIC JAN2020

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Yes Foreign Countries Barriers Access to Education Higher Education College Admission Educational Change Governance College Entrance Examinations National Surveys Stakeholders Comparative Analysis Data Collection Focus Groups Semi Structured Interviews Secondary School Teachers College Faculty Teacher Attitudes Factor Analysis Gender Differences Gender Bias Academic Achievement Safir, Abla Reports - Research Tajikistan World Bank International Bank for Reconstruction and Development English Higher Education Postsecondary Education High Schools Secondary Education With the adoption of sweeping changes in the governance of university admission, namely the implementation of the university entrance exam (UEE) in July 2014, and with broader reforms supported by the World Bank. The UEE reform improves governance in only one step, if a key one, in the long process to access and complete higher education: this report uses an original stakeholder assessment conducted in March and April 2014 as well as a recent nationally representative household survey to examine other steps to access and complete higher education and give voice to stakeholders' perspectives on the new reform. Tajikistan's education system is undergoing potentially transformative change. This report presents the findings of a Technical Assistance to the Government of Tajikistan that conducted a stakeholder assessment and used nationally representative household data to examine: (1) barriers to accessing and completing higher education in Tajikistan, and (2) how these barriers could change with the UEE reform. The assessment was conducted before the implementation of the UEE reform in six communities and five universities. To enable comparative analysis, a standardized package of data collection instruments was applied in the field. The instruments feature gender- and generation-specific focus group discussions (FGD) and semi-structured individual interviews with the users of education services: high school and university students, parents, and out-of school youths. In addition, semi-structured individual interviews were conducted with education providers: high school teachers and university professors. The data was conducted in urban, peri-urban and rural contexts. Appended are: (1) The Tajikistan Education System; (2) The Tajikistan Jobs, Skills, and Migration Survey; and (3) Table C2. Unstandardized Results from Final Confirmatory Factor Analysis of Non-Cognitive Skills Module. [This report was written with contributions from Patti Petesch and Katherine Sarah Patrick.] ED573570 Moderate Expectations: Barriers to Access and Complete Higher Education in Tajikistan: Listening to Stakeholders' Voices during the University Entrance Exam Reform. Report No: AUS7057 World Bank 2015-05-00 63 World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/ N/A 2017 18 As Provided JAN2020

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No Interactive Video Computer Mediated Communication Computer Interfaces Computer Peripherals Retailing Decision Making Cognitive Processes Recall (Psychology) Intention Cues Chung, Sorim Dissertations/Theses - Doctoral Dissertations English Over the past few years, one of the most fundamental changes in current computer-mediated environments has been input devices, moving from mouse devices to touch interfaces. However, most studies of online retailing have not considered device environments as retail cues that could influence users' shopping behavior. In this research, I examine the underlying mechanisms between input device environments and shoppers' decision-making processes. In particular, I investigate the impact of input devices on online shoppers' product-information recall, purchase intentions, engagement, product choices, and immediate purchase decisions. In Essay 1, I propose that touch interfaces result in lower product-information recall than mouse devices because operating a touch interface is more cognitively challenging. As touch interfaces tend to increase user engagement in computer-mediated environments, I predict a positive impact of touch interfaces on purchase intentions. In both cases, I propose shoppers' involvement as a moderator and shoppers' engagement as a mediator. In Essay 2, I predict that the use of touch interfaces in online shopping may resemble the outcomes of affect-driven information processing. Based on the affective-cognitive theories, I propose that cognitive challenges and casual user-experiences of touch interfaces lead shoppers to choose hedonic products and make more immediate purchase decisions than mouse users. The results of Essay 1 experiments indicated that shoppers who used a touch interface to browse products demonstrated significantly higher engagement in the low-involvement conditions and lower brand-name recall in the high-involvement conditions than shoppers using a mouse did. When highly engaged, touch-interface users displayed stronger purchase intentions toward the products than did mouse users. In Essay 2, touch-interface users were more likely to choose a hedonic product than mouse users, and touch-interface users were less likely to defer their purchase decisions than were mouse users. Overall, this research introduces device environments as new online retail cues that affect online shoppers' purchase decision-making processes and provides strong evidence that using a touch interface has a significant impact on the shoppers' engagement, memory, purchase intentions, and product choice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571737 Touch in Computer-Mediated Environments: An Analysis of Online Shoppers' Touch-Interface User Experiences ProQuest LLC Ph.D. Dissertation, University of California, Riverside 2016-00-00 978-1-3397-2959-6 134 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109690 2017 As Provided JAN2020

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No Case Studies Community Colleges Cognitive Structures Models Visualization Two Year College Students Associate Degrees Graduation Rate College Faculty College Administration Administrator Role Teacher Role Communities of Practice Leone, Lucian Anthony Dissertations/Theses - Doctoral Dissertations English Two Year Colleges Higher Education Postsecondary Education Community colleges in the United States are faced with several challenges, one of which is increasing the percentage of students that earn an associate degree. Research (American Association of Community Colleges, 2012; Amey, 2005; Eddy, 2010; Roueche, 2008) suggests that community college administrators need to think, act, manage, and lead in ways not required or expected in earlier generations. Significantly increasing the percentage of community college students that earn an associate degree may require a change in the dominant general management logic (Bettis & Prahalad, 1986) of American community colleges. The dominant coalition is the group that creates and revises an organization's dominant general management logic. This study described the shared mental models of members of the dominant coalition at one community college, and the relationship between those shared mental models and the college's performance as measured by the percentage of students who earn an associate degree. The research explored the relationships between the dominant coalition's shared mental models, the community college's dominant logic, and the college's focus on associate degree completion. The research found that the Foundations Studies Committee, a group comprised of faculty, staff, and senior leaders at the College, had a leading role in determining what the College would do to improve the associate degree completion rate. This group has many of the attributes of a Professional Learning Community (Lenning, et. al, 2013). Understanding the influence of Professional Learning Communities on organizational development may be helpful as community college work to improve performance on a range of outcomes metrics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571738 Dominant Coalitions and Dominant General Management Logic: A Case Study of Community College Degree Completion ProQuest LLC Ph.D. Dissertation, Michigan State University 2016-00-00 978-1-3397-3287-9 127 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110022 2017 As Provided JAN2020

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Yes Noncredit Courses College Credits State Boards of Education Intellectual Disability Developmental Disabilities Accessibility (for Disabled) State Action Research Committees Educational Opportunities Enrollment Management Enrollment Influences Enrollment Trends Educational Quality Inclusion Best Practices Credentials Transitional Programs Barriers State Legislation Change Strategies Strategic Planning Program Implementation Consortia Related Services (Special Education) Planning Commissions Access to Education Reports - Research Maryland Maryland Higher Education Commission English Higher Education Postsecondary Education The Task Force to Study the Impact of Expanding Credit and Noncredit Courses for Students with Intellectual and Developmental Disabilities was formed in July 2013. Chapter 392, Acts of 2013, (House Bill 813) established the Task Force to Study the Impact of Expanding Credit and Noncredit Courses for Students with Intellectual and Developmental Disabilities. The purpose of this Task Force was to study the impact of expanding the availability of credit and non-credit course offerings at public institutions of higher education in the state, including costs, distance learning options, pathways to meaningful credentials or gainful employment (as defined in regulations adopted under Title IV of the federal Higher Education Act), barriers, and logistics. The Task Force was then assigned the task of making recommendations regarding the expansion of credit and noncredit course offerings for students with intellectual and developmental disabilities at public institutions of higher education in the State. The Task Force met four times in 2015. Guests were invited to provide a broad perspective of all components of providing and receiving a postsecondary education. Presentations were made by both high school and college students with intellectual and developmental disabilities (ID/DD), and by the parents of these students. A presentation was also made by University of Maryland, Baltimore Campus (UMBC), which currently has the SUCCESS program on its campus. Also presenting was the national organization called Think College from the Institute for Community Inclusion at the University of Massachusetts Boston. During each of the three-hour meetings, discussion was shared as to the current state of what Maryland offers in comparison to other states, including classes that are offered, housing needs, and mentoring needs of the students. Barriers were discussed and logistics required for a program to be comprehensive and inclusive rather than segregated, as is the current common practice in Maryland and several other states. Recommendations as to what Maryland could do, if it decides to invest in expanding post-secondary opportunities for ID/DD students were also discussed. It was concluded that even though Maryland does offer some post-secondary community college and four-year institution experiences for these students, Maryland lags behind other states that offer much more diversity and inclusiveness in their curriculum and college experience. The conclusion of this final report suggests that recommendations should be discussed by legislators and acted upon accordingly if Maryland citizens want to improve both the experience of college life and the outcome of a better quality of life for students with both intellectual and developmental disabilities. Appended are: (1) Individuals Presenting and Providing Relevant Materials; (2) Task Force Members; (3) List of current ID Programs; (4) Information on Existing Maryland Programs; and (5) Descriptions of Model Programs. ED572313 Task Force for Expanding Credit and Noncredit Courses for Students with Intellectual and Development Disabilities. Final Report Maryland Higher Education Commission 2016-01-00 29 Maryland Higher Education Commission. 6 North Liberty Street, Baltimore, MD 21201; Tel: 800-974-0203; Tel: 410-767-3301; Web site: http://www.mhec.state.md.us N/A 2017 ERIC JAN2020

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Yes Distance Education State Colleges Enrollment Rate Delivery Systems School Surveys Educational Policy Educational Practices Courses Departments College Credits Access to Education State Surveys Tables (Data) Postsecondary Education Annual Reports Reports - Research Numerical/Quantitative Data Maryland Maryland Higher Education Commission English Higher Education Postsecondary Education Maryland's postsecondary colleges and universities serve more than 350,000 students and enrollments are expected to increase in the coming years. Along with growth in enrollment, the state expects to see an increasingly diverse student body. The 2013-2017 Maryland State Plan for Higher Education, "Maryland Ready," highlights the development of alternative educational delivery methods such as distance education as critical to serving their needs. The Maryland Higher Education Commission has been examining trends in distance learning since 1997. This report analyzes data from Calendar Year 2012 and highlights changes in distance education activities since 2010. The Distance Education (DE) Survey was created to inform the Maryland Higher Education Commission (MHEC) of postsecondary institutions' progress toward enhancing electronically delivered instruction on their campuses. In fall 2006, the DE Survey was redesigned to align with the data requirements of the annual survey of the Southern Regional Education Board (SREB) and to reduce duplicative reporting requirements for institutions. The current survey includes five mandatory questions and two follow-up questions. This Distance Education Survey was distributed in Spring 2013 and included questions regarding duplicated and unduplicated DE courses, sections, credit hours, and enrollment. These questions were disaggregated by student level, term, and type of delivery. Additionally, each institution was asked to list any programs offered entirely online. Each table in the survey roughly corresponds to a section in the Detailed Survey Findings chapter of this report. Sixty-one institutions, including community colleges, public four-year institutions, state-aided independent institutions, and other private colleges and universities in the State of Maryland responded to the 2013 survey. A listing of institutions participating in the DE Survey is provided in the appendix. ED572314 Report on 2012 Distance Education Offerings and Enrollments at Maryland Colleges and Universities Maryland Higher Education Commission 2014-00-00 39 Maryland Higher Education Commission. 6 North Liberty Street, Baltimore, MD 21201; Tel: 800-974-0203; Tel: 410-767-3301; Web site: http://www.mhec.state.md.us N/A 2017 ERIC JAN2020

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No Gender Differences Undergraduate Students Christianity Creationism Church Related Colleges World Views Beliefs Science Instruction Religious Education Comparative Analysis Statistical Analysis Statistical Significance Scores Prior Learning Measures (Individuals) Vinaja, Sean Stephen Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Many Christian students graduate from secondary schools and enter Christian colleges with worldviews that are unbiblical or contain unbiblical components, many of which stem from their beliefs regarding origins. Little research has been done to study the effect of gender on the role of a young-earth creationist (YEC) origins course in shaping students' worldview. Research has shown that males and females respond differently to science and religion instruction; because the origins discussion is an intersection of science and religion, the study of gender's effect in developing a Bible-based worldview is important so that Christian colleges might more effectively guide their students in developing that biblical worldview. The purpose of this causal-comparative study was to determine whether students' gender affected their YEC worldview components after enrollment in a YEC origins course while controlling for their pre-course worldviews. A sample of 315 residential students enrolled in a YEC origins course at a conservative Christian college in the Southeast completed the Creationist Worldview Scale before and after taking the course; the survey also contained a demographic questionnaire that collected information regarding students' gender, major, classification, ethnicity, and secondary schooling. The data were analyzed using a one way ANCOVA. There were no statistically significant differences between male and female students' posttest age scores or posttest science scores, but there was a significant difference between their posttest theology scores. Suggestions for further research are also included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571981 The Effect of Gender on the Attitudes of Undergraduates toward Young-Earth Creationism after Enrollment in an Origins Course ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-4006-5 220 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110761 2017 As Provided JAN2020

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No Common Core State Standards Mathematics Education Mathematics Instruction Textbooks Alignment (Education) Mathematics Curriculum Scores Action Research Teaching Methods Data Analysis Educational Change Faculty Development Rawding, Denise M. Dissertations/Theses - Doctoral Dissertations English The Common Core Math Standards were written to address concerns that the math curriculum in the United States was not focused and coherent. Based on national and international assessments, the United States math scores have remained stagnant, while other countries have seen significant growth in their scores. This study, designed as an action research, explored how the instructional methods of teachers have been impacted by the Common Core Math Standards. It also explored teachers' reliance on the math textbook for content and instructional methods and the alignment of the textbook with the Common Core Math Standards. Analysis of the data showed that teachers have begun to make changes in their instructional methods; however, the changes resulted more from professional development initiatives led by the school and district than by individual teacher's understanding of the Common Core Math Standards. In addition, the textbook used by the school does not meet the levels of focus and rigor that are required in the Standards. The results of the study will provide insight for the school into the resources that are needed for teachers and students so that curriculum and instructional methods align to the Common Core Math Standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571982 Common Core State Standards for Mathematics: How Well Do the Textbook and Instructional Methods Align? ProQuest LLC Ed.D. Dissertation, College of Saint Elizabeth 2016-00-00 978-1-3397-4043-0 200 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110798 2017 As Provided JAN2020

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Yes Foreign Countries Generalization Nonverbal Communication Grade 2 Grade 3 Elementary School Students Minority Group Students Indigenous Populations Case Studies Cultural Influences Interviews Mathematics Instruction Semiotics Mathematical Logic Video Technology Pattern Recognition Geometric Concepts Miller, Jodie Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 2 Primary Education Elementary Education Early Childhood Education Grade 3 This paper explores how young Indigenous students' (Year 2 and 3) generalise growing patterns. Piagetian clinical interviews were conducted to determine how students articulated growing pattern generalisations. Two case studies are presented displaying how students used gesture to support and articulate their generalisations of growing patterns. This paper presents a hypothesised cultural learning semiotic model that was a result of the interactions that occurred between the non-Indigenous researcher, the Indigenous students and the Indigenous Education Officers. ED572628 Young Australian Indigenous Students' Growing Pattern Generalisations: The Role of Gesture When Generalising Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 24 As Provided JAN2020

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Yes Indigenous Populations Numeracy Mathematics Achievement Mathematics Tests Literacy Trend Analysis Comparative Analysis Annual Reports Correlation Scores Reading Achievement Writing Achievement Spelling Grammar National Competency Tests Standardized Tests Foreign Countries Leder, Gilah Forgasz, Helen Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education In this paper we report trends over time of performance of non-Indigenous and Indigenous students on the Numeracy component of the NAPLAN tests. Possible links between student performance on the NAPLAN Numeracy test and the four components--Reading, Writing, Spelling, and Grammar--of the NAPLAN Literacy test were also explored. While the performance of both groups of students at all grade levels have remained fairly consistent over time, there were differences in the aspects of literacy most strongly related to the numeracy performance of the two groups. ED572629 Learning from Assessment: NAPLAN and Indigenous Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes Preservice Teachers Diagnostic Teaching Minimum Competency Testing Instructional Material Evaluation Media Selection Mathematics Achievement Mathematical Aptitude Cohort Analysis Pedagogical Content Knowledge Task Analysis Numbers Value Judgment Number Concepts Content Area Reading Content Area Writing Numeracy Foreign Countries Interviews Hurst, Chris Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education This paper reports on one phase of a long-term project investigating mathematical content knowledge of pre-service teachers. A cohort of second year PSTs conducted a diagnostic assessment and a series of associated tutoring sessions with a primary aged child. The focus here is on the PSTs' ability to make appropriate task choices following the diagnostic process. Results of the study suggest that PSTs are capable of making sound choices of tasks and associated resources based on their mathematical and pedagogical content knowledge following a targeted diagnostic assessment process. ED572630 Developing Pre-Service Teacher Capacity to Make Appropriate Choices of Tasks and Resources through Diagnostic Assessment of Children's Work Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 10 As Provided JAN2020

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Yes Accessibility (for Disabled) Testing Accommodations Summative Evaluation College Readiness Career Readiness Disabilities English Language Learners Decision Making Elementary Secondary Education Mathematics Tests Language Tests Computer Assisted Testing Profiles Bowman, Trinell Wiener, Daniel Branson, Danielle Guides - Non-Classroom Reports - Descriptive Partnership for Assessment of Readiness for College and Careers (PARCC) English Elementary Secondary Education The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their careers. These high-quality, computer-based K-12 assessments in mathematics and English language arts (ELA)/literacy give schools, teachers, students, and parents better information on whether students are on track in their learning and for success after high school, and tools to help teachers customize learning to meet student needs. The first full administration of the PARCC assessments occurred during the 2014-2015 school year. This is the fourth edition of the "PARCC Accessibility Features and Accommodations Manual" (summer 2015). The "PARCC Accessibility Features and Accommodations Manual" (the "Manual") will continue to be revised as research is conducted during the early years of PARCC assessment administration. This iterative process will ensure that the accessibility features and accommodations students receive on PARCC assessments provide a valid reflection of what they know and can do, and do not alter the construct of what is being assessed. Additional guidance on the accessibility features and accommodations for the PARCC Diagnostic Assessment and Speaking and Listening Assessment is forthcoming. This fourth edition of the "Manual" includes additional information on: the Student Registration/Personal Needs Profile; test administration guidance for before, during, and after testing; and, specifics on the availability of accessibility features and accommodations during the administration of the PARCC assessments. The following are appended: (1) Accommodations for English Learners Taking the Paper-Based Assessments; (2) Test Administration Protocol for the Human Reader Accommodation for English Language Arts/Literacy Assessments, and the Human Reader Accessibility Feature for Mathematics Assessments; (3) Protocol for the Use of the Scribe Accommodation and for Transcribing Student Responses; (4) Text-to-Speech, ASL Video, or Human Reader/Human Signer Guidance for English Language Arts/Literacy Assessments; (5) Guidance for Selecting and Administering the Extended Time Accommodation; (6) Unique Accommodation Request Form; (7) Use of an Emergency Accommodation on a PARCC Assessment; (8) Student Accommodation Refusal Form; (9) PARCC ELA Audio Guidelines; (10) PARCC Mathematics Audio Guidelines; (11) Legal Background; (12) Human Signer Guidelines; and (13) PARCC Assessments for Students with Visual Impairment, Including Blindness. [This manual is the result of four years of work among states, PARCC Inc. staff, and outside technical assistance. The manual was based on "Accommodations Manual: How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and Assessment of Students with Disabilities" written by Carver Christiansen, J. VaDeZande, and S. Lazarus. This work was sponsored by the Assessing Special Education Students State Collaborative on Assessment and Student Standards through the Council of Chief State School Officers. For "PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Mid-Year, Performance-Based, and End-of-Year Assessments Produce Valid Results for All Students. Third Edition," see ED561902.] ED573571 PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Summative Assessments Produce Valid Results for All Students. Fourth Edition Partnership for Assessment of Readiness for College and Careers 2015-09-19 Department of Education (ED) Council of Chief State School Officers (CCSSO) Teachers 224 Partnership for Assessment of Readiness for College and Careers. Available from: Achieve, Inc. 1400 16th Street NW Suite 510, Washington, DC 20036. Tel: 202-419-1540; Fax: 202-828-0911; Web site: http://www.parcconline.org N/A 2017 ERIC JAN2020

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No Instructional Leadership Organizational Theories Institutional Administration Theory Practice Relationship Ethics Reflection Institutional Evaluation Personnel Management Organizational Communication Conflict Standards Culture Problem Solving Andragogy Decision Making Creativity Innovation Technology Uses in Education Wang, Victor C. X. Bain, Bernice Hope, John Hansman, Catherine A. Books Reports - Evaluative English This book is intended for students, leaders and managers who wish to explore the personal relevance and conceptual bases of educational leadership and organizational management and to develop their expertise in this field. It is a book written for both scholars and practitioners. The general public will also appreciate the accessible language in the book. There are two goals in the experiential learning process. One is to learn the specifics of a particular subject matter, in this case, educational leadership and organizational management. The other is to learn about one's own strengths and weaknesses as a learner. This book is focused on the analysis of prevalent theories and concepts and their application to the development of leadership and management skills, and the knowledge and attitudes required to solve real world problems in the workplace. For decades, students have focused their studies of educational leadership and organizational management theories in classroom settings without actual opportunities to apply these theories in the workplace. A profound and significant lesson learned in history is that we must follow the principle of integrating theory with practice (unity of theory with practice). Then, we can follow the policy of walking on two legs, an analogy made by the late Chinese chairman, Mao Ze Dong. ED573572 Educational Leadership and Organizational Management: Linking Theories to Practice IAP - Information Age Publishing, Inc. 2016-00-00 978-1-6812-3513-4 Students Administrators Practitioners IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com N/A http://www.infoagepub.com/products/Educational-Leadership-and-Organizational-Management 2017 As Provided JAN2020

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Yes Elementary School Students Computer Software Graphs Mathematics Instruction Interviews Mathematical Concepts Foreign Countries Video Technology Computer Uses in Education Educational Technology Mathematical Logic Fitzallen, Noleine Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Students' development of an understanding of covariation was the focus of a research project that investigated the way in which 12 Year 5/6 students engaged with the learning environment afforded by the graphing software, "TinkerPlots." Using data generated from individual interviews, the results demonstrate that upper primary students use their understanding of covariation to draw conclusions about trends in data evidenced in the graphs they created as well as their knowledge of the context. Implications for the Australian Curriculum are considered. [This research is funded by an APA(I) Scholarship associated with an ARC Linkage Project LP0560543 and the industry partner, Department of Education, Tasmania.] ED573250 Interpreting Graphs: Students Developing an Understanding of Covariation Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 Department of Education Tasmania Australian Research Council 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes Foreign Countries Gender Differences Sex Stereotypes Beliefs Community Surveys Community Attitudes Equal Education Comparative Education Statistical Distributions Sex Role Forgasz, Helen Leder, Gilah Gómez-Chacón, Inés Ma Speeches/Meeting Papers Reports - Research Australia Spain Mathematics Education Research Group of Australasia English People aged 20-39 were stopped in the streets of Victoria (Australia) and Madrid (Spain) to gauge their views on the gendering of mathematics. The findings suggested that for respondents from both countries, if stereotyped beliefs are held they were more strongly associated with the traditional male stereotype, that is, that males are considered more suited to pursuits in mathematics. However, in general, the Spanish respondents held stronger views than the Australians that mathematics was gender neutral, that is, that it, and related fields, are equally suited to males and females. ED573251 Young Pedestrians' Gendering of Mathematics: Australia and Spain Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 23 As Provided JAN2020

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Yes Preschool Education Early Childhood Education Elementary Secondary Education Postsecondary Education Higher Education Public Schools Private Schools Enrollment Racial Differences Ethnic Groups Low Income Groups Limited English Speaking Special Education Financial Support Tuition Expenditure per Student Operating Expenses Access to Education At Risk Students Teacher Effectiveness Educational Environment Screening Tests Reading Achievement Mathematics Achievement Grade 4 Grade 8 College Readiness Career Readiness Courses College Attendance Graduation Rate Paying for College Remedial Instruction Academic Persistence Achievement Gap Reports - Evaluative Numerical/Quantitative Data Illinois Advance Illinois English Preschool Education Early Childhood Education Elementary Secondary Education Postsecondary Education Higher Education Grade 4 Intermediate Grades Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education This report measures Illinois' educational performance from early childhood through postsecondary education. It tracks how students have performed during the past decade and how that performance compares with students in other states. The state knows that improvement does not happen overnight. By tracking what happens to students over time, Illinois can continuously refine strategies to support them. This report examines six key data measures that make up the rungs of Illinois' ladder to college success, which spans preschool to postsecondary completion. They show the numbers of: (1) Children starting school kindergarten-ready; (2) 4th-graders proficient in reading; (3) 8th-graders proficient in math, a critical measure of preparedness for high school; (4) High school students graduating college- and career-ready; (5) High school students enrolling in postsecondary education; and (6) High school students persisting through postsecondary education. After showing where Illinois stands on the rungs of the ladder to college success, this report examines the data supporting each rung in more detail, with special attention to changes over time, and gaps in achievement by race, ethnicity and income. To assess how well Illinois educates its students, the state tracks 55 metrics grouped into three categories: (1) early education; (2) K-12; and (3) postsecondary. These metrics not only assess student outcomes but also measure learning conditions and leading indicators that often change before student outcomes improve. Data for each metric show: (1) Current performance; (2) Past performance; (3) Leading states and Illinois' comparative national rank; and (4) Equity gaps by race and ethnic origin, as well as income and special education status where available. [For the previous report, "The State We're In: 2012. A Report Card on Public Education in Illinois," see ED573243.] ED573252 The State We're In: 2014. A Report Card on Public Education in Illinois Advance Illinois 2014-11-00 32 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 ERIC JAN2020

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No Mathematics Instruction Feedback (Response) Specialists Principals Correlation Observation Qualitative Research Statistical Analysis Knowledge Level Peck, Duane C. Dissertations/Theses - Doctoral Dissertations English The purpose of this study was two-fold. First, feedback from 3 different groups of observers: math content specialists, content specialists in areas other than mathematics, and building principals, was analyzed using an inductive approach to identify themes within the feedback. Second, differences in the feedback offered by participants of the 3 groups were analyzed to determine if there is a relationship between content knowledge and the feedback offered following an observation of mathematics instruction. The analysis first identified six forms of feedback, three of which were used for further analysis. These three forms were queries, recommendations, and value statements. Further analysis of these three feedback forms revealed six feedback focus themes which described the content of the feedback given. These focus themes were analyzed qualitatively and quantitatively to identify differences in the quantity and focus of the feedback given by each of the three groups. The results identified a significant difference in the focus of feedback offered by math content specialists as compared to the other study participants without a specific math content background in the focus areas of conceptual understanding and connections, and mathematics content, suggesting there is a relationship between the content knowledge of an observer and the focus of feedback they offer following a mathematics instructional segment. The importance of the relationship between content knowledge and observation feedback was then discussed within the context of current recommended mathematics instructional practices and current practices of supervision of instruction. The observer's level of content knowledge plays a role in their ability to provide feedback with the potential to improve the conceptual nature of a lesson, as well as to identify strengths and weaknesses in the mathematical content at the center of the instructional segment. The study concludes with recommendations for improving feedback following mathematics instruction as well as suggestions for further feedback research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571983 Does an Observer's Content Knowledge Influence the Feedback Offered about Mathematics Lessons? ProQuest LLC Ph.D. Dissertation, University of Idaho 2016-00-00 978-1-3397-4073-7 171 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110842 2017 As Provided JAN2020

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No Intervention Program Effectiveness Urban Schools High School Students College Preparation Pretests Posttests Writing Tests College Entrance Examinations Communities of Practice Language Usage Persuasive Discourse Writing Skills Statistical Analysis Qualitative Research Imbrenda, Jon-Philip Dissertations/Theses - Doctoral Dissertations English High Schools Secondary Education Higher Education Postsecondary Education Drawing on a sociocultural view of learning as acculturation into the distinct social language of academic communities, this study reports the developmental impacts of an intervention program designed to prepare students from a comprehensive urban high school for the rigors of college reading and writing. Statistical analysis of students' pre-, mid- and post-test performances on a university writing placement exam demonstrates significant growth. Qualitative analysis of their formal and informal writing employing three semantic differential scales designed to measure reciprocity, indexicality, and intertextuality, however, illuminates how struggles to negotiate the terms of participation in an academic community of practice and students' conceptual orientations toward written texts limited the extent to which students could fully master the social language of academic argumentation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571984 For Argument's Sake: Creating a Pathway to College for Urban Adolescents ProQuest LLC Ph.D. Dissertation, Temple University 2016-00-00 978-1-3397-4515-2 248 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111306 2017 As Provided JAN2020

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No Teacher Competencies Inquiry Cultural Influences Environmental Influences National Standards Alternative Teacher Certification Reflection Teaching Methods Expertise Program Effectiveness Professional Identity Hutchins, MaryLu Dissertations/Theses - Doctoral Dissertations English The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571739 Journeys toward Reflective Practice: How Engaging in National Board Certification Influences Teacher Identities and Practices ProQuest LLC Ed.D. Dissertation, West Virginia University 2016-00-00 978-1-3397-3395-1 300 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110135 2017 As Provided JAN2020

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No Active Learning Student Projects Academic Achievement Educational Psychology Child Development Qualitative Research Statistical Analysis Comparative Analysis Longitudinal Studies Preservice Teachers Undergraduate Students Teaching Methods Anderson, Ashley Ann Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Project-based learning (PBL) is a teaching approach where students engage in the investigation of real-world problems through their inquiries. Studies found considerable support for PBL on student performance and improvement in grades K-12 and at the collegiate level. However, fewer studies have examined the effects of PBL at the collegiate level in comparison to K-12 education. No studies have examined the effects of PBL with preservice teachers taking educational psychology courses. The purpose of this study was to provide an analysis of PBL with preservice teachers taking educational psychology courses. An experiment was conducted throughout two semesters to evaluate student achievement and satisfaction in an undergraduate educational psychology child development course and in an undergraduate educational psychology assessments course, which included the same students from the first semester. Student achievement was determined using quantitative and qualitative analyses in each semester and longitudinally. Results in semester one indicated that the comparison group outperformed the PBL group. Results in semester two suggested there were no differences in instructional styles between groups. Longitudinal analyses showed that the comparison group declined in performance over time, whereas the PBL group improved over time; although, the comparison group still outperformed the PBL group. Results of this study indicate that PBL was not an influential teaching method for preservice teachers taking educational psychology courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571740 The Study of Project-Based Learning in Preservice Teachers ProQuest LLC Ph.D. Dissertation, The University of Arizona 2016-00-00 978-1-3397-2990-9 163 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109721 2017 As Provided JAN2020

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Yes Measures (Individuals) Test Validity Test Reliability Turkish Factor Analysis Correlation Teachers Construct Validity Factor Structure Foreign Countries Employment Psychological Patterns Akin, Ahmet Hamedoglu, Mehmet Ali Kaya, Çinar Sariçam, Hakan Journal Articles Reports - Research Turkey English The aim of this research is to examine the validity and reliability of the Turkish version of the Employment Hope Scale (EHS; Hong et al. 2012). The sample of this study consisted of 398 (235 female and 163 male) teachers. The results of confirmatory factor analysis demonstrated that the six items loaded on one factors and the one-dimensional model was well fit (x[superscript 2] = 215.29, df = 63 p = 0.00, RMSEA = 0.078, NFI = 0.95, NNFI = 0.95, CFI = 0.96, IFI = 0.96, RFI = 0.92, GFI = 0.93, AGFI = 0.88, and SRMR = 0.040). The internal consistency coefficients of two subscales were 0.85 and 0.90 respectively, for the overall scale was.93. In the concurrent validity significant relationship (r = 0.37) was found between the Employment Hope Scale and Career Adaptability and Optimism Scale. The t-test results differences between each item's means of upper 27% and lower 27% points were significant. The corrected item-total correlations of EHS ranged from 0.55 to 0.78. Overall findings demonstrated that this scale is a valid and reliable instrument for assessing the employment hope. EHS can be utilized in various areas like workforce management, social policies and leadership research. ED573253 Turkish Version of Employment Hope Scale: The Validity and Reliability Study Online Submission IIB International Refereed Academic Social Sciences Journal v4 n11 p54-68 Sum 2013 2013-00-00 13 N/A 2017 32 As Provided JAN2020

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No Literature Reviews Early Childhood Education Child Care Child Development Foreign Countries Infants Toddlers Young Children Early Intervention Preschool Education Government Role Cost Effectiveness Age Differences Longitudinal Studies Educational Quality Time At Risk Persons Disadvantaged Youth Minority Group Children Indigenous Populations Gender Differences English (Second Language) Watters, Alison Reports - Research Information Analyses Australia Australian Institute of Health and Welfare English Early Childhood Education Preschool Education During the past three decades, extensive literature has accumulated on the early years of life for children. Research findings unequivocally agree that these years are a critical period of intense learning for children which provides the foundation for later academic and social success. This review explores the literature on the complex relationship between developmental outcomes and attendance at early childhood education and care programs. The article reviews Australian and international literature to evaluate the impact of both the quality and quantity of early childhood education and care (ECEC), the impact for different age groups, and which groups of children benefit most. The Australian early childhood education and care policy context is also described. [Additional funding for this report was provided by the Australian Government Department of Social Services.] ED573254 Literature Review of the Impact of Early Childhood Education and Care on Learning and Development. Working Paper. Cat. No. CWS 53 Australian Institute of Health and Welfare 2015-00-00 Australian Government Department of Education and Training 978-1-74249-818-8 43 Australian Institute of Health and Welfare. GPO Box 570, Canberra, ACT 2601, Australia. Tel: +61-2-6244-1025; Fax: +61-2-6244-1299; e-mail: info@aihw.gov.au; Web site: http://www.aihw.gov.au N/A http://www.aihw.gov.au/publication-detail/?id=60129552947 2017 111 ERIC JAN2020

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Yes School Schedules Academic Achievement Middle School Students Secondary School Students Achievement Tests Standardized Tests School Districts Comparative Analysis Educational Indicators Data Analysis Scores Outcomes of Education Hypothesis Testing Rural Schools Small Schools Effect Size Longitudinal Studies Cohort Analysis Questionnaires Statistical Analysis Fagergren, Peter J. Dissertations/Theses - Doctoral Dissertations Arizona California Achievement Tests Iowa Tests of Basic Skills Stanford Achievement Tests Tests of Achievement and Proficiency Metropolitan Achievement Tests English Middle Schools Secondary Education Junior High Schools Academic achievement under a four-day school week is compared to the traditional five-day school week. Test scores from the CAT [California Achievement Test], ITBS [Iowa Test of Basic Skills], TASK [Stanford Test of Academic Skills], SAT [Stanford Achievement Test], TAP [Tests of Academic Proficiency], and MAT [Metropolitan Achievement Test] were analyzed for a fifteen year period: the five years before the four-day school week, five years on the four-day school week, and then the five-years immediately off the four-day school week. Adequate Yearly Progress (AYP) was measured in grades eight, eleven, and twelve in reading, mathematics, and language subject areas. The data support the interpretation that the majority of students made AYP across the fifteen year period, with no detrimental effects to standardized test score results. ED573255 The Four-Day School Week: An Examination of Long-Term Student Achievement at the Middle and Secondary Levels Online Submission Ed.D. Dissertation, Boyer Graduate School of Education 2003-02-00 192 N/A 2017 115 As Provided JAN2020

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Yes Foreign Countries Teacher Workshops Faculty Development Research Design Educational Principles Elementary School Teachers Research Methodology Elementary School Mathematics Cultural Relevance Training Methods Kravia, Geori Owens, Kay Speeches/Meeting Papers Reports - Research Papua New Guinea Mathematics Education Research Group of Australasia English Elementary Education Design-based research is being used to develop and refine the principles used in professional learning workshops with teachers from three different Papua New Guinean ecologies: highlands, coastal, and inland in a coastal province. The appropriateness of the design of principles for Papua New Guinean Elementary Schools is tried over several phases and improved with each evaluation. This design-based research approach is proving suitable for the Papua New Guinean context. ED572631 Design-Based Research for Professional Learning for "Cultural Mathematics" Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 5 As Provided JAN2020

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Yes Study Group Activities Undergraduate Students Mathematics Instruction College Mathematics College Faculty Mathematics Teachers Case Studies Foreign Countries College Freshmen Mathematical Concepts Dalitz, James Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education This paper reports on a study that investigated the nature of the students' mathematical talk in an undergraduate mathematics study group. Study groups to support the learning of first year mathematics students are encouraged by mathematics educators. From nine recorded sessions, a session with a high quantity of mathematical talk and unfamiliar topics was chosen as a case study. The students used several different interactions but they developed mostly low level cognitive conversations. Four proposed causes limiting the cognitive level of the student's mathematical talk are the lack of prior preparation, avoidance of high level cognitive questions and the inability to recognise and then develop opportunities. ED572632 Undergraduate Mathematics Study Groups: What Mathematical Talk Actually Takes Place? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Mathematics Curriculum Foreign Countries Mathematics Instruction Problem Solving Mathematical Concepts Mathematics Thinking Skills Algebra Course Descriptions Secondary School Mathematics Secondary School Students Kaur, Berinderjeet Reports - Descriptive Speeches/Meeting Papers Singapore Mathematics Education Research Group of Australasia English Secondary Education The evolution of Singapore's school mathematics curriculum is in tandem with developments in the education system of Singapore. In the last six decades, economic policies of the government that are necessary for the survival of Singapore in a fast changing world have shaped the aims of the school mathematics curriculum. The present day curriculum can best be described as one that caters for the needs of every child in school. It is based on a coherent framework that has mathematical problem solving as its primary focus. ED572633 Evolution of Singapore's School Mathematics Curriculum Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 13 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 27 As Provided JAN2020

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Yes Accessibility (for Disabled) Testing Accommodations Summative Evaluation College Readiness Career Readiness Disabilities English Language Learners Decision Making Elementary Secondary Education Mathematics Tests Language Tests Computer Assisted Testing Profiles Bowman, Trinell Wiener, Daniel Branson, Danielle Guides - Non-Classroom Reports - Descriptive Partnership for Assessment of Readiness for College and Careers (PARCC) English Elementary Secondary Education The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their careers. These high-quality, computer-based K-12 assessments in mathematics and English language arts/literacy (ELA/L) give schools, teachers, students, and parents better information on whether students are on track in their learning and for success after high school, and tools to help teachers customize learning to meet student needs. The first full administration of the PARCC assessments occurred during the 2014-2015 school year. The fifth edition of the "PARCC Accessibility Features and Accommodations Manual" is a comprehensive policy document that provides guidance to districts and decision-making teams to ensure that the PARCC summative assessments provide valid results for all participating students. This fifth edition of the manual includes additional information on: the Student Registration/Personal Needs Profile; test administration guidance for before, during, and after testing; and specifics on the availability of accessibility features and accommodations during the administration of the PARCC assessments. Appendices Include: (1) Accessibility Features and Accommodations for Students Taking the Paper-Based PARCC Assessments; (2) Test Administration Protocol for the Human Reader Accommodation for English Language Arts/Literacy Assessments, and the Human Reader Accessibility Feature for Mathematics Assessments; (3) Protocol for the Use of the Scribe Accommodation and for Transcribing Student Responses; (4) Text-to-Speech, ASL Video, or Human Reader/Human Signer Guidance for English Language Arts/Literacy Assessments; (5) Guidance for Selecting and Administering the Extended Time Accommodation; (6) Unique Accommodation Request Form; (7) Use of an Emergency Accommodation on a PARCC Assessment; (8) Student Accommodation Refusal Form; (9) PARCC ELA Audio Guidelines; (10) PARCC Mathematics Audio Guidelines; (11) Legal Background; (12) Human Signer Guidelines; and (13) PARCC Assessments for Students with Visual Impairment, Including Blindness. [This manual is the result of five years of work among states, PARCC Inc. staff, and outside technical assistance. The manual was based on "Accommodations Manual: How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and Assessment of Students with Disabilities" written by Carver Christiansen, J. VaDeZande, and S. Lazarus. This work was sponsored by the Assessing Special Education Students State Collaborative on Assessment and Student Standards through the Council of Chief State School Officers. For "PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Summative Assessments Produce Valid Results for All Students. Fourth Edition," see ED573571.] ED573573 PARCC Accessibility Features and Accommodations Manual: Guidance for Districts and Decision-Making Teams to Ensure That PARCC Summative Assessments Produce Valid Results for All Students. Fifth Edition Partnership for Assessment of Readiness for College and Careers 2016-08-02 Council of Chief State School Officers (CCSSO) Department of Education (ED) 226 Partnership for Assessment of Readiness for College and Careers. Available from: Achieve, Inc. 1400 16th Street NW Suite 510, Washington, DC 20036. Tel: 202-419-1540; Fax: 202-828-0911; Web site: http://www.parcconline.org N/A 2017 1 ERIC JAN2020

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Yes Intergenerational Programs Family Programs Educational Opportunities Educational Attainment Mothers Educational Facilities Statewide Planning Change Strategies Fees Partnerships in Education Neighborhoods College Readiness Career Readiness Developmental Studies Programs Halbert, Hannah Reports - Descriptive Ohio Policy Matters Ohio English Elementary Secondary Education Higher Education The Cleveland Central Promise Neighborhood (CCPN) initiative brings together Central neighborhood residents, community stakeholders and partners to create the kind of community where every child can have career and college success. Helping children achieve a bright future filled with opportunity is the cornerstone of the Promise Initiative. The CCPN has partnered with anchor institutions, including universities, financial institutions, and health centers to strengthen neighborhood resources and well-being. Family stability and social connectedness set the stage for student success. But programs that support early development and school-readiness sometimes focus only on parenting, ignoring parents' role as workers and potential students. At the same time, programming to connect adults to work sometimes only considers children as obstacles to work or training. To address these gaps, we recommend building two-generation strategies. The report looks at a two-generation approach for two education goals for adults: GED completion and retention in higher education. Addressing these challenges "while" delivering services to kids will improve outcomes for the entire family. This report also identifies strategies the state and local partners could use to eliminate structural barriers to post-secondary and career success. [Additional support for this report was provided by the Sisters of Charity Foundation. See the Executive Summary at ED573575.] ED573574 Boosting Post-Secondary and Career Success: A Two-Generation Approach for the Promise Neighborhood. Education Policy Matters Ohio 2014-10-00 Working Poor Families Project 13 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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No Test Anxiety Reaction Time Responses Correlation Computer Assisted Testing Mathematics Tests Gender Differences Statistical Analysis Grade 7 Brom, Michael Wayde Dissertations/Theses - Doctoral Dissertations English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Studies have shown that test anxiety has become more prevalent since the adoption of the No Child Left Behind Act in 2001 and that test anxiety negatively affects student achievement. Early research viewed test anxiety as being a unidimensional construct; however, recent research has purported that test anxiety is a multidimensional construct. Consequently, test anxiety being viewed as multidimensional has changed how test anxiety is measured as evidenced by the development of multidimensional test anxiety measurement scales. Literature indicates that there is a gap in the study of K-12 test anxiety and response time data on assessments. A nonexperimental correlational research design was used for this study. The purpose of this study was to examine the relationships between multidimensional test anxiety measures and the response time of students taking a computerized adaptive math assessment, the "Measures of Academic Progress"® (MAP®) by the Northwest Evaluation Association™ (NWEA™), while controlling for gender. Participants for the study were 215 seventh grade math students at a school in the West. The test anxiety of participants was measured using the Children's Test Anxiety Scale (CTAS). The response time data was captured by the NWEA™ MAP® math tests. Spearman correlations were used to examine the relationship between test anxiety and response time. No statistically significant relationships were found. Recommendations for future research are to examine relationships between test anxiety and RTE using different normative thresholds (NT) and utilizing other multidimensional test anxiety scales as they become commercially available. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571741 A Correlational Analysis of Test Anxiety and Response Time on a Computerized Adaptive Math Test among Seventh Grade Students by Gender ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3243-5 145 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109978 2017 As Provided JAN2020

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No Educational Change Preservice Teacher Education Preservice Teachers Technological Literacy Pedagogical Content Knowledge Technology Integration Intervention Student Needs Blended Learning Web Based Instruction Learning Modules Mixed Methods Research Knowledge Level Achievement Gains Statistical Significance Poyo, Susan Ricke Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Changes in the field of education require teachers' acquisition of specific knowledge of technology and the skills of its effective use in the classroom. With the expansion of the traditional classroom to include virtual learning environments, concern still exists regarding characteristics necessary for quality teaching and learning. This research is an examination of pre-service teachers' needs relevant to integrating technology in an online learning environment. It is a first step toward acknowledging the responsibility teacher preparation programs have in the formation of educators equipped to instruct in dual learning environments, thus providing pre-service teachers with opportunities and experiences to become fluent in the technological pedagogical content knowledge (TPACK) required for online learning environments as well as the traditional face-to-face instruction. The purpose of this study was to determine if active engagement with content of an online instruction module would affect the attitudes, knowledge and skills, and instructional centeredness of pre-service teachers' towards technology integration in an online learning environment. A mixed-methods concurrent triangulation design procedure was utilized to measure characteristics of pre-service teachers in a teacher preparation program. A two-way within-subjects analysis of variance was conducted to evaluate the effect of engagement with the content of the online instruction module for all three domains. Participants began the intervention with limited knowledge and skills of technology integration and online learning environments; however, they made statistically significant gains upon completion of the intervention. The implementation of an intervention such as this online instruction module may support other teacher preparation programs in identifying strengths and weaknesses of their pre-service teachers and provide valuable information necessary to guide program goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571742 Transforming Traditional Practices of Teacher Preparation to Meet Changing Needs of Digital Learners: A First Step Intervention by Assessing and Addressing Needs of Pre-Service Teachers in a Dual Learning Environment ProQuest LLC Ed.D. Dissertation, Duquesne University 2016-00-00 978-1-3397-2810-0 237 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109526 2017 As Provided JAN2020

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Yes Mathematics Instruction Mathematics Teachers Foreign Countries Teaching Methods Teacher Improvement Faculty Development Mathematical Concepts Shimizu, Yoshinori Speeches/Meeting Papers Reports - Evaluative Japan Mathematics Education Research Group of Australasia English Given the distinctive characteristics of Japanese mathematics lessons found by the international studies and the subsequent focus of the attention to Lesson Study in mathematics education community, the author discusses the relationships between the scientific studies and improvement of mathematics teaching and learning from an insider's perspective. Reflecting on how mathematics educators have been struggling with studying the complex phenomena called "lesson" in the Japanese context, it is argued that orchestrating the scientific goal of building theories and the goal of improving teaching and learning of mathematics is the key to a synergy between research and the more practical knowledge of the craft of teaching. ED573015 Working at the Intersection of Research and Practice: A Perspective on the Study and Improvement of Mathematics Lessons Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 11 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 29 As Provided JAN2020

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No Higher Education Colleges Campuses Educational History Systems Approach State Government Public Colleges College Role Educational Administration Governance Governing Boards Educational Change State Colleges Labor Force Development Community Colleges Global Approach Community Involvement Lane, Jason E., Ed. Johnstone, D. Bruce, Ed. Books Collected Works - General English Higher Education Postsecondary Education Two Year Colleges This thought-provoking volume brings together scholars and system leaders to analyze some of the most pressing and complex issues now facing higher education systems and society. Higher Education Systems 3.0 focuses on the remaking of higher education coordination in an era of increased accountability, greater calls for productivity, and intensifying fiscal austerity. System heads have been identifying ways to harness the collective contributions of their various institutions to benefit the students, communities, and other stakeholders that they serve. The contributors explore the recent dynamics of higher education systems, focusing particularly on how systems are now working to improve their effectiveness in educating students and improving our communities, while also identifying new means for operating more efficiently. This enhanced collaboration, or "systemness," is the key aspect of version 3.0. Following a list of illustrations and acknowledgments, this book includes: Part I. The History and Definition of Systemness: (1) Higher Education System 3.0: Adding Value to States and Institutions (Jason E. Lane); (2) Systemness: Unpacking the Value of Higher Education Systems (Nancy L. Zimpher); and (3) The History and Evolution of Higher Education Systems in the United States (Aims C. McGuinness Jr.). Part II. Challenges to System Innovation: Unpacking the Tensions: (4) Higher Educational Autonomy and the Apportionment of Authority among State Governments, Public Multi-Campus Systems, and Member Colleges and Universities (D. Bruce Johnstone); (5) The Changing Role of Higher Education Systems in Finance (Jane V. Wellman); (6) Reorganizing Higher Education Systems: By Drift or Design? (Katharine C. Lyall); (7) Board Governance of Public University Systems: Balancing Institutional Independence and System Coordination (C. Judson King); (8) Systems, Ecosystems, and Change in State-Level Public Higher Education (Mario Martinez and Brandy Smith); and (9) Serving Public Purposes: Challenges for Systems in Changing State Context (Aims C. McGuinness Jr.). Part III. Emerging Roles for Systems: (10) The Changing Role of Systems in Academic Affairs (Jan M. Ignash); (11) Workforce Development at Community Colleges: Can Systems Make a Difference? (David F. Shaffer); (12) The Systemness of Internationalization Strategies: How Higher Education Systems Are Aiding Institutions with Globalization (Jason E. Lane); and (13) Higher Education Systems in an Era of Public Engagement: An Organizational Learning Perspective (David J. Weerts). A contributors section and an index are included. ED573016 Higher Education Systems 3.0: Harnessing Systemness, Delivering Performance. Critical Issues in Higher Education SUNY Press 2013-10-00 978-1-4384-4977-7 335 SUNY Press. State University of New York, 22 Corporate Woods Boulevard 3rd Floor, Albany, NY 12211. Tel: 866-430-7869; Tel: 518-472-5000; Fax: 518-472-5038; e-mail: info@sunypress.edu; Web site: http://www.sunypress.edu N/A http://www.sunypress.edu/p-5800-higher-education-systems-30.aspx 2017 ERIC JAN2020

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Yes Student Attitudes Emotional Response Diaries Video Technology Mathematics Instruction Handheld Devices Foreign Countries Grade 2 Grade 5 Larkin, Kevin Jorgensen, Robyn Reports - Research Speeches/Meeting Papers Australia Mathematics Education Research Group of Australasia English Grade 2 Primary Education Elementary Education Early Childhood Education Grade 5 Intermediate Grades Middle Schools Accessing children's feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This paper explores a method using iPads and a video diary technique not dissimilar to the "Big Brother" room with which many children are familiar. We describe the development of the tool and process when implemented in a primary school setting. We allude to both the enabling prospects of the technique as well as some of the limitations we found when implementing the method. ED572634 Using Video Diaries to Record Student Attitudes and Emotions towards Mathematics in Year Three and Year Six Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 Griffith University (Australia) 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 6 As Provided JAN2020

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Yes Academically Gifted Mathematics Skills Elementary School Students Academic Aptitude Mathematical Concepts Learning Processes Elementary School Mathematics Mathematics Instruction Parish, Linda Reports - Descriptive Speeches/Meeting Papers Mathematics Education Research Group of Australasia English Elementary Education This theoretical paper outlines the process of defining "mathematical giftedness" for a present study on how primary school teaching shapes the mindsets of children who are mathematically gifted. Mathematical giftedness is not a badge of honour or some special value attributed to a child who has achieved something exceptional. Mathematically gifted children possess unusually high natural aptitudes for understanding mathematical concepts, and subsequently differ substantively to their peers in the way they view, understand and learn mathematics. ED572635 Defining Mathematical Giftedness Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 28 As Provided JAN2020

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Yes Problem Solving Mathematics Instruction Grade 7 Foreign Countries Thinking Skills Mathematics Teachers Secondary School Mathematics Secondary School Students Coaching (Performance) Pretests Posttests Teacher Role Teacher Improvement Kargas, Christine Anestis Stephens, Max Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education This study investigated how to improve the teaching of problem solving in a large Melbourne secondary school. Coaching was used to support and equip five teachers, some with limited experiences in teaching problem solving, with knowledge and strategies to build up students' problem solving and reasoning skills. The results showed increased confidence by all teachers in the range and use of problem solving strategies, and for students increased use of strategies and improved reasoning skills to solve problems. ED572636 Using Coaching to Improve the Teaching of Problem Solving to Year 8 Students in Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Access to Computers Educational Technology Elementary Secondary Education Leadership Financial Support Professional Development Research Curriculum Teaching Methods Evaluation Methods School Districts Public Schools Educational History Laptop Computers Handheld Devices Internet Legal/Legislative/Regulatory Materials Reports - Research Minnesota Minnesota Department of Education English Elementary Secondary Education As required by Minnesota 2015 Special Session Law, House File 1, Article 6, Section 8, the commissioner of Education must research existing one device to one student (1:1) device programs in Minnesota and across the country to determine best practices for Minnesota schools implementing 1:1 device programs. The commissioner must develop and publish guidelines to ensure maximum effectiveness of 1:1 device programs and make a report on the research findings to the committees of the Legislature with jurisdiction over kindergarten through grade 12 education. 1:1 programs has grown organically for the past twenty years. Approximately 55 percent of Minnesota schools now have some level of a 1:1 program. Over the next year, another 30 programs are projected to start, and a number of existing programs are expanding. The majority of these programs started in the last three to four years. While pioneering districts have provided guidance and support for other districts, uniform guidance and support from the state does not exist. This report provides guidance in the form of research regarding programs throughout the state and nation. As districts initiate 1:1 programs, they should consider a range of issues, including infrastructure, management, leadership, curriculum and instruction, funding and professional development. Due to the wide range of considerations, a leadership team with different areas of expertise is one of the strongest contributors to fully realizing an effective program. While data indicates there is not one issue that would preclude statewide implementation of a 1:1 program, due to an inequity of technology funding, broadband access, and staffing, programs are not always delivered effectively. Among the most needed system supports is providing state and broad local support for leadership and building infrastructure around professional recommendations. This report provides data and research to support recommendations to meet the needs to implement a successful 1:1 device program. Contains a bibliography. ED572315 1:1 Device Programs Best Practices in K-12 Education: Fiscal Year 2016 Report to the Legislature. As Required by Minnesota 2015 Special Session Law, House File 1, Article 6, Section 8 Minnesota Department of Education 2016-02-00 Policymakers 30 Minnesota Department of Education. 1500 Highway 36 West, Roseville, MN 55113-4266. Tel: 651-582-8200; Web site: http://www.education.state.mn.us/mde/ N/A 2017 ERIC JAN2020

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Yes Pedagogical Content Knowledge Secondary School Teachers Mathematics Instruction Secondary School Mathematics Observation Teacher Attitudes Student Attitudes Teaching Methods Foreign Countries Questionnaires Focus Groups Maher, Nicole Chick, Helen Muir, Tracey Speeches/Meeting Papers Reports - Research Australia English Secondary Education Pedagogical content knowledge is widely considered an essential and complex facet of mathematics teacher knowledge, but little research has focused on PCK at the senior secondary level. This study explores some of the complexities of PCK in a teacher's lesson for senior secondary students by analysing data from lesson observation, the teacher's own commentary on the lesson, and students' perceptions of the teacher's knowledge and actions. Findings suggest that classroom norms relating to the kinds of problems students are typically required to solve can affect priorities about what is taught, so that what is attended to and valued by students may impact on teachers' PCK demands. ED572316 "I Believe the Most Helpful Thing Was Him Skipping over the Proof": Examining PCK in a Senior Secondary Mathematics Lesson Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 11 As Provided JAN2020

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Yes Teacher Leadership Teacher Responsibility Models Teacher Collaboration Teacher Administrator Relationship Participative Decision Making Faculty Development Career Development Foreign Countries Barriers Educational Innovation Reports - Descriptive Illinois Singapore China Sweden Finland Japan Advance Illinois English This paper tells the story of what must be done to make teaching in Illinois look more like the ever-evolving careers available in today's most innovative industries. This report was developed in collaboration with Advance Illinois' Educator Advisory Council (EAC)--a group of award-winning teachers who have been recognized for moving Illinois toward such a future. These teachers--and hundreds like them--tell the story of how students benefit when teachers are empowered as leaders, innovators, and avid learners. Herein, models for transforming teacher work and steps and resources required for success are described through the use of four guideposts: (1) Effective Collaboration; (2) Shared Leadership & Responsibility; (3) Professional Learning & Continuous Growth; and (4) Elevated & Evolving Careers. ED573256 Transforming Teacher Work: For a Better Educated Tomorrow Advance Illinois 2011-11-00 American Institutes for Research (AIR) 20 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 ERIC JAN2020

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Yes Student Evaluation State Standards Standardized Tests College Readiness Career Readiness Mathematics Achievement Language Arts Academic Achievement Elementary Secondary Education Thinking Skills Problem Solving Writing Evaluation Feedback (Response) Formative Evaluation Alignment (Education) Grades (Scholastic) College Students Student Placement Reports - Evaluative Illinois Advance Illinois English Elementary Secondary Education Higher Education Postsecondary Education In the spring of 2015, Illinois students will take new state assessments that, like the new Illinois Learning Standards, challenge them to think deeply, write often and defend their reasoning--all skills they will need in the world. The Partnership for the Assessment of Readiness for College and Career (PARCC) covers math and English Language Arts in grades 3 through high school. This replaces old standardized tests--specifically, the Illinois Standards Achievement Tests given in grades three through eight, and the Prairie State Achievement Exam in high school. This one-page chart shows how Illinois' old and new state assessments compare. ED573257 Illinois' Transition to New Assessments, Spring 2015 Advance Illinois 2015-00-00 1 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 ERIC JAN2020

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Yes Foreign Countries Academic Achievement National Competency Tests Mathematics Tests Test Items Problem Solving High Stakes Tests Exit Examinations Comparative Education Elementary School Students Grade 6 Word Problems (Mathematics) Ho, Siew Yin Lowrie, Tom Reports - Research Speeches/Meeting Papers Singapore Australia Mathematics Education Research Group of Australasia English Elementary Education Grade 6 Intermediate Grades Middle Schools This study describes Singapore students' (N = 607) performance on a recently developed Mathematics Processing Instrument (MPI). The MPI comprised tasks sourced from Australia's NAPLAN and Singapore's PSLE. In addition, the MPI had a corresponding question which encouraged students to describe how they solved the respective tasks. In particular, the investigation considers two tasks the cohort found difficult to solve--a relatively complex task from the Singaporean item bank and a novel task from the Australian tasks. ED573258 Singapore Students' Performance on Australian and Singapore Assessment Items Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 25 As Provided JAN2020

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Yes Boards of Education Academic Achievement Standards Superintendents Futures (of Society) Strategic Planning Educational Legislation Elementary Secondary Education Accountability Educational Objectives Educational Policy School Districts Teacher Recruitment College Readiness Achievement Gap Governance Career Readiness Civics Citizenship Responsibility Educational Indicators Educational Change Graduation Requirements Vocational Education High School Equivalency Programs Alternative Assessment Program Implementation Alignment (Education) Preservice Teachers Faculty Development Reports - Descriptive Washington Washington State Board of Education Professional Educator Standards Board (PESB) English Elementary Secondary Education High School Equivalency Programs High Schools Adult Education Secondary Education Higher Education Postsecondary Education The Washington State Board of Education (SBE) and the Professional Educator Standards Board (PESB) submitted this 6th biennial joint report to the Governor, Legislative Education Committees, and Superintendent of Public Instruction. The report outlines the collaborative work of the Boards, highlights accomplishments, and provides goals and strategies that will guide the Boards' future work. The following are appended: (1) State Board of Education Members; and (2) Professional Educator Standards Board Members. [For the prior report: "Working Together for Student Achievement. 5th Biennial Joint Report", see ED565370.] ED573017 Working Together for Student Achievement. 6th Biennial Joint Report Washington State Board of Education 2016-10-00 39 Washington State Board of Education. 600 Washington Street, Olympia, WA 98504. Tel: 360-725-6025; e-mail: sbe@k12.wa.us; Web site: http://www.sbe.wa.gov N/A 2017 ERIC JAN2020

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Yes English Language Learners High Stakes Tests Elementary School Students Middle School Students High School Students Reading Achievement Mathematics Achievement Achievement Tests Graduation Rate Achievement Gains Educational Policy State Policy Public Policy Accountability Research Needs Reports - Research Washington Washington State Board of Education Center for Educational Effectiveness, Inc. English Elementary Education Middle Schools Secondary Education Junior High Schools High Schools This document reports on the academic performance of the two most rapidly growing subgroups in Washington: English Language Learners (ELLs) and Former ELLs, but the emphasis here is on the latter. These two student groups have some unique qualities that pose some serious challenges to accountability systems. This research was initiated by State Board of Education staff to serve three overarching purposes: (1) What are the performance characteristics of the Former-ELL subgroup in proficiency? What do we see in proficiency, student growth, and graduation rates? (2) Policy Implications. What are the state and federal policy implications regarding accountability and assessment of ELL and Former-ELL students? (3) What are areas indicated for further research? The unit-of-analysis for this project is, at its most granular, the building level. These findings suggest additional research questions which can only be answered by further analysis, particularly through disaggregation of student-level data. Appended to the report are: (1) Detailed Tabular Results; (2) Group Differences Supported by t-Tests; and (3) Glossary & Acronyms. ED573018 Performance of Former-ELL Students on Washington High Stakes Assessments: Research into Performance of Former-ELL Students on Washington's English-Only Assessments and Implications for Policy Washington State Board of Education 2014-10-00 31 Washington State Board of Education. 600 Washington Street, Olympia, WA 98504. Tel: 360-725-6025; e-mail: sbe@k12.wa.us; Web site: http://www.sbe.wa.gov N/A 2017 ERIC JAN2020

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Yes Accountability Public Schools Academic Achievement Academic Standards Student Needs Accreditation (Institutions) Federal Legislation Educational Legislation Benchmarking Graduation State Standards Reports - Descriptive Virginia Virginia Department of Education English This document offers a brief guide to understanding Virginia's system for holding schools accountable for raising student achievement. Virginia's accountability system supports teaching and learning by setting rigorous academic standards--known as the Standards of Learning (SOL)--and through annual statewide assessments of student achievement. Results from these tests--which most students take online- are used by the commonwealth to identify schools in need of assistance and to inform parents and the public about the progress of schools through the awarding of annual accreditation ratings. The Virginia Board of Education revised its accreditation standards in 2015 to better inform the public about the progress of schools toward meeting the commonwealth's high expectations for student learning and achievement. The achievement levels required for a rating of Fully Accredited did not change. New "Partially Accredited" ratings, however, now differentiate schools that are close to full accreditation, or that are making acceptable progress, from those that are not. The new Every Student Succeeds Act (ESSA) designates 2016-2017 as a transition year during which the U.S. Department of Education issues final regulations and states develop implementation plans. The new law and the provisions of each state's plan to implement ESSA go into full effect with the beginning of the 2017-2018 school year. As Virginia transitions to the new law, the Annual Measurable Objectives (AMOs) established by the state Board of Education under Virginia's No Child Left Behind (NCLB) flexibility waiver no longer apply to most schools but will factor in the identification of Priority and Focus schools for 2016-2017. ED573019 Accountability and Virginia Public Schools, 2016-2017 School Year Virginia Department of Education 2017-00-00 3 Virginia Department of Education. P.O. Box 2120, Richmond, VA 23218-2120. Tel: 800-292-3820; Web site: http://www.doe.virginia.gov/ N/A 2017 ERIC JAN2020

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No Foreign Countries Attention Deficit Hyperactivity Disorder Elementary Secondary Education Elementary School Teachers Secondary School Teachers Teacher Attitudes Concept Mapping Cultural Differences Knowledge Level Cultural Influences Confucianism Individualism Attitudes toward Disabilities Self Esteem Teacher Competencies Cross Cultural Studies Moon, SeokYoung Dissertations/Theses - Doctoral Dissertations South Korea United States English Elementary Secondary Education Elementary Education Secondary Education The purpose of this study was to explore teachers' perspectives of working with students with Attention Deficit Hyperactivity Disorder (ADHD) with two hundred twenty-eight K-12th grade teachers in Korea and the U.S. by using a concept mapping methodology. The four research questions were: (1) How do teachers in two different cultures (Korea and the U.S.) perceive working with students with ADHD? (2) Is there any difference in the level of awareness towards ADHD between the Korean and the U.S. teacher groups? (3) What cultural aspects are different between the Korean and U.S. teacher groups? and (4) Does Confucianism and Individualism have any influence on the perception of Korean teachers and U.S. teachers towards students with ADHD and their behaviors? The results indicate that differences exist between the Korean and U.S. teachers' perspectives of working with students with ADHD. Teachers in the two cultures have differences in demographic features, recognition of ADHD in relation to policies, services, and training experiences. Also, Korean and U.S. teachers showed different positions in concept maps which could be explained by the teachers' cultural differences (Confucianism and Individualism). The final concept map indicates that teachers who have positive attitudes towards students with ADHD also tend to have more knowledge, confidence, and training experience in dealing with students' ADHD related behaviors. Teachers' positive attitudes toward students with ADHD are associated with doing "actions" to help students with ADHD. Teachers' negative attitudes toward ADHD behaviors is associated more with personal "emotions" in response to students' ADHD-related behaviors. This study will contribute to providing insights into how culture impacts teacher behaviors, expectations, beliefs and perceptions of ADHD, and as a result, show that teacher perceptions of ADHD seems to be dependent on a combination of one's cultural orientation and other variables identified in the study. Future researchers may research across other ethnic teacher populations to continue to measure teacher perspectives of working with students with ADHD. In addition, researchers can expand the study into an exploration of teachers' perspectives on special education services and the quality of teacher training for helping students with ADHD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571743 Teachers' Perspectives of Students with ADHD in Korea and the U.S. ProQuest LLC Ph.D. Dissertation, The University of Arizona 2016-00-00 978-1-3397-2992-3 155 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109723 2017 As Provided JAN2020

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Yes State Government Federal Government Accreditation (Institutions) Partnerships in Education Educational Change Government Role Higher Education Educational History Educational Policy Harnisch, Thomas Nassirian, Barmak Saddler, Amber Coleman, Art Reports - Evaluative Education Commission of the States English Higher Education Postsecondary Education This brief examines the "triad" of state governments, the federal government and accrediting agencies and, by shining light on the unique role that state governments play in this partnership, the authors propose reforms that will strengthen the role of state governments, without neglecting the two other legs of the higher education stool. ED571744 Enhancing State Authorization: The Need for Action by States as Stewards of Higher Education Performance. State-Federal Partnerships in Postsecondary Education Education Commission of the States 2016-12-00 24 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2017 As Provided JAN2020

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Yes Foreign Countries Longitudinal Studies Mathematics Instruction Young Children Mathematics Skills Elementary School Students Numeracy Correlation Scores Predictor Variables Intelligence Tests Verbal Ability Vocabulary MacDonald, Amy Carmichael, Colin Speeches/Meeting Papers Reports - Research Australia Peabody Picture Vocabulary Test English Elementary Education Grade 3 Grade 5 Grade 7 Grade 9 International research suggests that early mathematical competences predicts later mathematical outcomes. In this paper, we build on our previous study of young children's mathematical competencies (MacDonald & Carmichael, 2015) to explore the relationship between mathematical competencies at 4-5 years, as measured by teacher ratings, and later results on Years 3, 5, 7 and 9 NAPLAN numeracy tests. Data from a nationally-representative sample of 2343 children participating in the Longitudinal Study of Australian Children (LSAC) are examined. In line with overseas studies, we report moderate correlations between pre-entry mathematics and later NAPLAN results. However, analysis of individual growth trajectories suggests that in fact early mathematics predicts the initial (Year 3) level, but not subsequent growth. This suggests that early mathematical competences are important for enhancing outcomes in early schooling, but that the quality of mathematics education provided in the schooling years is critical for future development. ED572317 Early Mathematical Competencies and Later Outcomes: Insights from the Longitudinal Study of Australian Children Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 28 As Provided JAN2020

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Yes Mathematics Instruction Teaching Methods Elementary School Teachers Elementary School Mathematics Longitudinal Studies Thinking Skills Self Esteem Teacher Competencies Inquiry Foreign Countries Faculty Development Cognitive Processes Observation Video Technology Makar, Katie Speeches/Meeting Papers Reports - Research Australia English Elementary Education An empirical study was conducted with the aim to develop teachers' confidence and proficiency with teaching mathematics through inquiry. The study followed 41 primary teachers and compared a regular mathematics lesson to a lesson taught using an inquiry approach; 19 of these teachers were also followed over three years. Lessons were coded on the extent of intellectual quality in the lesson across six dimensions. Higher order thinking showed the most gains over time. Implications for research and practice are given. ED572318 Improving the Intellectual Quality of Pedagogy in Primary Classrooms through Mathematical Inquiry Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 11 As Provided JAN2020

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Yes Mathematics Instruction Teaching Methods Technology Uses in Education Educational Technology Homework Video Technology Secondary School Mathematics Student Attitudes Secondary School Students Foreign Countries Mixed Methods Research Online Surveys Interviews Student Motivation Muir, Tracey Speeches/Meeting Papers Reports - Research Australia English Secondary Education Teachers of senior secondary mathematics are required to contend with a number of challenges including covering the prescribed curriculum, differentiating the content for a range of learners, and preparing students for externally imposed assessment tasks. The flipped classroom is gaining in popularity as an approach that can be used to address these challenges. This paper provides a framework that can be used to interpret the affordances of a flipped classroom within the context of teaching secondary mathematics and the motivational factors that influence the uptake of the approach. Data analysed through the framework showed that students believed that the approach enabled them to have autonomy over their learning and achieve their goals. The study has implications for senior secondary teachers and students, particularly in terms of meeting the challenges of curriculum coverage and preparation for externally imposed assessment tasks. ED572319 No More "What Are We Doing in Maths Today?" Affordances of the Flipped Classroom Approach Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 23 As Provided JAN2020

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Yes School District Spending School District Wealth Funding Formulas Educational Resources Educational Finance Public Schools Expectation Financial Problems Finance Reform Low Income Students Reports - Descriptive Illinois Advance Illinois English Elementary Secondary Education Illinois confronts a financial crisis that threatens its capacity to implement the state's long-fought-for plan for improving our education system. Two-thirds of our school districts are now deficit-spending. Districts have dismissed at least 6,400 educators and aides, closed schools, lengthened bus routes, and reduced programs in everything from art to foreign language. For the first time, the majority of Illinois schools serve 40 percent or more low-income students. The financial strain is greatest for disadvantaged districts with little local wealth and large concentrations of low-income students. This report brings new light to the crucial topic of school funding. It explains the shortfalls of our current funding system and lays bare the inequities in how we have handled recent funding shortfalls. It goes on to provide insight into how we might alter the funding formula so that limited state education dollars are directed where they are most needed. ED573259 Funding Expectations Advance Illinois 2013-00-00 4 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 As Provided JAN2020

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Yes Standardized Tests Testing Time Management State Standards Educational Change Educational Administration Reports - Descriptive Illinois Advance Illinois English Elementary Secondary Education Standardized assessments long have played a role in public education. For much of that time, they have been faulted as too time-consuming, too restrictive, and too removed from real teaching and learning. The shift to new standards and assessments turns the page on this. Illinois put in place the new Illinois Learning Standards to make clear what students must know and be able to do at every step from kindergarten through high school. When we have new standards, we need new ways to understand how our students progress on them. That is why Illinois created a new assessment system rooted in the standards to ensure what is tested reflects what is taught. This opens the door for districts--the driver of most testing--to reduce the number of assessments that students take. This brief discusses Illinois' shift to new standards and assessments. Topics in this brief include the following: (1) the number of standardized tests students take; (2) the need to create a state assessment system that truly supports instruction to enable districts to reduce local testing; (3) opportunities to streamline assessments through the use of the new state assessment system, PARCC; and (4) how fewer assessments result in less concern about testing time. ED573260 Too Many Tests, Too Much Time: A New Opportunity to Create a More Streamlined Approach, Spring 2015 Advance Illinois 2015-00-00 2 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 ERIC JAN2020

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Yes Standardized Tests Legislators Student Rights Standards Evaluation Elementary Secondary Education Reports - Descriptive Illinois Advance Illinois English Elementary Secondary Education In the spring, Illinois students will take new state assessments that reflect the rigor and relevance of the new Illinois Learning Standards. But some classmates will sit out and join the pushback against standardized testing. Opt-out advocates raise concerns about over-testing, and the resulting toll on students as well as the impact on classroom instruction. While this underscores real concerns, it risks marginalizing low-performing students who could be pushed out and distracts from efforts to continually improve a state assessment system that supports teaching and learning. This brief document highlights: states that recognize a student's right to opt out and those that do not; two opt-out bills that Illinois legislators will consider; an unintended consequence opt-out has for students; and how opt-out distracts from improvement efforts. ED573261 Standards, Assessments & Opting Out, Spring 2015 Advance Illinois 2015-00-00 2 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 ERIC JAN2020

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Yes Postsecondary Education Rural Schools Urban Schools Expectation Academic Aspiration High School Students Grade 10 Longitudinal Studies Educational Attainment Student Surveys High School Graduates Financial Problems Student Characteristics Family Characteristics Gender Differences Racial Differences Socioeconomic Status Teacher Expectations of Students Statistical Analysis Statistical Significance Molefe, Ayrin Burke, Matthew R. Collins, Nancy Sparks, Dinah Hoyer, Kathleen Reports - Research Numerical/Quantitative Data Illinois Indiana Iowa Michigan Minnesota Ohio Wisconsin National Center for Education Evaluation and Regional Assistance (ED) Regional Educational Laboratory Midwest (ED) American Institutes for Research (AIR) Regional Educational Laboratory Midwest (ED), Rural Research Alliance English Postsecondary Education High Schools Secondary Education Grade 10 Prior research shows that rural students' education expectations and aspirations, as well as their postsecondary enrollment and persistence rates, tend to be lower than those of nonrural students. However, much of that prior research may not apply to today's students because it uses old data or focuses on individual states or purposive samples. Meanwhile, recent policy initiatives at both the national and state levels have emphasized increasing college-going rates. Moreover, because of the rise in online learning options, high school students have more opportunities to take college preparatory courses and pursue college education without leaving home. The Rural Research Alliance partnered with Regional Educational Laboratory (REL) Midwest to examine more recent postsecondary education expectations, attainment, and realization of expectations of rural and nonrural grade 10 students in the REL Midwest Region and the rest of the nation. The study also examined the reasons that rural and nonrural students in the REL Midwest Region reported for not expecting to pursue postsecondary education. It used the most recently released data from the Education Longitudinal Study of 2002, which surveyed a nationally representative sample of grade 10 students in 2002 and then administered follow-up surveys of the same individuals in 2004, 2006, and 2012, eight years after expected high school graduation. The study used data from 2002 and 2012. It aims to support policymakers and other stakeholders in the REL Midwest states by informing policy recommendations for improving postsecondary attainment among rural students in the region. Key findings include: (1) Approximately 90 percent of both rural and nonrural grade 10 students in REL Midwest Region states in 2002 expected to attend college, but the percentage who expected to attain a master's degree or higher was higher among nonrural students than among rural students; (2) The reason that both rural and nonrural students reported most frequently for not expecting to pursue postsecondary education was financial concerns; (3) Rural and nonrural students had similar levels of postsecondary educational attainment by 2012; (4) Almost two-thirds of both rural and nonrural students had fallen short of their grade 10 postsecondary education expectations by 2012; and (5) Student characteristics, and to a lesser degree family characteristics and teacher expectations, rather than school locale, accounted for much of the variation in education expectations and attainment. The following are appended: (1) Literature review; (2) Data and methodology; and (3) Additional findings. ED573020 Postsecondary Education Expectations and Attainment of Rural and Nonrural Students. REL 2017-257 Regional Educational Laboratory Midwest 2017-03-00 70 Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 65 ERIC JAN2020 Yes EDIES12C0004 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=1465

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Yes High School Students College Credits Advanced Placement Programs Program Descriptions Acceleration (Education) Dual Enrollment Student Characteristics Demography Institutional Characteristics High School Graduates College Bound Students Academic Persistence Community Colleges Correlation Semi Structured Interviews Instructor Coordinators Teacher Surveys Teacher Attitudes Pierson, Ashley Hodara, Michelle Luke, Jonathan Reports - Research Numerical/Quantitative Data Oregon Regional Educational Laboratory Northwest (ED) Education Northwest National Center for Education Evaluation and Regional Assistance (ED) English High Schools Secondary Education Higher Education Postsecondary Education Two Year Colleges Oregon's postsecondary attainment goal for 2025, adopted in 2011, calls for 40 percent of Oregon adults to have a bachelor's degree or higher, 40 percent to have an associate's degree or postsecondary certificate, and the remaining 20 percent to have a high school diploma or equivalent (S. 253, Or. 2011). As in other states a central strategy for increasing postsecondary attainment in Oregon is to promote accelerated college credit options--such as Advanced Placement, International Baccalaureate, dual credit, and dual enrollment courses--that enable high school students to earn college credit. Oregon has invested heavily in the accelerated college credit strategy, with particular attention to student groups that have historically not had access to these courses. The study focuses on options offered between 2005/06 and 2012/13 through Oregon community colleges, including dual credit (in which high school students earn both high school and college credit by taking a college course at their high school) and dual enrollment (in which high school students earn both high school and college credit by taking a college course at the college campus or online), and on the characteristics of the students who enroll in these classes. The study also explores the relationship between students' participation in dual credit and later education outcomes, including high school graduation, postsecondary enrollment, and postsecondary persistence. Key findings include the following: (1) Oregon public colleges have many accelerated college credit options, but their cost, eligibility requirements, and geographic coverage vary greatly across institutions; (2) Oregon's rate of community college dual credit participation is higher than the national average; (3) Oregon students taking dual credit courses through a community college enroll and earn credit in an average of three dual credit courses during their time in high school; (4) More than 90 percent of students pass the community college dual credit courses in which they have enrolled; (5) Community college dual credit students are more likely to be White, female, high achievers, and not eligible for the federal school lunch program; (6) Male students in all racial/ethnic groups participate in community college dual credit at lower rates than female students do, and in each racial/ethnic group the gender gap in participation is similar; (7) In each racial/ethnic group students eligible for the federal school lunch program participate in community college dual credit at lower rates than students who are not eligible; (8) The rates at which students who participate in dual credit programs graduate from high school, enroll in college, and persist in the first year of college are higher than the state average; and (9) At the five community colleges examined in a dual enrollment analysis, participation in dual enrollment was low but grew over time. Dual enrollment students had lower achievement on state math and reading tests and higher rates of eligibility for the federal school lunch program than dual credit students had. Oregon stakeholders can use the study results to better understand the breadth and characteristics of accelerated college credit options in the state; dual credit programs' equity gaps--which can inform outreach efforts to students participating at lower rates, such as rural, economically disadvantaged, and racial/ethnic minority students; and data that should be reported to the state to conduct analyses that improve monitoring and evaluation of accelerated college credit programs. Nationally, this study offers an example to other states of potentially useful analyses to inform improvements to these programs. The following are appended: (1) Literature review; (2) Data and methods; (3) Detailed accelerated college credit program information; (4) Detailed results; and (5) Dual credit courses by subject. ED573021 Earning College Credits in High School: Options, Participation, and Outcomes for Oregon Students. REL 2017-216 Regional Educational Laboratory Northwest 2017-03-00 51 Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 38 ERIC JAN2020 Yes EDIES12C0003 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=433

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No Mixed Methods Research Teacher Attitudes Educational Technology Technology Uses in Education Behavior Problems Student Behavior Emotional Disturbances Elementary School Students Elementary School Teachers Interviews Questionnaires Rewards Behavior Modification Donnelly, Michael W. Dissertations/Theses - Doctoral Dissertations English Elementary Education The purpose of this mixed methods study was to identify the perceptions of educators regarding the potential impact of technology as a motivator to elicit desirable behaviors within students that have been identified with an educational diagnosis of emotional disturbance at the elementary school level. A review of the literature focused on key words such as (a) technology, (b) emotional disturbance, and (c) behavior management. The perceptions of educators were collected through the use of an on-line questionnaire, in addition to individual, face-to-face interviews. The study intended to collect the perceptions of classroom teachers to determine whether or not educators who work closely with elementary-aged students with emotional disturbance are more likely to exhibit desirable behaviors at school when the student is aware that access to technology is an option as a reward or even if the technology is available for general use in the classroom. The implications of the study show that the majority of teachers who participated do perceive that technology plays a role in promoting desirable behaviors within their students. Future studies can look at the role specific types of technology play in behavior management. It can be stated that the implications from this study promote the use of technology in emotional support classrooms at the elementary level. Ensuring that teachers have access to technology is an important factor that school districts will want to examine. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571985 Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators ProQuest LLC Ed.D. Dissertation, Temple University 2016-00-00 978-1-3397-4516-9 100 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111307 2017 As Provided JAN2020

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No Clinical Experience Psychometrics Reliability Guidelines Cooperation Nursing Education College Faculty College Students Learning Experience Measures (Individuals) Computer Software Validity Statistical Analysis Correlation Item Response Theory Comparative Analysis Educational Environment Nursing Work Environment Generalization Factor Analysis Online Surveys Hooven, Katie J. Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education The purpose of this study was to develop and psychometrically test the Collaboration in the Clinical Learning Environment (CCLE) Tool. The researcher acknowledged two distinct populations that required input into this particular tool development: staff nurses who work on floors that are considered clinical learning environments for students, and the nursing faculty members who instruct the students. Both staff nurses and nursing faculty members have influence into student learning. The research followed the eight-step methodology for tool development as defined by DeVellis (2012). The researcher developed the "Conceptual Framework of Collaboration in the Clinical Learning Environment" (Figure 1) based on the literature review and used this framework as the basis of the instrument development. Although the conceptual framework guided the development of the study, the results and psychometric analyses of the data were based on psychometric analysis. The researcher used SPSS Version 23 for the psychometric analyses. Initial reliability testing was done on the 24-item CCLE, which confirmed a Cronbach's alpha of 0.97. Exploratory factor analysis (EFA) with principal component factor analysis (PCA) was done to examine the structure of the instrument. The PCA extracted three factors based on the eigenvalues and scree plot, accounting for 68% of the variance between the items. Factor 1, labeled the "Relational Domain," comprised 18 items and accounted for 57% of the variance. This was the largest factor. Factor 2, labeled "Values Domain" had 2 items, accounting for 6% of the variance. Factor 3, labeled "Conceptual Domain", was composed of four items and it accounted for 5% of the variance. Internal consistency reliability statistics were calculated, and two items from factor 1 were deleted based on unnecessary redundancy. The 22 item CCLE scale has a Cronbach's alpha of 0.96. Validity was supported through the content expert review, along with determination of concurrent validity. Five content experts, including three who have conducted research and published in the area of collaboration, and an additional two content experts, one a faculty member and the other a staff nurse, both of whom participate in clinical instruction, established content validity. The researcher calculated an overall CVI of .874. The Stichler CBS was distributed along with the CCLE to examine concurrent validity. After the development sample responded, the instruments were correlated to examine concurrent validity. The CCLE and the Stichler CBS showed a correlation of 0.76, which indicates the scales are positively correlated (Waltz, Strickland& Lenz, 2010). Implications for theory, nursing education and nursing practice are discussed. One of the functions of nursing research is to develop and test theory (Bunkers, 2012). In nursing, frameworks are often developed because they allow concepts from nursing theories to be successfully applied to nursing practice (Lancaster & Lancaster, 1981). Moving forward the researcher will continue to refine the framework and work towards theory development. The suggestion in nursing education that student outcomes may be improved by adjusting the clinical environment suggests that further research is necessary (Chan, 2002). The CCLE can be used as a method of evaluating already established as well as new learning environments, or as a means of comparing a dedicated education unit (DEU) and a traditional clinical learning environment. There are many implications for collaboration in nursing practice. Clear communication and positive working relationships have been documented as supporting high quality, safe care. Exposing students to collaboration and attempting to instill these key characteristics in nursing students while they are in school will be invaluable to their professional practice. There are several limitations to the study. Generalizability was limited by both the geographic scope and the participant demographics of the current study. Data were self-reported via online survey methodology. Finally, reliability and validity testing will need to be done after the initial study in order to perform additional analyses including confirmatory factor analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571986 Development and Testing of the Collaboration in the Clinical Learning Environment (CCLE) Tool ProQuest LLC Ph.D. Dissertation, Villanova University 2016-00-00 978-1-3397-4096-6 151 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110865 2017 As Provided JAN2020

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Yes Lesson Plans Classroom Techniques Teaching Methods Educational Practices Pedagogical Content Knowledge Video Technology Classroom Environment Curriculum Design Teaching Styles Classroom Observation Techniques Student Participation Instructional Effectiveness Protocol Analysis Geometry Mathematics Instruction Secondary School Mathematics Intermode Differences Foreign Countries Achievement Tests International Assessment Elementary Secondary Education Mathematics Tests Science Achievement Mathematics Achievement Science Tests Greenlees, Jane Patahuddin, Sitti Maesuri Lowrie, Tom Speeches/Meeting Papers Reports - Research Indonesia Trends in International Mathematics and Science Study Mathematics Education Research Group of Australasia English Secondary Education Elementary Secondary Education The World Bank 2007 TIMSS Video Study provided a distinctive insight into the practices of the Indonesian classroom and identified key strengths and weaknesses of current teaching. This investigation considered this evidence in the development of a structured lesson design that specifically addressed the instructional practices of the teaching and the actions of the participants. Watson's (2008) framework was used to analyse two teachers implementation of the lesson. Findings revealed that the teacher's initial content-based decisions on how to frame the lesson were most influential in how the lesson was shaped and impacted greatly on the level of student involvement. ED572637 Different Versions of the Same Lesson Plan: Implications on the Lesson Design Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 4 As Provided JAN2020

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Yes Active Learning Inquiry Beliefs Student Attitudes Mathematics Instruction Educational Environment Problem Solving Mathematics College Students College Mathematics Observation Interviews McGregor, Darren Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Ill-structured tasks presented in an inquiry learning environment have the potential to affect students' beliefs and attitudes towards mathematics. This empirical research followed a Design Experiment approach to explore how aspects of using ill-structured tasks may have affected students' beliefs and attitudes. Results showed this task type and learning environment created situations that exposed and challenged students' beliefs and attitudes and required them to defend their position. Insights regarding factors that may influence students' beliefs and attitudes are discussed. ED572638 Does Inquiry Based Learning Affect Students' Beliefs and Attitudes towards Mathematics? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 15 As Provided JAN2020

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Yes Numbers Number Concepts Elementary School Students Elementary School Mathematics Multiplication Arithmetic Intervention Difficulty Level Problem Solving Correlation Mathematics Achievement Mathematics Activities Foreign Countries Young-Loveridge, Jenny Bicknell, Brenda Reports - Evaluative Speeches/Meeting Papers New Zealand Mathematics Education Research Group of Australasia English Elementary Education This paper focuses on children's number fact knowledge from a study that explored the impact of using multiplication and division contexts for developing number understanding with 34 five- and six-year-old children from diverse cultural and linguistic backgrounds. After a series of focused lessons, children's knowledge of number facts, including single digit addition, subtraction, and doubles had improved. However, they did not always apply this knowledge to relevant problem-solving situations. The magnitude of the numbers did not necessarily determine the difficulty level for achieving automaticity of number fact knowledge. ED572639 Supporting the Development of Number Fact Knowledge in Five- and Six-Year-Olds Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 New Zealand Council for Educational Research 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 32 As Provided JAN2020

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No Qualitative Research Phenomenology Aggression Interpersonal Relationship Bullying African Americans Hispanic Americans American Indians Multiracial Persons Observation Writing Assignments Interviews Social Influences Cultural Influences Adolescents Females Violence Hermeneutics Flynn, Gayle L. Dissertations/Theses - Doctoral Dissertations Oklahoma English This qualitative research study, applying aspects of van Manen's framework for hermeneutic phenomenological research, was conducted to investigate the narratives of relationally aggressive girls of color. The study focused on nine adolescent girls of color who were ages 14-17 years old and exhibited aggressive/bullying behaviors representing the ethnic groups of Black/African American, Latina/Hispanic American, Native American, and other, which included two or more racial identities combined. The participants completed online protocol writing prompts, participated in open-ended interviews and an observation to gain insight regarding relationally aggressive issues that took place in the participants' settings. An interpretational approach to the data analysis clarified the meanings of themes and thick descriptions. This approach revealed a multiplicity of subjects that were situated in a socio-cultural context. The striking findings identified patterns of relational connectedness and/or disconnections in the lives of adolescent girls of color and demonstrated how relational aggression and bullying is a precursor to increased violence among these girls. Implications for behavioral education, teacher preparedness programs, educational research, and school conduct policy and practice include the advancement and implementation of culturally and gender responsive tactics to inform various intervention efforts for girls of color. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571745 Investigating Relational Aggression and Bullying for Girls' of Color in Oklahoma: A Phenomenological Study ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3247-3 191 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109982 2017 As Provided JAN2020

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No Self Efficacy Faculty Development Reading Achievement Reading Teachers Statistical Analysis Active Learning Disadvantaged Schools Social Theories Elementary Secondary Education Multiple Regression Analysis Washington, Vanassa Dissertations/Theses - Doctoral Dissertations Florida English Elementary Secondary Education The overall aim of this quantitative non-experimental study was to investigate the degree to which content-focused professional development, active based-learning professional development and teacher self-efficacy predict student performance in reading, within persistently low-performing schools. The need to investigate professional development in persistently low-performing schools comes as a result of academic scholars establishing an argument that teacher quality is the driving force for improved student achievement. Year after year, school districts utilize funds to offer intensive, sustained professional development for both school leaders and teachers. Although many hours of professional development have been provided in persistently low-performing schools, student achievement continuously fluctuates over time, showing no overall pattern of improvement. The theoretical framework for the study was based on Bandura's (1997) Social Cognitive Theory. This theory explains human behavior in terms of continuous reciprocal interaction among cognitive, behavioral, and environmental influences. The research was conducted in the fourth largest school district in the United States (Miami-Dade County Public Schools) with 129 reading teachers in grades three through 10, over four weeks, from 66 persistently low-performing schools. Teacher self-efficacy was measured by the Teacher's Sense of Efficacy Scale. Professional development and student achievement data were archival, collected from the 2013/14 school year. The data were analyzed using a hierarchical multiple regression analysis. The findings did not support the research hypothesis. More research is needed to investigate any relationship that might exist between teachers' self-efficacy of instructional strategies, types of professional development and student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571746 Teacher Self-Efficacy, Professional Development and Student Reading Performance in Persistently Low-Performing Schools ProQuest LLC Ed.D. Dissertation, Barry University 2016-00-00 978-1-3397-3029-5 126 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109760 2017 As Provided JAN2020

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Yes Career Readiness College Readiness Profiles High School Graduates Educational Indicators Longitudinal Studies Management Information Systems Gender Differences Educational Assessment Herman, Phillip Carreon, Daisy Scanlan, Spencer Dandapani, Nitara Reports - Research American Samoa Northern Mariana Islands Regional Educational Laboratory Pacific (ED) McREL International National Center for Education Evaluation and Regional Assistance (ED) English High Schools Secondary Education Many jurisdictions use data about college and career readiness to help stakeholders understand whether students are on track to succeed in college and careers after high school graduation. For example, Hawaii includes the percentage of high school graduates from a particular school who later attend college in school-level feedback reports for principals and other stakeholders. In American Samoa and the Commonwealth of the Northern Mariana Islands, education stakeholders have identified high school graduates' college and career readiness as a key concern. Although both jurisdictions are taking steps to improve their data systems, it is unclear what data are available that can be used to determine students' college and career readiness. This study cataloged the availability of college and career readiness data in both jurisdictions, described the functionality of the student data systems based on Data Quality Campaign criteria, and developed profiles of the 2012/13 graduating high school class in American Samoa and of the 2013/14 graduating class in the Commonwealth of the Northern Mariana Islands. The study team identified a set of college and career readiness indicators used in Hawaii as a starting point to develop a profile of each jurisdiction's graduating class. The study team also identified additional indicators in the literature on college and career readiness that are used by other states. The study addressed college and career readiness separately in American Samoa and the Commonwealth of the Northern Mariana Islands. The study team identified the available college and career readiness indicators in each jurisdiction and determined how many of the Data Quality Campaign's 10 Essential Elements of Statewide Longitudinal Data Systems were in place. The study team also created a college and career readiness profile of each jurisdiction's recent high school graduating class based on the identified indicators. In American Samoa: (1) Data were available to develop five college and career readiness indicators: cumulative grade point average, high school graduates, higher level math courses, higher level math course grades, and Stanford Achievement Test 10th Edition (SAT-10) math and reading proficiency; (2) The American Samoa Department of Education's data system includes 6 of the Data Quality Campaign's 10 essential elements: a unique student identifier; student-level enrollment, demographic, and program participation information; the ability to match individual students' test records from year to year to measure academic growth; a teacher identifier system; student-level transcript data, including information on courses passed and grades received; and a state data audit system that assesses data quality, validity, and reliability; (3) Among the 843 high school graduates in the sample, students' mean grade point average was 2.84, fewer than 60 percent of students passed at least one semester of a higher level math course, and most students scored at the below basic proficiency level in math and reading on the SAT-10; and (4) On average female students had a higher cumulative grade point average and higher SAT-10 reading proficiency than did male students, and a higher percentage of female students than of male students passed at least one semester of precalculus and calculus. In the Commonwealth of the Northern Mariana Islands: (1) Data were available to develop six college and career readiness indicators: Advanced Placement courses, cumulative grade point average, high school graduates, higher level math courses, higher level math course grades, and SAT-10 math and reading proficiency; (2) No systemwide student longitudinal data system was in place. Separate offices and departments collect and manage student enrollment data and SAT-10 results, and individual high schools store academic information; (3) The Commonwealth of the Northern Mariana Islands' data systems include 3 of the Data Quality Campaign's 10 essential elements: student-level enrollment, demographic, and program participation information; the ability to match individual students' test records from year to year to measure academic growth; and student-level transcript data, including information on courses passed and grades received; (4) Among the 587 high school graduates in the sample, 9.4 percent of students passed at least one quarter of Advanced Placement calculus and 38.7 percent passed an Advanced Placement English course, students' mean grade point average was 2.81, and most students scored at the average proficiency level on both the SAT-10 math and reading exam; and (5) On average female students had higher cumulative grade point averages and higher SAT-10 reading proficiency than did male students, and a higher percentage of female students than of male students passed at least one quarter of precalculus and Advanced Placement English. The following are appended: (1) Literature review on college and career readiness indicators; (2) Data and methods for the American Samoa analysis; (3) Data and methodology for the Commonwealth of the Northern Mariana Islands analysis; and (4) Algebra II course completion and grades. ED573022 College and Career Readiness Profiles of High School Graduates in American Samoa and the Commonwealth of the Northern Mariana Islands. REL 2017-229 Regional Educational Laboratory Pacific 2017-02-00 36 Regional Educational Laboratory Pacific. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 35 ERIC JAN2020 Yes EDIES12C0010 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=398

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Yes Marriage Measures (Individuals) Decision Making Comparative Analysis Scores Undergraduate Students Correlation Statistical Analysis Likert Scales Buri, John R. Gunty, Amy King, Stephanie L. Reports - Research Speeches/Meeting Papers English Higher Education Postsecondary Education In the present study, university students were presented a scenario in which a married couple was struggling in their marriage. These students were asked how likely it is that they would stay in a difficult marriage like the one described in the scenario. Each student also completed Schwartz's (2004) Maximization Scale. High scorers on this scale (i.e., maximizers) tend to search for "the best" alternative when making a decision. As a result, they are prone to buyers remorse. On the other hand, low scorers (i.e., satisficers) are less likely to experience post-decision regret. In the present study, maximizers (compared to satisficers) reported that they were more likely to leave a difficult marriage. ED573262 Should I Stay or Should I Go? Maximizers versus Satisficers Online Submission Paper presented at the Annual Meeting of the American Psychological Association (116th, Boston, MA, Aug 14-17, 2008) 2008-08-00 16 N/A 2017 18 As Provided JAN2020

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No Higher Education Equal Education Foreign Countries Measurement Techniques Educational Indicators Disproportionate Representation Educational Attainment Outcome Measures Predictor Variables Performance Educational Policy Role of Education Indigenous Populations Disabilities Rural Education Low Income Students Pagnini, Deanna Stylianou, Marianna Kok, Bernadette Johnson, Deanne Numerical/Quantitative Data Reports - Research Australia Australian Institute of Health and Welfare English Higher Education Postsecondary Education Increasing participation in higher education for under-represented groups has been a goal of both the Australian Government and Australian universities. In particular, the government has invested in a wide range of programs to support the efforts of universities to increase the enrollment and completion rates of: (1) Aboriginal and Torres Strait Islander students (2) those from low socioeconomic areas (3) people who live in regional and remote areas; and (4) students with disabilities. This report provides an overview of the development of a potential performance measurement framework for equity in higher education (MFE) to measure progress and gaps in access to and participation in higher education for under-represented groups (Indigenous Australians, those from low socioeconomic status areas, people who live in regional and remote areas, and people with disability). Detailed information is presented on a set of 61 possible indicators organised into 3 tiers: 23 for educational attainment and outcomes (Tier 1), 9 for precursors of higher educational attainment (Tier 2), and 29 for education system performance (Tier 3). The following are appended: (1) Australian Universities; (2) Examples of strategies currently used by universities to improve equity; (3) Potential data sources; (4) Map of framework domains; (5) Summary of indicators in existing frameworks; and (6) Domain/indicator map. [This report was written with the assistance of Fadwa Al-Yaman, Cathy McNickle and Ilona Brockway. This work was commissioned by the former Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE), which became the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education (DIICCSRTE). The Australian Institute of Health and Welfare would like to acknowledge the funding and valuable input from these departments (now the Department of Education).] ED573263 Towards a Performance Measurement Framework for Equity in Higher Education. Cat. No. IHW 129 Australian Institute of Health and Welfare 2014-00-00 978-1-74249-591-0 181 Australian Institute of Health and Welfare. GPO Box 570, Canberra, ACT 2601, Australia. Tel: +61-2-6244-1025; Fax: +61-2-6244-1299; e-mail: info@aihw.gov.au; Web site: http://www.aihw.gov.au N/A http://www.aihw.gov.au/publication-detail/?id=60129547958 2017 97 ERIC JAN2020

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No Korean Syntax Semantics Sentences Word Order Grammar Chung, Han-Byul Dissertations/Theses - Doctoral Dissertations English In this dissertation, I investigate the structural positions of "i/ka"-marked DPs and "un/nun"-marked DPs in the light of Kratzer (1988; 1995) and Diesing (1990; 1992). In Korean, unlike German (and English in part), vP-external subjects and vP-internal subjects are not distinguishable at the surface. However, by adopting Kratzer (1988; 1995) and Diesing (1990; 1992), we are able to distinguish between vP-external DPs and vP-internal DPs in Korean. According to Kratzer and Diesing, syntactic position of a DP has affect in the interpretation of the DP itself, as well as the interpretation of the sentence that contains the DP; only DPs interpreted within the vP will be given the existential reading, and only sentences with vP-external elements will be allowed the generic reading. That bare DPs and complex DPs marked by "i/ka"(L) are given the existential reading suggests that "i/ka"(L)-marked DPs are located within the vP. On the other hand, that simplest intransitive sentences with "i/ka"(H)-marked DP subjects are allowed the generic reading suggests that the DPs are interpreted outside of the vP. Applying the same diagnostics to "un/nun"-marked DPs, that sentences with "un/nun"-marked subjects are allowed the generic reading suggests that the DPs are interpreted outside of the vP. The asymmetry in the linear word order confirms that "un/nun"-marked DPs are located above "i/ka"(H)-marked DPs (outside of the vP). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571987 On the Syntax/Semantics of Korean Nominal Particles ProQuest LLC Ph.D. Dissertation, City University of New York 2016-00-00 978-1-3397-4624-1 225 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111415 2017 As Provided JAN2020

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No Religious Factors Leadership Styles Disadvantaged Schools Elementary School Teachers Teacher Leadership Well Being General Education Measures (Individuals) Correlation Statistical Analysis Teacher Attitudes Teacher Role Freeman, Noreen A. Dissertations/Theses - Doctoral Dissertations English Elementary Education In this study, the researcher examined the relationship between teachers' perceived reliance on their spirituality, their functions as servant leaders, and the relationship between their perceived reliance on their spirituality and their perceived levels of serenity in the academic setting. Participants included 45 certified, full-time general education teachers at an elementary school in a Southeastern state. To examine the relationships, the researcher used The Spiritual Well-Being Scale, The Multidimensional and Multi level Assessment of Servant Leadership, and The Brief Serenity Scale. Analysis included generating descriptive statistics for the responses on each instrument and exploring the extent to which the responses on the three instruments correlated with each other by computing the Pearson correlation coefficients. The results indicated a positive correlation between educators' spirituality and servant leadership attributes. Analysis of the teachers' perceptions revealed there were varying levels of spiritual well-being and serenity levels that influenced teacher roles in the elementary school classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571988 The Relationship between Spirituality and Servant Leadership in a Title I Elementary School ProQuest LLC Ed.D. Dissertation, Lincoln Memorial University 2016-00-00 978-1-3397-4202-1 121 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110971 2017 As Provided JAN2020

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Yes National Curriculum Foreign Countries Teaching Methods Mathematics Teachers Mathematical Concepts Mathematics Professional Personnel Secondary School Mathematics Secondary School Teachers Mathematics Education Jaworski, Barbara Speeches/Meeting Papers Reports - Evaluative United Kingdom Norway Mathematics Education Research Group of Australasia English Secondary Education According to Stenhouse (1984), "research is systematic 'inquiry' made public". By bringing "inquiry" into teaching practice we promote learning in three layers: learning of mathematics; learning of the "teaching" of mathematics; and learning of the processes through which mathematics teaching and learning develop. Through examples of developmental practice from school-based research in the UK and Norway, and research in university-based mathematics teaching in the UK, I discuss ways in which mathematics teachers and mathematics educators can form communities of inquiry to promote development in learning and teaching and look critically at some of the issues involved. These issues raise challenges for promoting development within a philosophy of educational practice and at scale, with reference to the wider dimensions of society, system and culture. ED572640 Mathematics Education Development Research in Teaching <- -> Learning in Practice Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 22 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 57 As Provided JAN2020

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Yes Student Diversity Cultural Differences Classroom Environment Classroom Communication Interaction Student Participation Learner Engagement Thinking Skills Teacher Response Mathematical Logic Mathematics Skills Teaching Methods Teaching Styles Elementary School Students Elementary School Mathematics Questionnaires Video Technology Likert Scales Interviews Transcripts (Written Records) Inquiry Foreign Countries Observation Leach, Generosa Hunter, Roberta Hunter, Jodie Reports - Research Speeches/Meeting Papers New Zealand Mathematics Education Research Group of Australasia English Elementary Education Interaction and dialogue are seen as essential components of mathematics classrooms of the 21st century. In this paper we explore the pedagogical actions a teacher takes to reposition his diverse learners as active and engaged participants in the classroom. The findings illustrate the need for explicit teacher modelling of ways for students to participate and explain and justify reasoning. We illustrate how teacher actions led to agentic students and a shift from social to sociomathematical norms in the construction of mathematical explanations, justification and generalisations. ED572641 Teachers Repositioning Culturally Diverse Students as Doers and Thinkers of Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 13 As Provided JAN2020

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Yes Preservice Teachers Library Materials Library Services Electronic Libraries Use Studies Mathematics Education Animation Search Strategies Interviews Pretests Posttests Student Surveys Search Engines Online Searching Intervention Incidence Foreign Countries Qualitative Research Statistical Analysis Lamb, Janeen Howard, Sarah Easey, Michael Reports - Research Speeches/Meeting Papers Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education The aim of this study is to investigate if providing mathematics education pre-service teachers with animated library tutorials on library and database searches changes their searching practices. This study involved the completion of a survey by 138 students and seven individual interviews before and after library search demonstration videos were released to them. Results indicate that although students' confidence in conducting database searches increased, ongoing support will be needed before their searching practices could be considered sufficiently sophisticated to access the depth of literature necessary for teaching and learning primary mathematics. [This study was supported by an Australian Catholic University grant funded through the Mathematics Teaching and Learning Research Centre.] ED572642 Pre-Service Teachers' Use of Library Databases: Some Insights Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 24 As Provided JAN2020

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Yes Intergenerational Programs Family Programs Educational Opportunities Educational Attainment Mothers Educational Facilities Statewide Planning Change Strategies Fees Partnerships in Education Neighborhoods College Readiness Career Readiness Developmental Studies Programs Halbert, Hannah Reports - Descriptive Ohio Policy Matters Ohio English Elementary Secondary Education Higher Education The Cleveland Central Promise Neighborhood (CCPN) initiative brings together Central neighborhood residents, community stakeholders and partners to create the kind of community where every child can have career and college success. Helping children achieve a bright future filled with opportunity is the cornerstone of the Promise Initiative. The CCPN has partnered with anchor institutions, including universities, financial institutions, and health centers to strengthen neighborhood resources and well-being. Family stability and social connectedness set the stage for student success. But programs that support early development and school-readiness sometimes focus only on parenting, ignoring parents' role as workers and potential students. At the same time, programming to connect adults to work sometimes only considers children as obstacles to work or training. To address these gaps, we recommend building two-generation strategies. The report looks at a two-generation approach for two education goals for adults: GED completion and retention in higher education. Addressing these challenges "while" delivering services to kids will improve outcomes for the entire family. This report also identifies strategies the state and local partners could use to eliminate structural barriers to post-secondary and career success. [Additional support for this document was provided by the Sisters of Charity Foundation. See the Full Report at ED573574.] ED573575 Boosting Post-Secondary and Career Success: A Two-Generation Approach for the Promise Neighborhood. Education. Executive Summary Policy Matters Ohio 2014-10-00 Working Poor Families Project 2 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes Preschool Education Educational Quality Public Schools School Districts Preschool Children Preschool Teachers Child Care Child Care Centers Parent Teacher Cooperation Partnerships in Education Eligibility Outcomes of Education Shields, Michael Reports - Research Ohio (Cincinnati) Policy Matters Ohio English Preschool Education Early Childhood Education Quality preschool improves children's educational outcomes into the elementary grades, and good programs with wraparound childcare anchor family financial stability by enabling parents to work. Yet, too few Cincinnati children have access to a good preschool or any preschool at all. A levy on this November's ballot seeks to change that by adding a new local funding source for both preschool and K-12 education. Issue 44 asks voters to approve a $48 million per year joint levy - $33 million for K-12 schools and $15 million to expand access to quality preschool throughout Cincinnati. The proposal forges a partnership between parents, educators, the Cincinnati Public School District and Preschool Promise advocates. The proposal, which combines two separate initiatives, would fund preschool for all 4-year-olds and for some at-risk 3-year-olds. This would be transformative for children and families in Cincinnati. A new report by Policy Matters Ohio lays out the current preschool landscape, discusses the challenges families now face to accessing quality early care and education, and identifies opportunities for the city to leverage new and existing funds to deliver top quality education to all Cincinnati young children and their families. The report says families face barriers to quality programs because of cost. Available slots for quality programs and wraparound childcare are lacking, and good programs are located too far from neighborhoods where they are needed. The report also discusses how investing in staff is a vital component in delivering a high quality center, and urges the city to devote resources from Issue 44 to teacher development and compensation. [For the full report, see ED573577.] ED573576 The Promise of Pre-K. Expanding Quality Preschool in Cincinnati. Education/Childcare. Executive Summary Policy Matters Ohio 2016-09-00 2 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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No Females Information Technology Computer Use Identification (Psychology) Intimacy Interpersonal Relationship Interviews Qualitative Research Personal Narratives Late Adolescents Young Adults Developmental Stages Lindsay, Megan Dissertations/Theses - Doctoral Dissertations English Young women ages 18-29 are the highest users of Information Communication Technology (ICT) in the United States. As a group, they curate and create more online content than any other adult user group (Duggan, 2014). Throughout the research literature, scholars claim that the high rate of technology use among young people is related to their developmental stage (boyd, 2014; Kuper & Mustaki, 2014; Subrahmanyam & Greenfield, 2008; Turkle, 2010). The primary developmental tasks of young adults include forming an adult identity, and sustaining intimate relationships. Developmental psychologists and sociologist hypothesize that ICT's influence developmental trajectories and outcomes (Jensen & Arnett, 2012). Given the breadth of discussion in the literature about development, and ICT use, there is relatively little research focusing on how young women interpret and internalize these experiences. The primary purpose of this study was to understand the interaction between young adults frequent online use and developmental tasks--identity formation and intimate relationships. Interviews were conducted with young women (18-29) who qualified as high users (N = 22). Participants' were interviewed twice; the initial interview used a structured schedule, providing uniformity across participants. The second interview was an informal conversation personalized to the participant's' interests, experiences, and opinions about the topic. Participants were recruited from across the country, and the diversity in the sample mirrors the heterogeneous nature of the emerging adult population. Two forms of qualitative analysis were used, open thematic coding and narrative analysis. Findings demonstrated the shift of the networked culture creates a highly individualized life trajectory for young people. Identity and intimacy are still the salient developmental tasks for young adults, but continue evolve throughout the life course. Narrative analyses were used to show strengths of the critical realism theory, especially the reflexive modes, by using case examples. Lastly, the role of ICT are discussed using four primary themes--augmented relationships, disruptive networks, defining moments, and driven agency. Ultimately, this research study helps provide evidence that online spaces are relational and the interactions a part of sociality. For social workers ability to understand development experiences and other facets of social life, further research is needed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571747 Females' Perspectives on Emergence to Adulthood: The Role of Information Communication Technologies ProQuest LLC Ph.D. Dissertation, Arizona State University 2016-00-00 978-1-3397-3008-0 255 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109739 2017 As Provided JAN2020

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Yes Grade 12 High School Students College Bound Students College Readiness Educational Finance Financial Support Tuition Grants Advanced Students Access to Education Federal Aid College Entrance Examinations Scores Student Characteristics Educational Legislation Barry, Mary Nguyen Reports - Research ACT Assessment Education Commission of the States English Grade 12 Secondary Education High Schools Higher Education Postsecondary Education This brief focuses on 12th grade students who are ready for postsecondary work, but are spending unnecessary time in high school. The brief discusses options for paying for the transition, including K-12 funds reimbursing families for tuition or 12th graders being eligible for Pell. ED571748 Fast Track to College Success. State-Federal Partnerships in Postsecondary Education Education Commission of the States 2016-12-00 Bill and Melinda Gates Foundation Lumina Foundation 24 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2017 As Provided JAN2020

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Yes Diversity (Faculty) Whites Minority Group Teachers National Surveys Student Diversity Culturally Relevant Education Black Colleges Alternative Teacher Certification Elementary Secondary Education Principals College Attendance Postsecondary Education Teacher Education Programs Bachelors Degrees Beginning Teachers Labor Force Development Teacher Persistence Reports - Evaluative Schools and Staffing Survey (NCES) Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service English Higher Education Postsecondary Education Elementary Secondary Education Diversity is inherently valuable. Research shows that diversity in schools, including racial diversity among teachers, can provide significant benefits to students. While students of color are expected to make up 56 percent of the student population by 2024, the elementary and secondary educator workforce is still overwhelmingly white. The most recent U.S. Department of Education Schools and Staffing Survey (SASS), a nationally representative survey of teachers and principals, showed that 82 percent of public school teachers identified as white. Improving teacher diversity can help all students. Teachers of color are positive role models for all students in breaking down negative stereotypes and preparing students to live and work in a multiracial society. A more diverse teacher workforce can also supplement training in the culturally sensitive teaching practices most effective with today's student populations. The purpose of this report is to provide a current snapshot of the racial diversity of educators in our nation's elementary and secondary public schools. While not comprehensive, the report reviews trends in the diversity of students, teachers, and education leaders; it examines the teacher pipeline from enrollment in postsecondary education, hiring, and teacher retention. This examination spotlights Historically Black Colleges and Universities (HBCUs), as well as participation in alternative certification programs. The report also includes statistics on postsecondary completion, placement, and retention of new teachers of color in the workforce. While the focus of this report is on racial diversity, the Department acknowledges that other forms of diversity such as socioeconomic background, gender, sexual orientation, disability status, religion, and multilingualism are also important and should be examined. Finally, the report provides examples of places that are working to address the diversity issue in a variety of ways; other communities may find these efforts instructive. The report also includes endnotes. ED571989 The State of Racial Diversity in the Educator Workforce Office of Planning, Evaluation and Policy Development, US Department of Education 2016-07-00 42 Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, NTIS, P.O. Box 22207, Alexandria, VA 22304. Tel: 877-433-7827; Fax: 703-605-6794; e-mail: edpubs@edpubs.ed.gov; Web site: http://www2.ed.gov/about/offices/list/opepd/index.html N/A 2017 ERIC JAN2020

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Yes High School Students Graduation Rate Dropouts At Risk Students Low Achievement Dropout Prevention National Surveys Incidence Public Schools Poverty Geographic Location School Size Attendance Patterns Data Collection Grade 9 Grade 10 Grade 11 Grade 12 Achievement Tests Scores Homeless People Limited English Speaking Social Services Foster Care Substance Abuse Age Differences Pregnancy Early Parenthood Immigrants Reports - Research Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service English High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Grade 10 Grade 11 Grade 12 In 2013-14, the high school graduation rate reached a record high of 82 percent (U.S. Department of Education 2015a). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015b). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. "At-risk" students are defined as those failing to achieve basic proficiency in key subjects or exhibiting behaviors that can lead to failure and/or dropping out of school. Dropout prevention strategies are diverse; they vary in type of program, services offered, frequency, intensity, and duration of contact with target students. The U.S. Department of Education (Department) sponsored the National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS), which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. This brief on Early Warning Systems is the first in a series of briefs being released this fall with key findings about these high school improvement strategies. The report includes the appendix: Early Warning Systems (Survey Excerpt). ED571990 Issue Brief: Early Warning Systems Office of Planning, Evaluation and Policy Development, US Department of Education 2016-09-00 13 Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, NTIS, P.O. Box 22207, Alexandria, VA 22304. Tel: 877-433-7827; Fax: 703-605-6794; e-mail: edpubs@edpubs.ed.gov; Web site: http://www2.ed.gov/about/offices/list/opepd/index.html N/A 2017 6 ERIC JAN2020

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Yes High School Students Charter Schools Student Attitudes Resilience (Psychology) Disproportionate Representation Student Development College Bound Students Minority Group Students Educational Change Academic Persistence Social Environment Academic Aspiration Mixed Methods Research Case Studies Ethnography Semi Structured Interviews Longitudinal Studies Student Surveys Coding Regression (Statistics) Urban Schools College Readiness Burnout Educational Environment Field Studies Predictor Variables Psychometrics Post High School Guidance Grades (Scholastic) Family Environment Stereotypes Teacher Student Relationship Peer Relationship Social Support Groups Perez-Felkner, Lara Reports - Research Journal Articles Illinois (Chicago) ISSN-0161-4681 English High Schools Secondary Education Background/Context: Schools have attempted to address stratification in black and Latino students' access to higher education through extensive reform initiatives, including those focused on social supports. A crucial focus has been missing from these efforts, essential to improving the effectiveness of support mechanisms and understanding why they have been insufficient: how students experience these reforms. Purpose: How can the social context of schools keep underrepresented minority students on track to transition to college? This study investigates how students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools' social contexts that might positively affect their transition to four-year colleges. Research Design: Using a mixed-methods case study design, this three-year study examined students' educational pathways in a Chicago charter high school. Data collection methods included ethnographic fieldwork, interviews, and a longitudinal survey. Supplemental secondary data sources were utilized to contextualize the case study. Analysis: Interview transcripts and field notes were transcribed and coded to examine variation in students' experience of their social context and their college transition plans. To contextualize these findings, the author utilized descriptive, associative, and logistic regression techniques to analyze quantitative data from the case study survey and corresponding city and national datasets. Findings: The school's organization facilitated academic, social, and college preparatory support through structured relationships. Notwithstanding, there was notable within-school variation in students' transitions to college. Students in this urban charter school often experienced multiple obstacles that interfered with the college ambitions they generally shared with their families and school peers. School regard is a mechanism identified in this study as central to students' transition success. Students' perceptions of their teachers' and their peers' regard for their capacity for educational success was associated with their persistence through the transition to college in the face of academic, socioeconomic, and other challenges. Conclusions/Recommendations: This study demonstrates the effort and engagement underrepresented students expend in the effort to become college-ready, and the risk for burnout as a result of both academic and non-academic hardships during their high school years. School regard may mitigate these effects. Mere expectations for college appear insufficient in the current access-for-all climate. Rather, it is important that students perceive value and esteem for their potential from school faculty and peers, sustaining their ambitions through the obstacles they encounter in high school and expect in college. ED573264 Perceptions and Resilience in Underrepresented Students' Pathways to College Grantee Submission Teachers College Record v117 n8 p1-60 Aug 2015 2015-08-00 National Science Foundation (NSF) 60 T 2017 85 As Provided JAN2020 0815295 1232139 DRL1108778 DRL0941014

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No Foreign Countries National Standards Data Program Implementation Early Childhood Education Elementary Secondary Education Vocational Education Higher Education Stakeholders Questionnaires Data Collection Numerical/Quantitative Data Tests/Questionnaires Reports - Research Australia Progress in International Reading Literacy Study Trends in International Mathematics and Science Study Program for International Student Assessment Australian Institute of Health and Welfare English Early Childhood Education Elementary Secondary Education Higher Education Postsecondary Education Grade 4 Intermediate Grades Elementary Education Secondary Education The Australian Institute of Health and Welfare developed a national data standards strategy and implementation plan to enhance the comparability, quality and coherence of information across the Australian education and training sectors, including early childhood education, school education, vocational education and training (VET) and higher education. This project report summarises the activities and process undertaken in each phase of the project to develop the national data standards strategy and implementation plan for the education and training sectors, and the finalisation of the project. The following are appended: (1) Stakeholder consultation; (2) Data mapping; (3) Description of data collections and data items mapped; (4) Questionnaires; (5) Stakeholder and data custodian consultation; (6) Summary of policy priorities; (7) Data collection review time frames and processes; and (8) Data flows. [The Australian Institute of Health and Welfare (AIHW) would like to acknowledge funding provided under the 2013-14 Transforming Education and Training Information in Australia (TETIA) Forward Work Program.] ED573265 Development of a National Education and Training Data Standards Strategy and Implementation Plan. Cat. No. EDU 4 Australian Institute of Health and Welfare 2015-00-00 978-1-74249-732-7 204 Australian Institute of Health and Welfare. GPO Box 570, Canberra, ACT 2601, Australia. Tel: +61-2-6244-1025; Fax: +61-2-6244-1299; e-mail: info@aihw.gov.au; Web site: http://www.aihw.gov.au N/A http://www.aihw.gov.au/publication-detail/?id=60129551063 2017 50 ERIC JAN2020

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No Mathematics Instruction Intervention Mathematics Achievement Student Attitudes Mathematics Skills Constructivism (Learning) Common Core State Standards Mathematical Concepts Summative Evaluation Mathematics Tests Comparative Analysis Middle School Students Conventional Instruction Problem Solving Memorization Qualitative Research Interviews Mathematics Anxiety Self Concept Self Efficacy Instructional Effectiveness Briggerman, Robert Starwalt Dissertations/Theses - Doctoral Dissertations California English Middle Schools Secondary Education Junior High Schools This study explored the effectiveness of a unique math intervention program in a local school district in Orange County, California in terms of academic achievement and student perceptions about their math abilities as a result of their experiences in the program. As the predominate instructional approach, the program provided students with constructivist learning strategies to align with the Common Core State Standards and to strengthen their conceptual understanding of mathematics content. Two summative, end of course exams were given to this group and to a comparable group at another middle school that received a more traditional instructional approach as their primary instructional focus. The second group received instruction with emphasis on algorithmic problem solving steps and memorization of rules and mathematical procedures. Exams were administered mid way through the year and at the end of the year. Results were compared between the groups at each admission and on their overall growth from one administration to the next. Results between the groups were non-significant, perhaps due to the small sample size and uneven comparison groups. Although somewhat close, non-parametric measurements did not reveal significant findings. In a second, qualitative phase of the study, six students, three from each program, completed a rich interview protocol. The purpose was to gather student perceptual changes regarding their math ability as a result of the two different intervention programs. Themed responses in the areas of math anxiety, math self-concept, and math self- efficacy revealed improvements in overall student perceptions about their math ability in both intervention programs. A study with a larger, more even sample size might lead to significant findings. Practitioners, researchers, and policy makers might use the findings of this study to explore and implement additional intervention strategies for struggling math students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571749 Middle School Math Intervention in the Local Unified School District: Using Constructivist Strategies to Support Struggling Learners ProQuest LLC Ed.D. Dissertation, California State University, Fullerton 2016-00-00 978-1-3397-3513-9 157 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110255 2017 As Provided JAN2020

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No Attendance Counties Grade 7 Learner Engagement Middle School Students Peer Influence Family Influence Family Life School Policy School Personnel Interviews Focus Groups Rencher, Charles L. Dissertations/Theses - Doctoral Dissertations Michigan English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education This Capstone project intended to create a greater awareness and develop an understanding of the impact of attendance on academic performance. Schools are faced with the tasks of ensuring students attend school and keeping them engaged while they are at school. This project encourages the reader to look past school attendance as a mere student record of being present and it also provides a more comprehensive view of attendance as an academic behavior. The project focused on issues that are applicable to all schools, but specifically considered data from schools in Washtenaw and Muskegon Counties in Michigan. School practitioners need to understand the imperative nature with which attendance issues are to be understood, as attendance is a lead indicator of successful school outcomes, as well as successful life outcomes. Students who are frequently absent from school are at a much greater risk of poor self-concept, poor school performance, retention, and dropping out (Picklo & Christenson, 2005). In considering the transition from elementary school to middle school, we looked at quantitative and qualitative data from seventh grade students in both Washtenaw and Muskegon Counties. This grade-level of students face considerable challenges during this formative time, including the sense of belonging and self-efficacy needed for student success, a more challenging curriculum, more freedom, and additional responsibility in the school. A connection to absenteeism being an indicator of engagement and disengagement was also made, as attendance (or lack thereof) is the strongest indicator of disengagement (Pellerin, 2005). We also detailed how the current policies and practices in place in schools do not effectively address, prevent, or curb absenteeism in schools. In this project, we attempted to answer four research questions: 1. What is the current state of student attendance in a large county in Michigan? What are the magnitudes of chronic and severely chronic absenteeism within this county? 2. Who are the students that are chronically and severely chronically absent in two Michigan counties? Can these students be identified by a set of descriptive characteristics? 3. How, if at all, do factors related to the individual, peer group, family life and school policy contribute to chronic absenteeism among middle school students in two Michigan counties? 4. What are the current perceptions, policies, and practices of school staff in two Michigan counties concerning student attendance rates? We answered these questions using a three-phase analysis, which included a quantitative analysis of student attendance data, a qualitative analysis of student interview data, and a qualitative analysis of staff focus group data. As products from this research, we will provide a summary of our relevant research to the Washtenaw and Muskegon county schools with recommendations, a protocol to replicate research in other districts, and a three-tiered model of support related to attendance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571750 The Cost of Disengagement: Examining the Real Story of Absenteeism in Two Michigan Counties ProQuest LLC Ed.D. Dissertation, Michigan State University 2016-00-00 978-1-3397-2920-6 151 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109636 2017 As Provided JAN2020

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Yes Instructional Design Mathematics Instruction Problem Solving High School Students Secondary School Mathematics Foreign Countries Learning Modules Toh, Tin Lam Dindyal, Jaguthsing Tay, Eng Guan Speeches/Meeting Papers Reports - Descriptive Singapore Mathematics Education Research Group of Australasia English High Schools Secondary Education In a design experiment, the feedback from the teacher-implementer is crucial to the success of the innovation simply because the teacher is finally the one that brings the innovation to life in front of the students. We describe in this paper the feedback made by the teacher-implementer after teaching one cycle of the problem solving module in a mainstream school, and the modifications the researchers and the teacher-implementer have made in our design of the module to fit into the requirement of the school. ED573023 Learning from the Implementers in a Design Experiment Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 7 As Provided JAN2020

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Yes Formative Evaluation Mathematics Instruction Middle School Students Educational Research Mathematics Tests Developmental Stages Error Patterns Misconceptions Reflection Foreign Countries Kaye, Stacey Speeches/Meeting Papers Reports - Descriptive Australia Mathematics Education Research Group of Australasia English Middle Schools Secondary Education Junior High Schools "Specific Mathematics Assessment that Reveal Thinking" (abbreviated as "smart tests") provide an on-line formative assessment of middle years students. They aim to put information from research on students' understanding directly into the hands of teachers, by providing quick automated diagnosis of learning for all students in a class. The Reflection test is used as an example to describe item presentation, evidence identification, and reporting to teachers, and highlight how pedagogical content knowledge can be built. [Additional funding for this project was received from the Victoria Department of Education and Early Childhood, and the Catholic Education Office (Melbourne).] ED573024 Bringing Research on Students' Understanding into the Classroom through Formative Assessment Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 Australian Research Council 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 9 As Provided JAN2020

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Yes Decision Making Mathematics Instruction Foreign Countries Curriculum Teaching Methods Learning Activities Elementary School Mathematics Elementary School Teachers Secondary School Teachers Faculty Development Sullivan, Peter Clarke, David Clarke, Doug Roche, Anne Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Secondary Education At some stage when planning, teachers make decisions about the mathematics tasks they will pose and how they will structure lessons. It seems, though, that these decisions are complex, and that this complexity has been underestimated by curriculum developers and teacher educators. The following is a report of data collection that simulated some of these planning decisions. The results suggest that teachers may need support in matching tasks to curriculum content statements, in articulating the purposes of tasks, and in considering how tasks might be used to address differences in student readiness. [Additional funding was provided by New South Wales (NSW) Department of Education and Training, Victorian Curriculum and Assessment Authority, Catholic Education Office Melbourne and the Australian Curriculum Assessment and Reporting Authority. The project is collaboration between Monash University, Australian Catholic University, University of Sydney, University of Technology Sydney, University of Newcastle, and the University of Melbourne.] ED573025 Teachers' Decisions about Mathematics Tasks When Planning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 Australian Research Council 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Preschool Education Educational Quality Public Schools School Districts Preschool Children Preschool Teachers Child Care Child Care Centers Parent Teacher Cooperation Partnerships in Education Eligibility Outcomes of Education Shields, Michael Reports - Research Ohio (Cincinnati) Policy Matters Ohio English Preschool Education Early Childhood Education Quality preschool improves children's educational outcomes into the elementary grades, and good programs with wraparound childcare anchor family financial stability by enabling parents to work. Yet, too few Cincinnati children have access to a good preschool or any preschool at all. A levy on this November's ballot seeks to change that by adding a new local funding source for both preschool and K-12 education. Issue 44 asks voters to approve a $48 million per year joint levy-- $33 million for K-12 schools and $15 million to expand access to quality preschool throughout Cincinnati. The proposal forges a partnership between parents, educators, the Cincinnati Public School District and Preschool Promise advocates. The proposal, which combines two separate initiatives, would fund preschool for all 4-year-olds and for some at-risk 3-year-olds. This would be transformative for children and families in Cincinnati. This report lays out the current preschool landscape, discusses the challenges families now face to accessing quality early care and education, and identifies opportunities for the city to leverage new and existing funds to deliver top quality education to all Cincinnati young children and their families. It indicates families face barriers to quality programs because of cost. Available slots for quality programs and wraparound childcare are lacking, and good programs are located too far from neighborhoods where they are needed. This report also discusses how investing in staff is a vital component in delivering a high quality center, and urges the city to devote resources from Issue 44 to teacher development and compensation. [For the executive summary, see ED573576.] ED573577 The Promise of Pre-K: Expanding Quality Preschool in Cincinnati. Education/Childcare Policy Matters Ohio 2016-09-00 17 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes Higher Education Student Financial Aid Financial Problems State Aid Expenditure per Student Community Colleges Investment Need Analysis (Student Financial Aid) Academic Persistence School Holding Power Nontraditional Students Student Loan Programs Finance Reform Access to Education Halbert, Hannah Reports - Evaluative Ohio Policy Matters Ohio English Higher Education Postsecondary Education Two Year Colleges Elementary Secondary Education In the twentieth century, Ohioans as individuals and Ohio as a state did much to improve the education level of Ohio's workforce. The state built a world-class network of community colleges and branch campuses, institutions created to make post-secondary education accessible and affordable. These efforts, along with investments in K-12 education and the persistence of students, have produced results. Despite substantial progress, Ohio has now stalled in its education investments. Ohio is now investing less than other states, education levels are not rising as fast as in many other places, and more students are relying on loans to finance their education. Ohio provides need-based aid solely through the Ohio College Opportunity Grant (OCOG). It is awarded based only on financial need, does not require repayment, and is vital to expanding college access and credential attainment. Even though this type of aid is critical to student success, Ohio has cut need-based aid awards significantly. Ohio did not just cut OCOG funding--it changed the OCOG award formula. The state's "Pell first" policy means that students at two-year public institutions are not eligible for OCOG. This report discusses the following findings related to an examination of Ohio's policy of disinvestment in education: (1) Ohio has cut need-based financial aid more than any other state in the Midwest over the past decade and has one of the worst records of investment in the nation; (2) Since Ohio cut need-based aid to students at two-year public institutions, the share of first-year community college students receiving state grants has fallen nearly 95 percent, and loans are up more than 27 percent; and (3) An investment of $85 million would restore aid to pre-recession levels. [For the executive summary, see ED573579.] ED573578 Blocking the College Door: Cuts to Financial Aid Lock Ohio Students Out. Higher Education Policy Matters Ohio 2014-03-00 Working Poor Families Project 12 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes Mathematics Instruction Praxis Educational Practices Theory Practice Relationship Mathematics Teachers Music Teachers Professional Identity Decision Making Individualized Instruction Teaching Methods Foreign Countries Semi Structured Interviews Elementary Secondary Education Observation Grootenboer, Peter Edwards-Groves, Christine Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Secondary Education In this paper we argue that mathematics teaching can be conceptualised as a form of praxis. Viewing mathematics teaching as praxis foregrounds the moral nature of teaching and the educational practices that are developed in response to the educational needs in particular sites. The case for praxis in mathematics education is then made by drawing on practice theory and, classroom observation and interview data. Finally the implications of a praxis perspective of mathematics teaching are presented. ED572643 Mathematics Teaching as Praxis Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes Mathematics Instruction Teaching Methods Grade 10 Emotional Response Nonverbal Communication Prompting Interviews Feedback (Response) Student Attitudes Foreign Countries Video Technology D'Agostin, Fabio Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 10 Secondary Education High Schools "Emoticons" are simple face icons expressing common feelings such as happiness, interest and boredom and are popularly used in electronic communication. Emoticons were utilised in this study as experience sampling devices. Year 10 students selected emoticons to indicate their emotional states at set intervals during classroom tasks. Marked emoticons provided important information regarding the quality and timing of experienced emotions. As prompts in post-lesson interviews, emoticons were found to elicit rich feedback concerning associations between emotional experiences and task properties. In combination with interviews, emoticons facilitate probing of student emotions. ED572644 The Value of Emoticons in Investigating Student Emotions Related to Mathematics Task Negotiation Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 19 As Provided JAN2020

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Yes Mathematics Instruction Interdisciplinary Approach Science Instruction Grade 1 Elementary School Students Teaching Methods Competence Longitudinal Studies Graphs Foreign Countries Males Private Schools Intelligence Tests Verbal Ability Vocabulary Advanced Students Models Grade 2 Mulligan, Joanne English, Lyn Speeches/Meeting Papers Reports - Research Australia Peabody Picture Vocabulary Test Raven Progressive Matrices Mathematics Education Research Group of Australasia English Grade 1 Primary Education Elementary Education Early Childhood Education Grade 2 This paper describes students' developing meta-representational competence, drawn from the second phase of a longitudinal study, "Transforming Children's Mathematical and Scientific Development." A group of 21 highly able Grade 1 students was engaged in mathematics/science investigations as part of a data modelling program. A pedagogical approach focused on students' interpretation of categorical and continuous data was implemented through researcher-directed weekly sessions over a 2-year period. Finegrained analysis of the developmental features and explanations of their graphs showed that explicit pedagogical attention to conceptual differences between categorical and continuous data was critical to development of inferential reasoning. ED572645 Developing Young Students' Meta-Representational Competence through Integrated Mathematics and Science Investigations Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 Australian Research Council 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 15 As Provided JAN2020

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Yes Veterans Education Veterans Compliance (Legal) Funding Formulas Federal Aid Student Financial Aid Part Time Students Housing Certification National Competency Tests Skill Development Specialization Technical Assistance Educational Improvement Legal/Legislative/Regulatory Materials US Congress English Adult Education The Post-9/11 Veterans Educational Assistance Improvements Act of 2010 (Public Law 111-377) was put in place to amend title 38, United States Code, to improve educational assistance for veterans who served in the Armed Forces after September 11, 2001, and for other purposes. The table of contents for this Act is as follows: (1) Sec. 1. Short title; table of contents; (2) Sec. 2. Reference to title 38, United States Code; and (3) Sec. 3. Statutory Pay-As-You-Go Act compliance. (A) Title I--Post-9/11 Veterans Educational Assistance: (4) Sec. 101. Modification of entitlement to educational assistance; (5) Sec. 102. Amounts of assistance for programs of education leading to a degree pursued at public, non-public, and foreign institutions of higher learning; (6) Sec. 103. Amounts of assistance for programs of education leading to a degree pursued on active duty; (7) Sec. 104. Educational assistance for programs of education pursued on half-time basis or less; (8) Sec. 105. Educational assistance for programs of education other than programs of education leading to a degree; (9) Sec. 106. Determination of monthly housing stipend payments for academic years; (10) Sec. 107. Availability of assistance for licensure and certification tests. Sec. 108. National tests; (11) Sec. 109. Continuation of entitlement to additional educational assistance for critical skills or specialty; (12) Sec. 110. Transfer of unused education benefits; (13) Sec. 111. Bar to duplication of certain educational assistance benefits; and (14) Sec. 112. Technical amendments. (B) Title II--Other Educational Assistance Matters: (15) Sec. 201. Extension of delimiting dates for use of educational assistance by primary caregivers of seriously injured veterans and members of the Armed Forces; (16) Sec. 202. Limitations on receipt of educational assistance under National Call to Service and other programs of educational assistance; (17) Sec. 203. Approval of courses. Sec. 204. Reporting fees; (18) Sec. 205. Election for receipt of alternate subsistence allowance for certain veterans with service-connected disabilities undergoing training and rehabilitation; and (19) Sec. 206. Modification of authority to make certain interval payments. ED571991 Post-9/11 Veterans Educational Assistance Improvements Act of 2010 (Public Law 111-377) US Congress 2011-01-04 23 US Congress. Web site: http://www.congress.gov N/A 2017 ERIC JAN2020

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Yes Gifted Creativity Educational Practices Teacher Effectiveness Instructional Effectiveness Early Childhood Education Foreign Countries Piske, Fernanda Hellen Ribeiro Stoltz, Tania Machado, Jarci Maria Vestena, Carla Luciane Blum de Oliveira, Carla Sant'ana de Freitas, Samarah Perszel Machado, Cristiana Lopes Journal Articles Reports - Descriptive Brazil ISSN-2151-4755 English Early Childhood Education Educational practices that develop creativity depend on good teacher training. Teachers should be able to value the potential of their students. Teacher can promote a work with creative educational practices for this which it is necessary to develop in their students the ability to think in terms of possibility to explore various consequences and suggest changes and improvements to their own ideas. Teacher is a facilitator of the teaching-learning process and encourages the interests of their students. He/she should respect their feelings and emotions, allowing that each student has the freedom to express themselves in class in a positive emotional climate. Teacher should respect his/her students in accordance with their needs. Needs can be cognitive, social or emotional. It is possible to emphasize the importance of ludic teaching to attend psychological, cognitive, emotional and social needs of gifted students. Through ludic teaching, teachers can incite the desire to learn of these children and help them to develop their creative potential. ED571992 Working with Creativity of Gifted Students through Ludic Teaching Online Submission Creative Education v7 p1641-1647 Jul 2016 2016-07-00 7 N/A 2017 53 As Provided JAN2020

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Yes Higher Education Student Financial Aid Financial Problems State Aid Expenditure per Student Community Colleges Investment Need Analysis (Student Financial Aid) Academic Persistence School Holding Power Nontraditional Students Student Loan Programs Finance Reform Access to Education Halbert, Hannah Reports - Evaluative Ohio Policy Matters Ohio English Two Year Colleges Higher Education Postsecondary Education In the twentieth century, Ohioans as individuals and Ohio as a state did much to improve the education level of Ohio's workforce. The state built a world-class network of community colleges and branch campuses, institutions created to make post-secondary education accessible and affordable. These efforts, along with investments in K-12 education and the persistence of students, have produced results. Despite substantial progress, Ohio has now stalled in its education investments. Ohio is now investing less than other states, education levels are not rising as fast as in many other places, and more students are relying on loans to finance their education. Ohio provides need-based aid solely through the Ohio College Opportunity Grant (OCOG). It is awarded based only on financial need, does not require repayment, and is vital to expanding college access and credential attainment. Even though this type of aid is critical to student success, Ohio has cut need-based aid awards significantly. Ohio did not just cut OCOG funding--it changed the OCOG award formula. The state's "Pell first" policy means that students at two-year public institutions are not eligible for OCOG. This report summarizes the following findings related to an examination of Ohio's policy of disinvestment in education: (1) Ohio has cut need-based financial aid more than any other state in the Midwest over the past decade and has one of the worst records of investment in the nation; (2) Since Ohio cut need-based aid to students at two-year public institutions, the share of first-year community college students receiving state grants has fallen nearly 95 percent, and loans are up more than 27 percent; and (3) An investment of $85 million would restore aid to pre-recession levels. [For the full report, see ED573578.] ED573579 Blocking the College Door Cuts to Financial Aid Lock Ohio Students Out. Higher Education. Executive Summary Policy Matters Ohio 2014-03-00 Working Poor Families Project 2 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes Qualitative Research Research Methodology Multilingualism Guides Teacher Researchers Action Research Educational Practices Ethnography Participatory Research Student Participation Language Variation Discourse Analysis Blended Learning Educational Environment Second Language Learning Ethics Data Collection Data Processing Data Interpretation Writing Skills Foreign Countries Moore, Emily, Ed. Dooly, Melinda, Ed. Books Multilingual/Bilingual Materials Collected Works - General Spain (Barcelona) Research-publishing.net (France) English Catalan Spanish Postsecondary Education This handbook has been conceived as a guide for young researchers embarking on the exciting journey of investigating different aspects of plurilingual education. The text can also serve to review ideas previously encountered, and perhaps as a means of interrogating research methodologies in plurilingual contexts for those who already have ample experience under their belt. The idea of carrying out research can seem daunting at the beginning for those who are not immersed in the world of investigation. This handbook hopes to calm some of those qualms by offering descriptions of different methodologies together with case studies that exemplify those methodologies, as well as chapters that provide practical tips to help the researcher in the compilation, organization and analysis of research data. Following a prologue written by Amparo Tusón Valls and an introduction entitled "Qualitative approaches to research on plurilingual education" by Melinda Dooly and Emilee Moore, this book is divided into two sections. Section I, contains the following chapters: (1) Doing research with teachers (Luci Nussbaum); (2) Investigating one's own teaching practices using action research (Xavier Pascual); (3) Producing knowledge about plurilingualism with young students: A challenge for collaborative ethnography (Virginia Unamuno and Adriana Patiño); (4) An ethnographic approach to the study of linguistic varieties used by young Latin Americans in Barcelona (Víctor Corona); (5) A Mediated Discourse Analysis (MDA) approach to multimodal data (Melinda Dooly); (6) Educational ethnography in blended learning environments (Victoria Antoniadou and Melinda Dooly); and (7) Conversation analysis at the service of research in the field of second language acquisition (CA-for-SLA) (Dolors Masats). Section II presents the following chapters: (8) Research ethics (Melinda Dooly, Emilee Moore, and Claudia Vallejo); (9) Instruments for gathering data (Laia Canals); (10) Collecting, transcribing, analyzing and presenting plurilingual interactional data (Emilee Moore and Júlia Llompart); (11) Collecting, organizing and analyzing multimodal data sets: The contributions of CAQDAS (Victoria Antoniadou); and (12) How to write a research paper (Eulàlia Borràs). An epilogue (Artur Noguerol) is and an author index are also provided. Individual papers provide references. [Individual papers in this volume are presented in English and in either Spanish or Catalan.This project has been financed by the Research Group on Plurilingual Interaction and Teaching (GREIP, 2014 SGR 595), of which the editors and authors are all members. ] ED573580 Qualitative Approaches to Research on Plurilingual Education = Enfocaments qualitatius per a la recerca en educació plurilingüe = Enfoques cualitativos para la investigación en educación plurilingüe Research-publishing.net 2017-00-00 978-1-908416-46-9 Researchers Students 527 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 ERIC JAN2020

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No Mentors Theological Education Foreign Countries Grounded Theory Child Rearing Alumni Psychological Needs Interviews Sumule, Leonard Dissertations/Theses - Doctoral Dissertations Indonesia English Higher Education Postsecondary Education This grounded theory study explores the perceptions of 33 alumni of 10 Indonesian evangelical theological schools regarding the impact of informal mentoring, which they experienced during their time as students. Data from face-to-face interviews revealed that the informal mentoring relationships (a) helped them to handle their social and emotional needs especially in the first and second semester, (b) facilitated their spiritual growth, (c) helped them achieve their academic goals, and (d) helped them become aware of their potential and identify their ministerial calling and vocations. The findings of this study show that the impact of informal mentoring can be described as a "parental investment" on the part of the mentor into the life of the mentee that is affected by the context, takes place in a specific process, and is dependent on the qualities of the mentor. The context of this parental investment is characterized by the close proximity and interaction that mimics close family relationships, such as the residential dormitories with dorm father/mother, mealtime conversations, and counseling during new student orientation. The parental investment process is defined as social-emotional support, spiritual impact, academic support, and ministerial guidance. The qualities of the invested parent (mentor) include assuming parental roles, being good listeners, praying with the mentees, believing in them, and being spiritual and moral role models. Nonfaculty mentors were also influential during internships and ministry practicum. There was also a dark-side to the parental investment mentoring model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571751 The Impact of Informal Mentoring: Perceptions of Alumni of Evangelical Theological Schools in Indonesia ProQuest LLC Ph.D. Dissertation, Biola University 2016-00-00 978-1-3397-2625-0 198 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109328 2017 As Provided JAN2020

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No Competency Based Education Higher Education Delphi Technique Educational Practices Models Qualitative Research Andragogy Constructivism (Learning) Interviews Specialists McIntyre-Hite, Lisa Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Adult Education Currently, there is an increase in competency-based education programs in higher education institutions in response to student and employer needs. However, research is lacking on effective practices for developing competencies, assessments, and learning resources for these programs. The purpose of this qualitative Delphi study was to gather expert opinions about effective practices for developing competencies, assessments, and learning resources in competency-based programs in higher education. The conceptual framework was based on principles of andragogy, critical subjectivity, and social constructivism. Ten long-term specialists in developing competency-based programs in higher education served as participants. Data from 3 rounds of interviews were coded and categorized using Delphi methodology. Eighteen principles for effective practices were agreed upon for developing competencies, 15 principles for effective practice were agreed upon for developing assessments, and 16 principles for effective practice were agreed upon for identifying and leveraging learning resources. Areas of disagreement related to competencies, assessments, and learning resources were identified, with evidence that the variation in rankings presented by participants was due to the unique contexts of different higher education programs. The research from this study contributes to positive social change by providing an emerging list of effective practices useful in developing programs that help students graduate sooner with both a degree and skill set relevant to employers and to their future personal satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571752 A Delphi Study of Effective Practices for Developing Competency-Based Learning Models in Higher Education ProQuest LLC Ph.D. Dissertation, Walden University 2016-00-00 978-1-3397-2767-7 144 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109482 2017 As Provided JAN2020

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Yes Addition Fractions Problem Solving Numeracy National Competency Tests Test Items Performance Factors Error Patterns Mathematics Tests Mathematics Achievement Mathematical Aptitude Foreign Countries Morley, Patricia Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Secondary Education Large-scale numeracy assessments are intended to facilitate the improvement of educational outcomes; however, it is not clear exactly how this is to be achieved. To move towards the goal of numeracy for all, it is necessary to systematically address issues that are known to be difficult, pervasive and persistent. This paper includes an analysis of an "addition of fractions" item from the Australian 2008 Year 7 NAPLAN assessment and draws insights that may be generalised to improve overall numeracy. ED572646 A Reflective Approach to NAPLAN: Exploring the Implications of Students' Responses to an "Adding Fractions" Item Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Information Technology Mathematics Instruction Foreign Countries Teaching Methods Technology Uses in Education Student Attitudes Middle School Students Mixed Methods Research Qualitative Research Focus Groups Electronic Publishing Web Sites Mojica-Casey, Maria Dekkers, John Thrupp, Rose-Marie Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Middle Schools Secondary Education Junior High Schools The approaches to new technologies available to schools, teachers and students largely concern computers and engagement. This requires adoption of alternate and new teaching practices to engage students in the teaching and learning process. This research integrates youth voice about the use of technology. A major motivation for this research is to increase understanding of student perceptions about their learning and interactions taking place during mathematics classes utilising ICT. The focal point is student experiences online as it applies to middle school aged youth (12-15 years old) and the constructs that inform student online experiences. ED572647 Research Guided Practice: Student Online Experiences during Mathematics Class in the Middle School Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 13 As Provided JAN2020

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Yes Mathematics Instruction Mathematical Concepts Concept Formation Grade 5 Grade 6 Grade 7 Video Technology Teacher Response Foreign Countries Knowledge Level Elementary School Students Elementary School Teachers Drageset, Ove Gunnar Speeches/Meeting Papers Reports - Research Norway Mathematics Education Research Group of Australasia English Grade 5 Intermediate Grades Middle Schools Elementary Education Grade 6 Grade 7 Junior High Schools Secondary Education This article develops three different types of student explanations and studies how teachers respond to these. The data come from five classrooms at upper grade 5-7 (ages from eleven to thirteen) where all mathematics teaching for one week was filmed. These films were transcribed and student explanations identified. Through a close inspection of these, three categories of student explanations were developed. This enabled a closer study of how teachers respond. Typically, teachers respond by pointing out important details, by moving on without further comments, or by requesting students to provide more details. ED572648 How Students Explain and Teachers Respond Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 15 As Provided JAN2020

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Yes Undergraduate Students Graduation Rate Student Characteristics College Readiness College Entrance Examinations Scores Grants Student Financial Aid Eligibility Private Colleges Universities Geographic Regions Black Colleges Academic Achievement STEM Education Regression (Statistics) Joy, Stephen P. Reports - Evaluative English Higher Education Postsecondary Education College graduation rates are a source of concern; many students fail to complete degree programs and therefore miss out on the socioeconomic benefits accruing to college graduates. Some have proposed that colleges be evaluated based on their graduation rates, with financial aid dollars directed away from poor performers. However, none of these proposals have taken student characteristics into account. Drawing data from the federal government's college scorecard, graduation rates were analyzed in terms of student academic readiness (SAT scores) and financial instability (percentage eligible for Pell grants) for every private four-year college and university in the Northeastern United States, excluding certain highly specialized schools or those (mostly for-profit institutions) that failed to report adequate data. The results were cross-validated on two other populations: colleges situated in the Midwestern United States and those in a selection of Southeastern states. All told, the samples included 558 colleges located in 24 states (plus the District of Columbia) end enrolling slightly over 1,500,000 undergraduates. SAT scores and Pell-eligible population account for 74-83% of the variance in graduation rates. Analysis of residuals enables identification of relatively more (or less) successful colleges: those graduating a higher (or lower) proportion of their students than would be expected given the qualities of those students. This leads to a number of interesting findings. For example, historically Black institutions tend to do quite well at guiding students through to graduation, while those focusing on STEM fields tend to have lower graduation rates. The most important conclusion is that any attempt to evaluate colleges based on graduation rates needs to begin with the characteristics of their entering students. ED571993 College Graduation Rates Depend Mainly on the Students--But Colleges Matter Too. Here's How Much. Online Submission 2017-01-10 19 N/A 2017 25 As Provided JAN2020

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Yes STEM Education Federal Legislation Definitions Scholarships Informal Education Educational Policy Educational Change Legal/Legislative/Regulatory Materials US Congress English The STEM Education Act of 2015 (Public Law 114-59) was put in place to define Science Technology Engineering and Mathematics (STEM) education to include computer science, and to support existing STEM education programs at the National Science Foundation. The act is organized into the following sections: (1) Short Title; (2) Definition of STEM Education; (3) Informal STEM Education; and (4) Noyce Scholarship Program Amendments. ED571994 STEM Education Act of 2015 (Public Law 114-59) US Congress 2015-10-07 4 US Congress. Web site: http://www.congress.gov N/A 2017 ERIC JAN2020

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Yes Health Services Federal Legislation Income Public Policy Expenditures Health Care Costs Referral Legal Responsibility Definitions Program Implementation Funding Formulas Finance Reform Operating Expenses Federal State Relationship Accountability Pharmacy Health Materials Health Insurance Health Education Investment Student Loan Programs Program Termination Federal Aid Grants Legal/Legislative/Regulatory Materials Pell Grant Program US Congress English The Health Care and Education Reconciliation Act of 2010 (Public Law 111-152) was put in place to provide for reconciliation pursuant to Title II of the concurrent resolution on the budget for fiscal year 2010 (S. Con. Res. 13). The table of contents for this Act is as follows: (1) Sec. 1. Short title; table of contents. (A) Title--Coverage, Medicare, Medicaid, and Revenues. Subtitle A--Coverage: (2) Sec. 1001. Tax credits; (3) Sec. 1002. Individual responsibility; (4) Sec. 1003. Employer responsibility; (5) Sec. 1004. Income definitions; and (6) Sec. 1005. Implementation funding. Subtitle B--Medicare: (7) Sec. 1101. Closing the medicare prescription drug ''donut hole''. Sec. 1102. Medicare Advantage payments; (8) Sec. 1103. Savings from limits on MA plan administrative costs; (9) Sec. 1104. Disproportionate share hospital (DSH) payments; (10) Sec. 1105. Market basket updates; (11) Sec. 1106. Physician ownership-referral; (12) Sec. 1107. Payment for imaging services; (13) Sec. 1108. PE GPCI adjustment for 2010; and (14) Sec. 1109. Payment for qualifying hospitals. Subtitle C--Medicaid: (15) Sec. 1201. Federal funding for States; (16) Sec. 1202. Payments to primary care physicians; (17) Sec. 1203. Disproportionate share hospital payments; (18) Sec. 1204. Funding for the territories; (19) Sec. 1205. Delay in Community First Choice option; and (20) Sec. 1206. Drug rebates for new formulations of existing drugs. Subtitle D--Reducing Fraud, Waste, and Abuse: (21) Sec. 1301. Community mental health centers; (22) Sec. 1302. Medicare prepayment medical review limitations; (23) Sec. 1303. Funding to fight fraud, waste, and abuse; and (24) Sec. 1304. 90-day period of enhanced oversight for initial claims of DME suppliers. Subtitle E--Provisions Relating to Revenue: (25) Sec. 1401. High-cost plan excise tax; (26) Sec. 1402. Unearned income Medicare contribution; (27) Sec. 1403. Delay of limitation on health flexible spending arrangements under cafeteria plans; (28) Sec. 1404. Brand name pharmaceuticals; (29) Sec. 1405. Excise tax on medical device manufacturers; (30) Sec. 1406. Health insurance providers; (31) Sec. 1407. Delay of elimination of deduction for expenses allocable to medicare part D subsidy; (32) Sec. 1408. Elimination of unintended application of cellulosic biofuel producer credit; (33) Sec. 1409. Codification of economic substance doctrine and penalties; and (34) Sec. 1410. Time for payment of corporate estimated taxes. Subtitle F--Other Provisions: (35) Sec. 1501. Community college and career training grant program. (B) Title II--Education and Health. Subtitle A--Education: (36) Sec. 2001. Short title; references. Part I--Investing in Students and Families: (37) Sec. 2101. Federal Pell Grants; (38) Sec. 2102. College access challenge grant program; and (39) Sec. 2103. Investment in historically black colleges and universities and minority-serving institutions. Part II--Student Loan Reform: (40) Sec. 2201. Termination of Federal Family Education Loan appropriations; (41) Sec. 2202. Termination of Federal loan insurance program; (42) Sec. 2203. Termination of applicable interest rates; (43) Sec. 2204. Termination of Federal payments to reduce student interest costs; (44) Sec. 2205. Termination of FFEL PLUS Loans; (45) Sec. 2206. Federal Consolidation Loans; (46) Sec. 2207. Termination of Unsubsidized Stafford Loans for middle-income borrowers; (47) Sec. 2208. Termination of special allowances; (48) Sec. 2209. Origination of Direct Loans at institutions outside the United States; (49) Sec. 2210. Conforming amendments; (50) Sec. 2211. Terms and conditions of loans; (51) Sec. 2212. Contracts; mandatory funds; and (52) Sec. 2213. Income-based repayment. Subtitle B--Health: (53) Sec. 2301. Insurance reforms; (54) Sec. 2302. Drugs purchased by covered entities; and (55) Sec. 2303. Community health centers. ED571995 Health Care and Education Reconciliation Act of 2010 (Public Law 111-152) US Congress 2010-03-30 55 US Congress. Web site: http://www.congress.gov N/A 2017 ERIC JAN2020

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Yes Data Collection Research Tools Language Usage Research Projects Multilingualism Task Analysis Interviews Narration Debate Focus Groups Questionnaires Student Surveys Privacy Confidential Records Observation Canals, Laia Reports - Descriptive English This chapter sets out various methods for gathering important data on the language uses of participants in a research project. These methods imply interaction between students, teachers and researchers. They are used in the design of research projects based on action research, ethnography or conversational analysis, this being the case with the studies presented in the first section of this handbook. Gathering research data following these methodologies often implies preparing situations, tasks or activities that engage participants to interact around a specific theme or to mobilize certain communication skills. The methods used to gather data, as explained in other chapters, are determined to a large extent by the research questions and objectives, although in qualitative research it should be borne in mind that these will change during the process. Generally speaking, data collection in the field of language education is done in situations that try to reproduce real-life communication scenarios in which the participants make oral or written contributions that are useful for research purposes and, at the same time, beneficial for their learning process. As readers will see, there is a broad spectrum of methods, including more traditional ones such as surveys, questionnaires and interviews, through to more innovative ones such as projects, tasks, and other classroom based activities or focus groups about a particular topic. [A Catalan version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.] ED573582 Instruments for Gathering Data Research-publishing.net 2017-00-00 978-1-908416-46-9 13 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 13 ERIC JAN2020

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Yes Research Reports Writing Skills Writing Strategies Journal Articles Scientific Research Textbook Content Data Writing Processes Revision (Written Composition) Bibliographies Management Systems Citations (References) Layout (Publications) Theses Borràs, Eulàlia Reports - Descriptive English Generally speaking, when one writes about their research they are making a contribution to the scientific community and disseminating the results of findings in scientific articles. This means that other researchers have access to the research produced and can examine the subjects raised in greater depth to advance scientific knowledge. This paper discusses the format of papers that are strictly academic. The specific structure of the text will be determined by whether it is for a master's dissertation, a doctoral thesis, a chapter of a specialist book or an article for a scientific journal. In the case of qualitative research, it is necessary, when writing the text, to bear in mind a series of processes that will be explained in this handbook, such as: (1) the justification for the research in terms of its social and educational interest, and in theoretical terms; (2) the gathering of information or data; (3) the treatment and organization of the data; (4) the adoption of a theoretical and methodological framework; (5) data analysis; (6) the interpretation of data in an original and/or creative way, and obtaining the findings; (7) setting out a discussion on the relevance of the results; and (8) setting out the conclusions. Differences between a master's dissertation and a thesis are also described. A discussion of differences between articles in scientific journals and chapters of a book are discussed. [A Catalan version of this chapter is also included in the book. The transcription symbols used in this chapter are based on conventions developed by the GREIP group (see Moore & Llompart, this volume) and are included in the annex. ED573583 How to Write a Research Paper Research-publishing.net 2017-00-00 Students 15 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 8 ERIC JAN2020

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No Information Technology Middle Management Questionnaires Statistical Analysis Safety Public Agencies Emergency Medical Technicians Emergency Programs Surveys Regression (Statistics) Information Security Financial Support Accuracy Classification Barriers Computer Software Longitudinal Studies Osman, Abdulaziz Dissertations/Theses - Doctoral Dissertations English The purpose of this research study was to examine the unknown fears of embracing cloud computing which stretches across measurements like fear of change from leaders and the complexity of the technology in 9-1-1 dispatch centers in USA. The problem that was addressed in the study was that many 9-1-1 dispatch centers in USA are still using old technology to alert first responders to critical emergency situations which is extending the response time of the first responders and causing failures of the organizations to accomplish maximum operation performance. This non-experimental quantitative survey-based research utilized a survey in the form of a self-administrated questionnaire to collect data from 347 participants consisting of directors, IT staff, and middle managers. Out of the 347 participants, 326 (93.95%) of responders completed the survey whereas 21 responders (6.05%) decline to take the survey. The demographics findings indicate that 32.3% of the participants were Directors of 9-1-1 dispatch centers, 59.9%, were from Public Safety agencies, 7.8%, Deputy Directors, 16.0%, Managers, 16.4% 9-1-1 Coordinators, and 5.9% IT Managers, suggesting the quality of data source can be considered as a true representative of the 9-1-1 dispatch centers in the United States of America and the participants are knowledgeable of the technologies that are deployed in their centers. Logistic regression was used to test the dependent variable of dichotomous outcome of adopter or non-adopters of cloud computing, and independent variables of relative advantage, complexity, security, top management support, funding, firm size, and competitive pressure. There were 228 non-adopters and 41 adopters, the classification accuracy by random choice would result in (228/269)2 + (41/269)2 = 74.16%. As a result, this study concluded that the logistic regression model had a much higher classification ability. The results indicated relative advantage (p = 0.014, "B" = 1.035), top management support (p = 0.000, "B" = 4.649), funding (p = 0.004, "B" = -0.792), and firm size (p = 0.032, "B" = -0.649) to be significant determinants of cloud computing in the 9-1-1 dispatch centers in USA, and complexity (p = 0.804, "B" = 0.094), security (p = 0.149, "B" = 0.364), and competitive pressure (p = 0.468, "B" = -0.255) were found to be not-significant discriminators and the barriers to adopt cloud computing in 9-1-1 dispatch centers in the USA. Recommendations for future studies include post adoption stage of cloud computing, and longitudinal within 9-1-1 dispatch centers in the USA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571753 Examining the Fundamental Obstructs of Adopting Cloud Computing for 9-1-1 Dispatch Centers in the USA ProQuest LLC Ph.D. Dissertation, Northcentral University 2016-00-00 978-1-3397-3539-9 179 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110281 2017 As Provided JAN2020

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Yes Federal State Relationship Higher Education Student Costs Educational Finance Educational Policy Educational Change Cooper, Michelle Asha Reports - Descriptive Education Commission of the States English Higher Education Postsecondary Education There is a constant push and pull between state and the federal governments to find the right balance of federalism. By applying this "push-pull" framework to higher education, this brief looks at past policy interventions and how this framework can help to understand the free college movement. ED571754 Fixing Affordability: An Approach for Advancing Federalism in the Modern Era. State-Federal Partnerships in Postsecondary Education Education Commission of the States 2016-12-00 Bill and Melinda Gates Foundation Lumina Foundation 28 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2017 As Provided JAN2020

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Yes College Students Computer Mediated Communication Handheld Devices Social Media Time Perspective Student Behavior Social Behavior Rating Scales Hypothesis Testing Interpersonal Communication Foreign Countries Ramakrishnan, N. Priya, J. Johnsi Journal Articles Reports - Research India ISSN-2394-3629 English Higher Education Postsecondary Education Mobile connectivity is the order of the day. Personas irrespective of their socio-economic status possess mobile device either basic or advanced android or windows or IOS. The chat applications have become popular with younger generation. It has started trickling down to children below the age of eighteen. The behaviour has influenced the aged also. The mobile chat applications have no barriers with regard to age group, nativity, social status and economic status. The increasing dominance of these mobile chat applications need to be studied. It has been eating away our young people's time and mind. The recent election in Tamil Nadu is the best example. Parties have used these chat applications to make their comments, appeals, abuses and pleas. Wherever we go it is obvious that the students sit with mobile apps ignoring the presence of others. It has become the natural quest of everyone who is penchant in doing research to take up a study on this behaviour. Hence, the investigators have taken up this study to find out arts and science college students mobile chatting behaviour like use of chat applications, time of chatting and chatting with the people associated with them. The study has used simple random sampling technique of 300 arts and science college students of Chennai area. The findings of the study reveal that there are four chat applications namely WhatsApp, Messenger, Skype and Hang out occupying first, second, third and fourth places respectively among arts and science college students. ED571996 Mobile Chatting Behaviour of Arts and Science College Students Online Submission International Journal of Research--Granthaalaya v4 n7 p32-39 Jul 2016 2016-07-00 8 N/A 2017 10 As Provided JAN2020

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Yes Higher Education Educational Legislation Federal Legislation Teacher Qualifications Institutional Characteristics Science Programs Agency Cooperation Student Financial Aid Student Loan Programs Grants Need Analysis (Student Financial Aid) Compliance (Legal) Scheduling College Programs Graduate Students Legal/Legislative/Regulatory Materials Higher Education Act 1965 US Congress English Higher Education Postsecondary Education The Higher Education Technical Corrections (Public Law 111-39) was put in place to make technical corrections to the Higher Education Act of 1965, and for other purposes. The table of contents for this Act is as follows: (1) Sec. 1. Table of contents; (2) Sec. 2. References; and (3) Sec. 3. Effective date. (A) Title I--General Provisions: (4) Sec. 101. General provisions. (B) Title II--Teacher Quality Enhancement: (5) Sec. 201. Teacher quality enhancement. (C) Tittle III--Institutional Aid: (6) Sec. 301. Institutional aid; and (7) Sec. 302. Multiagency study of minority science programs. (D) Title IV--Student Assistance: (8) Sec. 401. Grants to students in attendance at institutions of higher education; (9) Sec. 402. Federal Family Education Loan Program; (10) Sec. 403. Federal work-study programs; (11) Sec. 404. Federal Direct Loan Program; (12) Sec. 405. Federal Perkins Loans; 13) Sec. 406. Need analysis; (14) Sec. 407. General provisions of title IV; (15) Sec. 408. Program integrity; and (16) Sec. 409. Waiver of master calendar and negotiated rule-making requirements. (E) Title V--Developing Institutions: (17) Sec. 501. Developing institutions. (F) Title VI--International Education Programs: (18) Sec. 601. International education programs. (19) Title VII--Graduate and Postsecondary Improvement: (20) Sec. 701. Graduate and postsecondary improvement programs. (G) Title VIII--Additional Programs (21) Sec. 801. Additional programs; and (22) Sec. 802. Amendments to other higher education Acts. ED571997 Higher Education Technical Corrections (Public Law 111-39) US Congress 2009-07-01 25 US Congress. Web site: http://www.congress.gov N/A 2017 ERIC JAN2020

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Yes Thinking Skills Mathematics Mathematics Instruction Mathematical Logic Foreign Countries Mathematics Teachers Phenomenology Case Studies Grade 2 Grade 3 Elementary School Students Elementary School Mathematics Mathematical Concepts Demonstrations (Educational) Loong, Esther Yook-Kin Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 2 Primary Education Elementary Education Early Childhood Education Grade 3 Middle Schools Secondary Education Junior High Schools To support teachers in their quest to incorporate reasoning as a mathematical proficiency as espoused in the Australian Curriculum: Mathematics, a professional learning research project using demonstration lessons was carried out. This paper reports on the impact of demonstration lessons on one participating teacher's pedagogical knowledge about reasoning. The growth in this teacher's knowledge was analysed using a phenomenographic framework established to evaluate teachers' development in mathematical reasoning. The results show that demonstration and subsequent trial lessons contributed to her growth. ED572649 A Primary Teacher's Developing Understanding of Mathematical Reasoning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 12 As Provided JAN2020

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Yes Case Studies Mathematics Instruction Methods Courses Mathematics Teachers Secondary School Mathematics Teaching Methods Technology Uses in Education Video Technology Homework Grade 11 Foreign Countries Pedagogical Content Knowledge Technological Literacy Educational Technology Teacher Student Relationship Teacher Attitudes Tutorial Programs Online Courses Muir, Tracey Chick, Helen Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education Grade 11 High Schools The "flipped classroom" is gaining popularity in a number of settings, including secondary schools, reflecting a belief that the approach is more engaging and effective for students. This paper reports on a senior secondary mathematics class's experience with adopting a flipped classroom approach. The findings indicate that the teacher and students were positive about the practice and perceived it as being sustainable and transferable to other classes. The study has particular implications for senior secondary mathematics teachers who often find it challenging to cover the syllabus and prepare their students for externally imposed assessment tasks. ED572650 Flipping the Classroom: A Case Study of a Mathematics Methods Class Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 10 As Provided JAN2020

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Yes Beliefs Teacher Surveys Student Surveys Interviews Questioning Techniques Data Collection Research Tools Teacher Attitudes Student Attitudes Research Methodology Creative Thinking Mathematics Education Elementary School Teachers Elementary School Students McDonough, Andrea Ferguson, Sarah Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Elementary Education This paper draws on two studies, one conducted by each author, where procedures for gaining insights into people's beliefs about mathematics and learning were developed or adapted for use by the researcher. In this paper we discuss the use in each study of variations of the procedure called "Pupil Perceptions of Effective Learning Environments in Mathematics" (PPELEM). The paper demonstrates the flexibility of PPELEM as a data collection tool and shows that, even with a large age difference of respondents, the procedure can be used as a prompt for both adults and primary school children and provides insights into beliefs. ED572651 PPELEM: A "Creative" Interviewing Procedure for Gaining Insights into Teacher and Student Mathematics-Related Beliefs Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 22 As Provided JAN2020

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Yes Grade 4 Elementary School Teachers Action Research Reading Instruction Intervention Individualized Instruction Inclusion General Education Pretests Posttests Reading Tests Scores Comparative Analysis Elementary School Students Program Effectiveness Disabilities Mims, Wyn, M. Lockley, Jeannie Reports - Research Mississippi English Grade 4 Intermediate Grades Elementary Education A fourth-grade teacher utilized action research in order to make data-driven decisions about reading interventions with her students. The teacher decided on a broad intervention, which was differentiating reading instruction, implemented differentiated instruction, collected data and continuously adjusted interventions based on monitoring data. The action research was conducted in an upper elementary school in southern Mississippi. There were two classrooms: an inclusion classroom (Class 1) and a general education classroom (Class 2). Pre- and post-tests using STAR reading were provided and scores were examined using descriptive analysis. The reading scores for both reading groups increased using differentiated reading instruction. The largest increase was found in the inclusion classroom group (Class 1). The primary focus was on the teacher implementing what was learned in a master's teacher education program concerning action research and the importance of making data-driven decisions in the classroom. The teacher examined a concern in the classroom, researched possible solutions or interventions, implemented those, monitored them, adjusted approaches, and reinforced the process of action research within the classroom. ED571755 Action Research and Differentiating Reading Instruction in Mississippi: Fourth-Grade Students' Reading Success Online Submission 2017-01-00 11 N/A 2017 11 As Provided JAN2020

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No Qualitative Research Teacher Education Programs Reading Instruction Beginning Teachers Experienced Teachers Focus Groups Teacher Surveys Course Content Program Effectiveness Teaching Skills Teacher Attitudes Preservice Teacher Education Lebsock, Rene Mendel Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education This qualitative study examined the influence of a teacher education reading course on teachers' actual classroom reading instruction. The research included a pilot study, followed by a full study consisting of a demographic survey and four focus groups. Fifteen teachers, 9 beginning (1 to 3 years of experience), and 6 seasoned (4 to 8 years of experience), all of whom had graduated from the researcher's teacher education reading course, participated in both the survey and the focus groups. In addition to demographic information, the principal data collected were the teachers' recollections and reflections of the reading course's content, its effect on their teaching of reading, and the extent to which they found that the course had prepared them to teach reading engagingly (i.e., in a manner supported by the reading course instruction). Results indicated that, while the reading course had provided theoretical and practical knowledge to teach reading, novice teachers experienced difficulties in implementing some of the course's methodology. However, observations by the veteran teachers indicated that, as they had became more seasoned as teachers, they more fully implemented the higher-order reading pedagogy and culture of learning that was part of the course content. The research supports efforts by teacher educators and teacher education programs in informing their ongoing iterative process to perfect the alignment between the reading course pedagogy and real-world experiences of reading teachers in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571756 The Art of Teaching Reading: A Study of Teachers' Perceptions of Their Teacher Education Reading Course ProQuest LLC Ed.D. Dissertation, Fielding Graduate University 2016-00-00 978-1-3397-3555-9 121 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110297 2017 As Provided JAN2020

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Yes Need Analysis (Student Financial Aid) Financial Policy Federal Legislation Federal Aid Legal/Legislative/Regulatory Materials US Congress English The Need-Based Educational Aid Act of 2015 (Public Law 114-44) was put in place to improve and reauthorize provisions relating to the application of the antitrust laws to the award of need-based educational aid. The contents for this Act is as follows: (1) Short Title; and (2) Extension Relating to the Application of the Antitrust Laws to the Award of Need-Based Educational Aid. ED571998 Need-Based Educational Aid Act of 2015 (Public Law 114-44) US Congress 2015-08-06 1 US Congress. Web site: http://www.congress.gov N/A 2017 ERIC JAN2020

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Yes Academically Gifted Inclusion Creativity Educational Practices Art Education Piske, Fernanda Hellen Ribeiro Stoltz, Tania Machado, Jarci Journal Articles Reports - Descriptive ISSN-2151-4755 English Inclusion of gifted students depends on several aspects to happen in the school context, and one of the most important aspects to include these children at school is creative educational practices. Teaching with art is a good possibility to make children feel motivated to attend school. In the school context, the inclusion of these children could mean an important progress for science in various fields of knowledge. But many schools are still not prepared to attend gifted, and without even realizing it, they have exclusive and discouraging educational practices for attending these students. In this sense, this research aims to emphasize the importance of good teacher training for developing creativity of gifted students at school. The method of this research was based on a study of national and international bibliographic researches focused on the area of High Abilities/Giftedness, inclusive education and Creativity. It is concluded that the inclusion of gifted students depends on a good teacher work developing creativity during their classes. The teacher as a principal mediator of the teaching-learning process should provide creative educational practices emphasizing artistic activities such as painting, drawings, theater among other practices for attending gifted children. Only in this way can these students develop their curiosity and desire to attend classes at school. ED571999 Creative Educational Practices for Inclusion Online Submission Creative Education v5 p803-808 2014 2014-00-00 6 N/A 2017 33 As Provided JAN2020

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Yes Gifted Creative Activities Creative Development Creativity Student Characteristics Inclusion Definitions Ability Identification Educational Practices Creative Thinking Children High Achievement Piske, Fernanda Hellen Ribeiro Stoltz, Tania Machado, Jarci Journal Articles Reports - Descriptive ISSN-2151-4755 English Creativity is an essential attribute for the development of creative potential. However, it is not always developed properly in the school context, especially when it is about gifted students education. Because these children need a specialized service to attend their special needs. In this sense, this study aims to contribute in order that education professionals reflect and become aware of the importance of creativity in education. The method of this research was based on national and international studies which focused on the area of High Abilities/Giftedness and creativity in the school context. The conclusion is that the development of creativity depends on a good teacher education in preparing activities that arouse curiosity and interest of each gifted, enabling the student creative and independent, investigative and critical thinking. Furthermore, teachers should provide new opportunities of reflection on the process of teaching and learning. ED572000 Creative Education for Gifted Children Online Submission Creative Education v5 p347-352 2014 2014-00-00 6 N/A 2017 25 As Provided JAN2020

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Yes Foreign Countries Task Analysis Mathematics Activities Science Projects Mathematical Concepts Learning Processes Mathematics Achievement Pretests Posttests Teaching Methods Student Attitudes Problem Solving Difficulty Level Middle School Students Secondary School Mathematics Linsell, Chris Holmes, Marilyn Sullivan, Peter Speeches/Meeting Papers Reports - Research New Zealand English Middle Schools Secondary Education Junior High Schools This paper examines the learning by students who were participating in a project designed to promote persistence while working on mathematical tasks. We examined their learning of mathematics concepts and learning about the processes of engaging in mathematical tasks. There were substantial increases in students' knowledge of angles and also evidence that the students built on their prior knowledge, made connections between concepts, found the tasks rewarding, valued concrete materials and engaged in mathematical communication. ED572320 Perceptions of Challenging Tasks and Achievement by New Zealand Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 5 As Provided JAN2020

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Yes Indigenous Populations Minority Group Students Case Studies Pretesting Interviews Mathematics Instruction Video Technology High Achievement Mathematical Concepts Concept Formation Generalization Prediction Elementary School Mathematics Elementary School Students Foreign Countries Miller, Jodie Speeches/Meeting Papers Reports - Research Australia English Elementary Education This paper presents a hypothesised learning trajectory for a Year 3 Indigenous student en route to generalising growing patterns. The trajectory emerged from data collected across a teaching experiment (students n = 18; including a pre-test and three 45-minute mathematics lessons) and clinical interviews (n = 3). A case study of one student is presented as a representative of high achieving students' progression and shifts in learning. Results suggest that students are capable of functional thinking, which contradicts the notion of young students can only engage with recursive pattern sequences. In addition, particular teaching actions assisted in promoting shifts in developing students' capability to generalise growing patterns. ED572321 Young Indigenous Students en Route to Generalising Growing Patterns Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 24 As Provided JAN2020

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Yes Elementary School Teachers Preservice Teachers Mathematics Instruction Faculty Development Teacher Competencies Problem Solving Program Effectiveness Foreign Countries McMaster, Heather Cavanagh, Michael Speeches/Meeting Papers Reports - Research Australia English Elementary Education Higher Education Postsecondary Education Many primary pre-service teachers (PSTs) who are enthused by tertiary courses that espouse and model a socio-constructivist approach to teaching mathematics, revert to a traditional approach when they encounter mathematics teaching during professional experience. An intervention was designed to translate the initial pedagogical intent of four mathematically competent primary PSTs into classroom practice. Soon after completion of their first unit in mathematics teaching, they took part in a professional experience learning community focussed on teaching mathematical problem solving. We report their reflections and the impact of the program on their future professional experiences of mathematics teaching. Results suggest that the program could serve as a model for the provision of professional experience to primary teacher education students specialising in mathematics. ED572322 A Professional Experience Model for Primary Pre-Service Teachers Specialising in Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 22 As Provided JAN2020

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No Access to Education Qualitative Research College Transfer Students Community Colleges Academic Persistence Dropouts Interviews Student Experience Administrator Role Student Attitudes Webb, Erin Dissertations/Theses - Doctoral Dissertations California English Higher Education Postsecondary Education Two Year Colleges Access to higher education in the U.S. is seen as an opportunity for social mobility. California's Master Plan for Education created a three tier system to provide educational opportunities for its citizens. By design, transfer pathways were implemented to allow students to begin their higher education journey at open access community colleges and transfer into four-year public institutions for bachelor's degree completion. Institutional support for transfer students, however, is almost non-existent at most four-year receiving institutions (Eggleston& Laanan, 2001). This qualitative study sought to understand the experiences of transfer students who transferred to a four-year receiving institution from a community college and thereafter departed from the university without persisting to degree attainment. I interviewed transfer students about their experiences and the findings contribute to the broader understanding of the transfer student experience. Tinto's theory of student departure, which emphasizes the importance of institutional transfer receptivity in students' decisions about persistence and departure, provided a valuable theoretical framework from which to operate. Four major themes emerged at the conclusion of my interviews: recognizing the value of the community college experience; understanding the external opportunities of transfer students; accepting institutional commitment to the transfer agenda; and experiencing the transfer students' movement from expert to novice in the middle of the post-secondary educational journey. Recommendations urge both higher education administrators to evaluate their institutional commitments to transfer student success and state policy makers to reinvest in the transfer agenda. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571757 Transfer Receptivity: Student Perceptions of Institutional Support for the Transfer Agenda at a Four-Year University ProQuest LLC Ed.D. Dissertation, California State University, Stanislaus 2016-00-00 978-1-3397-3561-0 142 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110303 2017 As Provided JAN2020

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No Phenomenology Professional Development Principals Secondary Schools Transformational Leadership Administrator Characteristics Leadership Qualities Minix-Wilkins, Roxanne M. Dissertations/Theses - Doctoral Dissertations Texas English Secondary Education The purpose of this phenomenological study was to explore the professional development experiences of successful secondary principals framed within the practices of the transformational leadership theory. At this stage in the research, professional development will be generally defined as all of the types of training that the administrator received to enhance leadership practices that are tailored towards their personal needs and campus goals (Hirsh, 2009). The four research questions that guided the research study examined the four qualities of a transformational leader which included intellectual stimulation, individualized consideration, inspirational motivation, and idealized influence. Ten award winning campus administrators were identified to participate in the study. Each participant was awarded Outstanding Principal of the Year within their Service Center Region of Texas. The findings indicated that the principals identified specific influences that shaped their leadership styles in each of the four categories of transformational leadership. Implications for practice include extending the research to other areas and utilizing identified influences to train administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571758 Exploration of Successful Secondary Principals' Professional Development Experiences Framed within Transformational Leadership Theory ProQuest LLC Ed.D. Dissertation, Lamar University, Beaumont 2015-00-00 978-1-3397-3577-1 247 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110319 2017 As Provided JAN2020

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Yes Mathematics Curriculum Grade 6 Grade 7 Grade 8 Problem Based Learning Inquiry Active Learning Educational Research Mathematics Achievement Instructional Effectiveness Algebra Middle School Students Achievement Tests Standardized Tests Reports - Evaluative Iowa Tests of Basic Skills Mathematica Policy Research, Inc. What Works Clearinghouse (ED) English Grade 6 "Connected Mathematics Project" (CMP) is a math curriculum for students in grades 6-8. It uses interactive problems and everyday situations to explore mathematical ideas, with a goal of fostering a problem-centered, inquiry-based learning environment. At each grade level, the curriculum covers numbers, algebra, geometry/measurement, probability, and statistics. The What Works Clearinghouse (WWC) identified two studies of CMP that both fall within the scope of the Primary Mathematics topic area and meet WWC group design standards. No studies meet WWC group design standards without reservations; the two studies meet WWC group design standards with reservations. Together, these studies included 3,062 students in grades 6-8 in at least 23 schools in 10 locations. The WWC considers the extent of evidence for CMP on the mathematics achievement of students in primary mathematics courses to be medium to large for the mathematics achievement domain, the only domain examined for studies reviewed under the Primary Mathematics topic area. CMP was found to have no discernible effects on mathematics achievement for students in primary mathematics courses. Appended to this report are the following: (1) Research details for Cai et al. (2011) (see EJ938481) ; (2) Outcome measures for the mathematics achievement domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for the mathematics achievement domain. End notes, Recommended Citation, WWC Rating Criteria, and a Glossary of terms are also provided. ED572652 Connected Mathematics Project (CMP). What Works Clearinghouse Intervention Report. Updated What Works Clearinghouse 2017-02-00 26 What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc T 2017 113 ERIC JAN2020 Yes EDIES13C0010 https://ies.ed.gov/ncee/wwc/InterventionReport/670

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Yes Foreign Countries Grade 6 Mathematics Skills Spatial Ability Educational Technology Technology Uses in Education Handheld Devices Conventional Instruction Comparative Analysis Visual Perception Problem Solving Standardized Tests Lowrie, Tom Logan, Tracy Ramful, Ajay Ho, Siew Yin Speeches/Meeting Papers Reports - Research Singapore Mathematics Education Research Group of Australasia English Grade 6 Intermediate Grades Middle Schools Elementary Education This study compares Singaporean Grade 6 students' performance and strategy preference on two graphic-rich mathematics tasks, presented via pencil-and-paper and iPad modes. There were statistically significant differences between students' performances on the two tasks, one in favour of the paper mode and the other in favour of the iPad. Students who possessed higher spatial ability were more likely to solve the tasks correctly. The implications of the study are timely given the fact that high-stakes tests are likely to be presented in a digital form in coming years. ED572653 Do Students Solve Graphic Tasks with Spatial Demands Differently in Digital Form? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 19 As Provided JAN2020

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Yes Foreign Countries Communities of Practice Cultural Influences Asian Culture Faculty Development Inservice Teacher Education Questionnaires Junior High Schools Secondary School Teachers Values Teacher Attitudes Mathematics Instruction Ebaeguin, Marlon Stephens, Max Speeches/Meeting Papers Reports - Research Japan Mathematics Education Research Group of Australasia English Junior High Schools Secondary Education Middle Schools Japanese lesson study has attracted many international educators who have been impressed by its capacity to foster student learning and sustained professional growth of teachers. This paper reports a study on its cultural orientations that may explain why lesson study works seamlessly in Japan. Hofstede's dimensions of national culture are utilised to identify and analyse cultural orientations that support key practices in Japanese lesson study and raise some questions about a simple transference model to other cultures. ED572654 Why Lesson Study Works in Japan: A Cultural Perspective Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 18 As Provided JAN2020

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Yes STEM Education Mathematics Skills Longitudinal Studies Gender Bias Gender Differences Beliefs Self Efficacy Sex Stereotypes High School Students Student Surveys Parent Surveys Teacher Surveys Administrator Surveys Career Development Females Probability Majors (Students) Academic Ability Grade 10 Grade 12 Student Characteristics Family Characteristics Course Selection (Students) Nix, Samantha Perez-Felkner, Lara Thomas, Kirby Journal Articles Reports - Research English High Schools Secondary Education Grade 10 Grade 12 Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite interest in examining the gender disparities in STEM, these concepts have not been considered in tandem. In this manuscript, we investigate how "perceived ability under challenge"--in particular in mathematics domains--influences entry into the most sex-segregated and mathematics-intensive undergraduate degrees: physics, engineering, mathematics, and computer science (PEMC). Using nationally representative Education Longitudinal Study of 2002 (ELS) data, we estimate the influence of perceived ability under challenging conditions on advanced high school science course taking, selection of an intended STEM major, and specific major type 2 years after high school. Demonstrating the importance of specificity when discussing how gender influences STEM career pathways, the intersecting effects of gender and perceived ability under mathematics challenge were distinct for each scientific major category. Perceived ability under challenge in secondary school varied by gender, and was highly predictive of selecting PEMC and health sciences majors. Notably, women's 12th grade perceptions of their ability under mathematics challenge increased their probability of selecting PEMC majors over and above biology. In addition, gender moderated the effect of growth mindset on students' selection of health science majors. Perceptions of ability under challenge in general and verbal domains also influenced retention in and declaration of certain STEM majors. The implications of these results are discussed, with particular attention to access to advanced scientific coursework in high school and interventions aimed at enhancing young women's perceptions of their ability, in particular in response to the potentially inhibiting influence of stereotype threat on their pathways to scientific degrees. ED573266 Perceived Mathematical Ability under Challenge: A Longitudinal Perspective on Sex Segregation among STEM Degree Fields Grantee Submission Frontiers in Psychology v6 Article 530 p1-19 Jun 2015 2015-06-00 National Science Foundation (NSF) 24 T https://doi.org/10.3389/fpsyg.2015.00530 2017 69 As Provided JAN2020 1232139

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Yes Public Education Early Childhood Education Elementary Secondary Education Higher Education Educational Assessment Educational Indicators School Readiness College Readiness Graduation Rate Educational Needs Educational Improvement English Language Learners Access to Education Low Income Students Achievement Gap Educational Legislation Educational Finance Financial Problems Educational Objectives Reports - Evaluative Numerical/Quantitative Data Illinois Advance Illinois English Early Childhood Education Elementary Secondary Education Higher Education Postsecondary Education Illinois has set an ambitious target: 60% of working adults will hold a college degree or credential by 2025, as research suggests that at least 60% of jobs will require some type of educational credential past high school. Today, only 50% of the state's working adults hold college credentials. This report takes a snapshot of Illinois state's education systems: (1) early education; (2) K-12; and (3) higher education. There is a focus on progress toward the "60 by 25" goal. Reaching the goal will require expanding current strategies, identifying new strategies and holding the state accountable for results on benchmarks to college and career success. Now in its fifth edition, this report also highlights promising practices that could be replicated, or scaled up, to accelerate the state's progress toward 60 by 25. With a combination of state action and local effort, this goal can be achieved. The metrics and projections in this report offer to help Illinois more clearly envision a day when every child has a fair shot at completing college and achieving a productive career. [For the previous report, "The State We're In: 2014. A Report Card on Public Education in Illinois," see ED573252.] ED573267 Every Student Counts. The State We're in: 2016-2017. A Report on Public Education in Illinois Advance Illinois 2016-11-00 17 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 ERIC JAN2020

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Yes Low Achievement Mathematics Instruction Grade 7 Foreign Countries Teaching Methods Student Attitudes Positive Attitudes Mathematics Achievement Educational Games Resistance (Psychology) Tong, Cherng Luen Leong, Yew Hoong Quek, Khiok Seng Speeches/Meeting Papers Reports - Research Singapore Mathematics Education Research Group of Australasia English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education A common area of difficulty and frustration for low achieving students is the operations involving negative numbers. The main objective of our innovations in this area with two classes of Year 7 low achieving students was to develop positive feelings towards mathematics, in particular of an appreciation for the "reasonableness" and clear visualisation of the negative numbers "in action". ED573026 Positive Feelings towards the Learning of Mathematics for Low Achievers Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 6 As Provided JAN2020

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Yes Early Childhood Education Educational Quality Educational Improvement Educational Practices Data Collection Parent Materials Achievement Rating Research Design State Programs Surveys Program Effectiveness Program Evaluation Faria, Ann-Marie Hawkinson, Laura Metzger, Ivan Bouacha, Nora Cantave, Michelle Reports - Descriptive Guides - Non-Classroom Tests/Questionnaires Regional Educational Laboratory Midwest (ED) National Center for Education Evaluation and Regional Assistance (ED) American Institutes for Research (AIR) English Early Childhood Education A quality rating and improvement system (QRIS) is a voluntary state assessment system that uses multidimensional data on early childhood education programs to rate program quality, support quality improvement efforts, and provide information to families about the quality of available early childhood education programs. QRISs have two components: systematic ratings of program quality and integrated quality improvement support and activities. The latter component aims to help programs make improvements and move up to higher QRIS ratings over time. All but one state is implementing or plans to implement a QRIS (BUILD Initiative and Child Trends, 2016), but to date only a handful of studies have researched the types of quality improvement activities available to or used by programs participating in QRISs. Furthermore, states do not always have resources and systems to verify the accuracy of the administrative data collected concerning which programs use which types of quality improvement activities. Given limited research and data, states may lack sufficient information about the specific quality improvement supports and activities in which programs in the QRIS engage--the "I" in QRIS. To help states collect such data, Regional Educational Laboratory Midwest partnered with the Iowa Quality Rating System Oversight Committee to develop The "I" in QRIS Survey. States can use data from the survey in a variety ways, including: (1) To identify gaps in early childhood education professional development; (2) To document use of different programs (for example, T.E.A.C.H. [Teacher Education and Compensation Helps] scholarships); (3) To understand the barriers to and supports for quality improvement; (4) To describe the percentage of programs that receive coaching as part of the QRIS; (5) To compare differences in quality improvement approaches across subgroups of early childhood education programs; and (6) To answer other research questions about the best use of limited funding for quality improvement strategies within QRISs. The survey is designed to be administered to early childhood education program directors and key staff who are most knowledgeable about the improvement strategies used in their programs, which include licensed child care centers, home-based child care, state-funded prekindergarten programs, Head Start and Early Head Start programs, and afterschool programs. There are three versions of the survey: (1) One for center-based programs, including licensed centers, Statewide Voluntary Preschool and other school-based early childhood programs, Head Start or Early Head Start programs, and other center-based settings (see appendix A); (2) One for home-based programs with assistants, who are defined as people who help providers in caregiving on a regular basis (see appendix B); and (3) One for home-based programs without assistants (see appendix C). All three versions measure program participation in workshops and trainings; educational support activities; and coaching, mentoring, and financial incentive programs in which state early childhood education programs may engage to improve their quality. This report includes the three versions of the survey and describes the survey in detail, including how to use it, how it was developed, and how it can be adapted for other states. The following are appended: (1) The Iowa "I" in QRIS Survey--Center-Based Program Version; (2) The Iowa "I" in QRIS Survey--Home-Based Program with Assistants Version; (3) The Iowa "I" in QRIS Survey--Home-Based Program without Assistants Version; (4) Survey development; (5) Surveys and structured interviews from which items in The "I" in QRIS Survey were drawn; and (6) The "I" in QRIS Survey crosswalk. ED573027 The "I" in QRIS Survey: Collecting Data on Quality Improvement Activities for Early Childhood Education Programs. REL 2017-221 Regional Educational Laboratory Midwest 2017-02-00 54 Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 17 ERIC JAN2020 Yes EDIES12C0004 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4510

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Yes Creativity Academically Gifted Piagetian Theory Special Education Epistemology Theories Educational Environment Personality Traits Imagination Fantasy Personal Autonomy Stoltz, Tania Piske, Fernanda Hellen Ribeiro de Fátima Quintal de Freitas, Maria D'Aroz, Marlene Schüssler Machado, Járci Maria Journal Articles Reports - Research ISSN-2151-4755 English This research aims to highlight the importance of developing creativity in the school environment by promoting quality education to gifted students, with contributions from Vygotsky and Piaget. For Vygotsky creativity is inherent in the human condition, and it is the most important activity because it is the expression of consciousness, thought and language. It is the highest expression of subjectivity (Vygotsky, 2010). According to Piagetian theory, Stoltz (2013) points out that although the source of creativity is a mystery to Piaget, it manifests itself doubly: in the construction of knowledge structures and construction of real or structure and cognitive functioning. The method of this research is a bibliographic study of the area of high ability/giftedness, the cultural-historical theory of Vygotsky and Piaget's genetic epistemology. We conclude that for Vygotsky (2008) as well as for Piaget (1968) the environment has essential importance to the development of creative potential. In the environment the child has his/her experiences that stimulate curiosity, desire to learn, fantasy and imagination. The teacher should enable gifted students to share their high abilities with their couple performing challenging activities in a stimulating and responsive environment. ED572001 Creativity in Gifted Education: Contributions from Vygotsky and Piaget Online Submission Creative Education v6 p64-70 2015 2015-00-00 7 N/A 2017 41 As Provided JAN2020

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Yes Academically Gifted Creativity Educational Practices Personality Traits Imagination Learning Models Educational Change Inclusion Difficulty Level Piske, Fernanda Hellen Ribeiro Stoltz, Tania Guérios, Ettiène de Freitas, Samarah Perszel Journal Articles Reports - Research ISSN-2151-4755 English This study aims to highlight the importance of creativity in education of gifted children. Gifted students are generally individuals that talk with uncertainty because they are always looking for solutions and discoveries for their varied researches in their area of interest. These students need educational practices that develop creativity and enable to incite their complex thinking. These practices require measures that instigate their curiosity and promote activities that represent challenges during classes. Creativity is essential for their education because the development of creativity in teaching can generate possibilities of well-being for it arouses curiosity, excitement and desire to learn from each individual. It is important that teachers are prepared to attend these children and encourage gifted students to have a creative and autonomous spirit and exercise a critical and reflective thinking about the process of teaching and learning. ED572002 Creativity and Complex Thoughts of Gifted Students from Contributions of Edgar Morin and Rudolf Steiner Online Submission Creative Education v7 p2268-2278 2016 2016-00-00 11 N/A 2017 49 As Provided JAN2020

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Yes Academically Gifted Inclusion Barriers Creativity Ability Identification Special Education Access to Education Educational Quality Student Characteristics Piske, Fernanda Hellen Ribeiro Stoltz, Tania Vestena, Carla Luciane Blum de Freitas, Samarah Perszel de Fátima Bastos Valentim, Bernadete de Oliveira, Carla Sant'ana de Oliveira Machado Barby, Ana Aparecida Machado, Cristiana Lopes Journal Articles Reports - Research ISSN-2151-4755 English At most time, gifted student remains hidden in the classroom, without voice and no right to a quality education. The current educational reality can be considered a barrier to the development of creativity at school and the worst thing is that this student often does not have access to specialized service because he/she is not identified. In this sense, this research aims to highlight opportunities of identification and inclusion for gifted children. The conclusion is that the elucidation of the gifted child's needs can help many teachers to improve teaching strategies that foster creativity of this child and incite their curiosity and their desire to learn. From the moment that this child is identified, there will be the possibility of having access to specialized service so that their special needs can be attended. It is essential that teachers are prepared to promote a quality education that attends each dimension of development of gifted student. This way is possible to identify and include this child at school. ED572003 Barriers to Creativity, Identification and Inclusion of Gifted Student Online Submission Creative Education v7 p1899-1905 2016 2016-00-00 8 N/A 2017 35 As Provided JAN2020

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No Learning Disabilities Attention Deficit Hyperactivity Disorder Online Courses Educational Technology Technology Uses in Education Focus Groups Semi Structured Interviews Student Experience Student Attitudes Program Effectiveness College Students Phenomenology Bunch, Seleta LeAnn Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Enrollment in online degree programs is rapidly expanding due to the convenience and affordability offered to students and improvements in technology. The purpose of this hermeneutical phenomenological study was to understand the shared experiences of students with documented specific learning disorders (including Attention-Deficit/Hyperactivity Disorder) enrolled in online degree programs at a large, faith-based university in the Southeast United States. Colleges and universities must follow federal mandates as recommended by the Office of Civil Rights for students with documented disabilities in both traditional and online settings. Research is lacking in the area of understanding the experiences of students with specific learning disorder (including ADHD) in online college degree programs. Students with specific learning disorder (including ADHD) participated in an online focus group and in semi-structured individual interviews to share their experiences as online learners. The following research questions were addressed: How do students with documented specific learning disorders describe their experience in the university online learning environment? How do participants with documented specific learning disorder describe their reported experiences using accommodations in the online learning environment? What benefits are perceived by students with documented specific learning disorder in the university online learning environment? What challenges are perceived by students with documented specific learning disorder in the online university learning environment? Challenges and benefits of online degree programs, ideas for improving online degree programs, internal characteristics for success, and external motivators for degree completion were the identified themes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571759 Experiences of Students with Specific Learning Disorder (Including ADHD) in Online College Degree Programs: A Phenomenological Study ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3248-0 191 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109983 2017 As Provided JAN2020

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No Higher Education College Faculty Qualitative Research Cultural Awareness Global Education International Education Instructional Leadership Administrator Attitudes Interpersonal Competence Leadership Styles Networks Cooperation Marshall, Vicki Lynn Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education This qualitative research study explored global leadership practices implemented by higher education faculty members from eight different states in the U.S. who lead in a global environment. Four research questions guided the exploration of personal and scholarly practices that successful higher education faculty members implement. A purposeful, snowball sampling was utilized for selection. The findings suggested that successful global educational leaders implement CORE personal practices: Compassion for humanity, Open communication, Respectfulness, and Ethnorelativism. The findings also suggested scholarly practices that enable global educational leaders to REACH across cultures: Reading international literature, Establishing a network, Adapting, Collaborating, and Helping others succeed. These personal and scholarly practices enabled these higher education faculty members to successfully lead in a global environment, to overcome challenges, and to contribute to comprehensive internationalization. Keywords: Globalization, Internationalization, Comprehensive Internationalization, Global leadership practices, Higher education, Global educational leadership practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571760 An Exploration of Global Leadership Practices Implemented by Successful Higher Education Faculty Members ProQuest LLC Ed.D. Dissertation, Lamar University, Beaumont 2015-00-00 978-1-3397-3587-0 205 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110329 2017 As Provided JAN2020

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Yes Telecommunications Handheld Devices Mathematics Instruction Numeracy Mathematics Achievement Student Motivation Foreign Countries Preschool Children Statistical Analysis Pretests Posttests Technology Uses in Education Technological Advancement Electronic Learning Educational Games Experimental Groups Control Groups Spencer, Peta Speeches/Meeting Papers Reports - Research United Arab Emirates Mathematics Education Research Group of Australasia English The concept of mobile technologies is now an emergency theme in educational research, yet the playing of these edutainment applications and their impact on early childhood learning needs to be fully explored. This study highlights current research and explores how iPads improve student learning. It also examines how the introduction of iPads, affects children's motivation and self-efficacy towards numeracy learning. These findings contribute to the positive use of iPads to foster children's development in numeracy. ED573028 iPads: Improving Numeracy Learning in the Early Years Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 26 As Provided JAN2020

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Yes Elementary School Mathematics Elementary School Teachers Mathematics Teachers Algebra Problem Solving Foreign Countries Mathematical Logic Thinking Skills Mathematics Instruction Teacher Improvement Faculty Development Vale, Colleen Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Previous studies have reported on primary children's algebraic thinking and generalising in a range of problem settings but there is little evidence of primary teachers' knowledge of algebraic thinking. In this paper the development in algebraic thinking of one primary teacher who taught a research lesson in a Japanese Lesson Study project involving teachers from three primary schools is presented. The findings suggest the need for professional learning in algebra and reasoning and indicate the value of Lesson Study. ED573029 Primary Teachers' Algebraic Thinking: Example from Lesson Study Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 8 As Provided JAN2020

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Yes Mathematics Instruction Indigenous Populations Creoles English Mathematical Concepts Mathematics Teachers Numeracy Foreign Countries Kindergarten Grade 1 Grade 2 Primary Education Treacy, Kaye Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Kindergarten Primary Education Early Childhood Education Grade 1 Elementary Education Grade 2 Forty-seven Aboriginal students in the Kimberley were interviewed in English and Kimberley Kriol to investigate their understanding of "everyday" words used within mathematics classrooms. The results showed that some of the Kindergarten and pre-primary students had difficulty with both the Kriol and English words, indicating they need to learn concepts associated with these words. The research also showed that many of the Year 3 students understood most of the Kriol words, but still needed to learn some of the commonly used English words and phrases. ED573030 Students Understanding of Everyday English and Kimberley Kriol in Mathematics Classroom Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 12 As Provided JAN2020

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Yes Accountability Charter Schools School Law School Closing Failure School Effectiveness Compliance (Legal) Standards Case Studies DePaoli, Jennifer van Lier, Piet Reports - Research Ohio Policy Matters Ohio English Ohio's charter-closure law is touted as one of the toughest in the nation because it requires the automatic closure of charter schools that consistently fail to meet academic standards. Ohio's charter-closure law, which became effective in 2008 and was revised in 2011, calls for automatic closure of schools rated in Academic Emergency for at least two of the three most recent school years. Key Findings report: (1) Ohio law requires automatic closure of academically failing charter schools; (2) Loopholes in the closure law allow sponsors and charter management organizations (CMOs) to keep failing schools open despite orders to close; (3) Seven of 20 closed schools are still operating, with five run by the same CMOs that first opened them; and (4) An eighth school avoided mandated closure by shutting down a year early, but reopened with much of the same staff. Despite the appearance of being tough on academically failing charter schools, Ohio's automatic closure law has glaring loopholes that undermine its effectiveness and the overall quality of its charter schools. Policy Matters Ohio's investigation shows that Ohio's charter-closure law is at best a superficial attempt to close poorly performing schools and improve Ohio's charter sector; by failing to set firm consequences for sponsors and CMOs, the law only succeeds in punishing students. Ultimately, responsibility lies with Ohio policymakers for refusing to hold sponsors and CMOs accountable for the academic failures of their schools. This report offers recommendations for the overhaul of Ohio charter school law to increase standards for more effective sponsor oversight of management-school board relationships. [For the Executive Summary, see ED573585.] ED573584 Avoiding Accountability: How Charter Operators Evade Ohio's Automatic Closure Law. K-12 Education Policy Matters Ohio 2013-01-00 12 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes Accountability Charter Schools School Law School Closing Compliance (Legal) Failure School Effectiveness Standards DePaoli, Jennifer van Lier, Piet Reports - Descriptive Ohio Policy Matters Ohio English Ohio's charter-closure law is touted as one of the toughest in the nation because it requires the automatic closure of charter schools that consistently fail to meet academic standards. Ohio's charter-closure law, which became effective in 2008 and was revised in 2011, calls for automatic closure of schools rated in Academic Emergency for at least two of the three most recent school years. Key Findings report: (1) Ohio law requires automatic closure of academically failing charter schools; (2) Loopholes in the closure law allow sponsors and charter management organizations (CMOs) to keep failing schools open despite orders to close; (3) Seven of 20 closed schools are still operating, with five run by the same CMOs that first opened them; and (4) An eighth school avoided mandated closure by shutting down a year early, but reopened with much of the same staff. Despite the appearance of being tough on academically failing charter schools, Ohio's automatic closure law has glaring loopholes that undermine its effectiveness and the overall quality of its charter schools. Policy Matters Ohio's investigation shows that Ohio's charter-closure law is at best a superficial attempt to close poorly performing schools and improve Ohio's charter sector; by failing to set firm consequences for sponsors and CMOs, the law only succeeds in punishing students. Ultimately, responsibility lies with Ohio policymakers for refusing to hold sponsors and CMOs accountable for the academic failures of their schools. This report offers recommendations for the overhaul of Ohio charter school law to increase standards for more effective sponsor oversight of management-school board relationships. [For the Full Report, see ED573584.] ED573585 Avoiding Accountability: How Charter Operators Evade Ohio's Automatic Closure Law. K-12 Education. Executive Summary Policy Matters Ohio 2013-01-00 2 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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No Special Education Teachers Intellectual Disability Elementary School Students Elementary School Teachers Handheld Devices Educational Technology Technology Uses in Education Interviews Observation Focus Groups Teaching Methods Epps, Takisha Salander Dissertations/Theses - Doctoral Dissertations North Carolina English Elementary Education The purpose of this transcendental phenomenological study was to describe the lived experience of 11 special education teachers, who implemented iPads as an instructional tool for elementary students with intellectual disabilities. This study was conducted in a North Carolina school district. The theories, which guided this study were Vygotsky's (1978) sociocultural theory and Piaget's (1954) cognitive development theory. Within the study, one central question and three sub-questions were used to guide the study. The research questions focused on special education teachers' experiences, as they implemented the iPad as an instructional tool for students with intellectual disabilities. To address these questions about the lived experiences of these special education teachers, data were collected via: (a) face-to-face interviews, (b) observations, and (c) focus groups. Analysis of data was conducted with the use of Moustakas' (1994) procedures, in order to analyze the data provide a full description of the phenomenon through the analytic techniques of: (a) bracketing, (b) horizonalization, (c) clusters of meaning, as well as (d) identification of textual and structural descriptions. Creswell (2013) noted that use of this process allows the author to determine the essence of the phenomenon. During this procedure, the technique of triangulation was used to increase the reliability of the study; in addition, reflexivity, external audit, and member checks were used to support the findings from the data analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571761 Special Education Teachers' Lived Experiences in the Implementation of the iPad as an Instructional Tool for Students with Intellectual Disabilities ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3250-3 215 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109985 2017 As Provided JAN2020

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No Social Media Phenomenology Qualitative Research Technology Uses in Education Educational Technology First Generation College Students Interviews Teaching Methods Interpersonal Relationship Interaction Grade 8 Grade 9 Grade 10 College Choice Coker, Cindy E. Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education Grade 9 High Schools Grade 10 The purpose of this exploratory phenomenological narrative qualitative study was to investigate the influence of Facebook on first-generation college students' selection of a college framed within Hossler and Gallagher's (1987) college process model. The three questions which guided this research explored the influence of the social media website Facebook during the predisposition, search, and choice phases of the college choice process model. Eight persisting first-generation college students were selected using a purposeful, snowball sampling, and interviewed. The results indicated an influence of Facebook in each phase of the college choice process model. The implications for practice include: an increase in Facebook interaction between students, teachers, and counselors between a student's 8th and 10th grade years and the consideration of college recruitment to determine their target audience when placing advertisements on Facebook. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571762 A Qualitative Exploration of First Generation College Students and the Use of Facebook in the College Choice Selection Process ProQuest LLC Ed.D. Dissertation, Lamar University, Beaumont 2015-00-00 978-1-3397-3588-7 171 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110330 2017 As Provided JAN2020

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Yes Student Attitudes Primary Education Indigenous Populations Kindergarten Grade 1 Grade 2 Foreign Countries Student Surveys Mathematics Instruction Mathematics Skills Beliefs Rating Scales Age Differences Reading Leder, Gilah Forgasz, Helen Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Primary Education Early Childhood Education Kindergarten Grade 1 Elementary Education Grade 2 Data from an attitude survey administered to students in grades K-2 from four schools participating in the "Make it Count" project are reported in this paper. Few differences were found in the attitudes and beliefs of the Indigenous and non-Indigenous participants. The relevance of these findings for students' longer term mathematics performance is also considered. ED573268 K-2 "Make It Count" Students' Views of Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 12 As Provided JAN2020

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Yes Indigenous Populations Indigenous Knowledge Leadership Effectiveness Leadership Instructional Leadership Curriculum Development Telephone Surveys Interviews Educational Change School Effectiveness Rural Schools School Administration Foreign Countries Jorgensen, Robyn Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English The importance of leadership in changing schools and building quality programs is the focus of this paper. While leadership is often seen as a management aspect of school life, the role of leadership in curriculum change may be quite different from that of school leadership visa-vis the principal. In small remote schools where there are many factors impacting on school reform, this paper explores curriculum leadership where the schools successfully performed against numeracy benchmarks. Features of curriculum leadership are drawn from these cases to develop a framework for considering effective leadership in remote Indigenous contexts. ED573269 Curriculum Leadership: Reforming and Reshaping Successful Practice in Remote and Regional Indigenous Education Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 6 As Provided JAN2020

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Yes Algebra Mathematical Concepts Concept Teaching Faculty Development Training Methods Transformative Learning Reflection Thinking Skills Elementary School Teachers Problem Solving Learning Strategies Instructional Materials Teacher Attitudes Foreign Countries Hunter, Jodie Speeches/Meeting Papers Reports - Research United Kingdom (England) United Kingdom Mathematics Education Research Group of Australasia English Elementary Education This paper reports on the use of lesson study as a professional development tool. In particular the paper focuses on the way in which the teachers increased their understanding of how tasks, classroom activity and teacher actions scaffolded student learning of early algebraic reasoning of equivalence and the commutative principle. Teacher voice is used to illustrate how lesson study cycles caused the teachers to reflect and review their own understandings of early algebraic concepts and how their students considered the concepts. ED573270 Developing Teacher Understanding of Early Algebraic Concepts Using Lesson Study Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 13 As Provided JAN2020

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Yes Problem Solving Mathematics Instruction Mathematics Teachers Foreign Countries Heuristics Scaffolding (Teaching Technique) Mathematics Toh, Pee Choon Dindyal, Jaguthsing Ho, Foo Him Speeches/Meeting Papers Reports - Research Singapore Mathematics Education Research Group of Australasia English Problem solving task design is not only the design of a non-routine problem to be solves by the students. Our task design also requires a supporting document, the practical worksheet, which would act as a cognitive scaffold for the students in the initial stages of the problem solving process before they can internalize the metacognitive strategies and automate the use of these strategies when faced with a new problem. A further enhancement of the scaffolding that can be provided by the teacher as she facilitates forty or more students working on the practical worksheet is a set of scaffolding cards. In this paper, we describe the cards and the preliminary use of these cards to facilitate problem solving for teachers in a professional development workshop. ED573031 Scaffolding Cards: A Strategy for Facilitating Groups in Problem Solving Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 5 As Provided JAN2020

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Yes Community Colleges Technical Institutes Student Certification Employment Potential Educational Attainment Outcomes of Education Career Development Student Characteristics Demography Cohort Analysis Age Racial Differences Gender Differences Wages Salary Wage Differentials Credentials Reports - Research Washington Washington State Board for Community and Technical Colleges English Two Year Colleges Higher Education Postsecondary Education The purpose of this study is to answer key questions about the structure of certificates and their function in employability and degree attainment in the Washington State Community and Technical College (CTC) System. Specifically, this study addresses the following: (1) Do certificates play a role in helping students progress along career pathways over time? (2) What is the demographic profile of students by type of certificates? (3) How many and what types of certificates are being produced? and (4) What is the earning attainment by type of certificates? Two years of cohorts contained a total of 34,525 unduplicated students (13,880 in 2006-07 and 20,645 in 2011-12). Students were grouped into three distinct completion categories, those who earned degrees and certificates; those who only earned degrees; and those who only earned certificates. Student longitudinal transcript data was analyzed to see if there was a pattern of students moving in and out of the education system along career pathways. Findings suggest that students are not stacking credentials to move in and out of educational pathways. There is not enough guidance given and attention paid to getting community college students in a program and through the first year, even though students often enter college lacking clear goals. If there was better guidance and fewer choices students may move more easily toward degree completion. An increasing number of colleges are working to solve this problem with the creation of the Guided Pathways Initiative, based on three things. First, faculty are creating road maps, which provide students with a clear program sequence. Second, mechanisms are put in place to encourage students to develop clear educational goals. Third, advising and frequent feedback are embedded within the program. Early alerts ensure students are supported before things are too far out of hand (Jenkins & Cho, 2013). A bibliography is included. ED573032 Certificate Structure Study: Do Stackable Certificates Really "Add" up to a Degree? Research Report 17-2 Washington State Board for Community and Technical Colleges 2017-01-00 12 Washington State Board for Community and Technical Colleges. P.O. Box 42495, Olympia, WA 98504-2495. Tel: 360-704-4400; Fax: 360-704-4415; Web site: http://www.sbctc.ctc.edu N/A 2017 ERIC JAN2020

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Yes Federal Legislation Computation Research and Development Innovation STEM Education Public Agencies Agency Cooperation Labor Force Development Minority Groups Disproportionate Representation Manufacturing Construction (Process) Emergency Programs Fellowships Scholarships Student Financial Aid Access to Education Graduate Students Undergraduate Students High School Students Student Research Internship Programs Talent Development Technology Transfer Commercialization Tribally Controlled Education Grants Scientific Research Entrepreneurship Computer Use Simulation Models Small Businesses Energy Computer Science Conservation (Environment) Space Sciences Engineering Oceanography Science Education Legal/Legislative/Regulatory Materials US Congress English Higher Education Postsecondary Education High Schools Secondary Education The America COMPETES Reauthorization Act of 2010 (Public Law 111-358) was put in place to invest in innovation through research and development, to improve the competitiveness of the United States, and for other purposes. The table of contents for this Act is as follows: (1) Sec. 1. Short title; table of contents; (2) Sec. 2. Definitions; and (3) Sec. 3. Budgetary impact statement. (A) Title I--Office of Science and Technology Policy: (4) Sec. 101. Coordination of Federal STEM education; (5) Sec. 102. Coordination of advanced manufacturing research and development; (6) Sec. 103. Interagency public access committee; (7) Sec. 104. Federal scientific collections; and (8) Sec. 105. Prize competitions. (B) Title II-National Aeronautics and Space Administration: (9) Sec. 201. NASA's contribution to innovation and competitiveness; (10) Sec. 202. NASA's contribution to education; (11) Sec. 203. Assessment of impediments to space science and engineering workforce development for minority and under-represented groups at NASA; (12) Sec. 204. International Space Station's contribution to national competitiveness enhancement; (13) Sec. 205. Study of potential commercial orbital platform program impact on Science, Technology, Engineering, and Mathematics; and (14) Sec. 206. Definitions. (C) Title III-National Oceanic and Atmospheric Administration: (15) Sec. 301. Oceanic and atmospheric research and development program; (16) Sec. 302. Oceanic and atmospheric science education programs; and (17) Sec. 303. Workforce study. (D) Title IV--National Institute of Standards and Technology: (18) Sec. 401. Short title; (19) Sec. 402. Authorization of appropriations; (20) Sec. 403. Under Secretary of Commerce for Standards and Technology; (21) Sec. 404. Manufacturing Extension Partnership; (22) Sec. 405. Emergency communication and tracking technologies research initiative; (23) Sec. 406. Broadening participation; (24) Sec. 407. NIST Fellowships; (25) Sec. 408. Green manufacturing and construction; and (26) Sec. 409. Definitions. (E) Title V--Science, Technology, Engineering, and Mathematics Support Programs. Subtitle A--National Science Foundation: (27) Sec. 501. Short title; (28) Sec. 502. Definitions; (29) Sec. 503. Authorization of appropriations; (30) Sec. 504. National Science Board administrative amendments; (31) Sec. 505. National Center for Science and Engineering statistics; (32) Sec. 506. National Science Foundation manufacturing research and education; (33) Sec. 507. National Science Board report on mid-scale instrumentation; (34) Sec. 508. Partnerships for innovation; (35) Sec. 509. Sustainable chemistry basic research; (36) Sec. 510. Graduate student support; (37) Sec. 511. Robert Noyce teacher scholarship program; (38) Sec. 512. Undergraduate broadening participation program; (39) Sec. 513. Research experiences for high school students; (40) Sec. 514. Research experiences for undergraduates; (41) Sec. 515. STEM industry internship programs; (42) Sec. 516. Cyber-enabled learning for national challenges; (43) Sec. 517. Experimental Program to Stimulate Competitive Research; (44) Sec. 518. Sense of the Congress regarding the science, technology, engineering, and mathematics talent expansion program; (45) Sec. 519. Sense of the Congress regarding the National Science Foundation's contributions to basic research and education; (46) Sec. 520. Academic technology transfer and commercialization of university research; (47) Sec. 521. Study to develop improved impact-on-society metrics; (48) Sec. 522. NSF grants in support of sponsored post-doctoral fellowship programs; (49) Sec. 523. Collaboration in planning for stewardship of large-scale facilities; (50) Sec. 524. Cloud computing research enhancement; (51) Sec. 525. Tribal colleges and universities program; (52) Sec. 526. Broader impacts review criterion; and (53) Sec. 527. Twenty-first century graduate education. Subtitle B--STEM-Training Grant Program: (54) Sec. 551. Purpose; (55) Sec. 552. Program requirements; (56) Sec. 553. Grant program; (57) Sec. 554. Grant oversight and administration; (58) Sec. 555. Definitions; and (59) Sec. 556. Authorization of appropriations. (F) Title VI--Innovation: (60) Sec. 601. Office of innovation and entrepreneurship; (61) Sec. 602. Federal loan guarantees for innovative technologies in manufacturing; (62) Sec. 603. Regional innovation program; (63) Sec. 604. Study on economic competitiveness and innovative capacity of United States and development of national economic competitiveness strategy; and (64) Sec. 605. Promoting use of high-end computing simulation and modeling by small and medium-sized manufacturers. (G) Title VII--NIST Green Jobs: (65) Sec. 701. Short title; (66) Sec. 702. Findings; and (67) Sec. 703. National Institute of Standards and Technology competitive grant program. (H) Title VIII--General Provisions: (68) Sec. 801. Government Accountability Office review; (69) Sec. 802. Salary restrictions; and (70) Sec. 803. Additional research authorities of the FCC. (I) Title IX--Department of Energy: (71) Sec. 901. Science, engineering, and mathematics education programs; (72) Sec. 902. Energy research programs; (73) Sec. 903. Basic research; and (74) Sec. 904. Advanced Research Project Agency-Energy. (J) Title X--Education: (75) Sec. 1001. References; (76) Sec. 1002. Repeals and conforming amendments; and (77) Sec. 1003. Authorizations of appropriations and matching requirement. ED572004 America COMPETES Reauthorization Act of 2010 (Public Law 111-358) US Congress 2011-01-04 69 US Congress. Web site: http://www.congress.gov N/A 2017 ERIC JAN2020

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Yes Foreign Countries Preservice Teachers Preservice Teacher Education Pedagogical Content Knowledge Knowledge Level Mathematics Instruction Mathematics Teachers Teaching Methods Academic Support Services Student Surveys Peer Teaching Mathematics Skills Numeracy Linsell, Chris Ingram, Naomi Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education This paper describes the assessment of primary pre-service teachers' mathematics content knowledge and the associated support services provided at the University of Otago during 2013. Most pre-service teachers believed that the results from the assessments accurately reflected their mathematics knowledge and gave them useful feedback about specific content knowledge. There was moderate take-up of the four types of support offered, with few making no use or minimal use and few making high use of the support services. Preservice teachers who had access to all four types of support believed that the face-to-face teaching by a mathematics lecturer and the HOTmaths website were very useful. ED572655 Foundation Content Knowledge: Providing Support for Pre-Service Teachers Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 4 As Provided JAN2020

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Yes Algebra Elementary School Mathematics Classroom Environment Classroom Techniques Mathematics Activities Teacher Role Task Analysis Video Technology Faculty Development Interviews Curriculum Design Pretests Posttests Educational Change Educational Practices Foreign Countries Observation Hunter, Jodie Speeches/Meeting Papers Reports - Research United Kingdom Mathematics Education Research Group of Australasia English Elementary Education In recent years there has been an increased emphasis on algebraic reasoning in primary school classrooms. This includes introducing students to the mathematical practices of making conjectures, justifying and generalising. Drawing on findings from a classroom-based study, this paper explores one teacher's journey in shifting her task design and enactment to develop a "conjecturing atmosphere" in the classroom. The findings affirm the important role of the teacher in introducing mathematical practices. Careful task design and enactment, teacher questioning, and noticing and responding to student reasoning were important elements in facilitating conjecturing, justifying and generalising. ED572656 Developing a "Conjecturing Atmosphere" in the Classroom through Task Design and Enactment Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014) 2014-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes English Teachers Teacher Attitudes Feedback (Response) Student Attitudes Second Language Instruction Second Language Learning English (Second Language) Instructional Effectiveness Error Correction Oral Language Interviews Preferences Foreign Countries Questionnaires Likert Scales Statistical Analysis Harmandaoglu Baz, Esra Balçikanli, Cem Tevfik Cephe, Pasa Journal Articles Reports - Research Turkey ISSN-2537-1754 English Corrective feedback has always been popular in English as a foreign language (EFL) settings and its effectiveness in language learning has been widely debated. An increasing number of second language acquisition studies (SLA) indicate that there is a dilemma in the effectiveness of corrective feedback in terms of EFL instructors' and learners' perceptions. Although the effectiveness of corrective feedback is a point at issue, there is not much research related to investigating instructors' and learner' perceptions. It is the aim of this study to examine the perceptions of instructors and learners about corrective feedback in learning English as a foreign language (EFL). The findings of the study show that the instructors and learners seem to have almost similar ideas about corrective feedback. However, the instructors and learners seem to have one contradicting perspective that is about oral error correction: the instructors do not seem to favor oral correction all the time, but the learners do. Furthermore, the interviews display that while the instructors prefer non-direct feedback, the learners prefer direct and explicit feedback. Language instructors need to know what their learners expect in corrective feedback and to form a common understanding with their learners for increasing the effectiveness of corrective feedback. ED572657 Perceptions of English Instructors and Learners about Corrective Feedback Online Submission European Journal of Foreign Language Teaching v1 n1 p54-68 2016 2016-00-00 15 N/A 2017 41 As Provided JAN2020

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No Teacher Attitudes Minority Groups Attitude Change Self Efficacy Foreign Countries Culturally Relevant Education Teaching Methods Interviews Observation Grounded Theory Role Models Teacher Empowerment Teacher Student Relationship Jones, Laura Estella Dissertations/Theses - Doctoral Dissertations Romania English The purpose of this systematic grounded theory study was to explore the process of change in teacher attitudes toward including Roma ("Gypsy") students in non-segregated schools in Romania. The theories guiding this study included Mezirow's (1991, 2000) theory of transformation, Gay's (2002, 2013) theory of culturally responsive teaching, and Bandura's (1977, 1997) theory of self-efficacy. These three theories guided this research inquiry into how attitudes change, how teacher attitudes affect beliefs and actions, and how self-efficacy affects teacher attitudes. This study sought to answer the following questions: What is the process of transforming Romanian teacher attitudes toward including Roma students? What factors influence attitude change of Romanian teachers toward the Roma? How do Romanian teachers use their transformed attitudes in working with Roma students? What role does self-efficacy play in developing Romanian teacher attitudes toward Roma students? Interviews, observations, and timelines of 23 current teachers took place in Romania. "The Model of Transformation: Awakening to Empowering" was constructed to show the process of transformation that was revealed during this study. The greatest influences discovered for affecting attitude change were personal reflection, childhood experiences, role models, and ongoing education courses. Teachers who chose to see their classroom as a familial unit, becoming like a foster parent for their students, and incorporated new teaching strategies, worked most successfully with their Roma students. Based on the data, self-efficacy was important for empowering the teachers and helping them to empower others in working with the Roma. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571763 Exploring Attitude Transformation: A Grounded Theory Study of Romanian Teachers of Roma Students ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3252-7 284 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109987 2017 As Provided JAN2020

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No Social Justice Preservice Teachers Communities of Practice Action Research Participatory Research Teacher Competencies Physical Health Mental Health Well Being Stress Variables Intention Wellness Teacher Influence Health Promotion Social Development Emotional Development Nankin, Ilana Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Although many teacher education programs claim to prepare teachers for social justice, there is a critical gap in research exploring how new teachers enact their ideals of social justice in the classroom, and how their ability to do so relates to their physical, mental, and emotional well-being. For her dissertation, Ilana Nankin facilitated a community of practice during the 2014-15 school year to support eight of the pre-service teachers she had taught in teacher education as they transitioned into diverse early childhood and elementary classrooms throughout the world. This participatory action research study, informed by teacher research and narrative inquiry, created space for these eight teachers to share their vulnerable stories and to actively work together to explore and implement new ways to enhance their pedagogy. She found that, across the board, the teachers' physical, mental, and emotional well-being declined dramatically during their first year--and that this decline in well-being had a negative impact on their ability to enact their ideals for social justice teaching. When stress levels were high, and well-being low, teachers often fell short of the "good intentions" they had set for themselves before entering the classroom. On the other hand, when teachers began implementing wellness practices and supporting one another's well-being, they were better able to fulfill their intentions for teaching, and their students' social-emotional and academic outcomes improved. The critical connection between teacher well-being and teaching inspired Ilana and her community to start Breathe For Change, a movement to enhance the health and well-being of teachers, students, and school communities that is now positively impacting thousands of educators, children, and families throughout the United States. Teacher well-being is directly related student social-emotional and academic outcomes, yet it is under-prioritized in today's education system. It is essential that we, as an educational community, listen to teachers' stories and provide teachers with the support they need to take care of themselves so they can effectively teach our students. In doing so, we have the potential to change the world, one teacher at a time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571764 Breathe for Change Changing the World, One Teacher at a Time ProQuest LLC Ph.D. Dissertation, University of Wisconsin, Madison 2016-00-00 978-1-3397-3696-9 306 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110441 2017 As Provided JAN2020

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Yes Music Education Art Education Physical Education Teacher Student Ratio Enrollment Trends Librarians School Counselors School Nurses Social Work Caseworkers Elementary Secondary Education Financial Support Educational Finance Access to Education Visual Arts Trend Analysis Art Teachers Music Teachers Physical Education Teachers Records (Forms) Jackson, Victoria Reports - Research Ohio Policy Matters Ohio English Elementary Secondary Education Until last year, Ohio had in place a rule requiring a minimum level of staffing for music, visual arts, physical education, counselors, librarians, nurses, social workers and visiting teachers. School districts had to have at least five of these eight positions for every 1,000 students. In March 2015, the State Board of Education eliminated this so-called "5 of 8" staffing rule. To understand how these positions were staffed in the 10 years prior to elimination of the rule, the staffing levels from the 2005-06 to 2014-15 school year were analyzed. Key findings from this analysis include: (1) Ohio schools have experienced a 12.3 percent decline in visual art, music and physical education teachers when adjusted for student enrollment. Teacher-to-student ratios have grown substantially across the state; (2) School librarians were especially hard hit with a decrease of 42.6 percent, or 39.7 percent when adjusted for the decline in enrollment; and (3) School counselors, nurses, and social workers did not see reductions once declines in enrollment were taken into account, but each has an educator-to-student ratio much higher than recommended by national authorities; and (4) Declines in arts, music and PE teachers along with other education personnel jeopardize student learning. Research consistently finds that these positions improve student outcomes. Reductions in K-12 funding have contributed to these findings. To reverse these trends, state lawmakers should look for opportunities to increase revenue to invest in K-12 education--providing resources necessary to ensure optimal student-to-teacher ratios and adequate access to educational service personnel, who include school counselors, school librarians, school nurses, social workers, and visiting teachers, across the state. In addition, the State Board of Education and Ohio General Assembly should implement policies that ensure student access to the education and services provided by art, music, and physical education teachers and educational service personnel. An appendix describing methodology, results, and enrollment is included. [For the executive summary, see ED573587.] ED573586 Number of Ohio's Vital School Professionals Dwindling Student Health, Career Preparation, Art Exposure Suffer. K-12 Education Policy Matters Ohio 2016-12-00 16 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes Foreign Countries Faculty Development Organizational Culture Collegiality Teacher Collaboration Communities of Practice Longitudinal Studies Mathematics Instruction Mathematics Teachers Teacher Competencies Interviews Teacher Attitudes Secondary School Teachers Lamb, Janeen Visnovska, Jana Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education This paper explores the role of professional learning community and collegial discussion as important supports for developing teacher expertise in the teaching and learning of mathematics in rural and remote regions of Queensland, Australia. The research reported in this paper is from the first year of a longitudinal research and development project. Findings suggest that teachers in rural and remote schools with a small number of mathematics teachers may benefit from access to the mathematics professional learning community of a larger rural school. ED573271 Developing a Culture of Collaboration Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 29 As Provided JAN2020

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Yes Sustainability Mathematical Aptitude Student Participation Classroom Techniques Educational Practices Learner Engagement Learning Processes Change Strategies Educational Strategies Foreign Countries Klein, Mary Speeches/Meeting Papers Reports - Evaluative Australia Mathematics Education Research Group of Australasia English In Australia we face a serious problem in that over the last twenty years the quality of students' mathematical knowledge and abilities has "deteriorated to a dangerous level" (Brown, 2009, p. 3). Too few students want to study further mathematics and are "unlikely to continue its study voluntarily" (Commonwealth of Australia, 2008) or pursue careers where high levels of mathematical proficiency are needed. In this paper I make use of the poststructuralist notion that "proficiency" is a state of being daily constituted in classroom practice to (a) at a theoretical level, rethink how it might be ignited and sustained, (b) analyse contemporary interactional strategies that commonly though unknowingly obviate expressions of proficiency and (c) through a combined psychological/poststructuralist lens, nominate three (3) tentative indicators of instructional practice necessary for students to achieve and maintain a state of being "proficient" as defined in the Australian curriculum: mathematics (Australian Curriculum Assessment and Reporting Auathority [ACARA], 2010). It is hoped that an additional, poststructuralist reading of the complexity and tenuous productivity of the learning process might interrupt commonly held assumptions that currently inform research on proficiency in mathematics. ED573272 Mathematical Proficiency and the Sustainability of Participation: A New Ball Game through a Poststructuralist Lens Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 22 As Provided JAN2020

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Yes Vocational Education Student Motivation Low Achievement Elementary School Students Integrated Activities Integrated Curriculum Self Efficacy Relevance (Education) Academic Persistence Academic Achievement Classroom Environment Teacher Expectations of Students Educational Practices Educational Strategies Motivation Techniques Foreign Countries Interviews Likert Scales Focus Groups Vignettes Kidman, Gillian Cooper, Tom Nutchey, David Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education This study explores the effects of a vocational education-based program on academic motivation and engagement of primary school aged children. The Get Into Vocational Education (GIVE) program integrated "construction" and the mathematics, English and science lessons of a Year 4 primary classroom. This paper focuses on investigating the components of the GIVE program that led to student changes in mathematical academic motivation and engagement resulting in outstanding gains in NAPLAN Numeracy results. The components proposed to have contributed to effectiveness of the GIVE program are: teacher and trainer expectations, task mastery and classroom relationships. These findings may be useful to researchers and educators who are interested in enhancing students' mathematical academic motivation. ED573273 Get into Vocational Education (GIVE): Motivating Underperforming Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 9 As Provided JAN2020

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No Qualitative Research Case Studies Job Skills Career Change Elementary School Teachers Learning Theories Principals Interviews Focus Groups Journal Writing Lesson Plans Reflection Coding Interpersonal Relationship Skill Development Teaching Skills Simmons, Timothy Joshua Dissertations/Theses - Doctoral Dissertations Tennessee English Elementary Education The purpose of this qualitative collective case study was to understand how first-career skills were utilized by highly effective second-career elementary school teachers in northeast Tennessee. The guiding research question for the study was: How do the skills acquired in a first career affect second-career elementary school teachers? The theories that guided this study were experiential learning theory developed by David Kolb and transformative learning theory developed by Jack Mezirow as they focus on the importance of experience and perspective in the learning process. The sample for this study was comprised of five second-career elementary school teachers, four elementary school principals, and four district academic coaches in a northeast Tennessee school district. Participant interviews and a focus group served as the primary means of data collection. The analysis of documents, including reflective journals and lesson plans from teacher participants also provided data for the study. Collected data was analyzed within and across cases using open and axial coding. A central theme emerged from the data along with several sub-themes. The central theme focused on the impact that soft professional skills developed in a first career had on the effectiveness of second-career elementary school teachers. Sub-themes that emerged included (a) relationship building skills, (b) organization skills, (c) presentation skills, (d) eagerness to adapt, and (e) content connections. Recommendations for future research included exploring the effects of first-career skills from different professions than the ones used in the study, studying multiple participants from similar careers, and conducting a longitudinal study to track how first-career skills are utilized over time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571765 Transitioning First-Career Skills into a Second Career in Teaching: A Collective Case Study of Effective Elementary School Teachers ProQuest LLC Ed.D. Dissertation, Liberty University 2016-00-00 978-1-3397-3253-4 187 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10109988 2017 As Provided JAN2020

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Yes Foreign Countries Multilingualism Code Switching (Language) Morphology (Languages) Cultural Pluralism English (Second Language) Tagalog Chinese Language Variation Sociolinguistics Churches Statistical Analysis Phrase Structure Discourse Analysis Language Research Family Environment Educational Environment Telecommunications Dining Facilities Language Usage Interpersonal Communication Intercultural Communication Interlanguage Gonzales, Wilkinson Daniel Wong Journal Articles Reports - Research Philippines (Manila) English Adopting a quantitative approach, this paper highlights findings of an exploratory study on Hokaglish, initially describing it as a trilingual code-switching phenomenon involving Hokkien, Tagalog, and English in a Filipino-Chinese enclave in Binondo, Manila, the Philippines. Departing from the (socio)linguistic landscape of the archipelagic nation, the discussion eventually leads to a frequency-based description of this phenomenon. Preliminary findings suggest that, in Hokaglish, code-switching from Hokkien to English appears to be the most frequent code-switching combination among the six possible ones and that it is typically found in religious institutions. From the investigation, Hokaglish yielded more attestations of intrasentential codeswitching than intersentential ones in households particularly. Moreover, findings also indicate that switches in the word-level are very frequent and that morphological code-switching is virtually non-existent in Hokaglish conversations. The paper ends with a discussion that will more or less provide some justification for the findings. A list of Glossing abbreviations is included. ED571766 Trilingual Code-Switching Using Quantitative Lenses: An Exploratory Study on Hokaglish Online Submission Philippine Journal of Linguistics v47 p106-128 2016 2016-00-00 23 N/A 2017 54 As Provided JAN2020

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No Reading Instruction Literacy Education Inclusion Multilingualism Bilingual Education Second Language Learning Elementary School Students Equal Education Vocabulary Development Language Acquisition Barriers Teaching Methods Helman, Lori Rogers, Carrie Frederick, Amy Struck, Maggie Books Reports - Descriptive English Elementary Education Responding to the need to prepare elementary teachers for the increasing linguistic diversity in schools, this book presents key foundational principles in language and literacy development for linguistically diverse students. Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade. What emerges is both a "big picture" and an "up-close and personal" look at the successes, obstacles, and developmental nuances for students learning to read and write in a new language in inclusive classrooms. Throughout, the authors provide crucial guidance to educators that will support them in taking conscious steps toward creating educational equity for linguistically diverse students. In addition, the book features include: (1) Illuminates the variation among students who have been categorized as English language learners; (2) Provides access to a broad range of research-based approaches in teacher-friendly language; (3) Examines key dilemmas that teachers are likely to encounter in today's classrooms; (4) Avoids recipes or "cookie-cutter" approaches to complex scenarios; and (5) Addresses academic vocabulary and language development, a key barrier to accessing content for students learning English as a new language. [Includes a Foreword by Robert T. Jimenez.] ED572658 Inclusive Literacy Teaching: Differentiating Approaches in Multilingual Elementary Classrooms. Language and Literacy Series Teachers College Press 2016-06-10 978-0-8077-5787-1 Teachers 160 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/inclusive-literacy-teaching-9780807757871 2017 ERIC JAN2020

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No Classroom Communication Literature Appreciation Fiction Nonfiction Small Group Instruction Group Discussion Heterogeneous Grouping Critical Reading Student Participation Student Role Literary Genres Reading Instruction Reading Teachers Barone, Diane Barone, Rebecca Books Reports - Descriptive English Combining research with real-life classroom examples, this book demonstrates how high-level conversations centered on fiction and nonfiction can promote students' understanding and help them meet and exceed a spectrum of standards. The authors demonstrate how to use literary conversations in small, heterogeneous groups to address multiple expectations within classrooms, such as close reading, vocabulary, background knowledge, literal and inferential comprehension, and responses to multimodal interpretation, nonfiction text features, and graphic organizers. The text includes the theoretical why, and the very practical how-to, to help teachers (grades 3-8) successfully implement serious, sustained student-group conversations about their reading. The recommendations for heterogeneous groups, rather than groups based on book selection or reading ability, will support all students-struggling readers and those reading at or above grade level. This practical resource shows teachers how to: (1) Group students heterogeneously, from inexperienced participants to sophisticated readers; (2) Support each student as he or she reads a nonfiction or fiction book; (3) Engage students in critical conversations centered on their reading; (4) Be mindful of the roles for each student and how these change based on genre; and (5) Assess student participation and literacy outcomes. [Includes a Foreword by Dianne Lapp.] ED572659 Literary Conversations in the Classroom: Deepening Understanding of Nonfiction and Narrative Teachers College Press 2016-12-02 978-0-8077-5733-8 Teachers 160 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/literary-conversations-in-the-classroom-9780807757338?page_id=31 2017 As Provided JAN2020

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No Higher Education Quality Assurance Educational Quality Benchmarking Instructional Effectiveness Integrated Services Program Implementation Achievement Rating Health Services Social Services Performance Factors Educational Policy Policy Formation Change Strategies Educational History Rating Scales Barriers Foreign Countries Darian, Louisa Reports - Evaluative United Kingdom Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education The Government is committed to introducing a Teaching Excellence Framework (TEF) to assess the quality of teaching and learning in higher education. Designing the right solution is challenging. There is no off-the-shelf solution from other countries that we can lift. But we can learn lessons from other sectors. This pamphlet explores rating systems that exist in other parts of the education sector and also the care sector, before considering the implications for the TEF. The author, who has a background in consumer affairs, makes two recommendations: (1) to integrate the TEF more fully within the quality assurance system; and (2) to delay the TEF's introduction until we are sure it is right. ED573588 Designing a Teaching Excellence Framework: Lessons from Other Sectors. Occasional Paper 13 Higher Education Policy Institute 2016-02-00 978-1-908240-12-5 36 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A http://www.hepi.ac.uk/wp-content/uploads/2016/02/Hepi_Louisa-Darian.pdf 2017 As Provided JAN2020

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No Higher Education Private Education Institutional Characteristics Access to Education Educational Quality Outcomes of Education Educational Trends Educational Practices Role Models Comparative Education Educational Policy Change Strategies Performance Factors Educational Research Policy Formation Private Agencies Foreign Countries Fielden, John Middlehurst, Robin Reports - Evaluative Australia United States United Kingdom Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education In this HEPI paper, two authors with considerable expertise in evaluating higher education systems around the world assess higher education institutions that are not funded directly by taxpayers--known in the UK as alternative providers. Since the start of the century, alternative providers have been growing rapidly. This raises a number of important policy questions--particularly in relation to access, quality and outcomes. This pamphlet: (1) assesses the current state of play; (2) looks at the lessons from the USA and Australia; and (3) makes some policy recommendations for the future. It rejects the overly optimistic idea that alternative providers are always beneficial and the overly pessimistic that they always cause problems. Instead, it provides a more considered and useful critique and calls for regulation to respond as the higher education sector continues to evolve. ED573589 Alternative Providers of Higher Education: Issues for Policymakers. HEPI Report 90 Higher Education Policy Institute 2017-01-00 978-1-908240-21-7 Policymakers 60 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A http://www.hepi.ac.uk/wp-content/uploads/2017/01/Hepi_The-alternative-providers-of-higher-education-Report-90-04_01_17-Screen2.pdf 2017 As Provided JAN2020

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No Males College Students Underachievement Gender Differences Foreign Countries Educational Policy Disadvantaged Youth Socioeconomic Influences Educational History Females Disproportionate Representation Majors (Students) Institutional Characteristics Ethnic Groups Racial Differences Graduation Rate Etiology Wages Hillman, Nick Robinson, Nicholas Reports - Research United Kingdom Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education Young men are significantly less likely to enter higher education than young women, and they are also more likely to drop out and less likely to achieve a highly-graded degree. There are many causes and the disparity in educational achievement starts long before higher education. Yet, while this issue is better understood than it was, there has been a shortage of ideas on how to tackle it. This new paper looks at the data and the causes before making seven specific policy recommendations. It includes a Foreword by Mary Curnock Cook, the Chief Executive of UCAS, who has long highlighted the issue. Data relating to a chart on students studying at UK higher education providers by subject area, level of study and sex 2014/15 is provided in an annex. ED573590 Boys to Men: The Underachievement of Young Men in Higher Education--and How to Start Tackling It. HEPI Report 84 Higher Education Policy Institute 2016-05-00 978-1-908240-14-9 64 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A http://www.hepi.ac.uk/wp-content/uploads/2016/05/Boys-to-Men.pdf 2017 As Provided JAN2020

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No Males Masculinity Mental Health Qualitative Research Sexual Identity Experience Phenomenology Semi Structured Interviews Sexual Orientation Health Services Rowell, Alex Dissertations/Theses - Doctoral Dissertations English Masculinity is a construct that is socially created and defined within a given time period (Kimmel, 2006). The research that is conducted on this specific topic shifts given one's cultural understanding of masculinity, which can differ from one man to another. Most of the literature and research investigates how masculinity negatively affects men in the realm of both physical and mental health (Brannon, 1985). Although there is a significant body of research that examines the traditional gender norms of masculinity (Kilmartin, 2010; Englar-Carlson & Stevens, 2006; Wong, Pituch, & Rochlen, 2006), there is a sparse amount of research examining how masculinity is changing and how this new conceptualization can affect men's understanding of mental health and mental health services. The purpose of this study was to investigate and explore the experiences men had in relation to their gender identity and how they came to understand the construct of mental health. A phenomenological approach was used to best understand each individual's lived experience, as well as bring together the overall collective knowledge of these ten participants. Two categories and 11 themes emerged during the data collection phase of the semi-structured interviews. The categories can be understood as: (a) masculine identity formation within Western Culture and (b) how one comes to understand mental health. With minimal exceptions, the participants' understanding of their own gender identity and where they learned it from aligned with the established literature. For the most part, men's masculine identity formation came from paternal figures in a man's life, media, and peers. The participants were able to speak to many common themes of traditional masculinity, but the level in which these participants integrated these models into their sense of self varied. Some participants rejected certain traditional models based on their own process of exploring their own gender (both feminine and masculine traits) and culture. Most participants challenged their own construct of masculinity because they saw themselves not fitting these traditional models. The topic of one's sexual orientation arose for many of the participants. For example, some individuals made the assumptions that if a man possessed too many feminine qualities, he was gay. Participants' level of comfort and openness around the constructs of mental health and mental health services varied. Two of the biggest contributing factors were if they had previously sought out mental health services prior or had a family member discuss their own understanding of mental health. The participants did have a general understanding in relation to how to destigmatize mental health services so other men could access these types of services. Further research is needed in the realm of how one's re-conceptualized and ever changing definition of masculinity can affect one's perception of mental health. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571767 A Qualitative Investigation of Men, Masculinity, and Mental Health ProQuest LLC Psy.D. Dissertation, Alliant International University 2016-00-00 978-1-3397-3293-0 175 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110028 2017 As Provided JAN2020

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No Mental Health Mental Disorders Qualitative Research College Students Resident Advisers Coding Barriers Student Needs Student Development Schafer, Kevin P. Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Individuals living with a mental health issue and attending college may experience significant opportunities for growth and also personal challenges in their development into young adulthood. Residence hall directors may be instrumental in assisting this population during their college years. The purpose of this qualitative study was to examine the experience of residence hall directors working specifically with students with mental health concerns. Grounded in Relational-Cultural-Theory and Chickering's Student Developmental Theory this study was a two phase study conducted at universities and colleges in the northeast United States. Utilizing a basic qualitative approach deductive coding was used to examine the data. The findings are discussed and implications for practice and further research are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571768 Helping Students Achieve Their Goals: The Experience of Working with Students with Mental Health Concerns in a Residence Hall ProQuest LLC Ph.D. Dissertation, Montclair State University 2016-00-00 978-1-3397-3298-5 154 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110033 2017 As Provided JAN2020

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Yes Conference Papers Computer Assisted Instruction Second Language Instruction English (Second Language) Language Teachers Technology Uses in Education Educational Technology Collaborative Writing Writing Assignments Cooperative Learning Pronunciation Technological Literacy Sustainability Self Evaluation (Individuals) Handheld Devices Computer Mediated Communication Cultural Awareness Turkish Teaching Methods Indo European Languages Comprehension Assistive Technology Student Attitudes Instructional Effectiveness Advanced Courses Technology Integration Educational Objectives French Behavior Telecommunications Uncommonly Taught Languages Inquiry Heritage Education Urban Areas Italian Higher Education Educational Games Engineering Education Dialogs (Language) Electronic Publishing Foreign Countries Story Telling Serbocroatian Large Group Instruction Online Courses Spanish Indigenous Populations Bulletin Boards Foreign Students Language Proficiency Feedback (Response) German Videoconferencing Second Language Learning Student Motivation Apprenticeships College Students Communities of Practice Graduate Students Distance Education Faculty Development Tests Social Media Receptive Language Simulated Environment Robotics Irish Cognitive Ability Learning Strategies Synchronous Communication Asynchronous Communication Finno Ugric Languages Oral Language Young Children Textbooks Audio Equipment Beginning Teachers Immersion Programs Grammar Music Swedish Mnemonics Animation Homework Video Technology Papadima-Sophocleous, Salomi, Ed. Bradley, Linda, Ed. Thouësny, Sylvie, Ed. Collected Works - Proceedings Books Japan Mexico Italy China Belgium Iceland Sweden Ireland Taiwan France Research-publishing.net (France) English Higher Education Postsecondary Education The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.) ED572005 CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016) Research-publishing.net 2016-08-00 978-1-9084-1643-8 524 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 ERIC JAN2020

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Yes Grade 11 High School Students English Instruction Interdisciplinary Approach Theater Arts Teaching Methods Conventional Instruction Correlation Gender Differences Academic Achievement Language Arts Rural Schools Observation Formative Evaluation Summative Evaluation Assignments Scores Comparative Analysis Kariuki, Patrick N. Black, Lacie N. Speeches/Meeting Papers Reports - Research Tennessee English Grade 11 Secondary Education High Schools The purpose of this study was to examine the effects of integrating theatre-arts strategies and traditional strategies in high school English classrooms. The sample consisted of one eleventh grade English class of twenty-one students. Data were collected from students' cumulative grades. The study was conducted throughout an eighteen-week term, divided into two nine-week semesters. Theatre-arts strategies were implemented for four weeks of the first nine-week semester. Traditional teaching methods were employed for four weeks of the second nine-week semester. The data from the study were analyzed using a dependent T-test to compare the scores of students when taught using theatre-arts strategies and traditional teaching methods. Although each student's score increased 3.05 points when taught using theatre-arts strategies, the results indicated no significant difference found between the scores (t (20) = 1.86, p> 0.05). An independent T-test was conducted to determine whether there was a difference in academic achievement between genders when taught using theatre-arts integrated strategies. A significant result was found between the mean scores of males and females (t (19) = -2.93, p< 0.05). Another independent T-test was also conducted to determine whether there was a difference in academic achievement between genders when taught using traditional methods. A significant result was found between the mean scores of males and females (t (19) = -2.46, p< 0.05). These findings suggest that theatre integrated strategies are beneficial to both males and females, although females tend to excel in theatre integrated classes. ED572006 The Effects of Integrating Theatre-Arts Strategies and Traditional Strategies on Student Performance in an English Classroom at a Selected High School Online Submission Paper presented at the Annual Conference of the Mid-South Educational Research Association (Mobile, Alabama, Nov 2-4, 2016) 2016-11-02 23 N/A 2017 21 As Provided JAN2020

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Yes Classroom Techniques Indigenous Knowledge Faculty Development Teacher Workshops Pedagogical Content Knowledge Self Efficacy Mathematics Instruction Communities of Practice Semi Structured Interviews Mathematics Achievement Elementary School Mathematics Teacher Aides Pilot Projects Teacher Role Foreign Countries Hurst, Chris Sparrow, Len Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Elementary Education The Swan Valley Cluster of schools for the Make It Count project identified the professional learning of teachers and teaching assistants as a key factor in improving numeracy outcomes for urban Indigenous children. Initial training for assistants began in late 2010 and took the form of workshops based on a modified First Steps in Mathematics Number program. It was continued in 2011 and lead to a pilot program in training assistants to plan for targeted mathematics learning for individuals and small groups of children. This paper reports on the success of the pilot with regard to the improved confidence and ability of the assistants to assume greater responsibility for teaching, as well their development as integral members of professional learning communities. ED573274 Professional Learning for Teaching Assistants and Its Effect on Classroom Roles Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 7 As Provided JAN2020

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Yes Foreign Countries Inquiry Mathematics Instruction Teaching Skills Preservice Teachers Discussion (Teaching Technique) Methods Courses Video Technology Documentation Journal Writing Student Attitudes Hunter, Roberta Anthony, Glenda Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education How prospective teachers can best be prepared to teach effectively in mathematics classrooms is a topic of current concern. In this paper, we describe our exploration of ways in which prospective teachers were supported to translate what they learnt in mathematics methods classes into pedagogical practice. We illustrate how the use of discourse routines, enacted in iterative cycles of guided rehearsals, disrupted previous beliefs about teaching and learning mathematics and led to them more confidently respond in pedagogically appropriate ways. ED573275 Designing Opportunities for Prospective Teachers to Facilitate Mathematics Discussions in Classrooms Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 13 As Provided JAN2020

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Yes School Districts Community Schools Educational Change Models Partnerships in Education Community Organizations School Community Programs Well Being Academic Achievement Educational Policy Educational Improvement Elementary Secondary Education Program Implementation Interviews Educational Trends Integrated Services Reports - Evaluative California (Oakland) Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) Oakland Unified School District (OUSD) English Elementary Secondary Education Oakland is home to one of the most demographically diverse populations in the country, with residents of different racial, ethnic, national, linguistic, and other cultural groups. In response to these vast disparities, in 2010, Oakland Unified School District (OUSD) launched an initiative to transform all district schools into full service community schools. OUSD's efforts are consistent with broader trends in education reform to improve student outcomes. Nationally, as research has shown that students living in poverty face numerous obstacles to educational success, community schools are increasingly being utilized as a strategy to address educational inequities. The community school model is characterized by well-coordinated partnerships between schools and community-based organizations to deliver integrated services designed to improve the well-being of children and families and promote student academic success. This document, along with a series of accompanying briefs, present findings from the first year of a planned three-year study of Oakland community schools. As OUSD continues to increase its number of community schools, leaders aim to document and assess their current efforts with an eye to improving policies and practices that will help all schools reach the initiative's goals. To this end, OUSD engaged the John W. Gardner Center for Youth and Their Communities (Gardner Center) at Stanford University in a collaborative partnership to assess these early efforts and distill key lessons to support scale-up. During this first study year, the Gardner Center, together with OUSD, identified five community school sites, representing a range of elementary, middle, and high schools, for in-depth research. These schools, considered by district staff as relatively mature community school sites, were selected to offer lessons regarding implementation of the complex constellation of services that community schools offer, the organizational structures that sustain these services, and the implications for teaching and learning in schools. During Spring 2015, Gardner Center researchers interviewed the principal, teachers, partner agency staff, and the community school manager at each site. They also analyzed administrative data for each of the five sites to examine school-level trends over time. [The Gardner Center would like to acknowledge our OUSD partners as well as the Kaiser Foundation Hospital Fund for Community Benefit Programs at East Bay Community Foundation for their support. For the main report, "Oakland Unified School District Community Schools: Understanding Implementation Efforts to Support Students, Teachers, and Families," see ED573279. For the accompanying Knowledge Briefs, "Teaching and Learning in Oakland Community Schools. Knowledge Brief,"see ED573277; for "Organizational Structures to Support Oakland Community Schools. Knowledge Brief," see ED573281; and for "Integrated Services and Supports in Oakland Community Schools. Knowledge Brief," see ED573283.] ED573276 Oakland Unified School District Community Schools: Supporting Students, Teachers, and Families. Knowledge Brief John W. Gardner Center for Youth and Their Communities 2015-12-00 East Bay Community Foundation (EBCF) 2 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 As Provided JAN2020

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Yes Community Schools Program Implementation Models School Districts Outcomes of Education Educational Indicators Academic Achievement Educational Environment Learning Readiness Barriers Educational Practices Intervention Educational Trends Educational Opportunities Attendance Discipline Parent School Relationship Reports - Evaluative California (Oakland) Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) Oakland Unified School District (OUSD) English This brief is part of a series that shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Oakland Unified School District (OUSD) focused on understanding implementation of the community school model in the district. Community schools aim to address students' needs, and promote a positive school climate in which students are ready to learn and teachers are supported to provide quality instruction which, in turn, improves student attendance, behavior, and achievement. Previous research has demonstrated that student and family participation in support services--a key feature of community schools--is often associated with improved student outcomes. Additionally, the structures and systems of community schools--for example, leadership, partnerships, and coordination--may enhance the integration of these services as fundamental components of the life and academic mission of the school, ultimately bolstering their ability to affect student outcomes. This brief focuses on site staffs' perceptions and experiences of how the community school model supports student, teacher, and school outcomes. In addition, we incorporate analysis of school-level outcomes using OUSD administrative data for these schools and the district as a whole to identify shifts in leading indicators of student academic engagement and performance, as well as school climate. [The Gardner Center would like to acknowledge our OUSD partners as well as the Kaiser Foundation Hospital Fund for Community Benefit Programs at East Bay Community Foundation for their support. For the main report, "Oakland Unified School District Community Schools: Understanding Implementation Efforts to Support Students, Teachers, and Families," see ED573279. For the accompanying Knowledge Briefs, "Oakland Unified School District Community Schools: Supporting Students, Teachers, and Families. Knowledge Brief," see ED573276; for "Organizational Structures to Support Oakland Community Schools. Knowledge Brief," see ED573281; and for "Integrated Services and Supports in Oakland Community Schools. Knowledge Brief," see ED573283.] ED573277 Teaching and Learning in Oakland Community Schools. Knowledge Brief John W. Gardner Center for Youth and Their Communities 2015-12-00 East Bay Community Foundation (EBCF) 4 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 As Provided JAN2020

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Yes Integrated Services Student Personnel Services Academic Support Services Access to Education Career Readiness Education Work Relationship College Readiness Competency Based Education Mastery Learning Workplace Learning Program Implementation Reports - Descriptive Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) English Higher Education Postsecondary Education This document outlines how effectively integrated student supports build or scaffold student competencies in five broad domains of learning for college, career, and civic readiness. Relevant supports are not limited to "services" or "programs" but extend to enabling resources and social conditions, including, for example, attention to school culture and climate issues, access to physical and behavioral health interventions, and the communicated beliefs and mindsets of all adults who work with youth. We begin to specify from the relevant reform literature, as well as from the experience of key Linked Learning intermediaries, an emerging definition of "integrated student supports" that (a) captures critical elements of effective implementation, (b) contributes to instructional capacity in schools, and (c) advances equitable access to learning opportunities within Linked Learning pathways. ED573278 Defining Integrated Student Supports for Linked Learning Pathways. Knowledge Brief John W. Gardner Center for Youth and Their Communities 2016-02-00 James Irvine Foundation 4 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 As Provided JAN2020

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Yes Universities Higher Education Access to Education Distance Education State Aid Educational Finance Cost Effectiveness Needs Assessment Enrollment Rate Educational Development College Credits Online Courses Academic Degrees Student Characteristics Reports - Evaluative Numerical/Quantitative Data North Carolina University of North Carolina General Administration (UNC-GA) English Higher Education Postsecondary Education Legislation in 1998 provided enrollment funding for UNC distance education. This report documents the growth of UNC distance education programs and their role in meeting the high priority education and economic development needs of the State. As highlighted in the Executive Summary and documented throughout this report, state enrollment funding for UNC off-campus and distance education degree-credit instruction is achieving its intended effect of expanding access to higher education for North Carolina citizens unable to relocate or travel to a UNC campus and reducing the demand on limited on-campus enrollment capacity. The enrollment funding has enabled UNC campuses to make crucial investments in faculty training, staff support, and information technology that are needed to offer high-quality instruction in a rapidly evolving and expanding distance education environment. Instructional quality is paramount in developing these distance education opportunities, and policies and assessment procedures are in place to assure this. Costs of instruction are monitored carefully, and ongoing attention is being given to developing cost-effective programs through efficient use of information technology and collaboration and coordination among UNC campuses. UNC distance education programs are planned with the goal of raising the educational attainment level of North Carolinians and thus improving their economic and social well being. Careful needs assessments are conducted before programs are developed, and programs authorized are those that would be most beneficial for the economic growth and vitality of North Carolina communities. Consultation with other state partners (e.g., the North Carolina Community College System, public school systems, Area Health Education Centers [AHEC], and professional associations) in planning and delivering quality distance education programs is a high priority. ED573033 The University of North Carolina Report on Expanding Access to Higher Education through State-Funded Distance Education Programs University of North Carolina General Administration 2012-06-00 14 University of North Carolina General Administration. 910 Raleigh Road, P.O. Box 2688, Chapel Hill, NC 27515-2688. Tel: 919-966-3561; Fax: 919-966-3829; Web site: http://www.northcarolina.edu/ N/A 2017 As Provided JAN2020

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Yes STEM Education Budgets Financial Support State Aid Grants School Districts Educational Facilities Graduation Requirements Eligibility Resource Allocation Pilot Projects Equipment Noahr, Lorrell Black, Scott Rogers, Justin Reports - Descriptive Washington Washington Office of Superintendent of Public Instruction English The Washington State Legislature established the Science, Technology, Engineering, & Math (STEM) Pilot Program in the 2015-2017 capital budget (Chapter 3, Laws of 2015, 3rd Sp. Session, Section 5026) and provided $12,500,000 for this pilot grant program. Grants awarded under this program constitute the districts' local funding for purposes of eligibility for the School Construction Assistance Program (SCAP) to construct or modernize STEM lab classrooms. School districts are eligible to receive grants if they have a special housing burden due to lack of sufficient space for science classrooms and labs to enable students to meet statutory graduation requirements. The Office of Superintendent of Public Instruction (OSPI) is tasked to administer the grant to school districts with assistance from Washington STEM, a statewide STEM education organization. The 2015 Supplemental Capital Budget further modified the grant program by providing additional grant scoring criteria. Appended to the report are the: (1) Review Process/Scoring; and (2) List of Final Awards Table. ED573034 STEM Pilot Project Grant Program: Report to the Legislature, June 2016 Washington Office of Superintendent of Public Instruction 2016-06-00 12 Washington Office of Superintendent of Public Instruction. Old Capitol Building, P.O. Box 47200, Olympia, WA 98504-7200. Tel: 360-725-6000; Web site: http://www.k12.wa.us/ N/A 2017 ERIC JAN2020

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No Foreign Countries Productivity Educational Improvement Higher Education Technical Education Educational Change Employment Qualifications Barriers Employment Potential Accreditation (Institutions) Job Skills Labor Needs Skilled Workers Education Work Relationship Kelly, Scott Reports - Evaluative United Kingdom (England) United Kingdom (Wales) Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education England and Wales lag behind competitor nations in the proportion of people with higher technical skills. In this pamphlet, Scott Kelly proposes three overarching reforms to ensure employers have access to the skills they need: (1) There should be a well-defined set of institutions where the core mission is to deliver technical and professional qualifications; (2) Work-oriented qualifications at higher levels should be validated and funded by the same processes; and (3) Public policy should acknowledge and address the barriers to employer engagement. Public spending on further education, skills and vocational training is under threat but the proposals outlined here would strengthen the sector to the benefit of employers, the economy and, most importantly, learners. A list of notes and references is included. [Forewords by Nick Hillman and Rod Bristow.] ED573591 Raising Productivity by Improving Higher Technical Education: Tackling the Level 4 and Level 5 Conundrum. Occasional Paper 11 Higher Education Policy Institute 2015-07-00 Pearson 978-1-905315-29-1 48 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A http://www.hepi.ac.uk/wp-content/uploads/2015/07/productivity_final_web.pdf 2017 As Provided JAN2020

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No Qualifications Academic Standards Student Characteristics Enrollment Rate Graduation Rate Barriers Articulation (Education) Higher Education Educational Change Student Improvement Change Strategies Technology Education Business Education High School Equivalency Programs Educational Policy Educational Practices Foreign Countries Kelly, Scott Reports - Evaluative United Kingdom Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education High School Equivalency Programs High Schools Adult Education Secondary Education The dramatic rise in the number of university students holding BTECs [Business and Technology Education Councils] raises important questions about the purpose of the qualification and whether it should be treated by policymakers as part of an academic or vocational pathway. Scott Kelly discusses these issues and makes a number of recommendations for policymakers and universities. ED573592 Reforming BTECs: Applied General Qualifications as a Route to Higher Education. HEPI Report 94 Higher Education Policy Institute 2017-02-00 978-1-908240-25-5 44 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A http://www.hepi.ac.uk/wp-content/uploads/2017/02/Hepi_Reforming-BTECs-Report-94-09_02_17-Web.pdf 2017 As Provided JAN2020

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Yes Discourse Analysis Second Language Learning Second Language Instruction Classroom Communication Teaching Methods Observation Task Analysis Classification Educational Research Elementary School Students Error Correction Role Playing Communication Problems Barriers Masats, Dolors Reports - Descriptive English Elementary Education Learning a language in a formal context is not the same as learning a language in a natural setting, in that the goal of one of the participants in the communicative events that occur in the classroom, the teacher, is to teach a language. For this reason, the majority of the actions undertaken by the participants are directed at achieving that goal. That is why observing and analyzing interaction in the classroom becomes a key element in understanding how we learn. This chapter sets out ways this issue is approached through conversation analysis. The transcription symbols used in this chapter are based on conventions developed by the GREIP group (see Moore & Llompart, this volume) and are included in the annex. [A Catalan version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.] ED573594 Conversation Analysis at the Service of Research in the Field of Second Language Acquisition (CA-for-SLA) Research-publishing.net 2017-00-00 978-1-908416-46-9 28 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 49 ERIC JAN2020

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Yes English Language Learners Student Characteristics School Districts Demography Student Diversity Language Proficiency Geographic Location Population Distribution Native Language Lin, Joshua Hughes, Rosemary Long, Daniel Kim, Dae Reports - Research-practitioner Partnerships Reports - Research Pennsylvania (Philadelphia) Philadelphia Education Research Consortium (PERC) Research for Action English As a group, English Language Learners (ELLs) are diverse and come from a variety of home languages, cultures, educational backgrounds, and educational needs. This brief focuses on descriptive characteristics of the ELL students served by the School District of Philadelphia in 2014-2015. Specifically, this brief highlights the diversity of the ELL population in three key characteristics that impact schools' resource needs and program decisions: ELL population concentration, linguistic diversity, and English language proficiency levels. ED571769 Characteristics of English Language Learners in the School District of Philadelphia. PERC Research Brief Research for Action 2016-06-00 12 Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org N/A 2017 As Provided JAN2020

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Yes Higher Education Financial Support Educational Finance Federal Aid Role State Aid Federal State Relationship Student Financial Aid Mullin, Christopher M. Reports - Descriptive Education Commission of the States English Higher Education Postsecondary Education Decades of research reinforce the power of postsecondary education to improve the lives of students and society. To this end, the establishment of an educated citizenry built to sustain and mold the principles governing an ever-dynamic America is increasingly a responsibility incumbent upon institutions of higher education. Just how to fund this enterprise in the midst of cyclical financial downturns with increases in demands for other governmental services and the reduction, or at least a restraining, of fiscal resources awkwardly positions higher education as something everyone believes in, but an increasingly risk-adverse political body is skeptical to support. A reason for this skepticism is an unclear understanding of the purpose of every federal dollar invested. This paper provides a viable resolution through the depiction of current interrelationships in the funding of higher education by reframing the current role of direct federal funding for higher education and concludes with recommendations to improve the interplay of federal funding with other funding partners. The various federally funded programs have led to a call for a simplified federal role, a refrain that has gained traction. At its heart is the call for a defined structure where each program has a clear role to play--something that is currently lacking. Rather, when contemplating the interplay of federal funding with states and institutions one is reminded of a youth soccer game where players huddle around the ball and chase it wherever it may go. It is reasonable to suggest that role clarity matters as much in the organization and operation of a soccer team as it does in the provision of higher education funding. For, if roles were clear, states and institutions could operationalize their support efforts to address areas not addressed by federal funding. This segmented approach--an approach whereby state and federal agencies no longer duplicate efforts--is needed to support the interplay of funding between multiple entities while giving states and institutions maximum flexibility to operate efficiently. This paper illustrates how federal funds flow to, and sometimes through, primary recipients. By tracing the flow of funds, three areas for improvement are identified: Calculating Student Expense Budgets, Improving Communication and Contextualizing College. Specific recommendations on how to improve these areas are provided. By enacting these recommendations two things will be accomplished. One, states and institutions can better target their funding to support students and institutions. Two, the skepticism of policymakers will be assuaged as they have confidence that each federal dollar is efficiently supporting students and institutions to the benefit of society. ED571770 Role Clarity: The Interplay of Entities Funding Higher Education. State-Federal Partnerships in Postsecondary Education. Education Commission of the States 2016-12-00 Bill and Melinda Gates Foundation Lumina Foundation 20 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2017 ERIC JAN2020

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Yes Community Schools School Districts Educational Change Educational Policy Semi Structured Interviews Partnerships in Education Models Program Implementation Outcomes of Education Program Effectiveness Educational Practices Student Personnel Services Alignment (Education) Educational Objectives Educational Cooperation Cooperative Planning Barriers Educational Improvement Coordination Integrated Services Health Wellness Student Needs Parent Participation School Schedules After School Programs Educational Opportunities Academic Support Services Time Factors (Learning) Educational Environment Educational Trends Fehrer, Kendra Leos-Urbel, Jacob Reports - Research California (Oakland) Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) Oakland Unified School District (OUSD) English Higher Education Postsecondary Education In 2010, Oakland Unified School District (OUSD) launched an initiative to transform all district schools into full service community schools. The community school design provides integrated supports to students and fosters a school climate conducive to academic, social, and emotional learning. Interventions span in-school and out-of-school time, and include students' families, to ensure that all students have the supports needed to be ready to learn and to develop the skills, habits, and mindsets that provide a foundation for academic and social success. These supports are delivered in strategic partnerships with community-based organizations, and coordinated through various structures including a Community School Manager at each school. As OUSD continues to scale community school implementation, leaders want to document and assess their current efforts with an eye to improving policies and practices that will help all schools reach the initiative's goals. This report and four related briefs present findings from the first year of a planned three-year collaboration between OUSD and the Gardner Center to study the district's community schools, drawing on qualitative interviews with key stakeholders in five community schools as well as analysis of district administrative data. The following tables are appended: (1) OUSD Study Schools: School Profile, 2013-14; and (2) School Health Center and Expanded Learning Participation Rates. [The authors would like to acknowledge the Oakland Unified School District and the Kaiser Foundation Hospital Fund for Community Benefit Programs at East Bay Community Foundation in supporting this work. They also acknowledge the contribution of Gardner Center colleagues Jorge Ruiz de Velasco, Jamila Henderson, Nikki Riley, Maureen Carew, Efrain Brito, Nancy Mancini, Leslie Patron, and Amy Gerstein in the writing and conducting of this study. For the accompanying Knowledge Briefs, "Oakland Unified School District Community Schools: Supporting Students, Teachers, and Families. Knowledge Brief," see ED573276; "Teaching and Learning in Oakland Community Schools. Knowledge Brief," see ED573277; "Organizational Structures to Support Oakland Community Schools. Knowledge Brief," see ED573281; and "Integrated Services and Supports in Oakland Community Schools. Knowledge Brief," ED573283.] ED573279 Oakland Unified School District Community Schools: Understanding Implementation Efforts to Support Students, Teachers, and Families John W. Gardner Center for Youth and Their Communities 2015-12-00 East Bay Community Foundation (EBCF) 36 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 As Provided JAN2020

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Yes Art Program Implementation Case Studies Art Education Visual Arts Elementary Secondary Education Semi Structured Interviews Art Activities Art History Artists Creativity Art Expression Art Materials School Community Programs Mixed Methods Research Research Design Studio Art Art Teachers Public Schools Parochial Schools Urban Schools Rural Schools Suburban Schools Charter Schools Exhibits Youth Adults Biag, Manuelito Raab, Erin Hofstedt, Mary Reports - Research Tests/Questionnaires California Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) English Elementary Secondary Education Targeting students in grades K-8, Art in Action's program consists of 12 age-appropriate lessons per year led by parent and teacher volunteers. The curriculum is based on historically significant artists and their works of art. Through semi-structured discussions, students examine a variety of masterpieces, learning about the artist as well as particular art styles and techniques. Students then apply the concepts they learned to create original works of art. Art in Action's curriculum is sequential and builds upon previous skills taught, while also introducing new material, artists, vocabulary, and techniques. Art in Action partnered with the Gardner Center in a year-long, qualitative, implementation study of its program in Bay Area schools and beyond to better understand how its curriculum is implemented within and across schools, how youth and adults perceive and experience the program, and the conditions that either hinder or support implementation. This study examined five schools in the San Francisco Bay Area, four schools outside this region, and three schools that previously partnered with Art in Action but no longer implement the program. The following are appended: (1) Sample of Student Art Work; (2) Interview Protocols; (3) Classroom Observation Instrument; and (4) Lesson Observations in Bay Area Schools. [For the Executive Summary, see ED573282.] ED573280 An Implementation Study of the Art in Action Program John W. Gardner Center for Youth and Their Communities 2015-11-13 54 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 26 As Provided JAN2020

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Yes Nursing Education Nursing Students Community Colleges Technical Institutes College Role Educational History Enrollment Trends Graduation Rate Associate Degrees Age Differences Gender Differences Awards Employment Patterns Salary Wage Differentials Racial Differences Ethnicity College Transfer Students Licensing Examinations (Professions) Reports - Research Washington State Board for Community and Technical Colleges English Two Year Colleges Higher Education Postsecondary Education Though it is still possible to enter the nursing profession with a Licensed Practical Nursing Certificate (LPN) or an Associate's Degree in Nursing (ADN), it is becoming increasingly necessary to get a Bachelor of Science in Nursing (BSN) in order to be assured of continued employment. The Associate in Applied Science-T Nursing Degree prepares students to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN). This degree includes both nursing prerequisites and the nursing coursework (the Nursing Program). Historically, Washington State's two-year colleges have played a significant role for graduating well-prepared LPN and ADN for entry-level positions as well as providing opportunities for a progression to the BSN. Another pathway, the Associate in Pre-Nursing Direct Transfer Agreement/Major Related Program provides prerequisite coursework to prepare students to apply to a BSN university program as a transfer student where they take their nursing coursework and earn a BSN before taking the NCLEX-RN. Most recently, the two-year and four-year colleges and the universities agreed upon a new nursing pathway specifically intended to meet the call for more BSN level nursing graduates. Finally, in addition to the above paths, at least two community colleges have begun to offer Bachelor of Science in Nursing degrees as options for their ADN to BSN pathways. The first part of this paper describes the award history for these programs over the past five years, the students who earn these awards and their post-graduation outcomes for employment and transfer. The second part of the paper looks at another important issue that is beginning to gain colleges' attention as they focus on increasing postsecondary attainment and completions through initiatives like Guided Pathways. Every year, nursing education attracts thousands of aspiring applicants. However, the program has limited and highly competitive acceptance. This paper explores: What is the attrition for aspiring students? and What are the implications for these students' college retention and completion? ED573035 Role of Community and Technical Colleges in Producing Nursing Graduates: Rethinking the Pipeline for Guided Pathways. Research Report 17-1 Washington State Board for Community and Technical Colleges 2017-01-00 16 Washington State Board for Community and Technical Colleges. P.O. Box 42495, Olympia, WA 98504-2495. Tel: 360-704-4400; Fax: 360-704-4415; Web site: http://www.sbctc.ctc.edu N/A 2017 ERIC JAN2020

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Yes Universities Program Evaluation Electronic Learning Outcomes of Education Online Courses Statistical Analysis Comparative Analysis Conventional Instruction Graphs Instructional Effectiveness Reports - Research Numerical/Quantitative Data North Carolina University of North Carolina General Administration (UNC-GA) English Higher Education Postsecondary Education Many of UNC's E-Learning efforts are new and an evaluation of their effects is premature. Despite this, evaluating learning outcomes in online education may provide insight for future decisions. In order to evaluate these courses, UNC General Administration's Policy & Funding Analysis Division used a statistical technique that allows one to analyze the relationships between different sets of variables and outcomes of interest. To create a meaningful comparison group, the sample for analysis only examined courses offered both online and face-to-face. This report provides a brief outline of the process followed by two images of the key findings, and offers guidance on how to interpret the graphs. For further information about the study, see Appendix A: Quantitative Technical Notes. Existing research on the effectiveness of online instruction is--at best--mixed. However, this analysis with UNC specific data furthers and supports previous studies using smaller samples from within the state. ED573036 The University of North Carolina Evaluation of E-Learning across the System University of North Carolina General Administration 2013-10-00 7 University of North Carolina General Administration. 910 Raleigh Road, P.O. Box 2688, Chapel Hill, NC 27515-2688. Tel: 919-966-3561; Fax: 919-966-3829; Web site: http://www.northcarolina.edu/ N/A 2017 ERIC JAN2020

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Yes Foreign Countries Accountability Educational Quality Barriers Supervision Leadership Communication (Thought Transfer) Audits (Verification) Educational Finance Financial Support Elementary Secondary Education Usman, Yunusa Dangara Journal Articles Reports - Evaluative Nigeria English Elementary Secondary Education Schools and other educational institutions are established, maintained and sustained essentially to achieve certain assured objectives. The goals of such establishment cannot be easily achieved without putting in place certain mechanisms towards ensuring the success of implementation of its policies and programmes. In the education system, one of the vital mechanisms to be put in place towards achieving the goals of the school and ensuring quality service delivery to the society is accountability. This paper therefore examines the concept of accountability in education, its dimensions and relevance in the school system. Some factors hindering accountability in the education system and strategies for improving accountability in the School System like regular supervision of schools, visionary leadership, effective communication, education auditing and adequate funding of the education sector to ensure efficient management and improve quality service delivery by the schools in Nigeria are adduced. ED572007 Accountability in Education: An Imperative for Service Delivery in Nigerian School Systems Online Submission Akwanga Journal of Education And Research (AJER) v1 n1 p264-272 May 2016 2016-05-00 9 N/A 2017 16 As Provided JAN2020

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Yes Second Language Learning Indo European Languages Video Games Second Language Instruction Computer Simulation Mixed Methods Research Pilot Projects Learning Experience Questionnaires Interviews Video Technology Nonverbal Communication Oral Language Foreign Countries Bédi, Branislav Arnbjörnsdóttir, Birna Vilhjálmsson, Hannes Högni Helgadóttir, Hafdís Erla Ólafsson, Stefán Björgvinsson, Elías Speeches/Meeting Papers Reports - Research Iceland English This paper describes how beginners of Icelandic as a foreign and second language responded to playing the first scene in Virtual Reykjavik, a video game-like environment where learners interact with virtual characters--Embodied Conversational Agents (ECAs). This game enables learners to practice speaking and listening skills, to learn about the language and culture by solving various tasks. A mixed-method pilot study examined how six learners responded. The results were divided into how learners perceived (1) playing the game in general; (2) interaction with virtual characters; (3) multimodal behaviour of the virtual characters, in particular the speech, facial expressions, hand gestures and body movements; and (4) what the game helped them learn. In conclusion, some learners reported they learned to start speaking in Icelandic and that the spoken behaviour of virtual characters resembled real Icelanders. [For the complete volume of short papers, see ED572005.] ED572008 Learning Icelandic Language and Culture in Virtual Reykjavik: Starting to Talk Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 8 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 13 As Provided JAN2020

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Yes Teaching Methods Pronunciation Pronunciation Instruction English (Second Language) French Native Language Computer Assisted Instruction Second Language Learning Computer Software Research and Development Program Descriptions College Students Art Education Literature Communication (Thought Transfer) Graduate Students Undergraduate Students Majors (Students) Grammar Syntax Foreign Countries Oral Language Guidelines Ali, Saandia Speeches/Meeting Papers Reports - Research France English Higher Education Postsecondary Education This paper reports on the early stages of a locally funded research and development project taking place at Rennes 2 university. It aims at developing a comprehensive pedagogical framework for pronunciation training for adult learners of English. This framework will combine a direct approach to pronunciation training (face-to-face teaching) with online instruction using and adapting existing Automatic Speech Recognition systems (ASR). The sample of learners chosen for the study are university students majoring in Arts, Literature or Communication at graduate and undergraduate level. These students might show an advanced mastery of grammar and syntax, but their spoken English remains heavily accented and may hinder effective communication. A considerable body of research has already investigated the efficacy of ASR systems for pronunciation training. This paper takes stock of how Computer Assisted Pronunciation Training (CAPT) software has been used and developed so far and looks at further potential improvements to address bad pronunciation habits among French learners of English. [For the complete volume of short papers, see ED572005.] ED572009 Towards the Development of a Comprehensive Pedagogical Framework for Pronunciation Training Based on Adapted Automatic Speech Recognition Systems Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 8 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 12 As Provided JAN2020

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Yes Teacher Researchers Doctoral Programs Teacher Collaboration Partnerships in Education Research Methodology Educational Practices Action Research Educational Innovation Ethnography Educational Principles Multilingualism Data Analysis College School Cooperation Foreign Countries Nussbaum, Luci Reports - Descriptive Spain English Higher Education Postsecondary Education Elementary Secondary Education Research in schools entails a journey of mutual recognition and trust between the researchers and the teaching staff, and a negotiation of give-and-take. The most effective reward for both parties is engaging in a mutually satisfying project in which both the researchers and the teachers occupy complementary spaces--rather than asymmetrical ones--to collaboratively build educational knowledge. For external research teams working in a school, this option represents an excellent opportunity to acquire educational experience, to compare theory and practice, and as a source of inspiration for future investigations. For teachers, it offers a chance to share their professional concerns with colleagues who can help them to reflect upon them, as well as the reward of being a collaborative participant in building didactic knowledge and disseminating it jointly. This chapter aims to construe the process of some of the author's experiences which may be useful for developing teachers and doctoral students who intend to undertake studies in educational institutions on the different facets of language teaching. The second section of the article outlines certain aspects of the collaborative research process between teachers and university researchers, pointing out the differences and similarities between action research, ethnography and conversational approaches to analyzing data, and collaborative research involving teaching and research teams. The third section presents a didactic approach to plurilingualism that addresses the concept of linguistically diverse education, and discusses a model of educational intervention that has been successfully developed by the Grup de Recerca en Ensenyament i Interacció Plurilingüe (GREIP) group and has enabled researchers to gather a body of important data for understanding the process of plurilingual learning. The fourth section puts forward an example of collaborative research. Finally, the chapter concludes with some general considerations. Resources for recommended reading, and web sites with resources are provided. [A Spanish version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.] ED573595 Doing Research with Teachers Research-publishing.net 2017-00-00 23 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 41 ERIC JAN2020

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Yes Data Collection Data Analysis Qualitative Research Data Processing Courseware Computer Software Reviews Multimedia Materials Sampling Research Tools Educational Practices Selection Criteria Computer Software Selection Research Methodology Antoniadou, Victoria Reports - Descriptive English Reflecting the inter-connected reality of today's world, contemporary education is striving to keep up with the exponentially rapid changes that individuals around the globe are facing. Innovative educational proposals carry labels such as connective learning (Downes, 2006), e-learning 2.0 (Downes, 2005), education 2.0 (Carr et al., 2008), or social learning 2.0 (Dron & Anderson, 2007). This chapter defines multimodality and discusses processes involved in multimodal data collection and analysis, as well as their bearing on scientifically sound qualitative research, endeavoring to embody a holistic approach. The term multimodality is used in this chapter to describe research in which interaction takes place entirely or partially online. To tackle the practicalities involved in multimodal data collection and analysis, this chapter describes software packages for efficiently managing multimodal data. Readers of this chapter will find a description of Computer-Assisted Qualitative Data Analysis Software (CAQDAS), namely the Transana, Atlas.ti, and NVIVO software packages, their main features, and ways in which they can support efficient storage, management and analysis of vast multimodal datasets. The chapter finishes with some recommendations to guide young researchers in choosing the right software package for their research purposes. Sources recommended for additional reading, and websites with resources are also provided. [A Spanish version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.] ED573596 Collecting, Organizing and Analyzing Multimodal Data Sets: The Contributions of CAQDAS Research-publishing.net 2017-00-00 17 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 36 ERIC JAN2020

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Yes English Language Learners Teaching Methods Barriers Student Needs Elementary Secondary Education Interviews Focus Groups Educational Quality Teacher Competencies Faculty Development Curriculum Educational Resources Student Evaluation English (Second Language) Rowland, Jeannette Reumann-Moore, Rebecca Hughes, Rosemary Lin, Joshua Reports - Research-practitioner Partnerships Reports - Research Pennsylvania (Philadelphia) Philadelphia Education Research Consortium (PERC) Research for Action English Elementary Secondary Education Academic success for ELLs depends on high quality instruction and the infrastructure needed to support it (e.g., staff, curricular materials, collaboration, professional development). This brief examines the challenges schools face in these areas and the strategies they use to mediate them. The purpose of this brief is to share these strategies across schools and with the larger Philadelphia community, in order to help schools continue to improve ELL programming. ED571771 Educating English Language Learners: Opportunities for Improved Infrastructure. PERC Research Brief Research for Action 2016-06-00 12 Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org N/A 2017 As Provided JAN2020

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No Educational Change Educational Administration School Districts Public Schools Achievement Gap Accountability Equal Education Interviews Observation Minority Group Teachers Teacher Selection Qualitative Research Case Studies Critical Theory Communication (Thought Transfer) Boards of Education Advisory Committees Guidelines Suspension Barriers Principals Rodriguez, Grace Tara Dissertations/Theses - Doctoral Dissertations English Elementary Secondary Education Significant efforts at the national, state and local levels have focused on closing achievement gaps between student populations in public schools. Some research suggests that parents and community members can help hold schools accountable for meeting academic and other goals. The Equity Council serves in an advisory role to the Wilson County school board in a district in the southeastern part of the United States. The council monitors equity in the district on several measures, including the hiring of minority educators, student achievement and suspension rates. The purpose of this qualitative case study was to understand and describe the functioning of the Equity Council. Data from interviews, observations and artifacts were analyzed according to Bolman and Deal's (2008) four frames. Critical theory served as the conceptual framework for the study. Findings suggest that the bylaws of the council and rules of discourse limit the autonomy of the council. However, the group also resists the limitations placed on it through actions such as negotiating improved communication with school district employees and inviting principals to present at council meetings. Additional questions were raised for possible future action research involving the council, including an investigation of media for communication, further study of student discipline, and public discussion of community issues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571772 An Equity Council and the Struggle to Transform a School District ProQuest LLC D.E. Dissertation, Eastern Kentucky University 2016-00-00 978-1-3397-3325-8 275 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110064 2017 As Provided JAN2020

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No Music Education Creativity Creative Activities Measurement Techniques Classification Music Theory Higher Education Teaching Methods Scoring Rubrics Evaluation Methods Moore, Kendall Ryan Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education The purpose of this study was to develop a jazz improvisation rubric for the evaluation of collegiate jazz improvisation. To create this measure, research objectives were devised to investigate the aurally-observed performer-controlled components of improvisation, which aurally-observed components should be evaluated in an improvisatory performance, and whether a comprehensive measure could be developed to evaluate such a performance. Published methods on general music performance, jazz improvisation performance methods, jazz pedagogy texts, and statements from jazz educators and performers were content analyzed and cross referenced to determine overarching similarities and create criteria for evaluation. After conducting research, it was determined that the five most frequent component measurement terms used were rhythm, technical facility, tone, articulation, and melodic/rhythmic development. Those components were categorized into the following concepts: Technique/Technical Facility, Expression, Tone/Tone Control, Rhythm, Melody/Motives, Interaction, Harmony, and overall improvisation. A rubric was created using these concepts and included the following dimensions: technique, expression, rhythm, melody, harmony, rhythmic interaction, melodic interaction, harmonic interaction, and overall improvisation. The quality of each dimension was devised from lowest quality to highest quality: does not meet expectations, below expectations, meets expectations, and exceeds expectations. Suggestions for implementation of the rubric in the collegiate setting were suggested, along with areas for further research to determine the reliability of the rubric. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571773 Development of a Rubric for Collegiate Jazz Improvisation Performance Assessment ProQuest LLC D.M.A. Dissertation, University of Miami 2016-00-00 978-1-3397-3617-4 65 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110361 2017 As Provided JAN2020

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No Multicultural Education Educational Change Educational Policy Vignettes Common Core State Standards Curriculum Design Ideology Educational Assessment Transformative Learning Educational Resources Academic Standards Academic Achievement Theory Practice Relationship Teacher Education Programs Progressive Education Educational Practices Sleeter, Christine E. Carmona, Judith Flores Books Reports - Descriptive English In this second edition of her bestseller, Christine Sleeter and new coauthor Judith Flores Carmona show how educators can learn to teach rich, academically rigorous, multicultural curricula within a standards-based environment. The authors have meticulously updated each chapter to address current changes in education policy and practice. New vignettes of classroom practice have been added to illustrate how today's teachers navigate the Common Core State Standards. The book's field-tested conceptual framework elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenges, and curriculum resources. "Un-Standardizing Curriculum" shows teachers what they can do to "un-standardize" knowledge in their own classrooms, while working toward high standards of academic achievement. Book features include: (1) Classroom vignettes to help teachers bridge theory with practice in the context of commonly faced pressures and expectations; (2) Guidance for teachers who want to develop their classroom practice, including the possibilities and spaces teachers have within a standardized curriculum; (3) Attention to multiple subject areas and levels of schooling, making the book applicable across a wide range of teacher education programs; and (4) A critique of the tensions between school reforms and progressive classroom practice. ED572661 Un-Standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom. Second Edition. Multicultural Education Series Teachers College Press 2016-12-09 978-0-8077-5807-6 Teachers 224 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/un-standardizing-curriculum-9780807758076?page_id=31 2017 As Provided JAN2020

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Yes Elementary Secondary Education Income Expenditures School Districts Educational Finance Geographic Location State Aid Federal Aid Local Government Expenditure per Student Enrollment Public Schools Economic Factors Charter Schools Private Schools Debt (Financial) Credit (Finance) Taxes Cornman, Stephen Q. Reports - Research Numerical/Quantitative Data United States National Center for Education Statistics (ED) US Census Bureau English Elementary Secondary Education This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2014.1 Specifically, this report includes findings from the following types of school finance data: (1) Revenue and expenditure totals by state and the 100 largest LEAs; (2) LEA revenues by federal, state, and local revenues by source; (3) Expenditures by function and object totals by state; (4) Current expenditures per pupil by state and the 100 largest LEAs; (5) Interest on debt; and (6) Capital outlay. This report focuses on education revenues and expenditures at the school district level, in contrast to the First Look report entitled "Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2013-14 (Fiscal Year 2014). First Look. NCES 2016-301" (Cornman and Zhou, 2016) that contains national and state totals of revenues and expenditures (see ED569171). The following are appended: (1) Methodology and Technical Notes; (2) Common Core of Data Glossary; (3) Reference Table; and (4) Final Fiscal Year 2013 Tables. ED572662 Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2013-14 (Fiscal Year 2014). First Look. NCES 2016-303 National Center for Education Statistics 2017-02-00 61 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2017 6 ERIC JAN2020 Yes EDIES14J0012 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016303

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Yes Community Colleges Technical Institutes Academic Achievement Funding Formulas Performance Contracts Audits (Verification) Basic Skills Student Improvement Articulation (Education) School Holding Power Academic Persistence Graduation Rate School Effectiveness Resource Allocation Finance Reform Secondary School Mathematics English Statistical Distributions Reports - Research Washington Washington State Board for Community and Technical Colleges English Two Year Colleges Higher Education Postsecondary Education Secondary Education In January 2012, a system-wide task force came together for a nearly year-long process of revising the community and technical college system's performance-based funding (PBF) system, the Student Achievement Initiative. This review was consistent with national experts' recommendations for continuous evaluation of PBF systems to ensure overall goals and principles are being met. Recommendations for adjustments to the achievement metrics and funding model were made to the president's commission (WACTC) in November 2012 and approved by the State Board in December 2012. Recommendations for change reflected a shift in both student success policy and fiscal policy to recognize both the growing national emphasis on the completion agenda, as well as the constrained resource environment caused by the Great Recession. The goal of this paper is to evaluate whether there appears to be positive movement in student achievement toward the policy goals which were the basis of the 2012 revision of the metrics and funding model. The following sections begin with a brief overview of the theory behind PBF and a background on the revision, followed by a system-level analysis of each of the key milestone areas addressed within the revision. The connection between increased performance and increased funding for colleges is also discussed. The paper concludes with a discussion and implications of an incentive-based allocation system with thoughts on future study. Appended are data tables showing: (1) Basic Skills Transition Rates by College; (2) Precollege English Progression and College Completion by College; (3) Precollege Math Progression and College Completion by College; (4) Completions by College; and (5) Funding Distributions 2009-10 to 2014-15. ED573037 Washington's Community and Technical Colleges' Student Achievement Initiative: Lessons Learned since the 2012 Revision and Considerations for New Allocation Model. Research Report 16-1 Washington State Board for Community and Technical Colleges 2016-07-00 17 Washington State Board for Community and Technical Colleges. P.O. Box 42495, Olympia, WA 98504-2495. Tel: 360-704-4400; Fax: 360-704-4415; Web site: http://www.sbctc.ctc.edu N/A 2017 4 ERIC JAN2020

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Yes STEM Education Budgets Financial Support State Aid Grants School Districts Educational Facilities Graduation Requirements Eligibility Resource Allocation Pilot Projects Equipment Noahr, Lorrell Black, Scott Rogers, Justin Reports - Descriptive Washington Washington Office of Superintendent of Public Instruction English As our world becomes more and more steeped in technology, educating our students in that and related areas becomes crucial. Science, technology, engineering and math (STEM) education focuses on helping students become the next generation of professionals who will create the new ideas, new products and new industries of the future. Teaching STEM requires the proper physical space--for many districts, more space than they have. In 2015 the Washington state Legislature established the STEM Pilot Program and allocated $12.5 million for it. Combined with the state's School Construction Assistance Program (SCAP), the intent is to increase the number of STEM lab classrooms, either by modernizing existing classrooms or building new ones. Districts can receive grants from the program if they show they have a "special housing burden," which is a lack of adequate science and lab space needed for students to meet their graduation requirements. In establishing the STEM Pilot Program, the Legislature also required the Office of Superintendent of Public Instruction (OSPI) to make recommendations on how the program can be integrated into SCAP. These recommendations are summarized below and discussed in greater detail throughout this report: (1) Amply fund SCAP; (2) Create a STEM literacy grant program; and (3) Study equipment allowances. Appended to the report are: (1) Washington STEM Report; and (2) STEM Pilot Project Grant Awards. [For the initial report: "STEM Pilot Project Grant Program: Report to the Legislature, June 2016," see ED573034.] ED573038 STEM Pilot Project Grant Program: Report to the Legislature, December 2016 Washington Office of Superintendent of Public Instruction 2016-12-00 19 Washington Office of Superintendent of Public Instruction. Old Capitol Building, P.O. Box 47200, Olympia, WA 98504-7200. Tel: 360-725-6000; Web site: http://www.k12.wa.us/ N/A 2017 ERIC JAN2020

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Yes Elementary School Teachers Primary Education Departments Elementary School Students Teaching Experience Qualitative Research Student Needs Psychological Patterns Outcomes of Education Semi Structured Interviews Minott, Robert Charles Dissertations/Theses - Doctoral Dissertations English Elementary Education Primary Education Early Childhood Education The purpose of this qualitative dissertation was to explore the lived experiences of departmentalized elementary teachers, Grades 1-3, and how they addressed their students' affective needs. The main research question of the study was how do elementary school teachers perceive departmentalized instruction and describe their experiences of this structure's impact on their students' affective needs. Data from interviews were initially open coded into 47 categories. Nonnotable responses appearing in less than 75% of the transcripts were eliminated. The remaining open-coded responses were then grouped into 5 axially coded themes. This dissertation employed a qualitative interview and data gathering process. Phenomenology was used as the research design. This mode of inquiry allowed me to capture the lived experiences of teachers' perceptions related to addressing their students' affective needs. All subjects reported positive experiences and successes in this endeavor. Recommendations include piloting departmentalization prior to implementation, consideration of teacher personality and teaching style prior to pairing teachers, and investigating the impact of departmentalization on various types of learners. Appended to the paper are: (1) Confirmation of Participation E-mail; (2) Interview Guide and Protocol; (3) Invitation to Participate E-mail; (4) Selection Confirmation; and (5) Adult Consent Form. ED572010 Elementary Teachers' Experiences of Departmentalized Instruction and Its Impact on Student Affect Online Submission Ph.D. Dissertation, William Howard Taft University 2016-05-27 170 N/A 2017 234 As Provided JAN2020

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Yes Self Evaluation (Individuals) Handheld Devices Telecommunications English (Second Language) Second Language Instruction Technology Uses in Education Educational Technology Elementary School Teachers Preservice Teachers Teaching Methods Integrated Learning Systems Foreign Countries Feedback (Response) Reflection Video Technology Questionnaires Student Attitudes Allen, Christopher Hadjistassou, Stella K. Richardson, David Speeches/Meeting Papers Reports - Research Tanzania Kenya Sweden English Elementary Education Higher Education Postsecondary Education The relentlessly accelerating global educational demands for teaching English as a Second or Foreign Language (ESL/EFL) in multiple, diverse, and often remote geographic locations constitute new challenges for academic institutions, teacher training and preparation programs, and teachers themselves. This study describes a novel approach where five elementary school preservice teachers teaching ESL/EFL borrowed an iPad mini from their teacher training institution customized with specific apps to record a series of five teaching sequences during their teaching practice placement in elementary schools in Tanzania and Kenya. All recorded sessions were uploaded to a Moodle Virtual Learning Environment (VLE) site specially constructed for the purpose of the teaching practice course. Results indicate that, apart from their experienced instructors' feedback on their teaching practice, the recorded sessions formed constructive tools for self-reflection, self-evaluation and the pursuit of possible paths for improvement. [For the complete volume of short papers, see ED572005.] ED572011 Self-Evaluation Using iPads in EFL Teaching Practice Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 7 As Provided JAN2020

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No Fraternities College Students Leadership Student Characteristics Social Change Statistical Analysis Statistical Inference Statistics National Organizations Student Organizations Males Dowiak, Shawn M. Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Are fraternities still relevant to the college student experience? By examining the moral, student, and leadership development of IFC fraternity men, while controlling for institutional and student characteristics, the current study analyzed the roots of the purported value-added nature of fraternities using data from the Multi-Institutional Study of Leadership (MSL). Specifically, the current study examined fraternity men's gains in self-authorship, internalized moral perspective, advancement along Kohlberg's model of moral reasoning, and the individual "c's" of the social change model while controlling for the variables of race/ethnicity, sexual orientation, and parental education. This quantitative study used both descriptive and inferential statistics to analyze data from a national dataset; inferential analysis was performed using Kruskal-Wallis one-way Analysis of Variance and the Mann-Whitney U test as a post hoc analysis. The interesting and troubling findings of this study allowed for the elucidation of much needed policy change, new best practice, and a call for reform in the fraternity movement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571774 Fraternity at the Crossroads ProQuest LLC Ed.D. Dissertation, Saint Peter's University 2016-00-00 978-1-3397-3671-6 147 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110416 2017 As Provided JAN2020

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Yes Educational Environment English Language Learners Public Schools Teaching Methods Teacher Collaboration Elementary Secondary Education Interviews Focus Groups Equal Education Curriculum Development Teacher Role Educational Improvement Academic Support Services Teacher Competencies Reumann-Moore, Rebecca Rowland, Jeannette Hughes, Rosemary Lin, Joshua Reports - Research-practitioner Partnerships Reports - Research Pennsylvania (Philadelphia) Philadelphia Education Research Consortium (PERC) Research for Action English Elementary Secondary Education Districts, charter management organizations, and individual schools can learn a great deal from each other about strategies for creating robust and supportive learning environments for English Language Learners (ELLS). This brief highlights key findings about how Philadelphia public schools were crafting instructional approaches to serve their ELLs and creating possibilities for teachers to collaborate to strengthen teaching and learning. ED571775 Educating English Language Learners: Instructional Approaches and Teacher Collaboration in Philadelphia Public Schools. PERC Research Brief Research for Action 2016-06-00 12 Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org N/A 2017 As Provided JAN2020

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No Qualitative Research Experienced Teachers Cooperating Teachers Teacher Role Secondary School Teachers Mentors Teacher Competencies Case Studies Interviews Preservice Teacher Education Student Teacher Supervisors Handcock, Shelley Y. Dissertations/Theses - Doctoral Dissertations English Secondary Education Higher Education Postsecondary Education The purpose of this qualitative study was to explore veteran teachers' perceptions of their preparation for the role of cooperating teacher. Research questions included the following: What are secondary cooperating teachers' perceptions of their preparation to mentor student teachers during their professional semester? What are secondary cooperating teachers' perceptions of the support they need to mentor teacher candidates more effectively? This multiple-case study involved 20 veteran teachers who had served as cooperating teachers at least once within the last seven years. The researcher conducted an initial in-depth interview, member check, and follow-up interview with each of the cooperating teachers. According to this study's findings, cooperating teachers were not always aware of what the university wanted from either themselves or teacher candidates, experienced limited contact with university supervisors, and sought improvements in their preparation for mentoring teacher candidates. Data analysis led to the following themes in proposed changes: expectations, frequency of contact, and enhancements to cooperating teachers' preparation. The cooperating teachers were willing to serve as mentors to the teacher candidates; however, they recognized the necessity to prepare for the role of mentoring future teachers and, for most, were willing to take on the responsibility of increased expectations and participation in professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED571776 Cooperating Teachers' Perceptions of Support Needed to Mentor Teacher Candidates Effectively ProQuest LLC Ed.D. Dissertation, Dallas Baptist University 2013-00-00 978-1-3397-3681-5 177 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10110426 2017 As Provided JAN2020

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No At Risk Students Labeling (of Persons) Educational Policy Educational Practices Classification Equal Education Racial Bias Social Bias Social Class Brown, Keffrelyn D. Books Reports - Evaluative English This book examines how the use of the "at-risk" category and label creates problems for students and teachers. Drawing from research across various education sites, the author illustrates how educators recognize the label's potential to redress issues of equity, but warns that it can also stigmatize the students so labeled. Brown explores how the labeling and subsequent practices by teachers and schools actually affect students, such as classifying many individuals as deficient. The text provides a historical overview, discusses the role of federal education policy and teaching, and includes tools to help readers acquire more complex, critical understandings of risk in educational practice. "After the 'At-Risk' Label" not only challenges the education community to reorient itself to a more equitable discourse, it provides a framework for changing the structural conditions of schooling to better serve all students. Book features include: (1) Offers a critical appraisal of how schools, policy, and teachers may be complicit in exacerbating conditions that lead to risk; (2) Shows how race and class biases might be manifested in the "at-risk" identification process; (3) Outlines a framework for making sense of, and acting in response to, risk that attends to both the individual and the institution; and (4) Provides a set of key questions, terms, and a list of extended activities in each chapter. ED572663 After the "At-Risk" Label: Reorienting Educational Policy and Practice. Disability, Culture, and Equity Series Teachers College Press 2016-07-15 978-0-8077-5701-7 216 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/after-the-at-risk-label-9780807757017 2017 As Provided JAN2020

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No Leadership Qualities Constructivism (Learning) Leadership Training Instructional Design Educational Improvement Capacity Building Professional Education Standards Empowerment Lambert, Linda Zimmerman, Diane P. Gardner, Mary E. Books Reports - Descriptive English During the past quarter century, conceptions of leadership have evolved in concert with breakthrough discoveries in science and generative learning. "Liberating Leadership Capacity" captures these new ideas through the integration of the authors' earlier works in constructivist leadership and leadership capacity. What emerges is a pathway through which educators can become the primary designers of their own learning and that of their students, thus creating sustainable systems of high leadership capacity. This vision of leadership reframes professional learning designs and knowledge creation, describing how these ideas are richly manifested in local, national, and international programs. The context is democratic communities; the learning is constructivist; the leadership is shared. The result is wise schools, organizations, and societies. "Liberating Leadership Capacity" speaks to all adult learners who are engaged in educational improvement. Book features include: (1) A new concept of leadership as fostering capacity through the complex, dynamic processes of purposeful, reciprocal learning; (2) Leadership strategies constructed from the values of learning, democracy, equity and diversity; (3) Professional learning designed to involve community members in building leadership capacity; (4) A timely approach for the effective implementation of the Every Child Succeeds Act (S. 1177); (5) An in-depth analysis of the standards movement through the lens of capacity building; and (6) An understanding of systemic change as an organic process arising from practice rather than being imposed on practice--approaches that unleash a sense of agency and wisdom. [Foreword by Andy Hargreaves.] ED572664 Liberating Leadership Capacity: Pathways to Educational Wisdom Teachers College Press 2016-04-08 978-0-8077-5751-2 168 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/liberating-leadership-capacity-9780807757512 2017 As Provided JAN2020

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Yes Computer Assisted Instruction Second Language Learning Statistical Analysis Meta Analysis Effect Size Language Research Educational Research Research Methodology Research Problems Boulton, Alex Speeches/Meeting Papers Reports - Descriptive English Good practice in primary research has evolved over many decades of research in applied linguistics to counter human fallibility and biases. Surprisingly, perhaps, synthesising such research in an entire field has only recently started to develop its own methodologies and recommendations. This paper outlines some of the issues involved, especially in terms of quantitative research and meta-analysis. A second-order synthesis of meta-analyses in Computer-Assisted Language Learning (CALL) provides only medium effect sizes, but the figures are interpreted in terms of realistic expectations. The inevitable variation in effect sizes can be attributed in principle either to the research methodologies (both primary and secondary) or--more interestingly--to real-world phenomena. [For the complete volume of short papers, see ED572005.] ED572012 Quantifying CALL: Significance, Effect Size and Variation Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 11 As Provided JAN2020

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Yes Turkish Student Attitudes Educational Technology Technology Uses in Education Second Language Instruction Adult Learning Teaching Methods Student Characteristics Program Effectiveness Foreign Countries Questionnaires Interviews Chryso, Pelekani Speeches/Meeting Papers Reports - Research Cyprus English Adult Education The purpose of this study is to investigate adult learners' approaches towards Turkish Language (TL) and examine learners' outlooks towards the use of digital technologies for learning. It will also evaluate the impact of the Language Lab's model on learners' language achievement. Language Lab model is a system that is used for learning languages by using technology. It comprises a teacher and student console. The role of the teacher console is to offer the control purposes while the student console is given the facility to obtain the lessons that have been recorded. They are also required to listen to the pronunciations. An example of the Language Lab is the digital language lab (Saxena, 2012).The research questions of the study were based on whether attitudes towards digital technologies varied based on different backgrounds (i.e linguistic, educational, etc). There was also an analysis of whether the implementation of Language Lab's model motivated the Turkish as a Second or Foreign Language (TSL/FL) learners of Adult Education Programs (AEP) to continue their studies. During this assessment procedure, it was identified that students used varied technological tools (Kahoot and Facebook) that motivated them to learn foreign languages in an efficient way. In conclusion, it can be affirmed that with the adoption and the execution of the above stated technological tools, the approaches of the students changed by a considerable degree in learning TL within the classroom setting. It is thus worth mentioning that the findings of this study can encourage the TL teachers to use technology in their classes in order to turn them into more autonomous, student-centered teachers using an effective language method in TL acquisition. [For the complete volume of short papers, see ED572005.] ED572013 Students' Attitudes and Motivation towards Technology in a Turkish Language Classroom Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 5 As Provided JAN2020

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Yes Foreign Countries English (Second Language) English Teachers Second Language Learning Web 2.0 Technologies Collaborative Writing High School Students Secondary School Teachers Interviews Teacher Role Teacher Behavior Student Centered Learning Qualitative Research Case Studies Females Alghasab, Maha Speeches/Meeting Papers Reports - Research Kuwait English High Schools Secondary Education This paper focuses on how teachers mediate wiki collaborative writing activities, and the impact of their mediations on students' collaboration. It is based on a study conducted with three English as a Foreign Language (EFL) teachers and their students (aged 17-18 years) at two government-funded girls' high schools in Kuwait. The selected groups of students, supported by their class teachers, carried out wiki collaborative writing activities over a period of eight weeks. The writing activities were tracked from conception to completion, by closely analysing the wiki discussion and edits, in order to explore the process of interaction. This was triangulated with interview data with teachers and students to gain deeper insights. The results show that, despite the fact that all groups of learners and teachers received a similar type of training and worked on the same activity, there were some variations in the level of their collaboration. Teachers played an essential role in shaping the way that learners collaborated; i.e. some teachers' behaviours promoted collaboration, while others hindered it. Although it can be acknowledged that the wiki is a powerful tool for student-centred collaborative writing, it can also be argued that the role of the teacher is indispensable, and the right kind of teacher intervention is critical to the success of collaborative writing, especially in educational contexts that are similar to Kuwaiti schools. Therefore, professional training is required in order to raise teachers' awareness of effective pedagogy in supporting wiki-mediated collaborative writing activities. [For the complete volume of short papers, see ED572005.] ED572014 The Impact of EFL Teachers' Mediation in Wiki-Mediated Collaborative Writing Activities on Student-Student Collaboration Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 11 As Provided JAN2020

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Yes Multilingualism Case Studies Guides Research Methodology Educational Research Qualitative Research Teacher Education Educational Environment Data Analysis Ethics Computer Software Dooly, Melinda Moore, Emilee Reports - Descriptive English This handbook has been conceived as a guide for young researchers embarking on the exciting journey of investigating different aspects of plurilingual education. The text can also serve to review ideas previously encountered, and perhaps as a means of interrogating research methodologies in plurilingual contexts for those who already have ample experience under their belt. The idea of carrying out research can seem daunting at the beginning for those who are not immersed in the world of investigation. This handbook hopes to calm some of those qualms by offering descriptions of different methodologies together with case studies that exemplify those methodologies, as well as chapters that provide practical tips to help the researcher in the compilation, organization and analysis of research data. The authors of this handbook present some of the ways in which they have navigated through the challenges that their particular research in plurilingual educational contexts entailed. [A Catalan version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.] ED573597 Introduction: Qualitative Approaches to Research on Plurilingual Education Research-publishing.net 2017-00-00 978-1-908416-46-9 11 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 19 ERIC JAN2020

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Yes Geographic Regions Educational Policy Language Minorities Language of Instruction Foreign Countries Statistical Data Educational Finance Multilingualism Elementary Secondary Education Higher Education Vocational Education Adult Education Preschool Education Second Languages Native Language Russian Indigenous Populations Uncommonly Taught Languages Ethnic Groups Teaching Methods Census Figures Language Proficiency Native Language Instruction Second Language Learning Language Skill Attrition Language Maintenance Laptander, Roza Ivanovna, Comp. Reports - Descriptive Russia Europe ISSN-1570-1239 Fryske Akademy (Netherlands), Mercator European Research Centre on Multilingualism and Language Learning English Elementary Secondary Education Higher Education Postsecondary Education Adult Education Preschool Education Early Childhood Education This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included. ED573598 Nenets, Khanty and Selkup: The Nenets, Khanty and Selkup Language in Education in the Yamal Region in Russia. Regional Dossiers Series Mercator European Research Centre on Multilingualism and Language Learning 2016-00-00 Province of Fryslan (Netherlands) Fryske Akademy (Netherlands) Policymakers Teachers Researchers 60 Mercator European Research Centre on Multilingualism and Language Learning. Fryske Akademy, P.O.Box 54, NL-8900 AB Ljouwert, The Netherlands. Tel: +31-58-213-1414; Fax: +31-58-213-1409; e-mail: mercator@fryske-akademy.nl; Web site: http://www.mercator-research.eu N/A 2017 ERIC JAN2020

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Yes Family Programs Family Involvement Community Programs English Language Learners School Community Relationship Urban Schools Student Needs Interviews Focus Groups Administrator Attitudes Teacher Attitudes Parent Role Communication Strategies Volunteers Family Environment Decision Making Hughes, Rosemary Reumann-Moore, Rebecca Rowland, Jeannette Lin, Joshua Reports - Research-practitioner Partnerships Reports - Research Pennsylvania (Philadelphia) Philadelphia Education Research Consortium (PERC) Research for Action English When schools, families, and communities work together, student outcomes are better. This brief focuses on the ways family and community engagement can enhance schools' efforts to improve outcomes for ELLs and highlights specific strategies schools can use to more effectively engage families and communities. ED571777 Working Together to Support English Language Learners: School-Family-Community Engagement. PERC Research Brief Research for Action 2016-06-00 12 Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org N/A 2017 As Provided JAN2020

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Yes Partnerships in Education Community Colleges Federal State Relationship Tuition Student Financial Aid Federal Aid Grants State Aid Two Year College Students Enrollment Access to Education Low Income Students First Generation College Students Cannon, Ben Joyalle, Jennifer Reports - Descriptive Oregon Pell Grant Program Education Commission of the States English Two Year Colleges Higher Education Postsecondary Education In 2015, the Oregon Legislature took a bold and highly visible step toward this goal by enacting the Oregon Promise Program (ORP), which was framed as providing "tuition-free" community college to qualified recent high school graduates. The effort garnered national headlines, putting Oregon in league with just a handful of other states (most notably Tennessee) with new policy initiatives that explicitly invoke the "free community college" label. This paper examines ORP and its tuition free community college framework. The paper has three parts: (1) A description of how ORP is constructed and operates, especially in relation to other federal and state financial aid programs such as Pell Grants and the Oregon Opportunity Grant; (2) A discussion of two key shortcomings--and one noteworthy benefit to date--of the ORP program as currently constructed that affect both its reach and equity-related impact; and (3) Recommendations for how ORP might evolve and even become a catalyst for new state-federal partnerships that could better accomplish the shared policy goals of increased access to post-secondary education, especially for low income and first-generation students. ED571778 Rethinking the Federal-State Partnership for Free Community College: Early Indicators from Oregon. State-Federal Partnerships in Postsecondary Education Education Commission of the States 2016-12-00 Lumina Foundation Bill and Melinda Gates Foundation 24 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2017 ERIC JAN2020

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Yes Federal State Relationship Federal Aid State Aid Government School Relationship Partnerships in Education Costs Incentives Colleges Outcomes of Education State Policy Public Policy Educational Change Paying for College Postsecondary Education Higher Education Educational Equity (Finance) Federal Programs State Programs Access to Education Equal Education Applegate, James L. Fulton, Mary Reports - Evaluative Education Commission of the States English Higher Education Postsecondary Education Substantial increases in federal support for higher education over the last decade or more have made the federal government the largest direct investor in U.S. higher education. That increase however, has not produced the expected level of increase in college educated people in the workforce. This is largely for two reasons. First the investment model and the higher education system itself are misaligned with the students we must serve and the goals we are trying to achieve. Second, much of the federal investment has supplanted rather than supplemented state investment in higher education. To improve the return on investment in higher education, a redesigned system that requires a different partnership between states and the federal government that defines a new form of federalism for the 21st century is needed. The redesign builds on proposals to better integrate economic and workforce development and higher education agencies, programs and funding streams at all levels to create coherent pathways to and through college to successful careers. This paper also recommends the creation of affordability standards through federal/state/institutional partnerships that ensure a sustainable cost-containment model for all students. This partnership involves federal incentives to state and college partners to invest in higher education adequately, target resources appropriately, contain costs effectively and implement reforms that provide equitable outcomes for all students. ED571779 Wiping the Slate Clean: A New Federalism for the 21st Century Student. State-Federal Partnerships in Postsecondary Education Education Commission of the States 2016-12-00 Bill and Melinda Gates Foundation Lumina Foundation 32 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2017 ERIC JAN2020

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Yes Foreign Countries Language Minorities Native Language Instruction Educational Policy Second Languages Educational Finance Statistical Data Indo European Languages Preschool Education Elementary Secondary Education Vocational Education Higher Education Educational Research Adult Education Bilingual Education Language of Instruction Educational Legislation Geographic Regions Language Usage Walker, Alastair G. H., Comp. Reports - Descriptive Germany ISSN-1570-1239 Fryske Akademy (Netherlands), Mercator European Research Centre on Multilingualism and Language Learning English Preschool Education Early Childhood Education Elementary Secondary Education Higher Education Postsecondary Education Adult Education This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. Supplemental data is offered in an appendix. A list of references and further reading is included. [This Regional dossier was originally compiled by Dr Alastair G.H. Walker of the Department of Scandinavian Studies, Frisian Studies and General Linguistics of the University of Kiel, Germany. He updated the dossier in 2014. Unless otherwise stated academic data refer to the school year 2013/2014.] ED573599 North Frisian: The North Frisian Language in Education in Germany, 3rd Edition. Regional Dossiers Series Mercator European Research Centre on Multilingualism and Language Learning 2015-00-00 Fryske Akademy (Netherlands) Province of Fryslan (Netherlands) Policymakers Researchers Teachers Students 64 Mercator European Research Centre on Multilingualism and Language Learning. Fryske Akademy, P.O.Box 54, NL-8900 AB Ljouwert, The Netherlands. Tel: +31-58-213-1414; Fax: +31-58-213-1409; e-mail: mercator@fryske-akademy.nl; Web site: http://www.mercator-research.eu N/A 2017 ERIC JAN2020

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Yes Romance Languages Foreign Countries Language Minorities Uncommonly Taught Languages Preschool Education Elementary Education Secondary Education Vocational Education Higher Education Postsecondary Education Adult Education Educational Research Geographic Location Educational Legislation Language of Instruction Language Usage Verra, Roland, Comp. Reports - Descriptive Italy ISSN-1570-1239 Fryske Akademy (Netherlands), Mercator European Research Centre on Multilingualism and Language Learning English Preschool Education Early Childhood Education Elementary Education Secondary Education Higher Education Postsecondary Education Adult Education This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. This dossier contains a foreword and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included. [This Regional dossier was originally compiled in 2001 by Alie van der Schaaf and Roland Verra. This second edition was compiled in 2015 and covers academic data for the 2013/2014 school year.] ED573600 Ladin: The Ladin Language in Education in Italy, 2nd Edition. Regional Dossiers Series Mercator European Research Centre on Multilingualism and Language Learning 2016-00-00 Fryske Akademy (Netherlands) Province of Fryslan (Netherlands) Policymakers Researchers Teachers Students 52 Mercator European Research Centre on Multilingualism and Language Learning. Fryske Akademy, P.O.Box 54, NL-8900 AB Ljouwert, The Netherlands. Tel: +31-58-213-1414; Fax: +31-58-213-1409; e-mail: mercator@fryske-akademy.nl; Web site: http://www.mercator-research.eu N/A 2017 ERIC JAN2020

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Yes Self Evaluation (Individuals) Computer Literacy Second Language Learning Study Abroad College Freshmen Student Surveys Foreign Countries Questionnaires Cote, Travis Milliner, Brett Speeches/Meeting Papers Reports - Research Japan (Tokyo) English Higher Education Postsecondary Education Study abroad programs provide an opportunity for students to accelerate language learning and acquire cultural capital. Evaluations of returnees from study abroad programs however, have revealed that this is not always guaranteed. To promote a more positive academic and culturally-inclusive study abroad experience, one recommendation is for language teachers to focus on students' digital literacy. Given the reported levels of poor digital literacy among Japanese freshmen students, the researchers in this current study were attempting to determine if this wider trend applied to students at their private university in Tokyo. The authors surveyed first-year College of Tourism and Hospitality (CTH) students and will report on their responses to two sections of a computer literacy questionnaire originally created by Son, Robb, and Charismiadji (2011). The first section focuses on self-assessment of digital skills, while the second section reports on the results of a 10-item digital literacy test. [For the complete volume of short papers, see ED572005.] ED572015 Japanese University Students' Self-Assessment and Digital Literacy Test Results Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 8 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 15 As Provided JAN2020

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Yes Second Language Learning Cultural Awareness Intervention Teaching Methods Intercultural Communication Stereotypes Animation Humor Computer Mediated Communication Student Attitudes Electronic Publishing Foreign Countries Second Language Instruction Alm, Antonie Speeches/Meeting Papers Reports - Research New Zealand Germany English This paper discusses the animated web series "Lifeswap" as an example for "amateur online interculturism" and investigates its potential for intercultural language education. Drawing on Dervin's (2015) discussion on the "amateur interculturist", I suggest that online publications of personal encounters of intercultural interaction can be used to foster critical reflection in intercultural language education. To illustrate this idea, I first introduce the concept of "amateur online interculturism" and the approach of the makers of the "Lifeswap" series. I then focus on one episode to provide an example of the series and to show how humour and cultural stereotypes can be used constructively to explore tensions in intercultural interactions. The online comments I present in the last section highlight the harmonising effect of humour but indicate that pedagogical intervention is needed to problematise intercultural issues. [For the complete volume of short papers, see ED572005.] ED572016 Amateur Online Interculturalism in Foreign Language Education Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 8 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 7 As Provided JAN2020

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Yes Native Language Instruction Inquiry Active Learning Computer Assisted Instruction Cultural Background Greek Secondary School Students Handheld Devices Foreign Countries Student Centered Learning Learning Activities Charitonos, Koula Charalampidi, Marina Scanlon, Eileen Speeches/Meeting Papers Reports - Research United Kingdom English Secondary Education Heritage language education is distinct from the field of second language acquisition due to having the concept of identity always at its core (Leeman, Rabin, & Roman-Mendoza, 2012). This paper draws on this concept and presents an action research study focusing on the teaching and learning of Greek as a heritage language in the context of Supplementary Education in the UK. The main aim of the study is to support young learners in gaining an understanding of how language is intertwined with social and cultural aspects. The study took place in two Greek Supplementary Schools in UK during the academic year 2015-16. The participants are learners of Greek language attending pre-GCSE, GCSE and A'Level classes (13-17 years old). For the purposes of this study, the learners used mobile and web-based technologies, i.e. nQuire-It platform (http://www.nquire-it. org), to explore their environment through specific missions. The study involved a number of classroom sessions, attendance of an inter-generational object-handling workshop run by educators based at the British Museum at each of the two schools, and also participation in a museum visit. The paper presents this study and shares some preliminary findings and insights regarding the integration of mobile technologies within heritage language learning and teaching. [For the complete volume of short papers, see ED572005.] ED572017 Using Object-Based Activities and an Online Inquiry Platform to Support Learners' Engagement with Their Heritage Language and Culture Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 8 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 6 As Provided JAN2020

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Yes Intervention Mathematics Achievement Achievement Gains Sustainability Student Improvement Student Attitudes Mathematics Tests Teaching Methods Elementary School Students Middle School Students Attitude Change Mixed Methods Research Case Studies Questionnaires Long, Bernadette Speeches/Meeting Papers Reports - Research English Elementary Education Middle Schools Secondary Education Junior High Schools This paper reports on a mathematics intervention initiative, "Prepare 2 Learn," designed taking into account research literature and elements of other successful programs. The program was intended to prepare students for their upcoming mainstream mathematics lessons as well as make them aware of the impact they can have on their own learning through their actions and attitudes. The intervention resulted in the students reaching the expected standard or beyond for their year level as well as positively changing the way they saw themselves as mathematics learners. The following paper focuses on sustainable changes to one students' mathematics learning and disposition. ED572323 Sustainable Improvements in Student Mathematics Learning and Disposition as a Result of "Prepare 2 Learn" Intervention Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 11 As Provided JAN2020

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Yes Fractions Mathematical Concepts Mathematics Achievement Teaching Methods Instructional Effectiveness Educational Practices Elementary School Mathematics Lesson Observation Criteria Task Analysis Pretests Posttests Foreign Countries Observation Mills, Judith Speeches/Meeting Papers Reports - Research New Zealand English Elementary Education This paper presents findings from classroom observations of one teacher (Beth). It focusses on the development of conceptual understanding of fractions with her students, articulated in Kieren's sub-constructs (Kieren, 1980,1988), and Hansen's progressions (Hansen, 2005). The study covers three lessons within a six week unit. Findings from this study suggest there is a need for teachers to understand and teach a wider range of fraction constructs than appears to occur currently; how assessment data available might be used more effectively to plan quality lessons; and highlights the importance of a varied range of models to connect conceptual and procedural understanding of fractions. ED572324 Developing Conceptual Understanding of Fractions with Year Five and Six Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 23 As Provided JAN2020

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Yes Case Studies Teacher Competencies Knowledge Level Knowledge Base for Teaching Beliefs Achievement Gains Mathematical Aptitude Curriculum Implementation Instructional Innovation Lesson Observation Criteria Questionnaires Semi Structured Interviews Fidelity Teacher Student Relationship Faculty Development Attitude Change Foreign Countries Elementary School Teachers Lomas, Laurinda Clarke, Doug Speeches/Meeting Papers Reports - Research Australia English Elementary Education As teaching is a cultural activity embedded in a unique context, professional development opportunities for teachers may be best placed amid the relevance of everyday classroom practice, and supported by an innovative curriculum. This progress paper reports on data collected as part of doctoral research studying the changes in mathematical knowledge and beliefs of three year 5/6 teachers as they implemented a four-week, innovative curriculum unit. Early analysis of the case of Year 5 teacher Mark pointed to reflection on the pivotal influence of teachers' stated and inferred beliefs about mathematics and mathematics teaching on classroom practice, and the vagaries of didactic contracts in a change environment. ED572325 Changes in Teachers' Knowledge and Beliefs about Mathematics and Mathematics Teaching: A Case Study Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 26 As Provided JAN2020

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Yes Student Financial Aid State Aid Federal Aid State Federal Aid Federal State Relationship Models Policy Formation Government Role Higher Education Access to Education Equal Education Merit Scholarships Grants Incentives Doyle, William R. Pingel, Sarah Reports - Evaluative Pell Grant Program Education Commission of the States English Higher Education Postsecondary Education In this brief, the authors review some of the main goals of state student financial aid programs and provide a few examples of how these programs are organized. They also describe how state programs vary in terms of who benefits. They then discuss various possible designs for joint federal-state policymaking in this area and study their impact. They find that four proposed models come with tradeoffs that result in clear winners and losers among the stakeholders at the federal, state, institutional or student levels. This finding points to the need for further development in conversations surrounding a federalist approach to the provision of financial aid. ED571780 Better Together? State and Federal Funding for Student Financial Aid. Federal & State Teamed Funding Report Education Commission of the States 2016-12-00 Bill and Melinda Gates Foundation Lumina Foundation 28 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2017 ERIC JAN2020

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Yes Federal State Relationship Community Colleges State Policy Federal Legislation Labor Force Development Partnerships in Education Educational Finance Financial Support Campbell, Colleen Love, Ivy Reports - Descriptive Education Commission of the States English Two Year Colleges Higher Education Postsecondary Education The Workforce Innovation and Opportunity Act (WIOA) of 2014 offers multiple opportunities to align the workforce development efforts of these stakeholders through structural measures and targeted support. In this paper, the authors examine ways that WIOA can influence a state's job training environment and highlight the crucial role of community colleges in this effort. They offer four key ways these institutions can be leveraged in WIOA to create a more effective and cohesive system: (1) State and local Workforce Development Boards (WDBs) can build sector partnerships that leverage community colleges and other education and training providers to develop career pathways that align workforce supply and demand; (2) Community colleges designated as an Eligible Training Provider (ETP) can offer programs that qualify for WIOA support; (3) Governors can use the state set-aside fund to align job-seekers' need for employment and local employers' need for skilled workers, leveraging the training capacity of local community colleges to prepare workers for employment in growing fields in their region; and (4) State policymakers should engage community college leaders at the state level to contribute to the development and implementation of the state economic development plan. ED571781 Leveraging Community Colleges in the Workforce Innovation and Opportunity Act: A Blueprint for State Policymakers. State-Federal Partnerships in Postsecondary Education Education Commission of the States 2016-12-00 Bill and Melinda Gates Foundation Lumina Foundation Policymakers 24 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2017 ERIC JAN2020

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Yes Federal State Relationship Partnerships in Education Data Educational Policy Student Costs Higher Education Measurement Techniques Student Financial Aid Student Loan Programs Loan Repayment Debt (Financial) College Students Prescott, Brian Michelau, Demaree Lane, Patrick Reports - Descriptive Education Commission of the States English Higher Education Postsecondary Education College affordability, like many other postsecondary policy areas, requires coordinated federal and state policies built on coordinated information. While the potential for partnerships between states and the federal government is endless and often includes missed opportunities, this paper reimagines one form of federalism in higher education through more effective data partnerships to inform affordability policies. It (1) conceptualizes affordability as a concept lacking a consensus for how it is defined; (2) identifies challenges in addressing college affordability policy with existing data; (3) suggests ways that federal and state government could collectively work to provide clearer information about affordability; and (4) provides recommendations for both state and federal policymakers to create more effective data partnerships to produce a more complete picture of how affordability is constructed, leading to a more informed dialogue about what affordability looks like, and eventually to improved policies. ED571782 Creating an Ideal State-Federal Data Partnership to Improve Policymaking Related to College Affordability. State-Federal Partnerships in Postsecondary Education Education Commission of the States 2016-12-00 Bill and Melinda Gates Foundation Lumina Foundation 32 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2017 ERIC JAN2020

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Yes Ethnography Latin Americans Spanish Language Variation Foreign Countries Participant Observation Qualitative Research Language Role Self Concept Interviews Longitudinal Studies Computational Linguistics Student Attitudes Audio Equipment Video Technology Sociolinguistics Corona, Víctor Reports - Research Spain (Barcelona) English This chapter explains part of a broader study. To be specific, it is based on the research the author has been conducting in the city of Barcelona from 2005 through to the present day on what it means to "be Latino" in a youth- and school-based context. The work was essentially inspired by the ethnography of communication and the techniques inherent in it, such as participant observation and gathering different qualitative data.The main objective of this research was to produce a thick description of the role of languages, of linguistic repertoires, in building the social identities of a particular group of young people in Barcelona. The author focused on a group of Latin American youths who had already dropped out of school or were in the process of doing so. Suggestions for recommended reading are provided. [A Spanish version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.] ED573601 An Ethnographic Approach to the Study of Linguistic Varieties Used by Young Latin Americans in Barcelona Research-publishing.net 2017-00-00 20 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 35 ERIC JAN2020

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Yes Foreign Countries Romance Languages Uncommonly Taught Languages Preschool Education Elementary Education Secondary Education Vocational Education Higher Education Adult Education Educational Research European History Language of Instruction Bilingual Education Costas, Xosé-Henrique, Comp. Expósito-Loureiro, Andrea, Comp. Reports - Descriptive Spain ISSN-1570-1239 Fryske Akademy (Netherlands), Mercator European Research Centre on Multilingualism and Language Learning English Preschool Education Early Childhood Education Elementary Education Secondary Education Higher Education Postsecondary Education Adult Education This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included. [This Regional dossier was originally compiled in 2001 by Xosé-Henrique Costas in collaboration with Rita Paredes. This second version has been compiled in 2014 and covers academic data for the 2013/2014 school year.] ED573602 Galician: The Galician Language in Education in Spain, 2nd Edition. Regional Dossiers Series Mercator European Research Centre on Multilingualism and Language Learning 2016-00-00 Fryske Akademy (Netherlands) Province of Fryslan (Netherlands) Policymakers Researchers Teachers Students 64 Mercator European Research Centre on Multilingualism and Language Learning. Fryske Akademy, P.O.Box 54, NL-8900 AB Ljouwert, The Netherlands. Tel: +31-58-213-1414; Fax: +31-58-213-1409; e-mail: mercator@fryske-akademy.nl; Web site: http://www.mercator-research.eu N/A 2017 ERIC JAN2020

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Yes Foreign Countries Early Childhood Education Preschool Children Elementary School Curriculum Grade 1 Elementary School Mathematics Play Attention Cognitive Processes Pilot Projects Content Analysis Observation Observational Learning Qualitative Research Marcus, Amber Perry, Bob Dockett, Sue MacDonald, Amy Speeches/Meeting Papers Reports - Research Australia English Early Childhood Education Grade 1 Primary Education Elementary Education Much is known about preschool children's mathematics learning and the role of play in that learning. Many early childhood educators are quite adept at observing and documenting the mathematics learning of the children in their settings. These teachers "notice" the children's mathematics but they are not the only ones to "notice". In this paper, children's noticing of their own and others' mathematics is investigated through a pilot study of a small number of preschool and first-year-of-school children. Content analysis of observations and children's discussions with researchers provides the basis for the early development of an analytical framework for children's "noticing" mathematics. ED572326 Children Noticing Their Own and Others' Mathematics in Play Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 25 As Provided JAN2020

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Yes Mathematics Instruction Mathematics Skills Case Studies Grade 6 Problem Solving Teaching Methods Foreign Countries Qualitative Research Pretests Posttests Observation Elementary School Mathematics Difficulty Level Livy, Sharyn Holmes, Marilyn Ingram, Naomi Linsell, Chris Sullivan, Peter Speeches/Meeting Papers Reports - Research Australia English Grade 6 Intermediate Grades Middle Schools Elementary Education Highly capable mathematics students are not usually considered strugglers. This paper reports on a case study of a Year 6 student, Debbie, her response to a lesson, and her learning involving a challenging mathematical task. Debbie, usually a highly capable student, struggled to complete a challenging mathematical task by herself, but as the lesson unfolded she was able to solve the problem. Rather than relying on teacher explanations during the lesson introduction, Debbie benefitted from the support of her teacher during the lesson and sharing of other students' thinking when applying her knowledge to an unfamiliar task. [NOTE: Debbie is a pseudonym.] ED572327 A Highly Capable Year 6 Student's Response to a Challenging Mathematical Task Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 12 As Provided JAN2020

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Yes Spatial Ability Mathematics Instruction Mathematics Achievement Correlation Gender Differences Visualization Cognitive Processes Foreign Countries Elementary School Mathematics Mathematical Logic Tests Elementary School Students Scores Lowrie, Tom Logan, Tracy Ramful, Ajay Speeches/Meeting Papers Reports - Research Tests/Questionnaires Australia English Elementary Education Although the psychological literature has demonstrated that spatial reasoning and mathematics performance are correlated, there is scant research on these relationships in the middle years. The current study examined the commonalities and differences in students' performance on instruments that measured three spatial reasoning constructs and two mathematics content areas. There were no gender differences in terms of performance on the three constructs that measured students' spatial visualisation, mental rotation and spatial orientation. There were strong positive relationships between the students' spatial reasoning and mathematics performance (r = 0.66), with over 44% of shared variance between the two dimensions. Our study highlights the importance of spatial reasoning in the mathematics curriculum and the necessary promotion of this dimension as a general numeracy capability. ED572328 Spatial Reasoning Influences Students' Performance on Mathematics Tasks Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 25 As Provided JAN2020

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No Professional Education Faculty Development Literacy Education Reading Teachers Specialists Coaching (Performance) Instructional Leadership Administrators Inquiry Decision Making Teaching Methods Needs Assessment Progress Monitoring Learning Activities Clubs Lesson Plans Family Literacy Peer Teaching Evidence Based Practice Cooperative Learning Common Core State Standards Riski, Victoria J. Vogt, Mary Ellen Reports - Descriptive Books English Risko and Vogt provide a unique and progressive approach for engaging the professional learning of teachers of literacy, reading specialists, literacy coaches and instructional leaders, content specialists, and administrators. Their deliberate use of Professional Learning signals the importance of educators engaging in authentic and inquiry-based decision-making. They describe and provide examples of needs assessments and progress monitoring activities that are embedded within differentiated professional learning activities, such as book clubs, lesson study, family literacy groups, and peer and literacy coaching. Actions and decisions are directed by questions generated by teachers, coaches, and administrators as they engage in collaborative and self-directed efforts to advance their knowledge and resolve dilemmas that impact instruction and students' learning. Features of this book include: (1) Authentic examples for implementing professional learning (PL) that addresses and resolves authentic dilemmas educators and students face; (2) Synthesis of current research on effective professional learning with a literacy emphasis; (3) Description of evidence-based and differentiated professional learning opportunities that engage instructional changes that are situated within meaningful and school-based applications; (4) The book advances knowledge about applications of professional learning that is collaborative, substantive, situated, dynamic, intense, and personal; (5) Makes explicit connections to Common Core and similar State standards-based instruction; and (6) Includes reflection and self-study questions at the end of each chapter. [Includes a foreword by Douglas Fisher.] ED572665 Professional Learning in Action: An Inquiry Approach for Teachers of Literacy. Common Core State Standards in Literacy Series Teachers College Press 2016-07-15 978-0-8077-5702-4 176 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/professional-learning-in-action-9780807757024 2017 As Provided JAN2020

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No Summer Schools Summer Programs Enrichment Activities Achievement Gap Low Income Students Program Evaluation Academic Achievement Outcomes of Education Student Improvement Alexander, Karl, Ed. Pitcock, Sarah, Ed. Boulay, Matthew C., Ed. Books Collected Works - General Reports - Descriptive English This book is an authoritative examination of summer learning loss, featuring original contributions by scholars and practitioners at the forefront of the movement to understand--and stem--the "summer slide." The contributors provide an up-to-date account of what research has to say about summer learning loss, the conditions in low-income children's homes and communities that impede learning over the summer months, and best practices in summer programming with lessons on how to strengthen program evaluations. They also show how information on program costs can be combined with student outcome data to inform future planning and establish program cost-effectiveness. This book will help policymakers, school administrators, and teachers in their efforts to close academic achievement gaps and improve outcomes for all students. Book Features: (1) Empirical research on summer learning loss and efforts to counteract it; (2) Original contributions by leading authorities; and (3) Practical guidance on best practices for implementing and evaluating strong summer programs. Recommendations for using program evaluations more effectively to inform policy. [This book contains a Foreword written by Paul Reville.] ED572666 The Summer Slide: What We Know and Can Do about Summer Learning Loss Teachers College Press 2016-09-09 978-0-8077-5799-4 Teachers Policymakers Administrators 353 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/the-summer-slide-9780807757994 2017 As Provided JAN2020

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Yes Postsecondary Education Expectation Rural Schools Urban Schools High School Students Grade 10 Academic Aspiration Educational Attainment Financial Problems Comparative Analysis Predictor Variables Statistical Significance Paying for College Molefe, Ayrin Proger, Amy Burke, Matthew R. Reports - Research Illinois Indiana Iowa Michigan Minnesota Ohio Wisconsin Regional Educational Laboratory Midwest (ED) National Center for Education Evaluation and Regional Assistance (ED) American Institutes for Research (AIR) Regional Educational Laboratory Midwest (ED), Rural Research Alliance English Postsecondary Education High Schools Secondary Education Grade 10 Higher Education This study examined rural-nonrural differences in postsecondary educational expectations and the attainment of expectations for grade 10 students attending rural and nonrural high schools in the Regional Educational Laboratory (REL) Midwest region and how these differences compare with rural-nonrural differences in the rest of the nation. For grade 10 students who indicated that they did not anticipate attaining more than a high school education, the study also examined rural and nonrural students' reasons for not expecting to continue their education past the secondary level. Analyses drew on data from the Education Longitudinal Study of 2002 using descriptive statistics, chi-squared tests of association, and multinomial regression models with students nested in schools. The baseline model included only school locale, an indicator for region, and their interaction as predictors; subsequent models added student predictors, family characteristics, teacher expectations, and school contextual variables. Analyses reveal that rural students in the Midwest had lower educational expectations than their nonrural peers, yet similar levels of educational attainment after taking into account student, family, teacher, and school characteristics. For two-thirds of rural and nonrural students, educational attainment fell short of expectations. Importantly, participation in rigorous coursework, parent aspirations, and teacher expectations were more predictive of educational expectations and attainment than whether students grew up in rural areas in grade 10 in 2002. For grade 10 students who did not expect to go to college, both rural and nonrural students perceived financial barriers as the primary reason. Policymakers and other stakeholders in Midwestern states and the rest of the nation can use the results of this study to inform efforts to improve the educational attainment of rural students. ED573039 Postsecondary Education Expectations and Attainment of Rural and Nonrural Students. Stated Briefly. REL 2017-233 Regional Educational Laboratory Midwest 2017-03-00 14 Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 20 As Provided JAN2020 Yes EDIES12C0004 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=1465

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Yes Associate Degrees Quasiexperimental Design Experimental Groups Control Groups Employment Potential Educational Benefits Education Work Relationship Employment Patterns Salary Wage Differentials Comparative Analysis Outcomes of Education Community Colleges Two Year Colleges Technical Institutes College Graduates Bachelors Degrees Reports - Research Washington Washington State Board for Community and Technical Colleges English Two Year Colleges Higher Education Postsecondary Education Gainful employment and earnings to support a family living are significant policy goals of the applied baccalaureate program. Therefore, employment is an important metric to study; however, there are limitations in the data and process used in past reports that make understanding the true impact of applied baccalaureate programs on an individuals' earnings difficult to discern. In past years this report has matched graduates with their employment outcomes two years (or seven quarters) following degree completion. The purpose of the 2 year lag was to give graduates time to find a job that was in alignment with their applied baccalaureate degree field, and therefore capture earnings growth at that level. In addition to the snapshot employment rate, graduates who were employed at the time of graduation were also evaluated for increases in median earnings seven quarters following their last quarter enrolled. The purpose of this analysis was to gauge growth in earnings as a function of earning the BAS degree. While the extended length of time and comparison to earlier earnings may potentially show gains more reflective of the applied baccalaureate degree, the paradox is the potential for movement and unknown variation that could impact the employment rate. The goal of this paper is to analyze the return on investment for students who go on to earn an applied baccalaureate degree as compared to a comparison group of graduates who have the same associate degree but no applied baccalaureate degree. An individual's characteristics that could impact their earnings outcomes above and beyond degree type are also taken into consideration in the analysis, as described in the literature review on the value-added from higher education summarized herein. [For the companion report, see ED573044.] ED573040 Post Program Earnings Differences between the Associate in Applied Science and Applied Baccalaureate Degrees: Companion Report to "Applied Baccalaureate Degrees: Policy and Outcomes Evaluation." Research Report 15-3 Washington State Board for Community and Technical Colleges 2015-08-00 11 Washington State Board for Community and Technical Colleges. P.O. Box 42495, Olympia, WA 98504-2495. Tel: 360-704-4400; Fax: 360-704-4415; Web site: http://www.sbctc.ctc.edu N/A 2017 ERIC JAN2020

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Yes Federal State Relationship Federal Aid State Aid Investment Educational Finance Financial Support Postsecondary Education Talent Student Financial Aid Outcomes of Education Federal Legislation Labor Force Development Conklin, Kristin D. Reports - Evaluative Indiana Education Commission of the States English Postsecondary Education There are two modalities for delivering public financial support to colleges and other postsecondary education providers. First, typical of state governments, grants are made directly to postsecondary institutions to finance general operations, thus providing a broad subsidy to all students. Second, typical of the federal government, substantial but indirect financial support to individual postsecondary institutions is delivered via student grant and loan programs. Those students in turn use that financial support to pay tuition at the colleges they have chosen to attend. Very broadly speaking, states provide general institutional subsidies while the federal government provides specific student subsidies. A 21st century postsecondary education financing framework should recognize the two modalities and finds ways to align state and federal investments in colleges and students around the national imperative to improve student outcomes. With an outcomes-based approach, a new state/federal postsecondary finance framework can emerge. The authors of this paper recommend five initial steps states and the federal government could take to connect postsecondary funding to student outcomes: (1) Collect, nationally, student-level data on a common set of student outcomes and metrics, including the attainment of high-quality credentials; (2) Create greater federal waiver authority around Pell Grants; (3) Utilize common access, completion and employment metrics in state and federal funding for institutions; (4) Require well-designed outcomes-based funding in state funding for institutional operations or student aid as conditions for new federal funding; and (5) Identify high quality credentials by utilizing the federal workforce delivery system. An appendix provides supplemental figures and tables. [This report was written with Martha Snyder, Jeff Stanley and Scott Boelscher.] ED571783 Rowing Together: Aligning State and Federal Investments in Talent to Common Outcomes. State-Federal Partnerships in Postsecondary Education Education Commission of the States 2016-12-00 Bill and Melinda Gates Foundation Lumina Foundation 40 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2017 ERIC JAN2020

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No Foreign Countries Faculty Development Teacher Collaboration Teacher Competencies Program Content Teacher Influence Teacher Improvement Participation Cooperation Barriers Well Being Student Development Personal Autonomy Professional Autonomy Fullan, Michael Hargreaves, Andy Reports - Research Canada Learning Forward English Coinciding with the 2016 Annual Conference in Vancouver, British Columbia, Learning Forward commissioned and supported a study of professional learning across the nation of Canada entitled "The State of Educators' Professional Learning in Canada." A research team led by Carol Campbell, Associate Professor of Leadership and Educational Change at the Ontario Institute for Studies in Education (OISE), University of Toronto, examined the professional learning that educators experience in the provinces and territories of Canada. The study identifies key components and features of effective professional learning and highlights findings from what educators in the nation experience. Among the reports and papers resulting from the study, this report provided a call to action building on the Canada study. Here, Fullan and Hargreaves outline an argument for meaningful professional learning and development. They conclude with actions for teachers, systems, and Canada to take to establish a culture of collaborative professionalism. Subsequent reports and papers resulting from the study will be offered as they are completed. ED571784 Bringing the Profession Back In: Call to Action Learning Forward 2016-00-00 28 Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: http://www.learningforward.org N/A https://learningforward.org/docs/default-source/pdf/BringingProfessionFullanHargreaves2016.pdf 2017 39 ERIC JAN2020

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Yes Mathematics Instruction Elementary School Mathematics Foreign Countries Problem Solving Mathematics Skills Cognitive Processes Difficulty Level Surveys Assignments Elementary School Teachers McCormick, Melody Speeches/Meeting Papers Reports - Research Australia English Elementary Education Grade 4 Grade 5 Grade 6 Student learning is greatest in classrooms where students engage in problem solving tasks that are cognitively demanding. However, there are growing concerns that many Australian students are given limited opportunities to engage in these types of tasks. 108 upper primary school teachers were surveyed to examine task features and cognitive demand of problem solving tasks. Teachers are found to favour tasks with lower-level cognitive demand above those with higher-level cognitive demand when developing problem solving proficiency. ED572329 Exploring the Cognitive Demand and Features of Problem Solving Tasks in Primary Mathematics Classrooms Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Foreign Countries Abstract Reasoning Thinking Skills National Curriculum Mathematics Curriculum Problem Solving Mathematical Concepts Content Analysis Incidence Models Mathematics Education Comprehension Teaching Methods Elementary Secondary Education McCluskey, Catherine Mulligan, Joanne Mitchelmore, Mike Speeches/Meeting Papers Reports - Evaluative Australia English Elementary Secondary Education The mathematical proficiencies in the "Australian Curriculum: Mathematics" of understanding, problem solving, reasoning, and fluency are intended to be entwined actions that work together to build generalised understandings of mathematical concepts. A content analysis identifying the incidence of key proficiency terms (KPTs) embedded in the content descriptions from Foundation to Year 9 revealed a much lower representation of "actions" relating to the proficiency reasoning than to the other three proficiencies. A generalised model of patterning is proposed to provide an interrelated view of the proficiencies and to further support the development of generalised understandings in mathematics education. ED572330 The Role of Reasoning in the Australian Curriculum: Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 10 As Provided JAN2020

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Yes Student Loan Programs College Students State Programs State Aid Higher Education Paying for College Costs Student Financial Aid Eligibility Program Implementation Barriers Kosir, Marilyn Danette, Jerry Li, Peter Sanford, Thomas Reports - Evaluative Numerical/Quantitative Data Minnesota Minnesota Office of Higher Education English Higher Education Postsecondary Education Since the Student Education Loan Fund (SELF) Loan program's inception in 1984, over 250,000 students have received more than $2 billion in SELF Loans to pursue their postsecondary education (Minnesota Office of Higher Education, 2014a). The SELF Loan program provides undergraduate and graduate students with long-term, low-interest educational loans. Unlike most private lenders, SELF Loan interest rates are universal for all students regardless of credit score. As the costs of higher education have increased for students and their families over the past three decades, SELF Loans have played an increasingly important role in providing students with the financial resources needed to pay for their education; however, the SELF program loan limits have failed to keep pace with the cost of college potentially forcing students to choose higher-priced alternatives. Nationally, there appears to be growing demand for student loan refinancing programs, as evidenced by the number of state and private programs that have emerged in recent years. Inherently, a borrower's decision to refinance their student loans signals that their current loans are inadequately serving their needs or there are more favorable options. While student loan refinancing programs can play an important role in improving the financial position of borrowers, it is in the student's best interest to obtain low cost financing while they are enrolled in school rather than waiting to refinance after graduating. This report presents a framework for establishing a SELF Loan Refinancing program and outlines strategic modifications to the existing SELF Loan program to better meet the needs of students and reduce their need to refinance. Specifically, the report presents an overview of other state's loan refinancing programs, outlines characteristics of a proposed Minnesota pilot refinancing program, and discusses challenges to implementing a SELF Loan Refinancing program. Additionally, it provides a summary of the current SELF Loan program and outlines strategies to strengthen the program to more effectively meet student needs. Suggested Changes to the Federal Preferred Lender Law are provided in the appendix. ED572331 Assessing the Feasibility of Creating a SELF Loan Refinancing Program Minnesota Office of Higher Education 2015-01-00 21 Minnesota Office of Higher Education. 1450 Energy Park Drive Suite 350, St. Paul, MN 55108-5227. Tel: 800-657-3866; Tel: 651-642-0567; Fax: 651-642-0675; Web site: http://www.ohe.state.mn.us N/A 2017 9 As Provided JAN2020

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No Case Studies Educational Research Novices Research Design Interviews Observation Content Analysis Teaching Methods Research Methodology Researchers Hancock, Dawson R. Algozzine, Bob Books Guides - Classroom - Learner Reports - Descriptive English Reflecting recent knowledge and developments in the field, this very practical, easy-to-use guide emphasizes learning how to do case study research--from the first step of deciding whether a case study is the way to go to the last step of verifying and confirming findings before disseminating them. The authors show students how to determine an appropriate research design, conduct informative interviews, record observations, document analyses, delineate ways to confirm case study findings, describe methods for deriving meaning from data, and communicate their findings. Featuring many new examples, the Third Edition offers step-by-step guidance to help beginning researchers through the stages of planning and implementing a thesis, dissertation, or independent project. This succinct "how-to" guide is an excellent place for anyone to begin doing case study research. Book Features: (1) Straightforward introduction to the science of doing case study research; (2) A step-by-step approach that speaks directly to the novice investigator; (3) Many concrete examples to illustrate key concepts; and (4) Questions, illustrations, and activities to reinforce what has been learned. ED572667 Doing Case Study Research: A Practical Guide for Beginning Researchers. Third Edition Teachers College Press 2016-12-30 978-0-8077-5813-7 Students Researchers 128 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/doing-case-study-research-9780807758137?page_id=31 2017 As Provided JAN2020

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No Common Core State Standards Reading Comprehension Reading Instruction Academic Standards Teaching Methods Reading Material Selection Oral Language Reading Skills Models Classroom Environment Primary Education Reutzel, D. Ray Clark, Sarah K. Jones, Cindy D. Gillam, Sandra L. Books Guides - Classroom - Teacher Reports - Descriptive English Primary Education Early Childhood Education Kindergarten Grade 1 Grade 2 One of the most critical elements in the Common Core State Standards (CCSS) is the effective teaching of reading comprehension in the early years. This timely resource provides evidence-based practices for teachers to use as they work to meet standards associated with comprehending complex literature and informational texts. The authors offer a practical model with classroom applications that draw on the "Construction-Integration (CI) model of text comprehension." Illustrating why comprehension is so important in the CCSS framework, the book distills six key principles for meeting CCSS and other high-challenge standards. Chapters show teachers how to build oral language and text comprehension skills with young readers, including selecting texts, organizing materials, scheduling time, and assessing the acquisition of knowledge. Book Features: (1) A practitioner-friendly model for teaching comprehension of informational and narrative texts in the early grades; (2) Guidance for how to create a classroom environment that supports oral language acquisition; (3) Instructional strategies, including teaching children to understand text structures, key details, and main ideas of a story or information text; and (4) A standards-based series of formative comprehension assessments. [Foreword by P. David Pearson.] ED572668 Young Meaning Makers--Teaching Comprehension, Grades K-2. Common Core State Standards in Literacy Series Teachers College Press 2016-06-24 978-0-8077-5761-1 Teachers 168 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/young-meaning-makers%E2%80%94teaching-comprehension-grades-k%E2%80%932-9780807757604?page_id=94 2017 As Provided JAN2020

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Yes Community Schools School Districts Instructional Leadership Leadership Styles Cooperation Partnerships in Education Educational Strategies Student Personnel Services Integrated Services Program Implementation Educational Planning Coordination Educational Cooperation Reports - Evaluative California (Oakland) Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) Oakland Unified School District (OUSD) English Higher Education Postsecondary Education This brief is part of a series that shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Oakland Unified School District (OUSD) focused on understanding implementation of the community school model in the district. This brief highlights findings related to essential structures and systems to support OUSD community schools, specifically examining the areas of "collaborative leadership, strategic partnerships, and coordination." While community schools frameworks vary across the country, scholars and practitioners agree that certain key structures and practices are necessary to successfully achieving desired school and student outcomes. Research also suggests that the ability of student services and supports--a key strategy of community schools--to effect student outcomes often depends on the quality of their integration as fundamental components of the life and academic mission of the school. The organizational features discussed in this brief are designed to facilitate deeper integration of community school services and supports, ultimately supporting improved student outcomes. This brief aims to illuminate how these elements function in practice to support effective community school implementation in Oakland. [The Gardner Center would like to acknowledge our OUSD partners as well as the Kaiser Foundation Hospital Fund for Community Benefit Programs at East Bay Community Foundation for their support. For the main report, "Oakland Unified School District Community Schools: Understanding Implementation Efforts to Support Students, Teachers, and Families," see ED573279. For the accompanying Knowledge Briefs, "Teaching and Learning in Oakland Community Schools. Knowledge Brief,"see ED573277; for "Organizational Structures to Support Oakland Community Schools. Knowledge Brief," see ED573281; for "Oakland Unified School District Community Schools: Supporting Students, Teachers, and Families. Knowledge Brief," see ED573276; and for "Integrated Services and Supports in Oakland Community Schools. Knowledge Brief," see ED573283.] ED573281 Organizational Structures to Support Oakland Community Schools. Knowledge Brief John W. Gardner Center for Youth and Their Communities 2015-12-00 East Bay Community Foundation (EBCF) 4 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 ERIC JAN2020

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Yes Art Art Education Visual Arts Art Activities Program Implementation Art History Artists Creativity Art Expression Art Materials School Community Programs Art Products Elementary Secondary Education Research Design Studio Art Art Teachers Biag, Manuelito Raab, Erin Hofstedt, Mary Reports - Research California Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) English Elementary Secondary Education Targeting students in grades K-8, Art in Action's program consists of 12 age-appropriate lessons per year led by parent and teacher volunteers. The curriculum is based on historically significant artists and their works of art. Through semi-structured discussions, students examine a variety of masterpieces, learning about the artist as well as particular art styles and techniques. Students then apply the concepts they learned to create original works of art. Art in Action's curriculum is sequential and builds upon previous skills taught, while also introducing new material, artists, vocabulary, and techniques. Art in Action partnered with the Gardner Center in a year-long, qualitative, implementation study of its program in Bay Area schools and beyond to better understand how its curriculum is implemented within and across schools, how youth and adults perceive and experience the program, and the conditions that either hinder or support implementation. The study described in this executive summary examined five schools in the San Francisco Bay Area, four schools outside this region, and three schools that previously partnered with Art in Action but no longer implement the program. This report provides an overview of the study's findings as well as further details about the study's findings and key areas for consideration. [For the full report, see ED573280.] ED573282 An Implementation Study of the "Art in Action Program". Executive Summary John W. Gardner Center for Youth and Their Communities 2015-11-00 8 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 ERIC JAN2020

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Yes Discourse Analysis Communicative Competence (Languages) Student Teachers Second Language Learning Second Language Instruction Language Teachers Social Media Computer Mediated Communication Language Usage Ethnography Intercultural Communication Foreign Countries International Educational Exchange Teaching Methods Course Content Teacher Education Dooly, Melinda Reports - Research United States Spain English Higher Education Postsecondary Education Just as research in language learning is moving beyond the four walls of the classroom, there is a growing awareness that language use (and simultaneous learning) takes place in increasingly complex and interconnected ways, in particular through the use of technology. This chapter summarizes an investigation into multimodal communicative competences in an online telecollaborative environment in which student-teachers (pupils studying to become foreign language teachers) interacted through diverse social media. Additional sources for more reading are provided. [A Catalan version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.] ED573603 A Mediated Discourse Analysis (MDA) Approach to Multimodal Data Research-publishing.net 2017-00-00 24 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 31 ERIC JAN2020

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Yes Action Research Teaching Styles Educational Practices Intercultural Programs Classroom Observation Techniques Questionnaires Intercultural Communication Interpersonal Competence Second Language Instruction French Curriculum Research Linguistic Competence Control Groups Experimental Groups Pretests Posttests Intervention Mixed Methods Research Teaching Methods Foreign Countries Pascual, Xavier Reports - Descriptive Spain English The aim of the research described in this article, which is an example of action research, is to contribute to new curricular and professional definitions based on a systematic analysis of the possibilities and limitations that arise when working with the intercultural dimension of foreign language classes for adults. Additional sources for recommended reading are provided. [A Spanish version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.] ED573604 Investigating One's Own Teaching Practices Using Action Research Research-publishing.net 2017-00-00 19 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 22 ERIC JAN2020

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Yes Multilingualism Ethics Qualitative Research Guides Data Analysis Discourse Analysis Audio Equipment Video Technology Computer Software Research Methodology Interaction Moore, Emilee Llompart, Júlia Reports - Descriptive English Interactional data is often central to research in plurilingual learning environments. However, getting a grip on the processes of collecting, organizing, transcribing, analyzing and presenting audio and/or visual data is possibly the most exciting, but also one of the most challenging things about learning to do qualitative research. Although the entire process is interwoven with other aspects of research discussed elsewhere in this handbook (e.g. ethics, qualitative research design), this chapter attempts to set out some basic recommendations to guide the reader through different stages of what Mortensen and Hazel (2012) have called the "data cycle". Sources for recommend reading are provided. [A Spanish version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.] ED573605 Collecting, Transcribing, Analyzing and Presenting Plurilingual Interactional Data Research-publishing.net 2017-00-00 16 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 19 ERIC JAN2020

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Yes French Second Language Learning Second Language Instruction Questionnaires Pronunciation Instruction Student Attitudes Feedback (Response) Greek Native Language Oral Language Teaching Methods Internet Teacher Student Relationship Computer Mediated Communication Course Evaluation Communicative Competence (Languages) Phonetics Error Correction Pronunciation Phrase Structure College Students Student Surveys Foreign Countries Burston, Jack Georgiadou, Olga Monville-Burston, Monique Speeches/Meeting Papers Reports - Research Cyprus English Higher Education Postsecondary Education This article describes the use of instructional technology to promote, through a combination of behaviorist/structuralist and communicative/action-based methodologies, correct pronunciation of French as a Foreign Language (FFL) to native Greek-speaking false-beginner-level learners. It is based on the analysis of a teaching programme, complemented by an end-of-semester student evaluation questionnaire. Within the curriculum of the A1/A2 level French courses at Cyprus University of Technology (CUT), learners acquire the spoken language largely through communicative action-based tasks. In addition, teacher-authored preparatory exercises, created using the "Schoolshape" digital language lab system, provide the content of pronunciation exercises. Being cloud-based, "Schoolshape" allows teaching and learning to extend out of the classroom. Students can complete exercises virtually anywhere there is a broadband Internet connection and receive immediate automatic feedback as well as profit from the asynchronous online monitoring of their instructor. Moreover, the pronunciation exercises, whose substance is linked to the action-based tasks, can be meaningfully integrated into the communicative curriculum. An end-of-year survey collects feedback from students concerning the attention paid to their pronunciation in general and their use of "Schoolshape" in particular. [For the complete volume of short papers, see ED572005.] ED572018 Exploiting Behaviorist and Communicative Action-Based Methodologies in CALL Applications for the Teaching of Pronunciation in French as a Foreign Language Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 8 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 4 As Provided JAN2020

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Yes Uncommonly Taught Languages Technology Uses in Education Educational Technology Telecommunications Handheld Devices Computer Oriented Programs Finno Ugric Languages Polish Italian Portuguese Cultural Awareness Teaching Methods Foreign Countries College Students Cervini, Cristiana Solovova, Olga Jakkula, Annukka Ruta, Karolina Speeches/Meeting Papers Reports - Descriptive Italy Poland Finland Portugal English Higher Education Postsecondary Education Learning has been moving out of classrooms into virtual and physical spaces for over a decade now (Naismith, Lonsdale, Vavoula, & Sharples, 2004). It is becoming mobile "in space", i.e. carried across various domains (workplace, home, places of leisure), "in time", as it encompasses different moments of the day, and in terms of "learning purpose", which may be related to work, self-improvement or leisure (Vavoula & Sharples, 2002). In line with the principles of learning in an informal, incidental and mobile way, an open source and geolocalised application for learning foreign languages with a smartphone is being implemented within Key Action 2 of the Erasmus Plus European framework by the project called ILOCALAPP--Incidentally Learning Other Cultures and Languages--(Ceccherelli et al., 2016). ILOCALAPP will result in an app to aid in learning Finnish, Italian, Polish and Portuguese embedded within their respective cultural practices. The target group is mobility students, so the app will be situated in the university city where international students arrive, i.e. the Finnish language content will unfold in Rovaniemi, Italian in Bologna, Polish in Poznan, and Portuguese in Coimbra. The learning content will blend in the students' everyday contexts, whereby the app would be used incidentally in a game-like manner, thus providing enjoyable learning moments throughout their daily activities in an informal way. [For the complete volume of short papers, see ED572005.] ED572019 Mobile Assisted Language Learning of Less Commonly Taught Languages: Learning in an Incidental and Situated Way through an App Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 12 As Provided JAN2020

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Yes Academically Gifted Talent Identification School Districts Disability Identification Disproportionate Representation Minority Group Students Low Income Groups English Language Learners Student Placement Student Needs Screening Tests Statistical Analysis Qualitative Research Enrichment Activities Comorbidity Reports - Descriptive Guides - Non-Classroom Missouri Missouri Department of Elementary and Secondary Education English The Missouri Department of Elementary and Secondary Education (DESE), in response to recommendations in the Annual Report of the Advisory Council on the Education of Gifted and Talented Students (2015), has produced this document to provide guidance for school districts to more equitably identify and meet the needs of traditionally underrepresented students (racial/ethnic subgroups, low SES, ELL, twice exceptional) in state approved gifted education programs. This document provides guidance for Missouri districts in developing acceptable pathways for identifying traditionally underrepresented student populations in state approved gifted programs and providing them appropriate services. Enrichment programming for those students that do not meet the qualifying criteria for placement in the state approved gifted program is also proposed. Districts are encouraged to examine all possible alternatives to determine what procedures are the best fit for their specific population of underrepresented students and local circumstances. The following are appended: (1) DESE Definition of Terms; (2) Subgroup Participation Targets in Gifted Programs; and (3) Frequently Used Tests For Identifying Giftedness. ED572332 Identifying and Serving Traditionally Underrepresented Gifted Students: Guidance for Missouri School Districts Missouri Department of Elementary and Secondary Education 2016-00-00 17 Missouri Department of Elementary and Secondary Education. P.O. Box 480, Jefferson City, MO 65102. Tel: 573-751-4212; Fax: 573-751-8613; Web site: http://dese.mo.gov/ N/A 2017 11 ERIC JAN2020

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Yes Educational Attainment Postsecondary Education Educational Assessment Educational Indicators State Surveys State Legislation Accountability School Statistics Educational Objectives Ethnicity Racial Distribution Benchmarking Certification Achievement Gap Change Strategies Data Collection Labor Needs Associate Degrees Annual Reports Fergus, Meredith Williams-Wyche, Shaun Brower, Susan Egbert, Andi Reports - Evaluative Numerical/Quantitative Data Minnesota Minnesota Office of Higher Education English Postsecondary Education Two Year Colleges Higher Education In 2015, the Minnesota Legislature enacted legislation setting a target that 70 percent of Minnesota adults age 25 to 44 will have attained a postsecondary certificate or degree by 2025, both for the general population and by racial/ethnic subgroups. This report fulfills the mandated reporting pursuant to Minnesota's educational attainment goal, specifically the techniques utilized to estimate certificate attainment for Minnesotans age 25 to 44 (Minnesota Laws 2015 Chapter 69, Article 3, Section 25). Information included in this report is the combined work of the Minnesota Office of Higher Education (OHE), Minnesota State Demographic Center, Minnesota State Colleges and Universities (MnSCU). This and subsequent reports, as required by the legislation, will include the updates to data and methodology used to establish educational attainment in Minnesota. ED572333 Educating for the Future: Baseline Estimates of Minnesota's Educational Attainment Minnesota Office of Higher Education 2016-05-00 43 Minnesota Office of Higher Education. 1450 Energy Park Drive Suite 350, St. Paul, MN 55108-5227. Tel: 800-657-3866; Tel: 651-642-0567; Fax: 651-642-0675; Web site: http://www.ohe.state.mn.us N/A 2017 9 ERIC JAN2020

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Yes Oral Language Pretests Posttests Check Lists Vocabulary Language Usage Grammar Pronunciation Experimental Groups Control Groups English (Second Language) Second Language Learning Second Language Instruction Student Evaluation Teacher Attitudes Language Teachers Statistical Analysis Inferences Alternative Assessment Formative Evaluation Foreign Countries Secondary School Students Secondary School Teachers Language Proficiency Hirasawa, Akiko Reports - Research Japan (Tokyo) English Secondary Education The developing discourse which moves assessment away from a measurement model towards one of learner empowerment and the development of assessment for lifelong learning sets the context for this article. The aim was to investigate the effect of self-assessment on foreign language learners' oral performance ability. Twenty EFL students of foreign language institutes in Tokyo participated in the study. They were divided into an experimental group and a control group, based on the results of English oral performance pre-tests. The research instrument consisted of a self- assessment checklist containing subcategories related to the organization of the presentation, content, linguistic factors (vocabulary use, grammatical rules and pronunciation) and interaction with the audience. It was developed as a result of interviewing participants and their teachers and then adapting results based on the results of reviewing available checklists in the literature. The data were collected by the experimental group members' self-assessments of their 6 oral performances and the teacher's assessment of their performances. The obtained data was analyzed using descriptive and inferential methods. Results indicated that participating in self-assessment process had positive effect on learners' oral performance ability. ED572334 Self-Assessment and Oral Performance Ability: The Case of Japanese Learners Online Submission 2013-01-00 9 N/A 2017 44 As Provided JAN2020

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No Student Centered Learning Secondary Education Relevance (Education) Learner Engagement Academic Achievement Student Motivation Technology Uses in Education Multimedia Instruction Units of Study Secondary School Mathematics Secondary School Science Social Studies Language Arts Educational Principles Burns, Leslie David Botzakis, Stergios Books Guides - Classroom - Teacher Reports - Descriptive English Secondary Education Great teaching is not just a matter of talent or creativity or passion. Teachers are made, not born, and great teachers know "why" they do what they do in their classrooms. They do it strategically and purposefully based on technique. "Teach on Purpose!" demonstrates a high-quality research-based and practical approach to teaching that focuses on how to use data about students' identities, experiences, and knowledge to design responsive curriculum and instruction that ensures learning. The authors provide secondary school teachers with scientifically proven strategies for creating learning environments that increase student motivation, engagement, and academic achievement. The text features model units authored and taught by practicing classroom teachers in math, science, social studies, and language arts to demonstrate key principles that can be used in any classroom to be a true professional educator. "Teach on Purpose!" empowers teachers across all content areas to create meaningful teaching and learning experiences together with their students for the success of all. "Teach on Purpose!" will show secondary teachers how to: (1) Respond to diverse learners' needs while also meeting academic standards across content areas. Help youth actively apply what they learn to purposes in their lives beyond school; (2) Use information about students' out-of-school knowledge to enhance academic engagement and motivation to learn; (3) Use evolving technologies to enhance traditional curriculum; and (4) Use multiple media and multimodal texts to reach students and engage them for success in contemporary ways. [Foreword By Donna E. Alvermann.] ED572669 Teach on Purpose! Responsive Teaching for Student Success Teachers College Press 2016-08-05 978-0-8077-5788-8 Teachers 176 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/teach-on-purpose-9780807757888 2017 As Provided JAN2020

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Yes Foreign Countries Student Attitudes Student Satisfaction College Students Preservice Teachers Teacher Education Programs Program Effectiveness Student Surveys College Faculty Teacher Effectiveness Educational Facilities Services Teaching Methods Kara, Ömer Tugrul Journal Articles Reports - Research Turkey ISSN-1304-9496 English Higher Education Postsecondary Education Today, the perceptions and expectations of university students about the programs they attend are important when the aims of the universities are considered. In this sense, it is necessary for all the universities in Turkey to develop some plans by determining certain priorities which will satisfy university students and also take their expectations into consideration. It is possible to reach a required level of education by focusing on the subjects such as quality, satisfaction and performance. In this study, it was aimed to determine the satisfaction level of the students attending in Turkish Teaching Department at Çukurova University about the services, lessons and the instructors. This study was designed using a descriptive survey model. 106 teacher candidates in the 2nd, 3rd and 4th grades of Turkish Teaching Department at Çukurova University participated in the study. "A Satisfaction Survey for Turkish Teaching Candidates" was administered as data collection tool. Descriptive statistics were used in the analysis of the data. Satisfaction levels of the participants in Turkish Teaching program were examined in three dimensions in terms of teaching programs, lessons, lecturers, services and facilities. It was found that satisfaction levels of the students were, in general, low or medium. Considering the results of the study, the realities of the country and the students' expectations should be taken into consideration and emphasized while a teaching program is prepared. The results may contribute to the preparation of new Turkish Teaching programs and to the researchers who aim to conduct research about similar issues. ED572670 Students' Satisfaction Levels of Turkish Teaching Program and Services Provided in This Program in Turkish Teaching Department at Cukurova University Online Submission Journal of Theory and Practice in Education v13 n1 p144-157 2017 2017-00-00 14 N/A 2017 31 As Provided JAN2020

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Yes Grade Point Average College Students Academic Achievement High School Graduates Predictive Validity Rural Urban Differences College Entrance Examinations Mathematics Achievement Standardized Tests College English Student Characteristics Regression (Statistics) Minimum Competencies College Mathematics Prediction Hodara, Michelle Lewis, Karyn Reports - Research Alaska Regional Educational Laboratory Northwest (ED) National Center for Education Evaluation and Regional Assistance (ED) Education Northwest English Higher Education Postsecondary Education High Schools Secondary Education This report is a companion to a study that found that high school grade point average was a stronger predictor of performance in college-level English and math than were standardized exam scores among first-time students at the University of Alaska who enrolled directly in college-level courses. This report examines how well high school grade point average and standardized exam scores predict college grades by the urbanicity of students' hometown and timing of college entry. Among recent high school graduates from both urban and rural areas of Alaska, high school grade point average was a better predictor of college course grades than were SAT, ACT, or ACCUPLACER scores. It was a more powerful predictor of college performance among students who entered college within a year of high school graduation than among students who delayed college entry. For students who delayed college entry, high school grade point average was a better predictor than were standardized exam scores in English, but that was not always the case in math. The following is appended: Methods. [For the companion report, "Developmental Education and College Readiness at the University of Alaska. REL 2016-123," see ED565798.] ED573041 How Well Does High School Grade Point Average Predict College Performance by Student Urbanicity and Timing of College Entry? REL 2017-250 Regional Educational Laboratory Northwest 2017-02-00 12 Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 16 As Provided JAN2020 Yes EDIES12C0003 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4546

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Yes Electronic Learning Online Courses Annual Reports Educational Benefits Enrollment Trends Academic Achievement Nontraditional Education Acceleration (Education) Elementary Secondary Education Student Characteristics Demography Gender Differences Racial Differences Disproportionate Representation Bilingual Students Special Education Part Time Students Home Schooling Out of State Students Intellectual Disciplines Grades (Scholastic) Statistical Data Hunter, Lillian St. Pierre, Leslie Legal/Legislative/Regulatory Materials Reports - Evaluative Washington Washington Office of Superintendent of Public Instruction English Elementary Secondary Education Higher Education Postsecondary Education Online learning plays an important role in the state's education landscape. Both students and schools benefit from online courses by: (1) Allowing students to enroll in courses that are not available at their school; (2) Ensuring that students are able to earn credits needed for graduation; (3) Providing schools with a wide array of educational options to meet student needs; (4) Providing students with an important alternative to traditional classrooms, assisting students who seek remediation or acceleration in their learning; and (5) Meeting the needs of students with different learning styles. In school year 2014-15, nearly 31,000 Washington students enrolled in 72,787 semester online courses. The number of students greatly increased (19.3 percent), while the number of enrollments slightly increased from the previous year, indicating more students are taking a smaller number of courses (part-time). Additionally, both the number of districts and schools reporting online enrollments increased. In reports submitted in the 2013 and 2014 years, the Office of Superintendent of Public Instruction (OSPI) highlighted concerns about student achievement in online courses. Based on the 2014-15 data, there is still cause for concern, however the differences in outcomes between online and non-online course enrollments has narrowed: online courses were successfully completed nearly 80 percent of the time, compared to 91 percent for non-online courses. In 2014, OSPI made a significant change in the rules that govern the online provider approval process. The previous process focused largely on program "inputs"--policies, and procedures. With the rule revision, providers must now meet student achievement performance targets ("outputs") to maintain their approved status. 2015 will provide OSPI with the opportunity to hone data reporting and gathering practices and create a baseline of outcomes-based accountability for approved online providers. OSPI and the State Auditor's Office will continue to closely monitor Alternative Learning Experiences (ALE) and online learning programs. This will help inform any future policy discussions in this area. Appended to the report are: (1) Data Sources; (2) Online Provider Approval Reviews; and (3) 2015 Full Review Approval Cycle. ED573042 Online Learning: Report to the Legislature Washington Office of Superintendent of Public Instruction 2016-01-00 15 Washington Office of Superintendent of Public Instruction. Old Capitol Building, P.O. Box 47200, Olympia, WA 98504-7200. Tel: 360-725-6000; Web site: http://www.k12.wa.us/ N/A 2017 ERIC JAN2020

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Yes Educational Quality Educational Improvement Early Childhood Education Barriers Professional Development Decision Making Rating Scales Surveys Stakeholders Financial Support Needs Assessment Training Child Care Centers Regression (Statistics) Individual Characteristics Preschool Education Early Intervention Hawkinson, Laura E. Faria, Ann-Marie Bouacha, Nora Lee, Dong Hoon Metzger, Ivan Reports - Research Tests/Questionnaires Numerical/Quantitative Data Iowa Regional Educational Laboratory Midwest (ED) National Center for Education Evaluation and Regional Assistance (ED) American Institutes for Research (AIR) English Early Childhood Education Preschool Education This report describes the quality improvement efforts of early childhood education programs participating in Iowa's Quality Rating System (QRS). It identifies supports and barriers to quality improvement and examines how quality improvement supports and activities relate to changes in program quality ratings across time. The study team developed the following research questions for this study in partnership with stakeholders in Iowa. Among early childhood education programs participating in the Iowa QRS: (1) What are the quality improvement activities in which they participate; (2) What topics are covered in professional development; (3) What are the supports and barriers to participation in quality improvement activities; (4) What information do they use to make decisions about quality improvement activities: (5) Do ratings rise among programs that renew their Iowa QRS participation; and (6) What is the relationship between quality improvement supports and activities and increases in QRS ratings and domain scores? The descriptive findings of this study provide an overview of the landscape of quality improvement activities among early childhood education programs participating in the Iowa QRS. The results suggest that in-person training is the most common type of quality improvement activity in Iowa, perhaps partly because annual in-person training hours are required to maintain home provider registration or center licensing. While staff in almost all programs completed in-person training, staff in approximately half the programs participated in web-based training. However, many survey respondents identified long distance and travel time as barriers to participation in quality improvement activities such as training. Appended are: (1) Supplemental literature review; (2) Iowa Quality Rating System rating criteria; (3) Data and methodology; (4) Quality improvement survey items; and (5) Detailed results tables. ED573043 Quality Improvement Efforts among Early Childhood Education Programs Participating in Iowa's Quality Rating System. REL 2017-244 Regional Educational Laboratory Midwest 2017-03-00 85 Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 48 ERIC JAN2020 Yes EDIES12C0004 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4512

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Yes Outcome Measures Bachelors Degrees Community Colleges Two Year Colleges Technical Institutes Associate Degrees College Graduates Enrollment Comparative Analysis Employers School Holding Power Full Time Equivalency Employment Potential Educational Benefits Education Work Relationship Employment Patterns Salary Wage Differentials Outcomes of Education Two Year College Students Reports - Research Washington Washington State Board for Community and Technical Colleges English Higher Education Postsecondary Education Two Year Colleges Washington's community and technical colleges (CTCs) play an important role in producing baccalaureate degree graduates in the state. They expand opportunities for both graduates and employers, build upon professional-technical associate degrees, and provide a clear pathway for students who may be place bound or have difficulty finding a transfer opportunity for their associate degree. They also help address employers' need to successfully recruit qualified applicants who have both job-specific technical skills as well as the skills learned through a baccalaureate program. Applied baccalaureate degree programs are approved through the Washington State Board for Community and Technical Colleges (SBCTC) to achieve the following policy goals: (1) Increase educational pathways for professional-technical associate graduates who have been limited in their ability to apply credits toward a bachelor degree. The workforce student population is comprised of a large portion of people of color, older working adults and people (primarily women) who are place bound with family responsibilities; (2) Meet state goals for increasing the total number of baccalaureate degrees awarded by public two-year and four-year institutions to 42,400 per year. To do this, the CTC system will need to increase the number of students who transfer to baccalaureate programs by 25 percent and increase the number of applied baccalaureate graduates to 1,400 by the year 2030; and (3) Expand the workforce mission of CTCs further to better serve the needs of local and state employers. This study is an evaluation of the CTC system's progress towards meeting the above three policy goals. [For a companion report, see ED573040.] ED573044 Applied Baccalaureate Degrees: Policy and Outcomes Evaluation. Research Report 15-2 Washington State Board for Community and Technical Colleges 2015-08-00 14 Washington State Board for Community and Technical Colleges. P.O. Box 42495, Olympia, WA 98504-2495. Tel: 360-704-4400; Fax: 360-704-4415; Web site: http://www.sbctc.ctc.edu N/A 2017 ERIC JAN2020

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Yes Multilingualism Ethnography Classroom Environment Teaching Methods Learning Processes Sociolinguistics Socialization Spanish Romance Languages Foreign Countries Secondary School Students Student Research Researchers Language Usage Networks Cooperation Unamuno, Virginia Patiño, Adriana Reports - Descriptive Spain (Barcelona) English Secondary Education One of the core concerns of the research undertaken by GREIP has been to develop an interdisciplinary approach to plurilingualism that could be useful in education. This approach was established by taking into consideration, the competences that make it possible to acquire the knowledge, orientations and practices that allow effective participation in a variety of everyday interactions in educational and social contexts (Codó, Nussbaum, & Unamuno, 2007; Nussbaum & Unamuno, 2006). Giving an account of how plurilingualism and, more specifically, plurilingual competences should be managed in the classroom has become a research subject strongly connected with the need to understand complex teaching-learning situations. This chapter concentrates primarily on the methodological aspects of the project. The goal of this chapter is to explore the network of collaboration that was built up throughout the life of the project, mobilizing the various agents who took part in it. The authors believe that it is those relationships that allowed them to progress in identifying and describing the ways that young people categorize school and non-school linguistic practices and give meaning to the socio linguistic context that frames their language socialization. Resources for recommended reading, and websites with resources mentioned are also provided. [A Spanish version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.] ED573606 Producing Knowledge about Plurilingualism with Young Students: A Challenge for Collaborative Ethnography Research-publishing.net 2017-00-00 978-1-908416-46-9 22 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 16 ERIC JAN2020

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Yes Ethnography Blended Learning Educational Environment Educational Research Doctoral Dissertations Research Methodology Teacher Education Computer Mediated Communication Virtual Classrooms Educational Development Case Studies Grounded Theory Discourse Analysis Data Collection Data Analysis Sampling Data Processing Preservice Teachers Foreign Countries Antoniadou, Victoria Dooly, Melinda Reports - Descriptive Spain English Higher Education Postsecondary Education This chapter aims to answer some of the questions that emerge when carrying out educational ethnography in a blended learning environment. The authors first outline how Virtual Ethnography (VE) has been developed and applied by other researchers. Then, to better illustrate the approach, they describe a doctoral research project that implemented VE, combined with Grounded Theory case studies, to trace learning in teacher education across classroom and online environments (i.e. through telecollaboration with U.S.-based peers; see also Dooly, this volume). Additional sources for recommended reading are also provided. [A Catalan version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.] ED573607 Educational Ethnography in Blended Learning Environments Research-publishing.net 2017-00-00 28 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 52 ERIC JAN2020

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No Student Evaluation Outcome Measures Politics of Education Educational Practices Measurement Objectives Evaluation Utilization Curriculum Development Evaluation Criteria Alignment (Education) Educational Change Educational Strategies Muskin, Joshua A. Reports - Evaluative International Bureau of Education (IBE) (Switzerland) English The role of assessment in education has grown greatly over the past few decades, a trend that has two major manifestations. One is the rapid increase in the number of countries and other jurisdictions either participating in international surveys (tests) of learning or initiating their own system-wide assessments; or both. The other is the ever-rising importance of assessment to hold systems and their key actors (notably teachers) accountable for education outcomes. The recent renewal by the world's nations and lead international organizations at Incheon, Republic of Korea of their commitment to an education "of quality" for all by 2030 and the upcoming global commitment to the new Sustainable Development Goals will now "raise the bar" for education in terms both of equity and of how to perceive "quality," which now requires a much more relevant lens. Measuring progress towards these goals will begin with the assessment of learning, to determine both whether students are acquiring the required knowledge and competencies and whether a system is providing students with the appropriate education to acquire these outcomes. While assessment will be vital to this process, there is a severe double risk that systems and their partners will continue to rely excessively on tests to drive its reforms. First, most major tests do not reach all students and focus on just a few subjects--primarily Reading and Mathematics, and sometimes Science--, with the common result of a narrowing of the curriculum and of other distractions to the education process. Similarly, with rare exceptions, such tests neglect the broader range of personal competencies, such as the acquisition of new knowledge using a variety of methods, and the practical application of the basic knowledge and techniques students learn in school. The second risk is the continued failure to coordinate assessment with the other major functions of the education system--perhaps most notably, the curriculum, operating instead in relative (if not total) isolation. For assessment to be of high quality and relevant, and for it to inform real improvements to the overall education system and its outcomes, it must be in full and functional harmony with a system's curriculum, teacher training and support, texts and materials, planning, budgeting and all other departments. The present report explores the ways in which assessment is vital to education and posits means by which it can connect effectively to the other key education functions to drive a national system forward to 2030. Contains a bibliography. ED573608 Student Learning Assessment and the Curriculum: Issues and Implications for Policy, Design and Implementation. In-Progress Reflections No. 1 on "Current and Critical Issues in the Curriculum and Learning" UNESCO International Bureau of Education 2015-10-00 29 UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org N/A http://www.ibe.unesco.org/sites/default/files/resources/ipr1-muskin-assessmentcurriculum_eng.pdf 2017 As Provided JAN2020

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Yes Comprehension Multimedia Materials Multimedia Instruction Task Analysis Decision Making Skills Decision Making Difficulty Level Metadata Learning Modules Learning Processes Computer Managed Instruction Data Analysis Specialists English (Second Language) College Second Language Programs Foreign Countries Bianchi, Francesca Marenzi, Ivana Speeches/Meeting Papers Reports - Research Italy English Higher Education Postsecondary Education The current paper describes a first experiment in the use of TED talks and open tagging exercises to train higher-level comprehension skills, and of automatic logging of the student's actions to investigate the student choices while performing analytical tasks. The experiment took advantage of an interactive learning platform--LearnWeb--that integrates TED talk videos and transcripts and enriches them with tagging features and a data logging system. The data collected offered an answer to the following questions: Which of the three tasks was perceived by the students as more difficult? How was each task faced by the students? How did the logs contribute to an understanding of the students' approaches to the tasks? The experiment also suggested ideas for further development of LearnWeb's log features from a pedagogical and research perspective. [For the complete volume of short papers, see ED572005.] ED572020 Investigating Student Choices in Performing Higher-Level Comprehension Tasks Using TED Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 11 As Provided JAN2020

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Yes Assistive Technology Second Language Instruction English (Second Language) Foreign Countries Semi Structured Interviews Positive Attitudes Technology Uses in Education College Students Adult Students Accuracy Comprehension Bione, Tiago Grimshaw, Jennica Cardoso, Walcir Speeches/Meeting Papers Reports - Research Brazil English Higher Education Postsecondary Education Adult Education As stated in Cardoso, Smith, and Garcia Fuentes (2015), second language researchers and practitioners have explored the pedagogical capabilities of Text-To-Speech synthesizers (TTS) for their potential to enhance the acquisition of writing (e.g. Kirstein, 2006), vocabulary and reading (e.g. Proctor, Dalton, & Grisham, 2007), and pronunciation (e.g. Cardoso, Collins, & White, 2012). Despite their demonstrated effectiveness, there is a need for up-to-date formal evaluations of TTS systems, specifically for their potential to promote the ideal conditions under which languages are acquired, particularly in an English as a Foreign Language (EFL) environment, as suggested by Cardoso, Smith, and Garcia Fuentes (2015). This study evaluated a modern English TTS system in an EFL context in Brazil, at a number of levels, including speech quality, opportunity to focus on form, and learners' cognitive processing of TTS-generated texts. Fifteen Brazilian EFL learners participated in the study in which they listened to both human and TTS-produced speech samples while performing the above-mentioned tasks. Semi-structured interviews were used to collect data about participants' perceptions of the technology. We report an analysis of these interviews, which indicate that EFL learners have overall positive attitudes towards the pedagogical use of TTS, and that they would like to use the technology as a learning tool. [For the complete volume of short papers, see ED572005.] ED572021 An Evaluation of Text-to-Speech Synthesizers in the Foreign Language Classroom: Learners' Perceptions Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 8 As Provided JAN2020

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Yes Foreign Countries Educational Policy Higher Education Professional Education Best Practices Educational Practices Stakeholders Program Implementation Educational Change Alignment (Education) Economic Development Labor Market Student Placement Job Placement Individualized Instruction Strategic Planning Research Methodology Standards Policnik, Jasmina Sauli Miklavcic, Alicia Leonor Alupei-Durach, Flavia Nožica, Žarko Chrást, Ondrej Voldánová, Iva Karpíšek, Michal Dinya, László Medve, Anna Wéber, György Racsko, Réka Perényi, Petra Camilleri, Anthony F. Reports - Research Europe Slovenia Romania Croatia Czech Republic Hungary English Higher Education Postsecondary Education PROCSEE is a policy-oriented project, aimed at strengthening the provision of professional higher education, by strengthening the policy-work conducted by umbrella organizations representing professional higher education institutions in Central and South-Eastern in Europe. Working together over three years, the project intends to: (1) identify the main challenges facing PHE in the region; (2) propose policy solutions to address those challenges in the short-to-midterm, through a mixture of good-practice identification and stakeholder consultation; and (3) bring together the main actors in PHE in each participating country, so as to build implementation roadmaps for the identified policy solutions The result of the first year of activities of the project, this document outlines the main challenges facing professional higher education in the CSEE region, with the aim of highlighting potential areas for reform in the next project phases. [A list of abbreviations is included.] ED572671 PROCSEE: Policy Challenges for Professional Higher Education in Central and South-Eastern Europe Online Submission 2016-00-00 32 N/A 2017 As Provided JAN2020

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Yes Higher Education Psychological Patterns Biblical Literature Christianity Buddhism Religious Factors Ethical Instruction Cross Cultural Studies Altruism Life Style Theories Comparative Analysis Proverbs Foreign Countries Lee, Jeong-Kyu Reports - Evaluative South Korea English Higher Education Postsecondary Education The purpose of this paper is to discuss the concepts and principles of happiness shown in the Bible and Tao Te Ching for implications in higher education. To review the paper systematically, three research questions are addressed. First, what are happiness concepts and principles in the Bible? Second, what are happiness concepts and principles in Tao Te Ching? Third, what are the implications of happiness concepts and principles for higher education in terms of moral education? The questions will be defended through a descriptive analysis, with a cross cultural approach. As for the limitations of the paper, happiness themes will be restricted to the Bible and to the Tao Te Ching. Particularly, in the Christian Bible, the Proverbs of Solomon and the Ecclesiastes (The Preacher) in the Old Testament will be analyzed. Higher education is mainly discussed in contemporary Korean higher education in the aspects of moral education. The findings of this paper are: First, the significant principles of happiness in the Proverbs and the Ecclesiastes are to fear God, to seek wisdom in God, and to enjoy your portion in this life in the Lord; Second, the core principles of happiness in Tao Te Ching are "doing nothing" and "returning primordial nature or rustic life" based on the Way ("Tao") and virtue ("Te"); Third, both Christian and Taoist happiness theories stress altruistic common good and naturalistic life style. Thus, the happiness theories can be useful alternatives to rebuild moral education in current Korean higher education. ED572672 Higher Education and Happiness: The Perspectives of the Bible and Tao Te Ching Online Submission 2017-01-30 19 N/A 2017 20 As Provided JAN2020

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Yes Foreign Countries Computational Linguistics Translation Theory Practice Relationship Technological Advancement Educational Practices Design Information Technology Technology Education Bakul, Halil Ibrahim Journal Articles Reports - Research Turkey ISSN-2342-0251 English Today, physical and virtual borders are shrinking thanks to technology whose footprints are greater and faster than one can imagine. Beyond the shadow of a doubt, technology is associated with the areas for which it offers solutions such as education technologies, health technologies and translation technologies. Nowadays using translation technologies is somehow a necessity rather than a choice in professional settings due to the strict deadlines of translation briefs. Also, translation technologies are indispensable components of translator education programs whose main purpose is to prepare qualified and well-trained fellows for translation sector. This research asserts that translation technologies were addressed by translation theories even before the advent of translation industry. However, it is a well-known fact that theoretical translation studies did not focus on translation technologies very much. Thus academics working in translation studies discipline have been criticized by translation sector for a long time. This study illustrates the contributions of translation theories to the development of translation technologies. Besides, this paper will discuss some specific points of translation theories indicating the infrastructure and functions of translation technologies. Finally, it is argued that some specific issues related to both the development and teaching of translation technologies can be better understood if the teaching practices of translation theories are considered in depth. ED572673 Translation Technologies: A Dilemma between Translation Industry and Academia Online Submission International Journal of Language Academy v4 n4 p100-108 Win 2016 2016-00-00 8 N/A 2017 29 As Provided JAN2020

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No Reflection Educational Quality Curriculum Educational Indicators Relevance (Education) Curriculum Development Curriculum Design Equal Education Educational Principles Curriculum Implementation Curriculum Evaluation Student Participation Teacher Role Educational Environment Evaluation Criteria Educational Administration Stabback, Philip Reports - Evaluative International Bureau of Education (IBE) (Switzerland) English Sustainable Development Goal Four has to do with education in the post-2015 development agenda. It aims to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". Given the essential role of curriculum in enabling quality learning and in articulating and supporting education that is relevant to holistic development, our purpose in this paper is to identify what makes a quality curriculum, so as to support curricular innovation in UNESCO Member States to the end of the realization of Sustainable Development Goal Four (SDG 4). In this we are assuming that curriculum, given its essential role in the provision of quality learning for all children and young people, and in articulating and supporting education that is relevant to holistic development, is critical in the realization of SDG 4. It is the curriculum that determines to a large extent whether education is inclusive, thus playing a significant role in ensuring that provision is equitable. It is the curriculum that provides the structure for the provision of quality learning, especially where teachers might be under-qualified and inexperienced, their classrooms under-resourced, and their students lacking the prior frameworks within which to situate their learning. And it is the curriculum that articulates both the competencies necessary for lifelong learning and the competencies needed for holistic development. We thus argue that curriculum lies at the crossroads of these four key aspects of SDG 4: that education should be (1) inclusive and equitable, (2) characterized by quality learning, (3) promoting lifelong learning, and (4) relevant to holistic development. Curriculum, in other words, provides the bridge between education and development--and it is the competencies associated with lifelong learning and aligned with development needs, in the broadest, holistic sense of the term, that span that bridge. Given the nature of the audience for which we are writing, the paper is necessarily pitched at a general level. A challenge in writing a paper such as this is how best to make it relevant to all countries when education systems, and particularly teachers' skills and qualifications, vary so widely across the world. Curriculum development needs, after all, to take into account where any country is in terms of the current breadth and depth of curriculum; attainment levels; the quality of teachers; the range and effectiveness of teaching, learning and assessment practices; the quality of the infrastructure at local education authority level and at national level; and the like. Our audience is world-wide, with actors at many levels of the education system and in very different national, economic, political, historical, social and cultural contexts. That said, our primary intended reader group would include curriculum policy makers at various levels, and curriculum developers. We invite colleagues in Member States to contextualize the generalities of this paper. The IBE and its partners stand ready to work with Member States to respond innovatively to the challenges associated with the effective realization of SDG 4. [This paper is based on a background paper prepared by Philip Stabback, Brian Male and Dakmara Georgescu in the context of IBE's project "Developing Iraqi Curricula" (2011).] ED573609 What Makes a Quality Curriculum? In-Progress Reflection No. 2 on "Current and Critical Issues in Curriculum and Learning" UNESCO International Bureau of Education 2016-03-00 Policymakers 41 UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org N/A http://unesdoc.unesco.org/images/0024/002439/243975e.pdf 2017 As Provided JAN2020

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No Educational Technology Technology Uses in Education Teaching Methods Educational Quality Curriculum Social Influences Technology Integration Intention Sustainable Development Goal Orientation Educational Objectives Curriculum Development Technological Literacy Partnerships in Education Lubin, Ian A. Reports - Research International Bureau of Education (IBE) (Switzerland) English Information and communication technologies (ICT) are being utilized extensively in education and have become an essential aspect of both formal and informal learning worldwide. Related to their widespread availability and use in education, it is suggested that ICT hold tremendous promise for society at large, and in particular, in shaping social and economic development. What then motivates ICT usage in education, in particular? Is education anticipated to produce better users and consumers of ICT for the 21st century? Or, are ICT expected to improve the quality of education for all members of society? Perhaps it is both. This paper argues for a new intentional ICT approach in which a relevant, sensible, and coherent curriculum guides the appropriate and defensible use of ICT for educational quality improvement. This approach focuses on the value of ICT to curricula efforts for educational improvement. The paper seeks to explore concentrations of discourse, research, policy, and practice that occur around ICT in education. Lubin uses the curriculum as a lens and sensitizing concept to explore in a critical manner how ICT are implicated in educational quality improvement. A critical analysis of the current discussions and practices involving ICT may serve to interrupt more common enthusiasm with respect to these innovations and may contribute to the emergence of a balanced collective discussion of their development and implementation in the field of education. A bibliography is included. ED573610 Intentional ICT: Curriculum, Education and Development. IBE Working Papers on Curriculum Issues No. 17 UNESCO International Bureau of Education 2016-03-00 21 UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org N/A http://www.ibe.unesco.org/sites/default/files/resources/wpci-17-ict_curriculum_eng.pdf 2017 ERIC JAN2020

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Yes Community Schools School Districts Integrated Services Models Program Implementation Health Wellness Educational Opportunities Family Involvement Parent Participation Student Personnel Services Alignment (Education) Instructional Leadership Cooperation Partnerships in Education Coordination Learning Readiness Time Factors (Learning) Outcomes of Education Reports - Evaluative California (Oakland) Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) Oakland Unified School District (OUSD) English Higher Education Postsecondary Education This brief is part of a series that shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Oakland Unified School District (OUSD) focused on understanding implementation of the community school model in the district. This brief highlights findings related to integrated service delivery in OUSD community schools, specifically examining services related to health and wellness, expanded learning, and family engagement. Previous research has demonstrated that student and family participation in such support services is often associated with improved student outcomes. While student services take many forms, research shows that integration is key to successful implementation. Integration entails both combining and coordinating a range of student supports to facilitate seamless service provision, as well as incorporating these supports as fundamental components of the life and academic mission of a school. [The Gardner Center would like to acknowledge our OUSD partners as well as the Kaiser Foundation Hospital Fund for Community Benefit Programs at East Bay Community Foundation for their support. For the main report, "Oakland Unified School District Community Schools: Understanding Implementation Efforts to Support Students, Teachers, and Families," see ED573279. For the accompanying Knowledge Briefs, "Oakland Unified School District Community Schools: Supporting Students, Teachers, and Families. Knowledge Brief," see ED573276; for "Teaching and Learning in Oakland Community Schools. Knowledge Brief," see ED573277; and for "Organizational Structures to Support Oakland Community Schools. Knowledge Brief," see ED573281.] ED573283 Integrated Services and Supports in Oakland Community Schools. Knowledge Brief John W. Gardner Center for Youth and Their Communities 2015-12-00 East Bay Community Foundation (EBCF) 4 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 As Provided JAN2020

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No Intellectual Disability Developmental Disabilities Student Development Etiology Symptoms (Individual Disorders) Student Needs Intervention Aging (Individuals) Health Children Adults Wehmeyer, Michael L.. Ed. Brown, Ivan, Ed. Percy, Maire, Ed. Fung, W. L. Alan, Ed. Shogren, Karrie A., Ed. Books Guides - General English The trusted core disability textbook gets a comprehensive update in this second edition, now thoroughly revised to include all the critical topics today's professionals need to know about as they work with people who have intellectual and developmental disabilities. Brought to you by a new team of world-renowned experts and contributors, this volume fully prepares future educators, social workers, researchers, and clinicians to provide the best services and supports to children and adults across the life span. Tomorrow's professionals will discover what to do and how to do it as they prepare for their important work, and they'll refer to this user-friendly compendium year after year for information, insights, and answers. A cornerstone text for any course focused on intellectual and developmental disabilities--and an essential reference for every in-service professional's library. The book's contents include: About the Editors, Contributors, an Introduction, Acknowledgements, and fifty chapters divided over seven parts. Part 1: Intellectual and Developmental Disabilities in Today's Context (contains chapters 1-8): (1) What Is Meant by the Terms Intellectual Disability and Developmental Disabilities? (Ivan Brown, Michael L. Wehmeyer, and Karrie A. Shogren); (2) Historical Overview of Intellectual and Developmental Disabilities (Ivan Brown, John P. Radford, and Michael L. Wehmeyer); (3) Changing Perspectives on Intellectual and Developmental Disabilities (Michael Bach); (4) Trends and Issues in Intellectual and Developmental Disabilities (Trevor R. Parmenter and James R. Thompson); (5) International Human Rights and Intellectual Disability (Paula Campos Pinto, Marcia H. Rioux, and Bengt Lindqvist); (6) Advocacy and Legal Considerations to Ensure Civil Rights (Peter Blanck, Tina Campanella, and Jonathan G. Martinis); (7) Self-Advocacy (Karrie A. Shogren); and (8) Making Services More Effective Through Research and Evaluation: An Introductory Guide (Barry J. Isaacs). Part 2: Human Development (contains chapters 9-12): (9) Introduction to Early Development: A Multidisciplinary Perspective (Maire Percy and Chet D. Johnson); (10) Introduction to Genetics, Genomics, Epigenetics, and Intellectual and Developmental Disabilities (Maire Percy, Sheldon Z. Lewkis, Miles D. Thompson, Ivan Brown, Deborah Barbouth, and F. Daniel Armstrong); (11) Introduction to the Nervous Systems (William MacKay and Maire Percy); and (12) Brain Plasticity (Jan Scholz and Jason P. Lerch). Part 3: Etiology and Conditions (contains chapters 13-23): (13) Factors Causing or Contributing to Intellectual and Developmental Disabilities (Maire Percy, Ivan Brown, and Wai Lun Alan Fung); (14) Down Syndrome (Anna J. Esbensen and William E. MacLean, Jr.); (15) Fragile X Syndrome (Cynthia J. Forster-Gibson and Jeanette Jeltje Anne Holden); (16) Autism Spectrum Disorder (Adrienne Perry, Julie Koudys, Glen Dunlap, and Anne Black); (17) 22q11.2 Deletion Syndrome (Nancy J. Butcher, Erik Boot, Joanne C. Y. Loo, Donna McDonald-McGinn, Anne S. Bassett, and Wai Lun Alan Fung; (18) Fetal Alcohol Spectrum Disorder Part I: Diagnosis, Neurobehavioral Functions, and Interventions in Children (Catherine McClain, E. Louise Kodituwakku, and Piyadasa W. Kodituwakku); (19) Fetal Alcohol Spectrum Disorder Part II: Challenges in Adulthood (Valerie K. Temple, Leeping Tao, and Trudy Clifford); (20) Cerebral Palsy (Darcy Fehlings and Carolyn Hunt); (21) Other Syndromes and Conditions Associated with Intellectual and Developmental Disabilities (Maire Percy, Miles D. Thompson, Ivan Brown, Wai Lun Alan Fung, and Others); (22) Epilepsy W. McIntyre Burnham; and (23) Introduction to Behavior and Mental Health (Maire Percy, Wai Lun Alan Fung, Ivan Brown, and Angela Hassiotis). Part 4: Support and Intervention (contains chapters 24-32): (24) An Introduction to Assessment, Diagnosis, Interventions, and Services (Ivan Brown and Maire Percy); (25) Introduction to Intellectual and Developmental Disability Service Systems and Service Approaches (Ivan Brown, Diane Galambos, Denise Poston Stahl, and Ann P. Turnbull); (26) The Roles, Skills, and Competencies of Direct Support Professionals (Amy S. Hewitt and Matthew Bogenschutz); (27) Responding to Cultural and Linguistic Differences Among People with Intellectual Disability (Tawara D. Goode, Wendy Alegra Jones, and Joan Christopher); (28) Behavioral Intervention (Rosemary A. Condillac and Daniel Baker); (29) Challenging Families, Challenging Service Systems: A Positive Intervention Model (J. Dale Munro); (30) Psychopharmacology in Intellectual and Developmental Disabilities (Jessica A. Hellings and Kenneth Boss); (31) Speech, Language, and Communication Assessments and Interventions (Nancy Brady and Laura Hahn); (32) Augmentative and Alternative Communication (Cathy Binger and Jennifer Kent-Walsh). Part 5: Intellectual and Developmental Disabilities Through the Life Span (contains chapters 33-44): (33) The First 1,000 Days of Fetal and Infant Development (Maire Percy, Karolina Machalek, Ivan Brown, Paula E. Pasquali, and Wai Lun Alan Fung); (34) Early Intervention for Young Children (Elaine B. Frankel, Kathryn Underwood, and Peggy Goldstein); (35) Maltreatment of Children with Developmental Disabilities (Ann Fudge Schormans and Dick Sobsey); (36) Education for Students with Intellectual and Developmental Disabilities (Michael L. Wehmeyer, Karrie A. Shogren, and Ivan Brown); (37) The Transition from School to Adult Life (Ivan Brown, Michael L. Wehmeyer, Kristine Weist Webb, and Janice Seabrooks-Blackmore); (38) Work and Employment for People with Intellectual and Developmental Disabilities (Richard G. Luecking and Amy Dwyre D'Agati); (39) Lifestyles of Adults with Intellectual and Developmental Disabilities (Pat Rogan); (40) Providing Support that Enhances a Family's Quality of Life (Heather M. Aldersey, Ann P. Turnbull, and Patricia Minnes); (41) Sexuality and People Who Have Intellectual and Developmental Disabilities: From Myth to Emerging Practices (Dorothy Griffiths, Stephanie Ioannou, and Jordan Hoath); (42) Parenting by People with Intellectual Disability (Marjorie Aunos, Maurice Feldman, Ella Callow, Traci LaLiberte, and Elizabeth Lightfoot); (43) Gender Issues in Developmental Disabilities (Kruti Acharya, Abigail Schindler, and Tamar Heller); and (44) Aging (Philip McCallion, Nancy Jokinen, and Matthew P. Janicki). Part 6: Health (contains chapters 45-49): (45) Ethics of Decision Making and Consent in People with Intellectual and Developmental Disabilities (John Heng and William F. Sullivan); (46) Physical Health (Tom Cheetham and Shirley McMillan); (47) People with Intellectual and Developmental Disabilities and Mental Health Needs (Jane Summers, Robert Fletcher, and Elspeth Bradley); (48) Nutritional Considerations for Children with Intellectual and Developmental Disabilities (Diana R. Mager); and (49) Alzheimer's Disease and Dementia: Implications for People with Down Syndrome and Other Intellectual or Developmental Disabilities (Vee P. Prasher, Matthew P. Janicki, Emoke Jozsvai, Joseph M. Berg, John S. Lovering, Ambreen Rashid, Wai Lun Alan Fung, and Maire Percy). Part 7: The Future (contains chapter 50): Future Trends and Advances in Intellectual and Developmental Disabilities (Michael L. Wehmeyer and Karrie A. Shogren). An index is also included. ED573284 A Comprehensive Guide to Intellectual and Developmental Disabilities. Second Edition Brookes Publishing Company 2017-00-00 978-1-59857-602-3 Researchers Counselors Teachers 784 Brookes Publishing Company. P.O. Box 10624, Baltimore, MD 21285. Tel: 800-638-3775; Fax: 410-337-8539; Web site: http://www.brookespublishing.com N/A http://products.brookespublishing.com/A-Comprehensive-Guide-to-Intellectual-and-Developmental-Disabilities-Second-Edition-P1008.aspx 2017 ERIC JAN2020

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No Conflict Resolution Barriers Student Motivation Behavior Problems Guides Elementary Secondary Education Teacher Student Relationship Intervention Discipline Response to Intervention Positive Behavior Supports Skill Development Problem Solving Gross, Ondine Books Guides - Non-Classroom English Elementary Secondary Education Unresolved conflicts in schools build barriers to learning, including low motivation, lack of focus, and disruptive behaviors that remove students from the classroom. When teacher-student conflicts occur, the negative effects can be long-lasting without a safe and structured way to repair the relationship. This reader-friendly guidebook has a concrete, evidence-based solution: an easy and effective 50-minute mediation technique for teachers and students in Grades K-12. School psychologist Ondine Gross guides you through the whole process of starting a teacher-student mediation program, conducting successful mediations, and collecting and monitoring data to measure the effectiveness of the program. You'll also learn how to use the technique to mediate conflicts between students and between adults in schools, including staff members and parents. Highly successful as a Tier II intervention, this common-sense solution will help your school leave ineffective discipline techniques behind--and embrace more supportive approaches that model social and problem solving skills, reduce suspensions, and keep students learning. Why is mediation important: (1) Reduces disciplinary actions--82% of students who participated in teacher-student mediation had no further disciplinary referrals from that teacher; (2) Removes or reduces obstacles to student learning and achievement; (3) Gives teachers insights into student stressors so they can develop positive solutions; (4) Strengthens and repairs relationships among all members of a school community: teachers, students, staff members, and parents; (5) Enhances social-emotional learning and communication skills; (6) Builds trust and promotes a caring and respectful environment among people of different backgrounds; (7) Fits perfectly within response to intervention and systems of schoolwide positive behavior support frameworks; and (8) Works in any school--embed it as a Tier II intervention in your multitiered system of supports or use it as a standalone strategy. This book includes compelling school stories; candid feedback from teachers, students, and administrators; step-by-step mediation training and practice scenarios; sample mediation dialogue and communication tips; an intervention tracking tool; and a "mediation toolbox" of handouts and forms. The contents include: About the Forms, About the Author, a Preface and Acknowledgements. Following are ten chapters: (1) A Call to Action: Reforming Discipline, Improving Relationships, and Building Better Schools; (2) Systems to Help Students: How Response to Intervention and Multi-tiered Positive Behavior Supports Transform a School; (3) What Is Teacher-Student Mediation?; (4) How to Conduct Teacher-Student Mediations; (5) What Is Required of a Skilled School Mediator?; (6) Sources of Teacher-Student Conflict, Problem-Solving Strategies, and Sample Mediations; (7) Feedback on Teacher-Student Mediation; (8) Promising Data: Mediation Is Effective; (9) How to Conduct Student Mediations; and (10) Mediation with Adults in Schools: The Next Frontier. Appended are: (1) Your Mediation Toolbox and (2) Tier II Intervention Guide. The book concludes with an Afterward, References, and an Index. [The Foreword was written by Jed Baker.] ED573285 Restore the Respect: How to Mediate School Conflicts and Keep Students Learning Brookes Publishing Company 2016-00-00 978-1-59857-942-0 Administrators 256 Brookes Publishing Company. P.O. Box 10624, Baltimore, MD 21285. Tel: 800-638-3775; Fax: 410-337-8539; Web site: http://www.brookespublishing.com N/A http://products.brookespublishing.com/Restore-the-Respect-P955.aspx 2017 ERIC JAN2020

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Yes Achievement Tests International Assessment Foreign Countries Secondary School Students Metacognition Reading Achievement Mathematics Achievement Regression (Statistics) Teaching Methods Adolescents Cross Cultural Studies Cultural Differences Learning Strategies Self Control Memorization Student Characteristics Socioeconomic Status Correlation Predictor Variables Least Squares Statistics Statistical Analysis Kaur, Berinderjeet Areepattamannil, Shaljan Speeches/Meeting Papers Reports - Research Singapore Australia Program for International Student Assessment Mathematics Education Research Group of Australasia English Secondary Education This study, drawing on data from the Programme for International Student Assessment (PISA) 2009, explored the influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in Australia and Singapore. Ordinary least squares (OLS) regression analyses revealed the positive influences of metacognitive learning strategies and control strategies for reading on mathematical literacy of adolescents in Australia and Singapore. In contrast, the two components of self-regulated learning strategies for reading--memorization and elaboration--had negative influences on mathematical literacy of adolescents in Australia and Singapore. ED573286 Influences of Metacognitive and Self-Regulated Learning Strategies for Reading on Mathematical Literacy of Adolescents in Australia and Singapore Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 35 As Provided JAN2020

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Yes Secondary School Teachers Mathematics Teachers National Standards Teacher Competencies Mathematics Instruction Preservice Teachers Interviews Observation Video Technology Teaching Methods Lewis, Gary Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Secondary Education Higher Education Postsecondary Education Novice secondary mathematics teachers attempting teaching consonant with NCTM (1991) Professional Standards for Teaching Mathematics experience stresses related to those attempts. Foremost among those stresses are challenges while orchestrating student-centred, whole-class discussions. Such discussions can create uncertainty and stress as novices consider students' mathematical ideas, ask questions to push the class' thinking forward, and choose between multiple competing directions that such discussions may take. Novices' self-reports suggest social resources, particularly teacher learning communities, offer promising support for attempting such teaching. ED573287 Supporting Secondary Novices' Efforts to Implement Student- and Discourse-Centred Pedagogical Practices Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Mathematics Instruction Mathematics Activities Mathematical Models Plane Geometry Geometric Concepts Leung, Allen Speeches/Meeting Papers Reports - Descriptive Mathematics Education Research Group of Australasia English This discussion paper put forwards variation as a theme to structure mathematical experience and mathematics pedagogy. Patterns of variation from Marton's Theory of Variation are understood and developed as types of variation interaction that enhance mathematical understanding. An idea of a discernment unit comprising mutually supporting variation interactions is proposed and used as a building block for a mathematics pedagogy that resembles a developmental sequence from coarse idea to precise definition. Classification of plane figures is used as a pedagogical example for illustration. ED573288 Variation and Mathematics Pedagogy Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 11 As Provided JAN2020

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No Foreign Countries Faculty Development Online Surveys Focus Groups Program Content Program Effectiveness Governance Financial Support Educational Finance Geographic Location Teacher Characteristics Brown, Sherri Hales, Anne Kuehn, Larry Steffensen, Karen Reports - Research Canada Learning Forward English Coinciding with the 2016 Annual Conference in Vancouver, British Columbia, Learning Forward commissioned and supported a study of professional learning across the nation of Canada entitled "The State of Educators' Professional Learning in Canada." A research team led by Carol Campbell, Associate Professor of Leadership and Educational Change at the Ontario Institute for Studies in Education (OISE), University of Toronto, examined the professional learning that educators experience in the provinces and territories of Canada. The study identifies key components and features of effective professional learning and highlights findings from what educators in the nation experience. Included among the reports and papers resulting from the study, is this document, "The State of Educators' Professional Learning in British Columbia: Executive Summary." To learn more about the state of professional learning in British Columbia, several education organizations formed the British Columbia Education Collaborative, whose members include the Association of BC Deans of Education, BC Association of School Business Officials, British Columbia Principals' and Vice-Principals' Association, British Columbia Teachers' Federation, British Columbia School Superintendents Association, British Columbia School Trustees Association, the Federation of Independent School Associations in British Columbia, Learning Forward British Columbia, and the British Columbia Ministry of Education. These organizations worked collaboratively to construct a comprehensive overview and analysis of British Columbia's education system and the state of professional learning in the province. This executive summary offers an overview of this analysis and raises questions for further exploration and consideration. [The complete case study document, "The State of Educators' Professional Learning in British Columbia," is scheduled for publication in January 2017.] ED571785 The State of Educators' Professional Learning in British Columbia: Executive Summary Learning Forward 2016-00-00 12 Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: http://www.learningforward.org N/A https://learningforward.org/docs/default-source/pdf/bccaseexecsumm2016.pdf 2017 14 ERIC JAN2020

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No Foreign Countries Faculty Development Program Content Program Effectiveness Educational Needs Access to Education Educational Quality Instructional Design Sustainability Cooperative Learning Campbell, Carol Osmond-Johnson, Pamela Faubert, Brenton Zeichner, Kenneth Hobbs-Johnson, Audrey Reports - Research Canada Learning Forward English Coinciding with the 2016 Annual Conference in Vancouver, British Columbia, Learning Forward commissioned and supported a study of professional learning across the nation of Canada. "The State of Educators' Professional Learning in Canada" was researched by a team led by Carol Campbell, Associate Professor of Leadership and Educational Change at the Ontario Institute for Studies in Education (OISE), University of Toronto, and examined the professional learning that educators experience in the provinces and territories of Canada. The study identifies key components and features of effective professional learning and highlights findings from what educators in the nation experience. Among the reports and papers resulting from the study is this document, "The State of Educators' Professional Learning in Canada: Executive Summary." This executive summary showcases the research questions addressed in the study, summarizes findings and conditions for professional learning in Canada, and concludes with implications for next steps. Examples of professional learning practices from various provinces highlight learning in action across the nation. More reports will be published as they are completed. ["The State of Educators' Professional Learning in Canada: Executive Summary" was written with Sherri Brown, Paula DaCosta, Anne Hales, Larry Kuehn, Jacqueline Sohn, and Karen Steffensen.] ED571786 The State of Educators' Professional Learning in Canada. Executive Summary Learning Forward 2016-00-00 20 Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: http://www.learningforward.org N/A https://learningforward.org/docs/default-source/pdf/CanadaStudyExecSumm2016.pdf 2017 11 ERIC JAN2020

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Yes Disabilities Educational Legislation Educational Quality Equal Education Federal Legislation Special Education Annual Reports Access to Education Early Intervention Infants Toddlers Children Youth Student Rights Program Effectiveness Educational Finance Financial Support Geographic Location Age Differences Developmental Delays Special Education Teachers Paraprofessional School Personnel Educational Environment Reports - Research Numerical/Quantitative Data Education for All Handicapped Children Act Individuals with Disabilities Education Act Rehabilitation Act 1973 (Section 504) Individuals with Disabilities Education Act Part B Individuals with Disabilities Education Act Part C Office of Special Education and Rehabilitative Services (ED) New Editions Consulting, Inc. English Since its enactment, the "Education for All Handicapped Children Act of 1975," Public Law (P.L.) 94-142, requires the secretary of the U.S. Department of Education (secretary) [and predecessor, the commissioner of education at the U.S. Department of Health, Education, and Welfare] to transmit to Congress an annual report to inform Congress and the public of the progress being made in implementing the act. The annual reports to Congress reflect a history of persistent commitment and effort to expand educational opportunities for children with disabilities. In December 2004, Congress reauthorized the "Individuals with Disabilities Education Act" ("IDEA") (P.L. 108-446), which was signed into law in the same month. The provisions of "IDEA" became effective on July 1, 2005, with the exception of some of the elements pertaining to the definition of a "highly qualified teacher" that took effect upon the signing of the act. With reauthorization of "IDEA," the nation reaffirmed its commitment to improving the early intervention and educational results and functional outcomes for infants, toddlers, children, and youths with disabilities (collectively this group may be referred to in this report as children with disabilities). The "37th Annual Report to Congress on the Implementation of the 'Individuals with Disabilities Education Act,' 2015" describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities and early intervention services to infants and toddlers with disabilities and their families; (2) ensuring that the rights of these children with disabilities and their parents are protected, (3) assisting states and localities in providing for the education of all children with disabilities; and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under "IDEA," Part C or B, nationally and at the state level. In particular, Part C of "IDEA" provides funds to states to assist them in developing and implementing statewide, comprehensive, coordinated, multidisciplinary interagency systems to make early intervention services available to all children from birth through age 2 with disabilities and their families, whereas Part B of "IDEA" provides funds to states to assist them in providing FAPE to children ages 3 through 21 with disabilities who are in need of special education and related services. Throughout this report, infants and toddlers served under "IDEA," Part C, children served under "IDEA," Part B, and students served under "IDEA," Part B, refer to individuals with disabilities who receive services under "IDEA," Part C or Part B. "Special education services," which is referenced throughout this report, is a term that is synonymous with services provided under "IDEA," Part B. Similarly, "early intervention services" is a term used synonymously with services provided under "IDEA," Part C. This "37th Annual Report to Congress, 2015" follows the "36th Annual Report to Congress, 2014" in sequence and format, and it continues to focus on "IDEA" results and accountability. Similar to the "36th Annual Report to Congress, 2014", the "37th Annual Report to Congress, 2015" contains six major sections that address the five annual report requirements contained in section 664(d) of "IDEA." The sections are: (1) a summary and analysis of "IDEA" section 618 data at the national level; (2) a summary and analysis of "IDEA" section 618 data at the state level; (3) a summary and analysis of the U.S. Department of Education's (Department's) findings and determinations regarding the extent to which states are meeting the requirements of "IDEA," Parts B and C; (4) a summary of special education research conducted under Part E of the Education Sciences Reform Act of 2002; (5) a summary of national special education studies and evaluations conducted under sections 664(a) and (c) of "IDEA"; and (6) a summary of the extent and progress of the assessment of national activities, which focus on determining the effectiveness of "IDEA" and improving its implementation. The content of this report differs from that of the "36th Annual Report to Congress, 2014" in the following ways: (1) the most recent data presented in this report represent the reporting periods associated with fall 2013 or school year 2012-13; (2) where data are presented for a 10-year period, the oldest data are associated with fall 2004; (3) this report directs the reader to http://www2.ed.gov/about/reports/annual/osep/index.html for a more complete and detailed description of the manner in which states differed in the reporting of data; and (4) this report includes an exhibit that presents the risk ratios for students ages 6 through 21 served under "IDEA," Part B, within racial/ethnic groups by disability category. Unlike the "36th Annual Report to Congress, 2014," this report does not include an appendix that identifies the states that reported children and students ages 3 through 21 with multiple disabilities in different disability categories in the most recent data collections regarding child count and educational environments, exiting, and discipline. The following are appended: (1) Infants, Toddlers, Children, and Students Served Under "IDEA," by Age Group and State; (2) "Developmental Delay" Data for Children Ages 3 Through 5 and Students Ages 6 Through 9 Served Under "IDEA," Part B; and (3) "IDEA," Part B Maintenance of Effort Reduction and Coordinated Early Intervening Services. [For the "36th Annual Report to Congress on the Implementation of the 'Individuals with Disabilities Education Act,' 2014," see ED557419.] ED572022 37th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2015 Office of Special Education and Rehabilitative Services, US Department of Education 2015-12-00 284 Office of Special Education and Rehabilitative Services, US Department of Education. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 202-245-7468; Web site: http://www2.ed.gov/about/offices/list/osers/index.html N/A 2017 ERIC JAN2020 EDOSE12C0031

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Yes Electronic Publishing Electronic Journals Student Journals Web Sites Video Technology Computer Assisted Instruction Second Language Instruction Second Language Learning Teaching Methods Informal Education Intercultural Communication Social Networks French Data Collection Ecology Data Analysis Qualitative Research Web 2.0 Technologies Computer Mediated Communication Discourse Analysis Combe, Christelle Codreanu, Tatiana Speeches/Meeting Papers Reports - Research English The potential for computer-supported learning in educational contexts has opened up the possibilities for learners to interact in informal contexts outside the classroom. The context of the present research is a young American individual's vlog on YouTube sharing his experiences as a learner of French. This paper focuses on the potential use of vlogs for developing language speaking skills and intercultural exchanges between users. The aim of the study is to describe and analyse informal learning communication using a vlog between one American French Language learner posting his learning experiences on YouTube and his audience. We highlight learner's opportunities in terms of speaking and intercultural skills in a vlog environment. This study is based on an empirical method of collecting ecological data on the web. The qualitative data analysis method is based on the description of the online conversation (Develotte, Kern, & Lamy, 2011) in addition to interaction analysis and technodiscursive analysis (Paveau, 2015). We discuss the qualitative findings of the research conducted on this multimodal corpus in order to highlight the vlog's potential for supporting informal language learning, speaking and intercultural exchanges between YouTube users in a globalised world. [For the complete volume of short papers, see ED572005.] ED572023 Vlogging: A New Channel for Language Learning and Intercultural Exchanges Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 12 As Provided JAN2020

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Yes Second Language Instruction Computer Assisted Instruction Educational Technology Access to Computers Turkish Questionnaires Focus Groups Participant Observation Foreign Countries Barriers Age Differences Technological Literacy Antoniou, Katerina Mbah, Evelyn Parmaxi, Antigoni Speeches/Meeting Papers Reports - Research Cyprus English Language learning has witnessed a series of changes with regards to the use of Information and Communication Technology (ICT). Recently, the digital divide has been a topic of discussion in language learning studies. Digital divide is the inequality that exists between information-poor and information-rich communities. Within the field of Computer-Assisted Language Learning (CALL), scant literature exists regarding the use of technology in poor ICT contexts. Yet, many people learn and teach language in such contexts. Egbert and Yang (2004) define low-tech context as possessing limited general access to technology, limited or no Internet access, no software, old and mandated software, and few computers and other technologies. Following action research design, we implemented a small-scale intervention using game-based quizzes in order to address the challenges encountered in teaching Turkish in a limited-tech context. Data collected included questionnaires, focus groups and participant observation in the classroom. The findings of the study informed the opportunities and challenges of teaching and learning Turkish in a technology-limited classroom. [For the complete volume of short papers, see ED572005.] ED572024 Teaching Turkish in Low Tech Contexts: Opportunities and Challenges Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-00-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 4 As Provided JAN2020

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Yes Teaching Methods Science Instruction Educational Technology Interactive Video Technology Uses in Education Higher Education Hypothesis Testing Mathematics Instruction Foreign Countries College Science Educational Research Content Analysis Mata, Liliana Lazar, Gabriel Lazar, Iuliana Journal Articles Reports - Research Romania English Higher Education Postsecondary Education The purpose of this paper is to analyze of latest research focused on the investigation of interactive whiteboards used in teaching and learning Science. In the theoretical framework the main objectives are: a) the identification of specific research regarding the integration of interactive whiteboards in teaching and learning Science and b) the elaboration of an innovative model based on defining the criteria of classification of the research directions in this field. In order to achieve the aim of the study, an ascertained research is employed. The empirical basis of the study consists of content analysis of current research at international level in connection with the components of the innovative model defined in the theoretical part. The findings reveal the current context of educational research focused on integrating interactive whiteboards in teaching and learning Science, as a starting point for the implementation of an innovative project in Romanian higher education. ED572335 Interactive Whiteboards for Teaching and Learning Science: Ascertaining Research Online Submission Journal of Innovation in Psychology, Education and Didactics v20 n2 p135-148 2016 2016-00-00 14 N/A 2017 51 As Provided JAN2020

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Yes Creative Thinking Creativity Intelligence Psychometrics Theories Intelligence Quotient Correlation Elementary School Students Secondary School Students Foreign Countries Intelligence Tests Statistical Analysis Multivariate Analysis Figurative Language Ferrando, Mercedes Soto, Gloria Prieto, Lola Sáinz, Marta Ferrándiz, Carmen Journal Articles Reports - Research Spain ISSN-2146-3832 English Elementary Education Secondary Education There has been an increasing body of research to uncover the relationship between creativity and intelligence. This relationship usually has been examined using traditional measures of intelligence and seldom using new approaches (i.e. Ferrando et al. 2005). In this work, creativity is measured by tools developed based on Sternberg's successful intelligence theory. Our aims were two-folded: to examine the relationship between intelligence and creativity and to investigate possible differences on the creative process depending on students' level of intelligence. A total of 385 students from primary and secondary schools took part in the study. Students completed 5 tasks from the Aurora Battery aimed to measure the synthetic-creative intelligence. They also completed the Cattell's general intelligence test. The results showed that there were statistically significant differences depending on students' level of intelligence on the five tasks of creativity, always favouring the more intelligent group. In relation to the creative process, the three groups (low, average and highly intelligent students) showed similar patterns: they performed better at the end and weaker at the beginning of mot of the tasks. Students with lower intelligence were more stable in their performance across tasks than students with average and higher I.Q were. ED572336 Synthetic-Creative Intelligence and Psychometric Intelligence: Analysis of the Threshold Theory and Creative Process Online Submission Turkish Journal of Giftedness and Education v6 n2 p88-98 2016 2016-00-15 11 N/A 2017 32 As Provided JAN2020

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Yes Comparative Analysis Adaptive Testing Computer Assisted Testing Test Items Item Banks Scores Psychometrics Item Response Theory Mao, Xiuzhen Ozdemir, Burhanettin Wang, Yating Xiu, Tao Reports - Research English Four item selection indexes with and without exposure control are evaluated and compared in multidimensional computerized adaptive testing (CAT). The four item selection indices are D-optimality, Posterior expectation Kullback-Leibler information (KLP), the minimized error variance of the linear combination score with equal weight (V1), and the minimized error variance of the composite score with optimized weight (V2). The maximum priority index (MPI) method for unidimensional CAT and two item exposure control methods (the restrictive threshold (RT) method and restrictive progressive (RPG) method, originally proposed for cognitive diagnostic CAT) are adopted. The results show that: (1) KLP, D-optimality, and V1 perform well in recovering domain scores, and all outperform V2 in psychometric precision; (2) KLP, D-optimality, V1, and V2 produce an unbalanced distribution of item exposure rates, although V1 and V2 offer improved item pool usage rates; (3) all the exposure control strategies improve the exposure uniformity greatly and with very little loss in psychometric precision; (4) RPG and MPI perform similarly in exposure control, and are both better than RT. ED572337 A Comparison Study of Item Exposure Control Strategies in MCAT Online Submission 2016-00-00 29 N/A 2017 32 As Provided JAN2020

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Yes Mathematics Instruction Teaching Methods Algebra Mathematical Concepts Grade 9 Grade 10 Concept Formation Qualitative Research Video Technology Diaries Scores Mathematics Tests Foreign Countries Secondary School Mathematics Statistical Analysis Linsell, Chris Tozer, Lynn Anakin, Megan Cox, Anna Jones, Rachel McAuslan, Eric Smith, Donna Turner, Garry Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Grade 9 Junior High Schools Middle Schools Secondary Education High Schools Grade 10 This paper reports findings from the second year of a two-year study designed to develop approaches to teaching algebra in years 9 and 10. The aim of the research was to explore and develop teaching approaches to assist students to acquire a conceptual understanding of algebra, and to document the impact of these approaches on student outcomes. Previous work (Linsell, 2009) has detailed the strategies that students use to solve equations but there has been no research to date on teaching approaches that make use of these findings. The two main components of this study were a qualitative description of teaching approaches based on videos, teachers' diaries and meeting notes, and a quantitative analysis of student outcomes based on results from a previously developed assessment tool (Linsell, Savell, Johnston, Bell, McAuslan, & Bell, 2006). Approaches to teaching were not uniform between teachers, but all made extensive use of the diagnostic assessment information and recognised that algebraic thinking pervades the entire mathematics curriculum. Assessment of the students at the end of either one or two year's participation in the study showed significant improvements in algebraic strategies and knowledge compared to baseline, though there was little improvement during the second year. Furthermore, the measures of student outcomes displayed significantly higher values for students in this study compared to year 9 and year 10 students in Secondary Numeracy Project (SNP) schools, which are fairly representative of the population. ED573289 Teaching Algebra Conceptually: Student Achievement Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 New Zealand Council for Educational Research 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 15 As Provided JAN2020

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Yes Secondary School Mathematics Middle School Students Foreign Countries Mathematical Models Problem Solving Mathematics Instruction Teaching Methods Student Projects Academically Gifted Video Technology Journal Writing Collaborative Writing Marshman, Margaret Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education Middle Schools Junior High Schools Engaging and extending middle years students in mathematics is a continual challenge. One of the aims of the "Australian Curriculum: Mathematics" is to ensure that students are "confident, creative users and communicators of mathematics" (ACARA, 2011). Use of mathematical models and/or problems has been suggested as methods of achieving this aim, and mathematical investigations have been shown to improve student engagement. This paper looks to build on these ideas and combine them with the framework of Knowledge Producing Schools (KPS) (Bigum & Rowan, 2009) to determine whether, when students are working on a community based project of their choice, students become "confident, creative users and communicators of mathematics" (ACARA, 2011). [This work is being funded by an Internal University Research Grant from the University of the Sunshine Coast.] ED573290 Projects, Puzzles and Other Pedagogies: Working with Kids to Solve Local Problems Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 32 As Provided JAN2020

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No Professional Development Teaching Methods Pedagogical Content Knowledge Case Studies Data Decision Making Online Courses Technological Literacy Teacher Education Teacher Education Programs Theory Practice Relationship Mandinach, Ellen B. Gummer, Edith S. Books Guides - Classroom - Teacher Reports - Descriptive English Data literacy has become an essential skill set for teachers as education becomes more of an evidence-based profession. Teachers in all stages of professional growth need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource describes data literacy for teaching, emphasizing the important relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decision-making into the teaching curricula. The book offers a clear path for change while also addressing the inherent complexities associated with change. "Data Literacy for Educators" provides concrete strategies for schools of education, professional developers, and school districts. Book Features: (1) Defines data literacy for teaching and outlines the knowledge and skills it comprises; (2) Uses examples and case studies that tie theory to practice; (3) Provides a roadmap for integrating data literacy into teacher preparation programs; and (4) Covers emerging trends, such as virtual and hybrid courses and massive open online courses. ED572674 Data Literacy for Educators: Making It Count in Teacher Preparation and Practice. Technology, Education--Connections (The TEC Series) Teachers College Press 2016-04-01 978-0-8077-5754-3 Teachers 176 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/data-literacy-for-educators-9780807757536 2017 As Provided JAN2020

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No School Desegregation Higher Education Elementary Secondary Education Equal Education School Segregation Ethnic Diversity Language Acquisition Reading Achievement Mathematics Achievement Desegregation Litigation Frankenberg, Erica, Ed. Garces, Liliana M., Ed. Hopkins, Megan, Ed. Books Collected Works - General Reports - Research Brown v Board of Education English Higher Education Postsecondary Education Elementary Secondary Education More than 60 years after the "Brown v. Board of Education" decision declared segregated schooling inherently unequal, this timely book sheds light on how and why U.S. schools are experiencing increasing segregation along racial, socioeconomic, and linguistic lines. It offers policy and programmatic alternatives for advancing equity and describes the implications for students and more broadly for the nation. The authors look at the structural and legal roots of inequity in the United States educational system and examine opportunities to support integration efforts across the educational pipeline (pre-K to higher education). "School Integration Matters" examines: (1) The need to increase school integration to advance equity; (2) The roots of persisting inequity in U.S. schools; (3) The roots of persisting inequity in U.S. schools; (4) K-12 integration and bilingual education policy; (5) The challenges and opportunities to advancing integration within higher education; and (6) Future directions and policy recommendations for pursuing integration for equity. Contents include: (1) Advancing Equity through Integration from Pre-K to Higher Education (Megan Hopkins, Liliana M. Garces, and Erica Frankenberg); (2) Still a Dilemma: Structural Explanations for the Disconnect between Ideals and Practice in Education (Daniel Kiel); (3) Color Blindness and the Permanence of Whiteness (Hoang Tran); (4) Racial/Ethnic Diversity and Language Development in the Preschool Classroom (Jeanne L. Reid); (5) The Effects of School Composition on K-12 Reading and Math Achievement (Roslyn Arlin Mickelson, Martha Cecilia Bottia, Savannah Larimore, and Richard Lambert); (6) Residential Segregation and Brain Development: Implications for Equitable Educational Opportunities (Michael Hilton); (7) Why the Federal School Improvement Grant Program Triggers Civil Rights Complaints (Tina Trujillo); (8) Structuring Integration and Marginalization: Schools as Contexts of Reception in New Immigrant Destinations (Megan Hopkins and Rebecca Lowenhaupt); (9) Segregation in Segregated Schools (Rachel Garver); (10) Advancing Integration through Bilingualism for All (P. Zitlali Morales and Aria Razfar); (11) Predicting School Diversity Impacts of State and Local Education Policy: The Role of Title VI (Philip Tegeler); (12) Stories of What Could Be: Experiences of Undocumented Chicana/Latina Students and Graduates with the California Dream Act and DACA (Lindsay Perez Huber, Brenda Pulido Villanueva, and Mariela Gutierrez); (13) Bans on Affirmative Action in States with a History of State-Sponsored Discrimination (Matthew Patrick Shaw); (14) Navigating Legal Barriers While Promoting Racial Diversity in Higher Education (Liliana M. Garces and Courtney D. Cogburn); (15) Breaking Down Classroom Walls and Building Up Racial Equity (Cynthia Gordon da Cruz); and (16) Which Way Forward?: A Comprehensive Approach for Advancing Equity through Integration (Erica Frankenberg, Liliana M. Garces, and Megan Hopkins). An index is included. ED572675 School Integration Matters: Research-Based Strategies to Advance Equity Teachers College Press 2016-04-08 978-0-8077-5756-7 256 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/school-integration-matters-9780807757550?page_id=90 2017 ERIC JAN2020

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Yes Italian Educational Games Electronic Learning Handheld Devices Second Language Learning Second Language Instruction Participant Observation Focus Groups Foreign Countries College Second Language Programs College Students Student Attitudes Charitonos, Koula Morini, Luca Arnab, Sylvester Cervi-Wilson, Tiziana Brick, Billy Speeches/Meeting Papers Reports - Research United Kingdom (Coventry) English Higher Education Postsecondary Education The recent technological developments and widespread use of mobile technologies challenge traditional knowledge and skills, with language learning increasingly taking place beyond the language classroom in learners' own environments. The paper presents the ImparApp study that focuses on a pervasive and gamified approach to language teaching and learning. The study investigated language learning with mobile devices as an approach to augmenting language learning by taking learning outside the classroom into the real-world context. The paper reports on the design, development and testing of an introductory Italian Language Learning game, i.e. ImparApp, that is developed with the use of MIT's TaleBlazer authoring tool. Preliminary findings of the pre-pilot of the game prototype are drawing on data collected through participant observation of a play-test session followed by a focus group interview. The paper contributes to the field of mobile-assisted language learning with insights on pervasive and gamified approaches to teaching and learning a foreign language. [For the complete volume of short papers, see ED572005.] ED572025 Urban Explorations for Language Learning: A Gamified Approach to Teaching Italian in a University Context Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 2 As Provided JAN2020

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Yes Foreign Countries Engineering Education College Students Telecommunications Handheld Devices Technology Uses in Education Educational Technology Communication Strategies Interviews English (Second Language) Second Language Instruction Program Effectiveness Cheng, Li Lu, Zhihong Speeches/Meeting Papers Reports - Research China English Higher Education Postsecondary Education This paper reports a 3-month study investigating engineering students' Communication Strategies (CSs) in a mobile-assisted course. 67 Chinese learners of English in this course volunteered to participate in the study. The instruments included oral communication sessions, stimulated recall interviews, WeChat exchanges, etc. Results showed that the participants used a variety of CSs when completing the academic tasks. Moreover, these CSs were closely related to the students' involvement in meaning negotiation while they were interacting to complete learning tasks. It is suggested that instructors have CS training tailored to their students' learning tasks. Future research should focus on a longitudinal investigation of the transfer of CSs across tasks. [For the complete volume of short papers, see ED572005.] ED572026 Communicate to Learn, Learn to Communicate: A Study of Engineering Students' Communication Strategies in a Mobile-Assisted Learning Environment Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 9 As Provided JAN2020

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Yes Disabilities Educational Quality Educational Legislation Equal Education Federal Legislation Special Education Annual Reports Access to Education Early Intervention Infants Toddlers Children Youth Student Rights Program Effectiveness Educational Finance Financial Support Geographic Location Age Differences Developmental Delays Special Education Teachers Paraprofessional School Personnel Educational Environment Reports - Research Numerical/Quantitative Data Education for All Handicapped Children Act Individuals with Disabilities Education Act Individuals with Disabilities Education Act Part B Individuals with Disabilities Education Act Part C Rehabilitation Act 1973 (Section 504) Office of Special Education and Rehabilitative Services (ED) New Editions Consulting, Inc. English Since its enactment, the "Education for All Handicapped Children Act of 1975," Public Law (P.L.) 94-142, requires the secretary of the U.S. Department of Education (secretary) [and predecessor, the commissioner of education at the U.S. Department of Health, Education, and Welfare] to transmit to Congress an annual report to inform Congress and the public of the progress being made in implementing the act. The annual reports to Congress reflect a history of persistent commitment and effort to expand educational opportunities for children with disabilities. In December 2004, Congress reauthorized the "Individuals with Disabilities Education Act" ("IDEA") (P.L. 108-446), which was signed into law in the same month. The provisions of "IDEA" became effective on July 1, 2005, with the exception of some of the elements pertaining to the definition of a "highly qualified teacher" that took effect upon the signing of the act. With reauthorization of "IDEA," the nation reaffirmed its commitment to improving the early intervention and educational results and functional outcomes for infants, toddlers, children, and youths with disabilities (collectively this group may be referred to in this report as children with disabilities). The "38th Annual Report to Congress on the Implementation of the 'Individuals with Disabilities Education Act,' 2016" describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities and early intervention services to infants and toddlers with disabilities and their families; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting states and localities in providing for the education of all children with disabilities; and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under "IDEA," Part C or B, nationally and at the state level. In particular, Part C of "IDEA" provides funds to states to assist them in developing and implementing statewide, comprehensive, coordinated, multidisciplinary interagency systems to make early intervention services available to all children from birth through age 2 with disabilities and their families, whereas Part B of "IDEA" provides funds to states to assist them in providing FAPE to children ages 3 through 21 with disabilities who are in need of special education and related services. Throughout this report, infants and toddlers served under "IDEA," Part C, children served under "IDEA," Part B, and students served under "IDEA", Part B, refer to individuals with disabilities who receive services under "IDEA," Part C or Part B. "Special education services," which is referenced throughout this report, is a term that is synonymous with services provided under "IDEA," Part B. Similarly, "early intervention services" is a term used synonymously with services provided under "IDEA," Part C. This "38th Annual Report to Congress, 2016" follows the "37th Annual Report to Congress, 2015" in sequence and format, and it continues to focus on "IDEA" results and accountability. Similar to the "37th Annual Report to Congress, 2015", the "38th Annual Report to Congress, 2016" contains six major sections that address the five annual report requirements contained in section 664(d) of "IDEA". The sections are: (1) a summary and analysis of "IDEA" section 618 data at the national level; (2) a summary and analysis of "IDEA" section 618 data at the state level; (3) a summary and analysis of the U.S. Department of Education's (Department's) findings and determinations regarding the extent to which states are meeting the requirements of "IDEA," Parts B and C; (4) a summary of special education research conducted under Part E of the Education Sciences Reform Act of 2002; (5) a summary of national special education studies and evaluations conducted under sections 664(a) and (c) of "IDEA"; and (6) a summary of the extent and progress of the assessment of national activities, which focus on determining the effectiveness of "IDEA" and improving its implementation. The content of this report differs from that of the "37th Annual Report to Congress, 2015" in the following ways: (1) the most recent data presented in this report represent the reporting periods associated with fall 2014 or school year 2013-14, and (2) where data are presented for a 10-year period, the oldest data are associated with fall 2005. Appended to this report are: (1) Infants, Toddlers, Children, and Students Served Under "IDEA," by Age Group and State; (2) "Developmental Delay" Data for Children Ages 3 Through 5 and Students Ages 6 Through 9 Served Under "IDEA," Part B; and (3) "IDEA," Part B Maintenance of Effort Reduction and Coordinated Early Intervening Services. [For the "37th Annual Report to Congress on the Implementation of the 'Individuals with Disabilities Education Act', 2015," see ED572022.] ED572027 38th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2016 Office of Special Education and Rehabilitative Services, US Department of Education 2016-10-00 309 Office of Special Education and Rehabilitative Services, US Department of Education. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 202-245-7468; Web site: http://www2.ed.gov/about/offices/list/osers/index.html N/A 2017 ERIC JAN2020 EDOSE12C0031

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Yes Pedagogical Content Knowledge Preservice Teachers Knowledge Level Qualitative Research Interviews Observation Foreign Countries Audio Equipment Coding Livy, Sharyn Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education The theoretical understanding that underpins a teacher's foundation knowledge draws on their common content knowledge (CCK) and influences their mathematics' teaching (Rowland, Turner, Thwaites, & Huckstep, 2009). Teachers who have specialised content knowledge (SCK) demonstrate a unique kind of content knowledge which is more than knowing the content (Ball, Thames, & Phelps, 2008). This study reports on a comparison of two second-year pre-service teachers who had varied mathematical content knowledge (MCK) at the beginning of their Bachelor of Education course. It investigated whether knowing more advanced mathematics or foundation knowledge (Rowland et al., 2009) facilitates working towards demonstrating SCK. The results draw on a qualitative analysis, categorising lesson observation and interview responses using foundation knowledge and connections constructs of the "Knowledge Quartet" framework (Rowland et al., 2009). Both pre-service teachers experienced course opportunities that consolidated foundation knowledge and demonstrated connections. During their lesson observation they relied on procedural explanations and neither especially demonstrated working towards SCK. ED573291 Does Knowing More Advanced Mathematics Ensure Effectiveness of Working towards Demonstrating Specialised Mathematical Content Knowledge of Second-Year Pre-Service Teachers? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Concept Formation Knowledge Level Number Concepts Teacher Made Tests Mathematics Instruction Factor Analysis Mathematics Achievement Mathematical Concepts Elementary School Students Middle School Students High School Students Elementary School Mathematics Secondary School Mathematics Foreign Countries Major, Karen Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Elementary Education Middle Schools Secondary Education Junior High Schools High Schools The importance of student understanding of the concept of place value cannot be underestimated. Place value is a "gate keeper" in developing mathematical understanding. The purpose of this study was to examine and develop a teacher-made test of place value knowledge. The questions were developed using the progressions from the Number Framework (Bobis, Clarke, Clarke, Thomas, Wright et al., 2005). An exploratory factor analysis was used to evaluate the assessment tool. The analysis of student responses to the test questions revealed a three-factor structure that supported the existing literature on the progression in learning of place value ideas, by identifying the critical key ideas that underlie the concept of place value. The results validated the tool as a test of place value knowledge that could be used to assess the performance of Yrs. 3-9 students. ED573292 The Development of an Assessment Tool: Student Knowledge of the Concept of Place Value Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 29 As Provided JAN2020

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Yes Disabilities Special Education Special Needs Students High School Graduates Graduate Surveys Outcomes of Education College Bound Students Enrollment Rate Employment Patterns State Federal Aid Geographic Location Socioeconomic Status Social Indicators Statistical Data Johnson, Cinda Reports - Evaluative Numerical/Quantitative Data Legal/Legislative/Regulatory Materials Washington Washington Office of Superintendent of Public Instruction English High Schools Secondary Education This report analyzes data for secondary special education students in Washington who left high school during the 2013-14 school year. These data were collected by the state starting on June 1, 2015, from all 233 districts with high schools: 230 districts, two state schools, and one educational service agency (a collection of 27 small districts operated by Educational Service District 112). The education data center reports on outcomes for special education students after they leave high school. Results from 2013-14 show: (1) Percentage enrolled in higher education for at least one full term decreased by 1.4 percent; (2) Percentage enrolled in other postsecondary education or training decreased by 0.1 percent; (3) Percentage competitively employed increased by 2.5 percent; and (4) Percentage engaged in some other employment increased by 1.3 percent. Some of the data the legislature asks for is not collected by the Office of Superintendent of Public Instruction (OSPI). These data include: (1) How employment affects state and federal benefits for individuals with disabilities; (2) Information about the types of places previous students are living; (3) Indicators of improved economic status and self-sufficiency; and (4) Information about students who continue their education or get a job more than one year after leaving school. ED573045 Post-School Outcomes for Students with Disabilities: Report to the Legislature Washington Office of Superintendent of Public Instruction 2016-00-00 10 Washington Office of Superintendent of Public Instruction. Old Capitol Building, P.O. Box 47200, Olympia, WA 98504-7200. Tel: 360-725-6000; Web site: http://www.k12.wa.us/ N/A 2017 ERIC JAN2020

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Yes Postsecondary Education Student Participation Acceleration (Education) Advanced Placement Programs High School Graduates College Bound Students Student Characteristics Institutional Characteristics Selective Admission Enrollment Rate Academic Persistence School Readiness Outreach Programs Special Needs Students Change Strategies Program Effectiveness Program Evaluation Student Records Statistical Analysis Davis, Elisabeth Smither, Cameron Zhu, Bo Stephan, Jennifer Reports - Research Numerical/Quantitative Data Minnesota Minnesota Comprehensive Assessment Regional Educational Laboratory Midwest (ED) American Institutes for Research (AIR) National Center for Education Evaluation and Regional Assistance (ED) English Postsecondary Education High Schools Secondary Education Acceleration programs are academically challenging courses in which high school students can simultaneously earn credit toward a high school diploma and a postsecondary degree (dual credit). These programs include Advanced Placement courses, concurrent-enrollment courses, Postsecondary Enrollment Options courses (a dual-enrollment program in Minnesota), International Baccalaureate courses, and others. Since the Postsecondary Enrollment Options Act of 1985 (Postsecondary Enrollment Options Act, 2015), policymakers and practitioners in Minnesota have used acceleration programs as a strategy to improve students' college readiness and college success. Despite the widespread use of acceleration programs, little information exists on the types of students and schools that access these programs and on participants' postsecondary pathways, such as whether and where they enroll in college. Members of the Midwest College and Career Success Research Alliance collaborated with Regional Educational Laboratory Midwest to conduct a study that provides a broad description of acceleration programs in Minnesota, including rates of participation, descriptions of student participants, and participants' postsecondary outcomes. The study team obtained and analyzed data from the Minnesota State Longitudinal Education Data System provided by the Minnesota Office of Higher Education. The study examined student participation rates and success in acceleration programs available to Minnesota high school students and compared college pathways and outcomes between participants and nonparticipants among the 2011 cohort of high school graduates. Key findings included: (1) Forty-eight percent of 2011 Minnesota high school graduates participated in at least one acceleration program, such as Advanced Placement courses, dual-enrollment courses, International Baccalaureate courses, and others. About half of participants in acceleration programs who enrolled in a Minnesota college within two years of high school graduation were awarded at least one dual credit at the college level; (2) Eighty percent of participants in acceleration programs who were awarded dual credit received it from a selective or very selective four-year college; (3) Racial/ethnic minority students and students eligible for the federal school lunch program participated in acceleration programs and were awarded dual credit by the college in which they enrolled at lower rates than their peers; and (4) Participation in acceleration programs was associated with higher rates of enrollment in Minnesota colleges, and regardless of the number of credits awarded by colleges, participation was also associated with college readiness and persistence. The results of this study might point to the contribution of these programs to student outcomes, but more rigorous research is needed to draw a causal inference about the impact of acceleration programs on these outcomes. In addition, these results raise several considerations for educators and policymakers, including the potential importance of expanding opportunities for underrepresented students to enroll in acceleration programs and reexamining state procedures for collecting data in order to classify acceleration programs more comprehensively and document differences between types of programs. Appended are: (1) Literature review; (2) Data sources and methodology; and (3) Additional results. ED573046 Characteristics and Postsecondary Pathways of Students Who Participate in Acceleration Programs in Minnesota. REL 2017-234 Regional Educational Laboratory Midwest 2017-02-00 50 Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 64 ERIC JAN2020 Yes EDIES12C0004 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=1464

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No Homeless People Students Federal Legislation Student Mobility Access to Education Barriers School Districts Guidance Educational Strategies Educational Policy Public Policy State Policy Policy Analysis School Role Case Studies Professional Development Hallett, Ronald E. Skrla, Linda Books Guides - Non-Classroom Reports - Descriptive Stewart B McKinney Homeless Assistance Act 1987 English Schools and districts are seeing unprecedented numbers of students and families living without residential stability. Although the McKinney-Vento Act has been around for over 2 decades, many district- and site-level practitioners have a difficult time interpreting and implementing the Act's mandates within their local contexts. This book provides much-needed guidance to help educational leaders support students who are homeless and highly mobile students who face significant barriers related to access and academic success. The authors employ several different strategies to help translate complex state and federal policies into effective practices. They include policy analysis, examples of successful approaches, tools for training staff, youth experiences, and address the role school districts play in serving marginalized students. "Serving Students Who Are Homeless" can be used as a professional development tool at the local and district level, and as a textbook in higher education settings that prepare entry-level and advanced-credential administrators, counselors, school psychologists, and curriculum leaders. Book features include: (1) guidance for understanding and implementing the law and tools for training staff; (2) case studies that include the voices of students, families, and practitioners; and (3) questions and activities to facilitate professional development discussions. [Foreword by Melissa Schoonmaker.] ED572676 Serving Students Who Are Homeless: A Resource Guide for Schools, Districts, and Educational Leaders Teachers College Press 2016-12-16 978-0-8077-5802-1 Practitioners 160 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/serving-students-who-are-homeless-9780807758021?page_id=31 2017 As Provided JAN2020

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No Elementary Secondary Education Higher Education College School Cooperation Access to Education Low Income Groups Case Studies Partnerships in Education Mentors Educational Resources Social Justice School Districts Cooperative Planning Equal Education Student Attitudes High Schools Teacher Attitudes Parent Attitudes Program Effectiveness Howard, Tyrone C., Ed. Tunstall, Jonli, Ed. Flennaugh, Terry K., Ed. Books Collected Works - General Reports - Descriptive English Elementary Secondary Education Higher Education Postsecondary Education High Schools Secondary Education This timely book demonstrates why there needs to be a more thoughtful and collaborative effort on the part of K-12 schools, as well as institutions of higher education, to provide better college access to students from low-income communities. Building on a 10-year case study of a successful school-university partnership, the authors examine the support, mentoring, and resources needed to transform the college opportunities and life chances for underrepresented urban youth. Featuring firsthand accounts from student participants, the book documents how the model provided college access to some of the most selective and prestigious universities across the nation. Because this partnership situates college access within a social justice framework, it is one of the more unique programs in the country. Book features include: (1) Shows what successful partnerships look like when schools and districts work with common goals and outcomes; (2) Documents an approach that identifies promising students early in their high school careers; (3) Emphasizes college access with a commitment to social justice, equity, and investment in schools and communities; (4) Focuses on student perspectives to identify mentoring and high school resources that make a difference in their college pursuit; and (5) Includes viewpoints of university personnel and parents about the impact of the program on students. [Foreword by Sonia Nieto.] ED572677 Expanding College Access for Urban Youth: What Schools and Colleges Can Do Teachers College Press 2016-05-27 978-0-8077-5765-9 192 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/expanding-college-access-for-urban-youth-9780807757642 2017 As Provided JAN2020

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No Disabilities Educational Legislation Federal Legislation Equal Education Governance Data Collection Information Utilization Needs Assessment Evidence Based Practice Risk Assessment Mauzy, Denise Bull, Bruce Gould, Tate Reports - Descriptive Individuals with Disabilities Education Act Part C Center for IDEA Early Childhood Data Systems (DaSy) SRI International English Since the initial authorizing legislation for Part C of the Individuals with Disabilities Education Act (IDEA) in 1986, the scope and complexity of data collected by Part C programs have significantly increased. Formal governance establishes responsibility for Part C data and enables program staff to improve the effectiveness of data processes and support greater use of data through the systematic creation and enforcement of data policies, roles, responsibilities, and procedures. The 2013 DaSy Needs Assessment (2013) found that only 17% of Part C programs reported having formal data governance systems in place. This brief promotes formal data governance by: (1) describing the lessons learned from other industries that supports the need for formal Part C data governance; (2) outlining the risks of informal data governance and the benefits of formal data governance; and (3) providing action steps to support state Part C systems' in establishing or improving formal data governance. ED571787 Avoid the Pitfalls: Benefits of Formal Part C Data System Governance. Revised Center for IDEA Early Childhood Data Systems (DaSy) 2016-07-00 Department of Education (ED) 7 Center for IDEA Early Childhood Data Systems (DaSy). 333 Ravenswood Avenue BS 140, Menlo Park, CA 94025. Tel: 650-859-3881; e-mail: dasycenter@sri.com; Web site: http://dasycenter.org/index.html N/A http://dasycenter.sri.com/downloads/DaSy_papers/DGMY3-1_WhyDGMMatters_FINAL.pdf 2017 5 ERIC JAN2020 H373Z120002

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Yes Community Colleges Two Year College Students Two Year Colleges Comparative Analysis Computation Outcomes of Education Evaluation Methods Measurement Techniques Dynarski, Susan Jacob, Brian Kreisman, Daniel Reports - Research Michigan Center for Analysis of Postsecondary Education and Employment (CAPSEE) English Two Year Colleges Higher Education Postsecondary Education The purpose of this note is to develop insight into the performance of the individual fixed-effects model when used to estimate wage returns to postsecondary schooling. We focus our attention on the returns to attending and completing community college. While other methods (instrumental variables, regression discontinuity) have been used to estimate the returns to four-year colleges, the individual fixed-effects estimator has primarily been employed in the analysis of community colleges. Using data from Michigan, we test the common-trends assumption that underlies the individual fixed-effects estimation strategy. We find that the common-trends assumption is violated in our sample. We suggest an estimation strategy that allows for individual-specific pre-trends in earnings. Including these trends substantially alters the estimated returns. ED571788 The Fixed-Effects Model in Returns to Schooling and Its Application to Community Colleges: A Methodological Note Center for Analysis of Postsecondary Education and Employment 2016-12-00 Institute of Education Sciences (ED) 19 Center for Analysis of Postsecondary Education and Employment. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212.678.3091; e-mail: capsee@columbia.edu; Web site: http://capseecenter.org N/A 2017 14 As Provided JAN2020 Yes R305C110011

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Yes Associate Degrees Community Colleges Technical Education Outcomes of Education Wages Gender Differences Occupations Student Records Student Characteristics Program Effectiveness Certification Statistical Analysis Regression (Statistics) Bettinger, Eric Soliz, Adela Reports - Research Ohio Center for Analysis of Postsecondary Education and Employment (CAPSEE) English Two Year Colleges Higher Education Postsecondary Education In recent years, policymakers and academics have become increasingly interested in the returns to sub-baccalaureate degrees. This interest arises from surging demand for such programs over the 2000s, especially in the wake of the 2008 recession, as well as from President Obama's charge to dramatically increase the number of students with a college degree of some type. We estimate the returns to both community and technical colleges in the state of Ohio. We find that associate degrees generate positive earnings effects for both men and women. These positive effects occur across many fields but are strongest in health. We find that certificates also generate positive returns, but there is some heterogeneity across men and women. Men benefit from short-duration certificates while women benefit from long-duration certificates. This result is likely driven by heterogeneity in the returns across fields. ED571789 Returns to Vocational Credentials: Evidence from Ohio's Community and Technical Colleges. A CAPSEE Working Paper Center for Analysis of Postsecondary Education and Employment 2016-10-00 Institute of Education Sciences (ED) 22 Center for Analysis of Postsecondary Education and Employment. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212.678.3091; e-mail: capsee@columbia.edu; Web site: http://capseecenter.org N/A 2017 15 As Provided JAN2020 Yes R305C110011

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Yes Intervention Faculty Development Computation Foreign Countries Grade 5 Elementary School Students Elementary School Mathematics Case Studies Pretests Posttests Focus Groups Mathematics Instruction Content Analysis Qualitative Research Interviews Observation Statistical Analysis Mildenhall, Paula Hackling, Mark Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 5 Intermediate Grades Middle Schools Elementary Education This paper reports on the analysis of a study of a professional learning intervention focussing on computational estimation. Using a multiple case study design it was possible to describe the impact of the intervention of students' beliefs and computational estimation performance. The study revealed some noteworthy impacts on computational estimation performance and that beliefs were altered to a lesser extent. ED573293 The Impact of a Professional Learning Intervention Designed to Enhance Year Six Students' Computational Estimation Performance Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 22 As Provided JAN2020

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Yes Foster Care College Students Student Financial Aid State Programs State Aid Postsecondary Education Eligibility Tuition Parker, Emily Sarubbi, Molly Reports - Evaluative Alaska Arizona Connecticut Florida Illinois Iowa Kansas Kentucky Maine Maryland Massachusetts Michigan Minnesota Missouri New Hampshire New Jersey New Mexico New York North Carolina Oklahoma Oregon Rhode Island Tennessee Texas Utah Virginia Washington West Virginia Education Commission of the States English Higher Education Postsecondary Education Many students have concerns about the affordability of college, which may interfere with their potential success. However, foster care alumni have unique needs when making the transition into postsecondary enrollment. Compared to completion rates for the general population, postsecondary education outcomes for youth with foster care experience lag behind. Nearly 60 percent of the general population will obtain a bachelor's degree, compared with only 3 percent of foster care alumni. Similarly, foster care alumni have lower high school graduation rates than their non-foster peers--46 percent compared to 82.3 percent. As a result of these perpetual educational inequities, it is important to consider policies aimed at addressing disparate postsecondary access and attainment rates. A 2016 Education Commission of the States special report, "Strengthening Policies for Foster Youth Postsecondary Attainment," reviews how state policies can increase higher education access for foster youth and highlights states' autonomy to develop initiatives to best support this population. In an effort to provide ongoing support for state policymakers and education leaders, this 50-State Review expands on the mentioned report to focus specifically on state-based tuition assistance programs for foster youth. This comparison of various state tuition assistance programs can serve as a tool to better understand the supports for this vulnerable student population and provide a guidepost for possible policy redesign. This 50-State Review serves as a tool to better understand the state-level support for this vulnerable student population and provides a guidepost for possible policy redesign. [For the previous report, "Strengthening Policies for Foster Youth Postsecondary Attainment. Special Report," see ED570481.] ED573294 Tuition Assistance Programs for Foster Youth Pursuing Postsecondary Education. 50-State Review Education Commission of the States 2017-03-00 8 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2017 ERIC JAN2020

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Yes Educational Technology Technology Uses in Education Mathematics Instruction Elementary School Students Student Attitudes Adults Games Cognitive Processes Video Technology Recall (Psychology) Early Adolescents Foreign Countries Semi Structured Interviews Jorgensen, Robyn Lowrie, Tom Speeches/Meeting Papers Reports - Evaluative Australia Mathematics Education Research Group of Australasia English Elementary Education Drawing from Gee's learning principles developed from the digital games environment, we provide a critical analysis of the difference between using these principles in a literacy environment as opposed to a mathematical environment. Using stimulated recall, primary school-aged students played with a number of contemporary digital games. Feedback was sought. This was compared with the descriptions provided by experienced adult gamers. Both players provided insights into the cognitive process used by gamers when engaging with games. Collectively, these sources allow us to propose that the learning principles may restrict deep learning processes for mathematical learning. ED573295 Digital Games for Learning Mathematics: Possibilities and Limitations Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 7 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 11 As Provided JAN2020

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Yes Mathematics Activities Classroom Environment Academic Persistence Difficulty Level Task Analysis Secondary School Teachers Secondary School Students Intervention Teaching Methods Teaching Models Scaffolding (Teaching Technique) Learning Strategies Cooperative Learning Student Evaluation Foreign Countries Classroom Techniques Sullivan, Peter Aulert, Amanda Lehmann, Alli Hislop, Brendan Shepherd, Owen Stubbs, Alan Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education While there are many considerations for effective mathematics teachers, one key factor is the development of a classroom culture that supports the desired form of learning. In examining the opportunities and constraints associated with posing challenging tasks, we are exploring ways that teachers might influence classroom culture positively. The data presented below suggest that it is possible to foster a classroom culture in which teachers pose tasks that challenge students and encourage them to persist when working on those tasks. The key elements seem to be the ways the tasks are posed, the interactive support for students when engaged in the tasks, collaborative reviews of class explorations and assessment against criteria. ED573047 Classroom Culture, Challenging Mathematical Tasks and Student Persistence Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 13 As Provided JAN2020

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Yes Community Colleges Technical Institutes Bachelors Degrees College Programs Enrollment College Graduates Employment Income Student Characteristics Undergraduate Students School Holding Power Reports - Research Washington Washington State Board for Community and Technical Colleges English Two Year Colleges Higher Education Postsecondary Education Community and technical colleges (CTCs) play an important role in producing baccalaureate degree graduates in Washington State. Baccalaureate degrees that build upon the professional-technical associate degree provide expanded opportunities for both graduates and employers by providing the upper-division coursework in an applied field. Programs developed at the CTCs provide a clear pathway for students who may be place-bound or have difficulty finding a transfer opportunity for their applied baccalaureate degree. The programs also help to address the gap found by some employers of successfully recruiting qualified applicants who have the job-specific technical skills as well as the skills learned through a baccalaureate program. In addition to recruiting new personnel, Bachelor of Applied Sciences (BAS) programs are beneficial to employees already working in a technical field who wish to be promoted to higher level management or specialized positions which may require a bachelor's degree. The Washington State Board for Community & Technical Colleges (SBCTC) advocated for CTC applied baccalaureate programs because it would help: (1) Meet state goals for increasing the total number of baccalaureate degrees awarded by 2019 to 42,400 per year. The community and technical college system will need to increase the number of students who transfer to a baccalaureate program, which includes increasing the number of applied baccalaureate programs at the CTCs; (2) Expand the workforce mission of CTCs to serve the needs of local and state employers; and (3) Increase educational pathways for professional-technical associate graduates who have been limited in their ability to apply credits toward a bachelor degree. The workforce student population is comprised of a large portion of people of color, older working adults, and people (primarily women) who are place-bound with family responsibilities. Applied baccalaureate programs originated from the 2005 Legislature passing E2SHB 1794, giving the State Board authority to select pilot programs at designated CTCs. Subsequently, the 2010 legislature passed Substitute House Bill 2655 giving the SBCTC authority to approve CTC applied baccalaureate degree programs. This removed the pilot status of the CTC applied baccalaureate programs. As of the conclusion of academic year 2012-13, seventeen programs in ten colleges have been approved for applied baccalaureate degrees, with students enrolled in ten programs in eight colleges (seven programs are in development). This report evaluates the outcomes of students in the programs, such as enrollments and demographics over time, completions, and employment outcomes for students who have graduated and entered the workforce following their program. The programs described in this paper include: (1) Bellevue College--Bachelor of Applied Science in Radiation and Imaging Sciences, 2007; Bachelor of Applied Arts in Interior Design, 2009; Bachelor of Applied Science in Health Care Technology and Management, 2011; (2) Centralia College--Bachelor of Applied Science in Applied Management, 2012; (3) Columbia Basin College--Bachelor of Applied Science in Applied Management, 2009; (4) Lake Washington Institute of Technology--Bachelor of Technology in Applied Design, 2009; (5) Olympic College--Bachelor of Science Nursing, 2007; (6) Peninsula College--Bachelor of Applied Science in Applied Management, 2007; (7) Seattle Central Community College--Bachelor of Applied Behavioral Science, 2009; and (8) South Seattle Community College--Bachelor of Applied Science in Hospitality Management, 2007. Key findings for enrollments and graduates through 2013 show programs are growing by reaching out to their local communities. Employment and earnings for first graduates demonstrate strong gains made even more significant by occurring in the midst of the recession. ED573048 Bachelor of Applied Sciences: Outcomes Evaluation. Research Report No. 13-6 Washington State Board for Community and Technical Colleges 2013-08-00 18 Washington State Board for Community and Technical Colleges. P.O. Box 42495, Olympia, WA 98504-2495. Tel: 360-704-4400; Fax: 360-704-4415; Web site: http://www.sbctc.ctc.edu N/A 2017 ERIC JAN2020

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No Disabilities Educational Legislation Equal Education Federal Legislation Self Evaluation (Groups) State Programs Preschool Education Program Implementation Information Systems Comparative Analysis Reports - Descriptive Individuals with Disabilities Education Act Part C Individuals with Disabilities Education Act Part B Center for IDEA Early Childhood Data Systems (DaSy) Early Childhood Technical Assistance (ECTA) Center English Preschool Education Early Childhood Education The Self-Assessment Comparison (SAC) Tool is for state Part C and Section 619/Preschool programs to use to assess changes in the implementation of one or more components of the ECTA System Framework and/or subcomponenets of the DaSy Data System Framework. It is a companion to the ECTA/DaSy Framework Self-Assessment. Key features of the SAC are that it: (1) provides a way to compare self-assessment ratings across different points in time for one or more components or subcomponents; (2) calculates and displays changes in the Quality Indicator (QI) ratings and the Elements of Quality (EQ) ratings across up to three time points; and (3) summarizes valuable information to help states assess changes to various aspects of ECTA system or DaSy data system infrastructure, which can be used as part of a State System Improvement Plan evaluation. States are encouraged to use both the self-assessment and the SAC Tool as part of an improvement planning process of assessing the status of their system, developing a plan for improvement, implementing the plan, and reassessing the system to monitor progress. When used as part of such an ongoing process, reassessment enables states to monitor and document progress on building a high-quality system. This document provides an overview of the suggested self-assessment process, information on where to get assistance with completing the self-assessment, instructions for using SAC, instructions for saving and printing the results of the SAC tool and hints for using the tool. ED571790 ECTA/DaSy Framework Self-Assessment Comparison Tool Center for IDEA Early Childhood Data Systems (DaSy) 2016-06-00 Department of Education (ED) 5 Center for IDEA Early Childhood Data Systems (DaSy). 333 Ravenswood Avenue BS 140, Menlo Park, CA 94025. Tel: 650-859-3881; e-mail: dasycenter@sri.com; Web site: http://dasycenter.org/index.html N/A http://dasycenter.sri.com/downloads/DaSy_presentations/Self_Assess_Comp_Guidance_Instruction_201606.pdf 2017 ERIC JAN2020 H326P120002 H373Z120002

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Yes Dropout Prevention Intervention Disabilities Literature Reviews Educational Research Program Effectiveness Participant Characteristics Research Methodology Mentors Middle School Students Junior High School Students High School Students Graduation Requirements Classroom Environment Research Design Sex Race Ethnicity Wilkins, Julia Huckabee, Sloan Reports - Research Tests/Questionnaires Information Analyses National Dropout Prevention Center for Students with Disabilities English Middle Schools Secondary Education Junior High Schools High Schools This paper presents a review of the literature on dropout prevention interventions for students with disabilities. A variety of search methods, including electronic library searches, hand searches of journals, and Internet searches were used to acquire the widest possible set of research studies. To be included in this review, the studies must have: (a) been published in English between January 2004 and January 2013, (b) used sample groups that included youth with disabilities, and (c) reported outcomes for students with disabilities related to dropout or graduation. The final literature set of 19 studies is described in terms of its interventions, outcomes, sample characteristics, and methodological features. The three most popular interventions for which outcomes were reported involved: (a) mentoring, (b) interventions targeted to specific disability-related needs, and (c) class setting and exit options. This review also identifies gaps in the knowledge base around the intersection of dropout interventions and outcomes for students across the dimensions of disability, gender, and ethnicity. The following are appended: (1) Database Search Terms; (2) Search Sources; (3) Coding Protocol: Quantitative Studies; and (4) Screening Criteria Checklist. ED571791 A Literature Map of Dropout Prevention Interventions for Students with Disabilities National Dropout Prevention Center for Students with Disabilities 2014-04-00 Office of Special Education Programs (ED/OSERS) 78 National Dropout Prevention Center for Students with Disabilities. 209 Martin Street, Clemson, SC 29631. Tel: 866-745-5641; Fax: 864-656-0136; e-mail: NDPCSD-L@clemson.edu; Web site: http://www.ndpc-sd.org N/A 2017 47 As Provided JAN2020 H326W080003

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No Primary Education Elementary Schools Educational Innovation Educational Change Early Childhood Education Integrated Curriculum Educational Strategies Bilingual Students Second Language Learning Family Involvement Philanthropic Foundations Educational Finance Advocacy Curriculum Design Learning Processes Educational Practices Social Change Public Education Takanishi, Ruby Books Reports - Descriptive English Primary Education Early Childhood Education Elementary Education Challenging policymakers, educators, reformers, and citizens to replace piecemeal reforms with fundamental redesign, "First Things First!" calls for a different way of organizing the American primary school. Ruby Takanishi outlines a new framework for integrating early education with primary education (pre-K-5), including both short- and long-term strategies, that starts with 3- and 4-year-olds. Featuring portraits of primary schools that have successfully integrated pre-K, the book includes resources on dual-language learners, dual-generation family engagement, effective philanthropy, rethinking advocacy, and more. The book centers on four basic questions: (1) Why should the United States design a new primary school as children's first, widely shared educational experience?; (2) How can the educators of the new primary school use new knowledge about how children learn to improve their practice?; (3) What will it take to create a new primary school that educates all children well?; and (4) How can the design of the new primary school reflect demographic, social, linguistic, and cultural changes and adapt to the requirements of a global economy? "First Things First!" reframes the basic structure of traditional primary education, challenging us to get the early years of a 21st-century public education system off to a new and stronger start. ED572678 First Things First! Creating the New American Primary School Teachers College Press 2016-08-19 978-0-8077-5694-2 208 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/first-things-first-9780807756935 2017 As Provided JAN2020

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No School Choice Public Education Charter Schools Educational Vouchers Foreign Countries Private Schools Educational Principles Discipline Community Influence Educational History Neighborhoods Financial Support Governance Schneider, Mercedes K. Books Reports - Evaluative United States China Finland English Proponents of market-driven education reform view vouchers and charters as superior to local-board-run, community-based public schools. However, the author of this timely volume argues that there is no clear research supporting this view. In fact, Schneider claims there is increasing evidence of charter mismanagement--with public funding all-too-often being squandered while public schools are being closed or consolidated. Tracing the origins of vouchers and charters in the United States, this book examines the push to "globally compete" with education systems in countries such as China and Finland. It documents issues important to the school choice debate, including the impoverishment of public schools to support privatized schools, the abandonment of long-held principles of public education, questionable disciplinary practices, and community disruption. "School Choice: The End of Public Education?" is essential reading for anyone seeking a deeper understanding of the past and future of public education in America. Book features include: (1) Provides a comprehensive historical account of the origins of vouchers and charters; (2) Includes accounts of intriguing historical experiences; (3) Examines the defunding of neighborhood public schools in favor of often underregulated charters; (4) Reveals charter school "churn" that often follows the closing of a mismanaged charter; and (5) Provides a cogent counternarrative to the claim that charters are necessary for America to compete globally. [Foreword by Karen G. J. Lewis.] ED572679 School Choice: The End of Public Education? Teachers College Press 2016-07-08 978-0-8077-5725-3 224 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/school-choice-9780807757253 2017 As Provided JAN2020

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Yes Educational Attainment National Surveys Adults Gender Differences Racial Differences Ethnic Groups Whites Asian Americans African Americans Hispanic Americans American Indians Disabilities Age Differences Census Figures Geographic Location Ryan, Camille L. Bauman, Kurt Numerical/Quantitative Data Reports - Descriptive US Census Bureau English Elementary Secondary Education Higher Education This report provides a portrait of educational attainment in the United States based on data collected from the Current Population Survey (CPS). The report examines educational attainment of the adult population by demographic and social characteristics such as age, sex, race and Hispanic origin, and disability status, as well as differences in educational attainment between the native and the foreign born. Historical data are also included to present some general trends over time. Highlights of this report include: (1) In 2015, almost 9 out of 10 adults (88 percent) had at least a high school diploma or GED, while nearly 1 in 3 adults (33 percent) held a bachelor's or higher degree; (2) The percentage of women who had a bachelor's degree or higher (33 percent) was not statistically different than the percentage of men (32 percent) with this level of education; (3) Educational attainment varied by race and Hispanic origin. More than half of Asians aged 25 and older had a bachelor's degree or higher in 2015. Asians were more likely than non-Hispanic Whites to have at least a bachelor's degree; (4) Asians and non-Hispanic Whites were more likely to hold a bachelor's degree or higher compared with Blacks and Hispanics; (5) Native adults were more likely to have a high school education or higher but were no more likely than foreign-born adults to hold an advanced degree; and (6) Adults without a disability were more likely to hold a bachelor's degree or more than adults with a disability. ED572028 Educational Attainment in the United States: 2015. Population Characteristics. Current Population Reports. P20-578 US Census Bureau 2016-03-00 12 US Census Bureau. 4600 Silver Hill Road, Washington, DC 20233. Tel: 800-923-8282; Tel: 301-763-4636; e-mail: Census.in.Schools@census.gov; Web site: http://www.census.gov/ N/A 2017 ERIC JAN2020

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No Disabilities Educational Legislation Equal Education Federal Legislation Access to Education Individualized Education Programs Functional Behavioral Assessment Student Behavior State Legislation Teamwork Best Practices Geographic Location von Ravensberg, Heidi Blakely, Allison Reports - Research Individuals with Disabilities Education Act Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) (ED/OSEP) English Individuals with Disabilities Education Act (IDEA) promises all children with disabilities, including those with impeding challenging behavior, a free appropriate public education (FAPE) in the least restrictive environment (LRE). IDEA also promises educational support, in the form of positive behavioral interventions and supports (PBIS) when behaviors impede learning, through an individualized educational program (IEP). The 1997 IDEA amendments and 2004 reauthorization placed explicit requirements on IEP teams to use or consider a functional behavioral assessment (FBA). These requirements state that the FBA process is necessary when a student is removed for more than 10 days from his/her regular educational placement for disciplinary reasons. The purpose of this evaluation brief is to analyze the state law on FBA and to specifically focus on when school teams are required to initiate an FBA. In short, this brief seeks to answer: According to state law, when must an FBA be conducted? Many state law FBA provisions closely mirror those found in the IDEA, appear strictly in the discipline provisions, and leave FBA undefined. Despite best practices outlined in the literature concerning FBA, only a handful of state legislatures and regulators have specifically incorporated the use of FBA into their procedures on evaluation, re-evaluation, or development of behavior interventions and IEPs for a student whose behavior impedes his/her learning or that of others. The following is appended: Selected State Law Definitions of Functional Behavioral Assessment. ED572029 When to Use Functional Behavioral Assessment? A State-by-State Analysis of the Law Technical Assistance Center on Positive Behavioral Interventions and Supports 2015-10-00 Office of Special Education Programs (ED/OSERS) 8 Technical Assistance Center on Positive Behavioral Interventions and Supports. e-mail: support@pbis.org; Web site: http://www.pbis.org N/A https://www.pbis.org/Common/Cms/files/pbisresources/EvalBrief_Oct2015.pdf 2017 12 ERIC JAN2020

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No Skill Development Memory Educational Policy Cognitive Processes Thinking Skills Cognitive Science Educational Quality Classification Bias Basic Skills Neuropsychology Learning Strategies Evidence Scheduling Educational Practices Transfer of Training Imitation Social Influences Learning Motivation Lifelong Learning Skill Analysis Executive Function Personality Traits Critical Thinking Creativity Communication Skills Teamwork Social Status Gender Issues Vocational Education Achievement Gap Skill Obsolescence Training Methods Abadzi, Helen Reports - Descriptive International Bureau of Education (IBE) (Switzerland) English Research on memory functions and their applications is a vast field that has unfolded for decades; some important studies are sixty years old. However, the research has remained a well-kept secret of cognitive psychologists. Education faculties rarely teach memory specifics, so people working in education typically do not know about the above distinction. This document attempts to publicize essential research on the relationship between memory functions and skills development and to illustrate its educational and policy implications. Understanding memory functions is also important because the distinction between explicit and implicit memory seems to be responsible for significant and systematic memory biases that affect how people think about education. This document therefore also presents the problems and solution attempts made by donor agencies as well as research on cognitive biases of people. It then proceeds to illustrate essential memory functions that have applicability in education. The review includes "non-cognitive" skills, personality variables, complex skills, and gender and status issues. It also briefly covers the problems of lower-income vocational institutions and links them to cognitive research. It concludes with policy implications and prospects for future research. Examples of learning-related assumptions reported in various documents are appended. A bibliography is also included. ED573611 Training the 21st-Century Worker: Policy Advice from the Dark Network of Implicit Memory. IBE Working Papers on Curriculum Issues No. 16 UNESCO International Bureau of Education 2015-11-00 63 UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org N/A http://www.ibe.unesco.org/sites/default/files/resources/wp-16-training_21st_century_worker_eng.pdf 2017 ERIC JAN2020

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No Primary Education Elementary School Students Child Safety Internet Bullying Best Practices Educational Policy Policy Formation Staff Development Parent Education Educational Strategies Social Media School Policy Educational Trends Program Implementation Katz, Adrienne Books Guides - Classroom - Teacher English Primary Education Early Childhood Education Elementary Education Adult Education Children are using the internet and mobile devices at increasingly younger ages, and it's becoming more and more important to address e-safety in primary schools. This practical book provides guidance on how to teach and promote e-safety and tackle cyberbullying with real-life examples from schools of what works and what schools need to do. The book explains how to set policy and procedures, how to train staff and involve parents, and provides practical strategies and ready-to-use activities for teaching e-safety and meeting Ofsted requirements. Including up-to-the-minute information and advice that includes new technologies, social media sites, and recent school policy trends such as "Bring Your Own Device", this book provides all of the information that educational professionals need to implement successful whole school e-safety strategies. ED573612 Making Your Primary School E-Safe: Whole School Cyberbullying and E-Safety Strategies for Meeting Ofsted Requirements Jessica Kingsley Publishers 2015-00-00 978-1-84905-542-0 Teachers 232 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/uk/making-your-primary-school-e-safe.html 2017 As Provided JAN2020

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Yes Grade 9 Algebra Mathematics Instruction Secondary School Mathematics Common Core State Standards Formative Evaluation Teacher Attitudes Scores Mathematics Achievement Pretests Posttests Quasiexperimental Design Program Implementation Program Effectiveness Mathematics Teachers Diaries Student Records Scoring Rubrics Surveys Herman, Joan L. Matrundola, Deborah La Torre Epstein, Scott Leon, Seth Dai, Yunyun Reber, Sarah Choi, Kilchan Reports - Research Tests/Questionnaires Kentucky National Center for Research on Evaluation, Standards, and Student Testing (CRESST) English Grade 9 Junior High Schools Middle Schools Secondary Education High Schools With support from the Bill and Melinda Gates Foundation, researchers and experts in mathematics education developed the Mathematics Design Collaborative (MDC) as a strategy to support the transition to Common Core State Standards in math. MDC provides short formative assessment lessons known as Classroom Challenges for use in middle and high school math classrooms. UCLA CRESST's study of ninth-grade Algebra 1 classrooms in Kentucky implementing MDC showed strong support from teachers for the intervention and a statistically significant positive impact on student scores on the PLAN Algebra assessment, as compared to similar students statewide in Kentucky. The following are appended: (1) MDC Instruments and Rubrics, (2) MDC Teacher Log Descriptives; (3) MDC Teacher Survey Descriptives; (4) Analysis of MDC Student Work Artifacts; and (5) Quasi-Experimental Analysis of MDC Effects. ED571792 The Implementation and Effects of the Mathematics Design Collaborative (MDC): Early Findings from Kentucky Ninth-Grade Algebra 1 Courses. CRESST Report 845 National Center for Research on Evaluation, Standards, and Student Testing (CRESST) 2015-06-00 Bill and Melinda Gates Foundation 144 National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org N/A 2017 12 As Provided JAN2020

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Yes Grade 6 Algebra Grade 8 Individualized Instruction Computer Assisted Instruction Educational Technology Feedback (Response) Urban Schools Middle Schools Pretests Posttests Statistical Analysis Program Effectiveness Mathematics Instruction Chung, Gregory K. W. K. Delacruz, Girlie C. Dionne, Gary B. Baker, Eva L. Lee, John J. Osmundson, Ellen Reports - Research California National Center for Research on Evaluation, Standards, and Student Testing (CRESST) English Grade 6 Intermediate Grades Middle Schools Elementary Education Grade 8 Junior High Schools Secondary Education This report addresses a renewed interest in individualized instruction, driven in part by advances in technology and assessment as well as a persistent desire to increase the access, efficiency, and cost effectiveness of training and education. Using computer-based instruction we delivered extremely efficient instruction targeted to low knowledge learners in sixth-grade algebra readiness classes and eighth-grade Algebra 1A classes. Our research questions were the following: (1) To what extent can very brief exposure to instruction result in learning? and (2) How effective is the instruction compared to no exposure? We found that computer-based "instructional parcels" can be developed to provide very brief instruction that results in learning of mathematics content. The following are appended: (1) Summary of Design Guidelines Implemented in Instruction; (2) Student Background Detail; (3) Student Background Measures; (4) Sample of Pretest Items and (5) Transfer Test Items. ED571793 Towards Individualized Instruction with Technology-Enabled Tools and Methods: An Exploratory Study. CRESST Report 854 National Center for Research on Evaluation, Standards, and Student Testing (CRESST) 2016-06-00 Institute of Education Sciences (ED) 41 National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org N/A 2017 50 As Provided JAN2020 Yes R305A050004

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Yes Teacher Education Training Gifted Creativity Teaching Methods Mediation Theory Learning Theories Learning Processes Student Development Talent Development Piske, Fernanda Hellen Ribeiro Stoltz, Tania Guérios, Ettiène de Camargo, Denise Vestena, Carla Luciane Blum de Freitas, Samarah Perszel de Oliveira Machado Barby, Ana Aparecida Santinello, Jamille Journal Articles Reports - Descriptive ISSN-2151-4755 English The creativity is expressed in all individuals, but it manifests itself in different proportions and it may be carried out at different levels. Development levels of this attribute depend on the teacher's mediation in the process of learning. Creativity can be a challenge for most teachers, since they are unaware of its importance and unwittingly they inhibit by teaching methods that are not aimed at instigating the potential of students. Thus, this article aims to highlight the importance of teacher training for the development of gifted creativity. In conclusion, the mediation of teachers makes the difference in gifted education. As Vygotsky explains, it is precisely through the mediation that it is possible to develop the creative potential. In this sense, the training of the teaching staff reflects in how the mediation will take place during the process of teaching and learning. Therefore, it is essential that teachers are prepared to create a stimulating environment of potential and talents, as well as in performing a work with creativity of their students. ED572338 The Importance of Teacher Training for Development of Gifted Students' Creativity: Contributions of Vygotsky Online Submission Creative Education v8 n1 p131-141 Jan 2017 2017-01-22 11 N/A 2017 43 As Provided JAN2020

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Yes Discriminant Analysis Multivariate Analysis Reliability Mathematical Concepts Strand, Kenneth H. Kossman, Susan Speeches/Meeting Papers Reports - Research English The stabilities of standardized (ß) and structure (rs) coefficients in canonical (CA) and discriminant analyses (DA) were studied. Four different situations were studied--two pertaining to CA and two to DA. The situations were meant to represent "somewhat typical" and yet varying research conditions that often would not be thought to be notably objectionable among informed users of CA and DA. Data were sampled from a real population. For each of three situations, 100 random samplings of size 100 each were performed. In each sampling ß and rs were computed, and were subsequently treated so that their stabilities could be evaluated. For one of the situations, 100 random samplings of size 150 each were performed. Relative to the situations studied, conflicting results occurred concerning the stabilities of the ß and rs values. Conflicting results also occurred concerning the difference in stability between Roots 1 and 2 for both statistics. Furthermore, and more alarming, the stabilities of both statistics under the "reasonable" conditions studied were low. The results were discussed. ED572339 Further Inquiry into the Stabilities of Standardized and Structure Coefficients in Canonical and Discriminant Analyses Online Submission Paper presented at the American Educational Research Association Annual Meeting (New Orleans, LA, Apr 2000) 2000-04-00 29 N/A 2017 53 As Provided JAN2020

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Yes Preschool Children Mathematics Education Numeracy Age Differences Gender Differences Coding Byrge, Lisa Smith, Linda B. Mix, Kelly Reports - Research Indiana English Preschool Education Early Childhood Education Place value notation is essential to mathematics learning. This study examined young children's (4- to 6-year-olds, N = 172) understanding of place value prior to explicit schooling by asking them write spoken numbers (e.g., "six hundred and forty-two"). Children's attempts often consisted of "expansions" in which the proper digits were written in order but with 0s or other insertions marking place (e.g., "600402" or "610042"). This partial knowledge increased with age. Gender differences were also observed with older boys more likely than older girls to produce the conventional form (e.g., 642). Potential experiences contributing to expanded number writing and the observed gender differences are discussed. [This paper was published in "Child Development" v85 n2 p437-443 Mar-Apr 2014 (EJ1027536).] ED572340 Beginnings of Place Value: How Preschoolers Write Three-Digit Numbers Grantee Submission 2014-00-00 Institute of Education Sciences (ED) National Science Foundation (NSF) 24 T http://dx.doi.org/10.1111/cdev.12162 2017 29 As Provided JAN2020 Yes R305A080287

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No Inquiry Teacher Researchers Teacher Competencies Teaching Methods School Culture Networks Theories Teacher Attitudes Early Childhood Education Preschool Teachers Teacher Leadership Teacher Role General Education Specialists Nichols, Sue Cormack, Phil Books Reports - Evaluative English Early Childhood Education Preschool Education How does practitioner inquiry impact education? Examining the experiences of practitioners who have participated in inquiry projects, the authors present ways in which this work has enabled educators to be positive change agents. They reveal the difference that practitioner inquiry has made in their professional practice, their understanding of student learning, their content area knowledge, and their career trajectories. Attesting to long-lasting changes in ways that these educators approach professional challenges, the authors identify the "ripple effect" of these changes through school communities and beyond. "Impactful Practitioner Inquiry" includes in-depth case studies as well as chapters specifically focused on the design and analysis aspects of inquiry. Book features include: (1) An examination of how practitioner inquiry impacts professional practice, school culture, and career trajectories; (2) The use of complexity and network theories to understand how practitioner inquiry is able to create its ripple effect; (3) Testimonies from educators with up to 10 years' experience as inquirers; and (4) Practices from early childhood and school settings, classroom and leadership roles, general education and specialist settings. ED572680 Impactful Practitioner Inquiry: The Ripple Effect on Classrooms, Schools, and Teacher Professionalism. Practitioner Inquiry Series Teachers College Press 2016-11-18 978-0-8077-5672-0 192 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/impactful-practitioner-inquiry-9780807756720 2017 As Provided JAN2020

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No Urban Teaching Urban Schools Moral Values Teaching Methods Politics of Education Educational Research Barriers Student Diversity Minority Group Students Teacher Responsibility Educational Change Social Justice Weiner, Lois Jerome, Daniel Reports - Descriptive Books English This significantly revised edition will help prospective and new city teachers navigate the realities of city teaching. Now the classic introduction to urban teaching, this book explains how global, national, state, and local reforms have impacted what teachers need to know to not only survive, but to do their jobs well. The Third Edition melds new insights and perspectives from Daniel Jerome--New York City teacher, social justice activist, and parent of color--with what Lois Weiner, a seasoned teacher educator, has learned from research and decades of experience working with city teachers and students in a variety of settings. Together, the authors explore how successful teachers deal with the complexity, difficulty, and rewarding challenges of teaching in today's city schools. Book features include: (1) A highly readable exploration of the moral, pedagogical, and political complexity of teaching in urban schools; (2) Research-based advice combined with real-life examples of the problems city teachers face; (3) Challenges associated with teaching in multi-ethnic and multi-racial settings; and (4) Critical examination of how the altered landscape of education has changed teachers' professional obligations. ED572681 Urban Teaching: The Essentials. Third Edition Teachers College Press 2016-02-19 978-0-8077-5689-8 112 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/urban-teaching-9780807756898?page_id=90 2017 As Provided JAN2020

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Yes Community Colleges Technical Institutes Educational Attainment Educational Objectives Postsecondary Education High Schools Demography Reports - Research Washington Washington State Board for Community and Technical Colleges English Two Year Colleges Higher Education Postsecondary Education High Schools Secondary Education In 2013, the Washington Student Achievement Council (WSAC) set a 10 year plan for improving the educational attainment of Washington residents. The Roadmap included two educational attainment goals for 2023: (1) All adults in Washington, ages 25-44, will have a high school diploma or equivalent; and (2) At least 70 percent of Washington adults, ages 25-44, will have a postsecondary credential. The Washington state Legislature passed a bill acknowledging these attainment goals during the 2014 session. The primary purpose of this report is to estimate what it will take for the state to reach the postsecondary attainment goal for 2023 and what share of the additional credential holders needed to reach this goal would be expected to come from Washington's community and technical college (CTC) system. The summary section of the report outlines a brief answer to this question; a more detailed description of the background assumptions and analysis to answer this question are provided in the subsequent sections of the report. It was noted during the analysis that the CTC system should also be expected to play a major role in the high school attainment goal, so a similar summary and analysis is provided for the high school attainment goal at the end of this report. ED573049 Community & Technical College Share of Washington's Educational Attainment Goals for 2023 Washington State Board for Community and Technical Colleges 2015-05-18 13 Washington State Board for Community and Technical Colleges. P.O. Box 42495, Olympia, WA 98504-2495. Tel: 360-704-4400; Fax: 360-704-4415; Web site: http://www.sbctc.ctc.edu N/A 2017 ERIC JAN2020

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Yes Achievement Tests Foreign Countries International Assessment Secondary School Students Mathematics Achievement Predictor Variables Student Characteristics Multiple Regression Analysis Databases Student Attitudes Beliefs Student Motivation Self Efficacy Self Concept Anxiety Arikan, Serkan Journal Articles Reports - Research Turkey Program for International Student Assessment ISSN-2161-623X English Secondary Education There are many studies that focus on factors affecting achievement. However, there is limited research that used student characteristics indices reported by the Programme for International Student Assessment (PISA). Therefore, this study investigated the predictive effects of student characteristics on mathematics performance of Turkish students. In PISA studies, sampling design, sampling weights, and plausible values have to be taken into consideration in order not to have biased multiple regression results. In order to conduct multiple regression analyses in PISA, software called the International Association for the Evaluation of Educational Achievement (IEA) International Database (IDB) Analyzer is required to be used because the dependent variable consists of several plausible values. This study aims to identify student characteristics that are significant in predicting mathematics performance in Turkey. Results showed that being successful in mathematics is a combination of several factors in which students' beliefs, motivation, and other factors must be organized to achieve mathematics. Among these beliefs and motivation, strong self-efficacy, positive self-concept, and minimum level of anxiety seem to be the key for success. ED573050 A Regression Model with a New Tool: IDB Analyzer for Identifying Factors Predicting Mathematics Performance Using PISA 2012 Indices Online Submission US-China Education Review A v4 n10 p716-727 Oct 2014 2014-10-00 12 N/A 2017 34 As Provided JAN2020

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Yes Scaling Reading Programs Apprenticeships Educational Innovation Reading Improvement Literacy Content Area Reading Secondary Education Formative Evaluation Feedback (Response) High Schools School District Autonomy Capacity Building Program Implementation Adoption (Ideas) Theory Practice Relationship Predictor Variables Models Regression (Statistics) Zacamy, Jenna Newman, Denis Lazarev, Valeriy Lin, Li Speeches/Meeting Papers Reports - Evaluative National Center on Scaling Up Effective Schools (NCSU) English Secondary Education High Schools This paper reports findings from a multi-year study of the scale-up of Reading Apprenticeship (RA), an approach to improve academic literacy by helping teachers provide the support students need to be successful readers in the content areas. WestEd's Strategic Literacy Initiative (SLI), began developing the program in 1995 and has since reached over 100,000 teachers in schools across the country, at the middle school, high school and college levels. In 2010, WestEd received a "Validation" grant from the Department of Education's Investing in Innovation Fund (i3) competition to scale-up and study the "Reading Apprenticeship Improving Secondary Education" (RAISE) project. For this five-year project, SLI focused on three secondary school content areas: English Language Arts, History, and Biology. From the grant, SLI not only funded an independent randomized control trial, but also a parallel effort to study the schools outside of the RCT that were to receive the same professional development and other supports in implementing RA. This scale-up study was intended to provide formative feedback to the SLI developers to help them achieve their goal to build local education agency capacity to disseminate, support, and sustain academic literacy improvement in high school subject areas within their regions. Whereas, the i3 and similar funding can "prime the pump," the project must build the capacity to disseminate, support, and sustain the innovation. Ultimately, adoption at the state-level, driven by local adoption and evidence of success, will keep it going. Appended to the report are: (1) Detailed Data Collection Activities; and (2) Results From GL Analysis. ED571801 School Processes That Can Drive Scaling-Up of an Innovation, or Contribute to Its Abandonment. Conference Paper National Center on Scaling Up Effective Schools Paper presented at the Annual Meeting of the National Center on Scaling Up Effective Schools (NCSU) (2nd, Nashville, TN, Oct 7-9, 2015) 2015-10-00 Department of Education (ED) 28 National Center on Scaling Up Effective Schools. 230 Appleton Place PMB 414, Nashville, TN 37203. Tel: 615-322-0225; Fax: 615-322-7890; Web site: http://www.scalingupcenter.org N/A 2017 20 ERIC JAN2020 U39B100255

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Yes Guessing (Tests) Item Response Theory Mathematics Instruction Mathematics Tests Evaluation Methods Algebra Mathematical Formulas Models Computation Standardized Tests Grade 4 Simulation Falk, Carl F. Cai, Li Reports - Descriptive National Center for Research on Evaluation, Standards, and Student Testing (CRESST) English Grade 4 Intermediate Grades Elementary Education We present a logistic function of a monotonic polynomial with a lower asymptote, allowing additional flexibility beyond the three-parameter logistic model. We develop a maximum marginal likelihood based approach to estimate the item parameters. The new item response model is demonstrated on math assessment data from a state, and a computationally efficient strategy for choosing the order of the polynomial is demonstrated and tested. ED571805 Semi-Parametric Item Response Functions in the Context of Guessing. CRESST Report 844 National Center for Research on Evaluation, Standards, and Student Testing (CRESST) 2015-04-00 Institute of Education Sciences (ED) 37 National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org N/A 2017 22 As Provided JAN2020 Yes R305D140046

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No Educational Legislation Equal Education Disabilities Federal Legislation Resource Allocation Data Analysis Information Utilization Financial Support Data Collection Funding Formulas Decision Making Accountability Greer, Maureen Kilpatrick, Jamie McCullough, Katy Reid, Kellen Reports - Descriptive Washington Individuals with Disabilities Education Act Part C Center for IDEA Early Childhood Data Systems (DaSy) Early Childhood Technical Assistance (ECTA) Center SRI International English This 2016 document is designed to provide state Part C staff with guidance on using fiscal data to analyze and revise their allocation methodology. Allocation methodology is the process -- including practices, strategies, procedures, and policies -- used by Part C state staff to equitably distribute funds to meet the needs of the system, including the children and families served. "Revised Funding Formula Four Year Plan" is appended. ED571806 Using Fiscal Data to Inform a State's Part C Allocation Methodology Center for IDEA Early Childhood Data Systems (DaSy) 2016-01-00 Department of Education (ED) 17 Center for IDEA Early Childhood Data Systems (DaSy). 333 Ravenswood Avenue BS 140, Menlo Park, CA 94025. Tel: 650-859-3881; e-mail: dasycenter@sri.com; Web site: http://dasycenter.org/index.html N/A http://dasycenter.sri.com/downloads/DaSy_papers/FY302_AllocationMethods_FINAL_20160129.pdf 2017 5 As Provided JAN2020 H373Z120002

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No Curriculum Performance Factors Competency Based Education Minimum Competencies Relevance (Education) Curriculum Development Competence Skill Development Measurement Techniques Outcome Measures Minimum Competency Testing Skill Analysis Evaluation Methods Roegiers, Xavier Reports - Descriptive International Bureau of Education (IBE) (Switzerland) English There can be no denying the influence of competencies on the development of the school and its curricula. It is increasingly the case that, to enrol in a socio-economic fabric, whether locally or globally, learners--male or female--must learn to place their knowledge and know-how at the service of action: they must be able to deal with complex situations of daily and professional life. In short, they must be taught to transfer their knowledge and know-how. The school and its stakeholders must therefore be tooled to be able to handle this novelty: conducting learning processes in terms of competencies, but also assessing learners in terms of competencies. This article emphasizes competencies assessment, particularly in a comprehensive curriculum vision, attempting to articulate all the facets of a school cursus for all. It begins by situating the contribution of competencies in the world of the school: Where do they come from? What do they bring? What is their future? It then shows how several conceptions of competency have come to exist side by side. Two of them dominate in particular. On the one hand, we have the conception of "generic competencies", which constitute a general stock of knowledge for the learner, notably including socio-affective competencies; on the other, there is the conception of "situational competencies", which represent the learner's potential ability to deal with certain complex situations referring to an exit profile. The article finally addresses the general problem of competencies assessment, both generic and situational competencies, by showing the methodologies specific to each type to be mobilized for assessment, and the difficulties facing stakeholders when it comes to assessing both categories. In conclusion, it marks out a few new paths to follow for assessing competencies. Contains a bibliography. ED573613 A Conceptual Framework for Competencies Assessment. In-Progress Reflection No. 4 on "Current and Critical Issues in the Curriculum and Learning" UNESCO International Bureau of Education 2016-06-00 44 UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org N/A http://www.ibe.unesco.org/sites/default/files/resources/ipr4-roegiers-competenciesassessment_eng.pdf 2017 As Provided JAN2020

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No Autism Pervasive Developmental Disorders Writing Instruction Writing Skills Writing Improvement Self Expression High School Students College Students Reading Comprehension Executive Function Psychomotor Skills Text Structure Persuasive Discourse Writing (Composition) Creativity Teaching Methods Writing Exercises Geither, Elise Meeks, Lisa Books Guides - Classroom - Teacher English High Schools Secondary Education Higher Education Postsecondary Education When it comes to academic work, students with Autism Spectrum Disorder (ASD) often have the required knowledge but struggle to get their thoughts down in writing. This is a practical guide to teaching and improving writing skills in students with ASD to meet academic writing standards and prepare for the increased expectations of higher education. The book covers key considerations for all educators teaching writing skills to high school and college students with ASD including how to address difficulties with comprehension, executive functioning, and motor skills, how to structure ideas into a coherent argument, and how to develop creativity and expression in writing, as well as how to successfully adapt these skills to meet university expectations. Each chapter includes teaching tips, insightful student perspectives, and ready-to-use writing exercises. ED573614 Helping Students with Autism Spectrum Disorder Express Their Thoughts and Knowledge in Writing: Tips and Exercises for Developing Writing Skills Jessica Kingsley Publishers 2014-00-00 978-1-84905-996-1 Teachers 136 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/uk/helping-students-with-autism-spectrum-disorder-express-their-thoughts-and-knowledge-in-writing.html 2017 As Provided JAN2020

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No Elementary Secondary Education Teacher Collaboration Educational Principles Learning Instruction Leadership Fogarty, Robin J. Books Reports - Descriptive English Elementary Secondary Education Teacher-to-teacher collaboration is more than a survival tactic; it is the social interaction that propels professional learning. In her new book, master teacher and educational consultant Robin Fogarty offers "13 guiding principles" for new teachers and school leaders. These seminal ideas, along with the stories that accompany them, will invite, excite, and ignite teachers from kindergarten to college. Each chapter includes a description of the guiding principle, a companion vignette, classroom examples, teaching and learning tips, and discussion questions. While designed for new and preservice teachers, coaches, mentors, and seasoned veterans will also find new perspectives and ideas for their own practice and for mentoring newcomers to the profession. Book Features: (1) A conversational tone, including stories that entertain yet make a key point; (2) Tips for incorporating new information from neuro research on how we learn; (3) Proven techniques for differentiating instruction to meet the talents and needs of students; (4) Examples of strategies in each chapter with do-it-yourself activities to try; and (5) Helpful insights appropriate for school leaders as well as teachers. [Foreword by Charlotte Danielson; Afterword by Brian Pete.] ED572682 Invite! Excite! Ignite! 13 Principles for Teaching, Learning, and Leading, K-12 Teachers College Press 2016-04-01 978-0-8077-5752-9 Teachers 160 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/invite-excite-ignite-9780807757529 2017 ERIC JAN2020

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No Middle Schools Urban Schools Neighborhoods Expectation Socioeconomic Influences Common Core State Standards Literacy Education Accountability Power Structure Writing Instruction Educational Improvement Resistance (Psychology) Social Bias Racial Bias Student Characteristics Teacher Characteristics Urbanski, Cynthia D. Books Reports - Evaluative English Middle Schools Secondary Education Junior High Schools At Rosa Parks, a middle school in a crime-ridden neighborhood, students are advised to "do as they are told" and they will succeed. Unfortunately, "doing what they are told" often translates into repeating information given to them by the teacher, especially when it comes to writing. Meanwhile, students in an affluent neighborhood nearby are encouraged to be creative and think critically. This book examines the experience of one school's resistance to the deficit model of education and how it represents the overall story of urban school reform. Highlighting the consequences of the implementation of the Common Core State Standards in literacy, the author weighs the perspectives of teachers, National Writing Project consultants, and administrators. Her up-close analysis illuminates how rigid accountability structures shift power away from the teachers and administrators who know the students best. As such, it illustrates the complex nature of writing instruction in urban schools. Book Features: (1) Provides valuable lessons learned that can be applied throughout the United States to improve urban schools; (2) Offers rich portraits of students and teachers who resist the deficit identities placed on them by the dominant narrative of urban school reform; and (3) Presents a forum for those who are often silenced and talked about where they can speak for themselves. [Foreword by Elyse Eidman-Aadahl.] ED572683 Untangling Urban Middle School Reform: Clashing Agendas for Literacy Standards and Student Success Teachers College Press 2016-07-07 978-0-8077-5771-0 144 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/untangling-urban-middle-school-reform-9780807757710 2017 As Provided JAN2020

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Yes Young Adults Migration Demography Socioeconomic Status National Surveys Community Surveys Housing Geographic Location Population Trends Trend Analysis Metropolitan Areas Educational Attainment Age Groups Family Characteristics Accuracy Statistical Data Benetsky, Megan J. Burd, Charlynn A. Rapino, Melanie A. Reports - Research Numerical/Quantitative Data United States US Census Bureau English Young adults in the United States have the highest rate of migration compared with other age groups. The most common reasons for moving among all ages are job, housing, or family related. Many of these moves are made between the ages of 18 to 34, an age group marked by various life course transitions associated with moving. These include getting a job, going to college, getting married, or having children. This report describes the demographic and socioeconomic status of young adult migrants, aged 18 to 34 using the 2007-2009 and 2010-2012 American Community Survey (ACS) 3-year estimates. The ACS is a nationally representative, ongoing survey that produces annual estimates of socioeconomic, demographic, and housing characteristics at the national and subnational levels. Migrants in this report include any young adults whose current address was different from their address 1 year ago. These estimates represent the years of the postrecession period using the 2010-2012 ACS 3-year estimates and were compared with the 2007-2009 ACS 3-year estimates, which represented the years of the recession period. The geographic location of young adults was also analyzed for the two time periods with a focus on metropolitan areas. This report is organized as follows: First, there is an overview of migration trends across age groups, then each time period is examined--postrecession (2010-2012) and recession (2007-2009). Second, each time period examines the mobility trends for young migrants as well as their demographic and socioeconomic characteristics. Third, there is an analysis of the geography of young inmovers by metropolitan areas. ED572030 Young Adult Migration: 2007-2009 to 2010-2012. American Community Survey Reports. ACS-31 US Census Bureau 2015-03-00 26 US Census Bureau. 4600 Silver Hill Road, Washington, DC 20233. Tel: 800-923-8282; Tel: 301-763-4636; e-mail: Census.in.Schools@census.gov; Web site: http://www.census.gov/ N/A 2017 ERIC JAN2020

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Yes Computer Literacy Sustainability English (Second Language) English Teachers Secondary School Teachers Inservice Teacher Education Teaching Experience Reflective Teaching Focus Groups Computer Uses in Education Second Language Instruction Foreign Countries Allen, Christopher Berggren, Jan Reports - Research Speeches/Meeting Papers Sweden English Secondary Education This project introduces the concept of digital literacy at a practical level to a group of EFL teachers within the context of a single work place; a technologically well-resourced upper secondary school in Sweden. English teachers were provided with a theoretical and practical overview of the digital literacy concept as described by Dudeney, Hockly, and Pegrum (2013) before being given the task of each teaching a lesson. The teachers' reflective experiences of incorporating digital literacy into advanced level English teaching were then evaluated through a focus group interview. The results obtained show the efficacy of incorporating small scale exploratory practice research projects alongside busy teaching schedules and administrative demands as well as developing teachers' perspectives on Information and Communications Technology (ICT) in the English as a Foreign Language (EFL) classroom. In addition, the project has promoted synergies and collaboration among a school staff engaged in the long-term goal of continued professional development. [For the complete volume of short papers, see ED572005.] ED572031 Digital Literacy and Sustainability--A Field Study in EFL Teacher Development Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 7 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 11 As Provided JAN2020

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Yes Foreign Countries Mental Health Health Education Elementary School Teachers Secondary School Teachers Urban Schools Teacher Surveys Teacher Characteristics Teacher Responsibility Psychological Evaluation Barriers Counseling Faculty Development Caldarella, Paul Chan, Peter Christensen, Lynnette Lin, Xiuyun Liu, Yan Journal Articles Reports - Research China (Beijing) English Elementary Education Secondary Education Background: With over 222 million youth below the age of 15 in China, the need for psychological services in schools is receiving increasing attention. School mental health education has been developing over the past 20 years to meet this need, and evidence shows it is being implemented, particularly in urban areas. However, no empirical studies have explored the profession from the view of practitioners. Aims: The purpose of the present study was to conduct the first systematic survey of practitioners regarding the current practice of mental health education in Beijing. Sample: This study surveyed 292 mental health educators in elementary and secondary schools in 6 of the 14 districts in Beijing. Method: Participants completed a 52-item questionnaire assessing their demographics and job responsibilities including teaching, assessment, counseling, professional organization involvement, supervision, and training needs. Results: Participants were predominantly females with undergraduate degrees in psychology or education. Most of the participants reported that mental health education was only part of their full-time job as educators. Participants reported spending time counseling students, consulting with parents and teachers, and assessing students. Participants mentioned a lack of a professional organization, too many responsibilities unrelated to mental health education, and the need for more recognition for the profession. Many participants also indicated a need for better training and supervision, particularly in counseling and mental health assessment. Conclusions: Participants reported engagement in some of the characteristic duties of school psychologists in other countries, though mental health education appears to be more similar to primary prevention programs in the West. Results are compared and contrasted with the practice of school psychology in the US and elsewhere. Implications for the future of mental health education in China are included. ED573051 School Mental Health Education in Beijing: A Survey of Practitioners Online Submission New Horizons in Education v61 n2 p77-92 May 2013 2013-05-00 16 N/A 2017 31 As Provided JAN2020

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Yes Electronic Learning Geometry Geometric Concepts Spatial Ability Elementary School Students Grade 4 Online Courses Integrated Activities Educational Environment Mathematics Activities Teaching Methods Yeh, Andy Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Elementary Education Grade 4 Intermediate Grades With the advancement of new technologies, this author has in 2010 started to engineer an online learning environment for investigating the nature and development of spatial abilities, and the teaching and learning of geometry. This paper documents how this new digital learning environment can afford the opportunity to integrate the learning about 3D shapes with direction, location and movement, and how young children can mentally and visually construct virtual 3D shapes using movements in both egocentric and fixed frames of reference (FOR). Findings suggest that year 4 (aged 9) children can develop the capacity to construct a cube using egocentric FOR only, fixed FOR only or a combination of both FOR. However, these young participants were unable to articulate the effect of individual or combined FOR movements. Directions for future research are proposed. [This report was financed by the QUT ECARD fund.] ED573052 Constructing a Frame of Cube: Connecting 3D Shapes with Direction, Location and Movement Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 10 As Provided JAN2020

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No College Students Disabilities Misconceptions Attention Control Autism Pervasive Developmental Disorders Attention Deficit Hyperactivity Disorder Dyslexia Behavior Disorders Affective Behavior Emotional Disturbances Teaching Methods Academic Accommodations (Disabilities) School Policy Oslund, Christy Books Guides - Non-Classroom English Higher Education Postsecondary Education With increasing numbers of students with invisible disabilities attending college and university, faculty and staff find themselves faced with new challenges. This practical handbook provides lecturers, tutors, disability services, and administrative staff with an overview of the invisible disabilities they may encounter, dispelling common myths and offering practical advice to support the needs of these students. Students with invisible disabilities are often academically talented but struggle with certain aspects of higher education such as keeping track of appointments or maintaining concentration in lecture halls. By providing detailed information on a range of disabilities including autism, AD/HD, dyslexia, OCD, and affective disorders, this book facilitates a better understanding of the unique needs of these students and what their strengths and limitations may be. With ideas for adapting teaching methods, offering suitable accommodations, and improving institutional policy, this is vital reading for all university faculty and staff. ED573615 Supporting College and University Students with Invisible Disabilities: A Guide for Faculty and Staff Working with Students with Autism, AD/HD, Language Processing Disorders, Anxiety, and Mental Illness Jessica Kingsley Publishers 2013-00-00 978-1-84905-955-8 Teachers 160 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/uk/supporting-college-and-university-students-with-invisible-disabilities.html 2017 As Provided JAN2020

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No Asperger Syndrome Instructional Innovation Educational Strategies Behavior Problems Friendship Interpersonal Competence Thinking Skills Speech Skills Sensory Experience Learning Activities Parent Participation Caregivers Educational Environment Family Environment Children Hoopmann, Kathy Books Guides - Non-Classroom English Perfect for time-poor teachers, Kathy Hoopmann's essential handbook is an easy-to-navigate resource that promotes a positive learning environment in which students with Asperger syndrome (ASD) can thrive. Kathy's unique ability to explain the ASD mind-set shines through as her concise descriptions reveal how to recognise and develop the child's strengths to the fullest potential whilst guiding and mentoring through areas of difficulties. Full of effective and innovative strategies, the book covers areas such as meltdowns, forming friendships, literal thinking and speaking, and the overwhelming influence of sensory sensitivities. Activities to help explain the child's behaviour to other students are also included which fosters understanding and acceptance. A "Home Link" section adds vital information about how to work with parents and other caregivers to create safe, loving and fun environments for the child at home and at school. With illustrations throughout, this book will be of immeasurable value to anyone who is working in a classroom setting with children with ASD. ED573616 The Essential Manual for Asperger Syndrome (ASD) in the Classroom: What Every Teacher Needs to Know Jessica Kingsley Publishers 2015-00-00 978-1-84905-553-6 Teachers 224 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/uk/the-essential-manual-for-asperger-syndrome-asd-in-the-classroom.html 2017 As Provided JAN2020

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Yes Mathematics Curriculum Mathematical Concepts Concept Mapping Schematic Studies Socioeconomic Influences Teacher Effectiveness Mathematics Achievement Woolcott, Geoff Speeches/Meeting Papers Reports - Evaluative Mathematics Education Research Group of Australasia English Student learning and performance in mathematics may be associated with issues of connectivity related to curriculum content, acting together with a larger and more complex set of issues, such as those related to teacher quality and socioeconomic influences. Complex and non-linear connectivity of mathematics and other concepts, in particular, may underpin the development of mathematics expertise, and student failures may be related to inadequate development of the networks that connect these concepts. This paper investigates the scope and influence of spatiotemporal networks that may link concepts in the learning of mathematics. ED573053 Mathematics Networks and Curriculum Concepts Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 7 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 34 As Provided JAN2020

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Yes Foreign Countries Case Studies Student Motivation Low Achievement Electronic Publishing Web Sites Portfolios (Background Materials) Grade 11 Arabs Observation Content Analysis Interviews Secondary School Teachers Correlation High School Students Instructional Effectiveness Web 2.0 Technologies Computer Uses in Education Vocational High Schools Teacher Effectiveness Sad, Ahmad F. Journal Articles Reports - Research Israel (Jerusalem) English Grade 11 Secondary Education High Schools As low-achieving students face difficult time at school and usually experience low motivation to learn, blogging in the classroom might be used as a possible way of motivating them through its use as an e-portfolio (show-case blog) for students to show their work. The researcher used case study approach to examine 11th grade class (n = 22) Arab male low-achieving students in a secondary vocational school in east Jerusalem during the first semester of 2012/2013 academic year. Through continuous observation, content analysis and interviews with teachers and students the researcher studied the students and their individual blogs that they used to submit assignments from their official curriculum. The research results show a positive correlation between student blogging and student motivation, but there is more important consideration for the setting since low-achieving students are different, like type of assignment used, authenticity of assessment, and teacher efficacy. ED573054 Motivating Low-Performing 11th Graders through Blogging: A Case Study Online Submission International Journal of Instructional Technology and Distance Learning v9 n12 p17-30 Dec 2012 2012-12-00 14 N/A 2017 27 As Provided JAN2020

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Yes Equal Education Doctoral Programs College Faculty Socialization Social Bias MacLachlan, Anne J. Reports - Evaluative University of California, Berkeley. Center for Studies in Higher Education English Higher Education Postsecondary Education Making doctoral education accessible and successful for students from low income, first generation families as well as members of immigrant or specific ethnic groups is a world- wide problem. In the US the traditional explanation for the low numbers of Ph.D. recipients from these groups are lack of preparation, lack of interest and a "leaky pipeline." These alone are not enough to explain disparities. This article argues that the most powerful vehicles of exclusion are tacit knowledge and the implicit bias of faculty and is related to doctoral/faculty socialization. Faculty share the values and prejudices of the broader society and those of their own group--one which in the US is predominately white, male and from well-educated middle class families. Their identity as "faculty" of a particular discipline and as members of a profession legitimizes their capacity to evaluate and judge matters within their discipline and their professional responsibilities. Most faculty tend to believe they are objective and even "scientific" in their judgements. Nonetheless, in the course of their lifetimes they have acquired tacit knowledge within the range of their experiences that can be expressed as "implicit bias" and is now documented. The result may be variable responses to students based on their personal characteristics, not their academic merit. Since faculty are to a great extent similarly socialized into their profession in many countries, this model for understanding a major source of discrimination could be potentially useful beyond the US, even if doctoral training is formally organized differently elsewhere. Faculty everywhere are the gatekeepers. ED573055 Preservation of Educational Inequality in Doctoral Education: Tacit Knowledge, Implicit Bias and University Faculty. Research & Occasional Paper Series: CSHE.1.17 Center for Studies in Higher Education 2017-02-00 14 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2017 111 As Provided JAN2020

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Yes Mental Computation Thinking Skills Problem Solving Secondary School Students Likert Scales Instructional Program Divisions Logical Thinking Gender Differences Internet Handheld Devices Statistical Analysis Computer Use Foreign Countries Korucu, Agah Tugrul Gencturk, Abdullah Tarik Gundogdu, Mustafa Mucahit Journal Articles Reports - Research Turkey English Secondary Education Computational thinking is generally considered as a kind of analytical way of thinking. According to Wings (2008) it shares with mathematical thinking, engineering thinking and scientific thinking in the general ways in which we may use for solving a problem, designing and evaluating complex systems or understanding computability and intelligence as well as the mind and human behaviour. It is generally accepted important that like high order thinking skills the analytical way of thinking should be taught to the children at very early ages. The aim of this study is to investigate the computational thinking skills of secondary school students in terms of different variables. The study group of the research is 160 secondary school students who continue their education at different levels in Konya. The "Computational Thinking Skills Scale" which has been developed by Korkmaz, Çakir and Özden (2015) were used for data collection. The scale includes 22 items and it is a 5 point Likert type scale. The Cronbach Alpha reliability of the scale has been calculated as 0.80 and it has been found to be valid to measure the computational skills levels of the secondary school students as a result of the analysis. As a result of this research, the computational thinking skill levels of participants differ meaningfully in terms of their class levels, do not differ meaningfully in terms of their genders, do not differ meaningfully in terms of their weekly internet usage durations, do not differ meaningfully in terms of their mobile device usage competence situations, and differ meaningfully in terms of their mobile Technologies possession durations. ED572684 Examination of the Computational Thinking Skills of Students Online Submission Journal of Learning and Teaching in Digital Age v2 n1 p11-19 2017 2017-00-00 9 N/A 2017 36 As Provided JAN2020

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Yes Socialization Student Attitudes Academic Achievement Foreign Countries Social Networks Cooperative Learning Pretests Posttests Grade 3 Experimental Groups Control Groups Electronic Learning Correlation Educational Technology Statistical Analysis Comparative Analysis Computer Science Education Durak, Gürhan Cankaya, Serkan Yunkul, Eyup Ozturk, Gülcan Journal Articles Reports - Research Turkey ISSN-2501-1111 English Grade 3 Primary Education Elementary Education Early Childhood Education Despite the widespread use of Social Learning Networks (SLNs), there is little research on the effectiveness of these sites in related literature. Therefore, there is a need for studies investigating but use of SLNs in educational environments and their effects on learners' academic achievements. In this study, the purpose was to investigate the effects of use of Edmodo, a leading SLN site, on students' performances and attitudes towards online learning according to certain variables. In line with this purpose, using the pretest-posttest method, an experimental study with a control group was carried out with 79 learners taking the courses of Special Teaching Methods in the department of Computer Education and Instructional Technologies in the Education Faculty of a university in Turkey. In addition to face-to-face courses given to the experimental group students, various activities related to the course (group works, individual assignments, discussions) were carried out under the guidance of the course teacher via Edmodo. As for the control group students, they carried out the activities in class environment without using Edmodo. The results revealed that students who used Edmodo were more successful than those who did not. Based on this result, it could be stated that Edmodo had positive contributions to learners' academic achievements. ED572685 The Effects of a Social Learning Network on Students' Performances and Attitudes Online Submission European Journal of Education Studies v3 n3 p312-333 2017 2017-00-00 22 N/A 2017 78 As Provided JAN2020

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Yes National Competency Tests Grade 12 College Preparation Career Readiness College Readiness Mathematics Skills Reading Skills Knowledge Level Required Courses Course Content Content Analysis Documentation Coding Course Descriptions Assignments Textbooks Colleges Statistical Analysis Institutional Characteristics Reports - Research National Assessment of Educational Progress Educational Policy Improvement Center (EPIC) English Grade 12 Secondary Education High Schools Higher Education Postsecondary Education The National Assessment Governing Board is an independent, bipartisan organization that sets policy for the National Assessment of Educational Progress (NAEP). The Governing Board established the NAEP Program of 12th Grade Preparedness Research to assess what NAEP can report on the academic preparedness of 12th grade students entering college and job training. The Governing Board commissioned the Educational Policy Improvement Center in October 2012 to conduct the College Course Content Analysis (CCCA) study, which used course artifacts to identify the prerequisite knowledge, skills, and abilities (KSAs) in mathematics and reading that are necessary for students to be prepared to qualify for entry-level, credit-bearing courses that satisfy general education requirements. The CCCA study was designed to answer the following research questions: (1) What are the prerequisite KSAs in mathematics and reading to qualify for entry-level, credit-bearing courses that satisfy general education requirements? (2) How do these prerequisite KSAs compare with the 2009 and 2013 NAEP mathematics and reading frameworks and item pools? (3) How do these prerequisite KSAs compare with previous NAEP preparedness research, i.e., descriptions of minimal academic preparedness requirements produced in the Judgmental Standard Setting (JSS) research? (4) How can these prerequisites inform future NAEP preparedness research? This report also describes the College Course Content Analysis (CCCA) study, one of a series of studies contributing to the National Assessment of Educational Progress (NAEP) Program of 12th Grade Preparedness Research. Appendices are available as separate files from the NAEP. ED571807 National Assessment of Educational Progress Grade 12 Preparedness Research College Course Content Analysis Study: Final Report Educational Policy Improvement Center 2014-00-00 National Assessment Governing Board 108 Educational Policy Improvement Center. 720 East 13th Avenue Suite 203, Eugene, OR 97401. Tel: 877-766-2279; Tel: 541- 246-2600; Fax: 541-346-6145; e-mail: communications@epiconline.org; Web site: http://www.epiconline.org N/A 2017 21 ERIC JAN2020 EDNAG12C0003

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Yes Dual Enrollment Two Year Colleges Public Colleges Private Colleges Courses Course Descriptions Secondary Education Postsecondary Education Focus Groups Curriculum Faculty Development Alignment (Education) Assignments Expectation Administrators Teacher Qualifications School Culture Academic Freedom Fukuda, Erin Hopper-Moore, Greg Reports - Research Educational Policy Improvement Center (EPIC) English Two Year Colleges Higher Education Postsecondary Education Secondary Education In 2012, the "Educational Policy Improvement Center" (EPIC) analyzed more than 2,000 entry-level course documents collected from a stratified sample of two- and four-year public and private institutions of higher education (IHEs) to establish an empirical understanding of entry-level college course expectations. Based on the findings of that initial study, EPIC researchers developed a series of performance tasks that reflected indices such as the average assignment length, the most common writing type, and the average depth of knowledge required in assignments in thirteen courses. An analysis of course syllabi revealed the most commonly taught themes for each course type (e.g., Physics: Newton's laws of motion; Introduction to Psychology: social inequalities; Statistics: probability; and U.S. Government: political parties and elections). After piloting a sample of tasks in secondary and postsecondary classrooms, EPIC researchers sought audiences and avenues to disseminate the tasks free of charge. EPIC's performance tasks were based on expectations that EPIC researchers identified in entry-level college syllabi. Given that dual and concurrent enrollment programs serve students transitioning into entry-level college courses, researchers sought to learn about dual and concurrent enrollment programs and whether the tasks would be a useful resource for program instructors. EPIC researchers conducted nine focus groups composed of members of the "National Alliance of Concurrent Enrollment Partnerships" (NACEP) and other dual enrollment coordinators from across the United States. This report details the methodological approach of the study and summarizes key findings from conversations with focus group participants in three areas. First, EPIC researchers were interested in the nature of dual and concurrent enrollment curriculum, both in terms of the adoption process and curriculum characteristics or qualities. Additionally, EPIC researchers were interested in whether the performance tasks would be useful given the curricular norms of their program. Lastly, EPIC researchers were curious about current professional development opportunities for dual and concurrent enrollment faculty and instructors. Appended to the report are: (1) Focus Group Questions; and (2) EPIC Performance Task Packet. ED571808 Teaching and Learning in Dual and Concurrent Enrollment Programs: Performance Tasks in the Postsecondary Transition Educational Policy Improvement Center 2016-06-00 Bill and Melinda Gates Foundation 38 Educational Policy Improvement Center. 720 East 13th Avenue Suite 203, Eugene, OR 97401. Tel: 877-766-2279; Tel: 541- 246-2600; Fax: 541-346-6145; e-mail: communications@epiconline.org; Web site: http://www.epiconline.org N/A 2017 ERIC JAN2020

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Yes Educational Technology Foreign Countries English for Academic Purposes Majors (Students) Course Descriptions College Freshmen Advanced Courses Second Language Learning Second Language Instruction Behavioral Objectives Linguistic Competence Internet Guidelines Burston, Jack Athanasiou, Androulla Neophytou-Yiokari, Maro Reports - Descriptive Speeches/Meeting Papers Cyprus Europe English Higher Education Postsecondary Education The purpose of this presentation is to show how instructional technology can be exploited to effectively integrate Common European Framework of Reference (CEFR) "Can Do" performance objectives (Council of Europe, 2001) into the syllabus and assessment of an advanced (B2) level course. The particular course that will be used for purposes of demonstration is English for Rehabilitation, an English for Specific Academic Purposes (ESAP) course offered at the Cyprus University of Technology. It is a two-semester compulsory subject for first-year students majoring in Rehabilitation Sciences, a Health Faculty discipline. The ultimate goal of the course is to increase students' linguistic competence to allow them to function professionally in English as independent learners in all four skills: listening, reading, speaking and writing. It will be shown how Internet resources, in particular YouTube and various Google applications (Google Drive, Google Docs, Google Scholar, Google Slides, Hangouts) are used to provide and organise online content as well as to support students in the production of written and oral materials based on discipline-specific input. [For the complete volume of short papers, see ED572005.] ED572032 Using Instructional Technology to Integrate CEFR "Can Do" Performance Objectives into an Advanced-Level Language Course Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 6 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 1 As Provided JAN2020

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Yes Second Language Learning Second Language Instruction Computer Assisted Instruction Advanced Courses Educational Technology Teaching Methods English (Second Language) German French Written Language Oral Language Guidelines Burston, Jack Arispe, Kelly Speeches/Meeting Papers Reports - Evaluative English This paper evaluates the contribution of instructional technology to advanced-level foreign/second language learning (AL2) over the past thirty years. It is shown that the most salient feature of AL2 practice and associated Computer-Assisted Language Learning (CALL) research are their rarity and restricted nature. Based on an analysis of four leading CALL journals ("CALICO," "CALL," "LL&T," "ReCALL"), less than 3% of all CALL publications deal with AL2. Moreover, within this body of research, the range of languages involved is very restricted. Three languages, English, German and French, account for nearly 87% of the studies. Likewise, in nearly 81% of the cases, the learning focus is on the written language. Attention to oral-aural skills accounts for only 18% of all AL2 CALL projects. Whatever the targeted language or linguistic focus, the most striking aspect of advanced-level L2 CALL studies is the lack of information given regarding the competency level of students and the linguistic level of the activities undertaken. The determination of these critical parameters is thus of necessity very much a highly interpretive process. Based on the available evidence, it is estimated that half of the learners in these AL2 studies were in fact within the Common European Framework of Reference (CEFR) B1 range, i.e. below what would generally be considered as advanced-level competency. So, too, half of the assigned tasks were deemed to have been below the B2 level, with 40% of these below the B1 level. This study concludes that both quantitatively and qualitatively the contribution of instructional technology to advanced-level L2 acquisition has been very limited. [For the complete volume of short papers, see ED572005.] ED572033 The Contribution of CALL to Advanced-Level Foreign/Second Language Instruction Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 9 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 47 As Provided JAN2020

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No Study Abroad Program Effectiveness Cultural Differences Cultural Awareness Experiential Learning Learning Theories Brain Learning Anthropology Intercultural Communication Psychology Scholarship Instruction Student Centered Learning Intervention Holistic Approach Foreign Countries Models Global Approach Seminars Vande Berg, Michael, Ed. Paige, R. Michael, Ed. Lou, Kris Hemming, Ed. Books Collected Works - General Reports - Evaluative English A central purpose of this book is to question the claims commonly made about the educational benefits of study abroad. Traditional metrics of enrollment increases and student self-report, and practices of structural immersion, are being questioned as educators voice growing uncertainty about what students are or are not in fact learning abroad. This book looks into whether these criticisms are justified--and what can be done if they are. The contributors to this book offer a counter-narrative to common views that learning takes place simply through students studying elsewhere, or through their enrolling in programs that take steps structurally to "immerse" them in the experience abroad. "Student Learning Abroad" reviews the dominant paradigms of study abroad; marshals rigorous research findings, with emphasis on recent studies that offer convincing evidence about what undergraduates are or are not learning; brings to bear the latest knowledge about human learning and development that raises questions about the very foundations of current theory and practice; and presents six examples of study abroad courses or programs whose interventions apply this knowledge. This book provokes readers to reconsider long-held assumptions, beliefs and practices about teaching and learning in study abroad and to reexamine the design and delivery of their programs. In doing so, it provides a new foundation for responding to the question that may faculty and staff are now asking: What do I need to know, and what do I need to be able to do, to help my students learn and develop more effectively abroad? Following the preface, this book is divided into three parts: Part 1, Setting the Scene, contains the following chapters: (1) Student Learning Abroad: Paradigms and Assumptions (Michael Vande Berg, R. Michael Paige, and Kris Hemming Lou); and (2) Why Students Are and Are Not Learning Abroad: A Review of Recent Research (R. Michael Paige and Michael Vande Berg). Part 2, Foundations of Teaching and Learning, contains the following chapters: (3) Taking Stage Development Theory Seriously: Implications for Study Abroad (Douglas K. Stuart); (4) Paradigmatic Assumptions of Intercultural Learning (Milton J. Bennett); (5) The Intercultural Development Inventory (IDI): A New Frontier in Assessment and Development of Intercultural Competence (Mitchell R. Hammer); (6) Using Experiential Learning Theory to Promote Student Learning and Development in Programs of Education Abroad (Angela M. Passarelli and David A. Kolb); (7) The Brain, Learning, and Study Abroad (James E. Zull); (8) Anthropology, Intercultural Communication, and Study Abroad (Bruce La Brack and Laura Bathurst); (9) The Psychology of Student Learning Abroad (Victor Savicki); and (10) Scholarship of Teaching and Learning in Support of Student-Centered Learning Abroad (Jennifer Meta Robinson). Part 3, Program Applications: Intervening in Student Learning, contains the following chapters: (11) Shifting the Locus of Intercultural Learning: Intervening Prior to and After Student Learning Abroad (Laura Bathurst and Bruce La Brack); (12) Beyond Immersion: The American University Center of Provence Experiment in Holistic Intervention (Lilli Engle and John Engle); (13) The Maximizing Study Abroad Project (R. Michael Paige, Tara A. Harvey, and Kate S. McCleary); (14) Facilitating Intercultural Learning Abroad: The Intentional, Targeted Intervention Model (Kris Hemming Lou and Gabriele Weber Bosley); (15) Developing a Global Learning and Living Community: A Case Study of Intercultural Experiences on The Scholar Ship (Adriana Medina López-Portillo and Riikka Salonen); and (16) An Experiment in Developing Teaching and Learning: The Council on International Educational Exchange's Seminar on Living and Learning Abroad (Michael Vande Berg, Meghan Quinn, and Catherine Menyhart). The Conclusion contains: (17) Intervening in Student Learning Abroad: Closing Insights (Kris Hemming Lou, Michael Vande Berg, and R. Michael Paige). ED573617 Student Learning Abroad: What Our Students Are Learning, What They're Not, and What We Can Do about It Stylus Publishing LLC 2012-07-00 978-1-57922-713-5 470 Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-232-0223; Tel: 703-661-1581; Fax: 703-661-1501; e-mail: StylusMail@PressWarehouse.com; Web site: http://www.styluspub.com N/A https://sty.presswarehouse.com/Books/BookDetail.aspx?productID=284204 2017 ERIC JAN2020

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Yes Qualitative Research Ethics Guidelines Informed Consent Confidentiality Information Storage Information Dissemination Legal Responsibility Research Projects Data Collection Dooly, Melinda Moore, Emilee Vallejo, Claudia Reports - Descriptive Research-publishing.net (France) English Qualitative research, especially studies in educational contexts, often brings up questions of ethics because the study design involves human subjects, some of whom are under age (e.g. data collected in primary education classrooms). It is not always easy for young researchers to anticipate where ethical issues might emerge while designing their research project. To help the young researcher, the authors include the research ethic statement drawn by the Grup de Recerca en Ensenyament i Interacció Plurilingües (GRIEP) research group as a guideline for setting up and carrying out qualitative research. They also provide an example of a signed consent form that can be adapted to the individual needs of each study. Websites with resources mentioned and consent forms for downloading (GRIEP model) are provided. [A Spanish version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.] ED573618 Research Ethics Research-publishing.net 2017-00-00 13 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 2 ERIC JAN2020

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Yes Computer Assisted Instruction Second Language Learning Dialogs (Language) Graphs Man Machine Systems Choi, Sung-Kwon Kwon, Oh-Woog Kim, Young-Kil Lee, Yunkeun Speeches/Meeting Papers Reports - Descriptive English In order to use dialogue systems for computer assisted second-language learning systems, one of the difficult issues in such systems is how to construct large-scale dialogue knowledge that matches the dialogue modelling of a dialogue system. This paper describes how we have accomplished the short-term construction of large-scale and machine-readable dialogue maps that match the modelling of a dialogue system. The dialogue map is a kind of graph consisting of subtasks, instance-to-slots, and constraints such as "necessary" or "optional". It took 5.36 months to implement a dialogue modelling in the existing dialogue system. [For the complete volume of short papers, see ED572005.] ED572034 Using a Dialogue System Based on Dialogue Maps for Computer Assisted Second Language Learning Research-publishing.net Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016) 2016-08-00 8 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2017 10 As Provided JAN2020

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Yes Bullying Student Reaction Crime School Statistics School Surveys Tables (Data) Statistical Data Statistical Distributions Institutional Characteristics Educational Environment Incidence Self Disclosure (Individuals) Student Attitudes National Surveys Computer Mediated Communication Peer Relationship Victims Student Characteristics Gender Differences Racial Differences Ethnicity Age Differences Family Income Census Figures Geographic Location School Size Teacher Student Ratio Minority Group Students Poverty Correlation Violence Weapons Substance Abuse School Security Fear Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Lessne, Deborah Yanez, Christina Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED) Synergy Enterprises, Inc. English Elementary Secondary Education Grade 6 Intermediate Grades Middle Schools Elementary Education Grade 7 Junior High Schools Secondary Education Grade 8 Grade 9 High Schools Grade 10 Grade 11 Grade 12 This document reports data from the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). The Web Tables show the extent to which students with different personal characteristics report being bullied. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2013-14 Common Core of Data (CCD) and the 2013-14 Private School Universe Survey (PSS) to the SCS to show the extent to which bullying victimization is reported by students in schools with different characteristics. School characteristics appended to the file are: region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/Native Hawaiian/Other Pacific Islander, Black/African American, Hispanic/Latino, and students of two or more races; and percentage of students eligible for free or reduced-priced lunch. The SCS data tables show the relationship between reported bullying victimization and other crime-related variables, such as reported presence of gangs, guns, drugs, and alcohol, and hate-related graffiti at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school. A glossary of all the variables used in the tables in this report is included. ED572035 Student Reports of Bullying: Results from the 2015 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2017-015 National Center for Education Statistics 2016-12-00 51 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2017 ERIC JAN2020 Yes EDIES12D0010/0004 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017015

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No Curriculum Development Educational Change Agenda Setting Educational Needs Educational Objectives Educational Philosophy Role of Education Educational Trends Guidelines Relevance (Education) Educational Policy Educational Opportunities Teacher Role Politics of Education Amadio, Massimo Opertti, Renato Tedesco, Juan Carlos Reports - Descriptive International Bureau of Education (IBE) (Switzerland) English Curriculum has traditionally been regarded as a rather technical matter best left to disciplinary specialists, educationalists, textbook writers and designers of assessment tests and examinations. More recently, however, the debate on curriculum has gradually moved beyond the technical realm to become also a subject of policy discussion on what education is needed and for what type of society, involving decision-makers, educators, organized interest groups and a variety of local and international institutions and stakeholders. One of the challenges for the curriculum seems then to lie in being able to come up with convincing responses given the explosion of interests, expectations and needs looming over it, often chaotically, admitting the dual nature -- political and technical -- of decisions about the why, what, where and how of education. This paper highlights four emerging traits of a possible reconceptualizing of the curriculum. First, the perception that the curriculum articulates the educational and development aims and purposes put forward by society and the pupils' personal learning and development needs (UNESCO-IBE 2015). Secondly, there is the vision of the curriculum as the product of a process of social dialogue and collective construction implying a diversity of stakeholders and based on a comprehensive approach to the education system. The third trait concerns the intention that the curriculum should help to support and legitimize educational policies as a cross-cutting dimension and essential ingredient of a systemic vision. The fourth point is the expectation that, as a form of guidance for renewed teaching practices, the curriculum may be able to promote the effective democratization of learning opportunities and stimulate the gradual transformation of the teacher's role. The working paper contains a bibliography. ED573619 The Curriculum in Debates and in Educational Reforms to 2030: For a Curriculum Agenda of the Twenty-First Century. IBE Working Papers on Curriculum Issues No. 15 UNESCO International Bureau of Education 2015-08-00 32 UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org N/A http://www.ibe.unesco.org/sites/default/files/resources/wpci-15-curragenda_21stcentury_eng.pdf 2017 ERIC JAN2020

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No Foreign Countries Females STEM Education Residential Schools Role Models Educational Policy Gender Issues Models Curriculum Quality Assurance Curriculum Development Equal Education Reports - Research Malaysia International Bureau of Education (IBE) (Switzerland) English The Malaysia government has placed STEM as a focus in developing the country towards achieving the status of a developed nation. The government acknowledges the role of women as equal partners in nation building. Thus, various policies ranging from economy, education, women's welfare, and human resources have been formulated through the years. These policies have resulted in among others, the increase in women researchers from 35.8% in 2004 to 49.9% in 2012 as well as more women's participation in selected STEM courses at the tertiary level. A total of 84 girls' day schools with 6 of them as residential STEM girls' schools have been built since 1939. There are many female role models in STEM for the girls to emulate. This has been made possible by the successful implementation of the various policies related to women in STEM as well as innovative measures in facing the continuing challenges in STEM education. The following is appended: Samples of Packages offered to Malaysian Upper Secondary School S&T Stream. [This report was authored by the Malaysian team led by Soon Boon Ng.] ED573620 Sharing Malaysian Experience in Participation of Girls in STEM Education. In-Progress Reflection No. 3 on "Current and Critical Issues in Curriculum and Learning" UNESCO International Bureau of Education 2016-05-00 33 UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org N/A http://www.ibe.unesco.org/sites/default/files/resources/ipr3-boon-ng-stemgirlmalaysia_eng.pdf 2017 12 As Provided JAN2020

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No Elementary School Teachers Grade 3 Grade 4 Grade 5 Protocol Analysis Teaching Skills Reading Instruction Reading Strategies Reading Comprehension Critical Reading Elementary School Students Common Core State Standards Mesmer, Heidi Anne E. Books Reports - Descriptive Guides - Classroom - Teacher English Elementary Education Grade 3 Primary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools Tired of hearing about "complex text"? Bothered by the pushy messages about "challenge"? This book is for you! Unlike the many other materials on text complexity, this one focuses on specific comprehension skills that students need in order to really engage with text. This book will help elementary school teachers equip their students with practical tools and understandings of the structures and conventions that allow them to excel, including concrete tools, passages, games, lessons, and examples to teach anaphora, connectives, paragraph structure, evidence-gathering (fiction and nonfiction), and text challenge. A final chapter specifies how to stretch students in texts while attending to their stamina, executive skills, and interests. Book features include: (1) text-based lessons for grades 3-5; (2) opening vignettes that provide classroom context for each skill; (3) key objectives and Common Core Standards; (4) think-aloud language to guide strategy development; and (5) research-based strategies and games. [Foreword by Michael C. McKenna.] ED572686 Teaching Skills for Complex Text: Deepening Close Reading in the Classroom. Common Core State Standards in Literacy Series Teachers College Press 2016-12-23 978-0-8077-5814-4 Teachers 176 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/teaching-skills-for-complex-text-9780807758144 2017 As Provided JAN2020

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No Educational Change Teacher Effectiveness Child Care Child Caregivers Early Childhood Education Preschool Teachers Educational Research Labor Force Professional Development Young Children Caregiver Training Kagan, Sharon Lynn Kauerz, Kristie Tarrant, Kathleen C. Books Reports - Evaluative Information Analyses English Early Childhood Education Preschool Education In this important new book, Sharon Lynn Kagan and her colleagues focus on the more than 2 million individuals who care for and educate nearly two thirds of the American children under age 5 participating in nonparental care. Providing the most thorough synthesis of current research on the early care and education teaching workforce to date, the authors address frequently asked questions about teacher quality, teacher effectiveness, and the professional development necessary to achieve both. They conclude with a call for bold changes that would transform the early care and education workforce. Relying on empirical data and overviews of dozens of initiatives and programs that address early care and education teachers, the book provides a broad and deep analysis of issues surrounding the early care and education teaching workforce. Book features include: (1) Practical--guided by research, offers common-sense recommendations to better prepare, recruit, retain, and adequately compensate early care and education teachers; (2) Current--synthesizes hundreds of articles and studies to provide the most up-to-date review of the research; and (3) Comprehensive--places the issues in a system-based context to examine the entire early care and education teaching workforce in all settings. [For the 2007 edition of this book, see ED497826.] ED572687 The Early Care and Education Teaching Workforce at the Fulcrum: An Agenda for Reform (2016). Early Childhood Education Series Teachers College Press 2016-11-23 978-0-8077-4827-5 192 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/the-early-care-and-education-teaching-workforce-at-the-fulcrum-9780807775523 2017 As Provided JAN2020

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No Learning Problems Learning Disabilities Symptoms (Individual Disorders) Dyslexia Psychomotor Objectives Autism Pervasive Developmental Disorders Attention Deficit Hyperactivity Disorder Behavior Problems Teaching Methods Instructional Materials Media Adaptation Revision (Written Composition) Tests Hudson, Diana Books Guides - Classroom - Teacher English This book clearly explains what Specific Learning Difficulties (SpLD) are, and describes the symptoms of conditions most commonly encountered in the mainstream classroom: dyslexia, dyspraxia, dyscalculia, dysgraphia, Autism Spectrum Disorder, ADHD, and OCD. The author provides an overview of the strengths and weaknesses commonly associated with each of these conditions, as well as practical suggestions for modifying teaching materials and methods to make learning enjoyable, effective and accessible for students. There are also dedicated chapters on helping students with SpLDs to develop effective revision skills and exam techniques. This straight-talking and accessible guide is ideal for teachers, teaching assistants, and those in school management who want to know more about supporting students with Specific Learning Difficulties. ED573621 Specific Learning Difficulties--What Teachers Need to Know Jessica Kingsley Publishers 2015-00-00 978-1-84905-590-1 Teachers Administrators 248 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/usa/specific-learning-difficulties-what-teachers-need-to-know-30950.html 2017 As Provided JAN2020

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No Higher Education Intellectual Disciplines Doctoral Degrees Guidelines College Preparation Freeman, Sydney, Jr., Ed. Hagedorn, Linda Serra, Ed. Goodchild, Lester, Ed. Wright, Dianne, Ed. Books Collected Works - General English Higher Education Postsecondary Education Secondary Education Where is higher education as a field of study going in this century? How will higher education program leaders design and sustain their degree programs' vitality in the face of perennial challenges from inside and outside the academy? While in 1979 the Council for the Advancement of Standards in Higher Education (CAS) defined standards for student affairs master's level preparation, and while 2010 saw the adoption of guidelines for higher education administration and leadership preparation programs at the master's degree level, there still are, however, no guidelines that address higher education leadership doctoral programs, despite increasing demands for assessment and evaluation. This book suggests that higher education administration doctoral degree guidelines are a critical next step in advancing their program quality and continuity. It offers a review of the field's history, the condition of its higher education programs, developments from the student affairs specialization and its guidelines, and a multi-chapter dialogue on the benefits or disadvantages of having guidelines. At a time of urgency to prepare the next generation of higher education faculty and leaders, this book sets out the parameters for the debate about what the guidelines should cover to ensure the appropriate and effective preparation of students. It also offers a useful framework for enriching the knowledge of deans, chairs, program coordinators and faculty who are engaged in program design, assessment, and revision. It will also be of interest to policymakers, the personnel of accrediting agencies, and not least graduate students within higher education preparation programs. All the contributors to this volume have the exemplary expertise, leadership experience, and a close association with higher education guidelines and standards, and have extensively contributed to the literature on higher education. Following the Introduction and Overview (Sydney Freeman, Jr., Linda Serra Hagedorn, Lester F. Goodchild, and Dianne A. Wright), this book is divided into three parts. Part 1, History and the Contemporary Condition of Higher Education as a Field of Study, contains the following chapters: (1) Higher Education as a Field of Study: Its History, Degree Programs, Associations, and National Guidelines (Lester F. Goodchild); and (2) Contemporary Condition of Higher Education Programs in the United States and Canada: An Initial 2012 Report (Adrienne E. Hyle and Lester F. Goodchild). Part 2, Existing Higher Education Program Guidelines Considerations contains the following chapters: (3) Professional Competencies and Standards of Practice: The Student Affairs Perspective From the Student Affairs Administrators in Higher Education, College Student Educators International, and Council for the Advancement of Standards in Higher Education (David C. DiRamio); (4) The Council for the Advancement of Standards in Higher Education and the Role of Standards in Professional Practice (Laura A. Dean and Ginny M. Jones); (5) Council for the Advancement of Higher Education Programs' Master's Degree Guidelines for Higher Education Administration Programs (Dianne A. Wright and Adrienne E. Hyle); Appendix: A Commitment to Quality: Guidelines for Higher Education Administration and Leadership Preparation Programs at the Master's Degree Level (2010); and (6) Academic Freedom and Empowerment Under CAHEP Guidelines: The Case of East Carolina University (Crystal R. Chambers). Part 3, Implications for Higher Education Administration Degree Programs' Possible Movement Toward Doctoral Degree Guidelines, contains the following chapters: (7) Toward a Theoretical Framework for the Doctorate in Higher Education Administration (Sydney Freeman, Jr., and Frances Kochan); (8) The Evolution of Community College Administration and Leadership Programs: The Question of Doctoral Degree Guidelines (Linda Serra Hagedorn and Agustina Veny Purnamasari); Appendix: Community College Leadership Programs Across Universities; (9) Standards, Success, and the Carnegie Project on the Education Doctorate: A Foucauldian Examination of Best Practices for Doctoral Programs in Education (Jeni Hart and Eric S. Ludwig); (10) Program Specification or Collaboration: Which Way Toward Quality and Survival? (Carol L. Colbeck and Erica M. Southworth); (11) The Core Knowledge of Higher Education (Robert M. Hendrickson); and (12) The Future of Higher Education Administration Preparation Program Guidelines and Their Implementation (Dianne A. Wright and Sydney Freeman, Jr.). An afterword, A Critical Moment in the Study of Higher Education Administration (Sydney Freeman Jr., Linda Serra Hagedorn, Lester F. Goodchild, and Dianne A. Wright) and index are included. [Foreword by Lisa Wolf-Wendel and Acknowledgments by Sydney Freeman, Jr.] ED573622 Advancing Higher Education as a Field of Study: In Quest of Doctoral Degree Guidelines--Commemorating 120 Years of Excellence Stylus Publishing LLC 2013-11-00 978-1-62036-111-5 350 Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-232-0223; Tel: 703-661-1581; Fax: 703-661-1501; e-mail: StylusMail@PressWarehouse.com; Web site: http://www.styluspub.com N/A https://sty.presswarehouse.com/Books/BookDetail.aspx?productID=367052 2017 ERIC JAN2020

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Yes Educational Assessment Consortia Summative Evaluation Formative Evaluation Language Tests Mathematics Tests Test Items Test Construction Item Banks Open Source Technology Outreach Programs Communication (Thought Transfer) Standards Privacy Information Security College Readiness Career Readiness Electronic Libraries Sustainability Elementary Secondary Education Reports - Descriptive Smarter Balanced Assessment Consortium English Elementary Secondary Education The Smarter Balanced Assessment Consortium has built a comprehensive learning and assessment system in English Language Arts/Literacy (ELA/L) and mathematics, the components of which work together toward the goal that all students leave high school prepared for postsecondary success in college or career through increased student learning and improved teaching. The comprehensive assessment system includes summative and interim assessments; a digital library of formative tools, processes, and practices; and a suite of open-source applications. The purpose of this report is to summarize the work done to build the assessment system for use beginning with the 2014-2015 school year. The first chapter of this report discusses the principles underlying the Consortium's assessment system. Chapter 2 articulates the purposes of the summative and interim assessments and then discusses the evidence that support those uses. The last portion of this chapter discusses the digital library of formative tools. Chapter 3 discusses the work that was done to create test questions that measured the intended construct and that were accessible to all students. This chapter also discusses the Consortium's open-source assessment delivery and reporting system. Chapter 4 discusses the population that took the spring 2014 field test and the expected population who took the spring 2015 operational test. Chapter 5 summarizes the Consortium's outreach and communication efforts. Chapter 6 discusses sustaining the work of the Consortium now that its first operational use during the 2014-2015 school year is past. The Consortium is committed to allowing flexibility among members. To support this, Chapter 7 discusses the Consortium's technology standards for items and tasks as well as our Implementation Readiness Package (IRP). The Consortium is committed to protecting the privacy, security, and confidentiality of student data. The final chapter shares the Consortium's policies on data privacy and data security. The List of the Consortium's RFPs and Contracted Vendors is appended. ED572036 End of Grant Report Smarter Balanced Assessment Consortium 2015-06-00 67 Smarter Balanced Assessment Consortium. e-mail: info@smarterbalanced.org; Web site: http://www.smarterbalanced.org N/A 2017 ERIC JAN2020

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Yes Adolescents Females Empowerment Equal Education Social Justice Gender Issues Public Policy Violence Capacity Building Participative Decision Making Agency Cooperation Reports - Descriptive USAID English USAID's commitment to empowering adolescent girls to reach their full potential is reflected in the Agency's larger efforts to achieve gender equality and women's empowerment. The Agency holds decades of experience leading advances for greater gender equality and empowerment that benefit adolescent girls; however, these activities have not been expressed in a comprehensive framework. This implementation plan reflects USAID's engagement with adolescent girls, aged ten to nineteen, and the Agency's work to address the diversity of opportunities, possibilities, and challenges that adolescent girls encounter. USAID's contributions to the U.S. Government's Adolescent Girl Strategy draw from the Agency's existing gender framework to amplify development efforts that advance gender equality for adolescent girls. In turn, these investments create opportunities for adolescent girls to increase their contributions and ability to benefit from the development of their societies. This plan ED572037 USAID Adolescent Girl Strategy Implementation Plan US Agency for International Development 2016-03-15 11 US Agency for International Development. Information Center, Ronald Reagan Building, Washington, DC 20523-1000. Tel: 202-712-4800; Fax: 202-216-3524; Web site: http://www.usaid.gov/ N/A 2017 ERIC JAN2020

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No Foreign Countries Access to Education Adult Education Higher Education Institutionalized Persons Case Studies Comparative Education Equal Education Educational Opportunities Barriers Jackson, Sonia Cameron, Claire Books Reports - Research Europe Denmark Spain Sweden Hungary English Adult Education Higher Education Postsecondary Education Across Europe young people in public care are around five times less likely to attend tertiary education than those who have not been in care. This book provides a comprehensive account of why this shocking discrepancy exists and outlines ways to address the imbalance. Drawing extensively on new original research, the book examines the participation of young people in care in further and higher education. It provides a historical and legislative overview of the topic and in-depth national case studies look at the situation in England compared with Denmark, Sweden, Spain and Hungary. The authors set out clearly what we can learn from these comparisons and how to create more equal opportunities for children and young people in care today. This important book will be essential reading for those dedicated to removing barriers to accessing to further and higher education, including FE and HE lecturers, student support staff, social workers, policymakers and researchers working across fields of education, sociology, psychology, social work and social policy. ED573623 Improving Access to Further and Higher Education for Young People in Public Care: European Policy and Practice Jessica Kingsley Publishers 2014-00-00 978-1-84905-366-2 Policymakers Researchers Support Staff 288 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/usa/improving-access-to-further-and-higher-education-for-young-people-in-public-care-30788.html 2017 As Provided JAN2020

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No Secondary School Students Child Safety Internet Bullying Adolescents Prevention Intervention Best Practices School Policy Policy Formation Staff Development Parent Participation Standards Social Media Computer Games Handheld Devices Educational Trends Educational Strategies Program Implementation Katz, Adrienne Books Guides - Non-Classroom Reports - Descriptive English Secondary Education The internet and mobile devices play a huge role in teenagers' home and school life, and it is becoming more and more important to effectively address e-safety in secondary schools. This practical book provides guidance on how to teach and promote e-safety and tackle cyberbullying with real-life examples from schools of what works and what schools need to do. The book explains how to set policy and procedures, how to train staff and involve parents, and provides practical strategies and ready-to-use activities for teaching e-safety and meeting Ofsted [Office for Standards in Education, Children's Services and Skills] requirements. Including up-to-the-minute information and advice that includes discussion of new technologies, social media and online gaming sites, SRE in the smartphone age, and recent school policy trends such as "Bring Your Own Device", this book provides all of the information that educational professionals need to implement successful whole school e-safety strategies. ED573624 Making Your Secondary School E-Safe: Whole School Cyberbullying and E-Safety Strategies for Meeting Ofsted Requirements Jessica Kingsley Publishers 2016-00-00 978-1-84905-541-3 Practitioners 320 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/usa/making-your-secondary-school-e-safe-33935.html 2017 As Provided JAN2020

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No Higher Education Gender Bias Guides Equal Education Females Racial Bias African Americans College Faculty Minority Group Teachers Professionalism Nontenured Faculty Work Environment Parents Acculturation Older Adults Family Work Relationship Graduate Students Knowledge Level Teacher Characteristics Sociology Social Bias Homosexuality Asians Social Sciences Gender Differences Bullying Sexual Harassment Change Strategies Resistance (Psychology) Feminism Case Studies Women Faculty De Welde, Kristine, Ed. Stepnick, Andi, Ed. Books Collected Works - General English Higher Education Postsecondary Education Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the "chilly climate" to the "old boys' club," women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine their success. This book is a "tool kit" for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy. It documents the challenging, sometimes hostile experiences of women academics through feminist analysis of qualitative and quantitative data, including narratives from women of different races and ethnicities across disciplines, ranks, and university types. The contributors' research draws upon the experiences of women academics including those with under-examined identities such as lesbian, feminist, married or unmarried, and contingent faculty. And, it offers new perspectives on persistent issues such as family policies, pay and promotion inequalities, and disproportionate service burdens. The editors provide case studies of women who have encountered antagonistic workplaces, and offer action steps, best practices, and more than 100 online resources for individuals navigating similar situations. Beyond women in academe, this book is for their allies and for administrators interested in changing the climates, cultures, and policies that allow gender inequality to exist on their campuses, and to researchers/scholars investigating these phenomena. It aims to disrupt complacency amongst those who claim that things are "better" or "good enough" and to provide readers with strategies and resources to counter barriers created by culture, climate, or institutional structures. Following the introduction, From People to Policies: Enduring Inequalities and Inequities for Women Academics (Kristine De Welde and Andi Stepnick), this book has five parts. Part 1, The Structure, contains the following chapters: (1) Glass Ceilings and Gated Communities in Higher Education (Robert J. Hironimus-Wendt and Doreen A. Dedjoe); (2) Challenges of Race and Gender for Black Women in the Academy (Candice P. Baldwin and Monica D. Griffin); (3) Contingent Appointments and the Diminishing Voice, Agency, and Professionalism of Women (Cecile H. Sam and Adrianna Kezar); (4) Faculty Gender Inequity and the "Just Say No to Service" Fairy Tale (Karen Pyke); and Case Study: Lecturer Barnes: Long-Term Contingent Faculty. Part 2, Structure Meets Culture, contains the following chapters: (5) The Influence of Departmental Culture on Academic Parents' Pro-Work Behaviors (Julie A. Kmec, Shanyuan Foo, and Amy S. Wharton); (6) Assimilating to the Norm: Academic Women's Experiences With Work-Family Policies (Catherine Richards Solomon); (7) The Eldercare Crisis and Implications for Women Faculty (Gretal Leibnitz and Briana Morrison); and Case Study: Graduate Student Chastain: Navigating Gendered Family-Work Expectations. Part 3, Exclusionary Cultures, contains the following chapters: (8) Perpetuating Inequality Through the Canons of Disciplinary Knowledge (Barret Katuna); (9) Characteristics and Perceptions of Women of Color Faculty Nationally (Corinne Castro); (10) Women Sociologists and the Question of Inclusion in the Academy (Kristin Marsh); (11) Not the Ideal Professor: Gender in the Academy (Laura Hirshfield); (12) Intersectional Invisibility and the Academic Work Experiences of Lesbian Faculty (Diana Bilimoria and Abigail J. Stewart); and Case Study: Professor Liu: The Multiple Challenges for an Asian Woman Professor in the Social Science Field. Part 4, Hostile Climates, contains the following chapters: (13) Gender Differences in Faculty Responses to Contra-Power Harassment (Claudia Lampman); (14) Confronting Faculty Incivility and Mobbing (Susan K. Gardner and Amy Blackstone); (15) Women of Color in the Academy: From Trauma to Transformation (Molly Everett Davis, Halaevalu F. Ofahengaue Vakalahi, and Renay Scales); and Case Study: Professor Smith: Early-Career Mobbing and Student Hostilities. Part 5, Tools for Changing the Academy, contains the following chapters: (16) Multiple Perspectives for Creating Change in the Academy (Elizabeth J. Allan); and (17) With So Many Problems, Where Do We Begin?: Building a Toolbox for Change (Abby L. Ferber). A section on Case Studies of Resistance and Feminist Change, a list of online resources, and an index are included. [Foreword by Penny A. Pasque.] ED573625 Disrupting the Culture of Silence: Confronting Gender Inequality and Making Change in Higher Education Stylus Publishing LLC 2014-11-00 978-1-62036-217-4 392 Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-232-0223; Tel: 703-661-1581; Fax: 703-661-1501; e-mail: StylusMail@PressWarehouse.com; Web site: http://www.styluspub.com N/A https://sty.presswarehouse.com/Books/BookDetail.aspx?productID=400257 2017 ERIC JAN2020

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Yes Science Instruction Technology Uses in Education Educational Technology Faculty Development Program Effectiveness Summer Programs Coaching (Performance) Science Process Skills Self Efficacy Knowledge Level Learner Engagement Workshops Comparative Analysis Secondary School Teachers Randomized Controlled Trials Science Teachers Regression (Statistics) Focus Groups Observation Surveys Middle Schools High Schools Nugent, Gwen Kunz, Gina Houston, James Kalutskaya, Irina Wu, ChaoRong Pedersen, Jon Lee, SoonChun DeChenne, Sue Ellen Luo, LinLin Berry, Brandi Reports - Research Nebraska Iowa National Center for Research on Rural Education (R2Ed) English Middle Schools Secondary Education Junior High Schools High Schools Although results showing coaching effectiveness are accumulating, coaching is often included with other forms of Professional Development (PD) support including teacher in-service (Powell, Diamond, Burchinal, & Koehler, 2010; Kretlow et al., 2011), access to an annotated video library (Allen et al., 2011), and access to ongoing learning communities (Gallucci, Van Lare, Yoon, & Boatright, 2010; Matsumura, Garnier, & Spybrook, 2012). The presence of multiple intervention components obscures the unique effect of coaching and makes drawing conclusions about coaching effectiveness impossible. There is a critical need for identifying effective, sustainable approaches for teacher PD in delivering instruction to foster science practice skills. The purpose of this research study was to: (1) determine the effects of a professional development intervention comprised of a summer institute and follow-up technology-delivered instructional coaching on teacher and student science practice knowledge, skills, self-efficacy, and engagement; and (2) isolate specific effects of coaching when combined with more traditional teacher workshops. The intervention model described here was designed to equip middle and high school science teachers with knowledge and skills to use a guided scientific inquiry approach to teach science practice skills integrated into content as specified by Next Generation Science Standards (NGSS). The project involved a randomized controlled trial aimed at addressing the following research question: What is the impact of a summer institute focused on guided scientific inquiry with follow-up coaching (treatment) versus no professional development (control) on (a) teacher science practices knowledge, skills, self-efficacy, and beliefs and (b) student science practices knowledge, skills, engagement and self-efficacy? A secondary question involved the independent effects of the summer institute and coaching: What were the separate effects of the summer institute and coaching on teacher and student outcomes? The study was conducted with 124 science teachers (63 treatment and 61 control) from 110 rural schools (61 treatment and 49 control) in Nebraska and Iowa. Results from this study show the promise of coaching and its value added to traditional teacher in-service. While this study shows the promise of coaching in impacting teacher change, more research is needed to investigate what specific aspects of the coaching process (i.e., rapport and trust between teacher and coach, coach qualifications, teacher self-reflection) are most responsible for these effects. ED571809 The Effectiveness of Technology-Delivered Science Instructional Coaching in Middle and High School. Working Paper National Center for Research on Rural Education 2016-00-00 Institute of Education Sciences (ED) 39 National Center for Research on Rural Education. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Web site: http://r2ed.unl.edu/ N/A 2017 86 ERIC JAN2020 Yes R305C090022

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No Equal Education Early Childhood Education Young Children Student Diversity Educational Practices Culturally Relevant Education Racial Factors Social Justice Teacher Competencies Childrens Rights Language Usage Reading Materials Readiness Play Evaluation Methods Reports - Descriptive National Council of Teachers of English English Early Childhood Education Equity can be described as the elimination of privilege, oppression, disparities, and disadvantage that historically have excluded those belonging to particular groups. This is the first and overarching of several research policy briefs around issues of equity. When taken as a whole, these briefs will create a space and open a dialogue around the issues related to fairness, opportunity, and every child's right to participate in equitable early childhood practices. While participating in these practices, young children should be recognized, understood, and appreciated at personal, interpersonal, institutional, and cultural levels. This document is hyperlinked to other research briefs that expand upon the following subsections: (1) High Quality Culturally Responsive Early Childhood Teachers; (2) Strength-Based Views of Children and Their Languages; (3) Racial Equity and Anti-Racist Teaching in Early Childhood Education; (4) Children's Right to the Language; (5) Access to Diverse Books; (6) Power of Play; and (7) A Shift from Readiness Assessments to Learning. [This policy brief was produced by NCTE's Early Childhood Education Assembly (ECEA) with assistance from Jane Baskwill, Jessica Martell, Erin Miller, Detra Price-Dennis, Kathy Short, Kathryn Whitmore, and Angie Zapata.] ED571810 Equity and Early Childhood Education: Reclaiming the Child. A Research Policy Brief National Council of Teachers of English 2016-00-00 5 National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org N/A http://www.ncte.org/library/NCTEFiles/EquityEarlyEdBrief.pdf 2017 ERIC JAN2020

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Yes Autism Pervasive Developmental Disorders Disabilities Educational Legislation Equal Education Federal Legislation Symptoms (Individual Disorders) Severity (of Disability) Special Education Children Clinical Diagnosis Definitions Early Intervention Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) English Each of the disorders on the autism spectrum is a neurological disorder that affects a child's ability to communicate, understand language, play, and relate to others. They share some or all of the following characteristics, which can vary from mild to severe: (1) Communication problems (for example, with the use or comprehension of language); (2) Difficulty relating to people, things, and events; (3) Playing with toys and objects in unusual ways; (4) Difficulty adjusting to changes in routine or to familiar surroundings; and (5) Repetitiive body movements or behaviors. The causes of autism and the other disorders on the spectrum are not known. Researchers are currently studying such areas as neurological damage and chemical imbalances within the brain. These disorders are "not" due, however, to psychological factors, or, as has been widely reported in the press, to childhood vaccines. A lot of help is available--beginning with the free evaluation of the child. This fact sheet helps parents navigate the services available to their child under the nation's special education law, the Individuals with Disabilities Education Act (IDEA), as well as special services available for those children who may require them. A look at ASD Diagnoses in the future; a definition of "autism" under IDEA; tips for parents and teachers; and organizations that provide information, connection, and research are provided in this fact sheet. ED572688 Autism Spectrum Disorders. NICHCY Disability Fact Sheet #1 National Dissemination Center for Children with Disabilities 2010-06-00 Parents Teachers 6 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 9 ERIC JAN2020

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Yes Foreign Countries Class Size English (Second Language) Second Language Instruction Second Language Learning Public Schools English Teachers Secondary School Teachers High School Students Grade 10 Instructional Effectiveness Questionnaires Observation Sangangula, Londaka Amasio Reports - Research Tests/Questionnaires Dissertations/Theses Angola English Grade 10 Secondary Education High Schools The purpose of this study was to provide views of teachers and pupils on large class size and its effects on teaching and English learning, at "Instituto Médio Politécnico do Namibe", and by showing that the large class scenario at IMP-Namibe may be attributed to various factors of which the most pertinent is the imbalance between the number of I cycle public schools and II cycle public schools. The investigation was initially prompted by the researchers' perceptions why IMPN, cannot adequately absorb the number of learners exiting I cycle schools and why in classes of about 20 to 40 pupils, teachers are faced with various challenges. In trying to find out the answer, the study set up a research question: How can the problem of large class size be managed at IMPN? A cross-sectional design to enable the researcher to cover a large section of the target population was thus adopted. The participants of this study were 15 EFL teachers and 204 pupils attending Informatics, Designer, Mechanics and Electricity courses. The stratified random sampling method was used. In order to collect data, the research instruments used were 2 questionnaires and direct observation. The findings showed that, first, the participants agreed with the view that large class size affects the quality of teaching and English learning; second, the group method though is time consuming and demanding is the best way to cope with large classes. Third, teachers are faced with similar challenges that their fellows in the developing countries experience. The following are appended: (1) Portuguese Translated Version of Pupils' Questionnaire; (2) Pupils' Questionnaire; (3) Teachers' Questionnaire; (4) Request to Conduct Research at Imp-Namibe; (5) Permission Granted to Conduct Research at Imp-Namibe; (6) English Translated Version of Permission Granted to Conduct a Research at Imp-Namibe; (7) Information Submitted to Pedagogic Director about the Research Conducted at Imp-Namibe; (8) Practical Classroom Activities for Teaching Large Classes; (9) Illustration and Exemplification of Practical Classroom Activities for Teaching Large Classes; (10) Illustrations of Some Photos of the Study Participants'; and (11) Practical and Communicative Activities to Use in Large Classes. (A bibliography is included.) ED572689 The Effects of Large Class Size on Effective EFL Teaching and Learning--A Study of Grade 10 Teachers and Pupils at "Instituto Médio Politécnico do Namibe? Online Submission 2016-00-00 Teachers 118 N/A 2017 As Provided JAN2020

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No Suspension Expulsion Student Behavior Behavior Problems Public Schools Middle Schools Middle School Students Grade 6 Grade 7 Grade 8 Positive Behavior Supports Massar, Michelle M. McIntosh, Kent Eliason, Bert M. Reports - Research Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) (ED/OSEP) English Middle Schools Secondary Education Junior High Schools Grade 6 Intermediate Grades Elementary Education Grade 7 Grade 8 Out-of-school suspensions (hereafter referred to as suspensions) are used frequently and for many purposes throughout schools in the United States (Losen & Skiba, 2010; Skiba et al., 2014). A common assumption is that students who receive a suspension will be less likely to engage in problem behavior in the future. Although those who utilize this "get-tough" approach to student misbehavior may assume that exclusionary discipline serves as a deterrent to future problem behavior, research has not supported this theory. This evaluation brief examines the use of suspensions in 1,840 public middle schools in the United States and assesses the extent to which they are effective at reducing future problem behavior for students who receive them. The question of whether, and to what extent, a suspension serves as a deterrent for future exclusionary discipline incidents was evaluated for those students who received one or more suspensions at the beginning of the school year (August, September, or October). To address problem behavior effectively while reducing the rates of exclusionary discipline, it is critical for schools to develop a responsive disciplinary system based on a continuum of responses to student misbehavior. Preventive practices help establish an environment where students are more likely to display appropriate, positive behavior, and less likely to engage in problem behavior. When students do exhibit problem behavior, using instructional responses that are directed at teaching key social skills and re-integrating students into the academic setting, rather than removing them from it, can promote change in student behavior while reducing both the need for and the use of suspensions. ED572039 Do Out-of-School Suspensions Prevent Future Exclusionary Discipline? Technical Assistance Center on Positive Behavioral Interventions and Supports 2015-05-00 Office of Special Education Programs (ED/OSERS) 5 Technical Assistance Center on Positive Behavioral Interventions and Supports. e-mail: support@pbis.org; Web site: http://www.pbis.org N/A http://www.pbis.org/Common/Cms/files/pbisresources/EvalBrief_May2015.pdf 2017 18 ERIC JAN2020

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No Positive Behavior Supports Intervention Program Implementation Teamwork Data Analysis Decision Making Sustainability Fidelity Archives Records (Forms) Program Effectiveness Self Evaluation (Groups) Check Lists Recess Breaks Coaching (Performance) Elementary Schools Play Physical Activities Technology Uses in Education Educational Technology Meng, Paul M. McIntosh, Kent Claassen, Jennette Hoselton, Robert Reports - Research Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) (ED/OSEP) English Elementary Education School-wide positive behavioral interventions and supports (SWPBIS) is an example of a framework for implementing school-based practices with fidelity and durability. Critical features of SWPBIS include: (a) teaming; (b) data-based decision making; and (c) using systems for supporting staff in implementation. These features of SWPBIS allow specific practices within the framework to be implemented more fully and sustainably. The purpose of this evaluation brief is to assess whether schools implementing SWPBIS with adequate fidelity of implementation were more likely to sustain specific school practices, such as Playworks, than schools not implementing SWPBIS with fidelity. For the purposes of this brief, fidelity of SWPBIS is the extent to which its critical features are implemented and whether the critical features are implemented at a level meeting established criteria--criteria which have been shown to produce the desired results associated with that practice. The following question was addressed: To what extent does implementing SWPBIS with fidelity increase the likelihood Playworks will be sustained? The results indicate new practices are more likely to be sustained over time when implemented within an existing implementation framework like SWPBIS. Schools included in the evaluation brief were more than three times more likely to sustain the Playworks Coach program if they were implementing SWPBIS with fidelity. ED572040 Does Implementation of SWPBIS Enhance Sustainability of Specific Programs, Such as Playworks? Technical Assistance Center on Positive Behavioral Interventions and Supports 2016-02-00 Office of Special Education Programs (ED/OSERS) 4 Technical Assistance Center on Positive Behavioral Interventions and Supports. e-mail: support@pbis.org; Web site: http://www.pbis.org N/A http://www.pbis.org/Common/Cms/files/pbisresources/Does%20Implementation%20of%20SWPBIS%20Enhance%20Sustainability%20of%20Specific%20Programs.pdf 2017 6 ERIC JAN2020

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Yes Computer Science Education Educational Trends Futures (of Society) Values Motivation Foreign Countries Educational Policy National Curriculum Wohl, Benjamin S. Beck, Sophie Blair, Lynne Journal Articles Reports - Evaluative United Kingdom (England) ISSN-2513-8359 English In these early stages of implementation of the English computing curriculum policy reforms, there are uncertainties with regards to the intentions of computing to young people. To date, research regarding the English computing curriculum has been mostly concerned with the content of the curriculum, its delivery and surrounding pedagogy. In contrast this paper seeks to explore the underlying motivation and values embedded in the computing curriculum. We propose that this curriculum has been driven by the needs of industry and the economy. We use Schwartz's values to examine how the teaching of computing has been primarily embedded within the value of self-enhancement. We conclude, that by looking at this context and the underlying value structure, we can reflect on the dramatic effects of the narrative and discourse around the content, delivery and purpose of teaching computing to young people. We propose the narratives of curriculum, influence pedagogy and this in turn, has a powerful impact on the young people's view of themselves and the world we want to equip them to create. ED572690 The Future of the Computing Curriculum: How the Computing Curriculum Instills Values and Subjectivity in Young People Online Submission International Journal of Computer Science Education in Schools v1 n1 Jan 2017 2017-01-00 10 N/A 2017 46 As Provided JAN2020

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Yes Visual Impairments Blindness Children Classification Symptoms (Individual Disorders) Incidence Learning Processes Disabilities Educational Legislation Equal Education Federal Legislation Medical Services Academic Accommodations (Disabilities) Individualized Education Programs Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English Vision is one of the five senses. Being able to see gives tremendous access to learning about the world around--people's faces and the subtleties of expression, what different things look like and how big they are, and the physical environments, including approaching hazards. When a child has a visual impairment, it is cause for immediate attention. Following a brief story about a child with a visual impairment, Julian's Story, this fact sheet presents information on the following: (1) Visual Impairments in Children; (2) Types of Visual Impairment; (3) Signs of a Visual Impairment; (4) How Common How Common are Visual Impairments?; (5) Understanding How Children with Visual Impairments Learn; (6) The Help Available under the Individuals with Disabilities Act (IDEA); (7) Working with the Medical Community; (8) Adapting the Environment; (9) Educational Considerations; (10) Tips for Teachers; (11) Tips for Parents; and (12) Resources of Additional Information. ED572691 Visual Impairments, "Including Blindness." NICHCY Disability Fact Sheet #13 National Dissemination Center for Children with Disabilities 2012-11-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 8 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 12 ERIC JAN2020 H326N110002

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Yes Computer Science Education Engineering Education Elementary Education Elementary School Teachers Inservice Teacher Education Self Efficacy Teacher Attitudes Beliefs STEM Education Faculty Development Mixed Methods Research Comparative Analysis Teacher Surveys Semi Structured Interviews Observation Program Effectiveness Likert Scales Rich, Peter Jacob Jones, Brian Belikov, Olga Yoshikawa, Emily Perkins, McKay Journal Articles Reports - Research ISSN-2513-8359 English Elementary Education STEM, the integration of Science, Technology, Engineering, and Mathematics is increasingly being promoted in elementary education. However, elementary educators are largely untrained in the 21st century skills of computing (a subset of technology) and engineering. The purpose of this study was to better understand elementary teachers' self-efficacy for and beliefs about teaching computing and engineering. An entire faculty of a US-based elementary school participated in a year-long series of weekly professional development trainings in computing and engineering. Researchers collected quantitative data through a survey designed to assess teachers' self-efficacy and beliefs towards the integration of computing and engineering and compared responses with a demographically similar Title I school in the same city. Additional qualitative data was collected through semi-structured interviews and documented observations. Researchers found that between the two schools, self-efficacy and beliefs toward computing and engineering were likely influenced by professional development (p < 0.05). Through interviews, teachers attributed changes in self-efficacy and beliefs to the trainings. Although all teachers reported higher beliefs about the importance of computing and engineering, their self-efficacy for teaching these varied widely. A grounded theoretical analysis revealed this difference was likely attributed to each teacher's level of implementation, background, and willingness to experiment. We discuss how these factors may affect the professional development of elementary educators in preparing them to teach computing and engineering-related topics. ED572692 Computing and Engineering in Elementary School: The Effect of Year-Long Training on Elementary Teacher Self-Efficacy and Beliefs about Teaching Computing and Engineering Online Submission International Journal of Computer Science Education in Schools v1 n1 Jan 2017 2017-01-00 20 N/A 2017 27 As Provided JAN2020

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Yes Intervention Autism Pervasive Developmental Disorders Behavior Modification Educational Research Program Effectiveness Language Skills Communication Skills Children Randomized Controlled Trials Reports - Evaluative What Works Clearinghouse (ED) Mathematica Policy Research, Inc. English This intervention report presents findings from a systematic review of "pivotal response training" conducted using the What Works Clearinghouse Procedures and Standards Handbook (version 3.0) and the Children and Students with an Autism Spectrum Disorder review protocol (version 3.0). "Pivotal response training" ("PRT") is an intervention designed for children with autism spectrum disorders. This practice focuses on pivotal (core) areas affected by autism, such as communication and responding to environmental stimuli. "PRT" sessions typically begin with a parent or teacher providing clear instructions to a child, having the child help choose a stimulus (such as a toy), and focusing the child's attention. The parent or teacher then encourages the desired behavior (for example, asking for the toy or choosing "toy" from a list of words) by providing rewards if the child implements or attempts to implement the desired behavior. The complexity of the required responses increases as training progresses. Parents, teachers, and peers collaboratively implement the practice at school, at home, and in the community. "PRT" can be used with autistic children aged 2-18. "PRT" is also known as "Pivotal Response Therapy," "Pivotal Response Treatment"®, or "Natural Language Paradigm." "PRT" was found to have no discernible effects on communication/language competencies for children and students with an autism spectrum disorder. The WWC identified three eligible group design studies and 37 eligible single-case design studies that investigated the effects of "PRT" on children and students with an autism spectrum disorder. The WWC reviewed three eligible studies against group design standards. Two of the eligible group design studies are randomized controlled trials that meet WWC group design standards without reservations. They are: (1) Hardan, A. Y., Gengoux, G. W., Berquist, K. L., Libove, R. A., Adrel, C. M., Phillips, J., … Minjarez, M. B. (2015). "A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism." "Journal of Child Psychology and Psychiatry," 56(8), 884-892. (2) Schreibman, L., & Stahmer, A. C. (2014). "A randomized trial comparison of the effects of verbal and pictorial naturalistic communication strategies on spoken language for young children with autism." "Journal of Autism and Developmental Disorders," 44(5), 1244-1251. Appended are: (1) Research details for Hardan et al. (2015); (2) Research details for Schreibman and Stahmer (2014); (3) Group design outcome measures for the communication/language competencies domain; (4) Group design findings included in the rating for the communication/language competencies domain; (5) Group design supplemental subscale findings for the communication/language competencies domain; (6) Group design supplemental follow-up test findings in the communication/language competencies domain; and (7) Single-case design studies that meet WWC pilot standards. WWC rating criteria and a glossary are provided. ED572041 Pivotal Response Training. What Works Clearinghouse Intervention Report What Works Clearinghouse 2016-12-00 41 What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc T 2017 ERIC JAN2020 Yes EDIES13C0010 https://ies.ed.gov/ncee/wwc/InterventionReport/668

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Yes Functional Behavioral Assessment Intervention Student Behavior Behavior Modification Behavior Problems Educational Research Children Adolescents At Risk Persons Emotional Disturbances Program Effectiveness Learner Engagement Interpersonal Competence Elementary Secondary Education Reports - Evaluative What Works Clearinghouse (ED) Mathematica Policy Research, Inc. English Elementary Secondary Education This intervention report presents findings from a systematic review of "functional behavioral assessment-based interventions" conducted using the WWC Procedures and Standards Handbook, version 3.0, and the Children Identified With or At Risk for an Emotional Disturbance review protocol, version 3.0. Functional behavioral assessment (FBA) is an individualized problem-solving process for addressing student problem behavior. An assessment is conducted to identify the purpose or function of a student's problem behavior. This assessment process involves collecting information about the environmental conditions that precede the problem behavior and the subsequent rewards that reinforce the behavior. The information that is gathered is then used to identify and implement individualized interventions aimed at reducing problem behaviors and increasing positive behaviors. The What Works Clearinghouse (WWC) identified 17 studies of FBA-based interventions that both fall within the scope of the Children Identified with or At Risk for an Emotional Disturbance topic area and meet WWC pilot single-case design standards. Seven studies meet pilot single-case design standards without reservations, and 10 studies meet pilot single-case design standards with reservations. Together, these single-case design studies included 39 children between 5 and 18 years old who are identified with or at risk for an emotional disturbance. Those 17 studies are summarized in this report. Appended are: (1) Research details for Christensen et al. (2004); (2) Research details for Hagan-Burke et al. (2015); (3) Research details for Hansen et al. (2014); (4) Research details for Kern et al. (1994); (5) Research details for Lane et al. (2007a); (6) Research details for Lane et al. (2007b); (7) Research details for Losinski et al. (2015); (8) Research details for Christensen et al. (2012); (9) Research details for Clarke et al. (1995); (10) Research details for Davis et al. (2012); (11) Research details for Dunlap et al. (1995); (12) Research details for Dunlap et al. (1996); (13) Research details for Janney et al. (2013); (14) Research details for Kern et al. (2001); (15) Research details for Mustian (2011); (16) Research details for Nahgahgwon et al. (2010); (17) Outcome measures for each domain; (18) Single-case design findings included in the effectiveness ratings; and (19) Single-case design findings in a domain not included in the effectiveness ratings. WWC rating criteria and a glossary of terms are also provided. ED572042 Functional Behavioral Assessment-Based Interventions. What Works Clearinghouse Intervention Report What Works Clearinghouse 2016-12-00 73 What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc T 2017 331 ERIC JAN2020 Yes EDIES13C0010 https://ies.ed.gov/ncee/wwc/InterventionReport/667

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No Foster Care Children Academic Failure Trauma Child Neglect Developmental Delays Educational Strategies Parent Teacher Cooperation School Social Workers DeGarmo, John Books Guides - Non-Classroom Reports - Descriptive English "Helping Foster Children in School" explores the challenges that foster children face in schools and offers positive and practical guidance tailored to help the parents, teachers and social workers supporting them. Children in care often perform poorly at school both in terms of their behavior and their academic performance, with many failing to complete their education. They will have often experienced trauma or neglect which can result in a number of developmental delays. By looking at why children in foster care do not perform as well as their counterparts, John DeGarmo, who has fostered more than 40 children, provides easy-to-use strategies to target the problems commonly faced. He emphasizes the importance of an open dialogue between teacher, parent and social worker, to ensure that everyone is working jointly to achieve the best outcome for the child. An invaluable resource for foster parents, social workers and educators alike, this book encourages a unified response to ensure foster children are given the best chance to succeed at school. ED573626 Helping Foster Children in School: A Guide for Foster Parents, Social Workers and Teachers Jessica Kingsley Publishers 2015-00-00 978-1-84905-745-5 Parents Teachers 160 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/uk/helping-foster-children-in-school.html 2017 As Provided JAN2020

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No Technological Literacy Teamwork Computer Mediated Communication Communications Work Environment Networks Information Technology Barriers Leadership Qualities Competence Cooperation Guides Risk Computer Security Trust (Psychology) Employees Hoefling, Trina Books Reports - Descriptive English Remote working is the new reality, and transactional work--provided by freelancers, contract employees or consultants--has increased exponentially. It is forecast that as much as half the labor force will be working independently and virtually by 2020. Most organizations are still grappling with how to effectively manage their virtual staff and how to effectively support and motivate them--an increasingly urgent task as more Millennials join the workforce, bringing changed attitudes to work satisfaction. This book, the fruit of the author's three decades of experience planning and implementing remote working environments, provides expert guidance for anyone planning a shift to remote working, managing teams of teleworkers, or themselves working in a virtual team. The author's key message is that, in an environment where there is no face to face and informal contact, virtual working requires the creation of a matrix of distributed teams, and that their success depends on the right preparation, changing corporate culture and rewards, and implementing appropriate strategies at the management level to create team cohesion and motivate team members. "Working Virtually is for the executive" leading changes in an enterprise that is preparing for virtual work or seeking to improve current performance. It offers tools to assess readiness, advice on creating appropriate reward policies, and strategies to adapt performance management processes to be more team-driven and technology leveraged. "Working Virtually is written to and for the virtual leader" who wants to establish high performing virtual teams. It provides an understanding of the roles and responsibilities of managing a virtual team, offering a wealth of advice on creating the conditions for collaboration, motivating team members, and identifying and defusing problems. "Working Virtually is for the professional" who works remotely from home, on the road, or in an office with remote colleagues. It is for anyone who wants to succeed in this new work environment by developing skills and networks to create a sustained and satisfying career path. With this new edition providing a 360 degree view of the roles and objectives of all stakeholders in the virtual workspace, this book uniquely provides readers with a rounded picture of the policies, processes, work habits, and commitments needed to achieve the shared goal of high performance remote teams. An index is included. [Foreword by Didier Elzinga.] ED573627 Working Virtually: Transforming the Mobile Workplace. 2nd Edition Stylus Publishing LLC 2017-03-00 978-1-62036-291-4 280 Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-232-0223; Tel: 703-661-1581; Fax: 703-661-1501; e-mail: StylusMail@PressWarehouse.com; Web site: http://www.styluspub.com N/A https://sty.presswarehouse.com/Books/BookDetail.aspx?productID=441406 2017 As Provided JAN2020

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Yes Kindergarten Risk Child Behavior Environmental Influences Parent Attitudes Teacher Attitudes Predictor Variables Place of Residence Social Influences Demography Randomized Controlled Trials Rating Scales Disabilities Models Rural Areas Urban Areas Child Development Holmes, Shannon R. Sheridan, Susan M. Witte, Amanda L. Bhatia, Sonya A. Coutts, Michael J. Reports - Research Nebraska Behavior Assessment System for Children National Center for Research on Rural Education (R2Ed) English Kindergarten Primary Education Early Childhood Education This study examined differences in kindergarten children's behavioral functioning across rural and non-rural communities, as well as explored the effect of risk in each setting (i.e., rural, nonrural) on these children's behavior. Data from 116 kindergarten students and their parents and teachers was analyzed. Multileveling modeling was used to explore the main and interaction effects of community setting and cumulative risk on parent and teacher reports of children's behavioral functioning. Findings suggested that community setting or cumulative risk did not predict kindergarten children's behavior; however, risk differentially predicted children's behavior based on rural or non-rural community status. Particularly, cumulative risk predicted poorer student outcomes upon entrance in kindergarten in rural communities than non-rural communities. Limitations of the study and implications for practice are discussed. ED571811 Influence of Risk and Community Setting on Kindergarten Children's Development. R2Ed Working Paper 2015-2 National Center for Research on Rural Education 2015-03-00 Institute of Education Sciences (ED) 13 National Center for Research on Rural Education. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Web site: http://r2ed.unl.edu/ N/A 2017 16 As Provided JAN2020 Yes R324A100115 R305F050284

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Yes Labor Turnover Teacher Persistence Educational Quality Urban Schools Disadvantaged Youth Low Achievement Teacher Distribution Teacher Placement Teaching Experience School Districts Teacher Effectiveness Productivity Public Schools Academic Achievement Comparative Analysis Instructional Program Divisions Records (Forms) Student Records Statistical Analysis Hanushek, Eric A. Rivkin, Steven G. Schiman, Jeffrey C. Reports - Research Texas National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English It is widely believed that teacher turnover adversely affects the quality of instruction in urban schools serving predominantly disadvantaged children, and a growing body of research investigates various components of turnover effects. The evidence at first seems contradictory, as the quality of instruction appears to decline following turnover despite the fact that most work shows higher attrition for less effective teachers. This raises concerns that confounding factors bias estimates of transition differences in teacher effectiveness, the adverse effects of turnover or both. After taking more extensive steps to account for nonrandom sorting of students into classrooms and endogenous teacher exits and grade-switching, we replicate existing findings of adverse selection out of schools and negative effects of turnover in lower-achievement schools. But we find that these turnover effects can be fully accounted for by the resulting loss in experience and productivity loss following the reallocation of some incumbent teachers to different grades. Supplemental tables are appended. ED571812 Dynamic Effects of Teacher Turnover on the Quality of Instruction. Working Paper 170 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2016-11-00 Spencer Foundation William and Flora Hewlett Foundation Packard Humanities Institute Institute of Education Sciences (ED) 52 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org N/A 2017 52 As Provided JAN2020 Yes R305C120008

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Yes Sexual Identity School Policy Elementary Secondary Education Privacy Confidentiality Student Records Sanitary Facilities Recreational Facilities Physical Education Athletics Field Trips Dress Codes Bullying Pupil Personnel Services Training Vocabulary Guides - Non-Classroom Office of Safe and Healthy Students (ED) English Elementary Secondary Education It has come to the Department of Education's (ED's) attention that many transgender students (i.e., students whose gender identity is different from the sex they were assigned at birth) report feeling unsafe and experiencing verbal and physical harassment or assault in school, and that these students may perform worse academically when they are harassed. School administrators, educators, students, and parents are asking questions about how to support transgender students and have requested clarity from ED. In response, ED developed two documents: (1) A Dear Colleague Letter about transgender students' rights and schools' legal obligations under Title IX of the Education Amendments of 1972; and (2) ED's Office of Elementary and Secondary Education compiled the attached examples of policies and emerging practices that some schools are already using to support transgender students. This guide shares some common questions on topics such as school records, privacy, and terminology, and then explains how some state and school district policies have answered these questions. This guide presents this information to illustrate how states and school districts are supporting transgender students. Also provided are information about and links to those policies at the end of the document, along with other resources that may be helpful as educators develop policies and practices for their own schools. ED572043 Examples of Policies and Emerging Practices for Supporting Transgender Students Office of Safe and Healthy Students, US Department of Education 2016-05-00 Administrators Parents Teachers Students 25 Office of Safe and Healthy Students, US Department of Education. Potomac Center Plaza, 550 12th Street SW 10th Floor, Washington, DC 20202. Tel: 202-245-7896; Fax: 202-485-0013; e-mail: OESE@ed.gov; Web site: http://www2.ed.gov/about/offices/list/oese/oshs/index.html N/A 2017 ERIC JAN2020

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Yes Accountability Best Practices Information Security Sample Size Economically Disadvantaged Minority Groups Ethnic Groups Disabilities English Language Learners Validity Reliability Statistical Significance Statistical Analysis Privacy Federal Legislation Educational Legislation Elementary Secondary Education Seastrom, Marilyn Reports - Descriptive Institute of Education Sciences (ED) National Center for Education Statistics (ED) Quality Information Partners, Inc. (QIP) English Elementary Secondary Education The Every Student Succeeds Act (ESSA) of 2015 (Public Law 114-95) requires each state to create a plan for its statewide accountability system. In particular, ESSA calls for state plans that include strategies for reporting education outcomes by grade for all students and for economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and English learners. In their plans, states must specify a single value for the minimum number of students needed to provide statistically sound data for all students and for each subgroup, while protecting personally identifiable information (PII) of individual students. This value is often referred to as the "minimum n-size." Choosing a minimum n-size is complex and involves important and difficult trade-offs. For example, the selection of smaller minimum n-sizes will ensure that more students' outcomes are included in a state's accountability system, but smaller n-sizes can also increase the likelihood of the inadvertent disclosure of PII. Similarly, smaller minimum n-sizes enable more complete data to be reported, but they may also affect the reliability and statistical validity of the data. To inform this complex decision, Congress required the Institute of Education Sciences (IES) of the U.S. Department of Education to produce and widely disseminate a report on "best practices for determining valid, reliable, and statistically significant minimum numbers of students for each of the subgroups of students" [Every Student Succeeds Act of 2015 (ESSA 2015), Public Law 114-95]. Congress also directed that the report describe how such a minimum number "will not reveal personally identifiable information about students." ESSA prohibits IES from recommending any specific minimum number of students in a subgroup (Section 9209). IES produced this report to assist states as they develop accountability systems that (1) comply with ESSA; (2) incorporate sound statistical practices and protections; and (3) meet the information needs of state accountability reporting, while still protecting the privacy of individual students. As presented in this report, the minimum n-size refers to the lowest statistically defensible subgroup size that can be reported in a state accountability system. Before getting started, it is important to understand that the minimum n-size a state establishes and the privacy protections it implements will directly determine how much data will be publicly reported in the system. Appended are: (1) Sampling; and (2) ED DRB Data Protection Schema. ED572044 Best Practices for Determining Subgroup Size in Accountability Systems While Protecting Personally Identifiable Student Information. Institute of Education Sciences Congressionally Mandated Report. IES 2017-147 Institute of Education Sciences 2017-01-00 Policymakers 49 Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ T 2017 40 As Provided JAN2020 Yes EDCFO16A0126 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017147

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Yes Learning Disabilities Children Definitions Incidence Symptoms (Individual Disorders) Educational Diagnosis Disabilities Educational Legislation Equal Education Federal Legislation Individualized Education Programs Assistive Technology Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English "Learning disability" is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. Following a brief story about a child with a learning disability, Sara's Story, this fact sheet presents information on the following: (1) What are Learning Disabilities?; (2) How Common are Learning Disabilities?; (3) What Are the Signs of a Learning Disability?; (4) About the Evaluation Process; (5) What if the School System Declines to Evaluate Your Child?; (6) The Individual's with Disabilities Education Act's (IDEA) Definition of Learning Disability (LD); (7) Additional Evaluation Procedures for LD; (8) What about School?; (9) What about Home?; (10) Tips for Teachers; and (11) Tips for Parents. ED572693 Learning Disabilities. NICHCY Disability Fact Sheet #7 National Dissemination Center for Children with Disabilities 2007-01-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 6 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 ERIC JAN2020 H326N080003

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Yes Meta Analysis Special Education Intervention Mild Intellectual Disability Emotional Disturbances Developmental Delays Regular and Special Education Relationship Special Education Teachers Effect Size Middle School Students Junior High School Students High School Students Dragoo, Kyrie Reports - Research National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English Middle Schools Junior High Schools High Schools Secondary Education This is a structured abstract of a meta-analysis conducted by T. E. Scruggs, M. A. Mastropieri, S. Berkeley, and J. E. Graetz, published in "Remedial & Special Education" (2009). The authors of the original paper describe findings from a research synthesis on content area instruction for students with disabilities. Seventy studies were identified from a comprehensive literature search, examined, and coded for a number of variables, including weighted standardized mean-difference effect sizes. More than 2,400 secondary school students were participants in these investigations. Studies included interventions involving content areas, such as science, social studies, and English, and employed a number of different interventions, including study aids, classroom learning strategies, spatial and graphic organizers, mnemonic strategies, hands-on activities, classroom peers, and computer-assisted instruction. The overall effect size was 1.00, indicating an overall large effect across studies. Implications for future research and practice are described. [For "Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis," see EJ904253.] ED572694 Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis. Research to Practice. Structured Abstract No. 80 National Dissemination Center for Children with Disabilities 2011-08-00 Office of Special Education Programs (ED/OSERS) 4 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 11 ERIC JAN2020 H326N030008

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Yes Congenital Impairments Disease Incidence Infants Toddlers Children Symptoms (Individual Disorders) Health Disabilities Educational Legislation Equal Education Federal Legislation Individualized Family Service Plans Individualized Education Programs Special Education Learning Problems Academic Accommodations (Disabilities) Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English "Spina bifida" is one of the most common birth defects in the United States, affecting some 1,500 babies each year. Spina bifida happens during the first month or so of pregnancy and means that the baby's spine did not close completely. Damage to the nerves and the spinal cord may result. Following a brief story about a child with a Spina bifida, Juan José's Story, this fact sheet presents information on the following: (1) The 3 types of Spina bifida; (2) Incidence; (3) Characteristics and Health Considerations; (4) Help for Babies and Toddlers; (5) Help for School-Aged Children; (6) Educational Implications; and (7) Resources. ED572695 Spina Bifida. NICHCY Disability Fact Sheet #12 National Dissemination Center for Children with Disabilities 2011-06-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 4 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 7 ERIC JAN2020 H326N080003

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No Surveys Educational Change State Policy Goal Orientation Data Collection Children Youth College Readiness Career Readiness Partnerships in Education Geographic Location Reports - Evaluative Forum for Youth Investment RAND Corporation English Child and youth coordinating bodies are systematically changing the fragmented ways that state and local governments do business for children and youth. Sometimes known as councils or commissions, children's cabinets are typically made up of the heads of all government agencies with child- and youth-serving programs. They meet regularly to coordinate services, develop a common set of outcomes, and collaboratively decide upon and implement plans to foster the well-being of young people. The coordinating bodies are asked to participate in the State Child and Youth Policy Coordination Survey in odd years. This is the first comprehensive biennial survey of state child and youth policy coordinating bodies. These entities work across agency lines to coordinate services and foster the well-being of children and youth. The survey assesses coordinating bodies along criteria derived from the Ready by 21® Leadership Capacity Standards, which are organized into the four Building Blocks for Effective Change: (1)broader partnerships; (2) bigger goals; (3) better data; and (4) bolder actions. [For other State Policy Surveys, "'Ready by 21' State Policy Survey: Child and Youth Policy Coordinating Bodies in the U.S. 2013 Survey Report," see ED557768 and "Ready by 21 State Policy Survey: Child and Youth Policy Coordinating Bodies in the U.S. 2015 Survey Report," see ED571665.] ED571813 Ready by 21 State Policy Survey: Child and Youth Policy Coordinating Bodies in the U.S. Forum for Youth Investment 2012-04-00 4 Forum for Youth Investment. The Cady-Lee House, 7064 Eastern Avenue NW, Washington, DC 20012-2031. Tel: 202-207-3333; Fax: 202-207-3329; e-mail: youth@forumfyi.org; Web site: http://www.forumfyi.org N/A http://forumfyi.org/files/state_policy_survey2012_v2.pdf 2017 ERIC JAN2020

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Yes Teacher Competencies Teacher Effectiveness Labor Turnover Teacher Persistence Teacher Evaluation Evaluation Methods Low Achievement School Districts Educational Policy Human Capital Statistical Analysis Standardized Tests Scores Academic Achievement Models Cullen, Julie Berry Koedel, Cory Parsons, Eric Reports - Research Texas (Houston) National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English Improving public sector workforce quality is challenging in sectors such as education where worker productivity is difficult to assess and manager incentives are muted by political and bureaucratic constraints. In this paper, we study how providing information to principals about teacher effectiveness and encouraging them to use the information in personnel decisions affects the composition of teacher turnovers. Our setting is the Houston Independent School District, which recently implemented a rigorous teacher evaluation system. Prior to the new system teacher effectiveness was negatively correlated with district exit and we show that the policy significantly strengthened this relationship, primarily by increasing the relative likelihood of exit for teachers in the bottom quintile of the quality distribution. Low-performing teachers working in low-achieving schools were especially likely to leave. However, despite the success, the implied change to the quality of the workforce overall is too small to have a detectable impact on student achievement. Supplementary tables are appended. ED571814 The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality. Working Paper 168 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2016-10-00 Laura and John Arnold Foundation Institute of Education Sciences (ED) 53 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org N/A 2017 33 As Provided JAN2020 Yes R305C120008

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Yes Art Education Youth Programs National Programs Public Agencies Private Sector Educational Cooperation School Turnaround Films International Relations Foreign Countries Preservation Humanities Reports - Descriptive Haiti Cuba United States President's Committee on the Arts and the Humanities English The "President's Committee on the Arts and the Humanities 2009-2016: A Legacy of Action" highlights the results of the synergy of collaboration the President's Committee on the Arts and the Humanities (PCAH) forged with the private sector and each of the cultural agencies--National Endowment for the Arts, National Endowment for the Humanities, and the Institute of Museum and Library Services--over the last eight years, catalyzing groundbreaking initiatives in arts education like Turnaround Arts and expanding legacy programs like the National Arts and Humanities Youth Program awards. The transformation and change envisioned by PCAH's Honorary Chair First Lady Michelle Obama came about through the individual and collective creativity and energy of PCAH members. Together this President's Committee built model programs that were similar to, but different than anything that had come before in nurturing the talents, aspirations and knowledge of our nation's youth. ED572045 President's Committee on the Arts and the Humanities 2009-2016: A Legacy of Action President's Committee on the Arts and the Humanities 2016-09-00 19 President's Committee on the Arts and the Humanities. 1100 Pennsylvania Avenue NW Suite 526, Washington, DC 20506. Tel: 202-682-5409; Fax: 202-682-5668; e-mail: pcah@pcah.gov; Web site: http://www.pcah.gov N/A 2017 As Provided JAN2020

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Yes Art Education School Turnaround Reading Achievement Mathematics Achievement Attendance Suspension Learner Engagement Achievement Gap Program Evaluation Educational Change Program Implementation Educational Improvement Elementary Schools Middle Schools Stoelinga, Sara Ray Silk, Yael Reddy, Prateek Rahman, Nadiv Reports - Evaluative Louisiana (New Orleans) Iowa (Des Moines) Montana Oregon (Portland) Colorado (Denver) Massachusetts (Boston) Connecticut District of Columbia President's Committee on the Arts and the Humanities English Elementary Education Middle Schools Secondary Education Junior High Schools The President's Committee on the Arts and the Humanities (PCAH) released the results of an independent study that shows substantial gains in student achievement at schools participating in its Turnaround Arts initiative. The eight schools' in the pilot phase of the initiative, showing increases in reading and math scores, as well as an increase in attendance and a decrease in suspensions, demonstrate that the program's use of the arts is having a measureable impact on low-performing schools by increasing student engagement and narrowing the achievement gap. [Turnaround Arts is supported and funded by a coalition of partners and funders, without whom this program would not be possible. Special thanks to the NAMM Foundation, for their support of this research and evaluation.] ED572046 Turnaround Arts Initiative: Final Evaluatiion Report President's Committee on the Arts and the Humanities 2015-01-00 76 President's Committee on the Arts and the Humanities. 1100 Pennsylvania Avenue NW Suite 526, Washington, DC 20506. Tel: 202-682-5409; Fax: 202-682-5668; e-mail: pcah@pcah.gov; Web site: http://www.pcah.gov N/A 2017 18 As Provided JAN2020

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Yes Universities Civics Teaching Methods Educational Practices College Programs Case Studies Traditionalism Service Learning Educational History Educational Development Citizen Participation Institutional Mission Institutional Characteristics Biographies Core Curriculum Intellectual Disciplines Citizenship Education Change Strategies Educational Change Classroom Environment Randall, David Reports - Research Wyoming Colorado National Association of Scholars (NAS) English Higher Education Postsecondary Education A new movement in American higher education aims to transform the teaching of civics. This report is a study of what that movement is, where it came from, and why Americans should be concerned. What we call the "New Civics" redefines civics as progressive political activism. Rooted in the radical program of the 1960s' New Left, the New Civics presents itself as an up-to-date version of volunteerism and good works. Though camouflaged with soft rhetoric, the New Civics, properly understood, is an effort to repurpose higher education. The New Civics seeks above all to make students into enthusiastic supporters of the New Left's dream of "fundamentally transforming" America. The transformation includes de-carbonizing the economy, massively redistributing wealth, intensifying identity group grievance, curtailing the free market, expanding government bureaucracy, elevating international "norms" over American Constitutional law, and disparaging our common history and ideals. New Civics advocates argue among themselves which of these transformations should take precedence, but they agree that America must be transformed by "systemic change" from an unjust, oppressive society to a society that embodies social justice. The New Civics hopes to accomplish this by teaching students that a good citizen is a radical activist, and it puts political activism at the center of everything that students do in college, including academic study, extra-curricular pursuits, and off-campus ventures. New Civics builds on "service-learning," which is an effort to divert students from the classroom to vocational training as community activists. By rebranding itself as "civic engagement," service-learning succeeded in capturing nearly all the funding that formerly supported the old civics. In practice this means that instead of teaching college students the foundations of law, liberty, and self-government, colleges teach students how to organize protests, occupy buildings, and stage demonstrations. These are indeed forms of "civic engagement," but they are far from being a genuine substitute for learning how to be a full participant in our republic. New Civics has still further ambitions. Its proponents want to build it into every college class regardless of subject. The effort continues without so far drawing much critical attention from the public. This report aims to change that. In addition to our history of the New Civics movement and its breakthrough moment when it was endorsed by President Obama, we provide case studies of four universities: the University of Colorado, Boulder (CU-Boulder), Colorado State University in Fort Collins (CSU), the University of Northern Colorado in Greeley (UNC), and the University of Wyoming in Laramie (UW). We make four recommendations to state legislators across the country: (1) Mandate a course in traditional American civics as a graduation requirement at all colleges and universities that receive public funding. If the institution itself is unwilling or unable to offer such a course, students must be permitted without penalty to meet the requirement by taking a qualified civics course at another institution; (2) Establish a public body to set the guidelines for the required civics course, which should at a minimum teach the history, nature, and functions of our institutions of self-government, and which should aim to foster commitment to our form of self-government. The public body should also be charged with reviewing and approving civics textbooks to be used in these courses; (3) Require that the traditional civics requirement be met only through classroom instruction. Service learning, civic engagement, or analogous extra-curricular activities will not be accepted as a substitute, supplement, or alternative; and (4) End funding for service-learning and civic engagement programs and bureaucracies. The following are appended: (1) The New Civics Infrastructure; (2) Sample Civics Syllabi; (3) Civic Literacy; (4) Alternate Civic Activity and Community Partners; (5) Glossary; (6) University of Colorado, Boulder; (7) Colorado State University; (8) University of Northern Colorado; and (9) University of Wyoming. Contains an index. [Contributions to this report were provided by Ashley Thorne. The Anschutz Foundation provided major support for the making of "Making Citizens."] ED572047 Making Citizens: How American Universities Teach Civics. With Case Studies of the University of Colorado, Boulder; Colorado State University; University of Northern Colorado; and the University of Wyoming National Association of Scholars 2017-01-00 Daniels Fund 525 National Association of Scholars. 221 Witherspoon Street 2nd Floor, Princeton, NJ 08542-3215. Tel: 609-683-7878; e-mail: nasonweb@nas.org; Web site: http://www.nas.org/ N/A 2017 As Provided JAN2020

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Yes Undergraduate Study Physics Astronomy College Science Science Departments Institutional Characteristics Bachelors Degrees College Faculty Full Time Equivalency Masters Degrees Doctoral Degrees Mulvey, Patrick Tyler, John Nicholson, Starr Ivie, Rachel Reports - Evaluative Numerical/Quantitative Data American Institute of Physics, Statistical Research Center English Higher Education Postsecondary Education This report provides data on the size of degree-granting physics and astronomy departments by examining the number of bachelor's degrees awarded and the number of full-time equivalent (FTE) faculty members employed. The benchmarking data in this report is intended to allow physics and astronomy departments to see how they fit in the national landscape of physics and astronomy bachelor's degree production. ED573296 Size of Undergraduate Physics and Astronomy Programs: Data from the AIP Enrollments and Degrees and Academic Workforce Surveys. Focus On AIP Statistical Research Center 2017-02-00 10 AIP Statistical Research Center .One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3100; e-mail: stats@aip.org; Web site: http://www.aip.org/statistics N/A 2017 ERIC JAN2020

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Yes Public Schools Common Core State Standards Instructional Improvement School Districts Program Evaluation Program Effectiveness Achievement Rating Feedback (Response) Reports - Descriptive Illinois Advance Illinois English Illinois advanced landmark reforms in recent years to improve instruction for its 2 million students. Built upon the bedrock of new, rigorous Common Core State Standards, Illinois education leaders stepped up student expectations, championed educator evaluations intended to provide feedback and improve instruction, redesigned school report cards to put key information in the hands of families, and intensified efforts to improve struggling schools and the students they serve. The next step is putting in place a new generation of assessments that will measure whether students have the knowledge, skills, and understanding to succeed in an ever-changing world. This report highlights an example of how two school districts created an aligned system of instruction and assessment during the past decade with teachers at the table and students at the heart of instructional decisions. ED573297 Making Assessments Work: Supporting Teaching and Learning in the Common Core Era Advance Illinois 2014-01-00 6 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 ERIC JAN2020

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Yes Accountability Standards Evaluation College Readiness Career Readiness Academic Achievement Public Schools Reports - Descriptive Illinois Advance Illinois English With the new Illinois Learning Standards and a new system of state assessments in place, Illinois is creating an accountability system that values academic achievement and improvement as the cornerstones of school performance. This moves beyond the strict test-based accountability that labeled most Illinois public schools as failing to a more holistic system that draws upon multiple measures of school performance--including student progress and proficiency--and focuses on the lowest-performing schools most in need of support. This is a significant step forward for Illinois public education as the new standards and assessments support deeper instruction while the new accountability system supports continuous improvement. Illinois is putting in place a system that values data to improve schools, not saddle them with sanctions. ED573298 Standards, Assessments & Accountability, Spring 2015 Advance Illinois 2015-00-00 2 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 ERIC JAN2020

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Yes Mathematics Instruction Educational Innovation Foreign Countries Sequential Learning Concept Formation Geometric Concepts Faculty Development Elementary School Mathematics Sullivan, Peter Holmes, Marilyn Ingram, Naomi Linsell, Chris Livy, Sharyn McCormack, Melody Speeches/Meeting Papers Reports - Research Australia New Zealand Mathematics Education Research Group of Australasia English Elementary Education The following outlines the rationale and structure of a professional learning initiative that seeks to explore teachers' ways of engaging students more actively in building mathematical connections for themselves. An example of one of the suggested experiences is presented. ED572341 The Intent and Processes of a Professional Learning Initiative Seeking to Foster Discussion around Innovative Approaches to Teaching Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 4 As Provided JAN2020

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Yes Time Measurement Mathematics Curriculum Foreign Countries National Competency Tests National Curriculum Thomas, Margaret Clarke, Doug McDonough, Andrea Clarkson, Philip Speeches/Meeting Papers Reports - Research Australia English Time is crucial in our society. However, it would appear that there is limited research on the learning and teaching of time. Curricula appear to place an undue emphasis on the reading of time measuring tools. We argue that key ideas of succession, duration, and measurement should be central to learning about time. Drawing upon available research, this theoretical study developed a framework of core ideas that underpin a full understanding of time, can inform curricula, and drive future research. ED572342 Understanding Time: A Research Based Framework Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 33 As Provided JAN2020

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Yes Special Needs Students Elementary School Students Grade 2 Computation Skill Development Case Studies Mathematics Skills Learning Disabilities Teaching Methods Mathematics Instruction Models Nonverbal Communication Intervention Manipulative Materials Visualization Verbal Learning Data Analysis Problem Solving Rottmann, Thomas Peter-Koop, Andrea Speeches/Meeting Papers Reports - Research English Elementary Education Grade 2 Primary Education Early Childhood Education This paper introduces a revised model for the development of basic computation skills. The model draws on four key phases, which have proven to be important for the development of calculation strategies and stresses the use of gestures and the verbalisation of concrete and mental images. This seems to be of crucial importance for children with special needs as the case of Mia illustrates. Context is a university based intervention program that seeks to support children who struggle with the learning of basic arithmetic concepts and skills. ED572343 Supporting Children with Special Needs in Learning Basic Computation Skills: The Case of Mia Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 21 As Provided JAN2020

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Yes National Surveys Victims of Crime Bullying Schools Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Student Surveys Test Items Test Construction Sampling Lessne, Deborah Cidade, Melissa Reports - Research Tests/Questionnaires National Center for Education Statistics (ED) Synergy Enterprises, Inc. English Grade 6 Intermediate Grades Middle Schools Elementary Education Grade 7 Junior High Schools Secondary Education Grade 8 Grade 9 High Schools Grade 10 Grade 11 Grade 12 Elementary Secondary Education This report outlines the development, methodology, and results of the split-half administration of the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). The National Crime Victimization Survey (NCVS) is sponsored by the U.S. Department of Justice, Bureau of Justice Statistics (BJS). The National Center for Education Statistics (NCES) collaborated with BJS to design the SCS as a supplement to the NCVS. Census conducted the SCS along with the NCVS in 1989, 1995, 1999, and every two years from 1999 to the present. The survey is administered to youth ages 12-18 in participating NCVS households who were enrolled in any of the grades 6-12 and attended public or private school for at least part of the school year concurrent with the survey year. The 2015 SCS was administered between January and June of 2015. The results of these analyses indicated that the bullying estimates derived from the new 2015 SCS bullying items were not similar to estimates derived from the historic bullying items alone. However, it also was determined that the two new bullying estimates (version 1 + RP, and version 2) were not similar to each other, although both were designed to make explicit to students the same elements--repetition and power imbalance--of the uniform bullying definition. Further analysis is planned to help determine what constructs are being measured by the two new versions of the bullying questions. For the 2015 SCS, NCES recommends use of only the data collected from the historic questions presented in version 1 to derive national estimates of reported bullying victimization in school among 12 to 18 year olds. This will allow for continuity with previous NCES data and prevent the dissemination of conflicting estimates of bullying victimization from the 2015 data. The following are appended: (1) School Crime Supplement to the National Crime Victimization Survey Details of Survey Question Changes From 2013 to 2015; and (2) 2015 School Crime Supplement Questionnaire. ED572048 Split-Half Administration of the 2015 School Crime Supplement to the National Crime Victimization Survey. Methodology Report. NCES 2017-004 National Center for Education Statistics 2016-12-00 49 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2017 12 ERIC JAN2020 Yes EDIES12D0010/0004 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017004

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No Behavior Modification Contingency Management Student Behavior Program Effectiveness Computer Uses in Education Educational Technology Progress Monitoring Positive Reinforcement Learner Engagement Lynne, Shauna Dissertations/Theses - Doctoral Dissertations English The Good Behavior Game (GBG) is an interdependent group contingency designed to address behavioral concerns. The vast majority of published findings on the GBG have supported its effectiveness in decreasing disruptive behavior in classroom settings. The purpose of this study was to investigate the effectiveness and the social validity of a positive variation of the GBG in which teachers were asked to use ClassDojo to manage each team's progress. ClassDojo is a computer-based program that enables teachers to track student behavior and monitor progress by way of a virtual system. Dependent variables included class-wide disruptive and academically engaged behavior (AEB), teachers' ratings on the Behavior Intervention Rating Scale (BIRS), and the rate of teacher praise statements delivered in each phase. Overall, results indicated that a positive variation of the GBG with ClassDojo was effective at reducing disruptive behavior, increasing AEB, and was rated as socially valid. Additionally, when the GBG was in place, increases in the amount of behavior-specific praise (BSP) statements delivered were observed across all three classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572049 Implementing the Use of a Positive Variation of the Good Behavior Game with the Use of a Computer-Based Program ProQuest LLC Ph.D. Dissertation, The University of Southern Mississippi 2016-00-00 978-1-3397-4833-7 93 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111624 2017 As Provided JAN2020

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Yes Deafness Hearing Impairments Children Incidence Symptoms (Individual Disorders) Educational Legislation Disabilities Federal Legislation Equal Education Special Education Early Intervention Related Services (Special Education) Academic Accommodations (Disabilities) Assistive Technology Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English Hearing is one of the five senses. Hearing gives access to sounds in the world--people's voices, their words, a car horn blown in warning or as hello! When a child has a hearing loss, it is cause for immediate attention. That is because language and communication skills develop most rapidly in childhood, especially before the age of 3. When hearing loss goes undetected, children are delayed in developing these skills. Following a brief story about a child with a moderate hearing loss, Caroline's Story, this fact sheet presents information on the following: (1) Hearing Loss in Children; (2) Types of Hearing Loss; (3) How Common is Hearing Loss?; (4) Signs of Hearing Loss or Deafness; (5) Causes of Hearing Loss or Deafness; (6) Is There Help Available; (7) More on the Individuals with Disabilities Education Act (IDEA); (8) Educational Implications; (9) Using the Relay Service; and (10) Resources of Additional Information. ED572696 Deafness and Hearing Loss. NICHCY Disability Fact Sheet #3 National Dissemination Center for Children with Disabilities 2010-06-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 6 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 12 ERIC JAN2020 H326N080003

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Yes Intellectual Disability Definitions Etiology Incidence Symptoms (Individual Disorders) Clinical Diagnosis Disability Identification Infants Toddlers Elementary Secondary Education Student Needs Teaching Methods Parents Child Rearing Disabilities Educational Legislation Federal Legislation Equal Education Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English Elementary Secondary Education "Intellectual disability" is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Following a brief story about a child with an intellectual disability, Matthew's Story, this fact sheet presents information on the following: (1) What is an Intellectual Disability?; (2) What Causes an Intellectual Disability?; (3) How Common are Intellectual Disabilities?; (4) What are the Signs of Intellectual Disability?; (5) How are Intellectual Disabilities Diagnosed?; (6) Definition of "Intellectual Disability" under the Individuals with Disabilities Education Act (IDEA); (7) Help for Babies and Toddlers; (8) Help for School-Aged Children; (9) Educational Considerations; (10) List of Organizations; (11) Tips for Teachers; and (12) Tips for Parents. ED572697 Intellectual Disabilities. NICHCY Disability Fact Sheet #8 National Dissemination Center for Children with Disabilities 2011-01-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 6 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 4 ERIC JAN2020 H326N080003

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Yes Speech Impairments Language Impairments Articulation (Speech) Language Fluency Verbal Communication Language Skills Speech Language Pathology Definitions Disabilities Educational Legislation Equal Education Federal Legislation Symptoms (Individual Disorders) Language Acquisition Children Etiology Incidence Intervention Infants Toddlers Elementary Secondary Education Student Needs Teaching Methods Child Rearing Parents Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English Elementary Secondary Education There are many kinds of speech and language disorders that can affect children. This fact sheet will present four major areas in which these impairments occur. These are the areas of: (1) Articulation; (2) Fluency; (3) Voice; and (4) Language. Following a brief narrative on a day in the life of a Speech Language Pathologist, this fact sheet presents information on the following: (1) Definitions of the four areas of impairment; (2) Definition of "Speech or Language Impairment" under the Individuals with Disabilities Education Act (IDEA); (3) Development of Speech Development and Language Skills in Childhood; (4) Characteristics of Speech or Language Impairments; (5) More on the Milestones of Language Development; (6) What Causes Speech and Language Disorders?; (7) Incidence; (8) Finding Help; (9) Help for Babies and Toddlers; (10) Help for School-Aged Children; (11) Educational Considerations; (12) Tips for Teachers; (13) Tips for Parents; (14) Readings and Articles; and (15) Organizations to Consult. ED572698 Speech & Language Impairments. NICHCY Disability Fact Sheet #11 National Dissemination Center for Children with Disabilities 2011-01-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 7 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 11 ERIC JAN2020 H326N080003

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Yes Standards College Readiness Career Readiness Elementary Secondary Education Evaluation Partnerships in Education Standardized Tests Reports - Descriptive Illinois Advance Illinois English Elementary Secondary Education This brief is an update to "Making Assessments Work" and reports that the new Illinois Learning Standards make clear what students must know and be able to do at a time when college and career readiness matters more than ever. If we raise the bar for students, however, then we need better ways to answer the question that every parent asks: How is my child doing? Highlighted in this brief are: (1) how assessments support teaching and learning; (2) the need to continue assessing the assessments; and (3) the transition taking time and needing continued support. [For "Making Assessments Work: Supporting Teaching and Learning in the Common Core Era," see ED573297.] ED573299 Making Assessments Work, Spring 2015 Advance Illinois 2015-00-00 2 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 ERIC JAN2020

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Yes Access to Education Equal Education Instructional Design Integrated Services Program Implementation College Readiness Career Readiness High Schools Common Core State Standards Technical Education Workplace Learning Student Educational Objectives Definitions Outcomes of Education Mastery Learning Knowledge Level Alignment (Education) Educational Strategies Evidence Based Practice Social Development Emotional Development Case Studies School Culture Physical Health Mental Health Student Needs de Velasco, Jorge Ruiz Newman, Elizabeth Borsato, Graciela Reports - Research California (Oakland) California (Los Angeles) California (Long Beach) California (Sacramento) California (San Diego) Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) English High Schools Secondary Education This report proposes a conceptual framework for defining and implementing a system of integrated student supports that provides equitable access to college and career readiness via Linked Learning pathways in high schools. The framework emphasizes the central commitment of the Linked Learning approach to challenge prevailing norms of stratification in the American high school and to prepare ALL students for college and career. Integrated student supports are consequently situated in the context of the broadened learning demands of the Common Core State Standards, the Next Generation Science Standards, and the technical and workplace learning requirements of Linked Learning pathways specifically. The authors first clarify the relevant learning goals pursued through Linked Learning strategies and then define and outline the importance to those goals of program and organizational integration of student supports in schools and school districts. Two kinds of integration appear, both in the relevant literature and from practitioner experience, to be associated with positive student learning outcomes. The first type of integration involves the extent to which student supports are conceived, designed, and implemented to promote effective student engagement with the other three Linked Learning pathway components: academic mastery, technical knowledge, and workplace learning. A second type of integration involves the alignment of student services offered within a curricular pathway with other school and district (or regional) strategies for achieving college and career readiness among all students. The authors conclude by examining emergent approaches to the implementation of integrated supports that may serve to guide further research on effective and scalable practices in Linked Learning settings. An overview of evidence-based student supports, including relevant background research and resources for practitioners, is provided as an appendix to this report. ED573300 Equitable Access by Design. A Conceptual Framework for Integrated Student Supports within Linked Learning Pathways John W. Gardner Center for Youth and Their Communities 2016-04-00 James Irvine Foundation 36 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 110 ERIC JAN2020

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No Early Intervention Early Childhood Education Special Education Accountability Individual Characteristics Referral Eligibility Student Needs Inclusion Educational Environment Disabilities Educational Legislation Equal Education Federal Legislation Access to Education Program Effectiveness Teacher Characteristics Teacher Competencies Financial Support Costs Winer, Abby Hebbeler, Kathy Nelson, Robin Gundler, Darla Cate, Debbie Hudson, Laura Taylor, Cornelia Peters, Mary Louise Reports - Descriptive Individuals with Disabilities Education Act Center for IDEA Early Childhood Data Systems (DaSy) SRI International English Early Childhood Education What is a high-quality statewide data system? One characteristic is that it provides the information needed to address important questions about early intervention and early childhood special education. But what are those questions? What questions should data users, such as program directors, advocates, and policymakers, be asking? The Center for IDEA Early Childhood Data Systems (DaSy) compiled a set of critical questions that a quality state data system for early intervention (EI) or early childhood special education (ECSE) should provide the data to answer. The questions are grouped into three sections: (1) Child- and Family-Level Questions; (2) Practioner-Level Questions; and (3) Local Early Intervention Services (EIS) Program- and Local Educational Agency (LEA)-Level Questions. The answers to these questions serve various functions, including supporting the state agency in effectively administering the program, meeting accountability requirements for EI and ECSE, and improving results for children and families through an examination of program features. ED571815 Critical Questions about Early Intervention and Early Childhood Special Education Center for IDEA Early Childhood Data Systems (DaSy) 2015-10-00 Department of Education (ED) 8 Center for IDEA Early Childhood Data Systems (DaSy). 333 Ravenswood Avenue BS 140, Menlo Park, CA 94025. Tel: 650-859-3881; e-mail: dasycenter@sri.com; Web site: http://dasycenter.org/index.html N/A http://dasycenter.sri.com/downloads/DaSy_papers/DaSy_Critical_Questions_FINAL_20151023v2.pdf 2017 ERIC JAN2020 H373Z120002

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No Disabilities Educational Legislation Equal Education Federal Legislation Money Management Data Budgeting Information Utilization Greer, Maureen Kilpatrick, Jamie McCullough, Katy Reid, Kellen Reports - Descriptive Virginia Colorado Individuals with Disabilities Education Act Part C Center for IDEA Early Childhood Data Systems (DaSy) SRI International English "Use of Data for Fiscal Management of State Part C Systems" is designed to increase the knowledge and skills of lead agency staff regarding the use of data for appropriate fiscal management of Part C. This document addresses budget development and management. This document has three sections: (1) Budget Development and Management; (2) Budget Analysis; and (3) Using Fiscal Data to Develop Programmatic and Political Support, and presents an in-depth look at the integral role of fiscal data in the development, management, and use of the state Part C budget including basic budget management information, examples of analysis, and samples of reports, forms, and other tools. The information is intended to help state Part C lead agency staff better understand the importance of a state Part C budget by identifying strategic policy questions that can be answered through the use of a high-quality data-based budget. Additionally, this document covers the important considerations, steps, data elements, and analyses needed to develop, maintain, and make use of a state Part C budget. Appended are: (1) Virginia's Part C Fiscal Form; (2) Colorado Enrollment Reports; (3) Example State and County Profiles; and (4) Example Explanation of Benefits. ED571816 Use of Data for Fiscal Management of State Part C Systems Center for IDEA Early Childhood Data Systems (DaSy) 2015-11-00 Department of Education (ED) 22 Center for IDEA Early Childhood Data Systems (DaSy). 333 Ravenswood Avenue BS 140, Menlo Park, CA 94025. Tel: 650-859-3881; e-mail: dasycenter@sri.com; Web site: http://dasycenter.org/index.html N/A http://dasycenter.sri.com/downloads/DaSy_papers/FY301_Fiscal%20Management_Final_20151123.pdf 2017 3 ERIC JAN2020 H373Z120002

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No Administrators Athletics Public Schools High Schools School Administration Mentors Cooperation Leadership Styles Social Cognition Social Theories Sociometric Techniques Questionnaires Influences Frawley, Liam Dissertations/Theses - Doctoral Dissertations New York English High Schools Secondary Education It was not known how 12 full-time public high school interscholastic athletic administrators in southeast New York explained and described how professional mentoring and collaboration influenced their leadership skills. Bandura's social cognitive theory provided the theoretical framework for the study. A purposeful sample was drawn from a population of 30 administrators in Southeast New York State. The study utilized a triangulated design including interviews, a sociogram, and a learning history questionnaire to explore the lived experiences of administrators in order to understand how mentoring and collaboration influenced their leadership skills. Five themes emerged in the analysis that demonstrated the collective experience behind how mentoring and collaboration influence leadership skills: uniqueness of the position; understanding community and culture; importance of mentoring; effects of collaboration; and experience and confidence. The major theoretical implication of this study is that interscholastic athletic administrators partially base their professional leadership development on past mentoring and collaborative experiences. Practical implications suggest the importance of school districts providing mentoring and collaborative opportunities for athletic administrator's both in and out of district. Additional research is warranted on the perceptions of athletic administrators outside New York, as well as in non-public schools to determine if the findings of this study can be generalized throughout athletic administration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572050 Understanding Interscholastic Athletic Administrator Experiences and Challenges: The Importance of Mentoring and Collaboration ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2016-00-00 978-1-3397-4842-9 251 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111647 2017 As Provided JAN2020

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No Young Adults Disabilities Suicide Prevention Psychological Patterns Coping Financial Support Bullying Rehabilitation Allied Health Personnel Whiting, Christine A. Dissertations/Theses - Doctoral Dissertations English The purpose of this dissertation is to explore what can be done to mitigate the onset of a disability for young adults aged 18-24 in order to prevent suicidal thoughts or actions. Research suggests that many factors play into suicidal ideation for this young population, including lost hope, lack of coping mechanisms, lack of financial security and bullying. The goal of this research is to determine what rehabilitation professionals can do differently that will hopefully eradicate suicide for this group. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572051 Instilling Hope: Showing Individuals with New Disabilities between the Ages of 18 and 24 That Suicide Is Not the Answer ProQuest LLC Ph.D. Dissertation, University of Arkansas 2016-00-00 978-1-3397-4851-1 122 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111663 2017 As Provided JAN2020

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Yes Faculty Development Thinking Skills Graduate Students Statistics Instructional Design Comparative Analysis Teacher Improvement Teaching Methods Learning Processes Videoconferencing Pretests Posttests Interviews Teacher Attitudes Statistical Analysis Mathematics Instruction Sampling Statistical Bias Scores Tran, Dung Lee, Hollylynne Doerr, Helen Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education The research reported here uses a pre/post-test model and stimulated recall interviews to assess teachers' statistical reasoning about comparing distributions, when enrolled in a graduate-level statistics education course. We discuss key aspects of the course design aimed at improving teachers' learning and teaching of statistics, and the resulting different ways of reasoning about comparing distributions that teachers exhibited before and after the course. ED572344 Developing Teachers' Reasoning about Comparing Distributions: A Cross-Institutional Effort Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 23 As Provided JAN2020

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Yes Mathematics Instruction Equations (Mathematics) Case Studies Error Patterns Grade 11 Secondary School Mathematics Mathematics Tests Mathematical Concepts Comprehension Knowledge Level High School Students Foreign Countries Qualitative Research O'Connor, Bronwyn Reid Norton, Stephen Speeches/Meeting Papers Reports - Research Australia English Grade 11 Secondary Education High Schools This paper examines the factors that hinder students' success in working with and understanding the mathematics of quadratic equations using a case study analysis of student error patterns. Twenty-five Year 11 students were administered a written test to examine their understanding of concepts and procedures associated with this topic. The findings indicate that students' success was inhibited by errors that arose from a lack of procedural understanding regarding fractions, algebraic processes, and conceptual understanding regarding algebraic conventions. Without this prerequisite knowledge, working with and understanding the nature of quadratics was hindered. ED572345 Investigating Students' Mathematical Difficulties with Quadratic Equations Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 20 As Provided JAN2020

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Yes Elementary School Mathematics Early Childhood Education Student Diversity Mathematics Achievement Number Concepts Numbers Word Problems (Mathematics) Problem Solving Knowledge Level Achievement Rating Interviews Mathematics Activities Task Analysis Mathematics Tests Foreign Countries Young-Loveridge, Jenny Bicknell, Brenda Speeches/Meeting Papers Reports - Research New Zealand English Elementary Education Early Childhood Education This paper outlines a framework to explain the early development of place-value understanding based on an analysis of data from 84 five- to seven-year-old children from diverse cultural and linguistic backgrounds. The children were assessed individually on number knowledge tasks (recalled facts, subitizing, counting, place-value understanding) and strategies for solving word problems (addition, subtraction, multiplication, division). Children were categorised as working at one of four levels, each reflecting an increasing awareness of the structure of place value. ED572346 Developing Early Place-Value Understanding: A Framework for Tens Awareness Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 27 As Provided JAN2020

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Yes Educational Improvement Change Strategies Educational Policy Teacher Effectiveness Benchmarking Academic Standards Accountability Educational Innovation Government Role State Government Academic Achievement Achievement Gap College Readiness Career Readiness Educational Attainment Higher Education Teacher Recruitment Teacher Education Programs Educational Quality Resource Allocation Educational Finance Leadership Responsibility Principals Empowerment Expectation High Schools Curriculum Graduation Requirements Alignment (Education) Parent Participation Local Government Data Collection Reports - Descriptive Illinois Advance Illinois English Higher Education Postsecondary Education High Schools Secondary Education This generation of young people is on track to be less-educated than their parents--for the first time in American history. This, at the same time the world and workplace are changing dramatically and rapidly--when students, more than ever, need high levels of skill in order to compete. Advance Illinois has developed this report "We Can Do Better" that addresses policy priorities and recommendations as a starting point for the state's legislators and education leaders to put a world-class education within reach of every young person. If we want to dramatically improve education in Illinois, we must be bold. We must radically re-imagine the systems and policies that collectively shape the learning experience for Illinois' children. We cannot tinker around the edges or avoid uncomfortable conversations. The following recommendations are discussed: (1) Recruit, develop, and empower the most effective educators; (2) Set world-class expectations and provide essential supports; and (3) Empower local innovation in exchange for accountability and results. ED573301 We Can Do Better: Advancing Public Education in Illinois Advance Illinois 2009-06-00 36 Advance Illinois. 303 East Wacker Drive Suite 1925, Chicago, IL 60601. Tel: 312-235-4531; e-mail: communications@advanceillinois.org; Web site: http://www.advanceillinois.org N/A 2017 ERIC JAN2020

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Yes Foreign Countries Educational Change Elementary Secondary Education Postsecondary Education Prior Learning Outcomes of Education Literature Reviews Curriculum Development Student Experience Educational Planning Program Implementation College Readiness High School Students Graduation Requirements McQuarrie, Fiona A. E. Reports - Evaluative Canada British Columbia Council on Admissions and Transfer (BCCAT) (Canada) English Elementary Secondary Education Postsecondary Education High Schools Secondary Education It is generally assumed by educators that the K-12 curriculum--the curriculum used in primary, elementary, and secondary education--will affect students' post-secondary educational experiences and their ability to enter the workforce. This report takes a multi-faceted approach to addressing the impact of changes in the K-12 curriculum on students' post-secondary experiences. The report reviews the following: (1) the general findings of the literature examining influences on students' K-12 outcomes and subsequent post-secondary experiences; (2) several types of K-12 reforms to illustrate the potential scope and processes associated with such changes; and (3) specific examples of curriculum change and whether there is research on their effects on post-secondary education. The report also examines the practical and operational implications of K-12 curriculum and program change for post-secondary institutions. The literature reviewed for this report indicates that changes in K-12 education structures and process are only one of many factors affecting students' experiences in secondary education; thus, such changes cannot clearly be linked to students' subsequent experiences in post-secondary education. However, because changes in K-12 education can affect many aspects of post-secondary education, it is clear that such changes need to be designed to achieve specific outcomes, and need post-secondary participation in the planning and implementation process. ED573302 Changes in K-12 Education: Implications for the BC Post-Secondary System British Columbia Council on Admissions and Transfer 2016-11-00 20 British Columbia Council on Admissions and Transfer. 709-555 Seymour Street, Vancouver, BC V6B 3H6, Canada. Tel: 604-412-7700; Fax: 604-683-0576; e-mail: info@bccat.ca; Web site: http://www.bccat.ca N/A 2017 31 ERIC JAN2020

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No College Students Student Experience Blended Learning Social Media History Instruction United States History Civil Rights Learner Engagement Educational Environment Student Participation Culturally Relevant Education Outcomes of Education Student Empowerment Cook, Sarah Taylor Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education The current study was used to explore the lived experiences of students enrolled in a college-level course developed within an interinstitutional partnership that leveraged technology platforms, such as Twitter® and online learning management systems, and included the participation of prominent figures from the 1960s Civil Rights Era. The focus of the study was on students' critical thinking skills, social presence, and quality academic engagement in a blended learning environment. Facets were considered within an overarching critical pedagogy theoretical framework. The results of the study showed that participation in the class promoted critical thinking, established multiple avenues for students to manifest their social presence, and that quality academic engagement was fostered. Concurrently, participation in the culturally relevant course went beyond the academic considerations. Students in the class were permanently influenced, providing a clear vision of how the past constructs the future and empowered the students to consider their role in creating a better world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572052 Understanding College Students' Lived Experiences in a Diverse Blended Model Class ProQuest LLC Ph.D. Dissertation, Keiser University 2016-00-00 978-1-3397-4866-5 134 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111680 2017 As Provided JAN2020

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No Trauma Teacher Education Teacher Student Relationship Program Descriptions Elementary School Teachers Symptoms (Individual Disorders) Child Development Elementary School Students Attachment Behavior Feedback (Response) Program Evaluation Specialists Davis, Marilyn Diane Dissertations/Theses - Doctoral Dissertations English Elementary Education Teachers have reported that they have difficulty providing support to traumatized children and youth because of a lack of training in how to identify and respond to the needs of these children. The program, "Amazing Help Skills for Teachers to Unmask Trauma in Children and Youth" (AHSUM), is a trauma-focused training program, designed for primary school teachers (Grades K to 12), to assist them in identifying and effectively intervening with children and youth who are experiencing symptoms of trauma, and to understand the importance of making timely referrals to mental health providers. The AHSUM program has a developmentally-sensitive conceptual framework, and a theoretical underpinning based on trauma, and attachment. The AHSUM program was sent to 5 Subject Matter Experts, who provided feedback on program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572053 Trauma-Focused Training Program for Teachers ProQuest LLC Psy.D. Dissertation, The Chicago School of Professional Psychology 2016-00-00 978-1-3397-4869-6 163 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111683 2017 As Provided JAN2020

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Yes Calculus Introductory Courses Secondary School Mathematics Integrated Curriculum Quasiexperimental Design Experimental Groups Control Groups Qualitative Research Student Satisfaction Lesson Plans Interviews Beliefs Knowledge Level Concept Teaching Science Education History Science Interests Foreign Countries Poh, Wei Beng Dindyal, Jaguthsing Speeches/Meeting Papers Reports - Research Singapore English Secondary Education A history-infused lesson package developed by a team of teachers in a professional learning community was used to teach introductory calculus in a secondary school. First, we report a quasi-experimental design that showed that students in the experimental group performed significantly better than students in the control group. Second, we report on the qualitative data collected from a larger group of students who were generally positive about the use of the history-infused lessons. ED572347 History-Infused Lessons in Introductory Calculus at the Secondary Level: Students' Learning and Perceptions Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Web 2.0 Technologies Technology Uses in Education Independent Study Job Performance Workplace Learning Construction Management Administrator Education Qualitative Research Case Studies Administrator Attitudes Work Attitudes Information Security Computer Security Access to Information Barriers Problem Solving Expectation Andragogy Environmental Influences Human Factors Engineering Organizational Culture Knowledge Management Informal Education Outcomes of Education Semi Structured Interviews Data Analysis Caruso, Shirley J. Dissertations/Theses - Doctoral Dissertations Reports - Research Tests/Questionnaires Illinois (Chicago) English Adult Education This single instrumental qualitative case study explores and thickly describes job performance outcomes based upon the manner in which self-directed learning activities of a purposefully selected sample of 3 construction managers are conducted, mediated by the use of Web 2.0 technology. The data collected revealed that construction managers are concerned with the performance expected of them, in addition to how well they perform their work-related activities (orientation to learning), indicating that organizations should provide guidelines on the use and expected outcomes of self-directed learning in addition to providing the tools, resources, and time (environmental factors) to match performance needs; construction managers feel that work-related activities expected of them, how well the work-related activities are performed, and consequences for poor performance at work are determining factors in selecting Web 2.0 technologies; while construction managers understand the need for rules restricting the use of Web 2.0 technologies in performing their jobs, they feel these rules do hinder their performance because access to specific information they need to answer a question, solve a problem, or research to learn something new is sometimes restricted; and successful performance outcomes are determined by compliance to expected performance behaviors of others, such as answering a question or solving a problem an architect or superintendent have presented, as well as expectations construction managers have set for themselves. The following are appended: (1) Call for Participation--Web 2.0 Technology Project; (2) Informed Consent Letter and Form/Template; (3) Semistructured Interview Guide; and (4) Permission to Conduct Research Study. ED572348 Toward Understanding the Role of Web 2.0 Technology in Self-Directed Learning and Job Performance in a Single Organizational Setting: A Qualitative Case Study Online Submission 2016-05-00 188 N/A Ed.D. Dissertation, William Howard Taft University 2017 99 As Provided JAN2020

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Yes Transformative Learning Teaching Experience Experiential Learning Mathematics Teachers Research Methodology Lesson Plans Classroom Techniques Reflection Arithmetic Word Problems (Mathematics) Interviews Secondary School Mathematics Barriers Teacher Education Foreign Countries Roche, Anne Clarke, Doug Clarke, David Chan, Man Ching Esther Speeches/Meeting Papers Reports - Research Illinois (Chicago) Australia English Secondary Education A central premise of this project is that teachers learn from the act of teaching a lesson and that this learning is evident in the planning and teaching of a subsequent lesson. We are studying the knowledge construction of mathematics teachers utilising multi-camera research techniques during lesson planning, classroom interactions and reflection. This paper reports on the learning of two Year 7 teachers, one in Melbourne and one in Chicago, teaching the same initial lesson focusing on division, remainders and context. Both teachers claimed to have learned about their students' mathematical thinking after teaching the initial lesson, but found planning a second lesson to accommodate this learning challenging. ED572349 Learning from Lessons: Teachers' Insights and Intended Actions Arising from Their Learning about Student Thinking Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 20 As Provided JAN2020

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Yes Science Instruction Inquiry Science Achievement Student Centered Learning Science Process Skills Teaching Methods Special Education Special Needs Students Coaching (Performance) Rural Areas Randomized Controlled Trials Mixed Methods Research Likert Scales Hands on Science Inclusion Learner Engagement Pacing Teachers White, Andrew S. Kunz, Gina M. Whitham, Rebekah Houston, Jim Nugent, Gwen Reports - Research National Center for Research on Rural Education (R2Ed) English National and state educational mandates require students achieve proficiency in not only science content, but also "science inquiry", or those process skills associated with science (National Research Council, 2011; Next Generation Science Standards, 2013). Science inquiry instruction has been shown to improve student achievement and process skills (e.g., Llewellyn, 2002; Schroeder, Scott, Olson, Huang, & Lee, 2007; Minner, Levy, & Century, 2010). Guided scientific inquiry is a student-centered, teacher-facilitated approach to science instruction where students are guided toward, but not directly presented, scientific concepts. Students are led by the teacher to develop the concept (Trowbridge, Bybee, & Powell, 2004). Guided science inquiry has been found effective in promoting student achievement (e.g., Wilson, Taylor, Kowalski, & Carlson, 2010). However, research has not yet specifically examined the value of guided scientific inquiry among students drawn from the special education population. This study sought to answer two research questions. First, how did teachers involved in a study examining implementation of guided science inquiry qualitatively describe their experience implementing guided science inquiry among their students from special education populations? Second, did teachers find guided science inquiry effective to use with students from special education populations? This study sought to answer two research questions. First, how did teachers involved in a study examining implementation of guided science inquiry qualitatively describe their experience implementing guided science inquiry among their students from special education populations? Second, did teachers find guided science inquiry effective to use with students from special education populations? The results suggest that guided science inquiry instruction can be effectively implemented with students from the special education population. The majority of teacher responses suggested that a guided science inquiry approach provides these students with greater understanding, inclusion, and engagement with their science lessons than do traditional instructional methods. Guided science inquiry's flexibility allows for differentiated instruction. Limited concerns with the approach reported for these students included a need to adapt instruction in order to meet their needs and difficulties among students grasping its occasionally abstract structure. ED571817 Guided Science Inquiry Instruction with Students with Special Education Needs. R2Ed Working Paper 2015-1 National Center for Research on Rural Education 2015-03-00 Institute of Education Sciences (ED) 7 National Center for Research on Rural Education. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Web site: http://r2ed.unl.edu/ N/A 2017 7 ERIC JAN2020 Yes R305C090022

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Yes Coaching (Performance) Qualitative Research Literature Reviews Grounded Theory Focus Groups Teacher Attitudes Rural Schools Summer Programs Program Effectiveness Cooperative Planning Observation Reflection Feedback (Response) Models Science Teachers Secondary School Teachers Teacher Characteristics Interprofessional Relationship Discussion White, Andrew S. Howell Smith, Michelle Kunz, Gina M. Nugent, Gwen C. Reports - Research National Center for Research on Rural Education (R2Ed) English Secondary Education Although researchers have explored the impact of instructional coaching and named possible elements believed essential to effective coaching, there has yet to emerge from the literature a coherent model of those essential elements ("active ingredients"). This qualitative study sought to identify those elements through a systematic process beginning with a synthesis of current coaching literature to compile a list of ingredients. Using a modified grounded theory approach, this list was then validated through semi-structured focus group data of teachers and triangulated with focus group data provided by instructional coaches to create a conceptual framework of coaching. Future coaching research can build upon this framework through empirically testing those key components that are necessary for effective coaching. ED571818 Active Ingredients of Instructional Coaching: Developing a Conceptual Framework. R2Ed Working Paper 2015-3 National Center for Research on Rural Education 2015-12-00 Institute of Education Sciences (ED) 27 National Center for Research on Rural Education. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Web site: http://r2ed.unl.edu/ N/A 2017 61 As Provided JAN2020 Yes R305C090022

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No Pragmatics Second Language Learning Second Language Instruction Textbooks Speech Acts Oral Language Spanish Language Usage Teaching Methods Semantics Attribution Theory Native Speakers Writing Ability Sentence Structure Intercultural Communication Metalinguistics Russian English (Second Language) Role Playing Mexicans Language Teachers Teacher Attitudes Novices Foreign Countries German Units of Study Educational Research Web Sites Computational Linguistics Computer Mediated Communication Peer Groups Discourse Analysis Bardovi-Harlig, Kathleen, Ed. Félix-Brasdefer, J. César, Ed. Books Collected Works - General Serbia ISSN-1943-6947 University of Hawai'i at Manoa, National Foreign Language Resource Center English This volume contains a selection of papers presented at the 2014 International Conference of Pragmatics and Language Learning at Indiana University. It includes fourteen papers on a variety of topics, with a diversity of first and second languages, and a wide range of methods used to collect pragmatic data in L2 and FL settings. This volume is divided into three main sections: Acquisition of Second-Language Pragmatics, Research in Pedagogical Contexts, and Brief Summaries and Reports. The articles advance our understanding of second language pragmatics with regard to learning and the use of pragmalinguistic resources necessary to produce and comprehend speech acts, conventional expressions, discourse markers, relational talk to develop L2 symbolic competence, and polite expressions in language textbooks. After an introduction from the editors, chapters include: (1) Offering Advice: Length of Residence or Intensity of Interaction? (Elizabeth Flores-Salgado); (2) Semantic and Pragmatic Causal Relations in Native Speaker and L2 Learner Oral Discourse: The Use of the Spanish Connective "Porque" (Sarah E. Blackwell and Margaret Lubbers Quesada); (3) Perceptions of Spanish L2 Writing Quality: The Role of Discourse Markers and Sentence-level Phenomena (Mai Kuha, Lisa M. Kurisack, and Elizabeth M. Riddle); (4) The Interactional Establishment of the Membership Category "Nonnative Speaker" in Gatekeeping Encounters (Louise Tranekjaer and Katherine Kappa); (5) Effects of Metapragmatic Instruction on the Production of Compliments and Compliment Responses: Learner-Learner Role-plays in the Foreign Language Classroom (Maria Hasler-Barker); (6) Challenges Facing Mexican EFL learners: Disagreement and local pragmatic practices (Gerrard Mugford); (7) Playful Performances of Russianness and L2 Symbolic Competence (Maria Shardakova); (8) Do EFL Teachers in Serbia Have What They Need to Teach L2 Pragmatics? Novice Teachers' Views of Politeness (Milica Savic); (9) Noticing of Pragmatic Features During Spoken Interaction (Tetyana Sydorenko and Gwen Heller Tuason); (10) "Always remember to say please and thank you": Teaching Politeness with German EFL Textbooks (Holger Limberg); and (11) A Research-based Teaching Unit for ESL/EFL Students: Responses to Gratitude (Sara Gesuato). Brief summaries and reports include: (12) How Formulaic is Pragmatics? (Kathleen Bardovi-Harlig); (13) The Design and Construction of Websites to Promote L2 Pragmatics (Andrew D. Cohen); and (14) A Corpus Linguistic Analysis of On-line Peer Commentary (Naoko Taguchi, David Kaufer, María Pía Gómez-Laich, and Helen Zhao). ED573628 Pragmatics & Language Learning. Volume 14 National Foreign Language Resource Center at University of Hawaii 2016-12-00 Department of Education (ED) 978-0-9835816-8-0 375 National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822-2322. Tel: 808-956-9851; Fax: 808-956-5983; e-mail: nflrc@hawaii.edu; Web site: http://www.nflrc.hawaii.edu N/A http://nflrc.hawaii.edu/publications/view/PLL14/ 2017 ERIC JAN2020 CFDA84229 P229A100001 P229A140012

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Yes Research Writing Strategies Research Reports Program Effectiveness Guides Research Methodology Effect Size Policy Dynarski, Mark Guides - General Decision Information Resources, Inc. National Center for Education Evaluation and Regional Assistance (ED) English This brief provides tips writers can use to make impact research more digestible and actionable for policymakers and practitioners. The brief emphasizes five tips: make the contrast clear, make causal statements only when they result from causal research designs, present numbers simply and concretely, describe effects in meaningful units, and present findings as information for policy. The brief provides positive examples of plain writing in the five key aspects of an effectiveness study to support the writer's ability to use each of these five tips. ED573629 Going Public: Writing about Effectiveness Studies and Their Results. REL 2016-173 Regional Educational Laboratory 2016-05-00 Researchers 20 Regional Educational Laboratory. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ N/A 2017 7 As Provided JAN2020 Yes EDIES12C0057

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Yes Multiple Disabilities Definitions Evaluation Methods Symptoms (Individual Disorders) Early Intervention Disabilities Equal Education Educational Legislation Federal Legislation Access to Education Needs Parents Child Rearing Teachers Teaching Methods Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English The term "multiple disabilities" is general and broad. From the term, you cannot tell how many disabilities a child has; which disabilities are involved; or how severe each disability is. Many combinations of disabilities are possible. The different disabilities will also have a combined impact. That is why it is also important to ask: How does the combination of these disabilities affect the child's learning, balance, use of the senses, thinking, and so on? The answer will help parents and involved professionals decide what types of supports and services the child needs now and in the future. This fact sheet shares information on the following: (1) help for children with multiple disabilities; (2) Individuals with Disabilities Education Act's (IDEA's) definition of multiple disabilities; (3) the evaluation process for children with multiple disabilities; (4) the importance of supporting children with multiple disabilities in major life activities; (5) tips for parents; (6) tips for teachers; and (7) resources and organizations available. ED572699 Multiple Disabilities. NICHCY Disability Fact Sheet #10 National Dissemination Center for Children with Disabilities 2013-08-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 8 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 4 ERIC JAN2020 H326N110002

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Yes Developmental Delays Child Development Disabilities Educational Legislation Equal Education Federal Legislation Definitions Early Intervention Evaluation Methods Resources Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English Think of all the skills that children have to learn when they come into the world: smiling, turning over, responding to people, communicating, eating solid food, crawling, standing, and on and on. These skills are expected to emerge naturally over time and it is known more or less when they should. This timetable for skills to emerge is commonly called the "developmental milestones." What is considered normal development is described broadly, because children do not necessarily learn skills at the same pace. Two different children born on the same day may learn the same skill months apart, and both can be considered "on schedule." It's when skills do not emerge as expected, more or less on that broad schedule, that parents and caregivers may become concerned. Following an introduction, this fact sheet presents the following information on developmental delay: (1) Concern about a Child's Development; (2) What's Involved in Developmental Evaluation; (3) The Individuals with Disabilities Education Act's (IDEA) Definition of Development Delay; and (4) Resources. ED572700 Developmental Delay. NICHCY Disability Fact Sheet #9 National Dissemination Center for Children with Disabilities 2012-03-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 4 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 ERIC JAN2020 H326N080003

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Yes Disabilities Educational Legislation Federal Legislation Equal Education Special Needs Students Definitions Attention Deficit Disorders Attention Deficit Hyperactivity Disorder Diabetes Epilepsy Heart Disorders Chronic Illness Diseases Poisoning Cancer Neurological Impairments School Health Services Attendance Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English "Other Health Impairment" is one of the 14 categories of disability listed in the nation's special education law, the Individuals with Disabilities Education Act (IDEA). Under IDEA, a child who has an "other health impairment" is likely to be eligible for special services to help the child address his or her educational, developmental, and functional needs resulting from the disability. This fact sheet presents the following information on the topic of "other health impairment": (1) The Individuals with Disabilities Education Act's (IDEA) Definition of "Other Health Impairment" (OHI); (2) Special Help for Children; (3) The Specific Disabilities Mentioned in IDEA's Definition of OHI; (4) Other Health Impairments "Not" Mentioned in IDEA; (5) Addressing Medical Issues; (6) Life at School; (7) Planning for Transitions; and (8) Finding More Info. ED572701 Other Health Impairment. NICHCY Disability Fact Sheet #15 National Dissemination Center for Children with Disabilities 2012-03-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 8 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 ERIC JAN2020 H326N080003

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Yes Role Models Women Faculty Females STEM Education Gender Differences Majors (Students) Educational History High Schools Secondary School Teachers Databases Science Teachers Regression (Statistics) Access to Information Social Networks Socioeconomic Influences Student Records Racial Differences Geographic Location Statistical Analysis Physicians Bleemer, Zach Reports - Research California University of California, Berkeley. Center for Studies in Higher Education English High Schools Secondary Education What was the role of imperfect local information in the growth, gender gap, and STEM (Science, Technology, Engineering and Math) major selection of early 20th century American universities? In order to examine pre-1950 American higher education, this study constructs four rich panel datasets covering most students, high school teachers, and doctors in the state of California between 1893 and 1946 using recently-digitized administrative and commercial directories. Students attending large California universities came from more than 600 California towns by 1910, with substantial geographic heterogeneity in female participation and STEM major selection. About 43 percent of university students in 1900 were women, and the number of women attending these universities increased by more than 500 percent between 1900 and 1940. Meanwhile, the number of California towns with female high school physics or chemistry teachers doubled between 1903 and 1923, while the proportion of towns with a female doctor increased from 20 to 26 percent (adding almost 60 towns) during the same period. Event study regression analysis shows that towns became 9-15 percentage points more likely to send at least one female student to the institutions examined in this study after the arrival of their first female high school physics or chemistry teacher or female doctor, implying a 2 percentage point increase in the likelihood of young women's college attendance, but that the arrival of female STEM teachers decreases the likelihood of a town's sending a male STEM student to university by 10 percentage points. This study establishes the role of limited information and social networks in early 20th century educational choices, and has implications for both historical growth accounting and contemporary educational practices in developing economies. It also provides a window into the tremendous socioeconomic mobility afforded by California's commitment to mass higher education. This is the first of several planned studies that are part of the new UC Cliometric History Project based as CSHE in anticipation of UC's 150th anniversary. ED573056 Role Model Effects of Female STEM Teachers and Doctors on Early 20th Century University Enrollment in California. Research & Occasional Paper Series: CSHE.10.16 Center for Studies in Higher Education 2016-12-00 19 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2017 49 As Provided JAN2020

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Yes Universities Educational Development Educational History Educational Research Instruction Public Service Institutional Mission Models International Assessment School Effectiveness Recognition (Achievement) Reputation Douglass, John Aubrey Reports - Evaluative University of California, Berkeley. Center for Studies in Higher Education English Higher Education Postsecondary Education In the face of the dominant World Class University rhetoric and ranking paradigm, most academic leaders and their academic communities have had difficulty conceptualizing and articulating their grander purpose and multiple engagements with society. Some seem to wait for the next ministerial edict to help or push them toward greater societal relevancy--often limited to improved global rankings. This essay discusses the evolving idea of the Flagship University, its past and future, and the need to develop and articulate a more holistic and modern narrative regarding the role of these important institutions. "The New Flagship University" is an institution grounded in its historical purpose, but remarkably different in its devotion to access and equity, to the quality of its teaching, research and public services mission, and to meeting national and regional socioeconomic needs. This essay briefly discusses some of the central themes in the book, "The New Flagship University," and includes observations in recent articles by scholars and researchers on their relevancy in various parts of the world. Leading national or "Flagship Universities" are now more important for socioeconomic mobility, for knowledge production, for generating economic and civic leaders, and for pushing innovation and societal self-reflection than in any other time in their history. ED573057 The Evolution of Flagship Universities: From the Traditional to the New. Research & Occasional Paper Series: CSHE.11.16 Center for Studies in Higher Education 2016-12-00 7 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2017 As Provided JAN2020

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No Outcomes of Education Postsecondary Education Developmental Studies Programs Mathematics Education Mathematics Achievement Retention (Psychology) Regression (Statistics) Student Placement Scores Prior Learning Sex Statistical Significance Algebra Statistical Analysis Psychological Patterns Self Efficacy Barriers Bradley, Kirk Dissertations/Theses - Doctoral Dissertations English Postsecondary Education The purpose of this study was to determine which academic and affective student factors were significant to student success in a mastery learning program in developmental mathematics and to determine if the mastery learning program led to increased mathematical knowledge retention and success in the subsequent math course. The first phase of the study involved 298 students in developmental mathematics. Using binary logistic regression, the researcher found that placement test score, previous experience with mastery learning, and gender were statistically significant factors related to student success in the mastery learning program. The second phase of the study involved 529 students in the subsequent course intermediate algebra. Using one-way analysis of variance and chi-square methods, the researcher found that mastery learning students retained significantly more mathematical content knowledge and succeeded at significantly higher rates in the subsequent course intermediate algebra as compared to students who took developmental mathematics through traditional methods and those who opted out of placement testing. Results of the study showed that the mastery learning approach in developmental mathematics which incorporated the affective student domain offered advantages for assisting students to overcome math background and self-efficacy barriers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572054 Evaluating the Effects of Mastery Learning in Postsecondary Developmental Mathematics ProQuest LLC Ed.D. Dissertation, University of Louisiana at Monroe 2016-00-00 978-1-3397-4970-9 127 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111793 2017 As Provided JAN2020

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No English English Teachers Language Arts Pedagogical Content Knowledge Focus Groups Interviews Observation Communities of Practice Faculty Development School Districts Teacher Attitudes Teaching Methods Educational Change Teacher Collaboration Pittman, Pamela Kay Dissertations/Theses - Doctoral Dissertations English Teaching is an ever-evolving profession, one in which teachers must stay abreast of recent research and trends to continually deepen their knowledge and refine their skills. Therefore, teachers need high quality professional learning opportunities to help them master the content they teach and strengthen their teaching skills. Professional learning communities (PLCs) offer teachers one way to collaborate and engage in professional learning when utilized as professional development. This study examined English Language Arts (ELA) teachers' experiences in district-mandated PLCs as a form of professional development. These PLCs followed the Professional Learning Communities at Work™ (DuFour & Eaker, 1998) model. This study also explored the affordances and limitations of these PLCs for developing these teachers' pedagogical-content knowledge (PCK). Using a case study method, the researcher collected data from focus group interviews, personal interviews, PLC observations, and observations in the teachers' classrooms. Shulman's (1987) concept of PCK framed the findings of the study. This study describes ELA teachers' participation in two types of PLCs--a subject area (ELA) PLC and a grade level PLC. Three themes emerged about teachers' experiences in the PLCs. First, teachers met in an underdeveloped, underutilized ELA PLC. Teachers followed PLC meeting protocols, or proper meeting format, but did not engage in collaborative inquiry, the means for growth for members of PLCs (DuFour & Eaker, 1998). Next, teachers had inconsistent perceptions about PLCs. Teachers' reported PLC topics of conversation did not mesh with PLC meeting observations. There was no observed change in instructional practice as a direct result of teachers' PLC involvement. Third, teachers experienced imbalanced data collection and data use. Teachers collected many forms of student achievement data from various assessments, and this data collection drove classroom practices, but teachers did not use this data to evaluate and change instruction. Themes about the potential affordances of these PLCs for the development of teachers' PCK included a space for collaboration and the sharing of content knowledge, teaching strategies, and resources; a supportive environment; and data-driven instruction. Themes about the limitations of these PLCs for the development of teachers' PCK included time, follow through, teachers' limited experiences with collaborative inquiry, ineffective data analysis, and missed opportunities for collaborative inquiry. This research is important because of the potential to inform how teachers learn together in PLCs and the extent to which the PLCs support the development of teachers' PCK. According to Shulman (1987), PCK influences student learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572055 An Inquiry into the Influence of Professional Learning Communities on English Language Arts Teachers' Pedagogical-Content Knowledge ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-6076-6 204 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112940 2017 As Provided JAN2020

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Yes Disabilities Educational Legislation Equal Education Federal Legislation Eligibility Infants Toddlers Children Adolescents Young Adults Classification Autism Deaf Blind Deafness Emotional Disturbances Hearing Impairments Intellectual Disability Multiple Disabilities Physical Disabilities Chronic Illness Learning Disabilities Speech Impairments Language Impairments Brain Head Injuries Visual Impairments Blindness Intervention Academic Achievement Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English Every year, under the federal law known as the Individuals with Disabilities Education Act (IDEA), millions of children with disabilities receive special services designed to meet their unique needs. Early intervention services are provided through the state to infants and toddlers with disabilities under three years of age and their families. For school-aged children and youth (aged 3 through 21), special education and related services are provided through the school system. These services can be very important in helping children and youth with disabilities develop, learn, and succeed in school and other settings. This report presents the following on the categories of disability under IDEA: (1) Who is Eligible for Services?; (2) Infants and Toddlers under Three Years of Age; (3) Children and Youth Aged 3 through 21; (4) Children Aged 3 through 9; (5) The 13 Disability Categories, Defined: (a) Autism; (b) Deaf-Blindness; (c) Deafness; (d) Emotional Disturbance; (e) Hearing Impairment; (f) Intellectual Disability; (g) Multiple Disabilities; (h) Orthopedic Impairment; (i) Other Health Impairment; (j) Specific Learning Disability; (k) Speech or Language Impairment; (l) Traumatic Brain Injury; and (m) Visual Impairment Including Blindness; (6) More about Disabilities; (7) More about Services; (8) More on "Adversely Affects Educational Performance"; and (9) Other Sources of Information for Parents. ED572702 Categories of Disability under IDEA National Dissemination Center for Children with Disabilities 2012-03-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 6 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 ERIC JAN2020 H326N080003

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Yes Learning Strategies Study Habits Skill Development Self Management Problem Solving Educational Research Learning Disabilities Cooperation Mastery Learning Literacy Education Reading Instruction Writing Instruction Direct Instruction Disabilities Luke, Stephen D. Reports - Descriptive National Dissemination Center for Children with Disabilities (NICHCY) Academy for Educational Development English With this inaugural edition of "Evidence for Education," NICHCY launches a new publication series exploring the best evidence-based practices education has to offer. "Strategy Instruction" is a powerful student-centered approach to teaching that is backed by years of quality research. In fact, strategic approaches to learning new concepts and skills are often what separate good learners from poor ones. Considering that many students with disabilities struggle with developing strategies for learning and remembering on their own, a parent or teacher skilled in introducing this process can make a world of difference. This "Evidence for Education" looks closely at strategy instruction: its roots, outcomes of the multitude of studies, and its promise as a powerful research-based practice that results in improved student performance. Topics covered in this issue include: (1) Early Studies of the Good Learner; (2) The Strategic Instruction Model (SIM); (3) Self-Regulated Strategy Instruction (SRSD) for Writing; (4) Combining Strategy Instruction with Direct Instruction; and (5) Promise Beyond LD. A glossary is also included. ED572703 The Power of Strategy Instruction. Evidence for Education. Volume I, Issue I National Dissemination Center for Children with Disabilities 2006-00-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 12 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 27 ERIC JAN2020 H326N030003

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Yes Secondary Education Vocational Education Apprenticeships Alignment (Education) State Programs High School Students Program Administration Educational Finance Interviews Rice, Olivia Hudson, Jordan Foster, Laura Rasmussen Klein, Steven Reports - Research Tests/Questionnaires North Carolina Connecticut Florida Kentucky Washington Rhode Island Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE) RTI International National Center for Innovation in Career and Technical Education (NCICTE) (ED) English Secondary Education High Schools Work-based learning, an educational strategy that provides students with technical skills and knowledge in an authentic work setting, is often delivered through a Career Technical Education (CTE) or Registered Apprenticeship (RA) program. Both have overlapping structures and content, including experiential learning and career exploration coursework, which has led many states to build more deliberate linkages between the two. This report from the National Center for Innovation in CTE (NCiCTE) profiles six states--North Carolina, Connecticut, Florida, Kentucky, Washington and Rhode Island--that are working to align secondary CTE and RA programs. The report identifies three approaches that these states have taken to align and expand apprenticeship opportunities. No matter the approach, states frequently face the same challenges with aligning CTE and RA programs, including lack of resources, misperceptions about pre-apprenticeship and RA programs, and difficulty engaging employers. The report further describes strategies that these states have taken to address these challenges. The following are appended: (1) Interview Protocols; (2) Overview of Career and Technical Education and Registered Apprenticeship in Study States; and (3) Example State Tools & Resources. ED571820 Connecting Secondary Career and Technical Education and Registered Apprenticeship: A Profile of Six State Systems Office of Career, Technical, and Adult Education, US Department of Education 2016-07-00 83 Office of Career, Technical, and Adult Education, US Department of Education. Tel: 877-433-7827; e-mail: edpubs@edpubs.ed.gov; Web site: www2.ed.gov/ovae N/A 2017 13 As Provided JAN2020 EDVAE12C0051

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Yes Credentials Correctional Education Adult Education Institutionalized Persons Vocational Education Educational Benefits Educational Needs Outcomes of Education Enrollment Academic Persistence Fidelity Educational Quality Barriers Interviews Tolbert, Michelle Reports - Research Tests/Questionnaires Indiana Kansas Maryland Michigan North Carolina Ohio Oregon Vermont Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE) RTI International National Center for Innovation in Career and Technical Education (NCICTE) (ED) English Adult Education Nearly 2.3 million adults are incarcerated in our nation's prisons and jails. Incarcerated adults are, on average, less educated than the general population. Their lack of job skills and a steady employment history, combined with the stigma of their felony convictions, creates significant barriers to reentering the labor market when they are released. Providing incarcerated adults with education and training programs not only improves their chances of obtaining a job after release but also lowers their recidivism rates. This report is designed to document information currently available on programs that prepare individuals for nondegree credentials in adult corrections facilities and provides a research agenda for future studies. It provides descriptions of (1) the study methodology and a rationale for education and training programs in prisons; (2) the study findings, including the types of nondegree credential programs currently available to incarcerated individuals and the benefits and challenges of offering programs that lead to these credentials in a correctional environment; and (3) a research agenda for future studies. To gain a better understanding of the status, challenges, and benefits of offering programs that prepare individuals for nondegree credentials in prisons, researchers with the National Center for Innovation in Career and Technical Education (NCICTE) conducted a literature review and one to two telephone interviews with state correctional education administrators in eight states (Indiana, Kansas, Maryland, Michigan, North Carolina, Ohio, Oregon, and Vermont) and employers and employment placement specialists that work with formerly incarcerated individuals. Participating states were then asked to recommend employers or employment placement organizations that have successfully worked with formerly incarcerated adults. Key study findings discussed in this report include the following: (1) program need; (2) program outcomes; (3) program enrollment; (4) program persistence and completion; (5) program offerings; (6) program cost; (7) program fidelity and quality; (8) facility obstacles; (9) student obstacles; and (10) economic value of program. The following are appended: (1) Interview Protocols for State Correctional Education Administrators; (2) Interview Protocols for Employers and Employment Placement Specialists; (3) State Summary Information; and (4) WorkINdiana Hospitality Staff Certification Brochure. [This report was written with support from Laura Rasmussen Foster, Matthew DeMichele, and Stacey Cataylo.] ED571821 Nondegree Credentials in Correctional Education: Status, Challenges, and Benefits Office of Career, Technical, and Adult Education, US Department of Education 2016-07-00 70 Office of Career, Technical, and Adult Education, US Department of Education. Tel: 877-433-7827; e-mail: edpubs@edpubs.ed.gov; Web site: www2.ed.gov/ovae N/A 2017 43 ERIC JAN2020 EDVAE12C0051

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Yes Mathematics Instruction Mathematics Skills Expertise Course Content Disabilities Barriers Teaching Methods Evidence Based Practice Mathematics Achievement Self Management Steedly, Kathlyn Dragoo, Kyrie Arafeh, Sousan Luke, Stephen D. Reports - Descriptive National Dissemination Center for Children with Disabilities (NICHCY) Academy for Educational Development English This "Evidence for Education" is about helping students stay on track in math, building concept upon concept in a steady progression of skills. This is as much a national priority as it is a practical necessity for the students themselves, because daily life involves math--from the check-out counter at the school store to the express line in the grocery, from our most routine jobs to the high-paying, high-profile ones in engineering, technology, and science (Lee, Grigg, & Dion, 2007; U.S. Government Accountability Office, 2005). So--two questions naturally arise. What do students need to know how to do, mathematically? And what instructional approaches are effective in teaching those skills? This "Evidence for Education" addresses these questions, and one more: What do we do when disability affects a student's ability to learn math skills? This issue is divided into four sections, as follows: (1) The work of four expert panels, which have recommended what students need to learn in math and what we need to teach; (2) How disability can affect math learning; (3) Four instructional approaches emerging from the research as effective math interventions for students with disabilities; and (4) Suggestions for moving research into practice. A glossary is included. ED572704 Effective Mathematics Instruction. Evidence for Education. Volume III, Issue I National Dissemination Center for Children with Disabilities 2008-00-00 Office of Special Education Programs (ED/OSERS) 12 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 39 ERIC JAN2020 H326N030003

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Yes Learning Disabilities Interpersonal Competence Student Behavior Academic Achievement Intervention Classroom Environment Skill Development Story Telling Steedly, Kathlyn M. Schwartz, Amanda Levin, Michael Luke, Stephen D. Reports - Descriptive National Dissemination Center for Children with Disabilities (NICHCY) Academy for Educational Development English Research has consistently demonstrated that many children with learning disabilities (LD) may also have related social skill deficits. Kavale and Forness (1995), for instance, found that 75% of students with LD also show some difficulties in social skills that interfere with their ability to learn. The good news is that, for many of these children, social skills "can" be taught. Evidence-based methods for building social skills have been developed by teachers, psychologists, and researchers. One challenge, though, is getting this knowledge into the hands of people who can use it to help children. That is the goal of this issue of "Evidence for Education." This publication will first clarify what is meant by "social skills" and explore their impact on behavior and academics. Then it takes a look at what the research has to say about social skills interventions and programs for children with disabilities. This "Evidence for Education" will wrap up with examples of interventions that can be applied in both classroom and home settings. ED572705 Social Skills and Academic Achievement. Evidence for Education. Volume III, Issue II National Dissemination Center for Children with Disabilities 2008-00-00 Office of Special Education Programs (ED/OSERS) 8 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 25 ERIC JAN2020 H326N030003

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No Program Evaluation Program Implementation Common Core State Standards Fidelity Outcomes of Education Case Studies Teacher Attitudes Administrator Attitudes Electronic Mail Online Surveys State Departments of Education State Officials Accuracy Program Improvement Professional Development Simpson, Terri Ann Land Dissertations/Theses - Doctoral Dissertations Louisiana English The Partnership for Readiness for College and Careers (PARCC) and the National Governor's Association formed a coalition to present common standards for all grade levels across all states (PARCC, 2012). Louisiana was one of the initial state participants who agreed to create a specific timeline for implementation. The purpose of this study was to determine whether or not fidelity was maintained in implementation; which, if any, components of implementation were perceived to be beneficial; and whether or not the participants' perception toward the Common Core State Standards was indicative of success (National Governor's Association, 2010). The research in this study was conducted through an explanatory multiple-case evaluability assessment designed by Wholey, Hatry, & Newcomer (2010) and further enhanced by Rossi, Lipsey, & Freeman (2004). Educators and administrative personnel throughout Louisiana were contacted through a blind email solicitation as an invitation to participate via an email survey. In addition, State Department of Education employees were contacted for their responses. Seven out of a possible 65 parishes responded with letters of support and followed with survey participation. The majority of those responding were from southwestern Louisiana. Fidelity in implementation, or the consistency and accuracy in which the methods of implementation are duplicated, comes from commonly placed processes, fund sources, and expectations (Wholey et al., 2010). The purpose behind this evaluability assessment was to gain a deeper understanding for the implementation processes, to garner shareholder perceptions, to suggest areas which could be strengthened through changes in processes, and, in turn, provide improvement for the continued implementation of the Common Core State Standards. The responses from the 97 educators and 39 administrators identified a lack of fidelity in the methods of implementation, professional development and further proposed that the Common Core State Standards would not succeed. The report that follows indicates several missed opportunities, afforded to the state and districts, which would have strengthened the implementation efforts and achieved the goal of a united utilization of nationally accepted teaching standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572056 An Evaluability Assessment on the Implementation of the Common Core State Standards in Louisiana ProQuest LLC Ed.D. Dissertation, University of Louisiana at Monroe 2016-00-00 978-1-3397-4977-8 104 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111800 2017 As Provided JAN2020

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No Professional Development Principals Assistant Principals Needs Assessment School Districts Urban Schools Mixed Methods Research Likert Scales Administrator Surveys Semi Structured Interviews Recruitment Persistence Partnerships in Education Blended Learning Online Courses Simmons, Brandon Dean Dissertations/Theses - Doctoral Dissertations English The purpose of this study was to determine the professional development needs of school-based leadership in preparation for a district-wide one-to-one initiative in a large urban school district. This study used an explanatory sequential mixed methods design to answer the three research questions that drove the study. Research for this study was conducted in one of the top 20 largest school districts in the United States with over three hundred school leaders (principals and assistant principals) fully completing the Likert-Scale professional development survey (phase I) and six district leaders participated in follow-up semi-structured interviews (phase II) to discuss survey results and potential solutions to the needs that emerged. The results of the first phase of this study showed that the recruitment and retainment of public private partnerships, leading an online meeting, establishing long-term technology refresh plans, and updating school budgets as areas of professional development need for school leaders. In the second phase of the study, district leaders suggested that school districts in preparation for an one-to-one initiative should ensure that every school had a full-time instructional technology facilitator. District leaders also suggested that school districts should provide professional development to school leaders via blended learning models where school leaders would attend face-to-face trainings during summer break or on dedicated teacher workdays followed by extensive online follow-up trainings, and mandatory professional learning team participation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572057 The Professional Development Needs of School-Based Leadership in Preparation for a District-Wide One-to-One Initiative in a Large Urban School District ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-6107-7 201 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112987 2017 As Provided JAN2020

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Yes Down Syndrome Clinical Diagnosis Early Intervention Disabilities Educational Legislation Equal Education Federal Legislation Special Education Individualized Education Programs Fees Definitions Etiology Incidence Symptoms (Individual Disorders) Infants Toddlers Preschool Children High School Students Reports - Descriptive Individuals with Disabilities Education Act FHI 360 National Dissemination Center for Children with Disabilities (NICHCY) English High Schools Secondary Education When a baby is born with Down syndrome, his or her parents should know that there's a lot of help available--and immediately. Shortly after the diagnosis of Down syndrome is confirmed, parents will want to get in touch with the early intervention system in their community. Early intervention is a system of services designed to help infants and toddlers with disabilities (before their 3rd birthday) and their families. It's mandated by federal law-- the Individuals with Disabilities Education Act (IDEA), the nation's special education law. Staff work with the child's family to develop what is known as an Individualized Family Services Plan, or IFSP. The IFSP will describe the child's unique needs as well as the services he or she will receive to address those needs. The IFSP will also emphasize the unique needs of the family, so that parents and other family members will know how to help their young child with Down syndrome. Early intervention services may be provided on a sliding-fee basis, meaning that the costs to the family will depend upon their income. Just as IDEA requires that early intervention be made available to babies and toddlers with disabilities, it requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). This fact sheet provides a definition, causes, characteristics, the incidence of the disability in school-age children, educational considerations, and helpful organizations for further information. Most also include supports broken down by age group, tips for teachers, tips for parents, and a brief story of a child with the disability. ED572706 Down Syndrome. NICHCY Disability Fact Sheet #4 National Dissemination Center for Children with Disabilities 2010-06-00 Office of Special Education Programs (ED/OSERS) Parents Teachers 6 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 7 ERIC JAN2020 H326N080003

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Yes Cerebral Palsy Etiology Clinical Diagnosis Symptoms (Individual Disorders) Definitions Early Intervention Special Education Incidence Disabilities Educational Legislation Equal Education Federal Legislation Physical Therapy Occupational Therapy Speech Language Pathology Surgery Individualized Education Programs Assistive Technology Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English Cerebral palsy--also known as CP--is a condition caused by injury to the parts of the brain that control the body's ability to use muscles effectively. Often the injury happens before birth, sometimes during delivery or soon after birth. The symptoms will differ from person to person and change as children and their nervous systems mature. This fact sheet provides a brief story of a child who has CP, a definition of the condition, characteristics of CP, along with treatment and therapies available as related services in both early intervention programs, and special education for school aged children. Tips for parents and teachers are also included. This fact sheet is a starting point for anyone living or working with a child who has CP. Contact information for other organizations along with a list of resources are also included. ED572709 Cerebral Palsy. NICHCY Disability Fact Sheet #2 National Dissemination Center for Children with Disabilities 2010-06-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 6 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 4 ERIC JAN2020 H326N080003

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Yes Mathematics Education Problem Solving Mathematical Concepts Mathematics Thinking Skills Figurative Language Lim, Kien H. Speeches/Meeting Papers Reports - Descriptive Mathematics Education Research Group of Australasia English This paper uses the hammer-and-nail metaphor to highlight the rigidity and impulsiveness that can be found in student mathematical behaviour. The hammer-and-nail phenomenon can be attributed to two plausible causes: (1) the way the human mind works; and (2) the way mathematics is traditionally taught in school. In this paper, the following aspects of the hammer-and-nail metaphor are discussed: (1) its origin and its usefulness; (2) its manifestations among learners of mathematics; (3) related literature; (4) pedagogical causes; and (5) suggestions for teaching. ED573304 The Hammer-and-Nail Phenomenon in Mathematics Education Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 28 ERIC JAN2020

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Yes Foreign Countries Dual Enrollment High School Students College Credits Educational Policy Educational Practices Credentials Literature Reviews Interviews Online Surveys Definitions Acceleration (Education) Educational Objectives High Achievement Career Readiness College Readiness At Risk Students Program Implementation Alignment (Education) School Schedules Educational Finance Educational Quality Partnerships in Education Advanced Placement FitzGibbon, John Reports - Research Tests/Questionnaires Canada United States British Columbia Council on Admissions and Transfer (BCCAT) (Canada) English High Schools Secondary Education Higher Education Postsecondary Education There has been considerable interest in British Columbia in improving secondary to post-secondary transitions, and the provincial government and secondary and post-secondary institutions have adopted a number of strategies intended to aid in successful student transition from one system to the other. This paper looks specifically at the policy and practice of dual credit, i.e., granting credit at both secondary school and post-secondary institutions for completion of a single course. This review has been occasioned by the ongoing interest of institutions and policy makers in designing usable and appropriate paths for successful student transition to post-secondary education and credential completion and in the prospective revisions to the British Columbia secondary Graduation Program. The report surveys the academic literature on dual credit, examines current practices in North America by type, benefit, and issues, and offers some directions to consider. The following are appended: (1) Electronic Survey Questions; (2) List of Agencies and Institutions Contacted and Surveyed; (3) Student Completion of ACE-IT Program: 2013-2014 Academic Year; and (4) Summary of 2013/14 ACE IT Completion Reports. ED573305 Dual Credit: Secondary to Post-Secondary Transitions--Dual Credit Policy and Practice in BC and Elsewhere British Columbia Council on Admissions and Transfer 2015-03-00 50 British Columbia Council on Admissions and Transfer. 709-555 Seymour Street, Vancouver, BC V6B 3H6, Canada. Tel: 604-412-7700; Fax: 604-683-0576; e-mail: info@bccat.ca; Web site: http://www.bccat.ca N/A 2017 48 ERIC JAN2020

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Yes Community Schools School Districts Program Implementation Models School Role Educational Strategies Cooperation Trust (Psychology) Instructional Leadership Alignment (Education) Educational Trends Attendance Suspension High Schools School Readiness Barriers Equal Education Partnerships in Education Standards Decision Making Educational Benefits After School Programs Outcomes of Education Community Involvement Integrated Services Mixed Methods Research Semi Structured Interviews Qualitative Research Fehrer, Kendra Leos-Urbel, Jacob Messner, Erica Riley, Nicole Reports - Research California (Oakland) Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) English High Schools Secondary Education Since 2014, Oakland Unified School District (OUSD) has partnered with the Gardner Center for Youth and Their Communities at Stanford University (Gardner Center) to support OUSD's efforts to assess, enhance, and scale their community schools work. They began by working with the district to develop a System Strategy Map to articulate the district's goals, desired outcomes, and key elements of the community school initiative. Their first year of research tested this theory of action by identifying key programmatic and organizational elements of community schools at mature sites, as well as initial trends in student outcomes. This report presents findings from the second year of their research collaboration (SY2015-16) which focused on three primary areas: (1) the role of the district in supporting community school implementation; (2) the experience of newer community school sites, as well as district staff, to better understand the process by which schools become community schools; and (3) understanding the expanding reach of community school implementation in OUSD as well as the relationship between community school participation and student outcomes through analysis of available administrative data. Three appendices are included: (1) System Strategy Map; (2) Research Methods; and (3) Additional Analysis of Student Trends. ED573306 Becoming a Community School: A Study of Oakland Unified School District Community School Implementation, 2015-2016 John W. Gardner Center for Youth and Their Communities 2016-11-00 Oakland Unified School District (OUSD) East Bay Community Foundation (EBCF) 45 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 36 ERIC JAN2020

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Yes High School Students Knowledge Level Mathematics Achievement Geometric Concepts Geometry Experiential Learning Visual Aids Definitions Mathematics Activities Secondary School Mathematics Teaching Methods Learning Strategies Foreign Countries Seah, Rebecca Horne, Marj Berenger, Adrian Speeches/Meeting Papers Reports - Research Australia English High Schools Secondary Education This study surveyed and analysed four secondary school students' writing about a square. Sfard's discursive approach to understanding mathematical discourse was used to analyse the responses collected from 214 Australian secondary school students. The results showed that geometric knowledge was developed experientially and not developmentally. This in turn helps refining the development of a geometric learning progression, with the accompaniment of a set of validated assessment tools and learning tasks that seeks to deepen teachers' understanding of geometric reasoning and support student learning. ED572350 High School Students' Knowledge of a Square as a Basis for Developing a Geometric Learning Progression Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 15 As Provided JAN2020

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Yes Interviews Time Fundamental Concepts Program Development Program Implementation Elementary School Mathematics Scores Mathematical Concepts Mathematical Aptitude Mathematics Achievement Academic Achievement Mathematics Activities Foreign Countries Thomas, Margaret McDonough, Andrea Clarkson, Philip Clarke, Doug Speeches/Meeting Papers Reports - Research Australia English Elementary Education Although an understanding of time is crucial in our society, curriculum documents have an undue emphasis on reading time and little emphasis on core underlying ideas. Given this context, a one-to-one assessment interview, based on a new framework, was developed and administered to investigate students' understanding of core ideas undergirding the notion of time: succession, duration and measurement. This paper reports on the development and implementation of the interview and initial results for Year 3/4 students. ED572351 Time: Assessing Understanding of Core Ideas Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 20 As Provided JAN2020

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Yes Preservice Teachers Pedagogical Content Knowledge Mathematics Learning Strategies Planning Online Searching Internet Notetaking Lesson Plans Case Studies Qualitative Research Mathematics Education Mathematics Instruction Wilson, Susanna Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education This paper describes how a new pre-service teacher engaged with mathematical content in order to learn it for teaching, during practicum. The results show that the PST learned mathematical content by initiating and carrying out a preparation phase prior to planning. This phase involved searching through internet sites and making notes that were then used to support her lesson planning and teaching. Implications for pre-service teacher education are also presented. ED572352 Developing Mathematical Content Knowledge for Teaching: One Preservice Teacher and Her Planning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 24 As Provided JAN2020

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Yes Evaluation Methods Evaluation Criteria Educational Assessment Program Evaluation Health Education Educational Quality Nursing Education Medical Education Educational Improvement Tests Scores College Students Chinembiri, France Reports - Evaluative English Higher Education Postsecondary Education This paper majors on the evaluation criteria and methods used for the assessment of health education programs in the United States. The choice of the topic is dictated by the fact that there is need to improve on the quality of the graduates that the different nursing and medical institutions in the United States produce. By looking at the assessment criteria or evaluation methods for the nursing programs, this paper aims at coming up with the best recommendations that can change the nature of the programs offered in nursing education so that they adapt to the current needs of the nursing and medical profession. The study or research on the assessment methods will help to outline the current methods used in the evaluation while recommending the necessary changes to the methods to make them better. ED573630 Evaluation Methods Used during the Assessment of an Academic Program at Micro-Level Online Submission 2017-03-28 11 N/A 2017 3 As Provided JAN2020

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Yes Gender Differences Access to Education Empowerment Womens Education Females Literacy Education Barriers Case Studies Foreign Countries Equal Education Adult Literacy Intervention Educational Policy Developing Nations Illiteracy Economic Development Community Development Program Implementation International Organizations Poverty Best Practices Basic Skills Poetry Child Health Pregnancy Bilingualism Mothers Disadvantaged Justice Early Childhood Education Sexuality Employees Hanemann, Ulrike, Ed. Reports - Research Collected Works - General Ethiopia Liberia Mozambique Nigeria Senegal Algeria Morocco Palestine Yemen India Indonesia Pakistan Philippines South Korea Bolivia Mexico Turkey United Kingdom Ireland UNESCO Institute for Lifelong Learning (UIL) (Germany) English Early Childhood Education UIL has published a second edition of a collection of case studies of promising literacy programmes that seek to empower women. "Narrowing the Gender Gap: Empowering Women through Literacy Programmes" (originally published in 2013 as "Literacy Programmes with a Focus on Women to Reduce Gender Disparities") responds to the continued interest of stakeholders in Member States in borrowing from examples of literacy practices that enhance gender equality. The examples of effective literacy and numeracy practices featured in this compilation showcase how gender mainstreaming in adult learning has been successfully applied in different contexts and countries across all world regions. The case studies included in this publication share unique experiences and lessons on how to reduce gender disparities in and through adult literacy and basic education. The case studies are drawn from eighteen countries and are also available on the UNESCO Effective Literacy and Numeracy Practices Database (LitBase). [Editing support for this document was provided by Cassandra Scarpino. For the first edition, "Literacy Programmes with a Focus on Women to Reduce Gender Disparities: Case Studies from UNESCO Effective Literacy and Numeracy Practices Database (LitBase). http://www.unesco.org/uil/litbase/," see ED560492.] ED573631 Narrowing the Gender Gap:Empowering Women through Literacy Programmes: Case Studies from the UNESCO Effective Literacy and Numeracy Practices Database (LitBase) http://www.unesco.org/uil/litbase/. 2nd Edition UNESCO Institute for Lifelong Learning 2015-00-00 978-92-820-1186-7 113 UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel: +49-40-4480410; Fax: +49-40-4107723; e-mail: ull-pub@unesco.org; Web site: http://uil.unesco.org N/A 2017 ERIC JAN2020

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Yes Teaching Methods Literacy Education Multicultural Education Immigrants Refugees Culturally Relevant Education Language Usage Adult Education Bilingual Education Native Language Language of Instruction Electronic Publishing Family Literacy Gender Bias Sex Fairness Empowerment Adult Literacy Females Technology Uses in Education Educational Technology Multilingualism Family Programs Reading Comprehension Foreign Countries Hanemann, Ulrike, Ed. Scarpino, Cassandra, Ed. Collected Works - General Reports - Research Chad Cote d'Ivoire Ethiopia Mozambique Senegal South Africa Uganda Morocco Indonesia New Zealand Pakistan Thailand Sweden Switzerland United States Ecuador Mexico Paraguay Peru UNESCO Institute for Lifelong Learning (UIL) (Germany) English Adult Education This compilation includes programmes which promote language and culture as resources and see them as an added value rather than a challenge for literacy teaching and learning. It also includes programmes designed to support migrants and refugees by equipping them for integration into mainstream society while strengthening their literacy skills in their native language. One of the important lessons which emerges from this publication is that the success of multilingual and multicultural approaches to literacy depends on participatory decision-making and the involvement of local communities in all stages of programme design and implementation. ED573632 Literacy in Multilingual and Multicultural Contexts: Effective Approaches to Adult Learning and Education UNESCO Institute for Lifelong Learning 2016-00-00 978-92-820-1207-9 168 UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel: +49-40-4480410; Fax: +49-40-4107723; e-mail: ull-pub@unesco.org; Web site: http://uil.unesco.org N/A 2017 As Provided JAN2020

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Yes Epilepsy Seizures Children Adolescents Incidence Definitions Symptoms (Individual Disorders) Clinical Diagnosis Intervention Student Needs Child Development Academic Accommodations (Disabilities) Reports - Descriptive FHI 360 National Dissemination Center for Children with Disabilities (NICHCY) English Epilepsy is a seizure disorder. According to the Epilepsy Foundation of America, a seizure happens when a brief, strong surge of electrical activity affects part or all of the brain. About three million Americans have epilepsy. Of the 200,000 new cases diagnosed each year, nearly 45,000 are children and adolescents. Following a brief story of a child named Jeremy, this fact sheet provides the following information to inform anyone who lives or works with a child having Epilepsy: (1) A definition of Epilepsy; (2) Incidence of newly diagnosed cases; (3) Characteristics of the condition; (4) Types of seizures; (5) Diagnosis; (6) Treatment; (7) Educational and Developmental Considerations; (8) Services under IDEA; and (9) Accommodations in the Classroom. Additional resources are provided. ED572710 Epilepsy. NICHCY Disability Fact Sheet #6 National Dissemination Center for Children with Disabilities 2010-06-00 Office of Special Education Programs (ED/OSERS) Teachers Parents 6 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 12 ERIC JAN2020 H326N080003

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Yes Charter Schools Middle Schools Urban Schools Low Income Students Minority Group Students Intervention Randomized Controlled Trials Admission (School) Academic Achievement Mathematics Achievement Language Arts Program Evaluation Outcomes of Education Scores Control Groups Reports - Evaluative New York (New York) Coalition for Evidence-Based Policy English Middle Schools Secondary Education Junior High Schools U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies ("interventions") that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or marginally effective. Interventions that produce sizable, sustained effects on important life outcomes tend to be the exception. The Top Tier Evidence Initiative seeks to assist policy officials in identifying interventions meeting the Congressional Top Tier evidence standard, defined in recent legislative provisions as "well-designed randomized controlled trials [showing] sizeable, sustained effects on important outcomes." "Evidence Summary for the Promise Academy Charter Middle School in Harlem Children's Zone" provides a description of the charter middle school in New York City, serving mainly low-income, minority students--The Promise Academy. The method of evaluation includes a well-conducted randomized controlled trial, based on the lottery used to determine which students are offered admission. Key findings show that by the end of eighth grade--three years after random assignment--students' math achievement increased by 0.53 standard deviations (about 1.5 grade levels) and English language arts achievement by 0.20 standard deviations (about 3/4 of a grade level). The Top Tier initiative's expert panel has identified this intervention as Near Top Tier. Intervention benefits and costs are provided. ED572711 Evidence Summary for the Promise Academy Charter Middle School in Harlem Children's Zone. Top Tier Evidence Initiative Coalition for Evidence-Based Policy 2010-12-00 5 Coalition for Evidence-Based Policy. 900 19th Street NW Suite 400, Washington, DC 20006. Tel: 202-380-3571; Fax: 202-380-3624; Web site: http://coalition4evidence.org N/A 2017 5 ERIC JAN2020

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Yes Elementary School Students Grade 1 Classroom Techniques Prevention Student Behavior Behavior Problems Educational Games Behavior Modification Skill Development Reading Skills Writing Skills Mathematics Skills Critical Thinking Program Evaluation Randomized Controlled Trials Poverty Areas Smoking Drug Abuse Probability Graduation College Attendance Program Effectiveness Evidence Educational Benefits Reports - Evaluative Maryland (Baltimore) Coalition for Evidence-Based Policy English Elementary Education Grade 1 Primary Education Early Childhood Education Higher Education Postsecondary Education U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies ("interventions") that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or marginally effective. Interventions that produce sizable, sustained effects on important life outcomes tend to be the exception. The Top Tier Evidence Initiative seeks to assist policy officials in identifying interventions meeting the Congressional Top Tier evidence standard, defined in recent legislative provisions as "well-designed randomized controlled trials [showing] sizeable, sustained effects on important outcomes." "Evidence Summary for First-Grade Classroom Prevention Program (Good Behavior Game plus Enhanced Academic Curriculum)" presents a detailed description of The Classroom Prevention Program, a first-grade intervention that combines: (1) the Good Behavior Game--a classroom management strategy for decreasing disruptive behavior; and (2) an enhanced academic curriculum designed to improve students' reading, writing, math, and critical thinking skills. The intervention was evaluated by conducting a randomized controlled trial in high-poverty Baltimore schools. Key findings include: (1) at age 13 reduced initiation of smoking by 26% and of hard drugs by more than half; and (2) at age 19, increased likelihood of high school graduation by 21% and of college attendance by 62%. The Top Tier initiative's Expert Panel has identified this intervention as Near Top Tier. Intervention benefits and costs are discussed. ED572712 Evidence Summary for First-Grade Classroom Prevention Program (Good Behavior Game Plus Enhanced Academic Curriculum). Top Tier Evidence Initiative Coalition for Evidence-Based Policy 2010-11-00 5 Coalition for Evidence-Based Policy. 900 19th Street NW Suite 400, Washington, DC 20006. Tel: 202-380-3571; Fax: 202-380-3624; Web site: http://coalition4evidence.org N/A 2017 8 ERIC JAN2020

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No Principals Self Efficacy Teacher Attitudes Job Satisfaction Public Schools Questionnaires Scores Measures (Individuals) School Based Management Instructional Leadership Elementary Secondary Education Leadership Qualities Administrator Surveys Human Relations Trust (Psychology) Decision Making Conflict Resolution Hypothesis Testing Correlation Self Evaluation (Individuals) Evans, Molly Lynn Dissertations/Theses - Doctoral Dissertations Arizona Minnesota Satisfaction Questionnaire English Elementary Secondary Education In public schools, the principal's role is of paramount importance in influencing teachers to excel and to keep their job satisfaction high. The self-efficacy of leaders is an important characteristic of leadership, but this issue has not been extensively explored in school principals. Using internet-based questionnaires, this study obtained scores on the self-report Principal Sense of Efficacy Scale, including areas of management, instructional, and moral leadership, of 50 elementary, middle, and high school principals in Arizona. These scores were compared to their teachers' perceptions of their leadership (N = 1403 across the 50 schools), using the Leadership Behavior Survey, including subscales on human relations, trust/decision making, instructional leadership, control, and conflict. Teachers reported intrinsic and extrinsic job satisfaction on the Minnesota Satisfaction Questionnaire. As hypothesized, teacher job satisfaction was strongly related to perceptions of their principal's leadership in all areas (total satisfaction x overall perception: r = 0.645, p < 0.001). As expected, principals' self-ratings of their efficacy, particularly in the area of management, were generally, positively correlated with their teachers' ratings of their leadership (r = 0.328, p < 0.001). Principals' self-ratings were also positively related to teachers' extrinsic job satisfaction (with total principal self-efficacy: r = 0.424, p < 0.01), but not with intrinsic job satisfaction (r = 0.270, "ns"). It was concluded that principal self-efficacy is directly related to teachers' perceptions of their leadership and job satisfaction. It was recommended that principals may wish to concentrate on their management leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572058 Principal Self-Efficacy, Teacher Perceptions of Principal Performance, and Teacher Job Satisfaction ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2016-00-00 978-1-3397-5684-4 189 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112530 2017 As Provided JAN2020

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No Value Added Models Teacher Influence Academic Achievement Performance Based Assessment Mathematics Teachers Teacher Effectiveness Regression (Statistics) Correlation Comparative Analysis Matrices Scores Tables (Data) Classification Dwyer, Theodore J. Dissertations/Theses - Doctoral Dissertations English There is a great deal of concern regarding teacher impacts on student achievement being used as a substantial portion of a teacher's performance evaluation. This study investigated the degree of concordance and discordance between mathematics teacher ranking using value tables and covariate regression, which have both been used as measures for teacher effectiveness. The researcher examined teacher rankings, before and after the state recommended classification, using correlational techniques, comparison matrices, and visual examination for value-added scores derived from the value table versus the covariate regression approach. Examination demonstrated strong correlations between the initial rankings (r = 0.77 to 0.98) and a high concordance (? = 0.96 to 1.0) once the recommended classifications were applied to the teachers rankings. The overall implications of this project are that more complex methods may parse the impact information out with higher statistical accuracy, however, once the recommended classification is applied to the methods there may be very little difference in the classification of teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572059 A Comparison of Educational "Value-Added" Methodologies for Classifying Teacher Effectiveness: Value Tables vs. Covariate Regression ProQuest LLC Ph.D. Dissertation, University of South Florida 2016-00-00 978-1-3397-5707-0 112 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112553 2017 As Provided JAN2020

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Yes Video Technology Simulation Interviews Problem Solving Mathematics Skills Teaching Methods Mathematics Instruction Creative Thinking Foreign Countries Mathematical Concepts Concept Formation Elementary School Students Williams, Gaye Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education This video-stimulated interview study of problem-solving activity of a high performing Grade 6 girl who displayed confidence in her mathematical ability, provides a microanalysis of tensions she encountered when her findings using concrete aides did not match her rule application. It highlights her disinclination to explore these inconsistencies. This study points to the problematic nature of pedagogical approaches that develop only instrumental understandings and emphasises the need to explicitly value what policies promote; creative and innovative thinking. ED573058 High Performance, Confidence, and Disinclination to Explore: A Case Study Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 Australian Research Council 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 13 As Provided JAN2020

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Yes Beliefs Mathematics Low Achievement Postsecondary Education Adult Learning Foreign Countries Mathematics Skills Attitudes Numeracy Adults Affective Behavior Identification (Psychology) Whitten, Damon Speeches/Meeting Papers Reports - Descriptive New Zealand Mathematics Education Research Group of Australasia English Postsecondary Education Adult Education This paper explores how beliefs about mathematics may influence low-achieving adults' re-engagement with mathematics in the tertiary sector. Adult learners who have problematic mathematical histories often hold negative beliefs about the nature of mathematics and how it is learned. In New Zealand these adults are often required to re-engage in mathematical provision in the tertiary sector to gain qualifications for employment. The beliefs they hold about mathematics may negatively influence their approach to learning mathematics and their affective response to it. This paper explores several ways in which negative beliefs about mathematics may undermine adults' success. ED573059 The Influence of Mathematical Beliefs on Low-Achieving Adult Learners Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 38 As Provided JAN2020

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Yes Preservice Teachers Mathematics Instruction Geometric Concepts Concept Formation College Students Mathematics Tests Coding Mathematical Logic Foreign Countries Wright, Vince Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Concept image is proposed by Vinner and Tall (1981) to differentiate the elements and relationships that a learner constructs about a concept from formal mathematical definition for the same concept. The answers of 119 University students to an examination question are analysed to establish the concept images they have for circle and ellipse. The results show the difficulty the students have in reasoning with properties at the higher levels of Van Hiele's (2004) model of geometric thought. ED573060 Pre-Service Teachers' Concept Image for Circle and Ellipse Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 7 As Provided JAN2020

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Yes Data Graduate Study Colleges Universities Data Collection Information Needs Information Utilization Sykes, Andrea Reports - Descriptive National Postsecondary Education Cooperative (ED) Coffey Consulting, LLC English Higher Education Postsecondary Education A small and diverse segment of the Integrated Postsecondary Education Data System (IPEDS) universe includes colleges and universities that offer only degrees above the baccalaureate level. These graduate-only institutions are colleges or universities that offer programs in a variety of fields, including acupuncture, medicine, law, theology, business, and psychology. In 2009-10, there were 315 graduate-only institutions in IPEDS enrolling over 170,000 students. Eighty-five percent were private, not-for profit institutions; 10 percent were private, for-profit institutions; and 5 percent were public institutions. Sixty-six percent of these institutions offered a PhD as its highest degree; 31 institutions offered a medical degree. Almost half (46%) enrolled fewer than 250 students during the year. The National Center for Education Statistics (NCES) expressed interest in understanding better the data needs of graduate-only institutions and whether there should be changes made to the data collected by and reported for these institutions in IPEDS. This paper summarizes data collected from graduate-only institutions in IPEDS, identifies other organizations that collect data related to such institutions, and assesses whether changes should be made to the IPEDS data collection to meet the data needs of these institutions. Specifically, this paper addresses the following research questions: (1) What data do graduate-only institutions report to IPEDS and other organizations? (2) To what extent do IPEDS data meet the needs of policymakers, consumers, and graduate-only institutions? (3) To what extent should data collected through IPEDS be modified to address the data needs of graduate-only institutions, and what would be the impact on reporting burden for these institutions? A section on the Methodology is appended. ED571822 IPEDS Data for Graduate-Only Institutions National Postsecondary Education Cooperative 2011-11-00 National Center for Education Statistics (ED) 15 National Postsecondary Education Cooperative. 1990 K Street NW, Washington, DC 20006. Tel: 202-654-6500; e-mail: npec@ed.gov; Web site: http://nces.ed.gov/npec/ N/A 2017 ERIC JAN2020 Yes ED04CO00440001

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Yes Educational Certificates Postsecondary Education Definitions Data Collection College Programs Educational Trends Public Colleges Two Year Colleges Private Colleges Proprietary Schools Sykes, Andrea Numerical/Quantitative Data Reports - Research National Postsecondary Education Cooperative (ED) Coffey Consulting, LLC English Postsecondary Education Higher Education Two Year Colleges Subbaccalaureate certificates, postsecondary awards conferred as the result of successful completion of a formal program of study below the baccalaureate level, have become more prominent in higher education over the last decade. Institutions of all sectors offer subbaccalaureate certificates, which can range in length from a few months to more than 2 years. Subbaccalaureate certificates provide individuals with a means for gaining specific skills and knowledge that can be readily transferred to the workforce. Each year institutions report the number of awards conferred in the Integrated Postsecondary Education Data System (IPEDS) Completions component. The current IPEDS instructions state that institutions should report: "Formal awards conferred by the institution as the result of completion of an academic or occupational program of study. The instructional activity completed as part of the program of study must be credit-bearing, but can be measured in credit hours, contact hours, or some other unit of measurement." Subbaccalaureate certificates are reported in three categories based on the program length, and measured in terms of an academic year, with a clock and credit hour equivalency. The three categories are defined as programs that are: (1) Less than 1 academic year (referred to in this report as short-term); (2) At least 1 but less than 2 academic years (referred to in this report as moderate-term); and (3) At least 2 but less than 4 academic years (referred to in this report as long-term). Given the sharp increase in subbaccalaureate certificates, there is a need to better understand the wide variety of subbaccalaureate certificates reported to IPEDS. As part of its mission to promote the quality, comparability, and utility of postsecondary data, the National Postsecondary Education Cooperative (NPEC) convened a working group to examine subbaccalaureate certificates, which focused on the following questions: (1) How has subbaccalaureate certificate award reporting in IPEDS changed over the last few years? (2) How comparable are the certificate awards reported in IPEDS? (3) What types of subbaccalaureate certificates are not reported to IPEDS? (4) Are there ways that IPEDS could be modified to improve the quality of data reported on subbaccalaureate certificates? To address these questions, the Working Group analyzed IPEDS subbaccalaureate certificate data and identified nine institutions for a more in-depth review of institutional practices for subbaccalaureate certificate reporting. The selected institutions represented different institutional sectors, varying student population sizes, and number of certificates awarded in a year. Some of the institutions reported their own IPEDS data, while other institutions' IPEDS data were reported by system offices on the institutions' behalf. Representatives from the institutions, and where appropriate system offices, were interviewed to gather detailed information on the types of certificates reported to IPEDS and institutional processes for reporting data. This report summarizes the findings related to the questions posed by the Working Group, and offers some recommendations for defining and reporting certificates in IPEDS in the future. Note that the Working Group's discussions focused specifically on subbaccalaureate certificates and references to certificates within this report are to certificates at that level. However, some of the recommendations outlined could have implications for the reporting of post-baccalaureate and postmaster's certificates as well. The report also includes appendices. ED571823 Defining and Reporting Subbaccalaureate Certificates in IPEDS. NPEC 2012-835 National Postsecondary Education Cooperative 2012-09-00 National Center for Education Statistics (ED) 23 National Postsecondary Education Cooperative. 1990 K Street NW, Washington, DC 20006. Tel: 202-654-6500; e-mail: npec@ed.gov; Web site: http://nces.ed.gov/npec/ N/A 2017 ERIC JAN2020 Yes ED04CO00440001

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Yes Educational Technology Technology Uses in Education Literacy Education Numeracy Mathematics Education Teaching Methods Technology Integration Videoconferencing Instructional Materials Program Effectiveness Case Studies Television Radio Telecommunications Handheld Devices Adult Literacy Distance Education Program Content Foreign Countries Hanemann, Ulrike, Ed. Scarpino, Cassandra, Ed. Reports - Evaluative Collected Works - General Cabo Verde Kenya Niger Senegal Somalia South Africa Iraq Lebanon Afghanistan Cambodia India Mongolia Pakistan Solomon Islands Brazil Colombia Costa Rica Jamaica Panama Canada Germany Ireland Turkey United Kingdom UNESCO Institute for Lifelong Learning (UIL) (Germany) English The UNESCO Institute for Lifelong Learning (UIL) has published a second edition of "Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers." This compilation of case studies from all world regions presents promising literacy and numeracy programmes that use information and communication technologies (ICTs) in their access and outreach strategies. The twenty-six case studies illustrate how ICTs such as radio, TV, mobile phones, tablets and computers can be used as media of instruction, can supplement face-to-face teaching, and can help to develop and strengthen youth and adult literacy, language and numeracy skills. The case studies featured in this publication can also be found in the UNESCO Effective Literacy and Numeracy Practices Database (LitBase). [For the 1st Edition: "Harnessing the Potential of ICTs for Literacy Teaching and Learning: Effective Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets, and Computers," see ED560504.] ED573633 Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers. 2nd Edition UNESCO Institute for Lifelong Learning 2016-00-00 978-92-820-1205-5 157 UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel: +49-40-4480410; Fax: +49-40-4107723; e-mail: ull-pub@unesco.org; Web site: http://uil.unesco.org N/A 2017 As Provided JAN2020

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Yes Distance Education Adult Students Access to Education Higher Education College Students Foreign Countries Student Needs Student Characteristics Costs Financial Support Barriers Educational Policy Theories Qualitative Research Statistical Analysis Case Studies Questionnaires Carlsen, A. Holmberg, C. Neghina, C. Owusu-Boampong, A. Reports - Research Finland Germany Greece Hungary United Kingdom UNESCO Institute for Lifelong Learning (UIL) (Germany) International Council for Open and Distance Education (ICDE) StudyPortals B.V. (Netherlands) English Adult Education Higher Education Postsecondary Education Distance education in higher education is a fast-growing and widespread phenomenon. As many adults are unable to participate in on-campus education, distance education offers flexible learning paths that greatly enhance accessibility to higher education. Exploring distance education's potential to increase the participation of adult learners in higher education is an important objective of education policy in the European Union. Against this background, the UNESCO Institute for Lifelong Learning (UIL), the International Council for Open and Distance Education (ICDE) and StudyPortals (SP) collaborated on a research project entitled "The Impact of Distance Education on Adult Learning" (IDEAL). The IDEAL team has recently published the final report of the research project, "Closing the Gap: Opportunities for Distance Education to Benefit Adult Learners in Higher Education." The report sets out the findings of this research project, which was carried out between October 2013 and November 2015. It examines the interrelations of adult learning, higher education and distance education, and comes up with a set of recommendations for the development and implementation of programmes and national policies related to distance education. The main recommendations to policymakers and distance education providers refer to increasing the openness of higher education to adult learners by removing regulative barriers and developing standard procedures for recognition of prior learning across Europe. Higher education institutions should further facilitate learning for adults by offering more interactive possibilities, practical study guides and offer more, diverse options for financial support. The following are appended: (1) Summary of empirical results from the three independent studies; (2) An Overview of Distance Education; (3) The Distance Education Concept. A glossary of key terms and a bibliography are also included. ED573634 Closing the Gap: Opportunities for Distance Education to Benefit Adult Learners in Higher Education UNESCO Institute for Lifelong Learning 2016-00-00 European Commission 978-92-820-1203-1 113 UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel: +49-40-4480410; Fax: +49-40-4107723; e-mail: ull-pub@unesco.org; Web site: http://uil.unesco.org N/A 2017 As Provided JAN2020

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Yes Emotional Disturbances Definitions Clinical Diagnosis Children Adolescents Behavior Disorders Mental Disorders Symptoms (Individual Disorders) Etiology Student Needs Disabilities Educational Legislation Federal Legislation Equal Education Anxiety Disorders Depression (Psychology) Eating Disorders Reports - Descriptive Individuals with Disabilities Education Act National Dissemination Center for Children with Disabilities (NICHCY) FHI 360 English The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years. "Umbrella" terms such as emotional disturbance, behavioral disorders, or mental illness are used to refer to mental disorders. Beneath these umbrella terms, there is actually a wide range of specific conditions that differ from one another in their characteristics and treatment. These include, but are not limited to: anxiety disorders; bipolar disorder (sometimes called manic-depression); conduct disorders; eating disorders; obsessive-compulsive disorder (OCD); and psychotic disorders. This fact sheet discusses what different emotional disturbances have in common, how they are defined in federal law, and where to find more detailed information on specific disorders. Contains a list of resources with more information on the topic of emotional disturbance. ED572713 Emotional Disturbance. NICHCY Disability Fact Sheet #5 National Dissemination Center for Children with Disabilities 2010-06-00 Office of Special Education Programs (ED/OSERS) 7 National Dissemination Center for Children with Disabilities. 1825 Connecticut Avenue NW, Washington, DC, 20009.; e-mail: nichcy@fhi360.org; Web site: http://nichcy.org N/A 2017 25 ERIC JAN2020 H326N080003

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Yes Career Development Labor Force Development Career Readiness At Risk Students Intervention Interviews Observation Interpersonal Relationship Job Placement Youth Programs Program Design Social Support Groups Social Networks Sustainability Jones, Elizabeth Pufall Flanagan, Sean Zaff, Jonathan F. McClay, Craig Hynes, Michelle Cole, Marissa Reports - Research Texas (Dallas) New York (New York) District of Columbia California (San Francisco) America's Promise Alliance, Center for Promise English The Center for Promise researchers visited four programs across the country to find out what role relationships play in fostering workforce development and career readiness among "risk-immersed" youth: (1) Café Momentum in Dallas; (2) Per Scholas in the Bronx; (3) Urban Alliance in Washington, D.C.; and (4) Year Up in the Bay Area. The Center researched how these programs meet the wide-ranging needs of young people they serve while preparing them for careers. This report provides a summary of several bodies of literature that have shaped career development interventions for young people, describes each career development and workforce readiness program in more detail, and shares findings and common themes that emerged across program sites. This study builds on the Center for Promise's work examining the importance of relationships for keeping young people in school and on a path to adult success. Through interviews, observations, and document review, the research team explored three specific questions: (1) What role do relationships play in these programs?; (2) How do these programs work to foster relationships?; and (3) What role do relationships play in promoting successful job placement? Four major findings emerged from this research: (1) Relationships come first.Each program places relationship-building between young people and program staff at the forefront of their models; (2) Webs of support are integral to the program design.In each program, there's more than just one adult focused on the young people's well-being and development. They have what the researchers refers to as a web of support--a network of individuals that provides a young person with varying levels and types of support; (3) Relationships endure and extend beyond the program.Each program fosters webs of support for their participants beyond the program; and (4) Relationship-building approaches differ depending on whom the program serves.Each program takes a different approach to relationship-building, depending on the needs and strengths of the young people they serve. ED572714 Relationships Come First: How Four Career Development and Workforce Readiness Programs Prepare Young People for Work and Life America's Promise Alliance 2016-12-00 Citi Foundation 26 America's Promise Alliance. 1110 Vermont Avenue NW Suite 900, Washington, DC 20005. Tel: 202-657-0600; Fax: 202-657-0601; e-mail: publications@americaspromise.org; Web site: http://www.americaspromise.org N/A 2017 38 ERIC JAN2020

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Yes Foreign Countries Secondary School Students Achievement Tests International Assessment Global Approach Computer Assisted Testing Economic Development Geographic Regions Experience International Programs Participation Socioeconomic Influences Elementary Secondary Education Mathematics Achievement Science Tests Mathematics Tests Science Achievement Grade 4 Reading Achievement Reading Tests Regression (Statistics) Comparative Analysis Lockheed, Marlaine E. Reports - Research Europe Asia North America South America Africa Program for International Student Assessment Trends in International Mathematics and Science Study Progress in International Reading Literacy Study World Bank English Secondary Education Elementary Secondary Education Grade 4 Intermediate Grades Elementary Education The number of countries that regularly participate in international large-scale assessments has increased sharply over the past 15 years, with the share of countries participating in the Programme for International Student Assessment growing from one-fifth of countries in 2000 to over one-third of countries in 2015. What accounts for this increase? This paper explores the evidence for three broad explanations: globalization of assessments, increasing technical capacity for conducting assessments, and increased demand for the microeconomic and macroeconomic data from these assessments. Data were compiled from more than 200 countries for this analysis, for six time periods between 2000 and 2015, yielding more than 1,200 observations. The data cover each country's participation in each of six cycles of PISA as it relates to the country's level of economic development, region, prior experience with assessment, and OECD membership. The results indicate that the odds of participation in PISA are markedly higher for OECD member countries, countries in the Europe and Central Asia region, high- and upper-middle-income countries, and countries with previous national and international assessment experience; the paper also finds that regional assessment experience is unrelated to PISA participation. ED573635 Why Do Countries Participate in International Large-Scale Assessments? The Case of PISA. Policy Research Working Paper 7447 World Bank 2015-10-00 22 World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/ N/A 2017 42 As Provided JAN2020

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Yes Higher Education Tuition Student Financial Aid Investment State Aid Funding Formulas Financial Support Educational Finance Budgeting Resource Allocation Patton, Wendy Halbert, Hannah Reports - Descriptive Numerical/Quantitative Data Ohio Policy Matters Ohio English Higher Education Postsecondary Education A skilled workforce is one essential component of a prosperous and inclusive state economy. Attaining a degree or other post-secondary credential has obvious benefits to graduates and their families. Higher education insulates against unemployment and can be a pathway out of the low-wage economy. Funding for higher education is correlated with increased productivity, increased wages and a more adaptable labor force for employers. At the height of the recession, the state cut support for public higher education institutions and drastically cut need-based financial aid. Even though the state has made some strides in holding down rising tuition and fees, Ohio remains one of the priciest states for both four-year and two-year public schools. Not surprisingly, the state also has very high levels of student debt. In the 2016-17 budget, Ohio made progress toward reinvesting in higher education, but it is not enough to close the gap. The key findings noted in this report include: (1) Adjusted for inflation, state funding for higher education in FY 2017 will be a half-billion lower than in FY 2008; (2) 2016-17 budget invests $274 million in state share of instruction, a 7.6% boost that turns the trend in the right direction; (3) 2016-17 budget boosts need-based aid by almost 13%, adjusted for inflation, but Ohio remains 61 percent--$309 million--below the level of 2008-09. Ohio has a world-class network of public universities, community colleges and branch campus institutions. Underfunding this public system and keeping financial aid low hampers long-term prosperity for workers and the state as a whole. ED573636 Higher Education in Ohio: High Tuition, Low Aid, Too Little State Investment. Budget Policy Matters Ohio 2015-12-00 7 Policy Matters Ohio. 3631 Perkins Avenue Suite 4C East, Cleveland, OH 44114. Tel: 216-361-9801; Fax: 216-361-9817; Web site: http://policymattersohio.org N/A 2017 ERIC JAN2020

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Yes Prevention Fetal Alcohol Syndrome Cultural Relevance Hispanic Americans Females Adults Adolescents Intervention Alcohol Abuse Health Behavior At Risk Persons Program Effectiveness Pregnancy Community Programs School Health Services Comprehensive School Health Education Screening Tests Surveys Multivariate Analysis Statistical Analysis Russell, Todd T. Craddock, Christopher S. Kodatt, Stephanie A. Ramirez, Dora Maria Reports - Research Texas English Fetal Alcohol Spectrum Disorders (FASD) present serious problems for the twenty-first century. These disorders describe a variety of neurological and behavioral deficits that result from exposure of an unborn child to alcohol during pregnancy. While thousands of children are diagnosed with FASD annually, FASD is completely preventable if women refrain from consuming alcohol while pregnant. The purpose of this study was to assess the effects of an evidence-based and culturally relevant FASD prevention program among adolescent and adult Hispanic females residing along the South Texas border with Mexico. All 239 youth and adult participants were concurrently receiving substance use intervention and/or treatment services from at least one of seven different programs operated by a single non-profit social services agency. The participants received the "Project CHOICES" intervention, which helps prevent alcohol-exposed pregnancies by focusing on reducing drinking and using contraception. The findings of this investigation indicated that women who successfully completed the FASD Prevention Program demonstrated increased effectiveness of birth control use and decreased use and abuse of alcohol. The empirical success of Project CHOICES and the FASD Prevention Program examined in this study serve as support for the goal of incorporating FASD information and contraceptive education into school-based recovery programs and community-based substance abuse intervention and treatment programs for adolescent and adult females. (Contains 2 tables.) ED573637 Preventing Fetal Alcohol Spectrum Disorders: An Evidence-Based Prevention Program for Adolescent and Adult Hispanic Females in the South Texas Border Region Online Submission 2017-03-05 Northrop Grumman Corporation 32 N/A 2017 32 As Provided JAN2020

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Yes Persuasive Discourse Contrastive Linguistics Indonesian Cultural Differences Rhetoric Text Structure College Students Native Speakers English (Second Language) English Native Language Written Language Computational Linguistics Discourse Analysis Role Writing (Composition) Second Language Learning Second Language Instruction Foreign Countries Arsyad, Safnil Reports - Research Journal Articles Indonesia Australia ISSN-0155-0640 English Higher Education Postsecondary Education This study examined and compared the rhetorical structure of argumentative texts written by three groups of university students: 1) twenty Indonesian texts written by Indonesian native speakers (I.I.); 2) ten English texts written by Indonesian native speakers (I.E.); 3) ten English texts written by English native speakers (A.E.). Following the argumentative text analysis model developed by Tirkonnen-Condit (1984 and 1986) and Connor (1990), the data were analysed using top-down and bottom-up analysis techniques at macro organizational text level. The results indicated that the text organizational structure of argumentative texts in English and in Indonesian were different in respect of the frequency of occurence of sections-introductions, evaluation and conclusion and of the sub-sections of refutation, sub-claim, and induction within the problem section. Cultural differences between English and Indonesian may have played a crucial role in the text rhetorical differences. Also, the I.E. texts features are more similar to those of A.E. texts than to those of I.I. texts. The study indicates that the Indonesian students need to study the conventions of rhetorical structures and text features of English argumentative texts in order to be able to write good argumentative texts in English. ED573638 The English and Indonesian Argument Structure: A Cross-Cultural Rhetoric of Argumentative Texts Online Submission Australian Review of Applied Linguistics v22 n2 p85-102 2000 2000-00-00 21 N/A 2017 24 As Provided JAN2020

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No Veterans Two Year College Students Community Colleges Veterans Education Student Personnel Services School Policy Academic Persistence Administrator Surveys Student Surveys Student Financial Aid Counseling Services Child Care Mentors Social Support Groups Psychological Services Recognition (Achievement) Sitzes, Janice Dawn Dissertations/Theses - Doctoral Dissertations North Carolina English Two Year Colleges Higher Education Postsecondary Education Adult Education Over two million service men and women, returning from the wars in Iraq and Afghanistan, will take advantage of the educational benefits of the Post-9/11 GI Bill and will enroll in community colleges. Despite over 70 years of education benefits for U.S. veterans, there has been little research into the availability and effectiveness of institutional support programs and policies on U.S. college campuses, especially at the community college level which historically has had attrition challenges. This study examined the relationship between institutional support mechanisms and veteran student persistence at North Carolina community colleges. This non-experimental research used a cross-sectional predictive design that utilized two sets of surveys to gather information from college administrators and veteran students. Twenty-five of the 58 North Carolina community colleges agreed to participate in the study. Administrators from 13 of the participating colleges completed surveys. Seventeen of the participating colleges provided lists of veteran students for a total of 2,860 veteran students. The researcher received 517 student surveys, of which 348 were included for analysis. Data from the administrators' survey were analyzed with descriptive statistics to ascertain the community colleges' current and planned services in support of their veteran student populations. Data from the students' survey were analyzed with logistic regression to determine the predictive ability, if any, of independent academic, background, environmental, and institutional variables on veteran students' intent to persist. Analysis of the 19 independent variables that comprised the study's original model revealed a significant relationship between intent to persist and family and friends support, counseling and psychological services, and peer mentoring. Subsequent analysis of a revised model with eight additional variables confirmed the significance of family and friends support and counseling and psychological services, and also found financial aid/tuition assistance counseling, child care, and veteran recognition activities to be statistically significant. This study did not find statistical significance for institutional support programs and services that would connect veteran students with each other--possibly due to the lack of availability of these programs and services on the campuses of study participants. Funding their education is a primary concern of veteran students--the two highest rated institutional support services, in terms of both importance and frequency of use, were financial aid/tuition assistance counseling and VA education benefits counseling; financial aid/tuition assistance counseling was also the strongest predictor of intent to persist. College administrators seem to be aware of the importance of these issues--they indicated that the three most frequently used programs and services are VA education benefits counseling, financial aid counseling, and academic advising; in addition, they indicated that the three most pressing issues that affect veteran students' educational progress understanding of VA educational benefits, academic-related stress, and financial issues. However there seems to be a disconnect between awareness and action. The administrators' survey revealed that there is not yet widespread implementation of initiatives in support of veteran students and that in many areas they are falling behind national averages. Seventy-seven percent of the responding colleges offer programs and services specifically designed for veteran students. The most-offered service is the second-most important service to veteran students--VA education benefits counseling; however, only 54 percent of the responding colleges provide this service. Only 54 percent indicated they provide any type of social support services; and only 54 percent identified veteran student retention/degree or certificate completion as a priority. At the time of this study, the North Carolina Community College System had neither records of nor tracking of its veteran student population at the system level. The findings confirmed North Carolina community colleges' oversight of their veteran student population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572060 Enabling Persistence of Veteran Students at North Carolina Community Colleges through Institutional Support Programs and Policies ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-6109-1 420 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112989 2017 As Provided JAN2020

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No Middle School Students Student Employment Correlation High School Graduates Graduation Rate Educational Environment Student Attitudes Comparative Analysis Statistical Analysis Student Surveys Student Characteristics Miller, Sabrena Dissertations/Theses - Doctoral Dissertations English Middle Schools Secondary Education Junior High Schools High Schools Does working during the school year result in lowered perceptions of school climate and connectedness for middle school students? According to outcomes from a Rocky Mountain Region School District's (RMRSD) school climate survey, 20% of their middle school student population works during the school year. Existing literature on youth employment points out the correlation between lower high school graduation rates and lowered perceptions of; a welcome school environment, personal academic success, school safety, and connections with adults at school. Other earlier studies focused on study participants over age 14. This study searched for correlations between students age 11 to 14 years old. Results show that middle school students in RMRSD who work during the school year have little difference in their perceptions of school climate and connectedness when compared to their non-working peers. Though statistically significant at p < 0.01, Chi Square analyses showed very small effect sizes. Unknown variables such as hours worked and type of employment are proposed next steps for future studies. Particular attention is also paid to participation groups, students who are involved in clubs, student government, or athletics, and how their perceptions of school climate compare to their working counterparts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572061 Working While in Middle School: Student Perceptions of School Climate & Connectedness ProQuest LLC Psy.D. Dissertation, University of Colorado at Denver 2016-00-00 978-1-3397-5712-4 34 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112558 2017 As Provided JAN2020

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Yes Foreign Countries Grade 6 Mathematical Concepts Spatial Ability Visualization Teaching Methods Interviews Concept Formation Nonverbal Communication Mathematical Logic Wright, Vince Speeches/Meeting Papers Reports - Research Australia English Grade 6 Intermediate Grades Middle Schools Elementary Education Visual and analytic strategies are features of students' schemes for spatial tasks. The strategies used by six students to anticipate the folding of nets were investigated. Evidence suggested that visual and analytic strategies were strongly connected in competent performance. ED572353 Visualisation and Analytic Strategies for Anticipating the Folding of Nets Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 27 As Provided JAN2020

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Yes Foreign Countries National Competency Tests High Achievement School Demography Mathematics Achievement Mathematics Tests Numeracy Comparative Analysis Elementary School Students Secondary School Students Scores Educational Policy Teacher Education Zmood, Simone Speeches/Meeting Papers Reports - Research Australia English Elementary Education Secondary Education Elementary Secondary Education Concern is often raised about the performance of Australia's "best" mathematics students on international studies, relative to past students and other countries. An important consideration in developing strategies to ensure our most proficient mathematics students experience learning growth is an understanding of the distribution and concentration of high achieving students across schools, with subsequent implications for policy and teacher training. In this paper, student performance on the Numeracy test from the NAPLAN assessment is explored by grouping and comparing students at different levels of performance. ED572354 Distribution of High Achieving Students on NAPLAN across Schools: Implications for Policy and Teacher Training Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 11 As Provided JAN2020

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Yes Mathematics Instruction Class Activities Educational Practices Teaching Methods Secondary School Mathematics Mathematics Achievement Classroom Techniques Socioeconomic Status Low Income Students Science Course Improvement Projects Foreign Countries Nutchey, David Grant, Edlyn English, Lyn Speeches/Meeting Papers Reports - Research Australia English Secondary Education This paper reports on the use of the RAMR framework within a curriculum project. Description of the RAMR framework's theoretical bases is followed by two descriptions of students' learning in the classroom. Implications include the need for the teacher to connect student activities in a structured sequence, although this may be predicated on the teacher's own structural understanding of mathematics. ED572355 Experiencing Mathematics for Connected Understanding: Using the RAMR Framework for Accelerating Students' Learning Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes Longitudinal Studies School Districts Urban Schools Preschool Education Outcomes of Education School Readiness Program Effectiveness Student Records Early Childhood Education Data Analysis Educational Experience Followup Studies Enrollment Trends Standardized Tests Models Elementary School Students Kindergarten Grade 1 Grade 2 Grade 3 Sanchez, Monika Reports - Research California Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) English Preschool Education Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 This report is a longitudinal examination of "Preschool for All" (PFA) participants, tracking students' experiences across their first four years in elementary school. It builds upon a 2009 study that found that PFA graduates in San Mateo County were better prepared for kindergarten than their classmates who had not attended preschool and equally ready for kindergarten as classmates with other preschool experiences. To conduct the analysis, researchers used the Youth Data Archive to link individual student records from three PFA cohorts to their Redwood City School District records. The analysis suggests that participating in a high-quality preschool program was associated with positive academic outcomes for children once they entered the K-12 school system. It is important to note that PFA served children who might not otherwise attend a high-quality preschool program, targeting those in traditionally underserved groups. These children might not be expected to perform similarly given the documented disparities in achievement between at-risk students and their peers that persist throughout the elementary grades. The fact that PFA participants were just as likely to be persistently proficient in some subjects as students who did not participate in PFA is noteworthy; in particular, because these longitudinal comparisons used students' raw proficiency scores, unadjusted for demographics, and because students who did not attend PFA likely participated in other preschool programs. ED573639 A Longitudinal View of Educational Outcomes for "Preschool for All" Participants in Redwood City School District. Issue Brief John W. Gardner Center for Youth and Their Communities 2014-03-00 San Mateo County Office of Education (SMCOE) First 5 San Mateo County 9 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 As Provided JAN2020

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Yes Motivation Techniques Student Motivation Educational Theories Concept Teaching Behavioral Objectives Educational Practices Educational Principles Teaching Methods Beliefs Goal Orientation Self Determination Svinicki, Marilla D. Reports - Descriptive IDEA Center English Because instructors are very concerned about how to motivate their students, this paper describes some of the most prominent and practically relevant contemporary theories of motivation, specifically expectancy value theory, goal orientation theory, and self-determination theory. After describing each theory and its basic components, suggestions are made about how to incorporate key concepts into teaching practices appropriate for postsecondary education. Where appropriate, suggestions for practice are linked to learning objectives and teaching methods that are part of the IDEA Student Ratings System (SRI). The goal is to provide sufficient basic information about research-based theories and practices that instructors can apply to facilitate student progress on the learning objectives in their classes. ED573640 Motivation: An Updated Analysis. IDEA Paper #59 IDEA Center, Inc. 2016-05-00 Teachers 9 IDEA Center, Inc. 301 South Fourth Street Suite 200, Manhattan, KS 66502. Tel: 800-255-2757; Tel: 785-320-2400; e-mail: info@IDEAedu.org; Web site: http://ideaedu.org N/A 2017 11 As Provided JAN2020

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Yes Outcomes of Education Economic Impact Community Colleges Technical Institutes Expenditures Two Year College Students Educational Finance Alumni Income Investment Student Costs Education Work Relationship Taxes Reports - Research Washington Washington State Board for Community and Technical Colleges Economic Modeling Specialists International (EMSI) English Two Year Colleges Higher Education Postsecondary Education Washington's Community and Technical Colleges (the colleges) serve 305,087 credit and 95,890 non-credit students. The colleges' service region, for the purpose of this report, consists of Washington State. This report assesses the impact of the colleges as a whole on the state economy and the benefits generated by the colleges for students, taxpayers, and society. The approach is twofold. The study begins with an economic impact analysis of the colleges on the Washington economy. To derive results, a specialized Multi-Regional Social Accounting Matrix (MR-SAM) model is used to calculate the added income created in the Washington economy as a result of increased consumer spending and the added knowledge, skills, and abilities of students. Results of the economic impact analysis are broken out according to the following impacts: (1) impact of the colleges' day-to-day operations; (2) impact of student spending; and (3) impact of alumni who are still employed in the Washington workforce. The second component of the study measures the benefits generated by the colleges for the following stakeholder groups: students, taxpayers, and society. For students, an investment analysis was performed to determine how the money spent by students on their education performs as an investment over time. The students' investment in this case consists of their out-of-pocket expenses and the opportunity cost of attending the colleges as opposed to working. In return for these investments, students receive a lifetime of higher earnings. For taxpayers, the study measures the benefits to state taxpayers in the form of increased tax revenues and public sector savings stemming from a reduced demand for social services. Finally, for society, the study assesses how the students' higher earnings and improved quality of life create benefits throughout Washington as a whole. The results of this study show that the colleges create a positive net impact on the state economy and generate a positive return on investment for students, taxpayers, and society. The following are appended: (1) Washington's Community and Technical Colleges; (2) Glossary of Terms; (3) Frequently Asked Questions (FAQs); (4) Example of Sales versus Income; (5) Emsi MR-SAM; (6) Value per Credit Hour Equivalent and the Mincer Function; (7) Alternative Education Variable; (8) Overview of Investment Analysis Measures; (9) Shutdown Point and (10) Social Externalities. A list of resources and references is included. ED573061 Analysis of the Return on Investment and Economic Impact of Education: The Economic Value of Washington's Community and Technical Colleges. Main Report Washington State Board for Community and Technical Colleges 2016-12-00 66 Washington State Board for Community and Technical Colleges. P.O. Box 42495, Olympia, WA 98504-2495. Tel: 360-704-4400; Fax: 360-704-4415; Web site: http://www.sbctc.ctc.edu N/A 2017 ERIC JAN2020

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Yes Foreign Countries National Curriculum Critical Thinking Thinking Skills Skill Development Curriculum Based Assessment Teacher Attitudes Elementary School Teachers Primary Education Semi Structured Interviews Problem Solving Decision Making Skills Case Studies Qualitative Research Evaluation Methods Content Analysis Kamarulzaman, Wirawani Kamarulzaman, Wirawahida Speeches/Meeting Papers Reports - Research Malaysia English Elementary Education Primary Education Early Childhood Education The new curriculum introduced in the Malaysian primary students; the Primary School Standard Curriculum (Kurikulum Standard Sekolah Rendah-KSSR) together with the school-based assessment (SBA) is a step taken by the Malaysian government to encourage thinking skills to students, specifically critical thinking skills. The study explores teachers' beliefs in the use of higher order thinking skills (HOTS--Kemahiran Berfikir Aras Tinggi, KBAT) questions to promote critical thinking skills among students. A group of six selected primary school teachers were interviewed in order to understand the phenomenon. Findings suggested that teachers believe KBAT questions are useful in promoting the critical thinking skills as students were found to be able to apply their knowledge, to analyse information, to make decisions as well as to solve problems. A few recommendations are also included for future studies. ED573062 The Promotion of Critical Thinking Skills in School-Based Assessment (SBA) Online Submission Paper presented at the Institute of Postgraduate Research (IPSR) Colloquium (Petaling Jaya, Malaysia, Oct 22, 2016) 2016-02-20 11 N/A 2017 20 As Provided JAN2020

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No Labor Force Development Organizational Effectiveness Job Performance Structural Equation Models Skill Development Strategic Planning Awards Improvement Programs Training Methods Program Effectiveness Organizational Change Outcome Measures Lyons, Rebecca Dissertations/Theses - Doctoral Dissertations English In the United States today organizational leaders are concerned with skills gaps, or the limited availability of qualified workers to fill open positions. The reason for their concern is the impact of skills gaps on organizational performance in a number of areas including productivity, customer satisfaction, profitability, and the ability to expand. To address skills gaps, many leaders choose to employ workforce training and development. Strategic Human Resource Development (SHRD) is a growing field of research and practice that aims to integrate and align training and development approaches with organizational strategy to improve organizational performance. However, there is inconsistent empirical support for the claim that SHRD positively affects organizational performance. The current study investigates this claim using structural equation modeling with scores from National Baldrige Award applicants. Organizations that apply to the National Baldrige Award utilize the Baldrige Framework for Performance Excellence (Baldrige Framework). The Baldrige Framework includes SHRD as part of a systematic approach to improving organizational performance. As such, organizations applying for the National Baldrige Award receive scores for the use of SHRD as well as organizational performance. The current study uses these scores to create a structural equation model that statistically illustrates organizational performance and SHRD's impact upon it. The results of the current study clearly illustrate that organizational performance is a construct comprised of multiple types of organizational results and that SHRD positively affects the construct of organizational performance. The results provide a causal inference between an increase in the use of SHRD and improved organizational performance. Therefore, if organizational performance is important, SHRD matters. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572063 Strategic Human Resource Development Impact on Organizational Performance: Does SHRD Matter? ProQuest LLC Ph.D. Dissertation, North Dakota State University 2016-00-00 978-1-3397-5726-1 154 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112572 2017 As Provided JAN2020

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No Educational Technology Technology Uses in Education Mathematics Instruction Student Attitudes Interviews Documentation Feedback (Response) Persuasive Discourse Case Studies Assignments Expertise Questionnaires Mathematics Skills Secondary School Mathematics Tables (Data) Trocki, Aaron David Dissertations/Theses - Doctoral Dissertations English Secondary Education This study investigates the usefulness of a Dynamic Geometry Task Analysis Framework for indicating task quality in dynamic geometry environments in general, and The Geometer's Sketchpad in particular. This research sought to first establish the validity of the framework for indicating task quality, and to second explore the effects of the framework on teachers' understanding of said quality and on teachers' task writing activity. Data were collected in the form of expert feedback on the validity and usefulness of the framework followed by revisions to the framework and task ranking methods. Student work and interviews were conducted and analyzed to further establish framework validity regarding the quality of student argumentation on tasks that ranked low, medium, and high in quality according to framework coding. The second phase of data collection was in the form of case studies that documented teacher task writing and use of the framework. The framework underwent revisions throughout the course of data collection and analysis, thus making it an evolving document in this study. Results indicate that experts came to agreement on the usefulness and validity of the framework for indicating elements of task quality. Furthermore, the quality of student argumentation generally aligned with task quality as indicated by framework codes and rankings. In the latter portion of this study, all participating teachers made significant changes to their written Geometer's Sketchpad task based on their exposure to the framework. Finally, all teachers reflected favorably on the usefulness of this Dynamic Geometry Task Analysis Framework as a guide for writing high quality tasks. Implications for mathematics education and avenues for further research are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572064 Designing and Examining the Effects of a Dynamic Geometry Task Analysis Framework on Teachers' Written Geometer's Sketchpad Tasks ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-6125-1 263 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113005 2017 As Provided JAN2020

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No Portfolio Assessment Investment Economics Computation Models Equations (Mathematics) Varga, Katherine Yvonne Dissertations/Theses - Doctoral Dissertations English We consider an optimal investment-consumption portfolio optimization model in which an investor receives stochastic dividends. As a first problem, we allow the drift of stock price to be a bounded function. Next, we consider a stochastic volatility model. In each problem, we use the dynamic programming method to derive the Hamilton-Jacobi-Bellman equation, which we proceed to prove existence of a classical solution. Our value function is chosen to maximize the expected total discounted HARA utility of consumption. In the Verification Theorem, we prove that the solution to the HJB equation is equal to the value function. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572065 Portfolio Optimization with Stochastic Dividends and Stochastic Volatility ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-6128-2 119 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113008 2017 As Provided JAN2020

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No Decision Making Public Schools Teaching Experience Teacher Empowerment Faculty Development School Culture Individual Characteristics Teacher Characteristics Educational Policy Instructional Leadership Hierarchical Linear Modeling Teaching Methods Professional Autonomy Wang, Yuling Dissertations/Theses - Doctoral Dissertations English The teacher empowerment process emphasizes professional development and participation (i.e., increasing professional status, skills, knowledge and providing the opportunity to participate in decision-making); however, whether these efforts eventually lead to the realization of teacher power remains a critical concern, especially considering that the empowerment practices have to operate in the existing school culture. Without an adequate understanding of factors that impact teacher power exercises in schools, the impact of teacher empowerment remains under question. This study aims to empirically examine the impact of both individual-level factors (gender, race, union status, degree, teaching experience, collaboration, and networking) and school-level factors (school size, school level, and school climate) on teacher power in two decision domains at schools--namely, power in teaching and power in policy. (Abstract shortened by ProQuest.). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572066 Factors That Impact Teacher Power in Decision-Making in U.S. Public Schools: A Multilevel Analysis ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-6149-7 163 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113029 2017 As Provided JAN2020

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No Educational Technology Graduate Students Student Attitudes Handheld Devices Technology Uses in Education Intention Technology Integration Expectation Motivation Regression (Statistics) Student Surveys Correlation Experience Age Differences Student Behavior Bryant, Ezzard C., Jr. Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education The purpose of this study was to explore graduate student perceptions of use and the ease of use of multi-modal tablets to access electronic course materials, and the perceived differences based on students' gender, age, college of enrollment, and previous experience. This study used the Unified Theory of Acceptance and Use of Technology to identify the constructs that may explain a graduate student's intention to use a multi-modal tablet in graduate course work. This study administered the UTAUT to 224 graduate students from four different colleges at a regional university. The models developed from the UTAUT explained 80% of the variability in Behavioral Intention values and 55% of the reported Use values. The results of the study showed that only Performance Expectancy, Social Influence, Hedonic Motivation, and Habit showed significance in explaining Behavioral Intention. Performance Expectancy, Hedonic Motivation, and Habit also showed moderately strong to strong correlations with Behavioral Intention. The regression analysis revealed a positive significant relationship with reported Use and Habit and reported Use and Behavioral Intention. Habit and Behavioral Intention both had strong correlations with reported Use. Habit affects the relationship of Performance Expectancy and Behavioral Intention. Habit, Price Value, or Hedonic Motivation did not have a significant affect on the relationship between Behavioral Intention and Effort Expectancy or Behavioral Intention and Social Influence. When trying to explain a graduate student's intention to use a multi-modal tablet, only Performance Expectancy, Habit, Social Influence, Hedonic Motivation, and Previous Experience appeared to sufficiently explain whether a student intends to adopt the device. Across age groups, intention to use the tablet device does not vary by age in this study. There were no differences in Behavioral Intention among groups by college enrollment. Individuals with more experience using a tablet, as measured in years, have a higher predicted intention to use the tablet in the future than individuals with no previous experience using a tablet. Individuals with 5 or more years using a multi-modal tablet have a higher intention to use the device than those with less than 3 years experience. The results of this study support the concept that Habit is the strongest predictor of Use in the framework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572067 Graduate Student Perceptions of Multi-Modal Tablet Use in Academic Environments ProQuest LLC Ph.D. Dissertation, University of South Florida 2016-00-00 978-1-3397-5740-7 199 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112586 2017 As Provided JAN2020

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Yes Conventional Instruction Educational Technology Technology Uses in Education Teaching Methods Interactive Video Television Distance Education Interaction College Faculty Sociology Interviews Diaries Comparative Analysis Barriers Proctor, Janice Bumgardner, Tiffany Reports - Research Ohio IDEA Center English Higher Education Postsecondary Education This paper focuses on the authors' experiences teaching on Ohio University's Learning Network (OULN), which uses interactive television and real-time face-to-face interaction as a distance-education (DE) delivery tool. One of the authors is a sociology professor, and the other is her former student and an experienced OULN system operator. The transition to DE from a traditional, less technological approach presents numerous challenges as well as opportunities. This paper compares the semester-long progress of two different sociology courses that used the OULN. It presents an analysis of each class's strengths and weaknesses, along with qualitative data based on interviews with each class's students, as recorded in a diary that the authors kept throughout the semester on the progress of each class. One class experienced more success than the other, which presented numerous teaching challenges. The paper concludes by offering guidance for integrating traditional teaching methods, including group work, into DE environments. ED573641 Transitioning from Traditional Courses to Technologically Supported Classrooms. IDEA Paper #62 IDEA Center, Inc. 2016-11-00 8 IDEA Center, Inc. 301 South Fourth Street Suite 200, Manhattan, KS 66502. Tel: 800-255-2757; Tel: 785-320-2400; e-mail: info@IDEAedu.org; Web site: http://ideaedu.org N/A 2017 10 As Provided JAN2020

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Yes Course Descriptions Course Evaluation Curriculum Development Educational History Student Centered Curriculum Educational Practices Instructional Design Richmond, Aaron S. Reports - Descriptive Tests/Questionnaires IDEA Center English Educators increasingly agree that a learner-centered syllabus is associated with better rapport between students and teachers and increased student motivation, achievement, and empowerment. Accordingly, in 2009 Cullen and Harris developed a rubric for assessing the degree to which a syllabus is learner-centered versus teacher-centered. To date, however, there has been no such resource to explain how to actually construct a learner-centered syllabus. Therefore, I set out to provide a primer: In the first half of this paper, I review the history of syllabus construction and then discuss the research that assesses the impact of learner-centered syllabi. In the second half, I provide an assessment tool for teachers, based on the work of Cullen and Harris, for evaluating a syllabus to determine its learner-centeredness. I then explain specific elements of a learner-centered syllabus and provide examples of how to include these elements in your syllabus. ED573642 Constructing a Learner-Centered Syllabus: One Professor's Journey. IDEA Paper #60 IDEA Center, Inc. 2016-09-00 Teachers 14 IDEA Center, Inc. 301 South Fourth Street Suite 200, Manhattan, KS 66502. Tel: 800-255-2757; Tel: 785-320-2400; e-mail: info@IDEAedu.org; Web site: http://ideaedu.org N/A 2017 38 As Provided JAN2020

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Yes Classroom Environment Interpersonal Relationship Teacher Influence Student Participation Environmental Influences Student Centered Learning Barr, Jason J. Reports - Descriptive IDEA Center English Classroom climate is a broad construct, made up of students' feelings about their instructor and peers. Although there is a plethora of research on the effects of classroom climate on student outcomes at the secondary level, there is a relative dearth of such research on the postsecondary level. However, much of the research that does exist shows that students' perceptions of classroom climate at the postsecondary level have a great impact on learning, motivation, satisfaction, and achievement. This paper will thus provide strategies to help instructors promote positive interpersonal relationships in the classroom, which increases student connectedness, thereby improving classroom climate. Instructors should always consider how their behaviors may be interpreted by their students and keep the classroom climate in mind when developing courses and lesson plans. Doing so is likely to increase positive outcomes for students as well as levels of satisfaction for the instructor. ED573643 Developing a Positive Classroom Climate. IDEA Paper #61 IDEA Center, Inc. 2016-10-00 Teachers 9 IDEA Center, Inc. 301 South Fourth Street Suite 200, Manhattan, KS 66502. Tel: 800-255-2757; Tel: 785-320-2400; e-mail: info@IDEAedu.org; Web site: http://ideaedu.org N/A 2017 53 As Provided JAN2020

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No Community Colleges Alumni Private Financial Support Fund Raising Qualitative Research Case Studies Correlation Graduates Interpersonal Relationship Trust (Psychology) Administrator Attitudes Theories Wells, Twyla Casey Dissertations/Theses - Doctoral Dissertations English Two Year Colleges Higher Education Postsecondary Education Community colleges continue to be challenged to achieve the same level of philanthropic support as private and public colleges and universities. While nearly 50 percent of all undergraduates are educated at community colleges, only two percent of the nearly $8 billion donated annually by higher education alumni is contributed to community colleges (Council for Aid to Education, 2013). The disproportionate share of philanthropic dollars going to community colleges is troubling. However, before any significant dollars can be raised from alumni, there must be an understanding of the relational aspect of institutional philanthropy, specifically in terms of connecting community college alumni back to their institutions. The purpose of this qualitative explanatory case study was to explore and better understand the relationship between a community college and its graduates, with the hope that the findings will contribute to community college philanthropic efforts. Relationship Management Theory was the theoretical framework that guided this study. Situated within the context of a Southern community college alumni relations program, this study explored how 18 graduates and key leaders explain and perceive the relationship building process, their perceptions of key actions and events that influenced the relationship and its formation, and beliefs regarding the future role and importance of this relationship. Major findings of this study suggest the community college-alumni relationship is influenced by interpersonal relationships grounded by trust, commitment, and obligation. (Abstract shortened by ProQuest.). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572068 The Ties That Bind: Understanding the "Relationships" in Community College Alumni Relations ProQuest LLC Ed.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-6153-4 395 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113033 2017 As Provided JAN2020

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No Numbers Teaching Methods Generalization Mathematical Logic Multiplication Grade 4 Elementary School Students Elementary School Mathematics Learning Problems Learning Disabilities Thinking Skills Risley, Rachael Ann Dissertations/Theses - Doctoral Dissertations English Grade 4 Intermediate Grades Elementary Education This study explored the impact of numbers used in instructional tasks on the construction and generalization of multiplicative reasoning by fourth grade students designated as having learning difficulties or disabilities in mathematics (SLDs). In particular, this study addressed the following research questions: (1) In what ways do SLDs' conception of number as a composite unit afford or constrain transition to multiplicative reasoning? (2) Which specific numbers, used in instructional and/or assessment tasks, may support or interfere with SLDs' progression from additive reasoning to multiplicative Double Counting (mDC)? Results suggested that in early participatory stages, using numbers with multiples familiar to the students, such as 2 and 5, promoted multiplicative solution paths (e.g., counting by fives while simultaneously keeping track of how many fives they have counted). This use of familiar numbers allowed for students' reflection on their multiplicative thinking. Introduction of more difficult numbers--any number for which the child was yet to master multiples--tended to limit the multiplicative thinking and move students back to more known (additive) solution paths. In later participatory stages, the introduction of more difficult numbers promoted the progression within mDC. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572069 Considerations of Numbers Used in Tasks for Promoting Multiplicative Reasoning in Students with Learning Difficulties in Mathematics ProQuest LLC Ph.D. Dissertation, University of Colorado at Denver 2016-00-00 978-1-3397-5773-5 179 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112620 2017 As Provided JAN2020

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Yes Numeracy Mathematics Skills Test Items Preservice Teachers Word Problems (Mathematics) National Curriculum Content Analysis Test Content Alignment (Education) Correlation Difficulty Level Readability Foreign Countries O'Keeffe, Lisa Speeches/Meeting Papers Reports - Research Australia English Higher Education Postsecondary Education Language is frequently discussed as barrier to mathematics word problems. Hence this paper presents the initial findings of a linguistic analysis of numeracy skills test sample items. The theoretical perspective of multi-modal text analysis underpinned this study, in which data was extracted from the ten sample numeracy test items released by the Australian Council for Educational Research (ACER) in 2015. The initial data presented here maps the core content of these items to the Australian Curriculum and identifies the lexical density of each sample item. The findings indicate that the sample test items typically correlate to Year 6 of the national curriculum but each have high lexical density. ED572356 A Preliminary Analysis of the Linguistic Complexity of Numeracy Skills Test Items for Pre Service Teachers Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 26 As Provided JAN2020

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Yes Mathematics Anxiety Mentors Preservice Teachers Preservice Teacher Education Experienced Teachers Mathematics Education Interviews Student Teacher Attitudes Practicums Behavior Rating Scales Intervention Program Effectiveness Self Efficacy Foreign Countries Questionnaires Perkins, Timothy Speeches/Meeting Papers Reports - Research Australia English Higher Education Postsecondary Education This paper presents initial data from a study being undertaken into the potential effects of a mentoring program for teacher education students who have self-identified as suffering from mathematics anxiety. The first phase of the study saw 8 primary teacher education students opt into a program matching them in pairs with 4 mentor teachers who had been selected by their principals after meeting 6 criteria that identified them as highly capable mentors in mathematics education. The mentees worked with the mentors in classrooms for 8 weeks. After the program the students were interviewed. Data from these students is explored here with particular emphasis on an artefact presented by one of the students about her journey through the process. ED572357 It's Only Maths: The Potential Impact of a Mentoring Project to Ameliorate Mathematics Anxiety in Teacher Education Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 25 As Provided JAN2020

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Yes Money Management Elementary School Mathematics Task Analysis Problem Solving Design Requirements Mathematics Activities Mathematics Instruction Student Characteristics Intervention Instructional Design Pretesting Student Attitudes Teacher Attitudes Context Effect Foreign Countries Sawatzki, Carly Speeches/Meeting Papers Reports - Research Australia English Elementary Education As part of ongoing design-based research exploring financial literacy teaching and learning, ten tasks termed "financial dilemmas" were trialled by 14 teachers and more than 300 Year 5 and 6 students in 4 government primary schools in urban Darwin. Drawing on data related to two tasks--"Catching the bus" and "Buying bread"--this article explores insights into problem context and task design principles. The findings highlight that unfamiliar, novel, and imaginable problem contexts, while pedagogically demanding for teachers, are valued by students and have the potential to broaden their horizons. ED572358 Insights from a Financial Literacy Task Designer: The Curious Case of Problem Context Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes Learner Engagement Grade 7 Mathematics Achievement Time on Task Problem Solving Mathematics Skills Middle School Students Mathematical Logic Mathematical Concepts Predictor Variables Achievement Tests Standardized Tests International Assessment Foreign Countries Science Tests Mathematics Tests Science Achievement Elementary Secondary Education Multiple Regression Analysis Lein, Amy E. Jitendra, Asha K. Starosta, Kristin M. Dupuis, Danielle N. Hughes-Reid, Cheyenne L. Star, John R. Journal Articles Reports - Research Stanford Achievement Tests Trends in International Mathematics and Science Study English Middle Schools Secondary Education Junior High Schools Grade 7 Elementary Education Elementary Secondary Education In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger intervention study assessing improvement in middle school students' proportional reasoning was assessed on initial mathematics achievement, on-task behavior, and mathematics problem-solving performance. Results suggested that engagement uniquely predicted mathematics problem- solving performance after controlling for prior mathematics achievement. Furthermore, the authors found differential rates of engagement for the three achievement groups. Based on an analysis of engagement by instructional lesson, the authors offer suggestions for addressing engagement when designing instruction. [This article was published in "Preventing School Failure" (EJ1090266).] ED573063 Assessing the Relation between Seventh-Grade Students' Engagement and Proportional Problem Solving Performance Grantee Submission Preventing School Failure v60 n2 p117-123 2016 2016-00-00 Institute of Education Sciences (ED) 8 T http://dx.doi.org/10.1080/1045988X.2015.1036392 2017 33 As Provided JAN2020 Yes R305K060002

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Yes Mathematics Instruction Mathematics Skills Computation Mathematical Concepts Foreign Countries Teaching Methods National Standards Skill Development Mathematics Tests Secondary School Students Gender Differences Age Differences Burfitt, Joan Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education A review of the research literature indicated that there were probable orders in which students develop understandings and skills for calculating with percentages. Such calculations might include using models to represent percentages, knowing fraction equivalents, selection of strategies to solve problems and determination of percentage change. To further describe the hierarchies, an assessment instrument was constructed and piloted before being refined and trialled with lower secondary students. Rasch model analysis was applied to the results. ED573064 Identification of Hierarchies of Student Learning about Percentages Using Rasch Analysis Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 19 As Provided JAN2020

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Yes Preservice Teachers Elementary School Teachers Mathematics Anxiety Mathematics Instruction Teacher Education Programs Age Differences Academic Persistence Adult Students Foreign Countries Anxiety Rating Scales Statistical Analysis Student Attitudes Wilson, Sue Speeches/Meeting Papers Reports - Research Australia Mathematics Anxiety Rating Scale Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Elementary Education Adult Education The ability of primary (elementary) pre-service teachers to engage effectively in mathematics units in a rigorous program is vital to producing citizens who are able to use mathematics effectively in their lives. Mathematics anxiety affects pre-service primary teachers' engagement with and future teaching of mathematics. The study measured the range of mathematics anxiety in two hundred and nineteen pre-service teachers starting a teacher education course in an Australian university. They completed the Revised Mathematics Anxiety Scale (RMARS) and a set of demographic questions. Age differences in anxiety were found to be significant, and this has implications for university retention of mature age pre-service primary teachers. ED573065 Mature Age Pre-Service Teachers' Mathematics Anxiety and Factors Impacting on University Retention Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 37 As Provided JAN2020

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No Ethnography Interviews Observation White Students Preservice Teachers Social Influences Ideology Racial Attitudes Student Attitudes Barriers Intervention Attitude Change Racial Bias Pezzetti, Karen Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education In this ethnographic study, I draw on interviews, audiorecordings of course meetings, observation notes and student work to explore the experiences of White preservice teachers in two sections of a Social Contexts of Education course. The instructors of both sections sought to challenge students' color-blind racial ideologies. Whereas prior research documents prospective teachers resisting learning about race, this study's participants evidenced a willingness to engage with this content. Nevertheless, most participants still remained committed to color-blind ideologies at the end of the course. This research offers insights into two obstacles that hindered most participants from adopting color-conscious ideologies as well as four pedagogical strategies that successfully interrupted, at least temporarily, some participants' color-blind ideologies. The findings lead to pedagogical recommendations for teacher educators, structural suggestions for teacher education programs, and a theoretical contribution about the important role of socio-cultural understandings of identity in the preparation of color-conscious teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572070 Teaching and Learning Color-Consciousness in a Color-Blind Society ProQuest LLC Ph.D. Dissertation, Temple University 2016-00-00 978-1-3397-5545-8 251 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112391 2017 As Provided JAN2020

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No Awards Professional Recognition College Faculty Community Colleges Faculty Development Teacher Education Student Needs Two Year College Students Teacher Motivation Case Studies Teacher Effectiveness Excellence in Education Qualitative Research Teacher Attitudes Wood, Crystal Dissertations/Theses - Doctoral Dissertations North Carolina English Higher Education Postsecondary Education Two Year Colleges Both pre-service and in-service learning are opportunities for community college faculty to learn teaching approaches to meet the learning needs of the diverse community college student population. Community college faculty members are faced with complex classrooms with learners of all different ages, races, cultures and academic preparedness. As many community college faculty members join community colleges without formal preparation in teaching pedagogy, in service faculty development becomes an important means by which these individuals can learn how to teach their students. In reviewing the existing research, we do not know enough about what motivates a community college faculty member to participate in faculty development and learn the teaching skills needed to serve their students. Low levels of participation in faculty development are historically documented in the literature as an obstacle faced by community colleges. The purpose of this case study is to offer some insight into the motivation to participate in faculty development from the perspective of 12 North Carolina Community College System Excellence in Teaching Award winners and finalists. These individuals demonstrated both excellence in community college teaching and a commitment to faculty development. In depth interviews were conducted with the participants to better understand the components of motivation as defined in Vroom's expectancy theory; intrinsic, instrumental, extrinsic and effort, had the greatest influence on their decision to participate in faculty development. This study contributes to the field of postsecondary qualitative research, by examining community college faculty and their motivation to participate in faculty development. The findings of this research indicate that while much of the motivation to participate in faculty development is intrinsic, there are clear, extrinsic practices that community college leaders can adopt and implement to enhance faculty motivation. Recommendations for future research include investigation of belief in faculty development by community college leaders at each of the 58 community colleges as well as all faculty members, not just award winners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572071 Motivation to Participate in Faculty Development: A Case Study of North Carolina Community College Excellence in Teaching Award Winners and Finalists ProQuest LLC Ed.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-6165-7 175 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113045 2017 As Provided JAN2020

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Yes Indo European Languages Uncommonly Taught Languages Foreign Countries Preschool Education Elementary Education Secondary Education Vocational Education Higher Education Adult Education Educational Research Educational Methods European History Language Usage Brezan, Beate, Comp. Nowak, Meto, Comp. Reports - Descriptive Germany ISSN-1570-1239 Fryske Akademy (Netherlands), Mercator European Research Centre on Multilingualism and Language Learning English Preschool Education Early Childhood Education Elementary Education Secondary Education Higher Education Postsecondary Education Adult Education This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included. [This Regional dossier was originally compiled in 2001 by Piet Hemminga. This second edition was compiled in 2015 and covers academic data for the 2013/2014 school year.] ED573644 Sorbian: The Sorbian Language in Education in Germany, 2nd Edition. Regional Dossiers Series Mercator European Research Centre on Multilingualism and Language Learning 2016-00-00 Fryske Akademy (Netherlands) Province of Fryslan (Netherlands) Teachers Students Researchers Policymakers 68 Mercator European Research Centre on Multilingualism and Language Learning. Fryske Akademy, P.O.Box 54, NL-8900 AB Ljouwert, The Netherlands. Tel: +31-58-213-1414; Fax: +31-58-213-1409; e-mail: mercator@fryske-akademy.nl; Web site: http://www.mercator-research.eu N/A 2017 ERIC JAN2020

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Yes Irish Preschool Education Elementary Education Secondary Education Vocational Education Higher Education Adult Education Educational Research Foreign Countries History Geographic Regions Language Usage Educational Methods Educational Policy Language of Instruction Ó Murchú, Helen, Comp. Reports - Descriptive Ireland ISSN-1570-1239 Fryske Akademy (Netherlands), Mercator European Research Centre on Multilingualism and Language Learning English Preschool Education Early Childhood Education Elementary Education Secondary Education Higher Education Postsecondary Education Adult Education This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included. [This regional dossier was originally compiled by Helen Ó Murchú. She updated this dossier in 2016.] ED573645 Irish: The Irish Language in Education in the Republic of Ireland, 2nd Edition. Regional Dossiers Series Mercator European Research Centre on Multilingualism and Language Learning 2016-00-00 Fryske Akademy (Netherlands) Province of Fryslan (Netherlands) Teachers Students Researchers Policymakers 76 Mercator European Research Centre on Multilingualism and Language Learning. Fryske Akademy, P.O.Box 54, NL-8900 AB Ljouwert, The Netherlands. Tel: +31-58-213-1414; Fax: +31-58-213-1409; e-mail: mercator@fryske-akademy.nl; Web site: http://www.mercator-research.eu N/A 2017 ERIC JAN2020

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Yes Higher Education Graduation Educational Attainment College Readiness Career Readiness Educational Cooperation Educational Counseling Career Counseling High Schools Articulation (Education) Transfer Programs Recognition (Achievement) Certification Labor Force Development Scheduling Student Financial Aid Merit Scholarships Faculty Development Elementary Secondary Education Public Agencies State Departments of Education Cooperative Education Internship Programs Commercialization Research and Development Technology Transfer Consortia Funding Formulas Educational Finance Reports - Descriptive Ohio Ohio Board of Regents English Higher Education Postsecondary Education High Schools Secondary Education Elementary Secondary Education In the knowledge economy, the journey of education to develop a flexible, knowledgeable, and skilled workforce should begin in pre-school and continue until at least an associate degree--the equivalent of a high school diploma a generation ago--is achieved. A high school diploma is not sufficient to compete in a global economy. The number of Ohioans with degrees must be increased. While 31 percent of adult Americans have a bachelor's degree, only 26 percent of adult Ohioans have a bachelor's degree (source: U.S. Census Bureau). The benefit of increased degrees is important to every Ohioan. This report presents a series of new and innovative strategies designed to accomplish this mission. Much time, effort, and public and private dollars have been spent enrolling students in public higher education. When education is abandoned before completion of a degree, that money is essentially wasted. The focus must be ensuring students complete their education by earning applicable certificates, degrees or other credentials which demonstrate they are qualified to fill the jobs of today and tomorrow. ED572715 Complete College Ohio Ohio Board of Regents 2012-08-00 26 Ohio Board of Regents. 30 East Broad Street 36th Floor, Columbus, OH 43215-3414. Tel: 614-466-6000; Fax: 614-466-5866; e-mail: regents@regents.state.oh.us; Web site: http://regents.ohio.gov N/A 2017 ERIC JAN2020

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Yes Foreign Countries Comparative Education Second Language Instruction English (Second Language) English Teachers Teacher Education Curriculum Preservice Teacher Education Classification Language Proficiency Teaching Methods Methods Courses Language Skills Cultural Awareness Diaz, Andrea Paola Arikan, Arda Journal Articles Reports - Research Argentina Turkey ISSN-2335-2019 English Higher Education Postsecondary Education In this study, we look at the education of English language teachers in two countries, namely, Argentina and Turkey. We specifically discuss the curricula of the teacher education programs by focusing on the specific courses taken by prospective teachers of English in each country and the steps they have to take to start teaching officially. Methodologically, we studied and analyzed two sample curricula, one from each country, in terms of the titles of the courses offered. While comparing, first, each curriculum was studied individually to understand the general outlook of it in terms of the type of English language teacher it aims to graduate. Hence, we tried to understand to "ideal" teacher that is to be educated for the country's specific needs. Then, courses are grouped under categories and the groups are compared with each other. Results show that the Argentinean curriculum aims at graduating "proficient" language users who will develop their knowledge and practice of the language teaching methods on the job whereas the Turkish curriculum aims to graduate a workforce of teachers who have strong knowledge of teaching methods and who, most probably, will develop their language skills in time. This finding is supported with another which shows that literature and culture-related courses are given a significant place in the curricula offered at Argentinean teacher education institutions whereas little importance is given to literature and culture-related courses in the Turkish curriculum. ED572716 A Comparison of Argentinean and Turkish English Language Teacher Education Curricula Online Submission Sustainable Multilingualism v9 p154-167 Sep 2016 2016-00-00 14 N/A 2017 15 As Provided JAN2020

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Yes Student Loan Programs Student Financial Aid Black Colleges Debt (Financial) Low Income Groups First Generation College Students Comparative Analysis Undergraduate Students Federal Aid Racial Differences Loan Repayment Student Characteristics Costs National Surveys Saunders, Katherine M. Williams, Krystal L. Smith, Cheryl L. Numerical/Quantitative Data Reports - Research UNCF, Frederick D. Patterson Research Institute (FDPRI) English Higher Education Postsecondary Education Student loans have become an increasingly important way for students and their families to pay for college, but for students at historically black colleges and universities (HBCUs), student loan debt is a substantial burden. Students who attend these institutions--many of whom are low-income and first-generation--must borrow at higher rates and, consequently, graduate with substantially higher debt than their peers at non-HBCUs. This issue brief examines the rates, amounts, and distribution of student loan debt among HBCU students relative to their non-HBCU peers. This analysis focuses solely on undergraduates attending four-year public and private, non-profit institutions, and employs the most recent publicly available data. Key findings include: (1) A higher percentage of students attending HBCUs use federal loans to finance college compared to their non-HBCU peers; (2) HBCU graduates borrow substantially greater amounts of federal loans than their non-HBCU peers; (3) The percentage of HBCU graduates who borrow large amounts ($40,000 or more) of federal loans to finance their degrees is four times that of non-HBCU graduates; (4) A higher percentage of HBCU students borrow not only federal subsidized loans, but also more costly federal unsubsidized loans and Parent PLUS Loans; (5) A higher percentage of HBCU students combine federal, state, and private loans to pay for college than their non-HBCU peers; and (6) HBCU students have lower loan repayment rates than non-HBCU students. The report discusses policy recommendations to address the financial challenges that HBCU students face in financing their college education and repaying their student loans. The following are appended: (1) Methodology; and (2) Top 10 HBCU Endowments and Top 10 Non-HBCU Endowments, 2015. ED573646 Fewer Resources, More Debt: Loan Debt Burdens Students at Historically Black Colleges and Universities Frederick D. Patterson Research Institute, UNCF 2016-00-00 20 Frederick D. Patterson Research Institute, UNCF 1805 7th Street NW, Washington, DC 20001. Tel: 202-810-0246; Fax: 202-234-0225; e-mail: fdpri@uncf.org; Web site: http://uncf.org/fdpri N/A 2017 ERIC JAN2020

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Yes Outcomes of Education Community Schools Family Involvement Partnerships in Education Academic Achievement Student Participation Elementary School Students Middle School Students Statistical Analysis Biag, Manuelito Castrechini, Sebastian Reports - Research California Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) English Elementary Education Middle Schools Secondary Education Junior High Schools Since 2006, Redwood City School District has partnered with the Gardner Center to examine annual patterns of program participation across the six full-service community schools' key strategy areas of extended learning, family engagement, and support services. By linking students' academic records, community school program participation records, and survey responses, this analysis yielded several findings: (1) Programs reached a majority of students enrolled in the six community schools, particularly the population of students who were lower-achieving and came from lower-educated and economically disadvantaged families. (2) Students whose families were consistently involved over a number of years in family engagement opportunities had a higher attendance rate than those who were less involved. (3) Students whose families regularly took part in family engagement opportunities and another key strategy area (i.e. either extended learning or supports) demonstrated higher attendance rates than many of their counterparts. (4) Middle school students who engaged in extended learning programs and accessed support services demonstrated a gradual increase in their perceptions of care at school. (5) English Learner students whose families regularly took part in family engagement over several years showed greater gains in their attendance and English language proficiency. ED573647 The Links between Program Participation and Students' Outcomes: The Redwood City Community Schools Project. Issue Brief John W. Gardner Center for Youth and Their Communities 2014-02-00 17 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 13 As Provided JAN2020

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Yes Teacher Student Ratio Higher Education College Faculty Undergraduate Students Interviews Research Methodology Data Collection Class Size Borden, Victor M. H. Reports - Research National Postsecondary Education Cooperative (ED) Coffey Consulting, LLC English Higher Education Postsecondary Education One of the many pieces of "consumer information" that the Higher Education Opportunity Act (HEOA) requires the National Center for Education Statistics (NCES) to post on its College Navigator website is a student-to-faculty ratio for institutions in the IPEDS universe with undergraduate programs. NCES added the collection of this measure to the Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment component for the 2008-09 data collection year and revised the methodology for the 2009-10 data collection year. This paper explores the challenges related to collecting a meaningful student-to-faculty ratio while minimizing reporting burden imposed on institutions, and makes suggestions for improvement in future IPEDS data collections. The report also includes an appendix that identifies the individuals who were interviewed for this paper. ED571824 Suggestions for Improvements to the Student-to-Faculty Ratio in IPEDS National Postsecondary Education Cooperative 2011-12-00 National Center for Education Statistics (ED) 11 National Postsecondary Education Cooperative. 1990 K Street NW, Washington, DC 20006. Tel: 202-654-6500; e-mail: npec@ed.gov; Web site: http://nces.ed.gov/npec/ N/A 2017 2 As Provided JAN2020 Yes ED04CO00440001

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Yes Full Time Equivalency Graduate Students Postdoctoral Education Doctoral Programs Evaluation Methods Data Analysis Data Collection Computation Classification Measures (Individuals) Borden, Victor M. H. Reports - Research National Postsecondary Education Cooperative (ED) Coffey Consulting, LLC English Higher Education Postsecondary Education The student full-time equivalent (FTE) measure has a long history in U.S. postsecondary education. Credit hours, contact hours, and their derivative FTE have been used as proxies for both student and faculty effort. FTE ultimately became a core measure for planning, evaluating and assessing human resource allocation within higher education. Despite questions about the appropriateness of using a single standard to assess effort across diverse institutions, levels, and programs that have been raised since the inception of this measure, FTE is still informative and widely utilized. With this in mind, it is important for the National Center for Education Statistics (NCES) to ensure its methodology for estimating FTE using data from the Integrated Postsecondary Education Data System (IPEDS) is sound. NCES calculates an annualized student FTE from data collected through IPEDS. Historically, this calculation relied upon the distinction between undergraduate, graduate, and first-professional students. Recently, the IPEDS post-baccalaureate award levels were reclassified, resulting in the elimination of the first-professional designation. Therefore, the first-professional student enrollment data used to calculate the FTE measure for professional students in the past is no longer available. This paper first details the recent methodological changes for the graduate and professional student 12-month FTE calculation within IPEDS. It then reviews variations in practices for calculating graduate and professional student FTE across states. Finally, suggestions for improving the current calculation of graduate and doctor's-professional practice student FTE in IPEDS are presented. An appendix lists the individuals who were interviewed. for this paper. ED571825 Full Time Equivalent (FTE) for Graduate and Doctor's-Professional Practice Students National Postsecondary Education Cooperative 2011-12-00 National Center for Education Statistics (ED) 12 National Postsecondary Education Cooperative. 1990 K Street NW, Washington, DC 20006. Tel: 202-654-6500; e-mail: npec@ed.gov; Web site: http://nces.ed.gov/npec/ N/A 2017 As Provided JAN2020 Yes ED04CO00440001

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Yes Career Academies Program Evaluation Program Effectiveness Evidence Randomized Controlled Trials High Schools Low Income Students Urban Areas Communities of Practice Career Education Technical Education Integrated Curriculum Partnerships in Education Career Awareness Income Gender Differences Statistical Significance Educational Benefits Reports - Evaluative Coalition for Evidence-Based Policy English High Schools Secondary Education U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies ("interventions") that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or marginally effective. Interventions that produce sizable, sustained effects on important life outcomes tend to be the exception. The Top Tier Evidence Initiative seeks to assist policy officials in identifying interventions meeting the Congressional Top Tier evidence standard, defined in recent legislative provisions as "well-designed randomized controlled trials [showing] sizeable, sustained effects on important outcomes." The summary of evidence presented in this report is based on a systematic search of the literature, and correspondence with leading researchers, to identify all well-designed and implemented randomized controlled trials of Career Academies. The 9 Career Academies studied in this summary operate within large high schools in low-income, urban areas, and have three distinguishing characteristics: (1) They are organized as small learning communities (150 to 200 students) to create a more supportive, personalized learning environment; (2) They combine academic and career and technical curricula around a career theme; and (3) They establish partnerships with local employers to provide career awareness and work-based learning opportunities for students. Each Academy typically focuses on a specific field (e.g., health care). Students are recruited to attend, and then must submit an application. Approved applicants enter a Career Academy in 9th or 10th grade, and are taught by a single team of teachers through grade 12. Among key findings are an 11% increase in average annual earnings ($2,460 per year), sustained over the eight years after scheduled high school graduation. The effect was concentrated among men (who experienced a 17% earnings increase), and was not statistically significant for women. This summary of the evidence identified one such study--a large, multi-site trial--described in this report. Strong evidence of effectiveness applies to the Career Academy model evaluated in this trial as opposed to other types of Career Academies. The Panel of experts finds that this intervention meets the Congressional Top Tier evidence standard. Intervention benefits and costs are discussed. ED572717 Evidence Summary for Career Academies. Top Tier Evidence Initiative Coalition for Evidence-Based Policy 2014-09-00 4 Coalition for Evidence-Based Policy. 900 19th Street NW Suite 400, Washington, DC 20006. Tel: 202-380-3571; Fax: 202-380-3624; Web site: http://coalition4evidence.org N/A 2017 3 ERIC JAN2020

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Yes Job Satisfaction Elementary School Teachers Secondary School Teachers Administrators School Administration Status Elementary Schools Secondary Schools High Schools Statistical Analysis Foreign Countries Faculty Promotion Wages Work Environment Sener, Gönül Boydak Özan, Mukadder Journal Articles Reports - Research Turkey ISSN-2501-1111 English Elementary Education Secondary Education High Schools The main purpose of the research is to determine the job satisfaction levels of school administrators and teachers. The descriptive method based on screening model for revealing the existing situation was used in the study. An attempt to determine the job satisfaction levels of administrators and teachers in educational organizations was made in this research. It was concluded in the research that the job satisfactions of administrators and teachers regarding the management, additional payment, reward, working conditions, workmates, the job itself and communication were mainly at medium-level, and their satisfactions regarding wage and promotion were at low level. The satisfaction or dissatisfaction experienced by school administrators and teachers while working affect the structure and functioning of the school in which they work. Accordingly, it is necessary to establish a school environment in which the job satisfactions of school administrators and teachers are ensured for educational organizations to achieve their objectives. Work saturation has been done in many studies in the related field. However, it is thought-provoking if satisfaction is provided to the schools. Taking all of these into consideration is thought that it would be beneficial to carry out this study. ED572718 Investigation of Job Satisfaction Levels of School Administrators and Teachers Online Submission European Journal of Education Studies v3 n3 p297-311 2017 2017-00-00 15 N/A 2017 33 As Provided JAN2020

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No Electronic Publishing Electronic Journals Ecology Computer System Design Data Collection Online Systems Data Analysis Network Analysis Geometric Concepts Programming Computer Interfaces SungYong, Um Dissertations/Theses - Doctoral Dissertations English Digital ecosystems are one of the most important strategic issues in the current digital economy. Digital ecosystems are dynamic and generative. They evolve as new firms join and as heterogeneous systems are integrated into other systems. These features digital ecosystems determine economic and technological success in the competition among digital platform systems. However, how these ecosystems evolve over time is not yet clearly known. I describe three empirical essays in order to understand the underlying mechanism of the evolution of a digital ecosystem: 1) the underlying architecture of a digital ecosystem, 2) the evolutionary pattern of a digital ecosystem, 3) and the co-evolution of a digital ecosystem. To explore these topics, I focus on the underlying generative structure of the ecosystem and its evolutionary pattern of WordPress, which is the world largest blog platform system. I collected a comprehensive set of information about the WordPress ecosystem including over 23,000 plug-ins from January 2004 to December 2014. To analyze the data, I apply a network approach to capture the generative nature of digital technology that assumes a fractal-like structure in which digital components such as Application Programming Interfaces (API) cluster into groups that generate other groups over time. As such, I can effectively capture the hierarchical structure of a network by exploring the topological structure of sub-networks that represent the fractal-like evolutionary dynamic system mechanism. The network approach, together with the conventional statistical approach, allows me to understand the unique nature of a digital ecosystem that is different from the boundary of a decomposable system, as the generative nature of system-agnostic digital components builds on a developmental combinable system. I also discuss underlying theory, methodology, data, result, and implications and conclude by highlighting the contributions of this study and the direction of future research to further explore the evolution of digital ecosystems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572072 The Coevolution of Digital Ecosystems ProQuest LLC Ph.D. Dissertation, Temple University 2016-00-00 978-1-3397-5611-0 162 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112457 2017 As Provided JAN2020

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No Records (Forms) Hospitals Rural Areas Phenomenology Administrator Attitudes Interviews Information Storage Databases Social Change Program Implementation Richardson, Daniel Dissertations/Theses - Doctoral Dissertations Maryland Virginia West Virginia English Electronic health records (EHRs) have been in use since the 1960s. U.S. rural hospital leaders and administrators face significant pressure to implement health information technology because of the American Recovery and Reinvestment Act of 2009. However, some leaders and managers of small rural hospital lack strategies to develop and implement EHRs. The focus of this descriptive phenomenological study was to explore lived experiences of hospital leaders and administrators who have used successful strategies to implement EHRs in small rural hospitals. Diffusion of innovation theory shaped the theoretical framework of this study. Data were collected through telephone interviews conducted with participants who successfully deployed EHRs at 10 hospitals in the Appalachian regions of Maryland, Virginia, and West Virginia. Data analysis occurred using a modified Husserlian approach in search of common themes from interview transcripts. The main themes were strategies to address standards and incentives, implementation, and challenges. The exploration of these strategies provides insight that small rural hospital leaders and administrators could consider for implementing EHRs. The study findings might enable small rural hospital leaders and administrators to contribute to positive social change by engaging communities in using EHRs; these findings may also expand information sharing among individuals and organizations and build social relationships with an expectation of future benefits. Results from this study are designed to inform other small rural hospital leaders and administrators to conduct further research on successful strategies for implementation of EHRs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572073 The Successful Implementation of Electronic Health Records at Small Rural Hospitals ProQuest LLC D.B.A. Dissertation, Walden University 2016-00-00 978-1-3397-6277-7 184 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113157 2017 As Provided JAN2020

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Yes Preservice Teachers Mathematics Teachers Teacher Attitudes Student Teachers Elementary School Teachers Elementary School Mathematics Foreign Countries Qualitative Research Research Methodology Questioning Techniques Mathematical Concepts Mathematics Education Memory Memorization Erdogan, Ahmet Journal Articles Reports - Research Turkey English Higher Education Postsecondary Education Elementary Education Knowing the preservice mathematics teachers' conceptions of learning is one of the key factors of taking significant educational measures regarding the future. The purpose of this study was to investigate preservice mathematics teachers' conceptions of and approaches to learning. The phenomenographic qualitative research method was used to determine preservice mathematics teachers' conceptions of and approaches to learning. The data obtained from written materials were collected from 150 participating students using an open-ended question and analyzed through content analysis techniques. Then the participants' conceptions of and approaches to learning were categorized into six and two groups, respectively. The results show that approximately one-third of preservice mathematics teachers focus on learning as applying. Additionally, it is found that two-third of preservice mathematics teachers use surface approaches. and one-third of them use deep approaches. ED572719 Preservice Mathematics Teachers' Conceptions of and Approaches to Learning: A Phenomenographic Study Online Submission Energy Education Science and Technology Part B: Social and Educational Studies v4 n1 p21-30 2012 2012-00-00 10 N/A 2017 55 As Provided JAN2020

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Yes English Language Learners Definitions Educational Research Research Problems Elementary Secondary Education Qualitative Research State Regulation Language Proficiency Language Tests Student Characteristics Parent Background Expectation Testing Accommodations Literature Reviews Educational Policy Classification Data Analysis Debossu, Stephanie C. Dissertations/Theses - Doctoral Dissertations Reports - Research Colorado English Elementary Secondary Education Properly defining a population ensures that resources, such as funding and access, meet the needs, expectations, and intended outcomes for those represented. Ethical concerns arise when a target population, such as the English Language Learner population, is defined in numerous yet incomplete ways, and differently in research and in state policies (Solórzano, 2008). Defining populations of students in K-12 schools impacts the inclusion and exclusion of students in assessments and can become a method to manipulate systems and outcomes based on test scores (Katz, Low, Stack & Tsang, 2004). Test scores turn into data, feeding research and policies. These policies drive development and revision of academic programs and tests, educating and preparing a population of students who follow and take these programs and tests. The resulting revisions generate new data that lead to continual adjustments. This cycle of tests, data, and revision is only as useful as the targeted population definition itself. With multiple definitions, each set of data and its resulting programs and assessments need to include a detailed description of the population the data set represents. For a certain population of students, such as for English Language Learners (ELL), or English Language Acquisition (ELA) students, results are aggregated under one label, regardless of the language, or languages, these students have learned prior to English, or to their pattern of language acquisition, e.g., consistent, interrupted, and of differing quality, creating one definition representing many (Solórzano, 2008). Definitions are meant to accurately describe and should have only one meaning across multiple contexts. Multiple definitions of one population only confuse, mislead, or conceal. This qualitative study examined how the English Language Learner is framed in two Colorado state statutes, the Reading to Ensure Academic Development Act (READ Act) and the English Language Proficiency Act (ELPA), and in two assessment program policies, the Partnership for Assessment of Readiness for College and Career (PARCC) and Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs), the language proficiency test adopted through the WIDA consortium, of which Colorado is a member. These findings are then compared to the existing research on how an ELL learns and uses a new language, displaying linguistic acquisition. The following emerged as key elements framing the ELL student population: the students are described as multifaceted yet are assessed as homogenous; the parents are valued and expected to participate in their child's English language development while facing linguistic difficulties in doing so; the accommodations are computer-embedded and derived from a universal design borrowed from accommodations for cognitive and or physical disabilities; the language of the statutes is progressively obscure and can be misleading. This monograph consists of three major parts: 1) A synopsis which includes the problem definition, the literature review, the policies and assessment programs review, and the study methods; 2) the findings, and 3) the implications and recommendations. ED572720 The English Language Learner Variable in Research: One Definition Is Not Enough Online Submission Ed.D. Dissertation, University of Colorado Denver 2015-08-00 42 N/A 2017 46 As Provided JAN2020

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Yes Mathematics Instruction Problem Solving Mathematics Tests Correlation Undergraduate Students Preservice Teachers Surveys Test Items Lim, Kien H. Wagler, Amy Speeches/Meeting Papers Reports - Research Tests/Questionnaires Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education The Likelihood-to-Act (LtA) survey and a mathematics test were used in this study to assess students' impulsive-analytic disposition in the context of mathematical problem solving. The results obtained from these two instruments were compared to those obtained using two widely-used scales: Need for Cognition (NFC) and Barratt Impulsivity Scale (BIS). The exhibited correlations of the LtA scores with the NFC, BIS, and a math test provide evidence of the criterion validity of the analytic LtA items, and suggests further revision of the impulsive LtA items to improve the overall measurement validity of the LtA scale. Students LtA scores were found to be marginally correlated to their math scores and correlated to their confidence levels in the math items. ED573307 Impulsive-Analytic Disposition in Mathematical Problem Solving: A Survey and a Mathematics Test Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Mathematics Instruction Concept Formation Numbers Mathematical Concepts History Foreign Countries Teaching Methods Early Adolescents Secondary School Mathematics Mathematics Tests Questionnaires Pretests Posttests Scores Nataraj, Mala S. Thomas, Michael O. J. Speeches/Meeting Papers Reports - Research India New Zealand Mathematics Education Research Group of Australasia English Secondary Education The value of a consideration of large numbers and exponentiation in primary and early secondary school should not be underrated. In Indian history of mathematics, consistent naming of, and working with large numbers, including powers of ten, appears to have provided the impetus for the development of a place value system. While today's students do not have to create a number system, they do need to understand the structure of numeration in order to develop number sense, quantity sense and operations. We believe that this could be done more beneficially through reflection on large numbers and numbers in the exponential form. What is reported here is part of a research study that involves students' understanding of large numbers and powers before and after a teaching intervention incorporating historical ideas. The results indicate that a carefully constructed framework based on an integration of historical and educational perspectives can assist students to construct a richer understanding of the place value structure. ED573308 Student Understanding of Large Numbers and Powers: The Effect of Incorporating Historical Ideas Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 25 As Provided JAN2020

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Yes Algebra Mathematics Instruction Mathematical Concepts Numbers Number Concepts Generalization Early Adolescents Secondary School Students Secondary School Mathematics Foreign Countries Teaching Methods Mathematics Tests Case Studies Nataraj, Mala S. Thomas, Michael O. J. Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Secondary Education The importance of understanding the various uses of the literal symbol in algebra, and in particular the idea of generalised number, is well documented in the literature. Many research findings have also reported student difficulties with this vital and central concept. This research study examines the use of a combination of historical and educational research ideas as a way of enhancing students' understanding of generalised number. The results suggest that this approach helped some students to make some generalisations and to understand the difference between specific unknown and generalised number. ED573309 The Concept of Generalised Number: Valuable Lessons from the History of Algebra Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Access to Education Educational Quality Juvenile Justice Institutionalized Persons Correctional Institutions Disabilities Educational Legislation Equal Education Federal Legislation Public Education At Risk Persons Individualized Education Programs Special Education Inclusion Privacy Student Records Intervention Gagnon, Joseph C. Read, Nicholas W. Gonsoulin, Simon Reports - Descriptive Individuals with Disabilities Education Act National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) English Access to high-quality education for youth is critical to their long-term success as adults. Youth in juvenile justice secure care facilities, however, too often do not have access to the high-quality education and related supports and services that they need, particularly youth with disabilities residing in such facilities. This brief discusses three key components within the Individuals with Disabilities Education Act necessary for the provision of free appropriate public education to youth with disabilities in juvenile justice secure care facilities--Child Find, least restrictive environment, and individualized education programs and related protections. ED571826 Key Considerations in Providing a Free Appropriate Public Education for Youth with Disabilities in Juvenile Justice Secure Care Facilities. Issue Brief National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) 2015-12-00 Office of Elementary and Secondary Education (ED) 13 National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC). American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: NDTAC@air.org; Web site: http://www.neglected-delinquent.org/ N/A 2017 86 As Provided JAN2020 EDESE15O5037

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Yes Postsecondary Education Institutional Characteristics Definitions Data Collection Governance College Administration Public Colleges Private Colleges Fuller, Carol Reports - Evaluative National Postsecondary Education Cooperative (ED) Coffey Consulting, LLC English Postsecondary Education Higher Education This paper reviews the Integrated Postsecondary Education Data System (IPEDS) "system" definition to determine if it accurately reflects the general understanding of a "system" in the higher education community. In addition, this paper examines systems that have been reported to IPEDS to determine if each fits the definition. Finally, the paper provides recommendations for improving data collection, including clarifications to instructions. ED571827 Systems of Postsecondary Education Institutions Reported in the IPEDS Institutional Characteristics Component National Postsecondary Education Cooperative 2012-05-00 National Center for Education Statistics (ED) 23 National Postsecondary Education Cooperative. 1990 K Street NW, Washington, DC 20006. Tel: 202-654-6500; e-mail: npec@ed.gov; Web site: http://nces.ed.gov/npec/ N/A 2017 As Provided JAN2020 Yes ED04CO00440001

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Yes English Language Learners High School Graduates Graduation Rate Racial Differences Ethnic Groups Trend Analysis Student Characteristics Geographic Location African American Students White Students Hispanic American Students Asian American Students Pacific Islanders American Indian Students Alaska Natives Economically Disadvantaged Disabilities Numerical/Quantitative Data United States Office of English Language Acquisition (OELA) (ED) English High Schools Secondary Education The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page PDF sheets, by topic, with graphics, plus key contacts. The topic for this report on English Learners (ELs) are national- and state-level high school graduation rates for English Learners. The following data are presented: (1) National High School Graduation Rates, by Racial/Ethnic Category: SY 2013-14; (2) Trends in National High School Graduation Rates, by Racial/Ethnic Category; (3) National High School Graduation Rates, by Student Group: SY 2013-14; (4) Trends in National High School Graduation Rates, by Student Group; (5) EL High School Graduation Rates, by State, Including DC: SY 2013-14; (6) EL High School Graduation Rates Between SYs 2010-11 and 2013-14, by State, Including DC; (7) EL and All Student High School Graduation Rates, by State, Including DC: SY 2013-14; and (8) Differences in the EL and All Student High School Graduation Rates Between SYs 2010-11 and 2013-14, by State, Including DC. ED571828 National- and State-Level High School Graduation Rates for English Learners. Fast Facts Office of English Language Acquisition, US Department of Education 2016-03-00 4 Office of English Language Acquisition, US Department of Education. 400 Maryland Ave SW, Washington, DC 20202. Tel: 877-424-1616; e-mail: edpubs@edpubs.ed.gov; Web site: http://www2.ed.gov/about/offices/list/oela/index.html N/A 2017 ERIC JAN2020

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Yes Socialization Emotional Development Early Childhood Education Preschool Education Literature Reviews Program Effectiveness O'Conner, Rosemarie De Feyter, Jessica Carr, Alyssa Luo, Jia Lisa Romm, Helen Information Analyses Reports - Research Regional Educational Laboratory Mid-Atlantic (ED) ICF International English Early Childhood Education Preschool Education Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the first in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4). This report identifies key components of effective SEL programs and offers guidance on selecting programs. The following are appended: (1) Literature search methodology and coding results; (2) Publications included in the review; and (3) Additional resources for selecting a social and emotional learning program. [For part 2, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246," see ED572722. For part 3, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Teacher and Classroom Strategies that Contribute to Social and Emotional Learning (Part 3 of 4). REL 2017-247," see ED572723. For part 4, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248," see ED572724.] ED572721 A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245 Regional Educational Laboratory Mid-Atlantic 2017-02-00 31 Regional Educational Laboratory Mid-Atlantic. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 31 As Provided JAN2020 Yes EDIES12C0006 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=443

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Yes Socialization Emotional Development Early Childhood Education Preschool Education Literature Reviews Program Implementation School Policy State Policy School Districts Educational Trends Educational Policy O'Conner, Rosemarie De Feyter, Jessica Carr, Alyssa Luo, Jia Lisa Romm, Helen Information Analyses Reports - Research Regional Educational Laboratory Mid-Atlantic (ED) ICF International English Early Childhood Education Preschool Education Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the second in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning in different student populations and settings (part 4). This report offers guidance on program implementation and identifies trends in integrating this learning at the state, district, and school levels. Resources on state and district supports for implementing social and emotional learning are appended. [For part 1, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245," see ED572721. For part 3, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Teacher and Classroom Strategies that Contribute to Social and Emotional Learning (Part 3 of 4). REL 2017-247," see ED572723. For part 4, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248," see ED572724.] ED572722 A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246 Regional Educational Laboratory Mid-Atlantic 2017-02-00 17 Regional Educational Laboratory Mid-Atlantic. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 31 As Provided JAN2020 Yes EDIES12C0006 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=443

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Yes Creativity Case Studies Mathematics Achievement High Achievement Academically Gifted Talent Development Elementary School Students Elementary School Mathematics Grade 5 Inquiry Thinking Skills Imagination Foreign Countries Qualitative Research Problem Solving Intervention Parish, Linda Speeches/Meeting Papers Reports - Research Australia English Elementary Education Grade 5 Intermediate Grades Middle Schools This case-study explores the impact of a 12 week in-class intervention designed to encourage creativity, inquiry and exploration as a normal and expected part of mathematics lessons, with a particular focus on supporting the learning of highly capable and gifted students. Fred is a mathematically highly capable grade five student whose personal learning focus in mathematics changed from simply "getting the answers right" and striving for "A pluses" to being more willing to think beyond the set mathematics task to include imagination and creativity. ED572359 The Power of Creativity: A Case-Study of a Mathematically Highly Capable Grade 5 Student Mathematics Education Research Group of Australasia Paper presented at the Annual Mathematics Education Research Group of Australasia (MERGA) Conference (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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Yes Statistics Educational Research Educational Trends Foreign Countries Educational History Trend Analysis Literacy Abstract Reasoning Context Effect Pedagogical Content Knowledge Influence of Technology STEM Education Mathematics Education Inquiry Sustainability Watson, Jane Speeches/Meeting Papers Reports - Descriptive Australia English This year marks the 25th anniversary of the publication of a "National Statement on Mathematics for Australian Schools", which was the first curriculum statement this country had including "Chance and Data" as a significant component. It is hence an opportune time to survey the history of the related statistics education research, consider where we are at the moment, and speculate about where we should be going. Some of the issues to be considered along the way include the relationship of research to the curriculum and its implementation (or not), the rise of a research culture, the juxtaposition of statistical literacy and statistical reasoning, and the importance of context for learning about statistics. The continued interest in affective variables is considered, as are the recent trends related to the pedagogical content knowledge needs of teachers and the influence of advances in technology. Finally some views are canvassed on the new initiatives in STEM education and Mathematics by Inquiry, as well as the possible impact of statistics education researchers in the field. ED572360 Whither Statistics Education Research? Mathematics Education Research Group of Australasia Paper presented at the Annual Mathematics Education Research Group of Australasia (MERGA) Conference (39th, Adelaide, South Australia, 2016) 2016-00-00 26 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 162 As Provided JAN2020

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Yes Mathematics Activities Teacher Developed Materials Technology Uses in Education Technology Integration Algebra Secondary School Mathematics Lesson Plans Instructional Design Curriculum Implementation Curriculum Design Pedagogical Content Knowledge Technological Literacy Intervention Performance Factors Observation Teacher Competency Testing Foreign Countries Case Studies Questionnaires Semi Structured Interviews Ratnayake, Iresha Oates, Greg Thomas, Mike Speeches/Meeting Papers Reports - Research Sri Lanka English Secondary Education A crucial step towards improving the conceptual use of digital technology (DT) in the mathematics classroom is to increase teacher involvement in the development of tasks. Hence, this research considers some teacher factors that might influence DT algebra task development and implementation in secondary schools. We observed and assisted one group of three teachers as they designed and implemented DT tasks. Our preliminary analysis examines the richness of the two tasks produced by one group and seeks to explain the difference between them. The results suggest the intervention provided with respect to task design led to improved Pedagogical Technology Knowledge for the teachers, and hence a richer task. The delivery of the intervention could be of assistance in focusing professional development programs so they may better facilitate the training of teachers in the use of digital technology in teaching mathematics. ED572361 Supporting Teachers Developing Mathematical Tasks with Digital Technology Mathematics Education Research Group of Australasia Paper presented at the Annual Mathematics Education Research Group of Australasia (MERGA) Conference (39th, Adelaide, South Australia, 2016) 2016-00-00 9 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Outcomes of Education School Districts Mathematics Instruction Transitional Programs Algebra Mathematics Achievement Middle School Students High School Students Standardized Tests Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Secondary School Mathematics College Preparation College Administration College Bound Students Required Courses Biag, Manuelito Williams, Imeh Reports - Research California Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) English Middle Schools Secondary Education Junior High Schools High Schools Grade 8 Elementary Education Grade 9 Grade 10 Grade 11 Grade 12 Higher Education Postsecondary Education Research demonstrates that students' success in rigorous middle and high school math courses is positively associated with their admission to college, earnings later in life, and career prospects. The sequential nature of math course-taking, however, can create an opportunity structure that puts certain students at a disadvantage, specifically those from lower-income and ethnically and linguistically diverse backgrounds. In 2012, the Gardner Center partnered with the Garden Grove Unified School District for a multi-year study to examine the relationship between students' math course-taking and their educational outcomes. The goal of the analysis was to generate knowledge about the differences in students' performance levels in specific math subject areas; potential disparities in students' access to college-level courses; and possible differences among high schools in how students are being placed in math. Using administrative records for four cohorts of students who graduated in the 2009-10 to 2012-13 academic years, students' math enrollment histories were traced from the 12th grade back to the 8th grade. The study's findings raised potential practice and policy implications including (1) balancing early access to advanced-level math with incoming students' preparation, particularly students from minority and disadvantaged backgrounds; (2) providing support to students who repeat Algebra I multiple times; and (3) implementing strategies that support students' transition into high school. ED573648 Examining Students' Math Course-Taking and Educational Outcomes in the Garden Grove Unified School District (Year 1). Issue Brief John W. Gardner Center for Youth and Their Communities 2014-01-00 18 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 22 As Provided JAN2020

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Yes African Americans Parent Attitudes Elementary Secondary Education Meta Analysis Public Schools Educational Quality Low Income Groups Achievement Gap Academic Aspiration College Preparation Surveys Focus Groups Qualitative Research Statistical Analysis Access to Information Standardized Tests School Choice Educational Change Parent Role Power Structure Bridges, Brian K. Awokoya, Janet T. Messano, Frances Reports - Research Georgia (Atlanta) Michigan (Detroit) District of Columbia Tennessee (Memphis) Louisiana (New Orleans) UNCF, Frederick D. Patterson Research Institute (FDPRI) English Elementary Secondary Education Secondary Education Despite the importance of postsecondary education to the economic and social vitality of the U.S. and the individuals who pursue this academic goal, the educational pipeline to and through college is broken for communities of color, the fastest-growing segment of the population. This report offers a revealing glimpse of the American system of public education from the perspective of those with the biggest stake in better schools: the parents of the African American children who are least well served by the system. This report is a meta-analysis of a two-part research program that involved both a quantitative survey and qualitative focus groups. The study was conducted in February and March 2012 in five target cities: Atlanta, Detroit, Memphis, New Orleans, and Washington, D.C. These cities were chosen because they have large African American populations, robust education reform efforts are under way or are part of a planning process to address the cities' challenges, and United Negro College Fund (UNCF) has a strong institutional presence there. These cities in particular face many of the educational challenges that prevent too many African American children from fulfilling their potential, and they therefore serve as excellent testing grounds. The key findings from this study reinforce and add greater details to the body of knowledge about African American parents and their involvement in the education of their children. Most important, a substantial percentage of low-income African American parents and caregivers who participated in the study (87 percent) have high aspirations for their children and overwhelmingly want them to graduate from college. An appendix contains the following: (1) Data Collection Methods; and (2) Topics on Which Low-Income Parents Would Like More Information to Support Their Child's Academic Progress. ED573649 Done to Us, Not with Us: African American Parent Perceptions of K-12 Education Frederick D. Patterson Research Institute, UNCF 2012-00-00 Walton Family Foundation 18 Frederick D. Patterson Research Institute, UNCF 1805 7th Street NW, Washington, DC 20001. Tel: 202-810-0246; Fax: 202-234-0225; e-mail: fdpri@uncf.org; Web site: http://uncf.org/fdpri N/A 2017 ERIC JAN2020

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No Bullying Films Educational Environment Empathy Student Behavior Friendship Parents Intervention School Culture Teaching Methods Group Discussion Guides Family Environment Peer Relationship Victims Disabilities Homosexuality Suicide Racial Bias Religion Sigward, Daniel Guides - Classroom - Teacher Reports - Descriptive English The film "BULLY" follows five stories of children and families who are affected deeply by bullying within the course of a school year. With intimate glimpses into homes, classrooms, cafeterias, and principals' offices, the film offers insight into the lives of bullied, ridiculed children. Historically, seemingly small instances of labeling and ridicule have catastrophic consequences for the marginalized groups involved. This film brings those "small" instances into the spotlight, creating a space to discuss the effects of bullying. The accompanying guide tells the personal stories of those bullied, and suggests that improving school climate takes fostering a reflective and engaging learning community. The Pre-Viewing section includes four readings designed to introduce the concept of bullying, provide some general information about its prevalence, and build some understanding of its causes, effects, and complexity before you show the film. This section also provides a brief preview of each story in the film with guiding questions to help viewers begin to process the film as they view it. The Post-Viewing section includes several readings that explore themes such as friendship, adult intervention, and upstanders and bystanders. The readings in this section focus on specific scenes in the film, and they are designed to help viewers process some of the film's challenging, personal moments. Each reading also draws on recent scholarship and expert perspectives to build an intellectual framework for understanding the experiences of the young people and adults portrayed in the film. Many of the readings throughout this guide are followed by Classroom Suggestions, which reference specific strategies and activities that Facing History and Ourselves has found effective in facilitating meaningful discussions about sensitive topics. The emphasis in all of these discussion strategies is on making sure that every voice is heard and valued. The research on bullying tells us that it is in just these types of environments that bullying is least likely to take hold. Finally, most of the readings in this guide include "Connections"--questions that explore and extend the themes in the readings. ED573651 A Guide to the Film "BULLY": Fostering Empathy and Action in Schools. A Facing History and Ourselves Guide Facing History and Ourselves 2013-00-00 978-0-9837870-7-5 Teachers 40 Facing History and Ourselves. 16 Hurd Road, Brookline, MA 02445. Tel: 617-232-1595; Fax: 617-232-0281; Web site: http://www.facinghistory.org N/A https://www.facinghistory.org/books-borrowing/guide-film-bully-fostering-empathy-and-action-schools 2017 ERIC JAN2020

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Yes Foreign Countries Second Language Learning English Language Learners Informal Education Language Proficiency Expertise Time on Task Independent Study Eaton, Sarah Elaine Journal Articles Reports - Evaluative Speeches/Meeting Papers Canada (Winnipeg) ISSN-1914-1726 English Adult learners of English as an Additional Language (EAL) in Canada do not receive sufficient instruction through classes alone to achieve distinguished levels of proficiency or develop high levels of expertise. This article will explore what is meant by proficiency and look at language learning in terms of the model that has commonly become known as "the 10,000 hour rule" of expertise. This paper attempts to answer the question, what would it take for an EAL learner in Canada to achieve the 10,000 hours necessary to achieve high levels of expertise in language proficiency? Three adult EAL programs in Winnipeg are considered for the number of instructional hours that they offer, and how informal learning is necessary to supplement classroom instruction in order to achieve 10,000 hours of dedicated practice necessary to develop expertise. Recommendations are offered to help educators and learners understand the important role of self-regulated, in-formal learning in achieving language proficiency. [Note: This paper was presented as the keynote address at the 2012 TEAM Conference held on May 18, 2012 in Winnipeg.] ED573652 Applying the "10,000-Hour Rule" to English Language Learning: Or, Why Informal Learning Is Essential to Achieving Language Proficiency Online Submission TEAL Manitoba Journal v28 n2 p4-8 Sep 2012 2012-09-00 8 N/A 2017 15 As Provided JAN2020

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Yes Teaching Methods Story Telling Interpersonal Competence Skill Development Preschool Children Pretests Posttests Retention (Psychology) Experimental Groups Control Groups Likert Scales Program Development Program Implementation Statistical Analysis Psychological Patterns Self Control Student Adjustment Coping Peer Influence Verbal Communication Communication Skills Goal Orientation Listening Skills Task Analysis Foreign Countries Pekdogan, Serpil Journal Articles Reports - Research Turkey English The aim of this study is to investigate the effect of Story-Based Social Skills Training Program on the social skill development of 5-6 year-old children. In the study, the pre-test/post-test and retention test experimental design with a control group was used. 5-6 year-old 60 (30 experimental, 30 control) preschool children participated in the study. Story-Based Social Skills Training Program was administered to the children in the experimental group twice a week for 5 weeks. Social Skills Evaluation Scale developed by Avcioglu (2007) was used for data collection. ANCOVA and t test were used for data analysis. The study showed that the difference between the social skill scores of experimental group and control group was significant (p<0.05) and the training program had a continued effect. ED573653 Investigation of the Effect of Story-Based Social Skills Training Program on the Social Skill Development of 5-6 Year-Old Children Online Submission Education and Science v41 n183 p305-318 2016 2016-00-00 14 N/A 2017 36 As Provided JAN2020

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Yes Information Utilization Inquiry Educational Research Partnerships in Education Data Longitudinal Studies School Districts Capacity Building Parent Participation Program Implementation Group Dynamics Accountability After School Programs National Programs Disadvantaged Youth Youth Programs College School Cooperation Elementary Secondary Education Biag, Manuelito Gerstein, Amy Fehrer, Kendra Sanchez, Monika Sipes, Laurel Collected Works - General Reports - Research California California (San Francisco) Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) English Higher Education Postsecondary Education Elementary Secondary Education The four case examples presented in this brief are drawn from the Gardner Center's substantial experience conducting rigorous research in research-practice partnerships. The first case describes a partnership approach that enhances a school district's capacity to use integrated longitudinal data to tackle persistent problems of practice and monitor students' development. The second case exemplifies how an equitable research model, grounded in mutualism and sensitive to cultural nuances, can be leveraged to elevate the experience marginalized communities. The third case furthers knowledge about the implementation process and partnership dynamics within a Promise Neighborhood initiative, specifically as stakeholders negotiate accountability demands with the need for more actionable information. The final case highlights strategies that foster partnership within a national professional learning network that is working to build out-of-school time systems using data to improve programming for underserved youth. ED573654 Data Use and Inquiry in Research-Practice Partnerships: Four Case Examples John W. Gardner Center for Youth and Their Communities 2016-04-00 12 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 As Provided JAN2020

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Yes School Districts Educational Change Career Readiness College Readiness Citizenship Education Transformative Learning Learner Engagement Constructivism (Learning) Equal Education Public Education Accountability Common Core State Standards Faculty Development Administrator Role Partnerships in Education Adult Learning Educational Improvement Capacity Building Critical Thinking Social Influences Ruiz de Velasco, Jorge Reports - Evaluative California Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) English Adult Education The learning demands of college, career, and civic readiness imply that all young people in public schools must have access to deeper learning opportunities that will prepare them to master rigorous academic content, think critically, work collaboratively, and learn to apply classroom learning to real-world contexts. As well, districts are being called on to play a central role in developing the strategies, capacities, and professional accountability systems that are equal to these new learning goals. Against this policy backdrop, the California CORE district leaders have joined in a long-term collaborative to explore common strategies for advancing student achievement in their individual districts. This brief begins by defining deeper learning and explores its importance to educational equity and the goal of college and career and civic readiness for all public school youth. We conclude with an examination of how the CORE district leaders have collaborated with the Gardner Center, Transforming Education, and other partners to design a school accountability system that ensures equitable access to deeper learning opportunities for all youth by focusing on a process of district-led, continuous organizational learning and improvement. ED573655 The CORE Districts and Deeper Learning John W. Gardner Center for Youth and Their Communities 2015-12-00 12 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 As Provided JAN2020

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No STEM Education College Students Guides Guidelines Disabilities Autism Attention Deficit Disorders Student Experience Student Behavior Study Skills Self Management Student Personnel Services Parent Participation Oslund, Christy Books Guides - Non-Classroom English Higher Education Postsecondary Education The STEM fields (Science, Technology, Engineering and Math) attract many students with autism, ADD, affective disorders and related invisible disabilities who are highly intelligent and analytical, but who, upon entering higher education, may find that they struggle with independent living and a different way of learning. This is a preparation guide for students and their families that explains everything they need to know about the university experience including classroom behavior, study skills, self-reliance, accessing support services, and when parents should and should not get involved. Offering practical advice and strategies, this is a useful handbook that students can refer to again and again throughout their college years guiding them on their paths to becoming the inventors, scientists, engineers, and computer entrepreneurs of the future. ED573656 Succeeding as a Student in the STEM Fields with an Invisible Disability: A College Handbook for Science, Technology, Engineering, and Math Students with Autism, ADD, Affective Disorders, or Learning Diffculties and Their Families Jessica Kingsley Publishers 2013-00-00 978-1-84905-947-3 Students Parents 160 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/usa/succeeding-as-a-student-in-the-stem-fields-with-an-invisible-disability.html 2017 As Provided JAN2020

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Yes Recess Breaks Physical Activities Play Inclusion Bullying Educational Environment Peer Relationship Program Effectiveness Student Participation Comparative Analysis Regression (Statistics) Control Groups Experimental Groups Elementary School Students Barriers Attendance Patterns Observation Correlation Student Characteristics Leos-Urbel, Jacob Sanchez, Monika Reports - Research California (San Francisco) Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) English Elementary Education Playworks is a program that aims to create "safe, inclusive school environments where kids can grow, lead, and thrive" (Playworks, 2013a). Through trained, full-time coaches focused on recess in low-income elementary schools across the country, Playworks provides opportunities for inclusive play, and physical activity. Based on prior research indicating that Playworks can improve school climate and reduce bullying, the Robert Wood Johnson Foundation, Playworks, and two San Francisco Bay Area school districts partnered with the Gardner Center to study whether the positive outcomes of the Playworks program may reduce absenteeism by decreasing student aversion to coming to school. This study focuses on elementary and K-8 schools and students participating in Playworks and includes a comparison group of students in similar schools not currently participating in Playworks. The research design includes a series of multivariate regression analyses estimating the relationship between Playworks participation and student attendance. The following are appended: (1) Research Methodology; and (2) Tables of Regression Coefficients. ED573657 The Relationship between Playworks Participation and Student Attendance in Two School Districts John W. Gardner Center for Youth and Their Communities 2015-03-00 Robert Wood Johnson Foundation 30 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 25 As Provided JAN2020

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Yes College Students African American Students Males Access to Education Academic Achievement Educational Practices Barriers Academic Persistence College Applicants Selective Admission Paying for College Student Financial Aid Racial Bias Stereotypes Dropouts Student Experience Low Income Groups First Generation College Students Equal Education Educational Background Literature Reviews Culturally Relevant Education Mentors Family Involvement Social Development Emotional Development Dukakis, Kara Duong, Nina Ruiz de Velasco, Jorge Henderson, Jamila Reports - Evaluative Information Analyses Stanford University, John W. Gardner Center for Youth and Their Communities (JGC) English Higher Education Postsecondary Education Conducted by researchers at the Gardner Center at the request of the College Futures Foundation, this literature review examines challenges and promising practices for increasing college access and completion among boys and young men of color. Wide gaps in college enrollment and persistence remain, even among, for example, Black and Latino boys who reach the end of high school academically prepared for postsecondary education. Consequently, this review moves beyond issues of academic preparedness to other factors that appear to mediate college access and success for boys and young men of color. Drawn from the available literature, the following key challenges represent the primary obstacles for boys and young men of color as they prepare for college and persist toward completion: (1) college undermatch; (2) imperfect financial aid information and support; (3) racial and stereotype threat linked to high school and post-secondary dropout; (4) experiences of boys and young men of color as low-income, first-generation-to-attend students; and (5) lack of equity-focused institutional practices in K-12 and postsecondary education. Overall, the available literature indicates that a combination of individual interventions and institutional reforms is the optimum path towards supporting this population to enroll in and complete college. The literature shows that the most promising interventions emphasize identity development; strong relationships with adults and peers; high expectations from adults; group learning opportunities; family engagement; fostering a sense of belonging; and more. ED573658 College Access and Completion among Boys and Young Men of Color: Literature Review of Promising Practices John W. Gardner Center for Youth and Their Communities 2014-08-00 College Access Foundation of California 27 John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu N/A 2017 72 As Provided JAN2020

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Yes Socialization Emotional Development Early Childhood Education Preschool Education Literature Reviews Educational Strategies Classroom Environment Teachers Faculty Development O'Conner, Rosemarie De Feyter, Jessica Carr, Alyssa Luo, Jia Lisa Romm, Helen Information Analyses Reports - Research Regional Educational Laboratory Mid-Atlantic (ED) ICF International English Early Childhood Education Preschool Education Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the third in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4). This report provides educators with teacher and classroom strategies to promote social and emotional learning. Resources on teacher and classroom strategies to promote social and emotional learning are appended. [For part 1, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245," see ED572721. For part 2, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246," see ED572722. For part 4, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248," see ED572724.] ED572723 A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Teacher and Classroom Strategies that Contribute to Social and Emotional Learning (Part 3 of 4). REL 2017-247 Regional Educational Laboratory Mid-Atlantic 2017-02-00 16 Regional Educational Laboratory Mid-Atlantic. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 32 As Provided JAN2020 Yes EDIES12C0006 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=443

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Yes Socialization Emotional Development Early Childhood Education Preschool Education Literature Reviews Outcomes of Education Interpersonal Competence Academic Achievement Preschool Children Low Income Students Minority Group Students Gender Differences English Language Learners Rural Urban Differences Rural Schools Urban Schools O'Conner, Rosemarie De Feyter, Jessica Carr, Alyssa Luo, Jia Lisa Romm, Helen Information Analyses Reports - Research Regional Educational Laboratory Mid-Atlantic (ED) ICF International English Early Childhood Education Preschool Education Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the fourth in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4). This report presents the outcomes of social and emotional learning in different student populations and settings. [For part 1, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245," see ED572721. For part 2, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246," see ED572722. For part 3, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Teacher and Classroom Strategies that Contribute to Social and Emotional Learning (Part 3 of 4). REL 2017-247," see ED572723.] ED572724 A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248 Regional Educational Laboratory Mid-Atlantic 2017-02-00 13 Regional Educational Laboratory Mid-Atlantic. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 26 As Provided JAN2020 Yes EDIES12C0006 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=443

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Yes Foreign Countries Adult Students Nontraditional Students Academic Achievement College Admission Undergraduate Students Educational Indicators Access to Education Educational Practices Indigenous Populations College Applicants Language Proficiency Institutional Research Best Practices Transitional Programs Online Surveys College Faculty Karpinsky, Val Reports - Research Tests/Questionnaires Canada British Columbia Council on Admissions and Transfer (BCCAT) (Canada) English Adult Education Higher Education Postsecondary Education A 2013 British Columbia Council of Admissions and Transfer (BCCAT) research report suggested the need to continue research on mature students for the sake of ensuring access to postsecondary education (PSE) for adults and other categories of non-traditional students. The 2013 report laid a basis for this study which investigates key elements of undergraduate mature student admissions in BC. The study objectives included the following: (1) To review existing practices in assessing mature applicants for admission; (2) To identify indicators of mature (non-traditional) student preparedness that are not related to high school grades; (3) To identify subcategories of mature students that may require different means of assessment; (4) To identify successful practices in creating opportunities for access; and (5) To identify areas for future research and, if appropriate, the development of suggested practices. Research literature recognizes that mature student admission characteristics differ from those that are used to measure traditional student success. Mature students require appropriate admissions policies and practices to address their characteristics and circumstances. Mature student subcategories (such as Aboriginal mature students, or mature student applicants with dependents, and with career and/or life experience) were identified to enable consideration of their characteristics in the admissions process. Some of the mature student preparedness indicators, such as the mature student applicant's English language proficiency, the match to the institution/faculty/program, and the applicant's ability to envision him/herself as a student were found to be more important that other factors. Building upon the limited institutional research performed to date, new institutional research could further explore mature student preparedness indicators, as well as policies and practices which could create institutional and system barriers for mature students. Post-secondary institutions are encouraged to share best practices for mature students (e.g., in assisting mature applicants and students facing the life/work balance challenge or self-confidence concerns) and to develop research and action plans with the aim of improving mature students' access and participation in BC's post-secondary system. The following are appended: (1) Questions Used in the Interviews; and (2) Survey Instrument. ED573310 Admissions Indicators and Practices Leading to the Success of Mature Students British Columbia Council on Admissions and Transfer 2016-04-00 33 British Columbia Council on Admissions and Transfer. 709-555 Seymour Street, Vancouver, BC V6B 3H6, Canada. Tel: 604-412-7700; Fax: 604-683-0576; e-mail: info@bccat.ca; Web site: http://www.bccat.ca N/A 2017 19 ERIC JAN2020

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Yes Foreign Countries Mathematics Anxiety Secondary School Students Semi Structured Interviews Student Surveys Likert Scales Correlation Academic Achievement Test Anxiety Mathematics Tests Academic Persistence Learner Engagement Scores Ng, Lay Keow Speeches/Meeting Papers Reports - Research Singapore Mathematics Education Research Group of Australasia English Secondary Education The detrimental consequences of mathematics anxiety have repeatedly been evidenced empirically, yet little is known of its influence on secondary school students in Asia. This study thus examined its origins and impact on 294 secondary students in Singapore through interviews and surveys. Results revealed an average anxiety level of 44% and a negative correlation with achievement. Of the top 5 situations that worried students, 4 were test-related. Nonetheless, highly anxious students continued to persevere and enjoy the subject. ED573311 Mathematics Anxiety in Secondary School Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 16 As Provided JAN2020

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No Early Childhood Education Change Agents Social Change Inclusion Education Courses Special Education Teacher Education Graduate Students Teacher Educators Rausch, Alissa Dissertations/Theses - Doctoral Dissertations Colorado (Denver) English Early Childhood Education Higher Education Postsecondary Education The purpose of this study was to evaluate a new course developed for students in the early childhood education (ECE) graduate and/or licensure in early childhood special education (ECSE)--a Colorado teacher licensure program--in the School of Education and Human Development at CU Denver. The study explored graduate students' learning in a course on social change agency in order to understand the extent to which personal and professional experiences coupled with course experiences impact the learning and perceived competence of students to act as agents of social change and the ways teacher educators can better support students' learning of the content. The problem of practice--the lack of quality inclusion for children with special rights--is discussed in the introduction. It is followed by an extensive review of the literature that informs (1) the components of the course, (2) the reasons why social change agency is important for early educators, and (3) a discussion of the proposed theoretical framework. The methodology for the study is also shared. Results, discussion, and recommendations for future work are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572074 Early Educators as Agents of Social Change for Inclusive Practices: An Action Research Study ProQuest LLC Ed.D. Dissertation, University of Colorado at Denver 2016-00-00 978-1-3397-5776-6 153 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112623 2017 As Provided JAN2020

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No Preservice Teachers Self Efficacy Skill Development Evidence Based Practice Educational Practices Teacher Education Programs Pedagogical Content Knowledge Communities of Practice Case Studies Educational Strategies Teacher Collaboration Alignment (Education) Field Instruction Will-Dubyak, Kathryn Deeanne Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education Research indicates that teachers benefit from education coursework in their preparation that provides opportunities to develop and practice pedagogical understandings (Darling-Hammond, 2000, 2006). Research also indicates that opportunities to enact learning from coursework are beneficial in teacher efficacy development within teacher preparation (Tschannen-Moran, 2007). Therefore, teacher education programs need to examine their structures and practices in an effort to provide the opportunities to enact their coursework to develop teachers' pedagogical understandings and teacher efficacy. What needs to be better understood are the actual structures and strategies within the communities of practice that provide and encourage opportunities for growth of teacher efficacy for pre-service teachers. A case study methodology was used to explore the structures and strategies that pre-service teachers identified as contributing to the development of teacher efficacy within the collaborative cohort during the fall 2015 semester in a teacher education preparation program located in the Rocky Mountain West. The findings suggest that (a) school communities matter as a context for pre-service teacher efficacy development, (b) purposeful, aligned, situated learning experiences which bridge course and field work contribute to efficacy development, and (c) a mindset of continual professional growth within practice develops confidence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572075 Pre-Service Teacher Efficacy Development within Clinically-Based Practice: Examining the Structures and Strategies in the Collaborative Cohort ProQuest LLC Ed.D. Dissertation, Montana State University 2016-00-00 978-1-3397-5241-9 189 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112068 2017 As Provided JAN2020

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Yes College Presidents State Universities Educational Planning Educational Improvement Academic Persistence Courses Academic Degrees Strategic Planning Academic Achievement Institutional Mission Educational Objectives Geographic Regions Educational Strategies School Holding Power Academic Support Services College School Cooperation School Districts Reports - Descriptive Ohio Ohio Board of Regents English Higher Education Postsecondary Education In accordance with Ohio Amended Substitute House Bill 153, the Chancellor of the Board of Regents submitted to the state Legislature and the Governor an action Plan, developed in consultation with Shawnee State University (SSU) that assures the Shawnee State Supplement will be used to promote the goals of improving course completion, increasing the number of degrees conferred, and furthering the university's mission of service to the Appalachian region. Building upon SSU's current successes, the Chancellor has developed a Plan that will achieve the following three goals to propel SSU into an even brighter future: (1) Beginning with first-time in college students entering in the fall of 2013, Shawnee State University will improve the rate of successfully completed courses, as compared to the AY11-12 (both semesters) course completion rate, by 1-3% for each class entering for the next ten years; (2) Beginning with first-time in college students entering in the fall of 2013, Shawnee State University will increase the number of students earning associate and/or baccalaureate degrees, as defined by IPEDS, by 1-3% for each class entering in the successive 10-year period; and (3) Shawnee State University will further its service to the Appalachian region by strengthening relationships with key regional employers and school districts. ED572725 The Chancellor's Plan for Shawnee State University to Improve Course Completion, Retention, and Graduate Rates Ohio Board of Regents 2012-00-00 14 Ohio Board of Regents. 30 East Broad Street 36th Floor, Columbus, OH 43215-3414. Tel: 614-466-6000; Fax: 614-466-5866; e-mail: regents@regents.state.oh.us; Web site: http://regents.ohio.gov N/A 2017 ERIC JAN2020

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Yes Remedial Instruction High School Graduates School Districts College Freshmen Student Placement Public Schools Public Colleges Community Colleges Enrollment College School Cooperation Educational Counseling College Readiness Alignment (Education) At Risk Students State Legislation Educational Legislation Reports - Evaluative Ohio Ohio Department of Education Ohio Department of Higher Education English High Schools Secondary Education Higher Education Postsecondary Education Two Year Colleges In fulfillment of Ohio Revised Code 3333.041 (A) (1), the Chancellor of the Department of Higher Education has published a listing by school district of the number of the 2014 high school graduates who subsequently attended a state institution of higher education in academic year 2014-2015. The listing provides the percentage of each district's graduates who were required to enroll in a non-credit-bearing remedial course in English or mathematics prior to enrolling in credit-bearing courses generally required for first-year students. The listing is posted online at: https://www.ohiohighered.org/data-reports/college-readiness. In fulfillment of Ohio Revised Code and 3345.061 (H), the Chancellor of the Department of Higher Education and the Superintendent of Public Instruction submitted this 2014 Ohio Remediation Report. This report provides a review of the data, an overview of Ohio's Remediation-Free Guarantee and recommendations for future strategies to reduce the need for remediation. [For the report from the previous year, "2014 Ohio Remediation Report," see ED561187.] ED572726 2015 Ohio Remediation Report Ohio Department of Higher Education 2015-12-00 14 Ohio Department of Higher Education. 25 South Front Street, Columbus, OH 43215. Tel: 614-466-6000; Fax: 614-466-5866; Web site: https://www.ohiohighered.org/ N/A 2017 ERIC JAN2020

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Yes STEM Education Graduate Study Educational Objectives Goal Orientation Models Labor Force Development Participation Research Professional Development Partnerships in Education Evidence Based Practice Change Strategies Scientific Research Employment Qualifications Strategic Planning Reports - Descriptive National Science Foundation (NSF) English Higher Education Postsecondary Education Graduate education plays a central role in advancing the Nation's science and engineering research enterprise. It is also increasingly the means by which the Nation develops a diverse and highly technical Science Technology Engineering and Mathematics (STEM) professional workforce. The view that graduate education in STEM disciplines is an essential asset for achieving national priorities is one of the foundational principles for the "Federal STEM Education 5-Year Strategic Plan." The primary purpose of this Strategic Framework for Investments in Graduate Education is to state the Foundation's goals in supporting graduate education, and to formulate a set of strategic objectives that describe the ways that NSF plans to meet those goals. The first section of this framework describes the rationale for its creation and outlines the coordination strategy for its development and implementation. The next section discusses the importance of graduate STEM education to the Nation's scientific discovery and innovation. It presents the need to better prepare students for today's jobs and those of the future, and summarizes the primary challenges facing graduate education. The framework then presents three goals that serve as the foundation of the NSF investments in graduate education, along with a set of strategic objectives for these investments: (1) Advance Science and Engineering (S&E) Research; (2) Broaden Participation to Promote Excellence in Research and Build the Next Generation STEM Workforce; and (3) Build Effective Models of Graduate Education and Workforce Development. Five strategic objectives demonstrate how the Foundation will advance these goals over the next five years. The following are appended: (1) NSF Investments in Graduate Education; (2) Selected Contributing Programs for Strategic Objectives; and (3) Issues for Further Discussion. ED571829 The National Science Foundation Strategic Framework for Investments in Graduate Education. FY 2016-FY 2020. Revised National Science Foundation 2016-06-00 21 National Science Foundation. 4201 Wilson Boulevard, Arlington, VA 22230. Tel: 703-292-7000; e-mail: NSBoffice@nsf.gov; Web site: http://www.nsf.gov N/A 2017 13 ERIC JAN2020

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Yes Grade 12 Outcomes of Education High School Students Vocational Education Academic Education College Readiness Career Readiness Learner Engagement Attendance Discipline Enrollment Comparative Analysis Quasiexperimental Design Statistical Analysis Suspension High School Graduates Postsecondary Education College Admission Grade Point Average Academic Persistence Fitzgerald, Robert Ottem, Randolph Hufford, Justine Reports - Research California Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE) RTI International National Center for Innovation in Career and Technical Education (NCICTE) (ED) English Grade 12 Secondary Education High Schools Postsecondary Education Higher Education This report examines outcomes for grade-12 students in academic years (AY) 2010-11, 2011-12, and 2012-13 who were enrolled in a Linked Learning certified pathway (LLCP) in California. Outcomes include student engagement in learning, measured by high school attendance and discipline events, as well as college readiness and postsecondary enrollment. The analyses in this report are conducted using observational data. Therefore, quasi-experimental statistical methods are used along with crosstabular analysis to compare outcomes for these students with outcomes for similar students who did not participate in a pathway program. Propensity score matching and regression adjustment for differences in baseline characteristics between the LLCP and the matched comparison group that fell between 0.05 and 0.25 standard deviations were used to compare the two groups of grade-12 students (those in an LLCP and those who were not) in three AY cohorts. Among the highlights of the analyses conducted for this report are the following: (1) There were mixed findings for the association between participation in an LLCP and measures of student engagement as measured by attendance and disciplinary events in grade 12; (2) Grade-12 students in all three cohorts who participated in an LLCP had a higher probability of graduating from high school than students in the matched comparison group; (3) Grade-12 LLCP students in the AY 2011-12 cohort were more likely to complete the course work and GPA requirements for admission to both the University of California (UC) and the California State University (CSU) than matched comparison group students, while among AY 2012-13 students, LLCP participants were more likely to complete these requirements for admission to a CSU than the comparison group; (4) There were contradictory findings for UC and CSU grade point averages calculated without respect to whether a student completed the 15 courses necessary for admission; and (5) There was no difference in the probability of enrolling in postsecondary education for AY 2010; however, AY 2011-12 LLCP students were more likely than comparison group students to have enrolled in postsecondary education. The following are appended: (1) List of Linked Learning Certified Pathways Included in the Analyses by District; (2) Description of Linked Learning Certified Pathways Included in the Study; (3) Variables Used in Analyses; (4) Logit Regressions Used to Estimate Propensity Scores; (5) Baseline Equivalence Tables after Matching on the Propensity Score; (6) Figures; (7) Descriptive Statistics for Outcome Measures for Overall and Matched Samples, by Cohort; (8) Certification Criteria for Linked Learning Pathways; and (9) Definitions of Statistical Terms Used. ED571830 The Effect of Linked Learning Certified Pathways on Selected Student Outcomes Office of Career, Technical, and Adult Education, US Department of Education 2016-06-00 125 Office of Career, Technical, and Adult Education, US Department of Education. Tel: 877-433-7827; e-mail: edpubs@edpubs.ed.gov; Web site: www2.ed.gov/ovae N/A 2017 27 ERIC JAN2020 EDVAE12C0051

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Yes Disabilities Information Technology Assistive Technology Citizenship Education Employment Health Well Being Independent Living Barriers Accessibility (for Disabled) Access to Computers Technological Advancement Public Policy Inclusion Federal Legislation Civil Rights Legislation Treaties Civil Rights Reports - Descriptive Rehabilitation Act 1973 Americans with Disabilities Act 1990 National Council on Disability English The National Council on Disability (NCD) recognizes that technology is essential to the full realization of citizenship for people with disabilities. Yet society has not evolved to the point where this population uses technology to the extent needed to enjoy the rights of full citizenship, as recognized by the Constitution. As technology continues to evolve at a rapid pace, it is important to consider factors that can facilitate or impede technology adoption and use by people with disabilities. Thus, NCD has committed the 2016 "Progress Report" to technology. The report focuses on information and communication technology (ICT) but also addresses other forms of assistive technology. To encourage the use and access of technology among all members of society, NCD proposes a Technology Bill of Rights for People with Disabilities. The 2016 "Progress Report" begins by offering insight on how technology can contribute to the lives of people with disabilities in the areas of education, employment, health and well-being, and independent living. Although the report is limited to these four broad topics, many of the principles described in this report can be applied across different settings. Next, the report identifies and describes common barriers that interfere with the ability of people with disabilities to use ICT and ICT-related assistive technology. The report then looks to the future of technology. It identifies how people with disabilities, the technology industry, and others can capitalize on the opportunities that accompany emerging and innovative technologies to maximize daily functioning. Federal legislation and international policies that can impact how people with disabilities can benefit from technology are addressed next. Finally, the report offers recommendations to the President, Congress, and federal agencies; the technology industry; and other private and public sector entities on policies and practices that promote opportunities for people with disabilities to experience the full realization of citizenship with the use of technology. Recommendations to promote the full rights of citizenship through accessible technology is included: (1) Recommendations for the President, Congress, and federal agencies; (2) Recommendations for the technology industry; and (3) Recommendations for the private sector and local and state public sectors. The following in are appended: (1) Twitter Chat Summary; and (2) Glossary of Terms. [For the executive summary, "National Disability Policy: A Progress Report, 2016. Executive Summary," see ED571832.] ED571831 National Disability Policy: A Progress Report, 2016 National Council on Disability 2016-10-07 97 National Council on Disability. 1331 F Street NW Suite 850, Washington, DC 20004. Tel: 202-272-2004; Fax: 202-272-2022; Web site: http://www.ncd.gov/ N/A 2017 123 ERIC JAN2020

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Yes Remedial Instruction High School Graduates School Districts College Freshmen Student Placement Public Schools Public Colleges Community Colleges Enrollment College School Cooperation Educational Counseling College Readiness Alignment (Education) At Risk Students State Legislation Educational Legislation Reports - Evaluative Ohio Ohio Department of Education Ohio Department of Higher Education English High Schools Secondary Education Higher Education Postsecondary Education Two Year Colleges In fulfillment of Ohio Revised Code 3333.041 (A) (1) the Chancellor of the Department of Higher Education has published a listing by school district of the number of the 2015 high school graduates who subsequently attended a state institution of higher education in academic year 2015-2016. The listing provides the percentage of each district's graduates who were required to enroll in a non-credit-bearing remedial course in English or mathematics prior to enrolling in credit-bearing courses generally required for first-year students. The listing is posted online at: https://www.ohiohighered.org/data-reports/college-readiness. In fulfillment of Ohio Revised Code and 3345.061 (H), the Chancellor of the Department of Higher Education and the Superintendent of Public Instruction submitted this 2016 Ohio Remediation Report. This report provides an overview of Ohio's Remediation-Free Guarantee, a review of the data, and recommendations for future strategies to reduce the need for remediation. [For the report from the previous year, "2015 Ohio Remediation Report," see ED572726.] ED572727 2016 Ohio Remediation Report: For 2015 High School Graduates Enrolling as First-Time Public College Students in 2015-2016 Ohio Department of Higher Education 2016-12-00 10 Ohio Department of Higher Education. 25 South Front Street, Columbus, OH 43215. Tel: 614-466-6000; Fax: 614-466-5866; Web site: https://www.ohiohighered.org/ N/A 2017 ERIC JAN2020

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Yes Teacher Education Programs Individualized Instruction Teacher Educators Teacher Surveys Modeling (Psychology) Preferences Knowledge Level Student Characteristics Teaching Methods Student Evaluation Qualitative Research Methods Courses Likert Scales Lockley, Jeannie Jackson, Nykela Downing, Allison Roberts, Jalynn Reports - Research Tests/Questionnaires English Higher Education Postsecondary Education General education teachers are encouraged in many teacher education programs to differentiate instruction. The question was if instructors in teacher education programs modeled differentiated instruction (DI) in their teacher education programs. University instructors in teacher education programs were surveyed about their use of DI. DI included different variables related to preassessment for student learning preferences, strengths, and content, use of differing teaching methodologies and assessing. Fewer than half who responded preassessed their students for their learning preferences, strengths, and content knowledge. Almost all participants responded they differentiated the way they taught course material, their methodology. About half indicated differentiating the way they assessed. Qualitative responses indicate instructors noted an importance of modeling the use of DI in a teacher education program, but that they struggled with implementing it themselves. They also indicated it was easier to implement DI in a methods (pedagogy) course than in content (e.g., mathematics, English) courses. Overall, participants did utilize DI in their teacher education program on some level. The differentiated instruction survey is appended. ED572728 University Instructors' Responses on Implementation of Differentiated Instruction in Teacher Education Programs Online Submission 2017-00-00 46 N/A 2017 38 As Provided JAN2020

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Yes Higher Education Resource Units Computer Uses in Education College Faculty National Surveys Teacher Surveys Educational Resources Adoption (Ideas) Teacher Role Comparative Analysis Barriers Access to Information Open Source Technology Allen, I. Elaine Seaman, Jeff Reports - Research Tests/Questionnaires Babson Survey Research Group Pearson English Higher Education Postsecondary Education Awareness and adoption of open educational resources (OER) has yet to enter the mainstream of higher education. Most faculty remain unaware of OER, and OER is not a driving force for faculty decisions about which educational materials to adopt. This report builds on several previous Babson Survey Research Group efforts exploring the role of OER in higher education. The current research is designed to do two things: determine if the previous results observed among higher education teaching faculty have changed over time, and explore the factors driving these trends in more depth. A nationally representative faculty sample is used in this analysis--designed to be representative of the overall range of faculty teaching in U.S. higher education. A total of 2,144 faculty responded to the survey, representing the full range of higher education institutions (two-year, four-year, all Carnegie classifications, and public, private nonprofit, and for-profit) and the complete range of faculty (full- and part-time, tenured or not, and all disciplines). The responses were compared for 35 unique categories based on the 2005 Carnegie Classification of Institutions of Higher Education. Key findings include: (1) Faculty are not very aware of open educational resources; (2) Faculty appreciate the concepts of OER; (3) Awareness of OER is not a requirement for adoption of OER; (4) Faculty judge the quality of OER to be roughly equivalent to that of traditional educational resources (5) The most significant barrier to wider adoption of OER remains a faculty perception of the time and effort required to find and evaluate it; and (6) Faculty are the key decision makers for OER adoption. Tables are appended. ED572730 Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014 Babson Survey Research Group 2014-10-00 William and Flora Hewlett Foundation 52 Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457. Tel: 909-278-7389; Web site: http://www.babson.edu/Academics/centers/blank-center/global-research/Pages/babson-survey-research-group.aspx N/A 2017 ERIC JAN2020

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Yes Mathematics Skills Fractions Predictor Variables Algebra Primary Education Mathematical Concepts Learning Readiness Mathematics Tests Correlation Screening Tests Scoring Questionnaires Scores Foreign Countries Elementary School Students Pearn, Catherine Stephens, Max Speeches/Meeting Papers Reports - Research Australia English Elementary Education Researchers have argued that there are strong links between primary school students' competence with fraction concepts and operations and their algebraic readiness. This study involving 162 Years 5/6 students in three primary schools examined the strength of that relationship using a test based on familiar fraction tasks and a test of algebraic thinking utilising number relations and equivalence. A strong relationship was found between the two, and with some fraction tasks embodying high potential to anticipate algebraic thinking. ED572362 Competence with Fractions in Fifth or Sixth Grade as a Unique Predictor of Algebraic Thinking? Mathematics Education Research Group of Australasia Paper presented at the Annual Mathematics Education Research Group of Australasia (MERGA) Conference (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 14 As Provided JAN2020

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Yes Quality of Life Mathematics Anxiety Preservice Teachers Preservice Teacher Education Critical Incidents Method Professional Identity Cohort Analysis Undergraduate Students Foreign Countries Wilson, Sue Speeches/Meeting Papers Reports - Research Australia English Higher Education Postsecondary Education Mathematics anxiety in primary pre-service teachers' affects their future teaching of mathematics and achievement of students. Data collected via Critical Incident Technique were used to investigate this anxiety as perceived and identified by first year pre-service teachers. This paper proposes the application of the Quality of Life conceptual framework of being, belonging and becoming, as a lens for analysis of these reflections to elucidate the concepts of identity and projective identity. This paper makes a contribution to the frameworks through which primary pre-service teachers' maths anxiety, and its implications for their identity development, might be understood. ED572363 Quality of Life: Domains for Understanding Maths Anxiety in First Year Pre-Service Teachers through Identity Work Mathematics Education Research Group of Australasia Paper presented at the Annual Mathematics Education Research Group of Australasia (MERGA) Conference (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 30 As Provided JAN2020

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Yes Adolescents Patients Participation Alcohol Abuse Self Help Programs Questionnaires Likert Scales Addictive Behavior Psychometrics Residential Programs Outcomes of Treatment Reliability Validity Prosocial Behavior Personality Problems Factor Analysis Correlation Discriminant Analysis Cutting Scores Pagano, Maria E. Kelly, John F. Scur, Michael D. Ionescu, Rebecca A. Stout, Robert N. Post, Stephen D. Journal Articles Reports - Research Ohio ISSN-1055-0496 English The positive outcomes derived from participation in Alcoholics Anonymous-related helping (AAH) found among adults has spurred study of AAH among minors with addiction. AAH includes acts of good citizenship in AA, formal service positions, public outreach, and transmitting personal experience to another fellow sufferer. Addiction research with adolescents is hindered by few validated assessments of 12-step activity among minors. This study provides psychometric findings of the "Service to Others in Sobriety (SOS)" questionnaire as completed by youths. Multi-informant data was collected prospectively from youth self-reports, clinician-rated assessments, biomarkers, and medical chart records for youths (N = 195) after residential treatment. Few youths (7%) did not participate in any AAH during treatment. Results indicated the SOS as a unidimensional scale with adequate psychometric properties, including inter-informant reliability (r = 0.5), internal consistency (alpha = 0.90), and convergent validity (rs = 0.3 to 0.3). Programmatic AAH activities distinguished abstinent youths in a random half-sample, and replicated on the other half-sample. The SOS cut-point of 40 indicated high AAH participation. The SOS appears to be a valid measure of AAH, suggesting clinical utility for enhancing treatment and identifying service opportunities salient to sobriety. [This article was published in "The American Journal on Addictions," v22 n1 p60-66 Jan-Feb 2013.] ED572364 Assessing Youth Participation in AA-Related Helping: Validity of the Service to Others in Sobriety (SOS) Questionnaire in an Adolescent Sample Grantee Submission The American Journal on Addictions v22 n1 p60-66 Jan-Feb 2013 2013-00-00 National Institute on Alcohol Abuse and Alcoholism (NIH) John Templeton Foundation 7 T http://dx.doi.org/10.1111/j.1521-0391.2013.00322.x 2017 32 As Provided JAN2020 K01AA015137 R21AA016762

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Yes Pedagogical Content Knowledge Preservice Teachers Preservice Teacher Education Knowledge Level Mathematical Concepts Mathematical Aptitude Minimum Competency Testing Units of Study Lesson Plans Longitudinal Studies Student Surveys Foreign Countries Watson, Jane Callingham, Rosemary Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education This paper considers the responses of 26 teachers to items exploring their pedagogical content knowledge (PCK) about the concept of average. The items explored teachers' knowledge of average, their planning of a unit on average, and their understanding of students as learners in devising remediation for two student responses to a problem. Results indicated a wide range of performance and a wide range of ability in realtion to a hierarchical statistical PCK scale. Suggestions are made about developing teachers' PCK. [This research was funded by ARC Linkage Grant No. LP0669109 in collaboration with the ABS, Key Curriculum Press, and the Baker Centre for School Mathematics, Adelaide.] ED573066 PCK and Average Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 19 As Provided JAN2020

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Yes Foreign Countries Code Switching (Language) Case Studies Turkish English Semitic Languages Multilingualism Language Acquisition Children Naturalistic Observation Telecommunications Interpersonal Communication Electronic Mail Classification Communicative Competence (Languages) Tunaz, Mehmet Reports - Research Turkey English The purpose of this research was to investigate the early code switching patterns of a simultaneous multilingual subject (Aris) in accordance with Muysken's (2000) code switching typology: insertion and alternation. Firstly, the records of naturalistic spontaneous conversations were obtained from the parents via e-mail, phone calls and researcher's interval observation sessions. After a detailed revision of the records, code switching samples were categorized into two groups: insertion and alternation. Then, the code switching samples performed by the subject were ordered chronologically. It was found that the insertion type of code switching occurs at the earlier stages of multilingual development whereas the alternation type of code switching comes out later. This case indicated that the form of code switching gets more complex and intentional as linguistic competence and awareness enhance. The results as consistent with the explanations of MacSwan (2000) and Koike (1987) who emphasized that code switching develops in parallel with linguistic ability, and it should not be assumed as a deficit in the early simultaneous multilingual development. The study is a considerable case analysis in terms of including Turkish, English, and Arabic in a multilingual context. ED573067 Development of Code-Switching: A Case Study on a Turkish/English/Arabic Multilingual Child Online Submission 2016-09-00 11 N/A 2017 12 As Provided JAN2020

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Yes Higher Education Master Plans Access to Education Success Public Colleges Outcomes of Education Remedial Instruction Educational Quality Student Financial Aid Labor Force Development School Holding Power Graduation Rate College Programs Undergraduate Study Graduate Study Research and Development Reports - Descriptive West Virginia West Virginia State Higher Education Policy Commission, Charleston. English Higher Education Postsecondary Education The West Virginia Higher Education Policy Commission (Commission) has statutory responsibility for developing a five-year statewide master plan for higher education that sets forth system goals, objectives, and strategies and is aligned with meeting the goals of the state. The Legislature has identified in state code eight areas of special emphasis: economic and workforce development, education access and affordability, innovation, student preparation, degree and/or program completion, intra-and inter-system cooperation and collaboration, research, and teaching and learning. This new master plan meets the Commission's statutory obligation for the years 2013 to 2018 and is titled, "Leading the Way: Access. Success. Impact." It sets forth the overarching goals of the state's system of higher education and articulates strategic objectives to be met over its five-year scope. The master plan sets forth how the Commission will work toward the system's goals and provides recommendations for how institutions can help achieve these goals. The role of this master plan is to coordinate the efforts of the various institutions of higher education in the state in a way that recognizes and capitalizes on each institution's unique mission and contributions. Through the compact reporting process, the Commission asks each college and university to set goals consistent with this master plan and the institution's mission and to account for progress toward those goals. This new master plan for higher education renews a broad public agenda for higher education articulated in the previous master plan "Charting the Future," but, consistent with present and future economic needs and specific system challenges, brings to the fore pressing strategic priorities. [To access related reports in ERIC see: "Leading the Way: Access. 2013-18 Master Plan," ED573074; "Leading the Way: Success. 2013-18 Master Plan," ED573072; and "Leading the Way: Impact. 2013-18 Master Plan," ED573080."] ED573068 Leading the Way: Access. Success. Impact. 2013-18 Master Plan West Virginia Higher Education Policy Commission 2013-00-00 40 West Virginia Higher Education Policy Commission. 1018 Kanawha Boulevard East Suite 700, Charleston, WV 25301-2800. Tel: 304-558-2101; Fax: 304-558-5719; Web site: http://wvhepcnew.wvnet.edu N/A 2017 10 ERIC JAN2020

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No Community Colleges Two Year College Students Qualitative Research Working Class Participant Observation Interviews Documentation Content Analysis Student Experience College Freshmen Writing Instruction Teacher Student Relationship Power Structure Literacy Education Urban Schools Social Class Ethnography Morris, Myla Dissertations/Theses - Doctoral Dissertations English Two Year Colleges Higher Education Postsecondary Education This study was designed to build on the existing research on teaching and learning in community college contexts and the literature of college writing in two-year schools. The work of Pierre Bourdieu formed the primary theoretical framework and composition theory was used to position this study in the literature of the college writing discipline. Employing qualitative research methods and a critical working-class perspective, this study reflects a combined data set of participant observation, in-depth personal interview, and document analysis, giving shape to the experiences of fourteen students in one section of a first-year college writing course. This ethnographic study provided fruitful data regarding the nature of student/teacher relationships and students' negotiation of authority in the classroom and in their writing. The results showcase the value of in-depth, qualitative research in college writing classrooms, a perspective with great potential to reveal underlying factors for student behaviors and outcomes in two-year literacy education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572076 Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing ProQuest LLC Ph.D. Dissertation, Temple University 2016-00-00 978-1-3397-5542-7 285 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112388 2017 As Provided JAN2020

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No Common Core State Standards Teacher Attitudes Mixed Methods Research Interviews Program Effectiveness School Districts Program Implementation Sanchez, Gabriela Pantoja Dissertations/Theses - Doctoral Dissertations English The development of the Common Core State Standards (CCSS) came about because of universal concerns that education was not adapting to the changing world and that students were leaving schools unprepared. The CCSS went into effect during the 2014-2015 school year. Due to the rigorous curriculum and higher expectations compared to past State standards, significant changes were required to implement the CCSS. The purpose of this explanatory sequential mixed-methods study was to explore teacher perceptions of the CCSS and their perceptions of their participation in the implementation of the CCSS. This study used the Concerns-Based Adoption Model (CBAM) as a conceptual lens to identify teachers' Stages of Concern (SoC) with regard to CCSS. The SoC revealed teachers were no longer concerned with the subscale of Self (Stages 0-2), and were at the subscale Task (Stage 3), and seemed to be moving towards the subscale of Impact (Stages 4-6) with similar patterns of intensity across years of teaching experience and grade levels taught. Most of the teachers in the study reported positive perceptions of the CCSS. Four themes emerged from the interviews: (a) student benefit, (b) district's choice, (c) district support, and (d) state implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572077 Teacher Perceptions of the Common Core State Standards ProQuest LLC Ed.D. Dissertation, California State University, Stanislaus 2016-00-00 978-1-3397-5830-5 150 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112685 2017 As Provided JAN2020

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Yes High School Graduates Graduation Rate Data Analysis Statistical Data Comparative Analysis High Schools Public Schools Charter Schools Nontraditional Education Nontraditional Students Virtual Classrooms Extended School Year Income Academic Achievement Geographic Location Trend Analysis High School Students Dropouts Minority Group Students African American Students Hispanic American Students Pacific Islanders White Students Cohort Analysis Racial Differences Ethnic Groups DePaoli, Jennifer L. Balfanz, Robert Bridgeland, John Numerical/Quantitative Data Reports - Research Civic Enterprises Johns Hopkins University, Everyone Graduates Center Alliance for Excellent Education America's Promise Alliance English High Schools Secondary Education The nation has achieved an 82.3 percent high school graduation rate--a record high. Graduation rates rose for all student subgroups, and the number of low-graduation-rate high schools and students enrolled in them dropped again, indicating that progress has had far-reaching benefits for all students. This report is the first to analyze 2014 graduation data using new criteria established by the "Every Student Succeeds Act" (ESSA) and the first to show the impact of additional time on graduation rates. The report provides a new national and state-by-state analysis of low-graduation-rate high schools; the number of additional students it will take for the country and each state to reach 90 percent; a look at the validity of graduation rates; and policy recommendations for change. Findings include the following: (1) Nationwide, there are four high-graduation-rate high schools (85 percent Adjusted Cohort Graduation Rate (ACGR) and above) for every one low-graduation-rate high school (67 percent ACGR and below); (2) Twenty-four percent of all high schools were located in cities, but urban areas were home to more than half of 2014 low-graduation-rate high schools; (3) Forty-one percent of low-graduation-rate high schools were regular public schools (non-charter) in 2014; (4) 57 percent of alternative high schools nationwide were low-graduation-rate high schools, while only eight percent of alternative schools were high-graduation rate high schools; (5) Thirty percent of charter schools reporting ACGR in 2014 were low-graduation-rate high schools, and 44 percent were high-graduation-rate high schools; and (6) Roughly 87 percent of virtual schools were low-graduation-rate high schools in 2014. The following are appended: (1) Four-Year Adjusted Cohort Graduation Rates (ACGR), by State and Subgroup, 2013-14; (2) Adjusted Cohort Graduation Rate (ACGR) Change from 2010-11 to 2013-14, by State; (3) Adjusted Cohort Graduation Rate (ACGR) Gaps, by Subgroup and State, 2013-14; (4) Adjusted Cohort Graduation Rate (ACGR) Gap Change, by Subgroup and State from 2010-11 to 2013-14; (5) Estimated Non-Low-Income Adjusted Cohort Graduation Rate (ACGR), Low-Income ACGR, Gap between Low-Income and Non-Low-Income, and Gap Change, by State, from 2012-13 to 2013-14; (6) Adjusted Cohort Graduation Rate (ACGR), by State, Percent Low-Income, ACGR Low-Income, ACGR Estimated Non-Low-Income, Gap between Low-Income and Non-Low-Income, and Gap Change, by State from 2011-2014; (7) Adjusted Cohort Graduation Rate (ACGR, 2013-14) for Students with Disabilities (SWD) versus Non-SWD; (8) Number of High Schools by Different Levels of Promoting Power, 2002-2014; (9) Change of High Schools with Promoting Power of 60 Percent or Less by Locale, 2002-2014; (10) Large High Schools and Students Enrollment by Race/Ethnicity with a 2014 Adjusted Cohort Graduation Rate (ACGR) 67 Percent or Below, 2014; (11) 2014 State On-Pace/Off-Pace to 90 Percent ACGR by Class of 2020; (12) ESSA High Schools with ACGR 67 Percent or Below, by State and Type, 2014; (13) Number of Non-Graduates by State and School Type, 2014; (14) Number and Percentages of Regular High Schools by Type (District, Charter, Virtual), 2014; (15) Number and Percentages of Alternative High Schools by Type (District, Charter, Virtual), 2014; (16) Number and Percentages of Special Education High Schools by Type (District, Charter, Virtual), 2014; (17) Number and Percentages of Vocational High Schools by Type (District, Charter, Virtual), 2014; (18) Four-Year Adjusted Cohort Graduation Rate (ACGR) Data Links, by State; (19) Frequently Used Terms and Definitions; (20) Graduation Rate FAQ; and (21) Civic Marshall Plan Principles. [Data analysis for this report was performed by Vaughan Byrnes and Mark Pierson. This report was edited by Erin Ingram, Kathleen McMahon, Joanna Hornig Fox, and Mary Maushard. For the 2015 report, see ED556759.] ED572731 Building a Grad Nation: Progress and Challenge in Raising High School Graduation Rates. Annual Update 2016 Civic Enterprises 2016-00-00 AT&T State Farm Target Corporation 94 Civic Enterprises. 1828 L Street NW 11th Floor, Washington, DC 20036. Tel: 202-467-8894; Fax: 202-467-8900; e-mail: info@civicenterprises.net; Web site: http://www.civicenterprises.net N/A 2017 ERIC JAN2020

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Yes Student Financial Aid Financial Aid Applicants Evidence Intervention Access to Information Helping Relationship Low Income Groups Randomized Controlled Trials College Attendance Academic Persistence Probability Program Effectiveness Educational Benefits Reports - Evaluative Coalition for Evidence-Based Policy English Higher Education Postsecondary Education U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies ("interventions") that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or marginally effective. Interventions that produce sizable, sustained effects on important life outcomes tend to be the exception. The Top Tier Evidence Initiative seeks to assist policy officials in identifying interventions meeting the Congressional Top Tier evidence standard, defined in recent legislative provisions as "well-designed randomized controlled trials [showing] sizeable, sustained effects on important outcomes." This evidence summary details and evaluates an intervention which provided streamlined assistance in completing the Free Application for Federal Student Aid, or "FAFSA"--which in 2008 was eight pages in length with over 100 questions, and included three additional worksheets with nearly 40 questions. Key elements of the assistance were: (1) specially-designed software used the family's tax return data to answer most items on the FAFSA; (2) the H&R Block tax professional conducted a brief (10 minute) interview with the family to answer the remaining questions; (3) the tax professional provided immediate estimates of the amount of financial aid the targeted family member was eligible for, and the net tuition cost of four nearby public colleges; (4) if all FAFSA information was complete, the tax professional offered to submit the FAFSA electronically to the U.S. Department of Education; and (5) if not all information was complete, a call center phoned the family after the interview to collect answers to the remaining questions and then facilitated submission of the FAFSA to the Department of Education. This intervention increased federal financial aid payments by an average of $375 per participant. The Panel finds that this intervention meets the Congressional Top Tier evidence standard. Intervention benefits and costs are discussed. ED572732 Evidence Summary for H&R Block College Financial Aid Application Assistance. Top Tier Evidence Initiative Coalition for Evidence-Based Policy 2012-05-00 4 Coalition for Evidence-Based Policy. 900 19th Street NW Suite 400, Washington, DC 20006. Tel: 202-380-3571; Fax: 202-380-3624; Web site: http://coalition4evidence.org N/A 2017 2 ERIC JAN2020

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Yes Risk Disease Incidence Substance Abuse Sexually Transmitted Diseases Adolescents Residential Care Sexuality Cocaine Sexual Abuse Social Isolation Acquired Immunodeficiency Syndrome (AIDS) Semi Structured Interviews Regression (Statistics) Sex Education Health Education Pagano, Maria E. Maietti, Candice M. Levine, Alan D. Reports - Research Ohio English A small portion of Americans account for a disproportionate amount of the incidences of sexually transmitted infection observed over a short period of time. Studies with adults have begun to characterize this population, yet there is very little data on adolescent sexually transmitted infection repeaters (STIR). This study explores characteristics associated with STIR among 102 girls and 93 boys (aged 14-18) court-referred for residential treatment. Background characteristics, substance use disorders, risky and interpersonal behaviors, and history of sexually transmitted infections were collected at intake using valid and reliable instruments. A negative binomial logistic regression was performed to determine the background, risky behaviors, and social patterns associated with adolescent STIR. Approximately two out of three adolescents (62%) did not use contraception the last time they had sex, and 15% had at least one sexually transmitted infection recorded in their medical chart. Sexually transmitted infection repeaters entered treatment with higher rates of cocaine abuse (13%) than youth without multiple infections (3%, p < 0.05). History of sexual abuse, having sex with a person who said no, higher exhibitionism, and social estrangement increased the odds of adolescent STIR. Main effects of exhibitionism and social estrangement on increased odds of STIR were more pronounced for sexually abused adolescents. The findings suggest a need for incorporating HIV education during residential treatment to improve health outcomes and intervention strategies that further connectedness for youth and victims of sexual abuse. [This paper was published in "American Journal of Drug and Alcohol Abuse" v41 n3 p230-236 May 2015.] ED572365 Risk Factors of Repeated Infectious Disease Incidence among Substance Dependent Girls and Boys Court-Referred to Treatment Grantee Submission 2015-05-00 National Institute on Alcohol Abuse and Alcoholism (NIH) John Templeton Foundation 15 T 2017 61 As Provided JAN2020 K01AA015137 13591

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Yes Middle School Students Grade 7 Academic Achievement Educational Environment Language Arts Mathematics Middle Schools Surveys Factor Analysis Longitudinal Studies Scores Voight, Adam Hanson, Thomas Reports - Research California Regional Educational Laboratory West (ED) National Center for Education Evaluation and Regional Assistance (ED) WestEd English Middle Schools Secondary Education Junior High Schools Grade 7 Elementary Education A growing number of educators concur that, in order to improve student academic performance, schools need to focus not only on students' academic needs but also on their social, emotional, and material needs (Piscatelli & Lee, 2011). As a result, school climate--the social, emotional, and physical characteristics of a school community (Cohen, McCabe, Michelli, & Pickeral, 2009)--is gaining more attention as a lever to improve student academic performance. Most studies on the relationship between school climate and academic performance assert that a more positive school climate promotes higher academic performance. But evidence of a relationship between the two is weak. These studies generally are based on data collected at a single point in time and compare academic performance across schools with different school climates. They show that academic performance is higher in schools with a more positive school climate at single points in time. However, little evidence exists that changes in school climate over time are associated with changes in academic performance. This study used grade 7 student data from the California Healthy Kids Survey and administrative data for approximately 1,000 middle schools in California for 2004/05-2010/11 to measure students' perceptions about six domains of school climate. Schools with a positive school climate were those in which students reported high levels of safety/connectedness, caring relationships with adults, and meaningful student participation and low rates of substance use at school, bullying/discrimination, and student delinquency. School-level academic performance was measured using grade 7 California Standards Test scores in English language arts and math. The study team examined the relationship between school climate and academic performance across schools to determine whether in a given year California middle schools with a more positive school climate had higher academic performance. The study team also sought to determine how academic performance for a given school improved as school climate improved by examining how changes in school climate over two-year intervals were related to changes in average academic performance. Key findings include: (1) Schools with a more positive student-reported school climate had higher academic performance in English language arts and math; (2) Changes in a school's student-reported school climate over time were associated with changes in academic performance at that school; and (3) The changes in academic performance within a school that were associated with changes in student-reported school climate over time were substantially smaller than the differences in academic performance across schools with different school climate values in a given year. For example, in a given year schools at the 50th percentile on school climate were at the 48th percentile on math performance, on average, while schools at the 60th percentile on school climate were at the 51st percentile on math performance. This finding suggests that an improvement of 10 percentile points in school climate would be associated with an average 3 percentile point increase in academic performance. However, when followed over time, schools with a 10 percentile point increase in student perceptions of school climate averaged a less than 1 percentile point increase in academic performance. The following are appended: (1) School climate domains measured on the California Healthy Kids Survey, grade 7 students; (2) Data and methodology; and (3) Cross-sectional and longitudinal associations between school climate and academic performance in percentile point and standard deviation metrics. ED572366 How Are Middle School Climate and Academic Performance Related across Schools and over Time? REL 2017-212 Regional Educational Laboratory West 2017-01-00 29 Regional Educational Laboratory West. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 27 ERIC JAN2020 Yes EDIES12C0002 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4523

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No Internet Child Safety Bullying Computer Mediated Communication Sexual Harassment Antisocial Behavior Parent Participation Intervention Program Implementation School Policy Models Risk Giant, Nikki Books Guides - Non-Classroom English How can you protect young people from the dangers of the internet, now that they are living increasingly hidden lives online? Cyber bullying, sexual harassment, cyber stalking--these are all risks that young people may face every day, and effective e-safety is more important than ever. This practical, hands-on resource will help you understand issues such as cyber bullying and sexual dangers online, what e-safety is, how to adopt a whole school approach to e-safety, how to involve parents and carers in e-safety, and responding to incidents. It also covers how to implement an e-safety policy, with a complete e-safety model to use. The book also includes activities with photocopiable handouts to teach young people about staying safe online. This easy-to-use manual is essential for school staff and educators, and all those working in youth and community settings. ED573659 E-Safety for the i-Generation: Combating the Misuse and Abuse of Technology in Schools Jessica Kingsley Publishers 2013-00-00 978-1-84905-944-2 Teachers Community Support Staff 144 Jessica Kingsley Publishers. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: jkpmail@presswarehouse.com; Web site: http://www.jkp.com N/A http://www.jkp.com/usa/e-safety-for-the-i-generation.html 2017 As Provided JAN2020

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Yes Educational Environment Educational Research Educational Change Participative Decision Making Long Range Planning Networks Student Participation Information Dissemination School Policy Thapa, Amrit Reports - Descriptive National School Climate Center (NSCC) English School climate research is clearly evolving. The field demands rigorous and empirically sound research that focuses on relating specific aspects and activities of interventions to changes in specific components of school climate. We also need empirical evidence based on sound research techniques on how both interventions and climate affect specific socio-moral, emotional, civic, and cognitive development and the teaching and learning of both students and teachers. Understanding the interactions of these processes in the contexts of interventions will enable schools to successfully adapt interventions that have been shown to promote one or more of these positive outcomes. We need to translate these researches into smarter educational policies to transform low performing schools to better schools and to enhance the quality of lives of our students. The research in school climate points out the need for the individuals, educators in every school community and policy makers to work hand-in-hand to achieve these essential goals. Six effective practices are offered to support school climate integration and sustainability. ED573661 School Climate Research National School Climate Center 2013-00-00 5 National School Climate Center. 341 West 38th Street 9th Floor, New York, NY 10018. Tel: 212-707-8799; e-mail: info@schoolclimate.org; Web site: http://www.schoolclimate.org N/A 2017 22 As Provided JAN2020

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No Early Childhood Education Preschool Children Outcomes of Education Teaching Methods Constructivism (Learning) Literacy Phonics Phonemic Awareness Standards Control Groups Matched Groups Kindergarten Statistical Analysis Language Acquisition Disadvantaged Youth Educational History Program Effectiveness Comparative Analysis Literacy Education Emergent Literacy Literature Reviews Chambers, Bette Cheung, Alan C. K. Slavin, Robert E. Information Analyses Reports - Research Center for Data-Driven Reform in Education (CDDRE) English Early Childhood Education Kindergarten Primary Education This systematic review of research on early childhood programs seeks to identify effective approaches capable of improving literacy and language outcomes for preschoolers. It applies consistent standards to determine the strength of evidence supporting a variety of approaches, which fell into two main categories: "comprehensive approaches," which include phonemic awareness, phonics, and other skills along with child-initiated activities, and "developmental-constructivist approaches" that focus on child-initiated activities with little direct teaching of early literacy skills. Inclusion criteria included use of randomized or matched control groups, evidence of initial equality, a minimum study duration of 12 weeks, and valid measures of literacy and language. Thirty-two studies evaluating 22 programs found that comprehensive early childhood programs that have a balance of skill-focused and child-initiated activities programs had significant evidence of positive literacy and language outcomes at the end of preschool and on kindergarten follow-up measures. Effects were smaller and not statistically significant for developmental-constructivist programs. ED573668 Literacy and Language Outcomes of Comprehensive and Developmental-Constructivist Approaches to Early Childhood Education: A Systematic Review Center for Research and Reform in Education 2016-03-00 Institute of Education Sciences (ED) Spencer Foundation 50 Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: http://education.jhu.edu/research/crre N/A http://www.bestevidence.org/word/early_child_ed_Mar_13_2016.pdf 2017 63 As Provided JAN2020 Yes

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Yes Educational Change Reading Programs Program Evaluation Elementary School Students Poverty Intervention Identification Prevention Reading Difficulties Ability Grouping Language Acquisition Phonemic Awareness Phonics Reading Fluency Tutoring Cooperative Learning Reading Instruction Randomized Controlled Trials Reading Achievement Program Effectiveness Early Childhood Education Educational Benefits Reports - Evaluative Coalition for Evidence-Based Policy English Elementary Education Early Childhood Education U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies ("interventions") that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or marginally effective. Interventions that produce sizable, sustained effects on important life outcomes tend to be the exception. The Top Tier Evidence Initiative seeks to assist policy officials in identifying interventions meeting the Congressional Top Tier evidence standard, defined in recent legislative provisions as "well-designed randomized controlled trials [showing] sizeable, sustained effects on important outcomes." This evidence summary describes and evaluates Success for All, a comprehensive school-wide reform program, primarily for high-poverty elementary schools, with a strong emphasis on early detection and prevention of reading problems before they become serious. Key program elements include: (1) daily 90-minute reading classes, each of which is formed by grouping together students of various ages who read at the same performance level; (2) a K-1 reading curriculum that focuses on language development (e.g., reading stories to students and having them re-tell), teaching students the distinct sounds that make up words (i.e. phonemic awareness), blending sounds to form words, and developing reading fluency; (3) daily one-on-one tutoring (in addition to the classes) for students needing extra help with reading; and (4) cooperative learning activities (in which students work together in teams or pairs) starting in the grade 2 reading classes. Success for All meets the Top Tier Evidence Standard, defined by recent Congressional legislation. Discussion of the study quality and a summary of the intervention's benefits and costs are also provided. ED572733 Evidence Summary for Success for All, in Grades K-2. Top Tier Evidence Initiative Coalition for Evidence-Based Policy 2008-12-00 4 Coalition for Evidence-Based Policy. 900 19th Street NW Suite 400, Washington, DC 20006. Tel: 202-380-3571; Fax: 202-380-3624; Web site: http://coalition4evidence.org N/A 2017 3 ERIC JAN2020

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Yes Urban Schools Small Schools School Choice Poverty Areas High Schools Randomized Controlled Trials Graduation Rate Intervention Educational Change Disadvantaged Schools Principals Personnel Selection Educational Finance Leadership Training Public Schools Partnerships in Education Program Effectiveness Educational Benefits Reports - Evaluative New York (New York) Coalition for Evidence-Based Policy English High Schools Secondary Education U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies ("interventions") that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or marginally effective. Interventions that produce sizable, sustained effects on important life outcomes tend to be the exception. The Top Tier Evidence Initiative seeks to assist policy officials in identifying interventions meeting the Congressional Top Tier evidence standard, defined in recent legislative provisions as "well-designed randomized controlled trials [showing] sizeable, sustained effects on important outcomes." Between 2002-2008, New York City created Small Schools of Choice (SSCs) to replace large public high schools with graduation rates below 45 percent located in disadvantaged communities. The schools were newly created through a competitive process, in which the city invited applications from prospective school leadership teams. Additional SSC features include: (1) new principals and teachers (as opposed to transfers from a large high school that the SSC replaced); (2) start-up funding from the city's Department of Education and philanthropic organizations (such as the Bill and Melinda Gates Foundation); (3) assistance with leadership development, staff hiring, and program start-up from intermediary organizations (such as New Visions for Public Schools); and (4) partnerships with local businesses or nonprofit organizations that offer students learning opportunities inside and outside the classroom. This evidence summary provides a detailed description of the Small Schools of Choice (SSCs) intervention. The Panel finds that this intervention meets the "Near Top Tier" evidence standard. Evidence of effectiveness, discussion of study quality, summary of intervention's benefits and costs, and benefits to society are also discussed. ED572734 Evidence Summary for New York City's Small Schools of Choice. Top Tier Evidence Initiative Coalition for Evidence-Based Policy 2015-03-00 5 Coalition for Evidence-Based Policy. 900 19th Street NW Suite 400, Washington, DC 20006. Tel: 202-380-3571; Fax: 202-380-3624; Web site: http://coalition4evidence.org N/A 2017 5 ERIC JAN2020

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No Secondary School Science Science Programs Middle School Students High School Students Experimental Groups Comparative Analysis Effect Size Science Instruction Technology Education Instructional Materials Textbooks Faculty Development Literature Reviews Technology Uses in Education Control Groups Science Achievement Evidence Cheung, Alan Slavin, Robert E. Kim, Elizabeth Lake, Cynthia Information Analyses Reports - Research Center for Data-Driven Reform in Education (CDDRE) English Secondary Education Middle Schools Junior High Schools High Schools This article reports a systematic review of research on science programs in grades 6-12. Twenty-one studies met inclusion criteria including use of randomized or matched assignment to conditions, measures that assess content emphasized equally in experimental and control groups, and a duration of at least 12 weeks. Programs fell into four categories. Instructional process programs (ES = +0.24) and technology programs (ES = +0.47) had positive sample-size weighted mean effect sizes, while use of science kits (ES = +0.05) and innovative textbooks (ES = +0.10) had much lower effects. Outcomes support the use of programs with a strong focus on professional development, technology, and support for teaching, rather than materials-focused innovations. [For a related record, see ED566985.] ED573669 Effective Secondary Science Programs: A Best-Evidence Synthesis Center for Research and Reform in Education 2015-06-11 Spencer Foundation Institute of Education Sciences (ED) 46 Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: http://education.jhu.edu/research/crre N/A http://www.bestevidence.org/word/sec_science_June_11_2015.pdf 2017 55 As Provided JAN2020 Yes

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Yes Misconceptions Student Evaluation of Teacher Performance Evidence Educational Benefits Teacher Attitudes Feedback (Response) Best Practices Teacher Evaluation Teacher Improvement Teacher Effectiveness Measures (Individuals) Reliability Validity Bias Response Rates (Questionnaires) Benton, Stephen L. Ryalls, Kenneth R. Reports - Evaluative IDEA Center English Data from student ratings of instruction (SRI) are used ubiquitously as a key element in providing instructors with valuable feedback and evaluators with critical student input. Nonetheless, calls for the elimination of SRI continue to appear in academic journals and higher education periodicals. This paper brings to bear the huge body of research on SRI to which so many academics and institutions have contributed. Some of the most egregiously erroneous statements about SRI are rebutted with brief reviews of the readily available compelling evidence. Although some faculty frustrations about misuse of SRI are valid, we argue that inclusion of student voice is critical. Students can provide useful feedback because they have firsthand experience over multiple occasions of what actually occurred in the classroom. Recommendations are made for best practices in using SRI as one of many sources for improving and evaluating teaching. ED573670 Challenging Misconceptions about Student Ratings of Instruction. IDEA Paper #58 IDEA Center, Inc. 2016-04-00 22 IDEA Center, Inc. 301 South Fourth Street Suite 200, Manhattan, KS 66502. Tel: 800-255-2757; Tel: 785-320-2400; e-mail: info@IDEAedu.org; Web site: http://ideaedu.org N/A 2017 141 As Provided JAN2020

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Yes Metacognition Definitions Reflection Learning Strategies Learning Activities Assignments Online Courses Tests Test Format Multiple Choice Tests Essay Tests Millis, Barbara J. Reports - Descriptive IDEA Center English Metacognition has increasingly been recognized as essential for learning. This paper defines metacognition, discusses its importance, and specifies how faculty can nurture it in students to promote positive learning outcomes. The paper then offers extensive examples based on two formats: (1) activities offered before, during, and after lessons or as ongoing assignments in an online course; and (2) quizzes and examinations (tests), whether multiple choice or essay, that can be analyzed for maximizing future performance. ED573671 Using Metacognition to Promote Learning. IDEA Paper #63 IDEA Center, Inc. 2016-12-00 Teachers 9 IDEA Center, Inc. 301 South Fourth Street Suite 200, Manhattan, KS 66502. Tel: 800-255-2757; Tel: 785-320-2400; e-mail: info@IDEAedu.org; Web site: http://ideaedu.org N/A 2017 32 As Provided JAN2020

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Yes College Students Learning Modules Homework Assignments Self Management Introductory Courses Education Majors Special Education Comparative Analysis Pretests Posttests Multiple Choice Tests Teaching Methods Scores Outcomes of Education Reports - Research Vanderbilt University, IRIS Center English Higher Education Postsecondary Education During the 2005-2006 academic year, the impact of IRIS Modules on student learning was conducted to examine how factors related to instructor application of the principles of the How People Learn theory (HPL) affect student learning. The module's content pertained to teaching self-regulation strategies to students. In an introductory class at a large state university aimed primarily at general and special education majors, and with multiple sections offered each semester, three instructors taught the course one semester using the IRIS Module as an independent assignment, considered low HPL (Independently Viewed condition) and the next semester by including portions of the IRIS Module in one of their lectures and then leading a discussion on the module's Initial Thoughts questions, considered high HPL (Instructor Enhanced condition). A total of 480 students were involved across these sections and two conditions. Students in each condition were administered a pretest and post-test, which were composed of both multiple-choice (or closed-ended) and free-response (or open-ended) questions and which presented several scenarios related to teaching self-regulation strategies to students. Responses to these questions involved the application of content covered by the module. The difference between the two module conditions was significantly different with the Viewed Independently group doing somewhat less well on the post-test. Although it was the case that the average post-test score was significantly higher for students in the Instructor-enhanced condition, the gain in learning for both conditions was the same. That is, the difference in post-test scores between the Independently Viewed condition and the Instructor-Enhanced condition was primarily attributable to the fact that students in the former group scored lower on the pretest. This pattern was evident for each of the three instructors. ED572735 Gains in Factual and Applied Knowledge: College Students Using IRIS Modules Assigned as Homework or in Class IRIS Center 2017-00-00 Department of Education (ED) 3 IRIS Center. Available from: Claremont Graduate University. 150 E. 10th Street, Claremont, CA 91711. Tel: 909-607-8982; Fax: 909-607-0959; e-mail: iris@cgu.edu; Web site: https://www.cgu.edu/center/the-iris-center/ N/A 2017 ERIC JAN2020 H325E120002

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Yes Academic Persistence Dropouts Student Attrition Hypothesis Testing Intervention Adults Census Figures Community Involvement Metropolitan Areas Gender Differences Socioeconomic Influences Geographic Location Dropout Rate Program Effectiveness Databases Elementary Secondary Education Teacher Student Ratio Statistical Analysis Age Differences Racial Differences African Americans Whites Hispanic Americans Role Models High School Graduates Graduation Rate Neighborhoods Zaff, Jonathan F. Malone, Thomas Reports - Research America's Promise Alliance, Center for Promise English Elementary Secondary Education High Schools Secondary Education As of 2014, four percent of all 16- to 19-year-olds in the United States had left high school without graduating for a total of 690,000 youth. The current rate of youth leaving schools represents a decline from a high of approximately fourteen percent 40 years ago. The possible reasons for improvement include improved academic measurement and accountability systems, persistent action within states and districts, and the use of evidence-based strategies for putting and keeping young people on a positive academic trajectory or reconnecting them to that trajectory if they have fallen off (Civic Enterprises & Everyone Graduates Center, 2016). This paper focuses on a different perspective for why the rate of youth leaving high school has improved: people. The researchers in this study hypothesize that more adults in a community--adults who nurture, socialize, teach, and are role models for youth--will result in more young people on a positive pathway to adult success. Using Decennial Census data from 1970-2010, researchers examine whether the adult capacity in a community can be implicated in the reduction in the rate of youth who leave school within neighborhoods in metropolitan areas throughout the United States. The study focuses on metropolitan areas because urban school districts have historically had the lowest graduation rates, with suburbs and rural districts having the highest rates. The analyses is based on research and theory suggesting that community capacity is associated with the developmental outcomes of that community's youth. The study uses a community's adult-to-youth ratio as a proxy for a community's adult capacity. Results show strong evidence that increasing these ratios would result in a substantive improvement in rates of young people leaving school in metropolitan areas in the U.S. The most conservative estimate finds that a one percent increase in the ratio is associated with an average decrease in rate of youth leaving school of one percent. This effect is larger in communities with higher shares of African-American residents and higher shares of male residents. In addition, findings reveal that the effect is larger in higher income communities, so increases in adult capacity alone may not be sufficient, and will be most effective when accompanied with increases in a community's endowment of resources. As a foundation for this study, researchers also examined the trends in rates of youth who leave high school and assessed whether these trends varied by region, state, city, and zip codes within cities. Results show that: (1) There has been a steady improvement in the rate of youth leaving school in the United States since 1970; and (2) Although there have been improvements in the average rate, there is substantial between-state, within-state, and within-city variation in the neighborhood-level change rate. Rates of Youth Leaving High School without Graduating in the United States from 1970-2010 is appended. [For the Research Brief, see ED572739.] ED572736 Who's Minding the Neighborhood? The Role of Adult Capacity in Keeping Young People on a Path to Graduation Center for Promise 2016-10-11 Ford Foundation 49 Center for Promise. Available from: America's Promise Alliance. 1110 Vermont Avenue NW Suite 900, Washington, DC 20005. Tel: 202-657-0600; Fax: 202-657-0601; e-mail: publications@americaspromise.org; Web site: http://www.americaspromise.org/program/center-promise N/A 2017 47 ERIC JAN2020

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Yes Teacher Collaboration Communities of Practice Inquiry Faculty Development Foreign Countries Cooperative Planning Mathematics Instruction Lesson Plans Teacher Researchers Widjaja, Wanty Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Opportunities for teachers to engage in collaborative learning to examine and reflect on their practice are vital for sustained professional learning. Lesson Study centres on teachers coming together with colleagues to plan, observe, and reflect on classroom teaching and learning as a Community of Inquiry. In this project, six teachers from three Victorian schools worked together with four coaches in two cross-school planning teams. Findings indicate that Lesson Study provides a vehicle for teachers to deepen their professional learning. ED573069 Creating Teacher Communities of Inquiry through Lesson Study Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (36th, Melbourne, Victoria, Australia, 2013) 2013-00-00 4 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 11 As Provided JAN2020

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Yes College Athletics State Universities Facilities Intercollegiate Cooperation Expenditures Facility Improvement Decision Making Organizational Theories College Administration Administrative Organization Cummins, John Reports - Evaluative California (Berkeley) University of California, Berkeley. Center for Studies in Higher Education English Higher Education Postsecondary Education This paper is a description and analysis of the history of the renovation of Memorial Stadium and the building of the Barclay Simpson Student Athlete High Performance Center (SAHPC) on the Berkeley campus, showing how incremental changes over time result in a much riskier and financially less viable project than originally anticipated. It describes the decision making process, the role of various constituent groups including senior administrators and the UC Regents, faculty, community members and local and state governmental officials, donors and protesters. It includes the legal challenges and financial implications of the most expensive intercollegiate athletics capital project in the nation totaling $474 million dollars. Taking into account debt servicing over time, the total expenditures could approach more than $1 billion. These projects were highly controversial from their inception, continue to be so to this day because of current campus wide financial challenges, and illustrate the complexity and risk of managing big-time intercollegiate athletics programs. This study draws on two theories of organizational decisionmaking, Diane Vaughan's normalization of deviance and Charles Lindblom's science of muddling through. They are part of a larger debate within the social sciences about the degree to which structure and/or agency determine human behavior. Structure is the broad framework of rules, regulations, expectations, history and tradition within which organizations function and which provide limits or constraints on human behavior. Most organizational decisions are made within this framework and are inevitably incremental and often risk averse. Agency is the ability to take independent action despite the constraints of structure, entails greater risk, and becomes necessary because behavior within the organization has become normalized over time and deviates, even unknowingly, from changing values. The following are appended: (1) Lindblom's Science of Muddling Through; (2) Brief description of key individuals mentioned in the document; and (3) Chronology of significant events related to the construction of the SAHPC and the renovation of California Memorial Stadium. ED573070 A Cautionary Analysis of a Billion Dollar Athletic Expenditure: The History of the Renovation of California Memorial Stadium and the Construction of the Barclay Simpson Student Athlete High Performance Center. Research & Occasional Paper Series: CSHE.3.17 Center for Studies in Higher Education 2017-02-00 29 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2017 37 As Provided JAN2020

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No Data Analysis Financial Services Program Implementation Mixed Methods Research Content Analysis Expertise Misconceptions Value Added Models Preferences Guidance Ojo, Michael O. Dissertations/Theses - Doctoral Dissertations English The challenges of Big Data (BD) and Big Data Analytics (BDA) have attracted disproportionately less attention than the overwhelmingly espoused benefits and game-changing promises. While many studies have examined BD challenges across multiple industry verticals, very few have focused on the challenges of implementing BDA solutions. Fewer of these studies have focused directly on the financial services industry, and none have quantifiably measured the severities of the challenges. That created gaps as BDA solution implementers in the financial services industry could neither access a roadmap to guide their steps against obstacles that lay ahead, nor compute the severities of the challenges. This study addressed those gaps through two research questions: (1) What are the challenges of implementing BDA solutions in the financial services industry; and (2) What are the rankings of these challenges, in terms of importance and relative severities, such that BDA implementations can devote more research attention to or hedge better against those challenges? To answer these questions, the study used a mixed methods approach to content-analyze 75 BDA documents and collate a comprehensive list of 22 BDA challenges. As well, 36 financial services industry BDA-subject-matter-experts (SMEs) were surveyed to validate the list, rank the challenges, and measure their impacts. The research findings showed that the challenges of implementing BDA solutions in the financial services industry are mostly strategic and people-driven, rather than process-induced or technology-driven. Specifically, miscommunications and misconception of the meanings, intents, and the value-added benefits of BDA implementation in the financial services industry were found to be the top challenge. Details of the results, its implications for the BDA communities of practice and discourse, and opportunities for future research were discussed. The results can be generalized if scaled with a bigger sample size and better measures-of-intangibles. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572078 Big Data Analytics Solutions: The Implementation Challenges in the Financial Services Industry ProQuest LLC D.Sc. Dissertation, Robert Morris University 2016-00-00 978-1-3397-4993-8 115 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111816 2017 As Provided JAN2020

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No Creativity Problem Solving Academically Gifted Relevance (Education) Elementary School Science Elementary School Students Intervention Time Factors (Learning) Foreign Countries Quasiexperimental Design Pretests Posttests Statistical Analysis Regression (Statistics) Alhusaini, Abdulnasser Alashaal F. Dissertations/Theses - Doctoral Dissertations Australia Arizona English Elementary Education The Real Engagement in Active Problem Solving (REAPS) model was developed in 2004 by C. June Maker and colleagues as an intervention for gifted students to develop creative problem solving ability through the use of real-world problems. The primary purpose of this study was to examine the effects of the REAPS model on developing students' general creativity and creative problem solving in science with two durations as independent variables. The long duration of the REAPS model implementation lasted five academic quarters or approximately 10 months; the short duration lasted two quarters or approximately four months. The dependent variables were students' general creativity and creative problem solving in science. The second purpose of the study was to explore which aspects of creative problem solving (i.e., generating ideas, generating different types of ideas, generating original ideas, adding details to ideas, generating ideas with social impact, finding problems, generating and elaborating on solutions, and classifying elements) were most affected by the long duration of the intervention. The REAPS model in conjunction with Amabile's (1983; 1996) model of creative performance provided the theoretical framework for this study. The study was conducted using data from the Project of Differentiation for Diverse Learners in Regular Classrooms (i.e., the Australian Project) in which one public elementary school in the eastern region of Australia cooperated with the DISCOVER research team at the University of Arizona. All students in the school from first to sixth grade participated in the study. The total sample was 360 students, of which 115 were exposed to a long duration and 245 to a short duration of the REAPS model. The principal investigators used a quasi-experimental research design in which all students in the school received the treatment for different durations. Students in both groups completed pre- and posttests using the Test of Creative Thinking-Drawing Production (TCT-DP) and the Test of Creative Problem Solving in Science (TCPS-S). A one-way analysis of covariance (ANCOVA) was conducted to control for differences between the two groups on pretest results. Statistically significant differences were not found between posttest scores on the TCT-DP for the two durations of REAPS model implementation. However, statistically significant differences were found between posttest scores on the TCPS-S. These findings are consistent with Amabile's (1983; 1996) model of creative performance, particularly her explanation that domain-specific creativity requires knowledge such as specific content and technical skills that must be learned prior to being applied creatively. The findings are also consistent with literature in which researchers have found that longer interventions typically result in expected positive growth in domain-specific creativity, while both longer and shorter interventions have been found effective in improving domain-general creativity. Change scores were also calculated between pre- and posttest scores on the 8 aspects of creativity (Maker, Jo, Alfaiz, & Alhusaini, 2015a), and a binary logistic regression was conducted to assess which were the most affected by the long duration of the intervention. The regression model was statistically significant, with aspects of generating ideas, adding details to ideas, and finding problems being the most affected by the long duration of the intervention. Based on these findings, the researcher believes that the REAPS model is a useful intervention to develop students' creativity. Future researchers should implement the model for longer durations if they are interested in developing students' domain-specific creative problem solving ability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572079 The Effects of Duration of Exposure to the REAPS Model in Developing Students' General Creativity and Creative Problem Solving in Science ProQuest LLC Ph.D. Dissertation, The University of Arizona 2016-00-00 978-1-3397-6391-0 195 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113271 2017 As Provided JAN2020

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Yes Asynchronous Communication Online Courses Student Participation Active Learning Learning Activities Educational Strategies Design Preferences Orientation Materials Course Objectives Technology Integration Database Management Systems Database Design Learner Engagement Riggs, Shannon A. Linder, Kathryn E. Reports - Descriptive IDEA Center English Active learning activities and pedagogical strategies can look different in online learning environments, particularly in asynchronous courses when students are not interacting with the instructor, or with each other, in real time. This paper suggests a three-pronged approach for conceptualizing active learning in the online asynchronous class: the creation of an architecture of engagement in the online classroom, the use of web-based tools in addition to the learning management system, and a re-imagining of discussion boards as interactive spaces. The adoption of these approaches invites meaningful action and reflection to create truly active learning activities in online asynchronous classes. ED573672 Actively Engaging Students in Asynchronous Online Classes. IDEA Paper #64 IDEA Center, Inc. 2016-12-00 10 IDEA Center, Inc. 301 South Fourth Street Suite 200, Manhattan, KS 66502. Tel: 800-255-2757; Tel: 785-320-2400; e-mail: info@IDEAedu.org; Web site: http://ideaedu.org N/A 2017 12 As Provided JAN2020

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Yes Review (Reexamination) Student Evaluation of Teacher Performance Rating Scales Test Items Focus Groups Interviews Feedback (Response) Literature Reviews Statistical Analysis Institutional Characteristics Delivery Systems Course Content Distance Education Teaching Methods Test Reliability Test Validity Evidence Correlation Student Motivation Student Characteristics Behavioral Objectives Factor Structure Test Content Test Construction Benton, Stephen L. Li, Dan Brown, Ron Guo, Meixi Sullivan, Patricia Reports - Research Numerical/Quantitative Data IDEA Center English This report describes the processes undertaken to revise the IDEA Student Ratings of Instruction (SRI) system. The previous revision occurred in 1999, as described in IDEA Technical Report No. 11, "Revising the IDEA System for Obtaining Student Ratings of Instructors and Courses" (Hoyt, Chen, Pallett, & Gross, 1999). The procedures explained herein occurred across a three-year period, beginning in the Spring of 2011 and ending with the development of pilot instruments in the Fall of 2014. The need for the current revision became obvious with the many changes that have occurred in higher education since 1999, for example: (1) The increase in the number of courses offered online; (2) The increasing ubiquity of mobile devices which enable quick assessment and feedback; and (3) Accreditation standards that have elevated student-learning outcomes not emphasized in 1999, notably civic engagement, ethical reasoning, diversity, global awareness, and quantitative literacy. Appended to the report are: (1) Pearson "r" Correlations among Student Ratings of 47 Items on Diagnostic Form; (2) Bayesian Model Averaging on 12 Learning Objectives; (3) Bayesian Model Averaging on Overall Summary Measures; (4) Plots of Inter-class Reliability Coefficients for Overall Summary Measures; (5) Inter-class Reliability Coefficients and Standard Errors of Measurement; (6) Expert Panels; (7) SAS Code for Reliability Analyses; (8) Item by Item Comparisons of the Original and Proposed Updates of Learning Objectives; and (9) Item by Item Comparisons of the Original and Proposed Updates of Teaching Methods. ED573673 Revising the IDEA Student Ratings of Instruction System 2002-2011 Data. IDEA Technical Report No. 18 IDEA Center, Inc. 2015-02-00 91 IDEA Center, Inc. 301 South Fourth Street Suite 200, Manhattan, KS 66502. Tel: 800-255-2757; Tel: 785-320-2400; e-mail: info@IDEAedu.org; Web site: http://ideaedu.org N/A 2017 27 ERIC JAN2020

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Yes Statistical Analysis Rating Scales Student Evaluation of Teacher Performance Course Evaluation Test Items Pilot Projects Review (Reexamination) Teaching Methods Behavioral Objectives Student Characteristics Predictor Variables Data Analysis Comparative Analysis Correlation Relevance (Education) Factor Structure Course Content Difficulty Level Li, Dan Benton, Stephen L. Brown, Ron Sullivan, Patricia Ryalls, Kenneth R. Reports - Research Numerical/Quantitative Data IDEA Center English This report describes statistical analyses performed on data collected in the Spring of 2015 from the pilot study of proposed revised and new items in the IDEA Student Ratings of Instruction (SRI) system. Described are the methods employed, results obtained, and decisions made in selecting items for the updated instruments. The procedures occurred across a one-year period, beginning in the Spring of 2015 and ending with the development of IDEA Diagnostic Feedback (DF) 2016 and Learning Essentials (LE) 2016 in the Fall of 2015. The need for the current revision stemmed from many changes that have occurred in higher education including: (1) the increase in the number of courses offered online; (2) widespread agreement about global student learning outcomes not emphasized in 1999, notably civic engagement, ethical reasoning, diverse perspectives, and quantitative literacy; (3) teaching methods that provide meaningful feedback and help students to interpret subject matter from diverse perspectives, encourage self-reflection, and engage students in service; (4) student characteristics such as background preparation and self-efficacy that are known to influence learning; and (5) the prevalence of mobile devices, which makes in-class capture more manageable but also makes a shorter instrument more desirable. Appended to the report are: (1) Item by Item Comparisons of the Original and Proposed Updates of Learning Objectives; (2) Item by Item Comparisons of the Original and Proposed Updates of Teaching Methods; (3) IDEA Alignment with NSSE Engagement Indicators; and (4) Bayesian Model Averaging on 13 Learning Objectives in Medium Classes (15-34). ED573674 Analysis of IDEA Student Ratings of Instruction System 2015 Pilot Data. IDEA Technical Report No. 19 IDEA Center, Inc. 2016-09-00 62 IDEA Center, Inc. 301 South Fourth Street Suite 200, Manhattan, KS 66502. Tel: 800-255-2757; Tel: 785-320-2400; e-mail: info@IDEAedu.org; Web site: http://ideaedu.org N/A 2017 10 ERIC JAN2020

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Yes College Students Academic Achievement Learning Modules Electronic Learning Teaching Methods Conventional Instruction Computer Assisted Instruction Comparative Analysis Evidence Based Practice Disabilities Academic Accommodations (Disabilities) Knowledge Level Functional Behavioral Assessment Pretests Posttests Scores Preservice Teachers Preservice Teacher Education Outcomes of Education Special Education Reports - Research Vanderbilt University, IRIS Center English Higher Education Postsecondary Education This report presents two studies that demonstrate superior performance of college students after use of free, online instructional Modules, produced by the IRIS Center. When compared to traditional teacher education methods, IRIS Modules yield better outcomes in terms of knowledge acquisition, application skills, and confidence in the use of evidence-based practices (EBPs). IRIS instructional Modules are grounded in John Bransford's "How People Learn theory" (Bransford, 2009; Bransford, Brown & Cocking, 2000). They are delivered through the IRIS Center's barrier-free Website (www.iriscenter.com) at no cost to users. In study 1, college students' increased knowledge about making accommodations for students with disabilities in inclusive settings. Over 300 non-special education majors enrolled in one of three large sections of Introduction to Special Education served as subjects. Through a tightly designed series of studies, learner-outcomes from module-use were tested and proven effective at the 0.001 level of significance when compared to learning from a textbook and three instructors' lectures. Study 2 compared the use of the IRIS Module about functional behavioral assessments (FBAs) and traditionally delivered (lecture-based) college instruction on the same topic. Two indicators of learning were assessed: conceptual application of knowledge and confidence regarding the ability to apply the EBP in practice. ED572737 Online Learning and Teacher Education: Knowledge Acquisition, Application Skills, and Reported Confidence IRIS Center 2014-07-00 Department of Education (ED) 4 IRIS Center. Available from: Claremont Graduate University. 150 E. 10th Street, Claremont, CA 91711. Tel: 909-607-8982; Fax: 909-607-0959; e-mail: iris@cgu.edu; Web site: https://www.cgu.edu/center/the-iris-center/ N/A 2017 19 ERIC JAN2020 H325E120002

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Yes Child Welfare Early Childhood Education Welfare Services Home Visits Child Care Grants Infants Toddlers Cooperation Coordination Reports - Evaluative Washington Washington State Department of Early Learning (DEL) English Early Childhood Education House Bill 2519, sponsored by Representative Tana Senn, was passed during the 2014 legislative session and signed into law by Governor Jay Inslee. HB 2519 directs the Department of Early Learning (DEL) and the Department of Social and Health Services (DSHS) to jointly develop recommendations on methods to "better partner to ensure children involved in the child welfare system have access to early learning services and developmentally appropriate child care services and report these recommendations to the governor and appropriate legislative committees." (See the full bill language) In developing the content for this report, Department of Early Learning and Department of Social and Health Services staff conducted interviews with stakeholders. The stakeholders included philanthropic and non-profit organizations, advocacy groups, early learning providers and Children's Administration veteran parents. There was consensus about the importance of high quality early learning environments for all children, but especially for children involved in the child welfare system. Stakeholders echoed the same areas of success detailed in the report and urged DEL and DSHS to continue to look for or create more opportunities for linkages and collaboration. There was agreement on the importance of cross sector, cross agency trainings on child development, parent engagement and available resources. Veteran Parents credited peer-mentoring as one of major reasons they were able to successfully regain custody of their children. One veteran parent called a peer-mentor a "culture navigator." For the purposes of this report: (1) DEL and DSHS are defining "children involved in the child welfare system" as both children involved in Child Protective Services programs [Family Assessment Response (FAR) and investigations] and children involved in Child and Family Welfare Services; and (2) DEL and DSHS are defining "early learning services and developmentally appropriate child care services" to include home visiting offered through the Home Visiting Services Account; child care subsidy programs; the Early Childhood Education and Assistance Program (ECEAP), and the Early Support for Infants and Toddlers (ESIT ) program. Staff from DEL and DSHS met multiple times during the summer and fall of 2014 to discuss what is working well in linking children involved in the child welfare system with early learning services, and how we can improve our communication and collaboration on behalf of these children. Staff also spoke with early learning advocates and veteran parents from the child welfare system to get their perspective on what is working well and what could be improved. This report articulates successes, challenges and opportunities for DEL and DSHS in providing children involved in the child welfare system with high-quality early learning services. ED572738 Report to the Legislature: Child Welfare and Early Learning Partnerships Washington State Department of Early Learning 2015-01-00 13 Washington State Department of Early Learning. 1110 Jefferson Street SE, P.O. Box 40970, Olympia, Washington 98504. Tel: 866-482-4325; e-mail: communications@del.wa.gov; Web site: http://www.del.wa.gov N/A 2017 ERIC JAN2020

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Yes Higher Education Student Evaluation of Teacher Performance Rating Scales Test Reliability Test Validity Correlation Outcome Measures Teaching Methods Teacher Effectiveness Behavioral Objectives Predictor Variables Generalization Online Courses Conventional Instruction Comparative Analysis Evidence Fundamental Concepts Benton, Stephen L. Li, Dan Reports - Research IDEA Center English Higher Education Postsecondary Education Most institutions of higher education have some system in place for collecting student ratings of instruction (SRI) data from classes on a systematic basis. SRIs are a relatively simple way of gauging student perceptions of teaching and the course. Since the initial development of IDEA SRI in 1975, much has changed about higher education. Many courses are offered entirely or partially online, most students and faculty have access to mobile devices, and an increasing percentage of instructors are employed part-time. Faculty and administrators need a student ratings instrument that is responsive to such changes and that offers quick and helpful feedback to both full- and part-time instructors. IDEA's "Teaching Essentials" was created, in part, to address those needs. The 12-item instrument measures student overall impressions of the instructor and course, observations of seven principal teaching methods practiced by the instructor, and three extraneous characteristics that can influence ratings. This report describes the validity and reliability evidence behind the development of "Teaching Essentials." ED573675 Validity and Reliability of IDEA "Teaching Essentials". IDEA Research Report #8 IDEA Center, Inc. 2015-03-00 8 IDEA Center, Inc. 301 South Fourth Street Suite 200, Manhattan, KS 66502. Tel: 800-255-2757; Tel: 785-320-2400; e-mail: info@IDEAedu.org; Web site: http://ideaedu.org N/A 2017 17 ERIC JAN2020

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Yes Teaching Methods General Education Academic Achievement Instructional Effectiveness Course Objectives Behavioral Objectives Teaching Models Regression (Statistics) Likert Scales Benton, Stephen L. Li, Dan Reports - Research IDEA Center English This study examined which teaching methods are most highly correlated with student progress on relevant course objectives in first- and second-year (lower-level) general education courses. We specifically sought to identify teaching methods that distinguish progress made by students taking a general education course from that made by students taking a course in their major. Our main focus was on IDEA learning objectives aligned with the Association of American Colleges and Universities (AAC&U) Liberal Education and America's Promise (LEAP) Essential Learning Outcomes. ED573676 Teaching Methods Associated with Student Progress in General Education Courses. IDEA Research Report #9 IDEA Center, Inc. 2015-06-00 11 IDEA Center, Inc. 301 South Fourth Street Suite 200, Manhattan, KS 66502. Tel: 800-255-2757; Tel: 785-320-2400; e-mail: info@IDEAedu.org; Web site: http://ideaedu.org N/A 2017 11 As Provided JAN2020

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Yes Educational Environment National Standards Long Range Planning School Policy Social Development Emotional Development Ethics Citizenship Education Learner Engagement Barriers Intervention School Culture School Safety Social Responsibility Social Justice Ciccone, Patricia A. Freibeg, Jo Ann Reports - Descriptive National School Climate Center (NSCC) English Increasingly, more and more areas of educational practice are being guided by sets of national standards for content, leadership, professional ethics, family-school partnerships, and school accreditation, among others. Similarly, there is growing appreciation that standards are needed to effectively measure improvement in school climate. The increased national attention on school climate flags both the need to improve schools using measurable outcomes and the need to prepare all students to address the myriad of challenges they face in the 21st century. Given that all efforts to improve schools, benefit from being based on well-developed sets of standards and indicators, leaders from across the country collaborated to develop National School Climate Standards. Over a three-year period this set of five Standards and their indicators and sub-indicators were developed by consensus, and embraced by experts and leaders throughout the country. These are the five standards by which school climate efforts and their outcomes will be measured: (1) The school community has a shared vision and plan for promoting, enhancing and sustaining a positive school climate; (2) The school community sets policies specifically promoting (a) the development and sustainability of social, emotional, ethical, civic and intellectual skills, knowledge, dispositions and engagement, and (b) a comprehensive system to address barriers to learning and teaching and reengage students who have become disengaged; (3) The school community's practices are identified, prioritized and supported to (a) promote the learning and positive social, emotional, ethical and civic development of students, (b) enhance engagement in teaching, learning, and school-wide activities; (c) address barriers to learning and teaching and re-engage those who have become disengaged; and (d) develop and sustain an appropriate operational infrastructure and capacity building mechanisms for meeting this standard; (4) The school community creates an environment where all members are welcomed, supported, and feel safe in school: socially, emotionally, intellectually and physically; and (5) The school community develops meaningful and engaging practices, activities and norms that promote social and civic responsibilities and a commitment to social justice. Strategies to guide effective practice are also provided. ED573677 School Climate and the National School Climate Standards National School Climate Center 2013-00-00 4 National School Climate Center. 341 West 38th Street 9th Floor, New York, NY 10018. Tel: 212-707-8799; e-mail: info@schoolclimate.org; Web site: http://www.schoolclimate.org N/A 2017 9 ERIC JAN2020

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No Foreign Countries Service Learning Global Approach Case Studies Engineering Education Partnerships in Education International Cooperation Outcomes of Education Educational Objectives Citizenship Education Educational Change Social Theories Social Justice Stakeholders Attitudes Universities Community Attitudes Reynolds, Nora Pillard Dissertations/Theses - Doctoral Dissertations Nicaragua Pennsylvania English Higher Education Postsecondary Education Given the tormented history of development projects around the globe and the fact that global service learning and engineering-for-development often engages students in development interventions, it is critically important to explore the impact of global service learning projects and partnerships not only on student learning, which has received ample attention, but also on the international host communities. Although there is increasing research on student outcomes of participation in service-learning, there is a lack of research focusing on the outcomes related to the community where the service takes place. Research focused on the impact on communities should include the wide range of perspectives that compose the community- participants, organization leaders, residents, and others. This study responds to this need by exploring the community participants' perspectives in Waslala, Nicaragua about the projects and partnership with Villanova University's College of Engineering. The two research questions explore the community participants' perspectives about: (1) outcomes of the projects or partnership, and (2) educational goals. Community participants' perspectives call for a broader conceptualization of what counts as outcomes and highlight the importance of participation in all phases of the research process. Supporting existing scholarship about host community motivations to serve as co-educators, my findings describe what the community participants want to teach university students. Community participants' perspectives describe a desired shift in students and a move towards critical global citizenship education. This study highlights the utility of Fraser's (2009) theory of social justice and Andreotti's (2006) framework for critical global citizenship education as useful tools to analyze and understand GSL partnerships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572080 Is International Service-Learning Win-Win?: A Case Study of an Engineering Partnership ProQuest LLC Ph.D. Dissertation, Temple University 2016-00-00 978-1-3397-5588-5 180 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112434 2017 As Provided JAN2020

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No Educational Technology Technology Uses in Education Correlation Technology Integration Intellectual Disciplines Scores Institutional Characteristics Higher Education Postsecondary Education Teaching Methods College Faculty Expectation Social Influences Williams, Jada Octavia Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education This study examined the relationships between UTAUT [Unified Theory of Acceptance and Use of Technology] scores, academic discipline, institutional characteristics, and technology use in post-secondary teaching. (Abstract shortened by ProQuest.). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572081 Predicting Technology Use in Post-Secondary Teaching ProQuest LLC Ed.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-6160-2 117 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113040 2017 As Provided JAN2020

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Yes Educational Environment School Culture Evaluation Methods Measurement Techniques Surveys Stakeholders Educational Research Faster, Darlene Lopez, Daisy Reports - Descriptive National School Climate Center (NSCC) English Today, school climate assessment has become an increasingly important and valued aspect of district, state, and federal policy. Recognizing that effective school climate improvement efforts are grounded in valid and reliable data, the Federal Department of Education launched the Safe and Supportive Schools grant in 2010 to provide 11 states with federal assistance that supports the development of rigorous school climate measurement systems. An essential step to school climate improvement is gaining a clear understanding of each school's particular strengths and potential areas of need through an iterative, data-driven process of feedback from the entire community--students, parents/guardians, school personnel, and ideally the wider community members. This data then becomes a springboard for a collaborative, community-wide process of improving the school climate, and creating targeted action plans and sustained efforts focused on the areas that will most benefit the school. Choosing an effective school climate instrument can be challenging. However, there are a number of essential factors to consider when determining the assessment tool that best fits a particular school's needs: (1) A strong research-base; (2) A strong, vigorously tested track record; (3) An instrument that measures core populations; (4) Ease of administration; (5) Additional features that fit the particular needs of each individual school community; and (6) Guidelines and useful tools to assist in understanding, and use of the tool. Strategies to guide effective practice are also discussed. ED573678 School Climate Measurement and Analysis National School Climate Center 2013-02-00 5 National School Climate Center. 341 West 38th Street 9th Floor, New York, NY 10018. Tel: 212-707-8799; e-mail: info@schoolclimate.org; Web site: http://www.schoolclimate.org N/A 2017 8 ERIC JAN2020

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No Educational Technology Literature Reviews Meta Analysis Teaching Methods Computer Uses in Education Mathematics Achievement Reading Achievement Access to Computers Laptop Computers Elementary Secondary Education Morrison, Gary R. Morrison, Jennifer R. Ross, Steven M. Information Analyses Reports - Research Maine Texas Michigan Virginia Johns Hopkins University, Center for Research and Reform in Education (CRRE) English Elementary Secondary Education For many years, researchers attempted to prove that the use of technology would improve student achievement (Morrison, 1994). Many of these assertions prompted researchers to "test" the effectiveness of these various technologies by comparing a technology such as television or computers to a teacher teaching. While a number of researchers cautioned against such studies as being meaningless and poorly designed (Knowlton, 1964; Salomon & Clark, 1977), Clark's (1983) well-organized review and evidence for abandoning these so called media comparison studies had the greatest impact on reconceptualizing technology's role in education. Clark and Knowlton both maintained that it was not the technology that would affect student achievement, but rather the instructional strategy that was used "with" the technology. This review examines the results from a number of studies investigating the effectiveness of computer use in the classroom. These studies go beyond the media comparison studies that Knowlton (1964) and Clark (1983) have criticized. Not only are they better designed, they answer different questions to provide meaningful information. The first section of this review summarizes a variety of evaluation studies. These studies examine focuses ranging from student engagement to achievement using observations, surveys, and achievement tests. The second section summarizes the results from several meta-analyses. A meta-analysis is a complex statistical methodology that allows a researcher to analyze the results of 10 or even a 1,000 research studies to determine the overall effect. Thus, a meta-analysis provides a rigorous scientific synthesis of the results of many individual studies to quantify the impacts of the instructional technique or technology employed in the various related studies. Six benefits of integrating computer technology into the classroom are discussed. ED573679 A Review of the Research Literature on the Infusion of Technology into the School Curriculum Center for Research and Reform in Education 2016-03-00 22 Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: http://education.jhu.edu/research/crre N/A http://education.jhu.edu/research/crre/_object_includes/A%20Review%20of%20the%20Research%20Literature%20on%20the%20Infusion%20of%20Technology%20into%20the%20School%20Curriculum.4.4.2016.pdf 2017 23 ERIC JAN2020

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Yes Addictive Behavior Antisocial Behavior Prosocial Behavior Adolescents Substance Abuse Comparative Analysis Quasiexperimental Design Negative Attitudes Self Concept Undergraduate Students Altruism Surveys Carter, Rebecca R. Johnson, Shannon M. Exline, Julie J. Post, Stephen G. Pagano, Maria E. Reports - Research Journal Articles General Social Survey English Higher Education Postsecondary Education The purpose of this study is to explore narcissistic and prosocial behaviors as reported by adolescents with and without substance dependency disorder (SDD). This study employs a quasi-experimental design using SDD adolescents compared with two normative samples of adolescents. In comparison to normative adolescents, adolescents with SDD were strongly distinguished by overt narcissistic behaviors and less monetary giving. Levels of narcissistic and prosocial behaviors among adolescents with SDD suggest a connection between self-centeredness and addiction. Results also suggest volunteerism as a potential option to counter narcissism in substance dependent adolescents. [This article was published in "Alcohol Treatment Quarterly," v30 n2 p163-178 Apr 2012.] ED572367 Addiction and "Generation Me:" Narcissistic and Prosocial Behaviors of Adolescents with Substance Dependency Disorder in Comparison to Normative Adolescents Grantee Submission Alcohol Treatment Quarterly v30 n2 p163-178 Apr 2012 2012-04-13 National Institute on Alcohol Abuse and Alcoholism (NIH) John Templeton Foundation 14 T http://dx.doi.org/10.1080/07347324.2012.663286 2017 75 As Provided JAN2020 K01AA015137

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Yes Vocabulary Development Foreign Countries Language Proficiency English (Second Language) Second Language Learning Second Language Instruction Language Teachers Learning Motivation Family Characteristics Learning Strategies Questionnaires Statistical Analysis Family Involvement Teaching Methods Correlation College Students Student Placement Language Tests Extracurricular Activities Learning Activities Zalzadeh Borazjani, Ashraf Reports - Research Tests/Questionnaires Iran English Higher Education Postsecondary Education The purpose of this study is to investigate how learner variables, including language proficiency, motivation, effort, and family background affect Iranian language learners' EFL vocabulary strategy use? Subjects in this study were 450 EFL students (N = 450) at Payam e Noor University, Borazjan, Iran. After a placement test, they were grouped into different levels classes for teaching purposes and answered a vocabulary learning questionnaire during their regular English classes. After answering the questionnaire, collection was conducted by the author with the assistance of several English teachers and then underwent a series of statistical analyses by using the Statistical Packages for the Social Science (SPSS). Results of the study showed that the variable that had greatest effect on learners' vocabulary strategy use was motivation. Another important factor affecting vocabulary strategy use was family background, including family involvement, and years of study. Results of the study suggested that, teachers persuading of the students to adopt the most useful and effective vocabulary learning approaches will definitely have a positive effect on students' learning motivation and language performance. ED572368 An Analysis of Iranian Language Learners' Vocabulary Learning Online Submission 2017-02-00 10 N/A 2017 45 As Provided JAN2020

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Yes High School Students Writing Instruction Direct Instruction Preservice Teacher Education Writing Assignments Language Arts Secondary School Curriculum Essays Revision (Written Composition) Duplication Teacher Workshops Lesson Plans Internet Soiferman, L. Karen Reports - Evaluative English High Schools Secondary Education Higher Education Postsecondary Education Learning how to teach writing is a skill just as learning how to write is a skill. Without a dedicated composition course in Education faculties pre-service teachers are not getting the training they require to be effective teachers of writing. In this report, a case is made for why teachers have to be more aware of how students learn to write and provide them with the strategies necessary to make them more effective writers. Learning how to write is a life skill that manifests itself in everyday occurrences like writing emails to perspective employers, putting together a report, or writing essays in higher education. If someone does not have the facility to write well then others do not take them seriously. Since this is a skill that is a necessity in today's world it makes sense that more attention should be paid to how students learn to write, and how teachers learn to teach writing. Drawing on extensive research, the author argues that learning how to write well is too important to leave to chance. And, that learning how to teach writing can also not be left to chance. ED572369 Teaching High School Students How to Write: The Importance of Direct Explicit Instruction and Teacher Training Online Submission 2017-00-00 25 N/A 2017 11 As Provided JAN2020

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Yes Academic Persistence Dropouts Student Attrition Hypothesis Testing Intervention Adults Census Figures Community Involvement Metropolitan Areas Gender Differences Socioeconomic Influences Geographic Location Dropout Rate Program Effectiveness Databases Elementary Secondary Education Teacher Student Ratio Statistical Analysis Age Differences Racial Differences African Americans Whites Hispanic Americans Role Models High School Graduates Graduation Rate Neighborhoods Reports - Research America's Promise Alliance, Center for Promise English Elementary Secondary Education High Schools Secondary Education This brief is based on an econometric study conducted in 2016 by Thomas Malone and Dr. Jonathan Zaff. The nation's high school graduation rate has been rising over the past decade and is now at a historic high. As of 2014, however, four percent of all 16- to 19-year-olds in the United States--a total of 690,000 young people--had left high school without graduating. On a hopeful note, the current four percent rate represents a noticeable decline from 40 years ago, when approximately fourteen percent of young people did not graduate high school with their peers. This study examines: (1) changes in the rate of young people leaving high school without graduating throughout the United States; (2) variations in the rate of youth leaving between states, within states, and within cities; and (3) the effect of adult-to-youth ratios on the changes in the rate of youth leaving school in metropolitan areas throughout the United States. To conduct the analyses of the relationship between adult-to-youth ratios and the rate of youth leaving high school, the authors integrated three different datasets: (1) Geolytics, Inc. Neighborhood Change Database (NCBD), which allowed the authors to examine a dataset of 16,269 zip codes within areas defined as "metropolitan," defined as having a core urban area of at least 50,000 people; (2) Business Master Files (BMF) from the National Center of Charitable Statistics, which tracks the number of nonprofits in the United States and their financial activity. These data provide a zip code-level approximation of youth-focused nonprofits; and (3) Common Core of Data from the National Center of Educational Statistics at the United States Department of Education, which provides the data for the student-to-teacher ratio in neighborhood schools. The authors conducted an econometric analysis to investigate the effect of the adult-to-youth ratio within communities on the improving rates of young people who left school before graduating over the last four decades. In addition to the ratio, the authors accounted for the effect of the number of youth-oriented nonprofits in the community, the student-to-teacher ratio for schools within the neighborhood, mean neighborhood income, percentage of adults with at least a college degree, racial composition of the neighborhood, and neighborhood population. The analysis also accounts for between-city differences and historical changes. This research brief gives an overview of the study and discusses the findings, conclusions, and implications of the study. A list of questions and considerations for policy and practice is included. Contains endnotes. [For the full report, see ED572736.] ED572739 Who's Minding the Neighborhood? The Role of Adult Capacity in Keeping Young People on a Path to Graduation. Research Brief Center for Promise 2016-00-00 Ford Foundation 8 Center for Promise. Available from: America's Promise Alliance. 1110 Vermont Avenue NW Suite 900, Washington, DC 20005. Tel: 202-657-0600; Fax: 202-657-0601; e-mail: publications@americaspromise.org; Web site: http://www.americaspromise.org/program/center-promise N/A 2017 ERIC JAN2020

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Yes Outcomes of Education Learning Modules College Students Urban Schools Academic Accommodations (Disabilities) Visual Impairments Introductory Courses General Education Special Education Education Majors Teaching Methods Comparative Analysis Pretests Posttests Instructional Effectiveness Reports - Research Vanderbilt University, IRIS Center English Higher Education Postsecondary Education During the 2004-2005 academic year, a study of the learning outcomes associated with the use of an IRIS Module was conducted at a large urban campus with a diverse student body. The module's content pertained to instructional accommodations for students with visual disabilities. In an introductory class aimed primarily at general and special education majors, and with multiple sections offered each quarter, three instructors taught the course one quarter without the IRIS Module, and the next quarter with the IRIS Module. A total of 620 students were involved across these sections and two conditions. Students in both conditions were administered a pretest and post-test. This brief report illustrates the results of the module comparison. ED572740 Learning Outcomes of Factual Knowledge: A Comparison of Module and No Module Conditions IRIS Center 2017-00-00 Department of Education (ED) 2 IRIS Center. Available from: Claremont Graduate University. 150 E. 10th Street, Claremont, CA 91711. Tel: 909-607-8982; Fax: 909-607-0959; e-mail: iris@cgu.edu; Web site: https://www.cgu.edu/center/the-iris-center/ N/A 2017 ERIC JAN2020 H325E120002

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Yes Discipline Policy Student Behavior Guides Disproportionate Representation Racial Differences Ethnic Groups Suspension Expulsion Intervention Program Effectiveness Student Rights Program Evaluation School Districts Planning Program Implementation African American Students White Students American Indian Students Hispanic American Students Asian American Students Multiracial Persons Nishioka, Vicki Guides - Non-Classroom Numerical/Quantitative Data Oregon Regional Educational Laboratory Northwest (ED) National Center for Education Evaluation and Regional Assistance (ED) Education Northwest English This guide is designed to supply educators with a means to identify whether racial/ethnic disproportionality in discipline practice exists in their schools or districts. It also aims to help educators use data to reduce racial/ethnic disproportionality in suspensions and expulsions. The guide is organized into two sections. The first section provides information on how to select, analyze, and interpret data indicators to determine whether disproportionate discipline practices exist and, if an intervention is implemented, to measure progress toward desired outcomes. The first section also describes types of data that can help identify factors that may contribute to disproportionality in school discipline and inform selection of interventions. The second section describes how to use the Plan-Do-Study-Act process to make decisions on improving equitable school discipline practices. Throughout the guide, examples are also provided from Oregon districts that have made reducing racial disproportionality in school discipline a priority. This guide may be useful for local and state education agency administrators, principals, teachers, coaches, behavior specialists, and educators involved in school discipline policies or practices. A list of supportive school discipline websites and resources can be found in the appendix. (This guide was written with Sho Shigeoka and Erin Lolich.) ED573680 School Discipline Data Indicators: A Guide for Districts and Schools. REL 2017-240 Regional Educational Laboratory Northwest 2017-04-00 Administrators Practitioners Teachers 31 Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 21 ERIC JAN2020 Yes EDIES12C0003 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4550

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Yes Surveys Research Design Methods Educational Research Focus Groups Planning Pretesting Sampling Response Rates (Questionnaires) Administration Walston, Jill Redford, Jeremy Bhatt, Monica P. Guides - General Reports - Descriptive Tests/Questionnaires Regional Educational Laboratory Midwest (ED) National Center for Education Evaluation and Regional Assistance (ED) American Institutes for Research (AIR) English This Workshop on Survey Methods in Education Research tool consists of a facilitator guide and workshop handouts. The toolkit is intended for use by state or district education leaders and others who want to conduct training on developing and administering surveys. The facilitator guide provides materials related to various phases of the survey development process, including planning a survey, borrowing from existing surveys, writing survey items, pretesting surveys, sampling, survey administration, maximizing response rates, and measuring nonresponse bias. It also contains a section on focus groups (as part of the survey development process or as a supplementary or alternative data collection method). The materials include a sample workshop agenda, presentation handouts, activities, additional resources, and suggestions for adapting these materials to different contexts. The guide and materials were created for workshops conducted by the Regional Educational Laboratory (REL) Midwest. These workshops were developed in response to district and state education leaders in the REL Midwest Region who were interested in building agency capacity to design and conduct high-quality surveys. The following are appended: (1) Resources for the workshop on survey methods in education research; and (2) Glossary of terms and additional resources for the workshop on survey methods in education research. ED573681 Workshop on Survey Methods in Education Research: Facilitator's Guide and Resources. REL 2017-214 Regional Educational Laboratory Midwest 2017-04-00 Practitioners 146 Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 20 ERIC JAN2020 Yes EDIES12C0004 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4544

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Yes Pretests Posttests Problem Solving Foreign Countries Word Problems (Mathematics) Mixed Methods Research Elementary School Students Elementary School Mathematics Mathematics Instruction Mathematical Concepts Musa, Norhuda Malone, John Speeches/Meeting Papers Reports - Research Singapore Mathematics Education Research Group of Australasia English Elementary Education This paper reports further findings from a study on categorisation of typical problems in the learning of ratio originally presented at the 2011 conference. The paper focuses specifically on the seven categories identified; examines strategies used by two classes of Primary 6 students to solve problems, and presents data in the form of student journal writing; interviews; voice recordings and a pupil perception survey. Pre- and post-tests were administered. Outcomes reveal the positive effects of learning ratio through categorisation. ED573312 Problem Categorisation in Ratio--A Closer Look Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012) 2012-07-00 9 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 12 As Provided JAN2020

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Yes Foreign Countries College Transfer Students Profiles Student Characteristics Academic Achievement College Credits Grade Point Average Time to Degree College Programs Age Sex Graduation Rate Academic Degrees Tikina, Anna Reports - Research Numerical/Quantitative Data Canada British Columbia Council on Admissions and Transfer (BCCAT) (Canada) English Higher Education Postsecondary Education The British Columbia (BC) Council on Admissions and Transfer has been periodically publishing BC College Transfer Student Profile reports for almost 25 years. Historically, these reports tracked the mobility of students from colleges and institutes to degree granting research-intensive universities in BC, the pathway which is often referred to as linear or vertical transfer. While transfer patterns in BC have always been more complex than in many U.S. jurisdictions, given the wider variety of institutions that participate in the BC Transfer System, patterns have become even more complex during the period examined in this report. The BC post-secondary system witnessed significant change in the last decade. This report aims at analyzing demographic characteristics and academic performance of transfer students to research-intensive universities in BC during 2008/09-2012/13 academic years. Other transfer pathways were not considered. Transfer student profiles and performance data constitute two sections in this report. The first section reports on the number of transfer students by year, by sending institution, transfer credit volume, credits undertaken in the first 12 months at the receiving institution, program, age and gender. The second section contains data regarding academic performance: grade point averages at various points of their studies, number of months and credits to complete the degree and degree completion rates. The following are appended: (1) Selected RRU courses taken by transfer students with the number of students and course GPA (course title list at the end of the Appendix A); (2) Selected SFU courses taken by transfer students with the number of students, their admission GPA (where possible) and course GPA (course titles are listed in Table 34 of the report); (3) Selected TRU courses taken by transfer students with the number of students and course GPA (course titles are listed in Table 35 of the report); (4) Selected UBC-V courses taken by transfer students with the number of students, their admission GPA (where possible) and course GPA (course titles are listed in Table 36 of the report); (5) Selected UBC-O courses taken by transfer students with the number of students, their admission GPA (where possible) and course GPA (course titles are listed in Table 37 of the report); (6) Selected UNBC courses taken by transfer students with the number of students, their admission GPA (where possible) and course GPA (course titles are listed in Table 38 of the report); and (7) Selected UVic courses taken by transfer students with the number of students, their admission GPA (where possible) and course GPA (course titles are listed in Table 39 of the report). ED573313 BC Transfer Students: Profile and Performance Report (2008/09-2012/13) British Columbia Council on Admissions and Transfer 2015-05-00 94 British Columbia Council on Admissions and Transfer. 709-555 Seymour Street, Vancouver, BC V6B 3H6, Canada. Tel: 604-412-7700; Fax: 604-683-0576; e-mail: info@bccat.ca; Web site: http://www.bccat.ca N/A 2017 22 ERIC JAN2020

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No Reading Instruction Elementary School Teachers Kindergarten Grade 1 Grade 2 Teacher Surveys Teaching Methods Reading Programs Intervention Lesson Plans Teacher Collaboration Student Placement Ability Grouping School Personnel Educational Practices Phonics Decoding (Reading) Reading Fluency Small Group Instruction Learning Modalities Experiential Learning Data Analysis Word Recognition Reading Comprehension Reading Materials Curriculum Self Efficacy Teacher Competencies Elementary School Students Emergent Literacy Reading Tests Allison, Tamara Alice Dissertations/Theses - Doctoral Dissertations New Mexico Dynamic Indicators of Basic Early Literacy Skills (DIBELS) English Elementary Education Kindergarten Primary Education Early Childhood Education Grade 1 Grade 2 Due to variation that exists in providing Tier 2 reading intervention instruction, the purpose of the study was to identify processes and instructional strategies currently being utilized by K-2 teachers of the Gallup, New Mexico elementary schools. 17 teachers from 9 of the 10 elementary schools participated in the study. A survey instrument was designed and administered using Survey Monkey as the tool to collect the data on how teachers are implementing Tier 2 reading intervention instruction. Research Question 1 asked how teachers are currently implementing Tier 2 reading interventions as far as structure/processes, lesson planning, and collaboration. The highest percentages of teachers reported the following: one additional staff assisting grade level teachers, group sizes of 4-6 students, progress monitoring 6 or more times a year, using DIBELS scores for student placement, utilizing ability groups within the grade level with each having its own instructors, and instruction being provided 5 days a week for 30-35 minutes. Research Question 2 asked for teachers' opinions as to using available staff, instructions for benchmark students, and the amount and usefulness of meetings. A majority of teachers agreed to using all available staff, that accelerated learning opportunities are being provided to students performing at the benchmark level, and that meetings are occurring frequently and are useful. Research Question 3 inquired as to practices and processes teachers feel are effective as well as their recommendations for improving instruction and for professional development. Effective practices reported include: using phonics, decoding, and fluency; small group instruction; multi-sensory instruction or hands-on activities; Linda-Mood Bell programs; data analysis to group students; the Project Read program; word family/patterns; sight words; comprehension; materials and curriculum provided; and consistency with holding interventions daily. Though all reported feeling moderately to very confident in their ability to teach reading, they recommended that they learn more current, non-traditional strategies as well as receive more training in familiar approaches like ELL strategies, differentiated instruction, learning centers, and identifying reading difficulties. After a review of the data, the researcher recommends training teachers to conduct their own research to seek out strategies, programs, and resources; investing in and implementing an effective commercially produced Tier 2 program; and for teams to devote more time in developing, sharing, and revising lesson plans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572082 Tier 2 Reading Interventions, K-2nd Grade Practices and Processes ProQuest LLC Ed.D. Dissertation, Arizona State University 2016-00-00 978-1-3397-5300-3 90 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112140 2017 As Provided JAN2020

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No Symptoms (Individual Disorders) Severity (of Disability) College Students Counseling Services Multiple Regression Analysis Mental Health Mental Disorders Help Seeking Counselor Attitudes Change Longitudinal Studies Bertolet, Caroline Lee Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education The current college counseling literature has conflicting findings regarding the extent to which the severity of mental health symptoms has increased for college students. Some researchers claim that over time student's mental health symptoms have become more complex rather than more severe. This study examined archival data to analyze both the severity and complexity of symptoms in an eight year time span. The study also examined how disruptiveness and treatment demand have changed over the eight year period. The data were analyzed using multiple regression. The results of the study supported perspectives found in the current literature indicating little increase in severity of symptoms over time. The results did not indicate any significant change over time in complexity of problems and disruptiveness. There was a significant increase in treatment demand over time. Implications for the college counseling knowledge base, college counseling directors and their institutions, college counseling professionals, and students are discussed. Limitations of the study and recommendations for future research are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572083 Examining Changes in College Counseling Clients' Symptomology and Severity over an Eight Year Span ProQuest LLC Ph.D. Dissertation, Old Dominion University 2016-00-00 978-1-3397-5836-7 98 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112691 2017 As Provided JAN2020

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Yes Enrollment Off Campus Facilities Capacity Building School Expansion Master Plans Budgets Partnerships in Education Multicampus Colleges Educational Demand State Universities Geiser, Saul Reports - Descriptive California (Berkeley) University of California, Berkeley. Center for Studies in Higher Education English Higher Education Postsecondary Education Like Berkeley, the UC system as a whole is quickly running out of space to accommodate the next generation of Californians who will be reaching college age by mid-century. Even with the added capacity at UC Merced, the UC system will run out of space on existing campuses in the next decade. In the normal course of events, this would trigger planning for another new general campus. Yet at a time when the university is still reeling from the effects of the Great Recession, the wisdom of an expensive new general campus is questionable. The need now is to rebuild and reinvest in existing campuses, not build a new one. These considerations suggest a different strategy for long-term enrollment growth than the UC system has followed in the past: Growing off-campus capacity at mature campuses. This paper describes a range of potential options for off-campus expansion, such as a branch campus at Berkeley. Such a strategy could accommodate the moderate level of enrollment growth projected for UC between now and mid-century and would be far less expensive than a new general campus. Expanding off-campus capacity at mature campuses like Berkeley could also channel new resources where the financial damage to academic programs and infrastructure has been greatest. ED573071 Expanding Off-Campus Enrollment Capacity at Berkeley: A Concept Paper. Research & Occasional Paper Series: CSHE.2.17 Center for Studies in Higher Education 2017-02-00 6 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2017 As Provided JAN2020

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Yes Higher Education Public Colleges Success Graduation Low Income Students First Generation College Students At Risk Students School Holding Power Academic Advising Remedial Instruction Time to Degree Enrollment Student Financial Aid General Education Data Information Utilization Adult Students Reports - Descriptive West Virginia West Virginia State Higher Education Policy Commission, Charleston. English Higher Education Postsecondary Education Adult Education This is the second paper in the West Virginia State Higher Education Policy Commission's series concerning the major areas of the Commission's new master plan and compact process. Each paper elaborates on a particular theme sharing additional best practices and insights. It is the intention of the Commission that these additional resources assist in fostering discourse among institutional administrators, faculty, staff and students, enabling them to develop a common understanding of the challenges, goals, and the mechanisms necessary to meet them. Highlights of this report include the following: (1) College degree completion is not only a critical facet of West Virginia's economy, but has a profound impact on the lives of individual students; (2) A large population of students who enroll in the system each year enter West Virginia's institutions with academic and socio-economic challenges.; (3) Institutions have to embrace a common philosophy of supporting our most at-risk students through relationships and targeted programs; and (4) Institutions across the nation are meeting the challenge of increasing student retention and graduation through use of better data and share best practices. Although the three focal areas of the master plan were designed to be mutually reinforcing, Success is by far the most important due to the fact that this is the one area where institutions have the most control over student experiences and outcomes. As mentioned earlier, this is a critical time for improving student retention and completion. [To access related reports in ERIC please see: "Leading the Way: Access. Success. Impact. 2013-18 Master Plan," ED573068; "Leading the Way: Access. 2013-18 Master Plan," ED573074; and "Leading the Way: Impact. 2013-18 Master Plan," ED573080.] ED573072 Leading the Way: Success. 2013-18 Master Plan West Virginia Higher Education Policy Commission 2013-00-00 West Virginia Higher Education Policy Commission. 1018 Kanawha Boulevard East Suite 700, Charleston, WV 25301-2800. Tel: 304-558-2101; Fax: 304-558-5719; Web site: http://wvhepcnew.wvnet.edu N/A 2017 13 ERIC JAN2020

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Yes Partnerships in Education Educational Improvement Educational Change Educational Practices Change Strategies Strategic Planning Leadership Effectiveness Agency Role Educational Planning State School District Relationship Program Implementation Capacity Building Educational Administration Bailey, Bersheril Coscarella, Mark Kinnaman, Lisa Reports - Descriptive Michigan Center on Innovation & Improvement (CII) English Elementary Secondary Education Hitching a ride on an automotive metaphor comes easily when Michigan is at the center of the story. After the Michigan Department of Education (MDE) spent a couple years noodling in the design shop about the optimum drivers of school improvement, its education engineers were convinced that the local school district was positioned to shift the process into high gear. How, then, did MDE provide the right fuel and a reliable road map? How did the concept become a test car, and the refined prototype move to mass production? Michigan needed a functional design, and the districts needed an owner's manual. Fortunately, MDE was connected to a trustworthy supply chain for transforming good ideas into practical production. The Great Lakes East Comprehensive Center (GLECC) had been at MDE's side through the noodling, and its affiliated Center on Innovation & Improvement (CII) had injected ideas and possible solutions. In 2009, MDE joined the Academy of Pacesetting States, a consortium of nine State Education Agencies (later expanded to 16) organized by CII and facilitated by GLECC. Over the next two years, the Academy provided MDE with a proving ground to test its school improvement efforts, bounce ideas off other States, and envision more productive models for accelerating student learning. In 2011, Michigan and six other states formed the Academy of Pacesetting Districts (APD), with a design created by CII and with the persistent guidance of GLECC's staff. The purpose of this new Academy was to engage the SEA team with district teams to ramp up the district's support for the improvement of its schools. ED573682 Michigan's District Focus Gets Traction: Partnership with Comprehensive Centers Provides Momentum Academic Development Institute 2012-00-00 Office of Elementary and Secondary Education (ED) 12 Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; e-mail: editor@adi.org; Web site: http://www.adi.org N/A 2017 5 ERIC JAN2020 S283B050057

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Yes Elementary Secondary Education Educational Environment Correlation School Safety Interpersonal Relationship Learner Engagement Educational Improvement Change Strategies Educational Change Standards Student Diversity Instruction Thapa, Amrit Cohen, Jonathan Higgins-D'Alessandro, Ann Guffey, Shawn Reports - Evaluative National School Climate Center (NSCC) English Elementary Secondary Education Over the past three decades, researchers and educators have increasingly recognized the importance of K-12 school climate. This summary report builds on previous school climate reviews and details how school climate is associated with and/or promotes safety, healthy relationships, engaged learning and teaching and school improvement efforts. In America and around the world, there is growing interest in school climate reform and appreciation that this is a viable, data driven school improvement strategy that promotes safer, more supportive and civil K-12 schools. The Centers for Disease Control and Prevention (2009) recommends school climate reform as a data driven strategy that promotes healthy relationships, school connectedness, and dropout prevention. The Institute for Educational Sciences includes school climate as a sound strategy for dropout prevention. The U. S Department of Education (2007) has invested in the Safe and Supportive Schools (S3) grant program to support state-wide school climate measurement and the study of school climate improvement efforts. A growing number of State Departments of Education are focusing on school climate reform as an essential component of school improvement and/or bully prevention. And, a growing number of educational ministries from around the world (e.g. China, France, Israel, Peru, Singapore, Spain) (Cohen, 2012), and the UN Children's Fund are invested in supporting school climate reform efforts. While early educational reformers such as Perry (1908), Dewey (1916), and Durkheim (1961) recognized that the distinctive culture of a school affects the life and learning of its students, the rise of systematic, empirical study of school climate grew out of industrial/organizational research coupled with the observation that school-specific processes accounted for a great deal of variation in student achievement. Ever since, the research in school climate has been growing systematically, and in recent years many countries are showing a keen interest in this area. Literature in this field suggests that there are empirical evidences being documented on various aspects of school climate in several languages. In this review, the authors address five essential areas of focus: (1) Safety (e.g. rules and norms; physical safety; social-emotional safety); (2) Relationships (e.g. respect for diversity; school connectedness/engagement; social support; leadership); (3) Teaching and Learning (e.g. social, emotional, ethical and civic learning; support for academic learning; support for professional relationships); (4) Institutional Environment (e.g. physical surrounding); and (5) School climate, the Processes of School Improvement. Although there is not yet a consensus about which dimensions are essential to measuring school climate validly, the authors believe that empirical reviews such as these may help to refine and focus understanding of the aspects of school climate that can and need to be assessed. ED573683 School Climate Research Summary: August 2012. School Climate Brief, Number 3 National School Climate Center 2012-08-00 21 National School Climate Center. 341 West 38th Street 9th Floor, New York, NY 10018. Tel: 212-707-8799; e-mail: info@schoolclimate.org; Web site: http://www.schoolclimate.org N/A 2017 196 ERIC JAN2020

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Yes Early Childhood Education Child Care Faculty Development State Programs Referral Public Agencies Hyde, Elizabeth M. Reports - Evaluative Washington Washington State Department of Early Learning (DEL) English Early Childhood Education This report offers an update on the work of the Department of Early Learning (DEL). This report contains sections that respond specifically to information requested in the 2008 supplemental operating budget regarding: (1) Washington State Child Care Resource & Referral Network; and (2) Washington State Training and Registry System (STARS). The report concludes with a review of the initiatives for the 2009-2011 biennium. The report focuses on finding quality child care for families and supporting the professional development of early educators. ED572741 Report to the Governor and Legislature, June 30, 2009 Washington State Department of Early Learning 2009-06-30 17 Washington State Department of Early Learning. 1110 Jefferson Street SE, P.O. Box 40970, Olympia, Washington 98504. Tel: 866-482-4325; e-mail: communications@del.wa.gov; Web site: http://www.del.wa.gov N/A 2017 ERIC JAN2020

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Yes Stereotypes Dropouts Student Attrition Resilience (Psychology) Competence Decision Making Self Management Interpersonal Competence Social Development Self Concept High School Students Personal Narratives Interviews African Americans Hispanic Americans At Risk Persons Coding Family Influence Reports - Research America's Promise Alliance, Center for Promise English High Schools Secondary Education The number of young people who leave school before graduation continues to be a problem in the United States, with approximately 485,000 young people leaving school each year. Not graduating translates to substantial individual and societal economic, civic, and social costs. Understanding the factors that lead young people to leave school can have significant benefits for these young people and society as a whole. Considerable research on students who leave high school before graduation examines the risk factors in their lives, including the characteristics or skills they lack. However, the Center for Promise's 2014 research report, "Don't Call Them Dropouts," found that these young people often demonstrate great strengths in their ability to overcome adversity. Using the principles of Positive Youth Development (PYD) theory as a guide, this brief seeks to identify aspects of PYD among young people who have left high school before graduation. This study explores the social and emotional competencies of young people who have left school before graduating from high school. Though often labeled "dropouts," by society, stereotypes assume that these young people are deficient and simply disengaged--lacking the competencies of those that do graduate. The analyses show that young people who left school expressed the same competencies as those that have been found for young people who are academically successful, and while not always legal or socially acceptable, the competencies of young people who left school before graduating enabled them to pursue and successfully reach their goals. Often, these goals were focused on circumstances that were dissonant with attending school, such as caring for a family member, surviving violent and/or abusive situations, or financially providing for themselves or their families. This brief focuses on a framework developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL), which includes the following core skills: (1) responsible decision-making; (2) self-management; (3) relationship skills; (4) social awareness; and (5) self-awareness. Organizations that help young people resolve issues of trauma, overcome social and economic barriers, and provide access to job training and educational support leverage young peoples' strengths and encourage positive outcomes in their lives. [For the 2014 report, "Don't Call Them Dropouts: Understanding the Experiences of Young People Who Leave High School before Graduation," see ED545308.] ED572742 Dispelling Stereotypes of Young People Who Leave School before Graduation. "Don't Call Them Dropouts" Research Series. Research Brief Center for Promise 2016-00-00 Target Corporation 9 Center for Promise. Available from: America's Promise Alliance. 1110 Vermont Avenue NW Suite 900, Washington, DC 20005. Tel: 202-657-0600; Fax: 202-657-0601; e-mail: publications@americaspromise.org; Web site: http://www.americaspromise.org/program/center-promise N/A 2017 15 ERIC JAN2020

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Yes Charter Schools Performance Factors Federal Aid Grants Elementary Secondary Education Educational Legislation Federal Legislation School Law State Policy Funding Formulas Barriers Change Strategies Sustainability Stakeholders Educational Administration Educational Practices Administrative Organization Rhim, Lauren Morando Brinson, Dana Reports - Research United States Elementary and Secondary Education Act Center on Innovation & Improvement (CII) English Elementary Secondary Education Charter school laws and successful charter schools have been identified as key elements of bold initiatives to turn around chronically low-achieving public schools. Yet, charter schools operate in a policy space that was not constructed for them, a space in which public schools are primarily a state responsibility, but are markedly influenced by both federal and local policies, programs, and practices. Eighteen years after the nation's first charter law was passed, policymakers still struggle to fit charter schools into the rules and regulations of a traditional and multi-layered public education system. For years, anecdotal evidence has suggested that, in practice, charter schools do not have equal access to federal funding. When combined with disparate state and local funding formulas, charter schools face a documented and significant lack of parity in funding. These dollars are particularly vital for charter schools serving large proportions of students at risk due to poverty or a diagnosed disability that qualifies them for special education and related services. This report aims to help state departments of education, regional comprehensive centers, national content centers, school districts, and individual charter schools navigate challenges associated with readily accessing federal entitlement grants. The following questions guided the inquiry: (1) How do state charter school statutes define the legal status of charter schools for the purposes of accessing federal entitlement programs (i.e., Title I-A and IDEA Part B)?; (2) How do charter schools access entitlement funds?; (3) To what degree are charter schools perceived to be receiving commensurate federal entitlement funds relative to traditional public schools?; (4) What challenges/strategies influence access to federal entitlement funds?; and (5) How are charter schools held accountable for their use of federal entitlement dollars? In this paper, the manner in which charter schools access federal entitlement funding and implications for access associated with legal status as a legally autonomous single-school local education agency (LEA) or part of an existing LEA is explored. A scan of statutory language in state charter school laws that could affect access to federal entitlement dollars was conducted. The literature on charter schools was reviewed to discern evidence related to charter schools' access to federal funding. Interviews were conducted with select individuals in a small sample of states to document factors influencing how charter schools are accessing federal entitlement dollars. The research did not reveal evidence of charter schools currently or systematically being denied access to federal entitlement dollars. And while the paths are different, degree of access does not appear to be influenced by whether charter schools are independent LEAs or part of an existing LEA. However, in some states, charter schools appear to remain somewhat marginalized within the state public education bureaucracy, at times having to fight to receive their equitable share of federal, state, and local dollars. Two appendices are included: (1) Charter Statute Language Pertaining to ESEA Grant; and (2) Charter Statue Language Pertaining to IDEA Grants. ED573684 Retrofitting Bureaucracy: Factors Influencing Charter Schools' Access to Federal Entitlement Programs Academic Development Institute 2010-00-00 Office of Elementary and Secondary Education (ED) 38 Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; e-mail: editor@adi.org; Web site: http://www.adi.org N/A 2017 ERIC JAN2020 S283B050057

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Yes Student Improvement Change Strategies Educational Practices Instructional Effectiveness Classroom Environment Family Environment Peer Influence Family Characteristics Family Influence Prior Learning Parent Attitudes Parent Child Relationship Parent Education Preschool Education Literacy Skill Development Teaching Methods Mathematics Instruction Science Instruction Immersion Programs School Support Educational Quality Time Factors (Learning) School Administration Social Development Emotional Development Parent School Relationship Instructional Leadership Educational Policy Teacher Qualifications Teacher Effectiveness State Action State Standards Charter Schools School Restructuring Accountability Walberg, Herbert J. Books Reports - Research Center on Innovation & Improvement (CII) English Preschool Education Early Childhood Education Elementary Secondary Education This book summarizes the major research findings that show how to substantially increase student achievement. This book draws on a number of investigators who have statistically synthesized many studies. A new education method showing superior results in 90% of the studies concerning it has more credibility than a method that shows results in only 60% of the cases. Research synthesis of many studies can also test the possibility that the new method works with a variety of students and circumstances. A robust method shown to work well at many grade levels with boys and girls in cities and suburbs is more desirable than one that only works well in special cases. Subsequent chapters weigh these considerations. Obviously policymakers and educators must also consider the costs and difficulties of implementing new policies and practices. Some innovations, however, are not only more effective but less costly. Teachers well prepared in their subject matter are usually a better investment than small classes, and, despite conventional beliefs, the Internet and other distance instruction delivery can be both more effective and cheaper than traditional classroom teaching. Thus, both old and new methods should be viewed in terms of efficacy, frugality, ethics, and other considerations. The remaining chapters begin with the most fundamental, well-established principles of academic learning within and outside schools. Because children spend approximately 92% of the total hours in the first 18 years of life outside school and under the responsibility of parents, the features of home conditions and parents' behaviors that foster learning before and during the school years are described. In successive chapters, the book describes the most effective classroom practices and school, district, and state policies. ED573685 Improving Student Learning: Action Principles for Families, Classrooms, Schools, Districts, and States Academic Development Institute 2010-00-00 Office of Elementary and Secondary Education (ED) 121 Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; e-mail: editor@adi.org; Web site: http://www.adi.org T 2017 82 ERIC JAN2020 S283B050057

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Yes Science Education Engineering Education Mathematics Education STEM Education Technology Education Educational Indicators Energy Conservation Health High School Students Course Selection (Students) Electronic Learning College Readiness College Science Labor Market Labor Force Age Differences Retirement Employed Women Minority Groups Immigration Research and Development Business Federal Programs Educational Research Global Approach Innovation Public Opinion Elementary Secondary Education Data Collection Trend Analysis Surveys Numerical/Quantitative Data Reports - Research National Science Foundation, National Science Board English High Schools Secondary Education Higher Education Postsecondary Education Elementary Secondary Education "Science and Engineering Indicators" (SEI) is first and foremost a volume of record comprising high-quality quantitative data on the U.S. and international science and engineering enterprise. SEI includes an overview and seven chapters that follow a generally consistent pattern. The chapter titles are as follows: (1) Elementary and Secondary Mathematics and Science Education; (2) Higher Education in Science and Engineering; (3) Science and Engineering Labor Force; (4) Research and Development: National Trends and International Comparisons; (5) Academic Research and Development; (6) Industry, Technology, and the Global Marketplace; (7) Science and Technology: Public Attitudes and Understanding. An appendix, Methodology, is included. Individual chapters contain references. ED571833 Science & Engineering Indicators 2016. National Science Board National Science Foundation 2016-00-00 898 National Science Foundation. 4201 Wilson Boulevard, Arlington, VA 22230. Tel: 703-292-7000; e-mail: NSBoffice@nsf.gov; Web site: http://www.nsf.gov N/A 2017 ERIC JAN2020

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Yes Cooperative Learning Grade 8 English (Second Language) Second Language Learning Second Language Instruction Student Attitudes Questionnaires Correlation Statistical Analysis Qualitative Research Reading Comprehension Reading Tests Scores Foreign Countries Teaching Methods Interviews Gonzales, Wilkinson Daniel Wong Torres, Patrisha Lliane O. Journal Articles Reports - Research Tests/Questionnaires Philippines English Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education Departing from Gonzales and Torres' (2015) quantitative quasi-experimental study on the effectiveness of cooperative learning (CL) on Grade 8 students in a private school in Manila, the present study attempts to uncover possible findings in the affective dimension through a 25-item survey questionnaire that quantitatively gauges the Grade 8 Filipino ESL learners' attitudes towards CL. The effectiveness of the approach was further assessed by correlating the attitudes with reading comprehension test scores in Gonzales and Torres' (2015) study. Adopting both quantitative and qualitative approaches, it was discovered that, despite certain reservations, the Grade 8 learners had positive attitudes towards CL. In addition, findings indicate a very weak positive relationship between learner CL attitudes and reading comprehension. The current study has implications not only limited to Philippine ESL classrooms, but also to ESL classrooms around the world. ED571834 Filipino ESL Learners' Attitudes toward Cooperative Learning and Their Relationship to Reading Comprehension Online Submission TESOL International Journal v11 n2 p70-90 2016 2016-00-00 21 N/A 2017 46 As Provided JAN2020

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Yes Phrase Structure Teaching Methods English (Second Language) Second Language Learning Second Language Instruction Quasiexperimental Design Retention (Psychology) Control Groups Experimental Groups Definitions Vocabulary Development Language Usage Scaffolding (Teaching Technique) College Freshmen Teacher Education Task Analysis Pretests Posttests Foreign Countries Language Proficiency Language Tests Writing (Composition) Statistical Analysis Coding Reading Instruction Achievement Tests Ördem, Eser Paker, Turan Journal Articles Reports - Research Turkey Michigan Test of English Language Proficiency ISSN-2537-1754 English Higher Education Postsecondary Education The purpose of this study was to investigate whether teaching vocabulary via collocations would contribute to retention and use of foreign language, English. A quasi-experimental design was formed to see whether there would be a significant difference between the treatment and control groups. Three instruments developed were conducted to 60 participants. The experimental group was taught collocations through lexical approach by means of ten different kinds of activities for ten weeks. On the other hand, the control group was taught in a traditional way, only focusing on word definitions from dictionary, antonyms, synonyms and guessing from the text. The results showed that the participants in the experimental group outperformed the ones in the control group in all of the three instruments. The study also indicated that a period of treatment and exposure to lexical collocations led the treatment group to remember and produce the collocations in the reading courses more appropriately and less deviantly than the control group. This result showed that teaching collocations in the class systematically week by week and scaffolding learners' progress could lead to better learners who can remember and use collocations in their reading comprehension in English. ED571835 Retention and Use of Lexical Collocations (Verb + Noun and Adjective + Noun) by Applying Lexical Approach in a Reading Course Online Submission European Journal of Foreign Language Teaching v1 n1 p144-160 2016 2016-00-00 17 N/A 2017 42 As Provided JAN2020

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Yes Public Schools School Districts Consolidated Schools Educational Research Educational Policy Educational Benefits Barriers Educational Attitudes Cost Effectiveness Academic Achievement School Size Educational Quality Extracurricular Activities School District Size Elementary Secondary Education Durflinger, Norm Haeffele, Lynne Reports - Evaluative Illinois Illinois State University, Center for the Study of Education Policy English Elementary Secondary Education This policy brief reviews the arguments for and against school district consolidation and the research regarding consolidation effects, with data specific to school districts in Illinois. A tiered approach to studying consolidation potential is presented as a viable option for policymakers to consider. The following topics are presented: (1) Perceptions about Consolidation; (2) What Does the Research Say?; (3) The Illinois School District Landscape; (4) A Tiered Approach to District Consolidation; and (5) Discussion. ED572743 Illinois Public School District Consolidation: A Tiered Approach Center for the Study of Education Policy 2011-03-00 7 Center for the Study of Education Policy. Department of Educational Administration and Foundations, College of Education, Illinois State University, 320 DeGarmo Hall, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; e-mail: edpolicyctr@ilstu.edu; Web site: https://education.illinoisstate.edu/csep/ N/A 2017 13 ERIC JAN2020

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Yes Wellness Barriers Health Promotion Urban Areas Community Programs Youth Programs Minority Groups At Risk Persons Well Being Stress Variables Safety Fear Trust (Psychology) Police Access to Information Stereotypes Racial Bias Coping Community Involvement Interviews Training Social Bias Social Justice Photography Surveys Violence Food Observation Martinez, Linda Sprague Reports - Research Tests/Questionnaires Massachusetts (Boston) Colorado (Denver) Pennsylvania (Philadelphia) Illinois (Chicago) Minnesota (Saint Paul) America's Promise Alliance, Center for Promise English Youth of color represent the fastest growing segment of the U.S. child population and make up the majority of the youth population in about half of the 100 largest U.S. cities. Fear, along with inequitable access to social supports, opportunities, and experiences essential for healthy development, place this group at increased risk for poor health outcomes. To better understand the obstacles to well-being experienced by young people of color, the Center for Promise (CfP) implemented a youth-led health and wellness assessment in five cities--Boston, Chicago, Denver, Philadelphia, and St. Paul--between May and September 2016. This youth-led health assessment was designed to tap into young people's perspectives by engaging them not only as partners, but as leaders in community health research and assessment. Young people identified and prioritized health areas and threats in their communities and led the assessment design and implementation. Adult program staff at each site supported the young people with protocol development and implementation as well as data analysis. While the assessment methods varied from surveys and interviews to photovoice (using photography to observe, document, and discuss the features of a community), common themes emerged across the five cities. Findings include the following: (1) Young people are under stress; (2) Young people feel unsafe; (3) Young people mistrust and fear police, leading to anxiety and avoidance of public places; (4) Young people observe and suffer from a lack of access to community resources; (5) Young people cite stereotyping and racial bias as reasons they feel unsafe and unwelcome; and (6) Young people engage in risky behaviors to cope with stress. The report includes recommendations for steps community decision-makers can take to help young people in urban communities feel safe and welcome in order to improve health outcomes. The following are appended: (1) Youth Training, Protocol Development, and Related Research Methods; (2) The Five Selected Partner Sites; (3) Sample Key Informant Interview Protocol--Denver; and (4) Philadelphia Youth Health Assessment. [Dr. Jonathan Zaff, Craig McClay, and Catalina Tang served as co-investigators. For the Executive Summary, see ED572755.] ED572744 Barriers to Wellness: Voices and Views from Young People in Five Cities Center for Promise 2016-00-00 Target Corporation 33 Center for Promise. Available from: America's Promise Alliance. 1110 Vermont Avenue NW Suite 900, Washington, DC 20005. Tel: 202-657-0600; Fax: 202-657-0601; e-mail: publications@americaspromise.org; Web site: http://www.americaspromise.org/program/center-promise N/A 2017 48 ERIC JAN2020

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Yes Response to Intervention Primary Education Grade 1 Grade 2 Grade 3 Elementary School Students Reading Programs At Risk Students Reading Difficulties Literature Reviews Program Effectiveness Prevention Comparative Analysis Word Recognition Reading Fluency Reading Comprehension Vocabulary Intervention Gersten, Russell Newman-Gonchar, Rebecca Haymond, Kelly S. Dimino, Joseph Information Analyses Reports - Evaluative Regional Educational Laboratory Southeast (ED) National Center for Education Evaluation and Regional Assistance (ED) Florida State University, Florida Center for Reading Research English Primary Education Early Childhood Education Grade 1 Elementary Education Grade 2 Grade 3 Response to intervention (RTI) is a comprehensive early detection and prevention strategy used to identify and support struggling students before they fall behind. An RTI model usually has three tiers or levels of support. Tier 1 is generally defined as classroom instruction provided to all students, tier 2 is typically a preventive intervention offered to students who fall behind when given only classroom instruction, and tier 3 is more intensive intervention offered to students who failed to respond to the supports in tiers 1 and 2. This review provides updated information on the evidence supporting the use of reading interventions for students who are at risk of reading difficulty in grades 1-3. The review was conducted by Regional Educational Laboratory Southeast in response to discussions with members of its Improving Literacy Research Alliance. Alliance members became even more interested in the topic after a recently completed national evaluation using intensive reading interventions in an RTI model failed to show positive impacts for students who scored at or slightly below the score that would make them eligible for RTI services in their school (Balu et al., 2015). The review team conducted a comprehensive review of the research literature from 2002 (the year that the No Child Left Behind Act went into effect and triggered large-scale national implementation of reading interventions) to June 2014, when this study started. The purpose of the review was to assess the current evidence base on the use of reading interventions for improving student outcomes in grades 1-3. The review was limited to studies of tier 2 interventions, those designed to provide preventive services to students at risk of struggling with typical classroom reading instruction. It did not include studies whose subject was intensive (tier 3) intervention--that is, studies geared to students who require more than tier 2 support. The literature search and review identified 27 efficacy studies that the review team determined met What Works Clearinghouse (WWC) evidence standards either with or without reservations (What Works Clearinghouse, 2014a). Of the 27 studies, 23 compared the performance of students who received the intervention with the performance of students who did not. (Some interventions were examined in more than one study, and some studies examined more than one intervention.) The remaining four studies either explored variations in components of one specific intervention or contrasted two interventions, without a control condition. Of the 23 studies that compared students who did and those who did not receive the intervention, 15 studies examined 13 interventions in grade 1, and 8 studies examined 7 interventions in grades 2 and 3. Although this report relies heavily on WWC protocols, procedures, and standards, and WWC-certified reviewers conducted the reviews, this report is not a WWC product. Key findings from the 23 efficacy studies of the 20 interventions include: (1) All but 1 of the 20 interventions demonstrated positive or potentially positive effects in at least one of the four areas of reading performance: word and pseudoword reading, passage reading fluency, reading comprehension, and vocabulary. Effects were strongest and most consistent in word and pseudoword reading, though some interventions also had effects in reading comprehension and passage reading fluency. No effects were found in vocabulary; (2) All 11 of the individually administered interventions and 8 of 9 of the small-group interventions resulted in positive or potentially positive effects; and (3) All 20 interventions included high levels of ongoing support for the teachers, paraeducators, volunteers, and other adults who worked with students. Though the reviewed studies showed that 19 of the 20 reading interventions were effective, most of the interventions included a component that is atypical of current school practice: ongoing support for the interventionist (the teacher, paraeducator, or member of the research staff responsible for delivering the intervention). In addition, the majority of interventions involved individual (one-on-one) interventions, as opposed to typical school implementations, which involve small groups of three to five students. When considering how to use these findings, it is important to consider that these studies do not reflect typical school practice, where weekly or biweekly monitoring of fidelity of implementation and onsite coaching are rarely available. The following are appended: (1) The search, screening, and review process; (2) Forty-three studies reviewed using What Works Clearinghouse standards; (3) Research basis for the studies that the review team determined met What Works Clearinghouse evidence standards; and (4) Summary of the weighted mean effect sizes by area of reading for grade 1 and grade 2 and 3 interventions. ED573686 What Is the Evidence Base to Support Reading Interventions for Improving Student Outcomes in Grades 1-3? REL 2017-271 Regional Educational Laboratory Southeast 2017-04-00 52 Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 49 ERIC JAN2020 Yes EdIES12C0011 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4558

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Yes Preservice Teachers Student Attitudes Biology Alternative Assessment Evaluation Methods Foreign Countries Content Analysis Knowledge Level Student Evaluation Questionnaires Case Studies Dasdemir, ikramettin Journal Articles Reports - Research Turkey ISSN-1304-6020 English Higher Education Postsecondary Education Research was carried out to identify pre-service biology teachers' views on "structured grid", one of the alternative assessment and evaluation tools available to teachers. A questionnaire form, consisting of four open-ended questions, was used as a data collection tool. Changes were made to the questionnaire to take into account the opinions of two faculty members and two teachers. The sampling of the study consisted of 29 pre-service biology teachers enrolled on a teacher training course at the Education Faculty at Ordu University during the 2014-2015 academic year. A case study was utilized in the study. The data obtained were examined by means of inductive content analysis. Based on the findings obtained from the open-ended questionnaire, the pre-service biology teachers stated that the use of structured grid, one of the alternative assessment and evaluation tools, in a biology course would contribute towards improved learning of the subject and would have a positive effect on the identification and elimination of misconceptions. Moreover, it was found that it eliminated students' weaknesses, raised students' curiosity and facilitated teachers' work. It allowed subjects to be taught in a fun way, it enabled student participation and it provided learning retention. Moreover, the findings highlighted that teachers did not adequately use alternative assessment and evaluation tools that these activities were not included in the course books to a sufficient degree and that teachers wanted to use these activities. It was suggested at the end of the study that all the teachers working for the Ministry of National Education should be introduced to alternative assessment and evaluation tools and that they should also be given in-service training on how to use them and how to evaluate students with these tools. Another finding of the study revealed that pre-service teachers must acquire knowledge, skills and understanding of alternative assessment and evaluation tools and activities in their educational process. ED571836 Views of Pre-Service Biology Teachers on Structured Grid Online Submission Journal of Turkish Science Education v13 n4 p237-247 Dec 2016 2016-12-00 11 N/A 2017 36 As Provided JAN2020

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Yes Phrase Structure Grammar English (Second Language) Second Language Learning Semantics Computational Linguistics Psycholinguistics Verbs Nouns Correlation Statistical Analysis Academic Discourse Health Sciences Physical Sciences Social Sciences Journal Articles Electronic Publishing Second Language Instruction English Teaching Methods Ordem, Eser Bada, Erdogan Journal Articles Reports - Research Information Analyses ISSN-2501-1111 English The dominance of syntactic studies in linguistics has caused lexis and grammar to be perceived as two distinct categories. With introduction of the paradigm of cognitive linguistics, the studies in syntax have been replaced by those in lexis and concepts. Semantics has come to the fore through the studies in cognitive linguistics, and there has been a trend from syntactic studies to lexical ones. In addition to research in cognitive linguistics, construction grammar has also emphasized the continuum between lexis and grammar. With the emergence of corpus linguistics, the studies regarding the continuum between lexis and grammar have gained momentum, and thus studies of collocations have been theorized. Early studies of collocations have focused on only lexis and disregarded grammar. However, in the process, the studies have also incorporated grammar as well, and this view supports the idea that each word has its own grammatical properties. Therefore, lexis and grammar should be studied on the same continuum because there is a continuum between these two categories rather than a discontinuum. Within the framework of this paradigm, this study focused on verb+noun lexical collocations across the health, physical and social sciences in the written academic genre and analyzed these lexical collocations through the frequency and chi-square analysis. The study aimed to search for commonalities and differences between the verbs with their collocations. The results showed that there were more similarities and relationship between the health and physical sciences, while the social sciences indicated a significant difference compared to the other two. The study found 165 common verbs used across the three sciences. 12 verbs among the 165 verbs were found to be candidate's verb+noun lexical collocations as prototypes. ED571837 Lexical Collocations (Verb + Noun) across Written Academic Genres in English Online Submission European Journal of Education Studies v1 n3 p20-37 2016 2016-00-00 18 N/A 2017 41 As Provided JAN2020

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Yes Educational Quality Higher Education College Students Foreign Countries Quality Assurance Surveys Student Organizations Focus Groups Case Studies Access to Information Student Attitudes Questionnaires Student Characteristics Student Motivation Expectation Academic Freedom Correlation College Choice Role of Education Student Needs Jungblut, Jens Vukasovic, Martina Reports - Research European Union Germany France United Kingdom Spain Poland Norway Latvia Slovenia European Students' Union (ESU) (Belgium) English Higher Education Postsecondary Education The European Students' Union (ESU), in partnership with the Romanian Agency for Quality Assurance in Higher Education (ARACIS), the National Unions of Students Scotland--student participation in quality Scotland (NUS, Sparqs) and freier zussamenschluss von studentInnenschaften (fzs), and with support of the European Commission (DG EAC), launched the "Quest for Quality for Students" (QUEST) project. The aim of the QUEST project is to map students' views on quality at different levels and in different disciplinary contexts. The survey that is the focus of this report, an integral part of the project, addressed the following research questions: (1) What is the students' view on quality of higher education? (2) Do quality assurance mechanisms at the European, national and institutional level actually enhance quality in the understanding of students? (3) What sort of information do students need to be provided to them in relation to what they perceive as quality education? This publication is the first part of Volume 2 of the research, and follows-up on the work that has already been done and published in Volume 1 ("Quest for Quality for Students: Going Back to Basics"). Apart from the survey on student perspectives on quality, which is the focus of this report, the project also included a desk research focusing on existing trends in student engagement in quality assurance and study visits to a number of countries and higher education institutions (Finland, Spain--both national and institutional--, the Netherlands, Romania, Germany, Slovakia and Latvia), complemented with two case studies (Germany and Scotland). The forthcoming second part of Volume 2 ("QUEST for Quality for Students: Institutional Analysis") will include the outcomes of several site visits to higher education institutions where focus groups with students and interviews with the institutional leadership and managers of the internal quality assurance systems took place. All these publications will together be the foundation of Volume 3 ("QUEST for Quality for Students: A Student Quality Concept"), which will present how quality through students' eyes can be defined, reached and assured; as well as what information students think is important for higher education institutions to provide to them. One of the goals throughout this project has been to raise awareness about the understanding of quality from the students' point of view. Thus, it can be considered and influence discussions on higher education, having a positive effect on it and improving its quality. The findings of the study paint a multi-faceted picture of students' view on quality in higher education and also uncover students' use of information about higher education and their assessment of the quality of that information. Even though this project has characteristics of a pilot study, it does point towards interesting relations. The results offer several points of departure for future research projects to get an even clearer picture on the preferences, knowledge and need of students in Europe when it comes to quality in higher education. The country comparisons used in this study also suggest that the comparative approach is a road worth taking, and that national situations might have an impact on the students' perception of quality in higher education. Appended is the six part Questionnaire: (Part 1: Motivations and expectations from higher education; Part 2: Perspectives on quality; Part 3: Awareness of quality mechanisms at different levels; Part 4: Student information needs; Part 5: Academic Freedom; and PART 6: Demographic and HE related information. [For Volume 1 of the series, "Quest for Quality for Students: Going Back to Basics," see ED539505.] ED572745 QUEST for Quality for Students: Survey on Students' Perspectives. Volume 2, Part 1 European Students' Union 2013-08-00 European Commission 116 European Students' Union. 20 Rue de la Sablonniere, 1000 Bruxelles, Belgium. Tel: +32-2-502-23-62; Fax: +32-2-706-48-26; e-mail: secretariat@esu-online.org; Web site: http://www.esu-online.org N/A 2017 4 ERIC JAN2020

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Yes Supply and Demand Principals Educational Policy Administrator Education State Legislation State Regulation Enrollment Data Collection Teacher Leadership Career Development Educational Finance Longitudinal Studies Educational Improvement Accountability State Boards of Education Statistical Data Faculty Mobility Haller, Alicia Hunt, Erika Reports - Evaluative Illinois Illinois State University, Center for the Study of Education Policy English Research has demonstrated that principals have a powerful impact on school improvement and student learning. Principals play a vital role in recruiting, developing, and retaining effective teachers; creating a school-wide culture of learning; and implementing a continuous improvement plan aimed at increasing student achievement. Leithwood, Louis, Anderson & Wahlstrom (2004) established that school leadership is second only to classroom instruction in terms of school-level influences on student outcomes. However, that sequential description overlooks the role of the principal to scale effective practices school wide. Manna (2015) argues that it is the principal that acts as a "powerful multiplier of effective teaching and leadership practices in schools." Recognizing the importance of school leadership and the growing complexity of the principalship, Illinois has worked at the forefront of innovation with improvements to principal preparation, and has been recognized as a national leader in this area. For over a decade, stakeholders throughout Illinois have engaged in efforts to improve principal preparation and development that began with the Illinois Commission on School Leader Preparation (2006), which led to recommendations made by the Illinois School Leader Taskforce (2008), and culminated into Illinois Public Act 096-0903. IL P.A. 096-0903 was enacted in 2010 and reformed the way principals were recruited, prepared and credentialed throughout the state. The new Act mandated that all programs seeking to prepare principals apply for state approval under the new requirements. It also eliminated Type 75 General Administrative programs that had largely been shown to be ineffective in preparing principals for today's schools. That change was crucial in setting the stage for programs to redesign their new programs with a targeted focus on the specific knowledge, skills and abilities necessary for candidates to become effective principals and assistant principals. This report presents: (1) Challenges to Determining the Impact of IL P.A. 096-0903; (2) Emerging Data Indicating Impact of New Regulations on Principal Supply and Demand; (3) FY15 Supply and Demand Data; (4) Principal Preparation Programs Approved under New Regulations; (5) Current Enrollment in Illinois Principal Preparation Programs; (6) Developing a Leadership Pipeline for Succession Planning; (7) Major Challenges to Understanding the Impact Policy Changes on the Supply and Demand of Principals in Illinois; (8) Illinois School Leadership Advisory Council (ISLAC) Recommendations on Improvements to Data Collection; (9) Recommendations Regarding Teacher Leadership as it Relates to the Principal Pipeline; and (10) Recommendation for Funding a New Longitudinal Data System for Improvement and Accountability Purposes. ED572746 Statewide Data on Supply and Demand of Principals after Policy Changes to Principal Preparation in Illinois Center for the Study of Education Policy 2016-03-00 12 Center for the Study of Education Policy. Department of Educational Administration and Foundations, College of Education, Illinois State University, 320 DeGarmo Hall, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; e-mail: edpolicyctr@ilstu.edu; Web site: https://education.illinoisstate.edu/csep/ N/A 2017 23 ERIC JAN2020

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Yes Dual Enrollment College Credits Access to Education State Legislation Educational Legislation High School Students Educational Quality Academic Standards Advanced Placement Advanced Placement Programs Disproportionate Representation Racial Differences Low Income Students Program Descriptions Demography Student Characteristics Educational Finance Light, Noreen Reports - Evaluative Washington Washington Student Achievement Council English Higher Education Postsecondary Education High Schools Secondary Education In 2015, legislation to improve access to dual-credit programs and to reduce disparities in access and completion--particularly for low income and underrepresented students--was enacted. The new law focused on expanding access to College in the High School but acknowledged issues in other dual-credit programs and reinforced the notion that cost should not present a barrier in selecting the most appropriate dual-credit option for the individual student. The legislation also requires the Council to report on dual-credit programs and recommend additional improvements to improve access and completion. To improve access and quality, education sector partners have collaborated to: (1) Create and adopt rules to ensure quality standards are rigorous and consistently applied in College in the High School; (2) Develop and implement policies to increase consistency in acceptance of Advanced Placement (AP) and International Baccalaureate (IB) scores; and (3) Improve communication tools to support students considering dual-credit options. Though there has been some progress in increasing access to dual credit, differences in participation and completion by race, ethnicity, and income continue to persist. The report provides recommendations for further action to address these disparities. Five appendices are included: (1) Dual Credit Comparison Chart; (2) Public Baccalaureate Sector Resources; (3) Community and Technical College Resources; (4) Washington 45 and Open Education Resources; and (5) Independent Colleges of Washington Advanced Placement Scores Chart. ED573073 Dual Credit Report Washington Student Achievement Council 2016-10-00 42 Washington Student Achievement Council. P.O. Box 43430, Olympia, WA 98504. Tel: 360-753-7800; E-mail: info@wsac.wa.gov; Web site: http://www.wsac.wa.gov N/A 2017 ERIC JAN2020

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Yes Access to Education Higher Education Outreach Programs Low Income Students Public Colleges College Preparation Student Recruitment College Admission Adult Students Data Information Utilization Reports - Descriptive West Virginia West Virginia State Higher Education Policy Commission, Charleston. English Higher Education Postsecondary Education Secondary Education Adult Education The 2013-18 West Virginia Higher Education Policy Commission master plan, "Leading the Way: Access. Success. Impact" was developed to provide a programmatic framework and goals to enable the state's system of public four-year institutions to meet the educational needs of West Virginians. A state economy in flux with declining revenues and increased demands on developing a larger, highly educated and trained workforce has resulted in greater scrutiny on post-secondary education outcomes in the state. Education stakeholders, including publicly elected leadership, have developed greater expectations for West Virginia's public four-year colleges and universities. These expectations include institutions meeting multiple educational challenges simultaneously: expanding access, improving retention and on-time graduation, and increasing degrees in particular fields that match regional and statewide priorities. Beyond the development of the master plan and the facilitation of the compact process, the Commission's Division of Policy and Planning is offering an additional series of white papers that will address each major theme of the master plan. Each paper will elaborate on a particular theme, providing further insights into the Commission's vision in the focal area and sharing best practices. It is the intention of the Commission that these additional resources foster discourse among institutional administrators, faculty, staff, and students, enabling them to develop a common understanding of the challenges, goals, and the mechanisms necessary to meet them. Highlights include: (1) College access remains a priority for West Virginia. However, additional support is needed to help more students successfully transition to college; (2) GEARUP and other college-going outreach efforts have been successful, but more support is needed to help additional students develop college-going skills and prepare for the rigors of college-level work; (3) Low-income students will continue to make-up a large portion of in-state enrollment; (4) Student and institutional success can be furthered by providing assistance and information to students much earlier than the typical recruitment and admissions cycles; and (5) Along with other best practices, data analysis at the institutional level will be key to determine how best to proceed with access efforts. In West Virginia, access to post secondary education depends on three central factors: adequate preparation, accessible information, and feasible cost. [To access related reports in ERIC see: "Leading the Way: Access. Success. Impact. 2013-18 Master Plan," ED573068; "Leading the Way: Success. 2013-18 Master Plan," ED573072; and "Leading the Way: Impact. 2013-18 Master Plan," ED573080.] ED573074 Leading the Way: Access. 2013-18 Master Plan West Virginia Higher Education Policy Commission 2013-00-00 12 West Virginia Higher Education Policy Commission. 1018 Kanawha Boulevard East Suite 700, Charleston, WV 25301-2800. Tel: 304-558-2101; Fax: 304-558-5719; Web site: http://wvhepcnew.wvnet.edu N/A 2017 23 ERIC JAN2020

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No Teacher Attitudes Opinions Faculty Development Social Media Q Methodology Factor Analysis Preferences Transformative Learning Continuing Education Informal Education Literature Reviews Communities of Practice Demography Teacher Surveys Interviews Brown, Toby Dissertations/Theses - Doctoral Dissertations English Adult Education This study described the subjective opinions of teachers about their experiences at Edcamp, an unconference-style form of teacher professional development (PD). Traditional PD has been maligned for being overly expensive and ineffectual in affecting changes in teacher practice. In order to defend teachers' decisions to partake in Edcamp-style PD, it was necessary to identify their views about their experiences. Q methodology was used to determine the teachers' perspectives. A review of relevant literature in teacher PD, professional learning communities, communities of practice, and social media was undertaken, as well as a demographic survey of Edcamp participants, to better understand the phenomenon of Edcamp. The result of the literature review and demographic survey was a 36-statement that was sorted by 19 teachers. A three-factor solution was the result of analysis using PQMethod software. Themes for the factors were developed using interviews from exemplar sorters in each factor as well as Twitter data from the day of the Edcamp event. The three factors were interpreted as Tweeting Edcampers, who highly valued the opportunity for social learning and sharing via Twitter at Edcamp, One-Time Edcampers, who preferred traditional PD and did not find Edcamp PD to be considerably helpful, and Edcamp Converts, who found Edcamp PD to be transformative and relevant to the contexts of their classrooms. All participants indicated a strong preference for continual, meaningful PD. Significant findings included the importance of giving teachers choices in PD vectors, teachers' preferences for participating in informal learning opportunities, and the considerable meaning teachers attribute to the social media application Twitter for learning and sharing. Future research should study administrators' opinions of Edcamp-style PD and its relevance to their teachers. Future research should also study the long-term effects of Edcamp-style PD and Twitter use on teachers' professional practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572084 Teachers' Perceptions of Edcamp Professional Development: A Q Method Study ProQuest LLC Ph.D. Dissertation, Oklahoma State University 2015-00-00 978-1-3397-6430-6 136 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113321 2017 As Provided JAN2020

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No Mathematics Teachers Teacher Attitudes Electronic Learning Technology Integration Information Management Information Storage Elementary School Teachers Public School Teachers Foreign Countries Barriers Internet Readiness Educational Change Technological Literacy Pedagogical Content Knowledge Teacher Surveys Questionnaires Constructivism (Learning) Statistical Analysis Affordances Teacher Collaboration Educational Environment Teacher Developed Materials Alqallaf, Nadeyah Dissertations/Theses - Doctoral Dissertations Kuwait English Elementary Education The purpose of this study was to examine Kuwaiti mathematical elementary teachers' perceptions about their ability to integrate M-learning (mobile learning) into their current teaching practices and the major barriers hindering teachers' ability to create an M-learning environment. Furthermore, this study sought to understand teachers' perceptions about their ability to create a collaborative cloud-computing learning environment that corresponds with the 21st century skills and possibly explain their readiness for future reformation of education in Kuwait. Using an Internet-based format to this study quantitative and qualitative data, the Technological Pedagogical Content Knowledge (TPACK) and barriers survey gleaned quantitative information about how mathematics teachers and a head of a mathematics department (n = 562) viewed use of technology as well as the barriers they faced in integrating it into the classroom. Also, qualitative data were collected using a survey of open-ended questions to provide context to survey answers and better understand the barriers and affordance experienced by the participants. Moreover, a 21st century open-ended questionnaire was employed to collect qualitative information from mathematics teachers and head of the departments (n = 21) in regard the their ability to construct a 21st century learning environment based on collaboration and constructivist perspective utilizing a cloud-computing technology. Quantitative analysis was utilized to examine elementary mathematics teachers' perceptions using the TPACK survey, and the validity and reliability of the TPACK subscales were computed by administering the confirmatory factor analysis. Factors that were elicited were specified as: all seven subscales encompassed in the TPACK survey significantly fit model of factor structures, and the TPACK survey was reliable and valid. In addition, descriptive analysis such as the TPACK subscale means and standard deviations were computed via the SPSS software. Qualitative content analysis was used to understand teachers' perceptions about their ability to integrate mobile technology, perceptions of the primary barriers and affordance that limited their ability, and their perceptions of their ability to integrate collaborative cloud computing and create a 21st century learning environment based on the constructivist perspective. When analyzed, the self-reported open-ended survey yielded the following specific themes: (a) teachers perceived themselves high in their ability to integrate mobile technology; (b) the primary barriers based on teachers' perceptions were budget constraints, IT limitations, time constraints, and administrative support; and (c) teachers perceived themselves high in their ability to integrate collaborative cloud computing to construct a 21st century learning environment based on the constructivist perspective. This study finding could be implemented to create a new modern mathematics elementary curriculum that resolves the current curriculum issues. Future research is recommended in the direction of creating a new mathematical curriculum based on administrators', parents', and students' perspectives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572085 Mathematical Teachers' Perception: Mobile Learning and Constructing 21st Century Collaborative Cloud-Computing Environments in Elementary Public Schools in the State of Kuwait ProQuest LLC Ph.D. Dissertation, University of Northern Colorado 2016-00-00 978-1-3397-6683-6 214 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113607 2017 As Provided JAN2020

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No Evaluation Methods Measurement Techniques Corporations Business Action Research Multivariate Analysis Metadata Research Methodology Scores Information Retrieval Data Processing Foreign Countries Kuang, Jieyan Dissertations/Theses - Doctoral Dissertations United States Canada English Net Promoter System (NPS) is well known as an evaluation measure of the growth engine of big companies in the business area. The ultimate goal of my research is to build an action rules and meta-actions based recommender system for improving NPS scores of 34 companies (clients) dealing with similar businesses in the US and Canada. With the given original dataset, data preprocessing has been completed to result in better data representation and quality. The recommender system is built on top of a hierarchical clustering dendrogram which is generated by applying agglomerative clustering algorithm to a matrix of distance mixing semantic similarity and geographical distance by assigning weighted factors. To maximally expand the dataset of a single client by merging it with datasets of other clients under certain conditions, Hierarchically Agglomerative Method for Improving NPS (HAMIS) has been developed and applied to all clients respectively. To extract meta-actions from customers' comments for triggering generated action rules and achieving desirable effect, a new text mining based strategy has been designed to accomplish tasks involving sentiment analysis, text summarization, feature identification and most importantly meta-action generation. Compared to other relevant works, our method has been proven to be more flexible and has achieved more satisfying results. Considering the fact that commonness, differential benefit and applicability exist when executing groups of meta-actions, a method for searching best groups of meta-actions has been designed to boost the performance of applying meta-actions, which also improves the applicability and practicability of our system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572086 Hierarchically Structured Recommender System for Improving NPS ProQuest LLC Ph.D. Dissertation, The University of North Carolina at Charlotte 2016-00-00 978-1-3397-5048-4 134 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10111871 2017 As Provided JAN2020

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No Photography Teaching Methods Elementary Education Foreign Countries Qualitative Research Elementary School Teachers Interviews Electronic Mail Pictorial Stimuli Buhamad, Ali Dissertations/Theses - Doctoral Dissertations Kuwait English Elementary Education This study provided a guide for appropriate characteristics of Instructional Photo to be used by teachers, trainers, coaches, instructors, and anyone else who desires to deliver knowledge and present content with visual meaning to elementary students in the state of Kuwait as a teaching style that supports teachers, facilitates clarification, and gets the learners' attention and motivates them. This study used a basic qualitative method. The participants in this study were two teachers and two photography artists from Kuwait who had at least 10 years of experience in both fields and were selected from researcher relationships. The data collection was using electronic interviews conducted personally with each participant, using email as the instrument that collected open--ended responses. Based on participant responses, analysis showed that Instructional Photo characteristics must contain clear ideas and messages and must be interesting to the learner in terms of delivering knowledge with less explanation and effort by the teacher. The size of the instructional photo must be appropriate and must match the class size and population. The instructional photo must appear as a piece of art, which means it must have the correct colors and balance that includes hot colors for the main elements. It must have clear shapes and must be a good representation of the learner's environment and include engaging elements that increases student interest in the content. Instructional Photo must iv use documented and preferably local and journalist photos. Future research could include additional qualitative techniques such as observations of the application of different types of Instructional Photo or using a quantitative approach to identify new or additional instructional photo characteristics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572087 Visual Approach and Design: The Appropriate Characteristics of Instructional Photos as a Tool to Support Elementary Setting in Kuwait ProQuest LLC Ph.D. Dissertation, University of Northern Colorado 2016-00-00 978-1-3397-6684-3 157 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113608 2017 As Provided JAN2020

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Yes Partnerships in Education School Turnaround Educational Change Educational Improvement Grants School Surveys Interviews Content Analysis Position Papers State Agencies Program Implementation Administrator Attitudes Agency Role Definitions Educational Responsibility Educational Planning Strategic Planning Government Role Sustainability Federal Legislation Research Needs Educational Administration Educational Practices Corbett, Julie Reports - Research Colorado Hawaii Illinois Indiana Massachusetts New York Tennessee Virginia Center on Innovation & Improvement (CII) English This report describes the use of Lead Turnaround Partners (LTPs) in the current School Improvement Grant (SIG) program and provides the results of document review, surveys, and interviews with eight State Education Agencies and seven Lead Turnaround Partner organizations. The study focuses on the implementation of the transformation and turnaround models under the SIG program during the 2010-2011 school year. The current marketplace of Lead Turnaround Partner (LTP) providers and the organizational structures of existing LTPs are explored. In addition, the communication strategies and the roles of various players involved in aspects of SIG implementation, including State Education Agencies (SEAs), Local Education Agencies (LEAs) and LTPs are discussed. Lessons learned and recommendations for improvement for each entity are summarized. Document review, surveys, and interviews were gathered/conducted from/with: Colorado, Hawaii, Illinois, Indiana, Massachusetts, New York, Tennessee, and Virginia. Document review, surveys, and interviews were gathered/conducted from/with the following LTPs: Academy for Urban School Leadership (AUSL), America's Choice, Cambridge Education, EdisonLearning, Learning Point Associates/AIR, Pearson School Achievement Services, and WestED. Based on the findings, this report offers recommendations for states; districts; the field; states, districts, and LTPs; and the U.S. Department of Education (USED) and states. An appendix provides LTP profiles. ED573687 Lead Turnaround Partners: How the Emerging Marketplace of Lead Turnaround Partners Is Changing School Improvement Academic Development Institute 2011-00-00 Office of Elementary and Secondary Education (ED) Public Impact 56 Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; e-mail: editor@adi.org; Web site: http://www.adi.org N/A 2017 25 ERIC JAN2020 S283B050057

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Yes School Turnaround Leadership Effectiveness Administrator Evaluation Accountability Academic Achievement Educational Change Low Achievement Evidence Based Practice Educational Improvement Educational Strategies Educational Practices Educational Administration Rhim, Lauren Morando Reports - Descriptive Center on Innovation & Improvement (CII) University of Virginia, Darden School Foundation English Elementary Secondary Education Effective leadership is critical to successful school turnaround efforts. Yet, district leaders have historically been hesitant to hold leaders accountable for bold change efforts. As federal and state dollars flow to districts and individual schools charged with embarking upon transformative change efforts, districts must adopt a laser-sharp focus on assessing turnaround leaders' performance on an accelerated timeline. The students enrolled in schools identified for targeted turnaround efforts have no time to lose. This brief presents the rationale supporting aggressive turnaround leader assessment efforts and outlines seven critical actions steps to increase the success rate of turnaround efforts. ED573688 No Time to Lose: Turnaround Leader Performance Assessment Academic Development Institute 2012-00-00 Office of Elementary and Secondary Education (ED) 8 Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; e-mail: editor@adi.org; Web site: http://www.adi.org N/A 2017 As Provided JAN2020 S283B050057

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Yes Educational Environment Bullying School Culture State Policy Prevention State Legislation Financial Support Discipline Federal Aid School Safety Bellizio, Dan Reports - Descriptive National School Climate Center (NSCC) English This December 2012 Brief updates NSCC's 2011 report "State Policies on School Climate and Bully Prevention Efforts: Challenges and Opportunities for Deepening State Policy Support for Safe and Civil School"s (www.schoolclimate.org/climate/papers-briefs.php). This Brief provides a summary of State level: (1) anti-bullying legislation; (2) school climate policies; (3) funding trends; (4) disciplinary practice trends; and (5) federally supported school climate efforts. [For the 2011 report "State Policies on School Climate and Bully Prevention Efforts: Challenges and Opportunities for Deepening State Policy Support for Safe and Civil Schools," see ED566375.] ED573689 December 2012 Policy Update: School Climate and Bully Prevention Trends State-by-State Assessment. School Climate Brief, Number 6 National School Climate Center 2012-12-00 2 National School Climate Center. 341 West 38th Street 9th Floor, New York, NY 10018. Tel: 212-707-8799; e-mail: info@schoolclimate.org; Web site: http://www.schoolclimate.org N/A 2017 ERIC JAN2020

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Yes Educational Improvement Educational Change School Districts School District Wealth Case Studies Educational Environment Performance Factors Strategic Planning Organizational Communication Improvement Programs Change Strategies Educational Practices Educational Administration Lane, Brett Reports - Research Kansas Center on Innovation & Improvement (CII) English Elementary Secondary Education The purpose of this report is to describe a "Framework for District Capacity Building and Improvement" and, through the use of two illustrative case stories, explore how districts can engage in rapid and sustainable improvement efforts. The supporting research, our framework, and a corresponding set of rapid improvement indicators is provided here and in the following pages, followed by case stories of Burrton Public Schools (a rural district in central Kansas) and Kansas City, Kansas Public Schools, an urban district with over 19,000 students. Included in the report is a summary of issues for consideration by state officials and districts focused on creating the conditions necessary to catalyze rapid and sustainable district improvement. Three appendices provide: (1) a description of the case study methodology and protocols; (2) a one-page summary of the Rapid District Improvement Pathway; and (3) a full-page version of the Framework for District Capacity Building and Improvement and a matrix of the Framework elements, variables, and indicators for each framework element. ED573690 Exploring the Pathway to Rapid District Improvement Academic Development Institute 2009-00-00 Office of Elementary and Secondary Education (ED) 72 Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; e-mail: editor@adi.org; Web site: http://www.adi.org N/A 2017 35 As Provided JAN2020 S283B050057

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Yes School Turnaround Educational Improvement Grantsmanship Grants State Action Evidence Based Practice Administrative Organization Partnerships in Education Human Capital Capacity Building Incentives Educational Practices Change Strategies Educational Change State Agencies Agency Role Resource Allocation Barriers Interviews Transcripts (Written Records) Position Papers Administrator Attitudes Educational Administration Rhim, Lauren Morando Redding, Sam Reports - Research Tests/Questionnaires Virginia Oklahoma Idaho Illinois Alaska Michigan Montana Louisiana Arkansas Center on Innovation & Improvement (CII) English Elementary Secondary Education In 2010, unprecedented levels of resources began to flow through state education agencies (SEAs) to support dramatic change in persistently low-performing schools under the expanded federal School Improvement Grant (SIG) program. The challenge for states is to leverage the federal investment to drive dramatic and sustainable change efforts in low-performing schools in a coherent manner that does not simultaneously undermine established support networks designed to benefit all schools. Driven by the broader goal of culling lessons related to states playing a substantive role in dramatic school-improvement efforts, this monograph and practice guide examines the early implementation of the revised SIG program in select states (AL, AK, ID, IL, LA, MI, MT, OK, and VA) to identify: (1) how states are integrating the expanded grant program into existing school improvement efforts; and (2) emerging lessons for states interested in fully leveraging their roles to drive turnaround efforts relevant to the future rounds of SIG awards. The monograph examines nine states' initial approaches to supporting dramatic school improvement initiatives by strategically allocating state resources, building district and school capacity to support change, and monitoring districts' turnaround efforts. Three appendices provide supplemental tables and the data collection instrument. A list of references and resources is included. ED573691 Fulcrum of Change: Leveraging 50 States to Turn around 5000 Schools Academic Development Institute 2011-00-00 Office of Elementary and Secondary Education (ED) 60 Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; e-mail: editor@adi.org; Web site: http://www.adi.org N/A 2017 ERIC JAN2020 S283B050057

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Yes Replication (Evaluation) Educational Research Research Problems Publications Incidence Fahy, Patrick J. Journal Articles Reports - Research Information Analyses English "Application" or "replication" research, already rare, is diminishing in both quantity and quality, for a variety of reasons ("How science goes wrong," 2013; "For my next trick," 2016). In this study of "replications" and "applications," 351 papers that included a reference to any one of ten of the author's papers published between 2001 and 2007 (the "child" papers) were examined. A total of seventeen instances of "application/replication" by other researchers (the relative rarity already a finding) of some element, processes, procedures, instruments, or findings, of one of the author's "parent" papers were found, about 5% of the total 351 original parent papers. No self-replications by the author were studied. The findings showed that, of the small number of replications, three (less than 18% of the total) were "exact" replications, five (about 29%) were "partial," and nine (about 53%) were "conceptual" only ("investigating the same construct but with different methods and measures"; Jones, Derby, & Schmidlin, 2010). All of the replications reported were based on "positive" or "neutral" views of the parent paper, none were based on a "negative" view, potentially problematic, it was concluded, if one of the goals of replication is to identify weaknesses or mistakes in previous work. Another finding was that, after publishing in this area, a minority of authors published another paper on a related topic in the same area at least once in the future. The paper concluded with a call for greater acceptance and valuing of "application/replication" research in general, and of disagreements (and therefore corrections of concepts) among practitioners, by researchers, publishers, editors, reviewers, and authors. ED571838 Analysis of the Occurrence of "Applications/Replications" in Ten Published Papers Online Submission 2017-01-09 28 N/A 2017 50 As Provided JAN2020

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Yes Advanced Courses Enrollment Trends Academic Achievement Spanish Speaking Language Minorities English Comparative Analysis Native Speakers Course Selection (Students) English Language Learners Grade Point Average Standardized Tests Scores Student Characteristics Bilingual Students High School Students Hanson, Havala Bisht, Biraj Motamedi, Jason Greenberg Reports - Research Washington Regional Educational Laboratory Northwest (ED) Education Northwest National Center for Education Evaluation and Regional Assistance (ED) English High Schools Secondary Education Students who take advanced courses in high school are more likely to enroll and persist in college. This report describes patterns in advanced coursetaking among three groups of students in Washington state: Spanish-speaking students, other language minority students whose primary or home language is not Spanish, and English-only speakers. This study examined four research questions: (1) How many advanced courses do Spanish-speaking students, other language minority students, and English-only speakers in Washington state take per school year, and how does this vary by English learner student status?; (2) How much does prior academic performance, as measured by grade point average and state standardized test scores from the previous school year, account for differences in advanced course enrollment across groups?; (3) How do the grades earned in advanced courses compare among Spanish-speaking students, other language minority students, and English-only speakers, and how do grades vary by English learner student status?; and (4) How does the number of advanced courses offered vary between schools with a high percentage of Spanish-speaking students and schools with a low percentage of Spanish-speaking students? It finds systemic gaps in both course enrollment and performance for Spanish-speaking students, regardless of their English learner status. Other language minority students take more advanced courses than do English-only speakers. When other language minority students become English proficient, they perform in advanced courses as well as or better than English-only speakers do. Accounting for differences in students' prior grade point average and state standardized test scores in math and reading explains most, but not all, of the gaps in advanced course enrollment and performance. The findings can help local and state policymakers improve education outcomes for Spanish-speaking students and may suggest areas for future research. Data and methods are appended. ED571839 Advanced Course Enrollment and Performance in Washington State: Comparing Spanish-Speaking Students with Other Language Minority Students and English-Only Speakers. REL 2017-220 Regional Educational Laboratory Northwest 2017-01-00 Policymakers 16 Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/ T 2017 17 ERIC JAN2020 Yes EDIES12C0003 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4560

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No Mixed Methods Research Elementary School Teachers Correlation Teaching Methods Educational Technology Technology Uses in Education Technological Literacy Pedagogical Content Knowledge Scaffolding (Teaching Technique) Interviews Observation Teacher Attitudes Beliefs Elementary School Science Science Instruction Self Efficacy Lewis, Lindsay Kristin Dissertations/Theses - Doctoral Dissertations English Elementary Education This mixed-methods study, conducted with five elementary teachers, explored the relationship between teacher beliefs and classroom practice. Three theoretical frameworks--Technological, Pedagogical, and Content Knowledge (TPACK), Teacher Beliefs, and Scaffolding--were used for creating the data collection tools and for analyzing the data. Teachers were interviewed and observed in an effort to relate their beliefs about using technology and writing to teach science to their classroom practice when implementing Electronic Science Notebooks (ESNs) to teach elementary science. The data collected suggested that while teachers with greater technological knowledge also had more positive beliefs concerning self-efficacy when teaching science, a greater degree of technological understanding did not necessarily mean that the scaffolding role was shared equally between the ESN and the teacher. Likewise, a higher pedagogical understanding did not mean that the scaffolding role was shared equally between the ESN and the teacher. Concerning the use of writing to teach science, writing was not scaffolded by teachers with the most content knowledge. Finally, teachers with prior experience with ESNs provided more scaffolding for the writing and inquiry process, and they were more likely to engage students in whole class discussion. Although the results of this work cannot be generalized beyond this sample, understanding these teachers' beliefs and classroom practice provided potential insight into how professional development programs could be designed to better support teachers as they plan to incorporate writing into their science instruction or implement ESNs in their classroom. As an example, when there was discrepancy between a teacher's intended use of technology and the actual use behavior, the teacher discussed the barriers that prevented the best strategies from putting into practice. Strategically planned professional development can provide these teachers with a greater understanding of the factors that shape their beliefs and the impact that those beliefs have on their practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572088 The Impact of Teacher Beliefs on Elementary Teachers' Use of Scaffolding in a Technology-Rich, Inquiry-Focused Classroom ProQuest LLC Ph.D. Dissertation, North Carolina State University 2015-00-00 978-1-3397-5967-8 214 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112831 2017 As Provided JAN2020

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No Beginning Teacher Induction Beginning Teachers School Districts Program Implementation Teacher Orientation Mentors Adjustment (to Environment) Teaching Conditions Released Time Faculty Development Teacher Collaboration Teacher Evaluation Program Evaluation Superintendents School District Size Mixed Methods Research Interviews Bierbaum, Myra Desha Dissertations/Theses - Doctoral Dissertations Colorado English The purpose of the study was to gain a deeper understanding of teacher induction in the state of Colorado. The guiding question for the study was "What components do Colorado school districts include as part of their beginning teacher induction?" The study examined the implementation of nine teacher induction components: orientation, mentoring, adjustment of working conditions, release time, professional development opportunities, opportunities for collegial collaboration, assessment of beginning teachers, program evaluation, and follow-up. Data pertaining to beginning teacher induction and the nine components recommended for comprehensive teacher induction were gathered within the state of Colorado. School district superintendents or their designees and Board of Cooperative Educational Services Executive Directors made up the sample for the research study. Responding districts were asked to identify which components were or were not included in the district induction programs for beginning teachers. Data were analyzed for components included as well as district size in relation to components included. Evidence was found that beginning teacher induction and its nine components are being implemented in numerous districts across the state of Colorado. Although the responding sample was only 19% of the proposed sample, consistency in implementation iv was found across districts regardless of district size. In addition, induction components most likely to be left out were similar across the school districts in the state of Colorado. Although the study gathered some information regarding teacher induction component implementation within school districts in the state, it did not give a clear picture regarding what specifically was implemented within each component. Further research involving a mixed method with a survey to gather initial data around induction components provided, combined with interview data with school district personnel questioning the specific provisions within each component, would help inform educational leaders and policy makers about what is truly provided within the state of Colorado as well as what is needed. Finally, recommended teacher induction components were shown to be present in the majority of responding districts. The next step in the analysis is to look at the retention rates of those districts. The question to be ascertained is whether the provision of these induction components is having an impact on the retention of teachers within the districts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572089 Beginning Teacher Induction in the State of Colorado ProQuest LLC Ed.D. Dissertation, University of Northern Colorado 2016-00-00 978-1-3397-6698-0 128 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113622 2017 As Provided JAN2020

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Yes Governing Boards Higher Education College Administration Governance Educational Improvement Black Colleges STEM Education Partnerships in Education Participative Decision Making Articulation (Education) Shared Resources and Services Academic Persistence College Freshmen Educational Finance Planning Financial Support Educational Facilities Improvement Reports - Evaluative Ohio Ohio Board of Regents English Higher Education Postsecondary Education In December of 2011, a team of eight consultants authored a report to the Ohio Board of Regents and Central State University titled "Accentuating Strengths/Accelerating Progress (AS/AP)." AS/AP provided a road map for the administration, faculty, and staff of CSU to achieve the excellence it has sought under the leadership of President John Garland. AS/AP made note of Central State's historic value to the state while identifying areas where the university could potentially produce outstanding results--referred to in the report as "Targets of Opportunity." Based on site visits, meetings and conversations with staff, the team of consultants developed the following five Targets of Opportunity. They are: (1) Aggressively pursue more distinct student prospects; (2) Deepen the first-year experience; (3) Leverage science and technical excellence; (4) Balance revenue and performance; and (5) Create an inviting physical environment. For each area listed, AS/AP offered an assessment of Central State's leadership, management, and technical capacity to execute the given strategy. Based upon the recommendations made in the AS/AP report, Chancellor Jim Petro identified several actions whose implementation should commence over the course of the next year in order to satisfy the requirements of Sec. 371 of Ohio Am. Sub. HB 153. The actions were divided into three phases of execution, and a revision to Phases 1&2 action items were sought and approved to better support the implementation of the Plan. This report provides details on the implementation of Phase I actions due on May 31, 2012. [For the addendum to this report, see ED572749.] ED572747 Central State University: Phase I Report Ohio Board of Regents 2012-05-31 14 Ohio Board of Regents. 30 East Broad Street 36th Floor, Columbus, OH 43215-3414. Tel: 614-466-6000; Fax: 614-466-5866; e-mail: regents@regents.state.oh.us; Web site: http://regents.ohio.gov N/A 2017 ERIC JAN2020

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Yes Educational Quality Higher Education College Students Foreign Countries Quality Assurance Surveys Student Organizations Focus Groups Case Studies Access to Information Student Attitudes Questionnaires Student Characteristics Student Motivation Expectation Academic Freedom Correlation College Choice Role of Education Student Needs Grounded Theory Saarela, Henni Gavra, Alina Reports - Research European Union European Students' Union (ESU) (Belgium) English Higher Education Postsecondary Education This publication is the second part of Volume 2 of the project called "QUEST for Quality for Students", or "QUEST" for short, run by the European Students' Union (ESU). It follows-up on the research work that has been completed in the last three years, the results of which are presented in Volume 1 and the first part of Volume 2. Quality assurance has been at the core in constructing the European Higher Education Area since the very beginning of the building process. It serves as a tool for trust, enhancing compatibility of degrees across Europe, increasing academic mobility and fostering a sense of belonging to a community. As a result, the cooperation among European nations in the field of quality assurance has increased in recent years. The modernisation agenda of the European Union notes that quality assurance is a powerful tool for reaching institutional changes. However, there is still work to be done. A significant area in quality assurance that still requires further development is the involvement of students. This area is often neglected, as students are rarely asked about their views on the quality of higher education, especially in relation to any reforms in that field. The three-year project called QUEST for Quality for Students, or QUEST for short, examines these developments from the students' point of view. This second part of Volume II outlines the main conceptual and political developments from key institutional viewpoints to broader stakeholder perspectives on quality assurance. It looks more closely at how students form and conceptualise quality and student participation and how these perceptions affect the overall discussion on quality assurance in higher education in Europe. The premise is that results can be used to develop and enhance the involvement of students in quality assurance processes at institutional, national and European levels. This publication presents a bulk of the in-depth qualitative research conducted during the QUEST project. Approximately fifteen institutional site visits and around fifty interview sessions with student focus groups, student representatives and university staff and management, were conducted in five different European countries. The main topics of discussion were perceptions on quality, quality assurance in higher education, and student participation. The site visits were conducted in collaboration with local student communities with a representative from the QUEST project helping to coordinate the interview processes. In addition, broader stakeholder perceptions on ongoing developments in quality and quality assurance in higher education were collected at a stakeholder conference held in Malta in 2012. Key stakeholders of representative bodies in higher education in Europe were present at the conference. In the publication, the results of the stakeholder conference are presented in the form of a report called "Where are we now and where are we heading? General report on a stakeholders' consultation conference in Malta 30 Nov-1 Dec 2012." The following chapter, named "Pan-European case study: Conceptualising student perspectives on quality and quality assurance in higher education in Europe," presents the findings of the institutional site visits. The data collected during the institutional site visits was analysed using the grounded theory approach, which investigates meanings and concepts as used by social actors in their real settings. Through this method, it was possible to identify the common threads and visible frameworks from the inductive analysis. A model for pursuing quality emerges from the institutional site-visit data, which transcends simply by listing attributes of quality in higher education as they are perceived by students. Focusing on the wider student-based perspective, this model views quality as a process centred on students' expectations and how they are met. This process, or set of processes, incorporates not only the attributes associated with quality, but also the basic elements of quality. These elements, or principles and values necessary in building quality in higher education, are trust, participation and ownership. It was found that these elements are interlinked, forming a progressive process from trust to partnership all the way to ownership, which is integral to the successful implementation of quality assurance activities and quality culture. The findings of this study give a new insight into students' perceptions on quality and patterns relating to student participation in quality assurance in a pan-European context. The main findings of this publication have been compiled at the end in order to enhance its usability for readers, identifying key development areas for enhancing student participation and quality assurance in higher education in Europe in general. The following are appended: (1) QUEST Consultation Conference with Stakeholders and (2) Site Visit Guidelines. [For Volume 1 of the series, see ED539505; For Volume 2, Part 1 of the series, see ED572745. ED572748 QUEST for Quality for Students: Institutional Analysis. Volume 2, Part 2 European Students' Union 2013-10-00 European Commission 978-94-9125617-2 56 European Students' Union. 20 Rue de la Sablonniere, 1000 Bruxelles, Belgium. Tel: +32-2-502-23-62; Fax: +32-2-706-48-26; e-mail: secretariat@esu-online.org; Web site: http://www.esu-online.org N/A 2017 8 ERIC JAN2020

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Yes Numbers Bias Fractions Age Differences Individual Development Elementary School Students Grade 4 Grade 5 Computation Comparative Analysis Grade 6 Grade 8 Regression (Statistics) Braithwaite, David W. Siegler, Robert S. Reports - Research Pennsylvania English Elementary Education Many students' knowledge of fractions is adversely affected by whole number bias, the tendency to focus on the separate whole number components (numerator and denominator) of a fraction rather than on the fraction's integrated magnitude (ratio of numerator to denominator). Although whole number bias appears early in the fraction learning process and persists into adulthood even among mathematicians, little is known about its development. The present study demonstrates that with age and experience, whole number bias decreases, and reliance on fractions' integrated magnitudes increases, on both number line estimation and magnitude comparison tasks. In particular, children treated equivalent fractions with larger components (e.g., 16/20) as larger than ones with smaller components (e.g., 4/5), thus indicating a whole number bias, but the amount of bias decreased considerably between fourth and eighth grade. Implications of the findings for children's understanding of fraction equivalence and for theories of numerical development are discussed. At the time of submission to ERIC, this article was in press with "Developmental Science."] ED572370 Developmental Changes in the Whole Number Bias Grantee Submission 2017-00-00 Institute of Education Sciences (ED) 45 T 2017 62 As Provided JAN2020 Yes R305A150262 R324C10000484324C 23149 R305B100001

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Yes Adolescent Development Physical Activities Case Studies Qualitative Research Individual Development Interpersonal Competence Psychological Characteristics Correlation Adolescents Budd, Ronald Reaco Dissertations/Theses - Doctoral Dissertations Reports - Research Florida (Tampa) English The following research was completed in an attempt to document the existence of any correlation between youth participation in Tae Kwon Do and various psychological and social traits evident within the participants. The data of this dissertation was gathered and recorded within the format of the qualitative case study. At the end of the case study the researcher was able to document evidence that individuals who participate in Tae Kwon Do demonstrate positive psychological and social traits. It is the researcher's hope that further studies will be undertaken to enhance the aggregate data base regarding participation in martial sports such as Tae Kwon Do and positive psychological and social development. ED572371 Tae Kwon Do and Adolescent Psychosocial Development Online Submission Ed.D. Dissertation, Argosy University 2013-00-00 164 N/A 2017 132 As Provided JAN2020

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Yes Problem Solving Intervention Educational Practices Grade 3 Elementary School Mathematics Protocol Analysis Visual Aids Learning Strategies Pretests Posttests Teaching Methods Achievement Gains Recall (Psychology) Learning Processes Instructional Effectiveness Foreign Countries Hopkins, Sarah de Villiers, Celeste Speeches/Meeting Papers Reports - Research Australia English Grade 3 Primary Education Elementary Education Early Childhood Education Despite the importance placed on how children come to solve single-digit addition problems, many children count on to solve these problems when they are expected to use accurate retrieval-based strategies. In this study, we assessed if a subitising intervention improved the rate at which problem-solving practice promoted retrieval, using a multiple baseline across participants design. For two of three participants, problem solving practice was initially ineffective for promoting retrieval before the intervention but after the intervention, retrieval increased significantly as a function of practice. We also examined possible reasons for why this occurred. ED572372 Improving the Efficiency of Problem-Solving Practice for Children with Retrieval Difficulties Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 30 As Provided JAN2020

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Yes School Restructuring School Effectiveness School Turnaround Effective Schools Research Low Achievement Profiles Change Strategies Administrator Role Agency Role Educational Resources Change Agents Barriers Educational Practices Educational Administration Educational Change Educational Strategies School Culture Brinson, Dana Rhim, Lauren Morando Reports - Research Alabama Montana Illinois Maryland (Baltimore) Tennessee (Memphis) Center on Innovation & Improvement (CII) English Elementary Secondary Education The components of a successful school are clear. Many educators can easily list them: high expectations for all students, a safe and orderly learning environment, strong instructional leadership, highly qualified teachers, data-driven decision making, etc. Then why don't more schools change the what they are doing to mirror them? Knowing the components of effective schools and using that knowledge to transform schools that have none of them into shining examples of success is not an easy or clear task. Certainly, the recipe is different for each school. In nearly every case of a chronically failing school, however, true change requires breaking the habit of dysfunctional processes and raising expectations--for staff and students--that has been low for years. Public Impact, working on behalf of the Center on Innovation & Improvement, examined five schools that successfully restructured. By current accountability standards, these schools had long-documented histories of poor performance and failed efforts to improve. At each of these schools, multiple factors enabled them to kick the low-performance habit. Their stories are told herein. Two appendices are included: (1) School Section Methodology; and (2) School Profile Sources. ED573692 Breaking the Habit of Low Performance: Successful School Restructuring Stories Academic Development Institute 2009-00-00 Office of Elementary and Secondary Education (ED) 52 Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; e-mail: editor@adi.org; Web site: http://www.adi.org N/A 2017 15 ERIC JAN2020 S283B050057

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Yes Rural Schools Student Motivation Outcomes of Education Barriers Teacher Effectiveness Teacher Persistence School District Size School Size Self Efficacy Metacognition Teacher Student Relationship Parent Education Preschool Education Elementary Secondary Education Program Effectiveness Mass Media Extracurricular Activities Distance Education Independent Study Mastery Learning Program Evaluation Incentives Educational Change School Culture Rural Areas Redding, Sam Walberg, Herbert J. Reports - Research Center on Innovation & Improvement (CII) English Adult Education Preschool Education Early Childhood Education Elementary Secondary Education The research reviewed in this report suggests that some of the contentions about schools, districts, and communities in rural areas are mistaken. Many of the issues they face also confront urban and suburban educators, and rural communities offer several distinctive educational advantages. A lack of student motivation to learn is a problem often cited by rural educators. This problem seems to be a widespread problem in most of the nation's schools--rural, urban, and suburban. This report gives special attention to student motivation to learn, along with other contributing factors to student outcomes in rural schools. Rural educators often attest to a dampening effect on student aspirations where families do not see education as an essential vehicle to advancement in life, and the improved life chances an education provides require a relocation away from a shrinking rural community. When the remoteness of a rural community is a barrier in attracting and retaining school leaders and teachers, the school's internal systems for ensuring consistent application of effective practice is paramount. The policies, programs, procedures, and practices must be engrained in the daily operations of the school in ways that optimize the productivity of current staff and readily assimilate new staff. With this in mind, this report recommends actions that drive student learning in any school setting and are necessary and achievable in rural schools. The recommendations in this report build upon the advantages of rural settings and address their perceived disadvantages. ED573693 Promoting Learning in Rural Schools Academic Development Institute 2012-00-00 Office of Elementary and Secondary Education (ED) 40 Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; e-mail: editor@adi.org; Web site: http://www.adi.org N/A 2017 54 ERIC JAN2020 S283B050057

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Yes Community Colleges College Transfer Students Success Undergraduate Students State Policy Educational Policy School Effectiveness Policy Analysis Interviews Counselor Attitudes Outcomes of Education College Credits Awards Institutional Characteristics Transfer Policy Change Strategies Intercollegiate Cooperation Articulation (Education) Bailey, Thomas Jenkins, Davis Fink, John Cullinane, Jenna Schudde, Lauren Reports - Research Texas Columbia University, Community College Research Center Greater Texas Foundation (GTF) English Two Year Colleges Higher Education Postsecondary Education Texas relies heavily on its community colleges to provide low-cost access to undergraduate coursework for students pursuing a bachelor's degree. Yet, while the majority of Texas students who enter higher education through a community college enroll in transfer programs, only 35 percent transfer and only 15 percent earn a bachelor's degree within six years of starting at a community college. The Greater Texas Foundation asked the Community College Research Center (CCRC) to conduct an analysis of ways state policy could help to improve outcomes for community college transfer students in Texas. To do this, the authors first used National Student Clearinghouse data to examine the performance of Texas community colleges and universities in serving transfer students compared to two- and four-year institutions nationally. Second, they analyzed state transfer policies to better understand the policy environment and identify policies that may facilitate or inhibit transfer success in the state. Third, they conducted interviews with over 50 individuals who work with transfer students at 36 Texas colleges (18 two-year and 18 four-year institutions) to learn how state policy plays out on the ground with students and institutions. This report presents their main findings and recommendations. ED573075 Policy Levers to Strengthen Community College Transfer Student Success in Texas. Policy Brief Community College Research Center, Teachers College, Columbia University 2017-01-00 32 Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://www.tc.columbia.edu/ccrc N/A 2017 ERIC JAN2020

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Yes Outcomes of Education Higher Education Educational Attainment Comparative Analysis Longitudinal Studies National Surveys Education Work Relationship Computation Change Academic Achievement Family Characteristics Mobility Enrollment Income Scott-Clayton, Judith Wen, Qiao Reports - Research National Longitudinal Survey of Youth Center for Analysis of Postsecondary Education and Employment (CAPSEE) English Higher Education Postsecondary Education The increasing availability of massive administrative datasets linking postsecondary enrollees with post-college earnings records has stimulated a wealth of new research on the returns to college, and has accelerated state and federal efforts to hold institutions accountable for students' labor market outcomes. Many of these new research and policy efforts rely on state databases limited to postsecondary enrollees who work in the same state post-college, with limited information regarding family background and pre-college ability. In this paper, we use recent waves of data from the National Longitudinal Survey of Youth 1997 (NLSY97) to provide new, nationally representative, non-experimental estimates of the returns to degrees, as well as to assess the possible limitations of single-state, administrative-data-based estimates. To do this we evaluate how the national estimates change, depending upon the baseline comparison group, adjustments for pre-college achievement and family background, and alternative ways of addressing interstate mobility. We conclude with a discussion of the relative advantages and disadvantages of survey versus administrative data for estimating returns to college, as well as implications for research and policy efforts based upon single-state administrative databases. [For "Estimating Returns to College Attainment: Comparing Survey and State Administrative Data Based Estimates: Appendices A, B, C, D, and E," see ED573077.] ED573076 Estimating Returns to College Attainment: Comparing Survey and State Administrative Data Based Estimates. A CAPSEE Working Paper Center for Analysis of Postsecondary Education and Employment 2017-01-00 Institute of Education Sciences (ED) 28 Center for Analysis of Postsecondary Education and Employment. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212.678.3091; e-mail: capsee@columbia.edu; Web site: http://capseecenter.org N/A 2017 19 As Provided JAN2020 Yes R305C110011

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Yes Social Development Emotional Development Student Development Academic Achievement Educational Environment Elementary Secondary Education School Districts Urban Schools Grants Program Effectiveness Program Implementation Kendziora, Kimberly Yoder, Nick Reports - Research Alaska (Anchorage) Texas (Austin) Ohio (Cleveland) Illinois (Chicago) Tennessee (Nashville) California (Oakland) California (Sacramento) Nevada Education Policy Center at American Institutes for Research English Elementary Secondary Education The Issue: Students need more than just academic knowledge to succeed in college, careers, and personal and public life. They need to understand their own skills and abilities, manage their emotions and behavior, communicate effectively, negotiate conflict, care about others, and make responsible decisions. Social and emotional skills undergird student success--and build better citizens. When such skills are intentionally taught, practiced, and reinforced in schools, students have better behavioral, social, and academic outcomes. Social and emotional learning (SEL) is increasingly accepted by educators and researchers as a process to cultivate life skills that foster personal development, academic achievement, and a more empathic school climate. SEL has been integrated into classes and taught in many schools, but the challenge for educators and policy makers is to better understand the most effective strategies for districtwide implementation. The Research: Research on students who participated in some form of SEL instruction has found short-and long-term benefits in student outcomes, with most research focusing on elementary and middle grade programs. Each of eight districts received annual grants of $250,000 for up to 6 years. This amount represents less than 0.04% of the average CDI district's annual budget for all expenses (this average excludes Chicago's budget, which is larger than the other seven CDI district budgets combined). Even with this modest investment, the research shows that districts improved each year in implementing key SEL activities. Three of the measured districts showed consistent gains in school climate; four of six measured districts showed improvement in third graders' social and emotional competence; and, across the eight districts, GPA improved in four and discipline improved in six. However, other student outcomes (e.g., middle and high schoolers' social and emotional competence and student attendance) have not shown significant change to date. The Recommendations: Although many preschool through high school teachers--as well as college faculty and administrators, employers, parents, and students themselves--understand the potential benefits of cultivating social and emotional development, few have the time or support to enable students to build social and emotional competencies. State, district, and school leaders should consider making SEL a priority. Doing so would entail implementing policies, standards, and guidance that support teachers and administrators to integrate SEL with academic instruction. Support is also extended to fostering best practices in behavior management, discipline, and school climate that promote healthy, safe, and nurturing environments for all students. Based on findings from this study and others, even modest investments in SEL can pay off for individuals, schools, and society. ED571840 When Districts Support and Integrate Social and Emotional Learning (SEL): Findings from an Ongoing Evaluation of Districtwide Implementation of SEL Education Policy Center at American Institutes for Research 2016-10-00 NoVo Foundation Einhorn Family Charitable Trust 20 Education Policy Center at American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, D.C. 20007; Tel: 202-403-5000; Fax: 202-403-5001; Web site: http://educationpolicy.air.org/ N/A 2017 25 As Provided JAN2020

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Yes Equal Education Educational Quality Outcomes of Education Educational Change Academic Achievement Poverty Low Income Students Minority Group Students Public Education Educational Strategies Community Services School Community Relationship Educational Policy Accountability Citizen Participation O'Day, Jennifer A. Smith, Marshall S. Reports - Evaluative Education Policy Center at American Institutes for Research English Recent passage of the federal Every Student Succeeds Act (ESSA), coupled with recognition of rising inequality in American society, has rekindled debate about how U.S. schools might address long-standing disparities in educational and economic opportunities while improving the educational outcomes for all students. This paper enters that debate with a vision and an argument for realizing that vision, based on lessons learned from 60 years of education research and reform efforts. The central points covered draw on a much more extensive treatment of these issues published in 2015. The aim is to spark fruitful discussion among educators, policymakers, and researchers. [This brief is a condensed version of a recently published book chapter titled "Quality and Equality in American Education: Systemic Problems, Systemic Solutions" that was published in "The Dynamics of Opportunity in America: Evidence and Perspectives" by Irwin Kirsch and Henry Braun (Springer, 2016), which includes a more extensive treatment of the issues discussed here.] ED571841 Equality and Quality in U.S. Education: Systemic Problems, Systemic Solutions. Policy Brief Education Policy Center at American Institutes for Research 2016-09-00 Spencer Foundation Carnegie Foundation for the Advancement of Teaching Educational Testing Service 24 Education Policy Center at American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, D.C. 20007; Tel: 202-403-5000; Fax: 202-403-5001; Web site: http://educationpolicy.air.org/ N/A 2017 ERIC JAN2020

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Yes Governing Boards Higher Education College Administration Governance Educational Improvement Black Colleges STEM Education Partnerships in Education Participative Decision Making Articulation (Education) Shared Resources and Services Academic Persistence College Freshmen Educational Finance Planning Financial Support Educational Facilities Improvement Reports - Evaluative Numerical/Quantitative Data Ohio Ohio Board of Regents English On May 31, 2012, Central State University submitted the Phase I Report detailing progress made in support of the plan to increase enrollment, improve course completion and increase the number of graduates. The report detailed accomplishments made in support of the following Phase I action items: (1) Identification of Three Degree Partnerships in STEM with Other Institutions; (2) Explore with Wright State University opportunities to share administrative operations; (3) Hire or appoint a Director of University Retention; and (4) Develop a Funding Plan for Facility Improvement. After reviewing the report, President Cynthia Jackson-Hammond thought it could have been more specific in its description of how Central State met Phase I action items. As a result, she requested that the actions be revisited and an addendum be submitted to the Ohio Board of Regents to more closely align Central State's accomplishments with the actions called for in the Plan. This document describes the additional progress made in meeting Phase I actions. [For the Phase I report, see ED572747.] ED572749 Central State University: Addendum to the Phase I Report Ohio Board of Regents 2012-09-30 8 Ohio Board of Regents. 30 East Broad Street 36th Floor, Columbus, OH 43215-3414. Tel: 614-466-6000; Fax: 614-466-5866; e-mail: regents@regents.state.oh.us; Web site: http://regents.ohio.gov N/A 2017 ERIC JAN2020

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Yes Competency Based Education Higher Education Best Practices Program Implementation Educational Planning Nontraditional Students Adult Students Prior Learning Surveys Tests/Questionnaires Reports - Evaluative Ohio Ohio Department of Higher Education English Higher Education Postsecondary Education Adult Education Traditional education has benefited millions of students--preparing them for college, jobs and careers--and it continues to do so. However, in recent years, there has been a growing trend of higher education institutions considering an alternative, competency-based education (CBE), to serve the needs of nontraditional or underserved adult students. CBE is self-paced and personalized. It provides flexible schedules and pathways to meet individual needs. The time necessary to complete a CBE program can be reduced as it takes prior learning, prior knowledge and a mastery of competencies into consideration, rather than seat time or the number of hours spent in class. This report on the Condition of Higher Education in Ohio addresses four questions surrounding competency-based education. The questions are: (1) What is competency-based education and why is it important? (2) Are Ohio's colleges and universities engaging in or planning to engage in CBE? (3) What are best practices for implementing competency-based education programs? and (4) What are the next steps for Ohio? Three appendices are included: (1) Ohio CBE Survey; (2) Competency-Based Education Design Planner (Provided by C-BEN); and (3) CBE Quality Standards (DRAFT VERSION) by C-BEN. [For the "8th Report on the Condition of Higher Education in Ohio," see ED572751.] ED572750 Competency-Based Education. 9th Report on the Condition of Higher Education in Ohio Ohio Department of Higher Education 2016-00-00 104 Ohio Department of Higher Education. 25 South Front Street, Columbus, OH 43215. Tel: 614-466-6000; Fax: 614-466-5866; Web site: https://www.ohiohighered.org/ N/A 2017 ERIC JAN2020

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Yes Adult Students Success Higher Education Student Needs Enrollment Influences Educational Attainment Labor Force Development Public Colleges Reports - Evaluative Ohio Ohio Department of Higher Education English Adult Education Higher Education Postsecondary Education This report identifies the most relevant considerations adults have when assessing options to pursue higher education. The report further details what factors institutions of higher education need to consider in order to successfully attract, enroll, retain and graduate adult student populations. The report also highlights why the increased educational attainment of adults in the state of Ohio is deserving of increased focus and attention. Data show that by 2025, the vast majority of the jobs created in Ohio will require a postsecondary degree or credential. The current pipeline of individuals currently in higher education and high school will not be sufficient to fill Ohio jobs of the future. Increasing the educational attainment of adults will be an essential component in filling the state's workplace needs and securing its future economic prosperity. There are a significant number of adults across Ohio with some college and no degree or without any college experience at all; this population provides a significant opportunity to increase the educational attainment of adults in Ohio. The report's recommendations identify opportunities for improving data collection, communication strategies, student engagement efforts and educational options for adults. The recommendations further emphasize the need for collaborative efforts between the Ohio Department of Higher Education and Ohio's institutions of higher education to achieve the goal of improving the educational attainment of adults. Enrollment charts providing the number of students enrolled at each institution during the autumn quarter of each year by level of program, by age of the student are appended. [For the "Seventh Report on the Condition of Higher Education in Ohio," see ED561163.] ED572751 Student Success for Adult Learners. 8th Report on the Condition of Higher Education in Ohio Ohio Department of Higher Education 2015-12-31 62 Ohio Department of Higher Education. 25 South Front Street, Columbus, OH 43215. Tel: 614-466-6000; Fax: 614-466-5866; Web site: https://www.ohiohighered.org/ N/A 2017 ERIC JAN2020

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Yes Educational Finance Costs Instructional Effectiveness Cost Effectiveness Productivity Educational Research Educational Innovation Budgeting Surveys Merit Pay Teacher Competencies Web Based Instruction Computer Assisted Testing Transformational Leadership Walberg, Herbert J. Reports - Descriptive Tests/Questionnaires Center on Innovation & Improvement (CII) English In an era of financial stringency and demands for better school performance, it is useful to think about several means of raising school productivity: (1) increase learning effectiveness without increasing costs; (2) reduce costs without diminishing effectiveness; or (3) both, that is, increase effectiveness and simultaneously reduce costs. The purpose of this document is to concisely summarize research on how learning productivity can best be increased by all three means. It is aimed to serve responsible officials in schools, districts, and states. Though the present document emphasizes new research on "learning more, spending less," much past research on effective methods is described in greater detail in a related book from the Center on Innovation & Improvement (CII), "Improving Student Learning: Action Principles for Families, Classrooms, Schools, Districts, and States" (Walberg 2011), which emphasizes rigorous, statistically controlled, contrast-group research. Intended for busy educators and policy makers, this document is an overview of actionable productivity innovations. Compared to the huge underlying research literature, this document is purposely concise but refers to and serves as an index to many of CII's resources responding to the needs of states and school districts. These provide further explanations, references to research, and examples in practice. New in this document are Transformational Innovations. Several are less well researched than those previously summarized by CII, but in the current era of budgetary stringency, are increasingly put forward by policy analysts and legislators as having considerable potential to meet the productivity challenge. This document also invites state, district, and school officials to contribute examples of policies and practices they have successfully employed. The following are appended: (1) Achieving More, Spending Less--Innovation for Productivity Survey; (2) Time Influences and School-Level Influences on Student Learning; and (3) Database of Resources. [For "Improving Student Learning: Action Principles for Families, Classrooms, Schools, Districts, and States" (Walberg 2011), see ED573685.] ED573694 Achieving More, Spending Less in Schools, Districts, and States Academic Development Institute 2011-00-00 Office of Elementary and Secondary Education (ED) Teachers Policymakers 28 Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; e-mail: editor@adi.org; Web site: http://www.adi.org N/A 2017 29 ERIC JAN2020 S283B050057

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Yes Violence Prevention School Culture Educational Environment Aggression Student Behavior Well Being Victims School Safety Interpersonal Relationship School Size Leadership Styles Bullying Incidence Homosexuality Sexual Orientation Sexual Identity Computer Mediated Communication Parent Child Relationship Nader, Kathleen Reports - Descriptive National School Climate Center (NSCC) English Research has demonstrated that a positive school climate is an essential part of violence prevention. Many factors influence the association between school climate and behavioral outcomes. Positive school climate alone cannot prevent all variables that may contribute to the expression of aggression. Nevertheless, positive school climates influence behavioral outcomes (e.g., lower rates of aggression, victimization, and dropout), may add to youth's resilience factors, and can provide conditions that foster proactive behaviors and well-being. For example, schools may influence youth's exposure to aggression such as bullying. After a brief discussion of the multiple associations of aggression, this article specifically addresses the role of aspects of school climate--school environment, safety, and relationships--in the prevention of violence. As will be shown, factors discussed in this article may influence each other. For example, safety influences relationships as well as performance and behaviors. Relationships affect safety, performance, and behaviors. ED573695 Violence Prevention and School Climate Reform. School Climate Brief, Number 5 National School Climate Center 2012-11-00 25 National School Climate Center. 341 West 38th Street 9th Floor, New York, NY 10018. Tel: 212-707-8799; e-mail: info@schoolclimate.org; Web site: http://www.schoolclimate.org N/A 2017 179 ERIC JAN2020

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Yes Principals Administrator Education Educational Change State Legislation Educational Legislation Educational Cooperation State Regulation Educational Innovation Educational Development Program Design Influences Advisory Committees Strategic Planning Baron, Debra Haller, Alicia Reports - Descriptive Illinois Illinois State University, Center for the Study of Education Policy English Higher Education Postsecondary Education Since 2000, Illinois has pursued an ambitious goal to strengthen principal preparation. This is a vital goal, as research has demonstrated that an effective principal is the key factor in improving schools and increasing student achievement. Through the work of numerous statewide committees and consortia, with funding support from several foundations, and with leadership at the state, regional, and institutional levels, this goal is coming to fruition in Illinois. The multiple recommendations that emerged from collaborative efforts over time prompted the passage in 2010 of Illinois Public Act 96-0903. The statute represents a substantial overhaul of leadership preparation requirements in Illinois and includes the following key elements: (1) A targeted principal endorsement, instead of a general administrative certificate; (2) Formal partnerships between principal preparation programs and school districts in the design, delivery, and continuous improvement process; (3) Selective admissions criteria for candidates in principal endorsement programs; (4) A P-12 licensure (adding Prekindergarten to the leadership training); (5) A performance-based internship with competency-based assessments; and (6) Collaborative support structure for candidates during their internship provided by both faculty supervisors and mentor principals. This paper provides substantial detail regarding the processes and mechanisms employed, the organizations involved in various collaborative efforts, and the recommendations that led to such transformative changes. Over the past several years, preparation programs have been engaged in redesign efforts based on the new licensure requirements. Currently, many are offering robust and innovative programs that provide a broad range of authentic leadership experiences for principal candidates. Illinois has been recognized nationally for the policy reforms that have led to these improvements. While still in the early phase of implementation, most recognize there is more work to be done. To that end, the newly convened Illinois School Leadership Advisory Council (ISLAC) will work to formulate a 5-year strategic plan, addressing outstanding implementation issues. The Council will work through five "study teams" to make recommendations regarding: (1) Network supports and resources; (2) Program cohesion and continuous improvement; (3) Quality assurance; (4) Regional and district partnerships, and (5) Training and support for mentors and supervisors. Once again, policy-makers, researchers, and practitioners from multiple stakeholder organizations will collaborate, as they have done so often and so well in the past, to continue the process of improving the capacity of principals to effectively lead schools. The following are appended: (1) Illinois Consortium for Education Leadership; (2) IL-SAELP Executive Committee; (3) IL-SAELP Consortium; (4) Commission on School Leader Preparation in Illinois; (5) Illinois School Leader Task Force; (6) Leadership to Integrate the Learning Continuum (LINC) Advisory Group; (7) School Leader Redesign Team Members; (8) Principal Preparation Steering Committee; (9) Illinois School Leader Advisory Council; and (10) Illinois Principal Preparation Redesign Timeline 2001-2014. ED572752 Redesigning Principal Preparation and Development for the Next Generation: Lessons from Illinois Center for the Study of Education Policy 2014-00-00 Wallace Foundation Robert R. McCormick Foundation Department of Education (ED) 64 Center for the Study of Education Policy. Department of Educational Administration and Foundations, College of Education, Illinois State University, 320 DeGarmo Hall, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; e-mail: edpolicyctr@ilstu.edu; Web site: https://education.illinoisstate.edu/csep/ N/A 2017 ERIC JAN2020

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Yes Homeless People Public Schools Federal Legislation Educational Legislation Trauma Pupil Personnel Services Elementary Secondary Education Barriers School Effectiveness Resilience (Psychology) Persistence Educational Policy Online Surveys Qualitative Research Interviews Likert Scales Ingram, Erin S. Bridgeland, John M. Reed, Bruce Atwell, Matthew Reports - Research United States District of Columbia Washington Virginia Illinois Michigan Stewart B McKinney Homeless Assistance Act 1987 Civic Enterprises Peter D. Hart Research Associates English Elementary Secondary Education Student homelessness is on the rise, with more than 1.3 million homeless students identified during the 2013-14 school year. This is a 7 percent increase from the previous year and more than double the number of homeless students in 2006-07. As high as these numbers seem, they are almost certainly undercounts. Despite increasing numbers, these students--as well as the school liaisons and state coordinators who support them--report that student homelessness remains an invisible and extremely disruptive problem. Students experiencing homelessness struggle to stay in school, to perform well, and to form meaningful connections with peers and adults. Ultimately, they are much more likely to fall off track and eventually drop out of school more often than their non-homeless peers. This study: (1) provides an overview of existing research on homeless students; (2) sheds light on the challenges homeless students face and the supports they say they need to succeed; (3) reports on the challenges adults--local liaisons and state coordinators--face in trying to help homeless students; and (4) recommends changes in policy and practice at the school, community, state and national level to help homeless students get on a path to adult success. Three appendices are included: (1) Paths Forward and ESSA Implementation Comparisons; (2) Major Wins for Homeless Students in the Every Student Succeeds Act (ESSA); and (3) Frequently Used Terms. ED572753 Hidden in Plain Sight: Homeless Students in America's Public Schools Civic Enterprises 2017-00-00 Raikes Foundation Kresge Foundation State Farm Casey Family Programs Polk Bros. Foundation 64 Civic Enterprises. 1828 L Street NW 11th Floor, Washington, DC 20036. Tel: 202-467-8894; Fax: 202-467-8900; e-mail: info@civicenterprises.net; Web site: http://www.civicenterprises.net N/A 2017 ERIC JAN2020

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No Cultural Awareness Second Language Learning Teacher Attitudes Intercultural Communication Teaching Methods Language Teachers Second Language Instruction Best Practices Global Approach Beliefs School Districts Language Skills Educational Policy Knowledge Base for Teaching McClees, Ernest Luke, Jr. Dissertations/Theses - Doctoral Dissertations Kentucky English Elementary Secondary Education A line has become blurred between intercultural interactions and daily personal interactions. The once long distance for trade, travel and communication is at its' smallest gap. However, "American graduates have been cited as being culturally deprived and linguistically illiterate, compared to students from other countries" (2013 Kentucky Standard for World Language Proficiency). For educational leaders to improve this current educational inadequacy, it is important to understand teachers' intercultural beliefs and how they impact their classroom practices. What is not known is the present state of world language teachers' global competence understanding and what they perceive to be best practices to transmit intercultural competencies to students. Not knowing the best practices is problematic for the school administrators since they are responsible for setting foreign language skills policies for the school districts. In addition, the administrator who oversees the teaching must be aware of how best to guide teacher toward for providing best practices. Teachers of foreign languages also must know the best practices to be able to follow the district best practice requirements and have a capable way of teaching their students. The findings in this dissertation can begin to help form a base of experiences currently in the Commonwealth by those working with world language and global competence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572090 Intercultural Learning Perspectives of World Language Educators in Kentucky ProQuest LLC Ed.D. Dissertation, Eastern Kentucky University 2016-00-00 978-1-3397-6736-9 154 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113660 2017 As Provided JAN2020

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No Play Inquiry Problem Solving Museums Exhibits Case Studies Visual Arts Artists Hands on Science Interdisciplinary Approach Photography Journal Writing Observation Documentation Teaching Methods Thwaits, Anne Y. Dissertations/Theses - Doctoral Dissertations English What is the nature of art/science collaborations in museums? How do art objects and activities contribute to the successes of science centers? Based on the premise that art exhibitions and art-based activities engage museum visitors in different ways than do strictly factual, information-based displays, I address these questions in a case study that examines the roles of visual art and artists in the Exploratorium, a museum that has influenced exhibit design and professional practice in many of the hands-on science centers in the United States and around the world. The marriage of art and science in education is not a new idea--Leonardo da Vinci and other early polymaths surely understood how their various endeavors informed one another, and some 20th century educators understood the value of the arts and creativity in the learning and practice of other disciplines. When, in 2010, the National Science Teachers Association added an A to the federal government's ubiquitous STEM initiative and turned it into STEAM, art educators nationwide took notice. With a heightened interest in the integration of and collaboration between disciplines comes an increased need for models of best practice for educators and educational institutions. With the intention to understand the nature of such collaborations and the potential they hold, I undertook this study. I made three site visits to the Exploratorium, where I took photos, recorded notes in a journal, interacted with exhibits, and observed museum visitors. I collected other data by examining the institution's website, press releases, annual reports, and fact sheets; and by reading popular and scholarly articles written by museum staff members and by independent journalists. I quickly realized that the Exploratorium was not created in the way than most museums are, and the history of its founding and the ideals of its founder illuminate what was then and continues now to be different about this museum from most others in the United States. This dissertation presents an account of the history of the institution and the continuing legacy of the early Exploratorium and its founder, Frank Oppenheimer. I argue that the institution is an early example of a constructivist learning museum. I then describe how art encourages learning in the museum. It provides means of presenting information that engage all of the senses and encourage emotional involvement. It reframes familiar sights so that viewers look more closely in search of recognition, and it presents intangible or dematerialized things in a tangible way. It facilitates play, with its many benefits. It brings fresh perspectives and processes to problem solving and the acquisition of new knowledge. This project is the study of an institution where art and science have always coexisted with equal importance, setting it apart from more traditional museums where art was added as a secondary focus to the original disciplinary concentration of the institution. Many of the exhibits were created by artists, but the real value the visual arts bring to the museum is in its contributions to processes such as inquiry, play, problem-solving, and innovation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572091 Inquiry, Play, and Problem Solving in a Process Learning Environment ProQuest LLC Ph.D. Dissertation, The University of Arizona 2016-00-00 978-1-3397-6942-4 322 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113886 2017 As Provided JAN2020

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Yes Guidelines Educational Change Instructional Leadership State Departments of Education Productivity Role Decision Making Change Strategies School Districts Elementary Secondary Education Educational Innovation Redding, Sam Reports - Descriptive Academic Development Institute Wing Institute English Elementary Secondary Education This paper presents a Change Leadership Framework and applies the framework to the role of leadership in a State Education Agency (SEA) in setting the conditions for change to accelerate student learning. These conditions include the way the SEA directs its own change and the way it inspires and leads constructive change in districts and schools. The Change Leadership Framework includes a Change Cycle with four components--Intentionality, Capacity, Implementation, and Productivity. The Cycle revolves around Execution, the role of the Leadership Team (CEO or CSSO and executive staff) as the decision-making catalyst among the four components. The paper emphasizes the importance of (1) strategy-aligned initiatives launched by the Leadership Team; (2) functional, motivational, social, and technical capacities necessary for implementation; (3) consideration for the human dynamics attendant to change; (4) indicators of effective practice to guide implementation, and (5) monitoring effectiveness and productivity. The following are appended: (1) Change Cycle Dashboard; and (2) Glossary of Terms. ED573697 Change Leadership: Innovation in State Education Agencies Academic Development Institute 2012-00-00 40 Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; e-mail: editor@adi.org; Web site: http://www.adi.org N/A 2017 30 As Provided JAN2020

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Yes Undergraduate Students Bachelors Degrees Debt (Financial) Student Financial Aid Student Loan Programs Loan Default Loan Repayment College Graduates Educational Trends Income Labor Market Employment Potential Cohort Analysis Longitudinal Studies Statistical Data Research Methodology Velez, Erin Dunlop Woo, Jennie H. Reports - Research Numerical/Quantitative Data National Center for Education Statistics (ED) RTI International English Higher Education Postsecondary Education As of May 2013, total outstanding student loan debt in the United States had reached $1.2 trillion, up from $1 trillion fewer than 18 months before. The growth in debt is due primarily to increases in both the rate of borrowing and the average amount borrowed, especially among graduates of 4-year institutions. In 1989-90, about half (51 percent) of college seniors had taken out federal student loans; 60 percent of 1999-2000 seniors had done so, as had 68 percent of 2011-12 college seniors. Adjusting for inflation to 2013-14 dollars, the average cumulative amount taken out in federal loans by borrowers in their senior year of college also increased over this time period, from $15,200 in 1989-90, to $22,100 in 1999-2000, and $26,300 in 2011-12. Despite rising student debt levels, the average increase in lifetime earnings from a bachelor's degree relative to a high school diploma still exceeds average student loan debt. Recent research has found a lifetime earnings premium for those with bachelor's degrees, relative to those with only a high school diploma, of just under 70 percent. Other work has also found a clear financial advantage to earning a bachelor's degree. Nevertheless, there is concern about such negative effects of student loan debt for both individual borrowers and the economy as a reduction of home or auto purchases, net worth, and intergenerational financial security. There is evidence that bachelor's degree recipients with high student debt are less likely than their low-debt peers to work in such sectors as government, nonprofit organizations, or education. Additionally, compared to those without student debt, graduates with debt also have lower rates of attending graduate school, owning a home, and having savings or investments. Bachelor's degree recipients who graduated in 2007-08 may experience particular difficulties in repaying student loan debt. These graduates entered the labor market just as the economy was contracting and therefore faced poor employment conditions after they had already decided to incur student debt in a prerecession economy. Building on a previous study of these graduates' debt burden 1 year after they had received their degrees, this Statistics in Brief examines their loan repayment over a longer repayment window, 4 years after graduation, almost midway through the standard 10-year loan repayment period. The report examines debt accumulated for all postsecondary education, including any debt incurred for education programs in which graduates enrolled after completing the 2007-08 bachelor's degree. Additionally, this study utilizes a recent cohort of students, providing an update to older longitudinal studies of debt burden. Since this report examines a cohort of students who received bachelor's, and in some cases graduate, degrees, these estimates should not be compared with the debt and repayment experiences of students who earned certificates or associate's degrees or did not complete a postsecondary credential. The following are appended: (1) Data Tables; and (2) Standard Error Tables. ED573698 The Debt Burden of Bachelor's Degree Recipients. Stats in Brief. NCES 2017-436 National Center for Education Statistics 2017-04-00 40 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2017 44 ERIC JAN2020 Yes IES12C0095 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017436

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Yes Guides Foreign Countries Educational Quality Student Participation Student Attitudes Standards Quality Assurance Learning Experience Training Student Organizations Partnerships in Education Evaluation Student Role Skill Development College Students Higher Education Change Agents Communication Skills Listening Skills Questioning Techniques Facilitators (Individuals) Feedback (Response) Lewis, Eve Millar, Stephanie Todorovsk, Blazhe Kažoka, Asnate Guides - General Reports - Descriptive European Union European Students' Union (ESU) (Belgium) English Higher Education Postsecondary Education This handbook was written within the framework of a European project called "QUEST for Quality for Students" (QUEST), whose primary aim is to empower student unions to lead discussions on the quality of education at a local level and to help students who are participating in quality reviews. Students, in particular student representatives of local and national unions, are the main target group of this project, which seeks to identify students' views on the quality of education from a pan-European perspective. This handbook is divided into three parts. Part 1 focuses on the concept of quality and various review processes. This section gives an overview of different understandings of what quality means and what makes a quality experience. It explains the process behind the student learning experience and the partnership process; and gives an overview of different types and processes for quality reviews and explains how students can become reviewers or involved in reviews. Part 2 focuses on the skills that every student reviewer should have, how they can make the change happen that they want to see, what communication skills they should possess and how they can improve their skills. Part 3 explains the function of the European Students' Union and its work in the field of quality assurance for higher education. This section also includes an overview of other stakeholders that have taken an active role in this field. Appended is: Useful Further Reading. To assist in a better understanding of the topics covered in this handbook and put the quality of education into a wider context, see: "QUEST for Quality for Students: Going Back to Basics" (ED539505); "QUEST for Quality for Students: Survey on Students' Perspectives" (ED572745), "QUEST for Quality for Students: Institutional Analysis" (ED572748); and "QUEST for Quality for Students: A Student Quality Concept" (ED572758). ED572754 QUEST for Quality for Students: Student Handbook on Quality Assurance European Students' Union 2013-10-00 European Commission 978-94-9125616-5 56 European Students' Union. 20 Rue de la Sablonniere, 1000 Bruxelles, Belgium. Tel: +32-2-502-23-62; Fax: +32-2-706-48-26; e-mail: secretariat@esu-online.org; Web site: http://www.esu-online.org N/A 2017 ERIC JAN2020

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Yes Wellness Barriers Health Promotion Urban Areas Community Programs Youth Programs Minority Groups At Risk Persons Well Being Stress Variables Safety Fear Trust (Psychology) Police Access to Information Stereotypes Racial Bias Coping Community Involvement Interviews Training Social Bias Social Justice Photography Surveys Violence Food Observation Martinez, Linda Sprague Reports - Research Massachusetts (Boston) Colorado (Denver) Pennsylvania (Philadelphia) Illinois (Chicago) Minnesota (Saint Paul) America's Promise Alliance, Center for Promise English Young people of color and young people growing up in low-income communities are at high risk for experiencing poor health. In part, this is because they have inequitable access to the supports, opportunities, and experiences that science affirms are essential for children's well-being. Wellness initiatives--holistic approaches to overall physical and psychological health--offer promising prevention-focused health strategies. Wellness approaches are less common, however, in communities of color. At the same time, youth of color are the fastest-growing segment of the child population in the U.S. Therefore, identifying promising practices to improve the health and well-being of young people of color and young people in low-income communities is critical to the vitality of our nation. To align policies and practices with young people's lived experiences, decision-makers need to hear from young people themselves. Yet engaging young people in health-related research, policy, or recommended practices is an approach that has not been widely used or studied in the public health field. To better understand the obstacles to well-being experienced by young people of color in low-income urban communities, the Center for Promise (CfP) implemented a youth-led health and wellness assessment in five cities--Boston, Chicago, Denver, Philadelphia, and St. Paul. This report summarizes findings from the youth-led assessment, bringing young people's voices and views into the discussion about what affects their health and wellness. [Dr. Jonathan Zaff, Craig McClay, and Catalina Tang served as co-investigators. For the full report, see ED572744.] ED572755 Barriers to Wellness: Voices and Views from Young People in Five Cities. Executive Summary Center for Promise 2016-00-00 Target Corporation 12 Center for Promise. Available from: America's Promise Alliance. 1110 Vermont Avenue NW Suite 900, Washington, DC 20005. Tel: 202-657-0600; Fax: 202-657-0601; e-mail: publications@americaspromise.org; Web site: http://www.americaspromise.org/program/center-promise N/A 2017 8 ERIC JAN2020

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Yes Foreign Countries Secondary School Teachers Teacher Attitudes Opinions Curriculum Implementation Values Education Native Language Instruction Turkish Likert Scales Questionnaires Statistical Analysis Validity Reliability Kirbas, Abdulkadir Journal Articles Reports - Research Turkey ISSN-2342-0251 English Secondary Education The aim of this study is to determine the realization levels of values education implementations in teaching Turkish by taking the opinions of Turkish teachers. The sample of this study conducted in the survey model comprises 108 Turkish teachers employed at different secondary schools in Erzurum, Bayburt, Gümüshane and Trabzon in the Spring semester of 2015/2016 academic year. "Teachers' opinions on the implementation of values education in teaching Turkish scale", which consists of 21 questions in the form of a 5-point Likert-type scale allows responses of "always, often, sometimes, rarely, never," and it was prepared by considering the "Values Education Yearly Plan" published jointly by Erzurum Governorship and Provincial Directorate for National Education in accordance with the aim of this study, and receiving opinions of Turkish educators, Turkish teachers and domain experts. The data were evaluated by performing frequency analysis in the SPSS 18 package program. Validity and reliability of the scale were found to be 0.81 as the Cronbach's Alpha value as a result of analysis, and 0.649 as the test statistic as a result of the KMO (Kaiser-Meyer-Olkin) test. This result shows that the scale applied in the study is valid and reliable. As a result of the study, it was found that Turkish teachers implemented the cleaning value always; salutation and smile, tolerance, determination and stability, helpfulness, compassion and grace, friendship values often; love and respect, patience, apologizing and forgiveness, empathy, gift giving, and fidelity values sometimes; saving, responsibility, sacrifice, fairness, generosity, reliability values rarely in values education in teaching Turkish. ED573699 Teacher Opinions on the Implementation of Values Education in Teaching Turkish Online Submission International Journal of Language Academy v5 n2 p303-312 Apr 2017 2017-04-00 10 N/A 2017 28 As Provided JAN2020

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Yes Preservice Teachers Secondary School Teachers Mathematics Teachers Student Teacher Attitudes Beliefs Reflection Geometry Mathematical Concepts Handheld Devices Interviews College Seniors Constructivism (Learning) Grounded Theory Case Studies Epistemology Belbase, Shashidhar Journal Articles Reports - Research ISSN-2564-6621 English Higher Education Postsecondary Education Secondary Education The objective of this paper is to present two preservice secondary mathematics teachers' beliefs about teaching Geometric Transformations (GTs) using Geometer?s Sketchpad (GSP). The study comprised of series of five task-based interviews with each of two participants, who were senior undergraduate preservice teachers, at a medium-sized public university in the Rocky Mountain Region of the United States. I used radical constructivist grounded theory (RCGT) as a theoretical frame to guide this study process. The results of study include reflective and reflexive beliefs about teaching GTs with GSP. These beliefs have been further explored as pre-reflective, in-reflective, post-reflective, pre- reflexive, in-reflexive, and post-reflexive beliefs of two preservice secondary mathematic teachers about teaching GTs with GSP. Pedagogical implications of these belief categories are widely discussed. ED573700 Reflective and Reflexive Beliefs of Two Pre-Service Secondary Mathematics Teachers Online Submission European Journal of Educational & Social Sciences v1 n1 p34-65 Oct 2016 2016-10-00 32 N/A 2017 78 As Provided JAN2020

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Yes Second Language Learning Reading Materials Sustained Silent Reading Reading Programs Teacher Education Teaching Methods Reading Tests Scores Independent Reading Cooperative Learning Educational Principles Elementary School Students Jacobs, George M. Gallo, Patrick B. Reports - Research Journal Articles English Elementary Education Extensive reading (ER) programs involve students in silently reading large quantities of materials. These materials are usually at a level that permits students to gain at least a fair understanding of what they are reading without outside help. Such programs' benefits for first- and second-language (L1 and L2) learners are well documented (Coady, 1997; Day & Bamford, 1997; Elley, 1996; Krashen, 1993; McQuillan, 1994; Nagy, Anderson, & Herman, 1987; Ng, 1988, 1994; Yu, 1993, 1999; see also an annotated bibliography of works on ER in L2 contexts). Despite this strong, widely disseminated evidence supporting ER, implementation has been infrequent and often less than a complete success. Greaney (1996) notes that in many lower income countries, ER programs must grapple with such problems as lack of reading materials and inadequate preparation of teachers. However, these problems apply worldwide, even in countries which could afford large quantities of books for ER if they placed a higher priority on it. Day and Bamford (1997) suggest that the key impediment to successful ER implementation lies in a teacher-centered view of reading instruction. In this view, teaching means talking: if teachers are not talking, then they must not be earning their salaries. Extensive reading is seen as something students should be doing at home, after they have finished their homework (Tong, 2001). In contrast, Day and Bamford propose a combination of teacher-led intensive reading and large quantities of in-school and out-of-school ER. Other reasons for not using ER are of a more practical nature. Teachers often face a great deal of pressure from administrators, community members, and others to finish the syllabus--to do every single activity on every single page of the textbook or workbook. Further, ER is less easy to assess than are discrete reading skills. While the research suggests that ER is precisely the prescription for attaining high scores on reading exams, in an increasingly exam-oriented environment, a short-sighted "practical" view of exam preparation that has students doing large numbers of exercises that mirror exam questions often prevails. Extensive reading involves students in independent silent reading. Thus, it may seem a contradiction to talk about ER and student-student cooperation, but actually the two can come together smoothly, as is described in this article. The first section discusses the possible benefits of adding a group element to ER. The second presents cooperative learning principles that can facilitate effective group interaction to accompany ER. Section 3 provides examples of activities that blend principles of cooperative learning with ER in various student groupings. ED573701 Reading Alone Together: Enhancing Extensive Reading via Student-Student Cooperation in Second-Language Instruction Online Submission Reading Online v5 n6 Feb 2002 2002-02-00 15 N/A 2017 41 As Provided JAN2020

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Yes Metacognition Reflective Teaching Teacher Collaboration Team Teaching Communities of Practice Faculty Development Training Methods Journal Writing Inservice Teacher Education Secondary School Mathematics Secondary School Teachers Educational Practices Teaching Methods Foreign Countries Kaur, Berinderjeet Wong, Lai-Fong Speeches/Meeting Papers Reports - Research Singapore English Secondary Education The Teaching for Metacognition project, a hybrid model of PD, integrates the "training model of PD" with sustained support for teachers to integrate knowledge gained from the PD into their classroom practice. This paper is based on the work of the teachers in the project in two-tier communities of practice. It examines the perceptions of the project teachers about working collaboratively and reflecting on their practice when integrating the knowledge they acquired during the knowledge-building workshops of the project. From the reflective journals of the teachers it is evident that working collaboratively provided them with the encouragement and support that is needed to begin to experiment with new approaches to teaching and reflecting on their teaching in school-based groups provided them with much needed insights as to how they may improve on what they did. ED572373 A Collaborative and Reflective Approach to Teaching for Metacognition Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 7 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 28 As Provided JAN2020

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Yes Case Studies Pedagogical Content Knowledge Educational Practices Mathematics Instruction Mathematical Aptitude Elementary School Mathematics Elementary School Teachers Teaching Methods Instructional Innovation Faculty Development Classroom Techniques Prior Learning Lesson Observation Criteria Semi Structured Interviews Lesson Plans Foreign Countries Qualitative Research Hughes, Sally Speeches/Meeting Papers Reports - Research Papua New Guinea English Elementary Education This study explores the implications for mathematical knowledge and pedagogical practices of primary teachers in Papua New Guinea making a shift from a transmission approach to a connectionist approach to teaching mathematics. The research participants were engaged in a professional development program designed to support the teaching and learning of mathematics using a connectionist approach. The data suggest that teacher capacity to adopt a connectionist approach was influenced by their subject knowledge and that their subject knowledge influenced classroom pedagogy. ED572374 A Case Study on the Impact of Teacher Mathematical Knowledge on Pedagogical Practices Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 9 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 17 As Provided JAN2020

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Yes Undergraduate Students Mathematics Education Problem Solving Student Reaction Definitions Mathematical Logic Algebra Observation Video Technology Interviews Mathematical Aptitude Student Attitudes Inferences Error Patterns Task Analysis Foreign Countries Ioannou, Marios Speeches/Meeting Papers Reports - Research United Kingdom Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Proving that a given set is indeed a subgroup, one needs to show that it is non-empty, and closed under operation and inverses. This study focuses on the first condition, analysing students' responses to this task. Results suggest that there are three distinct problematic responses: the total absence of proving this condition, the problematic understanding of subgroup's definition, and the inaccurate application of the relevant metarules. For the purposes of this study there has been used the Commognitive Theoretical Framework. ED572375 Commognitive Analysis of Undergraduate Mathematics Students' Responses in Proving Subgroup's Non-Emptiness Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016) 2016-00-00 8 Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ N/A 2017 13 As Provided JAN2020

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No Phenomenology Military Personnel Qualitative Research Transitional Programs Parent Attitudes Intervention Interviews Student Mobility Program Effectiveness Teacher Attitudes Empathy Helping Relationship Academic Achievement Smith-Groves, Michelle S. Dissertations/Theses - Doctoral Dissertations English Within the last decade, several school and government-level administrations have been attempting to circumvent the incidence of poor academic achievement in relation to school transition. Military children already challenged by frequent moves and parental absences may also be challenged with the impact on their academic achievement. Due to a lack of information, very little is known about the effect of transition on military families. Researchers have found that since the terrorist attack of September 11, 2001, there has been an increase in deployment and military transition, thus contributing to stress on military families resulting in poor school performance and emotional distress for the children. The purpose of this qualitative, phenomenological study was to provide a better understanding of transition programs (along with the transition itself), experiences of highly mobile, military children through perceptions of their parents in an effort to improve their post-elementary outcomes in the form of better methods of intervention and transition programs. Face to face, individual interviews were held with 10 highly mobile parents who met the criteria for the study. Results showed that highly mobile parents identified that transition programs, in their current forms, did not meet their expectations for their children, and were willing to aid in the process of improving them for future students. Additionally, data showed that parents believed that teachers show a lack of empathy towards highly mobile children, and their unique circumstances. Participants described that a lack a support for their children by the current government and education system caused them to have a lack of faith, and by extension help their children personally. This study contributed to research in the field of education and education theory, in that it provided data to improve transition programs and academic results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572092 Relocation and Transition Repercussions on Military Children's Academic Achievement: An Interpretative Phenomenological Study ProQuest LLC Ed.D. Dissertation, Northcentral University 2016-00-00 978-1-3397-5270-9 115 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10112097 2017 As Provided JAN2020

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No Deans Career Development Spiritual Development Interpersonal Communication Communication Skills Churches Qualitative Research Theological Education Latin Americans Foreign Countries Religious Education Interviews Administrator Attitudes Administrator Role Clergy Networks Personal Autonomy Guidelines Teamwork Guidance Religious Factors Leadership Christianity Contreras Flores, Jenniffer Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education This study explored the preparation and career paths of academic deans in Church of God (COG) theological institutions located in Latin American and Caribbean. This study used a qualitative research approach and the in-depth interview method for data collection. A group of 14 academic deans that serve in COG theological schools and that represented 13 countries in these regions were interviewed as part of the study. In regards to the expectations of the role, the findings of the study showed that academic deans are expected to be visionary leaders that contextualize the programs in light of the needs of the church and the community and take on a pastoral role to care for the staff and students. Findings suggested that academic deans must develop interpersonal communication skills, have knowledge in the fields of education and theology and maintain a vital spirituality. When considering the career path experiences of the academic deans findings revealed that the career path of the deans was incidental, that appointments to the position were circumstantial and not much training was received prior or coming into the role. Nonetheless, some experiences were identified as helpful in preparation for the role like having ministry experiences, experiences in higher education and experiences abroad at other theological institutions. Networking, self-agency and teamwork were acknowledged as helpful ways to learn the job and relationships were highlighted as important components of the journey. Furthermore, God's calling played an important role in the career path of the deans allowing for experiences of divine guidance, prompting constant prayer, providing a source of sustainment, summoning to service and encouraging a Kingdom perspective of work. The main gap in the career paths of the academic dean was linked to a need for intentional training and for clear models and guidelines for the position and its tasks. As a result, implications for current practice focused on alternatives that the denominational leadership (regional directors, division of education leaders), the upper administration of theological institutions (presidents and board of directors) and academic deans themselves can implement to address the need of intentional preparation and training and maximize the benefit of the useful experiences and methods emphasized by the participants in the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572093 A Phenomenological Study of the Preparation and Career Paths of Academic Deans in Church of God Institutions of Theological Education in Latin America and the Caribbean ProQuest LLC Ph.D. Dissertation, Biola University 2016-00-00 978-1-3397-6983-7 330 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10113927 2017 As Provided JAN2020

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No Parents Coaching (Performance) Program Evaluation Scores Elementary School Students Grade 3 Language Arts Literacy Measures (Individuals) Partnerships in Education Muhammad, Fatima Dissertations/Theses - Doctoral Dissertations New Jersey English Elementary Education Grade 3 Primary Education Early Childhood Education This applied dissertation describes the evaluation of a parent-coaching program and how test scores were impacted as measured by the New Jersey Assessment of Skills and Knowledge (NJASK). Of the 175 third-grade students in the school district, 25.6% of students, or 44 students, scored less than satisfactory (partially proficient) in language arts literacy as measured by the Grade 3 NJASK for the school year 2003-2004. (Abstract shortened by ProQuest.). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED572094 Improving Student Literacy through Community-Based Parent-Coaching Partnerships ProQuest LLC Ed.D. Dissertation, Nova Southeastern University 2006-00-00 978-1-3397-7074-1 137 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10115595 2017 As Provided JAN2020

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No Teacher Attitudes Teacher Evaluation Program Implementation Qualitative Research Case Studies Attitude Change School Districts Accountability Educational Change Interviews Focus Groups Gallo, Donna Dissertations/Theses - Doctoral Dissertations New Jersey English The focus of this qualitative case study is on an attitudinal change of teachers towards teacher evaluation with the implementation of a new evaluation system. The goal of this qualitative case study was to gain an understanding of how the implementation of the new New Jersey teacher evaluation system relates to teachers' attitudes toward evaluation in an eastern New Jersey school district. This study presents a history and evolution of the accountability movement in education; it also reviews literature regarding the efficacy of performance based teacher evaluation systems. Furthermore, an overview of the national movement towards performance based teacher evaluation systems is presented, followed by an in depth explanation of the New Jersey legislature and regulation of teacher reform. The methods employed in this qualitative case study include interviews and focus groups of participants, collection of artifacts, and an outline of historical events. The data was analyzed using coding and triangulation techniques to gain an in-depth understanding of how the implementation of a new teacher evaluation system relates to teachers' attitudes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without perm