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No Social Studies Grade 6 Critical Thinking Instructional Effectiveness Creative Activities Role Playing Learner Engagement Kinesthetic Methods Paggi, Karen Clinkert Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 6 Intermediate Grades Middle Schools Elementary Education This paper is a description of a proposed action research study driven by a problem of practice. The problem for this action research is that the teacher-researcher's sixth-grade social studies students lack critical thinking skills. Critical thinkers are engaged and creative learners who analyze complex issues and challenges within society. The teacher-researcher observed her students performing well on standardized benchmarks that rely on recalling facts, while simultaneously struggling to analyze explicit and implicit information from primary and secondary sources in order to make relevant and logical conclusions. After observing sedentary teaching practices in her classroom, the teacher-researcher began to review a pragmatic theoretical framework and various research studies that discuss a relationship between kinesthetic learning and critical thinking skills. Ultimately, a research question emerged: In what ways do kinesthetic learning strategies such as embodied movement or drama engage critical thinking skills in a sixth-grade social studies class? The research will involve two sample classes in order to enlarge the sample size with approximately twenty-two and twenty-eight sixth-grade social studies students respectively. A mixed methods design will incorporate a presurvey, field notes, two pretests-posttests, a Likert type survey, and large group interviews, all of which will focus on the effects of kinesthetic learning on students' critical thinking skills. The researcher will implement a six-week instructional intervention consisting of frequent, subject relevant kinesthetic activities such as charades, improvisation, and role-playing. The action research design follows Mertler's (2014) model, which includes the planning stage with an identified problem of practice, a literature review, and a research plan. In the acting stage, the researcher will collect data from a pre-project survey, two pretests and posttests, field notes, a Likert scale survey and large group interviews to determine students' engagement and opinions regarding kinesthetic learning. Grounded coding theory will help interpret information and identify themes that emerge from the data and descriptive analyses will assist in communicating the study's results. During the developing stage, there will be collaboration with stakeholders on an action plan with future procedures based on the action research findings. The reflecting stage will consist of an overall reflection of the project, where results will be shared with students, colleagues, and 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.] ED591175 The Play's the Thing: Engaging 6th Grade Social Studies Students through Movement ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4385-4972-2 148 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:10840959 2019 As Provided JAN2020

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No Inquiry Active Learning Educational Practices Teacher Attitudes Middle School Teachers Science Instruction Science Teachers Wood, Jill E. Dissertations/Theses - Doctoral Dissertations West Virginia EISSN- English Middle Schools Secondary Education Junior High Schools The purpose of this research study was to investigate West Virginia middle school science teachers' perceptions regarding inquiry-based instruction.Teacher efficacy level, extent of use, and supports and obstacles in regard to inquiry-based instruction were considered. In addition, demographic relationships were explored in comparison with efficacy level and extent of use in regard to inquiry-based instruction. Demographics included number of preps taught, years of science teaching experience, class size, class time, planning time, professional development opportunities attended, and exposure to inquiry-based instruction in education science course work. West Virginia middle school science teacher perceptions, of this study, were measured using a 6-point Likert scale and included three qualitative questions in regard to supports, obstacles, and additional comments concerning inquiry-based instruction. Fifty-seven West Virginia middle school science teachers from 26 schools across six counties were included in this study. The data revealed the majority of respondents felt comfortable using inquiry-based instruction, recognized its effectiveness in teaching students' science, and perceived inquiry-based instruction to be more effective than lecture or text-based instruction. Conversely, many respondents feel they were not adequately trained in inquiry-based instruction in their science education course work and are not comfortable creating inquiry-based instruction that aligns with state standards. Furthermore, many respondents disagreed that the West Virginia Next Generation Science Content Standards and Objectives are effective teacher guidelines for creating inquiry-based instruction. Administration, colleagues, and student level of enjoyment and engagement were agreed as forms of support for inquiry-based instruction. Lack of laboratory supplies, lack of funding, and limited class and planning time were perceived as obstacles in the use of inquiry-based instruction. Further research on equitable funding for middle school science classrooms, across West Virginia, could benefit student achievement in science and eliminate many barriers middle school teachers face in the use of inquiry-based instruction. Additionally, the creation of a state-level professional development program that addresses the use of inquiry-based instruction that aligns with West Virginia Next Generation Science Content Standards and Objectives could greatly benefit teacher efficacy levels in inquiry-based instruction, especially for new and uncertified middle school science 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.] ED591176 Teachers' Practices and Perceptions Concerning the Implementation of Inquiry-Based Instruction in Middle School Science ProQuest LLC Ed.D. Dissertation, Marshall University 2018-00-00 978-0-4384-7027-9 153 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:10842967 2019 As Provided JAN2020

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No Self Evaluation (Individuals) Learner Engagement Independent Reading Scoring Rubrics Self Management Student Behavior Grade 2 Elementary School Students Rural Schools Atkins, Jonnell Dissertations/Theses - Doctoral Dissertations South Carolina EISSN- English Grade 2 Primary Education Elementary Education Early Childhood Education The purpose of this study was to determine the impact of a self-assessment rubric on a students' ability to self-monitor and self-regulate engaged reading behaviors. The research attempts to answer the following question: What impact does self-assessment have on the engagement of second-grade students during Independent Reading? Using an action research design, data was collected using a pretest and posttest, weekly engagement assessments, field notes and pre/post interviews. Both the quantitative and qualitative data were collected over a period of six weeks on Mondays and Wednesdays during Independent Reading. Student-participants included seven second-grade students and their classroom teacher as a teacher-participant. The student-participants varied in achievement, race and socio-economic status. The setting for the study was a rural, Title I public school in central South Carolina. The participant-researcher analyzed the data collected and found that self-assessment had a positive impact on student engagement during Independent 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.] ED591177 The Impact of Self-Assessment on Student Engagement during Independent Reading ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4385-4978-4 138 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:10841103 2019 As Provided JAN2020

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No Superintendents Administrator Evaluation Goal Orientation Evaluation Criteria Management Development Guides Instructional Materials Material Development Progress Monitoring Myers, Alison Joy Dissertations/Theses - Doctoral Dissertations Delaware EISSN- English This Education Leadership Portfolio (ELP) examines the research linking superintendent leadership to student achievement, reviews the current superintendent evaluation practices in Delaware's public school districts as well as other states, and proposes a more standardized superintendent evaluation process in the state of Delaware. This ELP involved conducting interviews with board members from eleven of Delaware's nineteen public school districts to determine the current goal-setting and evaluation practices. Subsequently, interviews were held with key educational leaders from other states to gain valuable insight into their superintendent goal-setting and evaluation processes. The results of these two sets of interviews were used to create a framework and training materials for use by local school boards in the state of Delaware. The final part of this ELP was obtaining feedback from school board members who reviewed the framework and training program. Their feedback was then used to make improvements to the process. The Superintendent Goal-Setting and Evaluation Handbook and related training materials that were created during this ELP will serve as a resource to Delaware's local school boards in their efforts to maximize student achievement through continuous monitoring of their superintendent's leadership performance. [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.] ED591178 Rethinking Superintendent Evaluation ProQuest LLC D.Ed. Dissertation, University of Delaware 2018-00-00 978-0-4386-0048-5 189 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:10842293 2019 As Provided JAN2020

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Yes Technology Uses in Education Higher Education Access to Education Low Income Students Minority Group Students College Preparation College Admission Educational Finance Paying for College Money Management Knowledge Economy Education Work Relationship Barriers College Bound Students Social Media College Applicants Computer Oriented Programs Coaching (Performance) Student Financial Aid Scholarships Reports - Research University of Southern California, Pullias Center for Higher Education English Higher Education Postsecondary Education Secondary Education High Schools Higher education has long been viewed as a social elevator. The path to a higher education credential, however, is complicated for students from low-income and/or minoritized communities. This report provides a snapshot of digital tools designed to help students with college exploration, college admissions, and financial planning. To set the context for analysis of digital tools, it first discusses: (1) the contemporary higher education and knowledge economy landscape; (2) the gap between college attainment and workforce needs; and (3) how low-income and historically marginalized students are challenged by a lack of human and physical resources that could help them navigate various aspects of the college-going process. A deeper consideration of the needs of low-income students in the development of digital tools is vital to meeting national workforce goals and achieving greater educational, digital, and social equity. [This is a joint report with Get Schooled.] ED591426 How Is Technology Addressing the College Access Challenge? A Review of the Landscape, Opportunities, and Gaps Pullias Center for Higher Education 2018-00-00 26 Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu N/A 2019 0 ERIC JAN2020

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No Risk Educational Policy Educational Practices Neoliberalism Mass Media Social Media Social Theories Politics of Education Standardized Tests National Curriculum Teacher Education Foreign Countries Rodwell, Grant Books Reports - Evaluative United States United Kingdom Australia English "Risk Society and School Educational Policy" explores the impact of risk society on policy in the US, UK and Australia through both practical and theoretical perspectives. The book develops an in-depth understanding of risk society itself, and guides the reader in applying this knowledge to the problem of how this impacts policy and practice in school education. Drawing on work by Ulrich Beck and Anthony Giddens, Rodwell explores the development of risk society as a field of interest, discussing its history, contemporary significance and links with neoliberalism, school education, and both mainstream and social media. He also examines its impact on government policies and the practical implications of how this impacts the educational experiences of children around the globe today. A book for policy professionals, researchers, academics and postgraduate students interested in Education Studies, Theory and Policy, and International and Comparative Education, "Risk Society and School Educational Policy" is the first international academic monograph published in the field. ED591427 Risk Society and School Educational Policy. Routledge Research in Education Policy and Politics Routledge Research in Education Policy and Politics 2018-10-02 978-0-3670-0044-8 Policymakers Researchers Students 214 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/products/9780367000448 2019 As Provided JAN2020

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Yes Foreign Countries Vocational Education Psychological Patterns Police Psychological Characteristics Physical Education Athletics Tests Koç, Kenan Turan, Mehmet Behzat Karaoglu, Baris Tanrikulu, Alper Reports - Research Journal Articles Turkey ISSN-2501-1111 English The purpose of this research is to examine the psychological performance levels of applicants, who prepared for sports tests in Police Vocational Education Centers in Kayseri. 427 applicants, who have been randomly selected, have voluntarily participated in the research. As data collection tools for the research, the Psychological performance Scale which was developed by Loehr J.E. and the Personal Information Form which was prepared by the researcher have been applied. The obtained data has been statistically analyzed via SPSS20.0 package program. The personal information of the applicants and the total score of inventory and total factor scores (f) and percent value have been determined and shown. To compare them with regarding gender the statistics of Mann-Whitney U test have been applied while statistical outputs of Kruskal Wallis test have been applied in order to make comparison with considering their Public Personnel Selection Examination (PPSE) scores, departments that they graduated, educational status of their parents and neighborhoods where they live. As a result of the statistical analyses; when the psychological performance levels of the applicants have been examined, there is no statistically significant difference in accordance with gender while there are statistically significant differences in accordance with (PPSE) scores, departments that they graduated, educational status of their parents and neighborhoods/residences where they live. Consequently, with considering psychological performance of applicants who prepare for sports tests of police vocational training centers it has been expected to contribute to making right choices. Policing is a profession in which the profession requires physical toughness as well as psychological performance. Therefore, in the entrance exams for police vocational education centers, applying psychological performance and psychological tests in addition to sports tests should be considered. ED591428 Examination of the Psychological Performances of the Candidates Entering the Sports Tests in Police Vocational Education Centers Online Submission European Journal of Education Studies v5 n9 p1-17 2019 2019-00-00 17 N/A 2019 27 As Provided JAN2020

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No Grade 3 Elementary School Students Metacognition Independent Study Montessori Schools Learning Processes Student Behavior Self Management Mori, E. Simone Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 3 Primary Education Elementary Education Early Childhood Education The purpose of the study was to examine the impact mindfulness practices would have on the independent learning processes of third-grade students in a Montessori setting. For the purpose of the study, independent learning processes were measured using three parameters: (a) self-reports of perceived learning on-task and off-task behaviors, (b) students' ability to effectively use mindfulness practices autonomously as a self-regulating behavior when off-task, and (c) teacher-researcher's observations, along with teacher-participant's and instructional assistant's reporting, of improved autonomous learning behaviors and students' autonomous use of mindfulness practices as a self-regulating behavior. The study occurred over a five-week period during the 2018 Spring Semester. A mixed-methodology was used to collect data. The study results indicated that the implementation of a mindfulness intervention had a positive impact on the learning perceptions of third-grade students in the Montessori 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.] ED591179 The Effect of Mindful Practices on the Independent Learning Process of Third-Grade Montessori Students ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4385-5001-8 139 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:10842294 2019 As Provided JAN2020

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No Reading Achievement Literacy Reading Habits Reading Motivation Family Influence Grade 1 Grade 2 Grade 3 Grade 4 Elementary School Students Correlation Parent Participation Teacher Influence Parent Influence Program Effectiveness Biggers, Regina Dissertations/Theses - Doctoral Dissertations Mississippi EISSN- English Grade 1 Primary Education Elementary Education Early Childhood Education Grade 2 Grade 3 Grade 4 Intermediate Grades The purpose of this mixed-methods, action research study, with a convergent design, is to improve student literacy achievement within a Mississippi school district, through the exploration of reading volume, motivation, and family connections. This study uses qualitative and quantitative data to provide an in-depth look into the phenomenon of reading volume influences through the use of observations, interviews, and surveys, while providing statistical correlations related to reading volume and literacy achievement with the utilization of a linear regression, a Pearson Product Moment Correlation, and descriptive statistics. A linear regression reveals student reading volume statistically explains 17.4 percent of the variability in STAR Reading scores within the District 1 first through fourth grade population resulting in a moderate, positive correlation (r = 0.417, N = 1419). A linear regression posits reading volume statistically explains 6.4 percent of the variability in student reading achievement the district's third grade population, determining a small, positive correlation (r = 0.253, N = 333). Fourth grade results similarly reveal a moderate positive correlation, explaining 22.1 percent of the variability in student reading achievement within this population, according to linear regression results (r = 0.471, N = 331). Additional increases in STAR Reading and MAP ELA scores are reported in all four school settings. A Pearson Product Moment Correlation reveals a 0.914 correlation between STAR Reading and the MAP ELA assessment within this population. Qualitative data supports the statistical findings by revealing common themes of motivational factors, increased access to print, teacher insights, and attempts to increase parental involvement. [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.] ED591180 Implementing a Program to Increase Reading Volume: An Action Research Project to Increase Print Exposure, Motivation, and Family Connections ProQuest LLC Ed.D. Dissertation, The University of Mississippi 2018-00-00 978-0-4385-3727-9 144 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:10842489 2019 As Provided JAN2020

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No Culturally Relevant Education Preservice Teacher Education Preservice Teachers Minority Group Students African American Students Multicultural Education Critical Theory Race Racial Attitudes Racial Bias Student Attitudes Social Justice Discourse Analysis Racial Identification Cheruvu, Ranita Speeches/Meeting Papers Reports - Evaluative ISSN- English Higher Education Postsecondary Education Although it is argued that teachers of Color have the potential to improve the educational experiences and outcomes of historically marginalized communities of Color, little is known about the experiences and identities that shape their teacher preparation. Rather, there is a privileging of Whiteness in teacher education research and practice. This paper disrupts this privileging by focusing on the experiences of preservice teachers of Color in a multicultural education course. The study discussed utilized critical race theory to examine the ways that preservice teachers of Color made sense of their racialized experiences and identities over time and spaces. These counternarratives serve as a knowledge base for an emerging framework for developing culturally responsive and sustaining teacher education practices. ED591717 "I Am Not the Intended Audience": (Re)Envisioning Culturally Responsive Teacher Education with Preservice Teachers of Color AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 6 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 20 As Provided JAN2020

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Yes State Aid Educational Facilities Investment Educational Finance State Policy Taxes Debt (Financial) Educational Equity (Finance) Elementary Secondary Education Public Schools Rivera, Marialena Reports - Research Tests/Questionnaires Massachusetts New Jersey Ohio Texas Wyoming Intercultural Development Research Association English Elementary Secondary Education Purpose: Through case studies of five states with varying facilities policies, this study examines the factors contributing to expanded state investment in equitable public school facilities and how those factors can be leveraged to encourage states that make minimal investments to expand their support for facilities funding. Methods: Data collection consisted of a literature review of existing research on educational facilities taxation mechanisms, spending practices, and public debt policies; case study data collection included policy document analysis and 44 interviews with school finance and facilities experts, including researchers, lawyers, consultants, practitioners, and state level staffers. Five case study states included Texas, Wyoming, New Jersey, Massachusetts, and Ohio. The conceptual framework utilized the lenses of critical policy analysis and fiscal sociology. Findings: The "Equity Investment Typology" categorizes 11 factors that contribute to expanded state investment in equitable public school facilities based on the extent to which they promote equitable investment. Factors are broken down into three categories: state spending, taxation, and public debt. Applying the typology to the five case study states revealed that states with various constraints and policy preferences have taken different policy pathways to expand their investment in educational facilities and maintenance. Wyoming and Massachusetts emerged as states with more equitable facilities funding systems. Best practices include conducting frequent statewide facilities inventories; distributing state aid based on a comprehensive set of factors, including local ability to pay and facilities needs; relying on a diversity of revenue sources, collecting taxes statewide, rather than solely from disparate local tax bases; providing state programs for debt payment assistance; and relying at least partially on pay-as-you-go funding mechanisms for facilities. Implications: Examining state facilities policies revealed important insights about how policies promoting equity have developed in certain states and points to opportunities to improve equitable access to facilities for students in other places. Currently, the quality of a child's school building is directly related to the decisions their state's policymakers have made in the past. While wealthy communities have the ability to adequately maintain their facilities, persistent patterns of racial and socioeconomic segregation have long-lasting implications for equitable infrastructure investment, particularly when funding is still tied to local property wealth in most states. Facilities advocates should push for federal funding for educational facilities as an integral part of national investment in infrastructure as well as for policy changes at the state level that include adequate and equitable state investment in facilities construction and maintenance. [For the Executive Summary, see ED591719.] ED591718 What about the Schools? Factors Contributing to Expanded State Investment in School Facilities Intercultural Development Research Association 2017-04-28 109 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2019 136 As Provided JAN2020

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No Informal Education Public Libraries Library Services STEM Education Art Education Electronic Learning Science Education Science Achievement Program Implementation Best Practices Educational Strategies Program Evaluation Program Effectiveness Small, Cheryl R. Dissertations/Theses - Doctoral Dissertations EISSN- English Public libraries throughout the United States are increasingly using technological platforms to provide information resources to students across socioeconomic environments. Advances in technology have affected the way in which we learn with the advent of online learning, e-learning and shared learning experiences that have become ever present in schools and libraries. How relevant is the public library in the initiatives that are directly related to the much-needed support of science, technology, engineering, arts, and math (STEAM)? This study explores the public library as a free, public space for informal learning and the democratic ideals of success as it relates to science education, achievement, and national innovation. The purpose of this study was to determine the challenges that the public library experiences in the implementation of STEAM programs, strategies, and practices employed by the public library in managing the implementation, and how the public library measures success in the process. The questions explored are an (a) examination of best practices in developing strategies for implementation and the challenges that public libraries face as they relate to the implementation and development of STEAM programs, (b) the challenges that public libraries face as they relate to the implementation and development of informal learning programs focused on STEAM, (c) how public libraries measure success within informal learning programs related to STEAM, and (d) what lessons have been learned in the development of informal learning spaces focused on STEAM in the public library. [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.] ED592047 Librarians Leading Change: Informal Learning Spaces and the Interception of Public Libraries and STEAM ProQuest LLC Ed.D. Dissertation, Pepperdine University 2018-00-00 978-0-4385-7853-1 204 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:10975218 2019 As Provided JAN2020

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No Faculty Development Case Studies Online Courses Writing Instruction Undergraduate Students English Teachers College Faculty College Graduates Clinical Diagnosis Experiential Learning Learning Theories Identification Writing Strategies Teaching Methods Writing Difficulties Inclusion Kerl, Mary Ann Dissertations/Theses - Doctoral Dissertations Oklahoma EISSN- English Higher Education Postsecondary Education The topic for this study was online professional development for college composition teachers that may help support dyslexic learners. Two populations samples, both impacted by the problem, were chosen for this qualitative multiple case study. The populations were college composition faculty and college dyslexic learners or graduates. The samples were collected from composition instructors at East Central University in Ada, Oklahoma, and people with dyslexia living in the U.S. The dyslexic participants needed a formal diagnosis of dyslexia and either were in college, or had some college, or graduated from college. Besides two populations, two theories were addressed: the Experiential Learning Theory and the Technology Acceptance Model. The purpose of this study was to explore how online professional development for college composition faculty can build dyslexia awareness and identify writing strategies for college dyslexic students. Four research questions based the study. Three instruments were used: online surveys, modules and a discussion focus group. The participants' responses to the questions resulted in extracting seven themes, after the data was collected, coded and analyzed. Findings showed no faculty participants had training on dyslexia; the five dyslexic participants and about half of the seven faculty participants associated dyslexia with not only reading but also writing problems; and both groups had found some self-regulated writing strategies, showing potential for helping college dyslexic students in an inclusive classroom. Conclusions were online PD programs on college students with dyslexia and writing strategies should be available for college composition faculty. A gap exists in this area. Thus, the researcher recommends study replication, for future research. For practice, the researcher encourages college composition instructors try the writing strategies in this study to hopefully help future college dyslexic learners to learn academic writing. [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.] ED592048 Online Professional Development for College Faculty to Support Dyslexic Students: A Multiple Case Study ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-4827-2 170 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:10975404 2019 As Provided JAN2020

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No Comparative Analysis Beginning Teachers Experienced Teachers Reading Teachers Reading Instruction Teacher Effectiveness Teaching Methods Grade 4 Grade 5 Elementary School Teachers Anderson, Katie Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 4 Intermediate Grades Elementary Education Grade 5 Middle Schools Education researchers have documented that first-year teachers are often less effective at reading instruction than their more experienced peers. Accordingly, this qualitative, comparative case study was designed to assess the instructional skills and strategies utilized by first-year and experienced teachers using Danielson's Framework for Teaching as the conceptual framework. The research questions were used to examine two groups of teachers using the framework and the Teacher's College Reading and Writing Project's defined levels of performance for effective reading instruction. The goal was to identify the instructional differences between the two groups of teachers. Purposeful sampling was used to select 3 first-year and 3 experienced teachers at the 4th or 5th grade levels from 3 different schools across 3 districts in a midwestern state. Data from lesson plans, observations, and interviews were analyzed using an open coding process, followed by axial coding using the Danielson framework to determine the themes of the study. The results indicated that the novice teachers had not developed automaticity in any of the domains of the Danielson Framework. The most challenging domain for novice teachers was instruction, especially communicating with students and using assessment during instruction to meet students' needs. A curriculum plan project consisting of a reading methods course and clinical component was constructed for a local college using the identified underdeveloped skills of novice teachers as actionable data that shaped the development of the plan. Positive social change might be realized as the goal of the plan is to improve teacher quality upon program completion, develop automaticity in reading instruction, and increase K-12 literacy 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.] ED592325 Understanding the Differences between Novice and Experienced Reading Teachers ProQuest LLC Ed.D. Dissertation, Walden University 2018-00-00 978-0-4386-4835-7 275 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:10978133 2019 As Provided JAN2020

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No Classroom Techniques Discipline Student Behavior Prevention Intervention Teaching Methods Classroom Environment Program Effectiveness Academic Achievement Freiberg, Jerome Speeches/Meeting Papers Reports - Research ISSN- English Founded in person-centered theory, the Consistency Management & Cooperative Discipline (CMCD) program moves beyond the traditionally behavioristic discipline programs to include preventative and pro-social strategies. Three key management components (BIO management) have evolved to form the core of the program: (1) behavior management, where teachers focus on problem prevention/intervention; (2) instructional management, enabling teachers to use more active models of instruction; and, (3) organizational management, maximizing the classroom's physical and temporal environment. Over the last three decades, schools that have implemented the CMCD program have experienced significant outcomes in student behavior and achievement (Opuni, 2006; Slavin & Lake, 2008). This paper builds on earlier work (Freiberg, 1996) to its current BIO management development and framework. ED592326 Beyond Discipline: Redefining Classroom Management AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Writing (Composition) Student Empowerment Language Usage Student Characteristics Cultural Influences Values Teacher Attitudes Student Attitudes College Students Nontraditional Students College Freshmen Plagiarism Soiferman, L. Karen Reports - Descriptive EISSN- English Higher Education Postsecondary Education Each of us have our own way of writing. We all put words together differently, use different syntax, different vocabulary, and express our thoughts differently. This is our writing footprint. It is important that we empower our student writers to develop and expand their own writing footprint. Our students come to us with their writing footprints firmly established based on what they have learned about themselves and how they have written up until the time they enter our classrooms. It is up to us, as instructors, to help them refine that footprint and to get them to realize that since we all have our own footprints that it is okay to express themselves differently than other people. It is important that students realize that there is not one correct way to write an academic essay. If they persist in this thinking then they begin to doubt themselves and think that their way of writing is wrong which can lead to difficulties for them especially if they are trying to write like someone else. We have to nurture our students' ways of expressing themselves and help them develop their writing footprint so they become more confident writers. ED591429 The Writing Footprint: How to Help First-Year Students Develop Their Own Writing Voice Online Submission 2019-00-00 23 N/A 2019 12 As Provided JAN2020

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Yes Higher Education Partnerships in Education Educational Attainment Economic Factors Developing Nations Access to Education Global Approach Poverty Reading Skills Labor Force Development Culturally Relevant Education Community Involvement Foreign Countries Reports - Descriptive United States Sudan Vietnam Uganda Indonesia USAID English Higher Education Postsecondary Education More prosperous countries with educated populations make for better trading partners for the U.S. USAID's education work focuses on improving the reading skills of children; strengthening youth workforce development and higher education; and expanding access to quality education in crisis and conflict environments. They partner to leverage resources and expertise, strengthen education systems and drive change so that children and youth can learn. This brief report discusses USAID's partnerships that build capacity, innovative solutions to development challenges, and opportunities for U.S. higher education institutions. It concludes with country highlights. ED591430 USAID Education: Higher Education US Agency for International Development 2018-00-00 2 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 2019 0 ERIC JAN2020

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Yes Foreign Countries Achievement Tests Secondary School Students International Assessment High Achievement Educational Legislation Equal Education Literacy Inclusion Resilience (Psychology) Teacher Attitudes International Schools National Curriculum Government Publications Teacher Effectiveness Teacher Education Ustun, Ulas Eryilmaz, Ali Journal Articles Reports - Research Finland Program for International Student Assessment EISSN- English Secondary Education Finnish students have been showing outstanding achievement in each domain since the very first The Programme for International Student Assessment (PISA) in 2000. Finland has consistently been not only one of the top achievers but one of the countries with exceptional educational equity as well. In other words, very high literacy scores are just one side of the coin for Finland, what is more extraordinary is very little between-school variation, very high academic and social inclusion, and a high percentage of resilient students, which all point out the "Finnish Miracle" in educational equity. In this paper, we analyze the Finnish Education System to question the reasons behind this extraordinary success. We use three different sources to do that; a literature review, about 100 hours in-class observations, and the interviews with 11 teachers in an international school and a training school in Finland. The literature review covers a variety of related documents, such as articles, books and some official documents like national core curricula and Finnish Basic Education Act. We also scrutinized some other documents provided by The Ministry of Education and Culture, the highest authority regarding the education, and Finnish National Agency for Education (EDUFI). Based on the results of this study, we conclude that there is no single and isolated factor but there exists a system of interrelated factors to explain Finnish success. The quality of teachers and teacher education seems to be the most prominent factor in this system. Furthermore, the emphasis on the educational equity, long-term educational policy, culture of trust, reading habit of Finnish people can be the other reasons for this success. Finally, a high level of cooperation helps the educational system to work smoothly. ED591431 Analysis of Finnish Education System to Question the Reasons behind Finnish Success in PISA Online Submission Studies in Educational Research and Development v2 n2 p93-114 Dec 2018 2018-12-31 23 T 2019 37 As Provided JAN2020

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No Number Concepts Elementary School Mathematics Elementary School Students Mathematics Skills Grade 3 Teaching Methods Mathematics Instruction Instructional Effectiveness Mathematics Achievement Outcomes of Education Gaillard, Nicole D. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Grade 3 Primary Education Early Childhood Education This action research study employed a mixed-method design to examine the impact of a number talks intervention on the number sense development and mathematical proficiency of students in one third-grade mathematics class. The number talks strategy was also studied to determine its impact on third-grade students' development of a productive mathematical disposition. Number sense is "a person's general understanding of numbers and operations along with the ability and inclination to use this understanding in flexible ways to make mathematical judgments and to develop useful strategies for handling numbers and operations" (McIntosh, Reys, & Reys, 1992, p. 3). This eight-week study involved conducting number talks in one third-grade class of 20 students for three days per week. The study followed the one-group pretest-posttest design to measure the effectiveness of this intervention. Quantitative data were collected using a teacher-created number sense assessment and the Number Sense and Operations instructional area of the mathematics Measures of Academic Progress [MAP] assessment. Qualitative data were collected using semi-structured group interviews. Quantitative findings showed that there were significant increases in the mean score of the teacher-created number sense assessment and the Number Sense and Operations MAP assessment. Qualitative results showed that students demonstrated a more productive disposition after the number talks intervention. [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.] ED591181 The Impact of Number Talks on Third-Grade Students' Number Sense Development and Mathematical Proficiency ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4385-5010-0 117 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:10842515 2019 As Provided JAN2020

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No Community Colleges Two Year College Students College English Writing Instruction Associate Degrees College Transfer Students Developmental Studies Programs Outcomes of Education Academic Achievement Educational Attainment Robinson, Sheriece L. Dissertations/Theses - Doctoral Dissertations Mississippi EISSN- English Two Year Colleges Higher Education Postsecondary Education A national conversation exists among higher education policymakers and institutions about students being underprepared for college. Some students are placed in developmental education courses, but are not successfully matriculating to college-level courses. Although developmental education courses are designed to promote academic success, they often serve as a barrier to student success (Bonham & Boylan, 2012). Placement in these courses can cause students to delay their graduation. This delay may be the result of students having to reduce their course load, take a sequence of developmental education courses, or repeat a course due to failure or withdrawal. This qualitative case study examines student outcomes of Intermediate English at a Mississippi Community College utilizing a variety of descriptive statistics and student interviews. I examined student's academic progress, completion rates, and other metrics for a cohort of Intermediate English students that were enrolled in 2012 and 2013. The subjects of this study are college students ages 18 years of age or older enrolled at the University of Mississippi who completed Intermediate English at a Mississippi Community College in 2012 and 2013. The participants of this study were tracked based on their matriculation in the writing courses and other academic courses taken at a Mississippi Community College for their associate's degree then to the University of Mississippi for their bachelor's degree. Interview participants in this study were recruited via email. [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.] ED591182 What Are Formal and Informal Student Outcomes for Intermediate English at a Mississippi Community College? ProQuest LLC Ed.D. Dissertation, The University of Mississippi 2018-00-00 978-0-4385-3730-9 176 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:10842761 2019 As Provided JAN2020

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No Conferences (Gatherings) Professional Associations Educational Technology Bibliometrics Change Pacetti-Donelson, Vandy Dissertations/Theses - Doctoral Dissertations EISSN- English Traditional journal analysis for the identification of diciplines is limited in developing areas of study due to the lack of journals specific to that area of study. Identifying knowledge domains worthy of study for the identification of developing disciplines has been difficult. Conferences are at the forefront of building knowledge in scientific communities, particularly in technology related sectors, but less than 10% of conference proceedings are available in conventional knowledge databases. As a result, conference proceedings as a previously unconsidered knowledge domain, may provide the knowledge domain worthy of analysis to identify developmental and incremental change within developing areas of study. This study proposed a bibliometric analysis of the Conference Proceedings of the Association of Educational and Communications Technology (AECT) from 1979 through 2009 as a knowledge domain that represented Instructional/Educational Technology. Bibliometric indicators were extracted and collected into custom databases for citation and cocitation analyses. Gephi 0.9.2 software was used to create multidimensional graphs to identify developmental and incremental change within the knowledge domain with the purpose of understanding the developmental pattern of Educational/Instructional Technology as a discipline. [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.] ED592049 A Bibliometric Analysis of the Proceedings of the Association for Educational Communications and Technology (AECT) for the 1979-2009 Period ProQuest LLC Ed.D. Dissertation, Nova Southeastern University 2018-00-00 978-0-4386-3781-8 395 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:10975267 2019 As Provided JAN2020

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No STEM Education Student Experience Females Disproportionate Representation Minority Group Students Enrichment Activities Science Careers Program Effectiveness Academic Persistence Phenomenology College Students Wayne, Kimberly S. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The workforce gap remains for women and underrepresented minorities in science technology, engineering, and mathematics careers. There are several program initiatives to help address this gap especially long-term STEM enrichment programs. There is a vast amount of literature on STEM enrichment programs, but limited information on the long-term impacts. The purpose of this qualitative, phenomenological study was to understand the experiences of young women and URMS who participated in long-term STEM enrichment programs and the impact those programs had on their STEM path. The 11 adult female participants were at various stages of their STEM journey from entering college to STEM careers. The phenomenological approach was used to gain a rich contextual understanding of their lived experiences. This study was framed through Bronfenbrenner's (2005) bioecological model by identifying the macro- and microsystems of the participants' experiences and then exploring the impact of those systems. Through the qualitative analysis 10 themes emerged that represent the participants' experiences: (1) STEM enrichment programs and staff created a place where participants felt welcomed and valued; (2) STEM enrichment programs challenged and supported participants to move outside their comfort zones; (3) STEM enrichment programs provided opportunities for both cognitive and non-cognitive skills development; (4) Family involvement of STEM enrichment programs ranged from low to high engagement (5) Participants experienced non-supportive educators along their journey while STEM enrichment programs countered those experiences; (6) Participants reflected that K-12 early exposure to STEM is critical for a STEM career path; (7) STEM enrichment program involvement provided both short-term and long-term benefits; (8) STEM enrichment programs' role models and mentors were seen as heroes and provided inspiration, which created a pipeline of giving back; (9) Participants did not seek out STEM programs but pursued STEM involvement because of external encouragement; (10) Issues related to gender and race still prevalent, but STEM enrichment programs provided support and confidence for participants in non-diverse settings. Implications, recommendations, and suggestions for future research are also presented. [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.] ED592050 Keeping Them in the STEM Pipeline: A Phenomenology Exploring the Experiences of Young Women and Underrepresented Minorities in a Long-Term STEM Enrichment Program ProQuest LLC Ed.D. Dissertation, Drake University 2018-00-00 978-0-4385-7591-2 196 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:10975118 2019 As Provided JAN2020

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Yes Writing Processes Intelligent Tutoring Systems Natural Language Processing Feedback (Response) Keyboarding (Data Entry) Prompting Essays Undergraduate Students Scoring Writing (Composition) Writing Skills Writing Evaluation Allen, Laura K. Jacovina, Matthew E. Dascalu, Mihai Roscoe, Rod D. Kent, Kevin M. Likens, Aaron D. McNamara, Danielle S. Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education This study investigates how and whether information about students' writing can be recovered from basic behavioral data extracted during their sessions in an intelligent tutoring system for writing. We calculate basic and time-sensitive keystroke indices based on log files of keys pressed during students' writing sessions. A corpus of prompt-based essays was collected from 126 undergraduates along with keystrokes logged during the session. Holistic scores and linguistic properties of these essays were then automatically calculated using natural language processing tools. Results indicated that keystroke indices accounted for 76% of the variance in essay quality and up to 38% of the variance in the linguistic characteristics. Overall, these results suggest that keystroke analyses can help to recover crucial information about writing, which may ultimately help to improve student models in computer-based learning environments. [For the corresponding grantee submission, see ED586518. For the full proceedings, see ED592609.] ED592674 {ENTER}ing the Time Series {SPACE}: Uncovering the Writing Process through Keystroke Analyses International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 Institute of Education Sciences (ED) 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 Yes R305A120707

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Yes English (Second Language) Second Language Learning Second Language Instruction Creative Teaching Creativity Language Teachers Learning Theories Case Studies Foreign Countries Cross Cultural Studies Outcomes of Education Tavarez DaCosta, Pedro Reports - Research Iran Slovenia Dominican Republic EISSN- English The creativity that teachers and professors as well, exercise in a classroom, is an immeasurable potential for exploiting their student's opportunities and abilities to fully develop their language skills, as well as, their character and personality; it is the kind of driving force that impulse our pupils beyond their current capacities, and catapult them into new, higher and marvelous horizons. This exploratory research examines how creativity enhances the processes of learning and acquiring EFL in different national settings, where it was compared the different degrees of success attained by teachers and students as well, as a clear indicator of good practices in the classroom and in education in general. For doing so, we first analyzed on the lights of the great theories on the matter, that is a great discussion on the literature available was held, and on the light of the data gathered by scholars of different countries, and nations so distant that clearly defines them as antipodes, the whole picture was in that way completed. Despite the fact that this exploratory research completely focused on foreign language learning/acquisition, the findings and conclusions herein discussed applies to any field of education regardless the area and regardless the level. It is really hoped through this work, that the knowledge extracted from this pedagogical experience could serve as a guiding line for other nations that share common characteristics of the country of our region, and therefore, the experience could be assumed and assimilated by others as well. ED592675 Creativity as a Key Component in Different National Settings for EFL Teaching Online Submission 2019-00-00 38 N/A 2019 59 As Provided JAN2020

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Yes Annual Reports Disabilities Educational Quality Equal Education Educational Legislation Federal Legislation Program Implementation Infants Toddlers Birth Early Intervention Special Education Access to Education Youth Student Rights Program Effectiveness Educational Finance Financial Support Age Differences Developmental Delays Special Education Teachers Paraprofessional School Personnel Educational Environment Geographic Location Public Agencies Federal Government Reports - Research Numerical/Quantitative Data Education for All Handicapped Children Act Individuals with Disabilities Education Act Individuals with Disabilities Education Improvement Act 2004 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 the enactment of the "Education for All Handicapped Children Act of 1975" ("EHA"), Public Law (P.L.) 94-142 and its successor statute, the "Individuals with Disabilities Education Act" ("IDEA"), the secretary of the U.S. Department of Education (secretary) (and her predecessor, the commissioner of education at the U.S. Department of Health, Education, and Welfare) have been required 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. The most recent reauthorization of "IDEA" (P.L. 108-446) occurred in December 2004, and section 664(d) of the "IDEA" continues to require the annual report. With the 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 "39th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2017" describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for children with disabilities under "IDEA", Part B, and early intervention services to infants and toddlers with disabilities and their families under "IDEA", Part C; (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 eligible children from birth through age 2 with disabilities and their families, whereas Part B of "IDEA" provides funds to states to assist them in making "FAPE" available to eligible children ages 3 through 21 with disabilities who are in need of special education and related services. Throughout this report, individuals with disabilities who receive services under "IDEA", Part C or Part B, are referred to as infants and toddlers served under "IDEA", Part C; children served under "IDEA", Part B; or students served under "IDEA", Part B. "Special education services" is a term used throughout this report to represent services provided under "IDEA", Part B. Similarly, "early intervention services" is a term used synonymously with services provided under "IDEA", Part C. This "39th Annual Report to Congress, 2017" follows the "38th Annual Report to Congress, 2016" in sequence and format, and it continues to focus on "IDEA" results and accountability. Similar to the 38th "Annual Report to Congress, 2016", the "39th Annual Report to Congress, 2017" 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 "38th Annual Report to Congress, 2016" in the following ways: (1) the most recent data presented in this report represent the following applicable reporting periods: fall 2015, school year 2014-15, or a 12-month reporting period during 2014-15; (2) where data are presented for a 10-year period, the oldest data are associated with fall 2006; and (3) the "39th Annual Report to Congress, 2017" is the first annual report to present data newly collected from states: the cumulative number of infants and toddlers with disabilities who participated in Part C during the school year in addition to the longstanding point-in-time data collection (i.e., the number of infants and toddlers served under Part C on the state-designated data collection date). A summary of each of the six sections and three appendices that make up the 39th Annual Report to Congress, 2017 are contained in this document. [For the "38th Annual Report to Congress on the Implementation of the 'Individuals with Disabilities Education Act,' 2016," see ED572027.] ED591108 39th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2017 Office of Special Education and Rehabilitative Services, US Department of Education 2018-01-00 330 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 2019 0 ERIC JAN2020 EDOSE12C0031

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Yes Urban Schools School Districts Public Schools Charter Schools Academic Achievement Educational Innovation Institutional Autonomy Governance School Policy Educational Administration Osborne, David Langhorne, Emily Reports - Research Massachusetts (Boston) Tennessee (Memphis) Colorado (Denver) California (Los Angeles) Progressive Policy Institute English Over the past 15 years, cities across the country have experienced rapid growth in the number of public charter schools serving their students. When implemented with fidelity, the charter formula -- autonomy, choice, diversity of school designs, and real accountability -- produces continuous improvements in school quality, with impressive student gains in charter schools serving high-minority, high-poverty populations. Facing competition from public charters, urban school districts from Boston to Denver to Los Angeles began to look for ways to increase student achievement in their schools. Some attempted to spur charter-like innovation by granting traditional public school leaders more autonomy. District-run "autonomous" schools are a hybrid model -- a halfway point between charters and traditional public schools. They're still operated and supported by district employees, but they can opt out of many district policies and, in some models, union contracts. The theory behind school-level autonomy is that students can achieve more if those who understand their needs best -- namely, principals and teachers, not the central office -- make the decisions that affect their learning. While the amount of autonomy afforded district run autonomous schools differs from district to district, quite a few have invested in this strategy. In this report -- which is based on analysis of test scores from 2015 and 2016 and interviews with participants in Boston, Memphis, Denver, and Los Angeles -- we will examine different models, look at their results, and draw out lessons for other districts considering an autonomy strategy. ED591109 Can Urban Districts Get Charter-Like Performance with Charter-Lite Schools? Progressive Policy Institute 2018-08-00 Walton Family Foundation Laura and John Arnold Foundation 57 Progressive Policy Institute. 600 Pennsylvania Avenue SE Suite 400, Washington, DC 20003. Tel: 202-547-0001; Fax: 202-544-5014; Web site: http://www.ppionline.org N/A 2019 0 As Provided JAN2020

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Yes Cohort Analysis Graduation Rate High School Students High Schools Accountability Computation Data Collection Longitudinal Studies Outcomes of Education School Districts Acceleration (Education) Grade Repetition Time to Degree Credentials Group Membership Check Lists Reports - Research Tests/Questionnaires Oregon Oregon Department of Education English High Schools Secondary Education High School graduation rates are key indicators of accountability for high schools and school districts in Oregon. Beginning with the 2008-09 school year, the Oregon Department of Education (ODE) implemented the cohort method of calculating graduation rates. The cohort method identifies the year the student entered high school for the first time (known as the high school entry year, or cohort year) and uses longitudinal student data to determine the student's outcome after four years. An extended rate, allowing one additional year for completion, is also tracked and reported as the 5-year Cohort Graduation Rates. These reports include other outcome categories for students in the cohort, in addition to graduates, and are disaggregated by student groups such as race/ethnicity and gender. Under Oregon's State Plan, high school graduation rate targets were set for each year of accountability. Due to the additional time needed to calculate accurate Cohort Graduation Rates, the 2017-18 rates will be used as part of the 2018-19 Accountability Year determinations. [This document was produced by Oregon Department of Education, Office of Accountability, Research & Information Services. For "Cohort Graduation Rate: Policy and Technical Manual. 2016-17 Graduation Rates Based on Students First Entering High School during the 2012-13 and 2013-14 School Years," see ED579182.] ED591110 Cohort Graduation Rate: Policy and Technical Manual. 2017-18 Graduation Rates -- Based on Students First Entering High School during the 2013-14 and 2014-15 School Years Oregon Department of Education 2018-00-00 33 Oregon Department of Education. 255 Capitol Street NE, Salem, OR 97310-0203. Tel: 503-947-5600; Fax: 503-378-5156; Web site: https://www.oregon.gov/ode/reports-and-data/Pages/default.aspx N/A 2019 0 ERIC JAN2020

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No Mathematics Instruction Beliefs Teaching Methods Preservice Teachers Minority Group Students Urban Universities Urban Areas Mathematics Teachers Teacher Effectiveness Elementary Education Neighborhoods Saran, Rupam Gujarati, Joan Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Elementary Education Following qualitative research methodology and contextualized in an Urban College and its partnership elementary school in urban neighborhoods, this research project explores the process of development of effective teachers and the impact of socio-mathematical authority and belief on teaching practices of minority pre-service teachers. Aiming to raise mathematics achievement of all K-6 students by increasing the effectiveness of pre-service teacher candidates, the project focuses on developing and deepening prospective teachers' mathematics pedagogical-content knowledge by requiring them to analyze their students' mathematics work-sample and study the effectiveness of their own teaching practices through data collection and assessing their students' learning. The relevance of this project is that it focuses development of the knowledge and skills that teachers need in the classroom. ED592327 Investigating the Impact of Positive Mathematics Beliefs and Sociomathematical Authority on Mathematics Teaching Practices of Minority Preservice Teachers AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Cultural Awareness Multicultural Education Attitude Change Pretests Posttests Curriculum Design Teacher Education Teaching Methods Control Groups Experimental Groups Teacher Education Programs Preservice Teachers Field Experience Programs Instructional Effectiveness Placement Student Attitudes Student Diversity Experiential Learning Outcomes of Education Barajas, Mark Steven Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education This study provides empirical data regarding multicultural education within teacher preparation programs. Individual course sections of pre-service teachers (PSTs) completing field-based teaching experiences were randomly assigned to one of two treatment groups or a no-treatment control group. Quantitative measures within a pretest-intervention-posttest research design were used to assess the effectiveness of variation in pedagogical approach of multicultural teacher education and to examine how differences in field placement sites might affect PSTs' cultural competence. Sample (n = 86) results indicated treatment group participants experienced significant (p = .001) and meaningful (n2 = .303) change in attitudes and beliefs regarding multiculturalism and diversity. Findings highlight the importance of intentionally designed curriculum and differences between didactic and experiential approaches to multicultural teacher education. ED592328 Preparing Culturally Competent Teachers: An Empirical Investigation of Multicultural Education Strategies AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 19 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Cooperative Learning English (Second Language) Second Language Learning Second Language Instruction Foreign Countries Large Group Instruction College Faculty Language Teachers Teaching Methods Classroom Techniques Teacher Attitudes Metacognition Affective Behavior Yang, Fan Dissertations/Theses - Doctoral Dissertations China EISSN- English Higher Education Postsecondary Education Large class size as a growing phenomenon in developing countries is closely related to two reasons: initiatives to achieve universal education and rapid population growth (Bendow, Mizrachi, Oliver, & Said-Moshiro, 2007; Shehu & Tafida, 2016). Given the fact that the large class phenomenon cannot be eliminated within a reasonable amount of time, it is important for teachers to develop effective strategies to teach English in large classes (Hayes, 1997). The purpose of this study was to understand in what ways post-observation discussions lead to increased self-awareness by a College English teacher of her pedagogy, especially related to large class teaching, and to provide insights which might be useful to teachers who teach large classes in China and around the world. The research site for this study was a four-year college in northern China. Data were collected from document analysis, observations, and discussions to answer the research questions. The post-observation discussions were structured by using the theoretical frameworks of the Cooperative Development model and a "collaborative conversation" approach. From a series of data analysis, four themes were generated from the data which included student participation, affective factors, classroom management, and instructional strategies. This study also provided implications of the findings and recommendations for further 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.] ED592329 Applying Cooperative Development in Exploring College English Teaching in a Large Class Format in China ProQuest LLC Ed.D. Dissertation, University of the Pacific 2018-00-00 978-0-4386-6781-5 241 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:10978136 2019 As Provided JAN2020

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No College Students African American Students Low Income Students Internship Programs Access to Education Barriers Minority Group Students Experiential Learning Student Participation Phillips, Kristina Dissertations/Theses - Doctoral Dissertations Mississippi EISSN- English Higher Education Postsecondary Education This dissertation-in-practice case study aimed to assess internships opportunities at the University of Mississippi (UM) to determine potential barriers for access among African American students and students with low socioeconomic backgrounds. Internships are a high impact practice, as identified by the American Association for Colleges and Universities (AAC&U) that provide students with tangible, real-world experience to prepare for careers after graduation. Experiential learning theories (Kolb, 1984; Dewey, 1938) and high-impact practices (Kuh, 2008) establish the importance of student engagement outside of traditional classroom settings. The patterns and frequency of internship participation are not clear for University of Mississippi students. Research suggests that minority students do not participate in high-impact practices because of differences in social, financial, and cultural capital (Luo & Drake, 2014). The study sought to identify patterns in internship opportunities and participation while determining barriers to participation. The first component of research analyzed internship course enrollment data from the University of Mississippi Institutional Research, Effectiveness, and Planning (IREP) office. After analyzing this data, ten focus groups were formed with undergraduate students to discuss and assess internship resources at the University of Mississippi. Students who self-identified as having completed internships were invited to individual interviews. Focus group and interview data were analyzed to make recommendations to the UM community from the identified themes of: 1) internship knowledge, 2) university support, 3) financial challenges, and 4) personal networks. [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.] ED591183 Increasing Access to High-Impact Practices: A Case Study on Internships at the University of Mississippi ProQuest LLC Ed.D. Dissertation, The University of Mississippi 2018-00-00 978-0-4385-3734-7 161 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:10842892 2019 As Provided JAN2020

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No College Faculty Undergraduate Students Teacher Effectiveness Student Attitudes Outcomes of Education Grade Prediction Teacher Characteristics Teacher Student Relationship Student Evaluation of Teacher Performance Gruendler, Donald L., Jr. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The majority of student evaluations of teaching (SET) related studies repeatedly consider matters related to the creation and validity of an assessment tool, as well as the validity, and reliability of SET scores. Not only to determine the usefulness of teaching; but also, the possible sources of student biases related thereto as well (Hofman & Kremer, 1980; Abrami & Mizener, 1983; Tollefson et al., 1989). However, limited research studies have considered SET and their relation to student learning outcomes. Therefore, the purpose of this study was to identify what relationships, if any, exists between the grade undergraduate college students' predict to earn in a course and their actual earned grade, controlling for students' perceptions of faculty knowledge and their affect toward faculty. Also, this study also examined what relationship, if any, exists between undergraduate college students' earned grade and the overall evaluation they provide their instructor on an end of course SET. The population for this study consisted of 344 undergraduate college students enrolled during the spring 2018 quarter at a small private college of music, located in Hollywood, California. Students' predicted grade was collected via a document that contained a detailed outline of the course grade percentage standards alongside a single question survey: "What Grade do you expect to earn in this course?" Students' perceptions of faculty knowledge was measured via 15 questions, covering an instructor's subject matter knowledge (e.g., "My instructor understands the topics at a high-level") and inquiries from the knowledge of students' understanding header (e.g., "My instructor is familiar with my prior knowledge in this subject area"). Measuring for students' affect toward faculty was accomplished through the administering of an eight-item survey assessing respondents' affect toward the instructor, which included items such as the value of instruction and the like. Extant data regarding students actual earned grade, and overall SET evaluation was collected on the last day of classes, the college's Office of the Registrar. A detailed investigation of the Wald statistic of the individual relationships revealed that none of the various grades students' predicted to earn in a given had a significant impact on the prediction of the different students' actual earned grade in a given course after controlling the effect of students' perception of faculty knowledge and affect toward faculty. However, the undergraduate college students' actual grade earned was significantly related to students' perceptions of faculty knowledge (F(4, 339) = 2.86, p = 0.02), and their affect toward instructor (F(4, 339) = 77.27, p < 0.001). The findings mentioned above are further reinforced by the Post-Hoc test findings too. Specifically, that undergraduate students' who earn a higher-level grade concurrently rate their faculty member as having high knowledge, versus those students who earn a low final course grade. Also, undergraduate college students who earn higher-level grades also have a higher rating of affect toward instructor than those undergraduate college students who concluded their studies with a lower grade earned. [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.] ED591184 Student Evaluations of Teaching: Perceptions of Faculty Knowledge and Their Relation to Learning ProQuest LLC Ed.D. Dissertation, Pepperdine University 2018-00-00 978-0-4385-7843-2 155 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:10928162 2019 As Provided JAN2020

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No Professional Development Teamwork Leadership Responsibility Social Justice Advocacy Instructional Materials Equal Education Hirsh, Stephanie Reports - Evaluative Learning Forward English The author, Learning Forward's retiring executive director, has always been driven by a fundamental principle: the concept of "tikkun olam," which means to repair the world or leave it better than you found it. She has found her pathway in professional learning. Given her long tenure in education -- and particularly in professional learning - she has discovered that professional learning is about continuous learning and improvement. She believes there are many elements essential to establishing effective systems of professional learning. In this report, she discusses four that she considers critical to achieving the ambitious outcomes we all desire for students. Since the establishment of the first Standards for Staff Development in 1995, the work of the National Staff Development Council (NSDC) and then Learning Forward has consistently been rooted in those fundamental principles. While the four cornerstones outlined in the report extend beyond Learning Forward's Standards for Professional Learning (Learning Forward, 2011), they are built on a foundation of the standards as well as the research and elements included within the standards. The four cornerstones are: (1) Lead with equity; (2) Invest in team learning; (3) Leverage high-quality instructional materials; and (4) Advocate with evidence. In addition to exploring each cornerstone, this paper offers focused actions for educators to take within their own contexts. ED592987 4 Cornerstones of Professional Learning: Fundamental Principles Pave the Way for Educators' Actions Learning Forward 2019-00-00 Charles and Lynn Schusterman Family Foundation 15 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/wp-content/uploads/2019/02/4-cornerstones-for-download-1.pdf 2019 ERIC JAN2020

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No Communities of Practice Leadership Training Early Childhood Education Leadership Qualities State Departments of Education Coaching (Performance) Professional Development Administrator Qualifications Professional Isolation Educational Technology Technology Uses in Education Seminars Program Effectiveness Squires, Jim Milburn, Penny Reports - Descriptive Center on Enhancing Early Learning Outcomes (CEELO) English Early Childhood Education During 2017-2018, CEELO conducted a professional learning community (PLC) to support leadership development among newly appointed, high-level leaders of early education in state education agencies. The goal of the PLC was for participants to increase awareness, gain critical knowledge and develop leadership skills needed to guide highly effective offices of early learning within state education agencies. Prior to the first webinar, participants completed an initial self-assessment of their individual and collective leadership skills based on the framework of CEELO's online Early Childhood Leadership Toolkit which provided the coaches with information to plan PLC activities. Designed and led by two former SEA early learning directors, the year-long program provided individualized executive coaching sessions on a monthly basis, quarterly webinars, and an in-person meeting in coordination with a national conference for state early education leaders. The self-assessment was completed a second time at the conclusion of the PLC to measure perceived growth and confidence, with participants reporting the PLC significantly contributed to their increased knowledge about state level early education systems and ability to provide leadership for their departments. The PLC highlights included: (1) CEELO staff with SEA leadership experience developed a "Leadership Toolkit" sharing essential knowledge, skills and behaviors that benefit new leaders; (2) CEELO's PLC met participants' needs without burdening their calendars via webinars, monthly individual coaching calls, and one gathering; (3) Isolation was a common complaint among these new leaders, and the PLC provided needed support as they made the transition to upper-level roles; (4) Participants described the PLC as a worthwhile experience expanding their supportive network of similarly positioned leaders; and (5) Participants reported greater confidence in their capacity to lead their offices of early learning, collaborate across agencies, and maximize resources to support their professional growth and effectiveness. ED592988 CEELO Leadership Professional Learning Community--Final Report Center on Enhancing Early Learning Outcomes 2018-11-00 Department of Education (ED) 10 Center on Enhancing Early Learning Outcomes. Available from: National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 877-982-3356; e-mail: info@ceelo.org; Web site: http: N/A http://ceelo.org/wp-content/uploads/2018/11/LeadershipPLC_FinalReport11_2018.pdf 2019 ERIC JAN2020 S283B120054

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No Federal Legislation Educational Legislation Accountability Compliance (Legal) Attendance Patterns Child Health Socioeconomic Status At Risk Students Evidence Based Practice Intervention Goal Orientation School Policy Elementary School Students Middle School Students High School Students Geographic Location Bauer, Lauren Liu, Patrick Schanzenbach, Diane Whitmore Shamburgh, Jay Reports - Descriptive Brookings Institution, Hamilton Project English Elementary Education Middle Schools Secondary Education Junior High Schools High Schools The Every Student Succeeds Act (ESSA; 2015) requires states to broaden school accountability beyond achievement on standardized tests and high school graduation rates. In this Hamilton Project strategy paper, we articulate a framework for states as they oversee implementation of statewide accountability plans under ESSA and describe how states differ in their approaches. We review the literature and present novel analyses of the factors at the school and student levels that relate to chronic absenteeism. Our analysis shows that health problems and socioeconomic status predict poor attendance, and that chronic absenteeism among students and schools is strongly persistent over time. We describe evidence-based strategies for schools as they work to reduce rates of chronic absence among students. ED591432 Reducing Chronic Absenteeism under the Every Student Succeeds Act. Strategy Paper Hamilton Project 2018-04-25 36 Hamilton Project. Available from: Brookings Institution. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6484; Fax: 202-741-6575; e-mail: info@hamiltonproject.org; Web site: http://www.hamiltonproject.org N/A https://www.brookings.edu/wp-content/uploads/2018/04/reducing_chronic_absenteeism_under_the_every_student_succeeds_act2.pdf 2019 125 As Provided JAN2020

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Yes Foreign Countries Cooperative Learning Language Patterns Second Language Learning French Elementary School Students Grade 1 Experimental Groups Control Groups Second Language Instruction Reading Instruction Teaching Methods Instructional Effectiveness Outcomes of Education Learning Theories Güngör, Zühre Yilmaz Journal Articles Reports - Research Turkey ISSN-2501-1111 English Elementary Education Grade 1 Primary Education Early Childhood Education The objective of this study is to detect the effect of using cooperative learning for teaching idioms to first grade students, learning French as a foreign language. The study was carried out on two groups -- experimental group and control group -- during the academic year of 2017-2018 in the lesson "Reading in French". The lesson was taught using traditional teaching methods with the control group, while using Jigsaw-II technique with the experimental group. According to the findings obtained from this research, the experimental group students, on whom the Jigsaw-II technique was applied, became more successful within the scope of learning idioms in French language. ED591433 Using the Cooperative Learning for Teaching Idioms on French Foreign Language Students Online Submission European Journal of Education Studies v5 n8 p143-164 2018 2018-00-00 22 N/A 2019 43 As Provided JAN2020

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Yes Foreign Countries Instructional Materials Instructional Design Mathematics Teachers Technological Literacy Pedagogical Content Knowledge Mathematics Education Preservice Teachers Material Development Scores Durusoy, Okan Karamete, Aysen Journal Articles Reports - Research Turkey ISSN-2501-1111 English Higher Education Postsecondary Education It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been assigned tasks for designing materials they can use in their lessons. Before starting the tasks, all the teacher candidates filled out the TPACK scale (Schmidt et al., 2009) and pre-test data were generated. Among the task steps that were carried out, the prospective teachers shared the developmental stages of the material with their friends and enriched the materials in the direction of their comments. To gain more time, presentations and interpretations are conducted through a closed Facebook group. At the end of material development process which was carried out by sticking to learning by design principles, the TPACK scale was re-applied to all the teachers and the post test data of the study was obtained. Statistical analysis using the Wilcoxon signed rank test showed that there was a significant difference between the two tests and that all the teacher candidates increased their total scores. As a result of the study, it was found that the process of material development carried out by learning by design framework leads to a positive change in TPACK of teacher candidates. ED591434 The Effect of Instructional Material Design Process to Mathematics Teacher Candidates' TPACK Online Submission European Journal of Education Studies v4 n5 p35-45 2018 2018-00-00 10 N/A 2019 23 As Provided JAN2020

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No Teacher Attitudes Grade 9 Secondary School Teachers High School Students Dropout Rate Transitional Programs Middle School Students Mathematics Teachers Science Teachers Social Studies English Teachers Rook, Johan Erik Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Grade 9 Junior High Schools Middle Schools Secondary Education High Schools Each year, almost one-fourth of all public high school students, and nearly one-third of all blacks, Hispanics, and Native Americans, fail to graduate from public high school with their class. Course failures and high school dropout rates are nationally higher in the ninth grade than in any other high school grade level, and 19% fail to graduate. The purpose of this study was to research this unique ninth grade population further and most importantly, address the specific problem, the 19% drop out rate of ninth grade high school students. This qualitative interpretive/constructivist study was to determine teacher's perceptions of possible transitional tools which may exist explicitly with teachers of ninth grade only students at a separate, ninth grade only campus in a Southwest Texas community. The sample participants were drawn from the 38 professional staff members across the four core subject disciplines, Math, Science, Social Studies and English. The research questions for this study focused on the key factors in the transition process from the teacher's perspective. 1. How do the faculty at a ninth grade only high school campus perceive such a campus as a means of alleviating the stressors associated with the transition from middle school to high school and what tools may exist explicitly at this unique grade level? 2. What are the challenges and obstacles faced by students as perceived by teachers at a ninth grade only high school campus? The primary data consisted of interview data, which comprised approximately three one-hour audio semi-structured interviews, participant artifacts (classroom materials, personal reflective papers, and student-generated letters); participant survey; and the researchers (history, biography, experiences, observations, notes, and reflective journal). The four participants indicated that the process of maturation typically gained through learning by example or through natural consequences provided by older and more mature students did not exist at this ninth-grade campus but did, however, express positives associated with a smaller campus population of students and staff. Additionally, a recommendation that a repeat of this case study takes place at a traditional ninth through twelfth-grade high school campus to tap into the perceptions of those ninth-grade 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.] ED592051 Teacher Perceptions at a Ninth-Grade Campus: Implications for the Transition to High School ProQuest LLC Ph.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-2213-5 146 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:10975331 2019 As Provided JAN2020

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No Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Science Teachers Self Efficacy Beliefs Active Learning Inquiry Teacher Attitudes White, Penny Townsend Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Grade 8 Grade 9 High Schools Grade 10 Grade 11 Grade 12 The purpose of this mixed methods case study was threefold: (a) to describe 7th through 12th grade science teachers' efficacy beliefs, perceptions of support, and concerns about using inquiry-based instruction and examine how they are related to one another, (b) to explore how teachers reporting different levels of concerns demonstrate levels of use of inquiry instruction and how the additional constructs of efficacy and perceptions of support might work to further explain teachers' levels of use of inquiry instruction and (c) to identify teachers' perceptions of the needed professional development or other forms of support required to advance their level of use of inquiry instruction in the classroom. A total of 89, 7th through 12th grade science teachers participated from two large public school districts. Results provided a comprehensive picture of the pedagogical change process teachers proceed through as they implement inquiry-based strategies. Multiple significant correlations among stages of concern, self-efficacy, perceptions of support, and levels of use of inquiry in science classrooms were identified with support and efficacy variables playing significant roles as predictors of levels of use. Qualitative data was used to design an innovation configurations map summarizing how inquiry was being implemented and recommendations from teachers in what they needed to advance their use of inquiry in science. The findings support that teachers make changes over time and at different rates according to their concerns and these are related to the amount of support provided by administrators, faculty, and curriculum for doing inquiry along with time to evaluate their practice, materials to do inquiry, and to receive professional development to increase personal efficacy beliefs in order to move to the next level of use. The expansion of CBAM to include measure beyond concerns, specifically self-efficacy and perceptions of support, is recommended to provide a more comprehensive framework of the change process. Longitudinal studies are needed for a more extensive analysis of pedagogical changes as teachers move through stages of concerns and levels of use for inquiry-based strategies over multiple years with more classroom observations to track LoU changes and as support components are put in place along with surveys to track changes in SoC levels, efficacy beliefs, and perceptions of support. [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.] ED592052 7-12th Grade Science Teachers' Concerns, Efficacy Beliefs, and Support of Change Progress for Inquiry-Based Instruction ProQuest LLC Ph.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-0796-5 368 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:10975509 2019 As Provided JAN2020

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No Student Teaching Apprenticeships Academic Achievement Mentors Teacher Effectiveness Program Effectiveness Reading Achievement Mathematics Achievement Teacher Characteristics Elementary Secondary Education Student Teachers College School Cooperation Goldhaber, Dan Krieg, John Theobald, Roddy Reports - Research Washington Center for Education Data & Research (CEDR) English Elementary Secondary Education Higher Education Postsecondary Education We exploit within-teacher variation in the years that teachers host an apprentice ("student teacher") in Washington State to estimate the causal effect of these apprenticeships on student achievement, both during the apprenticeship and afterwards. The average causal effect of hosting a student teacher on student performance in the year of the apprenticeship is precisely estimated and indistinguishable from zero in both math and reading, though effects are large and negative in math when ineffective teachers host an apprentice. Hosting a student teacher is also found to have modest positive impacts on student math and reading achievement in a teacher's classroom in following years. ED592676 Exploring the Impact of Student Teaching Apprenticeships on Student Achievement and Mentor Teachers. CEDR Working Paper No. 11222018-1-1 Center for Education Data & Research 2018-00-00 Bill and Melinda Gates Foundation National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research 35 Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail: cedr@uw.edu; Web site: http://www.cedr.us N/A http://www.cedr.us/papers/working/CEDR%20Working%20Paper%20No.%2011222018-1-1.pdf 2019 As Provided JAN2020

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Yes Data Intelligent Tutoring Systems Problem Solving Mathematical Logic Validity Undergraduate Students Instructional Effectiveness Mathematics Instruction Mostafav, Behrooz Barnes, Tiffany Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education We have been incrementally adding data-driven methods into the Deep Thought logic tutor for the purpose of creating a fully data-driven intelligent tutoring system. Our previous research has shown that the addition of data-driven hints, worked examples, and problem assignment can improve student performance and retention in the tutor. In this study, we investigate how the addition of these methods affects students' demonstrative knowledge of logic proof solving using their post-tutor examination scores. We have used data collected from three test conditions with different combinations of our data-driven additions to determine which methods are most beneficial to students who demonstrate higher or lower knowledge of the subject matter. Our results show that students who are assigned problems based on profiling proficiency compared to prior exemplary students with similar problem-solving behavior show higher examination scores overall, and the use of proficiency profiling increases retention and reduces the amount of time taken in-tutor for lower performing students in particular. The results from this study also helps differentiate the behavior of higher and lower performing students in tutor, which can allow quicker interventions for lower proficiency students. [For the full proceedings, see ED592609.] ED592677 Exploring the Impact of Data-Driven Tutoring Methods on Students' Demonstrative Knowledge in Logic Problem Solving International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 1432156 0845997

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Yes Educational Research Data Collection Task Analysis Cognitive Processes Models Matrices Middle School Students Secondary School Mathematics Algebra Instructional Design Mathematics Instruction Mathematics Skills Problem Solving Difficulty Level Koedinger, Kenneth R. McLaughlin, Elizabeth A. Speeches/Meeting Papers Reports - Research English Middle Schools Secondary Education Junior High Schools Many educational data mining studies have explored methods for discovering cognitive models and have emphasized improving prediction accuracy. Too few studies have "closed the loop" by applying discovered models toward improving instruction and testing whether proposed improvements achieve higher student outcomes. We claim that such application is more effective when interpretable, explanatory models are produced. One class of such models involves a matrix mapping hypothesized (and typically human labeled) latent knowledge components (KCs) to the instructional practice tasks that require them. An under-investigated assumption in these models is that both task difficulty and learning transfer are modeled and predicted by the same latent KCs. We provide evidence for this assumption. More specifically, we investigate the data-driven hypothesis that competence with Algebra story problems may be better enhanced not through story problem practice but through, apparently task irrelevant, practice with symbolic expressions. We present new data and analytics that extend a prior close-the-loop study to 711 middle school math students. The results provide evidence that "quantitative cognitive task analysis" can use data from task difficulty differences to aid discovery of cognitive models that include non-obvious or hidden skills. In turn, student learning and transfer can be improved by closing the loop through instructional design of novel tasks to practice those hidden skills. [For the full proceedings, see ED592609.] ED592678 Closing the Loop with Quantitative Cognitive Task Analysis International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 Institute of Education Sciences (ED) National Science Foundation (NSF) 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 Yes R305C100024 SBE0836012

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Yes State Aid Educational Facilities Investment Educational Finance State Policy Taxes Debt (Financial) Educational Equity (Finance) Elementary Secondary Education Public Schools Rivera, Marialena Reports - Research Massachusetts New Jersey Ohio Texas Wyoming Intercultural Development Research Association English Elementary Secondary Education Through case studies of five states with varying facilities policies, this study examines the factors contributing to expanded state investment in equitable public school facilities and how those factors can be leveraged to encourage states that make minimal investments to expand their support for facilities funding. Data collection consisted of a literature review of existing research on educational facilities taxation mechanisms, spending practices, and public debt policies; case study data collection included policy document analysis and 44 interviews with school finance and facilities experts, including researchers, lawyers, consultants, practitioners, and state level staffers. Five case study states included Massachusetts, New Jersey, Ohio, Texas, and Wyoming. The conceptual framework utilized the lenses of critical policy analysis and fiscal sociology. This executive summary presents the findings from the study. [For the full report, see ED591718.] ED591719 What about the Schools? Factors Contributing to Expanded State Investment in School Facilities -- Executive Summary Intercultural Development Research Association 2017-04-00 4 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2019 0 ERIC JAN2020

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No Sex Fairness Student Financial Aid Loan Repayment Income Debt (Financial) College Graduates Females Social Stratification Salary Wage Differentials Salaries Saleh, Amany Yu, Qian Leslie, H. Steve Seydel, John Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Given the facts that women still earn significantly less than men, that most American students rely on loans to attend college, that tuition in higher education has increased, and that women have to take more students loans than men, can we still claim that we are closing the gender gap? Do females have more burdens to pay off their student loans after graduation? This study employs social stratification theory to examine social practices that impact female's earnings and ability to repay their students loans. The authors offer a quantitative model to highlight the inequity in the American Workforce considering female lowers salaries and higher student loans. ED591720 Gender Equity and Student Loans: Is Lower Salary and Higher Debt Burden Progress? AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 21 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 16 As Provided JAN2020

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Yes Principals Opinions Administrator Attitudes Inquiry Foreign Countries Karatas, Süleyman Journal Articles Reports - Research Turkey ISSN-2501-1111 English The main purpose of this study is to ascertain the opinions of the school principals on their assignment as enquirers. It adopted multiple case-holistic design of the qualitative research methods. The sampling was created through criterion sampling technique of the purposive sampling methods. The study group consisted of 10 school principals working in the state schools in Kemer, Antalya. The data were collected by using the semi-structured interview form developed by the researcher and analysed via the content analysis technique. The findings of the study showed that the school principals were not willing to be appointed as enquirers and considered this duty as a burden and drudgery. It was also found that they wanted to be charged since they were not paid for their services and did not regard themselves as sufficient in terms of technical and conceptual knowledge in their duty as enquirers. ED591721 The School Principals' Opinions on Working as Enquirers: A Case Study Online Submission European Journal of Education Studies v5 n9 p131-144 2019 2019-00-00 14 N/A 2019 14 As Provided JAN2020

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No School Districts English (Second Language) Second Language Learning Andragogy English Language Learners Faculty Development Web Based Instruction Best Practices Stanley, Katie Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Within the Christina School District, the English Learner population continues to increase each year. The Christina School District's English Learner program has a manual that is shared only with administrators and English as a Second Language teachers. At the time of this research, there is little to no professional development available for mainstream teachers. Since English Learners are with their mainstream teachers for most of the school day, it is important that these teachers have a firm understanding of the English as a Second Language program and best practices for working with our English Learners. This research looks at best practices for English Learners and appropriate andragogy for professional development with staff. Four webinars were created and shared on Schoology and will be accessible to teachers and staff in the Christina School District. [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.] ED592053 Webinars for Classroom Teachers of English Learners ProQuest LLC Ed.D. Dissertation, Wilmington University (Delaware) 2018-00-00 978-0-4385-7196-9 62 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:10974911 2019 As Provided JAN2020

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No Elementary Secondary Education Job Satisfaction Substitute Teachers Teacher Attitudes Career Change Teacher Student Relationship Behavior Problems Student Behavior Familiarity Barriers Negative Attitudes Collegiality Teacher Effectiveness Teacher Competencies Lesson Plans Educational Resources Teacher Administrator Relationship Peer Relationship Training Classroom Techniques Skaff-Schumaker, Suzanne Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education Although reasons for job satisfaction among permanent teachers are well known, timely studies to explore lack of job satisfaction among substitute teachers have been lacking. The purpose of this qualitative, multiple-case study was to explore job satisfaction among substitute teachers in K-12 public schools in the United States. The theoretical framework was the social cognitive theory. An opt-in sample of 53 substitute teachers was recruited from a dedicated Facebook page to complete an open-ended questionnaire asking about perceptions of job satisfaction. Issues explored included job satisfaction and reasons substitute teachers chose either to either stay employed or to seek out new employment opportunities. The data were categorized according to patterns and themes. Factors increasing job satisfaction included (a) hugs, respect, and appreciation from the students; (b) successful handling of behavior problems; (c) watching the students learn; (d) having the same students repeatedly; and (e) appreciation from other faculty members and from parents. Factors decreasing job satisfaction included (a) negative attitudes of other teachers, (b) teaching grade levels where the substitutes perceived themselves to be less effective, (c) lack of training, (d) lack of adequate lesson plans and supplies, and (e) lack of interaction with administrators. To increase job satisfaction, participants recommended (a) showing genuine love and support for students, (b) enforcing behavioral requirements, (c) preparing for classes well, (d) being flexible, (e) developing good rapport with staff members, (f) finding the right school at which to teach, and (g) obtaining professional development and training. Participants indicated that in achieving job satisfaction, relationships were primary. The most valued were the relationships with the students, but teachers also valued respect and recognition from other faculty members and from administrators. The most important action that school districts can take in fostering these relationships is to provide stable, long-term venues for substitute teachers to the greatest extent possible. Participants also valued being placed in schools where the grade level and school location were compatible with the needs of the teachers. Training in classroom management, technical skills, and security procedures was thought to be important for communicating respect and increasing the likelihood of retention. [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.] ED592054 Exploring Job Satisfaction among Substitute Teachers in K-12 Schools ProQuest LLC Ph.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-6812-6 118 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:10975348 2019 As Provided JAN2020

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Yes Self Efficacy English (Second Language) Second Language Learning Second Language Instruction Teacher Effectiveness Teaching Methods Correlation Outcomes of Education Preservice Teachers Language Teachers Educational Research Hoang, Thinh Journal Articles Information Analyses EISSN-2466-1511 English Higher Education Postsecondary Education Teacher self-efficacy beliefs (TSE) are recognised as a key component of successful learning and teaching. However, this construct seems to be under-investigated in the field of language teaching. This systematic review aims to examine the state of English as a foreign language (EFL) TSE research published from 2002 to 2017. Twenty seven studies were included and reviewed in terms of (i) contexts, (ii) participants, (iii) focus, (iv) methodology, and (v) main findings. Results show that a quantitative approach was dominant among the reviewed studies, the majority of which took practicing teachers as their participants. Most of the studies were carried out in Middle Eastern countries, and there was a paucity of TSE research in other EFL contexts. TSE research in the area mainly focused on the influence of different factors on TSE, and correlations between TSE and teacher behaviours and emotion. However, there was a lack of evidence for the impact of EFL teacher self-efficacy on learner outcomes. The review also shows the dearth of TSE scales or research that examines EFL specific teaching tasks. Finally, the review provides some outline of directions for future EFL teacher self-efficacy research. ED591435 Teacher Self-Efficacy Research in English as a Foreign Language Contexts: A Systematic Review Online Submission Journal of Asia TEFL v15 n4 p976-990 Win 2018 2018-00-00 15 N/A 2019 61 As Provided JAN2020

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Yes College Students Low Income Students Paying for College Student Attitudes Student Financial Aid Need Analysis (Student Financial Aid) Tuition Student Costs Health Insurance Textbooks Transportation Federal Aid State Aid Educational Finance Planning Money Management Geographic Regions Grants Barriers Assalone, Amanda Preston, DeShawn McElroy, Breanna Reports - Research Florida Georgia North Carolina Texas Tennessee Pell Grant Program Southern Education Foundation English Higher Education Postsecondary Education According to the Department of Education (Federal Student Aid Handbook, 2016), the cost of attendance is an estimate of a student's educational expenses for the period of enrollment. Cost of attendance is not only as important to consider as tuition and fees (which are only one component of cost of attendance), but it serves as the cornerstone of establishing a student's financial need. It sets a limit on the total financial aid that a student may receive from TEACH Grant, Campus-Based Programs, and Direct/Indirect Plus Loans, and is one of the basic components of the Pell Grant calculation (Federal Student Aid Handbook, 2016). For example, if the institution lists $8,224 as the tuition and fees, a student is likely to hit a financial ceiling due to unaccounted expenses such as books, lab equipment, health insurance, or other similar necessities. In clearly defining the cost of attendance, colleges include a more inclusive, though not completely exhaustive, list of the expenses not typically accounted for under the "fees" umbrella of "tuition and fees." The purpose of this policy brief is to explore college affordability through the perspectives and experiences of low-income students in the South. It will also highlight the value of need-based aid programs in increasing college completion rates and explain how specific states in the South are financially supporting low-income students. The brief concludes with recommendations for college faculty and administrators, legislators, and families of students to inform and mitigate college affordability issues that students routinely encounter in institutions of higher education. ED591436 Unexpected Hurdles: Unpacking the Price Tag of College Affordability Southern Education Foundation 2018-00-00 Annie E. Casey Foundation 24 Southern Education Foundation. 135 Auburn Avenue NE 2nd Floor, Atlanta, GA 30303. Tel: 404-523-0001; Fax: 404-523-6904; e-mail: infosoutherneducation.org; Web site: http://www.southerneducation.org N/A 2019 19 ERIC JAN2020

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No School Districts Budgets Expenditures Educational Finance Information Technology Elementary Secondary Education Achievement Tests High Stakes Tests Academic Achievement Predictor Variables Lutchko, Peter S. Dissertations/Theses - Doctoral Dissertations New Jersey EISSN- English Elementary Secondary Education The purpose of this relational, nonexperimental, explanatory, cross-sectional study with quantitative methods was to explain the relationship, if any, between the administrative information technology budget as a proportion of the overall undistributed expenditure account on PK-12 and K-12 New Jersey public school districts' student achievement in English language arts (ELA) and mathematics, as measured by the high-stakes New Jersey standardized test entitled Partnership for Assessment of Readiness for College and Careers (PARCC), during the 2016-2017 school year. The administrative information technology budget refers to networking, technology infrastructure, and support, rather than hardware. Additionally, the study included examination of the influence of other student, district, and staff variables such as student absenteeism, percentage of students with disabilities, socioeconomic status, district enrollment size, percentage of faculty with advanced degrees, and faculty attendance on the PARCC 2016-2017 in both ELA and mathematics. The target variable of interest, the administrative information technology budget as proportion of the overall undistributed expenditure account, was not found to be a significant predictor of achievement on PK-12 or K-12 New Jersey school districts PARCC scores in ELA or mathematics. The results of this study indicated that no statistically significant relationship exists between the proportion of the administrative information technology budget and proficiency percentages on PK-12 or K-12 New Jersey school districts PARCC scores in ELA or mathematics. Of the variables included in this study, student absenteeism, percentage of faculty with advanced degrees, and enrollment size were deemed statistically significant predictors when PARCC ELA was the dependent variable. When PARCC mathematics was the dependent variable, student absenteeism and socioeconomic status were the identified statistically significant predictor variables. [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.] ED592055 The Relationship between a School District's Administrative Information Technology Budget as Proportion of the Overall Undistributed Expenditures Budget and New Jersey 2016-2017 PARCC Performance ProQuest LLC Ed.D. Dissertation, Seton Hall University 2018-00-00 978-0-4385-9627-6 112 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:10974988 2019 As Provided JAN2020

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No Teaching Methods Instructional Effectiveness Elementary Education Charter Schools Elementary School Students Elementary School Teachers Teacher Attitudes Difficulty Level Galloway, Melissa Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The Effectiveness of Tiered Instruction in Elementary Schools Trident University International 2018 The purpose of this mixed research study was to explore the effectiveness of the tiered instruction and interventions for grades kindergarten through five at 2 elementary schools within a single charter school district in the Southern United States. The study is built on Swanson and Sachse-Lee's (2000) meta-analysis which identified the effects of Tier 3 interventions. The researcher requested secondary data consisting of pre-assessment and post-assessment results from the 2016 school year in the tiered instruction. A series of data points was used to determine if a student was successfully move from Tier III to Tier II due to the successful implementation of instruction. These data points were used to assess the effect of tiered interventions, including: NWEA MAP of Growth and the ACT Aspire for students in grades K-5. To gain a deeper understanding of teachers' perspectives, a survey was distributed to 59 elementary certified teachers. A repeated measures ANOVA test was conducted for four dependent variables. When conducting this study, the researcher compared four groups in the multi-tiered instruction of the dependent variables and an expected medium effect (f = 0.25) based on the research. The Paired samples t-test and repeated measures ANOVA was conducted to test progress the participants in Tier 1, Tier 2, and Tier 3 made in their reading abilities. The power of .80% power (alpha = 0.05) was used to conduct the study. Of the 59 teachers, 55 teachers participated in the survey. The minimal sample size of the survey was 55 teachers. The questionnaire consisted of open-ended questions related to how teachers used the assessments to implement tiered instruction with fidelity, to have more targeted conversations during professional learning communities, become more strategic in the implementation of the targeted instruction, and effectively articulate to parents the skills the students need to improve on while providing simplistic ways to assist the students at home. The researcher used "thematic analysis" as a systematic process to formalize the identification and development of themes. The process consisted of coding text, developing descriptive themes, and generating analytical themes. The use of line-by-line coding enables the researcher to undertake what has been described as one of the key tasks in the synthesis of qualitative research: the "translation" of concepts from one study to another (Coffey & Atkinson, 1996). This study provided district leaders, building administrators, and teaching staff empirical evidence to support the effectiveness of multi-tiered reading interventions at the elementary level. The multivariate analysis of the study showed: (1) Participation in Tier I instruction predicted student scores in Reading through the NWEA MAP of Growth and the ACT Aspire, (2) participation in Tier II instruction could not predict student scores in Reading through NWEA MAP of Growth, however; student scores could not be predicted in Reading through the ACT Aspire, and (3) participation in Tier III instruction could not predict student scores in Reading through NWEA MAP of Growth or ACT Aspire pre-assessment and post assessment. The findings support the effectiveness of multi-tiered instruction in elementary schools. When Tier I instruction is strong, Tier 2 and Tier 3 will be effective resulting in few students needing the extra support afforded in Tier 2 and Tier 3. Of the 172 students that moved from one tier to another, 28 students increased their learning and moved from Tier III to Tier II instruction. The researcher also discovered from the qualitative research conducted, regarding elementary needs, teachers desired to have smaller classrooms which would improve the effectiveness of implementing instruction. The smaller classroom size would not only increase learning for the struggling students, but also the students who have already mastered the essential skills being taught. The findings may give support for the educators who need empirical evidence to increase learning through multi-tiered instruction. [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.] ED592056 The Effectiveness of Tiered Instruction in Elementary Schools ProQuest LLC Ph.D. Dissertation, Trident University International 2018-00-00 978-0-4385-7852-4 151 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:10975130 2019 As Provided JAN2020

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No Electronic Learning Online Courses Success Models Employees Role Dining Facilities Food High Schools High School Graduates Graduation Rate Timms, Diane Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education An education benefit available to all corporate and franchisee employees of the large quick service restaurant (QSR) under study is an opportunity to achieve a high school diploma at no cost by enrolling in online high school (OHS). The purpose of this research was to explore the role of Thomas Gilbert's behavior engineering model factors--information/data, resources, incentives, knowledge/skills, capacity, and motives--in helping 15 QSR employees to graduate from an OHS program. This study was warranted because in order to improve employee OHS graduation rates, the QSR under study needed to better understand and cultivate the success factors for OHS program completion. A basic qualitative methodology was used for this study and semistructured telephone interviews were conducted as the primary form of data collection. Thirty online learner success themes were synthesized from the data during the analysis process. Technology, and study skills were the only factors identified by all 15 study participants as being factors in their program success. The most influential online learning success factors reported by study participants were design of instruction, program policies, the role of the academic coach, program accessibility, and student characteristic of persistence/determination. Lack of time to complete OHS lessons was the top challenge to success shared by study participants. The online learning success factors that are currently in place at OHS and the QSR under study and are recommended to continue include 24/7 availability of the program, accepting transfer credits, the role the academic coach, the ability to retake tests, and the QSR under study covering the cost of the program. Recommendations to improve QSR restaurant environmental success factors include increased OHS program follow-up by QSR corporate and franchise leadership, scheduling OHS lesson completion time on restaurant schedules, and providing a reliable computer/tablet. [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.] ED592057 The Role of Behavior Engineering Model Factors in Online Learning Success ProQuest LLC Ph.D. Dissertation, Capella University 2018-00-00 978-0-4385-7851-7 147 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:10975119 2019 As Provided JAN2020

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No Social Capital College Readiness Disproportionate Representation Adolescents College Graduates Low Income Students First Generation College Students Educational Attainment Conarro, Wendy Jeanette Dissertations/Theses - Doctoral Dissertations Louisiana EISSN- English Higher Education Postsecondary Education The role of social capital in the creation of human capital may be a significant factor limiting the college readiness and completion of underrepresented populations. After fifty years of increasing educational intervention programs, underrepresented populations still have the lowest rates of college completion and poverty still hovers around 14%. The aim of this study was to develop valid and reliable measures of individual accessible embedded social resources (capital) instrumental for college readiness and completion of low-income (LI) and/or first-generation (FG) adolescents using the position generator (Lin & Dumin, 1986; Lin, Fu, & Hsung, 2001) and resource generator (Snijders, 1999; Van der Gaag & Snijders, 2004, 2005), contributing to improved services and college success of students from these backgrounds, and ultimately towards breaking the cycle of generational poverty. Position and resource generator instruments, which have been developed to measure adult individual access to social capital instrumental for job attainment and other purposes, may also be useful for use with adolescents for the purpose of educational attainment. Based on Lin's network theory of social capital, these instruments have well established construct validity and item reliability. This study used a sequential mixed-methods research design to adapt and test these instruments for use with underrepresented populations from a college readiness program at a southeast Louisiana university to examine the relationship between social capital and college completion for the study 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.] ED592058 Measuring the Individual Social Capital Instrumental for College Readiness and Completion of Underrepresented Adolescents ProQuest LLC Ed.D. Dissertation, Southeastern Louisiana University 2018-00-00 978-0-4385-8596-6 348 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:10975238 2019 As Provided JAN2020

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No Athletes College Athletics College Graduates Graduation Rate Academic Support Services Student Attitudes Faculty Advisers Teacher Attitudes Batichon, Claudia Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Student-athletes are graduating at a faster rate than the general student population at NCAA Division I institutions. The general problem addressed in this study is the graduation success rate of student-athletes versus the federal graduation rate of all students. The specific problem addressed in this study is the rising rate of student-athletes that are graduating at Division I institutions in comparison to the general student population. The purpose of this qualitative study, using a case study interviewing method, is to explore support methods utilized by student-athlete academic services in comparison to academic support approaches provided to the general student population, as perceived by the student-athlete and the student-athlete academic advisor. In a qualitative research design, six Division I academic advisors and three student athletes will provide their unique perspectives on the benefits and challenges of academic advising centers in helping students organize their education. For the purpose of collecting, analyzing, and interpreting the collected data, to understand the phenomenon of the student-athlete and the academic advisors' perspective of the graduation gap, a qualitative research method was believed to be appropriate. The appropriate method for data collection includes the use of a case study interview method, which includes student-athletes and academic advisors. By seeking data, from the perspective of the student-athletes and the academic advisors, who both comprehend academic advising services, new information about the academic gaps that exist will be revealed and understood. Therefore, this qualitative study is designed to give an understanding of the reasons why student-athletes are graduating at a higher rate than the general student body. [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.] ED592059 The Rise in Student-Athlete Graduation Success Rate versus the General Student Population: A Case Study ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-6670-2 124 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:10975249 2019 As Provided JAN2020

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No Predictor Variables Physical Therapy Allied Health Occupations Education National Standards Certification Doctoral Programs Graduate Students Scores Correlation Tests Success Vinson, Kristie E. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This study examined the relationship of the scores on the Practice Exam & Assessment Tool (PEAT) to the scaled scores on the National Physical Therapy Examination (NPTE). A correlation analysis examined the relationship of the exam scores from three cohorts of Doctor of Physical Therapy (DPT) students on the PEAT and NPTE. This study sought to determine if the performance on the PEAT was a predictor of first-time pass rate on the NPTE. It was expected that PEAT scores would have a positive correlation to the NPTE scores. The results indicated a moderate to strong correlation between overall PEAT scores as well as subtest scores with the NPTE. In addition, students that passed the PEAT were highly likely to pass the NPTE on the first attempt. Not only did students that passed the PEAT go on to pass the NPTE, but a significantly high number of those students who failed the PEAT (60.7%) were found to have gone on to pass the NPTE on the first attempt as well. The multiple regression formula was found to be highly significant with the overall PEAT score and the four subtest scores in predicting performance on the NPTE. In the equation, Evaluation and Examination carried the most weight with respect to the prediction of the NPTE scaled score. This formula can be used to predict overall NPTE scores based on PEAT scores as well as to demonstrate the areas of needed remediation. The results obtained from this study will be useful in better preparing future graduates for successful performance on the NPTE. Students, who do not pass the PEAT, will be remediated, particularly in the areas of Evaluation and Examination, in order to be adequately prepared for the NPTE. [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.] ED592060 Predictors of Success on the National Physical Therapy Licensure Examina ProQuest LLC Ed.D. Dissertation, Arkansas State University 2018-00-00 978-0-4386-5758-8 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:10975513 2019 As Provided JAN2020

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No Global Approach Cultural Pluralism Work Environment Correlation Cultural Differences Second Languages Transformative Learning Cultural Awareness Leadership Training Employee Attitudes Overseas Employment Corporations Learning Experience Beckett, Scott William Dissertations/Theses - Doctoral Dissertations EISSN- English The demand for leaders able to navigate the complexity of multinational circumstances working with and through people of multicultural backgrounds is greater today than ever before. Corporations, non-governmental organizations, and governmental agencies and operations are all dealing with a globalized marketplace and economy. Work and the dynamics at play are more complex than ever; the coordination and interplay between people of different nationalities, customs, backgrounds, and languages is at an all-time high. People who live and work in global contexts have reported experiencing transformational moments as well as the development into a global leader. Such transformational, or crucible, experiences have been found to create for people new mental models, such as perspectives, worldviews, and perceptual acumen that do not exist for those people who have not gone through like events. The intersection of global leadership and transformative learning is one ripe for further study. This study aimed to bring together two different fields of study, both relatively nascent in academe, to determine how the elements of one (transformative learning) may be beneficial in the expansion and development of another (global leadership). This mixed-methods study investigated the experience of people who developed as a global leader, as well as their experience with the ten phases of transformative learning. Senior level employees at a global fast-moving consumer goods company who had completed an international work assignment of at least one year in duration were asked to participate in this study on the intersection of global leadership and transformative learning. This research showed that there are common phases through which people who have developed as global leaders have progressed in their growth as global leaders. Additionally, this research showed that those who developed as global leaders in an international work assignment of greater than one year reported experiencing, at different levels, the ten phases of transformative learning. Lastly, this study showed that the phases through which people progressed match closely with the phases of transformative learning. [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.] ED592061 The Role of Mezirow's Ten Phases of Transformative Learning in the Development of Global Leaders ProQuest LLC Ph.D. Dissertation, Pepperdine University 2018-00-00 978-0-4385-8770-0 231 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:10975576 2019 As Provided JAN2020

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No Underachievement Poverty Teacher Expectations of Students Disadvantaged Youth Low Income Students Teacher Attitudes Academic Achievement Minority Group Students Social Bias Teacher Behavior Interaction Teacher Student Relationship Teacher Influence King, Brenda L. Dissertations/Theses - Doctoral Dissertations EISSN- English This qualitative case study examined the perceived effects of teachers' low expectations for disadvantaged students' academic achievement. The study also focused on the effects of the teacher's preconceived judgments toward the socioeconomic status of students, particularly those from high poverty communities. The purpose of this proposed qualitative case study is to examine how teachers perceive the academic achievement of students' who come from low socioeconomic status. This study's purpose is also to examine how the teachers' perception of visible minority students, may influence the teachers' behavior toward these students. Through direct observation, teacher's behavior and interaction toward all students will be closely monitored. The data collected mainly focused on the academic achievement of students in the subject areas of math and reading. The data will explore the possibility of teacher expectations and the effects they have on students. This study also addressed the "Pygmalion Effect" or the theory of "Self-Fulfilling Prophecy", and the role it has, if any, on student achievement. The focus group will consist of teachers who have at least five years of classroom experience, teaching in schools located in high poverty areas, and teaching visibly minority student from low socioeconomic backgrounds. The findings of this study were intended to help teachers, counselors and administrators better understand the effects high and low teacher expectations have on students' academic and social success. By implementing strategies of high expectancy teachers, it can help to meet the educational and social needs of students who attend high-poverty area schools. Further research on teacher biases, teacher expectations, and behaviors toward the disadvantaged student is needed to help provide the best practices when it comes to successfully teaching students who attend high-poverty area schools to give students the best possible opportunities for academic and social 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.] ED592062 The Underachievement of Students in High Poverty Area Schools: A Qualitative Case Study on Low Teacher Expectation, Academic Achievement and Quality Teaching ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-0793-4 155 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:10975370 2019 As Provided JAN2020

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No Access to Education Equal Education Middle Management Undergraduate Students Student Diversity Academic Achievement Graduate Students Institutional Mission African American Students Templeton, Emerald Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Institutional barriers to Black student success (e.g. a history of exclusion, inaccessibility, and inequity) that exist at the undergraduate level, persist at the graduate level. Though traditionally marginally students have gained access to predominantly and historically White colleges and universities, Black graduate students continue to be marginalized by institutionalized oppression and inequitable structures. When the values, attitudes, and beliefs of individual actors who serve these students are at odds with an institutional mission of equity and inclusion, misalignment and competing priorities emerge. This study seeks to understand the logics university middle managers use in operationalizing equity and inclusion, specifically, in meeting the needs of Black graduate 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.] ED591185 Access without Equity: Institutional Logics of University Middle Managers and Valuing Diversity ProQuest LLC Ed.D. Dissertation, University of San Francisco 2018-00-00 978-0-4386-6863-8 163 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:10928191 2019 As Provided JAN2020

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No Social Media Handheld Devices Telecommunications College Students Interpersonal Relationship Interaction Depression (Psychology) Psychological Patterns Well Being Mental Health Predictor Variables Symptoms (Individual Disorders) Sacco, Garret R. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education In the past decade, there has been an explosion of smartphone utilization and social media usage, particularly among young adults. Both in popular culture and among researchers, there have been concerns about the effects of social media use on psychological well-being and mental health outcomes. This study included both passive and active longitudinal data collection to assess the links between social interaction variables and mental health variables. Participants were 113 college students who installed a monitoring application on their smartphones, completed daily surveys, and allowed the app to collect relevant passive data over a two-week period. Concurrent hierarchical correlations and regressions suggested that neither the frequency of electronic communication nor social media use were associated with daily mental health variables. However, when individuals reported experiencing positive social interactions, they also reported greater well-being and positive affect and less depressive cognition and negative affect on the same day. Hierarchical cross-lagged regressions revealed that none of the social interaction variables predicted next day mental health variables. However, increased negative affect on a given day predicted lower quality social interactions the next day, and increased well-being predicted higher quality social interactions and use of social media the next day. Finally, rumination (a known correlate of depression), moderated the relationship between perceived quality of social interactions and depressive cognition, such that high ruminators experienced more depressive cognition, even when experiencing positive interactions with others. Taken together, the results suggest that the context of interactions may matter much more than the frequency of electronic communication or social media use. Recommendations for future research in contextualizing social media use on smartphones and additional mental health and well-being factors 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.] ED591186 Social Media and Smartphone Usage in College Students: Associations with Perceived Relationship Quality, Depressive Cognition, Mood, and Well-Being ProQuest LLC Ph.D. Dissertation, University of Delaware 2018-00-00 978-0-4385-9609-2 81 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:10846928 2019 As Provided JAN2020

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Yes Action Research Foreign Countries Content Analysis Educational Research Journal Articles Periodicals Test Validity Test Reliability Teacher Researchers Çaliskan, Muhittin Serçe, Hüseyin Information Analyses Journal Articles Reports - Research Turkey ISSN-2147-1037 English This study is a content analysis of action research articles in the field of education which were published in Turkish journals and indexed by SSCI and ULAKBIM databases. Therefore, 80 articles were examined. The data was collected through a form developed by the researchers. The articles were analyzed according to the theme and code list provided on the form. The themes included the publication date, journal title, journal type, index, language, source of the articles; the number, gender, nationality, occupation, role of the authors; location, field, topic of the studies; research design, action research type and cycle of the studies; sampling level, size and method; duration, data collection and analysis method; validity and reliability method, and citation count of the studies. The data obtained was interpreted in terms of the percentage and frequency. The most remarkable results of the study are that action research is a less preferred type of research in Turkey, mostly conducted by academicians, and the teacher researchers are very few. In addition, the need to acquire more knowledge and experience on the main features of action research such as its methodology, types and cycle, and the role of the researcher can be considered as another important result derived from the study. Finally, it is hoped that the study will increase the interest in action research and contribute to the researchers. ED591437 Action Research Articles on Education in Turkey: A Content Analysis Online Submission Ahi Evran University Journal of Kirsehir Education Faculty (KEFAD) v19 n1 p80-102 Apr 2018 2018-04-00 23 N/A 2019 20 As Provided JAN2020

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Yes Portfolios (Background Materials) Program Evaluation Teacher Attitudes Student Attitudes Program Implementation Language Skills Foreign Countries Formative Evaluation Summative Evaluation Standardized Tests Language Proficiency Pilot Projects Vanderveen, Terry Journal Articles Reports - Evaluative Canada EISSN- English The nature and effects of PBLA were investigated. I examined LINC program evaluations, government-solicited assessment reports, PBLA research, and other PBLA-related documents. I discuss the features of PBLA and its reported effects on language outcomes and teacher and student attitudes. I found that the government did not provide a rationale for PBLA and that the results of research did not support the introduction of PBLA. I also found that PBLA is neither standardized nor portfolio-based as claimed. It is costlier, more time-consuming, and appears to have more teacher pushback than the approach it replaced. Regardless, there is no evidence that the LINC program has improved students' language skills before or after the implementation of PBLA ED591438 The Nature and Impact of Portfolio-Based Language Assessment (PBLA) Online Submission Contact Magazine p5-11 Nov 2018 2018-11-00 6 N/A 2019 23 As Provided JAN2020

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Yes Teacher Recruitment English (Second Language) Second Language Learning Second Language Instruction Language Teachers Foreign Countries English Teachers Language Proficiency Kilickaya, Ferit Journal Articles Reports - Research Turkey EISSN- English This study aimed to present a discussion on the selection and recruitment of English language instructors in Turkey and focusing on the issues and challenges arising as well as the views provided by the current English language instructors and the candidates. The study adopted a mixed-method approach benefiting from quantitative data through the online survey as well as qualitative data involving semi-structured interviews conducted with randomly selected participants. The study included a five-point Likert scale survey that was composed of 14 statements used to allow 200 participants to express how they disagreed or agreed with a particular statement. The statements were published as a survey on Google Forms and were shared on several social networking sites such as Facebook. The results of the study indicated that the requirements such as the minimum scores on ALES and language proficiency tests should be reconsidered while calculating the total scores for the selection and recruitment process. The results also revealed that the interviews appeared a real matter of considerable concern for the great majority of the participants as the questions asked during the interviews were not structured or standardized to allow comparisons among candidates and that issue of serious concern were voiced by the participants on the specific requirements in job announcements. ED591439 Recruitment of English Language Instructors at the Schools of Foreign Languages in Turkey: Issues and Challenges Online Submission Balikesir University The Journal of Social Sciences Institute v21 n40 p159-181 Dec 2018 2018-12-00 23 T 2019 26 As Provided JAN2020

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No Preschool Education Special Education Academically Gifted Barriers Program Development School Policy Educational Practices Professional Development Salman, Rania Camille Oveross, Mattie Kettler, Todd Speeches/Meeting Papers Reports - Research ISSN- English Preschool Education Early Childhood Education This descriptive study investigated the challenges related to implementing gifted education services in preschool centers. Participants completed a researcher-created survey to examine the perceived challenges of providing preschool gifted education services. Ninety-five percent of the centers had no formal policies or practices, and eighty-six percent of the centers had provided no gifted education training to staff. Using qualitative techniques of constant comparative analysis, substantive and theoretical categories yielded seven verifiable themes related to perceived challenges of gifted education in preschool centers: (a) finding and retaining a trained and qualified staff, (b) balancing time, space, and money constraints, (c) implementing gifted education practices, (d) overcoming oppositional beliefs, (e) acquiring educational resources, (f) outside factors, and (g) finding information and guidance. ED592330 Preschool Gifted Education: Perceived Challenges Associated with Program Development AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Parent Participation African American Students Males Enrollment Special Education Learning Disabilities Language Impairments Disproportionate Representation Equal Education Racial Differences Discipline Referral Williams, Michael Ray Dissertations/Theses - Doctoral Dissertations EISSN- English This research focuses on Black male students in special education; of the 50.4 million students in the public education system, 24.6 million are White students, and 7.8 million are African American students (NCES, 2016). However, of the 6.5 million students in special education, Black students account for 16 percent (975,000) of the population while White students make up only 13 percent (845,000) (NECS, 2016;). According to NECS (2016), the group identified with the largest population in special education for a learning disability and language impairments is Black/African American males. The problem for this research resides in the disproportionate number of Black males in special education when compared to their White peers (Martin, 2014; NCES 2016; Nigg, 2013). Many Black families and Black communities are accepting special education, and possible subsequent imprisonment as a way of life for their children, and fail to get more involved in the public school's special education assessment process (Center for Parent Information and Resources, 2014; Thompson & Shamberger, 2015). The purpose of this qualitative phenomenology is to examine the experiences of Black parents who had a child in special education and their involvement. The researcher recruited seven Black parents with a male in special education to answer ten open-ended interview and research questions. The research revealed that (1) Black males are not given the equal chances, and opportunities as their White males to succeed in school; (2) Black males are disciplined quicker and harsher than White males; and (3) teachers were quick to recommend a Black male to special education if he disrupts the class without seeking the real problem. Some potential limitations to this study may be participants' bias, the small sample group; participants could have misinterpreted questions, and not including other minority groups. Additional research is necessary to understand the impact Black parents involvement in their children education have on reducing the number of the Black male in special education; to determine how a child's neighborhood and income level impacts the child's education; and how to improve relationships between Black parents and White educators. Neglecting to take action to reduce the number of Black males in special education through parents' involvement, by properly diagnosing students for mental disabilities and learning disabilities, and by improving parents, teachers, and school administration relationships will continue the school-to-prison lifecycle for Black males and the cycle of the missing father in Black families homes. [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.] ED592331 A Phenomenology Study of African American Parents' Involvement in Male Students' Enrollment in Special Education ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-7976-4 116 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:10978173 2019 As Provided JAN2020

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No Likert Scales Item Response Theory Test Items Goodness of Fit Factor Analysis Test Reliability Psychometrics Responses Response Style (Tests) Secondary School Students Emotional Development Social Development Gordon Wolf, Melissa Nylund-Gibson, Karen Dowdy, Erin Furlong, Michael Reports - Research EISSN- English Secondary Education This paper presents a framework for choosing between 4-and 6-point response options for use with online surveys. Using data that have both 4- and 6-point Likert-type items, we compare correlations, fit of factor analytic models, and several different reliability estimates as a way of identifying if there is empirical support for choosing a response option with more categories. Results indicate that the instrument had slightly better psychometric properties with a 4-point response option, although the estimates for both response options were acceptable. From a statistical perspective, there was no rationale to switch to a 6-point response option when a 4-point response option was already in place. [This paper was produced by Project CoVitality at the University of California Santa Barbara, Gevirtz Graduate School of Education, International Center for School Based Youth Development.] ED591440 An Analytic Approach for Deciding between 4- and 6-Point Likert-Type Response Options Grantee Submission 2019-01-00 Institute of Education Sciences (ED) 12 N/A 2019 25 As Provided JAN2020 Yes R305A160157

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Yes Classical Music Social Development Emotional Development High School Students Listening Intelligence Learning Processes Learner Engagement Games Learning Motivation Educational Environment Spatial Ability Social Environment Pelayo, Jose Maria G., III. Reports - Research EISSN- English High Schools Secondary Education After a five (5) day observation period and successfully documenting the current dynamics of high students in the academic and social settings before the exposure to Mozart's music, the researcher continues with a twenty (20) day observation period of the same participants in their respective environments while exposed to Mozart's music. Before the exposure to Mozart's music, the dynamics of High School students in the Academic setting, during the five (5) day observation period, has shown to have a minimal number of students displaying behavior leading to learning. Presented are the averages of the observed behavior of High School students before the exposure to Mozart's music. On the other hand, the dynamics of High School students in the Social setting, during the five (5) day observation period, many students have not shown behavior leading to social interaction. Presented are the averages of the observed behavior of High School students before the exposure to Mozart's music. However, after the exposure to Mozart's music, in the academic setting, during the exposure to Mozart's music for a period of twenty (20) days, there was an increase in percentages from Day 16 to Day 20. Every student was eliciting two (2) or more behaviors leading to learning. In comparison to Day 1 to Day 15, the last five (5) days, Day 16 to Day 20, showed very high percentages of students that showed behavior leading to learning. To further illustrate the high percentages of students that showed behavior leading to learning during the Day 16 to Day 20, the following data is presented representing the averages of the percentage of students that showed behavior leading to learning during this time frame. The students cited that while they were listening to Mozart's music, they discovered that they could read and study at the same time, the music did not distract them while they were reading or studying. Some students have cited that when they were reviewing or studying their lessons in the past, they were bored and spent little time reviewing or studying. But other students stated that Mozart's music made them enjoy reading and studying because they were not bored. Some students claim that Mozart's music made them feel they could do new things, it inspired them to try to learn how to play chess, to answer the crossword puzzle and to solve the Rubik's Cube. They cited that when they watch students playing chess, answering the crossword puzzle and solving the Rubik's Cube, the music inspired them to play, answer and solve too. One particular student said that, somehow, while listening to Mozart's music and watching other students play, answer and solve, it looked easy and enjoying. While students play, answer and solve the materials, Mozart's music made them nod their heads, wave their hands and tap their feet to the highs and lows of the music. This scenario projected a positive image on other students who were watching them, it made learning to play chess, answering the crossword puzzle and solving the Rubik's Cube easy and delightful, many students also agreed. That is why this particular student tried to learn to play chess, tried to answer the crossword puzzle and tried to solve the Rubik's Cube. To summarize the Group Discussion/Interview, Mozart's music, at first, made them listen and relax, then, with continuous exposure, made them energized and inspired to do things, it also made reviewing/reading/studying enjoyable, it established a setting or scenario that learning is easy and delightful, it created an environment conducive to learning. ED591441 Recent Developments on Related Studies of the "Mozart Effect" Phenomenon on Social Learning Behavior Online Submission 2019-01-10 39 N/A 2019 28 As Provided JAN2020

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No Social Media College Freshmen Private Colleges Liberal Arts Student Experience Influence of Technology Age Groups Educational Practices Deagle, Sarah Dissertations/Theses - Doctoral Dissertations Florida EISSN- English Higher Education Postsecondary Education As Generation Z (Gen Z) begins to replace the millennial student in higher education institutions will need to understand and plan for a generation unlike any other. With consideration to the high level of social media use by Gen Z and a gap in the literature surrounding this topic, this dissertation uses student development theory, specifically Arthur Chickering's Seven Vectors of College Student Development, to explore the role social media plays in the perceived experiences of the Gen Z student during the first year of college at a private liberal arts institution in North Florida. This Interpretative Phenomenological Analysis collected data from eleven first-year student participants over the course of three semi-structured interviews to add to the growing conversation in the literature regarding the generation and gaps in understanding of how they use social media. Four superordinate themes and sixteen subthemes emerged from the data collected leading into five findings which revealed that the many assumptions placed on Gen Z may not be an accurate representation of the group. Additionally, it became clear that institutions will need to evolve their practices in order to best serve the new generation of student. From the findings presented, five recommendations for practice are made as well as recommendations for future 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.] ED591187 Social Media and the First-Year Student at a Private Liberal Arts College ProQuest LLC Ed.D. Dissertation, Northeastern University 2018-00-00 978-0-4385-3435-3 173 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:10928382 2019 As Provided JAN2020

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No Certification Student Characteristics Predictor Variables Graduation Rate Grade Point Average High School Students Writing Achievement Racial Differences Ethnicity Credits Vocational Schools Lightfield, Nancy R. Dissertations/Theses - Doctoral Dissertations COMPASS (Computer Assisted Test) EISSN- English High Schools Secondary Education Higher Education Postsecondary Education This quantitative, correlational study examined the efficacy of a selected group of academic, demographic, and enrollment characteristics as predictors of certificate completion for first-time students pursing one-year programs at a small, Midwestern technical college. Data was collected using an archival survey of records from 367 students who graduated or should have graduated between spring 2013 and spring 2017. Using logistic regression analyses, 16 independent variables were investigated. Of these, four made unique, statistically significant contributions: High School Grade Point Average, Precollege Credits at Enrollment, Compass® Writing Score, and Race/Ethnicity. High School Grade Point Average and Precollege Credits at Enrollment were the strongest positive predictors of certificate completion, showing robust results across all models in which they were evaluated. [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.] ED591188 Predictors of Postsecondary Certificate Completion at a Small Midwestern Technical College ProQuest LLC Ed.D. Dissertation, Aurora University 2018-00-00 978-0-4385-3889-4 121 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:10928101 2019 As Provided JAN2020

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Yes Intelligent Tutoring Systems Computer Software Bayesian Statistics Knowledge Level Difficulty Level Mastery Learning Scaffolding (Teaching Technique) Sequential Approach Learning Processes Data Analysis Performance Based Assessment Student Evaluation Prediction Comparative Analysis Xiong, Xiaolu Zhao, Siyuan Van Inwegen, Eric G. Beck, Joseph E. Speeches/Meeting Papers Reports - Research English Over the last couple of decades, there have been a large variety of approaches towards modeling student knowledge within intelligent tutoring systems. With the booming development of deep learning and large-scale artificial neural networks, there have been empirical successes in a number of machine learning and data mining applications, including student knowledge modeling. Deep Knowledge Tracing (DKT), a pioneer algorithm that utilizes recurrent neural networks to model student learning, reports substantial improvements in prediction performance. To help the EDM community better understand the promising techniques of deep learning, we examine DKT alongside two well-studied models for knowledge modeling, PFA and BKT. In addition to sharing a primer on the internal computational structures of DKT, we also report on potential issues that arise from data formatting. We take steps to reproduce the experiments of Deep Knowledge Tracing by implementing a DKT algorithm using Google's TensorFlow framework; we also reproduce similar results on new datasets. We determine that the DKT findings do not hold an overall edge when compared to the PFA model, when applied to properly prepared datasets that are limited to main (i.e. non-scaffolding) questions. More importantly, during the investigation of DKT, we not only discovered a data quality issue in a public available data set, but we also detected a vulnerability of DKT at how it handles multiple skill sequences. [Additional funding for this paper was provided by the U.S. Department of Education's Graduate Assistance in Areas of National Need (GAANN). For the full proceedings, see ED592609.] ED592679 Going Deeper with Deep Knowledge Tracing International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) Institute of Education Sciences (ED) Office of Naval Research (ONR) 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 Yes ACI1440753 DRL1252297 DRL1109483 DRL1316736 DGE1535428 DRL1031398 R305A120125 R305C100024

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Yes Large Group Instruction Online Courses Course Content Educational Technology Technology Uses in Education Resource Units Cues Individualized Instruction Content Analysis Course Descriptions Dai, Yiling Asano, Yasuhito Yoshikawa, Masatoshi Speeches/Meeting Papers Reports - Evaluative English With the accelerating development of open education, low-cost online learning resources, such as Massive Open Online Courses (MOOCs), are reaching a wide audience around the world. However, when faced with these appealing but overwhelming learning resources, learners are prone making rash learning decisions, which may be either excessive or insufficient to their learning capacities. To avoid the mismatch between learners and learning objects, we propose a supporting system that recommends a personalized path of learning objects for a given learner. In realizing this system, a domain knowledge structure is necessary to connect learners' information and learning objects. As an initiative step, we employ the Labeled Latent Dirichlet Allocation method to predict how the content of a course is distributed over different categories in the domain. We conduct experiments by utilizing course syllabi as course content, and curriculum guidelines as domain knowledge. The predicting performance is improved when involving external texts related to the concerned domain knowledge unit. [For the full proceedings, see ED592609.] ED592680 Course Content Analysis: An Initiative Step toward Learning Object Recommendation Systems for MOOC Learners International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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No Tutoring Home Programs Migrant Education Student Attitudes Migrants Parent Attitudes Teacher Attitudes Teacher Responsibility Program Effectiveness Teacher Role Spanish Speaking Drossner, Tanya Pierce, Shawnna Johnson, Erin Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation exhibits how the research team explored how the Migrant Education Program's (MEP) home tutoring services are perceived and experienced by migratory students, parents, and tutors. Additionally, the researchers investigated and compared the tutors' formal job responsibilities to their daily tasks. Three research questions were used to determine how the MEP home tutoring services were perceived and experienced, while the fourth research question concentrated on the tutors' roles and responsibilities. The theoretical framework utilized throughout the study was Bronfenbrenner's bioecological theory. Quantitative and qualitative methods were utilized, which included questionnaires, semi-structured interviews, and a vignette. The researchers hired two translators to work alongside with the research team while collecting data. The translator allowed parents and students to verbally respond to the questionnaire and interview questions in either English or Spanish. The findings indicated that migrant students and parents included in this sample believed education is important and crucial for a successful life. When comparing the tutors' formal job responsibilities with their daily tasks, the data revealed that tutoring services could be maximized if sessions were located at school. The research team recommended hiring additional staff to support the needs of the students and tutors, as well as conducting a similar study for validation purposes. [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.] ED592063 Perceptions of the Migrant Education Program's Home Tutoring Program ProQuest LLC Ed.D. Dissertation, Lipscomb University 2018-00-00 978-0-4385-8601-7 267 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:10975451 2019 As Provided JAN2020

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Yes Core Curriculum College Curriculum Liberal Arts Public Colleges Private Colleges Writing (Composition) Literature Second Languages United States Government (Course) United States History Economics Education History Instruction College Mathematics College Science Natural Sciences Educational Quality Required Courses General Education Riethmiller, Megan Urban, Nathaniel Kempson, Lauri Reports - Research Numerical/Quantitative Data Books United States American Council of Trustees and Alumni English Higher Education Postsecondary Education Ten years ago, the American Council of Trustees and Alumni (ACTA) gathered data on 100 colleges from the U.S. News & World Report's annual list of "Best Colleges and Universities." ACTA questioned whether these elite institutions were requiring their students to take rigorous, college-level courses in the core areas crucial for success. The results of this survey were dismal--showing that students could bypass essential courses that cultivate critical thinking, logic, writing skills, and mathematics, and revealing that American colleges are often failing to provide a truly collegiate education. If students are not taking college-level courses in core subjects, then what courses are they taking, and more importantly, what are they learning? ACTA prepared this report, to answer this question, of great concern to students, parents, and employers. Other ranking systems pit schools against each other in an effort to rank schools from "best" to "worst." These rankings focus on external inputs, such as alumni giving and admission selection, rather than on what actually happens in the classroom. ACTA, however, believes each school should be evaluated based on its academic substance--what fundamental skills and knowledge does the institution require of its students? Since the first survey, ACTA has expanded the analysis to include over 1,100 colleges and universities in order to evaluate whether each individual school requires the essential areas of a liberal arts core curriculum. [For the 2017 report see ED581897.] ED592064 What Will They Learn? 2018-2019. A Survey of Core Requirements at Our Nation's Colleges and Universities American Council of Trustees and Alumni 2018-00-00 135 American Council of Trustees and Alumni. 1726 M Street NW Suite 802, Washington, DC 20036. Tel: 888-258-6648; Tel: 202-467-6787; Fax: 202-467-6784; e-mail: info@goacta.org; Web site: http://www.goacta.org N/A 2019 ERIC JAN2020

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No Grading Secondary School Teachers Student Evaluation Summative Evaluation Academic Achievement Influences Differences McLean, Nathan E. Dissertations/Theses - Doctoral Dissertations North Carolina EISSN- English Secondary Education Using survey research methodology, the study investigates assessment and grading practices of secondary school teachers. A total of 248 teachers in the Piedmont and coastal regions of North Carolina completed a web-based survey examining academic and nonacademic factors that impacted the final grades of their students and assessment types used in the classroom. The results suggested that the grades teachers assigned are a conglomerate of various factors and mainly use achievement but also incorporate non-achievement factors. The most used factors to determine student grades were: percent correct, use of zeros, objective mastery, academic performance, effort, homework completion, the adjustment of borderline grades, homework quality, the degree that a student pays attention or participates, and improvement since the beginning of the year. The most prevalent assessment type was summative assessments with objective questions created by the teacher. While teachers agreed that the grades assigned by teachers across the state of North Carolina are inflated and contribute to the continually increasing graduation rate, most teachers also believe their grades represent achievement, as opposed to any other factors. There were differences found between core content teachers in the factors used to assign final grades, with math teachers less likely to use objective mastery and homework completion. Implications for school leaders and suggestions for future research 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.] ED592065 Current Grading Practices of Secondary School Teachers in the Core Content Areas: What Do Grades Mean? ProQuest LLC D.Ed. Dissertation, The University of North Carolina at Charlotte 2018-00-00 978-0-4386-1433-8 156 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:10974758 2019 As Provided JAN2020

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No Preschool Teachers Technology Uses in Education School Readiness Teacher Attitudes Skill Development Faculty Development Ramsey, Lesley C. Dissertations/Theses - Doctoral Dissertations EISSN- English Preschool Education Early Childhood Education A qualitative case study focused on the perceptions and belief of preschool teachers using technology to enhance school readiness skills. A case study was utilized in the investigation to explore and provide a clearer understanding of teachers' perceptions of their use of technology in the classroom to enhance school readiness skills. The results of this case study provided findings that highlight various ways technology is used in the classroom to enhance school readiness skills. Findings showed teachers use technology in the classroom to develop and reinforce the different skills needed for school. Throughout the interview, process teachers admitted the need for more professional development in using technology with preschoolers or young children. The recommendations show that preschool teachers need further professional development in using technology with preschoolers to learn the different programs, apps, and pieces of technology in the classroom. Professional development in using technology allowed teachers to understand how the use of technology increases/enhances the learning of young students. The goal is that the findings of this study will be utilized by early childhood providers to understand how technology is enhancing school readiness skills and how leaders can improve professional development for early childhood teachers. The research data and subsequent analysis were found to support the problem and purpose of this study. The data also aligns with previous research studies in the use of technology in early childhood 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.] ED592066 A Qualitative Study: Perception of Preschool Teachers Use of Technology in Preparing for School Readiness ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-4385-6706-1 116 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:10974781 2019 As Provided JAN2020

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No Instructional Effectiveness Engineering Engineering Education Intervention Curriculum Implementation Grade 3 Grade 4 Grade 5 Randomized Controlled Trials Elementary School Students Science Instruction White Students Minority Group Students Experimental Groups Control Groups Outcomes of Education Faculty Development Workshops Lachapelle, Cathy Pauline Oh, Yoonkyung Cunningham, Christine M. Speeches/Meeting Papers Reports - Research Tests/Questionnaires Massachusetts Maryland North Carolina ISSN- English Grade 3 Primary Education Elementary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools We present main effects of treatment and moderating effects of student background on science and engineering outcomes for grades 3-5 children participating in an engineering intervention. Data is from a large-scale randomized-controlled trial of two matched pairs (intervention and comparison) of engineering units. The intervention curriculum utilizes methods of project-based learning with support to apply science concepts to engineering design, while the comparison curriculum relies primarily on direct instruction. Both groups were taught the same science content prior to treatment. Intervention students in one of two curriculum units showed greater improvement on science content outcomes, as compared to control. The white/minority science achievement gap shrank after the intervention. Results suggest that the project-based intervention improves science achievement, particularly for minorities. ED591722 Effectiveness of an Engineering Curriculum Intervention for Elementary School: Moderating Roles of Student Background Characteristics AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 28 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 41 As Provided JAN2020

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No Meta Analysis Instructional Leadership Academic Achievement Self Efficacy Leadership Effectiveness Principals Leadership Training Transformational Leadership Instructional Effectiveness Sun, Jingping Zhang, Sijia Przybylski, Robert Speeches/Meeting Papers Reports - Research ISSN- English Applying meta-analytic review methods to evidence published in the past 20 years, this paper conceptualizes the critical path tying school leadership to student achievement by highlighting the importance of collective teacher efficacy (CTE). This paper presents the following: 1) CTE positively impacting student learning; 2) school leadership positively impacting CTE; and 3) the indirect impact of school leadership impact on student achievement through CTE. This study adds to our understanding of the indirect influence of school leadership on student learning by illustrating how and to what extent principal leadership influences teacher collective efficacy. Implications of the findings for leadership practice are discussed. ED591723 Conceptualizing the Critical Path Linked by Collective Teacher Efficacy AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 32 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 56 As Provided JAN2020

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No Language Arts Preservice Teachers Secondary Education Methods Courses Writing Instruction Teaching Methods English Instruction Literacy Education Visual Stimuli Learning Activities Discussion (Teaching Technique) Writing (Composition) Student Attitudes Inquiry Olan, Elsie Lindy McDermott, Maureen Richmond, Kia Jane Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Secondary Education The researchers of this hermeneutic phenomenological study applied Colaizzi's (1978) method to analyze and interpret English Language Arts (ELA) teacher candidates' (TC) learning experiences with literacy quadrants and narratives while attending secondary writing instruction methods courses in diverse institutional settings. Qualitative strategies of data collection included inquiry driven activities such as drawing and written reflections to literacy quadrants, as well as oral responses to open-ended questions. TCs, moving from knowledge to action, were reflexive about their literacy and learning experiences and the application of knowledge and practices when preparing to teach English to all students. Analysis of TCs' narratives showed reliance on prior assumptions about teaching writing, increased reflexive stance toward literacy practices, and improved awareness of their professional identities, efficacy, and agency as teachers. ED591724 Literacy Quadrants and Teacher Narratives: Pedagogical Tools to Foster Reflection and Improve Dialogue about Diverse Democracies AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 38 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 27 As Provided JAN2020

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Yes Enrollment College Students Course Selection (Students) Data Analysis Foreign Countries Computer Uses in Education Courses Bydžovská, Hana Speeches/Meeting Papers Reports - Evaluative Czech Republic English Higher Education Postsecondary Education One of the main problems faced by university students is to create and manage the semester course plan. In this paper, we present a course enrollment recommender system based on data mining techniques. The system mainly helps with students' enrollment decisions. More specifically, it provides recommendation of selective and optional courses with respect to students' skills, knowledge, interests and free time slots in their timetables. The system also warns students against difficult courses and reminds them mandatory study duties. We evaluate the usability of designed methods by analyzing real-world data obtained from the Information System of Masaryk University.[For the full proceedings, see ED592609.] ED592681 Course Enrollment Recommender System International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Intelligent Tutoring Systems Programming Data Computer Science Education Undergraduate Students Instructional Effectiveness Mathematics Feedback (Response) Price, Thomas W. Dong, Yihuan Barnes, Tiffany Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education Intelligent Tutoring Systems (ITSs) have shown success in the domain of programming, in part by providing customized hints and feedback to students. However, many popular novice programming environments still lack these intelligent features. This is due in part to their use of open-ended programming assignments, which are difficult to support with existing hint generation techniques. In this paper, we present a new data-driven algorithm, based on the Hint Factory, to generate hints for these open-ended assignments. We evaluate our algorithm on historical student data and show that it can provide hints that successfully lead students to solutions from any state, help students achieve assignment objectives, and align with the student's future solution. [For the full proceedings, see ED592609.] ED592682 Generating Data-Driven Hints for Open-Ended Programming International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 1432156

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Yes Graphs Automation Instructional Materials Data College Students Online Courses Information Utilization Chaplot, Devendra Singh Yang, Yiming Carbonell, Jaime Koedinger, Kenneth R. Speeches/Meeting Papers Reports - Descriptive Georgia English Higher Education Postsecondary Education With the growing popularity of MOOCs and sharp trend of digitalizing education, there is a huge amount of free digital educational material on the web along with the activity logs of large number of participating students. However, this data is largely unstructured and there is hardly any information about the relationship between material from different sources. We propose a generic algorithm to use educational material and student activity data from heterogeneous sources to create a Prerequisite Structure Graph (PSG). A PSG is a directed acyclic graph, where the nodes are educational units and the edges specify the pairwise ordering of the units in effective teaching by instructors or for effective learning by students. We propose an unsupervised approach utilizing both text content and student data, which outperforms to supervised methods (utilizing only text content) on the task of estimating a PSG. [For the full proceedings, see ED592609.] ED592683 Data-Driven Automated Induction of Prerequisite Structure Graphs International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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No Whites Teacher Attitudes Personal Narratives Discourse Analysis Professional Identity Racial Identification Preservice Teachers Preservice Teacher Education Criticism Teaching Experience Early Childhood Education Mathematics Education Coleman, Beth Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Early Childhood Education Teacher education continues to produce higher proportions of white teachers ill-equipped to meet the needs of students who differ from them across sociocultural lines. This qualitative case study employs critical discourse and critical narrative analyses to examine the discursive identity of one white preservice teacher following her experience in a critically oriented early childhood mathematics methods course. Drawing from a theoretical framework that extends the concept of identity to being a discursive outcome of ideology, this paper highlights the analysis of one interview in which the participant reflects upon issues of racial (in)justice within her teaching. Findings further illuminate the well-established need for teacher education and schools to decenter whiteness in the struggle toward antiracism and justice. ED591725 An Ideological Unveiling: Using Critical Narrative and Discourse Analysis to Examine Discursive White Teacher Identity AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 32 As Provided JAN2020

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Yes Higher Education Paying for College Access to Education Student Financial Aid Costs Profiles College Freshmen Full Time Students In State Students Fees Tuition Need Analysis (Student Financial Aid) Federal Aid Grants Student Loan Programs Educational Legislation Federal Legislation Poutré, Alain Rorison, Jamey Voight, Mamie Reports - Descriptive Pell Grant Program Stafford Student Loan Program Higher Education Act Title IV Institute for Higher Education Policy (IHEP) English Higher Education Postsecondary Education Higher education offers people from all walks of life the opportunity to achieve a more secure future for themselves and their families. The country was built in part on the idea that, with hard work and a good education, any American should be able to climb the ladder of social and economic mobility. The very notion of the American Dream is based on that concept of freedom--that people are not condemned to a particular social or economic class. Unfortunately, high college costs are stymieing progress for Americans of limited financial means, undermining basic ideals of opportunity and fairness. Data show wide variation in affordability between students with different income backgrounds. In fact, although the student from the highest income quintile in these analyses could afford to attend 90 percent of colleges in the sample, the low- and moderate-income students with fewer financial resources could only afford 1 to 5 percent of colleges. While it is clear that very few colleges meet a reasonable threshold of affordability for students of modest means, federal, state, and institutional policymakers can help level the playing field. This is the technical appendix for the report. Contents of the appendix include: (1) Research Concept; (2) Student Profiles; (3) Net Price Calculators; (4) Sample Colleges; (5) Additional Affordability Models; and (6) Glossary of Key Terms. [To view the report, "Limited Means, Limited Options: College Remains Unaffordable for Many Americans," see ED591563.] ED591726 Limited Means, Limited Options: College Remains Unaffordable for Many Americans. Technical Appendix Institute for Higher Education Policy 2017-03-00 Lumina Foundation 12 Institute for Higher Education Policy. 1825 K Street Suite 720, Washington, DC 20006. Tel: 202-861-8223; Fax: 202-861-9307; e-mail: institute@ihep.org; Web site: http://www.ihep.org N/A 2019 0 ERIC JAN2020

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Yes Oral Language Written Language Discourse Analysis Computational Linguistics Language Styles Conference Papers Language Research Turkish Persuasive Discourse Physics Textbooks Contrastive Linguistics Research Reports College Students Newspapers Political Attitudes Chinese English Writing (Composition) Pragmatics Semitic Languages English (Second Language) Second Language Learning Second Language Instruction Language Usage Academic Discourse Citations (References) Foreign Countries Vietnamese Engineering Education Business Communication Case Studies Spanish Indo European Languages Films Teaching Methods Akbas, Erdem, Ed. Hatipoglu, Ciler, Ed. Bayyurt, Yasemin, Ed. Collected Works - Proceedings Italy Albania Egypt Japan Poland United Kingdom Pakistan Nigeria New Zealand Botswana Saudi Arabia Iraq EISSN- English Higher Education Postsecondary Education This is the book of abstracts for the conference held in 2017 entitled: ''METADISCOURSE ACROSS GENRES: MAPPING INTERACTION IN SPOKEN & WRITTEN DISCOURSES'', also known as MAG2017. The 1st International Conference on Metadiscourse Across Genres took place in METU Northern Cyprus Campus, Cyprus between 30 March-1 April 2017 with the participation of Prof. Ken Hyland, Prof. Anna Mauranen and Prof. Annelie Adel as keynote speakers. This international conference aimed to disseminate current research work on Metadiscourse and related areas in line with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis and eventually the first-of-its kind conference in the field of Metadiscourse has welcomed 110 participant and hosted 3 plenary talks and 94 research talks given by researchers from 40 countries from Japan, Mexico, Turkey to Botswana and United Kingdom. The book of abstracts includes the abstracts of the talks with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis. We would like to acknowledge that the event was co-organized by individual researchers: Dr. Erdem Akbas (Erciyes University), Assoc Prof. Ciler Hatipoglu (Middle East Technical University) and Prof. Yasemin Bayyurt (Bogazici University) with the initial suggestion coming from Reza Abdi (University of Mohaghegh Ardabili). ED591442 Mapping out Interactions in Spoken and Written Discourses. Metadiscourse across Genres. Conference Programme & Book of Abstracts (Cyprus, March 30-April 1, 2017) Online Submission 2017-00-00 147 N/A 2019 As Provided JAN2020

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Yes Writing Instruction Writing Teachers Story Telling Team Teaching Writing (Composition) Perspective Taking Student Attitudes Writing Attitudes Writing Processes Self Concept Writing Ability College Freshmen Personal Narratives Soiferman, L. Karen Reports - Descriptive Tests/Questionnaires EISSN- English Higher Education Postsecondary Education This report explores the benefits of having guest speakers, who also teach academic writing to undergraduate students, discuss the writing journey they take when they write. The purpose of the exercise was to continue to explore ways to enrich students' experiences in the writing classroom. When students were asked for their thoughts on whether they found it helpful to listen to someone else, besides their instructor, talk about writing, they all said that it was very beneficial and they enjoyed hearing a different perspective on writing. The students found it beneficial to hear that many of the struggles they were having adapting to university writing were the same ones their instructors faced when they began writing university papers. This was one of the features discussed by the guest speakers that resonated with the students and they said it made them feel more confident about their own writing abilities going forward. ED591443 Writing Is Hard Work: The Importance of Story Sharing in a Writing Classroom Involving Collaborative Colleagues as Guest Speakers Online Submission 2019-00-00 21 N/A 2019 4 As Provided JAN2020

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No High Schools Nontraditional Education Principals Administrator Role Postsecondary Education Administrator Attitudes Educational Practices Social Development Emotional Development Experiential Learning Foreign Countries College Readiness Smiley, Margaret A. Dissertations/Theses - Doctoral Dissertations Canada EISSN- English High Schools Secondary Education Postsecondary Education Alternative high schools may be a better fit for many students than traditional high schools, but this group transitions to post-secondary studies at a significantly lower rate than do traditional school students. The purpose of this basic qualitative study was to explore the practices of alternative high school principals of British Columbia, specifically those aimed at encouraging their students to go on to post-secondary studies. Concern for educational equity motivated this study, constructivism provided its framework, and Starratt's (1991) theory for practice in ethical educational leadership was the standard, against which findings were compared. Data for this basic qualitative study were obtained from semi-structured interviews with 13 practicing BC alternative school principals and then their content was analyzed thematically. Nine practices repeatedly came up in response to the Central Research Question (What are the practices of alternative high school principals which facilitate and promote the transitions of their academically capable students to post-secondary education?) All of them involved building social and emotional support into the students' programs, as needed, and presenting students with experiences outside the alternative schools as they became ready for them. Themes in the data were accommodations, integration, outside influences, making do, and financial need. The first two themes made it clear that the students' social and emotional needs must be the priority in the early stages but when their lives are under control, the approach should be more future-oriented so that the students could be exposed to, and even embrace potential careers. This suggests that a bi-level alternative high school may be a more effective model in that students' transitions to post-secondary education could then be encouraged and facilitated when they are ready. [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.] ED592067 Exploring the Practices of Alternative High School Principals in Transitioning Their Students to Post-Secondary Education ProQuest LLC Ph.D. Dissertation, Capella University 2018-00-00 978-0-4385-7848-7 185 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:10974818 2019 As Provided JAN2020

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No Community Colleges Honors Curriculum College Graduates College Transfer Students High Achievement Two Year College Students Associate Degrees Student Attitudes Toso, Alicea S. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education This study aims to evaluate the transfer process of the high achieving student who participates in and graduates from a community college Honors Program. By using quantitative data, the analysis determined whether or not specialized honors programming for the high achieving student allowed the student to complete an associate degree in less time, with fewer accumulated credit hours, and transfer to the four-year institution. Qualitative data was collected to evaluate the student's perception on the ability of the Honors Program to prepare the student to successfully transfer to the four-year institution. Transfer from the community college Honors Program to the four-year institution is nearly non-existent in academic research. Evaluating a program based on a combination of quantitative data and qualitative research on the student's perception of preparedness through the community college Honors Program will address the success of the community college Honors Program student transferring to the four-year institution. This study concluded that the high achieving student who participates in a community college honors program earns an associate degree in fewer credit hours and less time than a peer who chose not to join the community college Honors Programs. Honors Program students also transferred at a 10.83% higher rate than Non-Honors Program students and perceived that they were better prepared to transfer because of the opportunities the community college Honors Program provided to them. [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.] ED592068 Community College Honors Programs: Measuring the Effectiveness of Completion and Transfer of the High Achieving Student to the Four-Year Institution ProQuest LLC D.Ed. Dissertation, University of St. Francis 2018-00-00 978-0-4385-7821-0 122 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:10974861 2019 As Provided JAN2020

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No Special Education Teachers Academic Achievement Mathematics Achievement Reading Achievement Teacher Attitudes Faculty Development Chiarelli, April Dissertations/Theses - Doctoral Dissertations Texas EISSN- English This study was designed to investigate whether or not special education co-teacher's growth mindset affects student achievement in a mid-size suburban school district in North Texas. The participants completed a growth mindset survey and were assigned a growth mindset range based upon the Mindset Works, Inc. "What's your mindset?" survey. The growth mindset results were correlated with Northwest Evaluation Association's Measures of Academic Progress Conditional Growth Index score for both math and reading. Data was collected from 17 teachers and 414 students. Descriptive statistics were compiled for all teacher respondents. Data were analyzed using a one way analysis of variance (ANOVA). Results of the study demonstrated no statistical significance between a teacher's growth mindset and student achievement in the area of math or reading. However, the math data proved to be closest to statistical significance. For school districts with similar populations and similarly situated, these results show that more research is needed to prove statistical significance. However, the information gleaned in the literature review does not show a negative correlation to hiring teachers with a growth mindset or providing staff development in the area of growth mindset to teachers working with special education 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.] ED592069 Correlating the Growth Mindset of Special Education Teachers and Student Growth ProQuest LLC Ed.D. Dissertation, Texas Wesleyan University 2018-00-00 978-0-4386-3092-5 95 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:10974885 2019 As Provided JAN2020

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Yes Program Evaluation Community Colleges Decision Making Educational Planning Educational Quality Cost Effectiveness Best Practices Guides Formative Evaluation Career Education Technical Education Institutional Evaluation Institutional Characteristics Efficiency Instructional Leadership Communities of Practice Advisory Committees Information Literacy College Faculty Equal Education Statewide Planning Governance Information Technology Fox, Heather L. Thrill, Chauntee Keist, Jason Reports - Research Illinois Illinois University, Office of Community College Research and Leadership English Two Year Colleges Higher Education Postsecondary Education Through its program review process, the Illinois Community College Board (ICCB) coordinates a statewide system of review of programs of study provided by community colleges in Illinois. The intent of this review process is to support colleges in making campus-level planning and decision-making related to the quality, cost effectiveness, assessment, and improvement of programs. In addition, the review process identifies programs that should be discontinued or scaled-back and offers best practices and other exemplary innovations that can be scaled internally or externally within the college. A significantly modified 2017-2021 program review manual and supporting materials are provided by the ICCB to guide the process. As such, evaluation of the new manual, as well as supportive processes and materials, presents a timely opportunity to provide formative feedback intended to improve the efficacy of the process. The Office of Community College Research and Leadership (OCCRL) is conducting an evaluation of the ICCB program review process for career and technical education (CTE) programs. The first phase of the study, summarized in this report, focuses on the first cycle of the ICCB's new program review process that ended September 1, 2017. OCCRL has four goals for this evaluation study: (1) Improve the efficiency and efficacy of the program review process by identifying challenges, redundancies and omissions, and provide recommendations for refining the process; (2) Examine variations of the program review process across institutional contexts and institutional identities (e.g., rural/suburban/urban, minority-serving institutions/predominately white institutions, small/large student populations) to understand how the process is utilized across diverse institutions throughout Illinois; (3) Identify professional development, technical support, and supplemental materials that could improve outcomes associated with the program review; and (4) Enhance the application of program review findings in colleges' campus-level programmatic planning and decision-making. This report discusses the study, focuses on specific areas of ICCB's CTE program review template, offers suggestions for improvement, and discusses next steps to extend and expand on the information learned from the expertise shared in this initial study. ED592070 Advancing Program Review: Evaluating and Envisioning the Future of Program Review at Illinois Community Colleges Office of Community College Research and Leadership 2018-11-00 Illinois Community College Board 40 Office of Community College Research and Leadership. 51 Gerty Drive Room 129, Champaign, IL 61820. Tel: 217-244-9390; Fax: 217-244-0851; e-mail: occri@uiuc.edu; Web site: http://occrl.illinois.edu N/A 2019 ERIC JAN2020

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No Reading Skills Family Programs Intergenerational Programs Community Programs Capacity Building Social Capital Adult Literacy Parent Child Relationship Family Environment Program Effectiveness Service Learning Literacy Education Family Literacy Cramer, Joshua Reports - Descriptive National Center for Families Learning (NCFL) English For more than a decade, the number of adults who cannot read has plateaued at around 32 million (HuffPost Books, 2014). According to the Campaign for Grade-Level Reading, 67% of children are not proficient readers by the end of third grade (Smith, 2015). Given the high stakes attached to acquiring multiple literacies in order to access basic societal functions in the 21st Century, a two-generation approach to build stronger communities is more necessary now than ever before. This brief describes the theory of change for the National Center for Families Learning's (NCFL) signature Family Learning model and links this theory to program outcomes. ED591444 From Theory to Outcomes: NCFL's Two-Generation Movement for Families National Center for Families Learning 2016-00-00 4 National Center for Families Learning. 325 West Main Street Suite 300, Louisville, KY 40202-4237. Tel: 877-326-5481; Tel: 502-584-1133; Web site: http://www.famlit.org N/A http://familieslearning.org/pdf/NCFL_Theory-to-Outcomes-brief-2016.pdf 2019 15 ERIC JAN2020

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No Student Diversity Hispanic American Students English Language Learners Partnerships in Education Social Capital Immigrants Family Programs Parent Education Adult Education Elementary School Students English (Second Language) Second Language Instruction Basic Skills Adult Basic Education Bilingualism Attendance Participation Culturally Relevant Education Educational Environment Program Effectiveness Intergenerational Programs Acculturation Levesque, Jeri A. Reports - Descriptive Michigan (Detroit) National Center for Families Learning (NCFL) English Adult Education Elementary Education Adult Basic Education Racial and ethnic diversity has increased dramatically over the past 35 years, enriching our public schools with students whose families embody a global village. Of the children born in the U.S. to at least one foreign-born parent, the majority are Hispanic. This is a pattern that reflects the recent rise of immigration from Latin America. Approximately 16% of English language learners who are Hispanic/Latino are first-generation immigrants (U.S. Census Bureau, 2013). The demographics of the nation's students imply that most, if not all, teachers can expect to have English Learner (EL) students in their classrooms (U.S. Ed. NCELA, 2015). This paper describes how a strategic partnership and a commitment to a common agenda led to gains for EL students who are Hispanic/Latino and their parents who live in Detroit. It demonstrates a combined and focused effort that resulted in a collective impact for families. With a common agenda, professional development, continuous communication, and ongoing technical support, this mutually reinforcing partnership enriched the social capital of programs and delivered the promise of two-generation educational success. ED591445 The Collective Impact of Social Innovation on a Two-Generation Learning Program with Hispanic/Latino Families in Detroit. Collective Impact National Center for Families Learning 2017-00-00 12 National Center for Families Learning. 325 West Main Street Suite 300, Louisville, KY 40202-4237. Tel: 877-326-5481; Tel: 502-584-1133; Web site: http://www.famlit.org N/A http://familieslearning.org/pdf/NCFL-Collective-Impact-Brief.pdf 2019 24 ERIC JAN2020

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Yes Disabilities Graduation Rate Problem Solving Early Intervention Data Student Needs Progress Monitoring State Programs Access to Information Evidence Based Practice Capacity Building School Districts Alignment (Education) Ruedel, Kristin Nelson, Gena Weingarten, Zach Bailey, Tessie Reports - Descriptive Pennsylvania North Carolina Virginia National Center for Systemic Improvement at WestEd English Data-based problem solving within a multi-tiered system of support (MTSS) can help state education agencies and local education agencies (LEAs) improve graduation rates for students with disabilities. To facilitate problem solving within an MTSS, states and LEAs need efficient systems and processes for analyzing and integrating data across initiatives. Creating the infrastructure to support data-based problem solving can be a challenge. This spotlight shares how three states use different approaches to promote data use within an MTSS to improve graduation rates for students with disabilities. The spotlight concludes with recommendations for states facing similar challenges. [This report was written in collaboration with Matt Hoskins, Victor Rodriguez-Diaz, Laura Moran, Maribel Saimre, and Jeffrey Phenicle.] ED591446 Data Use "Multi"-State Spotlight: Using MTSS Data to Improve Graduation Rates National Center for Systemic Improvement at WestEd 2018-08-00 Office of Special Education Programs (ED/OSERS) 5 National Center for Systemic Improvement at WestEd. Tel: 866-664-8471; e-mail: NCSI@wested.org; Web site: http://ncsi.wested.org N/A 2019 0 As Provided JAN2020 H326R140006

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Yes Bayesian Statistics Prerequisites Graphs Intelligent Tutoring Systems Student Evaluation Models Accuracy Chen, Yetian González-Brenes, José P. Tian, Jin Speeches/Meeting Papers Reports - Descriptive English Skill prerequisite information is useful for tutoring systems that assess student knowledge or that provide remediation. These systems often encode prerequisites as graphs designed by subject matter experts in a costly and time-consuming process. In this paper, we introduce "Combined student Modeling and prerequisite Discovery" (COMMAND), a novel algorithm for jointly inferring a prerequisite graph and a student model from data. Learning a COMMAND model requires student performance data and a mapping of items to skills (Q-matrix). COMMAND learns the skill prerequisite relations as a Bayesian network (an encoding of the probabilistic dependence among the skills) via a two-stage learning process. In the first stage, it uses an algorithm called Structural Expectation Maximization to select a class of equivalent Bayesian networks; in the second stage, it uses curriculum information to select a single Bayesian network. Our experiments on simulations and real student data suggest that COMMAND is better than prior methods in the literature. [For the full proceedings, see ED592609.] ED592684 Joint Discovery of Skill Prerequisite Graphs and Student Models International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Student Behavior Online Courses Social Behavior Data Analysis Socialization Large Group Instruction Educational Technology Interaction Learning Activities Probability Programming Majid al-Rifaie, Mohammad Yee-King, Matthew d'Inverno, Mark Speeches/Meeting Papers Reports - Research English This paper proposes a new technique for analysing the behaviour of students on an online course. This work considers a range of social learning behaviours supported in our recently designed and implemented collaborative learning system which supports students giving and receiving feedback on each other's developing work and practice. The course was delivered to several thousand students on Coursera during which students were directed onto our social learning environment to take part in group work and assessment activities. This work introduces a swarm intelligence technique, Stochastic Diffusion Search (SDS), and shows how it can be adapted and applied to our data in order to perform classification tasks. The novelty of the approach is not only in using this technique, but also applying it to data linked to "social behaviour" (i.e. how students interact with each other) which differentiates the work apart from many clickstream analysis studies. This paper investigates what combined activity is the best predictor of success or failure in the course. The aim is to argue that the results obtained using the proposed approach indicate the promising potential of predicting students performance through applying swarm intelligence technique to social behaviours. This work has a number of potential benefits including designing better social learning systems, designing more effective social learning and assessment exercises, and encouraging disengaged students. In addition, this work is an important step in addressing our long term goal of evidencing how critical student learning takes place as they give and receive feedback to and from each other on work in progress. [For the full proceedings, see ED592609.] ED592685 Investigating Swarm Intelligence for Performance Prediction International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Gender Differences Homework Middle School Students Grade 7 Educational Technology Technology Uses in Education Feedback (Response) Student Records Standardized Tests Scores Help Seeking Intervention Feng, Mingyu Roschelle, Jeremy Mason, Craig Bhanot, Ruchi Speeches/Meeting Papers Reports - Research Maine English Middle Schools Secondary Education Junior High Schools Grade 7 Elementary Education Recent studies [10, 23] using US nationwide databases showed high school boys spent significantly less time doing homework than girls, based on their responses to questionnaires and surveys. To investigate gender differences in homework in middle school, in this paper, we analyzed computer log data and standardized test scores of more than 1,000 7th grade students who participated in a large-scale randomized controlled online homework efficacy study. Students used the ASSISTments platform to do their homework for a school year. Our results suggested no significant difference between the time the two genders spent on homework overall. There was a marginally significant difference on homework time between genders in the high performing group only. When examining the system-student interaction data, we found significant difference between boys and girls in their helpseeking behaviors. In addition, we found out that boys have benefited from the online homework intervention more than girls. [For the corresponding grantee submission, see ED579217. For the full proceedings, see ED592609.] ED592686 Investigating Gender Differences on Homework in Middle School Mathematics International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 Institute of Education Sciences (ED) 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 Yes R305A120125

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Yes Bayesian Statistics Markov Processes Intelligent Tutoring Systems Goodness of Fit Accuracy Student Evaluation Hierarchical Linear Modeling Yudelson, Michael V. Speeches/Meeting Papers Reports - Research English Bayesian Knowledge Tracing (BKT) models were in active use in the Intelligent Tutoring Systems (ITS) field for over 20 years. They have been intensively studied, and a number of useful extensions to them were proposed and experimentally tested. Among the most widely researched extensions to BKT models are various types of individualization. Individualization, broadly defined, is a way to account for variability in students that are working with the ITS that uses BKT model to represent and track student learning. One of the approaches to individualizing BKT is to split its parameters into per-skill and per-student components. In this work, we are proposing an approach to individualizing BKT that is based on Hierarchical Bayesian Models (HBM) and, in addition to capturing student-level variability in the data, weighs the contribution of per-student and per-skill effects to the overall variance in the data. [For the full proceedings, see ED592609.] ED592687 Individualizing Bayesian Knowledge Tracing. Are Skill Parameters More Important than Student Parameters? International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Prediction Pretests Posttests Electronic Learning Student Behavior High School Students Online Courses Academic Achievement Computer Science Education Advanced Placement Programs Tomkins, Sabina Ramesh, Arti Getoor, Lise Speeches/Meeting Papers Reports - Research English High Schools Secondary Education With the success and proliferation of Massive Open Online Courses (MOOCs) for college curricula, there is demand for adapting this modern mode of education for high school courses. Online and open courses have the potential to fill a much needed gap in high school curricula, especially in fields such as computer science, where there is shortage of trained teachers nationwide. In this paper, we analyze student post-test performance to determine the success of a high school computer science MOOC. We empirically characterize student success by using students' performance on the Advanced Placement (AP) exam, which we treat as a post test. This post-test performance is more indicative of long-term learning than course performance, and allows us to model the extent to which students have internalized course material. Additionally, we analyze and compare the performance of a subset of students who received in-person coaching at their high school, to those students who took the course independently. This comparison provides better understanding of the role of a teacher in a student's learning. We build a predictive machine learning model, and use it to identify the key factors contributing to the success of online high school courses. Our analysis demonstrates that high schoolers can thrive in MOOCs. [For the full proceedings, see ED592609.] ED592688 Predicting Post-Test Performance from Online Student Behavior: A High School MOOC Case Study International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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No Females Womens Education Equal Education Poverty Single Sex Schools Student Empowerment Gender Bias Role of Education Personal Autonomy Social Justice Transformative Learning Developing Nations Foreign Countries Sahni, Urvashi Books Reports - Descriptive India English Since 2003 a privately funded high school has provided desperately needed education for girls from impoverished families in Lucknow, the capital and largest city in Uttar Pradesh, in northeast India. Urvashi Sahni, the founder of Prerna Girls School, tells the stories of how the school has changed the lives of more than 5,000 girls and their families. Most important, this book tells those stories from the perspectives of the girls themselves, rather than through a remote academic perspective. The book focuses on how gender equality can be achieved in a patriarchal society through education. It shows how girls learn to be equal and autonomous persons in school as part of their official curriculum and how they use this learning to transform their lives and those of their families. The book's central argument is that education can be truly transformative if it addresses the everyday reality of girls' lives and responds to their special needs and challenges with respect and care. Although "Reaching for the Sky" describes just one relatively small school in one corner of India, the book's message and the stories it tells will interest anyone concerned about the necessity of girls' education, especially in developing countries. The lives of the girls at Prerna Girls School are largely representative of those of millions of girls living in poor contexts in countries where patriarchal structures and norms prevail. ED592689 Reaching for the Sky: Empowering Girls through Education Brookings Institution Press 2017-09-12 978-0-8157-3038-5 304 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/reaching-for-the-sky/ 2019 As Provided JAN2020

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Yes Peer Evaluation Progress Monitoring Performance Undergraduate Students Foreign Countries Data Analysis Models Prediction Ashenafi, Michael Mogessie Ronchetti, Marco Riccardi, Giuseppe Speeches/Meeting Papers Reports - Descriptive Italy English Higher Education Postsecondary Education Predicting overall student performance and monitoring progress have attracted more attention in the past five years than before. Demographic data, high school grades and test result constitute much of the data used for building prediction models. This study demonstrates how data from a peer-assessment environment can be used to build student progress prediction models. The possibility for automating tasks, coupled with minimal teacher intervention, make peer-assessment an efficient platform for gathering student activity data in a continuous manner. The performances of the prediction models are comparable with those trained using other educational data. Considering the fact that the student performance data do not include any teacher assessments, the results are more than encouraging and shall convince the reader that peer-assessment has yet another advantage to offer in the realm of automated student progress monitoring and supervision. [For the full proceedings, see ED592609.] ED592690 Predicting Student Progress from Peer-Assessment Data International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Video Technology Audiovisual Aids Artificial Intelligence Prediction Automation Classification Pattern Recognition Sharma, Arjun Biswas, Arijit Gandhi, Ankit Patil, Sonal Deshmukh, Om Speeches/Meeting Papers Reports - Descriptive English Online educational videos have emerged as one of the most popular modes of learning in the recent years. Studies have shown that liveliness is highly correlated to engagement in educational videos. While previous work has focused on feature engineering to estimate liveliness and that too using only the acoustic information, in this paper we propose a technique called LIVELINET that combines audio and visual information to predict liveliness. First, a convolutional neural network is used to predict the visual setup, which in turn identifies the modalities (visual and/or audio) to be used for liveliness prediction. Second, we propose a novel method that uses multimodal deep recurrent neural networks to automatically estimate if an educational video is lively or not. On the StyleX dataset of 450 one-minute long educational video snippets, our approach shows an relative improvement of 7.6% and 1.9% compared to a multimodal baseline and a deep network baseline using only the audio information respectively. [For the full proceedings, see ED592609.] ED592691 LIVELINET: A Multimodal Deep Recurrent Neural Network to Predict Liveliness in Educational Videos International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Prediction Models Intelligent Tutoring Systems Computer Simulation Computer Games Dialogs (Language) Short Term Memory Sequential Approach Accuracy Design Recordkeeping Problem Solving Role Playing Middle School Students Microbiology Nonverbal Communication Physiology Learning Processes After School Programs Summer Programs Decision Making Min, Wookhee Wiggins, Joseph B. Pezzullo, Lydia G. Vail, Alexandria K. Boyer, Kristy Elizabeth Mott, Bradford W. Frankosky, Megan H. Wiebe, Eric N. Lester, James C. Speeches/Meeting Papers Reports - Descriptive North Carolina (Raleigh) English Middle Schools Secondary Education Junior High Schools Recent years have seen a growing interest in intelligent game-based learning environments featuring virtual agents. A key challenge posed by incorporating virtual agents in game-based learning environments is dynamically determining the dialogue moves they should make in order to best support students' problem solving. This paper presents a data-driven modeling approach that uses a Wizard-of-Oz framework to predict human wizards' dialogue acts based on a sequence of multimodal data streams of student interactions with a game-based learning environment. To effectively deal with multiple, parallel sequential data streams, this paper investigates two sequence-labeling techniques: long short-term memory networks (LSTMs) and conditional random fields. We train predictive models utilizing data corpora collected from two Wizard-of-Oz experiments in which a human wizard played the role of the virtual agent unbeknownst to the student. Empirical results suggest that LSTMs that utilize game trace logs and facial action units achieve the highest predictive accuracy. This work can inform the design of intelligent virtual agents that leverage rich multimodal student interaction data in game-based learning environments. ED592692 Predicting Dialogue Acts for Intelligent Virtual Agents with Multimodal Student Interaction Data International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 CHS1409639

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Yes Large Group Instruction Online Courses Educational Technology Technology Uses in Education Student Evaluation Grades (Scholastic) Performance College Students Models Predictor Variables Multiple Regression Analysis Data Collection Study Habits Learning Processes Ren, Zhiyun Rangwala, Huzefa Johri, Aditya Speeches/Meeting Papers Reports - Descriptive English Higher Education Postsecondary Education The past few years has seen the rapid growth of data mining approaches for the analysis of data obtained from Massive Open Online Courses (MOOCs). The objectives of this study are to develop approaches to predict the scores a student may achieve on a given grade-related assessment based on information, considered as prior performance or prior activity in the course. We develop a personalized linear multiple regression (PLMR) model to predict the grade for a student, prior to attempting the assessment activity. The developed model is real-time and tracks the participation of a student within a MOOC (via click-stream server logs) and predicts the performance of a student on the next assessment within the course offering. We perform a comprehensive set of experiments on data obtained from two openEdX MOOCs via a Stanford University initiative. Our experimental results show the promise of the proposed approach in comparison to baseline approaches and also helps in identification of key features that are associated with the study habits and learning behaviors of students. ED592693 Predicting Performance on MOOC Assessments Using Multi-Regression Models International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 1447489

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No Academic Achievement Science Achievement Distance Education Blended Learning Community Colleges Two Year College Students Introductory Courses Biology College Science Conventional Instruction Online Courses Grades (Scholastic) Withdrawal (Education) Gender Differences School Holding Power Student Satisfaction Outcomes of Education Maness, Jennifer Scoggins Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education Face-to-face, online, and hybrid/blended course delivery methods have become the main methods of instruction in community colleges. This study examined the effects of different course delivery methods (e.g., face-to-face, hybrid, and online) on students' final course grades and course withdrawals in an introductory Biology course. The effects of student gender, age, and ethnicity were also examined. In addition, student and instructor perceptions of course delivery method on student learning, academic performance, and intention to complete the college degree were examined. Using participants from hybrid (n = 67), online ( n = 64), and face-to-face (n = 76) Biology 103 classes, student final grades were disaggregated by the student's age, gender, and race as well as the withdrawal rates using quantitative analysis. The researcher used causal-comparative techniques to analyze the quantitative data, and thematic analysis to analyze qualitative data. There was a significant difference (p = 0.002) in the mean final course grade between students who received face-to-face instruction (M = 79.03, SD =10.96) and online instruction (M = 72.13, SD = 14.36). Women students' mean final course grade was significantly higher for the face-to-face instructional method (M = 81.68; SD = 8.15) than in the online instructional method (M = 71.9; SD = 14.72; p < 0.001) and hybrid instructional method (M = 74.5; SD = 11.98; p = 0.003). Optimal student success and retention was found in an introductory Biology course where the instructor used face-to-face teaching. This finding indicates that enhanced face-to-face teaching should be employed to ensure greatest satisfaction and highest grades. Themes identified from student and instructor responses to qualitative questions confirmed that face-to-face classes were perceived as the most effective. Recommendations are made for policy and practice with an implementation plan that could be used by Educational Leadership to move instructors to utilization of pedagogical modifications based on the 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.] ED592332 Student Success in Distance Learning and Traditional Classroom Environments at the Community College Level in Introduction to Biology Courses ProQuest LLC Ed.D. Dissertation, University of South Alabama 2018-00-00 978-0-4386-5555-3 197 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:10978291 2019 As Provided JAN2020

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No Muslims Females Nursing Students Nursing Education Student Attitudes Student Experience Teacher Student Relationship Peer Acceptance Social Discrimination Social Bias Stranger Reactions Patients Resistance (Psychology) Clinical Experience Frost, Pamela Dissertations/Theses - Doctoral Dissertations EISSN- English In this dissertation, a generic qualitative study was conducted to understand the perceptions of female American Muslim nursing students as they learn in the classroom and on the clinical floor. With the increase in global unrest in the world in the past two years there is a need to understand how female American Muslim nursing students describe the challenges and rewards they faced while enrolled in nursing school. A generic qualitative study does not require statistical data but seeks people's reports or subjective opinions and was deemed an appropriate methodology for this study. The literature review consisted of the history of international nursing students both male and female, and the stress associated with attending universities in other countries. The theoretical framework included social identity theory (SIT) from Turner, Brown, and Tajfel (1979), social interdependence theory from Johnson and Johnson (2005, 2009), and Roy's adaptation model (RAM) from Sister Callista Roy (1970) to answer the research question: What is the experience of nursing school among female American Muslims? This study used sampling criterion that included nine female American Muslims who were enrolled in a nursing program or graduated within the last two years of the research study. The researcher collected data through semi-structured, open-ended questions that were asked during personal interviews with the participants. The results of the analysis yielded five themes that helped to explain the female American Muslim perception of nursing school. The themes are (a) supportive faculty and administration; (b) social acceptance of peers, and non-Muslim students; (c) discrimination, xenophobia, and avoidance; (d) refusal of care by patients; and, (e) impact of societal negativity on individual experience. The research findings revealed the study participants felt accepted by non-Muslim students, and felt accepted in the classroom, but faced challenges on the clinical floor. Further research is needed to address female Muslims using a larger sample size. [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.] ED592333 The Experience of American Muslim Women in Nursing School: A Generic Qualitative Study ProQuest LLC Ph.D. Dissertation, Capella University 2018-00-00 978-0-4386-7978-8 151 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:10978460 2019 As Provided JAN2020

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No Critical Theory Race Beliefs Middle School Students Early Adolescents Adolescent Development Discourse Analysis Instructional Effectiveness Middle Schools Minority Group Students Middle School Teachers Racial Differences Culturally Relevant Education Racial Identification African American Students Hispanic American Students Adolescent Attitudes Busey, Christopher Speeches/Meeting Papers Reports - Research ISSN- English Middle Schools Secondary Education Junior High Schools Early adolescents undergo immense developmental changes which consequently impact their middle level educational experiences. These changes are also mediated through social forces such as race, class, gender, and sexuality. Despite the intersection of early adolescent development with social and institutional forces, critical concepts such as race are omitted in general discourses of middle level education as well as the developmental changes experienced by 10-to-15 year old children. Thus, it is important that the leading body for middle level education, the Association for Middle Level Education (AMLE) and their doctrinal text, "This We Believe", explicitly address the nexus of race, early adolescent development, and middle school. In this article, I draw upon critical race theory as a theoretical framework and critical race discourse analysis as methodology to examine how "This We Believe" fails to negotiate the racial realities of early adolescent development and middle grades education for students of color. Findings indicate "This We Believe" utilizes colorblind discourse to create a majoritarian narratives of middle level education and early adolescent development. These majoritarian narratives ignore the centrality of race and position racial difference as deficit. In conclusion, I offer three alternative statements to "This We Believe" critical educators can adopt that are attentive to the intersection of race, adolescent development, and middle grades education. ED591727 This Who Believes? A Critical Race Discourse Analysis of the Association for Middle Level Education's "This We Believe" AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 42 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 104 As Provided JAN2020

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No African American Students Remedial Instruction English Instruction College Students Academic Achievement Developmental Studies Programs Academic Support Services Leadership Barhoum, Sim Coney, Elliott Trautt, Michelle Vogel Speeches/Meeting Papers Reports - Evaluative ISSN- English Higher Education Postsecondary Education Of the 17 African American students that started in one-level below developmental English, only 1 (6%) ended up completing a 200-level English course in a three-year time period. A quick analysis of similar three-year cohorts at this college shows similar numbers, indicating that this is not an anomaly. African American students are not succeeding at a level even close to other ethnicities at this college in the Southwestern part of the United States. What is the cause institutionally? This paper looks at the reasons why and explores ways to create transformational change. ED591728 Developmental Education Advocate Program: Reshaping a College's Leadership Problem AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 15 As Provided JAN2020

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No African American Students Males Student Experience Educational Research Web Sites Discourse Analysis Publications Journal Articles Higher Education Academic Achievement Urban Education Race Athletics Social Mobility Misconceptions Scholarship STEM Education Brown, Anthony L. Harrison, Louis Leitner, Jessica Leah Speeches/Meeting Papers Reports - Descriptive ISSN- English Higher Education Postsecondary Education Since the 1990s numerous scholars have highlighted a variety of diverse and complex issues impacting the education of Black males. Interestingly however, the public discourse about Black males in the news media and educational discourse tend to still report the experiences of Black males in one dimensional ways, not accounting for the complexity of Black males' lives. Therefore, in response to this issue, the authors of this proposal have developed a website that houses over 700 articles about Black males in schools. The purpose of this paper is to highlight the content of the site as a way to shape the public conversation about African American male education. ED591729 Black Males in Education: Building a Research Collection AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 4 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 1 As Provided JAN2020

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Yes Social Justice Educational Change Parent Participation School Districts Educational Legislation Federal Legislation Inclusion Discipline Problems Charter Schools Graduation Rate Goodman, Christie L., Ed. Collected Works - Serial Texas ISSN-1069-5672 Intercultural Development Research Association English The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "Restoring Justice." Articles include: (1) Integrating the Assets of Social Justice Principles to Transform Schools (Nilka Avilés and Hector Bojorquez); (2) How Using Restorative Practices Can Prevent Exclusionary Discipline Issues (Kristin Grayson and Paula Johnson); (3) ESSA Requirements for Schools and Parent Involvement -- New Tool for School Districts (Aurelio M. Montemayor); and (4) Texas Charter School System Suffers Low Graduation Rates (María "Cuca" Robledo Montecel). ED591730 IDRA Newsletter. Volume 45, No. 1 Intercultural Development Research Association 2018-01-00 Department of Education (ED) Teachers Parents Community 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2019 0 ERIC JAN2020

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Yes Sexual Harassment Educational Environment Gender Bias Social Justice School Safety Females Technology Equal Education Homosexuality Sexual Orientation Sexual Identity Social Bias Teacher Responsibility Parent Participation School Districts Coding Goodman, Christie L., Ed. Collected Works - Serial Texas United States ISSN-1069-5672 Intercultural Development Research Association English The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "Gender Justice." Articles include: (1) Sexual Harassment -- Safe Learning Environments for All Students (Michelle Martínez Vega); (2) School-Based Strategies for Supporting Girls in Technology with Perspectives from a 14-Year-Old Coder (Christie L. Goodman); (3) Equity and Justice for LGBTQ Students -- Teacher Responsibilities (Aurelio M. Montemayor and Michelle Martínez Vega); and (4) Second Installment of IDRA's New Parent Involvement Tools for School Districts (Aurelio M. Montemayor) ED591731 IDRA Newsletter. Volume 45, No. 2 Intercultural Development Research Association 2018-02-00 Department of Education (ED) Teachers Parents Community 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2019 0 ERIC JAN2020

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No Summer Programs At Risk Students Low Income Students Minority Group Students Program Effectiveness Planning Teacher Recruitment Teacher Competencies Program Content Attendance Curriculum Alignment (Education) Teacher Student Relationship Cost Effectiveness Learning Activities Faculty Development Scheduling Student Recruitment Enrichment Activities Behavior Modification Class Size Educational Environment Schwartz, Heather L. McCombs, Jennifer Sloan Augustine, Catherine H. Leschitz, Jennifer T. Reports - Research RAND Corporation English Research shows that during summer, low-income and non-white students fall behind academically compared with their more-affluent and white peers. To understand whether and how district-led voluntary summer learning programs can improve outcomes for low-income students, The Wallace Foundation initiated the National Summer Learning Project in 2011 in five urban districts. The RAND Corporation's six-year study of the National Summer Learning Project culminates in this final report about districts' implementation of their summer learning programs. This second edition updates guidance first published in 2013 and is intended for district leaders and their partners across the country who are interested in launching or improving summer learning programs. Based on thousands of hours of observations, interviews, and surveys, it presents the best available guidance about how to establish and sustain effective programs. The most emphatic recommendation is to commit in the fall to a summer program, and start active planning by January with a program director who has at least half of his or her time devoted to the job. Other recommended practices include recruiting teachers with content knowledge, scheduling the program to include at least 25 hours of math and 34 hours of language arts, adopting recruitment and attendance policies aimed at high attendance rates, using written curricula that align with school-year standards, keeping a high level of engagement between adults and students even during transitions and time outside of class, and designing the program to consider cost-saving measures. ED591732 Getting to Work on Summer Learning: Recommended Practices for Success, 2nd Ed. RAND Summer Learning Series RAND Corporation 2018-00-00 Wallace Foundation 978-1-9774-0178-6 90 RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org N/A https://doi.org/10.7249/RR366-1 2019 28 ERIC JAN2020

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Yes Public Schools Student Attrition Dropout Rate Dropout Research Educational Policy Low Income Students Graduation Rate School Holding Power High School Students Enrollment Minority Group Students College Bound Students Dropout Characteristics Check Lists School Effectiveness Goodman, Christie L., Ed. Numerical/Quantitative Data Reports - Research Collected Works - General Texas Intercultural Development Research Association English High Schools Secondary Education Since creating the first comprehensive study of school dropouts in Texas in 1985-86, the Intercultural Development Research Association (IDRA) has conducted attrition analyses to assess schools' abilities to hold on to their students until they graduate. This year's study is the 33rd in a series of annual reports on trends in dropout and attrition rates in Texas public schools. The 2017-18 study builds on a series of studies by IDRA that track the number and percent of students in Texas who are lost from public school enrollment prior to graduation. This report presents results of long-term trend assessments of attrition data in Texas public high schools. The following assessments and features are included in this report: (1) High School Attrition Rate Drops by Two Percentage Points from Previous Year (Roy L. Johnson); (2) Attrition Rate Reached Lowest Value but Trend Needs to Quicken to Make a Difference (Felix Montes); (3) Three Decades of Groundbreaking Dropout Research Reflections by Dr. Robledo Montecel (Bricio Vasquez); (4) 6 Policies that Lead to Higher Dropout Rates; (5) Timeline for the Class of 2018; (6) Infographic: Texas public schools are losing 1 out of 5 students; (7) College Bound and Determined; (8) Texas' Large Economically Disadvantaged Student Population Hit Hard by High School Attrition (Roy L. Johnson and Charles Cavazos); (9) TEA-Reported Texas School Completion and Dropout Data for 2016-17--A Virtual Standstill (Roy L. Johnson); (10) Texas Ranks Fifth Nationally in On-Time Graduation Rate (Roy L. Johnson); (11) Quality School Holding Power Checklist; (12) A Model for Success; (13) Taking Action to Hold on to Students; (14) Uncompromising Expectations for Graduating All Students; (15) What We Have Learned; and (16) Types of Dropout Data Defined. [For the previous report "Texas Public School Attrition Study, 2016-17. IDRA Report," see ED580957.] ED591733 Texas Public School Attrition Study, 2017-18. IDRA Report Intercultural Development Research Association 2018-12-00 64 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2019 0 ERIC JAN2020

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Yes Elementary Secondary Education Preschool Education Enrollment Kindergarten School Personnel Academic Achievement Special Education Educational Finance Public Schools National Competency Tests College Entrance Examinations Advanced Placement Programs Attendance Salaries Teacher Persistence School Districts Second Language Learning Algebra Mathematics Sciences Class Size Technology Uses in Education Dropouts Graduation Rate Suspension Expulsion Low Income Students Minority Group Students English Language Learners Migrant Children Teachers Principals Superintendents Dual Enrollment Standardized Tests Achievement Tests Educational Indicators School Readiness Educational Environment Numerical/Quantitative Data Reports - Research Iowa National Assessment of Educational Progress ACT Assessment SAT (College Admission Test) Advanced Placement Examinations (CEEB) Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Iowa Tests of Basic Skills Iowa Tests of Educational Development Iowa Department of Education English Elementary Secondary Education Preschool Education Early Childhood Education Kindergarten Primary Education Higher Education Postsecondary Education The 2013 edition of the "Annual Condition of Education Report" provides a rich tapestry of information about Iowa's education system. The data presented in the report examines longitudinal trends about Iowa's students, teachers, and schools from many perspectives. Information such as demographic characteristics, assessment results, college readiness measures, courses taken, and financial health are just a few examples. In addition to the typical information provided each year, this year's report highlights achievement data for 4-year-old children in the Statewide Voluntary Preschool Program, as well as teacher retention patterns. [For the 2012 report, see ED544321.] ED591734 The Annual Condition of Education Report, 2013 Iowa Department of Education 2013-00-00 298 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 2019 0 ERIC JAN2020

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Yes Educational Policy Educational Trends Trend Analysis Art Education Educational Improvement Elementary Secondary Education Policy Analysis Educational Practices Equal Education Accountability State Policy Family School Relationship Parent Participation Mullen, Jill Wolff, Kate Reports - Descriptive Education Commission of the States, Arts Education Partnership (AEP) English Elementary Secondary Education Each day, thousands of policymakers across the country--from district superintendents and statewide elected officials to local school board members and the U.S. secretary of education--with pressing challenges facing the American education system. In 2018 alone, more than 1,400 new state statutes were enacted related to education policy. As policymakers and stakeholders continue to look for ways to improve K-12 education, address competing economic demands and meet the needs of all students, promising arts in education practices may hold new ideas to reach goals for equity, accountability and engagement. This Education Trends report explores education policy areas where arts in education leaders and stakeholders can expand opportunities to engage the arts in policy solutions and includes examples of how states are currently using the arts in education to support their policy efforts. ED591735 Engaging the Arts in the Broader Education Policy Landscape. Education Trends Education Commission of the States 2018-12-00 William and Flora Hewlett Foundation 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 2019 0 ERIC JAN2020

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Yes Elementary Secondary Education Preschool Education Enrollment Kindergarten School Personnel Academic Achievement Special Education Educational Finance Public Schools National Competency Tests College Entrance Examinations Advanced Placement Programs Attendance Salaries Teacher Persistence School Districts Second Language Learning Algebra Mathematics Sciences Class Size Technology Uses in Education Dropouts Graduation Rate Suspension Expulsion Low Income Students Minority Group Students English Language Learners Migrant Children Teachers Principals Superintendents Dual Enrollment Standardized Tests Achievement Tests Educational Indicators School Readiness Educational Environment Numerical/Quantitative Data Reports - Research Iowa National Assessment of Educational Progress ACT Assessment SAT (College Admission Test) Advanced Placement Examinations (CEEB) Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Iowa Tests of Basic Skills Iowa Tests of Educational Development Iowa Department of Education English Elementary Secondary Education Preschool Education Early Childhood Education Kindergarten Primary Education Higher Education Postsecondary Education The 2014 edition of the "Annual Condition of Education Report" marks the 25th anniversary of the report. Much has changed in the passing quarter century since the 1st edition was released in 1990. Most importantly, the "Condition of Education Report" allows the citizens of Iowa to explore trend data and determine what has changed in the districts and schools which educate the children of Iowa's future over this period of time. Important education metrics are included in the report such as demographic characteristics, assessment results, college readiness measures, courses taken, and financial data. [For the 2013 report, see ED591734.] ED591736 The Annual Condition of Education Report, 2014 Iowa Department of Education 2014-00-00 278 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 2019 0 ERIC JAN2020

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Yes Governance Early Childhood Education State Agencies Agency Cooperation Educational Administration Elementary Secondary Education Alignment (Education) Coordination Sustainability Accountability Resource Allocation Advisory Committees Atchison, Bruce Diffey, Louisa Reports - Descriptive Alabama Georgia Colorado Massachusetts Maryland Pennsylvania Mississippi Oregon Education Commission of the States English Early Childhood Education Elementary Secondary Education This Education Trends report examines the different structures and strategies--including the creation of state offices, the consolidation of others, and collaboration and coordination across several state agencies--used in the states to govern early education. State examples and policy considerations are included to provide insight and help address the many challenges policymakers face when coordinating and aligning early childhood education. ED591737 Governance in Early Childhood Education. Education Trends Education Commission of the States 2018-12-00 9 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 2019 0 As Provided JAN2020

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Yes Elementary Secondary Education Preschool Education Enrollment Kindergarten School Personnel Academic Achievement Special Education Educational Finance Public Schools National Competency Tests College Entrance Examinations Advanced Placement Programs Attendance Salaries Teacher Persistence School Districts Second Language Learning Algebra Mathematics Sciences Class Size Technology Uses in Education Dropouts Graduation Rate Suspension Expulsion Low Income Students Minority Group Students English Language Learners Migrant Children Teachers Principals Superintendents Dual Enrollment Standardized Tests Achievement Tests Educational Indicators School Readiness Educational Environment Numerical/Quantitative Data Reports - Research Iowa National Assessment of Educational Progress ACT Assessment SAT (College Admission Test) Advanced Placement Examinations (CEEB) Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Iowa Tests of Basic Skills Iowa Tests of Educational Development Iowa Department of Education English Elementary Secondary Education Preschool Education Early Childhood Education Kindergarten Primary Education Higher Education Postsecondary Education The 2015 edition of the "Annual Condition of Education Report" includes a rich set of information about the status of Iowa's K-12 education system. The report provides valuable feedback about Iowa's students, educators and school districts across a number of statewide measures. They include changes in student populations and demographics, trends involving teacher salaries, student performance, and school financial information. Information such as demographic characteristics, enrollment trends, early childhood education, staff, district and school programs, student performance, assessment results, college readiness measures, courses taken, technology readiness, special education, and school finance are examples of data included in the report. [For the 2014 report, see ED591736.] ED591738 The Annual Condition of Education Report, 2015 Iowa Department of Education 2015-00-00 276 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 2019 0 ERIC JAN2020

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Yes Elementary Secondary Education Preschool Education Enrollment Kindergarten School Personnel Academic Achievement Special Education Educational Finance Public Schools National Competency Tests College Entrance Examinations Advanced Placement Programs Attendance Salaries Teacher Persistence School Districts Second Language Learning Algebra Mathematics Sciences Class Size Technology Uses in Education Dropouts Graduation Rate Suspension Expulsion Low Income Students Minority Group Students English Language Learners Migrant Children Teachers Principals Superintendents Dual Enrollment Standardized Tests Achievement Tests Educational Indicators School Readiness Educational Environment Numerical/Quantitative Data Reports - Research Iowa National Assessment of Educational Progress ACT Assessment SAT (College Admission Test) Advanced Placement Examinations (CEEB) Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Iowa Tests of Basic Skills Iowa Tests of Educational Development Iowa Department of Education English Elementary Secondary Education Preschool Education Early Childhood Education Kindergarten Primary Education Higher Education Postsecondary Education This 27th edition of the "Annual Condition of Education Report" includes a rich set of information to evaluate the current status of the education system in Iowa. Data in the report provide important information about Iowa's students, teachers and schools from multiple perspectives. It includes information such as demographic characteristics of Iowa's students, assessment results, student performance results, college readiness measures, technology readiness, course-taking patterns, and school finance. [For the 2015 report, see ED591738.] ED591739 The Annual Condition of Education Report, 2016 Iowa Department of Education 2016-00-00 268 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 2019 0 ERIC JAN2020

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No Preservice Teachers Science Instruction Elementary School Teachers Moral Values Ethics Methods Courses Teaching Methods Caring Decision Making Student Attitudes Smith, Grinell Rabin, Colette Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Elementary Education This qualitative research project's overarching goal was to explore ways to help primary grade teacher candidates (re)kindle a conception of teaching as a moral enterprise involving ethical choices and enactment of one's values. In the context of a science methods course, we explored the research question: What happens to the commitments toward science instruction of pre-service elementary teachers when we help them view science instruction as an act of caring? Our findings suggest that for many, this approach helped students take a moral stance, articulate an ethical position regarding educational issues, and use these perspectives to inform decision-making at the instructional level. ED591740 Why Teach Science? Helping Teacher Candidates Frame Instructional Decision Making from Moral and Ethical Perspectives AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 28 As Provided JAN2020

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Yes National Competency Tests Middle School Students Academic Records Pilot Projects Course Selection (Students) Feasibility Studies Urban Schools Grade 8 Murangi, Kavemuii Perkins, Robert C. Tang, Judy H. Reports - Research Tests/Questionnaires California (Los Angeles) California (San Diego) Texas (Dallas) Texas (Houston) Wisconsin (Milwaukee) Illinois (Chicago) Kentucky North Carolina North Carolina (Charlotte) Florida National Assessment of Educational Progress National Center for Education Statistics (ED) Westat, Inc. English Middle Schools Secondary Education Junior High Schools Grade 8 Elementary Education The National Assessment of Educational Progress (NAEP) 2017 pilot study of the Middle School Transcript Study (MSTS) is the first NAEP transcript study to focus on the middle school level, collect student coursetaking data at the Trial Urban District Assessment (TUDA) level, and rely solely on the electronic submission of course catalogs and student transcripts. The purposes of this pilot study were to evaluate the feasibility of providing middle school student coursetaking data that link to the NAEP assessment data and contextual questionnaire data, to provide coursetaking measures and analyses that focus on issues relevant at the middle school level, and to explore the use of electronic school record collections as the data delivery system for future transcript studies. This pilot study was conducted in three major stages: (1) recruitment; (2) data collection and course coding; and (3) analysis and reporting. It was limited to large urban districts, referred to as the TUDA jurisdictions, to help evaluate and streamline operations for potential future NAEP TUDA-based middle or high school transcript studies, as well as other electronic data-based transcript studies. The participation in this study was strictly voluntary for TUDA jurisdictions. TUDA jurisdictions who volunteered to participate agreed to submit information for all eighth-grade students enrolled in the schools sampled for the NAEP 2017 TUDA-based mathematics and reading assessments. ED591741 Findings and Recommendations from the National Assessment of Educational Progress (NAEP) 2017 Pilot Study of the Middle School Transcript Study (MSTS). Methodological Report. NCES 2019-031 National Center for Education Statistics 2019-01-00 52 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 2019 0 ERIC JAN2020 Yes EDIES13C0019 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019031

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No Graduate Students Masters Degrees Psychology Student Educational Objectives Graduation Requirements Guidelines Program Implementation Fundamental Concepts Scientific Literacy Ethics Social Responsibility Communication Skills Professional Development Guides - General American Psychological Association English Higher Education Postsecondary Education The Board of Educational Affairs (BEA) of the American Psychological Association (APA) appointed a task force to articulate what students should know and be able to do at the conclusion of a master's program. Professional organizations such as APA have an obligation to lead the discipline in offering guidance about appropriate learning goals and outcomes at all levels of education. APA guidelines outline goals and outcomes at the high school and undergraduate level as well as competencies at the clinical, counseling, and school doctoral level. This document is intended to help bridge the sequence of education and training with core goals and outcomes for psychology master's programs. The Task Force will develop a set of goals and learning outcomes that will: (1) Be applicable to any subfield of psychology (e.g., neuroscience, cognitive, industrial-organizational (I/O), quantitative or clinical/counseling/school); (2) Serve as a basis for departments and programs to create learning outcomes; (3) Not prescribe any course or curriculum requirements, nor specific professional-based competencies associated with serving clients or applying psychological science; and (4) Not address or challenge the doctoral requirement for those licensed for independent practice of psychology, as set forth in the APA's Model Licensure Act. [The guidelines were written by the APA Task Force on Guidelines for Master's Programs in Psychology.] ED591742 APA Guidelines on Core Learning Goals for Master's Degree Graduates in Psychology American Psychological Association 2018-03-00 16 American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org N/A https://www.apa.org/about/policy/masters-goals-guidelines.pdf 2019 6 ERIC JAN2020

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Yes Bayesian Statistics Data Analysis Prediction Intelligent Tutoring Systems Knowledge Level Learning Processes Models Individual Differences Cognitive Ability Retention (Psychology) Inferences Mathematics Instruction Elementary School Students Spanish Middle School Students Second Language Learning Second Language Instruction Language Tests Mathematics Tests Khajah, Mohammad Lindsey, Robert V. Mozer, Michael C. Speeches/Meeting Papers Reports - Research English Elementary Education Middle Schools Secondary Education Junior High Schools In theoretical cognitive science, there is a tension between highly structured models whose parameters have a direct psychological interpretation and highly complex, general-purpose models whose parameters and representations are difficult to interpret. The former typically provide more insight into cognition but the latter often perform better. This tension has recently surfaced in the realm of educational data mining, where a deep learning approach to predicting students' performance as they work through a series of exercises--termed "deep knowledge tracing" or "DKT"--has demonstrated a stunning performance advantage over the mainstay of the field, "Bayesian knowledge tracing" or "BKT." In this article, we attempt to understand the basis for DKT's advantage by considering the sources of statistical regularity in the data that DKT can leverage but which BKT cannot. We hypothesize four forms of regularity that BKT fails to exploit: recency effects, the contextualized trial sequence, inter-skill similarity, and individual variation in ability. We demonstrate that when BKT is extended to allow it more flexibility in modeling statistical regularities--using extensions previously proposed in the literature--BKT achieves a level of performance indistinguishable from that of DKT. We argue that while DKT is a powerful, useful, general-purpose framework for modeling student learning, its gains do not come from the discovery of novel representations--the fundamental advantage of deep learning. To answer the question posed in our title, knowledge tracing may be a domain that does "not" require 'depth'; shallow models like BKT can perform just as well and offer us greater interpretability and explanatory power. [For the full proceedings, see ED592609.] ED592694 How Deep is Knowledge Tracing? International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 SES1461535 SBE0542013 SMA1041755

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Yes Large Group Instruction Online Courses Academic Achievement Cultural Influences Cultural Differences Cultural Awareness Instructional Design Educational Technology Learning Activities Student Behavior Student Characteristics Student Participation Tests Friendship Foreign Countries Profiles Liu, Zhongxiu Brown, Rebecca Lynch, Collin F. Barnes, Tiffany Baker, Ryan Bergner, Yoav McNamara, Danielle Speeches/Meeting Papers Reports - Research Australia United States United Kingdom Russia Brazil Spain France China India Singapore English The advent of Massive Online Open Courses (MOOCs) has led to the availability of large educational datasets collected from diverse international audiences. Little work has been done on the impact of cultural and geographic factors on student performance in MOOCs. In this paper, we analyze national and cultural differences in students' performance in a large-scale MOOC. We situate our analysis in the context of existing theoretical frameworks for cultural analysis. We focus on three dimensions of learner behavior: course activity profiles; quiz activity profiles; and most connected forum peer or "best friends." We conclude that countries or associated cultural clusters are associated with differences in all three dimensions. These findings stress the need for more research on the internationalization in online education and greater intercultural awareness among MOOC designers. ED592695 MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 1418269

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Yes Communities of Practice Electronic Learning Technology Uses in Education Learning Processes Difficulty Level Information Systems Decision Making Sun, Mingxuan Yang, Seungwon Speeches/Meeting Papers Reports - Descriptive English In massive online communities of creators (OCOCs), one of the core challenges is to encourage users to learn to create original contents using basic components. Recommending the right learning components at the right time is critical for improving user engagement and has not been fully studied due to the unstructured nature of online communities. To address the problem, we propose in this paper a novel recommendation model which integrates Cox's survival analysis and collaborative filtering. Our model can incorporate factors such as user learning history and social engagements, which provides us insights in improving the personalized service. We apply our method to the user data from Scratch online platform and demonstrate the performance of the model. [For the full proceedings, see ED592609.] ED592696 Personalization of Learning Paths in Online Communities of Creators International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 4 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Word Problems (Mathematics) Mathematics Instruction Arithmetic Problem Solving Models Classification Elementary School Students Student Behavior Behavior Patterns Computer Uses in Education Prediction Automation Sequential Learning Foreign Countries Grade 2 Data Analysis Persistence Ng, Kelvin H. R. Hartman, Kevin Liu, Kai Khong, Andy W. H. Speeches/Meeting Papers Reports - Descriptive Singapore English Elementary Education Grade 2 Primary Education Early Childhood Education During the semester break, 36 second-grade students accessed a set of resources and completed a series of online math activities focused on the application of the model method for arithmetic in two contexts 1) addition/subtraction and 2) multiplication/division. The learning environment first modeled and then supported the use of a scripted series of steps for solving mathematical word problems. As students completed the activities, the learning environment captured their event-related data. We then used a combination of Affinity Propagation, an automated form of clustering, and sequential pattern mining to convert the activity logs into interpretable activity sequences. Analysis of the activity sequences identified distinct patterns of behavior that strongly predicted which students would transit from the familiar addition/subtraction word problem activity to the unfamiliar multiplication/division word problem activity. Students who showed the greatest and least compliance with the script were the least likely to attempt the multiplication/division activity. Students who showed more of a schematic problem solving process were more likely to continue to the multiplication/division activity. ED592697 Modelling the Way: Using Action Sequence Archetypes to Differentiate Learning Pathways from Learning Outcomes International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Museums Exhibits Behavior Markov Processes Discovery Learning Engineering Education Nonschool Educational Programs Automation Identification Tissenbaum, Mike Kumar, Vishesh Berland, Matthew Speeches/Meeting Papers Reports - Research English Research has shown that supporting tinkering and exploration promotes a wide range of STEM related literacies. However, the open-endedness of tinkering environments makes it difficult to know whether learners' exploration is productive or not. This is especially true in museum spaces, where dwell times are short and facilitators lack a history of engagement with individual visitors. In response, this study uses telemetry data from Oztoc -- an open-ended exploratory tabletop exhibit in which visitors embody the roles of engineers who are tasked with attracting and cataloging newly discovered aquatic creatures by building working electronic circuits. This data is used to build Hidden Markov Models (HMMs) to devise an automated scheme of identifying when a visitor is behaving productively or unproductively. Evaluation of our HMM was shown to effectively discern when visitors were productively and unproductively engaging with the exhibit. Using a Markov model, we identify common patterns of visitor movement from unproductive to productive states to shed light on how visitors struggle and the moves they made to overcome these struggles. These findings offer considerable promise for understanding how learners productively and unproductively persevere in open-ended exploratory environments and the potential for developing real time supports to help facilitators know how and when to best engage with visitors. ED592698 Modeling Visitor Behavior in a Game-Based Engineering Museum Exhibit with Hidden Markov Models International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Foreign Countries Online Systems Geography Anatomy Arithmetic Comparative Analysis Graphs Data Analysis Classification Misconceptions Error Patterns Elementary Secondary Education Feedback (Response) Computer Assisted Testing Test Preparation Test Items Item Analysis Mathematics Instruction Maps Computer Software Pelánek, Radek Rihák, Ji?rí Speeches/Meeting Papers Reports - Descriptive Czech Republic English Elementary Secondary Education In online educational systems we can easily collect and analyze extensive data about student learning. Current practice, however, focuses only on some aspects of these data, particularly on correctness of students answers. When a student answers incorrectly, the submitted wrong answer can give us valuable information. We provide an overview of possible applications of wrong answers and analyze wrong answers from three different educational systems (geography, anatomy, basic arithmetic). Using this cross-system comparison we illustrate some common properties of wrong answers. We also propose techniques for processing of wrong answers and their visualization, particularly an approach to item clustering based on community detection in a confusion graph. ED592699 Properties and Applications of Wrong Answers in Online Educational Systems International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Undergraduate Students Student Placement Cooperative Education Research Methodology Data Collection Graphs Employment Interviews College Programs Competition Student Employment Job Placement Case Studies Interdisciplinary Approach Jiang, Yuheng Golab, Lukasz Reports - Research Speeches/Meeting Papers English Higher Education Postsecondary Education We propose a graph mining methodology to analyze the relationships among academic programs from the point of view of cooperative education. The input consists of student - job interview pairs, with each student labelled with his or her academic program. From this input, we build a weighted directed graph, which we refer to as a program graph, in which vertices correspond to academic programs and edge weights denote the percentage of jobs that interviewed at least one student from both programs. We show that various properties of this graph have natural interpretations in terms of the relationships among academic programs and competition for co-op jobs. We also present a case study that illustrates the utility of the proposed methodology. [For the full proceedings, see ED592609.] ED592700 On Competition for Undergraduate Co-Op Placements: A Graph Mining Approach International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Learning Processes Knowledge Level Problem Solving Homework Technology Uses in Education Intelligent Tutoring Systems Measurement Mastery Learning Computation Maximum Likelihood Statistics an de Sande, Brett Speeches/Meeting Papers Reports - Descriptive English Learning curves have proven to be a useful tool for understanding how a student learns a given skill as they progress through a curriculum. A learning curve for a given Knowledge Component (KC) is a plot of some measure of competence as a function of the number of opportunities the student has had to apply that KC. Consider the case where each problem-solving step is recorded by, for instance, by an intelligent tutoring system. In this case, one normally assigns a unique KC to each problem-solving step and the construction of the associated learning curves is straightforward. On the other hand, many online homework systems only evaluate the student's final answer to a problem. In that case, the student has generally applied a number of KCs to find the answer and their performance on the problem is some composite of their mastery of all of the requisite KCs. In this paper, we propose a simple method for generating learning curves for multipleKC problems that is independent of any particular theory of learning. In the case where there is only one KC per problem, the method reduces to the ordinary learning curves. We demonstrate this method using a set of artificially generated student data. [For the full proceedings, see ED592609.] ED592701 Learning Curves for Problems with Multiple Knowledge Components International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 4 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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No STEM Education Spatial Ability Mathematical Logic Mathematics Skills Elementary School Students Adults Test Validity Test Reliability Visualization Short Term Memory Anxiety Mathematics Anxiety Rating Scales Experience Cognitive Processes Burte, Heather Gardony, Aaron L. Hutton, Allyson Taylor, Holly A. Reports - Research Tests/Questionnaires Mathematics Anxiety Rating Scale EISSN- English Elementary Education Individuals with better spatial thinking have increased interest and greater achievement in science, technology, engineering, and mathematics (STEM) disciplines (Wai, Lubinski, & Benbow, 2009). This relationship means that STEM education may benefit from leveraging spatial thinking, but measures of spatial thinking as they relate to specific STEM disciplines are needed. The current work presents an assessment of spatial and mathematical reasoning, called Make-A-Dice. In Make-A-Dice, individuals are presented with a cube net (i.e., flattened cube) with numbers on two sides. Their goal is to "make a dice" by filling in the blank sides using two rules: opposite sides add to seven and use the numbers one through six once each. Make-A-Dice, math, spatial, and other measures were given to adults (Study 1) and elementary students (Studies 2 and 3), both across two sessions. Make-A-Dice had both internal and test-retest reliability, with items ordered by difficulty. Further, performance was related to spatial and mathematical reasoning. In Study 1, adults reported a range of strategies used to complete Make-A-Dice and one strategy predicted performance. Studies 2 and 3 showed that Make-A-Dice is age-appropriate for elementary students. Make-A-Dice shows promise as an individual difference measure linking spatial and mathematical thinking and has the potential of identifying elementary-aged children who may benefit from spatial training. [This is the in press version of an article published in "Behavioral Research Methods."] ED591447 Make-A-Dice Test: Assessing the Intersection of Mathematical and Spatial Thinking Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 75 T 2019 69 As Provided JAN2020 Yes R305A140151

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Yes Coaching (Performance) Instructional Effectiveness Educational Objectives Evidence Based Practice Early Childhood Education Elementary Secondary Education Observation Demonstrations (Educational) Feedback (Response) Teacher Evaluation Teacher Collaboration Interpersonal Competence Expertise Teacher Competencies Modeling (Psychology) Special Education Teacher Improvement Reports - Descriptive National Center for Systemic Improvement at WestEd English Early Childhood Education Elementary Secondary Education The purpose of this brief is to synthesize research on coaching and to offer a framework of effective coaching practices. Part 1 provides general information on coaching, including the need for coaching and the goals of coaching. Part 2 describes critical coaching practices that are linked to improvements in teacher practice and learner outcomes. As these practices are most associated with such improvements, they are the recommended practices that should be central to the every-day routine of coaches working in general education or special education settings, as well in environments (e.g., homes, schools, childcare centers) with learners of all ages. Appendix A contains information about various coaching models commonly cited in research and applied in the field (e.g., literacy coaching, behavior coaching, math coaching). This brief is intended to be used in conjunction with the tool entitled "Implementation Guide for Coaching." Research from Implementation Science suggests that how a program, practice, or innovation is put into place impacts the degree to which we can expect that innovation to achieve its intended goals (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005; Greenhalgh, Macfarlane, Bate, Kyriakidou, 2004). Similarly, it is important to attend to how the innovation is implemented. Drawing upon principles of Implementation Science, the guide outlines key areas that should be considered and action steps that should be taken when using coaching as a pathway toward improving teacher practice and learner outcomes. ED591448 Effective Coaching: Improving Teacher Practice and Outcomes for All Learners National Center for Systemic Improvement at WestEd 2019-00-00 Office of Special Education Programs (ED/OSERS) 17 National Center for Systemic Improvement at WestEd. Tel: 866-664-8471; e-mail: NCSI@wested.org; Web site: http://ncsi.wested.org N/A 2019 61 As Provided JAN2020 H326R140006

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Yes Models Learning Processes STEM Education Concept Formation Nonverbal Ability Intervention Teaching Methods Computer Software Visual Stimuli Visual Perception Undergraduate Students Molecular Structure Science Instruction Chemistry Accuracy Online Systems Rau, Martina A. Mason, Blake Nowak, Robert Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education To succeed in STEM, students need to learn to use visual representations. Most prior research has focused on conceptual knowledge about visual representations that is acquired via verbally mediated forms of learning. However, students also need perceptual fluency: the ability to rapidly and effortlessly translate among representations. Perceptual fluency is acquired via nonverbal, implicit learning processes. A challenge for instructional interventions that focus on implicit learning is to model students' knowledge acquisition. Because implicit learning is non-verbal, we cannot rely on traditional methods, such as expert interviews or student think-alouds. This paper uses similarity learning, a machine learning method that can assess how people perceive similarity between visual representations. We used this approach to model how undergraduate students perceive similarity between visual representations of chemical molecules. The approach achieved good accuracy in predicting students' similarity judgments and expands expert predictions of how students might perceive visual representations of molecules. [For the full proceedings, see ED592609.] ED592702 How to Model Implicit Knowledge? Similarity Learning Methods to Assess Perceptions of Visual Representations International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Affordances Educational Games Creative Activities Video Games Programming Computer Uses in Education Hicks, Drew Liu, Zhongxiu Eagle, Michael Barnes, Tiffany Speeches/Meeting Papers Reports - Research English Level creation is a creative game-play exercise that resembles problem-posing, and has shown to be engaging and helpful for players to learn about the game's core mechanic. However, in user-authoring environments, users often create levels without considering the game's objective, or with entirely different objectives in mind, resulting in levels which fail to afford the core gameplay mechanic. This poses a bigger threat to educational games, because the core gameplay is aligned with the learning objectives. Therefore, such levels fail to provide any opportunity for players to practice the skills the game is designed to teach. To address this problem, we designed and compared three versions of level creators in a programming game -- Freeform, Programming, and Building-Block. Our results show that a simple-to-use building-block editor can guarantee levels that contain some affordances, but an editor designed to use the same core mechanic as gameplay results in the highest-quality levels. [For the full proceedings, see ED592609.] ED592703 Measuring Gameplay Affordances of User-Generated Content in an Educational Game International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 0900860 1252376

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Yes Visual Aids Manipulative Materials STEM Education Concept Formation High School Students Cues Chemistry Scientific Concepts Metacognition Secondary School Science Intelligent Tutoring Systems Teacher Role Behavior Patterns Cooperative Learning Rau, Martina A. Speeches/Meeting Papers Reports - Research English High Schools Secondary Education To succeed in STEM, students need to connect visual representations to domain-relevant concepts, which is a difficult task for them. Prior research shows that physical representations (that students manipulate with their hands) and virtual representations (that they manipulate on a computer) have complementary advantages for conceptual learning. Further, physical and virtual representations are often embedded into different social classroom practices. Thus, to optimally combine these representation modes, we need to understand what social events prompt students to connect representations to concepts, and if different representation modes afford different social prompts. A multiple-case study with 12 high-school students addresses this question. Student pairs worked with physical and virtual representations of chemistry. Frequent patterns obtained from discourse data show that students incrementally co-construct concept-representation connections, and that instructor prompts are key triggers of these connections for both representation modes. Meta-cognitive statements serve as important prompts in the absence of an instructor when students work with virtual representations. I discuss implications for interventions that combine physical and virtual representations. [For the full proceedings, see ED592609.] ED592705 Pattern Mining Uncovers Social Prompts of Conceptual Learning with Physical and Virtual Representations International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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No Principals Competence School Turnaround Administrator Behavior Administrator Characteristics Models Hitt, Dallas Hambrick Speeches/Meeting Papers Reports - Research ISSN- English Background: Literature in the field of school leadership substantiates principals' influence on student achievement. There is less clarity about principals' influence on school turnaround or the competencies needed for principals to effectively turn around schools. Research Design: A two-phase, mixed-methods study design analyzed 41 behavioral event interviews conducted through the Partnership for Leaders in Education (PLE) to identify and develop a competency model for school turnaround leaders. Study participants were candidates for principalships of schools engaged in turnaround and were grouped according to the school's performance to which they were eventually assigned. In phase one, we inductively derived seven competencies that capture the specific actions, thoughts, and behaviors of turnaround principals. In phase two, we correlated the competencies with performance data. Conclusion: Our research provides a framework for the actions, behaviors, and dispositions associated with successful turnaround principals. School turnaround principal selection and recruitment stand to benefit from this work. ED592334 Principal Competencies That Make a Difference: A Model for Leaders of School Turnaround AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 15 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Socioeconomic Status Family Environment Access to Computers Disadvantaged Empowerment Electronic Learning Influence of Technology Cirell, Anna Montana Gee, Elisabeth R. Speeches/Meeting Papers Reports - Research Arizona ISSN- English In this paper, we re-imagine Thirdspace (Soja, 1996, 2010) theory as framework for examining the complex digital equity issues confronting the learning ecologies of families of low socioeconomic status (SES). At the intersection of home, school, and community, families confront embedded practices and existing temporal, sociocultural, and spatial structures, which shape their real and perceived opportunities to appropriate the digital tools and empowered learning practices needed to collectively transform existing hierarchies of knowledge production. Along with our theoretical perspective, we also present an empirical example using geoethnographic mixed methods to reveal hidden spatial patterns of empowered everyday digital learning practices by positioning findings within a Thirdspace framework, and in doing so illustrate the transformational possibility of our equity-oriented research agenda. ED592335 Reimagining Family Media Ecology as Thirdspace: A Geo-Ethnographic Examination of Digital Learning Opportunities AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Student Evaluation of Teacher Performance Classroom Techniques Individualized Instruction Secondary School Students Context Effect Cognitive Processes Difficulty Level Praetorius, Anna-Katherine Lenske, Gerlinde Dickhäuser, Oliver Drexler, Katharina Speeches/Meeting Papers Reports - Research ISSN- English Secondary Education One advantage of using student ratings over observer ratings in measuring teaching quality is seen in the extended observation period they are based on (usually the school year so far). However, it has rarely been investigated to what degree student ratings are nevertheless influenced by occasion-specific characteristics; this is thus the aim of the present study. Teaching quality was rated three times by 606 students from 30 classrooms regarding three dimensions (classroom management, personal learning support, cognitive activation). Data was analyzed using generalizability theory. The analyses indicated that the dimensions differ in the amount of occasion-specificity. For measuring personal learning support, one measurement point was sufficient, whereas for classroom management and cognitive activation at least two measurement points were necessary. ED592336 Investigating the Amount of Occasion Specificity in Student Ratings of Teaching Quality AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 ERIC JAN2020

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Yes Guides Evaluation Methods Public Schools Educational Objectives Alignment (Education) English Language Learners Disabilities Scoring Measurement Techniques Data Collection Knowledge Level Skill Development Tests Test Content Decision Making Teacher Evaluation Teacher Responsibility Models Academic Support Services Academic Achievement Outcomes of Education Observation Classroom Environment Guides - Non-Classroom Rhode Island Rhode Island Department of Education (RIDE) English Rhode Island is committed to ensuring that all educators receive fair, accurate, and meaningful educator evaluations that provide information that can help all teachers improve and refine their practice. This commitment is an outgrowth of the state's recognition of the influence teachers have on student growth and achievement. Currently, districts in Rhode Island may submit a district-designed model for approval that complies with the Educator Evaluation System Standards or adopt the Rhode Island Model Teacher Evaluation and Support System (Rhode Island Model). There are currently five approved models. This document describes the process and basic requirements for evaluating and supporting teachers with the Rhode Island Model. ED591449 Rhode Island Model Evaluation & Support System: Teacher. Edition IV Rhode Island Department of Education 2015-00-00 Department of Education (ED) 73 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 2019 0 ERIC JAN2020

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Yes Early Childhood Education Intervention Program Effectiveness Evidence Based Practice Decision Making Research Mathur-Kalluri, Monica Derrington, Taletha McGuire, Angela Buysse, Virginia Reports - Descriptive National Center for Systemic Improvement at WestEd English Early Childhood Education A collective goal in early childhood is focusing on "what works"--finding and using interventions backed by evidence to achieve desired results for children and their families. This resource helps the reader use multiple sources of evidence to determine an intervention's effectiveness. It presents steps in an evidence-based decision-making process to collect and integrate information from multiple sources, make decisions based on that information, and plan for implementation and evaluation. ED591450 Three Circles of Evidence-Based Decision-Making in Early Childhood National Center for Systemic Improvement at WestEd 2018-00-00 Department of Education (ED) 4 National Center for Systemic Improvement at WestEd. Tel: 866-664-8471; e-mail: NCSI@wested.org; Web site: http://ncsi.wested.org N/A 2019 6 ERIC JAN2020 H326R14006

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Yes State Regulation Secondary Schools Academic Support Services Intervention Literacy Numeracy Student Evaluation Secondary School Students Graduation Requirements Time on Task Faculty Development Secondary School Teachers Educational Planning Performance Based Assessment Individual Instruction Standardized Tests School Districts Guides - Non-Classroom Reports - Descriptive 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 following three ideas provide the basis for that intent: (1) graduation by proficiency; (2) personalization; and (3) multiple pathways. 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. [For the 2017 reference guide, see ED572912.] ED591451 Secondary School Regulations Reference Guide. Updated June 2018 Rhode Island Department of Education 2018-06-00 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 2019 0 ERIC JAN2020

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No Science Instruction Hands on Science Scientific Concepts Engineering Education Energy Science Achievement Science Projects Integrated Curriculum Science Curriculum McBride, Elizabeth Anne Dissertations/Theses - Doctoral Dissertations EISSN- English It is often claimed that engineering projects improve student achievement in mathematics and science, but research on this topic has shown that many projects do not live up to the claim (Teacher Advisory Council, 2009). Ideally, undertaking a science project should be motivating, while also helping students to understand the interplay between science concepts (like energy transformation) and engineering design decisions. This dissertation research investigates ways to integrate engineering practices and science concepts (like energy transformation) in classroom settings. I investigate ways to integrate the Next Generation Science Standards (NGSS) science and engineering practices while simultaneously expanding the knowledge integration theory (Linn & Eylon, 2011). I refine knowledge integration design principles in classroom studies, comparing alternative forms of instruction where students integrate engineering design and science disciplinary concepts. I accomplish this by creating new technologies to support students in building solar ovens while testing their design ideas in an interactive computer model that connects science concepts and design decisions. When students build a physical model they may neglect the scientific basis for their decisions, instead focusing on details of construction that may be superficial rather than scientifically based. Educational tools, like interactive computer models, can help students connect science principles and design decisions by making mechanisms such as energy transformation visible. The NGSS envision that instruction would combine practices including modeling, data, analysis, computational thinking, and design to enable students to integrate their scientific and engineering ideas (NGSS Lead States, 2013). This research identifies optimal ways to integrate science and engineering practices by taking advantage of interactive models, automated guidance for student short essays, and supports for making evidence centered decisions. The investigations are guided by the knowledge integration theory and the results expand the theory into the engineering domain. In this dissertation, I present five empirical chapters. Each study uses a solar ovens curriculum in which students use a virtual model to design and explore energy transformation, then build and test a physical solar oven. These studies investigate ways to support students in integrating their ideas about energy transformation with ideas about engineering design. The first empirical chapter investigates how computer models function in hands-on curriculum to aid in the knowledge integration process. The second and third empirical chapters investigate supports for students while they use computer models. These chapters document how students interact with the model. Because the computer model aids in both design and reflection, there are three chapters devoted to investigations of how the computer model aids students in knowledge integration. A fourth empirical chapter investigates the non-normative, yet common, idea that shiny or dark objects "attract" light to them, causing them to heat up. I first collect data about the ideas students present around this non-normative idea, then present a method to automatically score student written responses for the presence of this idea. This automatic scoring algorithm could support the development of automated guidance that could then encourage students to refine their ideas. The fifth empirical chapter investigates two ways to frame the curriculum. Since the goal of this curriculum is to integrate both science content ideas and engineering design ideas, I investigate two different frameworks for presenting the curriculum -- science-centered or engineering-centered. Together, these chapters suggest guidelines for the structure of hands-on projects that aim to teach both science concepts and engineering design. First, creating dynamic computer models that allow students to test their design ideas has proven useful in helping students integrate science disciplinary ideas and engineering practices. However, students need scaffolding to integrate these ideas and practices. To ensure that the virtual models inform student designs in a meaningful way (and vice versa), there should be careful consideration about when during the curriculum they are introduced. Including science content in a meaningful way and supporting the integration of science ideas is also critical for the success of projects that are intended to support the integration of science and engineering. To help students make sense of key scientific phenomena, designers need to identify ideas that are challenging for students to distinguish among, like that of light propagation (e.g., is light reflected, absorbed, or "attracted"?). Creating opportunities for students to follow the knowledge integration process is important with these types of ideas, in order to give students the opportunity to integrate their disparate and perhaps contradictory ideas. Specifically, students need to generate multiple ideas so that those ideas can be inspected, added to through the use of inquiry activities, and then they can distinguish among their entire corpus of ideas. This process helps students to make sense of their ideas; the addition of an engineering project provides further evidence for students to reflect upon. (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.] ED591189 Connecting Science Concepts and Engineering Practices: Supporting Student Understanding of Energy Transformation ProQuest LLC Ph.D. Dissertation, University of California, Berkeley 2018-00-00 978-0-4386-4293-5 112 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:10928396 2019 As Provided JAN2020

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No Educational Research Data Collection Data Analysis Higher Education Institutional Research Accuracy Gagliardi, Jonathan S., Ed. Parnell, Amelia, Ed. Carpenter-Hubin, Julia, Ed. Books Collected Works - General English Higher Education Postsecondary Education In this era of "Big Data," institutions of higher education are challenged to make the most of the information they have to improve student learning outcomes, close equity gaps, keep costs down, and address the economic needs of the communities they serve at the local, regional, and national levels. This book helps readers understand and respond to this "analytics revolution," examining the evolving dynamics of the institutional research (IR) function, and the many audiences that institutional researchers need to serve. Internally, there is a growing need among senior leaders, administrators, faculty, advisors, and staff for decision analytics that help craft better resource strategies and bring greater efficiencies and return-on-investment for students and families. Externally, state legislators, the federal government, and philanthropies demand more forecasting and more evidence than ever before. These demands require new and creative responses, as they are added to previous demands, rather than replacing them, nor do they come with additional resources to produce the analysis to make data into actionable improvements. Thus the IR function must become that of teacher, ensuring that data and analyses are accurate, timely, accessible, and compelling, whether produced by an IR office or some other source. Despite formidable challenges, IR functions have begun to leverage big data and unlock the power of predictive tools and techniques, contributing to improved student outcomes. This book contains the following chapters: (1) The Analytics Revolution in Higher Education (Jonathan S. Gagliardi); (2) Higher Education Decision Support: Building Capacity, Adding Value (Daniel R. Cohen-Vogel); (3) Cultural and Organizational Structures and Functions of Institutional Research (Julia Carpenter-Hubin and Jason Sullivan); (4) Data Analytics for Student Success: Elaborate Profusion of Institutional Research into Student Affairs (Amelia Parnell); (5) The IT-IR Nexus: Three Essentials for Driving Institutional Change Through Data and Analytics (Timothy M. Chester); (6) Pursuit of Analytics and the Challenge of Organizational Change Management for Institutional Research (Angela Y. Baldasare); (7) Enrollment to Career: Dynamics of Education and the Workforce (Stephanie Bond-Huie); (8) State System Research: Increasing Products, Data, Roles, and Stakeholders (Angela Bell); (9) Moving from Data to Action: Changing Institutional Culture and Behavior (Desdemona Cardoza and Jeff Gold); (10) New and Emerging Frameworks for Decision Analytics: A Data Governance Perspective (Ronald L. Huesman and Steve A. Gillard); (11) Examining How the Analytics Revolution Matters to Higher Education Policy Makers: Data Analytics, Systemness, and Enabling Student Success (Jason E. Lane); (12) Evolving from Reflective to Predictive: Montgomery Community College and Analytics (Celeste M. Schwartz, Kent Phillipe, David Kowalski, and Angela Polec); and (13) Unpacking the Messiness of Harnessing the Analytics Revolution (Jonathan S. Gagliardi). Contains a section about the editors and contributors. An index is included. [Foreword by Randy L. Swing.] [This book was co-published by the Association of Institutional Research (AIR) and the American Council on Education (ACE).] ED591744 The Analytics Revolution in Higher Education: Big Data, Organizational Learning, and Student Success Stylus Publishing LLC 2018-06-22 978-1-6203-6576-2 252 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://styluspub.presswarehouse.com/browse/book/9781620365779/The%20Analytics%20Revolution%20in%20Higher%20Education 2019 ERIC JAN2020

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Yes Charter Schools American Indian Students Alaska Natives Hawaiians Tribally Controlled Education American Indian Reservations School Administration Institutional Characteristics Low Income Students Governance Wolfe, Christy Sheridan-McIver, Fiona Reports - Evaluative Numerical/Quantitative Data Arizona California Florida Idaho Michigan Minnesota New Mexico Nevada Oregon Utah Wyoming Alaska Hawaii North Carolina Oklahoma Wisconsin National Alliance for Public Charter Schools English Public charter schools present tremendous opportunities to increase the access of Native students to high-quality schools. Understanding current growth and the location of schools serving Native students is an important first step in the larger policy discussion on Native education and charter schools. This brief provides the latest data available from the National Alliance for Public Charter School's database of public charter schools serving a high-concentration of Native youth and those operating on tribal lands. ED591745 Public Charter Schools and Native Students: Details from the National Alliance Data National Alliance for Public Charter Schools 2018-11-26 16 National Alliance for Public Charter Schools. 1101 15th Street NW Suite 1010, Washington, DC 20005. Tel: 202-289-2700; Fax: 202-289-4009; e-mail: contact@publiccharters.org; Web site: http://www.publiccharters.org N/A 2019 11 As Provided JAN2020

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No Governing Boards Governance Educational Administration Higher Education Educational Practices Eckel, Peter D. Trower, Cathy A. Books Reports - Descriptive English Higher Education Postsecondary Education This series of essays written for trustees and administrative leaders of universities and colleges draws on the authors' extensive consulting experience, research into the dynamics of boards, and service as trustees, to focus on practical insights that will help readers improve governance. The authors have contributed a series of essays on governing well to "Inside Higher Education," which formed the inspiration for this volume. The primary aim of the book is to provide insight that boards can use to enhance their governing practices. The author's take is not a "how to do" book but rather one on "how to think." Their basic premise is that too many boards are underperforming because they adopt or continue ineffective practices. However, thinking in more intentional if not new ways about not only what they do as boards, but how they go about their efforts, will help boards add value to the institutions and state systems they govern. The authors use thought provoking-titles and a conversational tone to engage the readers, get them to reflect on their work, and broaden their horizons. [Foreword by Richard Chait.] ED591746 Practical Wisdom: Thinking Differently about College and University Governance Stylus Publishing LLC 2018-11-01 978-1-6203-6838-1 Administrators 228 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://styluspub.presswarehouse.com/browse/book/9781620368398/Practical%20Wisdom 2019 As Provided JAN2020

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No Teaching Methods Online Courses Technology Uses in Education Interdisciplinary Approach Distance Education Electronic Learning Student Needs First Year Seminars Experience Communities of Practice Writing (Composition) Cooperative Learning Assignments Student Projects Undergraduate Students Student Research Humanities Sciences Global Approach Internship Programs Service Learning Curriculum Portfolios (Background Materials) Electronic Publishing Library Services Library Materials Linder, Kathryn E., Ed. Hayes, Chrysanthemum Mattison, Ed. Books Collected Works - General Guides - Classroom - Teacher English Higher Education Postsecondary Education This volume offers the first comprehensive guide to how high-impact practices (HIPs) are being implemented in online environments and how they can be adjusted to meet the needs of online learners. This multi-disciplinary approach will assist faculty and administrators to effectively implement HIPs in distance education courses and online programs. With a chapter devoted to each of the eleven HIPs, this collection offers guidance that takes into account the differences between e-learners and traditional on-campus students. A primary goal of "High-Impact Practices Online" is to share the ways in which HIPs may need to be amended to meet the needs of online learners. Through specific examples and practical suggestions in each chapter, readers are introduced to concrete strategies for transitioning HIPs to the online environment that can be utilized across a range of disciplines and institution types. Each chapter of "High-Impact Practices Online" also references the most recent and relevant literature on each HIP so that readers are brought up to date on what makes online HIPs successful. The book provides guidance on how best to implement HIPs to increase retention and completion for online learners. This book contains the following chapters: (1) First-Year Seminars (Jennifer R. Keup); (2) Common Intellectual Experience (Jason D. Baker and Michael Pregitzer); (3) Learning Communities (Kathy E. Johnson, Amy A. Powell, and Sarah S. Baker); (4) Writing-Intensive Classes (June Griffin); (5) Collaborative Assignments and Projects (Robert John Robertson and Shannon Riggs); (6) Undergraduate Research in the Humanities (Ellen Holmes Pearson and Jeffrey W. McClurken); (7) Undergraduate Research in the Sciences (Kevin F. Downing and Jennifer K. Holtz); (8) Diversity and Global Learning (Jesse Nelson and Nelson Soto); (9) eService-Learning (Jean Strait and Katherine Nordyke); (10) Internships (Pamela D. Pike); (11) Capstone Courses and Projects (Zapoura Newton-Calvert and Deborah Smith Arthur); (12) ePortfolios (Jennifer Sparrow and Judit Török); and (13) High-Impact Practices and Library and Information Resources (Stefanie Buck). The conclusion, Future Directions for High-Impact Practices Online, was written by Kathryn E. Linder and Chrysanthemum Mattison Hayes. Contains a section about the editors and contributors. An index is included. [Foreword by Kelvin Thompson.] ED591747 High-Impact Practices in Online Education: Research and Best Practices Stylus Publishing LLC 2018-10-16 978-1-6203-6846-6 Administrators Teachers 264 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://styluspub.presswarehouse.com/browse/book/9781620368473/High-Impact%20Practices%20in%20Online%20Education 2019 ERIC JAN2020

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No College Faculty Teaching Methods Vignettes Problem Based Learning Teaching Models Weston, Anthony Books Reports - Descriptive English Higher Education Postsecondary Education College teachers all too often still play Sage on the Stage -- lecturing to rooms full of passive and supposedly absorbed students. The cutting-edge opposite is still supposed to be the Guide on the Side -- facilitating wherever students themselves are already going, mentoring and coaching them along the way. But who says that these are the only -- or the best -- alternatives? This book advances another and sharply different model: the Impresario with a Scenario, a teacher who serves as class mobilizer, improviser, and energizer, staging dramatic, often unexpected and self-unfolding learning challenges and adventures with students. In this book, the author argues that to pose a single alternative to lecturing is profoundly limiting. In fact, he says there is no reason to have to choose between "student-centered" and "teacher-centered" pedagogies. The best ways to teach and learn are both. The same applies to the false choice between "active" students and "active" teachers -- there can be more than enough activity for everyone. In particular, the author argues that we need a model in which the teacher is notably pro-active -- a kind of activity for which certain theatrical metaphors seem especially appropriate. Picture a college teacher who regularly sets up classroom scenarios -- challenging problems, unscripted dramas, role-plays, simulations, and the like -- such that the scenario itself frames and drives most of the action and learning that follows. For teaching as staging, the primary work of the teacher is staging such scenarios. The basic goal is to put students into an urgently engaging and self-unfolding scenario, trusting them to carry it forward, while being prepared to join in as needed. This book offers a conceptual and practical framework for Teaching as Staging, grounding the approach with illustrative and sometimes provocative narrative from the literature as well as the author's own practice. "Teaching as the Art of Staging" offers a visionary challenge to the prevailing models of pedagogy. The book presents a thoroughly practical model that opens up new possibilities for anyone interested in dramatic new directions in teaching and learning. [Foreword by Peter Felten.] ED591748 Teaching as the Art of Staging: A Scenario-Based College Pedagogy in Action Stylus Publishing LLC 2018-12-19 978-1-6203-6520-5 Teachers 264 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://styluspub.presswarehouse.com/browse/book/9781620365212/Teaching%20as%20the%20Art%20of%20Staging 2019 As Provided JAN2020

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Yes Foreign Countries Vocational Education Adolescents Secondary School Students College Students Apprenticeships Job Training Postsecondary Education Student Characteristics Program Effectiveness Gender Differences Age Differences Program Content Public Education Majors (Students) Federal Aid Student Financial Aid Numerical/Quantitative Data Reports - Evaluative Australia ISSN-1838-7942 National Centre for Vocational Education Research (NCVER) (Australia) English Secondary Education Higher Education Postsecondary Education The Australian education and training system offers a range of education options for young people. This publication provides a summary of statistics relating to young people aged 15 to 19 years who participated in education and training during 2017. Information on participation is presented for school students, VET in Schools students, higher education students, apprenticeship and traineeship commencements, and vocational education and training (VET) students. A snapshot as at August 2017 shows there were 1.5 million Australians aged 15 to 19 years, of which an estimated 82.8% participated in education and training. Table 1 provides an estimate of participation in education and training by Australians aged 15 to 19-years at a point in time--as at August 2017, with duplicate students removed through the assignment of an 'activity' based on a hierarchy. The sectoral tables (tables 2 to 12) provide statistics on the different types of education and training undertaken by all young people (both domestic and international students) during a calendar year. Tables 9 and 10 provide an estimate of the extent and nature of all VET activity undertaken by young people from 2015 to 2017. Tables 11 and 12 present data for government-funded VET activity undertaken by young people from 2013 to 2017. This activity is broadly defined as all Commonwealth and state/territory government-funded training. [For "Young People in Education and Training 2016. Australian Vocational Education and Training Statistics," see ED580937.] ED591749 Young People in Education and Training 2017. Australian Vocational Education and Training Statistics National Centre for Vocational Education Research (NCVER) 2018-00-00 Australian Government Department of Education and Training 32 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 2019 0 ERIC JAN2020

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Yes Accountability State Policy Educational Policy Federal Legislation Educational Legislation Educational Change Individualized Instruction Alignment (Education) Common Core State Standards Curriculum Development Educational Assessment Educational Improvement Achievement Gap Educational Planning Statewide Planning School Districts Scores School Effectiveness Graduation Rate High School Graduates Cutting Scores Classification Disadvantaged Schools Reports - Descriptive Rhode Island Rhode Island Department of Education (RIDE) English High Schools Secondary Education Rhode Island's School Accountability system is in a period of transition to the Every Student Succeeds Act (ESSA). The accountability data released October 2017 is based on the 2016-17 administration of the PARCC assessment. Results from the Multi-State Alternate Assessment in ELA/literacy and mathematics are also included. The results of this testing confirm the need for us to continue our hard work of transitioning to more rigorous expectations for students through personalization, aligned curriculum, and expert instruction. Our accountability system is intended to shine a light on the progress our schools are making on these efforts and to provide public information that allows us to: (1) Focus on learning gaps; (2) Document and learn from schools that are making great progress; (3) Provide information that raises questions for further investigation; and (4) Identify schools that need additional support and attention. This year's accountability is sensitive to this transition period. This year's plan requires Rhode Island to calculate an accountability index for every school under an abbreviated set of measures; to identify Commended Schools, and schools In Good Standing; and to maintain a list of Priority and Focus Schools unless they met agreed upon exit criteria from that status. This Technical Bulletin for classifying schools is based on this approved system for 2016-17 school year. [For earlier technical bulletins, see ED500511 and ED484098.] ED591452 Rhode Island School and District Accountability System Technical Bulletin Rhode Island Department of Education 2017-10-00 17 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 2019 0 ERIC JAN2020

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Yes STEM Education Academic Achievement Success Disproportionate Representation Low Income Students First Generation College Students State Universities Summer Programs First Year Seminars Introductory Courses Program Implementation Academic Support Services Student Personnel Services Intervention Minority Group Students Barriers Sense of Community Educational Practices Educational Benefits Alignment (Education) Cooperation Kezar, Adrianna Holcombe, Elizabeth Reports - Research California University of Southern California, Pullias Center for Higher Education English Higher Education Postsecondary Education This report discusses the findings from a three-year study of the California State University STEM Collaboratives project, funded by the Helmsley Charitable Trust. The project selected eight CSU campuses to rethink the ways in which they support first-generation, low-income, and underrepresented minority students in science, technology, engineering and math as they transition to college and experience their first year. Each participating campus implemented three integrated high-impact practices, or HIPs, through collaboration among faculty and student affairs. The three HIPs were a summer experience, a first-year seminar or first-year experience, and redesigned introductory STEM courses. Some of the key takeaways from the mixed-methods case study that examined project implementation across all eight sites include: (1) Elements of underserved, STEM student success are locked into separate silos--academic affairs and student affairs--that almost never connect, which leads to the creation of interventions that almost always meet only half of the demands that underserved, low-income, and underrepresented minority students in STEM face; (2) Specific interventions matter less than the integration of multiple support programs; (3) The study and project identified the importance of a unified community of support that can break the typically negative climate that many first-generation, low-income, and URM students face in STEM; (4) Cohorting students into the same shared experiences and courses developed a strong sense of belonging for students; and (5) For all the value that the STEM Collaboratives program had for students, it also had a great value for faculty, staff, and the broader campus communities at the participating CSU campuses. Recommendations on how campuses, state higher education systems, policymakers, and funders can act on the study findings conclude the report. ED591453 Creating a Unified Community of Support: Increasing Success for Underrepresented Students in STEM. A Final Report on the CSU STEM Collaboratives Project Pullias Center for Higher Education 2017-00-00 Leona M. and Harry B. Helmsley Charitable Trust 67 Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu N/A 2019 38 ERIC JAN2020

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Yes Educational Change Higher Education Stakeholders Guides Feedback (Response) STEM Education Undergraduate Students Measures (Individuals) Kezar, Adrianna Holcombe, Elizabeth Kitchen, Joseph Guides - Non-Classroom University of Southern California, Pullias Center for Higher Education Association of American Universities English Higher Education Postsecondary Education This guide is for key external stakeholder groups (policymakers, national associations, reform groups, accreditors, foundations, government agencies, business and industry) that support change and reform of the higher education enterprise. It presents a toolkit that provides advice for external stakeholders on how to be effective partners in working with colleges and universities to support changes that go to scale. ED591454 Scaling Change in Higher Education: A Guide for External Stakeholder Groups Pullias Center for Higher Education 2018-00-00 National Science Foundation (NSF) Policymakers Community 39 Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu N/A 2019 0 As Provided JAN2020 DUE1432766

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Yes Educational Technology Access to Education Higher Education Intervention Computer Games High School Students Low Income Students Program Effectiveness Postsecondary Education Outcomes of Education Student Financial Aid College Applicants Enrollment Grade Point Average Student Characteristics State Legislation Federal Aid College Readiness Communication Strategies Adjustment (to Environment) Barriers Bernstein-Sierra, Samantha Corwin, Zoë B. Reports - Research California University of Southern California, Pullias Center for Higher Education English Higher Education Postsecondary Education High Schools Secondary Education Over the past six years, the Pullias Center for Higher Education has been engaged in research designed to better understand the potential of digital tools to increase access to college. Their most recent $3.2 million "First in the World" (FITW) federal grant has enabled the Center to implement and evaluate an online game-based intervention in schools across the state of California. Beyond examining the effects of the game tool on college outcomes, the Center also collected and analyzed robust mixed methods data pertaining to college-going culture and digital infrastructure in California high schools serving low-income youth. The purpose of this document is to give a brief background on the Pullias Center's FITW study, introduce the data challenges we encountered during the study, and present four possible causes of these challenges based on interview and survey data. ED591455 Data Transparency for Improving College Outcomes: Findings from a "First in the World" Study Pullias Center for Higher Education 2018-04-00 Department of Education (ED) 8 Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu N/A 2019 0 ERIC JAN2020 P116F140097

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Yes Attendance School Policy Undergraduate Students Medical Education Clinical Teaching (Health Professions) Small Group Instruction Lecture Method Needs Assessment Kumar, Santosh Zayapragassarazan, Zayabalaradjane Dharanipragada, Kadambari Journal Articles Reports - Descriptive EISSN-2005-7288 English Higher Education Postsecondary Education Twin principles of attendance policy are suggested to understand need-based attendance policies reported in literature for undergraduate medical education. In these reports, clinical sessions need compulsory attendance with remediation, nonclinical small group sessions need compulsory attendance with minimum attendance requirement and lectures need either compulsory or noncompulsory attendance. Twin principles can be used to identify sessions needing compulsory or non-compulsory attendance. ED591456 Twin Principles for Need-Based Attendance Policy in Undergraduate Medical Education Online Submission Korean Journal of Medical Education v30 n4 p369-372 Dec 2018 2018-12-00 4 T 2019 10 As Provided JAN2020

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No Information Technology Technological Literacy Technological Advancement Social Isolation Employment Opportunities Technology Uses in Education Teaching Methods Distance Education Credentials Futures (of Society) Labor Force Development Inclusion Educational Attitudes Devaux, Axelle Bélanger, Julie Grand-Clement, Sarah Manville, Catriona Reports - Evaluative RAND Europe English This Perspective explores the ways in which the growth of digital technology is impacting education and skills. The authors state that technology is not only more prevalent in people's lives, but its growing use will affect schools' curriculum, new digital skills in jobs, and the changing use of services. However, they point out that education establishments are not keeping up with the technology growth, that new skills will have to be learnt outside of only digital skills, and that digital technology could lead to increased social exclusion for different sections of our society. ED591457 Education: Digital Technology's Role in Enabling Skills Development for a Connected World RAND Europe 2017-00-00 8 RAND Europe. Westbrook Centre, Milton Road, Cambridge CB4 1YG, United Kingdom. Tel: +44-1223-353-329; Fax: +44-1223-358-845; e-mail: reinfo@rand.org; Web site: http://www.rand.org/randeurope/ N/A https://www.rand.org/pubs/perspectives/PE238 2019 24 As Provided JAN2020

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Yes Testing Programs English Language Arts Mathematics Tests Language Tests Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Test Construction Test Validity Scoring Testing Data Collection Item Response Theory Equated Scores Test Reliability Error of Measurement Common Core State Standards Scaling Test Bias Academic Achievement Achievement Tests Reports - Descriptive Numerical/Quantitative Data New York New York State Education Department Pearson 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 This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 Common Core English Language Arts (ELA) and Mathematics 2014 Operational Tests. This report includes information about test content and test development, item (i.e., individual test question) and test statistics, validity and reliability, differential item functioning studies, test administration, scoring, equating, scaling, and student performance. ED591458 New York State Testing Program 2014: English Language Arts and Mathematics Grades 3-8. Technical Report New York State Education Department 2014-00-00 290 New York State Education Department. 89 Washington Avenue, Albany, NY 12234. Tel: 518-474-3852; Web site: http://www.nysed.gov N/A 2019 43 ERIC JAN2020

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Yes Testing Programs English Language Arts Mathematics Tests Language Tests Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Test Construction Test Validity Scoring Testing Data Collection Item Response Theory Equated Scores Test Reliability Error of Measurement Common Core State Standards Scaling Test Bias Academic Achievement Achievement Tests Reports - Descriptive Numerical/Quantitative Data New York New York State Education Department Pearson 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 This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 Common Core English Language Arts (ELA) and Mathematics 2015 Operational Tests. This report includes information about test content and test development, item (i.e., individual test question) and test statistics, validity and reliability, differential item functioning studies, test administration, scoring, equating, scaling, and student performance. [For the 2014 report, see ED591458.] ED591459 New York State Testing Program 2015: English Language Arts and Mathematics Grades 3-8. Technical Report New York State Education Department 2015-00-00 297 New York State Education Department. 89 Washington Avenue, Albany, NY 12234. Tel: 518-474-3852; Web site: http://www.nysed.gov N/A 2019 43 ERIC JAN2020

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No Grade 1 Grade 2 Grade 3 Transformative Learning Qualitative Research Word Study Skills Academic Support Services Language Acquisition Spelling Small Group Instruction Ghouse, Naseem F. Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 1 Primary Education Elementary Education Early Childhood Education Grade 2 Grade 3 This qualitative case study relates to the area of word study. The research examines how specific strategies support academic progress when students are stunted at one orthographic stage on the language continuum. Teachers and reading specialists who support language development for students in first through third grades were interviewed as sources of information for this study. The results of this study yielded nine key findings to guide teachers in their instruction of word study. The teachers observed utilized a student-centered hands-on approach for teaching spelling as opposed to a memorization-based traditional approach. They strengthened word knowledge through an approach that focuses on active engagement and small group instruction word study. In addition, these findings reinforce life skills in teachers and their students. Aligned with transformative learning theory, these results emphasize a focus on self-reflection and a transformation of ideas for teachers. These results also develop the mindset of students as active participants in the learning process. The findings of the research are significant because they are transferable to other content areas as well. [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.] ED591190 A Qualitative Analysis of a Dynamic Word Study Implementation and Responsive Next Steps ProQuest LLC Ed.D. Dissertation, Aurora University 2017-00-00 978-0-4385-3890-0 143 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:10928135 2019 As Provided JAN2020

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No Phenomenology Student Leadership Minority Group Students Whites Institutional Characteristics Christianity Church Related Colleges Student Experience Racial Identification College Students Hays, Sharia L. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Leadership has been identified as an important component of higher education and the college student experience (Dugan, 2006; Komives, Dugan, & Owen, 2011; Shertzer & Schuh, 2004; St. John, Rowley, & Hu, 2009). Although there has been an increase in leadership initiatives across higher education, many institutions, specifically dominantly White Christian institutions have struggled to find ways to involve students of color in leadership. Utilizing a phenomenological approach, this study explored the leadership experiences of 11 students of color from 3 dominantly White Christian institutions. Furthermore, the study examined ways in which students' racial identity shaped their experiences. Findings revealed how evangelical and institutional dynamics of racism were instrumental in forming students' experiences. Being the "only" within a dominant culture also added an extra pressure to represent and adapt. The Christian values of the students and their institutions offered another level of complexity to their leadership experiences. Students emphasized that becoming a leader had to be a choice that was self-motivated; however, they expressed the importance of friends, family, mentors, and educational practitioners being core contributors in shaping their decisions about and experiences of leadership. Study results provide Christian higher education practitioners an overview of the ways students of color navigate the complexities of race as a student leader within a dominantly White Christian institution. Three implications for practice were identified based on results. The first one is developing strategies for minimizing the pressure student leaders of color experience by changing the minority/majority relations, increasing racial representation, and creating safe spaces on campus. The second is to improve the campus racial climate by assessing and changing institutional policies and practices that systemically create racial barriers for students of color. Finally, practitioners need to be intentional in constructing marketing strategies that create one on-one connection with the hiring team, communicating the message that all students are valued, and highlighting the stories of students of color currently involved in 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.] ED591191 A Phenomenological Study of Student Leaders of Color at Dominantly White Christian Institutions ProQuest LLC Ed.D./HE Dissertation, Azusa Pacific University 2018-00-00 978-0-4385-5021-6 186 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:10928542 2019 As Provided JAN2020

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Yes Early Intervention Child Development Young Children Kindergarten Preschool Education Hispanic American Students African American Students White Students English (Second Language) Spanish Speaking At Risk Students Socioeconomic Influences One Parent Family Parent Background Educational Attainment Family Income Poverty Cognitive Development Social Development Emotional Development Child Health Physical Education Institutional Characteristics Vocabulary Development Educational Environment Teacher Characteristics Aikens, Nikki Nikki, Lizabeth Klein, Ashley Kopack West, Jerry Tarullo, Louisa Reports - Research ISSN- Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) Mathematica Policy Research, Inc. English Kindergarten Primary Education Early Childhood Education Preschool Education This brief focuses on Head Start children's developmental progress and kindergarten experiences, drawing on data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). The focal population is children who entered Head Start for the first time in fall 2009, completed one or two years of the program, and were attending kindergarten in spring 2011 or 2012. Head Start children still participating in the study during kindergarten are a diverse group. At program entry, 39 percent of the children are Hispanic/Latino, 32 percent are African American, and 21 percent are white. Thirty percent of them live in households where a language other than English is the primary language spoken to them. Spanish is by far the most prevalent non-English language, spoken as the primary home language to 27 percent of the children. Families of many Head Start children face a number of socioeconomic risks. At program entry, 47 percent of children live in single-parent households, 37 percent live with mothers who have less than a high school education, and 64 percent live in households whose total income is below the federal poverty threshold. This brief addresses two central research questions: (1) What are Head Start children's cognitive, social-emotional, and health and physical outcomes from Head Start entry to the spring of kindergarten? and (2) What are the characteristics of the schools and classrooms Head Start children attend during kindergarten? Relevant methodological information is summarized at the end of this brief. ED592706 Head Start Children's Developmental Progress and Kindergarten Experiences. Research Brief. OPRE Report 2017-71 Office of Planning, Research and Evaluation 2017-09-00 12 Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre N/A 2019 ERIC JAN2020 HHSP23320092900YC

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No Foreign Countries Global Approach Higher Education Student Mobility Brain Drain Comparative Education International Education International Cooperation Competition Success Failure Educational Practices Educational Innovation Educational Policy Shin, Gi-Wook, Ed. Oh, Yeon-Cheon, Ed. Moon, Rennie J., Ed. Books Collected Works - General South Korea Japan China Singapore United States English Higher Education Postsecondary Education Student mobility to and among higher education systems in Asia has reached unprecedented levels. In particular, inbound and outbound student mobility creates twin challenges--growing diversity in host countries and brain drain and circulation for sending countries--that have significant implications for growing intra-regional mobility, competition, and cooperation within Northeast Asia. This book examines these and other related, timely issues for the case of South Korea, a major player in the internationalization of higher education in Asia, and draws on the experiences of other key players in the region and beyond--Japan, China, Singapore, and the United States--to engage in a comparative discussion of Korea's successes, failures, and ongoing challenges. By doing so, Internationalizing Higher Education in Korea offers critical perspectives on the internationalization of Korean higher education as well as innovative, policy-relevant solutions for Asian countries undergoing similar challenges. It will be a valuable addition to the growing literature on comparative and international education in Asia and can aid university administrators and policymakers striving to internationalize their higher education systems to meet new challenges. ED592707 Internationalizing Higher Education in Korea: Challenges and Opportunities in Comparative Perspective Brookings Institution Press 2016-07-26 Administrators Policymakers 265 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/internationalizing-higher-education-in-korea-challenges-and-opportunities-in-comparative-perspective/ 2019 As Provided JAN2020

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No Males African American Students Preschool Education Elementary Secondary Education Postsecondary Education Higher Education Success Educational Quality Child Care Elementary School Students Middle School Students High School Students College Students Community Colleges Educational Environment School Role Academic Failure Racial Bias Academic Persistence Student Needs Masters Programs Doctoral Programs Educational Attainment Employment Level Harper, Shaun R., Ed. Wood, J. Luke, Ed. Books Collected Works - General Reports - Research English Preschool Education Early Childhood Education Elementary Secondary Education Postsecondary Education Higher Education Elementary Education Middle Schools Secondary Education Junior High Schools High Schools Two Year Colleges "Advancing Black Male Student Success" presents a comprehensive portrait of Black male students at every stage in the U.S. education system: preschool and kindergarten; elementary, middle and high schools; community colleges and four-year postsecondary institutions; and master's and doctoral programs. Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of Black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice. Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of Black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice. Most published scholarship on Black male students blames them and their families for their failures in school. This literature is replete with hopeless, pathological portrayals of this population. Through this deficit thinking and resultant practices, Black boys and men have continually experienced disparate outcomes. This book departs from prior scholarship in that the editors and authors argue that much is done to Black male students, which explains their troubled status in U.S. education. In addition to the editors' expertise on the topic, the authorship cast includes several scholars who are among the most respected thought leaders on Black male students in education. Chapters included in the book: (1) Expanding High-Quality Early Care and Education for Black Boys (David J. Johns); (2) Making Relationships Work: Elementary-Age Black Boys and the Schools That Serve Them (Chezare A. Warren); (3) Black Boys in Middle School: Toward First-Class Citizenship in a First-Class Society (Dorinda Carter Andrews); (4) Black Male High School Students: (Un)Accepted Failure in U.S. Schools (Terry K. Flennaugh); (5) Black Male Collegians in Community Colleges: Factors Affecting Their Persistence and Academic Success (J. Luke Wood, Edward Bush, Terence Hicks, and Hassiem A. Kambui); (6) Understanding the Unique Needs and Experiences of Black Male Subgroups at Four-Year Colleges and Universities (Mauriell H. Amechi, Jonathan Berhanu, Jonathan M. Cox, Keon M. McGuire, Demetri L. Morgan, Collin D. Williams Jr., and Michael Steven Williams); (7) Black Men in Master's Degree Programs: Status, Distribution, and Achievement (Terrell L. Strayhorn); and (8) Improving Attainment, Experiences, and Occupational Outcomes Among Black Male Students in Doctoral Programs (Shaun R. Harper and Robert T. Palmer). ED591750 Advancing Black Male Student Success from Preschool through Ph.D. Stylus Publishing LLC 2015-10-21 978-1-6203-6183-2 192 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://styluspub.presswarehouse.com/browse/book/9781620361832/Advancing-Black-Male-Student-Success-From-Preschool-Through-Ph-D 2019 ERIC JAN2020

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Yes Persuasive Discourse Definitions Discourse Analysis Essays Perspective Taking Debate Misconceptions Soiferman, L. Karen Reports - Evaluative EISSN- English This discussion paper makes the case that the term counter-argument should be replaced with the term "alternative point of view," as the counter-argument, in an essay, implies that it is the opposite of the argument put forth by the writer, and, in fact, it isn't. It, also, looks at the root of the word counter and how that word is often paired with other words that do not necessarily mean the opposite. The paper goes into depth about why the name should be changed so that students are better able to grasp what their instructors are expecting when they ask them to include a counter-argument in their essay. The lack of understanding about what is meant by the term counter-argument often leads students to question why they have to go against their own argument in their essay. The issue is that presenting the opposite of their stance should not be the purpose of including an alternative point of view in their essays. As long as the words counter-argument are used, students are going to question the validity of including one in their essays. Therefore, I make the case that the name should be changed to "alternative point of view" to better reflect its purpose in an essay. ED591751 What's in a Name? The Counter Argument Revisited Online Submission 2019-00-00 17 N/A 2019 2 As Provided JAN2020

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No Foreign Countries Mathematics Instruction Elementary School Mathematics Cultural Differences Teaching Methods Teacher Attitudes Educational Quality Instructional Effectiveness Global Approach Educational Research Mathematics Teachers Learning Educational Improvement Miao, Zhenzhen Reynolds, David Books Reports - Evaluative United Kingdom (England) China English Elementary Education "The Effectiveness of Mathematics Teaching in Primary Schools: Lessons from England and China" provides a unique insight into the mathematics classrooms of these two countries and arrives at a time when the world is eager to know how Chinese learners consistently excel at learning mathematics and other core subjects. Showcasing the kinds of teaching methods that work within and across countries, this book presents a rich collection of views, including those from teachers, their native colleagues, their foreign colleagues and the researcher, regarding the quality of mathematics teaching today. Interweaving scientific results about teaching and learning evaluations with multiple perspectives of various roles in and out of the classroom, Miao and Reynolds offer insights into how and why different approaches of teaching have led to different learning outcomes in mathematics internationally. Building on rigid and robust analyses of the most up-to-date data in England and China, the book indicates that it is through changing teaching rather than changing teachers that mathematics learning can be improved, because it is what teachers do in the classroom that really makes a big difference. Containing four decades of wisdom from the field of teaching effectiveness research, this book is essential reading for all who want to improve the quality of mathematics teaching worldwide. This book is particularly relevant for educational researchers, postgraduate students and teachers, as well as school leaders, policymakers and parents. ED591752 The Effectiveness of Mathematics Teaching in Primary Schools: Lessons from England and China. Routledge Research in International and Comparative Education Routledge Research in International and Comparative Education 2018-07-13 978-1-1386-8032-6 Researchers Students Teachers Administrators Parents 180 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/RRICE/ N/A https://www.routledge.com/The-Effectiveness-of-Mathematics-Teaching-in-Primary-Schools-Lessons-from/Miao-Reynolds/p/book/9781138680326 2019 As Provided JAN2020

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Yes Success College Readiness Transitional Programs High School Students Curriculum Development English Instruction Language Arts Alignment (Education) Career Readiness Common Core State Standards Reading Skills Writing Skills Dual Enrollment Griffin, Sarah Reports - Research Alabama California Florida Kentucky Massachusetts North Carolina Tennessee New York Columbia University, Community College Research Center English High Schools Secondary Education Transition curricula are courses, learning modules, or online tutorials typically developed jointly by secondary and postsecondary faculty and offered no later than 12th grade to students at risk of being placed into remedial math or English programs in college. Based on interviews and other data, this brief describes key elements of English transition curricula in seven states. In discussing six trends that are salient in the development and implementation of transition curricula, the brief also highlights the different ways that this intervention may serve to help prepare students for college. English transition curricula are usually aligned to rigorous K-12 content standards and tend to emphasize college-level writing skills more than other content areas. Some transition curricula also incorporate contextualized learning, teach nonacademic skills that are valuable for the college setting, and use instructional approaches that are designed to engage students deeply in course material that is relevant to their lives. In some cases, transition curricula may also be used along with other college readiness interventions, such as dual enrollment programs. ED591753 English Transition Courses in Context: Preparing Students for College Success. CCRC Research Brief Community College Research Center, Teachers College, Columbia University 2018-11-00 ECMC Foundation 12 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://ccrc.tc.columbia.edu/ N/A 2019 39 As Provided JAN2020

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Yes Resilience (Psychology) Educational Discrimination Grade Repetition Educational Trends Civil Rights Graduation Requirements Parent Participation Elementary Secondary Education Educational Environment Goodman, Christie L., Ed. Collected Works - Serial Texas ISSN-1069-5672 Intercultural Development Research Association English Elementary Secondary Education The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "Institutional Grit." Articles include: (1) The Link between Institutional Grit and Non-cognitive Skills (Hector Bojorquez); (2) Institutionalized Discrimination… Does it Exist in Your School? (David Hinojosa); (3) In-grade Retention National Trends and Civil Rights Concerns (Paula N. Johnson); and (4) Texas Graduation Requirements and Opportunities: New IDRA's New Parent Involvement Tool for School Districts (Aurelio M. Montemayor). ED591754 IDRA Newsletter. Volume 45, No. 4 Intercultural Development Research Association 2018-04-00 Department of Education (ED) Community Parents Teachers 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2019 0 ERIC JAN2020

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Yes Educational Administration Culturally Relevant Education Success Equal Education Refugees Student Adjustment English Language Learners Immigrants School Responsibility Trauma Legal Responsibility Educational Environment Student Needs Student Rights Goodman, Christie L., Ed. Collected Works - Serial Texas United States ISSN-1069-5672 Intercultural Development Research Association English The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "Duty to Educate." Articles include: (1) School Leaders Create Culture of Equity and Success (Nilka Avilés); (2) Addressing "Ecological Shock" -- Supporting Refugee Students in School (Kristin Grayson and Hannah Sung); and (3) Schools' Duty to Educate English Learner Immigrant and Migrant Students (Kristin Grayson). ED591755 IDRA Newsletter. Volume 45, No. 3 Intercultural Development Research Association 2018-03-00 Department of Education (ED) Community Parents Teachers 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2019 0 ERIC JAN2020

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Yes College Preparation Educational Quality Equal Education College Bound Students Enrollment Secondary School Mathematics Secondary School Science African American Students Hispanic American Students English Language Learners Disproportionate Representation Honors Curriculum Advanced Courses College Readiness Developmentally Appropriate Practices Teacher Effectiveness Immigrants Low Income Students Middle School Students Paying for College Parent School Relationship School Activities Rural Schools Algebra Graduation Requirements Barriers White Students Goodman, Christie L., Ed. Collected Works - Serial Texas ISSN-1069-5672 Intercultural Development Research Association English Secondary Education High Schools Middle Schools Junior High Schools Higher Education Postsecondary Education The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "Rejecting a Return to Tracking." Articles include: (1) Getting it Just Right! -- Rigor and College Prep for All (Paula N. Johnson); (2) Rural Districts Take a 24 Percent Hit in Algebra II Enrollment: IDRA Ready Texas Study Examines Texas HB[subscript 5] Graduation Requirements (Hector Bojorquez); and (3) Locked Gates and Hurdles on the College Path (Aurelio M. Montemayor). ED591756 IDRA Newsletter. Volume 45, No. 5 Intercultural Development Research Association 2018-05-00 Department of Education (ED) Community Parents Teachers 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2019 0 ERIC JAN2020

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Yes Generalizability Theory Online Courses Large Group Instruction Models Goodness of Fit Accuracy College Students Cohort Analysis Statistical Bias Statistical Analysis Sample Size Kidzinsk, Lukasz Sharma, Kshitij Boroujeni, Mina Shirvani Dillenbourg, Pierre Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education The big data imposes the key problem of generalizability of the results. In the present contribution, we discuss statistical tools which can help to select variables adequate for target level of abstraction. We show that a model considered as over-fitted in one context can be accurate in another. We illustrate this notion with an example analysis experiment on the data from 13 university Massive Online Open Courses (MOOCs). We discuss statistical tools which can be helpful in the analysis of generalizability of MOOC models. [For the full proceedings, see ED592609.] ED592708 On Generalizability of MOOC Models International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Educational Legislation Federal Legislation Technical Education Vocational Education Hearings Outcomes of Education Educational Change Academic Achievement Educational Improvement Labor Force Development Equal Education Federal Government Education Work Relationship Industry Job Skills Skill Development School Business Relationship STEM Education Success Alignment (Education) Work Experience Programs Credentials Secondary Education Postsecondary Education Legal/Legislative/Regulatory Materials Carl D Perkins Vocational and Technical Education Act 1998 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 ways to help students succeed by strengthening the Carl D. Perkins Career and Technical Education Act. Member statements were presented by: (1) Honorable John Kline, Chairman, Committee on Education and the Workforce; 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 Tim Kaine, a Representative in Congress from the State of Virginia; (2) Paul Tse, Project Manager, Shapiro and Duncan, Inc.; (3) Jason Bates, Manager, Toyota-Bodine Aluminum, Inc.; and (4) Monty Sullivan, President, Louisiana Community and Technical College System. Additional submissions were presented by: (1) Honorable Marcia L. Fudge, a Representative in Congress from the State of Ohio: Letter dated May 3, 2016, from Partnership for 21st Century Learning P21; and Letter dated May 16, 2016, from the National Education Association (NEA); (2) Honorable Glenn Thompson, a Representative in Congress from the State of Pennsylvania: Letter dated May 16, 2016, from Opportunity America; and Recommendations Perkins Career and Technical Education Act; (3) Chairman Kline on behalf of Congressman Will Hurd, questions submitted for the record to: Mr. Bates and Dr. Sullivan; (4) Honorable Michael D. Bishop, a Representative in Congress from the state of Michigan, questions submitted to Dr. Sullivan; (5) Honorable Elise Stefanik, a Representative in Congress from the state of New York, questions submitted to: Mr. Bates and Mr. Tse; and (6) Response to questions submitted: Mr. Bates, Dr. Sullivan, and Mr. Tse. ED592709 Helping Students Succeed by Strengthening the Carl D. Perkins Career and Technical Education Act. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, Second Session (May 17, 2016). Serial Number 114-48 US House of Representatives 2017-00-00 99 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 2019 ERIC JAN2020

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Yes Federal Regulation Educational Legislation Federal Legislation Federal Aid Elementary Secondary Education School Districts Educational Finance State Aid Federal State Relationship Educational Equity (Finance) Resource Allocation Legal/Legislative/Regulatory Materials US House of Representatives. Committee on Education and the Workforce English Elementary Secondary Education When the committee last met to discuss the Every Student Succeeds Act, concerns were heard from State and local education leaders that the administration was not implementing the law in a way that respects its letter and intent. Since that time, the Department of Education has released a regulatory proposal--"supplement not supplant" regulation--that demands its own examination. This proposal changes the long-standing policy that Federal funds supplement rather than supplant State and local resources. For years, the rule was applied differently depending on how many low-income students the school served. As a result, schools faced different requirements. Some are more onerous than others. That changed with the bipartisan Every Student Succeeds Act, legislation that again was passed with overwhelming support from both Republicans and Democrats. Now, according to the law, the rule should be enforced equally across every school. To do that, the bipartisan law, again that the President signed, says districts only have to show that funds are distributed in a way that does not take into account Federal resources. The law also clearly prohibits the Secretary of Education from interfering in the process. The proposed regulation threatens to impose a multibillion regulatory tax on schools across the country. To comply with the policy, many school districts will have no choice but to change their hiring practices and relocate their teachers. Other communities may have to raise taxes because they simply do not have the resources to meet this new burden. Some districts may have to do both. So regardless of how a district must cope with the new regulation, the bottom line is that schools will be forced to make decisions based on getting numbers to work and not on what is in the best interest of their students, and the Federal Government will have unprecedented control over local education funding. This meeting transcript of the Subcommittee on Early Childhood, Elementary, and Secondary Education of the Committee on Education and the Workforce includes witness testimonies and discussion on how this proposal is impacting local communities across the country. The following are included: (1) Prepared Statement of Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education; (2) Prepared Statement of Honorable Marcia L. Fudge, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; (3) Testimony of Steve Canavero, Superintendent of Public Instruction, Nevada Department of Education; (4) Testimony of Ryan Owens, Executive Director, Cooperative Council for Oklahoma School Administration; (5) Testimony of Scott Sargrad, Managing Director, K-12 Education Policy, Center for American Progress; and (6) Testimony of Nora Gordon, Associate Professor, McCourt School of Public Policy, Georgetown University, and Research Associate, National Bureau of Economic Research. Additional submissions are provided by Mrs. Fudge and Mr. Rokita. Additional questions for the record and responses to those questions from Dr. Canavero and Mrs. Gordon conclude the transcript. ED592710 Supplanting the Law and Local Education Authority through Regulatory Fiat. 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 (September 21, 2016). Serial Number 114-53 US House of Representatives 2017-00-00 97 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 2019 ERIC JAN2020

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No Middle School Students Females Adolescents Writing (Composition) Multiple Literacies Urban Youth Gender Differences Urban Schools Grade 7 Grade 8 Technological Literacy Perry, Tonya B. Speeches/Meeting Papers Reports - Research ISSN- English Middle Schools Secondary Education Junior High Schools Grade 7 Elementary Education Grade 8 In the 21st century, adolescent girls use the power of the pen (and digital literacies) for the purpose of self-expression, personal enrichment, and academic requirements. This study examines in-depth the types of writing/literacies that girls participate in school and out-of-school. The results of this study indicate that, despite the extensive use of writing and other literacies by both male and female students, girls tend to consume the literacies, whereas boys tend to "create" literacies for themselves. Girls' consumer approach to the literacies can impact the limited types of skills they develop academically. Five years later, with more digital literacies created, girls are still participating in the use of technology, but this study examines if they are using technology differently that they were five years ago. ED592337 When Girls Think outside Their Comfort Zones: A Second Look at Digital Literacies of Urban Middle School Adolescent Girls AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Statistical Analysis Effect Size Science Education Intervention Educational Research Research Design Outcome Measures Instructional Program Divisions Taylor, Joseph Kowalski, Susan M. Polanin, Joshua R. Stuhlsatz, Molly A. M. Wilson, Christopher D. Wilson, Sandra Jo Speeches/Meeting Papers Reports - Research Information Analyses ISSN- English "A priori" power analyses allow researchers to estimate the number of participants needed to detect any effects of an intervention. However, power analyses are only as valid as the parameter estimates used. Effect sizes vary greatly depending on several study characteristics, including the nature of the intervention, the developer of the outcome measure, and the age of the participants. Researchers should have an awareness of how an effect size obtained in a pilot study might deviate from what is reasonable to expect in a cluster randomized trial. Our meta-analysis examines the relationship between science education intervention effect sizes and a host of study characteristics, allowing primary researchers to access better estimates of effect sizes for "a priori" power analyses. ED592338 Investigating Science Education Intervention Effect Sizes for "A Priori" Power Analyses AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 National Science Foundation (NSF) 28 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020 1118555

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No Medical Students Nursing Students Pathology Human Body Guides Instructional Materials Anatomy Medical Education Nursing Education Identification Instructional Effectiveness Karpinski, Aryn C. Rae, Guenevere McGoey, Robin R. Cork, R. John Swartz, William Mellott, Jennifer Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education This study examined the impact of a pathology guide on student performance in identifying pathologic lesions compared to traditional learning resources (e.g., texts, atlases). The pathology guide was constructed to assist students in the health professions identify pathologic lesions during dissection in the gross anatomy laboratory. First-year medical and nursing students were assessed, as they are required to study gross anatomy and pathology. In both samples, differences in pathology identification were found between those who used the pathology guide versus the traditional resource, and between the organs examined during the assessment (i.e., heart, lung, kidney). These results suggest that the pathology guide may be a valuable educational tool in the gross anatomy laboratory for students in the health professions. ED592339 The Assessment of Identifying Pathology in Cadaveric Organs in Medical and Nursing Students AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 11 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 ERIC JAN2020

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Yes Testing Programs English Language Arts Mathematics Tests Language Tests Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Test Construction Test Validity Scoring Testing Data Collection Item Response Theory Equated Scores Test Reliability Error of Measurement Common Core State Standards Scaling Test Bias Academic Achievement Achievement Tests Reports - Descriptive Numerical/Quantitative Data New York New York State Education Department 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 This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 Common Core English Language Arts (ELA) and Mathematics 2016 Operational Tests. This report includes information about test content and test development, item (i.e., individual test question) and test statistics, validity and reliability, differential item functioning (DIF) studies, test administration, scoring, linking, scaling, and student performance. [This report was developed by Questar Assessment, Inc. under contract with the New York State Education Department. For the 2015 report, see ED591459.] ED591460 New York State Testing Program 2016: English Language Arts and Mathematics Grades 3-8. Technical Report New York State Education Department 2016-00-00 270 New York State Education Department. 89 Washington Avenue, Albany, NY 12234. Tel: 518-474-3852; Web site: http://www.nysed.gov N/A 2019 43 ERIC JAN2020

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No Learner Engagement Student Leadership Participative Decision Making Student Empowerment High School Students Program Implementation Student Projects Sexual Identity Educational Environment Positive Attitudes Inclusion Social Bias Social Justice Discipline Policy Suspension Peer Groups Homosexuality Sexual Orientation Race Tigani, Linda Laing, Tony Villavicencio, Adriana Reports - Research-practitioner Partnerships Reports - Descriptive Guides - Non-Classroom New York (New York) New York University, Research Alliance for New York City Schools English High Schools Secondary Education Traditionally, schools have often made decisions about instruction, discipline, and other schoolwide policies without youth involvement. And yet, research suggests that when students have choice, control, and leadership opportunities, their motivation and engagement increase, which in turn is linked with better educational outcomes. This new guide describes programs developed by two New York City high schools -- Brooklyn Preparatory Academy and the Academy for Young Writers (AYW) -- designed to elevate student voices. As part of their participation in the Expanded Success Initiative, both schools focused on creating structured regular opportunities for students to be heard. The guide, "Learning Out Loud: Elevating Student Voices in Education," outlines two specific programs: The Gender Sexuality Alliance (GSA) program at AYW: a student-led program that seeks to create a safe space to discuss race, gender, and sexuality while empowering students to be leaders in eliminating homophobia and transphobia in their schools; and The Social Justice Panel program at the Brooklyn Preparatory High School: a program that offers an alternative to traditional disciplinary methods by giving students the opportunity to decide disciplinary outcomes for infractions committed by their peers. This guide was developed as part of our ongoing evaluation of the Expanded Success Initiative (ESI), an effort to improve college and career readiness among Black and Latino young men in 40 NYC high schools. The guide includes materials that were used in each program, which can be found in "Tools for Educators". Readers are free to use these tools--and adapt them as necessary--to implement similar programs for their classrooms. ED591461 Learning out Loud: Elevating Student Voices in Education Research Alliance for New York City Schools 2017-00-00 Teachers 14 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/Learning_Out_Loud/Learning_Out_Loud_Guide.pdf 2019 0 As Provided JAN2020

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No Teacher Attitudes School Holding Power Educational Strategies College Faculty Retrenchment School Closing Teacher Student Relationship Financial Exigency Proprietary Schools Taylor, Laurna M. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education During the years of the Obama administration some for-profit colleges chose to close due to financial difficulties, while many others opted for another alternative; the teach-out. Teach-outs involve a college ceasing operations over time and most often allowing currently attending students to complete their degree within a certain time-frame. The specific problem addressed in this study was faculty and staff perceptions of effective student retention strategies during the teach-out process were not known, and insight was needed to inform stakeholders charged with student retention and maintain specific financial targets. Accordingly, the purpose of this qualitative multiple embedded case study was to explore faculty and staff perceptions regarding effective student retention strategies during the teach-out process. Data were collected via structured interviews and analyzed using the ATLAS qualitative software program. The study findings indicated faculty and staff perceived effective communication with the students, in addition to acknowledging the individuality of the students, as essential components in the student retention process during the teach-out. Recommendations for practice included involving the entire campus team in retention activities, developing community building events, and providing additional academic support. The recommendations for future research included extending the research to additional colleges, to explore the perceptions of students, and further examining the role of leadership at the campus during a teach-out. [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.] ED592071 Faculty and Staff Perceptions about Effective Student Retention Strategies during the Teach-Out Process ProQuest LLC Ph.D. Dissertation, Northcentral University 2018-00-00 978-0-4385-9300-8 108 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:10974912 2019 As Provided JAN2020

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Yes College Freshmen Success Part Time Students Full Time Students Private Colleges Public Colleges Two Year Colleges Two Year College Students Enrollment Rate Graduation Rate Numerical/Quantitative Data Reports - Descriptive National Student Clearinghouse Research Center English Higher Education Postsecondary Education Two Year Colleges This Snapshot Report is based on the cohort of fall 2011 entering students extracted for NSC Signature Report #14: A National View of Student Completion Rates. There were two major changes from prior versions of the report on completion rates that pertained to cohort definitions: (1) All-years look-back for prior enrollments: Data limitations in previous reports limited our ability to search for previous enrollments in order to establish first-time status, to within four years prior to the cohort year. Beginning with this year's report, students with any prior non-dual enrollment, regardless of how far back in the Clearinghouse data that enrollment occurred, were removed from the cohort as non-first-time students; (2) Exclusion of current dual enrolled students: Students who were 17 years old or younger during the fall 2011 semester were excluded from the dataset (i.e., current dual enrollment students). This was done to ensure that those who were simultaneously attending high school and post-secondary classes were not considered first-time college students. This brief report presents the following statistics on yearly success and progress rates: (1) Yearly Success and Progress: All Institutional Sectors First-Time, Full-Time Degree-Seeking Students (N=1,819,561); (2) Yearly Success and Progress: All Institutional Sectors First-Time, Part-Time Degree-Seeking Students (N= 411,944); (3) Yearly Success and Progress: Four-Year Public Institutions First-Time, Full-Time Degree-Seeking Students (N=872,735); (4) Yearly Success and Progress: Four-Year Public Institutions First-Time, Part-Time Degree-Seeking Students (N=123,450); (5) Yearly Success and Progress: Four-Year Private Non-Profit Institutions First-Time, Full-Time Degree-Seeking Students (N=392,532); (6) Yearly Success and Progress: Four-Year Private Non-Profit Institutions First-Time, Part-Time Degree-Seeking Students (N=25,166); (7) Yearly Success and Progress: Four-Year For-Profit Institutions First-Time, Full-Time Degree-Seeking Students (N=44,542); (8) Yearly Success and Progress: Four-Year For-Profit Institutions First-Time, Part-Time Degree-Seeking Students (N= 9,644); (9) Yearly Success and Progress: Two-Year Public Institutions First-Time, Full-Time Degree-Seeking Students (N=504,903); and (10) Yearly Success and Progress: Two-Year Public Institutions First-Time, Part-Time Degree-Seeking Students (N=253,256). ED592072 Yearly Success and Progress Rates (Fall 2011 Entering Cohort). Snapshot™ Report National Student Clearinghouse 2018-00-00 12 National Student Clearinghouse. 2300 Dulles Station Boulevard Suite 300, Herndon, VA 20171. e-mail: service@studentclearinghouse.org; Web site: http://www.studentclearinghouse.org N/A 2019 ERIC JAN2020

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No Educational Change Developing Nations Neoliberalism Social Capital Community Ideology Critical Thinking Oplatka, Izhar Books Reports - Evaluative English Underpinned in the stream of thought named 'communitarianism', "Reforming Education in Developing Countries" argues that developing countries need educational reforms that are tightly entwined into their cultural, social, and organizational contexts. It questions the applicability of neoliberal reforms in developing societies, through an analysis of the main elements of neoliberalism in education. It highlights the critical role of the community and suggests new and alternative lines of thought for the practice of reform initiation and implementation in developing countries. The book criticizes major neoliberal ideas in education, illuminates the distinctions between current neoliberal reforms and the characteristics of traditional societies, analyzes major educational ideologies in the developed world, and emphasizes the key role of local communities in this world. It proposes a dynamic model of reforming education in these countries that includes three major phases and integrates both modern and traditional (indigenous) educational purposes and values. Evocative ponderings are outlined throughout the book to promote critical thinking and reframing of educators' views towards educational reform and change. This book will be of great interest to researchers and students in the fields of educational leadership, educational policy, educational change, comparative education, political science, and sociology. It will also appeal to educators, supervisors, and policymakers. ED591757 Reforming Education in Developing Countries: From Neoliberalism to Communitarianism. Routledge Research in International and Comparative Education Routledge Research in International and Comparative Education 2018-11-19 978-0-8153-7729-0 Researchers Students Teachers Policymakers 182 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/RRICE/ N/A https://www.routledge.com/Reforming-Education-in-Developing-Countries-From-Neoliberalism-to-Communitarianism/Oplatka/p/book/9780815377290 2019 As Provided JAN2020

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Yes Civil Rights Religion Equal Education Student Rights Dress Codes Religious Cultural Groups Religious Factors Educational Environment Student Diversity Muslims School Safety Secondary School Students Tutoring Goodman, Christie L., Ed. Collected Works - Serial Texas United States ISSN-1069-5672 Intercultural Development Research Association English Secondary Education The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "Religion Equity." Articles include: (1) Religion Equity in Schools -- Protecting Students and Their Civil Rights (Paula N. Johnson); and (2) Religion Equity and School Dress Codes (Sulema Carreón-Sánchez and Phoebe Schlanger). In a section titled "Six Teens Win 2018 National Essay Contest Awards," Intercultural Development Research Association (IDRA) Coca-Cola Valued Youth Program tutors share stories of the program's impact on their lives. ED591758 IDRA Newsletter. Volume 45, No. 7 Intercultural Development Research Association 2018-08-00 Department of Education (ED) Community Parents Teachers 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2019 0 ERIC JAN2020

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Yes English Language Learners Literacy Education Inferences Student Diversity Teacher Competencies Theater Arts Teaching Methods Reading Instruction Reading Skills Transformational Leadership Teacher Shortage Alternative Teacher Certification Minority Group Students Student Needs Bilingual Students Goodman, Christie L., Ed. Collected Works - Serial Texas United States ISSN-1069-5672 Intercultural Development Research Association English The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is English Learner Literacy. Articles include: (1) School Leaders Improve English Learner Literacy with Focus on Inferencing (Nilka Avilés); (2) Creating Effective Diverse Classrooms through Accelerated Teacher Certification (Felix Montes); and (3) Readers Theatre -- Teatro en el Aula: New IDRA Semillitas de Aprendizaje™ Product for Young Learners. ED591759 IDRA Newsletter. Volume 45, No. 8 Intercultural Development Research Association 2018-09-00 Department of Education (ED) Teachers Parents Community 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2019 0 ERIC JAN2020

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Yes State Departments of Education Growth Models Accountability Research Reports Scores Predictor Variables Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Elementary School Students Middle School Students English Instruction Language Arts Mathematics Reports - Descriptive New York New York State Education Department English Grade 4 Intermediate Grades Elementary Education Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 This document describes the model used by the New York State Education Department (NYSED) to measure student growth for institutional accountability in New York State for the 2016/17 school year. In 2016/17, growth models were implemented for institutional accountability in Grades 4-8 ELA and mathematics. All models are based on assessing each student's change in performance between 2015/16 (and prior years) and 2016/17 on State assessments compared with students who have similar prior performance. Revisions to the State-provided growth model will be considered in future years. The results presented in this report are based on 2016/17 and prior school years' data, with some comparison to prior-year results. This technical report contains four main sections: (1) Data -- Description of the data used to implement the student growth model, including data processing rules and relevant issues that arose during processing; (2) Model -- Description of the unadjusted statistical model; (3) Reporting -- Description of reporting metrics; and (4) Results -- Overview of key model results aimed at providing information on model quality and characteristics. [This report was prepared by Education Analytics, Inc. for the New York State Education Department. For the 2015/2016 report, see ED591463.] ED591462 Growth Model for School Accountability, 2016/17 Technical Report New York State Education Department 2017-11-00 Teachers 21 New York State Education Department. 89 Washington Avenue, Albany, NY 12234. Tel: 518-474-3852; Web site: http://www.nysed.gov N/A 2019 7 ERIC JAN2020

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Yes State Departments of Education Growth Models Accountability Research Reports Scores Predictor Variables Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Elementary School Students Middle School Students English Instruction Language Arts Mathematics Reports - Descriptive New York New York State Education Department English Grade 4 Intermediate Grades Elementary Education Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 This document describes the model used by the New York State Education Department (NYSED) to measure student growth for institutional accountability in New York State for the 2015/16 school year. In 2015/16, growth models were implemented for institutional accountability in Grades 4-8 ELA and mathematics. All models are based on assessing each student's change in performance between 2014/15 (and prior years) and 2015/16 on State assessments compared with students who have similar prior performance. Revisions to the State-provided growth model will be considered in future years. The results presented in this report are based on 2015/16 and prior school years' data, with some comparison to prior-year results. This technical report contains four main sections: (1) Data -- Description of the data used to implement the student growth model, including data processing rules and relevant issues that arose during processing; (2) Model -- Description of the unadjusted statistical model; (3) Reporting -- Description of reporting metrics; and (4) Results -- Overview of key model results aimed at providing information on model quality and characteristics. [This report was prepared by Education Analytics, Inc. for the New York State Education Department.] ED591463 Growth Model for School Accountability, 2015/16 Technical Report New York State Education Department 2017-07-00 Teachers 21 New York State Education Department. 89 Washington Avenue, Albany, NY 12234. Tel: 518-474-3852; Web site: http://www.nysed.gov N/A 2019 7 ERIC JAN2020

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Yes Educational Quality Educational History Educational Policy Equal Education Access to Education Social Justice Educational Equity (Finance) Educational Practices Youth Programs At Risk Students Professional Development Family Involvement Educational Change Goodman, Christie L., Ed. Collected Works - Serial Texas United States ISSN-1069-5672 Intercultural Development Research Association English The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is IDRA's 45th Anniversary. Contents include: (1) Beginning with the End in Mind to Establish Equitable, Excellent Education (María "Cuca" Robledo Montecel and Aurelio M. Montemayor); (2) Valuing Youth and Assuring that All Youth Count (María "Cuca" Robledo Montecel and Aurelio M. Montemayor); (3) InterAction with the Ecosystem -- The IDRA Quality Schools Action Framework (María "Cuca" Robledo Montecel and Aurelio M. Montemayor); (4) A History of IDRA Policy Work to Secure Excellent and Equitable Schooling for All Children; and (5) IDRA across the Decades. ED591760 IDRA Newsletter. Volume 45, No. 6, June-July 2018 Intercultural Development Research Association 2018-00-00 Department of Education (ED) Teachers Parents Community 12 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2019 0 ERIC JAN2020

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Yes High School Students College Preparation Student Attrition Public Schools Attrition (Research Studies) High School Graduates Required Courses Algebra Graduation Requirements School Counselors Counselor Attitudes Career Awareness Goodman, Christie L., Ed. Collected Works - Serial Texas ISSN-1069-5672 Intercultural Development Research Association English High Schools Secondary Education The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "College Preparation." Contents include: (1) Texas Public School Attrition Study, 2017-18: High School Attrition Improves by Two Points (Roy L. Johnson); (2) Still Making a Case for Algebra II (Paula Johnson); (3) Counselors Overwhelmed and Worried about Implementing Texas' New Graduation Requirements: IDRA Study Explores Counselor Concerns in Supporting Students for College Preparation (Hector Bojorquez); and (4) Expanding Career Awareness for College… Especially for First-timers (Aurelio M. Montemayor). ED591761 IDRA Newsletter. Volume 45, No. 9 Intercultural Development Research Association 2018-10-00 Department of Education (ED) Teachers Parents Community 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2019 0 ERIC JAN2020

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Yes Employers Foreign Countries Vocational Education Technical Education Career Education Accreditation (Institutions) Labor Force Development Job Satisfaction Employees Employer Employee Relationship Job Training Informal Education Technological Advancement White, Ian De Silva, Navinda Rittie, Toni Reports - Research Australia National Centre for Vocational Education Research (NCVER) (Australia) English The key drivers of employer investment in workforce training include improving the quality of a product or service, the adoption of new technology, and to meet legislative, regulatory or licensing requirements. Various types of training -- accredited, unaccredited, informal -- are accessed by employers to fulfil their training needs. This report focusses on employer's use of unaccredited training. As unaccredited training sits outside the mandatory reporting requirements of the nationally recognised accredited training system, administrative data relating to its use are not systematically collected in the National VET Provider Collection, therefore the true extent of its uptake in Australia is largely unknown. However, from the 2017 Survey of Employers' Use and Views of the VET System, around half of employers in Australia are looking outside the nationally accredited vocational education and training (VET) system to provide their employees with training to meet their skill needs. This study takes a closer look at employers' use of unaccredited training, explores why they use it, why they choose unaccredited training over accredited training, and whether it meets their skill needs. ED591762 Unaccredited Training: Why Employers Use It and Does It Meet Their Needs? Research Report National Centre for Vocational Education Research (NCVER) 2018-00-00 Australian Government Department of Education and Training 28 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 2019 30 ERIC JAN2020

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No Educational Technology Technology Uses in Education Educational Research Learning Theories Constructivism (Learning) Design Cooperative Learning Computer Assisted Instruction Computer Software Cooperation Social Media Educational Environment Telecommunications Handheld Devices Computer Simulation Intelligent Tutoring Systems Self Management Evaluation Resource Units Standards Access to Computers Social Justice Duval, Erik, Ed. Sharples, Mike, Ed. Sutherland, Rosamund, Ed. Books Collected Works - General English This book gives an overview of the state-of-the-art in Technology Enhanced Learning (TEL). It is organized as a collection of 14 research themes, each introduced by leading experts and including references to the most relevant literature on the theme of each cluster. Additionally, each chapter discusses four seminal papers on the theme with expert commentaries and updates. This volume is of high value to people entering the field of learning with technology, to doctoral students and researchers exploring the breadth of TEL, and to experienced researchers wanting to keep up with latest developments. This book contains the following chapters: (1) Research Themes in Technology Enhanced Learning (Erik Duval, Mike Sharples, and Rosamund Sutherland); (2) Technology and Theories of Learning (Charles Crook and Rosamund Sutherland); (3) Constructionism and Microworlds (Richard Noss and Celia Hoyles); (4) Design Methods for TEL (Susan McKenney and Yael Kali); (5) Computer-Supported Collaborative Learning (Sten Ludvigsen and Hans Christian Arnseth); (6) Mass Collaboration with Social Software in TEL (Ulrike Cress and Gerhard Fischer); (7) Learning Spaces (Brett Bligh and Charles Crook); (8) Mobile Learning (Mike Sharples and Daniel Spikol); (9) Virtual Worlds for Learning (Maggi Savin-Baden, Liz Falconer, Katherine Wimpenny, and Michael Callaghan); (10) Adaptive Intelligent Learning Environments (Eelco Herder, Sergey Sosnovsky, and Vania Dimitrova); (11) Self-Regulated Learning in Technology Enhanced Learning Environments (Donatella Persico and Karl Steffens); (12) Assessment for Learning (Carlo Perrotta and Denise Whitelock); (13) Learning Objects (Tom Boyle and Erik Duval); (14) Technical Learning Infrastructure, Interoperability and Standards (Xavier Ochoa and Stefaan Ternier); and (15) Digital Divides and Social Justice in Technology-Enhanced Learning (Lyndsay Grant and Rebecca Eynon). ED591763 Technology Enhanced Learning: Research Themes Springer 2017-00-00 978-3-319-02599-5 Researchers Students 180 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:abstracting-indexing@springer.com; Web site: http://www.springer.com N/A https://www.springer.com/us/book/9783319025995 2019 ERIC JAN2020

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No Educational Quality Politics of Education Quality Assurance Evaluation Comparative Analysis Reflection Expertise Governance Information Dissemination Educational Assessment Comparative Education Foreign Countries Kauko, Jaakko, Ed. Rinne, Risto, Ed. Takala, Tuomas, Ed. Books Collected Works - General Brazil China Russia English The question of quality has become one of the most important framing factors in education and has been of growing interest to international organisations and national policymakers for decades. "Politics of Quality in Education" focuses on Brazil, China, and Russia, part of the so-called emerging nations' BRICS block, and draws on a four-year project to develop a new theoretical and methodological approach. The book builds a comparative, sociohistorical, and transnational understanding of political relations in education, with a particular focus on the policies and practices of Quality Assurance and Evaluation (QAE). Tracking QAE processes from international organisations to individual schools, contributors analyse how QAE changes the dynamics in the roles of state, expertise, and governance. The book demonstrates how national and sub-national actors play a central role in the adaptation, modification or rejection of transnational policies. "Politics of Quality in Education" will be of great interest to academics, researchers and postgraduate students engaged in the study of comparative and international education, as well as educational policy and politics. It should also be essential reading for practitioners and policymakers. Contents include: (1) Comparing politics of quality in education (Jaakko Kauko, Tuomas Takala, and Risto Rinne); (2) Layers of reflectivity in comparative research (Jaakko Kauko, Vera Gorodski Centeno, Nelli Piattoeva, Helena Candido, Galina Gurova, Anna Medvedeva, Iris Santos, Olli Suominen, and Zhou Xingguo); (3) Historical paths to shared interest in quality assurance and evaluation (Olli Suominen, Vera Gorodski Centeno, Galina Gurova, Johanna Kallo, and Zhou Xingguo); (4) Established and emerging actors in the national political arenas (Jaakko Kauko, Olli Suominen, Vera Gorodski Centeno, Nelli Piattoeva, and Tuomas Takala); (5) Changing expertise and the state (Risto Rinne, Zhou Xingguo, Jaakko Kauko, Romuald Normand, Anna Medvedeva, and Iris Santos); (6) Governance by data circulation? The production, availability, and use of national large-scale assessment data (Nelli Piattoeva, Vera Gorodski Centeno, Olli Suominen, and Risto Rinne); (7) Effects of quality assurance and evaluation on schools' room for action (Galina Gurova, Helena Candido, and Zhou Xingguo); (8) Alternative views of the future of quality assurance and evaluation (Johanna Kallo, Tuomas Takala, Vera Gorodski Centeno, and Olli Suominen); and (9) Conclusion (Jaakko Kauko, Risto Rinne, and Tuomas Takala). ED591764 Politics of Quality in Education: A Comparative Study of Brazil, China, and Russia. Routledge Research in International and Comparative Education Routledge Research in International and Comparative Education 2018-05-10 978-1-138-55973-8 Students Practitioners Researchers Policymakers 208 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/RRICE/ N/A https://www.routledge.com/Politics-of-Quality-in-Education-A-Comparative-Study-of-Brazil-China/Kauko-Rinne-Takala/p/book/9781138559738 2019 ERIC JAN2020

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No Individualized Instruction Second Language Instruction Secondary School Teachers Language Teachers Secondary School Students Kelley, Stephanie K. Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education This basic qualitative research study highlighted the specific strategies, techniques, and processes of nine secondary teachers who differentiate instruction in a secondary modern foreign language course to successfully meet the needs of non-native mixed-ability students. The nine participants from across the United States participated in semi structured interviews and provided artifacts that showed how they used data, planned their lessons, and described their experiences with differentiated instruction. Additionally, the teachers explained their challenges and successes with differentiation and described the training they received and deemed effective. Data analysis discovered that effective foreign language teachers planned differentiated lessons based on student needs and interests and used data-driven decision making to develop lessons that used multiple instructional strategies. These teachers use frequent and multiple assessments as well as multiple and flexible grouping strategies. The findings from the study indicated that successful foreign language teachers modify existing differentiated activities and strategies to suit their needs and establish classroom communities by open discussion and collaboration. The findings also showed that effective foreign language teachers collaborate with colleagues to plan and learn more about differentiated instruction and use reflective practice to improve DI lessons. Because of the use of differentiated instruction in their classes, these teachers indicated that they have built student autonomy and an improved student perception of their classes. Finally, the study indicated that teachers need additional time to plan their lessons and learn more about differentiation and need differentiation training that is specific to foreign language instruction. [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.] ED591464 Using Differentiated Instruction in Foreign Language Classrooms Successfully: A Basic Qualitative Investigation ProQuest LLC Ph.D. Dissertation, Capella University 2018-00-00 978-0-4385-2531-3 154 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:10937205 2019 As Provided JAN2020

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No Media Literacy College Faculty Generational Differences Required Courses Decision Making Knowledge Level Academic Achievement Educational Planning College Students Technological Literacy Nontraditional Students Technology Education Richards-Mealy, Leasa Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Institutions of higher education are in the business of educating students, and many institutions require students to demonstrate that they have acquired a certain level of digital literacy knowledge and skills by passing an introductory computer class. Recently, discussions concerning whether the current "digital natives" already possess adequate digital literacy knowledge and skills have started the administrators at institutions questioning whether students should be required to pass an introductory computer course. However, the administrators must consider that many of their new students are non-traditional students who are not "digital natives." This group of non-traditional students consists of Generation X and Generation Y students who may not have acquired digital literacy knowledge and skills, which could influence their ability to be successful in their college experience and their careers. Therefore, the problem addressed by this study was whether institutions of higher education should continue to require an introductory computer course for all students. Before making changes to the computer course requirement, administrations need to know whether digital literacy knowledge and skills exist among new college students, and if so, whether it was relative to the different generations of technology users. To assess this problem, a study was conducted to evaluate the level of digital literacy knowledge and skills that new students have when beginning their college experience. The purpose of the quasi-experimental, cross-sectional quantitative study was to conduct research to evaluate the performance of new students from multiple generations of technology users on a survey focused on digital literacy knowledge and skills. A quantitative analysis was conducted to evaluate whether there are statistical differences between the variables representing the performances among the different generations of technology users on five topics of digital literacy knowledge and skills. Since the findings for this study failed to reject all the null hypotheses, then college administrators may want to conduct similar studies to provide evidence that new college students have the appropriate level of digital literacy knowledge and skills before deciding to remove the requirement of an introductory computer course. [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.] ED591465 A Quantitative Study to Analyze New Student Digital Literacy Knowledge and Skills at a Four-Year Institution ProQuest LLC D.B.A. Dissertation, Northcentral University 2018-00-00 978-0-4385-0085-3 151 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:10937226 2019 As Provided JAN2020

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No Beginning Teachers Rural Education Rural Schools Mentors Public School Teachers Teacher Effectiveness Andragogy Constructivism (Learning) Case Studies Faculty Development Eldredge-Sandbo, Mary Dissertations/Theses - Doctoral Dissertations North Dakota EISSN- English Adult Education The North Dakota Teacher Support System (NDTSS) mentoring program is available to 1st-year teachers employed in the state public schools. Because there has been limited research on the topic, the purpose of this study was to increase the understanding of how participation in the mentoring program affects the experiences and developing effectiveness of 1st-year teachers in rural schools, which is important because teacher retention and recruitment are a concern in rural schools. This study was set within a conceptual framework of andragogy and constructivism and guided by 2 research questions that inquired about the experiences of teaching in a rural school and working with an NDTSS mentor through the 1st year of teaching. This descriptive, embedded, single case study focused on 11 new teachers in rural schools who participated in the NDTSS program. Through constant comparison, 11 interviews, 6 sets of conference logs, and 5 performance rubrics were analyzed for the sample as well as NDTSS survey data completed by 154 new teachers. The results led to 11 themes that revealed each participant had unique experiences working with a mentor. Additionally, working with a mentor provided support to deal with challenges and develop teaching effectiveness, especially when there was a positive relationship between the mentor and new teacher. These findings guided the development of a professional development project for rural NDTSS participants, aimed at providing additional support to new teachers as they work with their mentors to develop their teaching identity and effectiveness. The results of this study contribute to positive social change by increasing the understanding, appreciation, and support of the experiences of 1st-year teachers, especially in rural schools, which holds the potential to strengthen teaching and learning in the state's rural 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.] ED591466 Teaching on the Prairie: First-Year Teachers in Rural Schools ProQuest LLC Ed.D. Dissertation, Walden University 2018-00-00 978-0-4385-2534-4 377 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:10937267 2019 As Provided JAN2020

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No Reading Instruction Phonemic Awareness Phonics Preschool Children Autism Pervasive Developmental Disorders Emergent Literacy Reading Programs Program Effectiveness Instructional Effectiveness Reading Skills Developmentally Appropriate Practices Speech Instruction Multisensory Learning Quinney, Kerry Anne Dissertations/Theses - Doctoral Dissertations Nevada EISSN- English Early literacy skills are essential to later reading success, yet minimal empirical understanding exists about preparing students with autism spectrum disorder (ASD) to read. Since 1 in 59 children are currently diagnosed with ASD, understanding how to teach reading to this population in critical. Decoding is necessary for successful reading, per the Simple View of Reading theory, so it is imperative that the building blocks of decoding, phonemic awareness (PA) and phonics, are taught in preschool, as students who begin kindergarten with delays in literacy will likely continue to struggle in school. Early literacy interventions for students with disabilities in preschool may improve literacy skills and perhaps, bolster overall outcomes. This qualitative case study explored the impact that a multisensory early literacy program had on preschool-aged students with ASD. Two teachers and eight students participated. The primary purpose of this study was to examine the Lively Letters early literacy program to determine its effects on the PA and phonics ability of young students with ASD in a public-school district in Nevada. Triangulation occurred as multiple sources of data were collected to include: teacher interviews, progress monitoring, and field and video observations. The data revealed five main themes. Five research questions were answered as follows: (a) improvement in PA and phonics skills was evident, (b) teachers believed teaching early literacy was essential for preschool-aged students with ASD, (c) teachers deemed the Lively Letters program developmentally appropriate and beneficial, (d) improvement in speech sound production was noted, and (e) the multisensory component of the program was considered helpful to teach early literacy. Preschool-aged students with ASD should be taught PA and phonics skills using a multisensory early literacy program that incorporates speech training. Future research should explore teachers' perceptions with respect to teaching procedures and techniques used when teaching early literacy skills, such as PA and phonics skills to students with ASD in pre-kindergarten. Using a mixed-methods design to study the effects of using augmentative and alternative communication to teach PA and phonics skills to students with ASD would be warranted, as would using a quasi-experimental design to compare the PA and phonics skills of students taught literacy using a multisensory literacy program to students who used a program without a multisensory component. [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.] ED591467 The Effects of Teaching Phonemic Awareness and Phonics Skills to Preschool-Aged Children with Autism Spectrum Disorder ProQuest LLC Ph.D. Dissertation, Northcentral University 2018-00-00 978-0-4385-0164-5 156 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:10937278 2019 As Provided JAN2020

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No Sense of Community Correlation Racial Identification Academic Achievement Student Motivation African American Students High School Students Public Schools Grade 10 Grade 11 Grade 12 Boston, Colette Speeches/Meeting Papers Reports - Research California ISSN- English High Schools Secondary Education Grade 10 Grade 11 Grade 12 Although research on racial identity in relation to educational outcomes has expanded in recent years, little is known how it interacts with other constructs that influence achievement. The present study examined the relationship among the components of racial identity (centrality, private regard, and public regard) and sense of belonging on the academic motivation of African American high school students. This paper presents a quantitative study which consisted of a survey of 105 African American students from large public high school in Southern California. ED592340 The Relationship among Racial Identity, Sense of Belonging, and Academic Motivation among African American Students AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 15 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Hispanic Americans Public Policy Law Enforcement Immigration Mental Disorders Health Conditions Undocumented Immigrants Child Development Child Safety Fear Family Relationship Anxiety Risk Access to Education Government Role Neurosciences Violence Bridgman, Anne Reports - Evaluative Society for Research in Child Development English Research tells us that children need safe, nurturing, predictable environments to developing a healthy way and to thrive. Yet with recent changes in immigration policies and increased enforcement activities, children of undocumented parents, many of whom are U.S. citizens, increasingly live in fear that family members may be arrested, incarcerated, or deported. Research suggests that exposure to circumstances that produce such persistent fear and chronic anxiety entail significant risk for adverse long-term outcomes. Such adversities in childhood are powerful predictors of health conditions and early-onset mental illness. The brief summarizes the "Social Policy Report," "Applying a Community Violence Framework to Understand the Impact of Immigration Enforcement Threat on Latino Children," Sep 2018. ED592341 How the Threat of Deportation Affects Children in Latino Immigrant Families. Social Policy Report Brief. Volume 31, Number 3 Society for Research in Child Development 2018-09-00 2 Society for Research in Child Development. 2950 South State Street Suite 401, Ann Arbor, MI 48104. Tel: 734-926-0600; Fax: 734-926-0601; e-mail: info@srcd.org; Web site: http://www.srcd.org N/A 2019 ERIC JAN2020

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No Instructional Effectiveness Mathematics Instruction Intervention Urban Schools Middle School Students Mathematics Achievement Experimental Groups Control Groups Grade 6 Grade 7 Grade 8 Algebra Equal Education Bowens, Bryan D. Warren, Susan R. Jiang, Ying Hong Yau, Jenny Y. P. Hughes, Louis Speeches/Meeting Papers Reports - Research ISSN- English Middle Schools Secondary Education Junior High Schools Grade 6 Intermediate Grades Elementary Education Grade 7 Grade 8 This two-part investigation (a) assessed the impact of the Jaime Escalante Math Program (JEMP), a structured summer mathematics intervention program, on the math achievement of urban middle school students and (b) identified the characteristics of the program that the administrators and teachers perceived to contribute to student achievement. A mixed methods approach included analysis of two years of student math assessment data, administrator interviews, and teacher surveys. Quantitative findings indicate that student participants in the JEMP achieved significant growth in mathematics on two measures. Additionally, effective program elements are revealed in the qualitative data including specific classroom instructional strategies used in the JEMP. The results of this study will assist educators developing mathematics intervention programs, particularly for urban secondary students. ED592342 Educating for Equity: The Impact of an Intervention Mathematics Program on Urban Middle School Students AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 19 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Mathematics Curriculum Preservice Teachers Elementary Education Pedagogical Content Knowledge Mathematics Instruction Preservice Teacher Education Geometric Concepts Fractions Numbers Teaching Methods Salinas, Alejandra Feldman, Ziv Callis, Laura Marie Kyser Chapin, Suzanne Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Elementary Education Current research and policy statements regarding mathematics teacher preparation support shifting the focus of content courses for prospective elementary teachers (PTs) towards the mathematics that elementary teachers are expected to teach, or "content knowledge for teaching mathematics" (CKTM). This paper describes a research-based elementary mathematics curriculum for PTs designed to support instructors in implementing the content and pedagogical recommendations to develop PTs' CKTM. The curriculum consisted of three independent units: Fractions, Geometric Measurement, and Number Theory. Each unit was field-tested by 20 to 26 instructors across the country for a total of approximately 500 PTs providing data for each unit. The results indicate that the curricular materials for each unit were significantly and largely effective in increasing PTs CKTM. ED592343 A Mathematics Curriculum That Supports Preservice Elementary Teachers' Content Knowledge for Teaching Mathematics AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-12 12 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Internship Programs Teacher Recruitment Alternative Teacher Certification Beginning Teachers STEM Education Mathematics Teachers Science Teachers Secondary Schools Preservice Teacher Education Graduate Students Academic Achievement Day, Martha M. Donahue, Tara Duffin, Lisa C. Speeches/Meeting Papers Reports - Research Kentucky ISSN- English Secondary Education Higher Education Postsecondary Education The Graduate Kentucky Teach (GSKyTeach) program is designed to prepare new math and science teachers in high-need secondary schools by completing nine graduate-level courses and a year-long residency. A quasi-experimental design has been employed to assess the extent to which GSKyTeach participants demonstrate differential outcomes in classroom practice, student achievement, and employment retention as compared to a group of beginning teachers. This paper analyzes teacher growth over a five year period as measured by classroom observations and discusses the program's retention rates and why graduates believe that GSKyTeach prepared them to become classroom teachers. ED592344 Graduate Kentucky Teach (GSKyTeach): Preparing STEM Teachers for Today's Students AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Preschool Children Alphabets Learning Processes Language Proficiency Phoneme Grapheme Correspondence Phonemic Awareness Phonological Awareness Paired Associate Learning Orthographic Symbols Articulation (Speech) Low Income Students Bilingualism Outcomes of Education Bilingual Students English Language Learners Roberts, Theresa A. Vadasy, Patricia F. Sanders, Elizabeth A. Reports - Research EISSN- English This study addressed two areas of inquiry: 1) the influence of enlisting three underlying cognitive learning processes (CLPs) in alphabet learning, and 2) order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist Paired Associate Learning (PAL) only, PAL plus Orthographic Learning (OL), or PAL plus Articulatory Learning (AL). Subjects were 94 preschool children in eight public preschool classrooms with low-income eligibility thresholds, including 35 dual language learners (DLLs). Children were randomly assigned within classroom to small groups that were randomly assigned to one of the three treatments, and one of two orders in which letter names and sounds were taught. Research assistants provided 10 weeks of instruction, 15 minutes/day, for four days/week. All children in the three treatments made significant growth from pretest to posttest on all measures of alphabet learning. Children in the PAL only condition had significantly higher gains than the sample average on four of five alphabet measures. Posthoc tests showed that PAL only significantly outperformed the other two conditions on four of the five measures, but only for native English-speaking children. No evidence of differences among treatments was found for DLL children. Additionally, there was no main effect for order of name or sound instruction, although teaching sounds before names was statistically significantly better in the PAL only treatment. Findings support explicit alphabet instruction emphasizing the relationship between verbal letter labels and letter forms that enlists PAL processes. [This paper will be published in "Reading Research Quarterly."] ED592345 Preschoolers' Alphabet Learning: Cognitive, Teaching Sequence and English Proficiency Influences Grantee Submission 2019-02-01 Institute of Education Sciences (ED) 56 T https://doi.org/10.1002/rrq.242 2019 As Provided JAN2020 Yes R305A150005

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No Catholic Schools Hispanic American Students Student Experience Student School Relationship High School Students Single Sex Schools Males School Culture Working Class Teacher Student Relationship Values Religious Factors Aldana, Ursula S. Speeches/Meeting Papers Reports - Research ISSN- English High Schools Secondary Education Declining Catholic school enrollment rates coupled with increasing numbers of Latino Catholics (in the US) have prompted Catholic leaders to interrogate how they can best engage and meet the needs of the Latino community (Hosffman, 2014). But this research need also examine the Latino Catholic school student experience within a historical, economic and sociopolitical context. This paper interrogates the experiences of Latino students at an all male Catholic high school that has historically served a working-class Latino community. The project draws its data from a one-year ethnographic study that examined Divinity High School's school culture. Findings demonstrate how religious programs supported Latino student engagement, while teacher deficit thinking contrasted with the beliefs and values of the school. ED592346 Latino Student Experiences in Catholic School: How Teacher Deficit Thinking Disrupts Students' Sense of Belonging AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Technology Uses in Education Faculty Development Influence of Technology Technology Integration Males Grade 9 Grade 10 Grade 11 Grade 12 Secondary School Teachers Administrators Secondary Education Weaver, Carmen Speeches/Meeting Papers Reports - Research ISSN- English Grade 9 Junior High Schools Middle Schools Secondary Education High Schools Grade 10 Grade 11 Grade 12 The administration of a high school made the decision to transition to a "school of the 21st century". This transition includes one-to-one mobile computing devices for all faculty and students, ubiquitous Internet access, and the use of open educational resources (OER) to replace textbooks. At the time of this phase in this longitudinal study, the one-to-one and OER initiative has been in place in the school for two years. The purpose of this mixed methods study was to examine teachers' concerns about a school's technology initiative two years after implementation. It also served to gauge the teachers' technology use as prescribed by the initiative. The results of this study have implications for legislators, K-12 administrators, technology coordinators, and teachers. ED592347 Teacher Concerns and Levels of Technology Use in the Absence of Sustained Professional Development AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Student Attitudes Grade 8 Elementary School Students Computer Use Access to Computers Internet Computer Attitudes Foreign Countries Social Life Influence of Technology Sahin, Sami Alkan, Ayse Journal Articles Reports - Research Turkey ISSN-1303-5134 English Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education We aimed to explore 8th grade students' computer use in this research. We carried out the research at Yasar Dogu Elementary School in Kavak, a district of Samsun province in Turkey. We implemented semi-structured interviews to collect the data. We selected our sample from among volunteers of 3 different classes, striving to select students with different characteristics. Our study group consisted of 3 girls and 4 boys. We recorded interviews with a video camera. We found that students have Internet access in the home; they learn to use computers from their family members and relatives; they think computers positively affect their social lives; they mostly use computers on recreational days; they mostly use computers for fun, although they also do homework and online assignments with computers and the Internet; they do not follow any electronic media or publications; and they think that only their mothers lack knowledge about computers among the family members. ED592348 Students' Views about Computer Use: Interviews with 8th Graders Online Submission International Journal of Human Sciences v8 n1 p1413-1427 2011 2011-00-00 15 N/A 2019 As Provided JAN2020

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Yes English (Second Language) Second Language Learning Second Language Instruction Nursery Rhymes Discourse Analysis Textbooks Global Approach Illustrations Content Analysis Religion Race Gender Differences Whites Physical Characteristics Blacks Elementary School Students Secondary School Students Foreign Countries Atai, Mahmoodreza Babaii, Esmat Isavi, Ebrahim Journal Articles Reports - Research Iran ISSN-2252-0198 English Elementary Education Secondary Education With the advent of globalization, especially in its third phase (see Robertson, 2003), global relations of domination have undermined abuse of power at national and local levels (Fairclough, 2001). Global ELT textbooks, as corollaries of the globalization process, are not immune to the embedment of discriminatory discourses, as various studies have shown (see for example, Gray, 2010, 2012; Babaii and Sheikhi, 2017). On the other hand, a social actor analysis of verbal and visual discourse will contribute significantly to the disclosure of discriminatory discourses (see van Leeuwen, 2008; Hart, 2014). The current study, therefore, reduces the gap in research on ideology of ELT materials by probing into the nursery rhymes in children and young-adult ELT textbooks. Visual representation of social actors in the images accompanying nursery rhymes in "Magic Time", "English Time", "Let's Go" and "Family and Friends" were, thus, examined, using van Leeuwen's (2008) framework. Regarding results, the most frequent exclusionary discourses in the corpus included religion, nationality, race, and gender respectively. Significantly, it was found that monochromatic depiction of social actors constituted a strategy for the discursive construction of otherness in "Family and Friends." Additionally, a process, called "whitenization of blacks" in the terminology of the current study, was found to be at work in which blacks were depicted as having the facial features of whites. ED592349 Visual Representation of Social Actors in ELT Nursery Rhymes Online Submission Applied Research on English Language v7 n4 p451-478 2018 2018-00-00 28 N/A 2019 0 As Provided JAN2020

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Yes Teacher Attitudes Student Attitudes Student Behavior Behavior Problems Mathematics Education Classroom Techniques Coping Educational Strategies Prevention Intervention Punishment Etiology Family Problems Difficulty Level Secondary School Teachers Secondary School Students Foreign Countries Yazlik, Derya Ozlem Journal Articles Reports - Research Turkey ISSN-2222-1735 English Secondary Education The aim of this research is to determine what are the unwanted student behaviors and causes in mathematics classes, what strategies teachers use to cope with these behaviors, and how adequate they feel themselves coping with these behaviors. This research carried out with case study from qualitative research designs and the data were gathered with semi-structured interview forms from 50 teachers and 150 students. The obtained data were analyzed by content analysis method. According to the findings of the research, all teachers see the strategies to cope with unwanted student behaviors as preventive and remedial. However, more than half of the students perceive these strategies as frightening and punitive. Most of the teachers stated that they can cope with unwanted student behaviors and that they see themselves as sufficient. Teachers have shown that unwanted student behaviors are more often caused by family problems, mathematics is always seen as difficult, students want to draw attention, and family and teachers cannot show common attitudes towards behavior. ED592350 Teacher and Student Views about the Unwanted Student Behaviors in the Mathematics Courses Online Submission Journal of Education and Practice v8 n25 p96-108 2017 2017-00-00 13 N/A 2019 As Provided JAN2020

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Yes Vocational Education State Policy Educational Policy Career Readiness State Legislation Educational Legislation Educational Finance Partnerships in Education School Business Relationship Dual Enrollment Accountability Teacher Certification Credentials Governance Career Counseling Graduation Requirements STEM Education Access to Education Equal Education Academic Standards Vocational Education Teachers School Counseling State Aid High Schools Postsecondary Education Community Colleges Reports - Descriptive United States Association for Career and Technical Education (ACTE) Advance CTE: State Leaders Connecting Learning to Work English High Schools Secondary Education Postsecondary Education Two Year Colleges Higher Education In 2016, 42 states carried out a total of 139 policy actions relevant to CTE, including laws, executive orders, board of education actions, budget provisions and ballot initiatives. This represents an increase over 2015 activity. Several states passed packages of legislation impacting multiple elements of CTE programming, such as "Virginia," "California," "Indiana" and "Idaho," while "Iowa" took a deep dive into redesigning secondary CTE and career development. The governors in several of these states had previously signaled that CTE would be a priority in 2016 in their state of the state addresses, including Gov. C.L. "Butch" Otter of "Idaho" and Gov. Terry McAuliffe of "Virginia", which helped provide momentum for such reforms. Some key takeaways include: (1) In 2016, funding continued its streak as the top category of state CTE policies for the fourth year in a row; (2) Twenty-eight states took action to financially support CTE activities this past year, including new sources of funding, redirected funds, scholarships and incentives; (3) New grant programs supporting CTE were established in several states, including California and Massachusetts; (4) Oregon created the College and Career Readiness Fund, which calls on the legislature to allocate $800 per high school student each year for CTE programs as well as dual credit and dropout prevention; (5) Utah started a fund to develop programs of study with industry; (6) In addition, the prior year's cuts to CTE in Arizona were restored; and (7) The second most popular category is policy related to industry partnerships and work-based learning, with 26 states working in this area by supporting or incentivizing collaboration between industry and education and work-based learning opportunities. Also noteworthy are policies related to dual and concurrent enrollment, articulation and early college (21 states), as well as policies supporting the attainment of industry-recognized credentials (20 states). [For the 2015 report, see "State Policies Impacting CTE: 2015 Year in Review," ED581565.] ED592351 State Policies Impacting CTE: 2016 Year in Review Association for Career and Technical Education (ACTE) 2017-01-00 26 Association for Career and Technical Education (ACTE). 1410 King Street, Alexandria, VA 22314. Tel: 800-826-9972; Tel: 703-683-3111; Fax: 703-683-7424; Web site: http://www.acteonline.org N/A 2019 ERIC JAN2020

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Yes Vocational Education State Policy Educational Policy Career Readiness State Legislation Educational Legislation Educational Finance Partnerships in Education School Business Relationship Dual Enrollment Accountability Teacher Certification Credentials Governance Career Counseling Graduation Requirements STEM Education Access to Education Equal Education Academic Standards Vocational Education Teachers School Counseling State Aid High Schools Postsecondary Education Community Colleges Tests Adult Vocational Education Reports - Descriptive United States Association for Career and Technical Education (ACTE) Advance CTE: State Leaders Connecting Learning to Work English High Schools Secondary Education Postsecondary Education Two Year Colleges Higher Education Adult Education In the 2017 calendar year, 49 states and Washington, D.C., carried out a total of 241 policy actions related to CTE and career readiness, including legislation, executive orders, board of education actions and budget provisions. This is a marked increase from 2016, one that reflects the priorities of state leaders. According to the Education Commission of the States' review of 2017 State of the State addresses, governors in 24 states discussed workforce development and CTE in their speeches, using the bully pulpit to elevate CTE as a policy priority. In Michigan, for example, Gov. Rick Snyder celebrated funding increases in postsecondary CTE programs and called for similar investments in K-12 CTE, including more money for career counselors. Later in the year, he signed a Fiscal Year (FY) 2018 budget that appropriated $1.2 million for CTE counselors, nearly $10 million for CTE equipment upgrades and $1 million to expand a web-based career preparation and readiness platform. Across the states, the top CTE and career readiness priority in 2017 was funding. This continues a five year trend of funding as the top policy category identified in this analysis. 2017 also marked a significant shift in the breadth of policy activity, with far more states taking action on CTE and career readiness than in prior years. States most frequently addressed the following five policy areas:(1) Funding; (2) Data, reporting and/or accountability; (3) Industry-recognized credentials; (4) Dual/concurrent enrollment, articulation and early college; and (5) Industry partnerships and work-based learning. This report from Advance CTE and the Association for Career and Technical Education (ACTE) is the fifth annual review of CTE and career readiness policies across the United States. It represents the only comprehensive national snapshot of state activity related to CTE and career readiness, and provides a critical opportunity for state and national leaders to reflect on national trends and consider future directions. [For the 2016 report, "State Policies Impacting CTE: 2016 Year in Review," see ED592351.] ED592352 State Policies Impacting CTE: 2017 Year in Review Association for Career and Technical Education (ACTE) 2017-00-00 41 Association for Career and Technical Education (ACTE). 1410 King Street, Alexandria, VA 22314. Tel: 800-826-9972; Tel: 703-683-3111; Fax: 703-683-7424; Web site: http://www.acteonline.org N/A 2019 ERIC JAN2020

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Yes Program Effectiveness Information Processing Brain Hemisphere Functions Self Control Reading Comprehension Secondary School Students English Learning Disabilities Experimental Groups Control Groups Cognitive Style Intelligence Tests Reading Tests Planning Self Evaluation (Individuals) Self Motivation Notetaking Scores Yacoub, Moustafa Hassan Reports - Research Raven Progressive Matrices EISSN- English Secondary Education The study aimed to investigate the effectiveness of training programme based on Information Processing through Brain Dominance to enhance Self-Regulation skills and its effect on Reading Comprehension among the sample of preparatory school pupils with English learning disabilities. The sample of the study consisted of (40) pupils with English learning disabilities. The pupils divided into two groups; the experimental (20) pupils and the control group was (20) pupils. A pre and post-test design used for both groups. Author used alert cognitive style scale by Loren Crane 1989, Raven's progressive matrices, Self-Regulation skills scale, reading comprehension test designed by author. The findings showed that there were significant differences in self-regulation skills and reading comprehension favor to the experimental group. The results also showed that there were no significant differences in self-regulation and reading comprehension for follow up evaluation ED592353 A Training Programme Based on Information Processing in View of Cerebral Hemisphere to Enhance Self-Regulation Skills and Its Effect on Reading Comprehension among a Sample of Preparatory School Pupils with English Learning Disabilities Online Submission 2017-09-00 20 N/A 2019 As Provided JAN2020

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Yes Item Response Theory Data Analysis Mathematics Intelligent Tutoring Systems Data Comparative Analysis Models College Students Mathematics Instruction Fouh, Eric Farghally, Mohammed Hamouda, Sally Koh, Kyu Han Shaffer, Clifford A. Speeches/Meeting Papers Reports - Research Virginia Texas (El Paso) Florida English Higher Education Postsecondary Education We present an analysis of log data from a semester's use of the OpenDSA eTextbook system with the goal of determining the most difficult course topics in a data structures course. While experienced instructors can identify which topics students most struggle with, this often comes only after much time and effort, and does not provide real-time analysis that might benefit an intelligent tutoring system. Our factors included the fraction of wrong answers given by student, results from Item Response Theory, and the rate of model answer and hint use by students. We grouped exercises by topic covered to yield a list of topics associated with the harder exercises. We found that a majority of these exercises were related to algorithm analysis topics. We compared our results to responses given by a sample of experienced instructors, and found that the automated results match the expert opinions reasonably well. We investigated reasons that might explain the over-representation of algorithm analysis among the difficult topics, and hypothesize that visualizations might help to better present this material. [For the full proceedings, see ED592609.] ED592711 Investigating Difficult Topics in a Data Structures Course Using Item Response Theory and Logged Data Analysis International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 DUE1139861 IIS1258571 DUE1432008

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No Community Colleges School Business Relationship Partnerships in Education Education Work Relationship Labor Force Development Needs Assessment Facilitators (Individuals) Industry Educational Strategies Mann, Elizabeth Reports - Descriptive Brookings Institution, Brown Center on Education Policy English Two Year Colleges Higher Education Postsecondary Education Amid persistent concerns about the well-documented skills gap, community colleges have the potential to provide low-cost, high-quality education and training to students. Robust relationships between colleges and local industry partners are critical to building strong workforce development programs for students. In this context, this toolkit offers practical advice on how community college leaders can take a deliberate approach to communication with potential partners in their community, including local businesses and industry leaders. In this toolkit, you will find three sections: (1) Creating a Navigator for Industry Partners; (2) Key Characteristics of Productive Partnerships; and (3) Practical Steps for Building Relationships between Colleges and Industries. [Support for this publication was provided by Arconic Foundation.] ED592712 Connecting Community Colleges with Employers: A Toolkit for Building Successful Partnerships Brookings Institution 2017-07-00 Administrators 21 Brookings Institution. 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 N/A https://www.brookings.edu/wp-content/uploads/2017/07/gs_20170731_community_colleges_toolkit_final.pdf 2019 As Provided JAN2020

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Yes Peer Acceptance Electronic Publishing Collaborative Writing Grading Scoring Natural Language Processing Semantics Scores Grades (Scholastic) Reading Comprehension Readability Writing Improvement Teaching Methods Reading Instruction Li, Haiying Cai, Zhiqiang Graesser, Arthur Speeches/Meeting Papers Reports - Research English In this paper, we applied the crowdsourcing approach to develop an automated popularity summary scoring, called wild summaries. In contrast, the golden standard summaries generated by one or more experts are called expert summaries. The innovation of our study is to compute LSA (Latent Semantic Analysis) similarities between target summary and wild summaries rather than expert summaries. We called this method CLSAS, i.e., crowdsourcing-based LSA similarity. We evaluated CLSAS by comparing it with other approaches, Coh-Metrix language and discourse features and LIWC psychometric word measures. Results showed that CLSAS alone could explain 19% of human summary score, which was equivalent to the variance explained by dozens of language and discourse features and/or the word features. Results also showed that adding language and/or word features to CLSAS increased small additional correlations. Findings imply that crowdsourcing-based LSA similarity approach is a promising method for automated summary assessment. [For the full proceedings, see ED592609.] ED592713 How Good Is Popularity? Summary Grading in Crowdsourcing International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 Institute of Education Sciences (ED) National Science Foundation (NSF) 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 Yes R305A080594 R305G020018 R305C120001 R305A130030 0325428 633918 0834847 0918409 1108845

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Yes Vocational Education Access to Education Federal Legislation Educational Legislation Educational Improvement Labor Force Development Partnerships in Education Education Work Relationship Legal/Legislative/Regulatory Materials US House of Representatives. Committee on Education and the Workforce English This document records testimony from a hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education that was held to discuss strengthening career and technical education (CTE) and the need to reform, improve, and modernize current law so that more students can experience the power of this important education. By strengthening CTE policies, there is an opportunity to ensure the law reflects the current realities facing students, workers, and employers today. It is an important opportunity, one that allows more Americans to not only seize opportunities in the workforce, but helps them excel in the high-skilled jobs that exist today. Member statements were presented by: (1) Honorable Jared Polis, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were presented by: (1) Janet Global, Director of Career and Technical Education, Canyons School District; (2) Glenn E. Johnson, Manufacturing Workforce Development Leader, BASF Corporation; (3) Mimi Lufkin, Chief Executive Officer, National Alliance for Partnerships in Equity (NAPE); and (4) Mike Rowe, CEO, Mikeroweworks Foundation. Additional submissions were presented by: (1) Honorable Lou Barletta, a Representative in Congress from the State of Pennsylvania: Letter dated March 21, 2017, from International Code Council; (2) Mr. Johnson: Chart--Workforce Development Pipeline; (3) Mr. Polis: The CTE Equation in Tennessee; (4) Mr. Rowe: CompTIA--Change in TECH Act; (5) Chairman Rokita: Article--How Congress can help millions of Americans achieve career success; and (6) Honorable Glenn Thompson, a Representative in Congress from the State of Tennessee: Letter dated February 24, 2017, from Data Quality Campaign (DQC). ED592714 Providing More Students a Pathway to Success by Strengthening Career and Technical Education. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (February 28, 2017). Serial Number 115-7 US House of Representatives 2017-00-00 85 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 2019 ERIC JAN2020

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Yes Memory Test Format Cues Cognitive Processes Test Items Difficulty Level Recall (Psychology) Multiple Choice Tests Maass, Jaclyn K. Pavlik, Philip I., Jr. Speeches/Meeting Papers Reports - Research English This research combines work in memory, retrieval practice, and depth of processing research. This work aims to identify how the format and depth of a retrieval practice item can be manipulated to increase the effort required to successfully recall or formulate an answer, with the hypothesis that if the effort required to answer an item is increased there will be more benefit to learning. This hypothesis stems from work on desirable difficulties and the effortful retrieval hypothesis. Our data source was an experiment that used a 2 (question depth: factual, applied) x 2 (answer format: multiple choice, short answer) between-subjects design to investigate the effects of these conditions on retrieval practice performance. The experiment was delivered online though Mechanical Turk (n = 178). A logistic regression predicting performance during practice indicates that participants get more (in terms of an increase in future predicted success) from successful retrievals of items that fall within the more difficult level of both the format and depth factors (i.e., short answer and applied). There is also some support that the benefit from multiple choice items may be increased by asking deeper, more applied questions. The application of these results to scheduling effective practice is discussed. [This paper was supported by the University of Memphis's Institute for Intelligent Systems. For the full proceedings, see ED592609.] ED592715 Modeling the Influence of Format and Depth during Effortful Retrieval Practice International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Community Colleges College Faculty Part Time Faculty Adjunct Faculty Teacher Role Teacher Participation Teacher Characteristics Teaching Conditions Job Satisfaction Teacher Attitudes Compensation (Remuneration) Needs Access to Information Teacher Collaboration Feedback (Response) Bickerstaff, Susan Chavarín, Octaviano Reports - Research Columbia University, Community College Research Center English Two Year Colleges Higher Education Postsecondary Education While community colleges in many states have embarked on whole-institution reform to impact multiple dimensions of the student experience, relatively little attention has focused on the working conditions of adjunct faculty, who account for about two thirds of all instructional faculty at public two-year colleges. "Engaging Adjunct Faculty in the Student Success Movement," a project launched in 2016 by Achieving the Dream (ATD), acknowledges the critical role that part-time faculty play not only in supporting student learning but also in shaping students' perceptions and experiences at college. Six ATD leader colleges were selected through a competitive process to receive funds and technical assistance to develop and pilot scalable strategies to engage and support some of their part-time faculty. Using interview, focus group, and survey data, this brief explores the experiences of part-time faculty at these colleges. It also describes several categories of supports offered to adjuncts through this pilot project and draws connections between these supports and part-time faculty needs as identified in the analysis. ED591765 Understanding the Needs of Part-Time Faculty at Six Community Colleges. CCRC Research Brief Community College Research Center, Teachers College, Columbia University 2018-11-00 Great Lakes Higher Education Corporation and Affiliates Leona M. and Harry B. Helmsley Charitable Trust 12 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://ccrc.tc.columbia.edu/ N/A 2019 23 As Provided JAN2020

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No Feedback (Response) Peer Relationship Teacher Student Relationship Teaching Methods Verbal Communication Hattie, John Clarke, Shirley Books Reports - Descriptive English Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which "Visible Learning: Feedback" aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: (1) the variability of feedback; (2) the importance of surface, deep and transfer contexts; (3) student to teacher feedback; (4) peer to peer feedback; and (5) the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. "Visible Learning: Feedback" brings together two internationally known educators and merges Hattie's world-famous research expertise with Clarke's vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country. ED591766 Visible Learning: Feedback Routledge, Taylor & Francis Group 2018-08-23 978-1-138-59988-8 Teachers 188 Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com N/A https://www.routledge.com/Visible-Learning-Feedback/Hattie-Clarke/p/book/9781138599895 2019 As Provided JAN2020

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No Art Education Visual Arts Identification Inclusion Higher Education Race Ideology Arts Centers Alienation Dyslexia Freehand Drawing Graduate Study Library Materials Minority Groups Ethnic Groups Social Class Achievement Gap Vocational Education Academic Education Hatton, Kate, Ed. Books Collected Works - General English Higher Education Postsecondary Education From within the frame of visual arts education, this collection examines differing and overlapping identities found in higher education. The authors explore expanding relationships of identity-based thinking. They show through their research and work how inclusion debates on race, gender, class and access are extended by adopting intersectional theory. The case studies drawn from visual arts education are applicable to wider education settings and will interest higher education theorists and equality and diversity specialists as well as arts practitioners, gallery educators and the informal arts education sector. This book is partner to "Towards an Inclusive Arts Education" (2015), edited by Kate Hatton. This book contains the following chapters: (1) Moving on: Inclusion and intersectionality in visual arts education (Kate Hatton); (2) 'Should I, Shouldn't I?' A self-reflexive study in unpacking ideologies of race while devising a critical studies fine art programme (Ope Lori); (3) The field of art education in the gallery sector: 198 Contemporary Arts and Learning and Autograph ABP (Michael McMillan); (4) Creative curricula: Developing inclusion projects informed by states of identity and alienation (Lorrice Douglas); (5) Dyslexia: Naming pedagogic difference in the art school, a cultural studies perspective (Melanie Davies); (6) Drawing as an inclusive practice (Chris Koning and Ilga Leimanis); (7) Precariat insurgency: A means to improve structures of inclusivity in higher education (Jasmine Holland-Gilbert); (8) Accessing postgraduate art and design: Transitions and intersectionality (Samantha Broadhead); (9) Part of the problem or part of the solution: Reflections on library collections, diversity and intersectionality (Jess Crilly); and (10) Attainment gaps and the higher education vocational and academic divide: The role of cultural studies in relation to ethnic minority and class intersectional factors (Marco Benoît Carbone). Contains an index. [For the partner book, "Towards an Inclusive Arts Education," see ED592369.] ED592354 Inclusion and Intersectionality in Visual Arts Education Trentham Books 2019-02-01 978-1-8585-6839-3 224 Trentham Books. Available from: 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 http://www.ucl-ioe-press.com/books/art-and-music/inclusion-and-intersectionality-in-visual-arts-education/ 2019 ERIC JAN2020

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No Special Needs Students Individualized Education Programs Individualized Programs Health Services Social Services Special Education Hammond, Nick Palmer, Nicola Books Reports - Descriptive English Person-centred reviews (PCRs) can enable children with special needs -- even very young children -- to be equal partners in the team that determines what support they need and how it should be carried out. With its critical psychology perspective, and informed by an extensive empirical research study with children, young people and their families, the book illustrates how the process can secure optimal outcomes for each young person requiring support. It presents case studies and evidence-based insights, and provides practical resources for use when running PCRs in education, social care and healthcare settings. Contains an index. ED592355 Personalizing Education: A Person-Centred Approach for Children with Special Educational Needs Trentham Books 2018-10-15 978-1-8585-6880-5 148 Trentham Books. Available from: 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/teachers-and-teaching/personalizing-education/ 2019 As Provided JAN2020

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Yes Geographic Distribution Colleges Educational Opportunities Access to Education Enrollment College Choice Student Characteristics Proximity Klasik, Daniel Blagg, Kristin Pekor, Zachary Reports - Research ISSN- Stanford Center for Education Policy Analysis (CEPA) English Higher Education Postsecondary Education The U.S. has a stratified hierarchy of college and universities. Consequences of this stratification include large disparities in the returns to higher education between levels of postsecondary institutions, and gaps by race and income in terms of where students enroll that, together, have the potential to reproduce longstanding social inequality. We study one potential cause associated with enrollment disparities: the uneven geographic distribution of colleges around the U.S. Specifically, we examine the college application and enrollment decisions of students who live in education deserts--geographic areas where students either do not have local access to a broad-access, public college option (access deserts), or where they do not have access to a college that is academically-matched to their academic credentials (match deserts). We find that students in access deserts are more likely to apply to and enroll in colleges farther away from home than students who have more readily available college options. In contrast, students in match deserts are less likely to apply to and enroll in academically-matched institutions. We discuss the equity implications of these findings and make recommendations for policy and future research. ED592356 Out of the Education Desert: How Limited Local College Options Are Associated with Inequity in Postsecondary Opportunities. CEPA Working Paper No. 18-15 Stanford Center for Education Policy Analysis 2018-08-00 40 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020

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No Ethics Social Cognition Social Theories Decision Making Teaching Methods Compliance (Legal) Pharmacy Intervention Employee Attitudes Sales Occupations Knowledge Level Disclosure Comparative Analysis Instructional Effectiveness Intention Corporations Vignettes Patients Safety Electronic Learning Risk Video Technology Miller, Brian G. Dissertations/Theses - Doctoral Dissertations EISSN- English Ethics and compliance training of sales managers in the U.S. pharmaceutical industry showed little evidence that eLearning interventions developed to address employees' (a) awareness of unethical sales practices, (b) ability to judge a selling practice as unethical, and (c) intentions to speak up about unethical sales practices have had the desired effects. The purpose of this study was to compare the effectiveness of an entertainment-education video to an eLearning course, to improve ethical issue awareness, ethical judgment, and speaking-up behaviors in the pharmaceutical sales profession. Social cognitive theory and the extended elaboration likelihood model provided a theoretical framework for studying the effects of entertainment-education. The primary research question was, if entertainment-education programs can be used as an effective methodology to improve ethical decision-making and increase intentions to speak up, compared to a narrative-style eLearning course. In this quantitative study, 64 sales professionals from a U.S.-based pharmaceutical company were randomly assigned to either an entertainment-education video or an eLearning group to compare the effects of intervention format on ethical issue awareness, ethical judgment, and intentions to speak up, measured using two ethical scenarios and surveys. Although both treatments had a significant effect on behavioral intentions to speak up, there was only a moderate difference between the two groups t(62) = 2.20, p = 0.032 when participants observed a patient safety issue. Results from this study may impact social change by providing compliance managers with evidence to evaluate the use of entertainment-education strategies to increase sales representatives' intentions to speak-up when they observe behaviors that may put patient safety at risk. [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.] ED592073 Effects of Entertainment-Education versus eLearning on Pharmaceutical Sales Ethical Decision-Making ProQuest LLC Ph.D. Dissertation, Walden University 2018-00-00 978-0-4385-7197-6 275 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:10974924 2019 As Provided JAN2020

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No Intellectual Disability Communication Skills Behavior Emotional Response Problem Solving Caregivers Interpersonal Communication Hartwell-Walker, Marie Guides - Non-Classroom Books National Association for the Dually Diagnosed (NADD) English Behavior always makes sense. It is up to those of us who provide care to understand what kind of sense it is making. This workbook is a comprehensive training manual that offers a structured step-by-step model for analyzing what is going on when someone with intellectual disability and limited verbal skills shows a change in behavior or mood -- and suggests what to do about it. Numerous case study examples bring the issues to life and provide opportunities for practice. The workbook can be used individually or in a group workshop or class setting. Dr. Hartwell-Walker's practical and compassionate approach to problem-solving is easy to understand yet powerful in application. Feedback from in-service trainings at agencies, college classes and parent workshops over the past 12 years has been overwhelmingly positive. Completing the workbook helps those new to the field feel more confident. Experienced caregivers appreciate an organized review of factors to consider when an individual is in distress. ED592074 What's Going On? How to Tell When They Can't Tell You. A Manual for Caregivers of People National Association for the Dually Diagnosed 2017-00-00 National Association for the Dually Diagnosed. 132 Fair Street, Kingston, NY 12401. Tel: 845-331-4336; Fax: 845-331-4569; e-mail: info@thenadd.org; Web site: http://www.thenadd.org T https://netforum.avectra.com/eweb/shopping/shopping.aspx?site=nadd&webcode=shopping&prd_key=4d335b50-bf7c-4155-afd2-afc1b77422fd 2019 As Provided JAN2020

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Yes Annual Reports School Districts School Statistics Income Educational Trends Trend Analysis Elementary Secondary Education Data Public Education Public Schools Expenditure per Student School District Spending Unions Numerical/Quantitative Data Vermont Vermont Agency of Education English Elementary Secondary Education The Summary of the Annual Statistical Report of Schools (SASRS) report provides Local Education Agencies (LEAs) and other interested parties the data submitted to the National Center for Education Statistics (NCES) by the Agency of Education. Consequently, data in SASRS are organized according to federal definitions. NCES uses this information to identify issues and trends in school finance, to assess the condition of school finance in each state and for making comparisons among states. Data submitted to NCES are also used to determine state allocations for some federal programs. Highlighted findings for this year's report include: (1) 337 Public Local Education Agencies (including 15 technical centers), submitted the FY15 Annual Statistical Report of Schools; (2) Total public school revenues are $1,939,718,391 but this amount includes $265,303,590 in inter-district receipts for tuition, assessments, transportation and other services. Unduplicated public school revenues are $1,674,414,800; and (3) There is a reported $1,471,552,497 in total public education PK-12 current expenditures. This represents an increase in spending of $27.5 million (1.9%) from the previous year's spending level; and (4) The FY15 statewide average Current Expenditure per Student in Membership is $17,774. [For the FY2014 report, see ED592003.] ED592075 Summary of the Annual Statistical Report of Schools: Describing and Summarizing the FY2015 School Statistical Report Reported by School Districts by August 15, 2015 Vermont Agency of Education 2016-06-00 159 Vermont Agency of Education. 120 State Street, Montpelier, VT 05620-2501. Web site: http://education.vermont.gov/ N/A 2019 ERIC JAN2020

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No Family Structure Adult Literacy International Assessment Reading Skills Spouses Parents Gender Differences Age Differences Age Birth Early Parenthood Adolescents Children One Parent Family Educational Attainment Family Work Relationship Employment Opportunities Jonas, Nicolas Thorn, William Reports - Research EISSN-1993-9019 Organisation for Economic Cooperation and Development (OECD) (France) English We study the links between family configuration and formation on the one hand and adult literacy skills on the other by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), a survey of 250,000 people aged 16 to 65 conducted by the OECD in 33 countries and economies. Literacy proficiency has an effect on many aspects of the formation and development of families, such as age of parents at birth of first child, or age of partners at cohabitation, even when educational attainment and age are taken into account. Moreover, having children and living with a partner have consequences for adults' job opportunities and participation in the labour market, which can be particularly negative for the women with the highest literacy proficiency. ED592076 Literacy Skills and Family Configurations. OECD Education Working Papers, No. 192 OECD Publishing 2018-12-12 56 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://www.oecd-ilibrary.org/education/literacy-skills-and-family-configurations_509d788a-en 2019 As Provided JAN2020

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No Poverty Health Crime Access to Education Educational Quality Employment Level Unemployment Well Being Hispanic Americans African Americans Income Children Adults Federal Aid Health Insurance Tax Credits Public Housing Food Family Programs Federal Programs Welfare Services Diseases Stress Variables Obesity Mental Disorders Child Abuse Child Neglect Coping Homeless People Howell, Octavia Reports - Research Pennsylvania (Philadelphia) Temporary Assistance for Needy Families Pew Charitable Trusts English By many measures, Philadelphia is on an upswing, with a growing population, an influx of new investment, and rising household incomes. Yet at the same time, a significant share of the city's residents are struggling. More than a quarter--about 400,000 people--live below the poverty line, which is about $19,700 a year for an adult with two children at home. In this report, The Pew Charitable Trusts examines the attitudes and personal experiences of poor Philadelphians, exploring several key aspects of life that are affected by, and potentially helping to perpetuate, poverty--including health outcomes, employment prospects, exposure to crime, and access to quality schools. The results shed light on the extent to which poverty is an intergenerational phenomenon for some Philadelphians, and the degree to which others have experienced upward or downward mobility. More than half of the respondents who qualified as poor said they remembered growing up in or near poverty, while nearly half said they recalled being better off financially as children. According to census data, about 30 percent of poor Philadelphians ages 16 and older worked in 2016, most in jobs such as cashiers, personal care aides, and laborers. But only about 1 in 5 of these working poor had year-round, full-time positions. At the same time, 61 percent of the city's working-age poor were neither employed nor looking for a job in 2016, the highest rate found among the nation's 10 most populous and 10 poorest large cities. ED592078 Philadelphia's Poor: Experiences from below the Poverty Line: How Financial Well-Being Affects Everything from Health and Housing to Education and Employment Pew Charitable Trusts 2018-09-00 42 Pew Charitable Trusts. 901 E Street NW 10th Floor, Washington, DC 20004. Tel: 202-540-2000; Fax: 202-552-2299; e-mail: media@pewtrusts.org; Web site: http://www.pewtrusts.org/en N/A https://www.pewtrusts.org/-/media/assets/2018/09/phillypovertyreport2018.pdf 2019 ERIC JAN2020

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Yes Foreign Countries Grade Point Average Grade Inflation College Students College Admission Educational Change Academic Achievement Outcomes of Education Incentives Standardized Tests Scores College Entrance Examinations Fajnzylber, Eduardo Lara, Bernardo León, Tomás V. Reports - Research Chile ISSN- Stanford Center for Education Policy Analysis (CEPA) English Higher Education Postsecondary Education A student's ranking in the grade point average (GPA) distribution has emerged as an admission variable that increases admission rates of both segregated minorities and high-performance individuals. In 2012, Chile's centralized university admission system introduced a GPA ranking variable relative to the previous cohorts' average GPA. Such a system introduces academic incentives to exert effort, but also to inflate GPA. In this paper, we analyze the effects of that reform on the GPA distribution and achievement measures. Our results, based on difference-in-differences and simulated instruments methods, suggest that: (i) GPA increased across the entire distribution, independently of the incentive structure; and (ii) GPA increases were unrelated to improvements in achievement. We interpret the results as evidence that the introduction of the new variable caused GPA inflation rather than increased learning. ED592357 Increased Learning or GPA Inflation? Evidence from GPA-Based University Admission in Chile. CEPA Working Paper No. 18-07 Stanford Center for Education Policy Analysis 2018-04-23 37 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020

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Yes College Students Preferences Guidance Majors (Students) Graduation Requirements Course Selection (Students) Decision Making Difficulty Level Baker, Rachel Huntington-Klein, Nick Reports - Research California ISSN- Stanford Center for Education Policy Analysis (CEPA) English Higher Education Postsecondary Education In order to graduate with a bachelor's degree, students must determine which classes they must take in order to satisfy the requirements of their major. These requirements are often complex and difficult to comprehend, leading to some policy interventions that aim to reduce complexity by either increasing the amount of student guidance in course choice or by reducing the amount of complexity-increasing choice. We perform two student preference experiments on students at two large four-year universities to determine how students might respond to increasing guidance or reduced choice in their course-taking options. We find that students do not respond strongly to increases in guidance, but strongly reject a reduction in options, even when given a rationale for the reduction. These results suggest that increased-guidance policies have some avenues to operate in without student pushback, but that strong reductions in choice are unlikely to be popular. ED592358 Student Preference for Guidance and Complexity in College Major Requirements. CEPA Working Paper No. 18-06 Stanford Center for Education Policy Analysis 2018-04-00 33 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020

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Yes Grants Academic Persistence Educational Attainment Student Financial Aid College Students Educational Research Effect Size Nguyen, Tuan D. Kramer, Jenna W. Evans, Brent J. Information Analyses Reports - Research Tests/Questionnaires ISSN- Stanford Center for Education Policy Analysis (CEPA) English Higher Education Postsecondary Education It is well established that financial aid, in the form of grants, increases the probability of enrollment in postsecondary education. A slate of studies in recent years has extended this research to examine whether grant aid also has an impact on persistence and degree attainment. This paper presents a systematic review and meta-analysis of the causal evidence of the effect of grant aid on postsecondary persistence and degree attainment. A meta-analysis of 42 studies yielding 73 effect sizes estimates that grant aid increases the probability of student persistence and degree completion between two and three percentage points, and estimates that an additional $1,000 of grant aid improves year-to-year persistence by 1.2 percentage points. Suggestions for future research and implications for policy are discussed. ED592359 The Effects of Grant Aid on Student Persistence and Degree Attainment: A Systematic Review and Meta-Analysis of the Causal Evidence. CEPA Working Paper No. 18-04 Stanford Center for Education Policy Analysis 2018-03-00 56 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020

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Yes Community Colleges College Faculty Department Heads Mathematics Teachers Teacher Attitudes National Surveys Disproportionate Representation Minority Group Students African American Students Calculus Readiness Program Implementation Educational Strategies Developmental Studies Programs Courses Instructional Design Curriculum Design Mathematics Instruction Student Placement Information Utilization Faculty Development Access to Information Burn, Helen E. Mesa, Vilma Wood, J. Luke Zamani-Gallaher, Eboni Reports - Research Numerical/Quantitative Data Illinois University, Office of Community College Research and Leadership English Two Year Colleges Higher Education Postsecondary Education Transitioning Learners to Calculus in Community Colleges (TLC3) is a research project aimed at transforming institutional approaches to matriculating underrepresented racial minority (URM) students into and through Calculus II in the nation's 1,023 public associate degree-granting institutions (community colleges). The broader goal of the TLC3 project is to develop tools to help community colleges examine institutional readiness to facilitate successful outcomes for URM students in the DPC2 sequence. This report focuses on a national survey of community college mathematics department chairs conducted by the TLC3 research team during 2017 (TLC3 National Survey). The 51-question survey captured the types of programs, structures, and instructional strategies that community colleges currently implement in the DPC2 sequence. In total, 500 respondents from 455 unique campus sites completed the survey, for a 44% response rate (455/1023). This report details the survey methods and presents tabulated responses organized around the major focal areas of the survey. The focal areas include: (1) courses, instruction, and faculty coordination in DPC2; (2) mathematics placement practices and policies; (3) student support in DPC2 courses; (4) access to and use of local data; (5) faculty professional development; and (6) improvement priorities and changes initiatives. The purpose of this report is to provide researchers with an overview of the data collected in the TLC3 National Survey and to provide practitioners with an opportunity to compare their college to the national landscape. ED592079 National Survey of Community College Mathematics Chairs: Technical Report and Summary. Transitioning Learners to Calculus in Community Colleges Office of Community College Research and Leadership 2018-08-00 National Science Foundation (NSF) Researchers Practitioners 16 Office of Community College Research and Leadership. 51 Gerty Drive Room 129, Champaign, IL 61820. Tel: 217-244-9390; Fax: 217-244-0851; e-mail: occri@uiuc.edu; Web site: http://occrl.illinois.edu N/A 2019 ERIC JAN2020 1625918 1625387 1625946 1625891

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No High Achievement Educational Methods Partnerships in Education College School Cooperation Teacher Competencies Teacher Expectations of Students Achievement Gap Vocational Education Employment Qualifications Job Skills High School Graduates Performance Labor Market Tucker, Marc Books Guides - Non-Classroom ASCD English Higher Education Postsecondary Education High Schools Secondary Education Did you know that close to half of today's jobs in the U.S. could be done by robots and that proportion is rapidly increasing? It is quite possible that about half of today's high school graduates will not have the knowledge or skills needed to get a decent job when they graduate. Tomorrow's high school graduates will be able to thrive in this environment, but only if school superintendents, central office executives, and principals use the strategies employed by the world's top-performing education systems to build the high-performance education systems today's students will need to succeed tomorrow. In "Leading High-Performance School Systems: Lessons from the World's Best," Marc Tucker, a leading expert on top-performing school systems with more than 30 years of experience studying the global economy and education systems worldwide, details how top-performing school systems have met head-on the challenges facing school leaders today. You will learn why our current system is obsolete, explore the knowledge and skills needed to design and build first-rate education systems, and gain a solid understanding of the key elements of high-performance school systems, including the following: (1) A powerful, coherent instructional system with school-leaving certifications that mean much more than today's high school diploma; (2) Partnerships with first-rate universities to ensure a steady supply of highly capable, well-educated, and well-trained teachers; (3) Schools reorganized around highly qualified professional teachers with a career ladder they can climb; (4) High expectations and personalized support to ensure that children arrive at each grade level ready to learn; (5) An equitable system that closes the gaps in student performance; and (6) Vocational education for talented youth seeking an applied, academically rigorous education. "Leading High-Performance School Systems" is an invaluable resource for school leaders preparing today's students for tomorrow's world. [Foreword by Linda Darling-Hammond.] ED592080 Leading High-Performance School Systems: Lessons from the World's Best ASCD 2019-00-00 978-1-4166-2700-5 Administrators 256 ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org N/A https://shop.ascd.org/ProductDetail.aspx?ProductId=221467985&Leading-High-Performance-School-Systems:-Lessons-from-the-World%E2%80%99s-Best 2019 As Provided JAN2020

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Yes Prerequisites Relationship Models Comparative Analysis Prediction Accuracy Mathematics Skills Electronic Learning Botelho, Anthony F. Adjei, Seth A. Heffernan, Neil T. Speeches/Meeting Papers Reports - Research English The incorporation of prerequisite skill structures into educational systems helps to identify the order in which concepts should be presented to students to optimize student achievement. Many skills have a causal relationship in which one skill must be presented before another, indicating a strong skill relationship. Knowing this relationship can help to predict student performance and identify prerequisite arches. Skill relationships, however, are not directly measurable; instead, the relationship can be estimated by observing differences of student performance across skills. Such methods of estimation, however, seem to lack a baseline model to compare their effectiveness. If two methods of estimating the existence of a relationship yield two different values, which is the more accurate result? In this work, we propose a method of comparing models that attempt to measure the strength of skill relationships. With this method, we begin to identify those student-level covariates that provide the most accurate models predicting the existence of skill relationships. Focusing on interactions of performance across skills, we use our method to construct models to predict the existence of five strongly-related and five simulated poorly-related skill pairs. Our method is able to evaluate several models that distinguish these differences with significant accuracy gains over a null model, and provides the means to identify that interactions of student mastery provide the most significant contributions to these gains in our analysis. [For the full proceedings, see ED592609.] ED592716 Modeling Interactions across Skills: A Method to Construct and Compare Models Predicting the Existence of Skill Relationships International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) Department of Education (ED) Office of Naval Research (ONR) Institute of Education Sciences (ED) 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 Yes 1316736 1252297 1109483 1031398 0742503 1440753 P200A120238 R305A120125 R305C100024

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Yes Goal Orientation Accountability Educational Legislation Federal Legislation Educational Quality Academic Achievement Educational Innovation School Districts Reading Achievement College Readiness Career Readiness Low Achievement Student Needs Educational Improvement Standardized Tests Federal Government State Standards Elementary Secondary Education Mathematics Achievement Regenstein, Elliot Boer, Ben Zavitkovsky, Paul Reports - Research Illinois No Child Left Behind Act 2001 Advance Illinois English Elementary Secondary Education Since 2002 the federal government has required states to have accountability systems that measure the quality of schools. When the No Child Left Behind (NCLB) Act ushered in the accountability era nationwide, it did so with the ambitious goal of ensuring that by 2014 "all children . . . reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments." That goal was not achieved. In 2015 the federal government hit the reset button on its accountability approach with the passage of the Every Student Succeeds Act (ESSA). The ESSA gives states flexibility to set their own goals and gives states greater flexibility in measuring progress toward those goals. This paper examines how the federal ESSA offers new opportunities to improve teaching and learning in Illinois. It also examines how current state goals match up with growth and proficiency rates in the nation's most successful schools. [Co-written with Foresight Law + Policy and the Center for Urban Education Leadership at the University of Illinois at Chicago.] ED592717 Establishing Achievable Goals: Recommendations for Improved Goal-Setting Under the Every Student Succeeds Act Advance Illinois 2018-12-00 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 2019 ERIC JAN2020

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Yes Student Centered Learning Individual Power High School Students Secondary School Teachers Student Surveys Teacher Surveys Focus Groups Student Characteristics Teacher Characteristics Research Methodology Gender Differences Racial Differences Social Differences Socioeconomic Status English Language Learners Change Zeiser, Kristina Scholz, Carrie Cirks, Victoria Reports - Research Tests/Questionnaires Numerical/Quantitative Data American Institutes for Research (AIR) English High Schools Secondary Education The study, "Maximizing Student Agency: Implementing and Measuring Student-Centered Learning Practices," aims to identify the instructional practices that may be useful for the development of different aspects of student agency (i.e., self-efficacy, self-regulated learning, and persistence) and determine whether these instructional practices are equally helpful for different subgroups of students. In collaboration with four New Tech Network (NTN) high schools, the American Institutes for Research (AIR) used a mixed-methods approach consisting of teacher and student surveys and focus groups as well as facilitation of a networked improvement community (NIC) to address several research questions. The team at AIR worked alongside fellow scholars, educators, and policymakers to investigate the impact of specific student-centered practices and then translate their findings for cross-sector audiences. This report represents their work over the past two years as they designed, tested, and revised teacher practices as part of a networked improvement community and examined how student agency impacted academic outcomes. This technical appendix provides additional information about the study, including a description of the study sample, survey administration procedures, survey response rates, statistical analyses used to address research questions, and detailed study findings. A full accounting of results pertaining to the study's research questions can be found in the final report. [American Institutes for Research (AIR) conducted this study as part of Jobs for the Future's (JFF) Student-Centered Learning Research Collaborative. For the final report, see ED592084.] ED592081 Maximizing Student Agency: Implementing and Measuring Student-Centered Learning Practices. Technical Appendix American Institutes for Research 2018-10-00 Nellie Mae Education Foundation Overdeck Family Foundation Jobs for the Future 60 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 2019 ERIC JAN2020

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No Grading Educational Objectives Feedback (Response) Grades (Scholastic) Report Cards Cognitive Ability Teacher Attitudes Academic Standards Cognitive Style Learning Problems Leadership Responsibility Higher Education Guskey, Thomas R., Ed. Brookhart, Susan M., Ed. Books Collected Works - General ASCD English Higher Education Postsecondary Education Grading is one of the most hotly debated topics in education, and grading practices themselves are largely based on tradition, instinct, or personal history or philosophy. But to be effective, grading policies and practices must be based on trustworthy research evidence. Enter this book: a review of 100-plus years of grading research that presents the broadest and most comprehensive summary of research on grading and reporting available to date, with clear takeaways for learning and teaching. Edited by Thomas R. Guskey and Susan M. Brookhart, this indispensable guide features thoughtful, thorough dives into the research from a distinguished team of scholars, geared to a broad range of stakeholders, including teachers, school leaders, policymakers, and researchers. Each chapter addresses a different area of grading research and describes how the major findings in that area might be leveraged to improve grading policy and practice. Ultimately, Guskey and Brookhart identify four themes emerging from the research that can guide these efforts: (1) Start with clear learning goals; (2) Focus on the feedback function of grades; (3) Limit the number of grade categories; and (4) Provide multiple grades that reflect product, process, and progress criteria. By distilling the vast body of research evidence into meaningful, actionable findings and strategies, this book is the jump-start all stakeholders need to build a better understanding of what works--and where to go from here. After an introduction from the editors, chapters in this book include: (1) Reliability in Grading and Grading Scales (Susan M. Brookhart and Thomas R. Guskey); (2) Report Card Grades and Educational Outcomes (Alex J. Bowers); (3) The Composition of Grades: Cognitive and Noncognitive Factors (Sarah M. Bonner and Peggy P. Chen); (4) Surveys of Teachers' Grading Practices and Perceptions (James H. McMillan); (5) Standards-Based Grading (Megan Welsh); (6) Grading Students with Learning Differences (Lee Ann Jung); (7) Leadership for Grading Reform (Laura J. Link); and (8) Grading in Higher Education (Jeffrey K. Smith and Lisa F. Smith). The book closes with "Conclusion: Where Do We Go from Here?" from the editors. ED592082 What We Know about Grading: What Works, What Doesn't, and What's Next ASCD 2019-00-00 978-1-4166-2723-4 Teachers Policymakers Researchers 236 ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org N/A https://shop.ascd.org/ProductDetail.aspx?ProductId=224283107&What-We-Know-About-Grading:-What-Works,-What-Doesn%27t,-and-What%27s-Next 2019 ERIC JAN2020

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No Resilience (Psychology) School Safety Educational Environment Emotional Development Interpersonal Competence Student Behavior Trauma Student Needs Intervention Teacher Role Van Marter Souers, Kristin Hall, Pete Books Reports - Descriptive ASCD English In this stirring follow-up to the award-winning "Fostering Resilient Learners," Kristin Van Marter Souers and Pete Hall take you to the next level of trauma-invested practice. To get there, they explain, educators need to build a "nest"--a positive learning environment shaped by three new Rs of education: relationship, responsibility, and regulation. Drawing from their extensive experience working with schools, students, and families throughout the country, the authors (1) Explain how to create a culture of safety in which everyone feels valued, important, and capable of learning; (2) Describe the four areas of need--emotional, relational, physical, and control--that drive student behaviors and show how to meet these needs with interventions framed around the new three Rs; (3) Illustrate trauma-invested practices in action through real scenarios that identify students' unmet needs, examine the situation from five stakeholder perspectives, and suggest interventions to support students and their families; and (4) Offer opportunities to challenge your beliefs and develop deeper and different ways of thinking about your role in your students' lives. Educators have a unique opportunity to influence students' learning, attitudes, and futures. This book will invigorate your practice and equip you to empower those you serve--whatever their personal histories. [For "Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom," see ED564120.] ED592083 Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners ASCD 2018-00-00 978-1-4166-2685-5 Teachers 206 ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org N/A https://shop.ascd.org/ProductDetail.aspx?ProductId=221232354&Relationship,-Responsibility,-and-Regulation:-Trauma-Invested-Practices-for-Fostering-Resilient-Learners 2019 As Provided JAN2020

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Yes Student Centered Learning Individual Power Educational Strategies High School Students Secondary School Teachers Teaching Methods Context Effect Feedback (Response) Data Information Utilization Student Surveys Test Validity Test Reliability Change Differences Zeiser, Kristina Scholz, Carrie Cirks, Victoria Reports - Research American Institutes for Research (AIR) English High Schools Secondary Education Student agency, or the ability to manage one's learning, can have significant effects on academic achievement as students take an active role in seeking and internalizing new knowledge. Students who believe that knowledge can grow over time perform better on IQ tests than students who believe intelligence is invariable (Cury, Elliot, Da Fonseca, & Moller, 2006); students with a growth mindset are more likely to set academic goals focused on mastering content, rather than setting goals focused on achieving a particular test score or course grade (Cury et al., 2006); and students who set mastery-oriented goals tend to process information in a deeper and more organized fashion than those who set performance-oriented goals (Elliot, McGregor, & Gable, 1999). However, less is known about the instructional strategies teachers can use to develop agency in students. To learn more about the practices that support student agency, the American Institutes for Research (AIR) worked with four New Tech Network (NTN) high schools in three states for the study to determine which teacher practices help or hinder the development of student agency, and whether these practices are effective across educational contexts and with different student subgroups. The team at AIR worked alongside fellow scholars, educators, and policymakers to investigate the impact of specific student-centered practices and then translate their findings for cross-sector audiences. This report represents their work over the past two years as they designed, tested, and revised teacher practices as part of a networked improvement community and examined how student agency impacted academic outcomes. [American Institutes for Research (AIR) conducted this study as part of Jobs for the Future's (JFF) Student-Centered Learning Research Collaborative. For the technical appendix, see ED592081.] ED592084 Maximizing Student Agency: Implementing and Measuring Student-Centered Learning Practices American Institutes for Research 2018-10-00 Nellie Mae Education Foundation Overdeck Family Foundation Jobs for the Future 56 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 2019 ERIC JAN2020

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Yes Foreign Countries Blended Learning Online Courses Higher Education STEM Education Developing Nations Undergraduate Study Program Effectiveness Withdrawal (Education) Barriers Academic Persistence Cost Effectiveness Outcomes of Education Johnston, Jamie Reports - Research Mongolia ISSN- Stanford Center for Education Policy Analysis (CEPA) English Higher Education Postsecondary Education In low- and middle-income countries, institutions of higher education are turning to online models of instruction to reduce costs and broaden their educational reach. While a growing body of causal research can speak to the effectiveness of online models in the United States, there is little rigorous evidence about the use of online models in lower income countries. To fill this gap in the research, I use a randomized design to examine the effectiveness of a blended model in undergraduate STEM courses in Mongolia. On average, students assigned to the online instructional format withdraw from courses at a higher rate; this finding is not observed among the highest achieving students, suggesting lower-ability students may encounter barriers to persistence under new online learning models. Nevertheless, overall course performance is equivalent between treatment and control, suggesting the online model may be as effective as face-to-face instruction at a lower cost. ED592360 The Effects of Blended Online Learning in Higher Education STEM Courses: Experimental Evidence from Mongolia. CEPA Working Paper No. 18-11 Stanford Center for Education Policy Analysis 2018-05-00 50 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020

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Yes Federal Aid Grants College Students Income Student Loan Programs Student Employment Gender Differences Academic Persistence Evans, Brent J. Nguyen, Tuan D. Reports - Research Pell Grant Program ISSN- Stanford Center for Education Policy Analysis (CEPA) English Higher Education Postsecondary Education By applying a regression discontinuity design to national data of students at four-year colleges, this study identifies the substitution effects of exogenously received increases of grant aid on hours of paid labor, earnings, and borrowing while in college. Results confirm students substitute grant aid for both paid labor and borrowing. An average increase of $1,100 in grant aid reduces weekly job hours by 1.5-2 hours per week for women, corresponding to a decline in annual earnings of $850, and reduces borrowing by an average of $300-$400 dollars among all students. We find limited evidence of grant aid's impact on academic outcomes. ED592361 Monetary Substitution of Loans, Earnings, and Need-Based Aid in Postsecondary Education: The Impact of Pell Grant Eligibility. CEPA Working Paper No. 18-05 Stanford Center for Education Policy Analysis 2018-03-00 58 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020

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No Bilingualism Vignettes Bilingual Education Second Language Learning Second Language Instruction Code Switching (Language) Teaching Methods Multiple Literacies Native Language Educational Needs Language Usage Literacy Education Educational Experience Student Diversity Language Teachers English (Second Language) Fu, Danling Hadjioannou, Xenia Zhou, Xiaodi Books Guides - Non-Classroom English "Translanguaging for Emergent Bilinguals" is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes, readers follow the experiences of emergent bilinguals in a variety of monolingual settings, tracing the challenges encountered by both the students and the schools that serve them. The authors argue that the future of emergent bilingual education lies in an inclusive translanguaging pedagogy. By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using this approach in different education settings. Book Features: (1) Challenges currently ubiquitous models for educating emergent bilinguals (EBs); (2) Presents translanguaging as an approach that is well poised to serve the educational needs of EBs in the 21st-century globalized world; (3) Draws on the experiences of the authors as bilinguals and as literacy educators who have worked with EBs and teachers for many years; (4) Uses reader-friendly vignettes to illustrate and analyze the educational experience of EBs in U.S. schools; and (5) Answers questions and concerns through concrete strategies to help teachers implement translanguaging in diverse classrooms. [Foreword by Ofelia García.] ED592362 Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom. Language and Literacy Series Teachers College Press 2019-02-22 978-0-8077-6113-7 Teachers 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/translanguaging-for-emergent-bilinguals-9780807761120 2019 As Provided JAN2020

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Yes Undocumented Immigrants Law Enforcement Enrollment Influences Federal Government Public Agencies Hispanic American Students Government School Relationship Partnerships in Education Student Attrition Elementary School Students Teacher Student Ratio Lunch Programs Dee, Thomas S. Murphy, Mark Reports - Research ISSN- Stanford Center for Education Policy Analysis (CEPA) English Elementary Education Immigration and Customs Enforcement (ICE) is the federal law-enforcement agency with primary responsibility for enforcing immigration laws within the U.S. However, for over a decade, ICE has formed partnerships that also allow local police to enforce immigration law (i.e., identifying and arresting undocumented residents). Prior studies, using survey data with selfreported immigrant and citizenship status, provide mixed evidence on the demographic impact of these controversial partnerships. This study presents new evidence based on the public-school enrollment of Hispanic students. We find that local ICE partnerships reduce the number of Hispanic students by nearly 10 percent within 2 years. We estimate that the local ICE partnerships enacted before 2012 displaced over 300,000 Hispanic students. These effects appear to be concentrated among elementary-school students. We find no corresponding effects on the enrollment of non-Hispanic students. We also find no evidence that ICE partnerships reduced pupil-teacher ratios or the percent of students eligible for the National School Lunch Program (NSLP). [This research was also supported by the Stanford Immigration Policy Lab.] ED592363 Vanished Classmates: The Effects of Local Immigration Enforcement on School Enrollment. CEPA Working Paper No. 18-18 Stanford Center for Education Policy Analysis 2018-09-00 Institute of Education Sciences (ED) 36 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020 Yes R305B140009

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Yes Preservice Teachers Cooperating Teachers Beginning Teachers Teacher Attitudes Self Concept Student Teaching Teacher Evaluation Predictor Variables Teacher Effectiveness Career Readiness Public Schools Urban Schools Elementary School Teachers Secondary School Teachers High Schools Ronfeldt, Matthew Matsko, Kavita Kapadia Greene Nolan, Hillary Reininger, Michelle Reports - Research Illinois (Chicago) ISSN- Stanford Center for Education Policy Analysis (CEPA) English Higher Education Postsecondary Education Elementary Education Secondary Education High Schools This study follows 305 preservice teachers (PSTs) who student taught in Chicago Public Schools (CPS) in 2014-15 and were subsequently hired in CPS in 2015-16. Drawing on surveys of PSTs and their cooperating teachers (CTs) and CPS administrative data, we linked features of their preservice teacher education to three outcome measures for instructional readiness: (i) CTs' perceptions of their PSTs' preparedness to teach at the end of student teaching, (ii) PSTs' self-perceptions of preparedness at the end of student teaching, as well as (iii) PSTs' first-year observation ratings based on the district evaluation rubric. We first investigated whether these outcome measures were related to one another. We found that CTs' perceptions of PSTs' preparedness positively predict first-year observation ratings but PSTs' self-perceived preparedness were unrelated. We then examined which features of preparation were positively related to these three outcomes and whether or not the same features predicted all three outcomes. PSTs received stronger first-year observation ratings when their CTs had stronger observation ratings themselves, their CTs reported providing stronger coaching in specific instructional areas, they gained employment in the same school in which they had completed their student teaching, and when their placements had been in self-contained elementary classrooms. However, these same features were generally unrelated to our two other survey-based outcome measures, while others emerged as important. This study then provides suggestive evidence that different features of preparation are likely promising levers for program improvement but that program leaders and policymakers must first consider which outcome might determine "improvement," as different features appear to be associated with different measures of instructional readiness. ED592364 Who Knows if Our Teachers Are Prepared? Three Different Perspectives on Graduates' Instructional Readiness and the Features of Preservice Preparation That Predict Them. CEPA Working Paper No. 18-01 Stanford Center for Education Policy Analysis 2018-01-00 Spencer Foundation 41 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020

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No Teacher Characteristics Emotional Intelligence Best Practices Classroom Techniques Middle School Students Behavior Problems Referral Teacher Student Relationship Middle School Teachers Trust (Psychology) Learner Engagement Educational Benefits Barriers Family Environment Skill Development Kelley Dixon, Juanita E. Dissertations/Theses - Doctoral Dissertations California EISSN- English Middle Schools Secondary Education Junior High Schools Purpose: The purpose of this phenomenological study was to understand how middle school teachers describe their use of the four elements of emotional intelligence (self-awareness, self-management, social awareness, and relationship management) to reduce student behavioral referrals. In addition, it was the purpose of this study to discover the barriers and benefits to teacher use of the elements of emotional intelligence (EI). Methodology: This study utilized a qualitative approach to understand how middle school teachers describe their use of the four elements of EI to reduce student behavioral referrals. In addition, a qualitative approach was utilized to discover the barriers and benefits to teacher use of the elements of EI. A sample of middle school teachers from San Bernardino and Los Angeles Counties participated through in-depth interviews. The data were coded to describe similarities and differences in perceptions of how participant teachers described their use of the four elements of EI to reduce the number of written office referrals. Findings: Analysis of interview data resulted in 13 themes. Nine key findings were identified based on the frequency of references by study participants. Building relationships with students was considered important, building trust between teacher and student is important as well as establishing structure in the classroom and clear oral and written communication. Reported benefits of EI included better relationships with students, higher levels of student engagement, and more trusting relationships. Reported barriers included student home lives and limited training for EI. Conclusions: The 9 key findings were summarized as 5 conclusions. Teachers in this study stressed the importance of building relationships, using the four skills of EI to build better relationships, engaging students through EI, and establishing trust with students. Teachers also need additional training to hone their EI skills. Recommendations: Further research of outlier teachers at all grade levels across the U.S. should be conducted. [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.] ED591468 Teacher Emotional Intelligence and Best Practices for Classroom Management ProQuest LLC Ed.D. Dissertation, Brandman University 2018-00-00 978-0-4385-5048-3 132 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:10973003 2019 As Provided JAN2020

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No Age Age Differences Kindergarten Young Children Emergent Literacy Reading Achievement Outcomes of Education School Readiness Reading Skills Reading Readiness Reading Difficulties Gender Differences Racial Differences Poverty Intervention Lunch Programs Steffan, Stefanie Lyne Dissertations/Theses - Doctoral Dissertations Missouri (Saint Louis) EISSN- English Kindergarten Primary Education Early Childhood Education The purpose of this study was to investigate whether or not a child's chronological age at the onset of kindergarten influences foundational literacy skills and if there is an impact on long-term reading achievement. Research indicates that there are several factors that influence school readiness and the foundational literacy skills that must be developed in order for a child to learn to read (Cox, 2016; Department of Health and Human Services and The National Institute for Literacy, 2008; Fountas & Pinnell, 2017; Hinojosa, 2016; Richardson, 2106). Prior to this study, very little research had been done on the relationship between chronological age at the onset of kindergarten and reading achievement. Most children enter kindergarten at the age of five (National Center for Educational Statistics, 2014), but some parents elect to delay the start of kindergarten until age six (Datar, 2006; Hughes, 2016). In this quantitative study, data was collected and analyzed to determine if younger students are less prepared to read than their older peers. Data was also analyzed to conclude if chronological age impacts reading achievement by third grade. The study focused on answering the following three research questions: RQ1. Is there a relationship between chronological age and the foundational literacy skills of kindergarten students identified with delayed literacy development? Hypothesis 1. Kindergarten students with birthdays at the younger end of their class (May, June, and July) display characteristics of delayed literacy development on early literacy assessments and qualify for reading intervention services at higher rates than their chronologically older peers. RQ2. Is there a relationship between chronological age and reading achievement of third-grade students who read below grade level expectations? Hypothesis 2. Third grade students with birthdays at the younger end of their class (May, June, and July) display characteristics of struggling readers on reading achievement assessments and qualify for reading intervention services at higher rates than their chronologically older peers. RQ3. Do gender, race, and poverty impact reading achievement? Hypothesis 3a. Gender (male or female) has an impact on reading achievement. More boys qualify for reading intervention services than girls. Hypothesis 3b. Race (white or not white) has an impact on reading achievement. A higher percentage of non-white students qualify for reading intervention services than white students. Hypothesis 3c. Poverty (qualifying for free or reduced price lunch or not) has an impact on reading achievement. Greater percentages of students who are eligible to receive free or reduced price lunch qualify for reading intervention services than students who do not qualify for free or reduced-price lunch. The researcher analyzed the chronological ages of 3,896 kindergartners in a large suburban school district in the St. Louis area during a three-year span. Descriptive statistics and binary logistic regression analysis were run in SPSS on the kindergarten data to determine if a difference existed between the independent subgroups (coded student birthdays) on the dependent variable of qualifying for reading intervention or not. The results showed that a statistically significant percentage of younger students with birthdates in May, June, and July qualified for reading intervention than their older peers. To study the long-term effects of chronological age on reading achievement, birthdates from 4,430 third graders who were enrolled in the same large suburban school district during the three-year span were analyzed. Descriptive statistics and binary logistic regression analysis were run in SPSS on the third-grade data to determine if a difference existed between the independent subgroups (coded student birthdays) on the dependent variable (qualifies for reading intervention vs. doesn't qualify). The results showed that while greater percentages of younger students qualified for reading intervention, the difference was not statistically significant. Descriptive statistics and binary logistic regression analysis were run in SPSS to estimate the effects of gender, race, and poverty on reading achievement. The results concluded that students who qualified for free or reduced-price lunch were three times more likely to need reading intervention than their more affluent peers. While gender was a factor in kindergarten (more boys qualified for reading intervention than girls) by third grade, the difference was not statistically significant. Race did not increase the probability that a student would qualify for reading intervention. The impacts of these results were discussed in detail and recommendations for further studies were described. [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.] ED591469 Chronological Age and Its Influence on Foundational Literacy Skills and Long-Term Reading Achievement ProQuest LLC Ed.D. Dissertation, William Woods University 2018-00-00 978-0-4386-0217-5 108 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:10937285 2019 As Provided JAN2020

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No Kinesthetic Methods Teacher Attitudes Elementary School Teachers Classroom Environment Board of Education Policy Barriers Hanlon, Emily Ruth Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The purpose of this study was to explore teacher perceptions of the nature of sedentary behavior in the classroom and the pedagogy that guides instructional practices related to movement in the classroom. The basic beliefs of the elementary school community regarding movement, and opportunities that encourage or serve as barriers to movement-positive learning were explored in this study. This critical qualitative case study explored life inside the K-6 classroom and district policies that support or hinder movement-positive instruction. Findings included identifying perceptions of six teachers regarding non-sedentary instruction practices, as well as their current perceptions related to the use of movement in the classroom. The findings indicate that teacher perceptions and pedagogy significantly influence how physical movement is understood and planned for within lessons. Finally, more research is merited to gain insight into utilizing physical movement as a necessary and effective component of instruction. [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.] ED591192 Classroom Movement: Study in Educational Practice of Physical Movement within Traditional Educational Settings ProQuest LLC Ed.D. Dissertation, Aurora University 2018-00-00 978-0-4385-3891-7 146 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:10928143 2019 As Provided JAN2020

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No Faculty Development Vocational High Schools Secondary School Teachers Communities of Practice Common Core State Standards College Readiness Career Readiness Classroom Environment Technology Integration Teacher Collaboration Student Attitudes High School Students Colihan, Christine E. Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education This Executive Leadership Portfolio (ELP) represents purposeful, professional development that supports teachers and students as they implement Hodgson Vocational Technical High School's instructional focus called CREST. CREST is an acronym that signifies Collaborative learning, Risk-free environment, Essential questions, Summarizing strategies and Technology integration. CREST was created to provide best practices for teachers to implement Common Core State Standards (CCSS), prepare students for college and career readiness and maintain positive classroom environments while incorporating technology. To achieve that goal, a school-wide Professional Development (PD) plan was created and implemented along with developing high-functioning Professional Learning Communities (PLCs). Also, it was a priority to instill the beliefs of a Growth Mindset (GM) within our students so they achieve more in school and life through hard work, determination, and grit. In order to help us instill this GM with students, creating a risk-free classroom environment was essential and highlighted in our instructional focus. The PD plan is focused on three areas: (a) facilitate high functioning PLCs in which teachers receive PD, participate in a collaborative inquiry process to analyze assessment data, and, create lesson plans and activities, (b) plan for and facilitate a two-part PD plan around the instructional focus, CREST, and (c) conduct presentations to students about the benefits of promoting a GM. Data was collected for this ELP in four ways: (a) the Professional Learning Communities Assessment -- Revised questionnaire given to teachers that measures agreement with the six dimensions of PLCs, (b) CREST walkthrough guide to measure evidence and implementation of the instructional focus attributes, (c) GM student surveys, and (d) English Language Arts (ELA) and Mathematics assessment data. The data indicated that teachers had a positive outlook about the six dimensions of PLCs. The outcomes of the CREST walkthrough guide indicated that teachers were incorporating CREST focal areas at varying levels through effective student collaboration, posting essential questions, and integrating technology during lesson activities. There was no significant increase in mean scores of students' beliefs in GM from the beginning to the end of the school year. The GM survey provided limited insight and uneven mindset responses that did not clearly give accurate student belief information. The ELA assessments depicted growth from first to second semester. Recommendations for the future include focusing on structuring PLC meeting times with more emphasis on peer observations, peer feedback and celebrations of teacher success, offering more PD about CREST focal areas, and increasing awareness of GM attributes with 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.] ED591193 Purposeful Professional Development to Support Teachers with Implementing a School Instructional Focus Called CREST ProQuest LLC D.Ed. Dissertation, University of Delaware 2018-00-00 978-0-4385-9613-9 239 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:10929585 2019 As Provided JAN2020

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Yes Data Information Utilization Graduation Rate Outcomes of Education Disabilities State Standards Evidence Based Practice Capacity Building School Districts Intervention Training Feedback (Response) Educational Strategies State Departments of Education Stakeholders Professional Development Evaluation Methods Achievement Gap National Competency Tests Grade 4 Grade 8 Elementary School Students Secondary School Students Ruedel, Kristin Nelson, Gena Bailey, Tessie Reports - Descriptive Florida National Assessment of Educational Progress National Center for Systemic Improvement at WestEd English Grade 4 Intermediate Grades Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education The Florida Department of Education (FDOE) identified increasing the graduation rate of students with disabilities and decreasing the graduation gap between students with disabilities and all students as its state-identified measurable result (SIMR). To make progress toward the SIMR, the state sought to build the capacity of local education agencies (LEAs) to use data literacy strategies that could generalize to other initiatives, such as improving academic and behavior outcomes. This state spotlight highlights FDOE's strategies to build local data literacy capacity and the positive impacts those efforts had on student outcomes. [This resource was developed by members of the NCSI Data Use Service Area Team in collaboration with Monica Verra-Tirado and Judith White.] ED591470 State Data Use Spotlight: Florida National Center for Systemic Improvement at WestEd 2018-08-00 Office of Special Education Programs (ED/OSERS) 4 National Center for Systemic Improvement at WestEd. Tel: 866-664-8471; e-mail: NCSI@wested.org; Web site: http://ncsi.wested.org N/A 2019 0 As Provided JAN2020 H326R140006

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No Autism Pervasive Developmental Disorders Parent Attitudes Competence Emotional Development Social Development Interaction Peer Relationship Interpersonal Relationship Churches Inclusion Staff Development Dyer, Rebekah Dawn Dissertations/Theses - Doctoral Dissertations EISSN- English This qualitative case study explored how parents of children diagnosed with Autism Spectrum Disorder (ASD) perceive their child's emotional competence and social function related to interactions with their non-disabled peers and church staff in disability ministry inclusion programs in the Southwest. The study was established on the foundation of two theories: the socialization theory and the family stress theory. The research questions provided parents with the opportunity to share about what their child with a disability experienced while attending church. The data sets that addressed the research questions were interviews with the parents, journals written by each parent about an experience they have had with their child at church, and video recordings/observations of three different disability ministry inclusion classrooms. The sample included 13 parents of children with ASD who attended one of three churches in the Southwest US. The data were analyzed through self-coding of themes, coding of themes in MAXQDA, and member checking. The data indicated the need for disability ministry inclusion programs in churches, the need for training of staff in children's ministries, and the relief that the disability ministry inclusion programs provide for the stress of the parents. [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.] ED591471 A Case Study of Parental Perceptions of Disability Ministry Inclusion Programs ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2018-00-00 978-0-4385-7670-4 215 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:10937325 2019 As Provided JAN2020

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Yes Data Collection Student Behavior Academic Achievement Correlation At Risk Students Computer Science Automation Grading Student Evaluation Feedback (Response) Data Analysis Grades (Scholastic) Programming College Students Foreign Countries McBroom, Jessica Jeffries, Bryn Koprinska, Irena Yacef, Kalina Speeches/Meeting Papers Reports - Research Australia English Higher Education Postsecondary Education Effective mining of data from online submission systems offers the potential to improve educational outcomes by identifying student habits and behaviours and their relationship with levels of achievement. In particular, it may assist in identifying students at risk of performing poorly, allowing for early intervention. In this paper we investigate different methods of following the development of student behaviour throughout the semester using online submission system data, and different approaches to analysing this development. We demonstrate the application of these methods to data from a junior computer science course (N=494) and discuss their usefulness in understanding the common behavioural strategies of students in this course and how these develop over time. Finally, we draw links between behaviour in weekly coding tasks and student performance in the final exam and discuss whether these methods could be applicable midway through the semester. [For the full proceedings, see ED592609.] ED592718 Mining Behaviours of Students in Autograding Submission System Logs International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Likert Scales Second Language Learning Speech Communication Self Efficacy College Second Language Programs Second Language Instruction Factor Analysis Correlation Item Analysis Validity Goodness of Fit Foreign Countries Undergraduate Students Student Attitudes Self Evaluation (Individuals) Ocak, Gürbüz Olur, Burak Journal Articles Reports - Research Turkey ISSN-2537-1754 English Higher Education Postsecondary Education The aim of this study is to develop a five point likert scale called 'Foreign Language Speaking Self-Efficacy'. A draft scale which includes 38 items has been given to 493 students studying in Afyon Kocatepe University, Foreign Languages School in Turkey. The principal component analysis has been employed in factor analysis of the scale to examine the structural validity. As a result of the analysis 14 items have been excluded and remaining 24 items have been grouped under 3 factors. The total explained variance is 57,428. The Cronbach's Alpha value is 0.944 that indicates the internal consistency of the scale. Furthermore, item-total and item-remaining correlations are significant (p<0.001) and item discrimination tested by t-test to the bottom and top 27% is also found significant. After exploratory factor analysis, confirmatory factor analysis has been carried out and goodness of fit indexes are seen either acceptable or close to the acceptable values (RMSEA= 0,74; CFI=0,89; RMR=0,61; GFI=0,82; AGFI=0,78; NNFI=0,87). ED592719 The Scale Development Study on Foreign Language Speaking Self-Efficacy Perception Online Submission European Journal of Foreign Language Teaching v3 n1 p50-60 2018 2018-00-00 11 N/A 2019 16 As Provided JAN2020

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Yes Foreign Countries Undergraduate Students Prosocial Behavior Individual Differences Gender Differences Departments Second Language Instruction Scores Karafil, Burcu Olur, Burak Journal Articles Reports - Research Turkey ISSN-2501-1111 English Higher Education Postsecondary Education The purpose of this descriptive study is to examine respect level of the undergraduate students for differences according to the various variables such as gender, department and foreign language preparation class education. The participants of the study consisted of 242 students studying at Afyon Kocatepe University, Turkey in the spring term of 2016-2017 academic year. Simple random sampling method was used in selecting the participants. To collect the data, a "Respect of Difference Survey" developed by Öksüz and Güven (2012) was used. The survey consists of three subscales of 'informational', 'social categories' and 'value' differences. In the analyses, firstly, descriptive statistics such as frequencies, means, and standard deviations were computed to display the subjects' overall responses to the respect level for differences. Secondly, t-test was conducted in order to determine whether there were any significant differences in respect level of undergraduate students for respect in terms of gender, department and prep class education variables. It has been found that undergraduate students have a high respect level for differences. ED592720 The Examination of Respect Level of Undergraduate Students for Differences According to Various Variables Online Submission European Journal of Education Studies v4 n5 p205-215 2018 2018-00-00 11 T 2019 19 As Provided JAN2020

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Yes State Aid Student Financial Aid Nontraditional Students Eligibility Graduation Employment Income Adult Students Grants Community Colleges Colleges Proprietary Schools College Attendance College Students Gurantz, Oded Reports - Research Tests/Questionnaires California ISSN- Stanford Center for Education Policy Analysis (CEPA) English Adult Education Two Year Colleges Higher Education Postsecondary Education Do tuition vouchers and cash subsidies promote educational or labor force outcomes for "non-traditional" students? I use a regression discontinuity design to estimate the impacts of a state aid program with an unobserved eligibility cutoff. Eligibility has no impact on degree completion for students with a preference for community colleges or four-year colleges but increases bachelor's degrees for students interested in for-profit colleges by four percentage points. I find no impact on employment or earnings for all applicants. This research highlights challenges in promoting human capital investment for adults. ED592365 Impacts of State Aid for Non-Traditional Students. CEPA Working Paper No. 18-19 Stanford Center for Education Policy Analysis 2018-10-00 Smith Richardson Foundation Institute of Education Sciences (ED) 74 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020 Yes R305B090016

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No Case Studies College Students Colleges Student Projects Learner Engagement College Curriculum Peden, Wilson Reed, Sally Wolfe, Kathy Books Reports - Descriptive Association of American Colleges and Universities English Higher Education Postsecondary Education "Rising to the LEAP Challenge" provides a series of case studies that reflect the "real-world" application of students' cumulative learning through signature work projects, as put forth in AAC&U's [Association of American Colleges and Universities'] The LEAP Challenge. Such projects focus on complex questions that are meaningful to individual students and to society; require students to integrate, apply, demonstrate, reflect on, and communicate their cumulative learning; and require input from multiple disciplines and perspectives. Colleges and universities can best prepare students to accomplish signature work through guided-pathway curricula and cocurricular experiences in which students can develop and connect their knowledge and skills across broad and specialized study, over time. The thirteen case studies included in "Rising to the LEAP Challenge" demonstrate the variety of forms signature work can take, as well as the variety of institutional contexts and curricular pathways that can effectively support it. The cases are specifically tailored to provide practical advice for campus leaders seeking to design, implement, and assess integrative pathways to student signature work. [Foreword by Lynn Pasquerella.] ED592366 Rising to the LEAP Challenge: Case Studies of Integrative Pathways to Student Signature Work Association of American Colleges and Universities 2017-01-17 978-0-9961404-6-1 Practitioners 64 Association of American Colleges and Universities. 1818 R Street NW, Washington, DC 20009. Tel: 800-297-3775; Tel: 202-387-3760; Fax: 202-265-9532; e-mail: pub_desk@aacu.org; Web site: http://www.aacu.org N/A https://secure.aacu.org/imis/ItemDetail?iProductCode=LEAPCASE 2019 As Provided JAN2020

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No Mathematics Education Arithmetic Mastery Learning Mathematics Skills Skill Development Educational Games Elementary School Mathematics Elementary School Students Mathematics Instruction Teaching Methods Learning Strategies Bay-Williams, Jennifer Kling, Gina Books Guides - Classroom - Teacher ASCD National Council of Teachers of Mathematics English Elementary Education Mastering the basic facts for addition, subtraction, multiplication, and division is an essential goal for all students. Most educators also agree that success at higher levels of math hinges on this fundamental skill. But what's the best way to get there? Are flash cards, drills, and timed tests the answer? If so, then why do students go into the upper elementary grades (and beyond) still counting on their fingers or experiencing math anxiety? What does research say about teaching basic math facts so they will stick? In "Math Fact Fluency," experts Jennifer Bay-Williams and Gina Kling provide the answers to these questions--and so much more. This book offers everything a teacher needs to teach, assess, and communicate with parents about basic math fact instruction, including: (1) The five fundamentals of fact fluency, which provide a research-based framework for effective instruction in the basic facts; (2) Strategies students can use to find facts that are not yet committed to memory; (3) More than 40 easy-to-make, easy-to-use games that provide engaging fact practice; (4) More than 20 assessment tools that provide useful data on fact fluency and mastery; and (5) Suggestions and strategies for collaborating with families to help their children master the basic math facts. "Math Fact Fluency" is an indispensable guide for any educator who needs to teach basic facts. This approach to facts instruction, grounded in years of research, will transform students' learning of basic facts and help them become more confident, adept, and successful at math. ED592367 Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention ASCD 2019-00-00 978-1-4166-2699-2 Teachers 190 ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org N/A https://shop.ascd.org/ProductDetail.aspx?ProductId=220353365 2019 As Provided JAN2020

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No Skill Development Social Development Emotional Development Identification (Psychology) Self Esteem Emotional Response Self Control Cognitive Processes Critical Thinking Teamwork Cooperation Interpersonal Relationship Elementary Secondary Education Frey, Nancy Fisher, Douglas Smith, Dominique Books Guides - Classroom - Teacher ASCD English Elementary Secondary Education While social and emotional learning (SEL) is most familiar as compartmentalized programs separate from academics, the truth is, all learning is social and emotional. What teachers say, the values we express, the materials and activities we choose, and the skills we prioritize all influence how students think, see themselves, and interact with content and with others. If you teach kids rather than standards, and if you want all kids to get what they need to thrive, Nancy Frey, Douglas Fisher, and Dominique Smith offer a solution: a comprehensive, five-part model of SEL that's easy to integrate into everyday content instruction, no matter what subject or grade level you teach. You will learn the hows and whys of: (1) Building students' sense of identity and confidence in their ability to learn, overcome challenge, and influence the world around them; (2) Helping students identify, describe, and regulate their emotional responses; (3) Promoting the cognitive regulation skills critical to decision making and problem solving; (4) Fostering students' social skills, including teamwork and sharing, and their ability to establish and repair relationships; and (5) Equipping students to becoming informed and involved citizens. Along with a toolbox of strategies for addressing 33 essential competencies, you will find real-life examples highlighting the many opportunities for social and emotional learning within the K-12 academic curriculum. Children's social and emotional development is too important to be an add-on or an afterthought, too important to be left to chance. Use this book's integrated SEL approach to help your students build essential skills that will serve them in the classroom and throughout their lives. ED592085 All Learning Is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond ASCD 2019-01-00 978-1-4166-2707-4 Teachers 197 ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org N/A https://shop.ascd.org/ProductDetail.aspx?ProductId=219390580&All-Learning-Is-Social-and-Emotional:-Helping-Students-Develop-Essential-Skills-for-the-Classroom-and-Beyond 2019 As Provided JAN2020

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Yes Disabilities Educational Legislation Equal Education Federal Legislation Program Evaluation Outcomes of Education Special Education Court Litigation Access to Education Educational Benefits Intervention Individualized Instruction Reports - Descriptive Speeches/Meeting Papers Individuals with Disabilities Education Act American Institutes for Research (AIR) English In the 40+ years since the Individuals with Disabilities Education Act (IDEA) was enacted, the law has changed the landscape for students with disabilities by opening the doors to public education, creating more inclusive classrooms, and holding schools accountable for results. In April 2018, AIR convened a working meeting of special education experts and stakeholders to consider the challenges and opportunities for strengthening special education services and improving student outcomes. The report of the meeting highlights a recent U.S. Supreme Court ruling, empirically validated interventions and the prospect of IDEA reauthorization as incentives for renewing the promise of IDEA. ED592086 Fulfilling the Promise of IDEA American Institutes for Research 2018-00-00 7 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 2019 As Provided JAN2020

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No African American Education African American Students Males Student Experience Culturally Relevant Education Trauma Self Concept Literacy Racial Bias Educational History Lesson Plans Equal Education School Segregation Academic Achievement School Desegregation Busing Student Motivation Cultural Influences Socialization Achievement Gap Learner Engagement Student School Relationship Teacher Role Teacher Student Relationship Educational Strategies Evidence Based Practice Johnson, Aaron M. Books Reports - Research English This compelling new book provides a deep examination of the experience of African American males in schools. Moving beyond basic notions of culturally relevant instruction, "Walk in Their Kicks" offers new understandings that will assist educators in developing instruction that respects these young men and fosters their participation and success. Through research data and conversations among teachers, readers will explore the impact that trauma has on the lives of African American students, examine how their own identities and perceptions of these students influence their text selections and instruction, and identify the conditions that need to be present to engage African American male students in literacy. Chapters end with "What Teachers Can Do Right Now" and "What Administrators Can Do Right Now," sections that provide easy-to-implement, practical strategies. The author believes that literacy gave him a future as an African American male and, at the same time, recalls school friends who never got that chance. He calls for educators to transform schools into environments that are free of negative assumptions about African American males and provides recommendations for engaging in this work. The book features: (1) A brief history of schooling in the United States, particularly as it relates to African American children; (2) A powerful framework for engaging African American males in school-based literacy; (3) Recommendations to help teachers plan lessons, build equitable classroom environments, and foster positive relationships with all students; and (4) Recommendations to help administrators build school-wide affinity groups, implement and change policy, and plan alongside their teaching staff. [Foreword by Elizabeth Birr Moje. Afterword by Jay B. Marks.] ED592087 A Walk in Their Kicks: Literacy, Identity, and the Schooling of Young Black Males Teachers College Press 2018-12-14 978-0-8077-6105-2 224 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/a-walk-in-their-kicks-9780807761052?page_id=111 2019 As Provided JAN2020

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Yes Higher Education Public Colleges Full Time Equivalency Enrollment Trends Private Colleges Enrollment Graduation Rate Undergraduate Students College Transfer Students Counties Racial Differences Gender Differences Technical Institutes Two Year Colleges College Entrance Examinations College Freshmen Scholarships Grants Academic Degrees Tuition Fees College Housing Costs Race Ethnicity Tenure Intellectual Disciplines Governing Boards Full Time Students In State Students Out of State Students Geographic Location State Colleges Scores Eligibility Fellowships Educational Finance Student Financial Aid College Faculty Educational Facilities School Buildings Teacher Salaries Institutional Mission Economic Development Tables (Data) Armour, Mim, Ed. Numerical/Quantitative Data South Carolina SAT (College Admission Test) ACT Assessment 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 2016 edition of the Statistical Abstract marks the 38th 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. A glossary of terms is included in the appendix. [For the 2015 Statistical Abstract, "South Carolina Higher Education Statistical Abstract, 2015. 37th Edition," see ED572974.] ED591767 South Carolina Higher Education Statistical Abstract, 2016. 38th Edition South Carolina Commission on Higher Education 2016-00-00 147 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 2019 0 ERIC JAN2020

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Yes College Entrance Examinations Higher Education Public Colleges Full Time Equivalency Enrollment Trends Private Colleges Enrollment Graduation Rate Undergraduate Students College Transfer Students Counties Racial Differences Gender Differences Technical Institutes Two Year Colleges College Freshmen Scholarships Grants Academic Degrees Tuition Fees College Housing Costs Race Ethnicity Tenure Intellectual Disciplines Governing Boards Full Time Students In State Students Out of State Students Geographic Location State Colleges Scores Eligibility Fellowships Educational Finance Student Financial Aid College Faculty Educational Facilities School Buildings Teacher Salaries Institutional Mission Economic Development Tables (Data) Armour, Mim, Ed. Numerical/Quantitative Data South Carolina SAT (College Admission Test) ACT Assessment 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 2017 edition of the Statistical Abstract marks the 39th 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. A glossary of terms is included in the appendix. [For "South Carolina Higher Education Statistical Abstract, 2016. 38th Edition," see ED591767.] ED591768 South Carolina Higher Education Statistical Abstract, 2017. 39th Edition South Carolina Commission on Higher Education 2017-00-00 149 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 2019 0 ERIC JAN2020

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No Best Practices Teaching Methods Evidence Based Practice Cognitive Processes Learning Strategies Misconceptions Perception Attention Memory Planning Comprehension Weinstein, Yana Sumeracki, Megan Caviglioli, Oliver Books Guides - General English Educational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom. Including real-life examples and case studies, FAQs, and a wealth of engaging illustrations to explain complex concepts and emphasize key points, the book is divided into four parts: (1) Evidence-based education and the science of learning; (2) Basics of human cognitive processes; (3) Strategies for effective learning; and (4) Tips for students, teachers, and parents. Written by "The Learning Scientists" and fully illustrated by Oliver Caviglioli, "Understanding How We Learn" is a rejuvenating and fresh examination of cognitive psychology's application to education. This is an essential read for all teachers and educational practitioners, designed to convey the concepts of research to the reality of a teacher's classroom. ED591769 Understanding How We Learn: A Visual Guide Routledge, Taylor & Francis Group 2018-08-30 978-1-1385-6169-4 Teachers Practitioners 166 Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com N/A https://www.routledge.com/Understanding-How-We-Learn-A-Visual-Guide-1st-Edition/Weinstein-Sumeracki-Caviglioli/p/book/9781138561694 2019 As Provided JAN2020

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No Disproportionate Representation African American Students Teacher Attitudes Middle School Teachers Middle School Students Academically Gifted Talent Identification Referral Racial Bias Cultural Influences Faculty Development White, Summer Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools Secondary Education Junior High Schools This qualitative phenomenological study explored the phenomenon of the underrepresentation of African American students in gifted education programs. The purpose of this study was two-fold. First, the purpose was to explore the perspectives secondary school teachers have towards African American students regarding how secondary middle school teachers identify and refer African American students for enrollment in gifted education programs. Second, the purpose of this study was to understand how secondary middle school teacher perceptions of the identification and referral of African American students influence the underrepresentation of African American students in gifted education programs. The theoretical framework that guided the conceptual framework was transformational leadership (Shields, 2011) along with collective efficacy and deficit thinking (Bieneman, 2011). A phenomenological design was utilized with a purposeful sample of six secondary school teachers. The research questions were designed so participants could articulate their perspectives on what factors influence the underrepresentation of African Americans in gifted education. Data was collected through in-depth interviews. A phenomenological analysis as well as coding were utilized to analyze the data. The study's findings revealed that teacher perceptions influenced African American student representation in gifted education programs because teachers let outside factors such as personal bias, cultural influence, and more cloud their ability to recognize giftedness in students of color. Recommendations for educational stakeholders is to (a) assess and improve the practices of policies of GATE programs, and (b) provide ongoing professional development for teachers to recognize the abilities of gifted minority 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.] ED591472 Secondary School Teacher Perceptions and Role in the Underrepresentation of African American Students in Gifted Education ProQuest LLC Ed.D. Dissertation, Concordia University (Oregon) 2018-00-00 978-0-4386-0245-8 184 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:10937365 2019 As Provided JAN2020

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No Social Media College Choice College Students Access to Information Counselor Role Parent Influence Family Influence Web Sites First Generation College Students College Bound Students Peer Influence Racial Composition College Environment Student Diversity Student Attitudes Horvath-Plyman, Melissa Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Secondary Education High Schools Research indicates social media is highly influential on college choice. Some studies indicate the possibility of social media increasing access and helping support transition to college. To understand the effects or influence social media may have on college choice, access, and transition, this research study asked students how they used social media - to research and understand college opportunities, while transitioning to college, and while attending college. The study also focused on which types of social media content and sources students found most valuable and relevant. Building on the conceptual frameworks of Social Capital and Perspectivity Framework, this study collected data through an online survey, in-depth interviews, and narrative analysis. This study found that social media is moderately to highly influential on college choice for most prospective students, but was not as influential as some other studies indicate. Social media was cited as one of many highly influential factors on college choice including parents, family members, college admissions counselors, websites, and college visits. The most valuable social media content for students is the perspectives and lived experiences of other current students, which helped provide insight into the authentic student life at each college. For transition, social media was found to be a supportive source and many students connected with friends and roommates through social media between high school and college. Social media was found to be beneficial in increasing access, although results varied based on the level of use. Many students indicated their social media networks included people they did not know in-person and whom they interacted with for advice and information on college indicating social media does help expand social capital for college-bound students. First-generation students showed a significant increase in access and understanding of their opportunities through their social media interactions. Students of Color, who were also high social media users, benefitted from the perspectives of other students like them and insight into the racial climate and diversity on campuses. All of the students were interested in the perspectives of other students to help them understand the genuine and authentic student experience at colleges of interest. [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.] ED591473 Social Media and the College Student Journey: An Examination of How Social Media Use Impacts Social Capital and Affects College Choice, Access, and Transition ProQuest LLC Ph.D. Dissertation, New York University 2018-00-00 978-0-4385-3145-1 227 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:10937367 2019 As Provided JAN2020

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Yes Intelligent Tutoring Systems Sequential Approach Problem Solving Learning Processes Learning Activities Fractions Mathematics Instruction Elementary School Students Performance Based Assessment Grade 4 Grade 5 Doroudi, Shayan Holstein, Kenneth Aleven, Vincent Brunskill, Emma Speeches/Meeting Papers Reports - Research English Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools How should a wide variety of educational activities be sequenced to maximize student learning? Although some experimental studies have addressed this question, educational data mining methods may be able to evaluate a wider range of possibilities and better handle many simultaneous sequencing constraints. We introduce Sequencing Constraint Violation Analysis (SCOVA): a general method for evaluating alternative activity sequences using existing data. SCOVA can be used to explore many complex sequencing constraints, such as prerequisite relationships, blocking, interleaving, and spiraling. We demonstrate SCOVA on data collected from a fractions intelligent tutoring system (ITS). Some of our findings challenge our initial hypotheses regarding sequencing, illustrating the utility and versatility of the method. The method can also be applied to other learning environments, as long as the available data has substantial variability in students' activity sequences. [For the full proceedings, see ED592609.] ED592721 Sequence Matters, but How Exactly? A Method for Evaluating Activity Sequences from Data International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 Institute of Education Sciences (ED) 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 Yes R305A130215 R305B150008

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Yes Young Children Mathematics Education Problem Solving Psychological Patterns Emotional Response Learner Engagement Intelligent Tutoring Systems Instructional Design Interpersonal Communication Parent Child Relationship Mothers Parents as Teachers Teacher Student Relationship Video Technology Correlation Predictor Variables Affective Behavior Identification Chen, Lujie Li, Xin Xia, Zhuyun Song, Zhanmei Morency, Louis-Philippe Dubrawski, Artur Speeches/Meeting Papers Reports - Research English Solving challenging math problems often invites a child to ride an "emotional roller-coaster" and experience a complex mixture of emotions including confusion, frustration, joy, and surprise. Early exposure to this type of "hard fun" may stimulate child's interest and curiosity of mathematics and nurture life long skills such as resilience and perseverance. However, without optimal support, it may also turn off child prematurely due to unresolved frustration. An ideal teacher is able to pick up child's subtle emotional signals in real time and respond optimally to offer cognitive and emotional support. In order to design an intelligent tutor specifically designed for this purpose, it is necessary to understand at fine-grained level the child's emotion experience and its interplay with the inter-personal communication dynamics between child and his/her teacher. In this study, we made such an attempt by analyzing a series of video recordings of problem solving sessions by a young student and his mom, the ideal teacher. We demonstrate a multimodal analysis framework to characterize several aspects of the child-mom interaction patterns within the emotional context at a granular level. We then build machine learning models to predict teacher's response using extracted multimodal features. In addition, we validate the performance of automatic detector of affect, intent-to-connect behavior, and voice activity, using annotated data, which provides evidence of the potential utility of the presented tools in scaling up analysis of this type to large number of subjects and in implementing tools to guide teachers towards optimal interactions in real time. [For the full proceedings, see ED592609.] ED592722 Riding an Emotional Roller-Coaster: A Multimodal Study of Young Child's Math Problem Solving Activities International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 1320347

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Yes Psychological Patterns Emotional Response Dropouts Online Courses Learning Processes Anxiety Learner Engagement College Students Dillon, John Bosch, Nigel Chetlur, Malolan Wanigasekara, Nirandika Ambrose, G. Alex Sengupta, Bikram D'Mello, Sidney K. Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education This paper discusses self-reported emotions experienced by students in a Massive Open Online Course (MOOC) learning context. Emotions have been previously shown to be related to learning in classrooms and laboratory studies and have even been leveraged to improve learning. In this study, frequently occurring discrete emotions as well as frequently, co-occurring pairs of emotions were analyzed during learning with a MOOC. Both discrete and co-occurring emotions were related to students dropping out of the course, illustrating the importance of student emotion in a MOOC context. [For the full proceedings, see ED592609.] ED592723 Student Emotion, Co-Occurrence, and Dropout in a MOOC Context International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 5 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 DRL1235958 IIS1523091

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Yes Programming Advanced Students Reading Processes Computer Mediated Communication Problem Solving Information Seeking Student Attitudes Novices Computer Science Education Online Searching Markov Processes Web Browsers College Students Discussion Student Behavior Lu, Yihan Hsiao, I-Han Speeches/Meeting Papers Reports - Research Arizona English Higher Education Postsecondary Education Online programming discussion forums have grown increasingly and have formed sizable repositories of problem solving-solutions. In this paper, we investigate programming learners' information seeking behaviors from online discussion forums. We design engines to collect students' information seeking processes, including query formulation, refinement, results examination, and reading processes. We model these behaviors and conduct sequence pattern mining. The results show that programming learners indeed seek for programming related information from discussion forums by actively searching on the site and reading posts progressively according to course schedule topics. Advanced students consistently perform query refinements, examine search results and commit to read, however, novices do not. In addition, advanced students commit to read posts, but novices only skim. [For the full proceedings, see ED592609.] ED592724 Seeking Programming-Related Information from Large Scaled Discussion Forums, Help or Harm? International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Semantics Mathematical Applications Teacher Developed Materials Correlation Learning Learner Engagement Intelligent Tutoring Systems Metadata Middle School Students Middle School Teachers Mathematics Instruction Slater, Stefan Baker, Ryan Ocumpaugh, Jaclyn Inventado, Paul Scupelli, Peter Heffernan, Neil Speeches/Meeting Papers Reports - Research English Middle Schools Secondary Education Junior High Schools The creation of crowd-sourced content in learning systems is a powerful method for adapting learning systems to the needs of a range of teachers in a range of domains, but the quality of this content can vary. This study explores linguistic differences in teacher-created problem content in ASSISTments using a combination of discovery with models and correlation mining. Specifically, we find correlations between semantic features of mathematics problems and indicators of learning and engagement, suggesting promising areas for future work on problem design. We also discuss limitations of semantic tagging tools within mathematics domains and ways of addressing these limitations. [For the full proceedings, see ED592609. For the grantee submission see ED571512.] ED592725 Semantic Features of Math Problems: Relationships to Student Learning and Engagement International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 1252297

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No Social Development Emotional Development Teacher Student Relationship At Risk Students Academic Achievement Foster Care Emotional Intelligence School Districts Grounded Theory High School Students Parent Attitudes Teacher Attitudes Counselor Attitudes Krcmar, Patricia Dissertations/Theses - Doctoral Dissertations California EISSN- English High Schools Secondary Education Studies have been conducted on the effects of teacher-student interaction and student achievement. However, there is a need to examine the teacher-student interactions concerning at-risk students specifically the foster youth. This grounded-theory study examines the teacher-student interaction and the effects of social-emotional intelligence on the foster youth through qualitative and quantitative methods using the Foster Student Interaction and Social-Emotional Intelligence survey (FSI&SEI) open-ended questions, interviews, and journals. A Southern California District educates approximately 500 foster students. This high school located in the urban district was chosen because they had the highest number of foster youth. The 15 participants who participated in the study consisted of a site administrator, a counselor, teachers, and foster parents. After collecting, the FSI&SEI seven participants agreed to be interviewed. The overall findings of this study indicate that teacher awareness of who their foster students are, struggles foster students face, and intentional conversations regarding the whole child impact the foster student's social-emotional intelligence as well as their ability to form relationships with 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.] ED591474 Teacher-Student Interaction, the Impact It Has on Foster Youth and Their Social-Emotional Intelligence ProQuest LLC Ed.D. Dissertation, Concordia University Irvine 2018-00-00 978-0-4384-9846-4 199 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:10973011 2019 As Provided JAN2020

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No Scientific Principles Retention (Psychology) Comprehension Elementary School Students Secondary School Students Change Gender Differences Age Differences Grade 2 Grade 12 McKeown, Jessica M. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Secondary Education Grade 2 Primary Education Early Childhood Education Grade 12 High Schools Achieving scientific literacy is an essential outcome of science education and is comprised of knowledge of scientific content, the process of scientific inquiry, and understanding the Nature of Science (NOS; National Research Council, 1996). NOS refers to the characteristics of scientific knowledge that are derived from the results of the process of inquiry, or the epistemology of science. This study investigates the change or retention in Nature of Science (NOS) understandings held by participants (n=61) at the ages of 8 and 18. Results of previous research typically suggest that students and teachers of science alike hold inadequate NOS understandings. However, how might NOS understandings change, particularly for those that do understand some dimensions? Interview responses at two time-points on similar instruments were qualitatively and then quantitatively analyzed. Results of quantitative analysis suggest that there were changes in responses to three out of the four dimensions assessed. Understandings of dimensions including the subjective NOS and tentative yet reliable NOS improved over time. Understandings of the difference between inference and direct observations changed, but evidence suggests that they did not improve; participants' understandings were adequate for their age during the earlier assessment but failed to become more complex as they progressed through their education. Lastly, many participants retained naive understandings of the empirical NOS. Overall, approximately 25% of participants in this study improved their understanding on three or all four NOS dimensions assessed. Additionally, no gender differences were found, mirroring some findings in NOS literature (Moss et al., 2001). To further investigate potential sources of support for adequate NOS understandings, further qualitative analysis of interviews from participants and their parents explore a possible connection between interest in science and parent education level. These connections warrant further research. These findings are compared to evidence from past NOS 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.] ED591475 An Examination of Nature of Science Understandings over a Decade: Change between Grades Two and Twelve ProQuest LLC Ph.D. Dissertation, Indiana University 2018-00-00 978-0-4385-2599-3 117 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:10937441 2019 As Provided JAN2020

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No Bullying Educational Environment Prevention Program Development Grade 7 Grade 8 Victims Gender Differences Intervention Aggression Profiles Social Status Peer Acceptance Self Concept Prediction Group Membership Student Needs Binmoeller, Cecile Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Grade 8 Cross-national studies consistently reveal that bullying is a pervasive problem in schools and associated with a multitude of deleterious outcomes. The present dissertation conducted two studies to further provide insight into this complex phenomenon and facilitate the development of effective bullying prevention programs. Youth involved in bullying have historically been assigned to fixed bully participant roles (i.e., bully, victim, defender, and bystander) using classification systems based on relatively arbitrary cut off scores. Latent class analysis (LCA) was utilize in the first study to empirically identify bully participant role profiles in seventh and eighth grade based on assuming multiple bully participant roles at varying degrees. Four separate LCA models were run, two relational bullying LCAs and two physical bullying LCAs split by gender. Among female students, a four-class model emerged for both the relational and physical LCAs. Regarding males, a three-class model emerged for both the relational and physical LCAs. All four LCAs yielded a High Involvement class and a Low Involvement class. Concerning females, there was a consistent third class, called Defender, in both the relational and physical LCAs. However, the fourth class in the females' relational LCA was called Victim Defender while in the physical LCA, the fourth class was call Bystander/Defender. Among males, the third class in the relational LCA was called Defender, but the third class in the physical LCA was called Victim. Overall, these findings build upon previous research on bully participant roles by demonstrating that students can assume multiple roles simultaneously and at varying degrees. In addition, this study revealed gender specific effects that varied according to whether the bullying was physical or relational. To broaden our understanding of how socio-ecological factors influence bullying, a second study investigated how the bullying profiles identified in Study 1 relate to school climate factors and perceptions of social status. Specifically, three school climate factors were examined, including school-wide efforts to reduce bullying, student knowledge of how to address bullying, and direct communication between students and school staff about bullying. The two components of social status were self-reported levels of popularity and likability. Overall, across all four LCAs, self-perceived likability significantly predicted class membership. Self-perceived popularity significantly predicted class membership for male students and the physical LCA only. In terms of the school climate factors, all three components significantly predicted class membership among female students, for both physical and relational bullying. The school climate factors did not significantly predict group membership among male students for either physical or relational bullying. These findings suggest that the impact of socio-ecological factors on bullying is nuanced and complex, as it varied by gender and type of bullying. Understanding these nuances can help inform practitioners designing interventions that target the multifaceted needs of students involved in bullying. [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.] ED591476 Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status ProQuest LLC Ph.D. Dissertation, University of California, Santa Barbara 2018-00-00 978-0-4386-3079-6 140 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:10937448 2019 As Provided JAN2020

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No Teaching Experience Evidence Based Practice Special Education Teachers Beginning Teachers Experienced Teachers Knowledge Level Autism Pervasive Developmental Disorders Teacher Competencies Correlation Aukes, Jo Ann Beth Dissertations/Theses - Doctoral Dissertations Iowa EISSN- English The purpose of this quantitative correlational research study was to examine the extent that teaching experience affected the knowledge, implementation, and perceived skill level in implementing the 27 evidence-based practices (EBPs) established by the National Professional Development Center for Autism Spectrum Disorder. The study was conducted in the state of Iowa, with special education teachers from fourteen different school districts. Survey responses were gathered from 228 special education teachers. Of the 228, there were 48 novice teachers and 180 veteran teachers. Novice teachers were classified as having less than three years of teaching experience and veteran teachers with more than three years. Based on the data, results showed that as experience tended to increase from less than three years of experience to more than three years, the scores on EBPs knowledge, implementation, and perceived skills also tended to increase. The results of the study found a positive correlation (r = 0.26, p = 0.001) between years of teaching experience and knowledge of EBPs, a positive correlation (r = 0.22, p = 0.001) between years of experience and EBP implementation, and a positive correlation (r = 0.26, p = 0.002) between years of experience and perceived skill level in implementation. This small effect size indicates that as experience increased, there was a positively correlated increase of teacher knowledge and implementation of the EBPs to use when working with students with autism. [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.] ED591477 Relationships between Special Education Teaching Experience and the Implementation of Evidence-Based Practices for Students with Autism ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2018-00-00 978-0-4385-3277-9 233 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:10937791 2019 As Provided JAN2020

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Yes Foreign Countries Technology Uses in Education Elementary Secondary Education Information Technology Curriculum Guides Lee, Lung-Sheng Steven Speeches/Meeting Papers Reports - Descriptive Information Analyses Taiwan EISSN- English Elementary Secondary Education The technology educators in the world should learn and encourage each other to improve the technological literacy education for all students. In Taiwan, Technology is a newly added domain in the upcoming curriculum guidelines for grades 1-12 that will take effect in August 2019. The new (or the 8th) domain includes two courses: Living Technology (LT) and Information Technology (IT). The purpose of this paper was to describe status and challenges of the technology education as an integral part of general education in Taiwan. The literature review was used to gather all the available sources related to purpose. Consequently, the following results are obtained: (1) the technology education in Taiwan is on the move, (2) the newly added Technology domain brings curriculum revival, and (3) there are two challenges can be seen as opportunities as follows--(a) LT and IT could compete against in the Technology domain; and (b) LT and IT could still have a loose body of knowledge. ED592368 Status and Challenges of the Technology Education as an Integral Part of General Education in Taiwan Online Submission Paper presented at the International Conference on Technology Education in the Asia Pacific Region (2019 ICTE-Korea) (13th, Cheongju, South Korea, Jan 16-18, 2019) 2019-01-00 7 N/A 2019 5 As Provided JAN2020

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No Art Education Inclusion Organizational Change Disabilities Critical Theory Race Workshops Instruction Student Diversity College Students Identification Educational Attainment Story Telling Hatton, Kate, Ed. Books Collected Works - General English Higher Education Postsecondary Education Inclusion in arts education raises fundamental questions: Who is included and who is excluded? And why does this matter? This book offers a theoretical perspective on these concerns, bringing together a range of themes and ideas that identify the absences in institutional thinking and suggest how we can work towards better theoretical and cultural understanding of inclusion in the field of arts education. The themes are drawn from recent critical and cultural theory such as critical race theory and critical disability studies, and explore the psychology of creativity and aesthetic and social practices in the arts curriculum. The authors suggest new ways of examining the arts and arts education for the benefit of all students and staff. The collection offers a new body of inclusive arts education writing that can be used by tutors, students, managers, curriculum leaders and policymakers in education and the arts. It will appeal to a broad audience, from schools to higher education; in particular it is aimed at teacher trainers, postgraduate students and doctoral researchers. This book contains the following chapters: (1) Towards an inclusive arts education (Kate Hatton); (2) Studying art: How institutional change can support contemporary practice (Kerry Freedman); (3) Thinking through critical disability studies (Daniel Goodley); (4) Cultural territories of inclusive education (Anna Hickey-Moody); (5) Critical race theory and its relationship to art education (Sylvia Theuri); (6) Pedagogy of the workshop: An 'expert-intuitive' practice (Michael McMillan); (7) Art college and the postcolonial encounter: Student diversity within the 'sociality' of learning (Bernice Donszelmann); (8) Identity, research and the arts curriculum: Counterstorytelling as academic practice (Caroline Stevenson); (9) Inclusion in the art and design curriculum: Revisiting Bernstein and 'class' issues (Samantha Broadhead); and (10) 'Knowing people as individuals': Academic attainment in art and design (Eldrid Herrington). Contains an index. [For the partner book, "Inclusion and Intersectionality in Visual Arts Education," see ED592354.] ED592369 Towards an Inclusive Arts Education Trentham Books 2015-02-15 978-1-8585-6654-2 Researchers Students Teachers 188 Trentham Books. Available from: 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/art-and-music/towards-an-inclusive-arts-education/ 2019 ERIC JAN2020

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Yes After School Programs Music Education Urban Programs Student Mobility Attendance Truancy Suspension Achievement Tests Mathematics Achievement Language Arts Enrichment Activities Student Participation Program Effectiveness Elementary School Students Middle School Students Persistence Durham, Rachel E. Reports - Research-practitioner Partnerships Reports - Research Numerical/Quantitative Data Maryland (Baltimore) Baltimore Education Research Consortium (BERC) English Elementary Education Middle Schools Secondary Education Junior High Schools OrchKids has been offering free, year-round music-based programming to students across Baltimore for 10 years. In school year (SY) 2017-18, its out-of-school-time (OST) program was based in six schools and served over 1,000 children in pre-K through 10th grade. The primary goal of OrchKids is to expose students and their family members to music and provide students opportunities to participate in musical ensembles. This report provides the results of a quasi-experimental analysis of the effects of OrchKids out-of-school-time (OST) program participation on student outcomes. The study included students who participated in OrchKids from 2009-10 through 2016-17. Outcomes examined included mobility out of City schools, student attendance, chronic absence, suspension from school, and performance on state assessments in English/language arts and math. Participants who joined the program in pre-K through 4th grade and persisted in the program for more than one year had higher average daily attendance, lower chronic absence, and were less likely to receive a suspension from school. Participants who joined OrchKids between 5th and 8th grade also had significantly higher attendance, relative to comparison students. Comparisons of participant and comparison students' state assessment outcomes in English/language arts and math also yielded positive findings. [This study was completed through the generous support of the Baltimore Symphony Orchestra.] ED592370 Baltimore OrchKids: An Examination of Student Outcomes Baltimore Education Research Consortium 2018-07-00 41 Baltimore Education Research Consortium. 2701 North Charles Street Suite 300, Baltimore, MD 21218. Tel: 410-516-4044; Web site: http://www.baltimore-berc.org N/A 2019 ERIC JAN2020

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No Research Libraries Research Data Information Management Cooperation Archives Sustainability Inclusion Preservation Shared Resources and Services Baughman, M. Sue, Ed. Collected Works - Serial Indiana ISSN-1947-4911 Association of Research Libraries English With this issue of "Research Library Issues" ("RLI"), the Association of Research Libraries (ARL) (re)turns its collective attention to research data management (RDM), a topic consistently identified as a top priority by ARL library directors, and a topic of several recent ARL publications. This is a pivotal moment for the global research enterprise, in which researchers, institutions, and funders are wrestling with data management and curation in a variety of contexts. Libraries and archives will be vital partners within their institutions, and within the research enterprise, in implementing best practices for research data management by leveraging archival workflows for managing, curating, and preserving ever-evolving forms of content. This issue of "RLI" is an important step in the process of building community across library and archival domains in support of this essential work. Articles include: (1) Why Does Research Data Management Need Radical Collaboration? (Judy Ruttenberg and Elizabeth A. Waraksa); (2) Radical Collaboration and Research Data Management: An Introduction (Nancy Y. McGovern); (3) The Radical Collaboration of RDA and What It Means for Developing Institutional Data Management Services (Amy Nurnberger); (4) Archives and Data Management: The Purdue Story (Carly Dearborn); (5) Barriers to Collaboration: Lessons Learned from the Data Curation Network (Lisa R. Johnston); (6) What is Open Science, and How Can Radical Collaboration Facilitate It? (Megan Potterbusch); (7) Seeking Sustainability and Inclusivity with Transparent Practices for Research Data Management (Heather Soyka); (8) Radical Collaboration: An Archival View (Nancy Y. McGovern); and (9) Forward Together (Nancy Y. McGovern). ED592371 Research Library Issues. RLI 296 Association of Research Libraries 2018-00-00 68 Association of Research Libraries. 21 Dupont Circle NW Suite 800, Washington, DC 20036. Tel: 202-296-2296; Fax: 202-872-0884; e-mail: pubs@arl.org; Web site: publications.arl.org N/A https://doi.org/10.29242/rli.296 2019 ERIC JAN2020

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No Research Libraries Librarians Retirement Personnel Selection Salaries Disproportionate Representation Females Males Age Groups Masters Degrees Leadership Demand Occupations Baughman, M. Sue, Ed. Collected Works - Serial United States ISSN-1947-4911 Association of Research Libraries English Higher Education Postsecondary Education This issue of "Research Library Issues" ("RLI") presents three articles by Stanley Wilder in which he explores a series of trends shaping the professional population of Association of Research Libraries (ARL) member institutions. Wilder's articles serve as a powerful illumination of the demographic shifts taking place in the research library profession, where progress has been made towards realizing long-standing goals vis-à-vis diversity and inclusion, the closing of the income gap across racial and ethnic lines, and the lopsided nature of the age distribution curve…and the inevitable major correction that has already begun as older librarians reach a natural age limit on how long they can continue working. Articles include: (1) Demographic Trends in the ARL Library Professional Population: An Overview (Steven Mandeville-Gamble); (2) Delayed Retirements and the Youth Movement among ARL Library Professionals; (3) Hiring and Staffing Trends in ARL Libraries; and (4) Selected Demographic Trends in the ARL Professional Population. ED592372 Research Library Issues. RLI 295 Association of Research Libraries 2018-00-00 46 Association of Research Libraries. 21 Dupont Circle NW Suite 800, Washington, DC 20036. Tel: 202-296-2296; Fax: 202-872-0884; e-mail: pubs@arl.org; Web site: publications.arl.org N/A https://doi.org/10.29242/rli.295 2019 ERIC JAN2020

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No Mastery Learning Recognition (Achievement) Evaluation Methods Information Storage Electronic Publishing Portfolios (Background Materials) Academic Standards Program Implementation Scoring Rubrics Portfolio Assessment Reflection Niguidula, David Books Guides - General ASCD English In "Demonstrating Student Mastery with Digital Badges and Portfolios," David Niguidula shows how students can meet standards and express their individuality through digital badges and portfolios. Building off an essential question--What do schools want their students to know and be able to do?--he then shows how schools can implement a proficiency-based approach to student learning that has been successfully field-tested in districts across the United States. In manageable steps, readers are guided through the implementation process. Niguidula shows readers how to: (1) Connect standards to badges; (2) Create portfolio-worthy tasks; (3) Develop common rubrics and a common understanding of what work is considered "good enough;" (4) Guide students in curating the elements of their portfolios; and (5) Promote authentic student reflection on their work. Replete with real-life examples, this book is essential reading for principals who want to take their schools to the next level, and for teachers who want a refreshing and sensible approach to assessment. "We are fortunate to have the practical and inspirational "Demonstrating Student Mastery with Digital Badges and Portfolios" to guide creative educators on how to launch and sustain efforts to help our learners navigate their futures." [Foreword by Heidi Hayes Jacobs.] ED592373 Demonstrating Student Mastery with Digital Badges and Portfolios ASCD 2019-00-00 978-1-4166-2706-7 Administrators Teachers 200 ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org N/A https://shop.ascd.org/ProductDetail.aspx?ProductId=221564343&Demonstrating-Student-Mastery-with-Digital-Badges- 2019 As Provided JAN2020

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No Educational Psychology Adolescents Young Adults Ethics Independent Living Adult Education Higher Education Apter, Brian, Ed. Arnold, Christopher, Ed. Hardy, Julia, Ed. Books Collected Works - General English Adult Education Higher Education Postsecondary Education In 2014 the Children and Families Act extended the protection of educational services to include people up to age 25, so since then educational psychologists have worked in post-16 establishments as well as schools. This book presents case studies that illuminate how psychology is applied to enhancing the lives of adolescents and young adults as they grapple with, for example, the ethics of consent, and the management of transitions to adulthood and independent living. It gives a voice to vulnerable students whose aspirations and hopes differ entirely from those of younger children. Commissioned and compiled by members of the British Psychological Society's Division of Educational and Child Psychology, this timely collection is invaluable for educational psychologists and will interest parents, young people, social workers, teachers, lecturers and administrators in further and higher education. ED592375 Applied Educational Psychology with 16-25 Year Olds: New Frameworks and Perspectives for Working with Young People UCL IOE Press 2018-12-20 978-1-7827-7270-5 300 UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/ N/A https://www.ucl-ioe-press.com/books/social-justice-equality-and-human-rights/educational-psychology-work-with-16-25-year-olds/ 2019 As Provided JAN2020

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Yes Markov Processes Monte Carlo Methods Bayesian Statistics Online Courses Student Behavior Expectation Maximum Likelihood Statistics Accuracy Faucon, Louis Kidzinski, Lukasz Dillenbourg, Pierre Speeches/Meeting Papers Reports - Research English Large-scale experiments are often expensive and time consuming. Although Massive Online Open Courses (MOOCs) provide a solid and consistent framework for learning analytics, MOOC practitioners are still reluctant to risk resources in experiments. In this study, we suggest a methodology for simulating MOOC students, which allow estimation of distributions, before implementing a large-scale experiment. To this end, we employ generative models to draw independent samples of artificial students in Monte Carlo simulations. We use SemiMarkov Chains for modeling student's activities and ExpectationMaximization algorithm for fitting the model. From the fitted model, we generate simulated students whose processes of weekly activities are similar to these of the real students. [For the full proceedings, see ED592609.] ED592726 Semi-Markov Model for Simulating MOOC Students International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Online Courses Large Group Instruction Educational Technology Technology Uses in Education Visualization Graphs Visual Stimuli Data Collection Data Analysis Discussion (Teaching Technique) Atapattu, Thushari Falkner, Katrina Tarmazdi, Hamid Speeches/Meeting Papers Reports - Evaluative English With a goal of better understanding the online discourse within the Massive Open Online Course (MOOC) context, this paper presents an open source visualisation dashboard developed to identify and classify emergent discussion topics (or themes). As an extension to the authors' previous work in identifying key topics from MOOC discussion contents, this work visualises lecture-related discussions as a graph of relationships between topics and threads. We demonstrate the visualisation using three popular MOOCs offered during 2013. This work facilitates the course staff to locate and navigate the most influential topic clusters as well as the discussions that require intervention by connecting the topics with the corresponding weekly lectures. Further, we demonstrate how our interactive visualisation can be used to explore correlation between discussion topics and other variables such as views, posts, votes, and instructor intervention. [For the full proceedings, see ED592609.] ED592727 Topic-Wise Classification of MOOC Discussions: A Visual Analytics Approach International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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No Vocational Education Inclusion Postsecondary Education Disabilities Predictor Variables Outcomes of Education High School Students Regular and Special Education Relationship Correlation Attendance Academic Achievement Graduation College Attendance Employment Level Theobald, Roddy Goldhaber, Dan Gratz, Trevor Holden, Kristian L. Reports - Research Washington Center for Education Data & Research (CEDR) American Institutes for Research (AIR) English Postsecondary Education High Schools Secondary Education Higher Education We use longitudinal data on all high school students in Washington State, including postsecondary education and workforce outcomes, to investigate predictors of intermediate and postsecondary outcomes for students with disabilities. We pay particular attention to career and technical education (CTE) enrollment and the extent of inclusion in general education classrooms, as prior research suggests these factors may be particularly important in influencing the outcomes of students with disabilities. We estimate models that compare students with other students within the same school district, who are receiving special education services for the same disability, and have similar baseline measures of academic performance and other demographic information. We find generally weak relationships between CTE enrollment in any particular grade and intermediate and postsecondary outcomes for students with disabilities, though we replicate earlier findings that students with disabilities who are enrolled in a "concentration" of CTE courses have higher rates of employment after graduation than students with disabilities who are similar in other observable ways but are enrolled in fewer CTE courses. We also find consistently strong evidence that students with disabilities who spend more time in general education classrooms experience better outcomes--fewer absences, higher academic performance, higher rates of grade progression and on-time graduation, and higher rates of college attendance and employment--than students with disabilities who are similar in other observable ways but spend less time in general education classrooms. ED592728 Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students with Disabilities. CEDR Working Paper. WP #2017-1 Center for Education Data & Research 2017-00-00 Institute of Education Sciences (ED) 49 Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail: cedr@uw.edu; Web site: http://www.cedr.us N/A http://www.cedr.us/papers/working/CEDR%20WP%202017-1.pdf 2019 As Provided JAN2020 Yes R324A150137

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Yes Vocational Education High School Students Job Skills Skill Development Educational Legislation State Legislation State Policy Graduation Requirements Dual Enrollment Work Experience Programs Educational Finance Partnerships in Education Keily, Tom Reports - Evaluative Texas Colorado Virginia Washington Minnesota Tennessee Indiana Massachusetts New Hampshire Maryland Oklahoma Nevada Georgia Michigan North Carolina California Vermont Education Commission of the States English High Schools Secondary Education The notion that the U.S. has a growing skills gap -- the difference between what employers need to fill in-demand positions and the skill of the current workforce -- is a hot topic among policymakers. By 2020, 65 percent of jobs will require postsecondary education and training beyond high school, according to the Georgetown University Center on Education and the Workforce. Additionally, the report projects that the increase in demand for a technically trained and educated workforce will continue to grow beyond 2020. Research suggests that quality career and technical education (CTE) programs in high school can support students in building foundational technical skills, gaining practical experience and laying the foundation for future pursuits in postsecondary education and their careers. This Policy Snapshot highlights enacted legislation in 2017 and 2018 pertaining to career and technical education. States enacted career and technical education (CTE) policy in one or more of the following areas: awareness and support, collaboration and research, graduation requirements and dual credit, work-based learning, and funding. ED592376 Career and Technical Education: What Is the Issue and Why Does It Matter? Policy Snapshot Education Commission of the States 2019-01-00 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 2019 ERIC JAN2020

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No Foreign Countries Skill Development Job Skills Adult Learning Educational Change Educational Policy Policy Formation Best Practices Needs Assessment Adult Education Alignment (Education) Labor Market Books Reports - Evaluative Brazil EISSN-2520-6125 Organisation for Economic Cooperation and Development (OECD) (France) English Adult Education The world of work is changing. Digitalisation, deepening globalisation and population ageing are having a profound impact on the type and quality of jobs that are available and the skills required to perform them. To what extent individuals, firms and economies can harness the benefits of these changes critically depends on the readiness of adult learning systems to help people develop relevant skills for this changing world of work. In Brazil, the speed of population ageing is projected to be significantly faster than what has been experienced by most developed economies. At the same time, increasing integration into the global economy will create new opportunities and propel growth. But it will also affect the content of exports and the stage at which Brazil contributes for Global Value Chains (GVCs). Profound changes in the economy are to be expected in the coming decades. As these changes have not yet fully materialised, Brazilian policy makers have a window of opportunity to prepare for the transformations ahead. This report aims at providing policy recommendations, based on best practices internationally, to prepare the Brazilian adult learning system so that it is ready to support people in acquiring the relevant skills for the future. ED592377 Getting Skills Right: Brazil OECD Publishing 2018-12-17 978-9-2643-0983-8 136 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/9789264309838-en 2019 As Provided JAN2020

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Yes Attention Intelligent Tutoring Systems Eye Movements Biology Science Instruction Undergraduate Students Educational Technology Technology Uses in Education Hutt, Stephen Mills, Caitlin White, Shelby Donnelly, Patrick J. D'Mello, Sidney K. Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education Mind wandering (MW) is a ubiquitous phenomenon characterized by an unintentional shift in attention from task-related to task-unrelated thoughts. MW is frequent during learning and negatively correlates with learning outcomes. Therefore, the next generation of intelligent learning technologies should benefit from mechanisms that detect and combat MW. As an initial step in this direction, we used eye-gaze and contextual information (e.g., time into session) to build an automated MW detector as students interact with GuruTutor -- an intelligent tutoring system (ITS) for biology. Students self-reported MW by responding to pseudorandom thought-probes during the tutoring session while a consumer-grade eye tracker monitored their eye movements. We used supervised machine learning techniques to discriminate between positive and negative responses to the probes in a student-independent fashion. Our best results for detecting MW (F[subscript 1] of 0.49) were obtained with an evolutionary approach to develop topologies for neural network classifiers. These outperformed standard classifiers (F[subscript 1] of 0.43 with a Bayes net) and a chance baseline (F[subscript 1] of 0.19). We discuss our results in the context of integrating MW detection into an attention-aware version of GuruTutor. [For the full proceedings, see ED592609.] ED592729 The Eyes Have It: Gaze-Based Detection of Mind Wandering during Learning with an Intelligent Tutoring System International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 DRL1235958 IIS1523091

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Yes Second Language Learning Interpersonal Communication Interaction English (Second Language) Educational Technology Technology Uses in Education Teacher Student Relationship Group Discussion Foreign Countries College Students Preservice Teachers Teaching Methods Student Attitudes Peer Evaluation Garcia Laborda, Jesus García Esteban, Soraya Journal Articles Reports - Research Spain EISSN- English Higher Education Postsecondary Education Anthropology has paid close attention to linguistic interaction and foreign language learning. This study approaches the use of dialogic learning that has strong roots in anthropology, sociology and applied linguistics. Following earlier research on teaching content in English in different subjects of teacher training through dialogic interaction, this paper focuses on the specific use of digital technology as a support for analysis through teacher-instructor interaction, as a means of social interaction, and as the creation of self-designed materials for content language integrated learning. Data is obtained from group discussions using digital content. Results indicate that technology represents a shifting pedagogical paradigm to enhance interaction in the Zone of Proximal Development and promote learning content in English through self and peer reflection. The findings of this study may serve as a monitor for content and language integrated learning educators aiming to enhance principled communicative insightful teaching with technology. ED592730 Human Communicative Dialogic Practices in Content and Language-Based Educational Interactions with Technology Online Submission Anthropologist v25 n3 p220-228 2016 2016-00-00 European Union (EU) (Belgium) 9 N/A 2019 55 As Provided JAN2020 FFI201122442

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No Foreign Countries Annual Reports Achievement Tests Secondary School Students International Assessment Mathematics Achievement Elementary Secondary Education Mathematics Tests Science Tests Science Achievement Educational Assessment Academic Standards Faculty Development Educational Change Early Childhood Education Access to Education Educational Quality Equal Education Health Sciences Indigenous Populations STEM Education Capacity Building Research Projects Research and Development Centers Educational Research Curriculum Development Educational Practices Measurement Educational Policy Pacific Islanders Technology Uses in Education Evaluation Methods Reports - Descriptive Australia Program for International Student Assessment Trends in International Mathematics and Science Study Australian Council for Educational Research English Secondary Education Elementary Secondary Education Early Childhood Education The Australian Council for Educational Research (ACER) is one of the world's leading educational research centres. ACER's mission is to create and promote research-based knowledge, products and services that can be used to improve learning across the life span. This annual report describes ACER's milestones and accomplishments for the 2016-2017 school year. During 2016-17 ACER continued to create and promote research-based knowledge, products and services to improve learning. Following years of cooperative work in global education monitoring, ACER was admitted to official partnership with the United Nations Educational, Scientific and Cultural Organization (UNESCO). ACER's Centre for Global Education Monitoring is currently working with the UNESCO Institute for Statistics Global Alliance to Monitor Learning to produce common, coordinated and sustainable learning assessments across the world. ACER's focus on improving learning in the South-Asia region was strengthened with the appointment of Mr. Amit Kaushik as the first Chief Executive Officer of ACER India. The Scottish Government contracted ACER UK, in partnership with online education providers SCHOLAR and Twig, to develop and manage standardised national assessments in reading, writing and numeracy for students in P1, P4, P7 and S3. ACER and the South Australian Department of Education and Childhood Development convened a Schools Policy Summit attended by heads of government education departments, and representatives from the Catholic and independent school sectors and national agencies. The purpose of the summit was to discuss national challenges in raising standards in Australian schools and to identify areas in which improvements are being made and national lessons can be learnt. In late 2016 ACER released the national reports for Australia in the 2015 IEA Trends in International Mathematics and Science Study (TIMSS), 2015 Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) and supplementary PISA financial literacy assessment. Work also continued on the Australian implementation of the 2016 IEA Progress in International Reading Literacy Survey (PIRLS), and on the international implementation of the 2016 IEA International Civic and Citizenship Education Study (ICCS) and 2018 IEA International Study of Computer and Information Literacy (ICILS). The stories told in this report highlight ACER's continuing contribution to improving learning across the life span. [For "ACER 2015-2016 Annual Report," see ED582347.] ED592378 ACER 2016-2017 Annual Report Australian Council for Educational Research 2018-10-00 45 Australian Council for Educational Research. Available from: ACER Press. 347 Camberwell Road, Camberwell, Victoria 3124, Australia. Tel: +61-3-9835-7447; Fax: +61-3-9835-7499; e-mail: sales@acer.edu; Web site: http://www.acer.edu.au N/A https://research.acer.edu.au/cgi/viewcontent.cgi?article=1020&context=ar 2019 As Provided JAN2020

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No Foreign Countries STEM Education Educational Policy Outcomes of Education Educational Improvement Labor Force Development Curriculum Development Teacher Supply and Demand Integrated Curriculum Educational Strategies Timms, Michael Moyle, Kathryn Weldon, Paul R. Mitchell, Pru Reports - Descriptive Australia ISSN-2204-6631 Australian Council for Educational Research English Australian STEM education seems caught in a whirlpool of problems that are contributing to one another. Student engagement and performance in STEM are declining, but we do not have the supply of qualified teachers we need to improve learning. The STEM curriculum is unbalanced and fragmented, leading to less interest among students. It is not possible to break out of the downward cycle from within the current system and it requires policy changes that address the issues raised in this report. This means developing well-considered, systemic and joined-up policies that address the following challenges: Improving student outcomes, building the STEM teacher workforce, and rethinking the STEM curriculum. This issue of Policy Insights is informed by a literature and policy review undertaken by the authors in 2017, as well as by the key messages of the ACER 2016 Research Conference, 'Improving STEM Learning: What will it take?' ED592379 Challenges in STEM Learning in Australian Schools. Policy Insights, Issue #7 Australian Council for Educational Research 2018-05-00 24 Australian Council for Educational Research. Available from: ACER Press. 347 Camberwell Road, Camberwell, Victoria 3124, Australia. Tel: +61-3-9835-7447; Fax: +61-3-9835-7499; e-mail: sales@acer.edu; Web site: http://www.acer.edu.au N/A https://research.acer.edu.au/cgi/viewcontent.cgi?article=1007&context=policyinsights 2019 As Provided JAN2020

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Yes Affective Behavior Questioning Techniques Emotional Response Nonverbal Communication College Students Student Behavior Tutoring Computer Mediated Communication Educational Technology Technology Uses in Education Vail, Alexandria K. Wiggins, Joseph B. Grafsgaard, Joseph F. Boyer, Kristy Elizabeth Wiebe, Eric N. Lester, James C. Speeches/Meeting Papers Reports - Research North Carolina English Higher Education Postsecondary Education Tutorial dialogue is a highly effective way to support student learning. It is widely recognized that tutor dialogue moves can significantly influence learning outcomes, but the ways in which tutor moves, student affective response, and outcomes are related remains an open question. This paper presents an analysis of student affective response, as evidenced by multimodal data streams, immediately following tutor questions. The findings suggest that students' affect immediately following tutor questions is highly predictive of end-of-session self-reported engagement and frustration. Notably, facial action units which have been associated with emotional states such as embarrassment, disgust, and happiness appear to play important roles in students' expressions of frustration and engagement during learning. This line of investigation will aid in the development of a deeper understanding of the relationships between tutorial dialogue and student affect during learning. [For the full proceedings, see ED592609.] ED592731 The Affective Impact of Tutor Questions: Predicting Frustration and Engagement International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 IIS1409639 CNS1453520

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Yes Educational Research Data Collection Learning Theories Recall (Psychology) Prior Learning Memory Models Prediction Fractions Arithmetic Addition Simulation Intelligent Tutoring Systems Bayesian Statistics MacLellan, Christopher J. Harpstead, Erik Patel, Rony Koedinger, Kenneth R. Speeches/Meeting Papers Reports - Research English While Educational Data Mining research has traditionally emphasized the practical aspects of learner modeling, such as predictive modeling, estimating students knowledge, and informing adaptive instruction, in the current study, we argue that Educational Data Mining can also be used to test and improve our fundamental theories of human learning. Using the Apprentice Learner architecture, a computational theory of learning capable of simulating human behavior in interactive learning environments, we generate two models that embody alternative theories of human learning: (1) that humans perfectly recall previous training during learning and (2) that humans only recall a limited window of experience. We evaluate which of these models is better supported by data from two fractions tutoring systems. In general, we find that the model with a complete memory better fits the data than a model recalling only the previous training experience (data-drive theory development). Additionally, we demonstrate that both models are able to predict student performances, as well as, reproduce the main effects of an experimental paradigm without being trained on student data (theory-driven prediction). These results demonstrate how the Apprentice Learner architecture can be used to close the loop between learning theory and educational data. [For the full proceedings, see ED592609.] ED592732 The Apprentice Learner Architecture: Closing the Loop between Learning Theory and Educational Data International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 Institute of Education Sciences (ED) National Science Foundation (NSF) 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 Yes R305B090023 SBE0836012

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Yes Childrens Rights Adolescents Federal Legislation State Legislation Medical Services Informed Consent Confidentiality Adults Foster Care Health Insurance Pregnancy Contraception Sexually Transmitted Diseases Acquired Immunodeficiency Syndrome (AIDS) Prenatal Care Sexual Abuse Mental Health Alcohol Abuse Substance Abuse Emergency Programs Sexual Identity Weiss, Catherine Kwon, Elias Shapiro, Rachel A. Vinett, Patrick J. Knodel, Mary Lieberman, Donna Bodde, Katharine Guides - Non-Classroom New York New York Civil Liberties Union (NYCLU) English This booklet seeks to clarify teenagers' rights under New York State and federal law to make their own medical decisions. It is designed as an aid to teenagers and the professionals -- social workers, counselors, teachers, and medical providers -- who work with young people. Frequently, professionals can encourage communication between young people and their parents, helping adolescents find needed support as they confront health issues. When teenagers cannot or will not speak to their parents, professionals can encourage them to seek the support of other adults -- family members, friends, social workers -- rather than face their health problems alone. By publicizing information about adolescents' rights, however, the New York Civil Liberties Union (NYCLU) hopes to encourage teens to seek medical care even when they cannot or will not confide in adult family members or friends. The booklet is set up as a reference guide to the situations young people often encounter when seeking health care. NYCLU also hopes to encourage professionals to respect the rights of adolescents and provide care when a minor does not seek adult involvement. ED592088 Teenagers, Health Care, and the Law: A Guide to Minors' Rights in New York State New York Civil Liberties Union 2018-00-00 Practitioners Students 124 New York Civil Liberties Union. 125 Broad Street 19th Floor, New York, NY 10004. Tel: 212-607-3300; Fax: 212-607-3318; Web site: http://www.nyclu.org N/A 2019 ERIC JAN2020

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Yes Correlation Equal Education High School Students Secondary School Teachers Comparative Analysis Educational Opportunities Outcomes of Education Student Attitudes Individualized Instruction Student Needs Student Interests Cooperation Cultural Differences Ethnicity Racial Differences Student Experience Cooperative Learning Barriers Educational Environment Educational Practices Student Centered Learning Culturally Relevant Education Learner Engagement Self Efficacy Student Motivation Grades (Scholastic) African American Students White Students Surr, Wendy Zeiser, Kristina L. Briggs, Olivia Kendziora, Kimberly Reports - Research American Institutes for Research (AIR) English High Schools Secondary Education Personalized learning is often equated with individual learning using technology. Yet for many students, learning on their own may not effectively meet their needs. The aim of this study is to explore racial differences in experiences and benefits associated with collaboration. The authors collected data from a variety of sources for students, teachers, and classrooms within four racially diverse high schools that emphasized both personalization and collaboration. The sample included 892 students, 138 teachers, and 30 classrooms. The qualitative analyses identified emergent themes from focus groups and interviews, and the quantitative analyses examined associations among opportunities for collaboration, classroom experiences, and outcomes, testing whether these associations differed for Black students versus White students. The authors found that, for all students, reports of high-quality collaboration were strongly associated with positive classroom experiences and mind-set/dispositional outcomes such as motivation, engagement, and self-efficacy. Moreover, high-quality collaboration was strongly associated with students' perceptions of personalization--and personalization, in turn, was strongly associated with outcomes. At the same time, focus group discussions revealed that Black students perceived less relevance in collaborative activities, more frequent experiences of exclusion and marginalization, and lower support from teachers during collaborative group work than did non-Black peers. Findings from this study suggest that collaborative experiences could be among the factors that contribute to positive changes in the academic trajectories of Black students, particularly when these opportunities reflect high-quality features. Thus, schools and educators aiming to address equity through personalization should consider increasing opportunities for high-quality collaboration. American Institutes for Research (AIR) conducted this study as part of the Research Collaborative's initial cycle of research. The team at AIR worked alongside fellow scholars, educators, and policymakers to investigate the impact of specific student-centered practices and then translate their findings for cross-sector audiences. This report represents their work over the past two years as they designed, tested, and revised teacher practices as part of a networked improvement community and examined how student agency impacted academic outcomes. [For the executive summary, see ED592101]. ED592089 Learning with Others: A Study Exploring the Relationship between Collaboration, Personalization, and Equity. Final Report American Institutes for Research 2018-10-00 Nellie Mae Education Foundation Jobs for the Future 74 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 2019 ERIC JAN2020

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No Professional Identity Climate Change Environmental Education Teaching Experience Teacher Attitudes Science Teachers Teaching Methods Controversial Issues (Course Content) Role Personal Narratives Learning Experience Models Epistemology Evidence Based Practice Scientific Literacy Civics Educational Policy Teacher Education Science Education Political Attitudes Drewes, Andrea Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this study is to investigate science teacher identity development as climate change educators. In applying the theoretical construct of identity as narrative to investigate the climate change related instructional experiences, I posed the overarching question: How do teachers' lived experiences shape their science teacher identity development as a 'teacher of climate change'? I used qualitative narrative inquiry methods to examine professional and personal stories of science teachers and their descriptions of instructional enactment of climate change lessons. I described the ways in which teachers draw on aspects of their teaching identity to navigate the opportunities and challenges encountered while teaching this controversial and complex, yet critically important science topic. I collected empirical data to form insights regarding how teachers negotiate competing demands while planning, implementing, and reflecting on their instruction. Data sources included multiple interviews with each teacher and teacher reflections. In analyzing the collected data, I determined how the identity narratives play a role in their enactment of climate change instruction. Results demonstrate how identity development for teaching climate change is embedded in one's personal histories, professional teaching and learning experiences, and the political context. Through this process, I developed a conceptual model to show how these lived experiences influence patterns of identity development through five trends: "Personal Valuation of Nature"; "Experiences in Science Teaching and Learning"; "Teacher Instructional Support and Agency"; "Epistemic Evidence-based Instruction"; and "Civic and Social Awareness via Socioscientific Literacy." The strength of enactment of these five trends leads to four possible constructions of identity. These four identities are: "Passionate Environmentalist," "Student Interest Engager," "Content First Educator," and "Civic & Epistemic Skills Promoter." The findings suggest that teacher identities for climate change are frequently multifaceted and these various identities are usually cohesive within an individual, but at times, they may present competing tensions for enactment. Additionally, this study demonstrates the critical need to support educators to strengthen their perceptions of instructional agency to effectively overcome challenges to the enactment of climate change lessons. Implications for teaching, teacher education, educational policy, and educational research related to climate change education and science teacher identity development are also presented. [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.] ED591194 Personal, Professional, Political: An Exploration of Science Teacher Identity Development for Teaching Climate Change ProQuest LLC Ph.D. Dissertation, University of Delaware 2018-00-00 978-0-4385-9593-4 305 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:10843337 2019 As Provided JAN2020

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No Instructional Improvement High Schools High School Students Suburban Schools Academic Achievement Block Scheduling Alignment (Education) Time on Task Time Management Secondary School Curriculum Scores Common Core State Standards Preston, Robert J. Dissertations/Theses - Doctoral Dissertations New Jersey EISSN- English High Schools Secondary Education This paper is based on action research to help support an initiative in a NJ suburban high school of about 600 students aiming to improve student achievement. The main problem addressed is a recent trend of low test scores. Rather than look at socio- economic factors, school leaders as well as leaders at the district level are concerned that the school's master schedule, designed around "block scheduling" principles several decades ago, has become increasingly misaligned with state standards and is a significant contributing factor to lagging achievement. Evidence suggests that instructional time is not fully maximized and there are misalignments between the school's curriculum and the recently state-mandated Partnership for Assessment Readiness for College and Careers (PARCC) test, which reflects the national Common Core State Standards. This Executive Position paper has three objectives. First, it describes the local context, master schedule and test results. Second, it presents findings from a literature review on school schedules and time use and their relationship to student outcomes. Third, it presents results from surveys and site visits to other high schools conducted as part of a district supported yearlong study. The end result is a new schedule which has the potential to optimize use of instructional time and a professional development plan to support teachers to improve instructional 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.] ED591195 Improving Instruction Methods through Scheduling at Glassboro High School ProQuest LLC D.Ed. Dissertation, University of Delaware 2018-00-00 978-0-4385-9612-2 127 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:10928589 2019 As Provided JAN2020

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No Academic Persistence Resilience (Psychology) Success College Students Grade Point Average Academic Achievement Learner Engagement Predictor Variables Student Characteristics Interdisciplinary Approach Baquerizo, Humberto X. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This study investigated grit, a non-cognitive trait, and its relationship to the student success of college sophomores at a STEM institution. Researchers have suggested that what students do matters most (Astin 2003; Pascarella and Terenzini 2005). This research explores the importance of co-curricular involvement in developing and fostering grit, consequently boosting academic performance that has an effect of student retention. An ethnically diverse sample of 205 college students completed an online self-report questionnaire using Duckworth's Grit as an instrument. Using multivariate statistics, linear regression techniques, and interviews, results suggest that grit relates to student academic performance as measured by GPA. GPA was also related to student engagement level and campus support. With respect to one aspect of grit, perseverance of effort, it was determined that for every unit increase in perseverance scores, GPA increased by 2.43. Co-curricular involvement improved grit and supported sophomore retention. The higher the Engagement and Support scores, the higher was the GPA for the participants in the study. Grit was not found to be a significant predictor of student engagement. A longitudinal study is needed to know more about traits such as grit that influence student college success. Implications of the findings for the practice of Student Affairs Professionals are highlighted and additional implications 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.] ED591478 The Impact of Grit on Student Success through Co-Curricular Engagement ProQuest LLC Ed.D. Dissertation, Caldwell University 2018-00-00 978-0-4385-1652-6 216 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:10973052 2019 As Provided JAN2020

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No Information Utilization Educational Practices Elementary School Teachers Outcomes of Education Literacy Education Grade 4 Grade 7 Low Income Students Poverty Educational Assessment Educational Trends McDonald, Joseph P. Reports - Research-practitioner Partnerships Reports - Research New York (New York) New York University, Research Alliance for New York City Schools English Elementary Education Grade 4 Intermediate Grades Grade 7 Junior High Schools Middle Schools Secondary Education By the first decade of the 21st century, the idea of data use in education had swept into U.S. schooling from other fields, such as manufacturing, sports, and medicine. Its enthusiasts included funders, entrepreneurs, policymakers, and district leaders eager to help foster the use of data in schools. They argued that data could drive accountability systems and provide signals about where schools needed to improve--and that this could be particularly game changing for schools that were impacted by poverty and generally low-performing. Yet, how exactly teachers might use data to inform their work was largely unspecified. Little evidence was available to answer the question: "What kinds of school and classroom organizations, cultures, materials, and practices would help teachers use data in ways that actually benefit students' learning?" In 2014, with support from the Spencer Foundation, the Research Alliance set out to examine how teachers in nine New York City elementary schools were using data to inform their classroom practice, how schools were supporting them in this effort, and to what effect. The study focused on literacy instruction in 4th and 7th grades, in schools that had high concentrations of students living in poverty and that had been identified by their networks or community school districts as avid data users. We conducted in-depth interviews and field observations in these schools, over a two-year period. Our new practice brief, "New Directions for Data Use in Schools," draws on the study's findings to highlight several keys to successful data use in teaching, including: Developing a broad view of assessment data and knowledge of its strengths and limitations; Strong content knowledge among teachers; Cultivating student ownership of data; and Building on data use to improve other aspects of schools' organizational capacity. The brief also proposes several new directions that educators can take to help make the most of data, including building a "data-wise" culture in your school, learning to curate data use materials, and encouraging student agency. ED591479 New Directions for Data Use in Schools. Practice Brief Research Alliance for New York City Schools 2018-09-00 10 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/Data_in_Use/Data_Use_in_Teaching_Practice_Guide.pdf 2019 0 As Provided JAN2020

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No Documentation Teaching Methods Notetaking Writing Skills Reading Comprehension Content Analysis Critical Thinking Wormeli, Rick Stafford, Dedra Books Guides - Classroom - Teacher ASCD English Summarization. Just when we thought we knew everything about it, the doors to divergent thinking open and summarization--no longer something that students must endure until you get to the "cool" stuff--takes on an exciting new role in student success! In this second edition of "Summarization in Any Subject," Dedra Stafford joins Rick Wormeli in adding fresh depth and creative variations to the basics, including changes to all 50 techniques from the first edition and brand new summarizing techniques that can be differentiated for multiple disciplines and levels of student readiness. Personably written, with a sense of humor and a commitment to students' substantive engagement with curriculum, this new edition provides practical, "show me what it looks like" tools and descriptions as well as QR codes and tech integrations for many of the techniques. The book provides: (1) A clear rationale for summarization in any subject along with an explanation of the cognitive science that powers its positive effects, including the influence of background knowledge and primacy-recency, plus the benefits of metaphors, chunking, timing, maintaining objectivity, and the efficacy that comes when students process content; (2) Practical tips for teaching students note taking, paraphrasing, and text structure; (3) Nine easy strategies that teachers can use to help students begin to understand what they need to know in order to summarize; and (4) Detailed descriptions of 60 strategies and critical thinking variations that provide students with memorable learning experiences, plus targeted support materials that assist in teaching and learning. It is time to revitalize learning and shatter the tedium associated with summarization, and this new edition of "Summarization in Any Subject" can help you do just that. [For the first edition, "Summarization in Any Subject: 50 Techniques to Improve Student Learning," see ED489068.] ED592090 Summarization in Any Subject: 60 Innovative, Tech-Infused Strategies for Deeper Student Learning, 2nd Edition ASCD 2018-00-00 978-1-4166-2677-0 Teachers 268 ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org N/A https://shop.ascd.org/ProductDetail.aspx?ProductId=218817650 2019 As Provided JAN2020

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No Picture Books Childrens Literature Emergent Literacy Kindergarten Preschool Children Reading Instruction Beginning Reading Reading Comprehension Skill Development Reading Ability Creativity Child Development Lysaker, Judith T. Books Reports - Descriptive English Kindergarten Primary Education Early Childhood Education In this book, the author challenges reductive views of emergent literacy prevalent in many of today's kindergarten and pre-K classrooms. As an alternative, Lysaker explains how reading wordless books with young children helps them to develop a range of comprehension abilities that are important for understanding narrative texts. Readers will find concrete methods to help them gauge, document, and respond to children as they make meaning of and respond to wordless books. Through description and analysis, the text reveals the undervalued richness of young children's emergent comprehension and the intricate, purposeful nature of their specific early thinking activities. "Before Words" encourages readers to think about young children's comprehension as complex meaning-making and suggests new ways of responding to the unique sense-making tools young children use during wordless book reading. This book: (1) Demonstrates how young children develop reading comprehension abilities even before learning to read print; (2) Expands on reading as more than just a technical skill; (3) Illustrates how to engage the whole child and scaffold their formation of relationships with other people, including peers, teachers, families, and communities; (4) Shows how to nurture students' creativity, positive relationships with storytelling, and social-emotional growth; and (5) Offers guidance for building a wordless book library, including a selected list of books. [Foreword by Peter Johnston.] ED592091 Before Words: Wordless Picture Books and the Development of Reading in Young Children. Language and Literacy Series Teachers College Press 2018-11-23 978-0-8077-5917-2 160 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/before-words-9780807759165?page_id=111 2019 As Provided JAN2020

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No Student Behavior Teacher Influence Classroom Environment Language Usage Teacher Student Relationship Discipline Positive Reinforcement Learning Interpersonal Communication Anderson, Mike Books Reports - Descriptive ASCD English We all want our students to feel safe, collaborate well with others, feel ownership for their learning, and be joyfully engaged in their work. Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar? We want students to take responsibility for their learning, yet we use language that implies teacher ownership. We want to build positive relationships with students, yet we use sarcasm when we get frustrated. We want students to think learning is fun, yet we sometimes make comments that suggest the opposite. We want students to exhibit good behavior because it's the right thing to do, yet we rely on threats and bribes, which implies students don't naturally want to be good. What teachers say to students--when they praise or discipline, give directions or ask questions, and introduce concepts or share stories--affects student learning and behavior. A slight change in intonation can also dramatically change how language feels for students. In "What We Say and How We Say It Matter," Mike Anderson digs into the nuances of language in the classroom. This book's many examples will help teachers examine their language habits and intentionally improve their classroom practice so their language matches and supports their goals. ED592092 What We Say and How We Say It Matter: Teacher Talk That Improves Student Learning and Behavior ASCD 2019-02-00 978-1-4166-2704-3 Teachers 168 ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org N/A https://shop.ascd.org/ProductDetail.aspx?ProductId=223042060 2019 As Provided JAN2020

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No Protocol Analysis Skill Analysis Writing Skills Writing Evaluation Adolescents Secondary School Students Writing Instruction Writing Assignments Best Practices Formative Evaluation Scoring Rubrics Individualized Instruction Equal Education English Language Learners Learning Problems Writing Processes Writing (Composition) Writing Teachers Pedagogical Content Knowledge Beck, Sarah Books Guides - Classroom - Teacher English Secondary Education The think-aloud approach to classroom writing assessment is designed to expand teachers' perspectives on adolescent students as writers and help them integrate instruction and assessment in a timely way. Emphasizing learning over evaluation, it is especially well-suited to revealing students' strengths and helping them overcome common challenges to writing such as writer's block or misunderstanding of the writing task. Through classroom examples, Sarah Beck describes how to implement the think-aloud method and shows how this method is flexible and adaptable to any writing assignment and classroom context. The book also discusses the significance of the method in relation to best practices in formative assessment, including how to plan think-aloud sessions with students to gain the most useful information. Teachers required to use rubrics or other standardized assessment tools can incorporate the more individualized think-aloud approach into their practice without sacrificing the rigor and consistency more regulated approaches require. This book: (1) introduces a new method of writing assessment that is more effective and flexible for differentiating instruction than assessments based on rubrics; (2) emphasizes equity for all learners, including English learners and students with specific learning challenges; (3) offers recommendations and guidelines based on research-based best practices in all aspects of writing: process, instruction, assessment, and development; and (4) is designed to be used by individual teachers as well as teachers working collaboratively to develop their pedagogical content knowledge for teaching writing. [Foreword by George Newell.] ED592093 A Think-Aloud Approach to Writing Assessment: Analyzing Process and Product with Adolescent Writers. Language and Literacy Series Teachers College Press 2018-10-24 978-0-8077-5950-9 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/a-think-aloud-approach-to-writing-assessment-9780807759509 2019 As Provided JAN2020

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Yes Postsecondary Education Higher Education Socioeconomic Status Access to Information Adults Costs Cost Effectiveness Outcomes of Education Two Year Colleges Ethnicity Racial Differences Equal Education Information Dissemination Social Bias Educational Attainment Parent Attitudes Political Affiliation Gender Differences Geographic Regions Barriers Cheng, Albert Peterson, Paul E. Reports - Research Harvard University, Program on Education Policy and Governance English Postsecondary Education Higher Education Two Year Colleges Economic information may close aspiration disparities for postsecondary education across socio-economic, ethnic and partisan divides. In 2017, we estimated impacts of information on such disparities by means of a survey experiment administered to a nationally representative sample of 4,214 adults. A baseline group was asked whether they preferred a four-year degree, a two-year degree, or no further education for their oldest child under the age of eighteen (or on the option they would prefer if they had one). Before three other randomly selected segments of our sample were asked the same question, they were given either information about (1) both net costs and returns; (2) net costs; or (3) returns to a two-year and four-year degree. Information about both costs and returns did not reduce SES disparities but did affect ethnic and partisan divides. The findings suggest that reductions in socioeconomic inequalities in educational opportunity will require more than simple changes in the dissemination of information aimed at altering economic cost-benefit calculations. Sustained effort that mitigates deeper-seated cultural and social barriers seems necessary. ED592094 Experimental Estimates of Impacts of Cost-Earnings Information on Adult Aspirations for Children's Postsecondary Education. Program on Education Policy and Governance Working Papers Series. PEPG 18-01 Program on Education Policy and Governance 2018-05-00 Searle Freedom Trust Walton Family Foundation Bill and Melinda Gates Foundation William E. Simon Foundation 50 Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg/research.htm N/A 2019 As Provided JAN2020

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No Private Colleges Church Related Colleges Catholic Educators College Faculty Academic Freedom Tenure Teacher Behavior Teacher Dismissal Governance Governing Boards Standards Teacher Rights Reports - Descriptive Texas American Association of University Professors English Higher Education Postsecondary Education St. Edward's University is a private, four-year institution affiliated with the Roman Catholic Church that traces its beginnings to 1877, when the Congregation of Holy Cross, an order of French missionaries, founded St. Edward's Academy on farmland south of Austin, Texas. St. Edward's received its charter as a college in 1885 and as a university in 1925, first began enrolling female students in 1966, and became fully coeducational in 1970. The university's accreditor is the Southern Association of Colleges and Schools Commission on Colleges. In its mission statement, St. Edward's describes itself as "an independent Catholic university that welcomes qualified students of all ages, backgrounds, and beliefs." On January 9, 2018, Dr. Shannan Butler and Dr. Corinne Weisgerber, each a tenured associate professor with nearly twelve years of service at St. Edward's University, were summoned to a meeting with two administrators. To their surprise, they were handed letters when they arrived. Since their behavior, the letters alleged, "reflect[ed] a continued disrespect and disregard for the mission and goals of the university," their "employment [was] being terminated." They were immediately escorted from campus. One month earlier, Dr. Katie E. Peterson, a tenure-track assistant professor in her fifth year of service to SEU, received a non-reappointment letter--to her surprise. It read in part: "In accord with St. Edward's current efforts to 'right size' the University, the current enrollment trends in the Teacher Education Program make it imperative that we reduce the number of faculty in Teacher Education. . . . I regret to inform you that you will not be reappointed for 2018-19. Your position as Assistant Professor of Reading in the School of Education will conclude May 18, 2018." This report describes the actions taken by the St. Edward's administration against Professors Butler, Weisgerber, and Peterson. ED592095 Academic Freedom and Tenure: St. Edward's University (Texas) American Association of University Professors 2018-10-00 16 American Association of University Professors. 1012 Fourteenth Street NW Suite 500, Washington, DC 20005. Tel: 800-424-2973; Tel: 202-737-5900; Fax: 202-737-5526; e-mail: academe@aaup.org; Web site: http://www.aaup.org N/A https://www.aaup.org/file/StEdwardsUniversity.pdf 2019 ERIC JAN2020

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Yes Educational Research Data Collection Cooperative Learning Predictor Variables Teamwork Online Courses Large Group Instruction Assignments Learning Processes Group Dynamics Wen, Miaomiao Maki, Keith Wang, Xu Dow, Steven P. Herbsleb, James Rose, Carolyn Speeches/Meeting Papers Reports - Research English To create a satisfying social learning experience, an emerging challenge in educational data mining is to automatically assign students into effective learning teams. In this paper, we utilize discourse data mining as the foundation for an online team-formation procedure. The procedure features a deliberation process prior to team assignment, where participants hold discussions both to prepare for the collaboration task and provide indicators that are then used during automated team assignment. We automatically assign teams in a way that maximizes average observed pairwise transactivity exchange within teams, whereas in a control condition, teams are assigned randomly. We validate our team-formation procedure in a crowdsourced online environment that enables effective isolation of variables, namely Amazon's Mechanical Turk. We compare group knowledge integration outcomes between the two team assignment conditions. Our results demonstrate that transactivity-based team assignment is associated with significantly greater knowledge integration (p < 0.05, effect size 3 standard deviations). [For the full proceedings, see ED592609.] ED592733 Transactivity as a Predictor of Future Collaborative Knowledge Integration in Team-Based Learning in Online Courses International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Algebra Mathematics Instruction Educational Technology Technology Uses in Education Intelligent Tutoring Systems High School Students Secondary School Mathematics Program Effectiveness Middle School Students Sales, Adam C. Wilks, Asa Pane, John F. Speeches/Meeting Papers Reports - Research English High Schools Secondary Education Middle Schools Junior High Schools The Cognitive Tutor Algebra I (CTAI) curriculum, which includes both textbook and online components, has been shown to boost student learning by about 0.2 standard deviations in a randomized effectiveness trial. Students who were assigned to the experimental condition varied substantially in how, and how much, the used the online component of CTAI, but original analyses of the experimental data focused on estimating average effects, and did not examine whether the CTAI treatment effect varied by the amount of style of usage. This study leverages log data from the experiment to present a more nuanced analysis. It uses the framework of Principal Stratification, which estimates the varying CTAI treatment effect as a function of "potential" usage--either how students used the program, or how they would have used it had they been assigned to the treatment condition. With experimental data, Principal Stratification does not require that we assume that all relevant variables have been measured. With this framework, we find that students who receive a medium amount of assistance from the software (in the form of hints and error feedback) experience the largest effects, with lower effects for students who receive a lot or a little; and evidence that students who do not follow the curriculum order experience smaller treatment effects. [For the full proceedings, see ED592609.] ED592734 Student Usage Predicts Treatment Effect Heterogeneity in the Cognitive Tutor Algebra I Program International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) Institute of Education Sciences (ED) 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 Yes DRL1420374 R305B1000012

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No School Holding Power School Personnel College Faculty Professional Personnel Staff Role Undergraduate Students Academic Persistence Ramirez, Joseph John Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education As college completion rates have remained stubbornly flat over time, four-year colleges and universities have been called upon to improve the percentage of students who earn a baccalaureate degree. In response, many campuses have introduced a new professional, non-teaching role that seeks to promote, coordinate, and advance student success. While not much is known about these roles or the individuals who occupy them, understanding retention professionals' experiences and contributions to change can illuminate who they are, what they do, and how their work reflects institutional approaches to student retention. Thus, the purpose of this study was to explore the emerging role of student retention professionals and how such individuals conceptualize and enact such roles within their respective organizational contexts. Drawing upon theories of role-making and structuration while utilizing a phenomenological approach, this study extended the concept of structuration to consider not just how a retention professional creates change but also how this newly created role is part of a larger process to changing and reinforcing institutional structures in response to the changing demands placed upon colleges and universities. In addition, structuration theory helped shed light on the challenges retention professionals encountered in advancing change at their respective institutions. Twenty-one retention professionals from across the country participated in the study. One-on-one interviews and participant-developed concept maps provided data for analysis. Findings from the study contributed to a new understanding of an emerging professional group's work in higher education, including the changes they make to campus policies and environments, student support systems, and academic pathways and experiences. The study extends student retention theories by illuminating how staff professionals--often missing from retention literature--contribute to student degree attainment and to processes of institutional change. The study explored how retention professionals, while committed to a common goal, enacted their roles in different ways. The findings suggest that retention professionals assume significant responsibility for improving rates of baccalaureate attainment, yet their success depends upon effective collaboration and buy-in from colleagues across the institution. Implications speak to ensuring retention professionals are not limited by traditional academic structures but emboldened to disrupt them. [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.] ED591480 "My Job Is Not to Retain You": The Role of Student Retention Professionals at Four-Year Colleges and Universities ProQuest LLC Ph.D. Dissertation, University of California, Los Angeles 2018-00-00 978-0-4385-2590-0 277 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:10973070 2019 As Provided JAN2020

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No College Environment Undergraduate Students Difficulty Level Distance Education Conventional Instruction Cognitive Processes Correlation Online Courses Psychology Bowman, Shennen Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education A gap in the knowledge of literature was found in that no research had been performed examining the effect different physical learning environments have on cognitive load levels. This is important because high cognitive load levels are known to affect learning. The purpose of this quantitative correlational study is to examine the relationship between the overall, intrinsic, and extraneous cognitive load and the physical learning environment (online and traditional classrooms) of undergraduate college students in an Introduction to Psychology class, at a medium-sized liberal arts college. Cognitive load theory provides a framework that has been used extensively to promote learning. Cognitive load refers to the total amount of mental activity imposed onto the learner. Research noted what has not been examined is how different physical learning environments may affect cognitive load. For this study, the physical learning environment is the place where learning takes place. Three research questions sought a correlation between cognitive load levels and the physical learning environment, online or traditional classroom. The Leppink scale was used to measure cognitive load. A survey was sent, one week in December, until the minimum sample size was determined. Data were determined using a Spearman correlation. The findings indicated no significant relationship exists between Overall Cognitive Load and the physical learning environment (r[subscript s] = -0.011, p > 0.05), Intrinsic Cognitive Load and the physical learning environment (r[subscript s] = -0.082, p > 0.05), and Extraneous Cognitive Load and the physical learning environment (r[subscript s] = 0.086, p > 0.05). Recommendations for future research include looking at gender differences and testing at different times during the semester. [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.] ED591481 Correlation of Cognitive Load with the Physical Learning Environment for Undergraduate College Students in an Introduction to Psychology Class ProQuest LLC Ph.D. Dissertation, Grand Canyon University 2018-00-00 978-0-4385-3302-8 206 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:10937852 2019 As Provided JAN2020

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No Technology Integration Educational Technology Secondary School Teachers Preservice Teachers Mathematics Teachers Preservice Teacher Education Technological Literacy Pedagogical Content Knowledge Mathematics Education Affordances Huang, WenYen Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education Higher Education Postsecondary Education This dissertation consists of three empirical studies investigating the ways a group of preservice teachers came to understand and implement mathematics education technologies over the course of a year-long teacher preparation program. In this small-scale explorative study, I attempted to paint a comprehensive picture of pre-service mathematics teachers' learning about technology integration. The first study adopted the theory of technological pedagogical content knowledge (TPACK) by Mishra and Koehler (2006) to analyze the preservice teachers' beliefs, knowledge, and skills in technology integration through their self-reported data. The second study employed the framework of Instrumental Orchestration from Drijvers et al. (2010) to investigate the preservice teachers' teaching practice using technology through observational data. The third paper incorporated Doerr and Zangor (2000)'s framework to explore the role technology played when the preservice teachers integrated technology into their mathematics lessons. The findings describe the complex intertwinement of teachers' knowledge and teaching practice throughout PST's learning process of integrating technology. The findings showcase pre-service teachers' capability in designing tasks that incorporate specific roles or affordances of the technology in order to support their pedagogical objective. I also explore the impact of technology in supporting mathematics discussion in the whole-class setting. The results of shared themes and individual profiles in this study provide resources for teacher educators to anticipate the common challenges faced by preservice teachers, as well as gaining a broader understanding of the potential or expectation on pre-service teachers' technology integration. [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.] ED591196 Integrating Educational Technology: A Study of Secondary Preservice Mathematics Teachers ProQuest LLC Ph.D. Dissertation, University of California, Davis 2018-00-00 978-0-4386-2826-7 156 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:10843788 2019 As Provided JAN2020

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No Community Colleges Two Year College Students Commuting Students Transportation Geographic Location Access to Education Grants Probability De Toro, Alicia Kathryn Dissertations/Theses - Doctoral Dissertations California EISSN- English Two Year Colleges Higher Education Postsecondary Education Subsidized transit policy is a strategy used to lessen environmental impacts and increase institutional accessibility in higher education. Program funding to support this subsidized transit policy can vary between institutions. This research focuses on the geographic analysis of Eco Pass, a student led initiative implemented in the Foothill De Anza Community College District in California to offset transportation costs for students. Through the use of Environmental Science Research Institute software, the research aimed to determine which geographic areas, if any, were of high and low probability of Eco Pass use from data during 2011-2017 using Tobler's first law of geography. Exploratory regression was conducted using income, population, crime, vehicle ownership, and educational attainment (per census block) to determine Eco Pass use prediction. The results of the analysis indicate that over time the mean of the Eco Pass population, by student address, shifted eastward for the entire district. The impact of De Anza College's Eco Pass students impacted the overall district, more than Foothill. Exploratory regression of selected variables revealed that population, with crime index on the borderline, as predictors of Eco Pass use. Ultimately, regression models were rejected to non-stationarity. Recommendations based on findings include assessing the goals of the Eco Pass policy. This study found that Foothill has less influence in the district Eco Pass geographic distribution and no significance of hot or cold spots. De Anza college has the larger influence and the largest area of high probability of use is that adjacent to the campus community. Spatial analysis based on Tobler's law indicates that the district Eco Pass policy is providing access to students who differ from its own community, but further analysis resulted in discussion around the impacts of the changing composition of the district community. Being that the district exists within the unique area of the Silicon Valley, these changes will ultimately impact the 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.] ED591197 A Geospatial Analysis of a Transit Program on California Community College Students ProQuest LLC Ed.D. Dissertation, University of San Francisco 2018-00-00 978-0-4386-6862-1 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:10846771 2019 As Provided JAN2020

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No Teacher Education Programs Teacher Persistence Credentials Teacher Certification Correlation Teacher Competencies Internship Programs Barriers Self Esteem Rockstad, Cathleen Dissertations/Theses - Doctoral Dissertations EISSN- English Hiring and retaining the highest quality teachers is a top priority for any school district. However, given the current challenges that districts face in today's educational climate and with the recently recovering economy and the looming retirement bubble about to burst, this priority becomes even more imperative. This study focused on gathering and analyzing data on the relationship between the type of credential that a candidate holds upon hire and their retention within the profession. Additionally, the research analyzed data around a relationship between the preparation that the teacher received from their certification program and their ability to address the challenges that they faced in their first five years in the classroom. Ultimately, at the conclusion of this research, it was determined that there was no difference in the retention rate of teachers based on the type of credential held upon hire. In addition, the research identified that the only differences in the preparation of teachers was for those who participated in an intern program, who felt more prepared than those who were traditional teacher preparation participants. Also, the research identified that the Short Term Staff Permit and Provisional Intern Permit holders felt more challenged in their first five years in the classroom as compared to other new hires. Finally, the research identified that there were many similarities across all classifications as to what originally motivated candidates to teach, why they may have considered leaving at one point, and why they ultimately decided to stay. [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.] ED591482 The Impact of Certification Programs on Teacher Retention and Preparation ProQuest LLC Ed.D. Dissertation, Concordia University Irvine 2018-00-00 978-0-4385-1546-8 132 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:10973110 2019 As Provided JAN2020

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No Language Proficiency Graduation Rate English Language Learners English (Second Language) School Districts Immigrants Leadership Public Schools Schuck, Jacqueline Marie Dissertations/Theses - Doctoral Dissertations Florida EISSN- English District leaders have countless responsibilities, from setting goals for the district to monitoring that all implementations run smoothly and effectively. Among them is ensuring the schools they oversee are adequately preparing their students for graduation and life beyond high school. For language learners high school requirements become difficult due to the language barrier. Specifically, due to discrepancies in standardized testing results, meeting test score requirements can be difficult for many in South Florida. Thus, those districts with a high population of language learners face greater challenges. However, there are many interventions that can be put into action to increase language proficiency with newly arrived immigrant students and adequately prepare them for graduation. The purpose of this qualitative study was to determine what teachers need in order to provide for their students and explore what Broward County has done to successfully increase ELL graduation rate over the past four years. Through an analysis of the vast literature and structured interviews of willing participants with large populations of English Language Learners, this qualitative study explored what district and school leaders can do to improve their English for Speakers of Other Languages (ESOL) programs and support their teachers to in turn increase language proficiency and graduation rates of ELLs. The results of the study showed that there is a lack of resources, especially financial, that is causing teachers to feel unprepared to meet the needs of their special 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.] ED591483 Leadership and District Success: Improving Language Proficiency and Graduation Rate ProQuest LLC Ed.D. Dissertation, St. Thomas University 2018-00-00 978-0-4386-0481-0 124 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:10937875 2019 As Provided JAN2020

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No Secondary School Teachers Suburban Schools Computer Uses in Education Class Activities Teacher Attitudes Teaching Methods Instructional Design High Schools Principals Technology Integration Administrators Specialists Scaffolding (Teaching Technique) Equal Education Kizilboga, Remzi Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education High Schools The purpose of this intrinsic case study (Stake, 1995) was to investigate secondary teachers' instruction in a suburban Bring Your Own Device (BYOD) environment examining their pre-class and in-class activities based on their pedagogical practices and instructional design decisions, including planning, designing, teaching, and assessment. The study broadly explored the secondary teachers' perceptions about BYOD as a new innovation, and how BYOD teachers develop and utilize their lesson plans. As the unit of analysis, eight teachers from various subject areas, as well as the school principal, the chief technology officer, and the technology integration specialist in one BYOD high school, voluntarily participated in the study. The data were collected from documents, archival records, first-round interviews, direct observations, and second-round interviews. Latent content analysis was conducted to analyze the data. The findings from this study revealed that the school policy for technology integration aligned with the BYOD implementation. The findings also revealed that teachers internalized the BYOD implementation by focusing more on technology in general, not BYOD in particular. Hence, teachers no longer had to reflect on whether or not the students would bring their devices. The findings further revealed that BYOD teachers had opportunities to provide multiple means of representations, actions and expressions, and engagement. The results from this dissertation research operationalized various scaffolding techniques that BYOD teachers utilized. This study provided evidence that when teachers teach content in certain subject areas, they struggle to incorporate technology into their lessons. However, the results from this study showed that BYOD teachers have more curriculum flexibility and access to a wide array of applications and learning opportunities when students employ a variety of devices. At the same time, the results from this study suggest that even though BYOD might reveal inequality issues based on the variety of student devices employed, a cloud-system can maximize student access to resources and help minimize inequality issues. This study also suggests that while BYOD decreases the cost of technology integration for schools, parental preferences should be taken into consideration because it might increase their costs in different ways. [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.] ED591484 Secondary Teachers Pedagogical Practices When Designing and Teaching Instruction in a Suburban Bring Your Own Device Environment ProQuest LLC Ph.D. Dissertation, Indiana University 2018-00-00 978-0-4385-6457-2 231 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:10937882 2019 As Provided JAN2020

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No Hands on Science Virtual Classrooms Science Laboratories College Freshmen College Science Science Achievement Laboratory Experiments Prior Learning High Achievement Low Achievement Science Instruction Marino, Michael A. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education A study was conducted to investigate the extent to which previous science achievement affected student performance in traditional hands-on and virtual laboratory environments. A sample of 70 first-year college students was employed in a counterbalanced A-B-A-B experimental design. The study spanned four instructional weeks of laboratory experimentation alternating traditional and virtual learning environments. For each of the four labs, students were given a pre-test designed to measure content knowledge, administered the intervention of virtual labs, and this was followed by an identical post-test. Prior science achievement was assessed using a general chemistry assessment exam. T-tests revealed that student performance did not differ between the hands-on and virtual environments. Results of a MANOVA showed that virtual labs were more effective than hands-on labs for high-achieving students, whereas there was no difference for low-achieving students. Results of a second MANOVA revealed that high-achieving students outperformed low-achieving students on hands-on lab 3, virtual lab 3, and hands-on lab 4. Findings suggest that the use of virtual labs does not harm science achievement and may conserve resources, but may expand the gap between high- and low-achieving students in the science laboratory. [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.] ED591485 Virtual and Hands-On Laboratory Environments in the Science Classroom: The Effect of Prior Science Achievement ProQuest LLC Ed.D. Dissertation, Hofstra University 2018-00-00 978-0-4384-9452-7 114 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:10937890 2019 As Provided JAN2020

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No Grades (Scholastic) Adult Students College Mathematics Algebra Community Colleges Two Year College Students Delivery Systems Academic Advising Associate Degrees Equal Education Social Justice Ethics Diffey, Stephanie C. Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Higher Education Postsecondary Education Two Year Colleges This quantitative study compares the course grades earned by adult learners enrolled in college algebra amid different delivery formats to determine if one option is more viable than the other at a southeastern community college in the United States. Presented as a Dissertation in Practice (DiP), three manuscripts are incorporated in this study. The first manuscript identifies the study's problem of practice which is to enhance the knowledge of academic advisors at community colleges for recommending delivery formats to adult learners who want to enroll in college algebra and earn a course grade of A, B, or C to complete their two-year associate degree. The first manuscript also discusses the problem of practice as it relates to equity, social justice, and ethics with respect to adult learners. The second manuscript identifies four research questions in response to the problem of practice, presents the data collected, discloses the data's nature and limitations, and provides the study's discoveries. The third manuscript presents a summary of the problem of practice and its findings along with a blueprint for academic practitioners to implement at their institutions to enrich the knowledge of academic advisors when advising adult 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.] ED591198 A Comparison of Course Grades Earned for Adult Learners in College Algebra amid Different Delivery Formats at a Southeastern Community College ProQuest LLC Ed.D. Dissertation, The University of Mississippi 2018-00-00 978-0-4385-3745-3 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:10843954 2019 As Provided JAN2020

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No Program Implementation College Entrance Examinations Scores Reading Tests Reading Achievement Action Research High School Students Reading Strategies Trust (Psychology) Communication Strategies Educational Objectives Barriers Planning Fidelity Edwards, Jamone Dissertations/Theses - Doctoral Dissertations ACT Assessment EISSN- English Secondary Education Higher Education Postsecondary Education The purpose of this action research study was to identify the current state of ACT preparedness and implement strategies appropriate to improving reading ACT scores at NPHS. This study was a mixed method study. The purpose for combining quantitative and qualitative data was to capture both perspectives of research. The use of qualitative data, allowed the researcher to use observations, interviews, and open-ended questions to capture feedback otherwise missed in quantitative-only research. The central concern was the need to increase ACT scores at North Point High through implementing researched-based reading strategies. The study allowed the researcher to understand and improve an ongoing organizational process to accomplish established goals set forth. After one year of implementation, the average reading sub-score increased to 15.8 in School Year (SY) 2016-2017. After year two, average reading score was 14.3 at the end of SY 2017-2018. Review of qualitative data revealed no culture shift in literacy and no consistent implementation of reading strategies. Further review of the qualitative data found trust, communication, and competing goals to be barriers of implementing the action plan with fidelity. Moreover, restructuring elementary schools, focusing on middle school grades, and embedding literacy were the organizational changes made to enhance learning experiences for all 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.] ED591199 Implementing a Program to Increase ACT Scores in Reading: An Action Research Project to Increase ACT Scores at North Point High School ProQuest LLC Ed.D. Dissertation, The University of Mississippi 2018-00-00 978-0-4385-3752-1 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:10844507 2019 As Provided JAN2020

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Yes Lesson Plans Teaching Methods Middle School Teachers Mathematics Instruction Mathematics Teachers Mathematics Professional Development Teacher Competencies Semi Structured Interviews Technological Literacy Foreign Countries Boran, Elif Tarim, Kamuran Özsezer, M. Sencer Bulut Journal Articles Reports - Research Turkey ISSN-2501-1111 English Middle Schools Secondary Education Junior High Schools In this study, it was aimed to investigate the effect of lesson study, a professional development model, on the perceptions of middle school mathematics teachers about subject area competencies and the views of the teachers about this model. In this study, which was conducted with a qualitative research method, the data were collected through semi-structured interviews from the middle school mathematics teachers after three lesson-research-cycles. The descriptive analysis of the data presented some findings: a) identification/determination of Mathematics Subject Area Competencies (MSAC) while preparing and applying a lesson plan, b) being able to use their knowledge of mathematics, c) developments of the students' mathematical skills through groupwork and d) a more active teaching process with Lesson Study (LS). On the other hand, it was also seen that there are some negative findings showing that preparing a detailed lesson plan is troublesome and the teachers have difficulty in coming together and using the technology. In this context, it is believed that this study will enlighten the researchers who are interested in LS method to learn about the subject area competencies of teachers from different branches, to learn about the effect of mathematics teachers' general competencies related to teaching profession on teaching and about teachers' technological competencies. ED592381 The Effect of Lesson Study on the Perceptions of Mathematics Teachers about Subject Area Competencies Online Submission European Journal of Education Studies v5 n8 p371-394 2018 2018-00-00 24 N/A 2019 62 As Provided JAN2020

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Yes Secondary School Students Exit Examinations Foreign Countries Global Education Test Items Secondary School Curriculum Learning Test Format Multiple Choice Tests Social Studies Hafiz, Labeeba Rahman, Md. Mehadi Journal Articles Reports - Research Bangladesh ISSN-2054-6351 English Secondary Education The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording criteria and practising criteria. Selected test items were analyzed based on these two criteria and Bloom's cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didn't reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning. ED592382 Investigating the Effects of Bangladesh and Global Studies (BGS) Assessment of Secondary School Certificate (SSC) Examination on Students Learning Online Submission British Journal of Education v7 n2 p33-57 Feb 2019 2019-02-00 25 N/A 2019 31 As Provided JAN2020

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No Transformative Learning College Students Age Groups Learning Activities Acceleration (Education) Church Related Colleges Preferences Perspective Taking Relevance (Education) Cooperative Learning Reflection Self Concept Yantis, LeAnn Janette Dissertations/Theses - Doctoral Dissertations Indiana EISSN- English Higher Education Postsecondary Education Today's college classrooms are often comprised of many generations. Millennials, the newest generation to enter higher education, are enrolling in college in larger numbers than other generations. Growth within nontraditional programs, coupled with the increase of millennial students, underscores the need for understanding the learning preferences of this generation. Millennials expect educational technology to be incorporated into their coursework, causing educators to reevaluate their teaching strategies. The purpose of this qualitative descriptive study was to describe how transformational learning activities in an accelerated degree-completion program at a faith-based university in Indiana may influence the learning of millennial students. The theoretical foundation was based on adult learning theory, generational theory, and transformational learning theory. Ten faculty members and three millennial students were research participants. A purposive sample was conducted through a student focus group. Responses from the focus group were used to evaluate the learning preferences of millennials. Faculty members were interviewed using a semi-structured interview protocol to determine which learning activities produced transformational learning among millennials. Course syllabi were analyzed to determine current learning activities. Thematic analysis resulted in identification of five primary themes: Perspective, Application, Collaboration, Reflection, and Self-Understanding. Recommendations for further research and application were also presented. [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.] ED591486 A Descriptive Study of How Transformational Learning Activities Influence Millennial Students ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2018-00-00 978-0-4385-3303-5 263 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:10972983 2019 As Provided JAN2020

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No Teaching Methods Instructional Design Disadvantaged Schools Student Needs Barriers Elementary School Teachers Educational Environment Faculty Development Nongovernmental Organizations Brainstorming Teacher Collaboration Prediction Educational Planning Creativity Foreign Countries Gyabak, Khendum Dissertations/Theses - Doctoral Dissertations Bhutan EISSN- English Elementary Education The literature on teacher practice is abundant but the notion of framing teachers as designers is comparatively new. Teachers are highly embedded in doing design on a daily basis. As designers of instruction and learning experiences they are unique in that they are also content experts, deliverers of instruction, and have a nuanced understanding of assessing the needs of their students because of the nature of their embedded practice. Furthermore, teachers in under-resourced environments may out of necessity be forced to act as designers in a more immediate way than teachers who have a lot of resources and a predetermined curriculum. The descriptions of teacher practice in under-resourced schools has consistently focused on the challenges and barriers teachers face while teaching in such contextual conditions but fail to mention how these teachers overcome such challenges and manage to make do with scarce resources to find innovative ways to foster learning for their students. The purpose of this multiple case study is to investigate the thinking and actions within teacher practice that could be considered designerly, in particular those carried out by primary school teachers who are teaching or have had experience teaching in under-resourced schools. The study found that designerly thoughts and actions were present among teachers across the seven cases. While designing may not be foregrounded in the professional practice of these teachers, they are engaged in acts of designing from the moment they begin to think about their goals for class, adhere to the curricular requirements set by the governing bodies, and negotiate and work their instruction around the contextual conditions of their teaching and learning environment. Although teachers do not follow a formalized and systematic way of engaging in design, the cases from the study suggest that teachers are engaged in design activities like planning, reflection, analysis, visualization, framing, schematizing, collaboration and brainstorming, recollecting, predicting, theorizing, making, and tinkering. To the extent of framing teachers as designers, this study has implications for teacher professional development, design theory, and non-governmental organizations (NGO) that work with teachers who are positioned in under-resourced classroom contexts around the 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.] ED591487 Making Do: A Multiple Case Study on the Designerly Thinking and Action of Primary School Teachers in Under-Resourced Schools of Bhutan ProQuest LLC Ph.D. Dissertation, Indiana University 2018-00-00 978-0-4386-3753-5 168 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:10937783 2019 As Provided JAN2020

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Yes Preservice Teachers Mathematics Teachers Pedagogical Content Knowledge Knowledge Level Mathematical Concepts Algebra Concept Formation Difficulty Level Teacher Competencies Foreign Countries Aksu, Zeki Konyalioglu, Alper Cihan Kul, Ümit Journal Articles Reports - Research Turkey EISSN- English Higher Education Postsecondary Education Binary operation is one of the main topics of undergraduate mathematics. A binary operation is also used as a foundation for other disciplines such as physics, chemistry and biology. This study aims to describe the conceptual knowledge level of pre-service mathematics teachers regarding binary operation. In order to achieve this, a test consisting of open-ended and true-false questions on binary operation was administered to a total of 77 pre-service teachers; 32 primary school pre-service mathematics teachers, 30 high school pre-service mathematics teachers and 15 pedagogical formation teacher candidates. The data collected was analyzed using descriptive analysis in the context of the framework developed by the researchers. The findings of the study indicated that the performance of the pre-service teachers was insufficient with regards to the underlying conceptual knowledge that the questions sought. The study also indicates that pre-service teachers have difficulty in forming their subject knowledge successfully and they need to re-structure this as soon as possible. ED592383 Pre-Service Mathematics Teachers' Conceptual Knowledge of Binary Operation Online Submission Khazar Journal of Humanities and Social Sciences v21 n4 p55-70 2018 2018-00-00 16 N/A 2019 30 As Provided JAN2020

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No Art Education Visual Arts Teaching Methods Art Products Art Activities Cognitive Processes Advocacy Hogan, Jillian Hetland, Lois Jaquith, Diane B. Winner, Ellen Books Guides - Classroom - Teacher English Students of all ages can learn to think like artists! "Studio Thinking: The Real Benefits of Visual Arts Education" changed the conversation about quality arts education. This new publication shows how the eight Studio Habits of Mind and four Studio Structures can be used successfully with younger students in a range of socioeconomic contexts and school environments. Book features include: (1) Habit-by-habit definitions, classroom examples, and related visual artist exemplars emphasizing contemporary artists; (2) Full color mini-posters teachers can hang in their classrooms to illustrate each of the eight Studio Habits of Mind; (3) Sample templates for students to use as they plan, reflect upon, and talk about works of art; (4) Innovative approaches to assessment and strategies for implementation; (5) Photos throughout the book of Studio Thinking signage and activities, students making art, and student artworks; and (6) Suggestions for using Studio Thinking for arts education advocacy. [Foreword by David P. Nelson. For "Studio Thinking: The Real Benefits of Arts Education," see ED497825.] ED592384 Studio Thinking from the Start: The K-8 Art Educator's Handbook Teachers College Press 2018-08-24 978-0-8077-5915-8 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/studio-thinking-from-the-start-9780807759158 2019 ERIC JAN2020

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Yes High School Students Credits Required Courses Graduation Requirements High Schools Enrollment Institutional Characteristics School Districts Public Schools Low Income Students Minority Group Students School Size Charter Schools Urban Schools Nontraditional Education Tyner, Adam Munyan-Penney, Nicholas Reports - Research Thomas B. Fordham Institute English High Schools Secondary Education Since the No Child Left Behind Act of 2002 began holding schools accountable for high school graduation rates, multiple strategies have emerged to help more students receive their diplomas. Among the most popular and widely deployed are credit recovery programs, which allow students to "recover credits" from one or more courses that they have either failed or failed to complete. But heretofore there's been no systematic way to know how widely credit recovery is being used. This report uses new data to gauge the extent of credit recovery (CR) in U.S. high schools today. Retaking an entire conventional course (much less several of them) or attending summer school can hinder students in fulfilling graduation requirements on time, so CR can be a speedy and often less expensive shortcut. In theory, CR provides an ideal solution for students who are not on track for graduation. Yet the emerging market for CR services has been almost entirely unregulated in most states, and often accountability for student performance is outsourced to private vendors or state-run consortia. This means that, in practice, these courses often lack the requisite quality controls to ensure that rigor, content, and skills are not sacrificed in the pursuit of quick credits. A 2017 "Slate" investigative series found many online courses were easy to game, with answers found in a simple Google search, and students often allowed unlimited assessment retakes. Students relying on CR courses of questionable quality to graduate are being deprived of access to rigorous coursework while schools claim success in graduating students they didn't educate. Given that 22 percent of students entering college must take remedial courses, the proliferation of CR courses may only increase the number of high school graduates ill-prepared for college and good jobs. And if low-income and minority students are disproportionately using low-quality CR programs to earn credits, these programs could exacerbate existing inequities. The present study, released in 2018, uses 2015-2016 data from the Office for Civil Rights at the U.S. Department of Education to answer three key questions: (1) How many schools have active credit recovery programs, and are some types of schools more likely than others to have them? (2) How many students are enrolled in credit recovery? (3) To what extent do schools enroll large shares of their students in credit recovery, and if they do, is it more common in particular schools? The authors analyze credit recovery prevalence and enrollments at the national and state levels, as well as for the 50 largest school districts in the country. After briefly describing the data and methods, they focus on those schools that report having an "active" program (at least one student enrolled), examining their urbanicity; type (e.g., traditional public schools (TPS), charter, magnet, and Title I); size; and proportion of poor and minority students. Next, the authors turn to student participation in credit recovery, analyzing overall enrollment as well as the schools that enroll large shares of their students in CR, with an eye toward determining which types of schools are making heaviest use of this option. After presenting national trends, they examine CR programs and enrollment rates at the state and district levels. Finally, the authors profile the CR landscape in every state, including a snapshot of the largest district with an active CR program in each state. [Foreword by Amber M. Northern and Michael J. Petrilli.] ED592385 Gotta Give 'Em Credit: State and District Variation in Credit Recovery Participation Rates Thomas B. Fordham Institute 2018-11-00 Thomas B. Fordham Foundation 250 Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net N/A 2019 ERIC JAN2020

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No Early Childhood Education Young Children Family Environment International Education Teaching Methods Educational Improvement Educational Policy Child Development Foreign Countries Educational Change Comparative Analysis Kagan, Sharon Lynn, Ed. Books Collected Works - General Australia United Kingdom (England) Finland Hong Kong South Korea Singapore English Early Childhood Education Learn how exemplary countries are dealing with the challenges and joys of advancing the development of their youngest citizens. In this book, Sharon Lynn Kagan and her contributors systematically examine how six diverse countries go about envisioning, designing, and implementing their services to young children and their families. "The Early Advantage 1" sheds light on new and exciting approaches to early childhood education and care (ECEC) that are contributing to the quality, equity, efficiency, and sustainability of services for young children. Brimming with fresh insights, the text provides concrete examples of successfully implemented strategies and methods that warrant attention from other countries wishing to improve their early childhood services. The 2-year comparative analysis upon which this volume is based was made possible with funding and support from the National Center on Education and the Economy's (NCEE) Center on International Education Benchmarking. This book: (1) presents groundbreaking approaches to early childhood policy, practice, and service delivery from around the globe; (2) is based on contributions from leading scholars and policymakers from six countries: Australia, England, Finland, Hong Kong, Korea, and Singapore; (3) acknowledges the important role of culture in shaping the quality and array of services afforded to young children; (4) uses rigorous research that includes common designs, vetted protocols, and repeated validations; (5) includes detailed country fact sheets with data on demographics, governmental expenditures, staff qualifications, mandated monitoring systems, and more; and (6) is part of NCEE's research into the 9 Building Blocks for a World-Class Education System. This book contains the following chapters: (1) Changing the Narratives (Sharon Lynn Kagan); (2) Maintaining the Reform Momentum in Australia (Collette Tayler, Tom Peachey, and Bridget Healey); (3) Laying the Foundation for Lifelong Skills: Universal and Integrated Early Childhood Services in England (Kathy Sylva, Grace Murkett, and Lily Fritz); (4) A Principled, Personalized, Trusting, and Child-Centric ECEC System in Finland (Kristiina Kumpulainen); (5) Responsive Policymaking and Implementation: Enhancing ECEC System Quality and Equity in Hong Kong (Nirmala Rao and Carrie Lau); (6) Progress via Innovation and Investment: Setting the Stage for Greater Harmonization in the Republic of Korea (Mugyeong Moon and Eva Landsberg); (7) A Careful Balancing Act: Evolving and Harmonizing a Hybrid System of ECEC in Singapore (Rebecca Bull and Alfredo Bautista); and (8) Acting on New Narratives (Sharon Lynn Kagan and Eva Landsberg). [Foreword by Marc Tucker.] ED592386 The Early Advantage 1--Early Childhood Systems That Lead by Example: A Comparative Focus on International Early Childhood Education Teachers College Press 2018-08-31 978-0-8077-5941-7 264 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-advantage-1-9780807759417 2019 ERIC JAN2020

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Yes Cultural Awareness English for Special Purposes Second Language Learning Second Language Instruction Teaching Methods Lesson Plans Tourism Intercultural Communication Multilingualism Universities Foreign Countries Management Development Government Role Team Sports Ennis, Michael Joseph Reports - Descriptive Italy EISSN- English Higher Education Postsecondary Education This chapter describes the application of an integrated approach to teaching foreign languages and intercultural competence to English for Specific Academic Purposes. The chapter summarizes how aspects of intercultural learning were integrated in an English for Tourism Studies course offered within the framework of a Bachelor's Degree program in Tourism, Sport, and Event Management at a trilingual university in northern Italy. After an overview of the most common approaches, models, and methods used to teach culture and intercultural competence in foreign language education in Europe and North America, the chapter discusses the reasons these tend to be ineffective in this unique learning context: namely due to their separate treatment of language and culture, which would require the reallocation of scarce instructional hours from language learning to intercultural learning. The chapter then briefly summarizes a fully integrated model of teaching language, culture, and communication as a more viable alternative. The chapter concludes with a description of a sample lesson as a demonstration of how intercultural learning was integrated without losing focus on learning specific language features, discourse patterns, and communication skills, which are necessary in all ESAP contexts. [This chapter was published in: M. J. Ennis & C. E. Riley (Eds.), "Practices in intercultural language teaching and learning" (pp. 145-168). New Castle upon Tyne, England: Cambridge Scholars.] ED592387 Integrating Intercultural Learning in English for Specific Academic Purposes Online Submission 2017-00-00 23 N/A 2019 58 As Provided JAN2020

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No Kindergarten Picture Books Reading Aloud to Others Fairy Tales Young Children Gender Issues Reading Instruction Early Childhood Education Maher, Karen M. Dissertations/Theses - Doctoral Dissertations EISSN- English Kindergarten Primary Education Early Childhood Education This dissertation explores four of my kindergartners' understandings of gender across one academic year with an in-depth study of responses to a series of picture book read alouds including Cinderella variants. Critical literacy offered opportunities for these young students to critique inequities within social practices (Au & Raphael, 2000; Vasquez, 2014, 2017); whereas, poststructuralist feminism framed the inquiries into the locations of deeply ingrained gender identities (Blackburn, 2005, 2006; Blaise, 2005a, 2005b, 2014; Villaverde, 2008). This critical analysis of literature provided a means for the kindergartners to uncover underlying messages of power and inequity by interrogating whose voices were heard and whose voices were silenced (Freire & Macedo, 1987; Harste & Vasquez, 2011). Through the methodologies of case study (Creswell, 2007; Yin, 2009) and discourse analysis (Bloome, et al., 2008; Fairclough, 2003; Gee, 1999), three case studies emerged, drawing on the constant comparison of data (Corbin & Strauss, 2008), analysis of intertextualities (Fairclough, 2003) and (re)positioning of participants (Davies & Harre, 1990; Harre & van Langenhove, 1991) from both structured and unstructured discursive classroom events. Structured events included transcriptions of picture book read alouds, discussions, and smaller focus groups; while unstructured events encompassed multimodalities such as dramatizations and play centers. Furthermore, the methodology of practitioner research (Cochran-Smith & Lytle, 2009; Perry, Henderson, & Meiers, 2012) required transparency of my own gendered understandings as a teacher through the analysis of classroom discourse, practices, and curricula. Data sources included reflections, weekly lesson plans, video and audio transcriptions. The findings of this study support gender as complex, dynamic and fluid, and contextualized varyingly through people, places, and events. The kindergartners' explorations and expressions of gender revealed multiple perspectives and definitions of gender. The results also suggest subconscious reinforcement as well as intentional disruptions of heteronormative instructional practices across the school year. The findings of this study could benefit the wider educational field to inform and extend poststructuralist feminist conversations in the early childhood setting (Blaise, 2005a, 2005b; Thornton & Goldstein, 2005; Wohlwend, 2009, 2011, 2012). This study also has the potential to enhance local knowledge at the school and district level by promoting conversations regarding gender within spaces such as Professional Learning Communities (Perry, Henderson, & Meier, 2012). Additionally, this research seeks to promote acceptance for girls or boys who identify with areas of study and professions not typically aligned with their gender. Finally, this research responds to the increasing call for schools to be more responsive to the needs of children who experience harassment and discrimination due to 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.] ED591488 Exploring Kindergartners' Understandings of Gender: Responding to Picture Book Read Alouds with a Focus on Fairy Tales ProQuest LLC Ph.D. Dissertation, State University of New York at Albany 2018-00-00 978-0-4385-7399-4 275 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:10973028 2019 As Provided JAN2020

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No Technology Integration Coaching (Performance) Faculty Development Teaching Methods Teacher Attitudes Elementary School Teachers Liao, Yin-Chan Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Over the past decade, research studies in K-12 teacher professional development (PD) for technology integration have gradually shifted the attention from supporting teachers' adoption of technology towards supporting teachers' transformative changes in technology integration to facilitate meaningful learning. Researchers have found coaching to be an effective PD approach to support teachers' teaching practices because it tends to be sustained, situated, and personalized. However, more examples and evidence of how coaching supports teacher technology integration are needed from PD practice. The aim of this study is to investigate influences of PD coaching on teachers' technology integration practices and also to study teachers' coaching experiences. To this end, the research questions centered on whether PD coaching influenced teachers' changes in technology integration practices, why changes did or did not occur, and how teachers perceive their coaching experiences. The research questions were answered employing a mixed methods multiple case study embedded with a single-case experimental design, using both quantitative and qualitative data. Three teachers in a 1:1 K-6 school participated in this study. The data included video tapings of instructional sessions before and after coaching, semi-structured interviews, and supplementary documents and artifacts. The results showed that the teachers who participated found coaching as a supportive PD approach for their technology integration with the coach's modeling and hands-on learning activities. However, their positive perceptions on coaching did not directly translate into changes in their technology integration practices. Teacher changes in classroom practice were not uniform or predicable. To support teacher change in classroom practice, the alignment between teachers' PD goals and students' learning needs is important. Standardized testing focused assessment system is the biggest hindrance to teachers' changes in technology integration practices. It is recommended that different factors of individual teacher's technology integration needs to be taken into account during the planning phase in coaching with more teachers' involvement and transparent communication between the coach and the teacher. More flexibility and consistent support in teachers' technology integration practice from school leaders and administrators is needed. More longitudinal studies capturing coaching effects on teachers' goal-oriented technology integration will need to be conducted in future 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.] ED591489 Coaching in Teacher Professional Development for Technology Integration: Examining Teacher Practices and Perceptions ProQuest LLC Ph.D. Dissertation, Indiana University 2018-00-00 978-0-4385-0895-8 229 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:10937466 2019 As Provided JAN2020

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No African American Students Charter Schools High School Students Advanced Courses STEM Education Science Interests Science Careers Student Experience Institutional Characteristics Social Influences Disproportionate Representation Student Interests Student Attitudes Science Instruction Secondary School Science Ellis, Tierra Therese Dissertations/Theses - Doctoral Dissertations District of Columbia EISSN- English High Schools Secondary Education The declining student interest in Science, Technology, Engineering, and Mathematics (STEM) remains a national concern. More problematic, Black high school students disproportionately lack access to Advanced Placement (AP) courses, which are essential stepping-stones in the path to STEM careers. This dissertation explores the psychosocial factors that contribute to the representation of Black high school students in AP STEM courses. Its purpose is to learn more about the experiences of Black students enrolled in AP STEM courses, with an ultimate goal of developing interventions and programming to address the underrepresentation of Black students in such courses. Twenty-nine Black high school students from three predominantly Black charter schools in the Washington, D.C., metropolitan area participated in focus groups to inform this primary research. The study used a strengths-based approach and a three-step, code-to-theme model for qualitative inquiry, which identified pertinent segments of the focus group transcripts that could serve as two- to three-word codes. These codes were recorded as segmented data and categorized using labels that reflected the participants' voices. Member checking, triangulation, and colleague validity were the three validity strategies used during data collection. This study revealed that eight psychological and social themes---or psychosocial factors---influence the rates of Black charter-high-school students' enrollment in AP STEM courses. These themes include students' interest in STEM before and during high school, external influences on students' interest in STEM, students' perceptions about an unfair education system, and their perceptions of teacher competence. However, another of the eight themes, forced enrollment, was the only theme found to contribute to students' representation in AP STEM classes. Contrary to previous studies, participants in this study reported that the following three themes facilitated successful performance: individual perseverance, sufficient support to aid in the participants' AP studies, and the use of compensatory strategies (i.e., cheating when other supports failed). Findings suggest that K-12 educators may increase Black high school students' representation in AP STEM courses by introducing students to STEM careers, providing sufficient support to students, improving the quality of courses, and restructuring the STEM identity for Black 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.] ED591490 A Strengths-Based Approach to Exploring the Psychosocial Factors That Contribute to the Representation of Black Charter-High-School Students in Advanced Placement STEM Courses ProQuest LLC Ph.D. Dissertation, Howard University 2018-00-00 978-0-4385-3861-0 110 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:10973029 2019 As Provided JAN2020

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No Individualized Education Programs Special Education Teachers Disabilities Compliance (Legal) Special Education Individualized Transition Plans Teacher Attitudes Teacher Collaboration Web Sites School Districts Educational Opportunities Barriers Young Adults Adolescents Instructional Leadership Marman, Kimberly A. Dissertations/Theses - Doctoral Dissertations EISSN- English This basic qualitative study sought to understand the supports and procedures special education teachers were using to write transition Individualized Education Programs (IEPs) for students with disabilities ranging from 16-21 years of age. The focus of the study was to explore the supports and procedures used by the special educators for writing transition IEPs that are compliant with the Individuals with Disabilities Education Act and the federal compliance indicator, Indicator 13. Data were collected using purposive nonprobability and network sampling methods to recruit the 14 special educators who teach in a K-12 school district, case manage students with disabilities ages 16-21, write compliant transition IEPs, and have taught for three or more years. The participants from a Midwestern state in the United States were asked interview questions in face-to-face, semistructured, and individualized interviews. Data from the interviews indicated that special educators are including information from transition assessments, gaining insights from training opportunities, collaborating with colleagues, retrieving information from websites, using examples, accessing special education unit or district supports to write compliant transition IEPs for students with disabilities. Although special educators indicated a variety of different supports and procedures, there were clear barriers to continually writing compliant transition IEPs, with the greatest barriers being the need for better training and resources. The results of the study provide an opportunity for further exploration and understanding of supports and procedures special educators are using to write compliant transition IEPs. Future research is recommended to determine if the results of this study correspond to the supports and procedures special educators are using in other states to write compliant transition IEPs and to analyze why particular age-appropriate transition assessments are being used to support the transition planning for students with disabilities. [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.] ED591491 Supports and Procedures Teachers Use to Develop Transition IEPS: A Qualitative Study ProQuest LLC Ph.D. Dissertation, Capella University 2018-00-00 978-0-4385-2538-2 159 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:10937715 2019 As Provided JAN2020

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Yes Charter Schools Poverty Areas Access to Education School Choice School Location Elementary Schools Urban Areas Rural Areas Educational Policy Saultz, Andrew Mensa-Bonsu, Queenstar Yaluma, Christopher Hodges, James Reports - Research United States Thomas B. Fordham Institute English Elementary Education A primary purpose of charter schooling is to provide education options and alternatives for families that are neither satisfied with nor well served by their current schooling options. For that reason, many of today's charter schools are focused on improving educational opportunities for low-income and minority students. Their families seek high-quality school options, yet many lack the means to move out of neighborhoods with unsatisfactory schools or to transport their children to attend schools that are better, but farther from home. School choice policies seek to address this problem in several ways, such as by creating public charter schools. Yet such schools are not evenly distributed across the communities that would benefit from them. For a host of reasons, it's difficult--or impossible--to establish charter schools in many places. There are political, legal, and fiscal obstacles, such as low per-pupil funding for charter students, no access to (or financial help with) suitable facilities, and laws or regulations that confine charters to certain communities or neighborhoods. Yet for a school to serve the children who need and would welcome it--particularly children from poor families--that school must be close to home. This is particularly true of elementary schools, as parents are understandably hesitant to send young children long distances to attend school. This report examines patterns of charter school locations, seeking to answer one fundamental question: "What high-need areas lack charter schools?" The authors analyze the distribution of chartered elementary schools across the country to provide educators and policymakers with information about which needy communities have no ready access to charter schools. [Foreword by Michael J. Petrilli and Amber M. Northern.] ED592388 Charter School Deserts: High-Poverty Neighborhoods with Limited Educational Options Thomas B. Fordham Institute 2018-04-00 Michael & Susan Dell Foundation Walton Family Foundation Thomas B. Fordham Foundation 130 Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net N/A 2019 ERIC JAN2020

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Yes Grade 4 National Competency Tests Academic Achievement Poverty Academically Gifted African American Students Hispanic American Students Student Participation Programs Elementary School Students Middle School Students Talent Yaluma, Christopher B. Tyner, Adam Reports - Research National Assessment of Educational Progress Thomas B. Fordham Institute English Grade 4 Intermediate Grades Elementary Education Middle Schools Secondary Education Junior High Schools In 2018, the United States continues to see wide and worrying achievement gaps among student groups, despite decades of programs and policies meant to narrow them. Many factors inside and outside the education system contribute to these gaps, but researchers have consistently shown that black, Hispanic, and low-income students tend to enter school far behind their peers, and are then less likely to have access to quality education programming. A related issue is the wide variation in the achievement level of students in any given classroom, school, or grade. A recent study found a range of more than eleven grade levels among fourth graders in a small group of diverse elementary schools. Without differentiated programs for these different students, those who lag behind will miss out on the attention they need to catch up while students who are ahead will become bored and disengaged. Gifted-and-talented programs are a key source of enriched and accelerated academic opportunities for this latter group: the students who are performing--or could perform--well beyond their peers. When high-achieving poor and minority students have less access to these special programs than do their peers, gifted education may exacerbate existing inequalities. To better understand the state of gifted education in the United States today and investigate the extent to which access and participation in gifted programs vary for different students, this report uses federal data to answer three key questions: (1) To what extent do high-poverty schools offer gifted-and-talented programs? (2) What proportion of students in such schools participates in those programs? and (3) How does student participation in those programs vary by race within schools, particularly high-poverty schools? The authors analyze the representation and participation of gifted students using school-level data at the state and national levels. After briefly describing the approach, the authors examine the extent to which schools report offering any gifted programming, analyzing schools by their poverty level and racial and ethnic composition. Next, they turn to student participation and representation, again with an eye toward the school's poverty level as well as student race and ethnicity. Although the emphasis is on high-poverty schools, the authors show national results at all poverty levels and break down the availability and participation in gifted programming by state. These comparisons show the prevalence of such programs in high-poverty schools and the extent of black and Hispanic participation in them. Finally, the authors describe gifted programming in detail for each state via a series of customized profiles. [Foreword by Chester E. Finn, Jr. and Amber M. Northern.] ED592389 Is There a Gifted Gap? Gifted Education in High-Poverty Schools Thomas B. Fordham Institute 2018-01-00 Thomas B. Fordham Foundation 123 Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net N/A 2019 ERIC JAN2020

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No Learner Engagement Handheld Devices Reading Achievement Middle School Students Technology Uses in Education Grade 7 Grade 8 Achievement Gains Standardized Tests Scores Schigur, Timothy J. Dissertations/Theses - Doctoral Dissertations Wisconsin EISSN- English Middle Schools Secondary Education Junior High Schools Grade 7 Elementary Education Grade 8 This study examines the relationship between the use of an iPad in one-to-one environments and reading achievement based on standardized test scores in a middle school setting. This study uses cognitive engagement theory to connect iPad engagement with reading achievement. This study involved 253 middle school students from Milton Middle School in Wisconsin and examines their seventh and eighth grade standardized achievement scores (2011-12 and 2012-13) and results from an iPad engagement survey. This study demonstrated a high level of perceived student engagement through the student survey and an increase in their assessment achievement in reading from year one to year two, especially among those students who scored in the lowest proficiency categories. The results of the iPad student survey indicated that the iPad positively influenced students' engagement and achievement in standardized test scores. Students indicated that frequent and consistent use of the iPad helped them stay on task, accomplish tasks, made school life easier, tracked assignments and promoted classmate interactions. Combined, this created a high level of engagement. Concurrently, student achievement scores in reading increased, as demonstrated by greater numbers of students in both the proficient and advanced categories, and an overall decrease in the basic benchmark. [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.] ED591200 Engagement, iPads, and Reading Achievement in Middle School ProQuest LLC Ed.D. Dissertation, Edgewood College 2018-00-00 978-0-4385-6441-1 60 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:10844126 2019 As Provided JAN2020

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No Athletics Athletes African American Students Educational Administration Administrators Student Development Daily Living Skills College Students Mentors Kendrick, Kyra L. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The purpose of this problem of practice was to explore the experiences of athletic administration professionals who work with African American student-athletes. Reviewing sport through a critical lens leads us to see that sport is still operating behind an inconspicuous veil of artificial accounts, colorblind racism, and statistics of progress that impact the modern student-athlete experience (Bimper A. Y., 2015). To conduct this study, an open sample was taken of ten student-athlete development professionals from across the nation who were interviewed by the principal researcher in person, by phone call or through a video chat service such as "Facetime." There was a set number of questions that were pre-determined, but the researcher left room for additional questions and discussion prompts based off of the answers from the respondents. Those who participated in the study shared the characteristics of serving in a capacity of life skills or student-athlete development along with working at Division I institution. The research from this study showed that while mentorship was the overarching theme, those who serve as student-athlete development professionals all recognized that managing personal and athletic identities and preparing for life after college were the two main themes in their daily lives of working with 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.] ED591201 Athletics & Activism: Student-Athlete Development Professionals Perspectives on Working with African American Student-Athletes ProQuest LLC Ed.D. Dissertation, The University of Mississippi 2018-00-00 978-0-4385-3760-6 144 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:10844810 2019 As Provided JAN2020

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No Grading Private Schools Religious Education Middle School Students Mathematics Achievement Language Arts Academic Achievement Program Effectiveness Academic Standards Homework Program Implementation Misconceptions Decker, Mary Giselle Kleppinger, Kelley Pewitt, Andrea Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Middle Schools Secondary Education Junior High Schools The purpose of this study was to determine the impact of standards-based grading (SBG) on student achievement at Lipscomb Academy, a private, faith-based school in Middle Tennessee. In this mixed-methods study the researchers utilized test score data from middle school math and language arts midterms, AP Psychology Exam scores, digital questionnaires, focus groups, and interviews to evaluate the impact of SBG on student achievement. The quantitative results of this study showed no statistically significant difference between SBG and traditional grading. The qualitative results revealed that most stakeholders supported the philosophy of SBG but all experienced frustrations with inconsistencies in the implementation of SBG, which led to misconceptions about homework and retakes. [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.] ED591492 Standards-Based Grading and Its Impact on Student Achievement in a Private School ProQuest LLC Ed.D. Dissertation, Lipscomb University 2018-00-00 978-0-4384-8769-7 195 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:10937721 2019 As Provided JAN2020

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No Homework Undergraduate Students College Mathematics Calculus Mathematics Instruction Educational Technology Technology Uses in Education Program Effectiveness Metacognition Self Management Time Management Study Habits Help Seeking Critical Thinking Learning Strategies Gender Differences Racial Differences Ethnicity Social Class Instructional Program Divisions Predictor Variables Khan, Bibi Rabia Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The purpose of this study was to evaluate whether supplemental instruction and online homework can improve student performance and understanding in a first-semester calculus course at a large urban four-year college. The study examined the metacognitive and study skills and posttest scores of students. The study also focused on students' and instructor's perception and experiences of supplemental instruction and online homework using WebAssign. The study used a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) to reveal any significant differences in metacognitive and study strategies between students in a class with supplemental instruction/online homework and students in a traditional class. Students' scores on their final examination were analyzed to reveal the effect of mathematical achievement between the control and experimental groups. Surveys and interviews were utilized to provide anecdotal evidence as to the overall effectiveness of the online homework management system and supplemental instruction. Results of the study showed no substantial difference between the control group and the experimental group in seven out of eight sub-scales of metacognitive and study strategies: metacognitive self-regulation, time and study environment, effort regulation, help seeking, rehearsal, organization, and critical thinking. But, students with supplemental instruction/online homework showed a higher level of elaboration learning strategies. The interaction of pretest and type of class (traditional or treatment) did not have a significant effect on students' posttest score. There was no substantial effect of pretest on posttest, but the treatment influenced students' posttest score. Students' gender, race, class level, or the number of courses they registered for were insignificant predictors of their posttest scores. The instructor and students agreed that time spent in supplemental instruction sessions and on WebAssign were worthwhile and beneficial. They believed supplemental instruction and online homework using WebAssign may have influenced students' understanding and performance in the course. [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.] ED591493 The Effectiveness of Supplemental Instruction and Online Homework in First-Semester Calculus ProQuest LLC Ed.D.C.T. Dissertation, Teachers College, Columbia University 2018-00-00 978-0-4386-5540-9 128 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:10937655 2019 As Provided JAN2020

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Yes Randomized Controlled Trials Networks Electronic Learning Educational Technology Rural Schools Foreign Countries Outcome Measures Cost Effectiveness Formative Evaluation Data Collection Models de Hoop, Thomas Brudevold-Newman, Andrew Davis, Dustin Reports - Research Zambia American Institutes for Research (AIR) English Low- and middle-income countries have made significant progress getting children into school, but student learning and achievement are often dreadfully low (Berry, Barnett, & Hinton, 2015; Pritchett, 2013). Approximately 250 million children across the world are not acquiring basic reading and math skills, even though about half have spent at least 4 years in school (United Nations Educational, Scientific, and Cultural Organisation, 2014). Zambia faces many common educational challenges. Literacy rates among young Zambian adults ages 15--24 are 58.5% for females and 70.3% for males, despite an average of 7.7 years and 7.9 years of education, respectively (Zambia Demographic and Health Surveys, 2013--14; UNICEF, 2015). Community schools in Zambia are in need of a cost-effective solution for delivering quality education in order to improve learning outcomes. The Impact Network program represents a promising approach to improving educational outcomes by incorporating three potentially high-impact components that could create important synergies: e-learning, ongoing teacher training and professional development, and community ownership. The American Institutes for Research (AIR) has designed and is implementing a mixed-methods cluster-randomized controlled trial (cluster-RCT) to determine the impact of Impact Network's eSchool 360 model. The study comprises three main evaluation components: an impact evaluation of the eSchool 360 model, an analysis of the cost-effectiveness of the eSchool 360 model, and a process evaluation of the expansion of the eSchool 360 model. To determine the impact of the program, we are using a cluster-RCT in which 64 eligible schools have been randomly assigned either to receive Impact Network's eSchool 360 program (30 treatment schools) or not to receive the program (34 control schools). This report presents the baseline results of the cluster-RCT used to determine the impact of Impact Network's eSchool 360 model. It examines the differences between the treatment and control households along the causal chain of the theory of change. In addition, it analyzes the potential for floor effects on the assessment instruments that will be used to measure the impact of the Impact Network program on student outcomes 1 year and 3 years after the introduction of the Impact Network eSchool 360 model. The baseline findings in this report suggest that the cluster-RCT was successful in creating equivalence in observable characteristics between treatment and control households. ED592096 Baseline Report for the Mixed-Methods Cluster-Randomized Controlled Trial of Impact Network's eSchool 360 Model in Rural Zambia. Making Research Relevant American Institutes for Research 2018-04-00 64 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 2019 ERIC JAN2020

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Yes Museums Exhibits African American History Females Hispanic Americans Conservation (Environment) Natural Resources Oceanography Immigration Natural Disasters American Indians Ethnic Stereotypes Information Technology Story Telling Astronomy Space Sciences Reports - Descriptive Puerto Rico Smithsonian Institution English The year 2017 was successful for the Smithsonian by any measure. Their curators opened insightful and inspirational exhibitions. Their scientists continued to do groundbreaking research that benefits humankind. Their educators are reaching more people than ever before with compelling programming. The years-long, Smithsonian-wide campaign soared past its goal, setting up success for decades to come. This annual report is a terrific opportunity to look back and recognize all of these impressive achievements and many more brought to life by the Smithsonian's dedicated and talented staff and volunteers. This is especially true now, since 2017 saw the unveiling of their bold new strategic plan that will guide the Smithsonian through the year 2022. [For the 2016 Annual Report, see ED583501.] ED592097 A Roadmap to Our Future. Smithsonian 2017 Annual Report Smithsonian Institution 2018-06-12 39 Smithsonian Institution. P.O. Box 37012, SI Building Room 153 MRC 010, Washington, DC 20013-7012. Tel: 800-242-7737; Tel: 212-207-7950; e-mail: schol.press@si.edu; Web site: http://www.si.edu N/A 2019 ERIC JAN2020

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Yes School Districts Communities of Practice Vignettes Accountability Faculty Development Educational Improvement Teaching Methods Inquiry Feedback (Response) Control Groups Standards Information Literacy Rowland, Cortney Feygin, Amy Lee, Fanny Gomez, Sebastian Rasmussen, Claudette Reports - Research Tests/Questionnaires North Carolina Tennessee Kentucky Florida American Institutes for Research (AIR) English During the past decade, states and districts have made significant investments in developing systems to measure teacher performance. The goals of such systems are to improve practice, inform professional growth, and ultimately improve student learning. In the very best of these systems, educators know the expected teaching standards and receive timely, relevant, and actionable data about their professional practices; districts align supports and resources for improvement; and educators and district staff monitor data about how instructional practices are influencing student learning. Unfortunately, not all systems work this well. Implementation often has focused on compliance and accountability rather than growth in teachers' professional practice. The Beyond Accountability project aimed to improve the way that districts gather and use evaluation system data, enabling them to better develop and support teachers, and provide them with more differentiated and high-quality opportunities to improve their instructional practice. To achieve this goal, the project employed a continuous improvement approach, specifically plan-do-study-act (PDSA) cycles. Each district identified a specific challenge to be addressed and conducted a root-cause analysis to understand the sources of the challenge. Through an iterative process, each district developed, tested, and revised a strategy to address the challenge. With support from AIR, each district collected and analyzed outcome data to inform revisions to the strategy. The project's goals for each district were to improve instructional quality, increase teacher satisfaction with opportunities or mechanisms to improve teacher practice, and increase district capacity to engage in improvement efforts. This report provides information about the project and the lessons learned by both AIR and the participating districts. It provides specific examples of participating districts' work, including goals and participants, that may be useful to other districts facing similar challenges or interested in using similar approaches. AIR has produced a separate, comprehensive evaluation report that describes the extent to which the overall project goals were achieved; the high-level findings are briefly highlighted in Appendix A. Appendix B provides the tools and materials used during the project (e.g., meeting agendas and planning templates) that other districts might use or adapt for their own work. ED592098 Improving the Use of Information to Support Teaching and Learning through Continuous Improvement Cycles American Institutes for Research 2018-10-00 Bill and Melinda Gates Foundation 74 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 2019 ERIC JAN2020

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Yes Early Childhood Education State Officials State Government State Policy Educational Policy Child Care Financial Support Access to Education Administrator Role Governance State Aid Workman, Simon Novoa, Cristina Reports - Descriptive Center for American Progress English Early Childhood Education With 20 new governors and 16 re-elected governors starting new terms in January, 2019 has the potential to be a year of big change at the state level. This is particularly the case in the early childhood policy arena, as many newly elected governors discussed early childhood education as part of their campaigns. Governors are in a prime position to make progress on this issue and elevate the positive impact that access to high-quality early childhood education can have for children, working families, and businesses. Without reliable child care, parents may drop out of the workforce, miss workdays, or reduce their hours--all of which can have a significant impact on families' economic security and employers' productivity. A recent analysis from Indiana found that a lack of access to child care costs the state nearly $1.1 billion in economic activity every year.4 Other studies have estimated that if families in every state were able to access affordable child care, the returns from increased maternal labor force participation would amount to approximately $70 billion annually, boosting U.S. gross domestic product by around 1.2 percent. In an increasingly polarized political environment, early childhood education stands out as a bipartisan issue. A national poll conducted by the Center for American Progress (CAP) in 2018 found that more than three-quarters of parents and around two-thirds of voters with no children said that they were more likely to vote "for a candidate who supports increased funding for child care assistance and to expand access to early childhood education." In this report, CAP lays out an agenda for governors to make progress on early childhood in 2019 and beyond. Families need affordable, high-quality early childhood programs and supports for healthy child development from birth to kindergarten that reflect parents' needs and prepare children for school. There are key steps governors can take early on to signal that early childhood education is a priority for their administrations and set their respective states on a path toward this goal. To that end, this report begins with examples of actions that governors can take in the first 100 days of their administration. The authors then discuss comprehensive solutions that governors and their states should work toward to make lasting progress to support families and young children. ED592099 Early Childhood Agenda for Governors in 2019 Center for American Progress 2018-12-00 24 Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org N/A 2019 ERIC JAN2020

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No STEM Education College Graduates Inclusion Barriers Enrollment Academic Persistence Educational Attainment Equal Education Social Justice Ethics Program Implementation Jenkins, LeMia B. Dissertations/Theses - Doctoral Dissertations Mississippi EISSN- English Higher Education Postsecondary Education The problem of practice (PoP) explored within this Dissertation in Practice (DiP) pertains to the lack of science, technology, engineering, and mathematics (STEM) graduates within the University of Mississippi and how inclusive excellence (IE) can help increase the number of STEM graduates within the institution. I am interested in exploring factors that contribute to and/or hinder STEM enrollment, persistence, and completion at the University of Mississippi. Enhancing the number and overall success of STEM programs at the University of Mississippi would, presumably, help address the identified PoP. The DiP is being conceptualized as a three-manuscript model in which the first manuscript is an equity, social justice, and ethics focused manuscript. The second manuscript focuses on data interpretation, and the third and final manuscript pertains to implementation and dissemination of a plan to help remedy the identified PoP. [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.] ED591202 (Lack of) STEM Graduates from the University of Mississippi ProQuest LLC Ed.D. Dissertation, The University of Mississippi 2018-00-00 978-0-4385-3749-1 145 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:10844417 2019 As Provided JAN2020

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No Grounded Theory Self Efficacy Teaching Methods Learner Engagement Undergraduate Students Learning Processes Student Attitudes Technology Uses in Education Instructional Design Correlation Teacher Student Relationship Cooperative Learning Wells, Christopher Daniel Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This qualitative study used constructivist grounded theory to investigate the perceptions of 19 traditional-aged second-, third-, and fourth-year undergraduate students from six academic majors, for the purpose of developing a working model that contributes to an understanding of the efficacy of four teaching practices--field-based exploration or research, engagement with the natural environment, collaborative learning, and the use of technology--in the context of initiatives intended to engage undergraduate students at a Midwestern private university in the learning process. Data were collected through participant demographic sheets and individual semi-structured interviews, which were audio-recorded and transcribed verbatim. Data analysis consisted of coding text indicating (1) participants' perceptions regarding the efficacy of each of the teaching practices considered in this study, (2) examples of participants' experiences with each of the teaching practices, and (3) participants' perceptions regarding a relationship(s) between each of the teaching practices. These initial codes were organized into categories, using axial coding to identify relationships between the categories. The categories were analyzed and integrated to develop a working model. With very few exceptions, the 19 participants perceived the four teaching practices--field-based exploration or research, engagement with the natural environment, collaborative learning, and the use of technology--as efficacious in the context of initiatives intended to engage undergraduate students in the learning process. Additionally, 17 of the 19 participants perceived that the four teaching practices interact with each other to engage undergraduate students in the learning process. When the efficacy of the four teaching practices was considered along with the relationships between the four teaching practices, the resultant working model Constructivist Teaching Model for Undergraduate Student Engagement (CTMUSE) emerged: The four teaching practices--field-based exploration or research, engagement with the natural environment, collaborative learning, and the use of technology--interact to engage traditional-aged undergraduate students in the learning 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.] ED591203 A Grounded Theory Analysis of the Efficacy of Teaching Practices Used in the Design of Initiatives Intended to Engage Undergraduate Students in the Learning Process ProQuest LLC Ed.D. Dissertation, Aurora University 2018-00-00 978-0-4385-3892-4 179 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:10928596 2019 As Provided JAN2020

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No Suburban Schools Student Diversity Barriers Academic Achievement Educational Administration Administrator Responsibility Achievement Gap Holistic Approach Parent Participation Program Development Change Strategies Wepner, Shelley B., Ed. Gomez, Diane W., Ed. Books Collected Works - General English "Challenges Facing Suburban Schools: Promising Responses to Changing Student Populations" provides a demographic, political, economic and sociological overview of the changing nature of suburban schools. It describes the nature of student diversity in the changing suburbs and issues with student achievement. Administrative responsibilities and program structures for working with a changing student population, and proposed ways to reduce the achievement gap in literacy are identified. ED591770 Challenges Facing Suburban Schools: Promising Responses to Changing Student Populations Rowman & Littlefield Education 2017-05-00 978-1-4758-3282-2 148 Rowman & Littlefield Education. 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214-0191. Tel: 800-462-6420; Fax: 800-338-4550; e-mail: custserv@rowman.com; Web site: https://rowman.com/RLEducation N/A https://rowman.com/ISBN/9781475832839# 2019 ERIC JAN2020

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No Migration Population Trends Global Education Educational Practices Youth Foreign Countries Self Concept Hermeneutics Educational Change Social Change Undocumented Immigrants Multicultural Education Refugees Educational Policy At Risk Students Economic Factors Aging (Individuals) Educational Trends Labor Market Brown, Mabel Ann, Ed. Books Collected Works - General Cuba Lithuania United Kingdom United States Finland Greece Germany Austria Hungary Latvia China Australia India Italy Poland English "The Shifting Global World of Youth and Education" explores how increasing migration and population changes are having an unprecedented impact on global education. Given that the number of children of migrant background is growing internationally, there is a need for increasing awareness of the educational attainment and cultural integration of this population group. This book presents international perspectives on migration and youth and analyses what kinds of effects such demographic changes are having on educational systems around the world. The chapters in this volume provide a fascinating insight into how countries around the world are dealing with loss or growth in their young population as well as changes to their education systems. Written by specialist academics from the relevant country, the book covers Cuba, Lithuania, the United Kingdom, the United States, Finland, Greece, Germany, Austria, Hungary, Latvia, China, Australia, India, Italy and Poland. Taking into consideration the countries' social and political context, the chapters discuss educational issues surrounding curriculum, assessment and the opportunities available for the support of young people. Conclusions are drawn about what could be done in the future for the benefit of both the migrant and the existing populations. "The Shifting Global World of Youth and Education" will be of great interest to academics, researchers and postgraduate students in the disciplines of education, sociology, political sciences and social work. The book will also give secondary teachers, teaching assistants, social workers and youth workers the opportunity to reflect on their role within a national and international context. The contents of this book include: (1) Introduction (Mabel Ann Brown); (2) Insights into Identity and Integration (Andrew Sanders); (3) Youth, Migration And Identity In Cuba Since 1959 (Anne Luke); (4) Hermeneutic Pedagogy In Negotiating And Contesting Identities: Addressing Challenges of Migration in Lithuania (Jonas Ruskus, Lina Garsve and Natalija Mazeikiene); (5) Youth and Education in a Changing World (An English / UK Perspective) (Mabel Ann Brown); (6) Joke's on You: So Called Undocumented Students in the US (Johanna Ennser-Kananen); (7) Exploring Migration and Multicultural Education in Finland (Jussi Ronkainen, Kati Vapalahti and Enrique Tessieri); (8) 'The Other brick in the Wall': Integrating and Empowering Refugee Students through Intercultural Education; a Case Study from Greece (Mary Drosopulos); (9) Exploring the Supporting Mechanisms in Shaping Lives and Future of Immigrant Youths in Greece (Penelope Louka and Evangelia Maragou); (10) Young People, Immigration and Education in Germany (Gunther Grasshoff); (11) Supporting Vulnerable Youth - Austria's Active Policy of Education and Integration Work with Young People at Risk (Doris Boehler); (12) How Does Education Respond to Social and Economic Change in Hungary? (Lajos Huse, Mihaly Fonai, Erzsebet Balogh and Andrea Toldi); (13) Filling the Void: Migration to and from Latvia (Mara Dirba); (14) Exploring Migrants, an Aging Population and Education in China (Jessie Moore); (15) Youth Migration into and within Australia (Simon Brownhill); (16) India Today and Tomorrow (Nicola Scarrott); (17) Towards a Closer Connection between the Education System and the Labour Market in Italy (Davide Galesi); (17) Polish Reflections and Perspectives on the Relationship between Youth, Education the Labour Market and Migration (Anita Gulczynska and Monika Wisniewska-Kin); and (18) Conclusion (Mabel Ann Brown). ED591771 The Shifting Global World of Youth and Education. Routledge Research in International and Comparative Education Routledge Research in International and Comparative Education 2018-08-22 978-1-1382-1074-5 298 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/RRICE/ N/A https://www.routledge.com/The-Shifting-Global-World-of-Youth-and-Education-1st-Edition/Brown/p/book/9781138210745 2019 ERIC JAN2020

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No Diversity (Faculty) Higher Education College Faculty Administrator Characteristics Student Personnel Workers Racial Bias Equal Education Inclusion Barriers Cooperation Mentors Values Leadership Responsibility Transformational Leadership Gonzalez, Anna K., Ed. Ching, Doris M., Ed. White, Lori S., Ed. Kelly, Robert D., Ed. Books Collected Works - General NASPA - Student Affairs Administrators in Higher Education English Higher Education Postsecondary Education A diverse faculty and staff reflects an important measure of success for higher education institutions. Recent gains in diversifying higher education have become more evident, as growing numbers of individuals from racialized minority communities have assumed senior executive leadership positions, from vice presidents for student affairs to presidents of colleges and universities. "Transformational Encounters: Shaping Diverse College and University Leaders" is a collection of narratives and commentary from vice presidents for student affairs and other senior higher education leaders who have challenged racial injustice and policies to achieve inclusive excellence at their colleges and universities. These trailblazers candidly discuss the successes and barriers they surmounted in their careers, detailing the importance of key concepts such as collaboration, mentorship, personal and institutional values, and career mapping. They offer strategies for closing the racial and ethnic gaps in leadership roles. Today's students are challenging colleges and universities on issues related to equity, inclusion, diversity, power, and privilege. "Transformational Encounters" offers practical examples for student affairs professionals on how to balance being an advocate for students while fulfilling an institution's educational mission. Commentary from NASPA Executive Director Emeritus Gwendolyn Jordan Dungy synthesizes lessons for student affairs educators, particularly addressing the dissonance that can exist between an institution's stated values and actual practices. Higher education is experiencing unprecedented transformation. With powerful and eye-opening perspectives on a wide range of critical social justice issues, "Transformational Encounters" provides student affairs professionals of all levels with tangible lessons for transforming colleges and universities into more equitable, inclusive, and socially just institutions of higher learning. [Foreword by Kevin Kruger.] ED591772 Transformational Encounters: Shaping Diverse College and University Leaders NASPA - Student Affairs Administrators in Higher Education 2018-00-00 978-0-9316-5467-1 320 NASPA - Student Affairs Administrators in Higher Education. 1875 Connecticut Avenue NW Suite 418, Washington, DC 20009. Tel: 202-265-7500; Fax: 202-797-1157; Web site: http://www.naspa.org N/A https://www.naspa.org/publications/books/transformational-encounters 2019 As Provided JAN2020

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No Principals Leadership Standards Leadership Role Academic Achievement Educational Improvement Ethics Norms Family Involvement Communities of Practice Parent Participation Jones, Leslie Books Reports - Descriptive English The work of school leaders is critical in this era, and there is heightened attention on the roles of the leaders as linked to student achievement and school improvement; school culture and climate; and the variables that impact achievement, improvement, culture and climate. The demands on school leaders have significantly changed. About a decade ago, the Southern Educational Regional Board suggested that school leaders impact as much as twenty percent of the achievement in schools. A few years later, the potential impact of school leaders increased to twenty-five percent. Throughout the chapters, the reoccurring concepts regarding the work of leaders are discussed. The need for leaders to move student learning and to respond to changes in education and challenges are contributing factors to the development of the Professional Standards for Educational Leaders (PSEL). In chapter 1 and in other chapters throughout the book; the links and importance between educational leadership and student learning are made. The standards provide a framework of the knowledge and skills needed for school leaders to be prepared for the challenges. ED591773 The Relevance of the Leadership Standards: A New Order of Business for Principals Rowman & Littlefield Education 2017-05-00 978-1-4758-3378-2 110 Rowman & Littlefield Education. 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214-0191. Tel: 800-462-6420; Fax: 800-338-4550; e-mail: custserv@rowman.com; Web site: https://rowman.com/RLEducation N/A https://rowman.com/ISBN/9781475833799 2019 As Provided JAN2020

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Yes Student Mobility College Transfer Students Racial Differences Ethnicity Minority Group Students Two Year Colleges Public Colleges Private Colleges Time Institutional Characteristics White Students African American Students Hispanic American Students Asian American Students Shapiro, Doug Dundar, Afet Huie, Faye Wakhungu, Phoebe Khasiala Bhimdiwali, Ayesha Nathan, Angel Youngsik, Hwang Reports - Research Numerical/Quantitative Data National Student Clearinghouse Research Center Indiana University, Project on Academic Success (PAS) English Higher Education Postsecondary Education Two Year Colleges This report is the third in the series of reports that examine national postsecondary student transfer pathways and patterns. Whereas the last two reports focused on the fall 2006 and fall 2008 cohorts, this specific report focuses on the cohort of students who started postsecondary education in fall 2011. Previous transfer and mobility reports showed that many students attend multiple institutions before graduating from college. Further research has also established that the frequency, timing, and direction of transfer vary greatly with factors such as starting institution type/sector and enrollment intensity. For the first time, this report will include transfer patterns disaggregated by race and ethnicity. This will not only provide insight into how various groups of students move through their postsecondary education, but also show how students from traditionally underrepresented groups navigate the pipeline in comparison to their peers. This report, unlike the Completions report, measures transfer rates for the cohort regardless of whether students have completed a credential or are still enrolled at the end of the study period. Unlike the Time to Degree report, this present report covers a starting cohort, not a graduating cohort through a six-year window. In comparison to the Tracking Transfer report, this report investigates all types of transfer, not just two- to four-year transfers. This report analyzes student enrollment patterns across two-year and four-year, public and private institutions, and examines the distribution of transfers and mobility across state lines and over multiple years. Such a comprehensive look makes the findings useful for state and institutional policymakers as well as for college administrators and the general public. With a better understanding of student transfer and mobility, institutional policymakers can become more equipped to advise their students on different postsecondary pathways. [For the 2017 Signature report, see "Completing College: A National View of Student Completion Rates--Fall 2011 Cohort. (Signature Report No. 14)", ED580318.] ED592100 Transfer and Mobility: A National View of Student Movement in Postsecondary Institutions, Fall 2011 Cohort. (Signature Report No. 15) National Student Clearinghouse 2018-07-00 29 National Student Clearinghouse. 2300 Dulles Station Boulevard Suite 300, Herndon, VA 20171. e-mail: service@studentclearinghouse.org; Web site: http://www.studentclearinghouse.org N/A 2019 ERIC JAN2020

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Yes Individualized Instruction Student Needs Student Interests Cooperation Cultural Differences Ethnicity Racial Differences Student Experience Cooperative Learning Barriers Educational Environment Educational Practices Student Centered Learning Culturally Relevant Education Learner Engagement Self Efficacy Student Motivation Grades (Scholastic) African American Students White Students Surr, Wendy Zeiser, Kristina L. Briggs, Olivia Kendziora, Kimberly Reports - Research American Institutes for Research (AIR) English What does it mean to personalize learning? Does personalized learning look the same for all students? A personalized learning approach aims to offer "learning experiences" that customize education to an individual's personal needs and interests as well as connect the individual to adults and peers in a larger community of learners. Although an important hallmark of personalized learning is addressing the full range of students' learning needs, emerging trends suggest that personalization is often equated with individual learning. This approach to personalization often relies heavily on the use of technology to enable students to learn independently and progress at their own pace. For many students, however, learning on their own in social isolation may not be an effective strategy for meeting their personalized learning needs. Educational approaches that emphasize personalization, but limit students' opportunities for learning with others, also may have implications for equity. Research suggests that collaboration may be especially important for addressing cultural learning differences and in meeting the needs of traditionally underserved students. The aim of this study was to examine how collaboration is linked to personalization and explore racial/ethnic differences in experiences and benefits associated with collaboration. The study posed three research questions: (1) What are the relationships among opportunities for collaboration, classroom experiences, and outcomes, particularly for students who identify as Black? (2) To what extent do students have opportunities to participate in high-quality collaborative learning experiences? (3) What contextual, school-level factors do teachers identify as helping or hindering their ability to provide opportunities for high-quality collaboration in diverse, student-centered classrooms? This study offers further evidence of the benefits of collaboration for student learning. In addition, this study reveals some of the distinct ways in which collaboration is linked to students' perceptions of personalization in the classroom, and how Black students benefit from and experience collaboration differently from White and other non-Black students. [For the full and final report, see ED592089]. ED592101 Learning with Others: A Study Exploring the Relationship between Collaboration, Personalization, and Equity. Executive Summary American Institutes for Research 2018-10-00 Nellie Mae Education Foundation Jobs for the Future 9 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 2019 ERIC JAN2020

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Yes Unions Institutional Role Faculty Mobility Educational Policy Educational Change State Legislation Labor Legislation Teacher Salaries Collective Bargaining Teacher Retirement Academic Achievement Grades (Scholastic) Educational Quality Outcomes of Education Roth, Jonathan Reports - Research Wisconsin Harvard University, Program on Education Policy and Governance English This paper studies teacher attrition in Wisconsin following Act 10, a policy change which severely weakened teachers' unions and capped wage growth for teachers. I document a sharp increase in turnover after the Act was passed, driven almost entirely by the exit of older teachers, who faced strong incentives to retire before the end of pre-existing collective bargaining agreements. I find that student academic performance increased in grades with teachers who retired following the reform, and I obtain similar results when instrumenting for retirement using the pre-existing age distribution of teachers. Differences in value-added between retirees and their replacements can potentially explain some, but not all, of the observed academic improvements. ED592102 Union Reform and Teacher Turnover: Evidence from Wisconsin's Act 10. Program on Education Policy and Governance Working Papers Series. PEPG 17-02 Program on Education Policy and Governance 2017-08-04 National Science Foundation (NSF) 54 Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg/research.htm N/A 2019 As Provided JAN2020 DGE1144152

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Yes Access to Education College Students Low Income Students Disabilities College Programs Federal Programs Educational Opportunities Information Utilization Program Improvement Program Evaluation Theory Practice Relationship Educational Research Educational Researchers Trust (Psychology) Equal Education Communities of Practice Evidence Based Practice Partnerships in Education Rowan-Kenyon, Heather T., Ed. Cahalan, Margaret, Ed. Yamashita, Mika, Ed. Collected Works - General Pell Institute for the Study of Opportunity in Higher Education Association for the Study of Higher Education English Higher Education Postsecondary Education There are large gaps in educational access and attainment between the rich and poor in the United States. In 2016, there was a 25 percentage-point gap in college enrollment rates for high school graduates in the top and bottom family income quartiles. Reflections on Connecting Research and Practice in College Access and Success Programs is the result of a collaboration between the Association for the Study of Higher Education (ASHE) and the Pell Institute for the Study of Opportunity in Higher Education (Pell Institute). The goal of the ASHE/Pell collaboration was to address how researchers and practitioners can best work together to address their mutual goal of reducing these gaps and fostering increased opportunity for college access and success for all students and especially for low-income, first-generation students and students with disabilities that federal programs such as TRIO and GEAR UP as well as many other programs at the state and local levels are intended to serve. In particular, the authors focused on how researchers and college access and success practitioners can best work together to inform one another and promote better outcomes for students. Some of the primary questions that emerged from the working group include: (1) How do we know what works, when, in what context, and for which students? (2) How can TRIO and GEAR UP practitioners make the best use of the extensive tracking data required for performance reporting in a manner that gets beyond compliance? The data has detailed individual student records of the outcomes of the students that are served. We ask the question of how this data can be used to institutionalize using data for program improvement. (3) How do we bring together external and internal evaluators to promote internal program improvement and external program evaluation? (4) How do we build relationships and trust between researchers and practitioners? (5) What is the map of practitioner knowledge related to research and evaluation? This essay collection is comprised of contributions by researchers and practitioners based on some of the above themes. The contents of this essay collections include: (1) Improving Connections between Research and Practice (Laura Perna); (2) Connecting Practitioners and Researchers to Strengthen College Access and Success Programs (Paul Beasley); (3) Evaluation Errors: Sixteen Lessons for Researchers and Practitioners from the Mathematica Upward Bound Study (Margaret Cahalan); (4) Relationship and Trust-Building between Researchers and Practitioners: Toward Educational Equity for Under-Served Populations (Judy Marquez Kiyama); (5) Building Trust between Researchers and Practitioners through Research Collaborations (Kristan Venegas); (6) Common Ground & Upward Bound: Lessons from a Cross-Institutional Collaboration (Ezekiel Kimball, Tyson Rose, Yedalis Ruiz, and Ryan Wells); (7) Researcher and Practitioner Collaboration to Advance Inquiry and Its Usage (Angela Bell, Robert Anderson Georgia Hughes-Webb, and Adam S. Green); (8) Designing Program Outcomes with an Eye towards Program Improvement (Christopher M. Mullin); (9) Creating and Sharing Knowledge through Communities of Practice (Oscar Felix); (10) Under the Pressure to Replicate "Evidence-Based" Intervention, TRIO Programs should Build their Logics of Evidence Use (Mika Yamashita); (11) TRIO, the What Works Clearinghouse, and the Competitive Preference Priorities(CPPs): An Imposed Structured Practitioner-Research Collaboration (Margaret Cahalan); (12) Results of the ASHE-Pell Collaboration's Exploratory Landscape Survey (Mika Yamashita); and (13) Conclusion (Heather T. Rowan-Kenyon, Mika Yamashita, and Margaret Cahalan). ED592103 Reflections on Connecting Research and Practice in College Access and Success Programs Pell Institute for the Study of Opportunity in Higher Education 2018-00-00 William T. Grant Foundation Practitioners Researchers 154 Pell Institute for the Study of Opportunity in Higher Education. 1025 Vermont Avenue NW Suite 1020, Washington, DC 20005. Tel: 202-638-2887; Fax: 202-638-3808; e-mail: info@pellinstitute.org; Web site: http://www.pellinstitute.org N/A 2019 ERIC JAN2020

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No College Faculty Adjunct Faculty Professional Identity Teacher Attitudes Phenomenology Teaching Methods Self Concept Correlation Spiritual Development Human Resources College Administration Teacher Persistence Smith, Molly A. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This phenomenological study explores the meaning that those who feel called to teach make out of their adjunct teaching experience in higher education. In addition to understanding more about how these individuals describe their call to teach, the study explores how adjunct faculty characterize the relationship between personal identity, calling, and professional identity as a teacher. This study also explores how adjunct faculty articulate the relationship between their identity, teaching intentions, and professional practice. Five essential themes emerged as characterizing the phenomenon of feeling called to teach as an adjunct member in higher education, including (1) Enjoyment, (2) Alignment, (3) Significance, (4) Connection, and (5) Commitment. Four auxiliary themes emerged as well. While these auxiliary themes aren't essential to understanding the phenomenon of feeling called to teach as an adjunct faculty member, they provide additional insight regarding the relationship between personal identity, calling, and professional identity, and the relationship between identity, teaching intentions, and professional practice. The four auxiliary themes include (1) consistency of identity and self-description across contexts, (2) belonging, (3) spirituality, and (4) impact of identity on teaching practice. The findings associated with this study have the potential to impact a variety of stakeholders including adjunct faculty members themselves, university administrators, human resource professionals, and fellow researchers. In addition to providing valuable insight regarding the connection between identity, teaching intentions, and professional practice, this study also has implications for the recruitment and retention of adjunct faculty members and for the creation of professional development programming that encourages adjunct faculty to conceptualize teaching as an extension their identity and as a unique and authentic expression of self. [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.] ED591204 Professor Who? A Phenomenological Exploration of Working Professionals Who Feel Called to Teach as Adjunct Faculty ProQuest LLC Ph.D. Dissertation, University of Denver 2018-00-00 978-0-4385-0070-9 245 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:10846889 2019 As Provided JAN2020

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No Mathematics Achievement Program Effectiveness Large Group Instruction Small Group Instruction Teaching Methods Cooperation Teacher Effectiveness Teacher Attitudes Student Attitudes Academic Achievement Standardized Tests Scores Elementary School Students Mathematics Skills Cossey, Bobby J., Jr. Dissertations/Theses - Doctoral Dissertations Mississippi EISSN- English Elementary Education In the village of Pine lies Pine School. While the school has historically been considered a quality school, the proficiency levels in math MAAP assessments have been lower in the 3rd, 4th, and 5th grade than 6th grade, by a substantial margin. In this action research program evaluation study, a mixed-methods approach was utilized to discern the effectiveness of a program moving from whole-group instructional practices to small group and centers based collaborative practices. The intent of this program was to simultaneously raise MAAP assessment proficiencies, teacher efficacy, and teacher and student attitudes toward the learning goals and structures. While the program did not meet all of the quantitative program goals, strides were made toward improving student achievement, personnel attitudes, and collaborative practices. Implications for the further implementation of the program were also discovered and shared. This study is a small part of the continual, multi-year effort to elevate Pine School to the level expected by all stakeholders. [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.] ED591205 An Action Research Study for Increasing Math Proficiency at Pine School ProQuest LLC Ed.D. Dissertation, The University of Mississippi 2018-00-00 978-0-4385-3762-0 104 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:10844832 2019 As Provided JAN2020

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Yes Elementary Secondary Education Postsecondary Education Federal Aid Educational Finance Outcomes of Education Comparative Analysis Libraries Internet Technology Uses in Education Foreign Countries Enrollment Elementary School Teachers Secondary School Teachers Academic Achievement High School Graduates Dropouts College Faculty Academic Degrees Student Costs Undergraduate Study Educational Attainment Adult Literacy Unemployment Expenditures Age Differences Income Proprietary Schools Gender Differences Majors (Students) Expenditure per Student Access to Computers School Personnel Suspension Expulsion Student Financial Aid Racial Differences Ethnicity Family Characteristics Institutional Characteristics Economic Factors Educational History Child Care Young Children Public Schools Attendance Student Characteristics English Language Learners Disabilities Educational Legislation Equal Education Federal Legislation Academically Gifted Private Schools Home Schooling Parent Participation Teacher Student Ratio Teacher Characteristics Class Size Teacher Attitudes Faculty Mobility Teacher Salaries Principals School Districts School Size Educational Facilities Computer Uses in Education Educational Technology Skills Reading Achievement National Competency Tests Mathematics Achievement Science Achievement Scores Course Selection (Students) College Bound Students Homework Educational Environment Violence Weapons Drinking Drug Use Smoking Discipline Safety School Security Juvenile Justice State Regulation College Admission Full Time Equivalency Migration Place of Residence Study Abroad Courses Colleges Black Colleges Educational Certificates Intellectual Disciplines Graduate Study Occupations Employment Level Graduates Student Attitudes Adults Job Skills Continuing Education Instruction College Entrance Examinations Crime Victims Extracurricular Activities Wages Tables (Data) Census Figures Statistical Data Higher Education Annual Reports Snyder, Thomas D. de Brey, Cristobal Dillow, Sally A. Numerical/Quantitative Data Reports - Research Individuals with Disabilities Education Act National Assessment of Educational Progress SAT (College Admission Test) ACT Assessment Graduate Record Examinations National Center for Education Statistics (ED) American Institutes for Research (AIR) English Elementary Secondary Education Postsecondary Education Elementary Education Secondary Education High Schools Higher Education Adult Education The 2017 edition of the "Digest of Education Statistics" is the 53rd in a series of publications initiated in 1962. The "Digest" has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). The "Digest" contains seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Funds for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Use of Technology. Each chapter is divided into a number of topical subsections. Preceding the seven chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The "Digest" concludes with two appendixes. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the Digest tables; the second, Definitions, is included to help readers understand terms used in the "Digest." [For the 2016 report, see ED580954]. ED592104 Digest of Education Statistics 2017, 53rd Edition. NCES 2018-070 National Center for Education Statistics 2019-01-00 905 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 2019 ERIC JAN2020 Yes EDIES12D0002 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018070

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Yes Educational Quality Early Childhood Education Program Implementation At Risk Persons Program Effectiveness Child Development Access to Education Wartella, Ellen, Ed. Reports - Descriptive Society for Research in Child Development English Early Childhood Education With decades of evidence to support early childhood development (ECD) programs and policies, investment in early childhood policies has expanded globally. The development of about 250 million children is at risk due to extreme poverty or stunting. Effective programs can support children's development, but must target risk level and be implemented at scale with high quality. Currently, more than 70 nations have national ECD laws, with most enacted in the last 20 years. However, the focus has been on access rather than quality. With these increased investments comes evidence that the capacity of policy and social service systems to support ECD--across health, education, social protection, and other sectors--is weak, with serious implications for children reaching their developmental potential. Decades of developmental, economic, and program evaluation research have resulted in a growing global consensus regarding the importance of investing in early childhood development. The United Nations recently incorporated high-quality ECD, care, and education for all children in its 2015-2030 Sustainable Development Goals, expanding the global policy agenda in ECD beyond infant and maternal mortality to include indicators for universal access to preprimary education and children's health, learning, and psychosocial well-being. Despite recent increases in investments, ensuring high-quality ECD services at scale--making sure all children have access to high-quality ECD services--remains a challenge. Two facets of scaling must be addressed: how to build high-quality systems to support large-scale service provisions in places where such systems don't exist, and how to change behavior across existing systems to improve quality. As nations invest in early childhood services, they should monitor systems-level factors. This means moving beyond simply authorizing spending to creating indicators of implementation quality at scale. Efforts to accurately record and track quality data should occur at multiple levels and across sectors. This brief summarizes the Social Policy Report, "Toward High-Quality Early Childhood Development Programs and Policies at a National Scale: Directions for Research in Global Contexts," February 2018. View the full Social Policy Report at www.srcd.org. ED592105 High-Quality Early Childhood Development: Implementing Large-Scale Programs in Global Contexts. Social Policy Report Brief Society for Research in Child Development 2018-00-00 2 Society for Research in Child Development. 2950 South State Street Suite 401, Ann Arbor, MI 48104. Tel: 734-926-0600; Fax: 734-926-0601; e-mail: info@srcd.org; Web site: http://www.srcd.org N/A 2019 ERIC JAN2020

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No Reading Achievement Reading Improvement Teacher Attitudes Grade 3 Elementary School Teachers Reading Programs Scores Faculty Development Action Research Low Achievement Reading Tests Cutting Scores Comparative Analysis Program Effectiveness Achievement Gains Tillman, Thomas C. Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 3 Primary Education Elementary Education Early Childhood Education The purpose of this action research study is to identify, implement, and evaluate best practices in reading improvement in third grade at Greenleaf Upper Elementary (pseudonym) in support of a process of continuous improvement. The study followed a mixed methods design. The student participants in this study were 47 third grade students who performed in the bottom quartile in reading. Quantitative data of third grade students' test scores were analyzed from the school's STAR reading program. The students' cut scale scores from 2016-2017 in the STAR reading program were compared to their cut scale scores from 2017-2018 in the STAR reading program. Qualitative data was analyzed from teacher interviews held by the researcher. The ten teacher participants in this study were third grade teachers at the assigned school. The interviews were conducted in two phases. Phase one interviews were held at the beginning of the study. Phase two interviews were held at the end of the study. Professional development was used to determine if student achievement in reading would increase at the assigned school. Third grade teachers completed face-to-face as well as online training in the Language Essentials for Teachers of Reading and Spelling (LETRS). Third grade teachers implemented the LETRS strategy to the students who performed in the bottom quartile in an effort to increase student achievement in reading. Due to the implementation of a new core reading program at the assigned school during LETRS implementation, a determination could not be made if the LETRS strategy or the new core reading program (Collaborative Classroom) attributed to the increase in students' yielded growth upon analysis of the students' STAR reading cut scale 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.] ED591206 Improving Reading Achievement at Greenleaf Upper Elementary School: A Mixed Methods Study ProQuest LLC Ed.D. Dissertation, The University of Mississippi 2018-00-00 978-0-4385-3765-1 110 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:10844920 2019 As Provided JAN2020

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No English (Second Language) Second Language Learning Second Language Instruction Majors (Students) Undergraduate Students Vocabulary Development Student Attitudes Teaching Methods Educational Technology Class Activities Computer Assisted Instruction Self Efficacy Technological Literacy Technology Integration Foreign Countries Kaenchan, Payungsak Dissertations/Theses - Doctoral Dissertations Thailand EISSN- English Higher Education Postsecondary Education Descriptive mixed-methods were employed to investigate the experiences and perceptions of English as a Foreign Language (EFL) Thai students in higher education in integrating Augmented Reality technology (AR) in their reading classroom. Participants were queried on their habitual use of computers and the Internet, their perceptions of the advantages and disadvantages of AR, their experiences in using AR, and their reflective reports of self-efficacy in using AR in creating English vocabulary flashcards as supplemental learning resources. A questionnaire on their use of computers and the Internet was employed with 48 EFL, English-major undergraduates. Subsequently, the participants underwent the Classroom Activity Treatment which comprised (1) the Teacher Showcase, (2) the AR Computer Tutorial, and (3) the Student Showcase, respectively. Classroom observation notes were taken during the three phases. Besides, at the end of each of these three phases, a questionnaire on the acceptance and self-efficacy of AR was administered. Subsequently, 24 students participated in semi-structured interviews to elicit further insights into their perceptions of the effectiveness of AR in EFL instruction and learning. The Technology Acceptance Model 3 (Vankatesh & Bala, 2008) was employed for theoretical perspective on the data. Findings revealed most participants had no prior knowledge or understanding about AR before the study. Participants reported AR as advantageous for stimulating student engagement and motivation, and for enhancing memory and memorization. AR was reported to promote learning and practicing digital literacy skills. Participants reported relatively high levels of self-efficacy in using AR, which were primarily driven by their self-satisfaction, creativity and enthusiasm, peer and teacher assistance, as well as technological training and infrastructure. Participants also reported that they would continue using AR in the future when necessary resources, time, and access were secured, for the purposes of professional productivity and development. Analysis suggested that English education curricula be improved and re-designed to integrate the implementation of AR technology to tailor the learning experiences to the students' needs and learning styles. Professional development and training should also be provided for teachers and students to educate them in using AR in language education teaching and learning. [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.] ED591207 Examining Thai Students' Experiences of Augmented Reality Technology in a University Language Education Classroom ProQuest LLC Ed.D. Dissertation, Boston University 2018-00-00 978-0-4386-1447-5 344 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:10929471 2019 As Provided JAN2020

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No Educational Policy Decision Making Standards Evidence Reliability Statistical Significance Research Utilization Context Effect Risk Conaway, Carrie Goldhaber, Dan Reports - Descriptive Center for Education Data & Research (CEDR) English A key job of education policymakers is to make decisions under uncertainty. They must weigh the risks, rewards, and costs of different interventions, policies, and mixes of resources, and make decisions even when the likely outcome is uncertain. How policymakers think about and deal with uncertainty has important implications for resource allocation, interventions, innovation, and the information that is provided to the public. In this policy brief the authors review the way uncertainty factors into different types of decisions and illustrate how the standard of evidence for making decisions can be quite inconsistently applied. The type of information available about uncertainty, the nature of the decisions to be made, and the broader context for the decision are all critical factors--and all ones that are commonly overlooked in the way research findings are reported, making it all the harder for policymakers to appropriately consider uncertainty in their decisions. The authors also argue that inconsistency in evaluating the probabilities of risks and rewards can lead to suboptimal decisions for students, in part because risks and rewards are often judged by how the adults in the system are affected more than how students are affected. Finally, the authors offer some suggestions for how policymakers might think about the level of confidence they need to make different types of decisions. ED592735 Appropriate Standards of Evidence for Education Policy Decision-Making. CEDR Policy Brief. No. 04032018-1-3 Center for Education Data & Research 2018-00-00 18 Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail: cedr@uw.edu; Web site: http://www.cedr.us N/A http://cedr.us/papers/working/CEDR%20PB%2004032018-1-3.pdf 2019 ERIC JAN2020

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Yes Student Behavior Data Analysis Behavior Patterns Multivariate Analysis Learning Intelligent Tutoring Systems Markov Processes Elementary School Students Spelling Instruction Mathematics Instruction Navigation (Information Systems) Help Seeking Klingler, Severin Käser, Tanja Solenthaler, Barbara Gross, Markus Speeches/Meeting Papers Reports - Research English Elementary Education The extraction of student behavior is an important task in educational data mining. A common approach to detect similar behavior patterns is to cluster sequential data. Standard approaches identify clusters at each time step separately and typically show low performance for data that inherently suffer from noise, resulting in temporally inconsistent clusters. We propose an evolutionary clustering pipeline that can be applied to learning data, aiming at improving cluster stability over multiple training sessions in the presence of noise. Our model selection is designed such that relevant cluster evolution effects can be captured. The pipeline can be used as a black box for any intelligent tutoring system (ITS). We show that our method outperforms previous work regarding clustering performance and stability on synthetic data. Using log data from two ITS, we demonstrate that the proposed pipeline is able to detect interesting student behavior and properties of learning environments. [For the full proceedings, see ED592609.] ED592736 Temporally Coherent Clustering of Student Data International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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Yes Graphs Persuasive Discourse College Students Expertise Artificial Intelligence Automation Computation Data Analysis Standards Xue, Linting Lynch, Collin F. Chi, Min Speeches/Meeting Papers Reports - Research Pennsylvania (Pittsburgh) English Higher Education Postsecondary Education Graph data such as argument diagrams has become increasingly common in EDM. Augmented Graph Grammars are a robust rule formalism for graphs. Prior research has shown that hand-authored graph grammars can be used to automatically grade student-produced argument diagrams. But hand-authored rules can be time consuming and expensive to produce, and they may not generalize well to novel contexts. We applied Evolutionary Computation to automatically induce empirically-valid graph grammars for argument diagrams that can be used for automatic grading or provide the basis for hints. Our results show that our approach can generate more relevant rules than experts or other state of the art algorithms, and that these evolved rules outperform the alternatives. [For the full proceedings, see ED592609.] ED592737 Unnatural Feature Engineering: Evolving Augmented Graph Grammars for Argument Diagrams International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 8 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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No Measures (Individuals) Burnout Locus of Control Questionnaires Correlation Special Education School Personnel Work Environment Employee Attitudes Jorif, Darien C. Dissertations/Theses - Doctoral Dissertations Maslach Burnout Inventory Rotter Internal External Locus of Control Scale EISSN- English There is a gap in research regarding examination of the relationship between burnout in special education school support staff members and their perception of locus of control (LOC) in their work environment. The purpose of this concurrent nested mixed methods study is to determine if there is a relationship between burnout and locus of control in professional school support staff (PSSS) working with special education students, by analyzing survey responses of a sample consisting of 86 PSSS in the northeastern United States. This study elicits data for quantitative analysis with Maslach Burnout Inventory and Rotter's Internal-External LOC Scale utilizing Pearson's Correlation and multiple regression analyses. The survey contains a contextual qualitative portion consisting of 10 open-ended question sets for thematic analysis. The findings showed that increased internal locus of control is associated with decreased burnout in the subscales of emotional exhaustion and depersonalization. Notably, findings showed that increased internal LOC is associated with greater burnout in the subscale of reduced personal accomplishment. Recommendations for future research were made to conduct additional quantitative and qualitative research studies that explore the lived experiences of PSSS in special education, as well as to explore the usefulness of Dialectical Behavior Therapy (DBT) and Mindfulness as possible therapeutic approaches to counteract the effects of burnout. [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.] ED591208 The Perception of Locus of Control and Burnout in Professional School Support Staff Working with Special Education Students ProQuest LLC Ph.D. Dissertation, Concordia University Chicago 2018-00-00 978-0-4386-7062-4 185 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:10928699 2019 As Provided JAN2020

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No Home Schooling Student Attitudes College Students Academic Achievement Student Experience School Choice Student Motivation Self Motivation Homework Study Habits Independent Study Social Integration Student Adjustment Parent Background Thomas, Richard M., II Dissertations/Theses - Doctoral Dissertations Colorado EISSN- English Higher Education Postsecondary Education An underrepresented population of homeschool students are attending colleges and universities and have quietly obtained their degrees. This qualitative study was intended to understand how these former homeschool students navigated the transition into college and what led to their paths to success. The researcher used a narrative methodology approach to acquire the rich lived experiences of 8 homeschool students who attended a public higher education institution within the state of Colorado. The purpose was to understand each student's homeschool experience, to listen and learn how these 8 students made the transition to their specific public higher education institutions, and what they perceived made them successful in this transition. From the conversations and interviews, 4 themes arose of the homeschool experience of the students, how they chose their specific institution, how their transition experience was for them, and what 1 item each student determined helped make him or her successful in this transition to public higher education. Several students noted that self-motivation in how they approached homework and their studies helped; one student used the word independent learner to describe her experience. Learning how to socially integrate into the college life was integral to other students' successes in their transition. It is important to note, each homeschool student had parents who attended college and self-selected to educate their children. To conclude, suggestions are made for institutions to conduct further research of homeschooled students, their learning capabilities and success of transitioning, the creation of a separate department on campuses to support these students in the college career, and create education opportunities to help parents understand the transition to the college 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.] ED591209 Homeschool Students and Their Perception of Their College Success ProQuest LLC Ed.D./HE Dissertation, Azusa Pacific University 2018-00-00 978-0-4385-5014-8 209 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:10844993 2019 As Provided JAN2020

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No College Freshmen Inquiry Personality Traits Higher Education Models First Year Seminars Program Effectiveness Ladd, Kimberly S. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The accountability of institutions of higher education to ensure high-quality student learning which is requisite for success in the twenty-first century economy is increasingly remiss (Kuh & Ikenberry, 2015). Institutional researchers have reported limited academic gains among college graduates, a result of students' disengagement in academically purposeful activities (Roksa & Arum, 2011). Models of student engagement using non-cognitive variables provide a foundation of research that has examined the impact of non-cognitive variables on student engagement in learning. These models are precursors to the introduction of curiosity, the non-cognitive variable that is the focus of this study. The "Curiosity and Exploration Inventory-II" was administered to 530 entering students during the first week of their First-Year Experience class (required for all incoming students), a second time to the same students during the final week of that semester-long course, and a third time at the end of the second semester of their first year. The 15 students whose responses reflected the greatest increase in curiosity during the first year of college were interviewed to understand the contributors to such dramatic growth. The participants reported four unique responses to common first-year conditions experienced by most college students. The students who increased curiosity responded to common conditions with pursuit of exploration, desire for challenge, viewing difficulty as opportunity to learn, and questing beliefs and assumptions. In addition, the conditions the participants experienced, and more importantly the participants' responses to these conditions, were both interrelated to their curiosity-driven absorption in learning. [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.] ED591210 The Experiences of Students Who Increased Curiosity during Their First Year of College: A Grounded Theory Study ProQuest LLC Ph.D./HE Dissertation, Azusa Pacific University 2018-00-00 978-0-4385-4141-2 199 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:10845701 2019 As Provided JAN2020

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No Principals Institutional Characteristics High Achievement Instructional Leadership Educational Innovation Administrator Attitudes Educational Practices Teacher Administrator Relationship Administrator Role Educational Change Leadership Styles School Administration Elementary Secondary Education School Districts Sparrow, Jennifer L. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education Although many studies had sought to understand aspects of principal leadership and others had focused on diffusion or scaling of innovation, limited research had been conducted to examine the intersection of the two. The purpose of this study was to understand what leadership strategies have helped principals successfully diffuse an innovation across an established, high-performing school. A qualitative research design was used to interview both experts on innovation diffusion and practitioners who have successfully diffused an innovation in their context. Transcripts of interviews were coded for key words and phrases, categories and themes. Both practitioners and experts viewed principals as having an important role in diffusing innovative high-impact practices across a school context. Overall, practitioners were focused more on nurturing the innovation at the classroom level, starting from where their school was in relation to the change and then working with faculty to propel the change across the system. In contrast, the experts were generally more focused on the actual position of principal as the ones responsible for leading change and innovation. In general, they believed that a principal's primary role was to provide a vision, change the culture and system, and then lead the way in changing the status quo. Several strategies were identified that principals should use to diffuse innovative high-impact practices across a school. These strategies related to change leadership, instructional leadership, innovation diffusion leadership, fostering distributed leadership, and acting as manager. [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.] ED591211 Principal Leadership for Diffusing Innovation across an Established, High-Performing K-12 School System ProQuest LLC Ed.D. Dissertation, University of Southern California 2018-00-00 978-0-4385-7456-4 186 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:10929804 2019 As Provided JAN2020

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No Grade 10 Reading Comprehension Cartoons Novels Vocabulary Reading Motivation Learner Engagement English Language Learners Vocabulary Development Reading Instruction Ojeda-Beck, Alejandra Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 10 Secondary Education High Schools This study examined the use of sequenced visual images (graphic novels and comic books) to scaffold incidental vocabulary learning and text comprehension while processing visual and textual information. Due to the recent growth of graphic novels as a popular text format, empirical investigation is needed to ascertain its value and to possibly incorporate this format into existing curriculua. This format was hypothesized to be particularly effective for English Language Learners (ELLs) due to the visual, non-linguistically loaded images that accompany text that may scaffold learning. Thus, both primarily English speakers and English Language Learners (ELLs) were examined. In this experimental study, 10th grade students' ability to incidentally learn the meaning of targeted academic words from reading sequenced visual images versus text-only format was compared. Additionally, the interaction between format (text only versus text with images) and ELL status (English speakers in comparison to ELL) was examined. Further, the role of intrinsic motivation for reading and transportation was investigated, of students reading in each format were evaluated both as an outcome as well as a mediator of vocabulary growth and reading comprehension. This study showed that 10th grade students learned statistically significant amounts of academic vocabulary from both the script and graphic novel format of "The Tempest" and "A Midsummer Night's Dream". Further, these students showed the equal level of comprehension of the Shakespeare plays across the two formats, with some benefits in the graphic format observed in raw score. In addition, there were significant differences in the Intrinsic Motivation for Reading and Transportation scales depending on the format in which the play was read. The data suggests higher levels of intrinsic motivation for reading (Interest and Enjoyment of Reading scale and Perceived Competence scale) and feelings of Transportation (General and Composite scale) after exposure to the graphic novel format rather than the script version of a play. These significant effects of the graphic novel format were found to superseded the effects of the narrative's transportative appeal in the Composite Transportation scale. However, only in the Intrinsic Motivation scale of Pressure/Tension felt when reading, students' feelings were impacted more significantly by the narrative rather than the format. These findings do not show any specific benefit for ELL students in comparison to their predominantly English-speaking peers across all outcome measures. Lastly, moderating effects were unable to be found due to a lack of initial, meaningful relationship between the format and vocabulary learning. Overall, this study proposes an interesting starting point for the discussion of including the graphic novel format in academic environments to further learning and psycho-social benefits 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.] ED591212 Learning from and Getting Lost in Graphic Novels: Their Role in Promoting Vocabulary Learning, Comprehension, Motivation, and Engagement ProQuest LLC Ph.D. Dissertation, University of California, Berkeley 2018-00-00 978-0-4386-4299-7 154 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:10928908 2019 As Provided JAN2020

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No College Freshmen Reading Comprehension Reading Strategies Student Attitudes Intelligence Student Motivation Self Efficacy Mastery Learning Delpeche, Helene E. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The transition to college may present beginning college learners with novel academic opportunities and challenges, including the requirement to learn independently from complex college-level texts. Several achievement motivation factors may play a role in explaining differences in beginning college learners' use of deep-level reading comprehension strategies to comprehend complex college-level texts. This study examined Dweck's (1999) theoretical model of implicit beliefs about intelligence by employing an experimental design to examine whether teaching a growth mindset to beginning college learners prior to providing explicit reading comprehension strategy instruction impacted beliefs about their own intelligence, motivational beliefs, reading comprehension strategy use, and reading comprehension. Prior research indicates that maintaining a growth mindset about intelligence contributes to higher self-efficacy beliefs and mastery-approach oriented achievement goals, which are believed to positively influence strategic processes. Prior research also suggests that self-efficacy beliefs and mastery-approach goals may have a positive impact on achievement outcomes through the mediation of deep-level strategic processes. The results of this study are not consistent with Dweck's (1999) theoretical model. Mastery-approach goals had a suppression effect on the direct relationship between learners' incremental beliefs and use of reading comprehension strategies. Also, in comparison to the control group, learners in the growth-mindset treatment group did not experience the anticipated positive changes in their pattern of achievement goal adoption, strategy use, or reading comprehension. The results showed that the patterns of motivational beliefs and achievement outcomes were in the opposite direction of the predictions. The findings of this research indicate that there is variability in the ways that intelligence and motivational beliefs interact to impact strategic behaviors and learner outcomes. In addition, the findings highlight the need for examining the influential role of learners' experiences within learning environments at both the course and institutional level. Limitations of the study, including the significant loss of power for inferential tests, 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.] ED591213 The Implicit and the Explicit: The Impact of Teaching Academic Mindsets and Reading Strategies on Beginning College Learners' Reading Comprehension ProQuest LLC Ph.D. Dissertation, University of Delaware 2018-00-00 978-0-4385-9605-4 482 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:10846277 2019 As Provided JAN2020

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No Empathy Literacy Education Citizen Participation Models Secondary School Teachers English Instruction Language Arts Literacy Student Attitudes Teacher Student Relationship Transformative Learning Political Attitudes Global Approach Mirra, Nicole Books Guides - Classroom - Teacher English Secondary Education Educating for Empathy presents a compelling framework for thinking about the purpose and practice of literacy education in a politically polarized world. Mirra proposes a model of critical civic empathy that encourages secondary ELA teachers to consider how issues of power and inequity play out in the literacy classroom and how to envision literacy practices as a means of civic engagement. The book reviews core elements of ELA instruction--response to literature, classroom discussion, research, and digital literacy--and demonstrates how these activities can be adapted to foster critical thinking and empathetic perspectives among students. Chapters depict teachers and students engaging in this transformative learning, offer concrete strategies for the classroom, and pose questions to guide school communities in collaborative reflection. Book features include: (1) Responds to the current, divisive political climate to explore what empathy really means and what it takes to teach for it; (2) Explores an innovative concept of critical civic empathy that goes beyond simply being nice to others and emphasizes making positive changes in government and society; (3) Provides an engaging synthesis of theory and practice that shows how foundational ELA activities can be used to support the development of empathy and civic engagement; (4) Focuses on both personal empathy (seeing other points of view) and global empathy (understanding the power of position and privilege in social interactions); and (5) Includes real-world examples from a variety of schools and discussion questions at the end of each chapter. [Foreword by Ernest Morrell.] ED592390 Educating for Empathy: Literacy Learning and Civic Engagement Teachers College Press 2018-08-31 978-0-8077-5914-1 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/educating-for-empathy-9780807759141?page_id=111 2019 As Provided JAN2020

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Yes Academically Gifted High Achievement Educational Policy State Policy Talent Identification Cognitive Ability Academic Ability Creative Thinking Theater Arts Special Education School Choice Special Schools Special Education Teachers Faculty Development Accountability Program Evaluation Educational Finance Poiner, Jessica Reports - Research Ohio Thomas B. Fordham Institute English In the realm of education, much attention is paid to making sure that all students reach a minimum level of achievement. Raising the performance of those who struggle academically is a worthy and necessary goal. But in order to provide all students with an excellent education, attention must also be paid to the students on the other end of the spectrum--those who have a history of high achievement and performance. Gifted education is largely a matter of state policy, and Ohio's policies regarding the education of gifted students are both broad and complex. This paper explores the current landscape of gifted education in Ohio in detail. ED592391 Gifted Education in Ohio: An Overview Thomas B. Fordham Institute 2018-09-27 13 Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net N/A 2019 As Provided JAN2020

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No Reading Instruction English Instruction Language Arts Autism Pervasive Developmental Disorders Adolescents Secondary School Students Literature Appreciation Adolescent Literature Evidence Based Practice Inclusion Case Studies Teaching Methods Alignment (Education) Common Core State Standards Rozema, Robert Books Guides - Classroom - Teacher English Secondary Education With 1 in 59 children being diagnosed with Autism Spectrum Disorder (ASD), odds are that students on the spectrum will be in many classrooms across every subject area. "Seeing the Spectrum" argues that secondary English teachers are uniquely equipped to prepare students with autism for future success, both in school and in life. Writing for preservice and current English language arts teachers, Robert Rozema offers practical, evidenced-based strategies for teaching literature, informational texts, writing, and communication to students on the spectrum. These strategies are appropriate for inclusive classrooms with both neurotypical students and students with autism. The final chapter includes a complete unit plan on "Of Mice and Men", illustrating how curriculum focused on commonly taught literary works can be reimagined to accommodate the needs and draw on the strengths of students on the spectrum. Book features include: (1) In-depth treatment of historical and contemporary research on autism, including original case studies of adolescents with Autism Spectrum Disorder; (2) Specific, ready-to-use strategies for teaching literature, informational texts, writing, and communication in the inclusive English language arts classroom; and (3) Alignment with the Common Core State Standards for English Language Arts Standards, grades 6-12. [Foreword by Jeffrey D. Wilhelm.] ED592392 Seeing the Spectrum: Teaching English Language Arts to Adolescents with Autism. Language and Literacy Series Teachers College Press 2018-08-31 978-0-8077-5945-5 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/seeing-the-spectrum-9780807759455 2019 As Provided JAN2020

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No Learning Disabilities Legal Problems Identification Educational Diagnosis Educational Practices Response to Intervention Inclusion Family Involvement Teacher Education Reading Instruction Best Practices Educational Trends Writing Instruction Common Core State Standards Mathematics Instruction Secondary School Students Transitional Programs Assistive Technology Student Diversity Bakken, Jeffrey P., Ed. Obiakor, Festus E., Ed. Rotatori, Anthony F., Ed. Books Collected Works - Serial ISSN-0270-4013 English Secondary Education This volume addresses the most current perspectives and issues related to learning disabilities and is written by leaders in the field of learning disabilities. The layout of the book and ordering of chapters allows readers to follow learning disabilities in a very logical and thoughtful process from legal issues, identification, and assessment, to effective practices and response to intervention finally ending with practical issues of inclusion, working with families, and teacher preparation. Chapters in the book include: (1) Inclusion and Learning Disabilities: Will the Past be Prologue? (Margo A. Mastropieri, Thomas E. Scruggs, Mary Guckert, Catherine Creighton Thompson, and Margaret P. Weiss); (2) Reading Instruction and Students with Learning Disabilities (Lisa V. McCulley, Sarah Katz, and Sharon Vaughn); (3) Best Practices and Current Trends in Written Instruction for Students with Learning Disabilities (Linda H. Mason); (4) Common Core State Standards for Mathematical Practice: Implications from a Comprehensive Review of the Literature for Teaching Secondary Students with LD (Paula Maccini, Jason A. Miller, and Allyson P. Toronto); (5) Social Skills Training and Students with Learning Disabilities (Mark P. Mostert); (6) Response to Intervention Techniques and Students with Learning Disabilities (Temple S. Lovelace, Lenwood Gibson, and JoVonne Tabb); (7) Transition from School to Adult Life for Students with Learning Disabilities (Nicole M. Uphold); (8) Assistive Technology for Students with Learning Disabilities (Carrie Anna Courtad and Emily C. Bouck); (9) Families and Students with Learning Disabilities (Christopher D. Yawn, Joanne M. Hill, Festus E. Obiakor, Don T. D. Gala, and Jessica Neu); and (10) Teacher Preparation for Student Diversity and Disabilities: Changing Roles in Response to Intervention Models (Wendy Cavendish and Anabel Espinosa). (Individual chapters contain references.) [Series editors: Festus E. Obiakor and Jeffrey P. Bakken.] ED591494 Learning Disabilities: Practice Concerns and Students with LD. Advances in Special Education. Volume 25 Advances in Special Education 2013-00-00 978-1-78190-427-5 Teachers 300 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/book/10.1108/s0270-4013%282013%2925 2019 ERIC JAN2020

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No College Faculty Mentors Nursing Students Nursing Education Teacher Role Role Perception Teacher Student Relationship Student Development Psychological Needs Educational Needs Student Needs Role Models Student Centered Learning Nadder, Helena Mumtaz Habib Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The demand for practicing registered nurses outweighs the supply, resulting in a nursing shortage. Nursing schools are grappling with high attrition and low NCLEX pass rates. Mentoring is an evidence-based strategy used in post-secondary education, including nursing school, to help students persist to graduation and pass NCLEX. Nursing faculty are in a key position to mentor students to promote their success, and current literature has identified a need for more research in the area of mentoring including mentoring in nursing school. The purpose of this study was to explore the nursing faculty mentoring role. The research question is as follows: How do nursing faculty understand their role regarding mentoring nursing students, including experiences and practices, to promote student success? Basic qualitative methodology was utilized to generate an understanding of the nursing faculty's mentoring role through semi-structured interviews with 12 participants. The target population included nursing faculty who currently teach or have been out of teaching no longer than five years. In addition, participants met the following criteria: the faculty member must have engaged in clinical teaching (which is professional mentoring/socialization) or been involved in psychosocial or academic mentoring by helping students pass courses, persist to graduation, and/or pass NCLEX. A participant also had to self-identify as someone who currently mentors students or has mentored in the past for purposes of helping students succeed. The data were analyzed using Merriam's (2009) constant comparative technique including open and axial coding. The mentoring role of nursing faculty included four main themes, which emerged from the analysis: (a) "developing relationships," (b) "addressing psychosocial needs," (c) "addressing academic needs," and (d) "role modeling." With post-secondary education becoming more student-centered and outcome-focused, mentoring can be an important intervention that can help nursing students be successful. The role of post-secondary faculty is expanding and includes much more than basic teaching practices. Faculty have opportunities to go beyond the classroom and support students in many different ways. The findings support the application of these mentoring practices in schools of nursing across the country with the aim of helping students succeed in nursing school and beyond. [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.] ED591495 Nurse Faculty Mentoring of Students to Optimize Student Success: A Basic Qualitative Study ProQuest LLC Ph.D. Dissertation, Capella University 2018-00-00 978-0-4385-2535-1 157 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:10937608 2019 As Provided JAN2020

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No Apprenticeships Student Placement Student Teaching Teacher Education Programs Cooperating Teachers Teacher Qualifications Academic Degrees Student Characteristics Internship Programs Public Schools Licensing Examinations (Professions) Scores Value Added Models Elementary Secondary Education Teacher Effectiveness Experienced Teachers Minority Group Teachers Professional Development Schools Preservice Teachers Mathematics Education Krieg, John Goldhaber, Dan Theobald, Roddy Reports - Research Washington Center for Education Data & Research (CEDR) English Elementary Secondary Education Higher Education Postsecondary Education We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching ("cooperating teachers") and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. We also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate's TEP. ED592738 Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. CEDR Working Paper No. 11212018-1-1 Center for Education Data & Research 2018-00-00 Bill and Melinda Gates Foundation National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research 38 Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail: cedr@uw.edu; Web site: http://www.cedr.us N/A http://www.cedr.us/papers/working/CEDR%20Working%20Paper%20No.%2011212018-1-1.pdf 2019 As Provided JAN2020 OPP1128040

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No Mentors Student Placement Student Teaching Student Teachers Teacher Education Programs Cooperating Teachers Teacher Characteristics Student Characteristics Academic Achievement Teacher Competencies Program Effectiveness Statistical Analysis Elementary Secondary Education Predictor Variables Goldhaber, Dan Krieg, John Theobald, Roddy Reports - Research Washington Center for Education Data & Research (CEDR) English Higher Education Postsecondary Education Elementary Secondary Education We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching ("cooperating teachers" or CTs) and the schools in which student teaching occurs. All else equal, teachers with more experience and higher degree levels are more likely to host student teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. Teacher candidates are also more likely to work with CTs of the same gender and race, and are more likely to be placed with CTs and in schools with administrators who graduated from the candidate's TEP. We then assess the impact of these placements on student achievement in the classrooms in which student teaching occurs, and find that a teacher's students perform only slightly worse in math and not significantly better or worse in English Language Arts, all else equal, in years in which the teacher hosts a student teacher than in other years. The negative effect in math is driven by CTs in the lowest quartile of value added, suggesting that more effective CTs can mitigate the impact of hosting a student teacher on student performance. ED592739 The Costs of Mentorship? Exploring Student Teaching Placements and Their Impact on Student Achievement. CEDR Working Paper No. 03132018-1-1 Center for Education Data & Research 2018-00-00 National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research Bill and Melinda Gates Foundation 46 Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail: cedr@uw.edu; Web site: http://www.cedr.us N/A http://www.cedr.us/papers/working/CEDR%20WP%202018-1.pdf 2019 As Provided JAN2020 OPP1128040

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Yes Early Intervention School Readiness Family Characteristics Child Development Student Characteristics Preschool Children Cognitive Ability Interpersonal Competence Social Development Physical Health Program Effectiveness Age Differences Bilingual Students Preschool Education At Risk Students Minority Group Students English Language Learners Klein, Ashley Kopack Aikens, Nikki Malone, Lizabeth Tarullo, Louisa Reports - Research Head Start Family and Child Experiences Survey ISSN- Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) Mathematica Policy Research, Inc. English Preschool Education Early Childhood Education Using data from the Head Start Family and Child Experiences Survey (FACES 2014), this research brief describes the family background and developmental progress of Head Start children as they complete a program year (from Fall 2014 to Spring 2015). This brief highlights descriptive information from the FACES 2014-2015 Data Tables and Study Design report (Aikens et al. 2017a). Other FACES 2014 products describe characteristics of Head Start children at the beginning of the program year (Aikens et al. 2017c; Tarullo et al. 2017). This research brief addresses the following research questions: (1) What are the demographic characteristics of children and families who are completing a program year? (2) What are the cognitive and social skills of Head Start children as they complete a program year? How do these compare to their skills at the beginning of the program year? (3) What is the physical health status of children as they complete a program year? How does this compare to their status at the beginning of the program year? (4) Do children's cognitive and social skills and health status at the end of the program year vary by their program exposure and age? Does children's progress in their skills or health status vary across the program year? and (5) What are the cognitive and social skills and health status of dual language learners (DLLs) as they complete a program year? How do these compare to their skills or health status at the beginning of the program year? ED592740 A Year in Head Start: Findings from FACES 2014 on Children's Progress toward School Readiness during the 2014-2015 Program Year. Research Brief. OPRE Report 2018-80 Office of Planning, Research and Evaluation 2018-08-00 23 Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre N/A 2019 ERIC JAN2020 HHSP23320095642WC HHSP23337052T

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Yes Incidental Learning Educational Games Scientific Concepts Optics High School Students Student Evaluation Pretests Posttests Validity Student Behavior Interaction Networks Classification Error Patterns Rowe, Elizabeth Eagle, Michael Hicks, Drew Speeches/Meeting Papers Reports - Research English High Schools Secondary Education Building on prior work visualizing player behavior using interaction networks [1], we examined whether measures of implicit science learning collected during gameplay were significantly related to changes in external pre-post assessments of the same constructs. As part of a national implementation study, we collected data from 329 high school students playing an optics puzzle game, "Quantum Spectre," and modeled their gameplay as an interaction network, examining errors hypothesized to be related to a lack of implicit understanding of the science concepts embedded in the game. Hierarchical linear modeling (HLM) showed a negative relationship between the science errors identified during gameplay and implicit science learning. These results suggest "Quantum Spectre" gameplay behaviors are valid assessments of implicit science learning. Implications for how gameplay data might inform classroom teaching in-game scaffolding is discussed. [For the full proceedings, see ED592609.] ED592741 Validating Game-Based Measures of Implicit Science Learning International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 National Science Foundation (NSF) 6 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 1119144

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Yes Annual Reports School Districts School Statistics Income Educational Trends Trend Analysis Elementary Secondary Education Data Public Education Public Schools Expenditure per Student School District Spending Unions Numerical/Quantitative Data Vermont Vermont Agency of Education English Elementary Secondary Education The Summary of the Annual Statistical Report of Schools (SASRS) report provides Local Education Agencies (LEAs) and other interested parties the data submitted to the National Center for Education Statistics (NCES) by the Agency of Education. Consequently, data in SASRS are organized according to federal definitions. NCES uses this information to identify issues and trends in school finance, to assess the condition of school finance in each state and for making comparisons among states. Data submitted to NCES are also used to determine state allocations for some federal programs. Highlighted findings for this year's report include: (1) 341 Public Local Education Agencies (including 15 technical centers), submitted the FY16 Annual Statistical Report of Schools; (2) Total public school revenues are $2,044,339,149 but this amount includes $320,024,898 in inter-district receipts for tuition, assessments, transportation and other services. Unduplicated public school revenues are $1,724,314,251; (3) There is a reported $1,496,700,230 in total public education PK-12 current expenditures. This represents an increase in spending of $25.1 million (1.7%) from the previous year's spending level. The Federal definition of Current Expenditures excludes community service and adult education program costs, capital outlay and equipment expenditures and principal and interest payments on long-term debt; (4) The FY16 statewide average Current Expenditure per Student in Membership is $18,615, a 5% increase from FY15. This change over prior year reflects an increase in overall Current Expenditures of 1.7% and a decrease in student FTEs of almost 3%. This figure is based on the "federal" definition of Current Expense, which incorporates special education and transportation expenditures in the definition. The student count is calculated by combining the number of Attendances and Absences for each Public School and dividing by the number of Session Days the school was officially in session. Students attending less than full-time are pro-rated into full-time equivalent (FTE) totals. [For the FY2015 report, see ED592075]. ED592106 Summary of the Annual Statistical Report of Schools: Describing and Summarizing the FY2016 School Statistical Report. Reported by School Districts by August 15, 2016 Vermont Agency of Education 2017-04-00 158 Vermont Agency of Education. 120 State Street, Montpelier, VT 05620-2501. Web site: http://education.vermont.gov/ N/A 2019 ERIC JAN2020

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Yes Correctional Education Reentry Students Institutionalized Persons Correctional Institutions Adult Education Partnerships in Education Transitional Programs Sustainability Program Content Career Development Job Skills Employment Qualifications Student Recruitment Academic Persistence Educational Technology Tolbert, Michelle Foster, Laura Rasmussen Reports - Descriptive RTI International Department of Education (ED) English Adult Education Although reentry education is well documented as an evidence-based, cost-effective approach to preparing incarcerated adults for release (Davis et al. 2014), education services offered by correctional facilities often are disconnected from community-based education programs and other support. This lack of communication and coordination can make it difficult for adults to complete their coursework and earn a credential as they transition in and out of the criminal justice system. The Reentry Education Framework presents an approach for reentry education providers to develop an education continuum that strengthens their services and bridges the gap between facility- and community-based programs. This report offers guidelines, tools, and resources to support implementation of the five components of the framework: (1) Program Infrastructure; (2) Strategic Partnerships; (3) Education Services; (4) Transition Processes; and (5) Sustainability. To assist education providers in using the framework to guide the development and implementation of their individualized education continuum, the report includes: (1) an overview of the Reentry Education Framework; (2) guidelines, technical assistance tools, and resources informed by the experiences of three Promoting Reentry Success Through the Continuity of Education Opportunities (PRSCEO) sites; and (3) examples from the PRSCEO sites describing their experiences with implementing an education continuum. ED592107 Reentry Education Framework: Guidelines for Providing High-Quality Education for Adults Involved in the Criminal Justice System Office of Career, Technical, and Adult Education, US Department of Education 2016-01-00 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 2019 ERIC JAN2020 GS10F0348U/EDVAE1000102

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Yes State Standards Academic Standards Language Arts Mathematics Common Core State Standards Educational Change Educational Trends Friedberg, Solomon Barone, Diane Belding, Juliana Chen, Andrew Dixon, Linda Fennell, Francis Fisher, Douglas Frey, Nancy Howe, Roger Shanahan, Tim Reports - Research Arizona Indiana Kansas Missouri Nebraska New York North Carolina Oklahoma Pennsylvania South Carolina Tennessee Texas Virginia West Virginia Minnesota Thomas B. Fordham Institute English After the authors reviewed the "State of State Standards--and the Common Core--in 2010" they found that the Common Core State Standards (CCSS) were clearer and more rigorous than the English language arts (ELA) standards in 37 states and stronger than the math standards in 39 states. States were encouraged to adopt the CCSS. By 2013 the country was engulfed in a full-fledged culture war over the Common Core, with a loose coalition of populist conservatives teaming up with educational progressives in a push to dump the standards (and get out from under testing). Some states responded by "un-adopting" the Common Core; others tweaked, renamed, or rebranded them. But in general, the end of history was, alas, short-lived. Every state's academic standards need to be updated periodically to reflect the latest advances in content and pedagogy, as well as the lessons learned during their implementation. So the overarching goal of this report is to provide helpful guidance to states as they look to modernize their standards in the years ahead. Because many states have kept the CCSS (or a variant thereof), this report does not formally review standards in all fifty states. Instead, it focuses on the subset of states that have made the "most" substantive changes to the CCSS, as well as those that never adopted them in the first place. By taking a close look at the standards in these states, plus a fresh look at the CCSS, it seeks to identify those changes and ideas that are worthy of broader adoption, as well as mistakes to avoid. ["The State of State Standards Post-Common Core" was written with David Griffith and Victoria McDougald. Foreword and executive summary by Amber M. Northern and Michael J. Petrilli.] ED592393 The State of State Standards Post-Common Core Thomas B. Fordham Institute 2018-08-00 Bill and Melinda Gates Foundation Thomas B. Fordham Foundation 155 Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net N/A 2019 ERIC JAN2020

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No Foreign Countries Child Care Centers Disadvantaged Environment Young Children Family Programs Integrated Services Public Agencies Public Officials Program Effectiveness At Risk Persons Smith, George Sylva, Kathy Smith, Teresa Sammons, Pam Omonigho, Aghogho Reports - Research United Kingdom (England) Sutton Trust (England) English Latest research from the authors and their team at the University of Oxford has used administrative data, a survey of local authorities, and a series of case studies to paint a picture of what has happened to children's centres across England. The six case studies include Londonborough, Portcity, Shipcity, Rivershire, Midshire, and Northport. Findings show decline, both in numbers and services, but also adaptation and a struggle to survive. A key initiative under the last Labour government, Sure Start children's centres bring together services for young children and their families and act as the gateway to more specialised provision. From 2005 onwards, responsibility for children's centres was increasingly devolved to local authority level and under the coalition government after 2010, the budget was no longer ring-fenced, but merged with other programmes. By 2013, national guidance on the 'core purpose' of children's centres shifted focus to targeting 'high need' families, rather than open access to universal services. The result has been to move children's centres away from the original idea of an open access neighbourhood centre. 'Stop Start' highlights how services are now much more thinly spread and as national direction has weakened, provision has diversified. Local authorities now employ a variety of strategies to survive in an environment of declining resources and loss of strategic direction. ED592394 Stop Start: Survival, Decline or Closure? Children's Centres in England, 2018 Sutton Trust 2018-04-00 43 Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/ N/A https://www.suttontrust.com/wp-content/uploads/2018/04/StopStart-FINAL.pdf 2019 ERIC JAN2020

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Yes Transcripts (Written Records) Nonprint Media Automation Classroom Communication Middle School Teachers Speech Artificial Intelligence Pattern Recognition Blanchard, Nathaniel Donnelly, Patrick J. Olney, Andrew M. Samei, Borhan Ward, Brooke Sun, Xiaoyi Kelly, Sean Nystrand, Martin D'Mello, Sidney K. Speeches/Meeting Papers Reports - Research Wisconsin English Middle Schools Secondary Education Junior High Schools We investigate automatic detection of teacher questions from automatically segmented human-transcripts of teacher audio recordings collected in live classrooms. Using a dataset of audio recordings from 11 teachers across 37 class sessions, we automatically segment teacher speech into individual teacher utterances and code each as containing a teacher question or not. We trained supervised machine learning models to detect questions using high-level natural language features extracted from human transcriptions of a random subset of 1,000 segmented utterances. The models were trained and validated independently of the teacher to ensure generalization to new teachers. We are able to detect questions with a weighted F[subscript 1] score of 0.66, suggesting the feasibility of question detection on automatically segmented audio from noisy classrooms. We discuss the possibility of using automatic speech recognition to replace the human transcripts with an eye towards providing automatic feedback to teachers. [For the full proceedings, see ED592609.] ED592742 Semi-Automatic Detection of Teacher Questions from Human-Transcripts of Audio in Live Classrooms International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 Institute of Education Sciences (ED) 4 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 Yes R305A130030

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Yes Educational Resources Internet Sequential Learning Classification Concept Teaching Navigation (Information Systems) Automation Labutov, Igor Lipson, Hod Speeches/Meeting Papers Reports - Research English A growing subset of the web today is aimed at "teaching" and "explaining" technical concepts with varying degrees of detail and to a broad range of target audiences. Content such as tutorials, blog articles and lecture notes is becoming more prevalent in many technical disciplines and provides up-to-date technical coverage with widely different levels of prerequisite assumptions on the part of the reader. We propose a task of organizing heterogeneous educational resources on the web into a structure akin to a textbook or a course, allowing the learner to navigate a sequence of web-pages that take them from point A (their prior knowledge) to point B (material they want to learn). We approach this task by 1) performing a shallow term-level classification of what concepts are "explained" and "assumed" in any given text, and 2) using this representation to connect web resources that explain concepts to those web resources where the same concepts are assumed. The main contributions of this paper are 1) a supervised classification approach to identifying explained and assumed terms in a document and 2) an algorithm for finding optimal paths through the web resources given the constraints of the user's goal and prior knowledge. [For the full proceedings, see ED592609.] ED592743 Web as a Textbook: Curating Targeted Learning Paths through the Heterogeneous Learning Resources on the Web International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 9 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020

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No Autism Child Rearing Mothers Religious Cultural Groups Stress Variables Education Financial Support Emotional Response Behavior Modification Child Behavior Intervention Jews Yaroslawitz, Chana F. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this study is to provide new information regarding the experiences of ultra-Orthodox mothers' raising a child with autism in the United States. Although there is previous literature in the field of the experiences of mothers raising a child with autism, there is a dearth of literature exploring the experiences of this subculture. Therefore, this study increases the available knowledge in the field of understanding the daily experiences of mothers raising a child with autism and the effect on the family dynamic. The researcher used a qualitative case study to better understand the experiences that these mothers face and the effect it has on the family unit. The qualitative study looks at the experiences of the mothers while raising a child in the subculture of ultra-Orthodoxy. The population comprised of all mothers raising a child with autism in the Tri-state area, have three or more children, are ultra-Orthodox, speak English and have used the Floortime model with their child. The sample consisted of 10 women who volunteered to participate and signed an informed consent. The data analysis was conducted using bracketing, line by line interpretation, categorical aggregation and thematic analysis. The findings included themes of challenges such as stress related to schooling, financial and emotional support, and behavior management. The findings also included helpful supports such as ABA and Floortime interventions, community support and faith. Of the 10 participants, five participants reported Floortime as a helpful intervention, and four reported ABA as a helpful intervention. [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.] ED591496 A Case Study of Ultra-Orthodox Mothers' Experiences Raising a Child with Autism ProQuest LLC Psy.D. Dissertation, Capella University 2018-00-00 978-0-4386-1968-5 167 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:10937599 2019 As Provided JAN2020

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Yes Child Development Infants Toddlers Preschool Children Early Intervention Early Childhood Education Measurement Barriers Progress Monitoring Evaluation Methods Disabilities Educational Legislation Equal Education Federal Legislation Paillard, Alise Buysse, Virginia Tirado-Strayer, Nicole Reports - Research Individuals with Disabilities Education Act Part C Individuals with Disabilities Education Act Part B Individuals with Disabilities Education Act National Center for Systemic Improvement at WestEd English Early Childhood Education The National Center for Systemic Improvement (NCSI) conducted a series of focused conversations on child assessment with 31 Part C (Infant-Toddler) and Part B-619 (Preschool) program state representatives and NCSI Technical Assistance (TA) Facilitators. The purpose was to learn more about how state early intervention and early childhood programs use measures, tools, and other assessment approaches to gather information about children's developmental progress, and learn about the challenges encountered in selecting, administering, and using these measures. The results can be used to guide future technical assistance to states on how to choose developmental measures for different purposes. ED591497 Measuring Children's Developmental Progress: Perspectives of State Early Intervention and Early Childhood Coordinators and Technical Assistance Facilitators National Center for Systemic Improvement at WestEd 2018-03-00 Department of Education (ED) 17 National Center for Systemic Improvement at WestEd. Tel: 866-664-8471; e-mail: NCSI@wested.org; Web site: http://ncsi.wested.org N/A 2019 0 As Provided JAN2020 H326R14006

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No Beginning Teachers Mathematics Instruction Mathematics Teachers Teacher Educators Teaching Methods Instructional Materials Preservice Teachers Educational Improvement Elementary Education Suppa, Siobahn Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Elementary Education Mathematics teaching in the United States has notoriously and historically been classified as skill and drill instruction where the main focus of mathematics teaching is procedural fluency across all grade levels. In order to change this norm, we need to seriously consider how we prepare prospective teachers and in turn, how we support those responsible for preparing prospective teachers. In this study, I investigated how a set of continuously improved curriculum materials supported novice mathematics teacher educators in teaching an elementary content course for pre-service teachers for the first time. Results show that the two instructors were able to productively set up rich, cognitively demanding tasks and respond productively to pre-service teachers' questions and comments--even those that were unanticipated by the curriculum materials. The main curricular aspects that supported these productive task set-ups and responses were targeted learning goals, descriptions of what successful students would be saying and doing during class, "scripts," rationales for each task, anticipated comments, questions, and difficulties, helpful ways to respond to students, and associated PowerPoint slides. These findings indicate that curriculum materials designed through gradual continuous improvement methods have the potential to support novice mathematics teacher educators to teach ambitiously. [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.] ED591214 Supporting Novice Mathematics Teacher Educators to Teach Ambitiously via Continuously Improved Curriculum Materials ProQuest LLC Ph.D. Dissertation, University of Delaware 2018-00-00 978-0-4385-9600-9 174 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:10844882 2019 As Provided JAN2020

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No Formative Evaluation Evaluation Methods Decision Making Instructional Design Grades (Scholastic) Educational Environment School Culture Interprofessional Relationship Teacher Administrator Relationship McCall, Valerie A. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this explanatory case study will be to understand the decision-making process used to select formative assessment strategies and the influences on subsequent instructional design. This study will be conducted through the lens of the Cultural Historical Activity Theory (CHAT) where activity is directed towards a physical or conceptual object which is manipulated or transformed by the activity (Jenklink, 2013). This study took a look at the process used by teachers, the progress of instruction based on student responses and feedback and the product that emerged as a result (Wiliam, Lee, Harrison, & Black, 2004). Data were obtained using small group semi-structured interviews, individual interviews, artifact analysis of artifacts submitted by participants, and a content analysis to determine the presence formative assessment characteristics. Results indicated that teachers understood formative assessment and demonstrated intentionality in their instructional design of subsequent lessons. However, the limitations of the success of formative assessment implementation included external factors such as grades, the climate and culture of the building, and relationships with colleagues and administrators. The primary findings of the study indicate that more research is necessary to determine the root cause of the issues with grades, climate and culture issues that surfaced, and factors that impact colleague and administrator relationships. [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.] ED591215 The Decision-Making Process Used to Determine Formative Assessment Strategies and Subsequent Instructional Design ProQuest LLC Ed.D. Dissertation, Aurora University 2018-00-00 978-0-4385-3893-1 241 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:10929274 2019 As Provided JAN2020

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Yes Adult Education State Policy Educational Assessment Program Evaluation Student Evaluation Achievement Gains Evaluation Methods Disabilities Special Needs Students Distance Education Training Accountability Computer Assisted Testing Alternative Assessment Public Policy Disclosure English Language Learners Vocational Education Scores Information Dissemination Benchmarking Integrity Information Security Standardized Tests Reports - Descriptive Guides - Non-Classroom Florida Florida Department of Education English Adult Education This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), titled, General Requirements for Adult General Education Programs, requires all adult education programs to report all student measurable educational gains and demographic information to Florida's reporting system. State policies outlined in this rule apply to the state-approved assessments that programs may use to report educational gains and are in compliance with both the state and National Reporting System (NRS) requirements. The NRS is the accountability system for the federally funded adult education program, mandated by the Workforce Innovation and Opportunity Act (WIOA). There are three important reasons for creating a data-driven accountability system for adult education programs: (1) The U.S. Department of Education (USDOE) requires each state to establish and utilize performance measures for making continued funding decisions for federal grant programs. Furthermore, each state is expected to institute a system for program monitoring and continued technical assistance that is centered on program enrollment and performance. (2) The Florida Department of Education (FDOE) has enhanced its monitoring processes by instituting a data-driven system for determining program performance. (3) The FDOE program administrators can focus attention on establishing program performance targets and program improvement. To assist programs with student and program performance reporting and accountability, Florida's data reporting system and the NRS are uniform and compatible for measuring student's educational gains. Progress is measured in Literacy Completion Points (LCPs). The term, Literacy Completion Point, used by the state is synonymous with the federal term Measurable Skill Gain (MSG). LCPs are required to be reported to show gains and progression in Educational Functioning Levels (EFLs) for NRS. The Florida assessment policies and guidelines presented in this technical assessment paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included in this technical assistance paper. Additionally, the following important information for adult education programs is reviewed: (1) The definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (3) Verification of student learning gains, Educational Functioning Level, and/or program completion; (4) Accommodations for students with disabilities and other special needs; (5) Assessment procedures for Distance Education; and (6) Training for all staff who administer the standardized assessments. [For the 2016-2017 version of this paper, see ED579162.] ED591498 2017-2018 Florida Adult Education Assessment Technical Assistance Paper Florida Department of Education 2018-00-00 Practitioners 56 Florida Department of Education. Turlington Building Suite 1514, 325 West Gaines Street, Tallahassee, FL 32399. Tel: 850-245-0505; Fax: 850-245-9667; Web site: http://www.fldoe.org N/A 2019 19 ERIC JAN2020

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Yes Qualitative Research Mixed Methods Research High Schools Educational Research Program Evaluation Data Collection Data Analysis STEM Education Dempsey, Terri L. Reports - Research North Carolina ISSN-2378-7813 RTI International English High Schools Secondary Education Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration. ED591499 Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. Methods Report RTI International 2018-09-00 National Science Foundation (NSF) 20 RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org T 2019 18 As Provided JAN2020 1135051

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Yes Alternative Assessment Standard Setting English Instruction Language Arts State Departments of Education Mathematics Education Science Education Social Studies Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 High School Students Portfolios (Background Materials) Reports - Descriptive Speeches/Meeting Papers New York (Albany) New York State Education Department Measured Progress 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 High Schools The purpose of this report is to summarize the activities of the standard-setting meeting for the New York State Alternate Assessment (NYSAA) in English Language Arts (ELA) and mathematics (Grades 3-8 and High School), science (Grades 4, 8, and High School), and social studies (High School). The NYSAA standard-setting meeting was held on June 11 through 13, 2014. In all, there were 11 panels with 102 panelists participating in the process. The body of work method was used for setting standards for the NYSAA. In the body of work method, panelists are presented with samples of actual student work (in this case, student data folios) and make their judgments based on those samples. Specifically, panelists examine each student data folio and, based on their common understanding of the Alternate Performance Level Descriptors (APLDs), determine which performance level best matches the evidence that the student exhibits through his or her performance on the assessment. The following information is contained in this report: (1) Description of Standard-Setting Methodology; (2) Tasks Completed Prior to the Standard- Setting Meeting; (3) Tasks Completed during the Standard-Setting Meeting; and (4) Tasks Completed after the Standard-Setting Meeting. ED591500 New York State Alternate Assessment (NYSSA) Standard Setting Report (June 11-13, 2014, Albany, New York) New York State Education Department 2014-06-00 25 New York State Education Department. 89 Washington Avenue, Albany, NY 12234. Tel: 518-474-3852; Web site: http://www.nysed.gov N/A 2019 6 ERIC JAN2020

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No Computer Science Education Urban Schools Public Schools Elementary Secondary Education Faculty Development Access to Education Disproportionate Representation At Risk Students Program Evaluation Program Effectiveness Minority Group Students Females English Language Learners Disabilities Equal Education School Districts Technological Literacy Low Income Students Villavicencio, Adriana Fancsali, Cheri Martin, Wendy Mark, June Cole, Rachel Reports - Research-practitioner Partnerships Reports - Research New York (New York) New York University, Research Alliance for New York City Schools English Elementary Secondary Education A growing number of initiatives around the country are attempting to expose students to hands-on computer science (CS) curriculum and courses--and to address documented disparities in CS education. Answering the call for computer science expansion and equity, the New York City Department of Education (NYCDOE) launched the CS4All initiative in 2015, with the goal of providing meaningful, high-quality computer science education to all NYC public school students at each grade band (i.e., K-2, 3-5, 6-8, 9-12) by 2025. CS4All aims to provide professional development (PD) in CS for nearly 5,000 teachers, specifically targeting those with little or no computer science background. The initiative is focused in part on increasing access to CS education among students from historically underrepresented groups, including girls, Black and Latino students, English Learners, and special education students. The Research Alliance for New York City Schools, in partnership with the Education Development Center (EDC), is conducting a multi-year evaluation of CS4All to assess the implementation of the initiative across the district; examine its impact on schools, teachers and students; and provide information that supports the continuous improvement of the initiative over time. The report describes findings from the first year of the evaluation. It presents: (1) The overarching goals of CS4All and the primary strategies for pursuing those goals; (2) A broad picture of CS education and training in the City--including programs that are the result of CS4All's early implementation, as well as preexisting efforts; and (3) Teacher responses to CS4All PD, including the extent to which they report implementing what they learned. The report draws on these findings to suggest a number of recommendations for the district to consider as it continues to develop the CS4All initiative. [For the Technical Appendices to this report, see ED591502. Support for the study also came from the CS4All Founders Committee.] ED591501 Computer Science in New York City: An Early Look at Teacher Training Opportunities and the Landscape of CS Implementation in Schools. Report Research Alliance for New York City Schools 2018-05-00 The Fund for Public Schools 82 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/CS4All/CS4All_Report.pdf 2019 19 ERIC JAN2020

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No History Instruction United States History World History Teaching Methods Student Empowerment Mass Media Social Media Current Events Learner Engagement American Indians Slavery Historiography Ethics Western Civilization Loewen, James W. Books Guides - Classroom - Teacher English James Loewen has revised "Teaching What Really Happened", the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled "Truth" that addresses how traditional and social media can distort current events and the historical record. Helping students understand what really happened in the past will empower them to use history as a tool to argue for better policies in the present. Our society needs engaged citizens now more than ever, and this book offers teachers concrete ideas for getting students excited about history while also teaching them to read critically. It will specifically help teachers and students tackle important content areas, including Eurocentrism, the American Indian experience, and slavery. Book features include: (1) An up-to-date assessment of the potential and pitfalls of U.S. and world history education; (2) Information to help teachers expect, and get, good performance from students of all racial, ethnic, and socioeconomic backgrounds; (3) Strategies for incorporating project-oriented self-learning, having students conduct online historical research, and teaching historiography; (4) Ideas from teachers across the country who are empowering students by teaching what really happened; and (5) Specific chapters dedicated to five content topics usually taught poorly in today's schools. ED592395 Teaching What "Really" Happened: How to Avoid the Tyranny of Textbooks and Get Students Excited about Doing History. Second Edition. Multicultural Education Series Teachers College Press 2018-09-07 978-0-8077-5948-6 Teachers 288 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-what-really-happened-9780807759486?page_id=148 2019 As Provided JAN2020

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No College Admission Disadvantaged Youth Barriers Access to Education College Applicants College Choice Foreign Countries Grades (Scholastic) Prediction Admission Criteria Wyness, Gill Reports - Evaluative United Kingdom Massachusetts (Boston) United States Canada Sutton Trust (England) English Higher Education Postsecondary Education This report reviews literature on both sides of the Atlantic to study the admissions process, specifically focusing on elements of the process which may prove to be particular barriers to disadvantaged students--including the University and College Admissions Service (UCAS) form, course choices, predicted grades, and personal statements--and looks for evidence of 'best practices' which may help equalise the chances of access to university among able students from different backgrounds. It also includes quantitative research examining the predicted grades system, and which applicants may be negatively impacted by this process. It concludes by examining the small body of research that has focused on activities within the university admissions offices, shedding further light on how universities make the decisions that affect thousands of young people each year. The evidence implies that disadvantaged students lack the information, advice, and guidance around the many parameters involved in choosing their universities. They have also been shown to be less well prepared than their counterparts when researching universities. Moreover, the UK's unique applications system means that students must make their university choices based on their predicted grades, rather than their actual exam results. Empirical research reveals that high attaining disadvantaged students are more likely to have their grades under-predicted than their richer counterparts. All of these factors could result in disadvantaged students applying to universities which are less selective than their credentials would permit. ED592396 Rules of the Game: Disadvantaged Students and the University Admissions Process Sutton Trust 2017-12-00 33 Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/ N/A https://www.suttontrust.com/wp-content/uploads/2017/12/Rules-of-the-Game.pdf 2019 ERIC JAN2020

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Yes Privacy Educational Research Information Security Educational Legislation Parent Rights Student Records Federal Aid Federal State Relationship Public Agencies Access to Information Elementary Secondary Education Higher Education Legal/Legislative/Regulatory Materials Family Educational Rights and Privacy Act 1974 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 before the Subcommittee on Early Childhood, Elementary, and Secondary Education that was held to discuss exploring opportunities to strengthen education research while protecting student privacy. Member statements were presented by: (1) Honorable Jared Polis, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were presented by: (1) Dr. Nathaniel Schwartz, Chief, Research and Strategy Officer, Tennessee Department of Education; (2) Ms. Rachael Stickland, Co-Founder and Co-Chair, Parent Coalition for Student Privacy; (3) Dr. Grover J. Whitehurst, Senior Fellow in Economic Studies, Center on Children and Families, the Brookings Institution; and (4) Dr. Diane Whitmore Schanzenbach, Director, The Hamilton Project, The Brookings Institution. Additional submissions were presented by: (1) Mr. Polis: Letter dated May 8, 2014, from the U.S. Department of Justice; and Information on the Rights of All Children to Enroll in School: Questions and Answers for States, School Districts and Parents; (2) Chairman Rokita: Letter dated June 27, 2017, from the Electronic Privacy Information Center; (3) Ms. Stickland: Prepared statement; (4) Questions submitted for the record by: Roe, Honorable David P., a Representative in Congress from the State of Tennessee; and (5) Responses to questions submitted for the record to: Dr. Schanzenbach, Dr. Schwartz, and Dr. Whitehurst. ED592744 Exploring Opportunities to Strengthen Education Research While Protecting Student Privacy. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (June 28, 2017). Serial Number 115-21 US House of Representatives 2018-00-00 86 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 2019 ERIC JAN2020

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Yes American Indians Alaska Natives Child Development Program Effectiveness At Risk Students American Indian Students Early Intervention Preschool Education Student Characteristics Minority Group Students English Language Learners Language Skills Literacy Mathematics Skills Interpersonal Competence Behavior Problems Executive Function Physical Health Bernstein, Sara Malone, Lizabeth Reports - Research Head Start Family and Child Experiences Survey ISSN- Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) Mathematica Policy Research, Inc. English Preschool Education Early Childhood Education Using data from the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES 2015), this brief describes the developmental progress of Region XI Head Start children as they complete a program year. AI/AN FACES 2015 is the first national study of Region XI Head Start children, families, and programs. Since 1997, the Head Start Family and Child Experiences Survey (FACES) has been a regular source of nationally representative data on Head Start programs, centers, classrooms, children, and families. Until the 2015-2016 program year, however, FACES had not been conducted in Region XI AI/AN Head Start programs. This was due in part to the time and resources required to engage in the intensive community-based planning and implementation process needed to successfully carry out the study in partnership with Region XI Head Start programs and communities. Head Start programs, researchers, and federal staff all identified the lack of data on Region XI Head Start children and their programs as a critical information gap. The brief provides the first national picture of Region XI children over the course of a Head Start program year and addresses the following research questions: (1) What are the knowledge, skills, and physical health of Region XI Head Start children in the spring of the program year?; and (2) How do these compare to the fall of the program year? [Co-written with the AI/AN FACES 2015 Workgroup.] ED592745 A Year in Region XI Head Start: Children's Growth and Development from the American Indian and Alaska Native Family and Child Experiences Survey 2015 (AI/AN FACES 2015). OPRE Report 2018-72 Office of Planning, Research and Evaluation 2018-00-00 10 Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre N/A 2019 ERIC JAN2020 HHSP23320095642WC HHSP23337052T

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Yes English (Second Language) Reading Difficulties Secondary School Students Developmental Stages Reading Ability Second Language Learning Foreign Countries Reading Skills Mahana, Pallavi Mishra, Sudarshan Dash, Neena Reports - Research India EISSN- English Secondary Education English is accepted as a universal language across the world. Its popularity is increasing drastically almost in all sectors. People speak this language, to unify themselves in this diverse world. Overall, the aim of teaching English, as a second language is to encourage the learners to sharpen the skills of communication, for both academic and professional purposes and to make communication easy for them. Subsequently the learners must have the command over language. But do the students learn English appropriately at elementary and secondary stage? Generally, students lack appropriate reading strategies in English at secondary stage. As secondary school education is a crucial stage of transition of career for students, the investigators tried to explore the reading problems of secondary school students and the status of students at different developmental stage of reading English language. Concurrent Triangulation Design was used for the present study. In this study a sample size of 210 class IXth students, 6 teachers and 6 headmasters of schools was taken for the study. It is concluded that IX class students are still at beginner stage of reading developmental stage. After reading English for 5 years till class IX they are not able to reach reading stage of class IX. Most of the students have reading capabilities of class Vth and VIth class students. This problem needs to be addressed immediately by English teachers of IXth class. ED592746 Reading Problems of Secondary School Students in English Language Online Submission 2019-02-14 15 N/A 2019 5 As Provided JAN2020

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Yes Data Analysis Prediction Models Learning Feedback (Response) Instructional Materials Bayesian Statistics Tests Programming Languages Academic Achievement Students Sahebi, Shaghayegh Lin, Yu-Ru Brusilovsky, Peter Speeches/Meeting Papers Reports - Research English We propose a novel tensor factorization approach, Feedback-Driven Tensor Factorization (FDTF), for modeling student learning process and predicting student performance. This approach decomposes a tensor that is built upon students' attempt sequence, while considering the quizzes students select to work with as its feedback. FDTF does not require any prior domain knowledge, such as learning resource skills, concept maps, or Q-matrices. The proposed approach differs significantly from other tensor factorization approaches, as it explicitly models the learning progress of students while interacting with the learning resources. We compare our approach to other state-of-the-art approaches in the task of Predicting Student Performance (PSP). Our experiments show that FDTF performs significantly better compared to baseline methods, including Bayesian Knowledge Tracing and a state-of-the-art tensor factorization approach. [For the full proceedings, see ED592609.] ED592747 Tensor Factorization for Student Modeling and Performance Prediction in Unstructured Domain International Educational Data Mining Society Paper presented at the International Conference on Educational Data Mining (EDM) (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 Advanced Distributed Learning (ADL) 5 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org T 2019 As Provided JAN2020 W911QY13C0032

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Yes Accreditation (Institutions) Higher Education Educational Quality Accountability Educational Improvement Government Role Federal Government Educational Legislation Federal Legislation Quality Assurance 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 strengthening accreditation to better protect students and taxpayers. Member statements were presented by: (1) Honorable Virginia Foxx, Chairwoman, Committee on Education and the Workforce; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce. Witness statements were presented by: (1) Michale S. McComis, Executive Director, Accrediting Commission of Career Schools and Colleges; (2) Ben Miller, Senior Director for Post-Secondary Education, Center for American Progress; (3) Mary Ellen Petrisko, President, Washington Association of Schools and Colleges, Senior College and University Commission; and (4) George A. Pruitt, President, Thomas Edison State University. Additional submissions include: (1) Ms. Petrisko: WASC Senior College and University Commission; Article: Inside Higher Ed; and WASC Senior College and University Commission: WSCUC'S Graduation Rate Dashboard; (2) Dr. Pruitt: Homeroom; (3) Questions submitted for the record by: Chairwoman Foxx; Honorable Phil Roe, a Representative in Congress from the State of Tennessee; Honorable Luke Messer, a Representative in Congress from the State of Indiana; and Honorable Francis Rooney, a Representative in Congress from the State of Florida; and (4) Response to questions submitted: Mr. McComis; Ms. Petrisko; and Dr. Pruitt. ED592748 Strengthening Accreditation to Better Protect Students and Taxpayers. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (April 27, 2017). Serial Number 115-14 US House of Representatives 2017-00-00 129 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 2019 ERIC JAN2020

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Yes Federal Programs Preschool Children Economically Disadvantaged Teacher Characteristics Preschool Teachers Institutional Characteristics Educational Quality Preschool Education Disadvantaged Youth Preschool Curriculum Depression (Psychology) Symptoms (Individual Disorders) Classroom Environment Educational Practices Teacher Attitudes Job Satisfaction Mentors Administrator Characteristics Training Technical Assistance Educational Finance Administrator Attitudes Faculty Mobility Educational Assessment Parent Education Moiduddin, Emily Bush, Charles Manley, Mikia Aikens, Nikki Tarullo, Louisa Malone, Lizabeth Lukashanets, Serge Numerical/Quantitative Data Reports - Evaluative Early Childhood Environment Rating Scale Center for Epidemiologic Studies Depression Scale ISSN- Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) Mathematica Policy Research, Inc. English Early Childhood Education Preschool Education Adult Education This report includes key information on the Head Start Family and Child Experiences Survey 2014-2018 (FACES 2014) study design and a set of data tables presents descriptive statistics for the characteristics of classrooms, teachers, centers, and programs serving Head Start children and families in spring 2015. Data are drawn from the spring 2015 round FACES 2014. FACES which was first launched in 1997 as a periodic, longitudinal study of program performance. The study is conducted by Mathematica Policy Research and its partners--Educational Testing Service and Juárez and Associates--under contract to the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The purpose of this report is two-fold: (1) to provide information about the FACES study, including the background, design, methodology, measures, and analytic methods, and (2) to report detailed descriptive statistics and related standard errors in a series of tables on the programs, their staff, and classrooms. The data provide descriptive information from classroom observations and staff surveys about Head Start's efforts to help children and families meet their goals and local efforts to meet the Head Start Program Performance Standards. The data tables provide descriptive information on Head Start classrooms, teachers, centers, and programs. The FACES sample provides information at the national level about Head Start programs, centers, classrooms, and the children and families they serve. We selected a sample of Head Start programs from the 2012-2013 Head Start Program Information Report, with two centers per program and two classrooms per center selected for participation. One-hundred seventy-six programs, 346 centers, and 667 classrooms participated in the study in spring 2015. The statistics found in these tables are estimates of key characteristics of Head Start teachers, classrooms, centers, and programs in spring 2015. Teacher data on teacher characteristics are weighted to represent all teachers in Head Start. Teacher data that describe Head Start classrooms and classroom observation data are weighted to represent all Head Start classrooms. Director survey data are weighted to represent all Head Start programs or centers. ED592749 A Portrait of Head Start Classrooms and Programs in Spring 2015: FACES 2014-2015 Data Tables and Study Design. OPRE Report 2017-101 Office of Planning, Research and Evaluation 2017-12-00 142 Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre N/A 2019 ERIC JAN2020 HHSP23320095642WC HHSP23337052T

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Yes Access to Education Educational Quality Early Childhood Education Child Care Measurement Techniques Educational Indicators Data Definitions Friese, Sarah Lin, Van-Kim Forry, Nicole Tout, Kathryn Guides - Non-Classroom ISSN- Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) Child Trends English Early Childhood Education Recent federal policy changes have placed new requirements on states to demonstrate and document their efforts to improve access to high-quality early care and education (ECE), and have made clear the urgent need for a shared understanding of this concept. This guidebook was developed to address the need for developing a common understanding and approach to measuring access. This Guidebook is intended to support states' efforts to assess the reach and effectiveness of their policy initiatives aimed at expanding ECE access. The Guidebook provides information in four sections: (1) Clarifying and Defining Access; (2) Describing the Indicators of Access; (3) Measuring the Indicators of Access; and (4) Identifying ECE Access Datasets and Sources. The goal of this Guidebook is to spark dialogue among policymakers, researchers and advocates about the importance of conceptualizing ECE access as a multi-dimensional concept and to propose innovative strategies for measuring and tracking progress toward improving access. ED592750 Defining and Measuring Access to High-Quality Early Care and Education (ECE): A Guidebook for Policymakers and Researchers. Research Brief. OPRE 2017-08 Office of Planning, Research and Evaluation 2017-02-00 Policymakers Researchers 66 Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre N/A 2019 ERIC JAN2020 HHSP23320095631WC

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No Vocational Education Apprenticeships Performance Based Assessment Item Analysis Test Items Difficulty Level Item Response Theory Foreign Countries Student Characteristics Klotz, Viola Katharina Winther, Esther Marx, Christian Goeze, Annika Fischer, Christoph Sangmeister, Julia Speeches/Meeting Papers Reports - Research Germany ISSN- English Apprentices' performance after vocational educational training (VET) is commonly attributed to more or less effective training. This implies the assumption that learning is significantly affected by vocational instruction (instructional sensitivity). However, the question has not been investigated yet if VETs are effective, i.e., that they foster competence development and if we are able to track those developments with adequate assessments. We propose the modeling of instructional sensitivity via Differential Item Functioning (DIF) and apply this method to 534 apprentices. Results indicate that over the span of initial VET apprentices significantly improve their performance on a competence-based assessment. Moreover, we identify items which are particularly sensitive to instruction and therefore seem to be especially valuable for future development of vocational assessments. ED592108 Modeling Instructional Sensitivity of Vocational Competences via Differential Item Functioning (DIF) in Competence-Based Assessments AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 10 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Scoring Rubrics Educational Resources Shared Resources and Services Educational Quality Instructional Material Evaluation Differences Use Studies Teachers Usability Yuan, Min Recker, Mimi M. Speeches/Meeting Papers Reports - Research ISSN- English This paper investigates how people applied and perceived the utility of rubrics for evaluating the quality of Open Educational Resources, and whether teachers and non-teachers showed differences. Forty-four participants evaluated 20 OER using three quality rubrics (comprised of 17 indicators), and reported their perceptions. Results showed that some indicators were more difficult to apply, some indicators resulted in higher ratings of OER, and teachers generally provided higher ratings. Additionally, theoretically related indicators tended to cluster together, as well as indicators from individual rubrics. Sixteen out of the 17 indicators had good inter-rater reliability, with non-teachers' ratings having generally higher agreement values. Finally, participants gave positive ratings about the utility of these indicators, with no significant difference between teachers and non-teachers. ED592109 Does Audience Matter? A Study of How People Use and Perceive Rubrics for Evaluating Open Educational Resources Quality AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 24 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Homosexuality Sexual Orientation Sexual Identity At Risk Students Teacher Role Teacher Student Relationship Student Needs Expectation Teacher Education Programs Social Influences Political Issues Professional Identity Shelton, Stephanie Anne Speeches/Meeting Papers Reports - Research ISSN- English Despite significant shifts in American politics and society, LGBTQ students remain a vulnerable population. Teacher allies are essential to LGBTQ students' support and success. However, little research explores the contradictions that teachers experience in and the complexities inherent in forging ally identities. This four-year longitudinal qualitative study examined teachers' initial understandings of allyhood as dichotomous and their developing considerations, over the course of the study, of how their efforts to serve LGBTQ students were at times at-odds with their teacher education programs, existent literature, political and sociocultural factors, and their own expectations. This study seeks to broaden understandings of teacher ally identity, in order to more fully explore and embrace the contradictory natures of being an effective LGBTQ ally. ED592110 "When I Do 'Bad Stuff,' I Make the Most Difference": Reconceptualizing LGBTQ Teacher Allies AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Second Language Instruction Second Language Learning English (Second Language) Special Needs Students Disabilities Foreign Countries Bilingual Education Special Education Hearing Impairments Deafness State of the Art Reviews Access to Education Bilingual Education Programs Attention Deficit Hyperactivity Disorder Visual Impairments Blindness Cognitive Ability Dyslexia Learning Disabilities Low Achievement Therapy Self Control Conceptual Tempo Language Aptitude Tavarez DaCosta, Pedro Reports - Evaluative Dominican Republic Mexico Sweden Chile United States EISSN- English The present work attracted our attention motivated by the need of seeking ways of helping people learning EFL, with certain "disabilities" than undertaking a research project by itself. The needs for implementing those special program in our country is out of the question, since to the extent that our society and country has been developing in economic, social and political terms, to that extent we have realized the need to become a more inclusive society, more open to sectors with special needs, not only in terms of urban planning, but also in the design of their own educational policies towards those sectors of the population. The educational system in the Dominican Republic, mostly the public education system has been suffering and undergoing a series of change since the proclamation and implementation of the so-called Decennial Plan of Education decades ago, so our national curricula has been affected by a series of changes, where the EFL teaching was not the exception. So from that historical momentum; English was fully covered nationwide, but where it fell short was in considering expanding these programs for people with special needs, something that was already planned and advanced in the private sector, and mostly in and for private schools, and private foundations, like those of the ONG's Type. The scope of this study is to generally examine the state-of-the-art of the institutions which offer a program of EFL for those students diagnosed with certain disabilities, specifically the Bilingual Programs for students with hearing impairment or deaf in four different countries. In that respect a search has been made to try to determine the institution which currently operate an English program for them, if any and to try compare their practices with that of their peers internationally speaking, and to thoroughly explain the phenomena in the light of the most specialized academic voices. ED592751 EFL Programs for People with Special Needs in Different National Settings Online Submission 2019-00-00 74 N/A 2019 73 As Provided JAN2020

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Yes Child Development Early Intervention Young Children Child Care Early Childhood Education Child Abuse Child Welfare Family Environment Parents Caregivers Family Needs Youth Bilingualism Classroom Environment Family Involvement Well Being Child Health Child Safety At Risk Persons Professional Development Executive Function Partnerships in Education Infants Toddlers Employed Parents Grants Low Income Groups Experience Graduate Students Student Research American Indians Alaska Natives Migrants Cultural Awareness De La Rosa, Bill Reports - Descriptive Head Start Family and Child Experiences Survey ISSN- Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) English Early Childhood Education Preschool Education Higher Education Postsecondary Education The Office of Planning, Research and Evaluation's (OPRE's) Division of Child and Family Development (DCFD) is responsible for research and evaluation related to Head Start programs, early childhood development, child care, child maltreatment, and child welfare services. OPRE's research in the area of child and family development focuses on young children, parents and caregivers, families, and youth. Examples of recent focal areas include dual language learners, classroom quality, family engagement, and workforce services. This report describes major OPRE/DCFD projects in 2016. ED592752 Child and Family Development Research. OPRE Report 2016-35 Office of Planning, Research and Evaluation 2017-08-00 26 Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre N/A 2019 ERIC JAN2020

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No Computer Science Education Urban Schools Public Schools Elementary Secondary Education Faculty Development Access to Education Disproportionate Representation At Risk Students Program Evaluation Program Effectiveness Minority Group Students Females English Language Learners Disabilities Equal Education School Districts Technological Literacy Low Income Students Villavicencio, Adriana Fancsali, Cheri Martin, Wendy Mark, June Cole, Rachel Reports - Research-practitioner Partnerships Reports - Descriptive New York (New York) English Elementary Secondary Education A growing number of initiatives around the country are attempting to expose students to hands-on computer science (CS) curriculum and courses--and to address documented disparities in CS education. Answering the call for computer science expansion and equity, the New York City Department of Education (NYCDOE) launched the CS4All initiative in 2015, with the goal of providing meaningful, high-quality computer science education to all NYC public school students at each grade band (i.e., K-2, 3-5, 6-8, 9-12) by 2025. CS4All aims to provide professional development (PD) in CS for nearly 5,000 teachers, specifically targeting those with little or no computer science background. The initiative is focused in part on increasing access to CS education among students from historically underrepresented groups, including girls, Black and Latino students, English Learners, and special education students. The Research Alliance for New York City Schools, in partnership with Education Development Center (EDC), is conducting a multi-year evaluation of CS4All to assess the implementation of the initiative across the district; examine its impact on schools, teachers and students; and provide information that supports the continuous improvement of the initiative over time. Four appendices are included in this document. [For the full report, "Computer Science in New York City: An Early Look at Teacher Training Opportunities and the Landscape of CS Implementation in Schools," see ED591501.] ED591502 Computer Science in New York City: An Early Look at Teacher Training Opportunities and the Landscape of CS Implementation in Schools. Technical Appendices Research Alliance for New York City Schools 2018-07-00 10 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/CS4All/CS4All_Technical_Appendices.pdf 2019 0 ERIC JAN2020

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Yes Elementary Secondary Education Educational Legislation Federal Legislation Leadership State Programs Instructional Leadership Principals Equal Education Teacher Leadership Administrator Education Educational Innovation On the Job Training Diversity (Institutional) Assistant Principals Reports - Descriptive Rhode Island Ohio New Hampshire Vermont Colorado Connecticut Oklahoma Louisiana Montana Iowa Texas North Carolina Tennessee Delaware New York Wyoming Minnesota New Leaders English Elementary Secondary Education In their plans to carry out the Every Student Succeeds Act (ESSA), states universally recognize what New Leaders has long known: "leadership changes everything." In fact, every single state has committed to directing some portion of its federal funding into investments in leadership--from teacher leaders to principals and superintendents. These plans represent a marked shift from the past, when many states did not recognize the critical role principals and other school leaders play in creating schools where teachers and students thrive, together. As a result, investments in leadership have historically been inadequate. States that adopt a strong leadership agenda will be better positioned to achieve their goals for school and student success. A follow-up to Prioritizing Leadership: Opportunities in ESSA resource, this guide is designed to help state policymakers and other stakeholders: (1) Understand the range of leadership strategies included in states' ESSA plans; (2) Prompt new thinking on initiatives and investments that could address leadership needs in their states as well as other challenges for which leadership could be a smart solution; and (3) Take action to assess, strengthen, and even expand the scope of their state's leadership agenda. Cultivating a well-prepared, well-supported principal corps requires strategic alignment across the leadership ecosystem and targeted investments along a principal's career trajectory. In their ESSA plans, states have proposed a range of strategies to address leadership needs in five critical areas: (1) Prioritizing Excellent Instructional Leadership; (2) Advancing Diverse, Equity-Focused Leadership; (3) Distributing Leadership and Building a Leadership Pipeline; (4) Strengthening and Innovating Pre-Service Principal Preparation; and (5) Focusing and Reimagining On-the-Job Principal Support. ED591503 Prioritizing Leadership: An Analysis of State ESSA Plans New Leaders 2018-00-00 8 New Leaders. 30 West 26th Street Second Floor, New York, NY 10010. Tel: 646-792-1070; e-mail: info@newleaders.org; Web site: http://www.newleaders.org N/A 2019 0 ERIC JAN2020

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No STEM Education Educational Trends Universities Achievement Rating Interdisciplinary Approach Comparative Education Foreign Countries Educational Policy Educational History Disproportionate Representation Educational Research Higher Education Humanities Anthropology Social Sciences Poverty Skill Development Undergraduate Students Art Education Social Problems Social Change Problem Solving Hawkins, J. N., Ed. Yamada, A., Ed. Yamada, R., Ed. Jacob, W. J., Ed. Books Collected Works - General United States Canada Japan South Korea Taiwan English Higher Education Postsecondary Education "New Directions of STEM Research and Learning in the World Ranking Movement: A Comparative Perspective" illustrates new directions of STEM higher education from the perspective of twenty-first century types of learning outcomes and focuses on need for developing an interdisciplinary approach to STEM higher education reform. It provides comparative analysis that clarifies the commonalities and differences of examined countries: United States, Canada, Japan, Korea, and Taiwan, and proposes new directions. Finally, it examines impact on the knowledge economy in a globalized world and the growing expectation and demand for innovation in higher education. Chapters include: (1) Educational Policy Across the World: How STEM Disciplines Deal with Twenty-First Century Learning Outcomes and Challenges (Reiko Yamada); (2) STEM and the History of the University Ranking Movement: Contextualizing Trends in Methodologies and Criteria (William R. Stevenson, III); (3) STEM and Underrepresented Populations: What's at Stake (Tristan Ivory); (4) Exploring the Relationship Between STEM Research and World Higher Education Rankings: The Case of Taiwan (Jason Cheng-Cheng Yang); (5) Finding the Humanities in STEM: Anthropological Reflections from Working at the Intersection (Grant Jun Otsuki); (6) Developing Global Competencies Through Interdisciplinary Studies: Why Collaboration Is Important Between STEM and Non-STEM Students (Aki Yamada); (7) Not Just a Technical Problem: The Intersections of STEM and Social Science in Addressing Global Poverty (Christopher S. Collins); (8) Developing the Humanities Competencies of STEM Undergraduate Students: New Challenges for Korean Higher Education (Byung Shik Rhee); (9) Cultivating Students' Diverse Abilities Through Arts Education: Emergence of the STEAM Perspective (Yi Yang); (10) STEM Education in a Changing Society: Japanese Experience and Urgent Problems to Be Solved (Masaaki Ogasawara); and (11) Concluding Remarks (Aki Yamada). ED591774 New Directions of STEM Research and Learning in the World Ranking Movement: A Comparative Perspective Springer 2018-00-00 978-3-3199-8665-4 164 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:abstracting-indexing@springer.com; Web site: http://www.springer.com N/A https://www.springer.com/us/book/9783319986654 2019 ERIC JAN2020

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No College Transfer Students Student Adjustment College Faculty Parents Tyler, Lucia D. Henninger, Susan E. Books Guides - Non-Classroom English Higher Education Postsecondary Education "The Ultimate Guide to College Transfer" is a comprehensive guide, designed to make college transfer between four-year schools as successful as possible. Chapters outline the steps to take from the moment a student finds him/herself considering college transfer to the first semester at his/her next college. The book contains vignettes (based on real student stories) and excerpts from interviews with transfer students, parents, and higher education professionals. The information and advice they share will be helpful, informative, and reassuring to families going through a college transfer and enlightening to high school and college personnel. College transfer, when done for the right reasons and in the right way, can be an extremely positive experience for students. This is especially true when the student goes from merely surviving in their old environment to thriving in their new one. ED591775 The Ultimate Guide to College Transfer: From Surviving to Thriving Rowman & Littlefield Education 2017-05-00 978-1-4758-2686-9 Students 202 Rowman & Littlefield Education. 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214-0191. Tel: 800-462-6420; Fax: 800-338-4550; e-mail: custserv@rowman.com; Web site: https://rowman.com/RLEducation N/A https://rowman.com/ISBN/9781475826869 2019 As Provided JAN2020

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No Literacy Education Reading Instruction Writing Instruction Language Skills Oral Language Teaching Methods Early Childhood Education Phonological Awareness Phonics Emergent Literacy Beginning Reading Listening Comprehension Reading Comprehension Planning Psychomotor Skills Handwriting Writing Workshops Play Small Group Instruction Reading Centers Concannon-Gibney, Tara Books Guides - Classroom - Learner Guides - Classroom - Teacher English Early Childhood Education Teaching and learning literacy in the early years can be a joyful, explorative and meaningful experience. This accessible book will give teachers and practitioners the practical and theoretical skills and knowledge they require to successfully and confidently teach reading, writing and oral skills in the early years classroom. Foregrounding the ways in which literacy instruction can be made enjoyable and meaningful from the very beginning, "Teaching Essential Literacy Skills in the Early Years Classroom" explores the theory and practice of teaching various aspects of literacy and language, from phonological awareness, phonics and fluency, to vocabulary and comprehension. Chapters draw on the latest research to identify and showcase best practice in writing instruction, illustrate how language and literacy can be developed through play, and outline how a teacher might use the environment to enhance children's learning. Downloadable resources, examples of planning, classroom activities and vignettes can be quickly and easily adapted for use in any early years setting. A rich and comprehensive source of information, ideas, activities and tips, this will be a key resource for pre- and in-service teachers and practitioners looking to adopt a cohesive, effective and meaningful approach to literacy teaching and learning. ED591776 Teaching Essential Literacy Skills in the Early Years Classroom: A Guide for Students and Teachers Routledge, Taylor & Francis Group 2018-11-16 978-1-13-848104-6 Students Teachers 250 Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com N/A https://www.routledge.com/products/9781138481046 2019 As Provided JAN2020

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No Progressive Education Developing Nations Educational Change Student Centered Learning Comparative Education Case Studies Foreign Countries Confucianism Failure Teaching Styles Resistance to Change Conventional Instruction Guthrie, Gerard Books Reports - Descriptive Africa China Papua New Guinea English Progressive Education, derived mainly from Anglo-American culture, has been the primary frame of reference for student-centered classroom change in developing countries for over 50 years. Yet in many developing countries, strong evidence shows that progressivism has not replaced teacher-centered formalistic classroom practice. "Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame" presents a robust case for why formalism should be the primary frame of reference for upgrading classroom teaching in developing countries. Theoretically rich yet grounded in practice, the book draws on case studies from Africa, China and Papua New Guinea to show how culturally intuitive formalistic teaching styles can induce positive classroom change. Synthesising research and evaluation literature on classroom change in developing countries, Guthrie examines some of the methodological flaws in the literature. The book considers the progressive cage, and looks at Confucian influences on teaching in China, progressive reform failures in both Sub-Saharan Africa and Papua New Guinea, as well as offering a critical take on some failings in comparative education. It examines the formalistic frame, addresses methodological issues in culturally grounded research and offers a model of teaching styles for basic classroom research. The book concludes by returning the focus back to teachers and considers the so-called teacher resistance to change. ED591777 Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame. Routledge Research in International and Comparative Education Routledge Research in International and Comparative Education 2018-03-07 978-0-8153-5519-9 248 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/RRICE/ N/A https://www.routledge.com/products/9780815355199 2019 As Provided JAN2020

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No Spatial Ability Thinking Skills Grade 8 Secondary School Mathematics Mathematics Instruction Mathematics Skills Geometry Problem Solving Geometric Concepts Films Books Teaching Methods Valentine, Keri Duncan Speeches/Meeting Papers Reports - Research ISSN- English Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education In order to address concerns with the underrepresentation of spatial thinking in K-12 curricula, (National Research Council, 2006), Valentine and Kopcha (in press) designed and implemented a learning environment integrating cases as alternative perspective (Jonassen, 2011) in the context of eighth-grade mathematics. The design aimed to provide learners opportunities to investigate multiple representations of space and dimension concepts. Among the seventy cases, "Flatland: The Movie" (Caplan, Wallace, Travis, & Johnson, 2007) and "Flatland: A Romance of Many Dimensions" (Abbott, 1885/1991) operated as sources for learners' mathematization activity. This paper shares phenomenological manifestations of learners' experiences, focusing on their problematization of space and perspective concepts. Learners' problematization was captured as classroom discourse, student blog postings, and phenomenological interviews. Data indicates that both versions of "Flatland" acted as provocation tools, led to impasses, and operated as a source for questions and conjectures. ED592111 Manifestations of Middle School Learners' Problematization Activity Using Flatland as a Case of Alternative Perspective AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 23 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Females Public Colleges College Seniors Majors (Students) Education Work Relationship First Generation College Students Learner Engagement Student Surveys National Surveys Student Experience Outcomes of Education Learning Strategies Teacher Student Relationship Parent Background Educational Attainment Tukibayeva, Malika Ribera, Amy Laird, Thomas F. Nelson BrckaLorenz, Allison Speeches/Meeting Papers Reports - Research Tests/Questionnaires National Survey of Student Engagement ISSN- English Higher Education Postsecondary Education Armstrong and Hamilton (2013) proposed a framework of three college pathways -- "party," "professional," and "mobility" -- that lead to economically unequal post-graduation outcomes, and vastly different college experiences for female students. Using data from the National Survey of Student Engagement, we examined the responses from 42,504 women seniors at 183 four-year large public institutions to identify how the potential income of their college major choice relate to the pathways. We found that the economic advantage of major choice is not equally distributed among students: party pathway students selected the least lucrative college majors, professional pathway students selected the most lucrative majors, and first-generation students on all pathways tended to select majors with less potential income than their peers with college-educated parents. Students on the three pathways also engaged differently in three measures of academic engagement -- Reflective and Integrative Learning, Learning Strategies, and Student-Faculty Interaction. ED592112 Maintaining Inequality: An Analysis of College Pathways among Women at Large Public Institutions AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 47 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Role Personality Traits Gender Differences Science Education Engineering Education Introductory Courses Physics College Students Neurosis Grades (Scholastic) High Schools Grade Point Average Personality Measures College Entrance Examinations Stewart, John C. Murphy, Cheryl DeVore, Seth Speeches/Meeting Papers Reports - Research SAT (College Admission Test) ACT Assessment ISSN- English Higher Education Postsecondary Education High Schools Secondary Education The Big Five Inventory (BFI) measuring the 5-factor personality model was given to 440 science and engineering students in introductory physics classes at a large US university. Science and engineering students showed similar personality characteristics as would be expected from measurements of the general population, with women scoring significantly differently only on the neuroticism scale. The BFI facets had differential explanatory power for test average and course grade with the conscientiousness facet as the only significant treatment effect for course grade, but it was not significant for test average. High school GPA explained substantially different levels of variance in course grade for male and female students; these differences were reduced with the addition of BFI facets to the regression models. ED592113 The Role of Personality and Gender in Performance in Science and Engineering Students AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Physical Education Teachers Teaching Load Resources Measures (Individuals) Construct Validity Test Reliability Teaching Conditions Test Construction Test Items Content Validity Zhang, Tan Chen, Ang Speeches/Meeting Papers Reports - Research ISSN- English Based on the Job Demands-Resources model, the study developed and validated an instrument that measures physical education teachers' job demands/resources perception. Expert review established content validity with the average item rating of 3.6/5.0. Construct validity and reliability were determined with a teacher sample (n=193). Exploratory factor analysis (EFA) established a five-dimension construct structure matching the theoretical construct deliberated in the literature. Validity coefficients (intraclass correlational coefficients) ranged from 0.75 to 0.80 for job resources and from 0.80 to 0.83 for job demands, respectively. Inter-scale correlational coefficients range from 0.14 to 0.25, showing both convergent and divergent validity. Confirmatory factor analysis (CFA) confirmed the construct validity with high dimensional factor loadings (ranging from 0.47 to 0.81 for job resources scale and from 0.51 to 0.86 for job demands scale) and adequate model fit indexes (RMSEA < 0.05). The instrument provides a tool to measure physical education teachers' perception of their working environment. ED592114 Physical Educators' Job Resources and Demands Perception: An Instrument Development Study AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 29 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Mentors Student Teachers Student Teaching Preservice Teacher Education Practicums Internship Programs Professional Development Schools Leadership Qualities Teacher Effectiveness Cooperating Teachers Leadership Styles Fox, James Thomas Siers, Ron R. McCormick, Kimberly Michele Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Four individual studies investigated the effect of mentor teacher leadership characteristics on student intern efficacious beliefs. The leadership characteristics embodied four separate leadership related theories: transformational leadership, authentic leadership, leader-member exchange theory, and servant leadership. Teacher efficacy was based upon Tschannen-Moran and Hoy's Teacher Sense of Efficacy Scale which included three sub-scales: student engagement, instructional strategies and classroom management. All studies took place during the Spring semester of four different years (2009, 2012, 2013, and 2014) in one Mid-Atlantic University's pre-service teacher practicum experience within the framework of 33-34 Professional Development Schools. The sample included 634 student teacher interns who were paired with 634 teacher mentors. The compounding and unique results of each of the studies offers insightful lessons to mentor teachers, PDS schools, and educator preparation programs. ED592115 Mentor Teacher Leadership and Student Intern Efficacy during the Internship Practicum in Professional Development Schools AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 29 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Foreign Countries International Schools Individualized Instruction Faculty Development Barriers Teachers Administrators Knowledge Level Motivation Elementary Secondary Education Preschool Education Casey, Treena Louise Dissertations/Theses - Doctoral Dissertations Asia EISSN- English Elementary Secondary Education Preschool Education Early Childhood Education International Academy of South East Asia (IASEA) is a preschool - grade 12 independent, non- profit international school with the vision of being a world leader in education cultivating exceptional thinkers prepared for the future. The school has determined that personalized learning is a pathway to the achievement of the vision. A personalized approach results in more growth for each student, nurturing and challenging in order to maximize potential. Given that teacher actions are the most significant factor in student achievement, it is critical to examine professional learning for faculty with the same rationale. The purpose of this study was to conduct a gap analysis using the Clark And Estes (2008) model to examine the knowledge, motivation and organizational (KMO) influences that impact IASEA's ability to effectively implement personalized professional learning. An outcome of this study is a plan for how IASEA may best implement personalized learning for its faculty. The study explored barriers to achieving the goal of implementation and then proposed solutions. The methodological framework used was that of a qualitative case study with descriptive statistics. Data collection to inform the gaps was in the form of documentation analysis, focus group and individual interviews, and surveys. The study population consisted of representative faculty and administrators and the subsequent data analysis sought to validate assumed influences as knowledge, motivation and organization barriers and inform possible solutions. Proposed solutions for these barriers included strategic targeted deployment of instructional coaches, tools for the existing Professional Learning Community (PLC) teams to utilize to measure effectiveness, and the implementation of a schoolwide system of micro-credentials designed to support personalized professional learning. [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.] ED591216 Considerations for Personalized Professional Learning at International Academy of South East Asia: A Gap Analysis ProQuest LLC Ed.D. Dissertation, University of Southern California 2018-00-00 978-0-4385-7459-5 181 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:10930140 2019 As Provided JAN2020

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No Academically Gifted Principals Administrator Attitudes Teacher Attitudes Program Evaluation Elementary School Students Elementary School Teachers Teacher Administrator Relationship Ferrara, Jennifer Dissertations/Theses - Doctoral Dissertations New Jersey EISSN- English Elementary Education How gifted students needs are addressed in elementary schools is different from school to school. They are a population of students who at times, are underserved and left to work independently. This is often because teachers do not have the foundational understanding of gifted pedagogy. The purpose of this study was to determine how three elementary principals supported their teachers in teaching gifted students. For this study, the researcher interviewed three elementary principals from New Jersey, and three teachers from their corresponding buildings. Data were collected through semi-structured open-ended interviews, peer reviews, and document analysis. The data analysis showed that both principals and teachers acknowledged gifted students' needs were being addressed, but not to the extent they should be. Both principals and teachers thought the identification process was important in selecting students. Once the parameters were established for the identification, it was imperative for the validity of the selection process, to abide by them completely. Teachers acknowledged that principals stressed differentiation of instruction for gifted students, but little professional support was available. The findings from this study suggest that there should be collaboration between general education and gifted teachers to ensure methodologies and best practices are shared. Sound identification practices and criteria should be established with clear cutoffs which would help with transparency to stakeholders. Furthermore, there should be professional development for every teacher that works with gifted learners. Finally, evaluation of the program and the students should be a requirement to assess success and growth of the gifted learner. [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.] ED591217 Serving Gifted Students in an Elementary School: A Principal-Teacher Perspective ProQuest LLC Ed.D. Dissertation, Fordham University 2018-00-00 978-0-4385-0818-7 120 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:10929941 2019 As Provided JAN2020

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No Inclusion Access to Education Elementary Secondary Education Disabilities Special Education Instructional Design Educational Legislation Higher Education Federal Legislation Equal Education Educational Practices Baglieri, Susan E. Speeches/Meeting Papers Reports - Research Information Analyses Higher Education Opportunity Act 1970 Individuals with Disabilities Education Act ISSN- English Elementary Secondary Education Higher Education Postsecondary Education Universal Design for Learning (UDL) is an orientation to instructional design that aims to diversify pedagogy for the purpose of responding to inherently diverse neurological processes that comprise learning (Rose & Meyer, 2002). In the Higher Education Opportunity Act, UDL is recommended as means to provide appropriate accommodations toward high achievement expectations for "all students, including students with disabilities and students who are limited English proficient" (HEOA, 2008). UDL is endorsed by other U.S. educational policies, including the Technology-Related Assistance for Individuals with Disabilities Act of 1988 and the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), and is increasingly recommended for K-12 education. In this paper I employ a perspective informed by Disability Studies to review the conceptual and empirical literature related to UDL in K12 education. I describe the theory, research, conceptual, and pedagogical development of UDL and provide commentary on whether UDL seems a useful direction for inclusive education. I offer suggestions for further inquiry that may be undertaken in Disability Studies in Education and positivist special education. ED592116 Toward Inclusive Education? A Critical Perspective on Universal Design for Learning in K-12 Education AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 24 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Black Colleges Minority Group Students Disproportionate Representation STEM Education Labor Force Labor Force Development Low Income Students First Generation College Students Student Educational Objectives Outcomes of Education Social Mobility Equal Education Educational Finance Accountability Federal Aid State Aid Academic Achievement Educational Strategies Educational Change College Choice Student Diversity Enrollment Trends Diversity (Institutional) Student Financial Aid Two Year Colleges Partnerships in Education Faculty Development Leadership Espinosa, Lorelle L., Ed. McGuire, Kent, Ed. Jackson, Leigh Miles, Ed. Books Reports - Research National Academies, National Academy of Sciences National Academies, National Academy of Engineering National Academies, National Academy of Medicine English Higher Education Postsecondary Education Two Year Colleges There are over 20 million young people of color in the United States whose representation in STEM education pathways and in the STEM workforce is still far below their numbers in the general population. Their participation could help re-establish the United States' preeminence in STEM innovation and productivity, while also increasing the number of well-educated STEM workers. There are nearly 700 minority-serving institutions (MSIs) that provide pathways to STEM educational success and workforce readiness for millions of students of color--and do so in a mission-driven and intentional manner. They vary substantially in their origins, missions, student demographics, and levels of institutional selectivity. But in general, their service to the nation provides a gateway to higher education and the workforce, particularly for underrepresented students of color and those from low-income and first-generation to college backgrounds. The challenge for the nation is how to capitalize on the unique strengths and attributes of these institutions and to equip them with the resources, exceptional faculty talent, and vital infrastructure needed to educate and train an increasingly critical portion of current and future generations of scientists, engineers, and health professionals. Minority Serving Institutions examines the nation's MSIs and identifies promising programs and effective strategies that have the highest potential return on investment for the nation by increasing the quantity and quality MSI STEM graduates. This study also provides critical information and perspective about the importance of MSIs to other stakeholders in the nation's system of higher education and the organizations that support them. [Contributors include Policy and Global Affairs; Board on Higher Education and Workforce; Committee on Closing the Equity Gap: Securing Our STEM Education and Workforce Readiness Infrastructure in the Nation's Minority Serving Institutions.] ED592117 Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce. Consensus Study Report National Academies Press 2018-00-00 ECMC Foundation Leona M. and Harry B. Helmsley Charitable Trust Alfred P. Sloan Foundation W.K. Kellogg Foundation Wallace Foundation 978-0-3094-8441-1 230 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 T https://doi.org/10.17226/25257 2019 As Provided JAN2020

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No Gender Differences Superintendents Stress Variables Coping Health Work Environment Job Satisfaction Well Being Child Development Resilience (Psychology) Child Abuse Trauma Administrator Responsibility Racial Differences School District Size Shakeshaft, Charol Robinson, Kerry Kathleen Speeches/Meeting Papers Reports - Research ISSN- English This study expands previous research on stress in the superintendency by addressing the links between the superintendents' levels of stress, early trauma, coping responses, and superintendent health. The study focuses on the intersection of sex and gender in these relationships. A nationwide random sample of superintendents resulted in a working sample of 1,890 respondents who completed an online questionnaire. The survey was constructed based on the findings from previous research on job satisfaction, CEO and educator health, occupational stress, well-being and coping behaviors, and adverse childhood experiences. This topic is particularly relevant to leadership preparation, not only because few programs address health and stress, but also because of the powerful role that good health and resiliency play in successful leadership. ED592118 The Intersection of Race and Gender to Superintendent Stress, Early Trauma, Coping Responses, and Health Conditions AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 27 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Undergraduate Students Learning Motivation Biology Classroom Environment Active Learning Self Efficacy Student Attitudes Experimental Groups Control Groups Introductory Courses Conventional Instruction Intervention Learner Engagement Technology Uses in Education Audience Response Systems Large Group Instruction Teacher Expectations of Students Teaching Methods Corkin, Danya Marie Horn, Catherine L. Pattison, Donna Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education This study examined differences in classroom climate perceptions and motivational beliefs between students enrolled in undergraduate Biology courses that fostered an active learning environment through pedagogical enhancements (intervention group) and students enrolled in traditional, exposition-centered Biology courses (control group). Participants were 962 students who self-selected into one of the introductory biology courses randomly assigned to the intervention or control. Multiple regression analyses indicated that students in classrooms receiving the intervention held higher self-efficacy, personal value, and interest for the course at completion compared to their counterparts in traditional classrooms. Moreover, students receiving the intervention reported higher levels of instructor support, a perception of higher expectations for learning and understanding (academic press), and a greater feeling that the course was interesting and valuable (situational interest). Among students enrolled in the intervention, perceptions about the value of pedagogical enhancements (e.g., clicker technology) were associated with positive perceptions of the classroom climate and adaptive motivational beliefs. Results gained from this intervention may be broadly useful to other campuses interested in increasing student success even when faced with large enrollments and minimal faculty and staff support. ED592119 The Effect of Pedagogical Enhancements on College Students' Motivation and Classroom Climate Beliefs in Biology AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 Department of Education (ED) 36 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020 P378A11023 P78A120023 09086 11247

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No Socialization Principals Administrator Role Elementary Secondary Education Educational Improvement Information Seeking Administrator Behavior Administrator Attitudes Self Concept Social Theories Feedback (Response) Professional Identity School Culture Nobili, Thomas J. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education A new employee being successfully socialized into the organization and their role in particular is associated with overall individual and organizational success. Moreover, newcomer proactivity is a critical component of the organizational socialization process as individual socialization tactics can contribute to increased newcomer learning. The process of principals being effectively socialized into the role is worthy of investigation since there is ample empirical evidence, which supports how essential the principal is in facilitating school improvement. However, the organizational socialization of principals is an underrepresented topic in the literature. This mixed methods study examined the proactive role principals play in facilitating their own organizational socialization. Phase I of the research utilized data collected from two quantitative questionnaires designed to elicit the information seeking behaviors of K-12 principals as well as how they perceived the information they obtained to enhance their overall knowledge base. Phase II of the study used interview data which provided insight into the other proactive behaviors principals utilized as well as how they made sense of their individual socialization experiences. Furthermore, a never before tested four theory framework was employed as the study's conceptual foundation in order to determine if (The Need to Belong, Uncertainty Reduction Theory, Social Exchange Theory, and Social Identity Theory) serve as an accurate theoretical foundation for the organizational socialization experiences of K-12 principals. Findings showed principals play an active role in their socialization, which is motivated by great amounts of uncertainty and a need to belong. Moreover, they utilize multiple forms of proactive behaviors such as information seeking and inquiry, relationship building, and feedback seeking through engaging in social exchanges in an effort to fashion a positive social identity within the organization. [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.] ED592120 The Role of Proactive Behaviors in the Organizational Socialization of K-12 Principals: A Sequential Mixed Methods Design ProQuest LLC Ed.D. Dissertation, University of Bridgeport 2018-00-00 978-0-4386-8867-4 214 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:10975833 2019 As Provided JAN2020

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No Job Satisfaction Teacher Attitudes Faculty Mobility Teacher Administrator Relationship Correlation Teacher Surveys School Districts Principals Teacher Selection Accountability Elementary Secondary Education Instructional Leadership Robinson, Charnetta Coretta Dissertations/Theses - Doctoral Dissertations Louisiana EISSN- English Elementary Secondary Education The evolving educational landscape rendered by the introduction of accountability measures such as Compass, Common Core, and PARCC has created significant challenges for K-12 educators in Louisiana and has contributed significantly to a "revolving door" among many educators in and out of the profession. Consequently, the recurring problem of teacher attrition continues to be an issue for educators in America and the relationship that teachers develop with their leaders becomes increasingly important. The researcher conducted a quantitative study that explored a possible relationship between leader member exchange and teacher job satisfaction. Incorporating the theoretical lens of the Leader Member Exchange Theory, data was collected using the LMX-7, Job Satisfaction Survey, and a demographic questionnaire developed by the researcher from teachers at three schools in a single school district in Louisiana. Findings are consistent with previous research findings around this topic which suggest that pay and years of experience are correlated with job satisfaction. In addition, the findings also support that the value system of the leader and subordinate weighs more heavily than nationality or culture. With respect to the relationship between Leader Member Exchange and Job Satisfaction, significant differences were found between one school and the other two schools. Implications for this research include practical knowledge for current teachers, principals, and district leaders specifically those charged with district recruitment, retention, and hiring efforts. For example, the research findings regarding the LMX levels of teachers could assist principals in determining appropriate fits for their faculty as they make future hiring decisions. Suggestions for future research included exploring a mixed methods approach and studying teachers working at middle or high school 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.] ED592121 The Relationship between Leader Member Exchange and Teacher Job Satisfaction ProQuest LLC Ed.D. Dissertation, Southeastern Louisiana University 2018-00-00 978-0-4386-0099-7 132 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:10975874 2019 As Provided JAN2020

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Yes Student Empowerment Decision Making Higher Education College Students Accountability Educational Legislation Federal Legislation Information Utilization Data Collection Educational Assessment Educational Quality Federal Government College Choice Paying for College Student Loan Programs 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 discuss higher education and transparency as Congress is working to reauthorize the Higher Education Act. Member statements were presented by: (1) Honorable Susan A. Rankin, Ranking Member, Subcommittee on Higher Education and Workforce Development; and (2) Honorable Brett Guthrie, Chairman, Subcommittee on Higher Education and Workforce Development. Witness statements were presented by: (1) Andrew K. Benton, President and Chief Executive Officer, Pepperdine University; (2) Jason Delisle, Resident Fellow, American Enterprise Institute; (3) Mark Schneider, Vice President, American Institutes for Research; and (4) Mamie Voight, Vice President of Policy Research, Institute for Higher Education Policy. Additional submissions presented by: (1) Honorable Luke Messer, Representative in Congress from the State of Indiana: Letter dated May 24, 2017 from the Consumer Bankers Association; (2) Honorable Jared Polis, Representative in Congress for the State of Colorado: Bicameral College Act; (3) Questions submitted for the record by: Honorable Suzanne Bonamici, Representative in Congress from the State of Oregon; Honorable Virginia Foxx, Representative in Congress from the State of North Carolina; and Honorable Paul Mitchell, Representative in Congress from the State of Michigan; and (4) Responses to questions for the record: Mr. Benton; Mr. Delisle; Dr. Schneider; and Ms. Voight. ED592753 Empowering Students and Families to Make Informed Decisions on Higher Education. Hearing before the Subcommittee on Higher Education and Workforce Development, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (May 24, 2017). Serial Number 115-17 US House of Representatives 2017-00-00 118 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 2019 ERIC JAN2020

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Yes First Generation College Students Hispanic American Students At Risk Students Acceleration (Education) Student Financial Aid Grade Point Average High School Students Academic Persistence Academic Degrees Gender Differences Family Income Language Fluency Social Development Emotional Development College Entrance Examinations Latino, Christian A. Stegmann, Gabriela Radunzel, Justine Way, Jason D. Sanchez, Edgar Casillas, Alex Reports - Evaluative ACT Assessment ACT, Inc. English Higher Education Postsecondary Education High Schools Secondary Education First generation college students (FGCS) of all racial/ethnic backgrounds graduate from college at lower rates than their non-first generation peers. However, FGCS who are also Black or Hispanic graduate at even lower rates than FGCS who are White or Asian/Pacific Islander. Out of all racial/ethnic groups, students of Hispanic background are proportionally the most prevalent among FGCS, but are severely understudied given their prominence in the postsecondary system. Prior research has demonstrated the positive association of accelerated learning and financial aid with degree attainment rates. Furthermore, accelerated learning and financial aid have been linked to improved academic outcomes (e.g., GPA, persistence, and degree attainment) for FGCS and Hispanic students, but no studies have been conducted on Hispanic FGCS, in particular. To address this gap, the current study focused on comparing several college outcomes between Hispanic FGCS and Hispanic non-FGCS. The authors developed regression models that examined the relationships between Hispanic FGCS status, prior accelerated learning participation, receipt of financial aid, and the aforementioned academic outcomes, after statistically controlling for other student characteristics (i.e., prior achievement [high school GPA, ACT Composite score], demographics [gender, family income, language fluency], and social-emotional skills [as measured by ACT Engage). The findings provide evidence to policy makers and practitioners that interventions that include exposure to accelerated learning opportunities in high school, and that improve access to financial aid for college, may be able to help Hispanic FGCS close attainment gaps. ED592754 Accelerated Learning and Financial Aid Associated with Positive Academic Outcomes for Hispanic First Generation College Students. Issue Brief ACT, Inc. 2017-12-00 4 ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org N/A 2019 ERIC JAN2020

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No Low Income Parent School Relationship Minority Group Students Information Dissemination Educational Practices Educational Change Power Structure Parent Teacher Cooperation Case Studies Sustainability Politics of Education Compliance (Psychology) Parent Attitudes Program Descriptions Chong, Seenae Ruth Dissertations/Theses - Doctoral Dissertations EISSN- English Engaging low-income parents of color in schools in ways that empower and respect rather than further marginalize remains a persistent challenge. Current studies on organizations which work with low-income parents of color in schools, which I term "parent engagement organizations" or PEOs, highlight how PEOs lend critical infrastructure and resources to activities such as disseminating information about educational practices or organizing parents for school reform. Less understood is how organizational survival, a condition specific and unique to the organization as a social actor, may influence parent engagement practices and, subsequently, how low-income parents of color are empowered to engage in schools. In this study, I move beyond technical descriptions of organizational resource brokerage in parent-school relationships to uncover how organizations, as distinct social formations, mediate parent agency in schools. Bringing insights from the sociology of organizations to bear on research that examines the possibilities of empowering low-income parents of color in schools, I used a multi-case study design to explore how the conditions of survival and sustainability shaped the ways two PEOs--one educative, the other political--fostered parent agency and positioned parents in the micro-politics of schooling. The findings suggest that organizational mediation of parent-school relationships consists of far more activities than resource brokerage. The two focal organizations dedicated resources and care to creating spaces on school sites which were welcoming and responsive to parents. However, the types of parent agency advanced by the organizations were limited to those which could also accommodate organizational needs for survival and sustainability. In the educative PEO, the parent engagement program was funded through a sub-contract with the school district. While parent engagement staff offered information and activities which addressed parents' desire to be useful and helpful in school life, organizational identity, roles and routines, and context construed parent engagement as a compliance task that needed to be fulfilled to maintain its sub-contractor status with the district. Prioritizing good school relations was evident in the ways parent engagement staff suppressed parents' critiques and concerns and redirected parents toward volunteer activities in peripheral school operations. In the political PEO, parents gained the skills and knowledge to advocate for and advance their interests in a variety of arenas. However, organizing was limited to district-sanctioned spaces of engagement, as pressures from collaborations with other organizations as well as district politics challenged staff's ability to stay focused on parents' specific, expressed interests. Consequently, the power relations which upheld policy-making authority in the hands of district elites remained unchallenged. This study demonstrates the ways parent engagement organizations are socially productive actors which shape the everyday interactions among parents, teachers, and school and district leaders, thereby shaping the social life of schooling. [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.] ED591218 Resource and Remaking: Organizational Mediation of Parent-School Relationships ProQuest LLC Ph.D. Dissertation, University of California, Berkeley 2018-00-00 978-0-4386-4305-5 139 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:10929358 2019 As Provided JAN2020

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No Superintendents Women Administrators Disproportionate Representation Metropolitan Areas Barriers Motivation Career Development Power Structure Elementary Secondary Education Brookins, Holly M. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education This qualitative study investigated the scarcity of females in the superintendency in the U.S. public school systems through the lens of the little-studied female assistant superintendent. Females remain underrepresented in the superintendency, with very little change in the last century. While 76% of the K-12 educators in the United States are female, only 22.6% of superintendents are female. To understand this issue, the researcher conducted a constructivist, grounded theory study, framed within social role theory and feminist standpoint theory. Through semi-structured interviews, 12 female assistant superintendents in a metropolitan area presented the barriers, motivators, and relationship they have had with power as they climbed the career ladder. After interviewing the participants, the data revealed collective trends. Analysis indicated that these women had to be "okay" with choices made and how it impacted them, personally and professionally. Motivation and leadership qualities were evident for these women at a young age, and for most, their families encouraged and supported them as they pushed for excellence. These women spoke of influence by others and influence of others. Many had been "tapped by others" to move into leadership roles; in turn, they were motivated by empowering others. It can be concluded that barriers, including gender bias, stereotypes, cultural norms, social roles and expectations of what a female can and cannot do in terms of leadership, play a large part in the scarcity of women in the superintendency. Further research in the area of gender studies and cultural norms is necessary, along with more research into the superintendency from the male's perspective. Continued research could lead to more innovative and inclusive leadership and hiring practices, and mentorship programs, which could increase the numbers of females in educational leadership roles, including the superintendency. Although advances have been made for women in the last 30 years, a pervasive problem remains that cannot be ignored as the number of women qualified for the superintendency is well below the number of women achieving this role. This problem is present in other sectors aside from education, as highly qualified women continue to be underrepresented in positions of power. [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.] ED591219 Women Rising: The Pathway to Becoming a Female Superintendent in a Metropolitan Area through the Lens of Assistant Superintendents ProQuest LLC D.Phil. Dissertation, Mercer University 2018-00-00 978-0-4386-7076-1 148 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:10930133 2019 As Provided JAN2020

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No Motivation Higher Education Epistemology Correlation College Students Self Determination Self Efficacy Goal Orientation Draper, Jason A. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This exploratory study was designed to establish a foundation for understanding the relationship between college students' epistemic fluency, the need (self-concordance); want (self-determination); and ability (self-efficacy) to think about their learning; their regulatory mode orientation (locomotion versus assessment), and their academic goals. A novel instrument measuring both epistemic fluency and regulatory mode orientation was constructed for this purpose. Self-efficacy may be the most important element of epistemic fluency as well as the most important moderating factor in goal pursuit. Assessment, a mode of regulatory orientation, and goal activity are inextricably linked. Goal activity may be a metacognitive byproduct of regulatory mode orientation. The differential expression of epistemic fluency and regulatory mode orientation was observable through participant identified academic goals. Personal characteristics such as self-identified racial or gender identity were important moderators in the expression of both epistemic fluency and regulatory mode orientation. Minority or female students had higher factor scores. The extent to which a goal signals intrinsic motivation (value) governs the dynamic allocation of self-regulatory resources more so than the differential time horizons of 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.] ED591220 Motivated Knowing in Higher Education: Epistemic Fluency and Goal Pursuit ProQuest LLC Ed.D. Dissertation, Frostburg State University 2018-00-00 978-0-4385-1626-7 166 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:10930138 2019 As Provided JAN2020

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No Community Colleges College Administration Neoliberalism Administrator Attitudes Resistance (Psychology) Social Systems Power Structure Competition Perry, Edward Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education There is a dearth of empirical evidence on the practice of academic capitalism at community colleges. The purpose of this case study was to examine how academic capitalism and neoliberalism are manifested in the mission, strategic plan, website, and perspectives of 24 mid-level administrators at a multi-campus suburban community college. Using neoliberalism as an external environment that Clear Lake College (CLC) operates within, critical discourse and emergent thematic analyses were employed to answer the research questions. The mission, strategic plan, and website were analyzed via Fairclough's (2013) discourse dimensions of text, social practice, and discourse practice. Emergent thematic analysis of the administrator interviews yielded three categories of data relative to academic capitalism: high resistance, passive resistance and reproduction, and high reproduction. Notably, the category with the most data was the highly resistant category. Much of the resistance was aligned with Meyerson's (2003) conceptualization of psychological resistance because resistive action of the participants was limited by internal and external power. CLC engages in academic capitalism by competing in the academic marketplace for enrollment by promoting its affordability, value, and flexibility. The competition extended into intra-institutional competition between campuses, a phenomenon not in the literature. The study found that CLC engages in academic capitalism to achieve relevance and legitimacy, both of which are defined by neoliberal and capitalist metrics, such as credentialing, assessment, and most importantly, vocationalization. Suggestions for future practice and research include: incorporating citizenship education into the curriculum, pursuing problem-based teaching, faculty and administrators forming groups to bring attention to the influence of neoliberalism, performing a similar study on a college in a different geographical region, and a longitudinal study to examine if resistive and reproductive views change as administrators' careers progress. [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.] ED591221 "Are We Here to Educate People...Or Are We Here Simply to Count the Number of Bodies and Get Paid for Each One?" The Influence of Neoliberalism and Academic Capitalism on Mid-Level Community College Administrators ProQuest LLC Ph.D. Dissertation, George Mason University 2018-00-00 978-0-4386-2118-3 251 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:10844514 2019 As Provided JAN2020

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No Postdoctoral Education Graduate Study Higher Education Educational Practices Educational Trends Doctoral Programs Masters Programs Supervision Career Choice Electronic Journals Social Networks Neoliberalism Politics of Education Educational Innovation Educational Quality Benchmarking Educational Change Foreign Students Employment Information Literacy Professional Development Testing Padró, Fernando F., Ed. Erwee, Ronal, Ed. Harmes, Meredith A., Ed. Harmes, Marcus K., Ed. Danaher, Patrick Alan, Ed. Books Guides - Non-Classroom Collected Works - General ISSN-2522-5626 English Higher Education Postsecondary Education This handbook brings together contributors from the United States, Australasia and Europe who use theoretical insights and empirical data to examine current practices as well as possible future directions of postgraduate education. A full range of postgraduate study options are explored, including PhD and professional doctorates, masters awards, and taught coursework programs. The contributions of key stakeholders to the delivery of postgraduate education are addressed, including students, supervisors and university administrators. From this collection, university managers, higher education scholars, and anyone interested in establishing a centre for higher education are given comprehensive overviews of academic leadership, doctoral education, and supervisory relationships. Topics examined in detail in this collection are little discussed in the available literature, including supervisory relationships between colleagues, the emergence of the "second-career academic", and academic blogging and social networking. The external pressures that universities around the world are experiencing, including neoliberalism, the massification of student numbers, disruptive innovations, and external quality benchmarking, are considered in terms of the ways that they are prompting change in how postgraduate study is administered and delivered. Many chapters contain specific recommendations to meet organisational and student needs, including for specific demographics such as international students or specific programs. The professional, employment, and information literacy needs of students and the professional development of supervisors and processes for examination are also considered. ED591778 Postgraduate Education in Higher Education. University Development and Administration Series Springer 2018-00-00 978-981-10-5247-7 Administrators Researchers 611 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:abstracting-indexing@springer.com; Web site: http://www.springer.com N/A https://www.springer.com/us/book/9789811052477 2019 As Provided JAN2020

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No Foreign Countries Comparative Education Dropouts Dropout Prevention Intervention Educational Policy Learner Engagement Ethnic Groups Student Attitudes Expectation Academic Aspiration Low Income Groups Whites Females At Risk Students Vocational Education Equal Education Compensatory Education Nontraditional Education Young Adults Van Praag, Lore, Ed. Nouwen, Ward, Ed. Van Caudenberg, Rut, Ed. Clycq, Noel, Ed. Timmerman, Christiane, Ed. Books Collected Works - General European Union Hungary Portugal Sweden Poland Belgium Netherlands United Kingdom (England) Spain English Early School Leaving in the European Union provides an analysis of early school leaving (ESL) in nine European Union countries, with a particular focus on young people who were previously enrolled in educational institutions inside and outside mainstream secondary education. The comparative approach employed by this volume adds to the existing body of knowledge on ESL and develops an understanding of how young people navigate through different educational systems. Contributors acknowledge the importance of reconstructing educational trajectories from the perspective of the individuals involved and, as a result, the book includes data collected during in-depth interviews, surveys, and insights from educational professionals, policymakers and representatives from civil society organisations. Adopting a classic tripartite approach, which acknowledges the complex nature of ESL, the book addresses individual, institutional and systemic factors. It identifies and analyses the prevention, intervention and compensation measures that can succeed in supporting young people's attainment, and demonstrates how these can be used to reduce ESL. This unique book will be highly relevant for academics, researchers and postgraduate students, as well as educational practitioners. Drawing on the insights provided by the authors, the book formulates policy recommendations that should also be of interest for policymakers in European countries and beyond. This book is divided into 4 parts. Part I, State of the Art and Impact of Early School Leaving across European Countries contains the following chapters: (1) Disengaged Students: Insights from the RESL.eu International Survey (Alessio D'Angelo and Neil Kaye); (2) Pathways to Early School Leaving in Hungary: Ethnicised Inequalities in Education and the Case of Roma Youth (Ágnes Kende & Júlia Szalai); (3) Shaping the Policies towards Early School Leaving (ESL) in Portugal, Sweden and Poland (Helena C. Araújo, Eunice Macedo, Alireza Bethoui, Hanna Tomaszewska-Pekala, Paulina Marchlik, Anna Wrona & Cristina Rocha); and (4) The Individual and Economic Costs of Early School Leaving (Marie Gitschthaler & Erna Nairz-Wirth). Part II: Youngsters' Perspectives on Early School Leaving and Schooling, contains the following chapters: (1) A Narrative Approach Exploring Youngsters' Experiences of Schooling and Leaving School Early in Flanders (Belgium): The Stories of Simon and Karim (Rut Van Caudenberg, Noel Clycq & Christiane Timmerman); (2) Struggling against the Waves or Taking another Course: School Disengagement in the Educational Trajectories of Early School Leavers from Warsaw (Paulina Marchlik, Anna Wrona, Hanna Tomaszewska-Pekala); (3) The Social Relations and Educational Expectations of Young People in Marginalised Areas: Evidence from Sweden (Alireza Behtoui, Marie Björklöf and Isabella Strömberg); and (4) What's School Got to Do with It? Comparing Educational Aspirations of Dutch and English 'White' Girls from Lower Socioeconomic Backgrounds (Talitha Stam and Maurice Crul). Part III: Educational Trajectories of Youth (at Risk of) Leaving School Early, contains the following chapters: (1) Switching practices in Vocational Education: A Comparative Case Study in Flanders (Belgium) and the Netherlands (Lore Van Praag, Elif Keskiner, Rut Van Caudenberg, Ward Nouwen, Talitha Stam, Noel Clycq, Mariana Orozco, Christiane Timmerman, Maurice Crul); (2) Educational Trajectories of Early School Leavers in Portugal: Processes and Conditions of (In) Equality (Sofia A. Santos, Eunice Macedo and Helena C. Araújo); and (3) Neglected Aspirations. Academic Trajectories and the Risk of ESL among Immigrant and Roma Youth in Spain (Silvia Carrasco, Laia Narciso and Marta Bertran). Part IV: Strategies to Deal with Early School Leaving, contains the following chapters: (1) No bridges to Re-Engagement? Exploring Compensatory Measures for Early School Leavers in Catalonia (Spain) from a Qualitative Approach (Silvia Carrasco, Isidoro Ruiz-Haro & Bálint-Ábel Bereményi); (2) Alternative Learning Arenas in Portugal: Hope for Young Adults? (Eunice Macedo, Sofia Almeida Santos & Alexandra Oliveira Doroftei); and (3) The Opportunities and Challenges of Apprenticeships in England: Alternative Learning Arenas or Sites of Exploitation? (Louise Ryan & Magdolna Lorinc). A conclusion was authored by Elif Keskiner and Maurice Crul. ED591779 Comparative Perspectives on Early School Leaving in the European Union. Routledge Research in International and Comparative Education Routledge Research in International and Comparative Education 2017-03-27 978-1-13-804807-2 254 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/RRICE/ N/A https://www.routledge.com/products/9781138048072 2019 As Provided JAN2020

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Yes Elementary Secondary Education Educational Legislation Federal Legislation Leadership State Officials Federal Aid Educational Improvement State Programs Educational Innovation Grants Educational Finance Reports - Descriptive New Leaders English Elementary Secondary Education Any organization--a small business or start-up, a large established company, a nonprofit, and every level of government--depends on leadership to achieve more than the sum of its parts. The same is true for schools, where a single principal shapes the practice of dozens of teachers and the learning of hundreds--sometimes thousands--of students. Fully one-quarter of a school's influence on student learning can be directly attributed to the effectiveness of its school leaders. An outstanding principal--one who has deep instructional expertise, hires and supports talented teachers, and creates a great place to work and learn--can improve student academic achievement by as much as 20 percentage points. Given the significant effect school leaders have on student learning and other student outcomes, it is perhaps surprising that federal education law and local decisions about how to use Federal funds have, until now, paid insufficient attention to leadership. Just four percent of Title II funds have historically been spent on professional development for school leaders. Fortunately, the new federal K-12 education law--the Every Student Succeeds Act (ESSA), a bipartisan compromise that revises and replaces No Child Left Behind (NCLB)--creates important new and expanded opportunities to strengthen school leadership, particularly in the nation's highest-need schools and communities. To be sure, there will be substantial inertia and pressure from established interests to spend federal funds as they have always been spent. Chief state school officers, in partnership with governors and forward-thinking local leaders, are well-positioned to change the status quo and take advantage of four opportunities to strengthen school leadership in the following ways: (1) Targeting state-level Title II funds on school leadership; (2) Re-Thinking approaches to leadership and school improvement; (3) Devising comprehensive school leadership strategies; and (4) Using competitive federal grants for innovation. The passage of ESSA was, above all, an affirmation of the central role of states in managing and improving public education. That responsibility falls primarily to state chiefs who--along with their state board of education and governor--can exert real leadership over the agenda by: (1) articulating a vision of leadership; (2) Championing legislation key leadership priorities; and (3) Influencing the planning and budget processes. ED591504 Prioritizing Leadership: Opportunities in ESSA for Chief State School Officers New Leaders 2017-00-00 7 New Leaders. 30 West 26th Street Second Floor, New York, NY 10010. Tel: 646-792-1070; e-mail: info@newleaders.org; Web site: http://www.newleaders.org N/A 2019 0 ERIC JAN2020

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Yes Alternative Assessment Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 High School Students Test Validity Test Reliability Testing Accommodations Test Content Test Format Testing Programs Scores Item Analysis Test Use Mathematics Education Science Education Social Studies English Instruction Language Arts State Departments of Education Reports - Evaluative New York (Albany) New York (Syracuse) New York (Buffalo) New York (Rochester) New York (New York) New York State Education Department Measured Progress 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 High Schools This technical report provides an overview of the New York State Alternate Assessment (NYSAA), including a description of the purpose of the NYSAA, the processes utilized to develop and implement the NYSAA program, and Stakeholder involvement in those processes. By comparing the intent of the NYSAA with its process and design, the validity of the assessment's use can be evaluated. Starting with the 2013-14 NYSAA, a new test design was implemented for all content areas. For the 2013-14 NYSAA, new English Language Arts (ELA) and mathematics Extensions, which are aligned to the Common Core Learning Standards (CCLS), were developed. For science and social studies, Alternate Grade-Level Indicators (AGLIs) aligned to the New York State Learning Standards, development occurred in 2006-07 and 2007-08. The processes for developing the Extensions and AGLIs are presented in detail. Stakeholder input in the development of the overall NYSAA process itself is described in detail, including the content alignment of the Extension and AGLI design following the new Blueprint/test design, the Assessment Task development, the teacher trainings for administration, the Scoring Trainings and process, and the standard setting. This report is organized based on the conceptual flow of the NYSAA as a multi-year-long process, which includes Blueprint design/development (completed in 2012-13), Extension (completed in 2012-13) and AGLI (completed in 2006-07 and 2007-08) development, Assessment Task development (completed in 2012-13), administration (completed in 2014-15), scoring (completed in 2014-15), standard setting (completed in 2013-14), technical characteristics, and validity. The appendices contain supporting documentation. ED591505 New York State Alternate Assessment Technical Report, 2014-15 New York State Education Department 2015-00-00 147 New York State Education Department. 89 Washington Avenue, Albany, NY 12234. Tel: 518-474-3852; Web site: http://www.nysed.gov N/A 2019 11 ERIC JAN2020

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No Daily Living Skills Skill Development Self Control Self Esteem Self Efficacy Interpersonal Competence Teamwork Communication Skills Motivation Resilience (Psychology) Social Mobility Case Studies Work Environment Coping Elementary Secondary Education Learning Activities Class Activities Extracurricular Activities Clubs Higher Education Job Skills Cullinane, Carl Montacute, Rebecca Reports - Research Sutton Trust (England) English Elementary Secondary Education Higher Education Postsecondary Education Essential life skills such as confidence, motivation, resilience and communication are associated with better academic outcomes and better prospects in the workplace, and there is an increasing emphasis on their value, given labour market trends towards automation. While 'character' has traditionally been at the centre of British private school education, provision in the state sector has been patchy, and it is only recently that a concerted move has been made towards prioritising life skills education for all children. There is wide recognition of the importance of such life skills, with 88% of young people, 94% of employers and 97% of teachers saying that they are as or more important than academic qualifications. Three quarters of young people believe that better life skills would help them get a job in the future, and 88% say that they are as or more important than getting good grades. However, only 1 in 5 pupils say that the school curriculum helps them 'a lot' with the development of life skills. Extra-curricular activities can contribute to the development of these skills, but there are substantial gaps between the level of provision of clubs and activities reported by teachers, and actual take up by pupils. There are also substantial socio-economic gaps in access to extra-curricular activities, with pupils from disadvantaged backgrounds less likely to take up activities than their better off peers (46% compared to 66%), with just half of those receiving free school meals (FSM) taking part. This is concerning, as it is disadvantaged groups that have most to gain from taking part in such activities. There are also substantial gaps in provision, with schools with higher numbers of FSM pupils less likely to offer certain activities. The study of life skills remains a complex area, with a variety of definitions, frameworks and concepts, and little consensus. Drawing on literature reviews conducted in 2013 and 2015, this report focuses on five core skill areas: self-control, self-perceptions (including self-confidence and self-efficacy), social skills (including teamwork and communications skills), motivation and resilience. ED592397 Life Lessons: Improving Essential Life Skills for Young People Sutton Trust 2017-10-00 Education Endowment Foundation (EEF) (United Kingdom) 30 Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/ N/A https://www.suttontrust.com/research-paper/life-lessons-workplace-skills/ 2019 ERIC JAN2020

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No Student Financial Aid Student Loan Programs Access to Education Debt (Financial) Student Costs College Students Finance Reform Loan Repayment Foreign Countries Tuition Educational Policy Cullinane, Carl Montacute, Rebecca Reports - Evaluative Numerical/Quantitative Data United Kingdom (England) Sutton Trust (England) English Higher Education Postsecondary Education Analysis from London Economics for the Sutton Trust shows that the reforms to student finance introduced in October will reduce student loan repayments for graduates by £8,000. However, the report raises concern that these changes do not go far enough to tackle the problems of high student debt and its consequences for both graduates and the Exchequer. To address this, "Fairer Fees," assesses a new model of student finance that would use a sliding scale of means-tested fees and reintroduce maintenance grants, to tackle fairness and widen access to higher education. By implementing these measures, which would incur similar costs to the Exchequer as October's reforms, the average fee would be reduced by almost two-thirds, student debt would be cut in half, and resources would be targeted at those who need it most. This would bring down costs for the majority of students, while maintaining contributions from those who benefit most from university education. [The analytical modelling contained in this report was undertaken by London Economics.] ED592398 Fairer Fees: Reforming Student Finance to Increase Fairness and Widen Access Sutton Trust 2017-11-00 29 Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/ N/A https://www.suttontrust.com/wp-content/uploads/2017/11/Fairer-Fees-Final.pdf 2019 ERIC JAN2020

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No Hispanic American Students College Students Private Colleges Postsecondary Education Student Attrition School Holding Power Barriers Academic Persistence Organizational Objectives Ruarte, Daniel E. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This research focused on addressing high attrition rate of Latino students at U.S. post-secondary institutions. National data reports that Hispanics hold the lowest degree completion rate (16%) of post-secondary degrees (NCES, 2015). The study was guided by Clark and Estes (2008) analytic framework, which required the validation of knowledge, motivation, and organizational influences that could potentially be barriers to reach organizational goals. A qualitative case study approach with an emphasis on evaluation was done at a small private college that transitioned from being a predominantly White institution to become a certified Hispanic Serving Institution with more than 25% Latino enrollment in 2014 and almost 50% in 2017. The implications of the case study to the educational community are immense, first, institutions need to treat each individual with much value and respect, each student that is enrolled and paying tuition deserves the highest quality in educational practice. Thus, higher education institutions must assess performance and provide the highest level of training and professional development in areas that need improvement. Second, even with the many different responsibilities and distractions administrators and institutions have on a daily basis, in order to increase student retention (or to improve in any other area), institutions must cultivate a healthy sense of urgency and eagerness to participate in the change process. Moreover, a strategic model of Hispanic retention emerged from the research and it is presented in the discussion section of Chapter Five. [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.] ED591222 Rethinking Hispanic Attrition Rates at U.S. Post-Secondary Institutions: An Evaluation Study Conducted at Latino Private College ProQuest LLC Ed.D. Dissertation, University of Southern California 2018-00-00 978-0-4385-7457-1 181 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:10930062 2019 As Provided JAN2020

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No Allied Health Personnel Online Courses Occupational Therapy Health Services Planning Witty, Tracy Lynn Dissertations/Theses - Doctoral Dissertations EISSN- English Life care planning remains an emerging area of practice for many health fields including occupational therapy. The International Academy of Life Care Planners (2003) defines a life care plan "as a dynamic document based upon published standards of practice, comprehensive assessment, data analysis, and research, which provides an organized, concise plan for current and future needs with associated costs for individuals who have experienced catastrophic injury or have chronic health care needs" (p. 5). The demand for life care planners is high. Various educational programs are available for occupational therapists to attain training on the practice of life care planning; however, only three 120-hour programs approved by the International Commission on Health Care Certification meet the educational requirements for becoming a Certified Life Care Planner. After a review of the evidence literature, there is a void in the occupational therapy literature and practice guidelines on the topic of life care planning. Without professional guidelines or formalized training in this area of forensic practice, occupational therapists can easily and unknowingly misstep when entering the field of life care planning. This lack of awareness has the potential to adversely impact client care, attract public criticism for the occupational therapist, and potentially damage the reputation of the occupational therapy profession itself. An online course titled "Introduction to Life Care Planning" will aim to address a general lack of awareness of life care planning amongst occupational therapists and improve evidenced-based occupational therapy practice in this area. Keilhofner's Model of Human Occupation (MOHO) (2008) is employed to highlight the commonalities between life care planning and occupational therapy to occupational therapists interested in the emerging practice area of life care planning. The outcomes of this course will be to expand the presence of occupational therapists within the practice area of life care planning and encourage occupational therapists to follow the published standard methodology for life care planning. This is anticipated to improve the quality care for individual clients while protecting the reputation of occupational therapists and the profession within the transdisciplinary field of life care planning. [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.] ED591223 Introduction to Life Care Planning: An Online Course ProQuest LLC O.T.D. Dissertation, Boston University 2018-00-00 978-0-4386-1470-3 109 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:10929929 2019 As Provided JAN2020

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No Academic Achievement Case Studies Literacy Education Faculty Development Teaching Methods Self Efficacy Reading Instruction Grade 4 Grade 3 Grade 5 Elementary School Teachers Teacher Attitudes Educational Practices Maclin, Michelle Smith Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 4 Intermediate Grades Elementary Education Grade 3 Primary Education Early Childhood Education Grade 5 Middle Schools This case study was designed to explore how professional development for teachers in literacy and reading instruction was perceived by teachers as influencing their levels of self-efficacy, teaching practices, as well as affecting achievement levels for students. The population for the study was 13 grade 3-5 teachers from an urban elementary school in the southern portion of the United States. The research questions for the study included: What was the perception of teachers concerning the training received and the usefulness for teaching literacy? What aspects of training did teachers find most beneficial? What is the perception of teachers' level of efficacy after the professional development training? What is the teachers' perception of changes in instructional practices after the professional development training? What trends were noted in the student achievement scores of the "i-Ready" test after teacher participation in professional development? Teachers were divided into two groups. Cohort A received literacy professional development, while Cohort B did not and continued with current instructional practices. Task cards were introduced during the professional development as a resource for teachers when providing literacy instruction. Tasks contained all the necessary information and materials for providing instruction that result in increased student achievement. Teachers found the questioning embedded within task cards to be extremely beneficial, as a resource. The data revealed positive trends in student achievement on "i-Ready" assessments after teachers' participation in professional development in literacy. [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.] ED591224 A Case Study: The Influence of Literacy Professional Development on Teaching Practices and Teacher Self-Efficacy ProQuest LLC Ed.D. Dissertation, Concordia University (Oregon) 2018-00-00 978-0-4385-8757-1 166 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:10930368 2019 As Provided JAN2020

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Yes Art Education Alumni College Graduates Job Skills Social Networks Participation Satisfaction Foreign Countries Geographic Regions Institutional Characteristics Individual Characteristics Art Teachers Artists Administrators Career Centers Skaggs, Rachel Reports - Research Indiana United States Canada Indiana University, Strategic National Arts Alumni Project English Higher Education Postsecondary Education The Strategic National Arts Alumni Project (SNAAP) is a comprehensive survey administered online to the arts alumni of participating institutions. Founded in 2008, SNAAP is based at the Indiana University Center for Postsecondary Research of the School of Education and administered in cooperation with the Indiana University Center for Survey Research. SNAAP collects and analyzes data from arts graduates from a wide variety of institutions including comprehensive colleges and universities, liberal arts colleges, and special-focus arts institutions. Results described in this report are based on data collected from the 2015 and 2016 core questionnaire and the Career Skills and Entrepreneurship module. In 2015 and 2016, over 65,000 arts alumni participated in the SNAAP survey from 84 postsecondary institutions and 6 high schools in North America. Alumni report positive overall institutional experiences, and they are generally confident in their abilities in their careers. Yet, while arts institutions have helped their alumni acquire and develop many broad-based competencies for success in their work, deficits remain in some categories of skills and abilities. Almost all responding arts graduates are engaged in the arts in some manner. Alumni indicate there are resources they need for their careers that they cannot access. Student loan debt is another area of concern for some alumni. [This report was written with Alexandre Frenette, Sally Gaskill, and Angie L. Miller. For the 2016 report, see ED574453.] ED591225 Arts Alumni in Their Communities. 2017 SNAAP Annual Report Strategic National Arts Alumni Project 2017-11-00 Surdna Foundation Emily Hall Tremaine Foundation Policymakers Teachers 22 Strategic National Arts Alumni Project. Indiana University Center for Postsecondary Research, 1900 East Tenth Street Suite 419, Bloomington, IN 47406. Tel: 812-856-5824; Fax: 812-856-5150; Web site: http://snaap.iub.edu N/A 2019 13 ERIC JAN2020

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Yes College Entrance Examinations Grade 10 Grade 11 Scores High School Students Course Selection (Students) Student Interests Advanced Courses Majors (Students) College Applicants College Readiness Allen, Jeff Reports - Research ACT Assessment ACT, Inc. English Higher Education Postsecondary Education Grade 10 Secondary Education High Schools Grade 11 Based on the first cohort of students who took the PreACT® in 10th grade and the ACT® test in 11th grade, this study examines the effects of PreACT adoption on ACT test scores, participation in challenging high school courses, interest-major fit, and college score sending behavior. Adoption of the PreACT led to an increase in ACT Composite score of 0.23 score points, which is comparable to one month of instruction. Adoption of the PreACT also led to small increases in interest-major fit and out-of-state score sending. ED592755 Examining Effects of PreACT Adoption on College Readiness Outcomes. Technical Brief ACT, Inc. 2018-10-00 6 ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org N/A 2019 As Provided JAN2020

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Yes College Readiness Response Style (Tests) Test Validity Measurement Techniques Incidence Measures (Individuals) Social Development Emotional Development High School Students Goodness of Fit Correlation Steedle, Jeffrey Reports - Research ACT, Inc. English High Schools Secondary Education Self-report inventories are commonly administered to measure social and emotional learning competencies related to college readiness. If students respond inattentively or dishonestly, validity will suffer. This study applies several methods of detecting insufficient effort responding (IER) to data from ACT® Engage®. Different methods indicated that between 0.8% and 20.3% of respondents exhibited IER, but filtering those students from the data resulted in negligible improvements in criterion-related validity, coefficient alpha, convergent validity, and confirmatory factor analysis model-data fit. Even so, researchers are advised to investigate IER. Analyses affirmed that the IER detection methods effectively flagged suspect item score patterns, so these methods may still be used to flag individual results as potentially invalid. ED592756 Detecting Inattentive Responding on a Psychosocial Measure of College Readiness. Research Report 2018-5 ACT, Inc. 2018-00-00 26 ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org N/A 2019 As Provided JAN2020

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Yes Higher Education Educational Legislation Federal Legislation Access to Education Student Costs Federal Aid Student Financial Aid Student Loan Programs Federal Regulation Equal Education Educational Equity (Finance) Educational Innovation Education Work Relationship Alignment (Education) Legal/Legislative/Regulatory Materials New York (New York) 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 before the Committee on Education and the Workforce that was held to discuss challenges and opportunities in higher education. The committee has worked in recent years to make changes that will strengthen America's higher education system and help ensure a college degree is accessible and affordable. It is clear that more has to be done. Fortunately, with reauthorization of the Higher Education Act, the committee has an opportunity to do just that -- advance bold, responsible, and meaningful reforms. They also have a strong foundation already in place. Prepared member statements were presented by: (1) Honorable Virginia Foxx, Chairwoman, Committee on Education and the Workforce; and (2) Honorable Robert C. "Bobby" Scott, Ranking Member, Committee on Education and the Workforce. Witness statements were given by: (1) Dr. Beth Akers, Senior Fellow, Manhattan Institute, New York, New York; (2) Dr. Jose L. Cruz, President, Lehman College of the City University of New York, Bronx, New York; (3) Kevin Gilligan, Chairman and Chief Executive Officer, Capella Education Company, Minneapolis, Minnesota; and (4) Dr. William E. Kirwan, Co-Chair, Task Force on Federal Regulation of Higher Education, Rockville, Maryland. Additional submissions included: (1) Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon (Prepared Statement); (2) Honorable Susan A. Davis, a Representative in Congress from the State of California (Prepared Statement); (3) Honorable Francis Rooney, a Representative in Congress from the State of Florida (Article: UV Letters); (4) Honorable Robert C. "Bobby" Scott, a Representative in Congress from the State of Virginia (Letter February 21, 2017, from The George Washington University); (5) Honorable Mark Takano, a Representative in Congress from the State of California (Letter February 2, 2017, from Sixteen Organizations and Prepared Statement); (6) Questions submitted for the record by: Ms. Bonamici; Honorable Luke Messer, a Representative in Congress from the State of Indiana; Honorable David P. Roe, a Representative in Congress from the State of Tennessee; Mr. Scott; Honorable Elise Stefanik, a Representative in Congress from the State of New York; and Honorable Glenn "GT" Thompson, a Representative in Congress from the State of Pennsylvania; and (7) Response to questions submitted: Dr. Akers; Dr. Cruz; Dr. Kirwan; and Mr. Gilligan. ED592757 Challenges and Opportunities in Higher Education. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (February 7, 2017). Serial Number 115-3 US House of Representatives 2017-00-00 134 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 2019 ERIC JAN2020

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Yes Academic Standards Federal Legislation Educational Legislation Educational Quality Elementary Secondary Education State Departments of Education Educational Improvement School Districts Teacher Effectiveness Program Implementation Accountability Equal Education Mathematics Education Science Education English Instruction Language Arts Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Reports - Descriptive New York New York State Education Department English Elementary Secondary Education 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 Every Student Succeeds Act (ESSA) provides federal funds to improve elementary and secondary education in the nation's schools. ESSA requires states and Local Educational Agencies (i.e., school districts and charter schools) to take a variety of actions to ensure that all children, regardless of race, socioeconomic status, gender, disability status, primary language, or ZIP code, receive the education that they need to be prepared for success in post secondary education, careers, and citizenship. New York State receives approximately $1.6 billion annually in funding through ESSA. After more than a year of engagement with thousands of stakeholders, the New York State Education Department (NYSED) released its draft ESSA state plan on May 9, 2017 for public comment NYSED, with Board of Regents approval, submitted New York State's ESSA plan to the United States Department of Education (USDE) for review on September 17, 2018. On January 17, 2018, the United States Department of Education (USDE) approved the State's plan. This summary document outlines the stakeholder engagement process and highlights key proposals from the full plan, as revised to incorporate public feedback on the May draft, feedback from the Board of Regents, and revisions made based on discussions with USDE. ED591506 New York State's Final Every Student Succeeds Act (ESSA) Plan Summary New York State Education Department 2018-01-00 75 New York State Education Department. 89 Washington Avenue, Albany, NY 12234. Tel: 518-474-3852; Web site: http://www.nysed.gov N/A 2019 82 ERIC JAN2020

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No Assistive Technology Learning Disabilities Teaching Methods Inclusion Regular and Special Education Relationship Technology Uses in Education Courtad, Carrie Anna Bouck, Emily C. Reports - Evaluative English Students with learning disabilities are ever-present in schools today and so is the technology to support these students. Assistive technology supports students with learning disabilities (LD) in terms of access and success in general education and special education settings. This chapter will discuss the challenges students with learning disabilities may face in school and the assistive technology educators can use to help address these challenges. Specifically, this chapter pays particular attention to assistive technology to support core content areas (e.g., literacy and mathematics) as well as organization and self-management. [For the complete volume, "Learning Disabilities: Practice Concerns and Students with LD. Advances in Special Education. Volume 25," see ED591494.] ED591507 Assistive Technology for Students with Learning Disabilities Advances in Special Education 2013-00-00 Teachers 21 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-4013%282013%290000025011 2019 110 As Provided JAN2020

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No College Readiness High School Students Access to Education College Preparation Disproportionate Representation At Risk Students High School Graduates Graduation Rate Academic Persistence Dropouts College Students College Attendance Enrollment Racial Differences Gender Differences Socioeconomic Status Ethnicity Black, Kristin Coca, Vanessa Reports - Research-practitioner Partnerships Reports - Evaluative New York (New York) New York University, Research Alliance for New York City Schools English High Schools Secondary Education Higher Education Postsecondary Education As educational priorities have changed, so have the standards for success. New York City has made dramatic progress reducing high school dropouts and boosting on-time graduation rates, which rose from 47 percent in 2005 to 70 percent in 2016. At the same time, changing priorities and expectations have led to an increased emphasis on graduating students who are college- and career-ready. This report provides an in-depth look at high school students' pathways into and through college. It describes large improvements in college access, but also highlights persistent differences in outcomes for historically underrepresented groups of students. The report follows multiple cohorts of students, beginning with those who entered 9th grade in 2003 and ending with students who began 9th grade in 2008. We examined up to 10 years of data for each cohort (through the 2014-15 school year), to see how rising high school graduation rates played out as students entered and progressed through college. The report uses a new four-part framework--access, persistence, efficiency, and equity--to examine students' pathways. Key findings include: (1) Access: There have been broad improvements in college access, driven largely by rising high school graduation rates. The proportion of New York City 9th graders who enrolled in college has increased over time, from 55 percent of students who started high school in 2003 to 61 percent of those who started in 2008; (2) Persistence: Higher rates of college access have been eroded somewhat by students leaving after one or two years of college. While we measured a 6-percentage point increase in college enrollment from the 2003 to 2008 cohorts, a third of those gains were lost within the first two years of college for the 2008 cohort; (3) Efficiency: Although four-year colleges remain the primary source of degrees, increasing proportions of students have enrolled in two-year colleges, while fewer students are delaying their college enrollment. Enrollment in two-year colleges is growing faster among students from underrepresented groups--that is, those from the poorest neighborhoods, Black and Latino students, and young men; and (4) Equity: While all students have seen improved college access over time, gaps in enrollment and outcomes associated with gender and neighborhood income have persisted, and there is some evidence that differences by race/ethnicity have worsened. For example, when we looked at students in the middle of the income distribution, we saw a 25-percentage point gap in college enrollment between Asian and Latino students (the highest and lowest attaining groups). This remained unchanged from the 2003 to 2008 cohort, but the gap between the groups after two years of college actually widened from 27 to 29 percentage points for the 2008 cohort. [For the executive summary "New York City Goes to College: New Findings and Framework for Examining College Access and Success. Executive Summary," see ED591512. For the technical appendices "New York City Goes to College: New Findings and Framework for Examining College Access and Success. Technical Appendices," see ED591511.] ED591508 New York City Goes to College: New Findings and Framework for Examining College Access and Success. Report Research Alliance for New York City Schools 2017-06-00 Institute of Education Sciences (ED) 64 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/NYC_Goes_to_College_Findings_and_Framework_Report.pdf 2019 40 As Provided JAN2020 Yes R305H130048 R305B080019

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No Longitudinal Studies Mathematics Instruction Generalization Quasiexperimental Design Algebra Thinking Skills Comparative Analysis Elementary School Students Mathematics Tests Test Items Equations (Mathematics) Intervention Pretests Posttests Low Income Teaching Methods Instructional Effectiveness Blanton, Maria Gardiner, Angela Isler, Isil Stephens, Ana C. Knuth, Eric J. Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education The study reported here uses a quasi-experimental design to compare the algebraic thinking of students after a 3-year, grades 3--5 early algebra intervention to students in more traditional (arithmetic-focused) classrooms. Data sources are students' responses to grades 3--5 written assessment items, designed by the project team to measure learning throughout the intervention, that focus on students' use of variables to represent generalizations across four situations: (1) algebraic expressions; (2) equations; (3) functional relationships; and (4) arithmetic generalizations. Results shows that intervention students performed significantly better than comparison students in both grades 3 and 4 post-tests. More interesting, however, is that intervention students were significantly more successful writing a function rule with variables than with words. ED592122 A Longitudinal Study of Elementary Students' Use of Variable Notation to Represent Mathematical Generalizations AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Improvement Programs Teacher Improvement Communities of Practice Teacher Collaboration Collegiality Faculty Development Program Evaluation Brown, Katie Canon Dissertations/Theses - Doctoral Dissertations Washington EISSN- English A suburban school district in northwest Washington State has invested in a teacher-led, school-based model of instructional rounds to improve collaborative relationships among teachers and further teacher understanding of an instructional framework, but there is little formal evidence that instructional rounds is meeting its goals. The purpose of this study was to determine if instructional rounds is impacting teacher learning. The conceptual framework that grounded this study was Wenger's construct of communities of practice, a social theory of learning. The key research questions were focused on how participation in instructional rounds impacts teacher collaboration and learning of the instructional framework. To address the research questions, a qualitative evaluative case study was conducted. Data were used collected by using individual, face-to-face interviews with 6 different teachers and reviewing program document. Teachers selected for interviews had participated in instructional rounds during the past 3 consecutive years, participated as an observer and as a host, and at least 2 participants had experience as a facilitator. Transcribed interviews and documents were coded, followed by a search for patterns and themes throughout the data. Results showed improvement in personal and professional relationships among teachers as well as improvement of teacher learning. Results also showed that the quality of teacher learning was dependent upon contextual factors. The findings of the study were used to develop a program evaluation report for the school district. This report helped school district administrators, principals and teachers determine whether to stop, start, expand, or refine the instructional rounds model in their schools. This professional learning model has the potential to change the way teachers learn to positively impact student improvement. [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.] ED592123 The Impact of Instructional Rounds on Teacher Learning ProQuest LLC Ed.D. Dissertation, Walden University 2018-00-00 978-0-4386-0737-8 174 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:10976094 2019 As Provided JAN2020

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Yes School Turnaround Educational Legislation Federal Aid Federal Legislation Federal Programs Educational Strategies Evidence Based Practice Program Implementation Progress Monitoring Professional Development Educational Improvement Educational Planning Best Practices Sustainability Reports - Descriptive North Carolina Race to the Top SEDL, Southeast Comprehensive Center (SECC) American Institutes for Research (AIR) English Moving schools up the performance slope takes energy, leverage, and the right research-based approaches. In 2010, the North Carolina Department of Public Instruction launched an initiative to "Turn Around the Lowest Achieving Schools" (TALAS). The Southeast Comprehensive Center (SECC) partnered with the state education agency (SEA) to support the effort, which was backed partly by Race to the Top funds from the U.S. Department of Education. ED591780 Boosting North Carolina School Turnaround Efforts: Southeast Comprehensive Center Aids State Education Agency School Improvement Initiative Southeast Comprehensive Center 2015-00-00 1 Southeast Comprehensive Center. 440 Knox Abbott Drive Suite 200, Cayce, South Carolina 29033. Tel: 803-936-0750; Web site: https://southeast-cc.org/ N/A 2019 1 ERIC JAN2020

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No First Generation College Students Engineering Technical Occupations Engineering Education Student Attitudes Self Concept Verdin, Dina Godwin, Allison Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education This paper seeks to understand factors that influence how first-generation college students identify as engineers now and in the future. Data used in this study came from four U.S. institutions obtaining a total first-generation college student sample of 596 participants. We used future possible selves as a lens to understand how first-generation college students' current views of themselves as engineers shape their future identities as engineers. Two separate analyses were conducted. First, a multiple regression analysis was used to determine which career future satisfaction variables predicted first-generation college students current and future identification as engineers. Second, a hierarchical regression analysis was used to determine which measures i.e., belongingness, interest, recognition, performance/competence, and career outcome expectations accounted for most of the variance. Analyzing first-generation college students' response to identifying as an engineer now and in the future revealed differences in which affective and career satisfaction measures were more salient. This work begins to illustrate which factors are important for first-generation college students' future identification as engineers and can help broaden the pathways for more students to become engineers. ED591781 First-Generation College Students Identifying as Future Engineers AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 15 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 35 As Provided JAN2020

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No Science Instruction Science Achievement Disabilities English Language Learners Units of Study Randomized Controlled Trials Evidence Based Practice Grade 8 Inclusion Educational Technology Teaching Methods Middle School Students Computer Assisted Instruction Teacher Attitudes Middle School Teachers Student Attitudes Equal Education Terrazas-Arellanes, Fatima Elvira Gallard, Alejandro J. Strycker, Lisa Walden, Emily Speeches/Meeting Papers Reports - Research ISSN- English Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education Disparities in academic science performance remain for diverse learners, including students with learning disabilities and English learners. Educational technology offers the potential to support diverse learners by taking into account their specific needs and unique strengths. This paper reports on third-year results of a 3-year randomized controlled trial investigating the impact of using an evidence-based online science unit with eighth-grade students in inclusive classrooms. Results indicate that the unit significantly improved content-specific knowledge in physical science for general education students, students with learning disabilities, and English learners. This study provides support for utilizing educational technology to improve science learning outcomes for diverse learners, helping to make public education more equitable for all. ED591782 ESCOLAR: Bringing the Hope of Equitable Public Education to Diverse Students through Online Science Units AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 24 As Provided JAN2020

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No Teamwork Leadership Responsibility Information Technology Finance Occupations Corporations Computer Mediated Communication Reflection Educational Technology Technology Uses in Education Pasquina, Edward F. Dissertations/Theses - Doctoral Dissertations EISSN- English Corporations have become increasingly global over the past number of years. The rapid development and usage of communication technology has allowed global corporations to more readily form virtual teams to take advantage of the skills of its global workforce. Having skilled workers on teams helps to make them more productive. Productive teams tend to reach their objectives and ultimately drive the success of corporations. Team learning has long been linked with a team's ability to reach its objectives. The team leader is seen as a key to enabling learning for the team. This qualitative study of 13 virtual teams sought to find ways that the leaders of these virtual teams cultivated team learning in the IT department of a leading global financial services firm. The study was especially focused on applications development project teams that were geographically and temporally dispersed and had an off-shore component as team members. Using the Dechant, Marsick, and Kasl (1993) model of team learning as a foundation, the researcher conducted critical incident interviews with the leaders of the virtual teams followed by administering the Dechant and Marsick (1993) Team Learning Survey to the team members. The study yielded insights that could be valuable to organizations that employ virtual team leaders as well as human resource development professionals who create training programs to enhance the skills of this group. Among the most prevalent skills identified included group facilitation, meeting management, process documentation, artifact creation, practicing learning agility, and soliciting input. The virtual team leader exhibited learning leadership by building relationships within the team and with other constituents; utilizing appropriate technology to enable learning; and conducting productive reflection sessions with the team to evaluate the team's actions. Where team leaders needed to improve their efforts was around the monitoring and measuring of their learning efforts in order to gauge their full 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.] ED591226 Ways That Team Leaders of Virtual Teams Cultivate Team Learning ProQuest LLC Ed.D. Dissertation, Teachers College, Columbia University 2018-00-00 978-0-4386-5532-4 376 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:10929911 2019 As Provided JAN2020

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Yes Child Care Quality Control Expenditures Attendance Grants State Aid Quality Assurance State Agencies Deception Information Systems Automation State Regulation Budgets Reports - Descriptive Washington Washington State Department of Early Learning (DEL) English The Washington State Department of Early Learning (DEL), in collaboration with the Department of Social and Health Services (DSHS), submits this preliminary report to detail quality control measures in the Working Connections Child Care (WCCC) program. This report highlights existing quality control measures and efforts in reducing overpayments due to unintentional errors. Additionally, this report describes the procurement of an electronic attendance tracking system which is intended to enhance quality control measures already underway for WCCC. DEL has also developed other measures to identify and address program violations in child care subsidy programs to mitigate the potential for fraud. ED591227 Report to the Legislature: Preliminary Washington State Department of Early Learning 2017-12-01 15 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 2019 0 ERIC JAN2020

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No Foreign Countries Internship Programs Income Access to Education Barriers College Graduates Outcomes of Education Employment Social Mobility Government (Administrative Body) Government Employees Employment Opportunities Employers Labor Legislation Cullinane, Carl Montacute, Rebecca Numerical/Quantitative Data Reports - Research United Kingdom Sutton Trust (England) English Higher Education Postsecondary Education Earlier this year, the Sutton Trust released "Internships -- unpaid, unadvertised, unfair"; which examined current available evidence on internships in the UK. Following increased attention to the topic in the period since the Sutton Trust first looked at this issue in 2014, there appears to have been some progress on the lack of pay for interns in some companies. However, many organisations continue to offer internships which are unpaid, costing young people a minimum of £1,100 a month in London, and £885 a month in Manchester. However, while available research suggests that internships are an important point of entry to the job market, there is still relatively little known about them. Polling suggests that around 40% of young people who have carried out an internship have done at least one unpaid. As well as gaining a more detailed view of internships from the perspective of young people, this report also aims to increase understanding of employers' views of internships, including importantly their understanding of the law as it applies to unpaid internships. ED592399 Pay as You Go? Internship Pay, Quality and Access in the Graduate Jobs Market Sutton Trust 2018-11-00 60 Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/ N/A https://www.suttontrust.com/wp-content/uploads/2018/11/Pay-As-You-Go-1.pdf 2019 ERIC JAN2020

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No Foreign Countries Public Policy Child Rearing Leaves of Absence Child Care Financial Support Early Childhood Education Social Mobility Access to Education Educational Quality Stewart, Kitty Waldfogel, Jane Reports - Research United Kingdom (England) Sutton Trust (England) English Early Childhood Education It is now widely recognized that the early years are fundamental in preparing children for success in school and in later life. The skills and abilities developed in the early years provide the platform for later learning, while early deficits can have lasting consequences for later inequality and social mobility. We also know that early interventions can have large and lasting effects on children's development. For all these reasons, the early years are now understood to be a particularly important time for investments. As the importance of the early years has become clearer, policy-makers have become increasingly interested in the potential role of early years policy in reducing inequalities and promoting social mobility. The United Kingdom (UK) has large socio-economic status gaps in school achievement and later life success, with children from low-income or low-educated families lagging well behind their more advantaged peers. Such gaps are already apparent at school entry, with children of low socio-economic status families lagging behind their more advantaged peers by roughly 11 months at school entry, as earlier work for the Sutton Trust has documented. This report examines the current state of early years policy in light of the evidence about what works. Reviewing 20 years of policy change, it assesses the strengths and limitations of where we are today, and identifies priority areas and key next steps for policy attention. It covers three types of early years policy: parental leave and parenting; early education and childcare; and financial support to households with young children. The focus throughout is on narrowing gaps at school starting age between children from different social backgrounds -- essential to breaking the cycle of disadvantage and making progress on social mobility. [Foreword by Peter Lampl.] ED592400 Closing Gaps Early: The Role of Early Years Policy in Promoting Social Mobility in England Sutton Trust 2017-09-00 40 Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/ N/A https://www.suttontrust.com/research-paper/closing-gaps-early-parenting-policy-childcare/ 2019 ERIC JAN2020

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Yes Secondary Education Secondary School Mathematics Mathematics Instruction Dramatics Creative Activities Foreign Countries Values Education Values Experimental Groups Control Groups Pretests Posttests Grade 8 Instructional Effectiveness Teaching Methods Özsoy, Nesrin Akkaya, Yildiz Tosun, Tugba Umurbek, Merve Güçlü, Murat Eray, Fatma Journal Articles Reports - Research Turkey ISSN-2501-1111 English Secondary Education Grade 8 Junior High Schools Middle Schools Elementary Education "Values Education", which added to Mathematics Teaching Program at the Turkish Academic Year of 2017-2018, is revised and updated as "Our Values" on January of 2018. "Our Values" based on a grown value system that aims to maintain the existence of societies preserve the unity and togetherness of societies and have the real educational success like every stage of individuals' life. The Ministry of National Education has determined the base values, which should be gained during the education of Mathematics, as justice, friendship, honesty, patience, respect, love, responsibility, patriotism and helpfulness. The aim of this study is making the students realize their own values and making them gain the helpfulness values by using creative drama activities during the education of Mathematics. In this study, "helpfulness value", which is under the topic of "Our Values" of Mathematics Teaching Program, was tried to put into practise by creative drama activities. In the study, experimental method which contains pretested and postested control group is used in order to show the behaviour difference between experimental group, which activity based creative drama method was applied, and the control group, which activity based creative drama method was not applied. This study is designed as a controlled experimental study with pretest-posttest. The group of study consisted of 106 students, which studying in 3 different provinces (Aydin, Afyon, Usak) in the same region. Both experimental and control group was consisted by 53 students. In the study, data were collected from "helpfulness scale" which developed by Demirci (2017). As a result of the study, the helpfulness scale score of experimental group, which activity based creative drama was applied is high but there is no meaningful difference between helpfulness scale scores of experimental group and control group. ED592758 Obtaining of Helpfulness Value in the Secondary Education Mathematics Curriculum by Creative Drama Activities Online Submission European Journal of Education Studies v5 n8 p165-184 2018 2018-00-00 20 N/A 2019 14 As Provided JAN2020

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Yes Student Loan Programs Debt (Financial) Loan Default College Students Proprietary Schools Public Colleges Private Colleges Loan Repayment Nonprofit Organizations State Colleges Dvorkin, Eli Bowles, Jonathan Shaviro, Charles Reports - Research New York Center for an Urban Future English Higher Education Postsecondary Education This report analyzes data from the U.S. Department of Education on the outcomes of New York's federal student loan borrowers who entered repayment in 2012, covering the period from 2012 to 2016. This data brief--the first comprehensive analysis of five-year student loan outcomes in New York--reveals that the student loan default rate in New York is higher than many previously believed. The analysis shows student loan default rates in New York nearly double between the third and fifth year--from 6.5 percent to 11 percent. Findings reveal that the state's for-profit higher education institutions are responsible for a disproportionate share of all student loan defaults after five years, with students attending for-profit schools defaulting at more than double the rate of public colleges. The data underscores the need to tackle the student debt crisis in New York and suggests that state policymakers should take steps to hold the most default-prone institutions accountable. ED592759 Deeper in Debt: For-Profit Schools Driving Student Loan Default in New York State. Data Brief Center for an Urban Future 2018-12-00 9 Center for an Urban Future. 120 Wall Street 20th Floor, New York, NY 10005. Tel: 212-479-3341; Fax: 212-344-6457; Web site: http://www.nycfuture.org N/A 2019 ERIC JAN2020

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No Academic Standards Grading Teacher Attitudes Program Implementation Evidence Based Practice Student Evaluation Stakeholders Faculty Development White, Tana Dissertations/Theses - Doctoral Dissertations EISSN- English Throughout history, educators at all levels and stages of the educational process have researched and questioned which grading and assessment practices are the most effective and efficient. Research supports the idea that standards-based grading is an effective grading practice that provides a true picture of what students know while motivating them to take an active role in their own education. This qualitative case study sought to identify teacher perceptions of the key components necessary for the successful implementation of standards-based grading and assessment practices. While finding an effective grading practice is crucial to promoting student success, the practice itself will be completely useless if it is unable to be fully implemented and sustained on a long-term basis by the administrators and educators within the educational environment. This study was based on the theoretical aspect of implementation science as the aspect pertains to the process of implementing evidence-based programs and practices. A phenomenological research approach was employed for this study in order to summarize findings through common themes that will emerge when analyzing data collected from two groups of teachers within their respective school districts. The narrative data collected in this study was able to yield results that are beneficial in supporting the future implementation process of standards-based grading and assessment practices. It was found that in order for the implementation process to be truly successful, administrators must become experts in the practice, involve key stakeholders in the overall process, provide continued support and professional development, and work diligently to provide avenues for open lines of communication. With the adherence to these key components, as perceived by teachers, a successful implementation of standards-based grading and assessment practices can be achieved. [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.] ED592124 Standards Based Grading: Teacher Perceptions Regarding the Key Components Necessary for Successful Implementation ProQuest LLC Ed.D. Dissertation, Missouri Baptist University 2017-00-00 978-0-4386-0498-8 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:10976147 2019 As Provided JAN2020

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No Achievement Tests Correlation Web Sites Grade 4 Mathematics Instruction Mathematics Achievement Computer Assisted Instruction Instructional Materials Elementary School Mathematics Elementary School Students Riley, Kathryn Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 4 Intermediate Grades Elementary Education This study investigated the relationship between a computer-assisted instructional mathematics website used to support classroom instruction and fourth grade students' achievement on MAP, as measured by NWEA. In addition, the study also investigated the relationship between the same computer-assisted instructional mathematics website and fourth grade students' overall growth on MAP from the beginning of the school year to the end of the 2016-2017 school year. A correlational analysis between student usage of the computer-assisted instructional mathematics website, measured in minutes, practicing skills for the duration of the school year, and their end of the year math MAP RIT scores was completed. A correlational analysis was also completed between the computer-assisted instructional website usage and the amount of growth between beginning and end of year RIT scores. The results of this study indicate that there is a weak correlation between student usage and math MAP achievement. Results also show that there is a very weak correlation between student usage and growth in math MAP RIT scores. The findings conclude there are limited advantages to using this particular computer-assisted instructional technology tool for fourth graders when the goal is to increase student achievement and growth in mathematics. [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.] ED592125 The Relationship between Computer-Assisted Instructional Technology and Fourth Graders Mathematics Achievement and Growth ProQuest LLC Ed.D. Dissertation, Wilmington University (Delaware) 2018-00-00 978-0-4386-2090-2 70 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:10976197 2019 As Provided JAN2020

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No Beginning Teachers Teaching Methods Mathematics Instruction Mathematics Teachers Preservice Teachers Elementary School Teachers Elementary School Mathematics Preservice Teacher Education Scott, Mallika Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Elementary Education Though building from students' mathematical strengths rather than focusing on deficits is considered an important part of pre-service preparation towards equitable teaching, there is little research on how to support beginning teachers to carry forward this commitment. This paper reports on a design-based study aimed at supporting first-year elementary school teachers towards equitable math teaching through participation in a strengths-based learning community. Participants encountered challenges to their commitments as they attempted to enact a strengths-based approach in contexts steeped in a culture of deficit. Preliminary findings indicate that the community provided support for navigating those challenges through looking closely to identify the sensible mathematics in nonstandard student work and making sense of what it means to learn specific mathematics topics. ED591783 "Looking beyond What Aren't They Getting": Supporting Beginning Teachers with a Strengths-Based Approach to Mathematics AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 11 As Provided JAN2020

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No Formative Evaluation Computer Assisted Testing Elementary Secondary Education Technology Uses in Education Teacher Student Relationship Feedback (Response) Teacher Role Reflective Teaching Tolo, Astrid Chan, Jessica Hopfenbeck, Therese N. Speeches/Meeting Papers Reports - Research Information Analyses ISSN- English Elementary Secondary Education This paper addresses the understanding of technological tools' influences on formative assessment in classrooms. From an extensive literature review we outline what is known about the role technology is playing in assisting teachers' assessment practice and how this is being done in primary and secondary school settings. A literature search yielded 1,377 articles. A systematic exclusion and inclusion process led us to 10 articles, thus became our basis of in-depth analysis. Results show that formative assessments supported by technology might not lead to more data-based instructional planning and feedback to students. Teacher factors such as pedagogic preferences and orientations also matter other than professional skills such as digital competence and didactic skills. ED591784 A Systematic Review on Teachers' Implementation of Technology-Enhanced Formative Assessment: Insights and Implications AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 24 As Provided JAN2020

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No Pilot Projects Discovery Learning Educational Environment Preschool Teachers Educational Quality Rating Scales Preschool Education Preschool Children Rutter, Amanda Andrews, Nicole Locher Speeches/Meeting Papers Reports - Research ISSN- English Preschool Education Early Childhood Education Producing high quality early childhood education environments has been of concern in recent years. Although research supports the positive effects of high quality early childhood education, there is minimal consensus on the best method of measuring the construct of quality (Cassidy, Hestenes, Hedge, & Mims, 2005). Several rating scales exist that measure the environmental quality of early childhood settings. However, such scales highly measure structured learning practices and minimally measure exploratory learning practices (Pianta, 2007). As a result, exploratory learning environments' score lower on widely used rating scales. To fill the gap of existing environmental rating scales, this study aimed to develop and pilot a scale to assess the environmental quality of early childhood classrooms that implement exploratory learning practices. ED591785 A Pilot Study on the Quality of Exploratory Learning Environments AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 28 As Provided JAN2020

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No Learning Disabilities Writing Skills Writing Instruction Best Practices Evidence Based Practice Teaching Methods Mason, Linda H. Reports - Descriptive English Writing, as a critical academic skill, is receiving national attention -- joining the ranks of reading, mathematics, and science. The focus on increased writing performance standards for all students has implications for students with learning disabilities (LD), as these students are most likely to struggle with basic writing skills, and with expressing their ideas and demonstrating knowledge through written expression. Fortunately, research-based practices have been established for teaching students with LD across writing dimensions. In this chapter, instructional approaches for writing instruction, and current and future trends for addressing standards, are described. [For the complete volume, "Learning Disabilities: Practice Concerns and Students with LD. Advances in Special Education. Volume 25," see ED591494.] ED591509 Best Practices and Current Trends in Written Instruction for Students with Learning Disabilities Advances in Special Education 2013-00-00 Teachers 19 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-4013%282013%290000025006 2019 75 As Provided JAN2020

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No Intervention Mathematics Instruction Secondary School Students Learning Disabilities Common Core State Standards Teaching Methods Maccini, Paula Miller, Jason A. Toronto, Allyson P. Information Analyses English Secondary Education We conducted a comprehensive review of the literature on mathematical interventions for secondary students with learning disabilities (LD) and the identified studies were analyzed in light of the mathematical practices as outlined by the Common Core State Standards Initiative (CCSSI, 2010). Results indicated that Standard 2, reason abstractly and quantitatively, was the most common practice addressed. Furthermore, the studies that examined the effects of Enhanced Anchored Instruction (EAI) contained the most practice standards of the studies reviewed. However, the majority of studies provided evidence of addressing only one practice standard. It is recommended that future studies need to address these standards and/or be more explicit in the inclusion of the standards. ED591510 Common Core State Standards for Mathematical Practice: Implications from a Comprehensive Review of the Literature for Teaching Secondary Students with LD Advances in Special Education 2013-00-00 Teachers 22 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-4013%282013%290000025007 2019 36 As Provided JAN2020

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No College Readiness High School Students Access to Education College Preparation Disproportionate Representation At Risk Students High School Graduates Graduation Rate Academic Persistence Dropouts College Students College Attendance Enrollment Racial Differences Gender Differences Socioeconomic Status Ethnicity Black, Kristin Coca, Vanessa Reports - Research-practitioner Partnerships Reports - Evaluative New York (New York) New York University, Research Alliance for New York City Schools English High Schools Secondary Education Higher Education Postsecondary Education As educational priorities have changed, so have the standards for success. New York City has made dramatic progress reducing high school dropouts and boosting on-time graduation rates, which rose from 47 percent in 2005 to 70 percent in 2016. At the same time, changing priorities and expectations have led to an increased emphasis on graduating students who are college- and career-ready. The full report provides an in-depth look at high school students' pathways into and through college. The technical appendices presented in this report, include: (1) Appendix A: Data & Sample: This appendix describes the data, sample, and key measures used in the full report; (2) Appendix B: Using the Median Neighborhood Income Measure: This appendix describes the median neighborhood income variable, which is used throughout the full report; (3) Appendix C: Collage Pathways: The tables in Appendix C show college pathways data for the 2003 and 2004 cohorts, including for specific subgroups of students; and (4) Appendix D: Persistence Measures: The table presented in Appendix D displays the difference between continuous and non-continuous persistence in each of the pathways and overall for the 2003 and 2004 cohorts. [For the full report "New York City Goes to College: New Findings and Framework for Examining College Access and Success. Report," see ED591508. For the executive summary "New York City Goes to College: New Findings and Framework for Examining College Access and Success. Executive Summary," see ED591512.] ED591511 New York City Goes to College: New Findings and Framework for Examining College Access and Success. Technical Appendices Research Alliance for New York City Schools 2017-06-00 23 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/NYC_Goes_to_College_Technical_Appendices.pdf 2019 9 ERIC JAN2020

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Yes Apprenticeships Best Practices Job Skills On the Job Training Employment Qualifications Geographic Regions Labor Force Development Barriers Sharp, Naomi Dvorkin, Eli Reports - Evaluative New York New York (New York) Center for an Urban Future English There are a number of reasons why apprenticeships have been relatively slow to get off the ground in New York--from an overly cumbersome state process for registering new apprenticeship programs to a paucity of employers that have embraced this model, particularly outside of the building trades. But as several other states have shown in recent years, these hurdles can be overcome. Based on an extensive data analysis and interviews with more than 30 apprenticeship experts in New York and around the nation, this report details some of these best practices and sets forth several achievable steps for state and local policymakers, business leaders, and workforce development practitioners to take to help New York City and State deliver on the significant promise of apprenticeships. The report offers a new level of detail about the current landscape for apprenticeship programs in New York and outlines both the opportunities and challenges to expanding the model. [This report was made possible through generous support from Barclays.] ED592760 The Promise of Apprenticeships in New York. Policy Brief Center for an Urban Future 2018-09-00 Policymakers Administrators Practitioners 22 Center for an Urban Future. 120 Wall Street 20th Floor, New York, NY 10005. Tel: 212-479-3341; Fax: 212-344-6457; Web site: http://www.nycfuture.org N/A 2019 ERIC JAN2020

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Yes Small Businesses Labor Force Development Barriers Urban Areas Job Training Job Placement Human Capital Institutional Cooperation Employment Services Messina, Judith Reports - Descriptive New York (New York) Center for an Urban Future English Small businesses have been sparking much of the recent job growth in New York City. However, there is a major disconnect in the city's workforce development system when it comes to working with small businesses. This report outlines a number of steps that policymakers, business leaders, and workforce providers could take to make workforce programs effective for more of the city's small businesses. At a time when small firms are creating a large share of the city's new jobs, these steps would expand the pool of opportunities for low- and moderate-income New Yorkers who turn to the city's workforce development system for assistance getting jobs, while helping small firms expand by addressing one of their key barriers to growth. This report draws from more than 60 interviews with small business owners, leaders of nonprofits that provide workforce development services, representatives from small business assistance organizations, philanthropic funders, and city officials. It details both the challenges of linking small businesses and workforce development services and the opportunities to better connect these vital employers with the city's complex system. The report includes more than a dozen practical recommendations to align the needs of small businesses with the capabilities of workforce development providers in ways that can benefit job seekers, employers, and the city's economy. ED592761 Making the Connection: Aligning NYC's Small Businesses and the Workforce Development System Center for an Urban Future 2017-10-00 JPMorgan Chase & Co. Policymakers Administrators 38 Center for an Urban Future. 120 Wall Street 20th Floor, New York, NY 10005. Tel: 212-479-3341; Fax: 212-344-6457; Web site: http://www.nycfuture.org N/A 2019 ERIC JAN2020

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Yes Resilience (Psychology) Self Determination Self Efficacy College Students Foreign Countries Correlation Develos-Sacdalan, Karen Bozkus, Kivanc Journal Articles Reports - Research Philippines ISSN-1512-1801 English Higher Education Postsecondary Education This ex post facto research examined the mediator role of resilience in the relationship between self-determination and self-efficacy. The authors analyzed the cross-sectional data collected from a total of 302 university students. The participants answered 3 standardized questionnaires on self-efficacy, resilience and self-determination. It was found that resilience may act as a full mediator in the relationship between self-determination and self-efficacy. Findings imply that being self-determined increases self-efficacy through the mediation of resilience. Since the relationship between self-determination and self-efficacy is weak, it is noteworthy to include resilience when considering establishing such relationship between the two variables. The findings indicate a need for educators and administrators in understanding and exploring the individuality of students because these are potentially helpful bases in designing and implementing appropriate educational policies and setting overall quality learning environment. It is recommended that teaching professionals who would like to focus on increasing the self-efficacy levels of students should consider students' perceived resilience. ED592762 The Mediator Role of Resilience between Self-Determination and Self-Efficacy Online Submission GESJ: Education Science and Psychology v4 n50 p49-60 2018 2018-00-00 12 N/A 2019 47 As Provided JAN2020

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No Foreign Countries Secondary School Students Academically Gifted Identification Disadvantaged Youth Achievement Gap Intervention Influences Student Characteristics Montacute, Rebecca Reports - Research United Kingdom Sutton Trust (England) English Secondary Education The United Kingdom has a considerable attainment gap between students from the most and the least advantaged backgrounds. This gap opens up in the early years, with disadvantaged pupils already over four months behind their more advantaged peers by the time they start at primary school. The gap then continues to widen as students progress through education, and is over 19 months by the end of secondary school. The attainment gap impacts students across the spectrum of achievement and potential. This report looks specifically at pupils who are capable of high attainment, referred to here as 'highly able', but who are also known by a variety of other terms including 'more able', 'gifted and talented' and 'very able'. Very little is currently known as to how to best support and stretch the highly able, especially those who are from lower socioeconomic backgrounds. This report begins with a review of current research, focusing on students at secondary school level. The second section of this report then goes on to characterise high attainers in England who were in the top 10% nationally at KS2, examining who they are and in which schools they took their General Certificates of Secondary Education (GCSEs). ED592401 Potential for Success: Fulfilling the Promise of Highly Able Students in Secondary Schools Sutton Trust 2018-07-00 54 Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/ N/A https://www.suttontrust.com/wp-content/uploads/2018/07/PotentialForSuccess.pdf 2019 ERIC JAN2020

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Yes Charter Schools Public Schools Academically Gifted Student Needs Social Development Student Development School Effectiveness Space Utilization Physical Environment Elementary Schools Millard, Lyman Reports - Descriptive Ohio Thomas B. Fordham Institute Thomas B. Fordham Foundation English Elementary Education In Ohio today, approximately 250,000 students--rich and poor alike--are formally identified as gifted. Yet all too often, they sit in "grade-level" classrooms, bored with material they already know and held back by a system that too rarely challenges them. In this paper, Lyman Millard of the Bloomwell Group profiles Menlo Park Academy, a Cleveland-based charter public school that is dedicated to meeting the unique needs of gifted children. The irony of gifted learners is that, despite their intelligence, many children hide their abilities or become so disenchanted with school that they drop out. In fact, the drop-out rate is so high that the Ohio Department of Education considers gifted students to be "at risk." "It's not that these kids are better; they just learn differently," said one parent of a gifted student. As Ohio's only K-8 gifted and talented school, Menlo Park Academy will be many gifted children's best hope for reaching their true potential. ED592402 Pathway to Success: Menlo Park Academy Gives Gifted Children a Unique Space Where They Can Thrive Thomas B. Fordham Institute 2018-09-00 8 Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net N/A 2019 ERIC JAN2020

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Yes Rural Schools Elementary Schools Charter Schools School Community Relationship School Effectiveness Poverty School Culture Belcher, Ellen Reports - Descriptive Ohio Thomas B. Fordham Institute English Elementary Education This report profiles Sciotoville Elementary Academy (SEA), a unique Ohio charter school that draws kids and families from Appalachian Ohio. SEA is one of the few charters located outside of the state's urban communities. This school's accomplishments illustrate what's possible within charter schooling for educators, families, and an entire community--who came together to save their school by transforming it into a public charter school. The tight knit familial culture of the school makes it a warm and nurturing place. Upon visiting, it's immediately evident how deeply Principal Foresta Shope cares for each child and teacher; she's the sort of person you want to clone for your own family. But these tight bonds do not come at the exclusion of high expectations for all children, no matter their family income or home circumstances. In fact, Shope might say that she expects so much of everyone precisely because she cares so much. After leading an enthusiastic group of second-graders in a writing prompt, wherein each child was expected to type multiple sentences at the top of a Word document on a personal laptop, Shope matter-of-factly shares that they are working toward multiple paragraph essays. It's what's required on the state tests--plus, it's good to write early and often and to require students to support their views with evidence. The lofty expectations are backed up by intense support and feedback: the children share their mini-essays with Shope and she types in personal feedback and tips for strengthening their writing. She does this for each and every child. Every so often one comes across leaders and educators that challenge views about what children are capable of, and consequently how big educators should dream for them. Sciotoville Elementary Academy is such a school. There is much to be learned from it, for educators and leaders in any type of school but especially for anyone wanting to make a lasting difference for children living in poverty. ED592403 Pathway to Success: Sciotoville Elementary Academy Focuses on Meeting the Needs of Its Rural Community Thomas B. Fordham Institute 2018-05-00 8 Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net N/A 2019 ERIC JAN2020

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Yes Early Intervention American Indians Alaska Natives Preschool Children School Readiness Social Development Cognitive Development Child Development Parent Participation Student Needs Economically Disadvantaged Family Programs Psychometrics Test Validity White Students American Indian Students Family (Sociological Unit) Preschool Education Executive Function Language Skills Literacy Mathematics Skills Emotional Development Verbal Ability Vocabulary Malone, Lizabeth Bernstein, Sara Atkins-Burnett, Sally Xue, Yange Reports - Research Head Start Family and Child Experiences Survey Peabody Picture Vocabulary Test Expressive One Word Picture Vocabulary Test Woodcock Johnson Tests of Achievement Social Skills Rating System Leiter International Performance Scale Early Childhood Longitudinal Survey ISSN- Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) Mathematica Policy Research, Inc. English Early Childhood Education Preschool Education Head Start is a national program that aims to promote school readiness by enhancing the social and cognitive development of children through the provision of educational, health, nutritional, social, and other services to enrolled children and families. The program places special emphasis on helping preschoolers develop the reading, language, social-emotional, mathematics, and science skills they need to be successful in school. It also seeks to engage parents in their children's learning and to promote their progress toward their own educational goals (Administration for Children and Families [ACF] 2017). It also offers supports related to children's home or Native language and culture based on community needs and priorities. The Head Start program aims to achieve these goals by providing comprehensive child development services to economically disadvantaged children and families through grants to local public and private nonprofit and for profit agencies. To date, the Head Start Family and Child Experiences Survey (FACES) has been a major source of descriptive information on Head Start and preschool children ages 3 to 5 years old who attend the program, with the most recent round in 2014. In 2015, a new study--the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES 2015)--focused on Region XI, which are programs operated by federally recognized American Indian and Alaska Native tribes. AI/AN FACES 2015 is the first national study of Region XI AI/AN Head Start children and their families, classrooms, and programs. The study presents a new opportunity to explore the psychometric performance of commonly used measures of preschoolers' cognitive and social-emotional development. This technical report describes the performance of cognitive and social-emotional measures of preschoolers' development for AI/AN children, using recent data from AI/AN FACES 2015 and FACES 2014. The purpose of this technical report is to present findings from analyses of how preschool cognitive and social-emotional measures performed in AI/AN FACES 2015. The authors examined the internal consistency of measures when administered to AI/AN children, reviewed descriptive statistics as context of difference in mean ability across groups in the AI/AN FACES 2015 and FACES 2014 samples, conducted analyses of differential item functioning (DIF) within cognitive measures to compare the performance of AI/AN children and White children (including data from FACES 2014), and examined the strength of bivariate correlations between measures of similar constructs and different constructs to assess evidence of concurrent and discriminant validity. The findings, therefore, provide initial evidence on the reliability and validity of the measures for AI/AN preschoolers. ED592763 Psychometric Analyses of Child Outcome Measures with American Indian and Alaska Native Preschoolers: Initial Evidence from AI/AN FACES 2015. Technical Report. OPRE Report 2018-21 Office of Planning, Research and Evaluation 2018-02-00 46 Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre N/A 2019 ERIC JAN2020 HHSP23320095642WC HHSP23337052T

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Yes School Choice Early Childhood Education Elementary Secondary Education Charter Schools Public Schools At Risk Students Equal Education Private Schools Disabilities Educational Legislation Federal Legislation Educational Vouchers Inclusion Access to Education Poverty English Language Learners Legal/Legislative/Regulatory Materials Individuals with Disabilities 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 help students succeed through the power of school choice. Across the country, efforts are underway to empower parents with more options when it comes to their children's education. Member statements were presented by: (1) Honorable Jared Polis, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were presented by: (1) Ms. Almo J. Carter, Parent; (2) Mr. Kevin Kubacki, Chief Executive Director, The Neighborhood Charter Network; (3) Mrs. Nina Cherry, Parent; and (4) Mr. Michael L. Williams, Manager, Former Commissioner of Education, Texas Education Agency. Additional submissions include: (1) Honorable Joe Courtney, a Representative in Congress from the State of Connecticut; Article: Educational Investment That Works And Is Affordable; (2) Mr. Polis: Letter dated March 30, 2001, from the United States Department of Education; Letter dated June 27, 2003, from the United States Department of Education; Letter dated July 1, 2003, from the United States Department of Education; Letter dated June 27, 2005, from the United States Department of Education; Letter dated August 22, 2007, from the United States Department of Education; and Letter dated August 29, 2007, from the United States Department of Education; (3) Chairman Rokita: Estimated Charter Public School Enrollment, 2016-17; Letter dated November 7, 2012, from the United States Department of Education; Letter dated March 30, 2001, from the United States Department of Education; Slide: #SchoolChoice by the Numbers; (4) Honorable Robert C. Scott, a Representative in Congress from the State of Virginia: Letter February 1, 2017, from National PTA; Letter February 1, 2017, from National School Boards Association (NSBA); Letter February 1, 2017, from American Federation of Teachers (AFT); Letter February 1, 2017, from Texas Association of School Boards (TASB); Letter February 1, 2017, from National Education Association (NEA); Letter February 1, 2017, from National Coalition for Public Education (NCPE); and Questions submitted for the record; (5) Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon to: Mr. Kubacki; and Mr. Williams; and (6) Response to questions submitted: Mrs. Cherry; Mr. Kubacki; and Mr. Williams. ED592764 Helping Students Succeed through the Power of School Choice. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (February 2, 2017). Serial Number 115-2 US House of Representatives 2017-00-00 166 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 2019 ERIC JAN2020

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No Special Education Teacher Education Programs Activism Alumni Special Education Teachers Citizenship Education Program Effectiveness Preservice Teachers Student Attitudes Self Concept Self Efficacy Attitudes toward Disabilities Patterson, Donna R. O'Connor, Susan Elizabeth Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education College is the first special education licensure program in the country to require its candidates to participate in a year-long class which teaches grassroots organizing skills within a civic-agency curriculum known as Public Achievement. Interviews and survey data were conducted with alumni of the program and results are reported. Result from research on a civic-agency curriculum embedded in a special education licensure program show that teachers have an increased sense of capacity and self-efficacy, stronger intentions of staying in the field of special education, and a positive shift in perceptions of youth identified with significant disabilities. ED591786 Going Upstream: Radical Change in the Midst of Mediocrity AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 11 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 16 As Provided JAN2020

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No Shyness Personality Traits Mathematics Instruction Reading Instruction Kindergarten Grade 1 Elementary School Students Intervention Urban Schools Classroom Techniques Program Descriptions Program Effectiveness Behavior Problems Achievement Tests Cognitive Tests Child Behavior Measures (Individuals) Personality Measures Parent Participation Teacher Participation McCormick, Meghan P. White, Hope Horn, Elizabeth Parham Lacks, Rachel Stephanie O'Connor, Erin E. Cappella, Elise McClowry, Sandee G. Speeches/Meeting Papers Reports - Research Leiter International Performance Scale Woodcock Johnson Psycho Educational Battery Eyberg Child Behavior Inventory ISSN- English Kindergarten Primary Education Early Childhood Education Grade 1 Elementary Education This study investigated the impacts of "INSIGHTS into Children's Temperament" on instructional support and math and reading skills in kindergarten and first grade classrooms with high levels of student shyness. "INSIGHTS" is a temperament-based intervention with teacher, parent, and classroom programs. 22 urban elementary schools (randomly assigned to "INSIGHTS" vs. comparison group), 90 teachers, and 435 children enrolled in the study. Multi-level modeling demonstrated larger impacts of "INSIGHTS" on instructional support in first grade classrooms with high levels of student shyness. Analyses also showed larger impacts of "INSIGHTS" on math skills for students in classrooms with high levels of shyness. Results suggest the importance of considering temperament at the classroom-level when implementing temperament-based intervention. ED591787 Instructional Support and Academic Skills: Impacts of "INSIGHTS" in Classrooms with Shy Children AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 17 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 24 As Provided JAN2020

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No Educational Change Resistance to Change Special Education Inclusion Regular and Special Education Relationship School Districts College School Cooperation Barriers Outcomes of Education Vignettes Teacher Role Professional Identity Petersen, Amy J. Gallagher, Deborah J. Cowley, Danielle M. Iqtadar, Shehreen Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education This qualitative research study examines the experiences and outcomes of five general and special education teachers working toward inclusive education reform within one school district. Interviews, observations, and artifacts collected over a three-year time period are analyzed using the theoretical frameworks of Cultural Activity Theory and the boundary crossing literature. Findings are shared through layered narrative vignettes that capture the complexities and contradictions of inclusive reform. This study contributes to the wider literature offering a glimpse into the "realities" of inclusive reform through theoretical analyses of the complexities of multiple and intersecting boundaries of general and special education. Recommendations for how we, as educators, scholars, and researchers, can (re)imagine public education through inclusive educational reform are put forth. ED591788 Teaching in the In-Between: Opportunities for and Resistance to Inclusive Change in Boundary Work AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 17 As Provided JAN2020

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No College Readiness High School Students Access to Education College Preparation Disproportionate Representation At Risk Students High School Graduates Graduation Rate Academic Persistence Dropouts College Students College Attendance Enrollment Racial Differences Gender Differences Socioeconomic Status Ethnicity Black, Kristin Coca, Vanessa Reports - Research-practitioner Partnerships Reports - Evaluative New York (New York) New York University, Research Alliance for New York City Schools English High Schools Secondary Education Higher Education Postsecondary Education As educational priorities have changed, so have the standards for success. New York City has made dramatic progress reducing high school dropouts and boosting on-time graduation rates, which rose from 47 percent in 2005 to 70 percent in 2016. At the same time, changing priorities and expectations have led to an increased emphasis on graduating students who are college- and career-ready. This executive summary provides an in-depth look at high school students' pathways into and through college. This report follows multiple cohorts of students, beginning with those who entered 9th grade in 2003 and ending with students who began 9th grade in 2008. This executive summary presents how 2003 cohort progressed from the first year of high school toward college completion ten years later. Key findings are also presented: (1) Access: There have been broad improvements in college access, driven largely by rising high school graduation rates; (2) Persistence: Higher rates of college access have been eroded somewhat by students leaving after one or two years of college; (3) Efficiency: Although four-year colleges remain the primary source of degrees, increasing proportions of students have enrolled in two-year colleges, while fewer students are delaying their college enrollment; and (4) Equity: While all students have seen improved college access over time, gaps in enrollment and outcomes associated with gender and neighborhood income have persisted, and there is some evidence that differences by race/ethnicity have worsened. [For the full report "New York City Goes to College: New Findings and Framework for Examining College Access and Success. Report," see ED591508. For the technical appendices "New York City Goes to College: New Findings and Framework for Examining College Access and Success. Technical Appendices," see ED591511.] ED591512 New York City Goes to College: New Findings and Framework for Examining College Access and Success. Executive Summary Research Alliance for New York City Schools 2017-06-00 Institute of Education Sciences (ED) 15 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/NYC_College_Executive_Summary.pdf 2019 17 ERIC JAN2020 Yes R305H130048 R305B080019

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No Distance Education Interdisciplinary Approach Theory Practice Relationship Technology Uses in Education Videoconferencing Higher Education College Students Place Based Education Blended Learning Student Attitudes Student Behavior Writing Instruction High School Seniors Educational Strategies Team Teaching Social Work Teacher Education Programs Virtual Classrooms English Instruction History Instruction Science Instruction Biology Chemistry Geology Engineering Elementary Education Special Education Blackstock, Alan, Ed. Straight, Nathan, Ed. Books Collected Works - General Reports - Evaluative Utah English Higher Education Postsecondary Education High Schools Secondary Education Elementary Education Synchronous technologies, particularly interactive video conferencing (IVC), are becoming common modes of teaching and delivering college courses. The increasing popularity of IVC in the U.S. and abroad calls for more pedagogically effective practices for instructors using this technology. This volume focuses on innovative and proven approaches to IVC teaching in a variety of disciplines: English, history, biology, chemistry, geology, engineering, social work, and elementary and special education. Contributors hail from a pioneering university at the forefront of distance education and understand the practice and potential of IVC teaching at the highest levels. Chapters outline the challenges and benefits of IVC teaching from pedagogical, technical, and administrative perspectives Chapters included in the book: (1) Taking the Long View: The Value of IVC Teaching in Distance Education; (2) Distance as Substance: Place-Based Studies for Place-Bound Students (Nathan Straight); (3) Interactive Video Conferencing versus the Face-to-Face Biology Classroom: Understanding Student Attitudes and Behaviors (Thayne Sweeten); (4) "Drive-By English": Teaching College Writing to High School Seniors via IVC (Alan Blackstock and Virginia Norris Exton); (5) Flip-Teaching College Chemistry in Broadcast Classrooms (Michael A. Christiansen); (6) Proven Strategies for Blended Learning: Case Studies from Distance Teaching in History (Clayton D. Brown); (7) Course Delivery Methods for Effective Distance Science Education: A Case Study of Taking an Introductory Geology Class Online (Benjamin Burger); (8) Interdisciplinary Team Instruction in a Distance-Delivered First-Year Engineering Course (Angela Minichiello, Tracy Blake, Wade H. Goodridge, and David Sam); (9) Practical Strategies for Team Teaching in the Distance Education (IVC) Context (Susan Cutler Egbert and Sean Camp); (10) Distance Field Education in Social Work: Development, Delivery, and Evaluation (Susan Cutler Egbert, Diane Calloway-Graham, and Derrik Tollefson); (11) Growing Teachers in the Field: A Distance-Delivered Teacher Education Program (Laura S. Foley); (12) If You Can't Make It to the Meeting, Send Your Avatar: Teaching Distance-Learning Students to Collaborate in a Multi-User Virtual Environment (Nancy Glomb, Lee L. Mason, and Peter Blair); and (13) The Evolution of Distance Education at Utah State University (John D. Barton, Elisa Taylor, and Robert W. Wagner). ED591513 Interdisciplinary Approaches to Distance Teaching: Connecting Classrooms in Theory and Practice. Routledge Research in Education Routledge Research in Education 2015-12-03 978-1-1389-0844-4 218 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/SE0393/ N/A https://www.routledge.com/Interdisciplinary-Approaches-to-Distance-Teaching-Connecting-Classrooms/Blackstock-Straight/p/book/9781138908444 2019 ERIC JAN2020

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Yes Intercultural Communication Cooperative Learning Higher Education Periodicals Educational Practices Second Language Instruction Business Administration Education Computer Uses in Education Computer Mediated Communication O'Dowd, Robert Journal Articles Reports - Descriptive Research-publishing.net (France) English Higher Education Postsecondary Education Telecollaboration, or 'virtual exchange', are terms used to refer to the engagement of groups of learners in online intercultural interactions and collaboration projects with partners from other cultural contexts or geographical locations as an integrated part of their educational programmes. In recent years, approaches to virtual exchange have evolved in different contexts and different areas of education, and these approaches have had, at times, very diverse organisational structures and pedagogical objectives. This article provides an overview of the different models and approaches to virtual exchange which are currently being used in higher education contexts. It also provides a short historical review of the major developments and trends in virtual exchange to date and describes the origins of the UNICollaboration organisation and the rationale behind this journal. ED592404 From Telecollaboration to Virtual Exchange: State-of-the-Art and the Role of UNICollaboration in Moving Forward Research-publishing.net Journal of Virtual Exchange v1 p1-23 2018 2018-00-00 24 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2019 As Provided JAN2020

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Yes Higher Education College Students College Faculty Educational Finance Foreign Students Foreign Countries Universities Proprietary Schools Vocational Education Numerical/Quantitative Data Reports - Evaluative Australia ISSN-2207-5909 Australian Government Tertiary Education Quality and Standards Agency (TEQSA) English Higher Education Postsecondary Education The "Statistics report on TEQSA registered higher education providers 2018" (the Statistics Report) is the fifth release of selected higher education sector data held by the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) for its quality assurance activities. It provides a snapshot and time series of national statistics from across the sector, bringing together data collected directly by TEQSA and data sourced from the main higher education statistics collections managed by the Australian Government Department of Education and Training (the Department). This report also incorporates, for the first time in TEQSA's annual statistics reporting, data from the Provider Registration and International Student Management System (PRISMS). The Statistics Report provides high-level information across four key areas: providers, students, academic staff and finance. This update of the Statistics Report focuses on data relating to 2016. This year's report includes a special focus topic featuring additional analysis on a current topic of interest to the sector--overseas students. The number of overseas students has been growing over time. Most overseas students, 87 per cent, study in universities. However, the trend in growth has been seen across all provider types. [For "Statistics Report on TEQSA Registered Higher Education Providers, 2017," see ED583525.] ED592405 Statistics Report on TEQSA Registered Higher Education Providers, 2018 Australian Government Tertiary Education Quality and Standards Agency 2018-08-00 84 Australian Government Tertiary Education Quality and Standards Agency. TEQSA GPO Box 1672, Melbourne, VIC, Australia 3001. Tel: 1300-739-585; Fax: 1300-739-586; e-mail: enquiries@teqsa.gov.au; Web site: http://www.teqsa.gov.au N/A 2019 ERIC JAN2020

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Yes Attention Deficit Disorders Low Achievement Underachievement Foreign Countries Hyperactivity Conceptual Tempo Educational Diagnosis Cognitive Ability Learning Disabilities English (Second Language) Second Language Learning Attention Control Attention Span Tejada Reyes, Venecia Tests/Questionnaires Reports - Research Dominican Republic EISSN- English The objective of this study is to analyze the Attention Deficit and the Low Performance in the area of English in Children of the Initial Level in the Educational Institution Martina Vizcaino La Raiz, in the Municipality of Maimon, during the first semester of 2018. The instrument was a way to determine their attention deficit and the low performance in the English area that this deficit produces. In the study, a questionnaire was designed consisting of (10) cognitive skills or abilities; after confirming the validity and reliability of the questionnaire, the researcher distributed it to a sample of teachers to respond to the sample of (15) children who suffer attention deficit from the perspective of their teachers in the classroom. After the data collection and interpretation processes, the results showed a low level of cognitive abilities and a low level of performance and also the absence of differences in the level of these skills and abilities according to the different age and age variables performance. ED592406 Attention Deficit and Low Performance in the Area of English in Children of the Initial Level in the Educational Online Submission 2018-12-00 29 N/A 2019 23 As Provided JAN2020

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No School Administration Instructional Leadership American Indian Reservations American Indian Education American Indian Students Personal Narratives Teacher Attitudes American Indian Culture American Indian Languages Academic Achievement Information Technology Information Dissemination Educational Practices Values Hall, Omaksaakoomapi Bradford Roy Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation focuses on "Piikani" school leadership as shared through the narratives and experiences of a retired school leader. "Noonaki's" experiences chronicle her longevity in school leadership and steadfast commitment to integrating the "Piikani" culture and language into the schools she led on the Blackfeet Indian Reservation. "Noonaki's" stories provide a realistic view of school leadership challenges she faced and offer her thought provoking knowledge to inspire current and aspiring school leaders to accept the "Piikani" values into their practices. School leaders are key to advancing "Piikani" values, culture, and language into the schools they serve on the Blackfeet Indian Reservation. Therefore, school leaders when developing relevant leadership practices, are called upon to commit themselves to practice "ai-sii-moki'" (guidance, teaching, and discipline), as they encounter and mitigate challenges among community stakeholders, specifically focusing on how they each can support student success. Through "Noonaki's" transfer of knowledge from her to the researcher, this exchange encapsulates her experiences into stories, told in the places where she practiced school leadership. Community Centered Digital Storywork (CCDS), is an integrated "Piikani" knowledge dissemination framework, that leverages cultural protocols to capture "Piikani" ways of knowing. "Noonaki" inspires current and aspiring school leaders to build their skills and practices around the "Piikani" values of "okamotsitapiyiisin" (honesty), "ainnakowe" (respect), "aahsitapiitsin" (generosity), "waattosin" (spirituality), "matsisskii" or "iiyiikittahpii" (courage), "maanistapaisspipii" (humility), and "kimmapiiyipitsinni" (compassion). [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.] ED591228 "Piikani" School Leadership ProQuest LLC Ed.D. Dissertation, Montana State University 2018-00-00 978-0-4385-7419-9 414 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:10845343 2019 As Provided JAN2020

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No African American Students Civil Rights Civil Rights Legislation Critical Theory Race Neoliberalism Community Colleges Two Year College Students High Schools Student Participation Citizenship Education Voting Racial Bias Student Attitudes Family Influence Peer Influence School Role Civics High School Students Davis, Melvin, Jr. Dissertations/Theses - Doctoral Dissertations California (San Francisco) EISSN- English Two Year Colleges Higher Education Postsecondary Education High Schools Secondary Education The democratic practice of representative government in the United States is supposed to represent and protect its citizens. Since the United States abolished legalized slavery with the 13th Amendment in 1865, individual states have made many attempts to impede the civil rights and voting rights of African American citizens. Several pieces of legislation were designed to protect citizens, such as the Civil Rights act of 1964 and the Voting Rights Act of 1965. In addition to overt legislated actions to thwart voting rights, the 26th Amendment of 1971 afforded citizens at least 18-years old the right to vote. Studies, however, have shown that the 18- to 24-year-old voting block consistently lags other cohorts in exercising the right to vote. Those studies presumed a flaw in the youths and rarely fully imagine systemic issues. The purpose of this study was to view youth voting through the lenses of critical race theory and neoliberalism to gain insights into how students from San Francisco (SF) Bay Area community colleges perceived their development during high school influenced their engagement in civic activity. The researcher evaluated answers from the position that suppressed youth voting and moreover, suppressed African American voting, is systemic in nature. This quantitative study was conducted with 84 anonymous SF Bay Area students who participated in an online survey that asked for their perceptions of which social structures---schools, families, community organizations, or religious organizations---most and least prepared them for civic duty such as voting. The study explored trust in social structures and asked specifically how well high school prepared them for voting in the 2016 presidential election. Thematically, the study uncovered that the most effective source of voting training was from family members, followed by peers. High schools, the primary source of all other education, rated well below families in preparation for voting and in influence on how to evaluate candidates. Other social structures--religious organizations and community organizations--essentially did not serve as factors in the development of surveyed youths. Those two groups represented an opportunity to connect with younger voters if they are employed as a resource. This study was not designed to uncover how specific high schools conducted civic education; that is a potential topic for future research. What was clear is that the State of California, the largest, most diverse state in the United States, places little emphasis on schools teaching civics, given that it is a 1-semester requirement for graduation in comparison to mathematics, which has a minimum of 3 years or English, which has a minimum of 4 years required for graduation. The study results showed that due to the influences of critical race theory and neoliberalism, the actual incentive to improve knowledge and participation from young African American voters is limited, and potentially counter to the goals of those holding political power. [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.] ED591229 Perceptions of African American College Students in San Francisco Bay Area Community Colleges on Their Developmental Training to Participate in Civic Engagement during High School ProQuest LLC Ed.D. Dissertation, University of San Francisco 2018-00-00 978-0-4386-6860-7 122 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:10846112 2019 As Provided JAN2020

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Yes Phonology Auditory Perception Phonemics Audio Equipment Linguistic Theory Pronunciation Semitic Languages Native Language English (Second Language) Speech Communication Cheeli, Bhagya Prabhashini Journal Articles Reports - Descriptive ISSN-2415-6256 English This paper aims to focus, to bring the existing misperception of the letters "p" and "b" in panoramic view, to make the readers understand that there is nothing defective on the side of the speakers in comprehending the sounds of the letters /p/ and /b/ when they listen to, alike other phonemic sounds. Further, it is to exercise the spectrographic picturization of the aforementioned letters for the scientific development, the theories involved in, and to bring out the linguistic phenomenon spread over the pronunciation of /p/ and /b/ phonemes. ED592765 Phonological Surveillance of /p/ in Comparison with /b/ Online Submission Saudi Journal of Humanities and Social Sciences (SJHSS) v3 n10 p1176-1183 Oct 2018 2018-10-00 8 N/A 2019 32 As Provided JAN2020

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Yes Early Childhood Education Mental Health Preschool Teachers Stress Variables Work Environment Caregivers Well Being Teacher Characteristics Teamwork Madill, Rebecca Halle, Tamara Gebhart, Tracy Shuey, Elizabeth Reports - Research ISSN- Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) Child Trends English Early Childhood Education Preschool Education While many efforts to improve the quality of early care and education (ECE) have focused on increasing teachers' and caregivers' competencies and knowledge specific to the teaching of young children, a small body of research suggests that an ECE workforce that is mentally healthy can provide the best-quality care for children. The primary research questions of this report include the following: (1) How psychologically distressed is the ECE workforce?; and (2) What "formal" and "informal" workforce supports are associated with less distress in the ECE workforce? Quality improvement efforts for ECE often focus on increasing teachers' and caregivers' competencies and knowledge specific to the teaching of young children. Now, a growing body of research suggests that supporting caregivers' psychological well-being may also be a worthy goal. This report addresses an important next step in this work: understanding the linkages between various workforce supports and teachers' psychological well-being. The findings from this report can be used to guide practices and policies in ECE programs to support teachers' psychological well-being. This report will also be helpful for researchers because it describes future studies that could be undertaken to answer remaining questions about the psychological wellbeing of the ECE workforce. ED592766 Supporting the Psychological Well-Being of the Early Care and Education Workforce: Findings from the National Survey of Early Care and Education. OPRE Report 2018-49 Office of Planning, Research and Evaluation 2018-04-00 Researchers 43 Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre N/A 2019 ERIC JAN2020 HHSP23320095631WC

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Yes Lifelong Learning Journal Articles Periodicals Research Methodology Participation Age Differences Sample Size Information Retrieval Language Usage Kiliç, Ahmet Emre Yilmaz, Ramazan Journal Articles Reports - Research Information Analyses EISSN- English The purpose of this study is to analyze in a descriptive way the published work within the context of lifelong learning in the last decade. For this purpose, the SCI-EXPANDED, SSCI and A&HCI citation indexes in the Web of Science database were used. The following search terms were used as appropriate: "Lifelong Learning" and "Life-long Learning". A total of 297 articles were found in the search results and these studies were analyzed according to the journal they published, the language, the research methods and their participants. This research was prepared using the document review technique within the scope of the survey research model. The data were collected by a form developed by the researcher. The collected data are analyzed descriptively and the results were shown graphically. According to findings, it can be said that the articles were published in 205 different journals, the English language was used the most, the most qualitative methods were preferred as the research method and the participants concentrated on very different samples. It is expected that this research will be a guide for future researches, since such researches on the field of lifelong learning are rarely seen in the literature. ED592767 Descriptive Analysis of the Articles Published in the Last 10 Years within the Context of Lifelong Learning Online Submission Bartin University Journal of Faculty of Education v8 n1 p322-359 2019 2019-00-00 38 N/A 2019 45 As Provided JAN2020

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No Administrative Organization Institutional Autonomy Educational Planning Strategic Planning Faculty Development Teacher Education Accountability Educational Environment Participative Decision Making Stakeholders Efficiency Reports - Descriptive EISSN-2226-7077 Organisation for Economic Cooperation and Development (OECD) (France) English School autonomy is popular but also complex and sometimes contentious. Many education systems have increased schools' autonomy in the hope of achieving greater efficiency and closer adaptation to local needs. In some countries, however, increased autonomy has led to greater pressure on schools and local stakeholders. To be successful, school autonomy needs to be built on a set of key ingredients: a strong national framework and a clear strategic vision, well-adapted school head and teacher training programmes, solid accountability mechanisms, and the creation of a collaborative environment -- between and within schools. ED591514 How Decentralised Are Education Systems, and What Does It Mean for Schools? Education Indicators in Focus. No. 64 OECD Publishing 2018-11-23 6 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/e14575d5-en 2019 0 As Provided JAN2020

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No Science Teachers Science Instruction Teaching Methods Best Practices Student Attitudes Instructional Effectiveness Inquiry Achievement Tests Foreign Countries International Assessment Secondary School Students Science Tests Scores Classroom Techniques Mostafa, Tarek Reports - Evaluative Program for International Student Assessment EISSN-2226-0919 Organisation for Economic Cooperation and Development (OECD) (France) English Secondary Education Much ink has been spilled debating the merits of different science-teaching practices. Proponents of enquiry-based science teaching argue that this approach exposes students to the procedures used by professional scientists, while the proponents of traditional practices emphasise the role of teachers in transmitting knowledge about science and in guiding students' learning. So what is the best practice to use and is success contingent on the school environment? PISA 2015 asked students about the teaching practices they are exposed to at school. The analysis of these data reveals interesting findings about the effectiveness of certain teaching practices, particularly enquiry-based science activities and teacher-directed science instruction. ED591515 How Do Science Teachers Teach Science -- and Does It Matter? PISA in Focus. No. 90 OECD Publishing 2018-11-19 8 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/f3ac3fd6-en 2019 0 As Provided JAN2020

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No Multilingualism Story Telling Multicultural Education Technology Uses in Education Learner Engagement Creativity Critical Literacy Technological Literacy Multiple Literacies Foreign Countries Second Language Learning Second Language Instruction Language Acquisition Case Studies Applied Linguistics Cognitive Processes Teaching Methods Citizenship Education Self Concept Anderson, Jim, Ed. Macleroy, Vicky, Ed. Books Collected Works - General Reports - Descriptive United Kingdom (London) English Classrooms are increasingly multicultural in their social composition, and students are increasingly connected, through digital media, to local and global networks. However, pedagogy has failed to take full advantage of the opportunities these resources represent. "Multilingual Digital Storytelling" draws attention to the interfaces between learner engagement, creativity and critical digital literacy, as well as addressing the multilingual within the multiliteracies framework. Addressing a significant gap in the field of multiliteracies by focusing on multilingualism, this book explores new digital spaces for language learning and methods of extending understandings of youth literacy in an increasingly interconnected world. Drawing on innovative and multi-site research projects based in mainstream and community schools in London and overseas, this book discusses how young people become engaged creatively and critically with literacy by demonstrating how digital storytelling can be used as a tool for language development. The book begins by considering linguistic, cultural, cognitive and social dimensions of language learning from a theoretical perspective, whilst the second part focuses on practical case studies that reflect and illustrate these theoretical principles. Offering a powerful new perspective on multiliteracies pedagogy, "Multilingual Digital Storytelling" will appeal to researchers and academics in the fields of education, applied linguistics, sociology and youth and community studies. It will also be an invaluable resource for teachers, teacher educators, curriculum planners and policymakers. Following the Introduction by Jim Anderson and Vicky Macleroy, this book contains two parts and eleven chapters. Part 1, Principles, contains: (1) Language and Literacy: Challenging Monocultural Discourses (Jim Anderson); (2) Technology, Culture and Cognition: Dialogic and Critical Approaches (John Jessel); (3) Multiliteracies Pedagogy (Vicky Macleroy); (4) Student Participant-Researchers: Learner Agency and Creative Engagement in Citizenship (Anna Carlile); and (5) Crossing the school gates: Connecting homes and schools (Yu-Chiao Chung). Part 2, Practice, contains: (6) Critical Connections: A Multilingual Digital Storytelling Project (Jim Anderson and Vicky Macleroy); (7) Profiteroles (Jim Anderson, Yu-Chiao Chung and Vicky Macleroy); (8) Chinese Zodiac Animals (Jim Anderson, Yu-Chiao Chung and Vicky Macleroy); (9) I Like Myself, I Like My Life (Jim Anderson, Yu-Chiao Chung and Vicky Macleroy); (10) Inside the Asylum (Jim Anderson, Yu-Chiao Chung and Vicky Macleroy); and (11) Les Fées (Jim Anderson, Yu-Chiao Chung and Vicky Obied.) ED591516 Multilingual Digital Storytelling: Engaging Creatively and Critically with Literacy. Routledge Research in Education Routledge Research in Education 2016-03-10 978-1-1387-9580-8 Teachers Policymakers Researchers 292 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/SE0393/ N/A https://www.routledge.com/Multilingual-Digital-Storytelling-Engaging-creatively-and-critically-with/Anderson-Macleroy/p/book/9780815375227 2019 ERIC JAN2020

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No Formative Evaluation Best Practices Student Evaluation Teaching Methods Coaching (Performance) Student Centered Learning Reflection Elementary School Teachers Elementary School Students Feedback (Response) Watkins, Laura Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The effects of education can shape a multitude of elements throughout our society from poverty to technology. Elementary school students come into a classroom under the influence of what they have learned at home and out in the community. Because of so many different conditions that children live among, their knowledge is varied, and their rates of learning are contrasting. There is no one size fits all teaching method that will work for everyone. Therefore, teachers must use best practices, such as formative assessment, along with differentiated instruction in order to provide ways for all learners to show growth. This was a study of how teachers use formative assessment in the classroom and the effects of formative assessment on students' motivation, self-efficacy, and self-regulated learning. It was also an observation of the methods teachers utilized to reflect on their instructional practices. Findings showed that teacher participants demonstrated coaching skills with their students to help them progress towards greater student reflection. Second, with the implementation of student-centered tasks, there was an increase in student motivation which led to classroom engagement. Finally, teachers practiced reflection on their teaching with informal methods. It was recommended that elementary school teachers provide students with the means to give feedback on their own learning such as using feedback rubrics that contain clear criteria for meeting goals. A suggestion was also discussed to implement structured professional learning communities for teachers to share detailed ideas on instruction and guide their colleagues with specific examples that would be relevant to their immediate 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.] ED591230 The Best Practices of Formative Assessment ProQuest LLC Ph.D. Dissertation, Indiana State University 2018-00-00 978-0-4386-3687-3 144 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:10846547 2019 As Provided JAN2020

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No Educational Technology Technology Integration Technology Uses in Education Teaching Methods Faculty Development Elementary School Teachers Racial Differences Social Class Ethnicity Gender Differences Social Justice Social Bias Student Characteristics Teacher Attitudes Equal Education Access to Computers Nielsen-Winkelman, Tiffany Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Teaching practices, whether intended or not, privilege and marginalize particular groups of people. Inequality in education reflects inequality in society. The different ways in which technology is used may bolster or reinforce social inequities (Araque, Maiden, Bravo, Estrada, Evans, Hubchik, Kirby & Reddy, 2013). The digital usage divide (Warschauer, 2003; Warschauer & Matuchniak, 2010) positions technology usage as an influencer on social divides through educational, social, political, cultural, linguistic, economic and institutional contexts (Araque et al., 2013; Gherardi, 2016; Selwyn, 2010; Warschauer, 2011a). Thus, technology usage is not neutral, and, conceptualizing the digital divides as social divides is powerful for equity work in education. As educators, and more importantly as humans, the ways in which we co-construct this world we belong to begs for us to take up an active role in improving it. This dissertation situates technology use in elementary education as simultaneously a social issue and social opportunity. The phenomenon under investigation, pursuing more equitable technology integration, was explored using post-intentional phenomenology methodology (Vagle, 2018) as it was produced, provoked and took shape. I designed and facilitated a professional learning cohort for six elementary educators, across four schools and three school districts. Professional learning cohort experiences centered on topics such as: digital divide; digital usage divide; participatory technology integration; race, social class and gender in the classroom; anti-bias education, technology use for social justice; and technology integration beliefs and practices. Participants gathered for three cohort meetings, engaged in a 1:1 conversational interview and informal interview follow-ups between November 2017 and May 2018. I used an iterative process to analyze across and through phenomenological materials (i.e. cohort artifacts, interview audio/video/transcripts, participant follow-up and a post-reflexivity journal), theory and post-reflexions. As with all equity focused work, there is a "never-done-ness" nature to the constant interrogation of, and the relationships with, equity social issues within technology integration practices. To this end, I offer three vivid illuminations (findings), with respect to the pursuit of more equitable technology integration: unOthering, questioning societal implications and achieving homeostasis. Concluding thoughts and productive speculations of this dissertation invite you as readers, as scholars and as educators to engage with three social issue--social opportunity conceptions: (1) Wobble [within the Technology Integration Ecosystem]; (2) Be Profoundly Present [in the Entanglements]; and (3) [Temper] Being and Becoming. In each, plausible possibilities for the fields of learning technologies, elementary education and/or teacher education are shared as means of social change towards a more just future. In which case, I conclude opportunities for social change dwells not within the technology tools themselves, but in the relationships among people, social systems and usage of these tools to represent and produce more equitable ways of knowing and being. [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.] ED591231 Pursuing More Equitable Technology Integration in Elementary Education: Post-Intentional Phenomenological Research Productions and Provocations ProQuest LLC Ph.D. Dissertation, University of Minnesota 2018-00-00 978-0-4385-6547-0 293 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:10846557 2019 As Provided JAN2020

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No Community Involvement Community Relations School Districts Superintendents Educational Policy Stakeholders Instructional Leadership Community Role Administrator Attitudes Sherif, Victoria Rous, Beth Bjork, Lars G. Speeches/Meeting Papers Reports - Research Kentucky ISSN- English The study described in this paper elevates the role of community and educational stakeholders in building purposeful and meaningful relations with school district superintendents in the state of Kentucky. The purpose of this survey-based research is to explore superintendents' experiences with various educational stakeholders including school district, professional organizations, teachers, parents, and students. Emergence of special interest groups, factors influencing political action in the district, and the extent of superintendent community involvement are reported in this paper as well. ED591789 Community Involvement and Relations of School District Superintendents in Kentucky AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 14 As Provided JAN2020

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No Physics Science Instruction Secondary School Students Social Capital Student Attitudes Academic Aspiration Course Selection (Students) Foreign Countries Equal Education Gender Differences Ethnicity Occupational Aspiration DeWitt, Jennifer Archer, Louise Speeches/Meeting Papers Reports - Research United Kingdom (England) ISSN- English Secondary Education Participation in post-compulsory physics is a matter of longstanding concern from economic and equity perspectives. The current study draws upon Bourdieu's theory of social practice, particularly notions of the 'cultural arbitrary', to explore what insights into post-compulsory physics choice might be provided by students who chose other sciences. Utilizing survey and interview data from Year 11 (ages 15-16) students in England, findings reinforce the key role of individual aspirations in subject choice. However, they also highlight the influence of the cultural arbitrary of physics (e.g. as difficult, masculine), leading many students to conclude that physics is not 'for me', hence choosing other paths. This finding emphasizes the entrenched nature of the challenges to increase equity in post-compulsory physics participation. ED591790 "I Can't Put My Finger on It": Inequity in Post-Compulsory Physics Choice AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 21 As Provided JAN2020

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No Middle School Students Secondary School Science Science Education Science Process Skills Socioeconomic Status Science Activities Student Participation Classroom Environment Learner Engagement Bae, Christine Lee DeBusk-Lane, Morgan Hayes, Kathryn N. Speeches/Meeting Papers Reports - Research ISSN- English Middle Schools Secondary Education Junior High Schools In this mixed methods study we examined students' science engagement in relation to classroom opportunities to participate in science practices in a sample of middle school (N = 1613) students from 28 socioeconomically diverse schools in the western region of the United States. Students from high socioeconomic status (SES) schools reported significantly greater science engagement (across behavioral, affective, and cognitive dimensions) and more opportunities to participate in science practices compared to students from lower SES schools. Results also showed that school SES predicted opportunities to participate in science, and these opportunities in turn, predicted science engagement. Qualitative findings of student interviews revealed how dimensions of science engagement interacted with dimensions of science practices, aspects of the classroom environment, and school SES. ED591791 Student Engagement and Opportunities to Participate in Science Practices across Socioeconomically Diverse Schools AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 39 As Provided JAN2020

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Yes Intergenerational Programs Charter Schools Urban Schools Lifelong Learning School Community Relationship Mastery Learning Teacher Student Relationship School Effectiveness Elementary School Students Elementary Schools Millard, Lyman Reports - Descriptive Ohio (Cleveland) Thomas B. Fordham Institute Thomas B. Fordham Foundation English Elementary Education No two charter public schools are alike and the guiding purpose of the Pathway to Success series is to highlight the breadth of quality options available to parents and students across Ohio. This latest profile featuring Near West Intergenerational School in Cleveland, is a perfect example of a charter school born from a community's desire for something different. Near West Intergenerational School serves an eclectic urban neighborhood that is one of Ohio's most racially, ethnically, and socio-economically diverse. The intergenerational aspect is equally unique, as the school model intentionally connects its young students to adults in the nearby area who serve as mentors and tutors throughout their schooling. Cleveland resident and author Lyman Millard of Bloomwell Group details the school's formation and shares with readers a compelling real-life story about how Near West has deeply impacted one Cleveland family who was once at their wit's end trying to find the right school for their son. ED592407 Pathway to Success: Near West Intergenerational School Emphasizes Relationships and Rigor to Ignite Lifelong Learning Thomas B. Fordham Institute 2018-07-00 8 Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net N/A 2019 As Provided JAN2020

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Yes Psychological Characteristics Personality Traits Second Language Learning English (Second Language) Elementary School Students Foreign Countries Intermediate Grades Student Characteristics Language Acquisition Learning Motivation Student Attitudes Acculturation Learner Engagement Extraversion Introversion Self Concept High Achievement Low Achievement Empathy Student Participation Cultural Awareness Anxiety Tejada Reyes, Venecia Reports - Research Tests/Questionnaires Dominican Republic EISSN- English Elementary Education Intermediate Grades The lack of interactive conversation activities that include learning techniques to improve the capacity of the students of the school where English is taught as a foreign language at the primary level, translates into low speech performance. Through this project, we hope to find valuable information to help solve the various problems faced by students who are taught to speak a language in the classroom. The development of learning English always depends on the enthusiasm of students in the subject of English. And it is these traits, the important components of our personality, that make us unique, and what psychologists have wanted to investigate and measure the process of learning the foreign language in English. On the other hand, research is related to the acquisition of foreign languages, it is important to take into account the differences between individuals, their different ways of learning languages and the environment in which they are involved. This document puts this reality in perspective, at a time to show the inevitable role of teachers and the influence of biological factors on students in the process of teaching and learning a foreign language. The purpose of this research study is to analyze the psychological personality factors in the learning of English as a foreign language in students of primary school, a public school in Bonao, Province of Monseñor Nouel, Dominican Republic. The present study will be conducted in the 2018 school year with the new curriculum that informs students that they must learn English from the fourth grade to the sixth grade, analyzing the psychological factors of their personality. ED592408 Psychological Personality Factors in Learning English Foreign Language Online Submission 2018-11-00 35 N/A 2019 34 As Provided JAN2020

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No Common Core State Standards Disabilities Teacher Competencies Teacher Attitudes Teacher Education Urban Schools Reading Instruction Literacy Education Faculty Development Thinking Skills Teaching Methods Writing Instruction Social Development Emotional Development Curriculum Development Educational Legislation Federal Legislation Equal Education Federal Programs Lecount-Johnson, Margaret Louise Dissertations/Theses - Doctoral Dissertations Individuals with Disabilities Education Act No Child Left Behind Act 2001 Race to the Top EISSN- English Since the adoption of CCSS by 43 states, there has been growing concern regarding teacher training and preparation of state standards for students with disabilities. Through a better understanding of the kinds of support and training needed for teachers to apply the CCSS, the educational system may offer students with disabilities the experience of high school graduation, and college and career readiness. The focus of this qualitative case study is to explore teacher perceptions of the kinds of support and training they believe are necessary to use CCSS to teach students with disabilities in an urban school district. This study contains concepts such as standard-based reform, implementing the CCSS, and reading and literacy development. Other frameworks that guided this study included No Child Left Behind, Individualized Education Program, Race to the top, Social-Emotional Learning, curriculum integration, and writing standards. Qualitative data were gathered using 10 open-ended questions. The interviews were conducted with 10 regular education teachers who work in the 9th to 12th grades. A qualitative case study used to allow interpretation from data were collected from within a natural environment and location. Data were analyzed using a Microsoft Excel software which include the participants and the number of times they mentioned a word or phrase. The majority of the teachers who participated in the in-depth interviews suggested that professional development that promote higher-order thinking skills, as well as strategies on applying the standards in their lessons for regular and special needs students. During the interviews, teachers also described their experiences of prior training as having minimal to no prior training to apply the standards to their teaching practices for students with disabilities. A few teachers also revealed that they would decide whether to attend training for the standards if the training provided ways to differentiate instruction using the standards. Future researchers will need to determine if findings from data collected from only one high school can be generalized to other populations. Future researchers should also determine if observations of how teachers are applying the standards should be conducted. [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.] ED592126 Teacher Perceptions of the Kinds of Support and Training Needed to Apply Common Core State Standards for Students with Disabilities in an Urban School District ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-8910-7 159 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:10976436 2019 As Provided JAN2020

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No Internship Programs Employment Potential Education Work Relationship Student Characteristics College Students Alignment (Education) Citizenship Critical Thinking Problem Solving Communication Skills Self Management Alft, Timothy D. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education As students are more likely to be under employed post-graduation, and employers find it increasingly more challenging to fill positions with effective candidates, educational stakeholders are being challenged to develop the humanistic traits of students within an infrastructure that that has traditionally excelled in subject matter mastery. In response, many institutions have strengthened their internship programming, as it is perceived to be a progressive approach that still fits within the paradigm of credential based education. However, the inability to empirically link employability interventions to on-the-job performance has impeded the expansion of nontraditional educational offerings, justifying the need for an assessment of a recent transition from a concurrent employability model to a sequentially aligned model at the site of this research. Considering that the employability programming transition had already taken place at the site of this research, an ex post facto approach was employed. This quasi-experimental analysis lends itself to a deductive interpretation of the differences and associations in students' employability at their internship, and the efficacy that these outcomes have on their post-graduation employment outcomes. Additional longitudinal analysis provided insight into the unique student characteristics represented in this sample, and the associations and differences in both summative internship, and post-graduation, employability metrics. The research indicated that sequentially aligning employability interventions were found to have a significant relationship with students citizenship, critical thinking, and problem solving skills, but there were no significant findings between the sequentially aligned programming and students' post-graduation employment outcomes. In regards to the relationship between student characteristics and the assessments of employability skills during the internship, 34 significant findings indicated that contextual indicators may be a leading indicator for employability during the internship. Longitudinally, 25 employability skill assessments were analyzed for statistical significance in relationship to post-graduation employment metrics. Skills within the communication and self-management dimension were found to have a significant relationship with post-graduation employment status, job relatedness, and students' reported annual salaries. [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.] ED592127 Intern Employability Development: An Ex Post Facto Analysis of a Sequentially Aligned Internship Model ProQuest LLC Ph.D. Dissertation, Cardinal Stritch University 2018-00-00 978-0-4386-0249-6 269 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:10975581 2019 As Provided JAN2020

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No Imagination Learning Processes Educational Practices Learning Theories Learner Engagement Disabilities Economically Disadvantaged Inclusion Active Learning Play Early Childhood Education Educational Facilities Design Student Evaluation Creativity Creative Thinking Empathy Literacy Education Indigenous Populations Nontraditional Education Low Income Foreign Countries Bland, Derek, Ed. Books Collected Works - General Reports - Descriptive English Early Childhood Education "Imagination for Inclusion" offers a reconsideration of the ways in which imagination engages and empowers learners across the education spectrum, from primary to adult levels and in all subject areas. Imagination as a natural, expedient, and exciting learning tool should be central to any approach to developing and implementing curriculum, but is increasingly undervalued as learners progress through the education system; this disregards not only imagination's potential, but its paramount place in informing truly inclusive approaches to teaching and learning. This book presents a new theory of imagination and includes discussion about its application to teaching and learning to increase the engagement of disaffected students and reinvigorate their relationships with curriculum content. Chapters include key ideas and discussion surrounding the benefits of introducing imaginative practices into the classroom for learners from a range of marginalised backgrounds, such as young people with disabilities and adult learners from socio-economically disadvantaged environments. In exploring imagination in the practice of inclusive education, the book includes chapters from researchers and practitioners in education who have fresh ideas about how learners and teachers have benefited from introducing imaginative pedagogies. The diverse collection, featuring writers with backgrounds from early childhood to adult education, will be essential reading for academics and researchers in the fields of education, inclusive education, social policy, professional development, teacher education and creativity. It will be of particular interest to current and pre-service teachers who want to develop inclusive practice and increase the engagement of all students with formal education. This book contains 13 chapters and four parts. Following the first chapter, Introduction: Reimagining imagination, Part 1, Fantasy, contains: (2) Playful pedagogies: Promoting active learning through play and imagination in the early years of school (Susan Irvine); (3) Petting zoos and little dark spaces: Fantasy to inform school design (Derek Bland); and (4) Letters of gratitude: A pedagogy of hope for teachers of young people with disabilities. (Jennie Duke & 'Fitz'). Part 2, Creative imagination, contains: (5) 'Just use your imagination': A teacher educator's explorations of assessment (Gill Rutherford, with Lucy Collins-McKenzie, Alex McLeod, Courtney Ross, & Aisha Williams); (6) Creativity for engagement and inclusion (Carly Lassig); and (7) Imagining ourselves as 21st century learners: Making space to learn (Jill Willis). Part 3, Critical imagination, contains: (8) The power of creative, critical and empathetic imagination to shape transformative opportunities in the teaching of literacy (Vicky Duckworth); (9) Re-imagining Indigenous education through flexi-schooling (Marnee Shay); and (10) Feeling futures: The embodied imagination and intensive time (Anna Hickey-Moody, Valerie Harwood, & Samantha McMahon). Part 4, Empathic imagination, contains: (11) Ethical imagination and the inclusive education agenda: The case of low-income countries (Bill Atweh & Mellony Graven); (12) Imagination for Inclusion: Shared understandings across diverse contexts of educational practice (Donna Tangen & Louise Mercer); and (13) From stone to stone across the unknown sea (John J. Cimino, Jr.). ED591517 Imagination for Inclusion: Diverse Contexts of Educational Practice. Routledge Research in Education Routledge Research in Education 2016-02-23 978-1-1389-1598-5 Researchers Teachers Students 208 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/SE0393/ N/A https://www.routledge.com/Imagination-for-Inclusion-Diverse-contexts-of-educational-practice/Bland/p/book/9780815359890 2019 ERIC JAN2020

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No Place Based Education Teaching Methods Climate Environmental Education Case Studies Self Concept Learning Processes Sustainability Outdoor Education Faculty Development Advocacy Instructional Design Renshaw, Peter, Ed. Tooth, Ron, Ed. Books Collected Works - General Reports - Descriptive English "Diverse Pedagogies of Place" presents eight original place-responsive pedagogies that address a question of paramount importance in today's world: how do we educate the next generation of students to confront the challenges of global climate change and the on-going degradation of natural environments? Each place-responsive pedagogy is a result of innovative environmental educators' long-term engagement with particular places, and demonstrates that personal connectedness is crucial to effective environmental education. Professional learning and teacher collaboration is an important theme throughout the book, and the editors discuss how teachers could adapt the learning activities and teaching strategies found in the book in order to create their own place-responsive pedagogies. Each case study provides a rich account of how students can learn to be attentive and draws upon a common analytical framework derived from recent theorisation of place that highlights the centrality of stories-in-place, embodiment, and contestation. The authors present detailed and persuasive evidence that place-responsive pedagogies enable students to construct their own identities, as well as develop commitments and a deeper knowledge of the environments that surround them. A work of international relevance, "Diverse Pedagogies of Place" will appeal to academics, researchers and postgraduate students in the fields of environmental education and sustainability, place-based education, outdoor learning, professional learning and teacher development, as well as policymakers and environmental educators. This book contains the following chapters: (1) Diverse Place-responsive Pedagogies: Historical, Professional and Theoretical Threads (Peter Renshaw and Ron Tooth); (2) Pedagogy as Advocacy in and for Place (Ron Tooth and Peter Renshaw); (3) Pedagogy as Story in Landscape (Ron Tooth); (4) Pedagogy as Slow Time in the Extra Ordinary Bush (Noeleen Rowntree and Agatha Gambino); (5) Pedagogy as Walking Country at Barambah (Sue Gibson and Mark Cridland); (6) Pedagogy in the Clouds -- between Heaven and Earth -- at Paluma (Linda Venn and Louka Lazaredes); (7) Pedagogy as Shifting Sands at Nudgee Beach (Mary-Ann Pattison); (8) Pedagogy of the Edge at Moreton Bay (Belinda Daly); (9) Place-responsive Design for School Settings (Ron Tooth and Peter Renshaw); and (10) Environmental Educators Learning and Theorizing Place-responsive Pedagogy (Robert Stevenson and Gregory Smith). ED591518 Diverse Pedagogies of Place: Educating Students in and for Local and Global Environments. Routledge Research in Education Routledge Research in Education 2017-08-10 978-1-1389-0669-3 Researchers Students Teachers Policymakers 216 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/SE0393/ N/A https://www.routledge.com/Diverse-Pedagogies-of-Place-Educating-Students-in-and-for-Local-and-Global/Renshaw-Tooth/p/book/9781138906693 2019 ERIC JAN2020

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Yes Foreign Countries Equal Education Gender Bias Secondary Education Females Educational Quality Curriculum Social Bias Social Attitudes Access to Education Educational Policy Legal Responsibility Transformative Learning Teacher Role Consciousness Raising Single Sex Schools Teacher Education Sahni, Urvashi Reports - Evaluative India Brookings Institution, Center for Universal Education English Secondary Education Both globally and in India, the discourse around girls' education is particularly charged. There is an urgency as it is now understood that developmental promises cannot be fulfilled unless gender equality is taken seriously. Generally, a complete, high-quality secondary school education for girls is seen as a vital pathway to achieving gender equality. The term "empowerment" is widely used in international development discourse in close conjunction with girls' education and gender equality, and implies a necessary correlation of girls' education with their empowerment. Many scholars and researchers have challenged this assumption noting that simply getting girls into school and ensuring that they finish is not enough. There should be a focus on process, content, and curricula that critically address inequitable social norms and structures. This policy brief recommends including gender studies as an official part of the curriculum in India, along with proper pedagogies, processes, structures, and teacher training. ED592768 Mainstreaming Gender Equality and Empowerment Education in Post-Primary Schools in India. Policy Brief Center for Universal Education at The Brookings Institution 2018-12-00 John D. and Catherine T. MacArthur Foundation 22 Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education N/A 2019 As Provided JAN2020

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Yes Infants Toddlers Early Childhood Education Curriculum Student Needs Developmentally Appropriate Practices Interpersonal Relationship Definitions Curriculum Development Curriculum Implementation Early Intervention Quality Control Educational Policy Chazan-Cohen, Rachel Zaslow, Martha Raikes, Helen H. Elicker, James Paulsell, Diane Dean, Allyson Kriener-Althen, Kerry Reports - Descriptive ISSN- Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) Child Trends ICF International English Early Childhood Education This brief is an effort to explore the meaning of the word "curriculum" when applied to working with infants and toddlers. The idea for the brief emerged from the early childhood community--specifically two groups of applied researchers funded by the Administration for Children and Families, INQUIRE and NITR. [See insert box on page 12 for more information on these groups]. These groups were getting questions from state policy makers and practitioners about the meaning of the term "empirically based curricula for infants and toddlers," a requirement for many accountability systems. Questions included concerns about how to conceptualize curriculum in the context of working with infants and toddlers--especially how to incorporate this concept in a way that provides sufficient focus on individualization and the supportive and responsive relationships that are the hallmark of infant/toddler care and education. There was concern that use of a curriculum would by definition be developmentally inappropriate for infants and toddlers. There were also questions about how stakeholders should verify the use of a curriculum for this age group. This brief begins a discussion about the meaning of the term when applied to early education and care programs serving families with infants and toddlers, and focuses especially on how the concept of a curriculum can be incorporated into and used in programs in a way that is developmentally appropriate for this age range. In this brief, the authors aim to provide background and guidance to policy makers and practitioners in the context of this new emphasis on curricula for programs serving infants and toddlers. The authors first look to existing definitions of curricula for infants and toddlers to identify key elements that should be considered (see Tables 1, 2, and 3 in the appendix). They then examine how one might verify the use of a curriculum (see Table 4 in the appendix). This is not a review of existing published curricula. The authors intend this information to be useful to those providing group care and education services in home-based and center-based settings, including to Early Head Start and Migrant and Seasonal Head Start programs, although some of the strategies for verifying curricula use may differ across setting types. ED592769 Working toward a Definition of Infant/Toddler Curricula: Intentionally Furthering the Development of Individual Children within Responsive Relationships. OPRE Report 2017-15 Office of Planning, Research and Evaluation 2017-03-00 31 Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre N/A 2019 ERIC JAN2020 HHSP23320095631WC HHSP23320095636WC

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No Marketing School Districts Public Schools Student Recruitment Public Relations Professional Associations Strategic Planning Communications Employee Attitudes Educational Trends Trend Analysis Elementary Secondary Education Hill, Mikala O. Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Elementary Education Elementary Secondary Education This study was designed to determine the marketing strategies used by Texas public school districts, the factors influencing changes, and the extent to which districts are intentionally developing a market niche to attract families. The research was guided by three questions: 1. How do independent school districts in Texas market their schools? 2. What changes (if any) are districts making to attract the desired consumers? 3. What factors appear to influence the extent of observed changes (if any) to school marketing practices by districts? The population targeted for the current study was public school districts within the state of Texas as identified through membership in the Texas School Public Relations Association (TSPRA). Through the use of survey methods, data were collected and analyzed quantitatively from a final sample size of 109 participants across Texas who work in communications, marketing, public relations departments, or those who handle the strategic marketing for the district in which they work. [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.] ED592128 The Business of Education: An Investigation into the Developing Trend of Marketing Strategies in Texas Public Schools ProQuest LLC Ed.D. Dissertation, Texas Wesleyan University 2018-00-00 978-0-4386-3098-7 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:10976488 2019 As Provided JAN2020

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No Stakeholders Cooperation Educational Environment Academic Achievement Service Learning Learning Processes Biological Sciences Intervention Workshops Pretests Posttests Foreign Countries College Students Oonk, Carla Gulikers, Judith Mulder, Martin Speeches/Meeting Papers Reports - Research Netherlands ISSN- English Higher Education Postsecondary Education Boundary crossing competence is needed to tackle complex problems and should therefore be facilitated in education. The Regional Learning Environment, a typical service learning environment practiced in Dutch life sciences education, offers students ample opportunities to develop boundary crossing competence through multi-stakeholder collaboration, but appears to non-optimally make use of this. This quasi-experimental mixed-methods pre- and post-test intervention study (N=129) investigates the effect of explicit support of student-stakeholder collaboration, by means of workshops, on student-stakeholder collaborative activities and reported boundary crossing learning mechanisms i.e. identification, coordination, reflection, and transformation. The study shows that explicit support of student-stakeholder collaboration in the Regional Learning Environment both stimulates the amount of student-stakeholder collaborative activities, and activates life sciences students' boundary crossing learning mechanisms. ED592129 Supporting Student-Stakeholder Collaboration in the Multistakeholder Regional Learning Environment and the Effects on Student Learning AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Formative Evaluation Elementary Education Educational Planning Educational Assessment Program Implementation Educational Legislation Federal Legislation Student Centered Learning Mathematics Achievement Reading Achievement Elementary School Students Student Evaluation Klute, Mary Maguire Apthorp, Helen S. Speeches/Meeting Papers Reports - Research Information Analyses ISSN- English Elementary Education This paper discusses practical implications of formative assessment effectiveness research in grades one through six. Formative assessment effectiveness is a timely topic for state and district leaders as they develop implementation plans for Every Student Succeeds Act (ESSA), including their approaches to supporting school-based practitioners (Shepard, Penuel, & Davidson, 2017). This paper addresses one overarching research question: What effectiveness claims can we responsibly make about formative assessment? To improve on prior research, we adopted Bennett's (2011) recommendations for conducting research on the effectiveness of formative assessment, including: precisely defining formative assessment, considering whether studies of the impact of formative assessment were conducted with sufficient quality to support causal inferences, and describing concrete instantiations of effective formative assessment. ED591792 Effective Formative Assessment for Elementary Grade Classrooms: A Research Review AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 26 As Provided JAN2020

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No Preservice Teachers Elementary School Teachers Teacher Participation Inclusion Elementary School Mathematics Mathematics Teachers Elementary Education Lesson Plans Preservice Teacher Education Disabilities Mathematics Education Tan, Paulo Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Elementary Education Students with disabilities lack access to and achievement in rigorous and cognitively challenging mathematics and are typically subjugated to rote and remedial forms of mathematics education in segregated settings. In this presentation, I argue that teacher educators, guided by disability studies in education (DSE) concepts, can support prospective teachers' development to challenge oppressive practices and enact inclusive mathematics education. I report on a study that examined prospective teachers' conversations as they engaged with an equity-oriented tool. Participants were part of a program that embedded elements of DSE in its curriculum. I share results of participants' conversational content and focus which included their questioning of existing mathematics education practices and how they would redress more just mathematics practices. ED591793 Prospective Elementary Teachers' Engagement with an Inclusive Mathematics Education Tool: An Exploratory Study AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 11 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 13 As Provided JAN2020

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Yes Foreign Countries Preservice Teachers Thinking Skills Creative Thinking Gender Differences Institutional Characteristics High School Graduates Reading Habits Internet Karagöz, Beytullah Journal Articles Reports - Research Turkey ISSN-2501-1111 English Higher Education Postsecondary Education High Schools Secondary Education The purpose of this study is to investigate the pre-service Turkish teachers' lateral thinking dispositions with regard to different variables. The research is a descriptive study which was structured according to the correlational survey model. The sample of the study consists of a total of 197 pre-service teachers studying in the Faculty of Education in Tokat Gaziosmanpasa University in 2018-2019 academic year. The Lateral Thinking Disposition scale (LATD) developed by Semerci (2016) was used in the study. The data obtained were analyzed via SPSS 22 Windows software. Considering the results of the study, it was concluded that the total scores of the pre-service teachers from the LATD scale were in favour of the male students considering gender and the students graduating from the foreign language high schools in terms of the school from being graduated. ED591794 An Evaluation of Pre-Service Turkish Teachers' Lateral Thinking Dispositions with Regard to Different Variables Online Submission European Journal of Education Studies v5 n9 p156-165 2019 2019-00-00 10 N/A 2019 21 As Provided JAN2020

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No Service Learning Medical Schools Health Services Educational Assessment Medical Students Strategic Planning Educational Planning Educational Strategies Curriculum Development Graduate Students Graduate Medical Education Doctoral Programs Occupational Therapy Classification Dempsey, Tammy Davis, Robin Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The aim of this companion dissertation in practice (DiP) was to address the need to facilitate a culture of community engagement through service-learning at an academic medical center. The integration of the philosophy of community engagement is needed to prepare health care students with the knowledge, skills, and attributes needed to practice ethically, while also meeting the needs of the community and fulfilling the mission of the university. The two complementary studies included in the DiP gathered data needed for strategic planning to advance the scholarship of engagement across the institution and specifically within the occupational therapy (OT) department. The primary objectives were to determine current levels of the institutionalization and development of service-learning at an institutional and departmental level for multiple stakeholders. Findings served as a foundation for recommendations to develop strategies to advance service-learning and community engagement across campus in preparation for the Carnegie Community Engagement Classification and for planning service-learning throughout the curriculum for a new OT doctoral program. Instruments used for assessment included adaptations of Andrew Furco's Self-Assessment Rubric (2002), as well as surveys from Campus Compact. As theories underlying the studies emphasize the importance of mutual and reciprocal relationships across multiple constituencies, the populations surveyed for assessment included faculty, students, administrators, and current and proposed community partners. [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.] ED591232 Multi-Level, Multi-Constituent Assessment of Service-Learning at an Academic Medical Center ProQuest LLC Ed.D. Dissertation, The University of Mississippi 2018-00-00 978-0-4385-3751-4 315 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:10844485 2019 As Provided JAN2020

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Yes Foreign Countries Physical Education Athletics Universities Undergraduate Study Curriculum Required Courses Elective Courses Credits Administrator Education Bozyigit, Elif Journal Articles Reports - Research Turkey EISSN- English Higher Education Postsecondary Education The aim of the study is to examine the undergraduate program courses of the universities providing training in Sports Management in Turkey. In this study, electronic screening method was used via web sites of universities. 80 Sports Management Departments (SMD) were found and only 20 of them which were up to date were analyzed. 2016-2017 academic year curriculums were examined. All universities examined were state universities. The courses were grouped as Compulsory-Elective, Theoretical-Practical and Total number of course-hour and credit. The percentages of the courses were calculated over the total course hours for that group. [This study was presented as a poster presentation at the World Association for Sport Management World Conference (2nd, Kaunas, Lithuania, Jun 20-23, 2017.)] ED591233 Sports Management Education in Turkish Universities, Analysis of Undergraduate Programs Online Submission Journal of Sports Science v5 p345-348 2017 2017-00-00 4 T 2019 22 As Provided JAN2020

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No Service Learning Medical Schools Health Services Educational Assessment Medical Students Strategic Planning Educational Planning Educational Strategies Curriculum Development Graduate Students Graduate Medical Education Doctoral Programs Occupational Therapy Classification Davis, Robin Dempsey, Tammy Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The aim of this companion dissertation in practice (DiP) was to address the need to facilitate a culture of community engagement through service-learning at an academic medical center. The integration of the philosophy of community engagement is needed to prepare health care students with the knowledge, skills, and attributes needed to practice ethically, while also meeting the needs of the community and fulfilling the mission of the university. The two complementary studies included in the DiP gathered data needed for strategic planning to advance the scholarship of engagement across the institution and specifically within the occupational therapy (OT) department. The primary objectives were to determine current levels of the institutionalization and development of service-learning at an institutional and departmental level for multiple stakeholders. Findings served as a foundation for recommendations to develop strategies to advance service-learning and community engagement across campus in preparation for the Carnegie Community Engagement Classification and for planning service-learning throughout the curriculum for a new OT doctoral program. Instruments used for assessment included adaptations of Andrew Furco's Self-Assessment Rubric (2002), as well as surveys from Campus Compact. As theories underlying the studies emphasize the importance of mutual and reciprocal relationships across multiple constituencies, the populations surveyed for assessment included faculty, students, administrators, and current and proposed community partners. [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.] ED591234 Multi-Level, Multi-Constituent Assessment of Service-Learning at an Academic Medical Center ProQuest LLC Ed.D. Dissertation, The University of Mississippi 2018-00-00 978-0-4385-3750-7 316 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:10844446 2019 As Provided JAN2020

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Yes Foreign Countries Second Language Learning Second Languages English (Second Language) French Italian African Culture Gerencheal, Berhane Mishra, Deepanjali Reports - Descriptive Journal Articles Ethiopia ISSN-2349-5138 English The beginning of the modern education and the introduction of the foreign languages in Ethiopia are the two faces of a single coin. And this paper mainly shows how and when foreign languages are introduced into Ethiopia following the footsteps of the introduction and expansion of modern education. It is done using secondary sources. It also gives brief explanations on the statuses and the roles of those foreign languages during different times starting from their introduction up to present. The absence of well-documented literature on this topic motivates the author to work on it. It is true that this topic is shallowly discussed whenever researchers have been reviewing the introduction and expansion of modern education into Ethiopia. The topic has been investigated as a minor agenda whenever researchers have been reviewing the education policies of Ethiopia as their major task. However, this research has reversed the common trend by giving due attention to the foreign languages. Hence, this paper could be used as a useful source document for any interested researchers who really want to study on it since no or less organized literature is available. On this review, English language is given more focus since it is the dominant language comparing to the other foreign languages which have been introduced to Ethiopia. ED592409 Foreign Languages in Ethiopia: History and Current Status Online Submission International Journal of Research and Analytical Review v6 n1 p1431-1439 Jan 2019 2019-01-00 Researchers 9 T 2019 17 As Provided JAN2020

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Yes Nursing Students Stress Variables Verbal Tests Test Anxiety Second Language Learning Language Proficiency Language Tests Student Attitudes Foreign Countries Oral Language English (Second Language) Tejada Reyes, Venecia Tests/Questionnaires Reports - Research Dominican Republic EISSN- English The purpose of this study is to find out if there is a correlation between the anxiety of a foreign language in nursing students and their performance in an oral examination, and if it exists, how strong is that correlation. It also aims to examine the effect that different levels of anxiety have on students' oral test scores and how students feel during the test. Sixteen nursing students participated in the study. They were given an oral exam that consisted of three role play scenarios. The results suggest that anxiety in the foreign language affects oral performance. Students with lower levels of anxiety received higher scores on the oral exam, while highly anxious students received lower test scores. Most of the students reported feeling nervous while receiving the oral exam. ED592410 Foreign Language Anxiety in Nursing Students and Their Performance on an Oral Exam Online Submission 2018-12-00 35 N/A 2019 33 As Provided JAN2020

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Yes Charter Schools Art Education Urban Schools High Schools School Effectiveness Integrated Curriculum Teacher Student Relationship High School Graduates Millard, Lyman Reports - Descriptive Ohio (Toledo) Thomas B. Fordham Institute Thomas B. Fordham Foundation English High Schools Secondary Education One of Ohio's oldest public charter schools, Toledo School for the Arts (TSA) was forged from concerns about the state of arts education, especially performing arts and dance. For young people with a keen interest in the arts, any shortage of offerings limits opportunities and may lead to less engagement in school. The latest entry in the Pathway to Success series shows how one specialized charter school has been able to tap into students' interests, focusing and inspiring them to cultivate their talents. TSA, for instance, encourages freshman students to choose an art "major" to pursue. The twins featured in this profile are TSA graduates, one who carried her major in dance from Toledo to Wright State University and one whose major in writing led to pursuit of an English degree at the University of Toledo. ED592411 Pathway to Success: Toledo School for the Arts Builds Promising Futures through the Arts Thomas B. Fordham Institute 2018-12-00 8 Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net N/A 2019 ERIC JAN2020

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No Technology Uses in Education Educational Technology Teaching Methods Program Effectiveness Reading Achievement Mathematics Achievement Rural Schools Elementary School Students Grade 3 Grade 4 Access to Computers McGuckin, Ryan Dissertations/Theses - Doctoral Dissertations Illinois (Chicago) EISSN- English Elementary Education Grade 3 Primary Education Early Childhood Education Grade 4 Intermediate Grades The purpose of this study is to measure the effects that one-to-one technology has on student academic achievement in reading and mathematics. This study was conducted in a small rural central Illinois elementary school about 100 miles southwest of Chicago, Illinois. The total student population for the district is 506 students. The total number of full time certified employees is 39 and 32 non-certified employees. In this quantitative correlation educational study, the effect of one-to-one technology on reading and mathematical achievement of general education was studied. The treatment group for the study consisted of students in grades three and four enrolled during the 2016-17 school year. The dependent variables of this study included student achievement in reading and student achievement in math. The independent variable remained students receiving and not receiving one to one technology. Data collected to measure student achievement surrounded student results in Reading and Mathematics on PARCC and AIMSweb assessment tools. The scores of third and fourth grade students prior to and following the implementation of one-to-one technology were not statistically significantly different at the p= 0.05 level in reading and math growth on either the AIMSweb or PARCC assessments. [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.] ED592130 The Relationship between One-to-One Technology, Academic Achievement in Reading and Academic Achievement in Mathematics a Study on the Impact of One-to-One Technology Has on Academic Performance in Reading and Math among Lower Elementary Students (Grades 3-4) ProQuest LLC D.Ed. Dissertation, University of St. Francis 2018-00-00 978-0-4386-1491-8 92 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:10976296 2019 As Provided JAN2020

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No Student Attitudes Writing Skills College Freshmen Freshman Composition College Faculty College Students Teacher Attitudes Writing Improvement Writing Workshops Faculty Development Laboratories Writing (Composition) Lloyd, Jennifer Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Some students are entering college and graduating with the inability to write scholarly and professionally. The purpose of this instrumental case study was to examine the perceptions of college instructors and students about the essential writing skills of entering first-year college students within a Southwestern university. This study provided insight into strategies to engage students in the writing process, both before and after entering college. Vygotsky's social constructivism provided the framework for this study. The research questions included an examination of the perceptions of students' writing skills based on what instructors, students, and writing center personnel observed; what instructors and students believed to be essential writing skills necessary for entering first-year college students to be academically successful; and what the writing center personnel and students' perceptions were regarding writing resources that were deemed beneficial to entering first-year college students to help improve their writing skills. Data were collected through semistructured interviews with 12 participants: 4 instructors, 5 students, and 3 writing center personnel. Data analysis included theme identification based on key words from the interviews. According to study results, findings revealed factors that contributed to poor writing, common writing errors, required writing skills to be academically successful, and writing resources. These findings led to the development of a 3-day professional development (PD) workshop. Participation in the PD workshop may lead to modifications in the curriculum at local high schools and entry-level courses taught to entering first-year college students, resulting in 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.] ED592131 Perceptions on the Essential Writing Skills of Entering First-Year College Students ProQuest LLC Ed.D. Dissertation, Walden University 2018-00-00 978-0-4386-2709-3 184 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:10976765 2019 As Provided JAN2020

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Yes Wages Child Care Centers Child Caregivers Compensation (Remuneration) Educational Trends Trend Analysis Educational Quality Costs Tables (Data) Early Childhood Education Reports - Evaluative Washington Washington State Department of Early Learning (DEL) English Early Childhood Education In January 2017 Washington State Department of Early Learning (DEL) surveyed child care centers and family homes on the impact of Initiative 1433 ("I-1433") raising Washington's minimum wage. The data collected indicates that providers were broadly impacted by the initiative. For family home providers, 46% reported that they had paid assistants, and the average pay increase among these was 12%. The survey data suggests a total impact on family home providers of $0.39 per child per day, or approximately 1%. For child care centers, wages were reported to increase for lead teachers by 5.2% and for assistant teachers by 8.5%, statewide. These increases suggest a total business impact regionally of 2.3%-6.4%. Using the survey data along with statewide unemployment insurance data, a statewide business impact for centers of 3.5% is estimated. The total business impact in each case represents a percent increase in provider costs that, if unmet by increased tuition rates, can be expected to result in a reduction in the availability or quality of child care for subsidy enrollees. To preserve the supply of childcare for subsidy enrollees, and to support subsidy providers progressing on improving quality, this review indicates that a percentage increase in regional subsidy rates equivalent to the percentage cost increase is needed. An increase of 1% for homes and an increase of 3.5% for centers over the 2018 fiscal year would increase overall payments over that time period by approximately $7,293,080, or 2.2%. The data described in this summary provide a basis for either a statewide increase or regional increases in the subsidy rates. Although regional variation is observed, the variation does not closely match the regional differences in current subsidy rates or other measures of relevant regional costs that we have reviewed. Accordingly, a single statewide percentage increase may be the best-supported mechanism to address a state-wide need at this time. ED591235 Provider Minimum Wage Impact Survey. Analysis Brief Washington State Department of Early Learning 2017-03-16 4 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 2019 0 ERIC JAN2020

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No Public Schools Urban Schools Evaluation Methods Governance Educational Change Educational Legislation Compliance (Legal) Teacher Competencies Educational Improvement Principals Administrator Qualifications Academic Achievement College Attendance Graduation Rate Special Education Reports - Research District of Columbia National Academies, National Academy of Sciences National Academies, National Academy of Engineering National Academies, National Academy of Medicine English Higher Education Postsecondary Education "An Evaluation of the Public Schools of the District of Columbia" is a comprehensive five-year summative evaluation report for Phase Two of an initiative to evaluate the District of Columbia's public schools. Consistent with the recommendations in the 2011 report "A Plan for Evaluating the District of Columbia's Public Schools," this new report describes changes in the public schools during the period from 2009 to 2013. "An Evaluation of the Public Schools of the District of Columbia" examines business practices, human resources operations and human capital strategies, academic plans, and student achievement. This report identifies what is working well seven years after legislation was enacted to give control of public schools to the mayor of the District of Columbia and which areas need additional attention. [This study was supported by Contract No. ODCA 2013-01 between the National Academy of Sciences and the Government of the District of Columbia, Office of the District of Columbia Auditor, with additional funding from the Diane and Norman Bernstein Foundation and the National Academy of Sciences Kellogg Fund. For "A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence," ED535702.] ED591236 An Evaluation of the Public Schools of the District of Columbia: Reform in a Changing Landscape National Academies Press 2015-00-00 978-0-3093-7380-7 342 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 T http://dx.doi.org/10.17226/21743 2019 As Provided JAN2020 ED567789

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No Critical Theory Race Discourse Analysis Social Differences Racial Differences Social Discrimination Racial Discrimination Minority Group Students Language Usage Ideology Power Structure Writing (Composition) Transformative Learning Educational Environment Dialects Immigrants Bilingual Students Orelus, Pierre W., Ed. Books Collected Works - General Reports - Evaluative English In this edited collection, authors from various academic, cultural, racial, linguistic, and personal backgrounds use critical discourse analysis as a conceptual framework and method to examine social inequities, identity issues, and linguistic discrimination faced by historically oppressed groups in schools and society. "Language, Race, and Power in Schools" unravels the ways and degrees to which these groups have faced and resisted oppression, and draws on critical discourse analysis to examine how multiple forms of oppression intersect. This volume interrogates areas of discrimination and injustice and discusses possibilities of developing coalitions and concerted efforts across the lines of diversity. This book contains thirteen chapters: (1) Introduction (Pierre W. Orelus); (2) From East City Gate to the East of the Pacific: My Pedagogical Journey through Critical Discourse Analysis (Lihua Zhang); (3) Emancipatory Discourses on Ideology, Power and the Media: A Critical Discourse Analysis (Susana Ríos); (4) Toward Emancipation: Critical Discourse at work in a Composition Classroom (Debasmita Roychowdhury); (5) Discourse as a Pilgrimage: The Past of My Memories and the Future of My Hopes (Paulo A. Oemig); (6) Teaching and Learning in the Diaspora: A Transformative Pedagogy (Donna-Marie Cole-Malott); (7) The Learner, the Teacher and the Classroom Community: Building Safe Spaces for Emotional Sharing (Karen R. Trujillo); (8) Teacher, Learner & Cultural Crosser: A critical reflection on the construction of my identity (Giselle Martinez); (9) Comparative Discourse Analysis: Lenses Concerning English Ownership for Africans (Loretta H. Wideman); (10) Accentism Exposed: An anti-colonial analysis of accent discrimination (Pierre W. Orelus); (11) We Are the Stories We Share: A Critical Discourse Analysis And A Transformational Process (Nancy Wasser, Romina Pacheco, and Veronica Gallegos); (12) Comparative Discourse Analysis: Dichotomous Reality from a Polish Immigrant's Perspective (Ewa Krawczyk); and (13) Emergent Bilinguals in the Curriculum (Adriana Goenaga Ruiz de Zuazu). ED591519 Language, Race, and Power in Schools: A Critical Discourse Analysis. Routledge Research in Education Routledge Research in Education 2017-01-10 978-1-1386-9049-3 204 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/SE0393/ N/A https://www.routledge.com/Language-Race-and-Power-in-Schools-A-Critical-Discourse-Analysis/Orelus/p/book/9781138690493 2019 ERIC JAN2020

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No Critical Theory Race Whites Hispanic Americans Females Bilingual Education Paraprofessional School Personnel Preservice Teachers Teachers Bilingualism Racial Bias Educational Environment Inclusion Barriers Work Environment Career Development Amos, Yukari Takimoto Books Reports - Research English Higher Education Postsecondary Education Using critical race theory and whiteness studies as theoretical frameworks, this book traces two Latina bilingual education teachers in three different professional phases: as paraprofessionals, teacher candidates, and certified teachers. Grounded in a longitudinal case study, this book sheds light on the effects of institutional racism when Latina/o educational professionals attempt inclusion in white dominant organizations, such as schools. Revealing and analyzing the structural racism present in schools and the obstacles it creates for professionals of color, the author exposes the racist practices that are hidden from view and offer practical solutions to combat them. ED591520 Latina Bilingual Education Teachers: Examining Structural Racism in Schools. Routledge Research in Education Routledge Research in Education 2018-03-26 978-1-1380-4831-7 180 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/SE0393/ N/A https://www.routledge.com/Latina-Bilingual-Education-Teachers-Examining-Structural-Racism-in-Schools/Amos/p/book/9781138048317 2019 As Provided JAN2020

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Yes Job Skills Entrepreneurship Training Artists Alumni Employment Patterns Art Education Curriculum Self Efficacy Career Development College Graduates Majors (Students) Skill Development Business Skills Money Management Skaggs, Rachel Reports - Research Indiana University, Strategic National Arts Alumni Project English Higher Education Postsecondary Education The Strategic National Arts Alumni Project (SNAAP) is an online survey, data management, and institutional improvement system designed to enhance the impact of an arts school education. In 2015, SNAAP developed a Topical Module with in-depth questions about arts entrepreneurship and career skills. Career skills are increasingly regarded as a crucial element of higher education, and researchers have noted the importance of such skills in assuring successful post-college career outcomes. Over 30,000 arts alumni of all ages with undergraduate or graduate level degrees responded to the questions, creating a rich database of information. SNAAP's Career Skills and Entrepreneurship module asks alumni about their educational experiences with entrepreneurship and about confidence in their abilities to act in various entrepreneurial ways in their careers. This report focuses on understanding whether and how entrepreneurship education and career skills are emphasized in arts school or departmental curriculum and programming, how confident alumni are in their abilities, and how entrepreneurship and career development relate to alumni career outcomes. [This report was written with Alexandre Frenette, Sally Gaskill, and Angie Miller.] ED591237 Career Skills and Entrepreneurship Training for Artists: Results of the 2015 SNAAP Survey Module. Special Report Strategic National Arts Alumni Project 2017-00-00 Emily Hall Tremaine Foundation Teachers Policymakers 27 Strategic National Arts Alumni Project. Indiana University Center for Postsecondary Research, 1900 East Tenth Street Suite 419, Bloomington, IN 47406. Tel: 812-856-5824; Fax: 812-856-5150; Web site: http://snaap.iub.edu N/A 2019 19 ERIC JAN2020

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No Student Role Equal Education Academic Achievement High School Students Student Experience Student Participation Educational Practices Evaluation Methods Teacher Student Relationship Internship Programs Jaquith, Ann Stosich, Elizabeth Reports - Evaluative California Stanford Center for Opportunity Policy in Education (SCOPE) Social Policy Research Associates (SPR) English High Schools Secondary Education This memo, which is the first in the series, explores some of the assessment for learning practices that the initiative is supporting at Del Lago Academy of Applied Sciences, a small public high school in Escondido, California that educates a diverse group of scholars to develop industry-specific skills and expand their social networks and access to opportunities. In a recent EdWeek Deeper Learning blog post, SCOPE Associate Director Ann Jaquith further describes the deeper learning work at DLA where students experience deeper learning through their coursework and through their participation in a carefully constructed and assessed six-week internship. [Co-written with the Assessment for Learning Project. This research is made possible with funding from the Center for Innovation in Education at the University of Kentucky.] ED591238 Rethinking Students' Role in Assessment to Promote Greater Equity: Learning from Del Lago Academy. Field Facing Memo #1 Stanford Center for Opportunity Policy in Education 2018-09-00 8 Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/ N/A https://edpolicy.stanford.edu/sites/default/files/ALP%20FFM%20%231.pdf 2019 4 As Provided JAN2020

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Yes Educational Improvement Public Schools Teacher Effectiveness Teacher Leadership Educational Environment Teacher Role Pedagogical Content Knowledge Teaching Skills Reflection Academic Achievement Teacher Influence Success Nontraditional Education Special Needs Students Elective Courses Advanced Placement Programs Intellectual Disciplines Teacher Evaluation Student Evaluation Value Added Models Specialization School Districts Charter Schools Elementary Secondary Education Evaluation Methods Guides - General North Carolina North Carolina Department of Public Instruction (NCDPI) English Elementary Secondary Education North Carolina has embarked on an ambitious effort to improve its public schools. Career-and college-ready standards, high-quality assessments, and advanced technology are all part of this effort, and each plays an important role. No part of students' educational experience matters more than the teachers who facilitate their learning. North Carolina's effective educators are those who meets the expectations of the state's Educator Evaluation System. Trained administrators determine to what extent teachers demonstrate leadership, meet diverse students' needs, master content, facilitate learning, and reflect on their craft. The system is built around six standards for teachers: (1) Demonstrate Leadership; (2) Establish Environment; (3) Know Content; (4) Facilitate Learning; (5) Reflect on Practice; and (6) Contribute to Academic Success. The sixth standard focuses on the impact that teachers have on student growth. This document provides a guide for using student growth data to evaluate North Carolina's teachers. The first section summarizes recent changes to the North Carolina Education Evaluation System, including the addition of a new evaluation standard in which growth data inform a teacher's rating. The second section details the various ways in which growth will be calculated. The remaining sections outline which assessment data will be used to measure student progress, how student growth will be calculated using the assessment results, and which data will be included in individual teacher growth values. The guide also outlines local flexibility for measuring student growth as part of the educator effectiveness model. ED591239 Measuring Student Learning for Educator Effectiveness: A Guide to the Use of Student Growth Data in the Evaluation of North Carolina Teachers North Carolina Department of Public Instruction 2013-12-10 45 North Carolina Department of Public Instruction. 301 North Wilmington Street, Raleigh, NC 27601-2825. Tel: 800-663-1250; Tel: 919-807-3470; e-mail: publications@dpi.state.nc.us; Web site: http://www.ncpublicschools.org N/A 2019 0 ERIC JAN2020 ED569142

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Yes Parent Role Child Advocacy Disabilities Special Education Access to Information Parents Questioning Techniques Guides - General Reports - Descriptive Center for Appropriate Dispute Resolution in Special Education (CADRE) English An educational advocate, also known as a parent advocate, child advocate, student advocate, or independent advocate, assists parents of students with disabilities in navigating the complex world of special education. This brief guide will help parents: (1) ask interview questions that will help get an understanding of an advocate's approach to providing support; (2) connect with parent centers in their state; and (3) find additional sources of information about advocacy. ED592770 Educational Advocates: A Guide for Parents Center for Appropriate Dispute Resolution in Special Education (CADRE) 2017-05-00 Office of Special Education Programs (ED/OSERS) Parents 2 Center for Appropriate Dispute Resolution in Special Education (CADRE). P.O. Box 51360, Eugene, OR 97405-0906. Tel: 541-686-5060; Web site: http://www.directionservice.org/cadre N/A 2019 ERIC JAN2020 H326X130001

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Yes College Students Mental Health School Health Services School Counseling Student Needs Program Effectiveness Access to Health Care Information Dissemination School Policy Symptoms (Individual Disorders) Models Counseling Effectiveness Mental Disorders Student Characteristics Reports - Evaluative Numerical/Quantitative Data Pennsylvania State University, Center for Collegiate Mental Health (CCMH) English Higher Education Postsecondary Education The 2018 Annual Report summarizes data contributed to the Center for Collegiate Mental Health (CCMH) during the 2017-2018 academic year, beginning July 1, 2017 and ending on June 30, 2018. De-identified data were contributed by 152 college and university counseling centers, describing 179,964 unique college students seeking mental health treatment, 3,723 clinicians, and over 1,384,712 appointments. Among other highlights, this year's report examined the impact of two counseling center policies on treatment outcomes: (1) EMR Sharing Policy: Levels of access to counseling center EMRs by health center staff (none, partial, or open) were not associated with significant differences in symptom reduction during treatment in counseling center clients.; and (2) Clinical Model Policy: Counseling centers that use a treatment model (e.g., students are assigned to a clinician when an opening exists) produced significantly more symptom reduction, provided a significantly greater dosage of treatment (appointments per student), and offered significantly shorter wait-times between appointments than counseling centers that utilized an absorption model. [Additional support for this research comes from the collaborative efforts of approximately 500 university and college counseling centers and the Penn State University Counseling & Psychological Services. For the 2017 report, see ED586224.] ED592771 Center for Collegiate Mental Health (CCMH) 2018 Annual Report. Publication No. STA 19-180 Center for Collegiate Mental Health 2019-01-23 Association for University and College Counseling Center Directors (AUCCCD) Titanium Software, Inc. Pennsylvania State University, Student Affairs 44 Center for Collegiate Mental Health. Tel: 814-865-1419; e-mail: CCMH@psu.edu; Web site: http://ccmh.psu.edu/ N/A 2019 ERIC JAN2020

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Yes Formative Evaluation Learning School Restructuring Academic Achievement Educational Experience Educational Improvement Teaching Methods Outcomes of Education School Readiness Boser, Ulrich McDaniels, Abel Benner, Meg Reports - Evaluative Center for American Progress English Policymakers and educators need to reimagine the American school experience in order to better improve student achievement. What's more, nearly half of all first-year college students require remediation in English, costing taxpayers roughly $1.3 billion. There are promising practices and research that rethink the school experience in order to ensure students are prepared to compete in the 21st century and that foster the tools for lifelong learning. Within pockets of innovation, many schools are being restructured to fit the needs and interests of students--a practice that's commonly called school redesign. In an attempt to improve outcomes for traditionally underserved students, these redesign efforts test new ways for students to experience school, demonstrate their learning, and earn credit toward graduation. School redesign and the science of learning are each at the center of innovative policy reforms and timely research, and the intersection of these movements can help support the kind of education American students need. This intersection is the focus of this brief, which looks at the ways learning science can support school redesign. ED592772 Using the Science of Learning to Redesign Schools Center for American Progress 2018-10-23 6 Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org N/A 2019 ERIC JAN2020

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No Effect Size Computation Statistical Analysis Hierarchical Linear Modeling Computer Oriented Programs Internet Uanhoro, James Ohisei O'Connell, Ann A. Speeches/Meeting Papers Reports - Descriptive ISSN- English There have been increasing calls for applied researchers to see and utilize effect sizes as the primary outcomes of their research. However, this sometimes places a methodological burden on researchers whose primary interests are substantive. Motivated by a desire to help applied researchers better report effect sizes and their confidence intervals, we developed a web application that allows users to calculate effect sizes and confidence intervals for standardized mean differences, binary outcomes, ANOVA, multiple regression, and multilevel models. In this paper, we demonstrate the use of our application in the context of binary outcomes and multilevel models. It is our hope that through our work, applied researchers can better contribute to a cumulative science. ED591795 A Web-Based Application for Effect Sizes and Their Confidence Intervals AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 21 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 15 As Provided JAN2020

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No Natural Disasters Foreign Countries Trauma Ethics Discourse Analysis Emotional Response Researchers Research Methodology Emotional Experience Psychological Patterns Nuclear Energy Memory Miyazawa, Kaoru Speeches/Meeting Papers Reports - Descriptive Japan ISSN- English Based on her fieldwork in post-disaster Fukushima, her hometown, the author reflects on how she negotiated insider and outsider identity as she navigated through multiple contested discourses and emotional spaces. In writing this reflective essay, she referred to the field notes she kept during her seven-month stay in Fukushima. The author navigated through: 1) anti-discourse on scientific research; 2) anti-nuclear discourse; 3) Fukushima reconstruction discourse; and 4) community of trauma, occupying both insider and outsider positions in those discourses and emotional space during her research. The reflection generated by navigating through these positions indicates that the researcher's affiliation with the native culture does not automatically provide insider status in a post-disaster community. However, researchers can utilize both the insider and outsider positions to deepen their understanding of the complex political context of the community while finding ways to assist the community's recovery as co-witnesses. To carry out this role, the author suggests that researcher make a long-term commitment to the community and gain knowledge about trauma and its effects in their research method courses. ED591796 Negotiating Insider and Outsider Identities in Post-Disaster Fukushima AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 18 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 57 As Provided JAN2020

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No Capacity Building Mentors Informal Education Facilitators (Individuals) After School Programs STEM Education Middle School Students Females Teacher Role Teacher Student Relationship Teaching Skills Nacu, Denise Flores, Evelyn Baran, Aneta Keoborakot, Nina Pinkard, Nichole Speeches/Meeting Papers Reports - Research ISSN- English Middle Schools Secondary Education Junior High Schools Research has demonstrated the importance of the learning support roles adults play to help youth navigate into areas of interest and career pathways. This study focuses on brokering which involves connecting youth to people, resources, programs, and other learning opportunities. We examined mentor practices in a 10-week out-of-school STEM program for middle-school aged girls, looking for roles they played, interactions with youth, goals, and challenges. Results revealed that different learning support roles were played prominently across different stages of the program, with only limited evidence of brokering. This work provides support to prior calls for more intentional programmatic design for brokering, and highlights opportunities to help mentors build capacity for brokering, including data-driven approaches. ED591797 Building Mentor Capacity for Brokering in Informal Learning Environments AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 22 As Provided JAN2020

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No Art Education Outcomes of Education Learning Motivation Learner Engagement Educational Psychology Best Practices Drama Dance Education Music Education Visual Arts Film Study Technology Uses in Education Educational Policy Educational Quality Role of Education Foreign Countries Educational Research Research Methodology Leadership Creativity Teaching Methods Fleming, Josephine, Ed. Gibson, Robyn, Ed. Anderson, Michael, Ed. Books Collected Works - General Reports - Research Australia United Kingdom Canada Singapore English This book presents ground-breaking research on the ways the Arts fosters motivation and engagement in both academic and non-academic domains. It reports on mixed method, international research that investigated how the Arts make a difference in the lives of young people. Drawing on the findings of a longitudinal quantitative study led by the internationally renowned educational psychologist Andrew Martin, the book examines the impact of arts involvement in the academic outcomes of 643 students and reports on the in-depth qualitative research that investigates what constitutes best-practice in learning and teaching in the Arts. The book also examines drama, dance, music, visual arts and film classrooms to construct an understanding of quality pedagogy in these classrooms. With its evidence-based but highly accessible approach, this book will be directly and immediately relevant to those interested in the Arts as a force for change in schooling. "How Arts Education Makes a Difference" discusses: (1) The Arts Education, Motivation, Engagement and Achievement Research; (2) Visual Arts, Drama and Music in Classrooms; (3) Technology-mediated Arts Engagement; and (4) International Perspectives on Arts and Cultural Policies in Education. This book is a timely collation of research and experiential findings which support the need to promote arts education in schools worldwide. It will be particularly useful for educationists, researchers in education and arts advocates. This book contains four parts and eighteen chapters. Part 1, Rationale for the Research, contains: (1) Introduction: Perceptions of the role of arts education within the academic context of Australian schools (Robyn Gibson); (2) Negotiating arts education research (Michael Anderson); and (3) Arts and Cultural Policy in Australia (Robyn Gibson and Josephine Fleming). Part 2, Introducing the Research: Examining Mixed Methodologies, contains: (4) The project's research methods: Addressing gaps in previous arts research (Marianne Mansour, Andrew J. Martin, and Gregory Arief D. Liem); (5) Reading the intersection of combined quantitative and qualitative approaches (Josephine Fleming and Marianne Mansour); (6) School, home, and community arts participation and students' outcomes: Quantitative findings (Marianne Mansour, Andrew J. Martin, and Gregory Arief. D. Liem); and (7) The qualitative findings: Quality arts pedagogy (Robyn Gibson, Michael Anderson, and Josephine Fleming). Part 3, Understanding Successful Classroom Approaches, contains: (8) Understanding the social aesthetic (Caitlin Munday and Michael Anderson); (9) The primary visual arts classroom: The imperative of narrative (Robyn Gisbon); (10) The drama classroom: The practices of learning within community (Caitlin Munday and Josephine Fleming); (11) Motivation and engagement in music: Theory, research, practice, and future directions (Andrew J. Martin, Rebecca J. Collie, and Paul Evans); (12) Arts education and school leadership: A case study (Josephine Fleming); and (13) Technology mediated arts engagement: Theoretical views, empirical bases, and applied implications (Gregory Arief D. Liem, Andrew J. Martin, and Robyn Gibson). Part 4, International Perspectives, contains: (14) The role of teaching frameworks: International perspectives on policy and arts education research (Robyn Gibson and Josephine Fleming with Pam Burnard, Ellen Shattuck Pierce and Steve Seidel, Janice Valdez and George Belliveau, Prue Wales and Chee Hoo Lum); (15) (Re-)Positioning creativities in relation to effective arts pedagogy: UK perspectives on teaching for creativity and teaching creatively in the arts (Pamela Burnard); (16) Perspectives on drama and performance education in Canadian classrooms (George Belliveau and Monica Prendergast); (17) Tracing arts education policy and practice in Singapore (Prue Wales and Chee Hoo Lum); and (18) Where to from here? Implications for future research (Michael Anderson, Robyn Gibson, and Josephine Fleming). ED591521 How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy. Routledge Research in Education Routledge Research in Education 2015-12-14 978-1-1388-4579-4 Researchers Teachers 302 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/SE0393/ N/A https://www.routledge.com/How-Arts-Education-Makes-a-Difference-Research-examining-successful-classroom/Fleming-Gibson-Anderson/p/book/9781138845794 2019 ERIC JAN2020

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No History Instruction Secondary School Teachers Preservice Teachers Experienced Teachers Teacher Collaboration Educational History Textbooks United States History Educational Change Teacher Effectiveness Teacher Evaluation Models Historiography Learning Processes Educational Benefits Teaching Methods Nontraditional Education Andrews, Gordon Warren, Wilson J. Cousins, James Books Reports - Descriptive English Secondary Education Higher Education Postsecondary Education Current educational reforms have given rise to various types of "educational Taylorism," which encourage the creation of efficiency models in pursuit of a unified way to teach. In history education curricula, this has been introduced through scripted textbook-based programs such as Teacher Curriculum Institute's "History Alive!" and completely online curricula. They include the jargon of authentic methods, such as primary sources, cooperative learning, differentiated instruction, and access to technology; yet the craft of teaching is removed, and an experience that should be marked by discovery and reflection is replaced with comparatively empty processes. This volume provides systematic models and examples of ways that history teachers can compete with and effectively halt this transformation. The alternatives the authors present are based on collaborative models that address the art of teaching for pre-service and practicing secondary history teachers as well as collegiate history educators. Relying on original research, and a maturing body of secondary literature on historical thinking, this book illuminates how collaboration can create real historical learning. ED591522 Collaboration and the Future of Education: Preserving the Right to Think and Teach Historically. Routledge Research in Education Routledge Research in Education 2015-11-02 978-0-4157-3439-4 Teachers 132 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/SE0393/ N/A https://www.routledge.com/Collaboration-and-the-Future-of-Education-Preserving-the-Right-to-Think/Andrews-Warren-Cousins/p/book/9781138085978 2019 As Provided JAN2020

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Yes Intercultural Communication College Faculty Conflict Resolution Books Philosophy Interviews Program Descriptions Intergroup Relations Video Technology Interpersonal Relationship Foreign Countries O'Rourke, Breffini Opinion Papers Reports - Descriptive Journal Articles Research-publishing.net (France) English Higher Education Postsecondary Education Originally from Cork, Ireland, Richard Kearney is Charles B. Seelig Professor in Philosophy at Boston College. Among his many books, three titles in particular are representative of the themes discussed in this interview: "Hosting the Stranger" (Continuum, 2011, co-edited with James Taylor); "On Stories" (Routledge, 2002); and "Strangers, Gods, and Monsters: Interpreting Otherness" (Routledge, 2003). What will be of most immediate interest to readers of the "Journal of Virtual Exchange" is the Guestbook Project, which Kearney founded in 2009. Guestbook is an online experiment in conflict resolution through sharing stories across borders. The interview took place on the 10th of March 2018 in Dublin, where Professor Kearney was speaking at a conference and launching his new book with Sheila Gallagher, "Twinsome Minds: An Act of Double Remembrance (Cork University Press, 2017). This is an edited transcript of the conversation. ED592412 Intercultural Encounters as Hospitality. An Interview with Richard Kearney Research-publishing.net Journal of Virtual Exchange v1 p25-39 2018 2018-00-00 16 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2019 As Provided JAN2020

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Yes Educational Policy Computer Uses in Education International Educational Exchange Intercultural Communication Foreign Countries Educational Change Educational Development Power Structure Educational Research Research and Development Theory Practice Relationship Helm, Francesca Journal Articles Reports - Evaluative Europe EISSN-2647-4832 Research-publishing.net (France) English The long and winding road is a metaphor for a journey, often used to describe life journeys and the challenges encountered. The metaphor was used for the title of my keynote to refer both to the journey towards the current position of virtual exchange in education policy -- but also the long road ahead. This paper aims to explore the emergence of virtual exchange in educational policy and how it has been adopted by non-profit organisations, educational institutions, and policy makers to address geo- and socio-political tensions. Though still a relatively new field, in recent years there have been some important developments in terms of policy statements and public investments in virtual exchange. The paper starts by looking at the current state-of-the-art in terms of virtual exchange in education policy and initiatives in Europe. Then, using an approach based on 'episode studies' from the policy literature, the paper explores the main virtual exchange schemes and initiatives that have drawn the attention of European policy makers. The paper closes by looking at some of the lessons we have learnt from research on the practice of virtual exchange, and how this can inform us as we face the long road ahead of us. The focus of this paper is on the European context not because I assume it to be the most important or influential, but rather because it is the one I know best, since it is the context in which I have been working. ED592413 The Long and Winding Road… Research-publishing.net Journal of Virtual Exchange v1 p41-63 2018 2018-00-00 24 Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net T 2019 As Provided JAN2020

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Yes Computer Assisted Instruction Second Language Learning Second Language Instruction Educational History Internet Multimedia Instruction Teaching Methods Computer Uses in Education Learning Activities Computer Software Computer Peripherals Beginning Teachers Communicative Competence (Languages) Interaction Language Fluency Accuracy Grammar Computer Mediated Communication Gündüz, Nazli Journal Articles Reports - Research EISSN- English This article will provide an overview of computers; an overview of the history of CALL, its pros and cons, the internet, World Wide Web, Multimedia, and research related to the uses of computers in the language classroom. Also, it also aims to provide some background for the beginners on using the Internet in language classes today. It discusses some of the common types of Internet activities that are being used today, what the minimum requirements are for using the Internet for language learning, and some easy activities you can adapt for your classes. Some special terminology related to computers will also be used in this paper. For example, computer assisted language learning (CALL) refers to the sets of instructions which need to be loaded into the computer for it to be able to work in the language classroom. It should be borne in mind that CALL does not refer to the use of a computer by a teacher to type out a worksheet or a class list or preparing his/her own teaching alone. Hardware refers to any computer equipment used, including the computer itself, the keyboard, screen (or the monitor), the disc-drive, and the printer. Software (computer programs) refers to the sets of instructions which need to be loaded into the computer for it to be able to work. ED592414 Computer Assisted Language Learning (CALL) Online Submission Journal of Language and Linguistic Studies v1 n2 p193-214 Oct 2005 2005-10-00 22 N/A 2019 26 As Provided JAN2020

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Yes Public Education Educational Trends State Boards of Education Graduation Rate Educational Quality Access to Education Vocational Education Government Role State Government Credentials Teacher Education Leadership Training Educational Finance Educational Legislation Elementary Secondary Education Federal Legislation National Competency Tests Early Childhood Education Dual Enrollment Accountability Advanced Placement Virtual Classrooms Certification Nutrition Instruction Physical Education Faculty Development Parks Adult Education Correctional Education High School Graduates Mathematics Achievement Substance Abuse Educational Improvement Principals Remedial Instruction Career Education Reports - Descriptive West Virginia Elementary and Secondary Education Act National Assessment of Educational Progress West Virginia Department of Education English Elementary Secondary Education Early Childhood Education Adult Education High Schools Secondary Education The purpose of the report is to give a review of public education and depict how the West Virginia Department of Education (WVDE) and West Virginia Board of Education (WVBE) are addressing the needs of students as they prepare to enter college or the workforce. The report highlights successes achieved during the 2017-2018 school year through the combined effort of many people, partnerships, agencies and communities. West Virginia has the third highest graduation rate in the country at 89.4 percent; it ranks sixth in the nation for quality and access to early education programs due to its support of Universal Pre-K; and the state's commitment to Career and Technical Education (CTE) is resulting in more students earning industry-recognized credentials while still in high school. The report also highlights educator preparation and leadership development and outlines public funding for education. ED591523 The State of Education 2018 West Virginia Department of Education 2018-07-00 20 West Virginia Department of Education. 1900 Kanawha Boulevard East, Charleston, WV 25305. Tel: 304-558-3660; Fax: 304-558-0198; Web site: http://wvde.state.wv.us N/A 2019 0 ERIC JAN2020

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No Response to Intervention Learning Disabilities Decision Making Special Education Educational Diagnosis Inclusion Student Placement Teaching Methods Eligibility Lovelace, Temple S. Gibson, Lenwood Tabb, JoVonne Reports - Descriptive English Response to Intervention (RtI) is a systematic approach that provides a framework for addressing student learning, allows for accountable decision-making based upon the individual skill level of each student, and gives schools a methodical way for special education determinations. RtI began as a framework for students suspected of having a learning disability and now has become a system of instruction and assessment that helps teachers and related service providers know what type and level of instruction a student needs. It is a system that promotes inclusion of students from all ability levels into the general educational setting. This system is characterized by the placement of students and instructional methods along a continuum from whole-class instruction to individualized, highly specialized instructional methods. In this chapter, the historical as well as current frameworks that define learning disabilities will be discussed. Next, the eligibility processes associated with acquiring special education services will be examined; paying special attention to RtI and its intersection with learning disabilities. Finally, academic and behavioral interventions will be discussed that have found to be beneficial in increasing the skills of students with learning disabilities. [For the complete volume, "Learning Disabilities: Practice Concerns and Students with LD. Advances in Special Education. Volume 25," see ED591494.] ED591524 Response to Intervention Techniques and Students with Learning Disabilities Advances in Special Education 2013-00-00 19 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-4013%282013%290000025009 2019 60 As Provided JAN2020

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Yes Foreign Countries Science Education Writing Instruction Writing (Composition) Activities Educational Environment Academic Achievement Content Area Writing Educational Research Uzoglu, Mustafa Journal Articles Reports - Research Turkey ISSN-2501-1111 English When the national literature (Studies conducted in Turkey) is examined in recent years, it is noteworthy that the writing activities for learning purposes have started to be widely used in educational environments. The increased work in this area has also brought the need for compiling and reviewing the studies in the literature. For this purpose, in the study, firstly what is written for learning purposes and then its use in the educational environment is discussed in the light of academic studies. In the study conducted according to the descriptive method, the articles and theses in the indexed journals were scanned in databases such as Ebsco Host, Ulakbim, National Thesis Center of the Council of Higher Education and Google Academic. Between 2009 and 2017, a total of 33 scientific publications on writing to learn were included in the research. In the analysis through articles and theses reached: The purpose, teaching stages, type of research/data collection tools, methods and results used as an analysis unit. As a result, it was seen that the national field was mostly worked for similar purposes and similar results were achieved. These studies, which were mostly completed with quantitative research methods, showed that writing activities for learning purposes had positive effects on students' academic achievement, and sometimes positive and sometimes no effects on their attitudes. ED591240 Investigation of the Studies Related to Writing Activities for Learning Purposes in Science Education Environments in Turkey Online Submission European Journal of Education Studies v5 n4 p54-66 2018 2018-00-00 13 N/A 2019 56 As Provided JAN2020

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Yes Instructional Design Curriculum Design Curriculum Implementation Mathematics Curriculum Elementary School Mathematics Electronic Learning Elementary School Students Grade 5 Core Curriculum Mathematics Instruction Intelligent Tutoring Systems Roschelle, Jeremy Gaudino, Steven Darling, Samantha Journal Articles Reports - Research West Virginia EISSN- English Elementary Education Grade 5 Intermediate Grades Middle Schools Reasoning Mind products are used by over 100,000 students a year and have shown positive outcomes. In this design case we focus on implementation: how Reasoning Mind's approach evolved to tackle the challenge of achieving consistently high-quality implementations with many different schools, teachers, and students. Key insights include the definition of the Implementation Coordinator role and how that role is managed, the design and requirement of specific tools to support the implementation improvement process, and how Reasoning Mind's understanding of its organizational values in relationship to its approach to implementation evolved over time. Based on a study in which 23 schools in West Virginia are newly adopting Reasoning Mind, we also reflect on how the design insights are playing out in a large-scale implementation. ED591241 Designing for Consistent Implementation of a 5th Grade Digital Math Curriculum Grantee Submission International Journal of Designs for Learning v7 n2 p41-56 2016 2016-00-00 Institute of Education Sciences (ED) 16 T 2019 15 As Provided JAN2020 Yes R305A130400

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No Socioeconomic Status At Risk Persons Access to Education Poverty Higher Education Money Management Income Social Bias Economic Factors Student Financial Aid Educational Opportunities Equal Education Low Income Groups Elliott, William Lewis, Melinda Books Reports - Evaluative English Higher Education Postsecondary Education "Making Education Work for the Poor" identifies wealth inequality as the gravest threat to the endangered American Dream. Though studies have clearly illustrated that education is the primary path to upward mobility, today, educational outcomes are more directly determined by wealth than innate ability and exerted effort. This accounting directly contradicts Americans' understanding of the promise the American Dream is supposed to offer: a level playing field and a path towards a more profitable future. In this book, the authors share their own stories of their journeys through the unequal U.S. education system. One started from relative privilege and had her way to prosperity paved and her individual efforts augmented by institutional and structural support. The other grew up in poverty and had to fight against currents to complete higher education, only to find his ability to profit from that degree compromised by student debt. To directly counter wealth inequality and make education the 'great equalizer' that Americans believe it to be, this book calls for a revolution in financial aid policy, from debt dependence to asset empowerment. The book examines the evidence base supporting Children's Savings Accounts, including CSAs' demonstrated potential to improve children's outcomes all along the 'opportunity pipeline': early education, school achievement, college access and completion, and post-college financial health. It then outlines a policy that builds on CSAs to incorporate a sizable, progressive wealth transfer. This new policy, Opportunity Investment Accounts, is framed as the cornerstone of the wealth-building agenda the nation needs in order to salvage the American Dream. Written by leading CSA researchers, the book includes overviews of the major children's savings legislation proposed in Congress and the key features of prominent CSA programs in operation around the country today, as well as new qualitative and quantitative CSA research. The book ultimately presents a critical development of the theories that, together, explain how universal, progressive, asset-based education financing could make education work equitably for all American children. ED591242 Making Education Work for the Poor: The Potential of Children's Savings Accounts Oxford University Press 2018-08-02 978-0-1906-2156-8 286 Oxford University Press. 198 Madison Avenue, New York, NY 10016. Tel: 800-445-9714; Fax: 919-677-1303; e-mail: custserv.us@oup.com; Web site: http://www.oup.com/us N/A https://global.oup.com/academic/product/making-education-work-for-the-poor-9780190621568 2019 As Provided JAN2020

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No Parent Participation Parent Financial Contribution Parent School Relationship School Choice Equal Education Private Schools Relocation Access to Education Admission (School) Admission Criteria Grievance Procedures Parents as Teachers Tuition Tutors College Applicants Cultural Capital Extracurricular Activities Internet Access to Computers Montacute, Rebecca Cullinane, Carl Reports - Research Numerical/Quantitative Data Sutton Trust (England) English Higher Education Postsecondary Education Parents from all backgrounds and walks of life want to do the best for their children. Unfortunately, for many reasons, this is easier for some more than others. Those with more money, education and confidence are more able to give their children the best possible chance of succeeding in the educational system and beyond. This is a key challenge for social mobility, and the focus of this new report. This report shows how financial and cultural resources can influence a child's path through education. From choosing the best school to attend, buying homes in the catchment areas of good schools, using private tuition, paying for expensive out of school extracurricular activities, and providing support with their post-18 educational choices, we see how middle class and professional parents gain an advantage for their children at every stage. It is of course natural that parents want the absolute best for their children. But the problem lies in the vastly unequal resources available to families in achieving that goal. The original "Parent Power?" report in 2013, authored by Professors Becky Francis and Merryn Hutchings, was a landmark piece of work demonstrating how social class background influences parents' ability to support their children in their schooling. Many of the same patterns are clear, but we also see new challenges in the form of the rising 'hidden' costs of state education. Schools are increasingly reliant on extra financial contributions from parents, and parents feel under more pressure to prevent their children losing out. This has worrying consequences for equal opportunities in the school system. From access to the best state and independent schools, to private tuition, academic support and advice, to extracurricular activities and cultural visits, children born into better-off homes get opportunities that many children could only dream of. If we are to tackle social mobility, it is key that these unequal opportunities are recognised and confronted. This report shows there are many practical measures that can be taken to level the educational playing field: from fairer school admissions, to additional supports in school for those who need them most, to engaging with parents of all backgrounds to support them in getting the best for their child. ED592415 Parent Power 2018: How Parents Use Financial and Cultural Resources to Boost Their Children's Chances of Success Sutton Trust 2018-09-00 54 Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/ N/A https://www.suttontrust.com/wp-content/uploads/2018/09/Parent-Power-2018.pdf 2019 ERIC JAN2020

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Yes Dual Enrollment High School Students College Credits Educational Attainment Parent Background White Students Hispanic American Students African American Students Asian American Students Colleges High Schools Online Courses Urban Schools Rural Schools Suburban Schools Shivji, Azim Wilson, Sandra Reports - Research Numerical/Quantitative Data National Center for Education Statistics (ED) English High Schools Secondary Education Higher Education Postsecondary Education This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative study of more than 23,000 ninth-graders in 2009. Follow-up surveys were administered to the cohort in 2012, 2013, and 2016. The study also obtained data from students' high school transcripts, generally covering the fall 2009 term through the summer 2013 term. Students in HSLS:09 were asked questions about courses they took for college credit during their high school tenures. This arrangement is commonly known as "dual" or "concurrent" enrollment and is promoted as a means to help students prepare and demonstrate their readiness for the rigors of college coursework, as well as potentially save on the costs of college. Though many students take dual enrollment courses at their high school or on a college campus, providing such courses online or at other, regional high schools may increase access for students who do not live near a postsecondary institution. The following statistics are presented: (1) What percent of students took courses for postsecondary credit in high school?; and (2) Where do high school students take courses for postsecondary credit? ED592416 Dual Enrollment: Participation and Characteristics. Data Point. NCES 2019-176 National Center for Education Statistics 2019-02-00 2 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 2019 ERIC JAN2020 Yes http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019176

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No Children Congenital Impairments Perceptual Impairments Communication Skills Childhood Needs Coping Mothers Stress Variables Health Needs Costs Medical Services Knowledge Level Teacher Competencies Pennell, Robin L. Dissertations/Theses - Doctoral Dissertations Ohio EISSN- English Families who care for a child with congenital dual sensory loss (DSL) have unique challenges. Children with congenital DSL often present at birth with life threatening medical issues and limited access to the sights and sounds of their environment. Parents raising a child with DSL must learn how to communicate with their child, take care of his or her medical issues, and find local supports to help the family to cope and the child to develop. This low incidence condition has a paucity of research regarding the experiences of families caring for a child with congenital DSL. The research question for this dissertation was: What are the lived experiences of families caring for a child with congenital dual sensory loss? The research methodology used for this study was transcendental phenomenology which examines the shared meaning of the lived experiences of participants as understood by his or her consciousness. Eight participants were randomly selected from the pool of parents of children with DSL connected to a Facebook parent support group. All of the participants are mothers of children with congenital DSL aged birth to 21 years, and are residents of the state of Ohio. Seven participants were Caucasian and one was African American. Each participant was interviewed at a local library in their hometown. Interviews were transcribed using Transcribe open source software, and analyzed using epoche, transcendental phenomenological reduction, imaginative variation, and synthesis of meanings and essences. The essence of the experiences of the participants in this study is that parents of children with DSL endure stress from their children's birth, their children's medical concerns, finances to cover medical treatments, finding supports for education and development, and finding a way to communicate with their children. Participants were frustrated by the lack of knowledge educators exhibit pertaining to DSL and the feeling of isolation from extended family, friends, and the public. However, participants believed that their child has taught their family the meaning of 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.] ED592132 Families Caring for a Child with Dual Sensory Loss: A Phenomenological Study ProQuest LLC Psy.D. Dissertation, Capella University 2018-00-00 978-0-4386-5783-0 322 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:10976405 2019 As Provided JAN2020

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No Disabilities Two Year College Students Intention Academic Support Services Two Year Colleges Academic Accommodations (Disabilities) Testing Accommodations College Bound Students High Schools Schmidt, Catherine Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education Secondary Education High Schools Students with disabilities are enrolling in college at an increasing rate but are not graduating at that same rate or at the same rate as their non-disabled peers. This qualitative research study explored that phenomenon using an on-line survey. The survey was modified, with permission, from Dr. Allison Lombardi's Inclusive Research Strategies. The target population was the Disability Coordinators in two-year colleges in Texas. The Disability Coordinators were chosen as the literature review revealed there is a gap in the research where that particular profession had been left out of research on this particular problem. The theory of planned behavior is examined in the literature to determine if students with disabilities have the same intent to graduate given the appropriate supports as do students without disabilities. Data was collected from surveys completed by Disability Coordinators at two-year institutions of higher education once the Institutional Review Board or other permission granting entity on the two- year college campuses granted permission for the research to occur. Data was analyzed, coded and triangulated by the researcher to ensure that every answer was included in the final data. The information gathered from the Disability Coordinators indicated that the three services or supports they believe benefit students with disabilities most and that are most critical to the success of that student population are oral exams, distraction free testing environments, and extra time for assignments (1 day). Recommendations include sharing this information with college personnel so that these recommendations can be used in lieu of multiple accommodations and supports that may not be as beneficial. Secondly this information should be shared with public high schools who are working with college bound students with disabilities so those students can begin to utilize these accommodations rather than a long list of accommodations and modifications that may not be available to them in higher 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.] ED592133 Services for Students with Disabilities in Two-Year Colleges: A Qualitative Study ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-5457-0 106 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:10975583 2019 As Provided JAN2020

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Yes Foreign Countries Higher Education Educational Finance Vocational Education Universities Proprietary Schools Income Expenditures Educational Facilities Educational Equipment Fringe Benefits Numerical/Quantitative Data Reports - Evaluative Australia ISSN-2206-9836 Australian Government Tertiary Education Quality and Standards Agency (TEQSA) English Higher Education Postsecondary Education This report is the fourth release of financial information held by the Tertiary Education Quality and Standards Agency (TEQSA). It provides a snapshot of selected key financial metrics across the Australian higher education sector. Data in this report have been sourced from TEQSA's 2017 data collection and relate to financial years ended from 31 December 2016 until 30 June 2017. Assessing the financial performance and financial position of a provider is a complex process which involves analyzing a range of quantitative metrics and understanding the provider's operating context, mission, governance, and management structures. TEQSA conducts an annual financial assessment of each provider, which analyzes 10 commonly-accepted financial metrics reflecting key business drivers critical to financial viability and sustainability. No individual financial metric should be considered in isolation. As each financial metric considers a unique financial element of a provider, all metrics need to be evaluated collectively to form a view on a provider's overall financial position. The metrics have been selected for their importance in measuring the capacity and capability of providers to deploy financial resources in a way that supports quality in the delivery of higher education. Importantly, the selected metrics are reasonably comparable across all providers and also provide visibility of financial position and performance at the sector and sub-sector levels. Definitions and calculation methodologies for each measure are available in the Glossary section of this report. ED592417 Key Financial Metrics on Australia's Higher Education Sector Australian Government Tertiary Education Quality and Standards Agency 2018-12-00 48 Australian Government Tertiary Education Quality and Standards Agency. TEQSA GPO Box 1672, Melbourne, VIC, Australia 3001. Tel: 1300-739-585; Fax: 1300-739-586; e-mail: enquiries@teqsa.gov.au; Web site: http://www.teqsa.gov.au N/A 2019 ERIC JAN2020

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Yes Foreign Countries Annual Reports Academic Standards Accountability Accreditation (Institutions) Administrative Organization Audits (Verification) Disabilities Diversity (Institutional) Educational Finance Educational Innovation Educational Policy Educational Quality Educational Resources Governance Grievance Procedures Institutional Mission Needs Assessment Profiles Quality Assurance Risk Risk Assessment Reputation Higher Education Partnerships in Education Budgets Portfolios (Background Materials) Human Resources Access to Information Numerical/Quantitative Data Reports - Evaluative Australia ISSN-2200-9671 Australian Government Tertiary Education Quality and Standards Agency (TEQSA) English Higher Education Postsecondary Education This report informs the Hon Dan Tehan, Minister for Education, the Parliament of Australia, the Australian higher education community and the general public about the performance of the Tertiary Education Quality and Standards Agency (TEQSA or the agency) during the financial year ending June 30, 2018. Prepared according to parliamentary reporting requirements, the report describes TEQSA's achievements against the goals and indicators set out in the TEQSA "Corporate Plan 2017-21" and in TEQSA's "2017-18 Portfolio Budget Statements." Section 1 of the report reflects on the past year, highlighting significant issues faced by TEQSA and initiatives undertaken, as well as current and future challenges. Section 2 provides information about TEQSA and its governance, roles and functions and organisational structure, as well as its approach to risk and standards-based regulation. Section 3 reports on how TEQSA performed during the reporting period against the purposes set out in the "TEQSA Corporate Plan 2017-21," and its stated outcome and program deliverables contained in the "2017-18 Portfolio Budget Statements." Section 4 provides information on corporate governance, external and internal accountability, human resource management, financial management, purchasing, consultants and contract management, legal services and other activities relevant to the administration of the agency. Section 5 presents audited financial statements for the year ending June 30, 2018. Section 6 includes information relating to TEQSA's staffing and its performance in relation to Australian Government environmental, disability, freedom of information and financial management outcomes. Section 7 assists readers to locate and understand information in the annual report. [For "TEQSA Annual Report 2016-2017," see ED583526.] ED592418 TEQSA Annual Report 2017-2018 Australian Government Tertiary Education Quality and Standards Agency 2018-08-31 150 Australian Government Tertiary Education Quality and Standards Agency. TEQSA GPO Box 1672, Melbourne, VIC, Australia 3001. Tel: 1300-739-585; Fax: 1300-739-586; e-mail: enquiries@teqsa.gov.au; Web site: http://www.teqsa.gov.au N/A 2019 ERIC JAN2020

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No Teaching (Occupation) Teacher Attitudes Elementary School Teachers Secondary School Teachers College Faculty Elementary Secondary Education Postsecondary Education Public Education Private Education Educational Change Curriculum Teaching Methods Nieto, Sonia López, Alicia Books Reports - Descriptive English Elementary Education Secondary Education Higher Education Postsecondary Education Elementary Secondary Education A must read for new teachers and seasoned practitioners, this unique book presents Sonia Nieto and Alicia López, mother and daughter writing about the trajectories, vision, and values that brought them to teaching, including the ups and downs they have experienced and the reasons why they have stubbornly remained in one of the oldest, most difficult, and most rewarding of professions. Drawing on their extensive experience as educators in school and university classrooms, they reflect on what it means to teach young people, prospective teachers, and future academics in our complex, dynamic, and multicultural society. "Teaching, A Life's Work" is at once theoretical and practical, reflective and critical, personal, professional, and political. Nieto and López document their reasons for becoming teachers and share some of the most important lessons they have learned along the way. Using journals, blogs, current writings, and their research, they explore how their views on curriculum, pedagogy, and the field of education itself have evolved over the years. The book features: (1) Experiences and insights from elementary, secondary, and post-secondary education; (2) Ideas from authors who have been at the forefront of progressive movements in public and private education in the United States; (3) An accessible text that includes both theoretical concepts about teaching and practical examples of curriculum and pedagogy; and (4) A chapter based on a dialogue similar to the "talking book" created by Ira Shor and Paulo Freire (1987). ED591243 Teaching, A Life's Work. A Mother-Daughter Dialogue Teachers College Press 2019-01-25 978-0-8077-6109-0 Teachers Practitioners 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-9780807761090 2019 As Provided JAN2020

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Yes Early Childhood Education Primary Education Early Intervention State Standards Academic Standards Child Development Infants Toddlers Young Children Kindergarten Grade 1 Grade 2 Grade 3 Student Characteristics Student Needs Cultural Influences Family Influence Communication Skills Child Health Teaching Methods Psychomotor Skills Skill Development Well Being Literacy Cognitive Development Guides - General Reports - Descriptive Washington Washington State Department of Early Learning (DEL) Washington Office of Superintendent of Public Instruction Thrive by Five Washington English Early Childhood Education Primary Education Kindergarten Grade 1 Elementary Education Grade 2 Grade 3 The Department of Early Learning (DEL), in partnership with the Office of Superintendent of Public Instruction (OSPI) and Thrive Washington, has published the Early Learning and Development Guidelines (guidelines) for children from birth through third grade. The guidelines replace the Early Learning and Development Benchmarks, which were first created in 2005 to outline what children know and are able to do at different stages of their development. The state Department of Early Learning, the Office of Superintendent of Public Instruction and Thrive Washington led the recent revision of the guidelines in close partnership with a 51-member workgroup that included statewide representatives from Head Start, the Early Childhood Education and Assistance Program (ECEAP), parents, Tribes, child care providers, special needs experts, K-12 staff and the state's ethnic commissions. These Guidelines are a statewide resource for everyone who loves, cares for and educates young children. The Guidelines provide essential information to support and enhance children's development and learning. Several key resources were considered in creating these Guidelines: 1) Washington's 2005 Early Learning and Development Benchmarks; 2) Early learning standards from other states; 3) Head Start and Early Childhood Education and Assistance Program (ECEAP) program standards; 4) The state's academic learning standards (Grade Level Expectations, or GLEs) for grades K-3 in all subjects, including the newly adopted Common Core State Standards for English Language Arts and for Mathematics. (The state's academic learning standards focus solely on what students should know and be able to do throughout grades K-12. They do not include social/emotional development, an important component of healthy development. These Guidelines include information about social/emotional development for parents, teachers, and other adults that support children in grades K-3.) ED591244 Washington State Early Learning and Development Guidelines: Birth through 3rd Grade Washington State Department of Early Learning 2012-00-00 152 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 2019 0 ERIC JAN2020

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Yes Educational Research Research and Development Theory Practice Relationship Partnerships in Education State Departments of Education Barriers Capacity Building State Programs Boser, Ulrich McDaniels, Abel Reports - Descriptive Illinois (Chicago) Pennsylvania (Philadelphia) Maryland Center for American Progress English This issue brief attempts to address the research-practice gap in the education space. First, it describes some challenges in applying research to educational practice. It then outlines research-practice partnerships (RPPs)--mutually beneficial collaborations between research scientists and education leaders that can narrow the gap between research and practice. RPPs have proven to be useful in helping leaders improve student outcomes. State education capacity centers would expand these partnerships, as well as direct more government funding beyond the private sector--to instead support RPPs--to serve a larger public good. Finally, the brief proposes the creation of state-level education capacity centers, which would help leaders in state and local education departments use research to inform practice. Education capacity centers would bridge the divide by matching researchers and education leaders; supporting collaborative projects around problems or practice; and engaging practitioners across a given state on the implications of the findings for their districts. ED592773 Addressing the Gap between Education Research and Practice: The Need for State Education Capacity Centers Center for American Progress 2018-06-20 9 Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org N/A 2019 ERIC JAN2020

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No Special Education Cultural Differences Foreign Countries Teacher Role Student Diversity Intellectual Disability Cognitive Ability Learning Disabilities Attention Deficit Hyperactivity Disorder Autism Pervasive Developmental Disorders Emotional Disturbances Behavior Disorders Speech Impairments Language Impairments Technology Uses in Education Educational Technology Rotatori, Anthony F., Ed. Bakken, Jeffrey P., Ed. Burkhardt, Sandra, Ed. Obiakor, Festus E., Ed. Sharma, Umesh, Ed. Books Collected Works - General ISSN-0270-4013 English "Special Education International Perspectives" is divided into two volumes: Volume 27, "Biopsychosocial, Cultural, and Disability Aspects" and Volume 28, "Practices across the Globe." There is limited literature examining the origins, practices, and challenges in special education from an international perspective; as such these volumes add considerably to the knowledge base across the globe. Following a preface, chapters in this volume include: (1) Biopsychosocial Approaches to Understanding Disability: Building Connections--How Teachers Matter (Sandra Burkhardt); (2) Diversity and Disability (Sandra Burkhardt); (3) Cognitive Impairment and Intellectual Disability (Michael L. Wehmeyer, Karrie Shogren, Miguel Angel Verdugo, Laura Nota, Salvatore Soresi, Suk-Hyang Lee, and Yves Lachapelle); (4) Students with Learning Disabilities and Attention Deficit Hyperactivity Disorders (Jeffrey P. Bakken and Stephanie Gaddy); (5) Autism Spectrum Disorders: The Worldwide Charm and Challenge of Autism Spectrum Disorders (Emily Boshkoff Johnson); (6) International Perspectives on Emotional and Behavioral Disorders (Frederick J. Brigham); (7) Speech and Language Impairments (Satasha L. Green and Kimberly M. Edwards); and (8) Technological Advances in Special Education (Emily C. Bouck and Sara Flanagan). ED592774 Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects. Advances in Special Education. Volume 27 Advances in Special Education 2014-00-00 978-1-78441-045-2 248 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/book/10.1108/S0270-4013201427 2019 ERIC JAN2020

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No Teacher Attitudes Instructional Effectiveness Coaching (Performance) Faculty Development Andragogy Instructional Improvement Educational Strategies Feedback (Response) Observation Jasso, Laura K. Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Many school districts are utilizing instructional coaches to support teachers as they implement their professional learning in the classroom. This study examined teachers' perceptions of effective instructional coaching practices to gain insight about which aspects of instructional coaching teachers find most supportive in implementing change in the classroom. Adult learning theory, andragogy, was used as the theoretical framework guiding this study. Survey data from the Perceptions of Coaching Survey (PCS) was collected from 116 teachers across six states. These teachers were engaged in professional development on supporting English learners and were receiving follow-up coaching support from their district. Five participants were interviewed to further investigate teachers' perceptions of coaching practices. Two maintained a month-long journal to reflect on any coaching interactions that occurred. The findings of this study revealed that teachers perceive coaching to have a positive impact in supporting the implementation of change in the classroom, and a primary theme emerged that coaching aims to improve instruction. The aspects of coaching that teachers were most satisfied with focused on implementing classroom strategies including having a coach modeling strategies in the classroom, being observed and receiving feedback from a coach, and watching fellow colleagues teaching the same things. Teachers also identified desirable qualities of coaches, including knowledge, trustworthiness, confidence, positivity, and flexibility from a supportive and consistent, non-administrative presence in the classroom. Teachers reported that what they learn from coaching applies to their current teaching situation and that coaching motivates them to try new things 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.] ED592134 Teacher Perceptions of Effective Instructional Coaching in Professional Development Support ProQuest LLC Ed.D. Dissertation, Concordia University Irvine 2018-00-00 978-0-4386-3730-6 148 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:10976245 2019 As Provided JAN2020

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No Environmental Education Outdoor Education Science Education Science Instruction Instructional Effectiveness Inservice Teacher Education Interdisciplinary Approach Elementary School Teachers Secondary School Teachers Foreign Countries Kerr, Karen Majella Speeches/Meeting Papers Reports - Research United Kingdom (Northern Ireland) ISSN- English Elementary Education Secondary Education This paper reports on an innovative Continuing Professional Development (CPD) programme which addressed transition issues and issues with conducting outdoor work and attitudes towards science through 'Shared Learning' days between elementary and middle school transition classes. Teachers supported each other to overcome issues with conducting outdoor work and contributed their expertise from their educational stage. The project utilised a blended CPD approach of workshops, coteaching and in-class support and was based upon a wealth earlier successful CPD programmes to result in a sound theoretical framework. The outcomes were measured using a thorough mixed-methods approach. This paper will report on the achieved outcomes with effective outdoor learning as the vehicle to overcome identified issues and key challenges for policy development. ED592135 Effective Teaching and Learning of Science in the Outdoors: A Blended Model AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-09 10 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No College Readiness Career Readiness Accountability Educational Policy Educational Practices Credentials High School Students Academic Standards Progress Monitoring Alignment (Education) Benchmarking Dual Enrollment Work Experience Programs Bottoms, Gene Sundell, Kirsten Reports - Descriptive Tennessee Kentucky North Carolina Louisiana Georgia West Virginia Delaware Southern Regional Education Board (SREB) English High Schools Secondary Education This publication explores how state accountability systems currently address college readiness and academic and technical career readiness and offers recommendations and examples of policies and practices that incentivize and reward districts and schools for preparing more students to earn credentials and degrees in high-demand career fields. ED591245 Valuing Both Cs in College- and Career-Readiness Accountability Systems. 17V18 Southern Regional Education Board (SREB) 2017-10-00 12 Southern Regional Education Board. 592 10th Street NW, Atlanta, GA 30318-5790. Tel: 404-875-9211; Fax: 404-872-1477; e-mail: publications@sreb.org; Web site: http://www.sreb.org N/A https://www.sreb.org/ValuingBothCs 2019 22 As Provided JAN2020

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No Evidence Based Practice Deafness Hearing Impairments Multilingualism Code Switching (Language) Translation Bilingualism Assistive Technology Family Influence Children Speech Communication Language Impairments Mainstreaming Classroom Environment Sign Language Language Acquisition Reading Comprehension Reading Skills Language Skills Word Recognition Adolescents Cognitive Ability Intellectual Disability Thinking Skills Mathematics Skills Young Children Family Environment Teaching Methods Adults Neurological Organization Cognitive Processes Child Development Psychological Patterns Social Development Early Intervention Preschool Children Social Problems Emotional Problems Theory of Mind Mental Health Well Being Pragmatics Interpersonal Competence Curriculum Technology Uses in Education Educational Technology Online Courses Foreign Countries Knoors, Harry, Ed. Marschark, Marc, Ed. Books Collected Works - General Norway English This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of "the whole child," thus emphasizing the importance of integrative, interdisciplinary approaches. Titles in the book: (1) Sleuthing the 93% Solution in Deaf Education (Marc Marschark and Harry Knoors); (2) Assessment and Development of Deaf Children with Multiple Challenges (Terrell Clark); (3) Deaf and Hard of Hearing Multilingual Learners: Language Acquisition in a Multilingual World (Kathryn Crowe); (4) Dialogic Teaching and Translanguaging in Deaf Education (Ruth Swanwick); (5) Effects of Family Variables on Spoken Language in Children with Cochlear Implants (Ivette Cejas and Alexandra L. Quittner); (6) Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children: Fostering Classroom Environments for Mainstreamed Children (Birgitta Sahlén, Kristina Hansson, Viveka Lyberg-Åhlande, and Jonas Brännström); (7) The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children (Lian van Berkel-van Hoof); (8) Measuring Deaf Learners' Language Progress in School (Wolfgang Mann); (9) Many Ways to Reading Success: New Directions in Fostering Deaf Readers' Reading Comprehension Skills (Paul Miller); (10) Reading Development in Deaf Children: The Fundamental Role of Language Skills (Fiona Kyle); (11) Word Identification and the Adolescent Deaf and Hard-of-Hearing Reader: Going Back to Learning to Read (Jessica W. Trussell and M. Christina Rivera); (12) Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf or Hard of Hearing (Evelien van Wingerden, Arjan van Tilborg, and Hans van Balkoum); (13) Thinking in Action and Beyond (Terezinha Nunes); (14) Parents Count: Enhancing Early Math Skills of Young Deaf and Hard-of-Hearing Children in the Home Environment (Loes Wauters and Evelien Dirks); (15) Implications of Cross-Modal and Intra-Modal Plasticity for the Education and Rehabilitation of Deaf Children and Adults (Benedetta Heimler, Francesco Pavani, and Amir Amedi); (16) Neurocognitive Functioning in Deaf Children with Cochlear Implants (William G. Kronenberger and David B. Pisoni); (17) Embodied Cognition in Prelingually Deaf Children with Cochlear Implants: Preliminary Findings (Irina Castellanos, Chen Yu, David B. Pisoni, and Derek M. Houston); (18) The Development of Young Deaf and Hard-of-Hearing Children: A Closer Look at the Influence of the Caregiving Environment (Evelien Dirks); (19) Psychosocial Development of Hard-of-Hearing Preschool Children: Implications for Early Intervention (Nina Jakhelln Laugen); (20) Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory of Mind Perspective (Constance Vissers and Daan Hermans); (21) Mental Health and Psychosocial Well-being in Deaf and Hard-of-Hearing Students (Jesper Dammeyer); (22) Assessment of Pragmatic Abilities among Deaf and Hard-of-Hearing Learners in Relation to Social Skills (Anat Zaidman-Zait and Tova Most); (23) Revisiting Curricula for Deaf Students: A Norwegian Perspective (Stein Erik Olna); (24) Importance of Technology for Education of Deaf Students (Michael Stinson); (25) Online Learning and Deaf Students: Accessible by Design (Stephanie Cawthon and Jessica I. Mitchell); and (26) Mind the Gap! The Need for Constructing and Implementing Teaching Practices Informed by Research Evidence (Harry Knoors, Annet de Klerk, and Marc Marschark). ED591246 Evidence-Based Practices in Deaf Education Oxford University Press 2018-09-25 978-0-1908-8054-5 664 Oxford University Press. 198 Madison Avenue, New York, NY 10016. Tel: 800-445-9714; Fax: 919-677-1303; e-mail: custserv.us@oup.com; Web site: http://www.oup.com/us N/A https://global.oup.com/academic/product/evidence-based-practices-in-deaf-education-9780190880545 2019 ERIC JAN2020

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No Resource Allocation Rural Schools Career Readiness College Readiness Institutional Mission Feedback (Response) Superintendents Administrator Attitudes Institutional Evaluation School Districts Educational Administration Family School Relationship School Community Relationship Elementary Secondary Education Smith, J. Matthew Dissertations/Theses - Doctoral Dissertations Missouri EISSN- English Elementary Secondary Education The purpose of this study was to determine the organizational structures and resource allocations superintendents in rural Missouri school districts employ to promote college and career readiness. The study sought to identify organizational structures and resource allocations being employed by superintendents in rural Missouri school districts and gather qualitative feedback on the processes involved in developing and maintaining the structures and strategies. In addition, the study intended to gather and analyze qualitative information related to implementation procedures, systems of measurement, and processes for evaluation and revision of the organizational structures and resource allocations. The study identified 30 themes in qualitative feedback collected from 11 practicing superintendents in rural Missouri school districts related to the promotion of college and career readiness principles. Data collected is categorized around the topics of establishing a vision and mission, managing the organization, engaging families and communities, and challenges and limitations. [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.] ED592136 Organizational Structures and Resource Allocations Employed by Rural Missouri Educational Leaders to Promote College and Career Readiness ProQuest LLC Ed.D. Dissertation, William Woods University 2018-00-00 978-0-4386-2707-9 216 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:10976301 2019 As Provided JAN2020

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No Handheld Devices Addictive Behavior Telecommunications Correlation Risk Anxiety Self Control Grade Point Average College Students Influence of Technology Academic Achievement Predictor Variables Kemp, William M., Jr. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Smartphones and their impact on academic success was chosen as the research topic for this dissertation. This was chosen because smartphones have become very popular tools for many people, especially for students in an educational setting. Further, the use of these devices and others, such as laptops and tablets, has aided students in boosting their learning potential. However, many students turn to their devices for off-task activities, and this can be very problematic as it distracts from the learning objectives. This study aimed to fill in some of the gaps in the literature by using the variables of smartphone addiction risk, technology-related anxiety, and self-control to understand how they impact academic performance in the form of GPA. The research questions used for this study were developed to understand the relationships among the variables, determine if predictions could be made from the influence of predictor variables on the outcome variable, and identify which predictor variable predicted GPA scores the best. To do this, a quantitative, nonexperimental approach was used by implementing a series of self-report instruments. The population of interest was college level students as young as 18. Using Spearman's correlation, multiple linear regression, and backward stepwise regression, each research question was addressed, assessed and answered based on the data collected. A small positive correlation was observed between self-control and GPA and a moderate positive correlation was observed between technology-related anxiety and smartphone addiction risk. Some support was found for each research question with self-control emerging as the strongest predictor of GPA scores. Implications and suggestions based on the findings will help future studies and professionals understand how these factors impact academic 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.] ED592137 The Relationship between Smartphone Addiction Risk, Anxiety, Self-Control, and GPA in College Students ProQuest LLC Ph.D. Dissertation, Capella University 2018-00-00 978-0-4386-4434-2 136 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:10975587 2019 As Provided JAN2020

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No Interpersonal Competence Training Learning Disabilities Meta Analysis Intervention Children Youth Mostert, Mark P. Reports - Descriptive English Social skills training (SST) is increasingly used as an adjunct to academic interventions for children and youth with learning disabilities (LD). A brief context and an overview of SST are provided and the issue related to the establishment of SST efficacy via extant meta-analyses is described. Generally, outcomes for SST efficacy are mixed, at best, with very little evidence of strong efficacy effects across the literature. [For the complete volume, "Learning Disabilities: Practice Concerns and Students with LD. Advances in Special Education. Volume 25," see ED591494.] ED591525 Social Skills Training and Students with Learning Disabilities Advances in Special Education 2013-00-00 25 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-4013%282013%290000025008 2019 51 As Provided JAN2020

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No Teacher Education Attitude Change Student Diversity Response to Intervention Models Regular and Special Education Relationship Teacher Education Programs Special Education Urban Schools School Districts Cavendish, Wendy Espinosa, Anabel Reports - Evaluative English This chapter examines best practice and burgeoning needs within general and special education teacher preparation programs as identified within the literature and as evidenced in recent research (Cavendish, Harry, Menda, Espinosa, & Mahotiere, 2012) that examined the beliefs and practices of current educators teaching within schools utilizing a response to intervention (RtI) model. Specifically, our discussion of the emerging needs in teacher preparation programs that prepare both general and special education teachers for assessment, instructional delivery, and progress monitoring within an RtI framework is informed by a 3-year research project of the initial implementation of an RtI model in a diverse, urban school district. Implications for practice include the need to: (a) address deficit perspectives of culturally and linguistically diverse (CLD) students and youth with disabilities, (b) address changing perceptions of the function of special education, and (c) communicate the need for greater collaboration across silos within teacher preparation programs. [For the complete volume, "Learning Disabilities: Practice Concerns and Students with LD. Advances in Special Education. Volume 25," see ED591494.] ED591526 Teacher Preparation for Student Diversity and Disabilities: Changing Roles in Response to Intervention Models Advances in Special Education 2013-00-00 17 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-4013%282013%290000025013 2019 55 As Provided JAN2020

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No Learning Disabilities Adults Self Management Self Advocacy Legal Problems Individual Development Uphold, Nicole M. Reports - Descriptive English Transitioning from school to adult life is a challenging time for students with learning disabilities. Students leave the only support system they have known and enter into a world where they need to be self-advocates. This chapter discusses the transitioning process, including the legal aspect and strategies to assist students to make a successful transition into adulthood. [For the complete volume, "Learning Disabilities: Practice Concerns and Students with LD. Advances in Special Education. Volume 25," see ED591494.] ED591527 Transition from School to Adult Life for Students with Learning Disabilities Advances in Special Education 2013-00-00 20 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-4013%282013%290000025010 2019 46 As Provided JAN2020

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Yes Young Children Learner Engagement Early Childhood Education Mathematics Education Mathematics Activities Teaching Methods Cooke, Audrey Speeches/Meeting Papers Reports - Evaluative Mathematics Education Research Group of Australasia English Early Childhood Education Although it is now more commonly acknowledged that young children can engage with mathematics, it is not as commonly acknowledged that really young children (such as those aged under three years) can engage with and think mathematically. One of the reasons for this is the inability of adults to recognise mathematics in what these young children do. This paper explores the natural curiosity and engagement young children have with mathematics and discusses everyday activities within which mathematics is evident. It then suggests three lenses that adults (such as educators, family, and caregivers) can use to help them identify mathematical ideas. In providing these lenses and encouraging adults to recognise the mathematics evident in young children's everyday activities, the argument extends to maintaining opportunities for young children to willingly engage in mathematical thinking in their everyday activities over the imposition of more formalised and academic experiences in early childhood. ED592419 An Argument to Engage Really Young Children in Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Comparative Analysis STEM Education Self Esteem Teacher Attitudes Numeracy Teaching Methods Secondary School Teachers Foreign Countries Teacher Effectiveness Teacher Surveys Mathematics Instruction Ferme, Elizabeth Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education This study reports initial results of a larger study examining teacher practices in numeracy in the secondary sector. Survey data examined STEM teachers' confidence in mathematics topics and attitudes towards numeracy in everyday life, and the responses were compared to teachers trained in non-STEM areas. The data indicate that teachers' specialist backgrounds influence certain aspects of their numeracy. Similarities between groups highlight the contribution made by all teachers to secondary school numeracy education. ED592420 A Comparison of STEM and Non-STEM Teachers' Confidence in and Attitudes towards Numeracy Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Scoring Rubrics Elementary School Mathematics Elementary School Teachers Mathematical Logic Foreign Countries Grade 3 Grade 4 Grade 5 Grade 6 Teacher Response Mathematics Instruction Teaching Methods Mathematics Teachers Loong, Esther Vale, Colleen Widjaja, Wanty Herbert, Sandra Bragg, Leicha A. Davidson, Aylie 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 Grade 5 Middle Schools Grade 6 Despite mathematical reasoning being a proficiency included in mathematics curricula around the world, research has found that primary teachers struggle to understand, teach, and assess mathematical reasoning. A detailed rubric involving the three reasoning actions of analysing, generalising and justifying at five proficiency levels was refined according to feedback from teachers. At different stages of the study, teachers used the rubric to assess their students' reasoning and provided feedback about its usefulness. ED592421 Developing a Rubric for Assessing Mathematical Reasoning: A Design-Based Research Study in Primary Classrooms Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes School Safety Colleges Prevention Violence Sexual Abuse Hazing College Students Computer Mediated Communication Bullying Law Enforcement Educational Legislation Federal Legislation Higher Education Legal/Legislative/Regulatory Materials Washington Pennsylvania New York Higher Education Act 1965 US Senate. Committee on Health, Education, Labor, and Pensions English Higher Education Postsecondary Education Today, students are making major investments to pursue higher education, which they correctly see as an opportunity to grow and challenge themselves and to develop skills that will better prepare them for their future. While students work hard to succeed in higher education, the last thing they should ever have to worry about is whether they are safe on campus. This hearing of the Committee on Health, Education, Labor, and Pensions examines campus safety, focusing on improving prevention and response efforts. Following opening statements by Honorable Mark Kirk (U.S. Senator from the State of Illinois) and Honorable Patty Murray (U.S. Senator from the State of Washington), the following senators provide statements: (1) Honorable Susan M. Collins, a U.S. Senator from the State of Maine; (2) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania; (3) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; and (4) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts. Prepared witness statements are offered by: (1) Rick Amweb, Security Consultant, Security Risk Management Consultants, LLC, Columbus, Ohio; (2) Elizabeth Allan, Executive Director of StopHazing.org and Professor at the University of Maine, Orono, Maine; (3) Melynda Huskey, Interim Vice President of Student Affairs and Dean of Students, Washington State University, Pullman, Washington; (4) Wendy Krisak, Director of The Counseling Center, DeSales University, Center Valley, Pennsylvania; (5) Joseph Storch, Associate Counsel, The State University of New York, Albany, New York; and (6) Jane Clementi, Co-Founder, The Tyler Clementi Foundation, New York, New York. Additional material includes a response to questions of Senator Murray by Joseph Storch. ED592775 Campus Safety: Improving Prevention and Response Efforts. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, Second Session on Examining Campus Safety, Focusing on Improving Prevention and Response Efforts (July 13, 2016). Senate Hearing 114-791 US Senate 2018-00-00 69 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 2019 ERIC JAN2020

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Yes Citizenship Education Faculty Development Civics Institutes (Training Programs) Summer Programs Teacher Workshops Seminars Teaching Methods Reports - Descriptive Center for Civic Education English This one-page fact sheet describes "We the People" professional development opportunities. These include: (1) national summer institutes; (2) state and regional workshops, seminars, and institutes; and (3) advanced content seminars. Participants complete academic readings, attend morning lectures, and participate in afternoon sessions dedicated to the content and teaching methods appropriate to the "We the People" curriculum. ED592776 We the People: The Citizen and the Constitution. Professional Development Center for Civic Education 2019-00-00 Department of Education (ED) 1 Center for Civic Education. 21600 Oxnard Street Suite 500, Woodland Hills, CA 91367. Tel: 800-350-4223; Tel: 818-591-9321; Fax: 818-591-9330; e-mail: cce@civiced.org; Web site: http://new.civiced.org N/A 2019 ERIC JAN2020

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No Foreign Countries High School Students Canada Natives Academic Achievement Graduation Rate Culturally Relevant Education Dropout Prevention Indigenous Knowledge Cultural Awareness Urban Schools School Community Relationship Ethnic Studies Student Characteristics Educational Finance Principals Advocacy American Indian Education Rebeiz, André Reports - Descriptive Canada EdCan Network (Canada) English High Schools Secondary Education This case study report provides practical examples on how the Academy of Indigenous Studies has built lasting relationships with local First Nations communities -- demonstrating how existing provincial course offerings can be leveraged to create a for-credit learning track that allows Indigenous and non-Indigenous students to learn about Indigenous cultures throughout their entire high school journeys. This B.C.-based learning community model in Kelowna demonstrates how non-Indigenous educators can envelop students in a network of Indigenous teachers, adult advocates and the wider community to curtail Indigenous student dropout rates while immersing non-Indigenous students in Traditional Knowledge. Non-Indigenous educators in urban high schools can leverage this step-by-step report to create their own unique programs in consultation and collaboration with local Indigenous communities. ED592777 Reconciliation in Action: Creating a Learning Community for Indigenous Student Success. A Case Study Report on How One B.C. High School Is Mobilizing a Whole-Community Approach to Raise Indigenous Graduation Rates EdCan Network 2018-05-00 State Farm 28 EdCan Network. 60 ST. Clair Avenue East Suite 703, Toronto, ON M4T 1N5. Tel: 866-803-9549; Tel: 416-591-6300; Fax: 416-591-5345; e-mail: info@edcan.ca; Web site: https://www.edcan.ca N/A https://www.edcan.ca/wp-content/uploads/EdCan-CASE-STUDY_ACADEMY-OF-INDIGINEOUS-STUDIES_FINAL-1.pdf 2019 ERIC JAN2020

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Yes Foreign Countries National Curriculum Alignment (Education) Problem Solving Elementary School Mathematics Cooperative Learning Computer Uses in Education Elementary School Students Logical Thinking Symons, Duncan Pierce, Robyn Speeches/Meeting Papers Reports - Research Australia English Elementary Education The current Australian Curriculum mandates that technology be utilised to support students to "investigate, create and communicate mathematical ideas and concepts" (ACARA, 2018). However, research reports suggest that use of digital technologies in Australian primary mathematics often focuses on the lower-order drilling of algorithms and basic facts. In this study, an online environment provided the medium for Year 5 students to engage in collaborative mathematical problem solving. The students' online dialogue, along with uploaded diagrams and spreadsheets, provide evidence of their development of the Australian Curriculum: Mathematics' proficiencies of Problem Solving and Reasoning. ED592422 Aligning Online Mathematical Problem Solving with the Australian Curriculum Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Mathematics Skills Mathematical Logic Thinking Skills Geometry Geometric Concepts Secondary School Students Secondary School Mathematics Misconceptions Knowledge Level Mathematics Instruction Visual Aids Teaching Methods Foreign Countries Berenger, Adrian Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education Developing students' geometric reasoning skills is dependent on the quality of task designs and the role of the teacher. The purpose of this study was to apply Sfard's (2008) interpretive framework to analyse changes in students' mathematical discourse. This paper reports on the results of an investigation into the ways one class of Year 7 students communicated their understanding of a square. The results showed that students grappled with the necessary elements involved with describing a square leading to several misconceptions about its key attributes, and raises questions about task designs and the teacher's role in developing geometric reasoning. ED592423 Changes in Students' Mathematical Discourse When Describing a Square Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Numeracy Teaching Methods Grade 7 Middle School Students Middle School Teachers Mathematics Instruction Content Area Writing Foreign Countries Hager, Gail Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Nationally and internationally, teachers are being held increasingly accountable for student achievement, particularly in light of high stakes literacy and numeracy tests. Policies have been implemented that are designed to improve educational outcomes through raising student literacy levels across all school years in all subject areas. This has resulted in all teachers being seen as teachers of literacy. Research around the teaching of literacy in mathematics supports the view that focusing on the language of mathematics will assist students to move from the concrete to the more abstract understandings required in the older year levels (Schleppergrell, 2007). However, this can be challenging for teachers who might be subject, but not language, specialists. In this paper, we report on a case study that investigated literacy teaching practices in a Year 7 mathematics classroom and specifically, the practices around teaching mathematical report-writing and the conditions that might have enabled or constrained them. Findings suggest that while teaching the general writing required in mathematics might be part of teaching practice, if practices are to change, school leaders need to provide both time and money to enable teachers to develop their knowledge of specific disciplinary writing practices. ED592424 Disciplinary Literacy 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) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes High School Students Citizenship Education Political Science Knowledge Level Civics Political Attitudes United States Government (Course) Democratic Values Constitutional Law Citizenship Responsibility Civil Rights Reports - Research Center for Civic Education RMC Research Corporation English High Schools Secondary Education This one-page fact sheet presents findings from a quasi-experimental study to examine the effects of the We the People program on high school students' political knowledge, civic skills, and civic attitudes. The study included 822 program participants who were compared to 735 students in high school government classes with similar demographics. In addition, We the People students' post-survey scores were compared with the scores of 119 political science students at two universities. Participating students made significantly greater gains than comparison students in their understanding of the following: (1) core values and principles of democracy; (2) constitutional limits on governmental institutions; and (3) rights and responsibilities of citizenship. ED592778 We the People: The Citizen and the Constitution. Evaluation Brief Center for Civic Education 2019-00-00 Department of Education (ED) 1 Center for Civic Education. 21600 Oxnard Street Suite 500, Woodland Hills, CA 91367. Tel: 800-350-4223; Tel: 818-591-9321; Fax: 818-591-9330; e-mail: cce@civiced.org; Web site: http://new.civiced.org N/A 2019 ERIC JAN2020

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Yes Alignment (Education) Educational Assessment Skill Development Job Skills Social Development Competence Evaluation Methods Curriculum Instruction Evaluation Global Approach Delivery Systems Foreign Countries Educational Objectives Citizenship Education Sustainable Development Elementary Secondary Education Communication Skills Creativity Critical Thinking Problem Solving Information Literacy Media Literacy Barriers Information Technology Cultural Influences Care, Esther Kim, Helyn Vista, Alvin Anderson, Kate Reports - Descriptive Australia Kenya Philippines Cambodia United Kingdom (England) Namibia Singapore Mongolia Portugal Hong Kong Finland Brookings Institution, Center for Universal Education English Elementary Secondary Education There has been a major shift in educational learning goals--as seen most recently by Goal 4.7 of the Sustainable Development Goals--focused on global citizenship education and education for sustainable development. The shift concerns recognition of the need for education systems to equip learners with competencies such as problem solving, collaboration, critical thinking, and communication. The focus on these "21st century goals" is visible in education and curricular reform, and has been promoted by global discussion of changing work and societal needs. This paper describes global, regional, and national examples of this shift, and then focuses on implementation challenges. The paper focuses most explicitly on the issue of assessment but asserts that any major reform in an educational philosophy shift must ensure alignment across the areas of curriculum, pedagogy, and assessment. The paper identifies several challenges to implementation of this educational shift. These include the need for clear understanding of the necessary skills and the need for clear descriptions of what different levels of competencies in skills might look like. The paper identifies possible assessment approaches, using examples to highlight effective strategies for assessment of the skills, while acknowledging the technical difficulties associated with "capture" of behaviors in scoring and reporting them. Following a discussion of the cross-cultural issues relevant to assessment of 21CS, the paper looks at three countries--Australia, Kenya, and the Philippines--to identify how they are approaching the assessment and teaching of 21CS in their basic education sectors. The countries' varied emphases on curriculum, pedagogy, and assessment are of particular interest as a majority of countries around the world explore how to approach these challenges. These examples lead to the conclusion that learning progression models are key to ensuring alignment through the education delivery system. [Support was provided to Brookings by Porticus.] ED592779 Education System Alignment for 21st Century Skills: Focus on Assessment Center for Universal Education at The Brookings Institution 2018-11-00 41 Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education N/A 2019 ERIC JAN2020

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No Violence National Surveys Elementary Secondary Education Teachers Educational Environment School Safety Influences Etchells, Matthew James Fleming, Kenneth John Ketsetzi, Antonia Meister, Samantha M. Ging, Amy Waxman, Hersh C. Speeches/Meeting Papers Reports - Research Schools and Staffing Survey (NCES) ISSN- English Elementary Secondary Education In the USA, school violence has rapidly increased in recent year (Ricketts, 2007) leading to issues in the climate and environment of schools. According to Espelage et al. (2013) "higher rates of violence directed towards teachers were associated with disorganized school structures, negative school climates, lack of administrative and collegial social supports, and high residential crowding" (p.76). Furthermore, Espelage et al. associated lower rates of violence with "balanced school organizational structures and support systems, clear school disciplinary policies/rules, and positive school relationships". The purpose of this study is to investigate factors in the school environment and Teacher's preparation identified by Espelage et al. that influence school violence against teachers. This research utilizes the 2011-2012 School and Staffing Survey (SASS) to analyze contributing independent variables. Although minimal research is available on this topic, there is evidence that victimization plays a role in recruitment and retention of highly effective teachers (Espelage et al., 2013). Gregory, Cornell, and Fan (2012), noted that a supportive school climate is linked to teacher safety. They also recognize the importance of teachers to feel supported and protected by the administration in order to reduce the personal risk of victimization. When teachers become more fearful in the workplace, they in turn may become less committed to their educational mission which leads to having a negative impact on the overall school climate (Roberts et al., 2007). ED592138 Identifying Key Factors Influencing Violence Directed toward K-12 Teachers in American Schools AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-00 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Board Administrator Relationship Superintendents Boards of Education Governance School Districts Professional Development Strategic Planning Rafferty, George J., III Dissertations/Theses - Doctoral Dissertations EISSN- English In this autoethnographic research study, I examined my journey as an experienced superintendent in developing an effective relationship with the Board of Education in a new school district. This study examined the relevant research on the importance of the relationship between the Board and the superintendent of schools, the characteristics of a highly effective board-superintendent relationship, and the strategies shown to result in developing a high performing governance team. This autoethnographic inquiry centered on my journey as school district superintendent describing my path from one district to another, a brief interlude with another board, before finally reaching my preferred destination. Throughout my journey, the relationship between the superintendent and Board of Education was the central theme and the central characters of the story were the members of the Board and their supporting staff. At the end of the journey described herein, a summary of the research findings and lessons learned for developing an effective relationship with the Board are discussed from this superintendent's perspective. The experiences of the superintendent as outlined in the autoethnographic narrative indicated that the superintendent and Board of Education working collaboratively to clearly define their roles and responsibilities serve as the basis for the establishment of an effective governance team. Important factors impacting the superintendent successfully establishing an effective relationship with the Board were communication, local culture, board training, and the governance team's ability to understand and respond to the issues of key stakeholders. In this study, an effective relationship between the superintendent and the Board led to a commitment to ongoing training and professional development and the launching of a community wide strategic planning initiative. Implications for policy, practice, and action were discussed, along with recommendations for future 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.] ED592139 The Development of an Effective Working Relationship between the Superintendent and Board of Education: An Autoethnographic Study ProQuest LLC Ed.D. Dissertation, Wilmington University (Delaware) 2019-00-00 978-0-4386-2093-3 165 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:10976328 2019 As Provided JAN2020

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Yes Foreign Countries College Students Mathematics Skills Self Efficacy Mathematics Education College Mathematics Learning Processes Student Attitudes Mathematics Achievement Murphy, Priscilla Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education In this paper, I report on doctoral research in which I investigated the relationships between student approaches to learning, conceptions of mathematics, mathematical self-efficacy, personal factors and examination results. Using seventy-three post-secondary mathematics students, some pertinent findings were: self-belief in selection processes predicted high examination results; deep approaches and cohesive conceptions correlated positively with examination results; participants with low prior mathematics performed better than individuals with advanced secondary qualifications. These findings could pose practical teaching implications in mathematics education. ED592425 Determinants of Success in Learning Mathematics: A Study of Post-Secondary Students in New Zealand Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Student Reaction Elementary School Students Elementary School Mathematics Mathematics Instruction Mathematical Logic Thinking Skills Elementary School Teachers Grade 1 Grade 2 Grade 5 Grade 6 Grade 7 Numeracy Foreign Countries Hunter, Jodie Jones, Ian Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Elementary Education Grade 1 Primary Education Early Childhood Education Grade 2 Grade 5 Intermediate Grades Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education We administered specially-designed, free-response mathematics tasks to primary students (N = 583, ages five to 12 years old). Our focus was on whether (i) the children's responses could be reliably assessed, and (ii) the responses could provide insights into children's mathematical thinking. We used a contemporary comparative judgement technique, interviews with four teachers, and analysed a sample of six responses to make inferences about the students' mathematical thinking. We found that the sampled responses' scores, interviewees' comments and qualitative features of the sampled responses led to consistent insights on the children's mathematical thinking. We argue that free-response tasks should supplement traditional assessments in primary mathematics. ED592426 Free-Response Tasks in Primary Mathematics: A Window on Students' Thinking Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Visual Aids Mathematics Instruction Fractions Instructional Effectiveness Thinking Skills Algebra Screening Tests Multiplication Problem Solving Elementary School Students Secondary School Students Foreign Countries Mathematics Tests Pearn, Catherine Stephens, Max Pierce, Robyn Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Secondary Education This paper will focus on two students who depended on diagrammatic representations in both a Fraction Screening Test and in a subsequent Structured Interview. One student attempted to use diagrams, with limited success, to identify the correct relationships, and consequently struggled to generalise her strategies as she responded to the questions presented in the interview. The other student used diagrams more effectively, and was able to move from a reliance on diagrams to using a partially multiplicative solution strategy. When supported by strong number knowledge, diagrams are an effective means for helping to solve reverse fraction tasks but may hinder students attempts to generalise their thinking ED592427 Diagram Effective or Diagram Dependent? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Educational Legislation Elementary Secondary Education Federal Legislation Educational Planning Statewide Planning Alignment (Education) Educational Environment Educational Indicators Positive Behavior Supports Intervention Guidance Evidence Based Practice Program Implementation Educational Quality School Safety Educational Improvement von Ravensberg, Heidi Blakely, Allison W. Reports - Descriptive Elementary and Secondary Education Act Elementary and Secondary Education Act Title I Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) English Elementary Secondary Education New to the "Elementary and Secondary Education Act" of 1965, as amended by the "Every Student Succeeds Act" (ESSA) of 2015, is specific language supporting state and local educational agencies in implementing schoolwide positive behavioral interventions and supports (SW-PBIS). According to U.S. Department of Education significant nonregulatory guidance, SW-PBIS aligns well with ESSA. That is, SW-PBIS is: (1) cross-cutting; (2) schoolwide; and (3) evidence-based, all of which ESSA emphasizes. SEAs that will be submitting a consolidated state plan for Title I, Part A Improving Basic Programs Operated by LEAs and Title IV, Part A Student Support and Academic Enrichment Grant Programs, and that are already implementing SW-PBIS, are well positioned to receive funds. For states including "School Climate and Safety" as a measure of their "school quality or student success" indicator, the SSAE grants for Safe and Healthy Students are available for states to fund SW-PBIS activities to "improve academic outcomes and school conditions for student learning." This report provides guidance for states on ESSA state plans for aligning the School Climate Indicator and SW-PBIS. ED591247 Guidance for States on ESSA State Plans: Aligning the School Climate Indicator and SW-PBIS Technical Assistance Center on Positive Behavioral Interventions and Supports 2017-06-00 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 https://www.pbis.org/Common/Cms/files/pbisresources/Guidance%20for%20States%20on%20ESSA%20State%20Plans.pdf 2019 7 ERIC JAN2020

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No Civil Rights Higher Education Neoliberalism State Policy State Legislation Commercialization Models Social Differences Educational Attainment Employment Opportunities Comparative Analysis Educational Policy Teaching Methods Policy Formation Role of Education Evidence Based Practice Individual Development Foreign Countries Equal Education Access to Education Educational Theories Political Influences Efficiency Educational Legislation Kotzmann, Jane Books Reports - Evaluative Sweden English Higher Education Postsecondary Education A human right to higher education was included in the International Covenant on Economic Social and Cultural Rights (ICESCR), which came into force in 1976. Yet the world has changed significantly since the ICESCR was drafted. State legislation and policies have generally followed a neoliberal trajectory, shifting the perception of higher education from being a public good to being a commodity able to be bought and sold. This model has been criticized, particularly because it generally reinforces social inequality. At the same time, attaining higher education has become more important than ever before. Higher education is a prerequisite for many jobs and those who have attained higher education enjoy improved life circumstances. This book seeks to determine: Is there still a place for the human right to higher education in the current international context? In seeking to answer this question, this book compares and contrasts two general theoretical models that are used to frame higher education policy: the market-based approach and the human rights-based approach. In the process, it contributes to an understanding of the likely effectiveness of market-based versus human rights-based approaches to higher education provision in terms of teaching and learning. This understanding should enable the development of more improved, sophisticated, and ultimately successful higher education policies. This book contends that a human rights-based approach to higher education policy is more likely to enable the achievement of higher education purposes than a market-based approach. In reaching this conclusion, the book identifies and addresses some strategic considerations of relevance for advocates of a human rights-based approach in this context. ED591248 The Human Rights-Based Approach to Higher Education: Why Human Rights Norms Should Guide Higher Education Law and Policy Oxford University Press 2018-05-22 978-0-1908-6349-4 288 Oxford University Press. 198 Madison Avenue, New York, NY 10016. Tel: 800-445-9714; Fax: 919-677-1303; e-mail: custserv.us@oup.com; Web site: http://www.oup.com/us N/A https://global.oup.com/academic/product/the-human-rights-based-approach-to-higher-education-9780190863494 2019 As Provided JAN2020

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No Music Music Education Teaching Methods Multiple Intelligences Case Studies Nontraditional Students Adult Students Self Determination Andragogy Video Technology Higher Education College Students Student Attitudes Familiarity Learner Engagement Learning Motivation Student Motivation Hershner, Jessa R. Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Higher Education Postsecondary Education The increase in population of nontraditional adult learners paired with a demand for multisensory learning created a need for further research in best pedagogy in higher education. Thus, the purpose of this qualitative case study was to explore the central question on how the integration of music, lyrics, or music videos into higher education classrooms affected the motivation and engagement levels of nontraditional adult learners. The conceptual framework was based upon self-determination theory, andragogy, multiple intelligences, and visual literacy. A multiple case design was used to collect data from 8 nontraditional higher education students. Data were collected via telephone interviews and responses to the Activity Perceptions Questionnaire. Data analysis used Yin's cross-case analysis procedures, including familiarization, development of word tables, and examination of cross-case patterns. Results revealed that the use of music in the classroom positively impacts learner engagement and promotes intrinsic motivation. This study is expected to contribute to social change by exploring music as an innovative instructional tool and providing a deeper understanding of how music engages and motivates the increasing number of nontraditional students in higher 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.] ED592140 Exploring Nontraditional Learner Engagement and Motivation through Music Integration ProQuest LLC Ph.D. Dissertation, Walden University 2018-00-00 978-0-4386-2412-2 154 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:10976605 2019 As Provided JAN2020

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No Trust (Psychology) Discipline Student Behavior Academic Achievement Racial Differences African American Students White Students Gender Differences Racial Bias Disproportionate Representation Graduation High School Graduates Grade Point Average Romero, Lisa S. Gonzalez, Amber Michelle Speeches/Meeting Papers Reports - Research ISSN- English High Schools Secondary Education This study examines the effect of student trust on discipline, behavior and academic outcomes, and how this varies based on race and gender. Trusting students have fewer disciplinary incidents, and better outcomes in high school. However, the reward of positive trusting relationships has the most return for White students. Black students benefit less from trust, and Black males far less. Findings also point to a disturbing pattern of racial bias rippling throughout the system. Regardless of their level of trust, Black males are disciplined more and the discipline has a higher penalty on high school outcomes. Black males, with identical disciplinary histories and scores on achievement tests, have poorer academic outcomes than comparable white students. ED592141 High School Student Trust: Race Makes a Difference AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 34 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Educational Legislation Federal Legislation Elementary Secondary Education Federal Regulation Stakeholders Accountability Federal State Relationship School Effectiveness Educational Indicators Educational Improvement Access to Information Academic Achievement Legal/Legislative/Regulatory Materials US Senate. Committee on Health, Education, Labor, and Pensions English Elementary Secondary Education This hearing is the Committee on Health, Education, Labor, and Pensions' fifth oversight hearing on the law to fix No Child Left Behind. This hearing examines issues in the implementation of the Every Student Succeeds Act (ESSA), focusing on perspectives from education stakeholders on proposed regulations. Following opening statements by Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Patty Murray (a U.S. Senator from the State of Washington), the following senators provide statements: (1) Honorable Paul Rand, a U.S. Senator from the State of Kentucky; (2) Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania; (3) Honorable Richard Burr, a U.S. Senator from the State of North Carolina; (4) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; and (5) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island. Prepared witness statements are offered by: (1) Stephen L. Pruitt, Ph.D., Commissioner of Education, Kentucky Department of Education, Frankfort, Kentucky; (2) Linda Darling-Hammond, Ed.D., President and CEO at Learning Policy Institute, Charles E. Ducommun Professor of Education Emeritus at Stanford University, Palo Alto, California; (3) Gail Pletnick, Ed.D., Superintendent, Dysart Unified School District, Surprise, Arizona; and (4) Alison Harris Welcher, Director of School Leadership Project L.I.F.T., Charlotte, North Carolina. Additional material includes a response to questions of Senator Murkowski by Alison Harris Welcher and Gail Pletnick. ED592780 ESSA Implementation: Perspectives from Education Stakeholders on Proposed Regulations. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, Second Session on Examining Every Student Succeeds Act Implementation, Focusing on Perspectives from Education Stakeholders on Proposed Regulations (July 14, 2016). Senate Hearing 114-801 US Senate 2018-00-00 73 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 2019 ERIC JAN2020

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Yes Educational Legislation Federal Legislation Elementary Secondary Education Federal Regulation Accountability Federal State Relationship Academic Standards Equal Education Legal/Legislative/Regulatory Materials US Senate. Committee on Health, Education, Labor, and Pensions English Elementary Secondary Education This hearing explores the accountability rule that the Department of Education proposed on May 31st. This goes to the heart of the law to fix No Child Left Behind. The Federal Government decided that math and reading test results would determine whether schools and teachers were succeeding or failing. The two main concerns of this hearing are: (1) Does the proposed accountability rule actually get the Federal Government back in the business of setting State academic standards?; and (2) Does the proposed accountability rule get the Federal Government back in the business of deciding which schools are succeeding or failing? This hearing transcript provides a prepared statement from witness John King, Secretary, U.S. Department of Education. This is followed by additional materials, namely Ensuring Equity in ESSA: The Role of N-Size in Subgroup Accountability, by Alliance For Excellent Education; and Responses by Secretary King to questions of: Senator Alexander, Senator Enzi, Senator Collins, Senator Hatch, Senator Sanders, and Senator Warren. ED592781 ESSA Implementation: Update from the U.S. Secretary of Education on Proposed Regulations. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, Second Session on Examining Every Student Succeeds Act Implementation, Focusing on an Update from the Secretary of Education on Proposed Regulations (June 29, 2016). Senate Hearing 114-785 US Senate 2018-00-00 74 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 2019 ERIC JAN2020

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No Foreign Countries Elementary Secondary Education Mathematics Achievement Science Achievement Reading Achievement Educational Policy Centralization Governance School District Autonomy Educational Administration Stakeholders Board of Education Role Policy Formation Educational Objectives Interaction Public Administration Educational Cooperation Government Role Efficiency Self Management Citizen Role Decision Making Knowledge Level Educational Quality Sanctions Accountability Vocational Education Employment Potential Alignment (Education) Educational Finance School Choice Cultural Differences Frankowski, Andrea van der Steen, Martijn Bressers, Daphne Schulz, Martin Shewbridge, Claire Fuster, Marc Rouw, Rien Reports - Evaluative Netherlands Finland Belgium Canada Program for International Student Assessment Trends in International Mathematics and Science Study Progress in International Reading Literacy Study EISSN-1993-9019 Organisation for Economic Cooperation and Development (OECD) (France) English Secondary Education Elementary Secondary Education Grade 4 Intermediate Grades Elementary Education Prepared for a Strategic Education Governance learning seminar, this working paper analyses the ways in which the Dutch government tried to reach overarching goals in education, in a system characterised by a high degree of distributed autonomy of education institutions and the participation of multiple actors, and consequently a government highly dependent on the collaboration with stakeholders. The paper introduces four perspectives on governance: 'traditional public administration', 'new public management', 'network governance' and 'societal resilience'. In practice, these perspectives do not exclude each other. Based on three cases the paper shows that the Dutch government used simultaneously different perspectives in each case and across the cases, in various combinations. Each combination proved to have its pros and cons. The paper argues for a deliberate consideration and choice of governance perspectives as an important element of policy preparation. ED591528 Dilemmas of Central Governance and Distributed Autonomy in Education. OECD Education Working Papers, No. 189 OECD Publishing 2018-11-26 43 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://dx.doi.org/10.1787/060260bf-en 2019 72 As Provided JAN2020

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No Foreign Countries Global Approach Employment Qualifications Problem Solving Job Skills Information Technology Adults Age Differences Cultural Differences Automation Technological Literacy Racial Differences Ethnicity Cummins, Phyllis A. Yamashita, Takashi Millar, Roberto J. Sahoo, Shalini Reports - Research South Korea Germany Singapore Japan Canada Estonia United Kingdom United States Australia EISSN- English Automation and advanced technologies have increased the need for a better understanding of the skills necessary to have a globally competitive workforce. This study used data from the Program for the International Assessment of Adult Competencies to compare problem solving skills in technology rich environments among adults in South Korea, Germany, Singapore, Japan, Canada, Estonia, the United Kingdom, the United States, and Australia. Overall, the United States had the lowest scores among all countries, and in all countries scores declined with age. The United States had higher proportions of survey participants in the lowest skill category and lower proportions in the top skill categories. The results of this study suggest changes in the United States educational and lifelong learning systems and policies may be necessary to ensure all adults have the necessary skills in a competitive workforce. [The paper will be published in "Adult Learning".] ED591529 Problem-Solving Skills of the U.S. Workforce and Preparedness for Job Automation Grantee Submission 2019-01-14 Institute of Education Sciences (ED) 21 T https://doi.org/10.1177/1045159518818407 2019 35 As Provided JAN2020 Yes R305A170183

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Yes Federal Legislation Educational Legislation Federal Programs Primary Education Hearings Access to Education Disadvantaged Youth Achievement Gap School Readiness Educational Quality Preschool Education Teacher Qualifications Preschool Teachers Federal Aid Educational Finance Federal Government Educational Policy Educational Improvement Migrant Workers Parent Participation American Indian Education Legal/Legislative/Regulatory Materials US Senate. Committee on Health, Education, Labor, and Pensions English Early Childhood Education Primary Education Preschool Education This hearing of the Committee on Health, Education, Labor, and Pensions examines the Strong Start for America's Children Act, a bill that will greatly expand access to high quality early learning experiences for children from birth through kindergarten. Following opening statements by Honorable Tom Harkin (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Lamar Alexander (U.S. Senator from the State of Tennessee), the following senators provide statements: (1) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island; (2) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (3) Honorable Patty Murray, a U.S. Senator from the State of Washington; and (4) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania. Prepared witness statements are offered by: (1) John E. Pepper, Jr., Retired Chairman and CEO, Procter & Gamble Company, Cincinnati, Ohio; (2) Honorable Angel Taveras, Mayor of Providence, Providence, Rhode Island; (3) W. Steven Barnett, Ph.D., Director, National Institute for Early Education Research, Rutgers University, New Brunswick, New Jersey; and (4) Grover J. Whitehurst, Ph.D., Director, Brown Center on Education Policy, Brookings Institution, Washington, District of Columbia. Additional material includes: (1) Prepared statement by Tadeo Saenz-Thompson, Chief Executive Officer of Inspire Development Centers, Sunnyside, Washington, and Board Member and CEO Affiliate President of the National Migrant and Seasonal Head Start Association; (2) Prepared statement by Jacki Haight, President, National Indian Head Start Directors Association; (3) Letter to Senator Casey from Angel Taveras, Mayor, Providence, Rhode Island; (4) Response of Steven Barnett to questions of: Senator Murray and Senator Casey; and (5) Response of Grover J. Whitehurst to question of Senator Casey. ED592782 Expanding Access to Quality Early Learning: The Strong Start for America's Children Act. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Expanding Access to Quality Early Learning, Focusing on the "Strong Start for America's Children Act" (April 10, 2014). Senate Hearing 113-832 US Senate 2017-00-00 61 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 2019 ERIC JAN2020

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Yes Foreign Countries Equal Education Sex Fairness Early Childhood Education Preschool Teachers Educational Policy Womens Education Educational Quality Kindergarten Sustainability Educational Development Chi, Jin Reports - Research China Brookings Institution, Center for Universal Education English Early Childhood Education Preschool Education Kindergarten Primary Education In spite of efforts to improve the quality of early childhood education for girls and boys globally, incorporating a gender perspective--particularly in teacher policies--remains a gap, including in China. This inattention to early childhood poses an additional barrier for countries to achieve quality education and the United Nations Sustainable Development Goals. In China, gender parity in primary and lower secondary education was achieved almost a decade ago. However, gender-based inequalities in education processes and outcomes--e.g., biased sex ratio at birth, different education aspirations, labor market discrimination, and restricted female leadership--persist as a result of deeply entrenched gender stereotypes that are formed early in life. The next step to improving gender equality in China is to provide a quality, gender-sensitive education for a harmonious and sustainable society. Fortunately, the Chinese government is promoting gender equality in schools and is set to develop policies in early childhood education and teacher quality. This paper highlights the gaps and opportunities in bringing gender equality into early childhood teacher policy in China. Drawing from a review of global examples, the paper concludes by outlining aspects at the education system and pedagogical levels to ensure gender-responsive teaching and learning for all kindergarten children so China can build upon its sustainable approach to gender equality and education development. ED592783 Pathways for Gender Equality through Early Childhood Teacher Policy in China. Echidna Global Scholars Program, Discussion Paper Center for Universal Education at The Brookings Institution 2018-11-00 Echidna Giving 20 Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education N/A 2019 As Provided JAN2020

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Yes Correlation Self Efficacy Beliefs Inclusion Special Education Foreign Countries Preschool Teachers Special Education Teachers Special Needs Students Gender Differences Beginning Teachers Experienced Teachers Education Courses Özokcu, Osman Journal Articles Reports - Research Turkey ISSN-2501-2428 English Preschool Education Early Childhood Education Higher Education Postsecondary Education The aim of this study is to investigate the relationship between teachers' self-efficacy beliefs and efficacy for inclusion education. Study participants included a total of 1204 teachers taken from preschool, classroom, subject-matter and special-education departments from schools in four different geographical regions of Turkey. Data were collected using the Teachers Sense of Efficacy (TSE) Scale and the Teacher Efficacy for Inclusion Practices (TEI) Scale. The results revealed a significant relationship between the teachers' self-efficacy beliefs and efficacy for inclusion. The levels of self-efficacy and efficacy regarding the inclusion of the teachers were higher for female teachers, experienced teachers, teachers who had taken previous courses about special education, and the teachers who have previously interacted with an individual with special needs. In addition, the efficacy level of novice teachers regarding inclusion was found to be higher than that of more experienced teachers. ED591530 Investigating the Relationship between Teachers' Self-Efficacy Beliefs and Efficacy for Inclusion Online Submission European Journal of Special Education Research v2 n6 p234-252 2017 2017-00-00 19 N/A 2019 67 As Provided JAN2020

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Yes Foreign Countries Native Speakers English (Second Language) Second Language Learning Discourse Analysis Classroom Communication Video Technology Error Correction Comparative Analysis Single Sex Classes Second Language Instruction Females Emrani, Fateme Hooshmand, Mozhgan Journal Articles Reports - Research Iran EISSN- English This article reports the results of a study involving the Conversation Analysis (CA) of self-initiated self-repair structures in classroom conversations. The study aimed to cast light on self-initiated repairs practiced by advanced EFL learners. The data were collected in 2018. Forty proficient EFL students participated in the study. 72 hours of videotaped single-sex conversations were collected through classroom observations, and follow-up interviews were conducted, both at three different language institutes in Isfahan, Iran. The CA approach was employed as the theoretical framework for this study. The students' utterances were analyzed qualitatively. It was found that Iranian EFL learners practice 4 self-initiated self-repair structures, namely, replacing, inserting, deleting and aborting. Finally, the collected data were compared to those used by English native speakers. The results showed that the most frequent self-initiated self-repair structure employed by the participants in both cultures is replacing. ED591531 A Conversation Analysis of Self-Initiated Self-Repair Structures in Advanced Iranian EFL Learners Online Submission International Journal of Language Studies v13 n1 p57-76 Jan 2019 2019-01-00 20 T 2019 40 As Provided JAN2020

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Yes Figurative Language Foreign Countries Preservice Teachers Mathematics Teachers Student Attitudes Mathematical Logic Thinking Skills Mathematical Concepts Middle School Teachers Yildiz, Cemalettin Hacisalihoglu Karadeniz, Mihriban Journal Articles Reports - Research Turkey ISSN-2147-1037 English Higher Education Postsecondary Education Middle Schools Secondary Education Junior High Schools This research aims to determine the perceptions of middle school pre-service mathematics teachers regarding the concept of "mathematical thinking" through the usage of metaphors. The phenomenology method, which is one of the qualitative research methods, is adopted in this study. Data of the research was obtained by the pre-service mathematics teachers filling the sentences such as "Mathematical thinking is like ... because …". The data was analysed using a content analysis method. The statements of pre-service teachers starting with "because" were coded. Then relevant codes were united together, and eight categories were developed. Some codes were taken as they were, whilst some were combined and thus, 54 features were formed. At the end of the research, it has been determined that the pre-service teachers have produced 156 different metaphors about mathematical thinking. In addition, it was determined that the metaphors, categories, and features concerning mathematical thinking had a positive meaning in general. Besides, it was determined that the perceptions of grades 1st-4th pre-service mathematics teachers centred upon four different categories. Finally, it was concluded that mathematical thinking was considered to be a process-oriented concept by females and a result-oriented concept by males. Metaphors, categories, and features revealed within the scope of the study may guide researchers in their studies on mathematical thinking. ED591532 Determination of Metaphors of Middle School Pre-Service Mathematics Teachers about the Concept of Mathematical Thinking Online Submission Journal of Kirsehir Education Faculty v19 n3 p2143-2167 Dec 2018 2018-12-00 25 N/A 2019 46 As Provided JAN2020 EGTBAPA16031755

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No Administrators Teachers Experience Communication Skills Autism Pervasive Developmental Disorders Early Intervention Lesson Plans Interpersonal Competence Handheld Devices Telecommunications Augmentative and Alternative Communication Bradley, Elizabeth A. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this qualitative descriptive phenomenological study was to explore how exceptional student education (ESE) administrators and educators describe their lived experiences with regard to employing strategies and tools to enhance communication skills for autism spectrum disorder (ASD) students. The method of data collection used was semi-structured, in-depth interviews of 10 ESE administrators and educators. Findings from this study resulted in seven thematic groups: (1) Early Intervention; (2) Individual Lesson Plans for ASD; (3) Teaching Social Skills; (4) Using iPads for Communication; (5) Using Picture Exchange Communication System (PECS) for Communication; (6) Using Other Types of Assistive Communication Technology; and (7) Additional Comments and Concerns for employing and using strategies and tools to enhance communication skills. Three main recommendations for future research evolved from the study. First, future research must examine the programs and resources available for early intervention and if these programs are implemented regionally. Second, future research must determine the current curriculum strategies and tools for ASD students concerning specifically communication skills and social skills instruction. Last, future research must investigate the availability and distribution of assistive communication technology (ACT) devices in the public school systems. [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.] ED592142 Employing Assistive Communication Technology in Autistic Classrooms: A Descriptive Phenomenological Study ProQuest LLC EDD/ET Dissertation, University of Phoenix 2018-00-00 978-0-4386-2474-0 169 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:10975598 2019 As Provided JAN2020

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No Faculty Development Values Educational Technology Teacher Collaboration Educational Practices Relevance (Education) Technology Uses in Education Teachers Blackford, Jennifer Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this outcome-based program evaluation project study was to investigate how professional development (PD) influenced the shared values of 25 district teachers regarding instructional technology and their collaboration and instructional practices using instructional technology. Inclusion criteria included (a) participants had to be 18 years or older and (b) participants had to be a certified teacher. Guided by Mishra and Koehler's TPACK theory and Guskey's model for PD evaluation, the research was designed to determine (a) how teachers demonstrate collaboration using instructional technology as a result of PD, (b) what shared values teachers have adopted regarding instructional technology as a result of PD, and (c) how the authentic teaching practices of participants have changed because of the technology PD. Data were collected through Likert surveys, interviews, and classroom observations. Data analysis included descriptive statistics for the quantitative portion, and identification of emerging themes for the qualitative portion. The results reflected ways technology is being implemented into instructional strategies. The implication of this study for social change includes support for including collaboration and shared values in professional development to improve instructional strategies incorporating technology, which can lead to improved learning environments. Teachers and the school can benefit by having the knowledge of how technology and PD provided by the OETT grant enhanced instruction. Social changes that may occur due to the findings of this study include the school gaining a better understanding of the influence of technology in instruction on student learning and identifying tools that potentially increased teacher uses of the technologies purchased as well as teacher application of the knowledge gained in the PD provided through the grant. [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.] ED592143 Increasing Collaboration, Shared Values, and Authentic Teaching Practices through Technological Professional Development ProQuest LLC Ed.D. Dissertation, Walden University 2018-00-00 978-0-4386-2500-6 173 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:10976690 2019 As Provided JAN2020

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No Paying for College State Policy Educational Policy Access to Education Educational Innovation State Programs Credentials Dual Enrollment Outreach Programs High Schools College Preparation Transfer Programs Blended Learning Curriculum Design Nontraditional Education Competency Based Education Nontraditional Students Reverse Transfer Students Partnerships in Education Student Financial Aid Need Analysis (Student Financial Aid) Part Time Students Adult Students Tuition Community Colleges Money Management College Students College Bound Students Harvey, Darcie Reports - Evaluative Kentucky Florida Virginia North Carolina Texas Washington California Maryland Arkansas Georgia Indiana Oklahoma Massachusetts Michigan Minnesota Oregon West Virginia Tennessee Southern Regional Education Board (SREB) English Higher Education Postsecondary Education High Schools Secondary Education Two Year Colleges Adult Education Many states are experimenting with mechanisms for making college more affordable while maintaining quality and access. This report examines promising or innovative state programs to improve college affordability and credential attainment. Many of these approaches show innovative thinking and bear watching to see if they result in meaningful outcomes. [This report was prepared for Southern Regional Education Board's (SREB) Commission on College Affordability in the South.] ED591249 College Affordability: Promising State Policies and Practices. Policy & Practice Southern Regional Education Board (SREB) 2017-03-00 33 Southern Regional Education Board. 592 10th Street NW, Atlanta, GA 30318-5790. Tel: 404-875-9211; Fax: 404-872-1477; e-mail: publications@sreb.org; Web site: http://www.sreb.org N/A https://www.sreb.org/sites/main/files/file-attachments/2017_afford_policy_brief_final.pdf 2019 0 As Provided JAN2020

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Yes Electronic Libraries Teaching Methods Educational Practices Teacher Influence Program Effectiveness Preservice Teachers Beginning Teachers Mathematics Achievement Science Achievement Grade 3 Grade 4 Grade 5 Grade 6 Program Implementation Fidelity Higher Education School Districts Teacher Effectiveness Manzeske, David Reese, Kelly Liu, Feng Reports - Research American Institutes for Research (AIR) English Higher Education Postsecondary Education Grade 3 Primary Education Elementary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 In 2013, the National Board for Professional Teaching Standards received a 5-year Investing in Innovation Fund Development grant from the U.S. Department of Education to develop, implement, and study Accomplished Teaching, Learning, and Schools (ATLAS). ATLAS is an online case library that contains examples of "accomplished teaching" practice delivered by National Board Certified Teachers. A purpose of the grant activities was to expose preservice and early career teachers to ATLAS content, which was hypothesized to affect their teaching practice and the achievements of their students. This final report summarizes research on the first 2 years of the program's implementation at scale (during the grant's fourth and fifth years), and the effects of ATLAS use on the outcomes of preservice and early career teachers and on the mathematics and science achievements of students in Grades 3-6. The study team determined that ATLAS was implemented with fidelity at the institution of higher education and local education agency levels during the second study year but not the first study year. Regarding the effects of ATLAS use on the outcomes of preservice teachers, early career teachers, and students, the study did not identify any observable differences between ATLAS users and non-ATLAS users or their students. [This report was funded by the National Board for Professional Teaching Standards (NBPTS) through a U.S. Department of Education Investing in Innovation Fund grant to NBPTS.] ED591250 Study of ATLAS Use by Preservice and Early Career Teachers American Institutes for Research 2018-09-00 Office of Innovation and Improvement (ED), Investing in Innovation (i3) 64 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 2019 8 As Provided JAN2020 U411P120508

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No Second Language Learning Native Language Language Usage Speech Acts Language Fluency Language Proficiency Contrastive Linguistics Oral Language Spanish Word Frequency Vocabulary Aguinaga Echeverria, Silvia Dissertations/Theses - Doctoral Dissertations EISSN- English It has long been recognized that collocations, or chunks of formulaic language, are essential and frequent in language (Henriksen, 2012; Sinclair, 2004). Therefore they are a crucial part of Second Language Acquisition (SLA). Linguistic scholars Pawley y Syder (1983: 192) remark that "in order to know a language, the [second language] (L2) learner must know not only the language's individual words but also how they fit together." Wood (2015) attributed to formulaic language the improvement of temporal aspects such as rate of speech, fewer pauses and hesitations, and length of speech runs of L2 oral speech. However, collocations are often considered to be vocabulary words or expressions that are difficult to acquire due to a number of factors such as its compositional transparency but closed format, or the differences between L1 and L2 structures, among others (Jensen, 2017; Nesselhauf, 2003; Schmitt, 2000: 79). At present, we know very little about how Spanish language learners acquire formulaic language, yet these speech routines are a key component of linguistic fluency and modern measures of language proficiency. With this in mind, this dissertation carried out a contrastive analysis of the oral language production of 40 Spanish language learners (20 advanced, 20 intermediate L1 English) and 20 native speakers in order to, first, recognize the internal characteristics and roles of collocations in native language production and language acquisition to end up with a developmental picture of how L2 students acquire collocations. Two main analyses were conducted. The first focused on the lexical richness of individual words in order to have a better understanding of the corpus and genre---oral language in informal settings; the second focused on collocations and word combinations. The quantitative analysis of lexical richness is based on four measures: 1) Type-token ratio (TTR) analysis; 2) Lexical density, based on the percentage of words with semantic content (verbs, nouns, adjectives and adverbs), versus functional words, which lack semantic content (articles, prepositions, pronouns, and conjunctions); 3) Lexical dimension, measured to observe the gradual acquisition of lexicon; and 4) Word complexity measured through frequency; it is assumed that the more difficult a word is, the less frequent its use. The second analysis focuses on collocations and word combinations. Collocations were manually annotated and analyzed based on several parameters such as density, variety, sophistication, and type of collocational error. While the lexical richness analysis did not show deep information of vocabulary development, the results of a quantitative comparison of learners' and native Spanish speakers' collocation production showed a better understanding of such development. For instance, a gap was observed between both groups of students (intermediate and advanced students) and native speakers, showing that learners had a smaller repertoire and overused frequent combinations. However, the number of produced collocations increases with the level of linguistic competence. Therefore, collocations are not only a characteristic of the target language, but are a marker of linguistic competence: the higher the level of competence, the greater the number of collocations produced. Moreover, this study investigates the different types of analyses of collocations and addresses their limitations and benefits. One cannot assume that learners do not produce low frequency collocations; however, these collocations are not the preferred ones by the native speakers. The results show that non-native speakers choose a different collocate than NS do, and this collocate is the element whose selection is more restricted. The results of this research 1) highlight the production of formulaic language as one of the characteristics of native-like production, and 2) demonstrate that parameters such as sophistication and variety are key factors to uncover why some L2 learners reach an advanced level of linguistic knowledge, while others fall short of that level even when optimal conditions for learning are provided. Furthermore, these results help to establish a developmental baseline that can inform the creation of a new generation of pedagogical materials that put lexical-competence at the heart of L2 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.] ED591251 Building Fluency: A Contrastive Analysis of Formulaic Speech in Students of Spanish as a Second Language and Native Speakers ProQuest LLC Ph.D. Dissertation, University of California, Davis 2018-00-00 978-0-4386-2887-8 146 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:10930404 2019 As Provided JAN2020

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Yes Educational Change Teacher Education Programs Internship Programs Undergraduate Students Guidelines Student Teachers Public Schools Private Schools Urban Schools Rural Schools Tribally Controlled Education Teaching Methods Foreign Countries Teacher Effectiveness Teacher Educators Teacher Competencies Areekkuzhiyil, Santhosh Journal Articles Reports - Descriptive India EISSN- English Higher Education Postsecondary Education National Council for Teacher Education (NCTE) further emphasized the importance of school internship for B Ed students by releasing a frame work and guidelines document for school internship in the year 2016. The total period of field engagement was decided to be 20 weeks, of which 4 weeks were to be in the first year and 16 weeks in the second year. Out of the 16 weeks allotted for school internship in the second year, two weeks are to be spent for community works and the remaining 14 weeks for teaching and related activities in the school. The guidelines recommend the student teachers to spend 80% of their school internship in government schools and the remaining 20% in private schools. They are also advised to get exposure at secondary and primary level classes or secondary and higher secondary classes. The guidelines also emphasise the need for student teachers to undergo internship in urban, rural as well as tribal schools. However, in any circumstances the student teachers are not to be sent to more than two schools. There are sixteen specifically mentioned tasks ranging from observing classroom teaching of regular teachers to community work/survey which have to be completed by the student teachers during the period of school internship. This comprehensive list of tasks is meant to provide the student teachers all the available opportunities to hone their skills as a teacher. Few year has been completed with the implementation of structural changes in the teacher education programme in the country. Discussions and debates are taking place about the prone and cones of the restructured teacher education programmes across the country. Meanwhile the Government of India has been announced the four year integrated programme of teacher education from the year 2019 onwards. In this context an attempt has been made to analyses some of the field realities of implementation of the restructured teacher education programme. ED591533 Structural Changes in Teacher Education Programmes: Some Ground Realities Online Submission University News v57 n1 p66-68 2019 2019-00-00 5 N/A 2019 5 As Provided JAN2020

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No International Assessment Teacher Surveys Administrator Surveys Models Educational Practices Educational Policy Educational Environment Elementary Secondary Education Change Teaching (Occupation) Reports - Descriptive EISSN-2303-9280 Organisation for Economic Cooperation and Development (OECD) (France) English Elementary Secondary Education TALIS [Teaching and Learning International Survey] 2018 is the third cycle of this international survey of teachers and school leaders. The main data were collected in late 2017/early 2018, and initial results and data are expected to be published in June 2019. The survey's conceptual framework reflects major concepts from research literature, as well as policy interests, and was developed by researchers in consultation with international stakeholders and participating countries/economies. The 2018 framework is organised under 11 themes that address both emerging issues in teaching and learning -- including new themes of equity and diversity and innovation -- and enduring issues from the two previous cycles in 2008 and 2013. TALIS 2018 focuses on lower secondary education, but also provides information about primary and upper secondary education for those countries that choose either of the options that address these levels. ED591534 Changing Interests and Sustained Knowledge in the TALIS 2018 Framework. Teaching in Focus. No. 24 OECD Publishing 2018-11-15 6 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/9550aa4e-en 2019 0 As Provided JAN2020

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Yes Foreign Countries Females Public Policy Blacks Public Education Womens Education Gender Bias Job Skills Poverty Economically Disadvantaged Secondary School Students Secondary School Teachers Family Environment Racial Bias Indigenous Populations Equal Education Gender Differences Parent Background Educational Attainment Heads of Households Family Violence Educational Quality Villar-Márquez, Eliana Reports - Descriptive Peru Brookings Institution, Center for Universal Education English Secondary Education In a multicultural country like Peru, specific and disaggregated data on ethnic and racial minorities are a key resource to inform public policies about neglected populations. For decades, data on Afro-Peruvians has been both limited and inaccurate. Although there are 106 Afro-Peruvian communities, the most recent national census in October 2017 revealed that the Afro-Peruvian population consists of only 828,841 inhabitants, or 3.57 percent of the country's total. For decades, indigenous populations were considered the poorest and most vulnerable minority ethnic group in Peru. That is not always the case. Afro-Peruvian girls are either equally or more disadvantaged than their indigenous counterparts. Peru could benefit from its demographics, because 34.6 percent of its population is aged 0 to 19. However, competitiveness would require a dramatic improvement in the quality of the country's public education. Despite Peru's commitments to the Agenda 2030 and Sustainable Development Goals (SDGs) 4 and 5, the poorest Afro-Peruvian women still have fewer years of schooling than men, which makes them less competitive in the labor market and forces them to take unskilled jobs with lower salaries and few or no benefits. This policy paper relies on a desk review and fieldwork conducted in May 2018 in the community of Yapatera, in the Piura region along the northern coast. Yapatera is a poor community with a high concentration of the Afro-descendant population, located 846 kilometers from the capital city of Lima. The fieldwork included individual interviews and small group conversations. Interview subjects were administrators, teachers, and students (girls and boys in the 4th and 5th grades) at the local public secondary school, as well as community leaders, staff at the Health Center, the Women's Emergency Center, and the police station. ED592784 Educational Gaps among Ethnic Minorities: The Case of Afro-Peruvian Girls. Echidna Global Scholars Program Paper Center for Universal Education at The Brookings Institution 2018-11-00 Echidna Giving 20 Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education N/A 2019 ERIC JAN2020

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Yes Educational Legislation Federal Legislation Higher Education Minority Group Students Academic Achievement Institutional Characteristics Black Colleges Tribally Controlled Education Educational Innovation Hispanic American Students Asian American Students Pacific Americans Low Income Students Males STEM Education Teacher Education Educational Attainment Legal/Legislative/Regulatory Materials California (Long Beach) North Carolina Massachusetts Higher Education Act 1965 US Senate. Committee on Health, Education, Labor, and Pensions English Higher Education Postsecondary Education This marks the ninth hearing that the Health, Education, Labor, and Pensions (HELP) Committee has convened in advance of the Higher Education Act reauthorization. The purpose of this hearing is to discuss the unique challenges facing minority serving institutions (MSIs) and to learn about programs and support to help facilitate student success. MSIs vary in mission, diversity, and history, but they are all connected to the complex racial and ethnic histories of the United States. These institutions have a long history of helping students succeed who may not have otherwise gone to college. Together, the MSIs enroll 2.3 million students, including black, Hispanic, Native American, Asian American, and Pacific Islander American students. Collectively, MSIs represent a rich cohort of schools, including HBCUs, predominantly black institutions, Hispanic serving institutions, American Indian tribal controlled colleges and universities, Native American serving non-tribal institutions, Alaska Native, and Native Hawaiian serving institutions, and Asian American and Native American Pacific Islander serving institutions. The MSIs serve a disproportionate amount of first-generation, low-income students. The greatest strength of these institutions lies in their extensive experience working with and serving underrepresented students and the communities in which they are located. The group of distinguished panelists presenting oral and written statements at this hearing share stories and insights about the challenges facing their institutions and discuss the innovative strategies their schools are employing to meeting the needs of this diverse population. The hearing begins with statements from the following committee members: (1) Honorable Kay R. Hagan, a U.S. Senator from the State of North Carolina; (2) Honorable Lamar Alexander, a U.S. Senator from the State of Tennessee; (3) Honorable Rand Paul, a U.S. Senator from the State of Kentucky; (4) Honorable Patty Murray, a U.S. Senator from the State of Washington; (5) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania; (6) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; (7) Honorable Richard Burr, a U.S. Senator from the State of North Carolina; and (8) Honorable Tom Scott, a U.S. Senator from the State of South Carolina. Statements from the following witnesses are then presented: (1) Marybeth Gasman, Ph.D., Professor of Higher Education and Director of the Center for Minority-Serving Institutions at the University of Pennsylvania, Philadelphia, Philadelphia; (2) Michael L. Lomax, Ph.D., President and CEO of the United Negro College Fund, Washington, DC; (3) Elroy Ortiz Oakley, B.A., M.B.A., President of Long Beach City College, Long Beach, California; (4) D. Jason DeSousa, Ed.D., Assistant Vice Chancellor of Student Retention, Fayetteville State University, Fayetteville, North Carolina; and (5) John Bassett, Ph.D., President of Heritage University, Toppenish, Massachusetts. Additional materials are provided by Dene K. Thomas, Ph.D., President, Fort Lewis College, Durango, Colorado and Johnny C. Taylor, Jr., President & CEO, Thurgood Marshall College Fund (TMCF). ED592785 Strengthening Minority Serving Institutions: Best Practices and Innovations for Student Success. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Strengthening Minority Serving Institutions, Focusing on the Best Practices and Innovations for Student Success (Tuesday, May 13, 2014). Senate Hearing 113-835 US Senate 2017-00-00 67 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 2019 ERIC JAN2020

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No Victims Bullying Prevention High School Students Racial Differences Ethnicity Body Weight Dating (Social) Peer Relationship Student Behavior Gardella, Joseph H. Fisher, Benjamin Teurbe-Tolon, Abbie Rose Speeches/Meeting Papers Reports - Research ISSN- English High Schools Secondary Education Researchers and policy makers are concerned with developing in-school victimization prevention strategies given that in-school victimization has been linked with a myriad of negative consequences. They believe that effective prevention strategies reflect contemporary students' victimization experiences. Given the ever-changing nature of in-school victimization, this study employs an attribution theoretical framework to assess open-ended qualitative responses from 12,998 high school students from across a southern state. A rigorous and reliable coding process was used to identify 38 different reasons for why students indicated that they were victimized. Each reason was assessed using the attribution theoretical framework and implications for research, public education, and professional practice are discussed. ED592144 An Attributional Approach to Understanding Contemporary In-School Victimization AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Community Colleges College Presidents Career Development Faculty Mobility Administrator Qualifications Personnel Selection Anaya, Victor J. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education Community college leadership has been changing at the presidential level. Senior-level leaders at many colleges are retiring, changing positions, or being changed by the Board of Trustees. Schaffer (2018) states, "Right now, we face a crisis in the leadership of our community colleges. Far too many of our leaders are leaving and, unfortunately, far too few stand ready to take their place" (p. 10). A president must be responsible for leading the college, meeting its goals, and fulfilling its purpose. A president must also provide a vision, have a strategy, and integrate policy into daily operations. As new responsibilities are added to leaders at community colleges, transforming the leadership team may mean including candidates from non-traditional routes as college president. Community college presidencies are expanding from traditional routes that consider talent from academic backgrounds to non-traditional routes that consider institutional candidates who are not academics. A growing problem at community colleges is having leadership without the knowledge and experience to meet changing demands. The next generation of college presidents will require leaders who can use different skills to meet those demands. Leaders from both traditional and non-traditional routes need to have the right leadership competencies to be successful in today's community college culture. This study sought to determine if there are significant distinctions in the leadership competencies of community college presidents who have emerged from either the traditional or the non-traditional career routes. This determination identified trends of future leaders that assisted in closing the leadership gap present in today's changing landscape of community colleges. [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.] ED592145 Closing the Leadership Gap at Community Colleges Traditional Route vs. Non-Traditional Route to the Presidency ProQuest LLC Ed.D. Dissertation, National American University 2018-00-00 978-0-4386-3537-1 188 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:10976721 2019 As Provided JAN2020

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No Urban Schools College Readiness Career Readiness Educational Change Career Academies Case Studies High School Students School Community Relationship School Business Relationship Power Structure Partnerships in Education Malin, Joel R. Hackmann, Donald G. Scott, Ian M. Speeches/Meeting Papers Reports - Research ISSN- English High Schools Secondary Education This case study examined the collaborations between an urban school district and various entities, as part of their district-wide implementation of high school career academies. Specifically, the study addressed the following research question: How has cross-sector collaboration shaped the development and implementation of career academies in an urban school district? A meta-framework concerning cross-sector collaboration developed by Bryson, Crosby, and Stone (2015) supported data collection and analysis. Findings disclose a complex system of structures and processes to support the district's career academy implementation and reveal how cross-sector collaboration has been critical since its outset. This study provides an initial and important step toward understanding the processes and the leadership required to develop and sustain cross-sector reforms centrally involving schools. ED591798 Cross-Sector Collaboration to Enhance Urban Students' College and Career Readiness AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 51 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 51 As Provided JAN2020

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No Bayesian Statistics Hierarchical Linear Modeling Computation Statistical Analysis Sample Size Lorah, Julie Ann Speeches/Meeting Papers Reports - Research ISSN- English The Bayesian information criterion (BIC) can be useful for model selection within multilevel modeling studies. However, the formula for BIC requires a value for N, which is unclear in multilevel models, since N is observed in at least two levels. The present study uses simulated data to evaluate the rate of false positives and power when using a value for N of: level-1 N, effective N, and level-2 N under various sample size and ICC values. Result indicate that using level-2 N value for computation of BIC results in the highest power while still maintaining reasonably low false positive rates. ED591799 Value of N for Computation of Bayesian Information Criterion in Multilevel Modeling AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 11 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 7 As Provided JAN2020

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No Migration Family (Sociological Unit) School Choice Classification National Surveys Context Effect Daruwala, Iris Speeches/Meeting Papers Reports - Research National Household Education Survey ISSN- English This study investigates the extent to which there is a typology of families who move to a new neighborhood so their child can attend a particular school. By conducting a Latent Class Analysis with a nationally representative dataset, the NHES Parent and Family Involvement in Education Survey (n=2,693), I determine there are four significantly different types of families who move for this purpose: "Committers," "Remorseful Buyers," "School Devotees," and "Sideliners." Furthermore, contextual factors such as household income, marital status, race, school type, home ownership, and parent age are significantly associated with the odds of belonging to some of these groups. The implications of this typology on research and policies related to school choice, social stratification, and equity will be discussed. ED591800 Understanding the Typology of Families Who Move for Their Child's Schooling: A Latent Class Analysis AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 21 As Provided JAN2020

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No Civics English Instruction Language Arts Middle School Students Secondary School Teachers English Teachers Communities of Practice Citizen Participation Student Projects Teaching Methods Advocacy Essays Writing Assignments Reading Assignments Lai, Paul F. Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools Secondary Education Junior High Schools English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutierrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call "Civics English." In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation examines this teacher team's development and shifts through various tensions and challenges that arise, analyzing through the lenses of Cultural Historical Activity Theory the ways their Professional Learning Community operated as an English teaching activity system attempting to integrate the cultural activity of civic engagement, leading to the teachers' expansive professional learning (Engestrom, 2001) about possibilities and challenges of Civics English. The English teachers implemented various civic action projects, including producing and sharing multimodal civic advocacy essays online, composing and presenting children's storybooks about civics issues, and organizing and conducting a Town Hall with local leaders about civic dimensions of allyship and youth sports. This study looks at how, contextualized by these civics activities, they adapt and innovate customary English Language Arts practices, such as reading novels, writing in authentic genres with blended text types, and developing literacy and discourse. As the teachers encounter various tensions that arise in their attempts at Civics English, I present evidence of how these tensions emerge from the contradictions of two intersecting cultural activity systems, and what adaptations and innovations the teachers develop to overcome these tensions. Integrating civics causes shifts in the teachers' practices of literary study, writing, and classroom discussion, as they orient students' learning towards public audiences, collective action, and discursive models of political and professional discourse. I identify how reading literature creates an imaginative space for civic deliberation. And I demonstrate how the Town Hall civics project shifts various dimensions of literacy and language activity by recontextualizing them. The potentials and the constraints of these shifts are examined through studying the teachers' work, students' language and activity, and the civic event's efficacy as an English teaching focal point. [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.] ED591252 Civics English: Integrating Civics in Middle School English Language Arts Teaching ProQuest LLC Ph.D. Dissertation, University of California, Berkeley 2018-00-00 978-0-4386-4350-5 134 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:10930491 2019 As Provided JAN2020

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No First Generation College Students Learner Engagement Hispanic American Students Disproportionate Representation Student School Relationship At Risk Students Mexican Americans College Freshmen College Faculty School Personnel Social Capital Student Needs College Environment Barriers Academic Advising Coping Racial Composition Mastrangelo, Marisol Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education In college, high levels of student engagement, including the formation of relationships with faculty and staff, are positively associated with learning and development. Faculty and staff, known as institutional agents, can provide critical forms of institutional knowledge, resources, and services that can enhance the college experience and encourage student success. For Latinx students, who are disproportionately first-generation college students, these connections can make a significant difference since they may lack access to individuals in their family networks who can help them to navigate college and manage academic demands. Even though Latinx students have much to gain by creating a campus support network, research suggests that they often have low levels of engagement and fail to foster institutional ties. However, the reasons why Latinx students struggle to form these connections, especially in their first-year when they most need support, have not been well documented; nor has this topic been examined at Hispanic Serving Institutions, even though they enroll more than half of all Latinx college students. Further, the current body of literature focuses on the frequency or quality of interactions between Latinx students and campus faculty and staff but fails to explain why these students encounter barriers and to consider the relational dynamics between students, the individuals who work in a college, and the college environment. Drawing on repeated interviews with 30 Mexican American first-generation college students enrolled in their first year of study at a four-year HSI, and interviews with 26 college faculty and staff, I utilized a social capital framework to examine the factors that negatively shaped how they perceived the supportive potential of campus staff and ultimately discouraged help-seeking behaviors during times of academic and personal need. Social capital refers to the benefits inherent in social relationships, while help-seeking is a primary way students can establish ties with institutional agents and access the resources available through these connections. After analysis of the data, the following three findings emerged: (1) The college environment operated in myriad ways to promote a culture of independence that led students to feel a need to cope with and manage challenges related to the college experience solely on their own. Students also felt acting independently in college as preparation for adulthood and key to success post-college. These factors made them openly embrace independence as normative behavior as college students and downplayed the supportive potential of campus agents. Additionally, as some students moved through different spaces in a college setting, they also found inefficiencies in service delivery that impacted how they viewed agents as helpers and discouraged their use of available resources; (2) Some students perceived the role and areas of support of academic advisors in limited ways. Some also felt a lack of support when it came to making decisions that would impact their college journeys. Finally, some students dealt with challenging life experiences that compromised their ability to trust campus agents. These three factors were present when examining the dynamics between students and academic advisors; and (3) Though designated Hispanic-Serving, there was a disconnect between institutional identity and mission that affected the university's ability to communicate a sense of support to the Latinx student population. As a result, members of the university worried that this mismatch disrupted students' desires to lean on them during times of need. Based on the findings, I conclude that colleges must proactively demonstrate the supportive potential of campus staff to promote positive help-seeking orientations and facilitate connections between students and college faculty and staff. For colleges to accomplish this objective, they must create a culture of care and find ways to close the distance between students and campus staff. [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.] ED591253 Disconnected: Examining the Help-Seeking Behaviors of Mexican American First-Generation College Students ProQuest LLC Ph.D. Dissertation, Northwestern University 2018-00-00 978-0-4385-5215-9 158 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:10930716 2019 As Provided JAN2020

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No Middle School Students Classroom Communication Power Structure Classroom Techniques Teacher Student Relationship Student Attitudes Teacher Effectiveness English Teachers Language Arts Error Correction Rand, Muriel K. Algarin, Manuel Rand, Catherine Speeches/Meeting Papers Reports - Research Tests/Questionnaires ISSN- English Middle Schools Secondary Education Junior High Schools In this qualitative study, semi-structured interviews were done with middle school students. Questions were asked about their teachers' classroom management. Coded transcriptions showed that participants primarily described talk in the classroom. Analysis of talk in the transcripts resulted in four themes: Controlling the talk, Getting Off-Task with Talk, Learning through Talk, and Connecting with Talk. These themes align with the bases of power in the classroom (French & Raven, 1959) and show that teachers' use and control of talk in the classroom is an important aspect of students' perceptions of effective and ineffective classrooms. ED591801 Middle School Students' Perceptions of Talk in the Classroom: An Analysis of Social Power AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 22 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 25 As Provided JAN2020

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No At Risk Students Nontraditional Education Teacher Role Teacher Attitudes Interpersonal Relationship Emotional Response Power Structure Identification (Psychology) Collegiality School Culture Work Environment Educational Innovation Indigenous Populations Culturally Relevant Education Reflection Professional Identity Affective Behavior Teacher Behavior Faculty Development Baroutsis, Aspa, Ed. McGregor, Glenda, Ed. Mills, Martin, Ed. TeRiele, Kitty, Ed Books Reports - Descriptive English Alternative and flexible education settings may come in different forms, but they generally have in common a focus on young people who have been disengaged from conventional schooling. One challenge of these settings, therefore, is to change the way education is offered in order to better engage these students. Much of the onus for this changed approach is on the staff: teachers, youth workers and other support staff. Therefore, the purpose of this book is to examine different aspects of the work of staff in these settings. Several common threads run through the chapters in this book, highlighting core aspects of the work of staff in these settings: (1) A strong sense of commitment to working with and for young people from marginalised backgrounds; (2) Validation of the relational and emotional nature of education, as a fundamentally people-centred enterprise; (3) The importance of explicit attention to critical reflection on staff members' own positionality, assumptions and identity; and (4) Collegiality as a crucially affirming part of school culture for staff. These elements are pertinent to educational settings everywhere. The chapters in this book serve as a reminder of what really 'counts' for our young people and their schooling. The chapters in this book were originally published as a special issue of "Teaching Education". The book provides a Foreword: Learning from Teaching in Alternative and Flexible Education Settings (Jennifer A. Vadeboncoeur and Paulo Padilla-Petry); and an Introduction: Teaching in Alternative and Flexible Education Settings (Kitty te Riele, Martin Mills, Glenda McGregor and Aspa Baroutsis). The following chapters are contained in this book: (1) Emerging ideas for innovation in Indigenous Education: A Research Synthesis of Indigenous Educative roles in Mainstream and Flexi Schools (Marnee Shay); (2) Symbolic Non-Violence in the Work of Teachers in Alternative Education Settings (Richard Waters); (3) Cultivating Critical Reflection:Educators Making Sense and Meaning of Professional Identity and Relational Dynamics in Complex Practice (Ann Morgan); (4) Exploring the Affective Dimension of Teachers Work in Alternative School Settings (Kitty te Riele, Martin Mills, Glenda McGregor and Aspa Baroutsis); (5) Reworking or Reaffirming Practice? Perceptions of Professional Learning in Alternative and Flexible Education Settings (Vicky Plows); (6) Beyond the Middle Finger: Affective Labour, an Ethic of Care and the Reform of Teacher Education (Peter Renshaw). ED591802 Teaching in Alternative and Flexible Education Settings Routledge, Taylor & Francis Group 2018-06-13 978-1-1384-9866-2 Teachers Support Staff 98 Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com N/A https://www.routledge.com/Teaching-in-Alternative-and-Flexible-Education-Settings/Baroutsis-McGregor-Mills-Riele/p/book/9781138498662 2019 ERIC JAN2020

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Yes Veterans Education Military Personnel Access to Education Higher Education Paying for College Barriers Educational Environment Educational Quality Nontraditional Students Tuition Student Needs Access to Information Student Financial Aid Legal/Legislative/Regulatory Materials US Senate. Committee on Health, Education, Labor, and Pensions English Adult Education Higher Education Postsecondary Education The aim of this hearing of the Committee on Health, Education, Labor, and Pensions is to foster a productive conversation about how schools are meeting the needs of veterans and service members, what more can be done to ensure veterans are not putting themselves into financial trouble in order to get an education and, ultimately identify what the committee, and the Veterans committee by extension, can do to assist with these efforts. Following the opening statement by Honorable Bernard Sanders (U.S. Senator from the State of Vermont), the following senators provide statements: (1) Honorable Richard Burr, a U.S. Senator from the State of North Carolina; (2) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (3) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (4) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; (5) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; and (6) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania. Prepared witness statements are offered by: (1) Lauren Thompson Starks, Senior Policy Advisor, Office of the Under Secretary, Department of Education, Washington, District of Columbiz; (2) Thomas L. Langdon, Director, State Liaison and Educational Opportunity, Under Secretary of Defense, Personnel and Readiness, Office of the Deputy Under Secretary of Defense for Military, Community, and Family Policy, Alexandria, Virginia; (3) William Hubbard, Vice President of External Affairs, Student Veterans of America, Washington, District of Columbia; (4) David Carlson, Coordinator of Student Veteran Services, University of Vermont, Burlington, Vermont; and (5) Kimrey Rhinehardt, Vice President of Federal Relations, University of North Carolina, Chapel Hill, North Carolina. ED592786 Examining Access and Supports for Service Members and Veterans in Higher Education. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Access and Supports for Service Members and Veterans in Higher Education (May 22, 2014). Senate Hearing 113-838 US Senate 2017-00-00 45 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 2019 ERIC JAN2020

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Yes Children Longitudinal Studies Surveys Outcomes of Education Elementary School Students Grade 5 Kindergarten Student Characteristics Family Characteristics Poverty Parent Background Family Structure Native Language Reading Achievement Mathematics Achievement Science Achievement Mulligan, Gail M. McCarroll, Jill Carlivati Flanagan, Kristin Denton McPhee, Cameron Numerical/Quantitative Data Reports - Evaluative Early Childhood Longitudinal Survey National Center for Education Statistics (ED) American Institutes for Research (AIR) English Elementary Education Grade 5 Intermediate Grades Middle Schools Kindergarten Primary Education Early Childhood Education The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is the third in a series of longitudinal studies of young children conducted by the National Center for Education Statistics (NCES), within the U.S. Department of Education's Institute of Education Sciences. The ECLS-K:2011 collected information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. This brief report focuses on information from the data collection conducted in the spring of 2016, when the majority of the ECLS-K:2011 students were in fifth grade. It is intended to provide a snapshot of the children in the ECLS-K:2011 cohort who were in kindergarten for the first time in the 2010-11 school year and in fifth grade 5 years later during the spring of 2016. Information is presented on selected child and family characteristics, such as poverty status, parental education, family type, and primary home language, obtained when the children were in kindergarten. Estimates for these characteristics can be compared to those provided in previously released ECLS-K:2011 reports. ED592787 Findings from the Fifth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). First Look. NCES 2019-130 National Center for Education Statistics 2019-02-00 37 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 2019 ERIC JAN2020 Yes EDIES12D0002 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019130

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Yes Mathematics Instruction Foreign Countries Elementary School Mathematics Grade 5 Mathematical Logic Thinking Skills Elementary Schools Elementary School Students Elementary School Teachers Attard, Catherine Edwards-Groves, Christine Grootenboer, Peter Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Grade 5 Intermediate Grades Middle Schools Teaching mathematics involves a lot of talking, and dialogic practices are central to most pedagogical practices in mathematics classrooms. Furthermore, for mathematical processes such as 'reasoning', 'explaining' and 'mathematical thinking' to be developed, there is a need for rich and robust dialogic interactions in the classroom. In this paper we investigate the dialogue in a "typical Year 5 mathematics lesson by analysing the transcript using two different analytical frameworks. While the analysis showed that there were many interactions with nearly half being student turns, it was also evident that almost all the exchanges followed an "Initiation-Response-Feedback" pattern, with a high degree of teacher control. Furthermore, there was little evidence that the dialogic pedagogies of the lesson promoted student development in the mathematical processes. Thus, we content that there is a need to understand the dialogue of mathematics pedagogy, and its impact on students' broader mathematical learning. ED592428 Dialogic Practices 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) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Instructional Effectiveness Mathematics Instruction Low Achievement Intervention Elementary School Students Elementary School Mathematics Grade 2 Grade 3 Grade 4 Grade 5 Experimental Groups Foreign Countries Elementary School Teachers Mathematics Teachers Achievement Tests Mathematics Tests National Competency Tests Kennedy, Tierney Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Grade 2 Primary Education Early Childhood Education Grade 3 Grade 5 Intermediate Grades Middle Schools Grade 4 This article reports on the effectiveness of an intervention using conceptual change approaches within challenging tasks, on the mathematics gains for low-performing year 3-6 students in in six primary schools. Quantitative data from PAT-Maths testing for each year showed a consistently large effect size of 0.7 compared to expected gain data from DECD [South Australia's Department for Education and Child Development]. All six experimental groups caught up with DECD expectations within one year. Over the two years, students from years 3-5 gained an additional 27 months of mathematics learning over the expectations and students from years 4-6 gained 29 months, indicating the potential of the approach for closing educational gaps for low-performing students. ED592429 Effectiveness of Applying Conceptual Change Approaches in Challenging Mathematics Tasks for Low-Performing Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes High School Students Secondary School Teachers Secondary School Mathematics Discussion (Teaching Technique) Student Empowerment Mathematics Instruction Student Centered Learning Student Diversity Restani, Rachel Speeches/Meeting Papers Reports - Research California Mathematics Education Research Group of Australasia English High Schools Secondary Education Shifting classrooms towards places where students' ideas are at the centre of the discussions has been challenging for teachers to put into practice (Hiebert & Wearne, 2003). This study explores the attempts I made as a researcher-teacher to promote equitable student-driven whole class discussions in a racially and socioeconomically diverse classroom. Using ethnographic methods, I examined the research question: "What are the successes and challenges a teacher encounters when attempting to promote student agency in an Integrated Mathematics 1 classroom?" I used one transcript from the end of the year to illustrate examples of student and teacher participation and areas for improvement. ED592430 Examining Nondominant Student and Teacher Agency in a U.S. High School Mathematics Classroom Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Charter Schools Educational Policy Student Diversity Student Recruitment School Holding Power Stakeholders School Attitudes Wohlstetter, Priscilla Buck, Brandon Speeches/Meeting Papers Reports - Research California New York Louisiana Washington District of Columbia ISSN- English This paper presents findings from a yearlong exploratory mixed-methods research study that investigates a national sample of six (6) intentionally diverse charter organizations. Intentionally diverse charter schools work against national public schooling trends to deliberately promote socioeconomically and racially integrated schooling spaces. Data sources include 2069 survey responses from students, parents, teachers and administrators across twenty-one (21) schools; interviews with charter leaders; and document analyses. The authors, first, map the national policy landscape around the diverse charter model; second, they describe the various rationales that underwrite the diverse charter missions; third, they describe the strategies and practices schools employ to attract and retain a diverse student population; finally, survey analyses interpret stakeholder perceptions around the diversity in schools. ED592146 Intentionally Diverse Charter Schools: Why and How? AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Undergraduate Students Preservice Teachers Preservice Teacher Education Cultural Awareness Childrens Literature Cultural Pluralism Equal Education Emotional Response Knowledge Base for Teaching Reflection Social Problems Landa, Melissa Haddaway, Jessica Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education This study employs Deardoff's (2006; 2009) model of cultural competence and applies it to an undergraduate preservice teacher course on children's literature in order to address concerns that preparation programs are not providing opportunities for students to discuss socio-historical issues and cultural inequities. Qualitative data was collected during a Spring 2015 delivery of the course. Analysis through deductive and inductive coding reveals that participants in the course: self-reflected about their responsibility related to equitable teaching; demonstrated an awareness of having gained sociocultural knowledge; demonstrated emotional responses concerning their new cultural knowledge; recognized the importance of hearing different perspectives; and recognized that children's literature is a source of sociocultural knowledge. ED592147 Promoting Teacher Candidates' Cultural Competence through Children's Literature AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 11 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Social Attitudes Social Bias Homosexuality Sexual Orientation Sexual Identity Student Diversity Teacher Education Programs Inservice Teacher Education Barriers Teaching Methods Inclusion Teacher Persistence Middle School Teachers Faculty Development Teacher Role Staley, Sara Speeches/Meeting Papers Reports - Research ISSN- English Middle Schools Secondary Education Junior High Schools Framed by a queer theoretical perspective on the problem of heteronormativity in schools, this qualitative case study traces one teacher's journey of cultivating and enacting commitments to affirming gender and sexual diversity as she moved across contexts of teacher preparation and in-service teaching. Data informing analysis were collected over a period of two years. Findings report the significant challenges this teacher faced while practicing queer-inclusive pedagogy in her first year of service and the motivators that helped her endure. From this case, there is a great deal to be learned about the nature of support teachers might need, and the role educational researchers might play, in order to make good on recommendations for making schools safer for queer youth. ED592148 Working the Tensions: One Teacher's Journey of Cultivating Commitments to Gender and Sexual Diversity AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Elementary School Mathematics Elementary School Students Grade 1 Mathematics Skills Learning Disabilities Severity (of Disability) Intervention Outcomes of Education At Risk Students Mathematics Achievement Arithmetic Student Improvement Fuchs, Lynn S. Fuchs, Douglas Gilbert, Jennifer K. Journal Articles Reports - Research EISSN- English Elementary Education Grade 1 Primary Education Early Childhood Education The purpose of this analysis was to assess whether effects of 1st-grade mathematics intervention apply across the range of at-risk learners' initial skill levels. Students were randomly assigned to control (n=213) and 2 variants of intervention (n=385) designed to improve arithmetic. Of each 30-minute intervention session (48 over 16 weeks), 25 minutes were identical in the 2 variants, focused on number knowledge that provides the conceptual bases for arithmetic. The other 5 minutes provided non-speeded conceptual practice (n=196) or speeded strategic practice (n=199). Contrasts tested effects of intervention (combined across variants) versus control and effects between the variants. Moderation analysis indicated no significant interactions between at-risk children's pre-intervention mathematics skill and either contrast on any outcome. Across pre-intervention math skill, effects favored intervention over control on arithmetic and transfer to double-digit calculations and number knowledge and favored speeded over nonspeeded practice on arithmetic. [This article was published in "Exceptional Children" (EJ1202496).] ED591535 Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention? Grantee Submission Exceptional Children v85 n2 p147-162 2019 2019-00-00 National Center for Special Education Research (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 16 T http://dx.doi.org/10.1177/0014402918782628 2019 29 As Provided JAN2020 Yes R324D130003 2R01HD053714

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Yes Professional Identity Teacher Researchers Reflective Teaching Faculty Development Teacher Education Programs Graduate Students Research Universities Foreign Countries Second Language Instruction Mora, Raúl Alberto Reports - Descriptive Colombia EISSN- English Higher Education Postsecondary Education The notion that teachers should incorporate research into their own craft has gained traction over the past decade, becoming an increasing imperative. In the case of Colombia, for example, preservice education programs have incorporated research methods classes to their curricula along with the writing of a research paper for their senior thesis in addition to the traditional student teaching experience. Amid all this push to increase the research knowledge base of prospective teachers, an element of discussion remains amiss: what it means to prepare said teachers to become researchers. This issue is, for the most part, uncharted territory in the literature. Who gets to become a "research educator," a term I have begun to use recently (Mora, 2014), still remains quite hazy. Should research educators be faculty members with PhDs? Should they be master researchers, according to national or international guidelines? What levels of professional development should we demand of these educators? Those are questions that are currently surrounding my own practice, shortly after finishing my doctorate at a "Research I" University in the United States in 2010. Specifically, this paper will zero in on my work as a research educator between 2011 and 2014, the time I was an Assistant Professor at my home university. I will share some of the issues I have encountered in the research education of three groups of students: (a) my students at the Student Research Group on Second Languages, where they are learning to do research within the field of second language literacies; (b) my graduate student at the Graduate Specialization in ELT and (c) my own master's advisees at the MA in Learning and Teaching Processes in Second Languages. This paper is grounded in three main ideas: (a) self-reflexivity, drawing from the initial understanding of reflexivity (Archer, 2007; Bourdieu & Wacquant, 1992; Mora, 2011, 2012) as reflection with social and scientific foundations that leads to social change (Mora, 2014), but specifically framed in teacher education (Clift, 2009; Zeichner, 2006); (b) Self-Study of Teacher Education Practices (S-STEP, Bullough & Pinnegar, 2001; Loughran, 2007; Pinnegar & Hamilton, 2009), a research approach highly favored by teacher educators in the U.S. and Australia as a rigorous way to understand the evolution of personal practice over time; and (c) Auto-ethnography (Anderson, 2006; Ellis, Adams, & Bochner, 2011; Muncey, 2005; Wall, 2006), as a methodology that values personal experience as build-up for larger research endeavors. This topic is increasingly relevant, in particular in Latin America, as I explore the different negotiations and transitions in which U.S.-trained doctoral graduates must engage to actively participate in the new teacher education realities of our home countries. This paper will also make recommendations for "Research I" institutions to help their international graduates in education and linguistics programs in the almost inevitable transition from their school classrooms to teacher education programs. ED591536 Developing My Identity as a Research Educator: A Journey of Self-Reflexivity Online Submission 2018-10-18 22 N/A 2019 38 As Provided JAN2020

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No Suspension Educational Policy Student Experience Racial Bias Racial Differences Gender Differences Gender Bias Discipline Policy Academic Achievement Lai, Ijun Dissertations/Theses - Doctoral Dissertations Illinois (Chicago) EISSN- English Recently, much public attention has been focused on racial inequalities in who is subjected to exclusionary school disciplinary policies, and consequently, forced to miss hours of instruction. Over the past two decades, researchers have documented the disparate impacts that zero-tolerance policies have had on students of color, low-income students, and students with disabilities (Advancement Project, 2000; Browne, 2003; Losen & Gillespie, 2012; Losen & Skiba, 2010; Skiba et al., 2002; Skiba & Peterson, 1999; Welch & Payne, 2010). Government officials at both the federal and local level are increasing efforts to guide school districts away from suspension policies and towards less punitive discipline strategies (Owens 2015, Willert 2015). National statistics show that there has been a decrease in out-of-school suspensions. During the 2015-2016 school year, 2.7 million students received one or more out-of-school suspensions--an almost 22 percent decrease from just four years earlier (US Department of Education, 2018). Yet, racial and gender disparities remain. For example, black male students make up 8 percent of the student population, but 25 percent of all students who received an out-of-school suspension. Comparatively, white females represent 24 percent of the student population, but account for only 8 percent of all students who received at least one out-of-school suspension (Ibid 2018). These racial disparities are particularly distressing since out-of-school suspensions are significantly correlated with poor attendance, lower academic achievement, high school dropout, juvenile justice system involvement, and unemployment (Advancement Project, 2000; Baker et al, 2001; Browne, 2003; Eaton, 2010; Fabelo et al, 2011; MacGillivary et al, 2008; Monahan et al., 2014; Sweeten, 2006; Wehlage & Rutter, 1986). Despite growth in the literature on school suspensions and discipline, there are still several areas that are not well understood. My dissertation helps address some of these gaps. In my first study, I explore whether bias contributes to the current gender and racial disparities in out-of-school suspensions by examining how gender and race bias influences adult perceptions of youth as troublemakers. Additionally, I analyze how students' gender and race influence teachers' interpretations of and responses to students' actions. My second study builds a causal understanding of how Chicago's suspension reduction policy impacts student outcomes. The current literature has little empirical evidence of the causal relationship between suspensions and student outcomes. While previous studies link suspensions to bad academic and life outcomes, there is little to indicate that this relationship is causal. There could be many reasons why suspended students receive poor grades and have more interactions with the juvenile justice system that have nothing to do with suspension themselves. I use the difference-in-differences method to estimate the causal relationship between suspension reductions and freshmen year academic and nonacademic outcomes. Finally, my last study uses qualitative data to develop an understanding of students' suspension experiences and how they talk about fairness throughout the suspension 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.] ED591254 A Better Understanding of School Suspensions: Bias, Policy Impact, and Student Experiences ProQuest LLC Ph.D. Dissertation, Northwestern University 2018-00-00 978-0-4385-5232-6 181 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:10931064 2019 As Provided JAN2020

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No Fund Raising College Administration Alumni Private Financial Support Educational Finance Black Colleges Success Leadership Philanthropic Foundations Partnerships in Education Roberts, Ashlee K. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Annual giving is a critical component of funding support for colleges at universities. It provides immediate funding for operations throughout the year for immediate use and provides an entry point for other types of giving. Alumni giving rates for annual gifts are a key factor in receiving corporate gifts, as they are an indicator of recipients of a university's experience investment into their alma mater. Public Historically Black Colleges and Universities are overall disparately funded compared to Predominantly White Institutions of similar sizes and degree offerings. Although HBCUs culturally enjoy strong support from alumni in gatherings such as homecoming, alumni giving rates are on average, in the single digits. This study used a phenomenological research methodology to understand what conditions need to be in place for development officers to successfully secure alumni gifts. Through semi-structured interviews, the researcher found five major themes that development officers identified as instrumental to their success: 1) Leadership, 2) Relationships with foundation boards, alumni, and campus partners, 3) Infrastructure, 4) Communication, and 5) Student Engagement. [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.] ED591255 Money Moves: Understanding Conditions for Development Officers to Successfully Secure Alumni Gifts at Public Historically Black Colleges and Universities ProQuest LLC Ph.D. Dissertation, Saint Louis University 2018-00-00 978-0-4386-2402-3 133 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:10931118 2019 As Provided JAN2020

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Yes Elementary School Students Elementary School Mathematics Mathematics Skills Skill Development Number Concepts Mathematical Applications Mental Computation Mathematics Achievement Recall (Psychology) Mathematics Instruction Mathematics Curriculum National Curriculum Foreign Countries Grade 3 Grade 4 Achievement Gains Teaching Methods Dole, Shelley Carmichael, Peter Thiele, Catherine Simpson, Jenny O'Toole, Christine 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 This paper reports on results of a targeted and extended (two school terms) program for building Grade 3 and Grade 4 students' facility with number facts and application for mental computation. As part of a larger project, this paper reports results from two schools. Results indicated strong gains in number fact recall and mental computation for both cohorts at both schools. The similar gains in outcomes at both schools suggests the power of a targeted and extended program to build basic fact fluency for mental computation. ED592431 Fluency with Number Facts -- Responding to 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) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Mathematics Achievement Elementary School Teachers Teacher Attitudes Foreign Countries Mathematics Skills Mathematics Education Elementary School Students Mathematics Teachers Cartwright, Katherin Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Interviews can provide a window into what teachers think. This paper reports on findings from an exploratory study into teachers' conceptions of mathematical fluency. Focusing on stage two of the study, I discuss 3 of 17 teachers interviewed, analysing their conceptions and descriptions of students. Teachers spoke of students having understanding and multiple ways of thinking, and their ability to work through errors and transfer knowledge. This suggested fluency in mathematics as more than carrying out procedures. Viewing fluency as the result of having conceptual understanding, strategic competence and adaptive reasoning, would make it synonymous with mathematical proficiency. ED592432 Exploring Mathematical Fluency: Teachers' Conceptions and Descriptions of Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Journal Articles National Competency Tests Standardized Tests Literacy Numeracy Test Results Foreign Countries Grade 3 Grade 5 Grade 7 Grade 9 Getenet, Seyum Fanshawe, Melissa Speeches/Meeting Papers Information Analyses Australia Mathematics Education Research Group of Australasia English Grade 3 Primary Education Elementary Education Early Childhood Education Grade 5 Intermediate Grades Middle Schools Grade 7 Junior High Schools Secondary Education Grade 9 High Schools Considered by many as a source of valuable data and a potential to improve mathematics education, a significant amount of studies have been conducted on The National Assessment Program -- Literacy and Numeracy (NAPLAN) test results. This study is a systematic literature review of 86 peer-reviewed journal articles published between 2008 and 2017 to investigate how NAPLAN numeracy test results were used in those studies. Findings showed NAPLAN results were used primarily to map student progress and identify strengths and weaknesses in teaching. ED592433 The Practice of Using NAPLAN Numeracy Test Results: A Review of the Literature Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Foreign Countries Teaching Methods Gender Issues Educational Quality Females Equal Education Barriers Educational Policy Gender Bias Academic Persistence Athletics Leadership Employment Level Sex Stereotypes Dropouts Unemployment Teacher Attitudes Teacher Responsibility Nabbuye, Hawah Reports - Descriptive Uganda Brookings Institution, Center for Universal Education English Despite major progress in recent decades, girls' education in Uganda faces several challenges, particularly low retention, high dropout, and a lack of skills development. The government has sought to address these issues by introducing gender-sensitive pedagogy into the curriculum and teacher training. Findings thus far suggest that this approach has not fully translated into changes in the classroom. This policy brief examines the education policies in Uganda with special attention to those that support the use of gender sensitivity in the curriculum and classroom. It explores the benefits of a gender-sensitive pedagogy and reflects upon the findings of a survey conducted with 70 teachers and 109 students from eastern and central schools in Uganda on the use and impact of this approach in schools and classrooms. Finally, this brief provides recommendations to policymakers on how to implement gender-sensitive pedagogy appropriately to improve girls' education. ED592788 Gender-Sensitive Pedagogy: The Bridge to Girls' Quality Education in Uganda. Echidna Global Scholars Program, Policy Brief Center for Universal Education at The Brookings Institution 2018-11-00 Echidna Giving 20 Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education N/A 2019 As Provided JAN2020

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Yes Educational Policy Educational Vouchers Private Schools Public Schools Educational Finance Eligibility Income Accountability Student Rights School Choice Tax Credits Elementary Secondary Education Campbell, Neil Reports - Descriptive Center for American Progress English Elementary Secondary Education While there are multiple types of programs subsidizing private education--including traditional vouchers, tax credit scholarships, and education savings account programs--they all share a common economic effect: diverting public money away from public schools to subsidize private education. The Center for American Progress believes that public money should fund public schools, whether they are neighborhood schools, magnet or specialty programs in traditional school districts, or public charter schools that are open to all students and accountable to the public. Given that hundreds of thousands of students are currently enrolled in private schools with the support of vouchers, it may not be realistic for policymakers to eliminate such programs. This document details a number of other options that could limit their growth or improve the transparency and accountability of programs that already exist. They include: (1) Phase out voucher programs and eliminate access to local funding; (2) Reduce income limits for program participation; (3) Increase accountability and transparency of existing programs; (4) Protect students' rights and ensure actual parental choice; and (5) Change the rules for tax credit scholarship programs. The Center believes that if taxpayer money does go to support private schools, those schools should be open, transparent, and accountable to the public in return for the public funding they receive. In states where it is not realistic to eliminate private school voucher programs, the recommendations outlined in this document provide guidelines to curtail opportunities for abuse and offer policy alternatives to improve the investment of public resources. ED592789 5 Policy Ideas to Improve Private School Voucher Programs Center for American Progress 2018-11-19 9 Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org N/A 2019 ERIC JAN2020

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No African American Students Graduation Rate College Graduates Males At Risk Students Disproportionate Representation Academic Support Services Student Personnel Services Program Effectiveness Success Two Year College Students Community Colleges Berry, Nyree Dissertations/Theses - Doctoral Dissertations California (Los Angeles) EISSN- English Higher Education Postsecondary Education Two Year Colleges According to national statistics, the number of Black women college graduates is 44.8% while for Black men, the national college graduate rate stand on 33.1%. The overall graduation rate of the Black population remains 57.3%. Further as the per statistics, out of 7.9% of the total Black male population in America in the age group of 18 to 24 years, only 2.8% of Black men were undergraduates at public flagship colleges and universities (NCES, 2012). It is argued that while this troubling trend is most prevalent in all groups among Black men, young Black men are generally the most vulnerable to underrepresentation in colleges and universities (Harper, 2010). The purpose of this qualitative study was to examine a federally funded academic and support services program titled PASSAGES, which aims to increase success rates for African American males using what this author refers to as a traditional deficit model for recruiting African Americans. This study examined the PASSAGES through an alternative framework, the Anti Deficit Achieving Framework (ADAF), which is specifically designed for African American males (Harper, 2012). This study examined current PASSAGES participant's perceptions of the program, both within the traditional deficit model and within the ADAF. Specifically, this study examined factors such as microaggressions that undermine African American males' achievements by evaluating their perceptions of the institutional, traditional practices within a student support services program: PASSAGES at Los Angeles Southwest Community College which prohibits them from being successful. The intent of this study was to provide the educational community serving the African American male population with some insight into contemporary techniques to improve their success rates through a positive 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.] ED591256 A Qualitative Study Measuring the Success Rates of African American Males at PASSAGES: An Academic and Support Services Program at Los Angeles Area Community College ProQuest LLC Ed.D. Dissertation, Pepperdine University 2018-00-00 978-0-4385-7228-7 131 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:10931363 2019 As Provided JAN2020

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No Student Personnel Workers Higher Education Moral Values Role Stress Variables Nursing Biology Ethics Student Behavior Responsibility Barriers Social Influences Administrator Attitudes School Policy Haug, Christopher T. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The purpose of this mixed-methods study was to discover to what extent student affairs professionals in higher education identify moral distress and associated factors in their roles as college or university student conduct administrators and to identify the sources of this distress according to the lived experiences of these professionals. The application of moral distress from the field of nursing and bioethics was utilized as the framework for exploring this research problem. Through a descriptive cross-sectional survey design that utilized convenience sampling among student conduct administrators in the United States, this study incorporated the previously tested Moral Distress Thermometer. The data were analyzed according to the following three aims: (a) to quantify the extent of moral distress among student conduct administrators; (b) to qualitatively report lived-experience sources of moral distress among the participants; and, (c) to qualitatively describe constraining factors that inhibit ethical action among the participants. The mean moral distress rating reported on the Moral Distress Thermometer was 4.39 (n = 291), which was associated with the verbal anchor of "uncomfortable." Sources of moral distress for student conduct administrators included: (a) lack of agency or control; (b) compromised student learning; (c) behavior of colleagues; (d) public perceptions, pressures, and politics; and, (e) resource limitations. Internal constraints preventing student conduct administrators from enacting moral action included: (a) fear of retaliation or job loss; (b) perceived lack of control or power; (c) desire to avoid conflict; and, (d) socialization to follow orders. External constraints preventing student conduct administrators from enacting moral action included: (a) lack of support from supervisor or senior-level leadership; (b) policies or practices that conflict with student development; (c) unprofessional or manipulative colleagues; (d) constraints or demands influenced by campus culture and politics; and, (e) oppressive hierarchies or bureaucracy within the institution. Results of this study point to several local and national implications for practice. While data in this research suggest that changes could be enacted immediately that may relieve experiences of moral distress for student conduct administrators at the local level, moral distress may be the result of greater systemic issues within higher education and student affairs 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.] ED591257 Identifying Moral Distress within Student Affairs Administration in Higher Education: Its Sources and Lived Experiences among Student Conduct Administrators ProQuest LLC Ed.D. Dissertation, University of Portland 2018-00-00 978-0-4386-3787-0 209 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:10931242 2019 As Provided JAN2020

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No Sociocultural Patterns Educational Practices Faculty Development Academic Achievement Teaching Methods Educational Improvement Learning Processes Knowledge Base for Teaching Case Studies Holistic Approach Educational Change Correlation Peer Relationship Learning Theories Constructivism (Learning) English Language Arts English Teachers Common Core State Standards Cultural Capital Elementary School Teachers Vasquez, Jaime Madison Walski, Melanie M. Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education With the pressure to improve student achievement, and the propensity to use PD to influence instruction, it is easy to overlook the complex process of teacher learning. The Vygotsky Space represents iterative learning within public and private dimensions, where teacher knowledge building is positioned as interactive cultural events situated within social practices. Three cases of teacher learning are synthesized into a multiple-holistic case study using cross-case analysis as a way to explicate the Vygotsky Space as a tool for understanding non-linear learning over time. The Vygotsky Space is applied as an analytical model to illustrate the relationship between the public discourse that occurs between colleagues and the subsequent private appropriation of ideas and transformation of an individual's repertoire of practice. ED592149 Transcendence through Transformation: Uncovering Teacher Learning in the Vygotsky Space AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 6 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Oral Reading Reading Fluency Reading Achievement Reading Tests Standardized Tests Middle School Students Scores Literacy Computer Assisted Testing Predictor Variables Gender Differences Socioeconomic Status Disadvantaged Ethnicity Mansfield, Katie Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Middle Schools Secondary Education Junior High Schools Elementary Education Educators have been faced with increasing demands to not only achieve, but also improve reading scores across the nation. Educational research of literacy abilities and reading achievement performance on state assessments have been researched and documented for decades. However, there has been little research on middle school literacy and state assessment reading achievement. Specifically, reading fluency is a component that has often not been mastered by Grade 5. Due to these deficiencies in basic reading skills in middle school students, there is a need to contribute to fill this gap in the educational research field of middle school students' literacy. Therefore, this study contributes to the body of knowledge of middle school students' literary achievement in relation to performance on state-standardized reading achievement tests. The purpose of this study was to determine to what extent the aimswebPlus™ assessment tool for oral reading fluency (ORF) could serve as an accurate tool as a predictor for overall reading comprehension scores on the TNReady assessment for Grades 6-8. The study determined whether ORF scores could predict the students' TNReady scores for reading in each Grade 6-8. The research also determined if there was a significant impact on TNReady scores because of gender, economically disadvantaged status, and ethnicity. The 149 participants (75 female, 74 male) in the study were from a rural middle school in West Tennessee from Grades 6-8 students that took both the aimswebPlus(TM) ORF assessment and TNReady Reading assessment in the 2016-2017 school year. A multiple regression forward stepwise analysis was conducted to answer the research questions for Grades 6, 7, and 8. A regression equation was found with a significant variable of ORF for Grades 6 and 7. The other variables of gender, economically disadvantaged status, and ethnicity did not have a statistically significant impact on scores for Grades 6 and 7. In Grade 8, the variable of race was the statistically significant variable that had an impact on TNReady Reading assessment and a regression equation was found. Further implications of the results 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.] ED592150 Predicting TNReady Reading Assessment Scores in Grades 6-8 Using Oral Reading Fluency Data ProQuest LLC Ed.D.Ed.Lead. Dissertation, Union University 2018-00-00 978-0-4385-9304-6 84 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:10975607 2019 As Provided JAN2020

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Yes State Government Statewide Planning Educational Policy Advisory Committees Funding Formulas Educational Development Teaching (Occupation) Student Rights Social Discrimination Sexual Orientation Sexual Identity Educational Facilities Design High Schools Job Skills School Schedules Family School Relationship Proprietary Schools Charter Schools School Safety Civics Sex Education Evidence Based Practice Discipline State Policy Sargrad, Scott Partelow, Lisette Yin, Jessica Reports - Descriptive Center for American Progress English High Schools Secondary Education The 2018 elections were historic on many levels, with the highest turnout in a midterm year since 1914, record numbers of women winning office, and the first Native American and Muslim women ever elected to Congress. At the state level, 36 governors' races were on the ballot, and 20 newly elected governors take office in January. As these 20 new governors begin their first terms in office, they will look for ways to make clear statements about their priorities and achieve quick wins to fulfill campaign promises. Although long-term investment in education must be a major focus throughout their tenures, governors can hit the ground running on this important issue by penning executive actions, which they can issue unilaterally. While there is no shortage of important issues for new governors to tackle, education deserves to be at the forefront of every state's agenda. This issue brief describes 11 state-level executive actions--from commissions and task forces to directives and investigations--that governors can enact immediately upon assuming office: (1) Establish a school infrastructure task force; (2) Convene a funding formula commission; (3) Create a commission charged with modernizing and elevating the teaching profession; (4) Issue a declaration of students' right to be free from discrimination on the basis of sexual orientation, gender identity, and gender expression; (5) Issue a directive to redesign high schools and improve workforce readiness; (6) Form a task force to align school schedules and services with the needs of working families; (7) Initiate an investigation of the for-profit and virtual charter sectors; (8) Set up a task force on school safety and positive school; (9) Establish a commission on the status of civics education; (10) Launch a task force on sexual health and education in schools; and (11) Issue a proclamation on the need for evidence-based, positive approaches to school discipline. After a historic election that swept newly elected officials into power in Washington and across the country, it is critical that these leaders quickly enact policies that will help solve the pressing problems people face. Chief among these policies must be bold measures to improve education and support students, parents, and teachers. With any of the 11 executive actions outlined in this brief, governors can make a strong statement about their priorities and what they intend to accomplish. ED592790 11 Ways New Governors Can Lead on Education through Executive Actions Center for American Progress 2019-01-00 10 Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org N/A 2019 ERIC JAN2020

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Yes Educational Legislation Federal Legislation Elementary Secondary Education Federal Regulation Federal State Relationship School Districts Accountability High Stakes Tests Access to Education Equal Education English Language Learners Achievement Gap Legal/Legislative/Regulatory Materials US Senate. Committee on Health, Education, Labor, and Pensions English Elementary Secondary Education This hearing is the first of six hearings the Committee on Health, Education, Labor, and Pensions will hold to make sure that the Every Student Succeeds Act (ESSA) is being implemented in the way it was written in the states and school districts. The hearing focuses on the perspective of education leaders. After an opening statement from Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions), the following senators provide statements: (1) Honorable Patty Murray, a U.S. Senator from the State of Washington; (2) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (3) Honorable Mark Kirk, a U.S. Senator from the State of Illinois; (4) Honorable Orrin G. Hatch, a U.S. Senator from the State of Utah; (5) Honorable Michael F. Bennet, a U.S. Senator from the State of Colorado; (6) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island; (7) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (8) Honorable Bill Cassidy, a U.S. Senator from the State of Louisiana; and (9) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts. Prepared witness statements are offered by: (1) Honorable Gary R. Herbert, Governor of Utah, Salt Lake City, Utah; (2) Randi Weingarten, President, American Federation of Teachers, AFL-CIO, Washington, District of Columbia; (3) Becky Pringle, Vice President, National Education Association, Washington, DC; (4) Tony Evers, State Superintendent of Public Instruction, Wisconsin Department of Public Instruction, Madison, Wisconsin; (5) David R. Schuler, Superintendent of Schools, Township High School District #214, Arlington Heights, Illinois; (6) Kati Haycock, President, The Education Trust, Washington, DC; and (7) Delia Pompa, Senior Fellow of Education Policy, Migration Policy Institute, Washington, DC. Additional materials include: (1) a letter from the National Governors Association; and (2) a report titled "A Framework of Indicators for School Success," American Federation of Teachers, AFL-CIO. ED592791 ESSA Implementation in States and School Districts: Perspectives from Education Leaders. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, Second Session on Examining Every Student Succeeds Act Implementation in States and School Districts, Focusing on Perspectives from Education Leaders (February 23, 2016). Senate Hearing 114-731 US Senate 2018-00-00 64 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 2019 ERIC JAN2020

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No Undergraduate Students Nursing Students Teamwork Competition Student Motivation Learner Engagement Educational Technology Technology Uses in Education Computer Games Telecommunications Handheld Devices Educational Games Wingo, Nancy Pope Roche, Cathy Willig, James Speeches/Meeting Papers Reports - Research Tests/Questionnaires ISSN- English Higher Education Postsecondary Education This qualitative study explored undergraduate nursing students' perceptions of team competition, motivation, and learner engagement in an online educational game developed at one university. Researchers explored qualitative data from focus groups, observations, and documents by coding for themes and sub-themes. They found that students were mainly motivated to play by competition and personal challenge. A significant finding was that students were overwhelmingly positive about using a gamified platform for its educational rewards, but they wanted more control over game elements, such as choosing teams and resetting questions. Students suggested that the game should be delivered via a mobile application rather than an online link. Findings provide context for further research and game development for knowledge enhancement. ED591803 "We're Playing for Bragging Rights": A Qualitative Study of Students' Perceptions of Gamified Learning AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 4 As Provided JAN2020

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No Elementary School Students Problem Solving Mathematical Logic Computation Grade 5 Robotics Visualization Cognitive Processes Chen, Guanhua Shen, Ji Jiang, Shiyan Barth-Cohen, Lauren Eltoukhy, Moataz Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education Grade 5 Intermediate Grades Middle Schools In the core of computational thinking (CT) practices is problem-solving. However, there is little research on connecting CT with problem solving processes. We developed a computer-based assessment on CT that can log students' problem-solving processes and administered it to a group of fifth graders as a pre- and post- measure of a robotics curriculum. In light of our CT framework, we identified certain measures from collected problem-solving process data for each question analyzed and applied basic statistic analysis, clustering algorithms, and visualization techniques to find patterns. We found that students took different patterns in solving a problem even if their total scores were similar. These patterns prove promising in obtaining a better understanding of a student's CT. ED591804 Linking Elementary Students' Problem-Solving Process to Computational Thinking AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 18 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 11 As Provided JAN2020

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No Skill Development Grade 3 Young Children Elementary School Students Computation Thinking Skills Technology Uses in Education Robotics Mathematics Skills Problem Solving Computer Literacy Programming Individualized Instruction Intervention Novices Construction (Process) Instructional Materials Angeli, Charoula M. Makridou, Eria Speeches/Meeting Papers Reports - Research ISSN- English Grade 3 Primary Education Elementary Education Early Childhood Education The paper examines how computational thinking can be taught to young children with the use of educational robotics using the kit LEGO WeDo. Computational thinking was measured in terms of four sub-skills, namely, sequencing, correspondence between actions and instructions, debugging, and flow of control. Students were assigned to an experimental group and a control group. The results of the study showed that educational robotics was an effective method for teaching computational thinking skills to elementary school students. According to the findings, students in the experimental group outperformed the students in the control group. These findings showed that, despite the short duration of the intervention, engaging children in computer programming activities with robots helped them to develop computational thinking skills. ED591805 Developing Third-Grade Students' Computational Thinking Skills with Educational Robotics AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 11 ERIC JAN2020

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Yes Numeracy Foreign Countries Secondary School Teachers Elementary School Teachers Instructional Design Teaching Methods Instructional Development Learning Activities Geiger, Vince Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education Elementary Education The purpose of this article is to provide insight into how teachers identify initial ideas for the design of numeracy tasks. A design-based research approach was employed utilising classroom observations, video-stimulated recall techniques and semi-structured teacher interviews. Data collection and analysis were informed by a rich model of numeracy as well as generic principals of task design synthesised from relevant literature. Data analysis indicated that there were at least two approaches to generating ideas for numeracy tasks both of which were compatible with the principles of task design employed in this study. ED592434 Generating Ideas for Numeracy Tasks across the Curriculum Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Mathematics Instruction Equal Education Womens Education Cooperative Learning Inquiry Active Learning Elementary School Students Problem Solving King, Christopher Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Elementary Education Issues of equity exist within classrooms just as they exist more broadly within society in general. This paper looks at issues of equity affecting access to learning for girls working on challenging mathematical tasks in collaborative groups with boys. It examines measures that teachers can take to mitigate inequity and foster a culture within their classroom that supports equitable learning outcomes for all students. Aspects of Engle, Langer-Osuna, and de Royston's "Influence Framework" (2014), are used to examine issues affecting access to the conversational floor, spatial orientation of group members, and the extent to which participants respond to the ideas of the female member of a collaborative group involved in mathematical inquiry. Video stimulated reflective dialog (VSRD), was employed to elicit responses and impressions from the female student regarding issues of equity that arise during group interactions. This study highlights the dynamic nature of status within heterogeneous groups, and evaluates the effectiveness of various teacher interventions in relation to equity within a mathematics classroom. ED592435 Issues of Equity in a Mathematical Inquiry Classroom Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Elementary School Mathematics Creative Activities Mathematics Instruction Elementary School Teachers Holistic Approach Jazby, Dan Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Elementary Education If classrooms are dynamic, then mathematics teachers will need to improvise mid-lesson from time to time. Teachers' capacity to improvise is usually analysed via a cognitivist lens. This study contrasts a cognitivist analysis of a primary teacher of mathematics with an ecological analysis. The ecological approach was able to develop a more detailed characterisation of teacher improvisation where attention to, and manipulation of, environmental entities supported improvisation. This characterisation of improvisation is posited to have potential in developing novice teachers' capacity to 'think on their feet' in mathematics lessons. ED592436 Improvising in the Primary Mathematics Classroom Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Foreign Countries Political Issues Government Role Females War Barriers Access to Education Equal Education Gender Bias Educational Quality Educational Finance Women Faculty Teacher Competencies Governance Single Sex Schools Transportation Cultural Influences Equal Opportunities (Jobs) Attitude Change Social Attitudes Males Educational Planning Community Involvement Naveed, Sumbal Reports - Research Pakistan Brookings Institution, Center for Universal Education English The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life. ED592792 The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan. Echidna Global Scholars Program, Policy Paper Center for Universal Education at The Brookings Institution 2018-11-00 Echidna Giving 24 Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education N/A 2019 As Provided JAN2020

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Yes Elementary Secondary Education Federal Legislation Educational Legislation Educational Change Government Role Compliance (Legal) Accountability State Government Federal Government Local Government At Risk Students Disadvantaged Youth Delivery Systems Student Rights Educational Finance Educational Quality Equal Education Public Education 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 recent efforts to implement the Every Student Succeeds Act. Member statements were presented by: (1) Honorable John Kline, Committee on Education and the Workforce; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce. Witness statements were presented by: (1) Daria Hall, Interim Vice President, Government Affairs and Communications, The Education Trust, Washington, D.C.; (2) Cassie Harrelson, Math Teacher, Aurora Public Schools, Aurora, Colorado; (3) Honorable John B. King, Secretary, U.S. Department of Education, Washington, D.C.; (4) Dr. Stephen L. Pruitt, Commissioner of Education, Kentucky Department of Education; and (5) Dr. David R. Schuler, Superintendent, Township High School District 214, Arlington Heights, Illinois. Additional submissions were presented by Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce: Press Release, Letter dated June 22, 2016, to Secretary King, and Letter dated June 23, 2016, to Secretary King. Questions were submitted for the record by: (1) Honorable Matt Salmon, Representative in Congress from the State of Arizona; (2) Honorable John Kline, Chairman of the Committee; (3) Honorable Luke Messer, Representative in Congress from the State of Indiana; (4) Honorable Elise Stefanik, Representative in Congress from the State of New York; and (5) Honorable Brett Guthrie, Representative in Congress from the State of Kentucky. Responses to questions submitted for the record were provided by: (1) Ms. Harrelson; (2) Secretary King; (3) Dr. Pruitt; and (4) Dr. Schuler. ED592793 Next Steps in K-12 Education: Examining Recent Efforts to Implement 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 (June 23, 2016). Serial Number 114-52 US House of Representatives 2017-00-00 127 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 2019 ERIC JAN2020

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Yes Cooperative Learning Mathematics Instruction Problem Solving Elementary School Students Teaching Methods Teacher Attitudes Mathematics Teachers Foreign Countries Faculty Development Disadvantaged Neoliberalism Program Descriptions Darragh, Lisa Speeches/Meeting Papers Reports - Research Chile Mathematics Education Research Group of Australasia English Elementary Education In this paper, I look at multiple layers of context to explore the "figured world" of mathematics teaching in primary schools in Chile. I collected data from 15 teachers during 18 months after their participation in professional development for collaborative problem-solving mathematics. I found constraints to impact on the teachers' implementation of new pedagogy at personal, local, institutional, national, and global levels. Whilst these constraints acted directly to constrain practice, they also acted to produce the imagined realities for teachers of mathematics in their particular world. ED592437 Different Worlds: Looking Deeply at Context in the Sustainability of PD for Collaborative Problem-Solving Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Visualization Spatial Ability Task Analysis Grade 7 Grade 8 Student Attitudes Grade 9 Mathematics Instruction Teaching Methods Geometric Concepts Secondary School Students Geometry Visual Perception Disadvantaged Nonverbal Communication International Cooperation College School Cooperation Foreign Countries Teacher Collaboration Rural Schools Patahuddin, Sitti Logan, Tracy Ramful, Ajay Speeches/Meeting Papers Reports - Research Indonesia Australia Mathematics Education Research Group of Australasia English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Grade 8 Grade 9 High Schools Higher Education Postsecondary Education This paper attempted to make explicit some of the underlying characteristics of spatial visualisation using the concept of area of composite shapes. By engaging students with metric-free tasks, we identify the type of perceptual and visual/spatial manoeuvres that they deploy in such situations. Interview data collected from three students in Grade 7, 8, and 9 are used to exemplify three key constituents of spatial visualisation: figure-ground perception, global and local perception, and gesturing. An observable discontinuity was discovered in coordinating different pieces of spatial information after disembedding the parts that constitute the whole. This paper concludes with pedagogical implications. ED592438 Characteristics of Spatial Visualisation: Perspectives from Area of Composite Shapes Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Preschool Children Learning Strategies Independent Study Skill Development Mathematics Skills Intervention Teaching Methods Mathematics Instruction Play Games Integrated Activities Interdisciplinary Approach Outcomes of Education Foreign Countries Mathematics Activities Music Activities Stevenson-Milln, Carolyn Speeches/Meeting Papers Reports - Research South Africa Mathematics Education Research Group of Australasia English This paper reports on a study into pre-school children's self-regulated learning. Analysis is provided through findings taken from a larger study, the core aim of which was to contribute to developing and strengthening self-regulated learning competencies through merging Traditional African music and mathematics. An Action-Research-embedded-in-Design-Research approach was employed to design and implement this new mode of learning. Enactivism, the basic assumptions of which are shared understanding and joint action through engagement, provided the theoretical framework. Findings suggested that the intervention contributed to an increased ability to attend to tasks through watching, listening and self-initiation of the relevant actions. ED592439 Contribution to the Development of Self-Regulated Learning through Merging Music and Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Inclusion Learning Disabilities Educational History Intervention Educational Trends Educational Policy Mastropieri, Margo A. Scruggs, Thomas E. Guckert, Mary Thompson, Catherine Creighton Weiss, Margaret P. Reports - Evaluative English The field of learning disabilities has been greatly influenced by both legal and policy decisions throughout its relatively short history. This chapter presents an overview of the historical analysis of learning disabilities and inclusion to provide a context for the present. An analysis of the studies conducted examining effects of inclusive interventions with students with learning disabilities is provided. Finally, predictions for the future of learning disabilities and inclusion are made based on the historical analysis and literature reviewed. Implications for educators, policy, and practice are made. [For the complete volume, "Learning Disabilities: Practice Concerns and Students with LD. Advances in Special Education. Volume 25," see ED591494.] ED591537 Inclusion and Learning Disabilities: Will the Past Be Prologue? Advances in Special Education 2013-00-00 17 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-4013%282013%290000025004 2019 50 As Provided JAN2020

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No Learning Disabilities Family School Relationship Supplementary Education Parent Participation Parent Education Evidence Based Practice Advocacy Yawn, Christopher D. Hill, Joanne M. Obiakor, Festus E. Gala, Don T. D. Neu, Jessica Reports - Descriptive English Adult Education Families of students with learning disabilities (LD) have much to offer school professionals. When effective collaboration between schools and parents occur, cultural considerations are made to ensure that a relationship of mutual respect and trust is developed. Families can assist teachers and service providers by implementing supplemental instruction for their children to strengthen and generalize the academic and social skills they were taught in school. This chapter illustrates how training parents is a critical component for any parental involvement model. Additionally, simple evidence-based practices that parents can conduct daily with their children are provided. Finally, as a result of their collaboration with school professionals, families and students with LD should feel empowered and confident in their abilities as advocates. [For the complete volume, "Learning Disabilities: Practice Concerns and Students with LD. Advances in Special Education. Volume 25," see ED591494.] ED591538 Families and Students with Learning Disabilities Advances in Special Education 2013-00-00 14 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-4013%282013%290000025012 2019 50 As Provided JAN2020

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No Reading Instruction Learning Disabilities Outcomes of Education Reading Skills Phonemic Awareness Reading Fluency Vocabulary Development Reading Comprehension Elementary School Students Secondary School Students Word Recognition Reading Difficulties Reading Improvement McCulley, Lisa V. Katz, Sarah Vaughn, Sharon Reports - Descriptive English Elementary Education Secondary Education Students with learning disabilities characteristically demonstrate unexpected underachievement and continued learning challenges in spite of appropriate instruction. Because reading is fundamental to competency of all future endeavors, reading interventions have been the focus of considerable public and professional attention. Intensive interventions that reflect students' cognitive processing challenges, address the need for feedback, and take into consideration the learning environment have been associated with improved student learning outcomes. While elementary and secondary struggling readers differ, the targeted reading skills are the same. At all levels, fundamental skills such as phonemic awareness, fluency, vocabulary knowledge, and comprehension are crucial to reading success. At the elementary level, phonemic awareness and the alphabetic principle are best taught through direct and explicit instruction; vocabulary instruction emphasizes word recognition. Fluency problems can be addressed through such activities as repeated or timed readings. As students progress to the secondary levels, vocabulary demands become increasingly related to content acquisition, and a combination of generative and non-generative approaches to vocabulary instruction is recommended. At the secondary level, fluency practice is best coupled with comprehension instruction, which can include the explicit teaching of strategies and opportunities for students to work collaboratively. While there are no simple solutions to the challenges experienced by struggling learners, appropriate, differentiated, and intensive interventions can increase the likelihood of improved learning outcomes for these students. [For the complete volume, "Learning Disabilities: Practice Concerns and Students with LD. Advances in Special Education. Volume 25," see ED591494.] ED591539 Reading Instruction and Students with Learning Disabilities Advances in Special Education 2013-00-00 25 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-4013%282013%290000025005 2019 69 As Provided JAN2020

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No Learner Engagement Graduate Study Masters Programs Relevance (Education) Career Readiness College Faculty Graduate Students Technological Literacy Information Literacy Media Literacy Information Technology Skill Development Rojas Ramirez, Fabian Alonso Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The present study aimed to describe 21st century literacy skills learning during a master's program focused on Linked Learning that sought to provide career readiness to students. Two research questions guided this study: (1) How do university professors in a Linked Learning graduate program describe their use of 21st century learning Skills in technology? and (2) How do secondary teachers in a Linked Learning graduate program describe their use of 21st century learning skills in technology in their classrooms? This mixed-methods study analyzed data from faculty members and graduate students, all of whom were part of a master's program focused on Linked Learning for in-service teachers. The findings showed how faculty members implemented and modeled strategies that promoted the acquisition and improvement of technological 21st century literacy skills in the areas of information literacy, media literacy, and information, communication, and technology literacy. There is evidence that the program helps graduate students acquire and develop the technology skills their future high school students will need to become fluent global citizens. [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.] ED591258 Analysis of 21st Century Skills in a Graduate Program for Educators Concerning Linked Learning ProQuest LLC Ed.D. Dissertation, California State University, Long Beach 2018-00-00 978-0-4385-3894-8 145 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:10931257 2019 As Provided JAN2020

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No Partnerships in Education College School Cooperation Computer Science Education Middle School Students Computation Thinking Skills Program Effectiveness After School Programs Undergraduate Students Middle School Teachers Pan, Yi-Cheng Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Middle Schools Secondary Education Junior High Schools Recent policies and initiatives emphasized the importance of helping all students acquire Computer Science (CS) knowledge and develop Computational Thinking (CT). This study investigated the impact of a school-university partnership model on school students' CT development in the context of an after-school program. This study also examined the ways in which college CS undergraduates supported practicing teachers in the field, both through teaching practices and material development. The overall purpose of this work is to link CS undergraduates' practices from the designed partnership model to in-class support for teachers and subsequent student outcomes. Participants included 65 school students in grades four to six who voluntarily participated in the nine-week after-school program, as well as six CS undergraduates and one practicing teacher who designed and implemented the program. Data were collected from multiple sources, including after-school program observations, undergraduate reflections, CS case reports, CS content assessments, programming products, design journals, and a teacher interview. Results indicated that CS undergraduates actively sequenced, facilitated, and co-led a set of progressive, cohesive, meaningful, and relevant CS lessons with sound pedagogical strategies and age-appropriate CT tools and activities. School students' learning progress was also guided and built upon several formative and project-based assessments. Further, results indicated that the school-university partnership program positively influenced student learning of CS concepts, practices, and perspectives. Findings from this work can help provide guidelines for the design and implementation of effective partnership programs that help broaden participation in computing, with attention to the ways in which field experience and CS undergraduates can help support CS education in local 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.] ED591259 Exploring the Impact of a School-University Partnership Model on Supporting Computer Science Learning among Middle School Students ProQuest LLC D.Ed. Dissertation, University of Delaware 2018-00-00 978-0-4385-9616-0 87 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:10931256 2019 As Provided JAN2020

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Yes Federal Aid Student Financial Aid College Students Student Loan Programs Loan Repayment Federal Programs Financial Aid Applicants Grants Federal Legislation Access to Education Access to Information Graduation Loan Default Higher Education Educational Legislation Legal/Legislative/Regulatory Materials Pell Grant Program Federal Direct PLUS Loan Program Perkins Loan Program 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 ways in which federal student aid could be improved to better meet the needs of students. Member statements were presented by: (1) Honorable Susan A. Davis, Ranking Member, Subcommittee on Higher Education and Workforce Development; and (2) Honorable Brett Guthrie, Chairman, Subcommittee on Higher Education and Workforce Development. Witness statements were presented by: (1) Dr. Matthew M. Chingos, Senior Fellow, Urban Institute, Washington, DC; (2) Kristin Conklin, Founding Partner, HCM Strategists, Washington, DC; (3) Youlonda Copeland-Morgan, Vice Provost of Enrollment Management, University of California, Los Angeles; and (4) Joellen Soucier, Executive Director of Financial Aid, Houston Community College System, Houston, Texas. Additional submissions were presented by: (1) Honorable Alma S. Adams, Representative in Congress from the State of North Carolina: Letter dated March 30, 2017, from United Negro College Fund, Inc. (UNCF); (2) Mrs. Copeland-Morgan: Article: The University of California at a Glance; and (3) Honorable Joe Courtney, Representative in Congress from the State of Connecticut: Article: The Next Victims of the Student Debt Crisis: Mom and Dad. Questions for the record were submitted by: (1) Ms. Adams; (2) Mrs. Davis; (3) Chairman Guthrie; (4) Honorable Adriano Espaillat, Representative in Congress from the State of New York; (5) Honorable Virginia Foxx, Representative in Congress from the State of North Carolina; and (6) Honorable Mark Takano, Representative in Congress from the State of California. Responses to questions submitted for the record were provided by: Dr. Chingos, Ms. Conklin, Mrs. Copeland-Morgan, and Ms. Soucier. ED592794 Improving Federal Student Aid to Better Meet the Needs of Students. Hearing before the Subcommittee on Higher Education and Workforce Development, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (March 21, 2017). Serial Number 115-10 US House of Representatives 2017-00-00 126 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 2019 ERIC JAN2020

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Yes Educational Legislation Federal Legislation Higher Education Student Costs Student Financial Aid Student Loan Programs Access to Education Outcomes of Education Tuition Loan Repayment Federal Aid State Aid Educational Finance Budgeting Retrenchment Low Income Students Debt (Financial) Legal/Legislative/Regulatory Materials Higher Education Act 1965 US Senate. Committee on Health, Education, Labor, and Pensions English Higher Education Postsecondary Education This hearing of the Committee on Health, Education, Labor, and Pensions examines reauthorizing the Higher Education Act, focusing on ensuring college affordability. Following an opening statement by Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions), the following senators provide statements: (1) Honorable Patty Murray, a U.S. Senator from the State of Washington; (2) Honorable Susan M. Collins, a U.S. Senator from the State of Maine; (3) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (4) Honorable Bill Cassidy, a U.S. Senator from the State of Louisiana; (5) Honorable Michael F. Bennet, a U.S. Senator from the State of Colorado; (6) Honorable Lisa Murkowski, a U.S. Senator from the State of Alaska; (7) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; (8) Honorable Johnny Isakson, a U.S. Senator from the State of Georgia; (9) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island; (10) Honorable Tim Scott, a U.S. Senator from the State of South Carolina; (11) Honorable Robert P. Casey Jr., a U.S. Senator from the State of Pennsylvania; (12) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; and (13) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut. Prepared witness statements are offered by: (1) Scott-Clayton, Judith, Ph.D., B.A., Assistant Professor of Economics and Education, Teachers College, Columbia University, New York, New York; (2) Akers, Elizabeth, Ph.D., Fellow, Brown Center on Education Policy, The Brookings Institution, Washington, DC; (3) Alexander, F. King, Ph.D., B.A., M.S., President and Chancellor, Louisiana State University, Baton Rouge, Louisiana; (4) Mitchell, Michael, Policy Analyst, Center on Budget and Policy Priorities, Washington, DC; and (5) Kennedy, James, Associate Vice President for University Student Services and Systems, Indiana University, Bloomington, Indiana. ED592795 Reauthorizing the Higher Education Act: Ensuring College Affordability. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, First Session on Examining Reauthorizing the Higher Education Act, Focusing on Ensuring College Affordability (June 3, 2015). Senate Hearing 114-627 US Senate 2017-00-00 79 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 2019 ERIC JAN2020

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No Language Arts Academic Achievement Achievement Gap High School Students Grade 9 Grade 10 Disadvantaged Schools Reading Achievement Reading Tests Comparative Analysis Institutional Characteristics Wright, Amy Dissertations/Theses - Doctoral Dissertations Florida Florida State Student Assessment Test EISSN- English High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Grade 10 This quantitative research project identifies if a performance gap exists between student performance and student expected performance on the last two administrations of the FCAT 2.0 in Reading and the first two administrations of the FSA ELA for 9th and 10th grade students using descriptive statistics to identify the mean and distribution of the data for three distinct groups. This research project also evaluates if there have been any changes to the performance gap with the implementation of the new standardized assessments. This study evaluates the performance gap for six large high schools in the State of Florida, three of which are Title 1 schools and three of which are Non-Title 1 schools. This study evaluates the difference in student performance from year to year and between the school types. This study analyzes archival student performance data for approximately 25,000 students in 9th and 10th grades. This research study found that a performance gap exists specifically with students attending Title 1 schools which results in a performance gap for the group as a whole. This study also found that over the course of time evaluated the performance gap has widened and the performance of students attending Non-Title 1 schools has dropped almost to the level of creating a performance gap. [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.] ED592151 Quantitative Study on the Performance Gap in Reading and English Language Arts ProQuest LLC Ph.D. Dissertation, Capella University 2018-00-00 978-0-4386-2155-8 104 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:10975617 2019 As Provided JAN2020

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No Foreign Countries Extracurricular Activities Science Instruction Teaching Methods Science Achievement Student Interests Self Efficacy Student Participation Educational Opportunities Geographic Location Gender Differences Socioeconomic Status Parent Background Mothers Educational Attainment Grade 8 Middle School Students Tang, Xing Zhang, Danhui Speeches/Meeting Papers Reports - Research China ISSN- English Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education Science extracurricular activities are important informal learning forms and have significant effects on science learning. However, the mechanism regarding how informal learning will influence student academic performance is still under-addressed. Through using the secondary data of a national assessment in China, this study is to explore the relationship between the science extracurricular activities, learning interests, self-efficacy, and science achievement. Structural Equation Modeling was used to find the mechanism of how students' self-chose and school-organized extracurricular activities influence science achievement through mediating interests and self-efficacy. Chi-square tests were used to find if there was an opportunity gap in terms of the students' engagement in extracurricular activities. It was discovered that the students' volunteer and school-organized participation in science extracurricular activities had a positive and indirect influence on their science achievement through the mediate variables of the students' learning interests and self-efficacy. However, there were opportunity gaps among different groups of students. ED592152 The Role of Extracurriculum in Influencing Eighth-Grade Student Science Learning in China AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 40 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes School Safety State Programs Agency Cooperation Government Role Federal Government State Government School Districts Federal Programs Educational Legislation Elementary Secondary Education Federal Legislation Grants Violence Emergency Programs Community Schools Federal Aid Resilience (Psychology) Student Needs Educational Environment Prevention Burke, Lindsey M. Reports - Descriptive Elementary and Secondary Education Act Title IV Heritage Foundation English Elementary Secondary Education This Issue Brief reviews general state practices to maintain safe schools and federal education programs that fund and shape some local school practices. Re-examining how school safety initiatives are implemented in states suggests the need for increased collaboration among states and new flexibility for states when it comes to the use of existing federal funds. ED591540 Existing Programs and Practices in State and Federal Efforts to Maintain School Safety. Issue Brief No. 4827 Heritage Foundation 2018-03-13 5 Heritage Foundation. 214 Massachusetts Avenue NE, Washington, DC 20002-4999. Tel: 202-546-4400; Fax: 202-546-8328; e-mail: info@heritage.org; Web site: http://www.heritage.org N/A 2019 0 ERIC JAN2020

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Yes Educational Finance Paying for College Business Industry School Business Relationship Contracts Federal Government Government Role Private Financial Support Amselem, Mary Clare Reports - Descriptive Heritage Foundation English Higher Education Postsecondary Education While the idea has existed since at least the 1950s, schools are only now beginning to truly experiment with the concept of income share agreements (ISAs). When structured well to be financially solvent and beneficial to both parties, income share agreements offer an innovative way to provide access to education at no up-front cost to students--and without undue government intervention and taxpayer burden. ED591541 Income Share Agreements Have the Potential to Revolutionize College Financing. Issue Brief No. 4910 Heritage Foundation 2018-10-19 3 Heritage Foundation. 214 Massachusetts Avenue NE, Washington, DC 20002-4999. Tel: 202-546-4400; Fax: 202-546-8328; e-mail: info@heritage.org; Web site: http://www.heritage.org N/A 2019 0 ERIC JAN2020

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No Early Childhood Education Child Development Well Being Predictor Variables Physical Health Mental Health Risk Management Educational Attainment Employment Income Socioeconomic Status Crime Delinquency Family Influence Family Environment Parent Role Child Care Educational Quality Developmentally Appropriate Practices Evaluation Methods Holistic Approach Life Satisfaction Substance Abuse Foreign Countries Shuey, Elizabeth A. Kankaraš, Miloš Reports - Evaluative United Kingdom Organisation for Economic Cooperation and Development (OECD) (France) English Early Childhood Education Early learning matters and can be strengthened and supported through contexts where children spend much of their time. Strong early learning experiences provide young children with opportunities to enjoy exploring their own interests and growing capabilities. Strong early learning also positively predicts well-being across a range of indicators in adulthood, including general well-being, physical and mental health, educational attainment and employment. Areas of early learning that are of particular importance include: language and literacy; numeracy and other non-verbal cognitive skills; self-regulation; emotional health, social well-being and social and emotional skills. These domains are interrelated, meaning that holistic assessment of a range of skills is necessary to understand well-being in early childhood and its implications for the future. Assessment of early learning provides an essential opportunity to reflect on whether governments, communities, schools and families are supporting the power and promise of early learning as intended. ED591542 The Power and Promise of Early Learning. OECD Education Working Papers, No. 186 OECD Publishing 2018-11-07 100 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/f9b2e53f-en 2019 320 As Provided JAN2020

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No Caring Democracy Holistic Approach Middle School Students Citizenship Education Democratic Values Student Needs Teacher Role Middle School Teachers Teacher Student Relationship Bass, Lisa Speeches/Meeting Papers Reports - Research ISSN- English Middle Schools Secondary Education Junior High Schools The notion of caring is central to the administration of a successful democratic society. This paper discusses caring as a component of holistic education and the perception of care from middle school student's perspective. Educators can use this knowledge toward educating a citizenry that espouses democratic ideals. ED592154 The Role of "Care" in Holistic Education and Middle School Students' Perception of the Ethic of Care in School AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-09 24 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No International Schools Teacher Role Personality Traits Professionalism Organizational Theories Institutional Characteristics Classification Educational Administration Advanced Placement Programs Faculty Development Accreditation (Institutions) Educational Practices Cultural Awareness Cultural Activities Bunnell, Tristan Fertig, Michael James, Christopher R. Speeches/Meeting Papers Reports - Research ISSN- English In this paper, we use institutionalisation theory to analyse the legitimacy of schools identifying themselves or being identified by others as 'international'; identify aspects of institutionalisation theory that could be developed; and argue that an institutionalisation perspective should be more central in educational organisation theory. International schools are an appropriate form of educational organisation to analyse from an institutional perspective. The rapid growth of different types of International Schools with new rationales raises concerns about their legitimacy relative to traditional norms. In applying institutionalisation theory to International Schools, a number of relevant issues arise: the significance of the institution's primary task and institutional work on it; the centrality of affect in schools as institutions; and the very different ontological bases for the three pillars of institutionalisation; the significance of the 'student dimension' in institutionalisation, the nature of the members of the institution, their dominant mode of interpretation, their motivations and their personality; and the role of teachers' professionalism in legitimising schools. We argue that those responsible for establishing the legitimacy of their schools, will be least challenged by ensuring compliance with the regulative pillar, and most challenged by ensuring conformance to the cultural-cognitive pillar. ED592155 Bringing Institutionalization to the Fore in Educational Organizational Theory: Analyzing International Schools as Institutions AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 18 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Prior Learning Student Evaluation Community Colleges Nontraditional Students College Credits Student Participation Program Evaluation Decision Making Veterans Knowledge Level Sullivan, Theresa M. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education Prior Learning Assessment (PLA) programs, built on the theories of andragogy, experiential learning, and transformative learning, are posited as a way for students to pursue college credit for their previous professional, personal, and volunteer experiences--via certifications, corporate and military training, non-credit coursework, exams, and portfolio evaluations. This qualitative single case study explored the PLA program at Montgomery County Community College to better understand how its stakeholders interacted with it and why it continues to serve as an underutilized student success strategy for nontraditional students, despite the body of evidence supporting its use in persistence, retention, and completion. This study was guided by the following questions: (1) What is the nature and utilization of MCCC's PLA Program both during and after the TAACCCT II grant period? (2) Why do a limited number of nontraditional community college students successfully pursue PLA credits? A total of 24 participants included six students, five faculty members, eight administrators, and five employer partners. Data collection involved interviews, a student focus group, document analysis, and archival records. Findings indicated that the nature and utilization of the PLA program at MCCC was limited and fragmented. By far, the PLA program was working most effectively for veteran students who had a dedicated advocate and clearly articulated credit allocations for their military experience. The second conclusion drawn from the findings was that a limited number of nontraditional community college students successfully pursued PLA credits primarily due to a lack of awareness, outreach, promotion, and marketing. Outreach, combined with the other nine factors of: finances, human resources, the teaching and learning process, strategic partnerships, assessment of student learning outcomes, technology, student support services, and transitions all contributed to the underutilization of the PLA program. Two major contributions from this study included a new framework for assessing PLA programs and a new data model illustrating the "PLA Decision-Making Process for Community College Adult Learners." This study offers implications for research and practice based on these 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.] ED592156 Opportunities and Limitations of the Prior Learning Assessment (PLA) Program at Montgomery County Community College: A Case Study of Stakeholder Perspectives ProQuest LLC Ed.D. Dissertation, The University of Nebraska - Lincoln 2018-00-00 978-0-4386-3708-5 309 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:10975664 2019 As Provided JAN2020

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No Veterans College Students Student Adjustment Success Stress Variables Predictor Variables Emotional Adjustment Social Adjustment Grade Point Average Student College Relationship D'Agostino-Gasbarro, Jennifer Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Transitioning from the military to civilian life can be challenging for student veterans, especially when adjusting to civilian life. Dealing with life stressors, and connecting with others becomes increasingly difficult when student veterans suffer from poor mental health. Research suggests that student veterans appear to be mature and academically focused when compared to civilian students. However, student veterans may still find it difficult to adjust to college. Social and emotional support from friends, family and colleagues and increased hardiness, have been found to contribute to positive coping and academic success. In this study of 92 participants, five simultaneous multiple regression analyses were conducted to predict if nine independent variables (administration support, advising support, peer support, having multiple roles in college, faculty support, hardiness, life stressors, social support, and family functioning) predicted performance in the five independent variables (GPA, Academic Adjustment, Social Adjustment, Personal-Emotional Adjustment, and Goal Commitment-Institutional Attachment Subscale). Life Stressors was the only statistically significant predictor of Personal-Emotional Adjustment to college. Findings suggest that when one is not experiencing life's stressors, one can have a healthy personal and emotional adjustment to college. Limitations of the study included high dropout rates, a modest sample size, and the self-reported GPA may not have been answered accurately. [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.] ED591260 Predictors of Student Veteran Adaptation and Success in College ProQuest LLC Psy.D. Dissertation, Adler School of Professional Psychology 2018-00-00 978-0-4385-5026-1 92 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:10931313 2019 As Provided JAN2020

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No Animals Therapy Truancy Student School Relationship Attendance Nontraditional Education At Risk Students Program Effectiveness Sola-Perkins, Bianca Dissertations/Theses - Doctoral Dissertations EISSN- English Using a quasi-experimental non-equivalent control group design, this quantitative study sought to determine whether or not the presence of a professional therapy dog in a Truant's Alternative and Optional Education Program (TAOEP) helps to increase one's sense of belongingness in school and class attendance rates among TAOEP students. Maslow's theory of human motivation serves as the theoretical framework and suggests that an increased sense of belongingness helps at-risk students overcome social barriers that prevent them from reaching academic goals such as graduating. Recent research shows that animals provide support for many at-risk populations and indicates that the presence of a dog in a TAOEP classroom could help students build the sense of belongingness needed to succeed academically. Twenty-three racially and ethnically diverse TAOEP students, ranging in age from 16-21, were the participants in this four-week study. Sense of belongingness and attendance were the dependent variables, and the level of interaction with the professional therapy dog was the independent variable. Pre- and post-assessments were administered to the treatment and control groups to determine whether there were differences in sense of school belongingness and attendance, pre- and post-intervention. An open-ended question was asked of those in the treatment group to gage their feelings about having a dog in their classroom. ANOVA tests were conducted to analyze results and interactions between the variables. Various limitations contributed to the final results and all data was determined to be insignificant. However, a sense of school belongingness among students in the treatment group did increase based upon the responses to the open-ended question about the benefits of a dog's presence to students. Replication of this study is recommended and several suggestions have been made on the appropriate modifications to make. [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.] ED591261 The Impact of the Use of a Professional Therapy Dog on the Sense of School Belongingness and Class Attendance of Students in a Truant's Alternative and Optional Education Program ProQuest LLC Ed.D. Dissertation, Edgewood College 2018-00-00 978-0-4385-6447-3 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:10931323 2019 As Provided JAN2020

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Yes Mathematics Anxiety Mathematics Instruction Grade 6 Grade 7 Student Attitudes Foreign Countries Gender Differences Self Concept Self Efficacy Achievement Tests International Assessment Secondary School Students Student Surveys Elementary School Students Likert Scales STEM Education O'Keeffe, Lisa White, Bruce Panizzon, Debra Elliott, Katrina Semmens, Alex Speeches/Meeting Papers Reports - Research Australia Program for International Student Assessment Mathematics Education Research Group of Australasia English Grade 6 Intermediate Grades Middle Schools Elementary Education Grade 7 Junior High Schools Secondary Education Studies, such as Programme for International Student Assessment 2012, indicate that there are gender based differences in measures of mathematics anxiety, self-concept and self-efficacy among students. In this study we explore self-efficacy, self-concept and mathematics anxiety in a sample of Year 7 and 8 South Australian students to examine if these differences still exist. The findings indicate that high levels of mathematics anxiety is present among Year 7 and 8 students and that gender based differences are also evident in both self-efficacy and anxiety. ED592440 Mathematics Anxiety: Year 7 and 8 Student Perceptions Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Foreign Countries Secondary School Teachers Mathematics Teachers Secondary School Mathematics Mathematics Instruction Tests Test Results Questionnaires Calculus Brown, Paul Speeches/Meeting Papers Reports - Research Australia Germany Hong Kong New Zealand Ukraine Mathematics Education Research Group of Australasia English Secondary Education Research across five countries has identified inability to pay attention to mathematical detail -- the discipline of noticing -- is an issue in senior secondary school mathematics teachers. The test and questionnaire completed by an Australian cohort further identifies a reluctance to employ non-routine questions in assessments, with teachers concerned about damaging the trust relationship they enjoy with their students. As teachers fail to demonstrate strong ability in non-routine written test questions themselves, this paper questions whether there exists a 'conspiracy' between teachers and their students to avoid scrutiny of conceptual understanding. ED592441 Conspiracy in Senior School Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Data Collection Learner Engagement Mathematics Education Foreign Countries Measures (Individuals) Educational Research Laird, Alexandra Grootenboer, Peter Speeches/Meeting Papers Reports - Descriptive Australia Mathematics Education Research Group of Australasia English Engagement is a multifaceted concept that has attracted recent attention by researchers both in Australia and internationally (Attard, 2012; Chan, Baker, Slee, & Williamson, 2015). For many years mathematics education has been seen as boring and dull, and students have disengaged from a relatively early age in learning and participating in mathematics (Grootenboer & Marshman, 2016). Therefore, there seems to be an imperative for research and action into this issue, as low levels of engagement among school students can put them at risk of decreased participation and, ultimately, low levels of academic achievement (Fredrick et al, 2004). It is evident that there are three types of engagement consistent across the literature; emotional, behavioural, and cognitive. However, it appears that there are no existing data collection instruments that specifically focus on capturing student engagement in mathematics. Thus, some tools have been designed that derive specifically from the theoretical framework on engagement with the aim of being theoretically robust, conceptually relevant, and practically manageable. ED592442 Designing Data Collection Instruments to Research Engagement in Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Language Tests Mathematics Tests Public Education Educational Finance Public Schools Public School Teachers Teacher Salaries Teacher Student Ratio Expenditure per Student Enrollment School Demography American Indian Students Asian American Students African American Students Hispanic American Students Multiracial Persons Pacific Islanders White Students Preschool Education Elementary Secondary Education School Statistics Economically Disadvantaged Disabilities English Language Learners Federal Aid State Aid Numerical/Quantitative Data Utah Utah State Board of Education English Preschool Education Early Childhood Education Elementary Secondary 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: (1) SAGE Testing, 2015-16; (2) 2016 Public Education General Fund; (3) 2015-16 Public School Enrollment Demographics; (4) Public Schools by Grade Level, 2015-16; (5) Number of Licensed Educators; (6) Estimated Average Teacher Salary; (7) Pupil-Teacher Ration; (8) Value of the Weighted Pupil Unit (WPU) for the 2015-16 School Year; (9) Per Pupil Spending in Perspective, 2012-2013; and (10) Public School Enrollment. A Utah State Office of Education contact list is included. [For "Utah State Office of Education Fingertip Facts, 2015-16," see ED572990.] ED592796 Utah State Board of Education Fingertip Facts, 2016-17 Utah State Board of Education 2017-00-00 9 Utah State Board of Education. 250 East 500 South, Salt Lake City, UT 84111. Tel: 801-538-7500; Web site: https://www.schools.utah.gov/ N/A 2019 ERIC JAN2020

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Yes Higher Education Government Role State Government Government School Relationship Federal State Relationship Educational Legislation Federal Legislation Public Colleges Student Costs Educational Finance Access to Education Legal/Legislative/Regulatory Materials Minnesota Indiana Illinois Georgia Higher Education Act 1965 US Senate. Committee on Health, Education, Labor, and Pensions English Higher Education Postsecondary Education This hearing of the Committee on Health, Education, Labor, and Pensions examines the role of states in higher education. Following opening statements by Honorable Tom Harkin (Chairman, Committee on Health, Education, Labor, and Pensions) and 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 Johnny Isakson, a U.S. Senator from the State of Georgia; (3) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; (4) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; and (5) Honorable Patty Murray, a U.S. Senator from the State of Washington. Prepared witness statements are offered by: (1) Eric Kaler, Ph.D., President, University of Minnesota, Minneapolis, Minnesota; (2) Teresa Lubbers, Commissioner, Indiana Commission for Higher Education, Indianapolis, Indiana; (3) Honorable Lisa Madigan, Attorney General, State of Illinois, Chicago, Illinois; and (4) Laura Perna, Ph.D., Professor and Chair of the Higher Education Division, University of Pennsylvania, Philadelphia, Pennsylvania. Additional materials include: (1) Georgia State University, Complete College Georgia, 2013 Status Report; and (2) Letters: Coalition of Higher Education Assistance Organizations (COHEAO), Washington, DC and Campus Partners, Winston-Salem, North Carolina. ED592797 The Role of States in Higher Education. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining the Role of States in Higher Education (July 24, 2014). Senate Hearing 113-861 US Senate 2017-00-00 63 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 2019 ERIC JAN2020

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Yes High School Students Academic Standards College Preparation National Competency Tests Mathematics Achievement Reading Achievement Educational Trends Low Achievement Common Core State Standards Difficulty Level Achievement Gains Achievement Tests Scores Educational Improvement Educational Quality Teacher Education International Assessment Foreign Countries Secondary School Students Jimenez, Laura Sargrad, Scott Reports - Evaluative Program for International Student Assessment Center for American Progress English High Schools Secondary Education Since the 1990s, the United States has fallen behind on college completion, slipping from first in the world in 1995 to 10th in 2016. A major factor in the country's low rates of college completion is a lack of true college preparation in the K-12 education system. On the National Assessment of Educational Progress, the math achievement of 12th graders has remained stagnant since 2005, and reading achievement is actually 5 scale score points lower than it was in 1992, more than 25 years ago. States across the country have taken important steps to reverse this trend, and some are successfully raising standards for students in reading and math by adopting the Common Core State Standards, an effort initiated by governors in 2010. These standards describe what students should know and be able to do in math and reading; furthermore, students who are proficient in these standards can enter into college-level work once enrolled. While it will take more time before one is able to analyze these new, more rigorous standards' long-term impact on student achievement, thus far, results on annual state tests show that third-grade students improved the most in test scores--which makes sense since these students have been exposed to the more rigorous standards since kindergarten. However, even dramatically improving reading and math scores is not enough to ensure that students are successful in college and careers. Improving the quality of education in American high schools is not simply about requiring additional subjects for high school graduation; states must ensure that all students have access to rigorous coursework and the supports they need to be successful. States will also need to prepare the teaching workforce to meet these demands. ED592798 A Well-Rounded Education: Rethinking What Is Expected of High Schools Center for American Progress 2018-08-16 5 Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org N/A 2019 ERIC JAN2020

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No Children Physical Fitness Academic Achievement Disadvantaged Schools Hispanic American Students Elementary School Students Grade 5 Body Composition Child Health Correlation Reading Achievement Mathematics Achievement Gender Differences Low Income Students Valdez, Maricela Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Elementary Education Grade 5 Intermediate Grades Middle Schools The purpose of this quantitative study was to examine the relationship between physical fitness, body mass index and academic performance in Hispanic children enrolled in grade 5 from a district in the Rio Grande Valley. A total of 547 participants were selected from 11 elementary schools from a school district in the Rio Grande Valley. The dependent variable, academic performance, was measured by children's gain score on the STAAR Progress Measure for Reading and Math assessments. The independent variables of physical fitness were measured by scores on cardiovascular fitness and body mass index from the FITNESSGRAM assessment. The literature review on the Conceptual Framework, Theoretical Model to Improve Health and Academic Performance, was identified as the framework for this study. This framework was based on a model of factors associated with improved health and academic performance. The factors included the correlation between physical activity, fitness, fatness, and academic achievement. The method of statistical and data analyses was multiple regression. The results revealed that body mass index was correlated with academic performance. Body mass index accounted for a statistically significant variance in math gains while time did not explain any significant variance in math. There was no correlation between reading gains and time and body mass index. The results by weight group revealed a significant correlation between time and reading gains for the normal weight group and a significant correlation between body mass index and math gains for the obese group. The results by gender revealed a positive and significant correlation between body mass index and math gains for females. These results suggest that at grade 5, consideration be given to body mass index levels of Hispanic children from low-income backgrounds. [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.] ED591262 Children's Physical Fitness and Academic Performance: A Challenge for Leaders in Title I Schools in the Rio Grande Valley ProQuest LLC Ed.D. Dissertation, The University of Texas Rio Grande Valley 2018-00-00 978-0-4384-9837-2 89 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:10931619 2019 As Provided JAN2020

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No Elementary Secondary Education Decision Making Discipline Race Sex Needs Zero Tolerance Policy Student Behavior Influences Administrators Administrator Attitudes Bias Henry-Hogarth, Jacqueline D. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education When students are removed from their learning environment, their learning is interrupted and disrupted (American Psychological Association, 2006; Kim, Losen, & Hewitt, 2010; Skiba, Eckes, & Brown, 2009). Yet exclusionary discipline is a primary practice of the K-12 school system both locally and nationally (U.S. Department of Education, 2016), even when other forms of discipline are available. The purpose of this study was to examine what factors, such as race, gender, and behavioral outcomes, influence education leaders' discretionary decisions to remove students from the classroom for disciplinary infractions. Specifically, the study attempted to answer an overarching research question of what specific factors K-12 education leaders use in their decision-making process with an individual student's disciplinary decision when they have the discretion to choose between suspension and/or expulsion and other discipline options. The researcher attempted to answer this overarching question by answering five sub-questions that addressed factors such as race, gender, needs met, purpose of use of exclusionary discipline, effectiveness of the use of exclusionary discipline, and whether the education leaders' words comported with their action in the use of exclusionary discipline. A theoretical framework that included critical race theory, applied behavior analysis, and Starratt's ethical leadership model guided the study. Using a method that included a survey, one-on-one semi-structured in-person interviews, and on-site and discipline panel observations, the findings strongly suggested that unconscious biases, the need to adhere to a zero-tolerance policy, and a lack of other discipline options all influence the education leaders' decisions regarding exclusionary discipline. The findings further showed that the education leaders continue to use exclusionary discipline because it meets their needs to do their jobs within pressing time constraints and with the perception that they are being effective. [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.] ED591263 Ejection Is Rejection: Factors That Influence Education Leaders' Continued Use of Exclusionary Discipline ProQuest LLC Ed.D. Dissertation, California State Polytechnic University, Pomona 2018-00-00 978-0-4384-3581-0 213 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:10933127 2019 As Provided JAN2020

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No Hispanic American Students Males Academic Persistence Community Colleges Two Year College Students Family Influence Cultural Influences Student Motivation Goal Orientation Family School Relationship Cultural Capital Miller-Galaz, Michelle Dissertations/Theses - Doctoral Dissertations California EISSN- English Two Year Colleges Higher Education Postsecondary Education Hispanic students enroll in higher education as a strategy for upward mobility, but their completion rates demonstrate the significant challenges they face. In the state of California, 65 percent of Hispanic students attend a community college, and the two-year college system is struggling to increase the graduation and retention rates. The purpose of this study was to explore the persistence of Hispanic males at a California community college. A qualitative case study approach was utilized. Data were collected through interviews, an online survey, and publicly accessible college information. Data analysis yielded eight superordinate themes: "Cultural expectations, Work related demands dictated college involvement, Desire for a better life through education, Support from family, Struggling with the challenges of attending college, Lack of identification of educational capital, Available college resources and College institutionalization of the use of data." Findings revealed a number of factors that attributed to Hispanic males persisting or not persisting in community college. For those that persisted, several factors were identified as strong family support, cultural expectations to provide for family, and an internal motivation to create a better life. For those that did not persist, several factors were identified as low or no utilization of college resources, work related demands, and low educational capital. Findings are relevant to community college leaders who aim to improve the graduation and retention rates among Hispanic males. Additional research is needed to identify effective educational practices and institutional characteristics that demonstrate the most significant potential for enhancing Hispanic 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.] ED591264 Hispanic Male Student Persistence: A Qualitative Case Study of Persistence of Hispanic Males in a Community College ProQuest LLC Ed.D. Dissertation, Northeastern University 2018-00-00 978-0-4385-3448-3 149 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:10933144 2019 As Provided JAN2020

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No Chinese Language Minorities Muslims Foreign Countries Self Concept English (Second Language) Second Language Learning Ethnic Groups Public Policy Educational Resources Student Attitudes Multilingualism Females Social Media Migration Educational Policy Ideology Language of Instruction Second Language Instruction Cui, Yaqiong Dissertations/Theses - Doctoral Dissertations China EISSN- English Xinjiang Uyghur Autonomous Region (XUAR) is one of the most ethnically diverse territories in China, with the Muslim Uyghurs forming the largest minority group. Given its importance in national unity, stability and economic development, as well as its strategic role in the Belt and Road Initiative, the Chinese government enacted policies to integrate Xinjiang with mainland China. As one of such policies, the government implemented a project that aims to use the educational resources in mainland universities to cultivate ethnic minority talents from XUAR. Compared to Uyghur students, students in mainland China have more access to educational resources. This leads to an education inequity between Uyghur and the majority Chinese students. Additionally, Uyghur students are required to learn Uyghur (i.e., mother tongue) as their first language, Chinese (i.e., the dominant language in China) as second language, and English (i.e., a required language for college graduation) as third language. A lack of educational resources and support to learn these languages in Xinjiang results in Uyghur students' feeling inferior to their Chinese counterparts in colleges. Particularly, Uyghur female students are even more restricted from education opportunities. Against this wider social backdrop, this dissertation explored female Uyghur students' identity construction, transformation, and negotiation by examining their experiences of multilingual learning and language use from Xinjiang to Nanjing, a socio-economically developed city in the east coast of China. Adopting poststructuralist conceptualization of identity and language learning, this case study explored (1) female Uyghur students' perceptions of learning Chinese and English and their level of investment in learning these two languages; (2) the way multilingual practices shape Uyghur women's identity construction in the host community; and (3) how they negotiate positioning by drawing upon multiple resources afforded. The fieldwork was conducted at Forest University, Nanjing, between January and December 2017. Multiple data sources, including semi-structured interviews, observations, documents, field notes, and social media data, were collected, transcribed, translated, and analyzed. Findings revealed that moving from their less developed hometown to a major city, my female participants expanded and enriched their repertoire of symbolic and material resources on which they could rely to effect more powerful social memberships and negotiate their educated Uyghur identities. Their Chinese and English language learning journey and the educational experiences in the host community hence changed the way Uyghur women 'understand their relationship to the world ..., and how [people] understand their possibilities for the future' (Norton, 1997). The study contributes to the understanding of intersections between ethnic minorities' identity construction and language learning in the intranational migration process. It advances the knowledge of identity construction through language by bridging the gap between the meso-level of institutional practices, the micro-level of individual learners' investment, and the macro-level of the national language education policy and ideology. The findings bear significant implications for policy makers, host institutions, and ethnic minority 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.] ED591265 Investment and Identity Construction in Learning Chinese and English: A Case of Female Uyghur Students in a Chinese University ProQuest LLC Ph.D. Dissertation, Michigan State University 2018-00-00 978-0-4386-6366-4 224 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:10933221 2019 As Provided JAN2020

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No Metalinguistics Bilingual Education Course Content Second Language Learning Second Language Instruction Grade 3 Elementary School Teachers Teaching Methods Correlation Language Attitudes Language Usage Code Switching (Language) Native Language Spanish English (Second Language) Phrase Structure Translation Classroom Communication Elementary School Students Teacher Student Relationship Henderson, Kathryn I. Ingram, Mitchell D. Speeches/Meeting Papers Reports - Research Texas ISSN- English Grade 3 Primary Education Elementary Education Early Childhood Education This study draws on research regarding content-based second language instruction and metalinguistic awareness, and observes a teacher who attempted to put the concomitant ideologies into practice. The research questions used to guide this study were as follows: a) How does a third grade bilingual teacher encourage and promote student linguistic and metalinguistic awareness during content instruction?; and b) How did third grade bilingual students demonstrate linguistic and metalinguistic awareness? The thematic analysis revealed six pedagogical strategies that appeared to influence the students' development of linguistic awareness and students demonstrated metalinguistic awareness across content areas. We will discuss possible connections between teacher language ideologies and the development of student linguistic awareness. ED592157 Developing Student Metalinguistic Awareness in the Bilingual Classroom AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 24 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Life Satisfaction Military Personnel Armed Forces Career Development Career Change Readiness Self Esteem Decision Making Predictor Variables Educational Background Age Ethnicity Sex Salaries Watson, Owen Dissertations/Theses - Doctoral Dissertations EISSN- English This study focused on factors related to life satisfaction of Navy senior enlisted Sailors (E7-E9), n=150, who have attended the Navy Career Development Board (CDB) program and are preparing for post-military careers. Life satisfaction readiness for post-military careers were assessed using Heppner's (1998) Career Transition Inventory (CTI) and Diener, Emmons, Larsen, and Griffin's (1985) Satisfaction With Life Scale (SWLS). Considered CTI factors via a self-reported questionnaire were readiness, confidence, control, perceived support, decision independence, and overall life satisfaction. Considered demographical covariates for relation to CDB were participants' life satisfaction and career transition factors consisting of education level, ethnicity, gender, military paygrade, unit type, and age. The data were collected using face to face solicitation and completion of survey with a total of 150 participants. Participants were overwhelmingly male (82%), white (50.7%), and currently serving on shore duty (49%). Stepwise multiple regression revealed readiness, military paygrade (E7), and decision independence to be statistically significant predictors to explain life satisfaction; whereas the remaining CTI factors confidence, control, and perceived support were excluded from the equation. A bivariate correlational analysis revealed a statistically significant but weak positive correlation with life satisfaction and the variables of confidence and decision independence; and, a statistically significant but weak negative correlation with life satisfaction and the covariate military paygrade (E7). Stepwise multiple regression revealed readiness to be a statistically significant predictor of CDB view of value; whereas the remaining CTI factors (confidence, control, perceived support, and decision independence) and covariates (education, age, ethnicity, military paygrade, unit, and gender) were excluded from the equation. A bivariate correlational analysis revealed a statistically significant but weak positive correlation with life satisfaction. Overall, participants were satisfied with life and considered the CDB a good tool, which may indicate a successful adaptation to post-military transition. Results did not support earlier studies demonstrating CTI factors as being positively linked to successful career transition. Additionally, results yielded significant information about life satisfaction that may be used to influence CDB guidance policies, future plans outlining the tactical path to enhance training and education of post-military career preparedness, and augmentation to other military branch career development processes. The theoretical importance served its purpose in identifying and understanding the level of significant relationships of CTI factors pertaining to the CDB along with the life satisfaction of Navy Sailors preparedness for post-military careers. [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.] ED592158 Life Satisfaction among Navy Senior Enlisted Sailors (E7-E9) Preparing for Post-Military Careers: A Correlational Study of the Navy Career Development Board Program ProQuest LLC Ph.D. Dissertation, Trident University International 2018-00-00 978-0-4386-4423-6 137 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:10976476 2019 As Provided JAN2020

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Yes Critical Thinking Thinking Skills Mathematical Logic Children Problem Solving Mathematics Skills Definitions Case Studies Kindergarten Foreign Countries Classification Monteleone, Chrissy White, Paul Geiger, Vince Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Kindergarten Primary Education Early Childhood Education In this paper, we report on the interim findings of a study that seeks to identify the characteristics of children's Critical Mathematical Thinking CMT. Characteristics of CMT were initially generated from a synthesis of relevant research literature and then validated using a case study methodology via trials in early childhood classrooms. This paper provides a framework for CMT distilled from the literature and an illustrative case study of one student to provide tentative evidence that young children's use of CMT capabilities can be identified. The long term aim of this line of research is to explore the potential to promote CMT capabilities in a targeted manner. ED592443 Defining the Characteristics of Critical Mathematical Thinking Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Higher Education State Policy Educational Policy State Boards of Education Leadership Governance State Programs Public Policy Political Science Tandberg, David A., Ed. Sponsler, Brian A., Ed. Hanna, Randall W., Ed. Guilbeau, Jason P., Ed. Books Collected Works - General English Higher Education Postsecondary Education While issues of higher education access, opportunity, and impact are hotly debated on the floors of Congress and in state legislatures, it is the state's higher education executive officer (SHEEO) who is expected to be an innovative policymaker, an astute political actor, an all-seeing fortune-teller, and a rapid problem-solver. These professionals must achieve a balancing act between political agendas and academic freedom while ensuring that the institutions they represent are maximizing their contribution to the larger public good and preparing students to become contributing citizens. In this volume, scholars and practitioners come together to explore the position of the SHEEO. Chapters present historical investigations, original research, and reflections and advice for current and aspiring SHEEOs, their agency staff and boards, state policy leaders, and students of state policymaking and higher education. Each chapter ends with recommendations for the continuing study of, and attention to, the important role of the SHEEO. Book features include: (1) an entire volume solely dedicated to SHEEOs--the individuals responsible for state higher education policy coordination and leadership; (2) contributions from renowned scholars from higher education, public policy, political science, and public administration, as well as seasoned SHEEOs; (3) practical advice, high quality and original empirical investigations, and theoretical considerations related to state higher education leadership and governance; and (4) a new research agenda with ideas for potential projects outlined at the end of each chapter. Following an introduction by the editors, this book contains the following chapters: (1) The Origins and Evolving Roles of State Higher Education Executives in American Higher Education (Paul E. Lingenfelter); (2) The SHEEO and the Public Good (Neal Holly); (3) State Leadership for Student Success (Richard G. Rhoda and Kristen C. Linthicum); (4) Letter to a New SHEEO (Thomas D. Layzell); (5) The State Higher Education Executive Officer and Higher Education Finance and Policy (Alicia Kinne-Clawson and William M. Zumeta); (6) The Role of the SHEEO and the Board in Changes in Higher Education Governance (Randall W. Hanna and Jason P. Guilbeau); (7) The SHEEO and Intermediary Organizations (Erik C. Ness, James C. Hearn, and Paul G. Rubin); (8) Politics and Presidents (Tracey Bark and Alisa Hicklin Fryar); (9) Modern Era Trends in State Higher Education Coordination, Governance, and Alternatives for the Future (Brian A. Sponsler and Mary Fulton); (10) Theoretical Perspectives on the SHEEO (David A. Tandberg and Jacob T. Fowles); and (11) Data, Measures, Methods, and the Study of the SHEEO (T. Austin Lacy and David A. Tandberg). The book concludes with final thoughts by David A. Tandberg, Brian A. Sponsler, Randall W. Hanna, and Jason P. Guilbeau. Includes a section about the editors and contributors. Contains an index. [Foreword by Robert E. Anderson.] ED592444 The State Higher Education Executive Officer and the Public Good: Developing New Leadership for Improved Policy, Practice, and Research Teachers College Press 2018-07-13 978-0-8077-5934-9 Policymakers Students 336 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-state-higher-education-executive-officer-and-the-public-good-9780807759349 2019 ERIC JAN2020

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No Learning Disabilities Attention Deficit Hyperactivity Disorder Etiology Federal Legislation Symptoms (Individual Disorders) Clinical Diagnosis Intervention Student Characteristics Student Needs Barriers Academic Achievement Bakken, Jeffrey P. Gaddy, Stephanie Reports - Descriptive English Learning disabilities (LD) and attention deficit hyperactivity disorders (ADHD) include one of the largest special education populations in the United States. These disabilities can range in severity from mild to severe and although these concepts were formulated in the United States, they are also being diagnosed across the globe in other countries. This chapter begins with an historical explanation of the origins of the term LD followed by the U.S. Federal Laws enacted to protect students with LD. Next, the identification of LD, the characteristics, diagnoses, and supportive services are described. Following this description is information about students with ADHD, their diagnoses, and supports in educational environments. Specific characteristics and difficulties students with LD and ADHD possess are then defined within academic activities including reading, math, writing, and social skills as well as overall difficulties students may experience are not defined within these academic subject areas. Some possible strategies are then offered to help ameliorate the effects of LD and ADHD and finally the prevalence of LD/ADHD and the supportive environments for these students throughout the world are described. [For the complete volume, "Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects. Advances in Special Education. Volume 27," see ED592774.] ED592799 Students with Learning Disabilities and Attention Deficit Hyperactivity Disorders Advances in Special Education 2014-00-00 26 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-401320140000027003 2019 As Provided JAN2020

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No Technological Advancement Educational Technology Technology Uses in Education Disabilities Special Education Developed Nations Developing Nations Bouck, Emily C. Flanagan, Sara Reports - Descriptive English The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with disabilities and special education across the globe. The chapter presents technological advances that benefited students with disabilities in developed countries as well as potential technologies to support students with disabilities in developing countries. The scant existing literature on developing countries suggests some universal themes regarding technology for students with disabilities including access and training. Additional attention and research is needed on assistive technology to support students with disabilities in both developed and developing countries, with recognition that what works is developed counties may not work in developing. [For the complete volume, "Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects. Advances in Special Education. Volume 27," see ED592774.] ED592800 Technological Advances in Special Education Advances in Special Education 2014-00-00 27 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-401320140000027007 2019 As Provided JAN2020

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No Special Education Disabilities Student Diversity Cultural Pluralism Intervention Burkhardt, Sandra Reports - Descriptive English Globally, diversity awareness is a vital aspect of schools. International perspectives on special education invite consideration of views of diversity and disability. Increased diversity in schools and communities has become commonplace and a 21st century norm. This chapter begins with an overview of diversity and multiculturalism. Disability as a category of diversity is explored. Special education and interventions designed to support the educational opportunities for students with disabilities are discussed. A framework for international perspectives on disability and intervention is described. [For the complete volume, "Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects. Advances in Special Education. Volume 27," see ED592774.] ED592801 Diversity and Disability Advances in Special Education 2014-00-00 20 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-401320140000027000 2019 As Provided JAN2020

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No Writing Skills Writing (Composition) Academic Discourse College Readiness Barriers Student Diversity English Language Learners Language Usage Student Needs At Risk Students Student Experience Writing Assignments Content Area Writing Teacher Influence College Faculty Teacher Student Relationship Baer, Julie Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Writing is a critical proficiency for academic and career success, but a significant number of students enter higher education underprepared for the academic writing expectations awaiting them. Due to immense sociocultural barriers, linguistically-diverse college (LDC) students, in particular, may find college writing challenging. Complicated linguistic systems, implicit standard English-normed discourse practices, perceptions of discrimination, and lack of academic support contribute to LDC students' higher college attrition rates relative to their monolingual English-only classmates. This qualitative case study, therefore, sought to learn about the academic writing development of LDC students: specifically, what factors they perceive as inhibiting and facilitating their development as academic writers. Ten resident U.S., multilingual students responded to surveys and were interviewed about their experiences writing papers in disciplinary courses. Data were analyzed through an activity theory framework to discern extrapersonal, interpersonal, and intrapersonal mediators of learners and their learning processes. The findings of this study revealed intersecting, multilevel mediators that can both facilitate and inhibit LDC students' writing development and, consequently, their educational outcomes. Participants predominantly attributed their writing development successes or struggles to interpersonal faculty-related mediators, expressing the need for personal connection, explicit disciplinary writing instruction, clear assignment expectations and instructions, and useful feedback and the chance to revise their writing. Additionally, they expressed the need to feel included as emerging scholars and be valued for the diverse and divergent cultural and linguistic backgrounds they bring. In this study, such positive faculty interaction was shown to have the power to compensate for societal, institutional, and social disadvantages LDC students often bring into classrooms. Simultaneously, findings revealed how negative faculty mediation can undermine and negate existing strengths or advantages LDC students may possess, or worse, exacerbate existing disadvantages. Thus, negative faculty interactions may serve to predict negative writing and overall academic outcomes for LDC students. Study findings clearly show that if institutions do not prepare faculty to provide academic writing support that is attuned to LDC students' needs, LDC students will continue to drop out. Participants' precisely articulated educational needs can inform faculty development programs to train educators to address these societal educational inequities. [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.] ED591266 Intra, Inter, and Extra: Experiences of Linguistically-Diverse College Students Developing as Academic Writers ProQuest LLC Ed.D. Dissertation, Northeastern University 2018-00-00 978-0-4385-3451-3 264 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:10933230 2019 As Provided JAN2020

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No Technology Integration Second Language Instruction English Language Learners Preservice Teacher Education Preservice Teachers Language Teachers Practicums Reflective Teaching Observation Media Selection Educational Media Yeh, Ching-Yi Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Technology is beneficial to language learners when applied within well-design lessons. This study investigated the appropriateness and effectiveness of technology integration in Teaching English to Speakers of Other Languages (TESOL) teacher preparation programs across the United States. It also examined faculty use of technology in TESOL preservice teacher courses and in their practicum placements. The work was conducted in the context of graduate/undergraduate TESOL preparation programs. Data were collected from TESOL preservice teachers through a self-report survey focusing on technology, pedagogy and content. The survey included both multiple-choice and open-ended questions related to preservice teachers' views on technology integration witnessed in their coursework. In addition, TESOL faculty were also interviewed to examine their views on relevant technical skills for teaching language for TESOL preservice teachers. Results revealed that the TESOL preservice teachers did not observe any technology integration that could be used in English as a Second Language (ESL) teaching activities and there was no support for them to think about technology integration in their own teaching during their practicum. However, they reported feeling more prepared in using technology in language teaching contexts when they witnessed their professors demonstrating technology use in university classes. TESOL faculty recommended that preservice teachers should be immersed in language lessons incorporating technology, observe how different tools can be utilized in various language lessons, and be flexible in selecting the most appropriate technology tools. Results have implication for technology integration in ESL classrooms, researchers, practitioners, and policy makers responsible with the design and implementation of TESOL teacher training programs. Specifically, results indicate that efforts should be made to support TESOL preservice teachers to understand and value the importance of using instructional media in ESL classrooms, as well as incorporate technology with well-designed lessons. [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.] ED591267 Investigating Technology Integration in United States TESOL Teacher Preparation Programs ProQuest LLC D.Ed. Dissertation, University of Delaware 2018-00-00 978-0-4385-9617-7 111 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:10931629 2019 As Provided JAN2020

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Yes Racial Discrimination Higher Education Selective Admission Civil Rights Legislation Federal Legislation Asian American Students Jews Court Litigation College Applicants Ethnic Stereotypes Racial Composition Racial Differences von Spakovsky, Hans A. Reports - Descriptive Massachusetts Civil Rights Act 1964 Civil Rights Act 1964 Title VI Heritage Foundation English Higher Education Postsecondary Education More than 50 years after the passage of the Civil Rights Act of 1964, recent studies, complaints filed with the U.S. Department of Education, and lawsuits filed against Harvard University and the University of North Carolina at Chapel Hill reveal that many academic institutions are engaging in blatant racial discrimination by gaming the system, denying admission to Asian American students who would otherwise be admitted based on their qualifications and credentials. In the case of Harvard University, this invidious discrimination is eerily similar to the discrimination unashamedly practiced by Harvard University in the 1920s--to limit the number of Jewish students. ED591543 Racial Discrimination at Harvard University and America's "Elite" Institutions. Legal Memorandum. No. 236 Heritage Foundation 2018-09-20 12 Heritage Foundation. 214 Massachusetts Avenue NE, Washington, DC 20002-4999. Tel: 202-546-4400; Fax: 202-546-8328; e-mail: info@heritage.org; Web site: http://www.heritage.org N/A 2019 0 As Provided JAN2020

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Yes Hispanic Americans Hispanic American Students Demography Educational Attainment Higher Education Racial Composition Colleges Enrollment Geographic Regions Undergraduate Students Numerical/Quantitative Data Reports - Descriptive Hispanic Association of Colleges and Universities (HACU) English Higher Education Postsecondary Education This fact sheet presents information on: (1) Hispanic demographics; (2) Hispanic academic attainment; (3) Hispanic higher education; and (4) Hispanic-Serving Institutions (HSIs). ED591544 Hispanic Higher Education and HSIs. 2018 Fact Sheet Hispanic Association of Colleges and Universities 2018-04-00 2 Hispanic Association of Colleges and Universities. 8415 Datapoint Drive Suite 400, San Antonio, TX 78229. Tel: 210-692-3805; Fax: 210-692-0823; e-mail: hacu@hacu.net; Web site: http://www.hacu.net N/A 2019 0 ERIC JAN2020

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Yes School Choice Social Mobility Poverty Poverty Programs Success Models Academic Achievement Individual Development Academic Aspiration Occupational Aspiration Educational Change Outcomes of Education Private Schools Wilcox, W. Bradford Max, Derrick Burke, Lindsey M. Reports - Descriptive Heritage Foundation English School choice is a means to achieving numerous important goals: It fosters upward economic mobility, instills civic values, engenders an appreciation for the arts and humanities, and imparts students with the knowledge and the skills necessary to pursue their life and career goals. Education choice, at its essence, serves as a vehicle through which the individual is able to attain his highest aspirations. How do schools of choice foster these ends? Many model what Ron Haskins and Isabel Sawhill of the Brookings Institution have called "the success sequence": graduate high school, get a job, get married, and then have children. As Dr. Brad Wilcox has found, 97 percent of Millennials who follow the success sequence do not end up in poverty once they reach young adulthood. School choice, by enabling families to choose schools that foster the success sequence, provides access to education options that prepare students for all that life may hold, equipping them to be successful in marriage and family formation. Enabling students to choose schools that are the right fit for them prepares them to inherit the blessings and the liberties of a free society. ED591545 Education Choice and the Success Sequence: Adapted Remarks from The Heritage Foundation's 2017 Antipoverty Forum. Backgrounder. No. 3346 Heritage Foundation 2018-09-12 7 Heritage Foundation. 214 Massachusetts Avenue NE, Washington, DC 20002-4999. Tel: 202-546-4400; Fax: 202-546-8328; e-mail: info@heritage.org; Web site: http://www.heritage.org N/A 2019 0 As Provided JAN2020

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No Activism Public Schools Student Participation Student Leadership Educational Policy Budgets Student Role Mentors Peer Relationship King, Andrew Warren, Mark R. Bien-Aine, Mariette Gowda, Sheetal Kelly, Katelyn Moyer, Jeffrey Speeches/Meeting Papers Reports - Research Massachusetts (Boston) ISSN- English During the spring of 2016, Boston Public School (BPS) students led large-scale walkouts from their schools in protest against proposed cuts to the BPS budget. Several thousand students walked-out of schools in March 2016, and hundreds walked out that May. In response to this youth-led protest, Mayor Marty Walsh rescinded some of the proposed cuts, although the majority of cuts remained. The walkout was organized and led by young people themselves with the support of key adult allies in order to defend their public schools, assert youth voice in education policy, and to hold the school district and politicians accountable to students. As a result of the walkout, a core group of youth became leaders of a broader educational justice movement in Boston, and went on to play a critical role in stopping the passage of Question 2, a ballot initiative that would have led to significant charter school expansion statewide. The purpose of this study is to explore how young people (high school students) enacted, understood, and valued their leadership in the walkout movement as well as their roles in subsequent educational justice organizing. This project represents an opportunity for the walkout leaders to "tell their stories" in this powerful historic moment, and reflect on their experiences through in-depth, semi-structured interviews and focus groups. ED591806 Youth Leadership in the Boston Public School Walkout Movement AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 13 As Provided JAN2020

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No Teacher Competencies Technological Literacy Preservice Teachers Educational Technology Technology Uses in Education Cooperation Peer Relationship Scaffolding (Teaching Technique) Technology Integration Foreign Countries Student Attitudes Aesaert, Koen Siddiq, Fazilat Tondeur, Jo Speeches/Meeting Papers Reports - Research Belgium ISSN- English Higher Education Postsecondary Education Teacher training institutions use different strategies to develop future teachers' technology competences. However, it remains unclear which of these strategies are related to pre-service teachers' technology competences. Consequently, the main aim of this study is to identify which strategies of the SQD-model are related to pre-service teachers' competence to help students to use technology in the class and to design a technology-rich learning environment. A survey was administered to 931 final-year pre-service teachers in Flanders (Dutch-speaking part of Belgium). The results of the multivariate regression analysis with a multilevel design indicate that especially the strategies 'reflecting on technology', 'collaboration with peers' and 'scaffolding authentic technology experiences' help pre-service teachers to develop better competences to integrate technology in the class. ED591807 Preservice Teachers' Technology Competences: Do Teacher Training Strategies Matter? AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 21 As Provided JAN2020

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No Teacher Attitudes Elementary School Teachers Music Teachers Music Education Voice Disorders Singing Speech Communication Occupational Safety and Health Value Judgment Teacher Characteristics Physical Health Professional Identity Self Concept Hygiene Health Behavior Professional Training Teacher Background Stephenson, Kimberly Jean Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Teachers represent a large portion of professional voice users in the United States and the development of poor vocal health has related to their work. Elementary music educators are expected to use their voices in both speech and song and are vocally active for much of their workday. This study investigates elementary music teachers' conceptualization of their voices, what personal and professional value teachers place upon their voices, and how vocal health may affect, support, or detract from their careers. In this multiple case study conducted with three participants, a questionnaire addressed background demographics for the teacher and information regarding the music program. An interview collected more in depth data on thoughts and perceptions of voice use. Teachers completed the Voice Handicap Index and Singing Voice Handicap Index and each teacher was observed for one full workday. Vocal professionalism and caring for the voice's professional use vary in definition and importance from teacher to teacher. Participants seem more conscious of their physical health than other aspects of professional vocal demand. Participants described themselves as vocal professionals while also engaging in behaviors which did not consistently support sustainable vocal health or hygiene. While each teacher viewed their voice as a professional tool, none had received training in the care of their voices, in what to do if their voice was injured, or in how to use their voices safely while teaching. Each teacher reported mild to no voice handicap on both the Voice Handicap Index and the Singing Voice Handicap Index. This may reflect some degree of label avoidance. Teachers at the elementary level of music come from diverse backgrounds and teach in widely varying circumstances. Teachers may hold some information on vocal health but may not have been trained in how to use the voice while teaching and may develop habitual practices which are not conducive to a career of healthy vocal production. Increased attention is indicated for the populations who professionally use their voices in both speech and song. [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.] ED591268 Teacher Views on Teacher Voice: Elementary Music Teacher Perceptions of Voice Use in the Workplace ProQuest LLC Ed.D. Dissertation, Teachers College, Columbia University 2018-00-00 978-0-4386-5534-8 261 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:10933284 2019 As Provided JAN2020

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No Questionnaires Test Validity Scores Item Response Theory Inferences Student Motivation Psychometrics Gender Differences Instructional Program Divisions Science Education Shapiro, Donna Marie Dissertations/Theses - Doctoral Dissertations EISSN- English Motivation is a central variable in science education research. The Science Motivation Questionnaire II (SMQ II) is an instrument designed to measure student motivation to learn science. Nearly all peer-reviewed studies (n = 26) of the SMQ II have used Classical Test Theory frameworks despite known limitations with this approach. The present study seeks to evaluate the psychometric properties of the SMQ II using a Rasch Analysis framework. We explored three questions: (1) How well do the scales and items on the SMQ II function when analyzed in the context of the Rasch model? (2) Does time of the school year impact the psychometric properties of the instrument? And (3) How do the five motivational constructs differ by gender and grade level? We administered the SMQ II to a sample of students (n = 1,728) at two points in time. In order to evaluate instrument dimensionality, a Principle Component Analysis of Rasch residuals was performed. In addition, AIC/BIC values were generated and compared across different dimensional arrangements. Person reliability, item reliability, and item fit values were calculated for each dimension. Wright maps were also generated in order to compare person-item alignments. Finally, dataset stacking was used to align scores from the June and January samples and compare motivation patterns across gender and grade band for each of the five dimensions. Results of the dimensionality tests indicated that a five-dimensional model was better supported than a unidimensional model. Item and person reliabilities were acceptable for all dimensions. Infit and outfit MNSQ statistics for items revealed acceptable values in nearly all cases. Wright Maps for the five dimensions indicated a lack of items at the upper end of the logit scales. Rasch score differences across time, gender, and grade level were apparent, most notably for grade nine. For the Self-Determination and Career Motivation dimensions, grade nine participants had lower measures compared to the other grades. The Grade Motivation dimension had the highest mean scores, and the Career Motivation dimension had the lowest mean scores. These findings advance our understanding of the strengths and weaknesses of a core measure of student motivation to learn science. Overall, the SMQ II instrument functions adequately. However, several measurement problems were documented that must be addressed before using this instrument in comparable participant populations. Multiple analyses (e.g., separation values, Wright maps) revealed a lack of measurement precision for this participant population. Moreover, a few items are problematic must be modified or eliminated. Collectively, these findings suggest that the SMQ II will produce adequate but error-prone measures of student motivation. [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.] ED591269 Testing Validity Inferences of the Science Motivation Questionnaire II Scores Using a Rasch Analysis Framework ProQuest LLC Ph.D. Dissertation, State University of New York at Stony Brook 2018-00-00 978-0-4385-8586-7 123 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:10931688 2019 As Provided JAN2020

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No Educational Change Educational Improvement Language Usage Discourse Analysis Educational Practices Mass Media Effects Educational Policy Global Approach Case Studies Deception Progressive Education Program Effectiveness Compliance (Legal) Mockler, Nicole Groundwater-Smith, Susan Books Reports - Descriptive English "Questioning the Language of Improvement and Reform in Education" challenges the language used in education by linking the language of both the public and professional domains with the changing intentions of the governance of education. Exploring various issues, which embody the many manifestations of the manner in which strident, conservative language has captured the public view of education, the book covers topics such as the importance of language in the context of educational practice, the media's portrayal of teachers globally, the role of students in the face of curriculum reform and the language used in educational policy worldwide. The book addresses the ways in which the words 'improvement' and 'reform' have been appropriated and hollowed-out by policymakers in order to justify globalised education policies. Using international case studies and reports, the authors argue that the employment of specific words masks the reality that new educational policies are regressive and require re-examination, while perpetuating the illusion that progressive educational practice is being brought to the fore. "Questioning the Language of Improvement and Reform in Education" is a fascinating and original take on this topic, which will be of great interest to educational practitioners, policymakers and linguists. ED591546 Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge Research in Education Routledge Research in Education 2018-05-10 978-1-1386-9820-8 Practitioners Policymakers 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/SE0393/ N/A https://www.routledge.com/Questioning-the-Language-of-Improvement-and-Reform-in-Education-Reclaiming/Mockler-Groundwater-Smith/p/book/9781138698208 2019 As Provided JAN2020

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Yes Money Management Paying for College Geographic Regions Tuition Elementary Secondary Education Educational Finance Higher Education Postsecondary Education State Legislation Tax Credits Federal Legislation Butcher, Jonathan Slattery, Elizabeth Reports - Descriptive Heritage Foundation English Higher Education Postsecondary Education Elementary Secondary Education As part of the Tax Cuts and Jobs Act enacted last year, federal lawmakers gave parents more flexibility with their own savings for their children's education. Now, families that save money for college using what are commonly known as 529 college savings plans (named after Section 529 of the Internal Revenue Code) can apply some of those savings to pay tuition at private K-12 schools before a student finishes high school. Because state policies and investment options are central components of 529 plans, policymakers should review state laws to make sure state rules do not interfere with the new options for students in federal tax law. Whether families and investors should use 529 savings plans to pay for K-12 expenses is a decision for parents and students. State policymakers should not interfere with parents who choose to use their 529 savings plans to pay for K-12 education expenses. ED591547 A State-by-State Comparison of 529 College Savings Plans. Revised and Updated. Backgrounder. No. 3363 Heritage Foundation 2018-11-29 11 Heritage Foundation. 214 Massachusetts Avenue NE, Washington, DC 20002-4999. Tel: 202-546-4400; Fax: 202-546-8328; e-mail: info@heritage.org; Web site: http://www.heritage.org N/A 2019 0 As Provided JAN2020

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No Disadvantaged Schools Foreign Countries Low Income National Competency Tests Longitudinal Studies Ethnography Educational Change Educational Policy Global Approach School Administration Parent Participation Student Behavior Teacher Effectiveness Technology Uses in Education Scanlon, Lesley Books Reports - Research Australia English Education issues feature almost daily in print media, online, on the radio and on television, much of which focuses on the perceived deficits of students and teachers. Singled out for special attention are low socio-economic status (SES) schools which are frequently characterised by teachers and students with little investment in learning and teaching. Yet within this plethora of educational discussion there is no contemporary, longitudinal study of what it means to learn and teach in a disadvantaged school within the policy context of the 'education revolution' in Australia. Drawing on 500 interviews conducted over a four period with the Principal, parents, teachers and students at a regional low SES school, this book challenges the profile of one school as represented on the 'My School' website which publishes the results of National Assessment Program in Literacy and Numeracy (NAPLAN). Chapters situate the original research within an international and national educational context, before exploring topics including leadership and management, student behaviour, constructs of the 'good teacher', the involvement of parents in school and the 'digital revolution'. The book closes with an appraisal of the major themes that emerged from the multiple perspectives of the study. This is the first book to provide a longitudinal ethnographic study of a school in Australia, which examines the impact of the 'education revolution' on the Principal, parents, teachers and students. It comprehensively challenges the official 'My School' representation of a low SES school and will appeal to researchers in education, as well as those involved in postgraduate teacher education and sociology courses, both from Australia and internationally. ED591548 My School: Listening to Parents, Teachers and Students from a Disadvantaged Educational Setting. Routledge Research in Education Routledge Research in Education 2015-01-26 978-0-4157-0722-0 Researchers Teachers 208 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/SE0393/ N/A https://www.routledge.com/My-School-Listening-to-parents-teachers-and-students-from-a-disadvantaged/Scanlon/p/book/9780815356097 2019 As Provided JAN2020

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No Intellectual Disability Neurological Impairments Cognitive Ability Intervention Self Determination Inclusion Wehmeyer, Michael L. Shogren, Karrie Verdugo, Miguel Angel Nota, Laura Soresi, Salvatore Lee, Suk-Hyang Lachapelle, Yves Reports - Descriptive English Historically, the condition we now refer to as intellectual disability has been conceptualized using models that were extension of the medical model. Recent advances, however, have emphasized person-environment fit models of disability that view disability, intellectual, and other cognitive disabilities, as the lack of fit between a person's capacities and the demands of the context. This chapter examines these shifts in conceptualization and the ways in which this changes how interventions are designed to provide support to enable people with intellectual disability to live, learn, work, and play in their communities. Such interventions and supports include issues pertaining to Universal Design for Learning, multi-tiered systems of supports, and the primacy of promoting the self-determination of people with disabilities. The importance of efforts to promote social inclusion is also discussed, as well as strategies to promote transition to adulthood. Authors from several countries provide examples of how these new intervention paradigms are being implemented across the world. [For the complete volume, "Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects. Advances in Special Education. Volume 27," see ED592774.] ED592802 Cognitive Impairment and Intellectual Disability Advances in Special Education 2014-00-00 35 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-401320140000027002 2019 As Provided JAN2020

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No Emotional Disturbances Behavior Disorders Cultural Differences Special Education Social Differences Global Approach Brigham, Frederick J. Reports - Evaluative English The identification criteria, service provision, and prevalence rates of individuals with emotional and behavioral disorders (EBD) vary across state jurisdictions in the United States despite being governed by the same general rules. Therefore, it is unlikely that nations with different histories, economic circumstances, and attitudes toward social norms will demonstrate similarity regarding identification and treatment of individuals with EBD. The fields of anthropology, sociology, and psychology provide conceptual frames for understanding how EBD might be considered across cultures. The present chapter reviews a number of these conceptual considerations. Although there is considerable evidence for variability across cultures, there is also evidence for a shared basis that appears to be part of human characteristics, regardless of culture. The chapter concludes by considering special education services in general as a subset of the education systems provided to all citizens in several nations with diverse cultures and economic situation. [For the complete volume, "Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects. Advances in Special Education. Volume 27," see ED592774.] ED592803 International Perspectives on Emotional and Behavioral Disorders Advances in Special Education 2014-00-00 29 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-401320140000027005 2019 As Provided JAN2020

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No Foreign Countries Higher Education Labor Market College Graduates Employment Patterns Unemployment Job Skills Skill Development Alignment (Education) Government Role Federal Government Educational Policy Outcomes of Education Education Work Relationship Books Reports - Descriptive Mexico EISSN-2616-9177 Organisation for Economic Cooperation and Development (OECD) (France) English Higher Education Postsecondary Education Half a million higher education graduates enter the labour market every year in Mexico. While their labour market outcomes are considerably better on average than those of upper secondary education graduates, some higher education graduates face periods of inactivity and unemployment. Many graduates who find work end up being over-qualified or working in the informal sector. This report finds that the Mexican higher education system needs to be better aligned with the labour market to help students develop the skills employers seek. Students need better support to succeed in their higher education studies and develop labour market relevant skills, which will help facilitate their achievement of good outcomes in the workforce. This calls for a comprehensive whole-of-government approach and the involvement of all higher education stakeholders. The report proposes a set of policy recommendations to address these issues and help Mexican higher education graduates achieve better outcomes in the labour market. The report was developed as part of the OECD Enhancing Higher Education System Performance project and is a companion to the OECD report, The Future of Mexican Higher Education: Promoting Quality and Equity, which focuses on broader issues in higher education, including governance, funding, quality and equity, as well as two key sectors of higher education: teacher education colleges and professional and technical institutions. [For the companion, see ED592819.] ED592804 Higher Education in Mexico: Labour Market Relevance and Outcomes. Higher Education OECD Publishing 2019-01-10 978-9-2643-0943-2 224 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/9789264309432-en 2019 As Provided JAN2020

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Yes Preservice Teachers Schools of Education Computer Science Education Interdisciplinary Approach Student Attitudes Mathematics Instruction Information Technology Technology Integration Creativity Technological Literacy Teacher Attitudes College Faculty Robotics Graduate Study Foreign Countries Futures (of Society) Matthews, Sarah Boden, Marie Visnovska, Jana Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education We report on an initial analysis of survey data that was generated through a collaboration between the schools of Education and Information Technology in exploring pathways through which future teachers could envision mathematics as engaging and creative subject, while also enhancing their awareness of, and skills in, using digital technologies in teaching mathematics. We specifically share insights generated into students' attitudes towards, current understandings of, and expectations for uses of technology in teaching and learning mathematics in schools. We bring attention to a mismatch between pre-service teachers views of technology and those of technology educators. ED592445 Engaging Pre-Service Non-Specialist Teachers in Teaching Mathematics Using Embodied Technology Tools Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Mathematics Group Activities Graphs Foreign Countries High School Seniors Calculus Problem Solving Mathematical Logic Cognitive Style Moala, John Griffith Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English High Schools Secondary Education This paper addresses the need for empirical research on the processes by which students create algorithms. I analyse the collaborative work of three high-school students on a contextualised graph theory task, in which they created an algorithm for maximising the happiness score of a seating arrangement. The group found an optimal arrangement but created an algorithm that did not fully account for this arrangement. The group's written algorithm reflected only the properties of their optimal arrangement that they explicitly noticed after creating the arrangement. And, these explicitly-noticed properties aligned with the group's predominant contextual considerations. ED592446 How Do Students Create Algorithms? Exploring a Group's Attempt to Maximise Happiness Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Equal Education Teacher Persistence Teacher Student Relationship School Holding Power English Teachers High School Students Secondary School Teachers Interaction English Instruction Bieler, Deborah Books Guides - Classroom - Teacher English High Schools Secondary Education "The Power of Teacher Talk" investigates the connections between two persistent educational challenges: high numbers of students who drop out and of teachers who leave the profession. Based on a study of thousands of daily interactions between new justice-oriented English teachers and their students, this book proposes that teachers who show a commitment to equity in their communications can positively affect student retention and are more likely to remain in the profession. Blending vivid descriptions of classroom life with equity and language research, the author urges teachers to be aware of and intentional about the power of their interactions with students--in everything from their classroom décor and informal hallway chats to their responses to challenging moments during class and in after-class discussions. This must-read book shifts the narrative on what kinds of teaching practices matter and how teachers can and do work toward equity. This book: (1) uses innovative research methods to reveal the importance of spontaneous, teacher/student interactions, an often overlooked aspect of teaching practice; (2) provides rare insight into how teachers work within the boundaries of traditional public high school classes to help both marginalized students and teachers themselves to succeed; (3) challenges teachers, school leaders, and teacher educators with practical ways to overcome common obstacles to equity-oriented teaching; and (4) includes classroom examples, concrete suggestions, and engaging reflection questions to inspire discussion and positive change. [Foreword by Valerie Kinloch.] ED592447 The Power of Teacher Talk: Promoting Equity and Retention through Student Interactions Teachers College Press 2018-11-16 978-0-8077-5957-8 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/the-power-of-teacher-talk-9780807759578 2019 As Provided JAN2020

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No Communities of Practice Educational Benefits Participation Expectation Clubs Public Speaking Case Studies Community Benefits Recognition (Achievement) Carter, Elizabeth A. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this study was to add to the knowledge on the value of professional communities of practice as a performance improvement intervention. Value was defined as the awareness of the benefits and outcomes, provided as improvement in a tangible or intangible way, that positively impact organizations and/or individuals and their personal and professional environment. The problem with the research on the topic of the perceived value of participating in a professional community of practice was the accessibility of information. Previous studies yielded results that professional communities of practice provide value to an organizational environment. However, there was limited information on how individual community members described value in a tangible way. This performance improvement research study answered the question, how do members of a professional community of practice describe their perceived value from participating? This single-case, explanatory, qualitative case study provided rich descriptions of members' experiences of their (a) expectations when joining, (b) benefits realized from participating, (c) outcomes received due to participation, and (d) contributors to benefits and outcomes of perceived value from participating in a professional community of practice. The population was members of Toastmasters International, a learning professional community of practice. The sample groups were obtained from 2 sources: prerecorded Toastmasters International member testimonials published on www.toastmasters.org, and purposeful sampling of select tenured Toastmasters members who would be able to answer the research questions due to their experiences in the Toastmasters program. The data analysis included an innovative use of Thomas Gilbert's behavior engineering model. Whereas the model is normally used to find deficiencies that are hindering performance, for this case study, it was used to find the success factors that contributed to performance improvement. The answer to the research question could be summarized into two categories of findings. Research findings were that (a) members were able to evaluate their own participation as it pertained to tangible, quantifiable improvements in their performance (evidenced by 41% of the 49 participants' ability to articulate outcomes) and (b) the motivators of participation that resulted in value and personal improvement as defined by the individuals were nonquantifiable elements such as recognition and external opportunities, and benefits beyond their initial expectations. This research could be useful for other formal and informal communities of practice to evaluate value in their organizations. [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.] ED592159 Perceived Value of Professional Communities of Practice: A Case Study ProQuest LLC Ph.D. Dissertation, Capella University 2018-00-00 978-0-4386-3762-7 132 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:10976458 2019 As Provided JAN2020

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No Teacher Effectiveness Advocacy Child Safety State Legislation Child Abuse Referral Social Services Age Child Neglect Teacher Behavior Caffrey, Summer Joy Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Deemed the "broad safety net approach," reformation of statutory law Pennsylvania Act 126 of 2012, increased the education and training requirements for mandated reporters with the intentions to increase the number of children identified as abused and neglected. The purpose of this quantitative correlation study is to examine data from the Pennsylvania Department of Human Services to determine if Act 126 of 2012 improved child safety outcomes. Child cognitive development theory, normative social conformity theory, and public outrage and public policy reform theory were used as the theoretical foundation of study. Participants included Pennsylvania Educators and Rereported Child Abuse referrals from years 2009 to 2016. Eight reporting years made up the sample size and was divided into two groups. All five research questions were answered by the results of the study. First, via two independent t-Test analysis, the researcher determined neither total PEG referrals nor substantiated PEG referrals were affected. Next, there was a significant main effect of Act 126 of 2012 on unsubstantiated PRAR referrals with an inverse correlation between educator-generated referrals and substantiation rates. Finally, a statistically significant main effect existed between Child age which projected Child Protective Services outcomes. In short, Pennsylvania educators reported more school-aged children than their younger and older counterparts which were correlated with educator-generated referral rates. However, the relationship was negative. Hence, Act 126 of 2012 was not sufficient and did not achieve the expected results. Educators produced high quantity low-quality referrals. These results are significant since both Children and Youth Services, and Pennsylvania lawmakers rely on educators as the front line of defense in child safety. The changes to Act 126 of 2012 were not sufficient to improve Child Protective Services outcomes for children. The implications of the study are severe due to a school-to-child protective services pipeline increasing child and family contact with Pennsylvania's Children and Youth Services without improved outcomes. Recommendations for future research include repeating the study using disaggregated data from the National Child Abuse use and Neglect Data Systems' (NCANDS) Child-File level data held at the national archives, Cornell University, New York. [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.] ED592160 Are Pennsylvania Educators Effective Advocates for Child Safety? A Quantitative Correlation Study Examining before and after Act 126 of 2012 ProQuest LLC Ph.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-3096-3 219 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:10976154 2019 As Provided JAN2020

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Yes Demography Educational Finance Academic Achievement Tables (Data) Profiles Educational Trends Special Needs Students Credentials School Safety Well Being English Language Learners Language Arts Enrollment Trends Mathematics Achievement Science Achievement Graduation Rate Dropout Rate High School Graduates Honors Curriculum Student Certification Advanced Placement Programs Public Schools Educational Assessment College Graduates High School Equivalency Programs Budgets Expenditures National Competency Tests Wellness Numerical/Quantitative Data Reports - Descriptive Hawaii National Assessment of Educational Progress Hawaii State Department of Education, Office of the Superintendent English High Schools Secondary Education Higher Education Postsecondary Education High School Equivalency Programs Adult Education This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. Also, comparisons to other states with characteristics similar to Hawaii are provided to illustrate relative progress or status on specific indicators. A list of resources is provided. [For the "Hawaii Department of Education Data Book, 2016. 27th Annual Report," see ED582454.] ED591549 Hawaii Department of Education Data Book, 2017. 28th Annual Report. (Formerly "The Superintendent's Annual Report") Hawaii State Department of Education 2018-06-00 29 Hawaii State Department of Education. P.O. Box 2360, Honolulu, HI 96804. Tel: 808-586-3230; Fax: 808-586-3234; e-mail: doe_info@notes.k12.hi.us; Web site: http://doe.k12.hi.us N/A 2019 0 ERIC JAN2020

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Yes Public Colleges Access to Education Low Income Students Minority Group Students Equal Education Racial Differences Ethnicity Socioeconomic Status College Graduates Enrollment At Risk Students Disproportionate Representation African American Students Hispanic American Students Student Financial Aid Admission Criteria Reports - Descriptive Indiana Institute for Higher Education Policy (IHEP) English Higher Education Postsecondary Education Public flagship universities were established to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at Indiana University -- Bloomington (IU Bloomington) finds large and growing gaps in college access, as well as troubling gaps in college completion, by race and socioeconomic status. To serve as a catalyst for mobility and equity for the state of Indiana, IU Bloomington must do a better job enrolling and graduating low-income students and students of color. ED591550 Indiana University - Bloomington. Equity Snapshot Institute for Higher Education Policy 2018-10-00 7 Institute for Higher Education Policy. 1825 K Street Suite 720, Washington, DC 20006. Tel: 202-861-8223; Fax: 202-861-9307; e-mail: institute@ihep.org; Web site: http://www.ihep.org N/A 2019 0 As Provided JAN2020

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No Urban Schools High Schools Accountability Graduation Rate College Readiness Career Readiness Educational Policy Institutional Characteristics Student Characteristics High School Students College Attendance Higher Education College Preparation Curriculum Teacher Expectations of Students Secondary School Teachers Coca, Vanessa Black, Kristin Reports - Research-practitioner Partnerships Reports - Research New York (New York) New York University, Research Alliance for New York City Schools English High Schools Secondary Education Higher Education Postsecondary Education Like other major school districts throughout the country, the New York City Department of Education (NYC DOE) has shifted its focus over the last decade from holding high schools accountable for graduation rates to holding them accountable for rates of college and career readiness. There are two major challenges facing both research and policy related to accountability for postsecondary outcomes, however. First, we know relatively little about the conditions under which students are successful in getting college and career ready. Second, we do not yet know in the New York City context to what extent school-level differences in college-going rates are the function of compositional differences--that is, differences in the students' backgrounds and experiences prior to high school--or the function of real differences in school policy and practice. Using an extensive longitudinal database from The New York City Partnership for College Readiness and Success, we employ a variance-partitioning approach to take up these questions. We find, similar to much of the previous literature on school effects, that the bulk of the variation in rates of four-year enrollment is within, rather than between schools, and that compositional effects account for much of the between-school variation. Yet we also find two markers of college-going academic culture that do significantly contribute to the remaining between-school variation: high teacher expectations and access to a college preparatory curriculum. This study also introduces two additional school-level control variables that have not been employed in the national literature on school effects--size and selectivity--and discusses their potential usefulness to the field. ED591551 The Significance of High School Practices on Students' Four-Year College Enrollment. Working Paper Research Alliance for New York City Schools 2017-03-00 27 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/research_alliance/publications/hs_practices_four_year_enrollment 2019 25 As Provided JAN2020

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No Speech Impairments Language Impairments Cultural Influences Social Influences Access to Health Care Access to Education Poverty Developing Nations Foreign Countries Age Differences Comorbidity Symptoms (Individual Disorders) Green, Satasha L. Edwards, Kimberly M. Reports - Evaluative English Disorders of speech and language include myriad diagnoses that vary in incidence and prevalence across age span and cultures. Disorders can range from those that do not impinge upon general communication, learning or psychosocial function, such as a mild speech disturbance, like a lisp, to global aphasia with a complete lack of communication ability. The short- and long-term effects of these impairments are often directly related to the age at onset, duration, co-morbidities, access to intervention by qualified professionals, and the societal response to the disability. In cultures that take a dim view of any type of deviation from the norm, there may be less access to diagnosis and treatment, as well as a hesitancy to seek out available options for treatment. Additionally, for those countries in which there are larger issues of general health, economic support, and quality of care, the nature of the disability may receive little or no attention simply due to national priorities or limited access to resources. Although, globally, disorders of speech and language are not exclusively limited to those countries with poorer health outcomes, in general, speech and language services may be less accessible or absent in poverty-stricken nations of the world. In many cases, these countries are at greater risk for many of the disorders simply due to environmental and social conditions, such as lack of early access to health care and preventative interventions. This chapter explores Global Perspectives on Speech and Language Impairments. [For the complete volume, "Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects. Advances in Special Education. Volume 27," see ED592774.] ED592805 Speech and Language Impairments Advances in Special Education 2014-00-00 24 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-401320140000027006 2019 As Provided JAN2020

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No Disabilities Special Education Teacher Role Neurosciences Social Cognition Teacher Student Relationship Environmental Influences Brain Evidence Based Practice Best Practices Teaching Methods Burkhardt, Sandra Reports - Descriptive English Since 1985, "Advances in Special Education" has aspired to advance theories and best practices essential to understanding, treating, and instructing students with disabilities. At times, advancement involves vision and innovation. At other times, new technologies, cutting edge medical procedures, or innovate pedagogical practices capture the attention of special education professionals globally and substantial changes can result in the way students with special needs are instructed. This volume in "Special Education International Perspectives" invites a call for common ground and global commonalities in all schools. The main theme of this chapter is that teachers matter. The chapter reviews two decade of scientific evidence that supports this theme. The scientific evidence comes from neuroscience and social cognition findings related to the importance of the teacher-student interaction. Environmental influences are not only the physical world but the all-important social world. The chapter begins with an overview of the "social" brain relative to teaching. A practical guide for teacher use of evidence-based educational practices concludes the chapter. [For the complete volume, "Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects. Advances in Special Education. Volume 27," see ED592774.] ED592806 Biopsychosocial Approaches to Understanding Disability: Building Connections: How Teachers Matter Advances in Special Education 2014-00-00 30 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-401320140000027001 2019 As Provided JAN2020

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No Foreign Countries Professional Identity College Faculty Politics of Education Economic Factors Educational History Social Systems Neoliberalism Generational Differences Federal Aid Educational Policy Teacher Responsibility Barriers Chipindi, Ferdinand Mwaka Dissertations/Theses - Doctoral Dissertations Zambia EISSN- English Higher Education Postsecondary Education This dissertation examines the development of professional identity among faculty members at Zambia's flagship university, the University of Zambia (UNZA), at several epochs in the institution's history. The study explores how faculty identities emerged, shifted and were reconfigured in response to the shifts in the political economic landscape of the country. These shifts included the movement from a strong socialist orientation in the post-independence era (1964-1991) to a neoliberal system from 1991 to the 2016. The research data was collected through close to eight months of fieldwork at the Great East Road campus of UNZA between May 2016 and January 2017. The primary instrument of data collection was a semi-structured interview I conducted with 30 academics, representing three generations of faculty at UNZA, the first generation from 1966 to 1990, the second generation from 1991 to 200, and the third generation from 2000 to the present. The findings of the study suggest that there are several identities that have emerged over the past five decades of UNZA's history dependent on the subject positions availed by the political economy of higher education. In the early years, marked by an abundance of funding from the federal government, the faculty tended to occupy subject positions connected to the discourse of national building and the liberation of Southern Africa. This led to the emergence of nation-builder academics and liberation-scholar academic. With the overhaul of the socialist system in 1991, new subject positions opened in the 1990s as entrepreneurial motivations started to drive academic work. In this age, the scientrepreneur academics came to the fore and prided themselves for being hunter-scholars. With the further entrenchment of neoliberal discourses and practices of accountability, efficiency and competitiveness after 2000, the development of scholarly identity became a struggle to become academically alive, in an ontological sense, marked by the importance of being mentioned by other scholars, leaders in the university, as well as multilateral and bilateral donor agencies. This study concludes that there is a need for the development of policies that reduce excessive teaching and community service demands on faculty, particularly early-career faculty, and reduce the number of challenges the faculty face in negotiating their professional identities. [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.] ED591270 Negotiating Professional Identities in a Liberalized Sub-Saharan Economy: A Case of University of Zambia Faculty ProQuest LLC Ph.D. Dissertation, University of Minnesota 2018-00-00 978-0-4385-6578-4 260 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:10931976 2019 As Provided JAN2020

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No STEM Education Undergraduate Study Student Research Writing Skills Research Reports Writing (Composition) Student Attitudes Interaction Science Laboratories Summer Programs Majors (Students) Program Effectiveness Writing Instruction Sarmiento, Charlyne B. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Science, technology, engineering, and math (STEM) undergraduate research programs have been shown to impact students' access, learning, and retention in STEM fields (Reave, 2004; Seymour, Hunter, Laursen, & DeAntoni, 2004). Research has also shown that student-adviser relationships in STEM undergraduate research programs prepare students for graduate education and their future professional careers through professional, intellectual, and social support. However, what is not yet clear is the role of writing in STEM undergraduate research programs. While scholars in writing studies have explored the teaching and learning of scientific writing in undergraduate education, little is known about the role that writing in undergraduate research programs play in students' disciplinary identity formation. Rather, studies have focused on how undergraduate students learn to write disciplinary or professional genres (Dias, Freedman, Medway, & Pare, 1999; Poe, Lerner, & Craig, 2010; Winsor, 1996). This study explores how students participating in an undergraduate research program used writing in their daily research and what role writing played in their disciplinary identity formation. In this study, I followed four students participating in a 10-week summer undergraduate research program at a STEM-focused research university. I traced students' writing activity and perception of writing as they wrote their research proposals, which was part of the application process to be accepted as student researchers in an existing laboratory or research group. Next, I traced students' writing activity, social interactions, and how they perceived and used writing during their 10 weeks working in their respective lab or research group. The four students came from different STEM fields and class standings: a freshman considering a major in computational chemistry, a senior bioengineering major, a sophomore math major, and a senior chemistry major. I conducted discourse-based interviews (Odell & Goswami, 1985) with these students, collected documents of their writing throughout their participation in their respective research group or lab, and conducted a screencast video analysis (Takayoshi, 2016) of each of them writing a required research progress report. I also used ethnographic interviewing methods to understand the social nature of each student's research lab or group. My findings show that students who participated in a summer undergraduate research program where they had more opportunities to interact with other members of the lab, observe the dynamic activity and collaboration of STEM research (e.g., attend lab meetings, work alongside other members of the lab), and participate in dialogic conversations with other members of their lab to discuss disciplinary research articles showed a greater sense of belonging in their research group than those who did not participate in a summer undergraduate research program. These students also wrote more small genres in addition to the assigned STEM genres such as the progress report and final technical report. These self-initiated small genres played a role in students developing their scientific rhetorical awareness as they communicated their data to other members of their research group. These students also began to use writing as part of their daily research activity--to document and analyze the work they conducted in their research lab or group, or as a means to make sense of the literature in their field. Based on these findings, I developed a model for communicative writing contexts that provides STEM educators a lens to develop pedagogically effective support systems for STEM undergraduate research programs. My findings suggest that integrating writing into existing STEM research activities or developing new opportunities for writing can contribute to students' disciplinary identity formation. [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.] ED591271 Developing a Disciplinary Identity through Writing in STEM Undergraduate Research Programs ProQuest LLC Ph.D. Dissertation, University of California, Santa Barbara 2018-00-00 978-0-4386-2940-0 139 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:10933418 2019 As Provided JAN2020

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No Writing Instruction College Readiness Career Readiness Writing Skills High School Students College Students Dual Enrollment Faculty Development Teacher Collaboration Writing (Composition) College School Cooperation Secondary School Teachers Kirking, Cornelia Anne Speeches/Meeting Papers Reports - Research ISSN- English High Schools Secondary Education Higher Education Postsecondary Education The call for K-12 schools to prepare all students for college and career is pressing, however, the gap between high school and college writing persists. Concurrent Enrollment (CE) composition programs are one vehicle to bridge that gap. This paper looks at participation in CE programs as a site for transformative professional development, analyzing teachers' learning and development in practice. Findings from a year-long qualitative case study of three focal teachers offer insight into how teachers learn when partnering across institutional settings to deliver a college composition curriculum. The complex description of three teachers' experiences in this paper offers implications for the design and practice of cross-institutional partnerships and for the study of learning that takes place within those partnerships. ED592161 Teaching College Writing in a High School Setting: Impacts on Teacher Development and Practice AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 ERIC JAN2020

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No Graduate Students Doctoral Programs Socialization Foreign Students Educational Experience Scholarships Student Attitudes Agricultural Education International Organizations Professional Development Academic Achievement Self Concept Family Relationship Cultural Differences Time to Degree Writing for Publication Time Management Conferences (Gatherings) Research Skills Skill Development Student Participation Academic Advising Comparative Analysis Racial Bias Blacks Cost Effectiveness Foreign Countries Marcy, Jennifer Jerusha Dissertations/Theses - Doctoral Dissertations Africa EISSN- English Higher Education Postsecondary Education This research study explores the doctoral socialization and transnational experiences of sub-Saharan African doctoral students whose education is sponsored by the U.S. Agency for International Development (USAID). This study is designed to explore the convergence of the international student experience, doctoral student socialization, and the influences of the USAID scholarship program. Using a qualitative inquiry research design, the study aims to give a voice to the scholarship students, providing a greater descriptive understanding of their experiences participating in the scholarship program, and their academic lives in the United States. The lived experiences of USAID scholarship students while they are obtaining their degrees in the United States is generally unknown and unexplored in the literature. Therefore, this study investigates how the students progressed through their academic programs and met their professional development goals while adhering to the rules and regulations of the USAID scholarship program. This study is guided by theories of graduate student socialization (Gardner, 2007, 2008b; Weidman et al., 2001) and the framework of the transnational social field (Fouron & Schiller, 2001; Gargano, 2009). This research advances scholarship on the socialization of doctoral students from sub-Saharan Africa, adding to the understanding of the specific challenges international students face while studying in the United States, in order to better understand what leads to success and satisfaction in a doctoral program (Gardner, 2007). In addition, the research provides evidence to support changing or improving practices to promote international graduate student success, which is critical for U.S. universities. The findings of this study illustrate how international doctoral students maneuver the challenges of their doctoral program, maintain multiple identities, and navigate transnational social fields between their host and home countries, as they pursue their degrees in the United States. Family separation and the restrictive program timeline enforced by USAID were the most salient issues affecting the USAID scholarship participants while they were studying in the United States. For some of the students, the rules and regulations of the scholarship program impacted specific socialization milestones such as attending conferences, publishing in journals, and learning advanced research techniques. However, even with the USAID restrictions, the study found the students were thriving in their academic departments and successfully progressing through their doctoral programs. The students also reported developing strong relationships with their advisors and other faculty who supported them personally and academically as they advanced through their programs. Recommendations are presented to USAID and other international education scholarship programs on altering certain policies allowing for greater program flexibility, leading to improved student satisfaction, well-being, and academic achievements. Considerations for future research are explored and include the development of a longitudinal research study for the scholarship students, the extension of the study to include a comparative analysis of various international scholarship programs, further research on the lived experiences of African students, investigation of the issues of family separation in graduate school, additional research on cost-effective sandwich training programs, and a more nuanced investigation of neo-racism and racial bias occurring on college campuses 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.] ED592162 Exploring the Socialization and Transnational Social Fields of International Doctoral Scholarship Students: Experiences of African Agricultural Scientists ProQuest LLC Ph.D. Dissertation, Michigan State University 2018-00-00 978-0-4386-3433-6 239 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:10976389 2019 As Provided JAN2020

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Yes Standardized Tests Performance Standard Setting Academic Standards Cutting Scores Educational Policy Geometry Mathematics Achievement Common Core State Standards Reports - Descriptive New York New York State Regents Examinations New York State Education Department English On February 18, 2015, the New York State Education Department (NYSED) conducted a Performance Level Description Development meeting in Albany, New York. The meeting was convened to articulate the knowledge and skills expected of students at each level of performance, consistent with the policy vision set forth by the NYSED. The Performance Level Description Development meeting began with introductions of NYSED staff and the Data Recognition Corporation (DRC) facilitators. The lead DRC psychometrician provided an opening training session that included an overview of standard setting and the process by which cut scores are determined. The policy decisions associated with the standard setting, including the number of performance levels (five) and the associated labels for these levels, were reviewed. An explanation of how the performance level descriptions (PLDs) document the expected knowledge and skills associated with each performance level was then provided. The role that the PLDs play in establishing the cut scores between each level of performance was described. DRC content experts then described the development of the PLDs, which would use the following four-step process: (1) Review and Internalize Policy PLDs; (2) Evaluate Content Standards in Terms of Cognitive Complexity; (3) Align Levels of Cognitive Complexity with Performance Levels; and (4) Prepare Draft PLDs. The drafts produced represented the participants' conceptualization of the range of students in each performance level. After the meeting, DRC, working with the NYSED, reviewed and revised the PLDs for clarity and consistency. The end result of this meeting was a set of PLDs that clearly defined the level of knowledge and skill necessary for each performance level. Copies of the final Geometry PLDs developed at this meeting and revised by DRC and the NYSED are provided in Appendix A. These PLDs were used in the subsequent standard setting meeting. The policy decisions implemented were consistent with sound psychometric research to guarantee an effective and efficient standard setting. This report provides final results and additional details documenting the standard setting process and the results. [This report was also produced by Data Recognition.] ED591552 New York State Regents Examination in Geometry (Common Core). Standard Setting Technical Report New York State Education Department 2015-07-20 61 New York State Education Department. 89 Washington Avenue, Albany, NY 12234. Tel: 518-474-3852; Web site: http://www.nysed.gov N/A 2019 7 ERIC JAN2020

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Yes Early Childhood Education Achievement Gap State Policy Educational Policy Emergent Literacy Reading Programs Literacy Education Extended School Day Extended School Year Program Effectiveness Outcomes of Education Reading Instruction Reading Achievement Electronic Learning Reports - Descriptive West Virginia West Virginia Department of Education English Early Childhood Education West Virginia is committed to ensuring all children have the opportunity to engage in high-quality early learning experiences. As a result, a wealth of data exists to support the continuation of services. The data available to the field has resulted in the development of the West Virginia Early Learning Spotlight Report. This annual report is designed to help stakeholders gain a deeper understanding of the status of children pre-k through third grade. To assist West Virginia in closing the literacy achievement gap by the end of the third grade, recent legislation and subsequent state code and policy have resulted in development of a statewide Transformative System of Support for Early Literacy (WVBE Policy 2512). This systemic process is designed to ensure the success of all young children in West Virginia. Known as the West Virginia Leaders of Literacy: Campaign for Grade-Level Reading, this system of support for early literacy was developed to assist all 55 West Virginia counties in closing the literacy achievement gap in West Virginia by the end of the third grade. These efforts are supported by the West Virginia Department of Education, the West Virginia Board of Education, and the West Virginia Legislature. All 55 WV counties have included school attendance as part of the Grade Level Reading Action Plan. WVDE has engaged with Extended Day/Year Learning partners to develop a framework for extended day and year programs. Counties are tracking the number of students served in extended day/year programming for the first time, and are also engaging with local extended day/year partners to share resources and training opportunities. Participation in the WVDE's Summer Reading Challenge has skyrocketed. ED591553 2017 West Virginia Early Learning Spotlight West Virginia Department of Education 2017-10-00 3 West Virginia Department of Education. 1900 Kanawha Boulevard East, Charleston, WV 25305. Tel: 304-558-3660; Fax: 304-558-0198; Web site: http://wvde.state.wv.us N/A 2019 0 ERIC JAN2020

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No Beginning Teachers Beginning Teacher Induction Mentors Program Implementation Rural Education Faculty Development Social Support Groups Guidance Professionalism Collins, Jennifer Sarah Dissertations/Theses - Doctoral Dissertations EISSN- English A single case design was employed to explore the implementation of the new teacher induction and mentoring program (NTIMP) from the perspective of new teachers who participated in the program. The district the researcher studied for this single case study had been experiencing a high teacher turnover. To reduce this problem, an NTIMP was implemented in the district. The NTIMP was investigated with a diverse sample of new educators from a semi-rural school district in the western part of the United States. Data sources, including interviews, surveys, and document review, were used in the study to allow for the triangulation of data. Findings indicated that the NTIMP was a beneficial initiative implemented by the study site for helping teachers adjust to the teaching and for reducing feelings of isolation. Responses regarding the NTIMP's impact on a new teacher's development of a positive attitude towards teaching and in developing a sense of professionalism indicated both positive and negative experiences. The responses to the survey questions and the semi-structured interviews reflected the importance of access to professional development and both formal and informal mentoring access for new teachers to help them achieve success in teaching. A support system is critical to new teachers who were grappling with seeking answers to questions and gathering assistance to become a more effective educator. New teachers require experienced teacher support through the development of professional relationships, relationships with students and students' families and caregivers, and additional guidance in professional practice. Future studies should include the long-term impact of the program on participants. [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.] ED591272 Case Study of a New Teacher Mentoring and Induction Program ProQuest LLC Ed.D. Dissertation, Concordia University (Oregon) 2018-00-00 978-0-4385-8769-4 128 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:10934047 2019 As Provided JAN2020

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No Academic Persistence Two Year College Students Community Colleges Goal Orientation Student Satisfaction Intention Vocational Schools Enrollment Student Behavior Schatz, Christopher M. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education Student retention is a problem that continues to challenge American colleges and universities, especially two-year technical colleges. Students are enrolling in two-year colleges, but they are not persisting to graduation. The purpose of this study was to measure the relationship between students' initial enrollment goals, their feeling of school satisfaction, their future enrollment intentions, and their next semester enrollment behaviors at a two-year technical college. Participants for this study included 213 first-time freshmen undergraduate and continuing undergraduate students enrolled at Northern State Technical College (NSTC), during the 2017 fall semester. Inferential statistical data analysis, consisting of independent "t"-tests and Chi-squares analyses, were utilized to determine the statistical significance of students' initial enrollment goals, feeling of school satisfaction, their future enrollment intentions and their relationship to students' next semester enrollment behaviors. The key findings determined that students' future enrollment intentions and initial enrollment goals had a strong correlation with students' future enrollment behaviors. The study also determined there was little statistical significance between students' feeling of school satisfaction and their future enrollment behaviors. One implication of this study is that knowing student enrollment goals and future enrollment intentions will help a two-year technical college predict student enrollment behaviors and increase retention rates. One recommendation is for colleges to survey students and converse with them regularly about their goals and enrollment intentions to increase 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.] ED591273 Understanding Student Enrollment Behavior at a Two-Year Technical College ProQuest LLC Ed.D. Dissertation, Edgewood College 2018-00-00 978-0-4385-6449-7 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:10934107 2019 As Provided JAN2020

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No Early Intervention Family Environment Interaction Family Relationship Child Development Young Children At Risk Persons Biology Premature Infants Environmental Influences Developmental Delays Autism Pervasive Developmental Disorders Developmental Stages Parent Child Relationship Child Health Child Safety Barriers Guralnick, Michael J. Books Reports - Evaluative English After decades of rapid evolution and groundbreaking research, the field of early intervention can be understood within a common framework: the Developmental Systems Approach (DSA). Created by a highly influential leader in the field, Michael Guralnick, this evidence-based, relationship-oriented, family-centered framework focuses on strengthening the quality of key family patterns of interaction that influence a child's development. The overall integration of developmental science, our knowledge of risk and disability, intervention science, and practice provides the structure for the DSA. In this important volume, Guralnick organizes and analyzes the most current research and developments in early intervention through the lens of the DSA. Starting with a clear explanation of the foundations of early intervention, the book then applies the DSA to four vulnerable populations: children at risk due to biological factors, specifically preterm birth, children at environmental risk, children with developmental delays, and children with autism spectrum disorder. Readers will discover how the DSA can guide the development of effective services and supports for diverse young children and families, and they'll come away with insights on how to use this framework to improve early intervention programs in their own communities. An invaluable reference for early childhood researchers, faculty, and policy makers, this forward-thinking book is the key to establishing inclusive community-based early intervention systems that nurture each family's strengths and promote child development. Readers will: (1) Understand the developmental science that applies to all children; (2) Learn how child development is influenced by three critical family patterns of interaction--parent-child transactions, family-orchestrated child experiences, and parent promotion of child health and safety; (3) Explore the influence of family resources as well as child-specific risk and protective factors on a child's health and development in the context of early intervention; and (4) Discover ways to select interventions that are most effective for children and families based on intervention science and the DSA conceptual framework. Learn the fundamentals of applying the DSA framework to designing and implementing inclusive community-based systems of early intervention ED592807 Effective Early Intervention: The Developmental Systems Approach Brookes Publishing Company 2019-00-00 978-1-68125-288-9 384 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 https://products.brookespublishing.com/Effective-Early-Intervention-P1102.aspx 2019 As Provided JAN2020

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No Autism Pervasive Developmental Disorders Clinical Diagnosis Global Approach Cultural Influences Western Civilization Non Western Civilization Intervention Behavior Problems Emotional Problems Medical Services Educational Practices Early Intervention Adults Foreign Countries Boshkoff Johnson, Emily Reports - Descriptive United States China Brazil Japan Turkey English This chapter is a comprehensive discussion of autism spectrum disorder (ASD) across the globe (e.g., United States, China, Brazil, Japan and Turkey). Topics that are discussed include the following: diagnostic criteria and approaches; international perspectives of ASD; western and eastern assessment practices; cultural considerations of assessment of ASD; educational and medical interventions; behavioral and emotional interventions; complementary and alternative medical interventions; variations in educational services among countries; early intervention practices; adult services; national and international resources; and current needs and future directions. [For the complete volume, "Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects. Advances in Special Education. Volume 27," see ED592774.] ED592808 Autism Spectrum Disorders: The Worldwide Charm and Challenge of Autism Spectrum Disorders Advances in Special Education 2014-00-00 35 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=0270-4013 T https://www.emeraldinsight.com/doi/full/10.1108/S0270-401320140000027004 2019 As Provided JAN2020

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No Vocational Education School Districts High Schools Skill Development Participative Decision Making Leadership Responsibility Principals Teacher Role Administrator Role Leadership Training Teacher Administrator Relationship Teamwork Leadership Qualities Literacy Reynolds, Shanta Dissertations/Theses - Doctoral Dissertations Delaware EISSN- English High Schools Secondary Education New Castle County Vocational Technical School District (NCCVT) is a vocational school district in Delaware consisting of four high schools. NCCVT's vision "is to deliver world-class Career and Technical programs combined with rigorous academic curricula to equip students with the 21st century skills that will best serve the State of Delaware and the global community" (NCCVT, 2018, para. 1). I have served as the principal of St. Georges Technical High School (St. Georges) since 2012. As the principal, I have recognized the value of distributive leadership. Distributive leadership involves working with several people to help inform decision-making that will improve the performance of educators and increase student achievement. The shared responsibility and experiences that teachers encounter through distributive leadership affect teacher capacities and motivation. The portfolio focuses on building the necessary leadership capacity to both achieve our instructional focus and reach our student achievement goals. Specifically, the ELP (Building the leadership capacity to achieve instructional focus and increase student achievement) centers on developing three school-based teams of teachers and administrators working together to improve teacher practices focused on literacy. The three leadership teams developed are the Powerful Development Team (PDT), Instructional Leadership Team (ILT), and the Instructional Coaches. Particular attention is given to the PDT because they exemplified an effective model of how distributive leadership can be operationalized at the building level. The improvement strategies centered on achieving the instructional focus goals, increasing capacity and distributing leadership. Teachers and administrators worked collaboratively to complete the following: a) select leaders and establish the PDT, b) build leadership capacity, and c) teach leadership skills and literacy strategies. The improvement strategies resulted in the development of: a) a qualified team of teachers working collaboratively to accomplish the school-wide instructional goals, b) two teams of teachers (ILT and coaches) supporting instructors with implementation of the school-wide instructional focus, c) a PDT team learning leadership skills and literacy strategies; d) three teams (PDT, ILT, and coaches) enhancing the instruction of teachers. These developments led to an increase in student achievement, including an increase in scores on the PSAT and SAT. On both assessments the school scored above the district and state average. The PDT believes that our instructional focus on research-based literacy strategies that is aligned with the Common Core Standards played a major factor in the students' increased achievement on the PSAT and SAT. Recommendations for the future include providing specific feedback and resources for candidates who are not selected to participate on the PDT, collecting and analyzing data to determine goals for the instructional leadership groups, reevaluating the administrative walkthrough tool, creating a coaches' walkthrough tool, and providing additional training on the four disciplines that will help build a cohesive team and healthy organization. [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.] ED591274 Building the Leadership Capacity to Achieve Instructional Focus and Increase Student Achievement ProQuest LLC D.Ed. Dissertation, University of Delaware 2018-00-00 978-0-4385-9619-1 294 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:10932380 2019 As Provided JAN2020

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No Student Experience Graduate Students Psychology Instructional Materials Teaching Methods Theories Counselor Training Counseling Techniques Counselor Client Relationship Program Effectiveness Turner, Alisa M. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education There is limited empirical research informing psychodynamic psychotherapy training within a classroom setting. Data is needed to clarify current strengths and weaknesses in psychodynamic training in order to make informed recommendations for further research and improved pedagogy. Grounded theory was used to explore psychology graduate students' subjective experiences, perceptions, and evaluations of the different learning methods and activities utilized in a psychodynamic course, especially as they pertained to preparedness to conceptualize and practice. The present study used two broad overarching research questions to inform the semi-structured interview guiding this research: (1) How well did course material translate from the classroom into real world clinical application? (2) What types of pedagogical approaches did or did not contribute to their knowledge of psychodynamic theory and practice? The study included 6 participants (5 female, 1 male). Two participants were in a M.A. counseling program and 4 were in a Psy.D program. Three participants were in their second year of graduate school and were enrolled in a therapy practicum. Three were enrolled in their third year of graduate school, completed a therapy practicum, and were enrolled in an advanced practicum. Three participants had completed two psychodynamic courses, two participants completed one psychodynamic course, and one participant had completed one course and was enrolled in a second course at the time data was collected. Several themes emerged from the study, including pedagogy, in class experiences, lack of affordances, and actual practice. The research resulted in the development of an interpretive theory regarding the factors that did or did not contribute to graduate students' abilities to implement theoretical knowledge learned in a psychodynamic course into their clinical practice. The data also illustrates the role that confidence or lack of confidence played on graduate students' decisions to utilize specific psychodynamic approaches with clients. [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.] ED591275 Psychodynamic Pedagogy: A Qualitative Study of Graduate Students' Lived Experiences ProQuest LLC Psy.D. Dissertation, Adler School of Professional Psychology 2018-00-00 978-0-4385-5243-2 128 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:10934166 2019 As Provided JAN2020

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No African American Students Doctoral Programs Graduate Students Academic Persistence School Holding Power Black Colleges Graduation Rate Student Attrition Felder, Pamela Petrease Hilton, Adriel Adon Speeches/Meeting Papers Reports - Research Alabama Florida North Carolina District of Columbia Louisiana Mississippi Maryland (Baltimore) ISSN- English Higher Education Postsecondary Education The purpose of this study was to identify factors that influenced African American doctoral students at HBCUs to persist toward degree completion. Despite the minimal gains experienced in the success of attracting minority students to graduate programs, problems graduating African American doctoral students still linger (Council of Graduate Schools, 1998). This has left many universities searching for innovative strategies to increase retention and graduation of African American graduate students (Council of Graduate Schools, 1998). This study provides vital information for improving the attrition, retention, and graduation rates of African American students enrolled in doctoral degree programs at selected HBCUs. ED592163 An Analysis of Doctoral Student Retention at Selected Historically Black Colleges and Universities in the United States AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Beginning Teachers Beginning Teacher Induction Private Schools Job Satisfaction School Culture Teacher Persistence Segraves, Jamie Nicole Dissertations/Theses - Doctoral Dissertations District of Columbia EISSN- English As job dissatisfaction continues to be a lead cause of teacher turnover (Brill & McCartney, 2008; Moore, 2012; Smith & Ingersoll, 2004) in both the public and private sectors of education, a deeper understanding of what contributes to the dissatisfaction of the profession is warranted. While several factors influence overall job satisfaction or a lack thereof, the implementation of induction and mentoring programs in education has shown, in particular, an increase in overall teacher retention, especially of teachers new to the profession (Brill & McCartney, 2008; Humphrey, Wechsler, Bosetti, Park, & Tiffany-Morales, 2008; Kelley, 2004; Smith & Ingersoll, 2004; Tak Cheung, 2014). The purpose of this qualitative study was to explore the experiences of newly-hired faculty members in four independent schools' induction programs, regardless of the years of teaching experience they had. Specifically, this study aimed to evaluate if the schools' induction programs influenced faculty members' overall job satisfaction in their decision to return to their respective school for a second year of service or not. Four independent schools in the greater Washington, D.C. area agreed to participate in this study, with participation from 23 administrators and faculty members total from across schools. Among the 23 total participants, six participants were administrators of the induction programs and 17 participants were faculty members in their first year of service to their employing school. Through the application of document review and semi-structured interviews, six similarities across the schools' induction programs emerged, in addition to the emergence of seven themes across participant responses. The findings showed that, although the induction programs themselves did not necessarily contribute to faculty members' overall job satisfaction, a positive school culture in conjunction with the opportunities to build relationships with colleagues did influence overall job satisfaction. However, these contributions to job satisfaction could not be separated from general school contexts and were not synonymous with the induction program itself. The last chapter of the study offers several recommendations for schools as well as recommendations for future 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.] ED592164 Organizational Induction: A Qualitative Study on Institutional Induction Programs for New Faculty in Independent School Communities ProQuest LLC Ed.D. Dissertation, Seton Hall University 2018-00-00 978-0-4386-0499-5 207 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:10976220 2019 As Provided JAN2020

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No Inclusion Curriculum Development Elementary Secondary Education School Culture Educational Strategies Academic Accommodations (Disabilities) Eredics, Nicole Books Guides - Classroom - Teacher English Elementary Secondary Education How can K-12 educators break down the barriers to full inclusion and teach all learners effectively? Curriculum modifications are the key--and Nicole Eredics is the expert! A seasoned educator and creator of popular blog "The Inclusive Class," Eredics introduces you to the what and how of inclusion in this motivating, reader-friendly guidebook. You'll start with a big-picture guide to creating an inclusive culture in your classroom and school, with invaluable guidance on key topics like team collaboration, universal design for learning, co-teaching, social-emotional supports, and accommodations. Then you'll get 40 specific, teacher-tested strategies to modify your curriculum for students who work below grade level. Ready to use in your classroom right away, each strategy comes with student goals, simple step-by-step directions and implementation tips, suggested interventions and extensions, and samples of authentic student work that illustrate the strategy in action. Equally useful as a beginner's guide to inclusion and a goldmine of practical ideas for experienced teachers, this must-have book will help make your curriculum "possible and achievable" for every learner, with and without disabilities. More than a dozen reproducible forms for use with specific modifications; lists of helpful inclusion-themed websites, blogs, books, and videos. 40 modifications that help students: (1) Learn new vocabulary words; (2) Understand story structure; (3) Sequence materials, concepts, and numbers; (4) Develop recall ability; (5) Demonstrate relationships among ideas; (6) Organize information; (7) Make a representation of a concept; (8) Identify similarities and differences; (9) Make decisions based on evidence; (10) Learn to recognize and correct errors; and (11) and more! ED592809 Inclusion in Action: Practical Strategies to Modify Your Curriculum Brookes Publishing Company 2018-00-00 978-1-68125-224-7 Teachers 208 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 https://products.brookespublishing.com/Inclusion-in-Action-P1050.aspx 2019 As Provided JAN2020

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No Achievement Tests Foreign Countries Secondary School Students International Assessment Anxiety Well Being Mental Health Satisfaction Student Motivation Cultural Differences Science Achievement Socioeconomic Influences Mo, Jeffrey Reports - Evaluative Program for International Student Assessment EISSN-2226-0919 Organisation for Economic Cooperation and Development (OECD) (France) English Secondary Education PISA has extensively measured student achievement for over 15 years. But cognitive performance is only one aspect of success at school; another is general well-being. The PISA 2015 questionnaire included a comprehensive section on student well-being designed to understand students' mental health, satisfaction with life, aspirations and socialisation. This PISA in Focus examines two of these aspects: motivation and anxiety. ED592810 How Is Students' Motivation Related to Their Performance and Anxiety? PISA in Focus No. 92 OECD Publishing 2019-01-15 6 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/d7c28431-en 2019 As Provided JAN2020

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No Literacy Education Disabilities Autism Intellectual Disability Multiple Disabilities Elementary Secondary Education Student Rights Educational Environment Assistive Technology Augmentative and Alternative Communication National Standards State Standards Instructional Design Academic Accommodations (Disabilities) Art Education Learner Engagement Language Skills Communication Skills Student Diversity Reading Comprehension Reading Fluency Vocabulary Word Recognition Writing Instruction Planning Music Creativity Young Adults Copeland, Susan R., Ed. Keefe, Elizabeth B., Ed. Books Collected Works - General Guides - Classroom - Teacher English Elementary Secondary Education What are today's best methods for teaching literacy skills to students with complex support needs--including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators. Developed by Copeland and Keefe, the experts behind the landmark book "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," this thoroughly reimagined follow-up reflects 10 years of groundbreaking research and advances in the field. Readers will discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. Readers will also get the guidance needed to put theory into practice: powerful lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life. Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K-12 increase access to literacy and prepare all learners for successful communication, employment, and community life. The following is new to this second edition: (1) New section on literacy as a human right for all learners (the "why" of instruction); (2) Chapters on how to design engaging learning environments; (3) Cutting-edge guidance on today's assistive technology and augmentative and alternative communication; (4) A dedicated chapter on how to use national and state standards in designing instruction; (5) Recommendations for adapting books and other materials to increase all learners' access; (6) Chapters on combining literacy and the arts to enhance student engagement; and (7) More on literacy beyond high school, including community-based learning opportunities. This book contains the following chapters: (1) Literacy for All (Susan R. Copeland, Elizabeth B. Keefe, and Ruth Luckasson); (2) Developing Language and Communication (Ann-Marie Orlando and Julia Scherba de Valenzuela); (3) Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction (Julia Scherba de Valenzuela); (4) Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction (Julia Scherba de Valenzuela); (5) Creating Accessible, Rich, and Engaging Literacy Environments (Jessica Apgar McCord, Ann-Marie Orlando, Elizabeth B. Keefe, and Stephanie Nieto); (6) Getting the Point: Comprehension Instruction (Susan R. Copeland, Sharon L. Head, and Heather DiLuzio); (7) A Broader Approach to Fluency (Pamela Williamson, Christina R. Carnahan, Jeongae Kang, and Turki S. Alzahraney); (8) Words, Glorious Words! (Elizabeth B. Keefe, Phyllis M. Robertson, and Karen M. Potter); (9) What's the Word? Word Recognition Instruction (Susan R. Copeland, Sharon L. Head, and Heather DiLuzio); (10) Conveying Your Message: Writing Instruction (Kristie Asaro-Saddler); (11) Organizing Effective Literacy Instruction: A Framework for Planning (Megan H. Foster, Jessica Apgar McCord, and Elizabeth B. Keefe); (12) Adapting Books and Other Literacy Genres (Laurel Lane and Andrea L. Ruppar); (13) Beyond the Common Core: Art, Music, and Creativity in Literacy Learning (Laurel Lane); (14) Literacy Beyond High School (Megan M. Griffin, Laurel Lane, Tammy Day, and Elise McMillan); and (15) Where Do We Go From Here? (Elizabeth B. Keefe, Susan R. Copeland, Ruth Luckasson, and Diane Ryndak). Supplementary materials include: (1) Myths and Facts; and (2) Case Studies. An index is included. [For "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," see ED497274.] ED592811 Effective Literacy Instruction for Learners with Complex Support Needs. Second Edition Brookes Publishing Company 2018-00-00 978-1-68125-059-5 Teachers 400 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 https://products.brookespublishing.com/Effective-Literacy-Instruction-for-Learners-with-Complex-Support-Needs-Second-Edition-P1041.aspx 2019 ERIC JAN2020

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No Quantum Mechanics Mechanics (Physics) Science Instruction Probability Inferences Barriers Logical Thinking Scientific Concepts Mathematical Concepts Wan, Tong Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation presents results from research and curriculum development related to student understanding of the principle of superposition in introductory optics and upper-division quantum mechanics courses. The focus is on the extent to which students are able to relate the mathematical formalism used in physics to real-world phenomena. In particular, the investigation involves three topics: (1) student ability to determine quantum probabilities for discrete and continuous cases and to recognize similarities between the procedures, (2) student ability to recognize the measurable effects of relative phase in superposition states, and (3) student ability to apply superposition to the interference of classical waves. In each case, specific difficulties that students encounter when reasoning about superposition are presented, together with a discussion of how curriculum was developed to promote student learning and to address common errors. The process through which the curriculum is developed and its impact on student understanding of superposition are discussed explicitly. [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.] ED591276 Investigating and Improving Student Understanding of Superposition in Introductory and Quantum Physics Courses ProQuest LLC Ph.D. Dissertation, University of Washington 2018-00-00 978-0-4385-2501-6 411 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:10932699 2019 As Provided JAN2020

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No Allied Health Personnel Suicide Mental Health Job Skills Training Experience Competence Screening Tests Diagnostic Tests Singh, Gurpreet Kaur Dissertations/Theses - Doctoral Dissertations EISSN- English Working with suicidal clients is one of the most difficult tasks a mental health clinician is faced with. Due to the likely encounter of suicidal clients during their career, it is imperative that mental health professionals are prepared with the necessary training and skills to assess suicidality. The purpose of this study was to examine clinicians' training experiences and competency in conducting suicide risk assessments and formulating safety plans, knowledge of the complex issues that inform a clinician's work with suicidal clients and the skills to address the client's suicidal thoughts and behaviors. The study included 16 participants from different training years (3rd year, 4th year, 5th year and post-doc) who completed a survey regarding their training experiences and responses to competency. Results indicated that participants received inadequate training in conducting comprehensive suicide risk assessments and do not feel competent in their ability to adequately assess and respond to suicidal clients. Findings suggested that participants received the knowledge of suicide assessment and skills that they do have from clinical practicum experiences rather than formal academic training. The results of this study calls for increased suicide-specific formal education and clinical training opportunities and further research on competency and suicide assessment and management training. To sustain these skills, formal and informal training in working with suicidal clients should begin early in graduate programs and extend through internship and postdoctoral 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.] ED591277 Assessing Clinicians' Competency and Training in Conducting Suicide Risk Assessments ProQuest LLC Psy.D. Dissertation, Adler School of Professional Psychology 2018-00-00 978-0-4385-5244-9 77 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:10934181 2019 As Provided JAN2020

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No Mentors College Readiness Low Income Students Computer Mediated Communication High School Students Interpersonal Relationship Skill Development Success Program Effectiveness Student Participation Grade 10 Grade 9 Grade 12 Grade Point Average Graduation Attendance Goal Orientation Racial Differences Ethnicity Gender Differences Student Characteristics Socioeconomic Status Poverty Merrill, Lisa Cole, Rachel Soltani, Jasmine Kang, David Reports - Evaluative Reports - Research-practitioner Partnerships New York (New York) New York University, Research Alliance for New York City Schools English High Schools Secondary Education Grade 10 Grade 9 Junior High Schools Middle Schools Grade 12 The iMentor College Ready Program combines school-based mentoring with technology and aspects of whole school reform, in an effort to improve students' college readiness. The program matches low-income youth with college-educated mentors and aims to help them develop close relationships through online communication and monthly in-person events, which take place throughout students' four years of high school. In turn, iMentor hopes to leverage these relationships to help students develop the mindsets, skills, and knowledge necessary to reach and succeed in college. The Research Alliance for New York City Schools is conducting a mixed-methods evaluation of iMentor's College Ready Program in eight New York City high schools. This report, examines the College Ready Program's impact on a variety of outcomes at the end of students' scheduled 10th grade year and updates the analysis of the program's implementation across schools. It also begins to explore whether students' engagement with key components of the College Ready Program has any association with positive outcomes. iMentor's leaders have emphasized two priorities that they believe are important to achieve the program's goals: developing close mentee-mentor relationships and meeting thresholds for participating in various program activities. The report explores how student outcomes differed across these two domains. Overall, few impacts were found from iMentor on students' college-related activities, non-cognitive skill development and academic achievement at this time. The program had some small positive and statistically significant impacts on critical thinking and internal resilience, as well as on career activities. As in previous reports it should be emphasized that these findings are based on two years of participation in a four-year program and do not mean that iMentor will not ultimately have impacts on outcomes such as high school graduation and college enrollment. [This report was also funded by New Ventures for New Schools. For the technical appendices to this report, "iMentor's College Ready Program: Examining Implementation and Impacts for 10th Graders. Technical Appendices," see ED591564.] ED591554 iMentor's College Ready Program: Examining Implementation and Impacts for 10th Graders. Report Research Alliance for New York City Schools 2017-12-00 Corporation for National and Community Service (CNCS), Social Innovation Fund (SIF) 54 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/iMentor/iMentors_College_Ready_Program_Examining_Implementation_and_Impacts_for_10th_Graders.pdf 2019 12 ERIC JAN2020

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Yes Children Banking Money Management Paying for College Educational Finance Financial Support Student Financial Aid Low Income Groups Access to Education Community Involvement Social Services Financial Needs Beer, Allison Ajinkya, Julie Rist, Carl Reports - Descriptive Michigan California (Oakland) Missouri (Saint Louis) Institute for Higher Education Policy (IHEP) Prosperity Now English Higher Education Postsecondary Education Children's Savings Accounts (CSAs) are tools designed to help low- and moderate-income families save for college and build students' expectations for attendance. But for many low-income families who can benefit most from these tools, the challenge to save and pay for college is underscored by systemic barriers connected to income and wealth inequality. This makes it difficult for many to set aside even modest amounts of money for future education after covering more immediate expenses. The report details how policymakers and CSA program leaders who are seeking equity-minded strategies can support low-income families save and pay for college by: (1) Integrating CSAs with broader college affordability initiatives, such as well-designed college promise programs; and (2) Integrating CSAs with social services that address families' holistic financial needs; and Implementing CSA programs alongside robust community engagement efforts to build trust and encourage participation. CSAs can help bridge college access and affordability divides between low-income and higher-income families. By adopting these equity-minded strategies, policymakers and program leaders can help more families improve wealth building, increase postsecondary attainment, and support intergenerational mobility for students. ED591555 Better Together: Policies That Link Children's Savings Accounts with Access Initiatives to Pave the Way to College Institute for Higher Education Policy 2017-05-00 Charles Stewart Mott Foundation Policymakers 12 Institute for Higher Education Policy. 1825 K Street Suite 720, Washington, DC 20006. Tel: 202-861-8223; Fax: 202-861-9307; e-mail: institute@ihep.org; Web site: http://www.ihep.org N/A 2019 0 ERIC JAN2020

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No Mixed Methods Research Epistemology Realism Philosophy Schoonenboom, Judith Speeches/Meeting Papers Reports - Evaluative ISSN- English In this paper, I present an approach to mixed methods research based on Andrew Pickering's performative view of research. I compare this approach to three existing approaches: incompatible worlds, critical realism, and pragmatism. According to my performative view, multiple realities exist, which can be known in various ways. Researchers create new, unknown worlds, which they subsequently investigate. Research is a dance of agency in which the researcher listens to the created world's feedback and subsequently adapts his or her models. An ever-higher degree of objectivity is obtained through successive "mangles," rounds of feedback and adaptation. There are many kinds of mangles, some of which use qualitative methods, while others use qualitative methods. ED592165 An Ontology and Epistemology for Mixed Methods Research AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 19 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Foreign Countries Ethics International Education Cross Cultural Studies College Students Student Attitudes Higher Education Educational Strategies Social Responsibility Global Approach Neoliberalism Social Justice Thinking Skills Citizenship Pashby, Karen Shultz, Lynette Anne Speeches/Meeting Papers Reports - Research Canada Kenya ISSN- English Higher Education Postsecondary Education It is challenging to find a university not aiming to internationalize. Global citizenship is a companion concept. As part of a larger international project examining how internationalization strategies in higher education step over and/or instigate ethical issues, this paper presents findings from student surveys from one university in Canada and one university in Kenya. Students were asked how they imagine a global citizen should think, relate and/or act in the world. Analyses of their answers will consider the extent to which the data demonstrate that a) global citizenship can be a shifting signifier that enables spaces for articulating ethical and social responsibility for global justice, and b) the extent to which these possibilities are extremely reduced in a neoliberal context. ED592166 Ethical Internationalization in Universities: Mapping Student Perceptions of Global Citizenship in Canada and Kenya AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 12 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 ERIC JAN2020

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No Statistics Play Manipulative Materials Young Children Discovery Learning Kindergarten Early Childhood Education Giebitz, Robert Speeches/Meeting Papers Reports - Research ISSN- English Kindergarten Primary Education Early Childhood Education This pilot project explored the extent to which a pre-literate child can identify and record basic statistical concepts of shape, spread, and center represented by blocks in the form of a frequency distribution. A simple apparatus consisting of a ruler, pencil, and set of blocks was designed to engage a child in playful exercises under the guidance of a tutor in which the child recorded measures of dispersion, central tendency, dot plots and boxplots. Measures were determined through direct observation, counting, and manipulation of blocks without computation. This pilot demonstrates that play with simple artifacts might contribute to building statistical literacy in children. The apparatus can be made locally at little or no cost. ED592167 Building Statistical Literacy from the Ground Up: Playing with Blocks AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 15 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Educational Change Mathematics Instruction Mathematics Teachers Elementary School Teachers Elementary School Mathematics Foreign Countries Problem Solving Teacher Surveys Grade 3 Grade 4 Grade 5 Thinking Skills Elementary School Students Teaching Methods Difficulty Level Educational Opportunities McCormick, Melody 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 Grade 5 Middle Schools There have been many attempts to reform mathematics teaching in Australia to encourage teachers to use more cognitively demanding tasks that focus on problem solving and reasoning. However, there is limited specific advice for teachers on how best to do this. This paper reports on one set of survey items that examines 52 teachers' responses to experimenting with a reform-orientated approach and challenging tasks through the EPMC project. Findings indicate that the EPMC approach was different to most teachers practice, and despite the difficulties experienced by both students and teachers, both responded positively and reported the approach effectively supported student learning and in developing growth mindsets. ED592448 Experimenting with Reform-Orientated Approaches: Difficulties and Advantages Experienced by Primary Mathematics Teachers Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Mathematics Instruction Teaching Methods Case Studies Mathematical Concepts Concept Mapping Visual Aids Elementary School Teachers Teacher Student Relationship Elementary School Students Vocabulary Foreign Countries Learning Processes Ngin, Chia Su Speeches/Meeting Papers Reports - Research Singapore Mathematics Education Research Group of Australasia English Elementary Education Learning Mathematics in Primary Schools is often mediated through the use of multiple representations. However, teachers may not pay enough attention to the way they use these representations. Given that the translations among representations may not always be smooth, it may be insightful to examine how teachers mediate learning through the use of multiple representations. In this paper, I will share key ideas in commognition before I present a case study of how Hannah, a teacher, mediate learning of percentages in her class. I will also introduce the idea of a 'Mediation Flowchart' and demonstrate how it can be used to describe and analyse a teacher's use of multiple representations. ED592449 Examining a Teacher's Use of Multiple Representations in the Teaching of Percentages: A Commognitive Perspective Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Play Emergent Literacy Discovery Learning Imagination Skill Development Early Childhood Education Burke, Anne Books Reports - Descriptive English Early Childhood Education Our youngest learners thrive when their learning environment is one that celebrates curiosity, exploration, and imagination. This comprehensive resource sets the stage for play-based learning that will help children build a strong literacy foundation as well as negotiate the choices they make in real life. Get your students off on the right foot with literacy learning that appeals and engages. ED592450 Invitations to Play: Using Play to Build Literacy Skills in Young Learners Stenhouse Publishers 2018-10-00 978-1-55138-336-1 Teachers 128 Stenhouse Publishers. 480 Congress Street, Portland, ME 04101. Tel: 800-988-9812; Tel: 207-253-1600; Fax: 800-833-9164; Fax: 207-253-5121; Web site: http://www.stenhouse.com N/A https://www.stenhouse.com/content/invitations-play 2019 As Provided JAN2020

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No African American Students Undergraduate Students Student Organizations Student Participation Academic Achievement Student Motivation Student Attitudes Educational Benefits Sense of Community Self Concept Barriers Time Management Huling, Lyndon Alan Dissertations/Theses - Doctoral Dissertations California EISSN- English Higher Education Postsecondary Education In this study, I explore the experiences of African American undergraduates at the University of California, Davis (UC Davis) as it pertains to involvement in student organizations. Research indicates that students involved in student organizations on their college campus are more likely to be successful academically and report higher levels of satisfaction and connection to their institution (Astin, 1984; Schlossberg, 1989; Terenzini & Pascarella, 2005; Tinto, 1994). I utilize a survey targeting all African American undergraduate students to learn more about their unique motivations for joining student organizations on campus and their perceived benefits for involvement if they joined a student organization. I also explore the reasons why African American undergraduates choose not to get involved in student organizations. This dissertation builds upon existing research, finding that African American undergraduate students at UC Davis receive many benefits through their involvement, including opportunities to find community and explore identity. Additionally, the study reveals that barriers such as academic pressure and limited time contribute to a lack of student organization involvement for this 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.] ED591278 Understanding African American Undergraduate Student Organization Involvement at the University of California, Davis ProQuest LLC Ed.D. Dissertation, University of California, Davis 2018-00-00 978-0-4386-3726-9 123 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:10932882 2019 As Provided JAN2020

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No Community Colleges Two Year College Students Student Experience Developmental Studies Programs Remedial Reading Remedial Instruction Writing Instruction College Faculty College Readiness Barriers English Teachers English Instruction Teacher Role Teacher Expectations of Students Roberts, Sheril T. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education Community colleges are often the academic home to students who are underprepared in reading and writing. To gain a better understanding of this problem, the researcher conducted an Interpretive Phenomenological Analysis. The goal of phenomenological research is to gain a deeper understanding of the lived experiences of participants. This qualitative study examined the perceptions and experiences of developmental English faculty as they prepare underprepared students for college-level reading and writing. This study sought to answer the following research questions: How do developmental English faculty members experience teaching students who are underprepared for college-level reading and writing? Also, what are the successes and challenges experienced by developmental English faculty as they teach students who are underprepared for college-level reading and writing? Six developmental English faculty members from various community colleges were interviewed using a semi-structured interview protocol. The findings uncovered four themes and one subtheme: 1) students entered developmental English class underprepared in reading, 2) all faculty members were motivated to be agents of change for their students, 3) most students were faced with personal challenges that hindered their progress in developmental English, 4) developmental English faculty felt underprepared to teach students how to read as they were not properly trained in reading pedagogy, resulting in the faculty members need to be innovative in the classroom (subtheme). This study validated current literature that high faculty expectations lead to better academic performance from students, faculty loathe the new accelerated format of developmental English courses, and more collaboration between high schools and colleges is necessary for student success in postsecondary education. It is suggested that this study be used as a foundation to further research topics of pedagogical preparation for developmental English faculty, collaboration between secondary and postsecondary faculty, and the experiences of faculty members of college-level courses. Furthermore, this study could be used to suggest better pedagogical practices and more strategic academic preparation and professional development for developmental English faculty. [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.] ED591279 Preparing Underprepared Community College Students for College-Level Reading and Writing: Through the Lens of Developmental English Faculty ProQuest LLC Ed.D. Dissertation, Northeastern University 2018-00-00 978-0-4385-3446-9 116 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:10932904 2019 As Provided JAN2020

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Yes Mathematics Instruction Learner Engagement Disadvantaged Youth Background Student Characteristics Mathematics Teachers School Counselors Calculus Foreign Countries High School Students Secondary School Teachers Secondary School Mathematics Grade 9 Grade 10 STEM Education Bennison, Anne Goos, Merrilyn Bielinski, Dominika Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Grade 10 Students' post-school options are limited if they have not completed mathematics subjects involving the study of calculus. This paper employs a sociocultural approach to identify institutional practices that might promote sustained engagement with these subjects among students from disadvantaged backgrounds. Drawing on interviews with mathematics teachers and the school guidance counsellor, six themes emerged as potential institutional practices contributing to increased enrolments: curriculum organisation across year levels, staffing of mathematics classes, culture of the Mathematics Department, STEM program, and provision of appropriate tasks and resources. ED592451 Identifying Practices That Promote Engagement with Mathematics among Students from Disadvantaged Backgrounds Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Mathematics Instruction Student Motivation Student Attitudes Beliefs Mathematics Grade 6 Grade 7 Grade 8 Grade 9 Foreign Countries Student Surveys Factor Structure Orellana, Claudia Barkatsas, Tasos 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 Grade 9 High Schools The purpose of this study was to explore the factorial structure of motivation and perception items from a student survey utilised as part of the Reframing Mathematical Futures II (RMFII) Project. Data was collected in 2017 from 442 students in Years 7 to 10 from various different States across Australia. An exploratory factor analysis identified four factors which were consistent with the studies the items were adapted from: Intrinsic and Cognitive Value of Mathematics, Instrumental Value of Mathematics, Mathematics Effort, and Social Impact of School Mathematics. An analysis of variance (ANOVA) also revealed that there were statistically significant differences between Year Level and State for some of these factors. ED592452 Investigating Mathematics Students' Motivational Beliefs and Perceptions: An Exploratory Study Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Spatial Ability Logical Thinking Thinking Skills Elementary School Students Scientific Concepts Concept Formation Interviews Livy, Sharyn Downton, Ann Reinhold, Simone Wöller, Susanne Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Elementary Education While spatial reasoning skills have been found to predict mathematical achievement, little is known about how primary students' conceptual understanding of three-dimensional objects develops. This paper reports insights into a Year 4 student's spatial reasoning when constructing and describing the properties of rectangular prisms, using Froebel's Gifts, in an interview. Categories of the van Hiele framework were used to analyse student responses in conjunction with a specially designed analysis tool. The findings highlight the benefit of using a one-to-one interview to shed light on one student's spatial reasoning and conceptual knowledge of rectangular prisms. ED592453 Insights into a Year 4 Student's Spatial Reasoning and Conceptual Knowledge of Rectangular Prisms Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Case Studies Ethnography Studio Art Design Educational Environment Socialization Architectural Education Student Behavior College Students College Faculty Course Descriptions Assignments Learning Processes Physical Environment Scheduling Articulation (Education) Student Projects Time Management Feedback (Response) Constructivism (Learning) Teaching Methods State Universities Rands, Melissa L. Gansemer-Topf, Ann M. Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Background: Studio-based courses - the primary approach in design education--have been viewed as effective environments for learning. However, few studies have utilized an ecological lens to explore how the studio environment creates opportunities for social interaction through immersive studies of studio learning. Purpose: We engaged in an ethnographic case study of a beginning architecture design course aimed at exploring the ways the learning environment of the studio affords social interaction, and how these interactions shape students' understandings and behaviors as they learn. Particular attention was paid to the physical, structural, and instructional affordances that contribute to learning in the studio environment. Setting: We observed nine students and their instructor in Architecture Design 1 (AD 1), a first-year architecture studio at a large, public research institution over the course of one semester. Participants: The student participants ranged in age from 18 to 25, four of the participants identified as Students of Color, three identified as female, and six, male. The instructor, who identifies as female, taught AD 1 at the university for eight years prior to the study and holds a Master's degree in Architecture. Research Design: Our study utilized a qualitative approach. We view learning and knowledge as individually constructed by the learner in a socially situated, public context; as such, a case study design utilizing ethnographic methods of data collection were employed. Data collection and Analysis: Observations of daily studio activities participant interviews, researcher reflections on studio visits, and course artifacts such as the course syllabus and assignment handouts, were data sources used in this study. Data were analyzed using a two-cycle method of coding and analysis focusing on identifying patterns or themes in the data. Findings: We found several physical, structural, and instructional affordances that contribute to learning in the studio environment. The physical affordances of the studio environment of AD 1 included the open layout, public/private workspaces, and co-working in proximity to others. The structural affordances were long blocks of unscheduled work time, alignment between AD 1 and the other courses in the curriculum, the project brief, and the sequencing of the projects, tasks, and deadlines. The instructional affordances included formal and informal critique, "mini-lectures", and demonstrations. Recommendations: Although focused within a design discipline, the findings of our study can be used by broader audiences to create environments that support student learning. Recommendations include creating fluidity in the classroom space, centralizing feedback, demonstrating emerging understandings visually, and constraining constructivist learning environments. ED591808 An Ethnographic Case Study of Affordances in an Architecture Design Studio AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 31 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 50 As Provided JAN2020

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No Classroom Techniques Preservice Teachers Student Behavior Behavior Problems Punishment Negative Reinforcement Transfer of Training Preservice Teacher Education Hu, Huiqing Sperling, Rayne A. Speeches/Meeting Papers Reports - Evaluative ISSN- English Higher Education Postsecondary Education Previous research shows that classroom management is a major concern of pre-service and novice teachers. This study examined the management strategies pre-service teachers suggested across a variety of classroom situations and their rationales. Findings shows that preservice teachers are most comfortable addressing management scenarios with attention seeking problems and least comfortable with out-of-classroom settings. Unfortunately, they frequently use type 2 punishment strategies across most classroom situations and use negative reinforcement least often. In addition, most approaches to managing a situation did not involve restating behavioral rules and expectations. The disconnections between classroom management training and suggested applications are discussed. ED591809 Failed Connections between Psychological Principles and Use of Classroom Management Strategies AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 16 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 12 As Provided JAN2020

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No Higher Education Educational Research College Faculty Activism Hispanic American Students Postsecondary Education Veterans Education Cultural Capital College Environment Cultural Differences Racial Differences Ethnicity Student Diversity College Students Institutional Characteristics Student Evaluation of Teacher Performance Student Attitudes Enrollment Economic Factors Land Grant Universities Equal Education Community Colleges Research Methodology Educational Finance Educational Equity (Finance) Educational Policy Paulsen, Michael B., Ed. Books Collected Works - General ISSN-0882-4126 English Higher Education Postsecondary Education Adult Education Two Year Colleges Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world. This book contains the following chapters: (1) The Complexity of Higher Education: A Career in Academics and Activism (Philip G. Altbach); (2) Advancing an Intersectionality Framework in Higher Education: Power and Latino Postsecondary Opportunity (Anne-Marie Núñez); (3) Student Veterans in Higher Education (David T. Vacchi and Joseph B. Berger); (4) The Changing Nature of Cultural Capital (Jenna R. Sablan and William G. Tierney); (5) The Culturally Engaging Campus Environments (CECE) Model: A New Theory of Success Among Racially Diverse College Student Populations (Samuel D. Museus); (6) Organizational Identity in Higher Education: Conceptual and Empirical Perspectives (David J. Weerts, Gwendolyn H. Freed, and Christopher C. Morphew); (7) Student Ratings of Instruction in College and University Courses (Stephen L. Benton and William E. Cashin); (8) College Enrollment: An Economic Analysis (Leslie S. Stratton); (9) The Welding of Opposite Views: Land-Grant Historiography at 150 Years (Nathan M. Sorber and Roger L. Geiger); (10) The Completion Agenda: The Unintended Consequences for Equity in Community Colleges (Jaime Lester); (11) Using IPEDS for Panel Analyses: Core Concepts, Data Challenges, and Empirical Applications (Ozan Jaquette and Edna E. Parra); and (12) Toward a Better Understanding of Equity in Higher Education Finance and Policy (Luciana Dar). [For the previous volume "Higher Education: Handbook of Theory and Research. Volume 28," see ED579177.] ED591556 Higher Education: Handbook of Theory and Research. Volume 29 Higher Education: Handbook of Theory and Research 2014-00-00 978-9-4017-8004-9 597 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springer.com/series/6028 T https://doi.org/10.1007/978-94-017-8005-6 2019 ERIC JAN2020

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No Higher Education Educational Research College Faculty Critical Thinking Teacher Role State Policy General Education Liberal Arts Teacher Effectiveness Advocacy Regression (Statistics) Statistical Distributions Labor Market Social Systems Males Minority Groups Community Colleges School Business Relationship Industry Educational Quality Paulsen, Michael B., Ed. Books Collected Works - General ISSN-0882-4126 English Higher Education Postsecondary Education Two Year Colleges Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology, and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world. This book contains the following chapters: (1) A Memoir of My Professional Life: What I Can Remember and What I Can Tell (Kenneth A. Feldman); (2) A Model of Critical Thinking in Higher Education (Martin Davies); (3) Unbundling the Faculty Role in Higher Education: Utilizing Historical, Theoretical, and Empirical Frameworks to Inform Future Research (Sean Gehrke and Adrianna Kezar); (4) Interest Groups and State Policy for Higher Education: New Conceptual Understandings and Future Research Directions (Erik C. Ness, David A. Tandberg, and Michael K. McLendon); (5) Endurance Testing: Histories of Liberal Education in U.S. Higher Education (Katherine E. Chaddock and Anna Janosik Cooke); (6) Promoting Effective Teaching and Learning in Higher Education (Rodney A. Clifton, Jeremy M. Hamm, and Patti C. Parker); (7) Critical Advocacy Perspectives on Organization in Higher Education (Penny A. Pasque and Rozana Carducci); (8) Quantile Regression: Analyzing Changes in Distributions Instead of Means (Stephen R. Porter); (9) Academic Capitalism and (Secondary) Academic Labor Markets: Negotiating a New Academy and Research Agenda (Gary Rhoades and Blanca M. Torres-Olave); (10) Men of Color in Community Colleges: A Synthesis of Empirical Findings (J. Luke Wood, Robert T. Palmer, and Frank Harris, III.); (11) Industry-Academia Linkages: Lessons from Empirical Studies and Recommendations for Future Inquiry (Pilar Mendoza); and (12) Serving a Different Master: Assessing College Educational Quality for the Public (Corbin M. Campbell). [For the previous volume "Higher Education: Handbook of Theory and Research. Volume 29," see ED591556.] ED591558 Higher Education: Handbook of Theory and Research. Volume 30 Higher Education: Handbook of Theory and Research 2015-00-00 978-3-3191-2834-4 609 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springer.com/series/6028 T https://doi.org/10.1007/978-3-319-12835-1 2019 ERIC JAN2020

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No Graduate Students Competition Attachment Behavior Interpersonal Relationship Interpersonal Competence Student Behavior Behavior Problems Smith, Pam Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This study was an attempt to understand how hypercompetitive graduate college students with ambivalent attachment style described their experience of interpersonal relationships. College graduate students have a higher rate of competitiveness than undergraduate students and others. This competitive nature can lead to positive interpersonal interactions as well as difficulties in interpersonal functioning. However, when attempting to eradicate this problem within this community, issues unique to graduate students must be explored. Yet interpersonal problems have received minimal attention in graduate college student research despite the potential that exploring factors that lead to their competiveness could increase understanding. Hence, this Case Study employed purposeful criterion sampling to gather a sample of graduate students. Eight students contributed to semistructured interviews and answered 8 open-ended questions about their experience of hypercompetitiveness and interpersonal relationships. The major themes that emerged through the data analysis process of highlighting and encoding were building relationships, maintaining relationships, important features of relationships, and behaviors that can harm relationships. Although some of the findings supported the existing literature as it pertained to competitive behaviors of graduate college students, the findings contributed to the body of knowledge about interpersonal relations among hypercompetitive graduate students, despite the limitations of the study. Recommendations for further research include efforts to develop the findings into relationship building tools and quantitative inquiry to improve generalizability. [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.] ED591280 Relationships of Hypercompetitive College Students with Ambivalent Attachment Style ProQuest LLC Psy.D. Dissertation, Capella University 2018-00-00 978-0-4386-1964-7 131 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:10932908 2019 As Provided JAN2020

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No Academic Achievement Predictor Variables College Students Access to Education Enrollment Courses Supply and Demand Outcomes of Education Peer Groups Peer Influence Gender Differences Heterogeneous Grouping Classroom Environment Neering, Kyle F. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The world of education is filled with policies which aim to improve student outcomes. While there are many factors which may potentially contribute to the academic success of a student, there are similarly a wide variety of measures which can be used to determine student success. This dissertation examines some specific policies and environments to which students are exposed and aims to determine their effects on those students. In doing so, the following chapters identify and explain particular predictors of student success. The first chapter, "Course Closed: The Short- and Long-Run Impacts of Course Shutouts on University Students", examines how students are affected when they are unable to register for a university course. For a variety of reasons, demand for seats in some college courses can exceed the available supply. At the same time, many universities employ policies which allow some students to register for classes before others, creating a situation in which some students may find classes to be full when it is their time to register. In this chapter, I study how these "course shutouts" affect university students. Utilizing data from a university in which students are assigned to registration times in a quasi-random order, I use these registration times as an instrument to determine the causal effect of course shutouts on a variety of student outcomes. I show that, within a given term, students who are forced to register later experience more course shutouts and that these shutouts cause students to both attempt and earn fewer units. Students who get shutout of classes are more likely to end up in classes that start before 10 AM and are taught by instructors with historically low pass rates. All of these effects are particularly strong for students in their first two years at the university. Surprisingly, I show that students' cumulative number of shutouts across their academic career is not predictive of time to graduation, major changes, or dropout rates. However, students who accumulate more shutouts in their first few years at the university do exhibit higher rates of summer school enrollment, suggesting that they may respond to the adverse effects of shutouts by making up units in the summers. I also find this effect to be strongest for those students who show up to the university without any degree applicable units from community college courses or advanced placement exams. All together these results suggest that policies which routinely place particular students at the end of the registration period -- specifically first year students and those without incoming, degree applicable units -- may increase the cost of graduation for those students by increasing their likelihood of attending summer school. The second chapter, "Non-Linear and Heterogeneous Effects of Peer Gender Composition on Academic Performance", explores the ways in which students' peer groups can influence academic performance. A long-standing literature has shown the gender composition of a student's peer group to be a relevant predictor of his or her performance in school. Most specifically, female students perform best when more of their peer group is female, with mixed results for males. Yet while some work has been done to establish a linear relationship between peer group gender composition and academic performance, little is known about the relevant non-linearities and heterogeneity of this relationship. Moreover, as students often non-randomly sort into schools and classrooms, plausible exogenous variation in peer gender composition is rare. To address these two points I utilize data from a randomized control trial in Duflo, et al. (2011) to explore the potential non-linearities and heterogeneities of the effects of peer gender composition alluded to in previous work. Results from this chapter show that students perform best when they are placed in a classroom with a fairly balanced gender composition, as opposed to one where students are predominantly of one gender. As part of the experiment, classrooms were randomly assigned one of two types of teachers: an existing, civil-service teacher or a new teacher on a one year contract who are shown to more consistently be in the classroom and teaching than their civil-service counterparts. I find that the effect of being in a more gender balanced classroom is strongest when students are taught by a contract teacher. Overall, these findings suggest that the effect of peer gender composition may not only be non-linear, but dependent on classroom environment. (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.] ED591281 Predictors of Student Success ProQuest LLC Ph.D. Dissertation, University of California, Santa Cruz 2018-00-00 978-0-4385-3447-6 171 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:10933054 2019 As Provided JAN2020

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No Child Care Observation State Programs Child Care Centers Infants Rating Scales Toddlers Preschool Education Test Validity Dickenson, Tammiee S. Burgess, Yin Mclnerney, Noelle Speeches/Meeting Papers Reports - Research South Carolina Infant Toddler Environment Rating Scale ISSN- English Preschool Education Early Childhood Education The ABC Quality program, South Carolina's Quality Rating and Improvement System (QRIS), is a statewide system designed to improve the quality of early care and education services. Historically, two observation instruments are used for centers that elect to participate in the state's voluntary QRIS depending on the level of quality for which they apply. One instrument is a state-developed assessment aligned to the ABC Quality standards. Administrators of the ABC Quality program would like to use their state-developed assessment across centers applying for all levels of quality. The present study investigates evidence of construct and concurrent validity of the ABC Quality observation assessment for the 0-2 year old age group. Observational data were collected simultaneously using this instrument and an established instrument to assess child care quality, the Infant Toddler Environment Rating ScaleRevised. Results suggest both instruments measure similar qualities. Furthermore, moderate to strong positive relationships were found between scores both for total scores and for subsets of item scores. Results from this investigation, coupled with the fact that the ABC Quality instrument is less time-intensive and more cost-effective to administer, lend support to inform the state's decision to move to a one assessment evaluation system for this age group. ED591810 Initial Validation of a State-Developed Observation Instrument for Childcare Quality AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 US Department of Health and Human Services 26 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 19 As Provided JAN2020

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No Information Literacy Credibility Internet Undergraduate Students Intelligent Tutoring Systems Science Instruction College Science Thinking Skills Instructional Effectiveness Critical Thinking Galanti, Terrie McLaughlin Holincheck, Nancy Tecuci, Georghe Boicu, Mihai trefil, James Marcu, Dorin Speeches/Meeting Papers Reports - Research Tests/Questionnaires ISSN- English Higher Education Postsecondary Education The interdisciplinary National Science Foundation-funded research project "Teaching Critical Thinking Skills in Science with 'sInvestigator'" supports undergraduate students as they explore scientific topics and problems with the use of an intelligent computer system called "sInvestigator" (science Investigator). The research team will share results from the first year of this three-year project. "sInvestigator" creates a real-time graphical model of evidentiary reasoning based on student data entry and justifications. Preliminary findings indicate that integrating lecture-based instruction with collaborative use of "sInvestigator" to engage students in evidence-based reasoning builds information literacy within the content area. The research team also concluded that "sInvestigator" design principles have the potential to build argumentation skills in other disciplines. ED591811 Building Information Literacy: Using "sInvestigator" to Evaluate the Credibility of Internet Sources AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 National Science Foundation (NSF) 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 16 As Provided JAN2020

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Yes Video Technology Mathematics Instruction Foreign Countries Blended Learning Teaching Methods Case Studies Grade 12 Secondary School Teachers High School Seniors Holistic Approach Student Motivation Individual Needs Personal Autonomy Parochial Schools Learner Engagement Student Attitudes Teacher Attitudes Muir, Tracey Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 12 Secondary Education High Schools Senior secondary mathematics in Australia is generally characterised by a challenging prescribed curriculum, textbook usage, high homework expectations and externally imposed assessment tasks. An increasing number of senior secondary mathematics teachers are incorporating a flipped classroom approach into their teaching as a means of addressing this challenging teaching space. This paper looks at a case study undertaken with a Grade 12 class where the teacher utilised a flipped classroom approach to teach Mathematics 2. The results showed that it was the holistic approach and commitment and dedication of the teacher that primarily influenced students' uptake. The study has implications for other teachers who may be considering implementing a flipped classroom approach, particularly in terms of the commitment required. ED592454 It's More than the Videos: Examining the Factors That Impact upon Students' Uptake of the Flipped Classroom Approach in a Senior Secondary Mathematics Classroom Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Individualized Instruction Student Evaluation Grading High Stakes Tests Academic Standards Accountability Test Items Elementary Secondary Education Student Diversity Athletics Eligibility Honors Curriculum Feedback (Response) Academically Gifted Wormeli, Rick Books Guides - Classroom - Teacher English Elementary Secondary Education Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What's both fair and leads to real student learning? An internationally recognized expert on grading practices, Rick Wormeli first examined these questions 10 years ago in the first edition of "Fair Isn't Always Equal." In this thoroughly updated second edition, Rick provides a catalyst for serious reflection on current grading and assessment practices in differentiated classrooms. The book outlines coherent and effective standards-based grading practices for a high-stakes, accountability-focused world. Recognizing the importance of having a shared school vision for assessment and grading, Rick addresses the challenges for teachers and administrators alike. Educators from kindergarten to high school will find real examples and gray areas of grading. Rick tackles important and sometimes controversial assessment and grading issues constructively, incorporating modern pedagogy and the challenges of working with diverse groups of students. New sections address sports eligibility, honor roll, descriptive feedback techniques, and gifted/talented students. Chapters on test questions, redos/retakes, grading scales, and grading effort and behavior have been revised extensively. This important book clearly explains the principles behind best grading practices so that you are ready for all grading questions or realities that you may encounter in your classrooms and schools. ED592455 Fair Isn't Always Equal: Assessment and Grading in the Differentiated Classroom. Second Edition Stenhouse Publishers 2018-00-00 978-1-62531-017-0 Administrators Teachers 320 Stenhouse Publishers. 480 Congress Street, Portland, ME 04101. Tel: 800-988-9812; Tel: 207-253-1600; Fax: 800-833-9164; Fax: 207-253-5121; Web site: http://www.stenhouse.com N/A https://www.stenhouse.com/content/fair-isnt-always-equal-2nd-edition 2019 As Provided JAN2020

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No Benchmarking Online Courses Graphic Arts College Students Academic Achievement Grades (Scholastic) College Faculty Fosbrink, Christina Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This research focused on benchmarking techniques in online graphic arts college courses. The problem addressed in this study is the gap of knowledge and scholarly research on the use of benchmarking techniques within online college-level graphic arts degrees. The purpose of this study was to determine if final course grades can increase after implementing benchmarking techniques into class curriculum in online college-level graphic arts course. This will be done via a quasi-experimental quantitative analysis. The research also studied if participation rates in benchmarking courses were increased to coincide with higher final grades. Four graphic arts instructors from a non-profit university located in the southwestern region of the United States was assigned a specific benchmark to utilize within one section of their two-course course load for the months of February 2018 and March 2018. The quantitative research included ANOVA to test for statistical significances between benchmarking techniques and participation with final course grades. The results indicated that based upon a combined ANOVA test, there was no significant relationship on final grades by the addition of benchmarking techniques in classroom. However, comparing each benchmark individually did show to increase final grade averages over a four-week period. The results of testing participation in benchmarking courses did show a significant difference in the amount of days participated. Recommendations for future research include testing these four methods for a longer time period than eight weeks in the graphic arts online discipline. Another recommendation is to test these methods in other disciplines such as art, science, and mathematics. [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.] ED592168 An Exploratory Study on Benchmarking Techniques in Online College-Level Graphic Arts Courses ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-2156-5 114 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:10975723 2019 As Provided JAN2020

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No Notetaking Recall (Psychology) Brain Gender Differences Handwriting Educational Technology High School Seniors Technology Uses in Education Keyboarding (Data Entry) Murphy, Donna Speeches/Meeting Papers Reports - Research Maryland (Baltimore) ISSN- English High Schools Secondary Education Note-taking is a complex task that involves simultaneously listening, observing, reading, coding, and recording information for future recall and learning. Note-taking is intrinsic to academia and has been a tool used by students in the schoolhouse from elementary school through college as a way to store information for future recall. Research indicates that note-taking and academic success is positively correlated. Note-taking, historically accomplished via handwriting has, due to availability and affordability of digital technology, been supplanted by typing. Coupled with the availability of digital technology, there is a decreasing curricular focus on the teaching of handwriting. The physical action of typing is quite different from that of handwriting. Differing mechanics and processes in physical motor movements of these note-taking methods involve activation of different parts of the brain. Differences in the mechanics and processes of note-taking and recall must be the focus of educational research. The brain-body connection of note-taking and learning provide the foundation for this research which is to examine if the method of note-taking, handwriting and typing, impacts immediate and extended recall among high school students. This preliminary research was conducted with 53 high school seniors who served as study participants. Our two independent variables were dichotomies; gender (male or female) and choice of note-taking (typing or handwriting). Our dependent variables were ratio level variables (scores of quizzes one and two and the number of words recorded by the participant). An independent sample t-test was calculated to test the hypotheses. This brief study with only 53 participants yielded significance for two of the three hypotheses despite the small sample size. There is clear evidence of the importance of continued consideration to the question: Does method of note-taking; handwriting and typing, impact recall and ultimately learning? ED592169 Handwriting and Typing: The Impact of Note-Taking on Recall AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 17 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Foreign Countries Females Adolescents Sexuality Internet Individual Power Sex Education Feminism Carboni, Nicci Bhana, Deevia Speeches/Meeting Papers Reports - Research South Africa ISSN- English In this paper, we investigate how teenage South African girls give meaning to gender and sexualities through online sexually explicit materials (SEM). We choose to move away from protectionist discourses which produce constructs of young people, especially girls, as vulnerable, passive and susceptible to online dangers. Instead we focus on young girls' online agentic practices and pleasure-seeking behaviours. Poststructural feminist and queer theorisations are used to examine young South African girls' sexual agency and their complex reactions to SEM, which have implications for sexuality education curriculum in South Africa. Centralising young girls' voices in the research process and the development of sexuality education programmes is emphasised, and power is redirected to girls by acknowledging their sexual subjectivities. ED591812 Pleasurable (Im)Possibilities in Education: Teenage Girls' Sexual Desires and the Use of Sexually Explicit Materials AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-00 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 34 As Provided JAN2020

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No Factor Analysis Sample Size Correlation Statistical Bias Comparative Analysis Logan, Jessica Jiang, Hui Yeomans-Maldonado, Gloria Speeches/Meeting Papers Reports - Research ISSN- English In education research, conceptual models are becoming more complex and more challenging to fit. In response, many researchers have turned to multi-step model fitting processes; first fitting confirmatory factor analyses (CFA) to their data, then extracting the latent factor scores; converting them to observed variables to use in additional analyses. In this simulation study, we investigate the role of sample size, factor loadings, and true between-factor correlation when examining whether factors extracted from CFAs should be treated as orthogonal or allowed to correlate. We found both the orthogonal and correlated methods to be biased, with the magnitude and direction dependent on the size of the true correlation and the extraction method used. Results are discussed regarding impact on current practice. ED591813 Confirmatory Factor Score Extraction: Comparison of Orthogonal and Correlated Methods AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 13 As Provided JAN2020

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No Rating Scales Item Response Theory Child Care Early Childhood Education Test Items Psychometrics Rao, Vasanthi Pompey, Kelvin Terrell Knopf, Herman T. Speeches/Meeting Papers Reports - Research South Carolina ISSN- English Early Childhood Education Quality Rating and Improvement System (QRIS) is a federally funded system that addresses quality in early care and education in many states throughout the country. At the heart of every QRIS system is a quality appraisal system that measures child care quality against state or regionally established standards. While QRISs are being implemented to measure program quality, influence subsidy rates, and guide quality improvement strategies, research validating QRIS performance as a predictor of child benefit is only beginning. This paper will present results from an item level psychometric analysis of a state developed QRIS tool using Item Response Theory, specifically Rasch analyses, and will share implications of the results for child care policy and implementation of the tool. ED591814 A Case for Item-Level Examination of a Quality Rating Improvement System Tool Using Rasch Analyses AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 11 As Provided JAN2020

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No African American Students College Students Males Institutional Characteristics Fraternities Campuses African American Leadership Minority Group Students White Students Merceron, Kristopher Karl Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Historically, predominantly White social fraternities aimed to provide an organization for elite men on campus, boasting their exclusive nature. Membership was only granted to those who fit the mold of how masculinity was understood during certain time periods since the 1800s (e.g. strong public speakers and debaters, athletes, drinkers and womanizers), but typically they sought the select few among White male students (Syrett, 2009). As the years have passed, and college campuses have become increasingly more diverse, White fraternity chapters are now accepting minority students into their brotherhoods. This qualitative research study examines the rise of Black male students into leadership positions within these predominantly White social fraternities. The study employed a narrative research approach. Data were collected through semi-structured interviews with five Black males concerning their journey to social fraternity leadership. The analysis was primarily explanatory in its focus, although some descriptive analysis was included. The intent of this research was to add to the literature on cross-cultural leadership within historically White Greek organizations and provide universities with the direct perspective of these students, so they are able to work with the Greek organizations to provide them with the resources and assistance needed for future Black male leaders. The findings enabled the composition of five participant narratives, which revealed four cross-cutting themes associated with relationships, leadership, motivation and positivity. Implications of this study included the need of encouragement for higher education officials to recognize the significance of voice for students in such environments, while highlighting and safeguarding the opportunities these organizations could provide to 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.] ED592170 Black Male College Students in Predominantly White Social Fraternities: Discovering and Ascending to Leadership ProQuest LLC Ph.D. Dissertation, Lesley University 2018-00-00 978-0-4385-9311-4 152 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:10975725 2019 As Provided JAN2020

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No Instructional Design Intellectual Disciplines Expertise Online Courses Higher Education Curriculum Development Cooperation Teamwork Conflict Resolution Trust (Psychology) Hart, Julia Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Because research has shown that many individuals within higher education do not seem to understand the field of instructional design or what instructional designers can contribute to an online course development project, this study was conducted to give instructional designers the opportunity to describe their experiences working with faculty subject matter experts (SMEs) to develop courses for online higher education institutions. This study also offered a description of how these experiences affect the quality of online courses and the successful strategies instructional designers use to strengthen their working relationships with faculty SMEs during online course development projects. High-quality, engaging, and informative online higher education courses are developed when a strong working relationship exists in which instructional designers and faculty SMEs respect one another's opinions and expertise. This study provided a look inside such a working relationship from the point of view of higher education instructional designers and offered suggestions that will help similar course-writing teams improve their working relationships. A basic qualitative study design was used for this study with purposive sampling. The sample consisted of 12 fully online higher education instructional designers who met the requirements for participating in this study. Data were collected in this study using semi-structured interviews and artifacts provided by instructional designers that offered insight on the processes they follow when working with faculty SMEs. Analysis of the data found in this study was based on the following themes: collaboration, teamwork, and conflict management. The findings from this study have indicated that the development of a high-quality online course for the higher education format depends on both instructional designers and faculty SMEs taking the time to understand the expertise that each of them brings to a course development project and developing a healthy respect for one another's time and talents. [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.] ED592171 Instructional Designers' Experiences with Faculty Subject Matter Experts in Online Higher Education Course Development Projects ProQuest LLC Ph.D. Dissertation, Capella University 2018-00-00 978-0-4386-8841-4 125 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:10975726 2019 As Provided JAN2020

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No Learner Engagement Educational Quality Equal Education Student Empowerment Discovery Learning Student Interests Elementary Secondary Education Student Development Teaching Methods Evidence Based Practice Literacy Education Teacher Expectations of Students Cooperative Learning Trust (Psychology) Self Determination Routman, Regie Books Guides - Classroom - Teacher English Elementary Secondary Education How do we ensure that all students are engaged each day in meaningful, challenging, and joyful work and have equal opportunity to learn? That is the central question Regie Routman addresses in "Literacy Essentials: Engagement, Excellence, and Equity for All Learners." Her response is that such an outcome is only possible within a culture of empowerment in which all students and teachers feel encouraged and supported to let their voices be heard, explore their passions and interests, develop deep knowledge, and become their fullest and truest selves. Based on her ongoing teaching, leading, and coaching in diverse schools and districts, Regie offers K-12 teachers and leaders practical, easy-to-implement tools to help students develop as self-determining readers, writers, and learners. 15 chapters are divided into short, focused passages and include: (1) Take Action sections with specific suggestions for authentically teaching, assessing, and learning; (2) Extensive research that is easily accessible and actionable; (3) Personal stories that connect to literacy teaching and learning; and (4) Rich online resources including a comprehensive lesson plan, an easy-to-use study guide, downloadable Appendices, and more. "Literacy Essentials" shows what's possible when teachers and schools raise expectations for all students and create an intellectual culture based on trust, collaborative expertise, and celebration of learners' strengths. [Includes a free Study Guide and free College Course Curriculum.] ED592456 Literacy Essentials: Engagement, Excellence, and Equity for All Learners Stenhouse Publishers 2018-00-00 978-1-62531-037-8 Teachers 496 Stenhouse Publishers. 480 Congress Street, Portland, ME 04101. Tel: 800-988-9812; Tel: 207-253-1600; Fax: 800-833-9164; Fax: 207-253-5121; Web site: http://www.stenhouse.com N/A https://www.stenhouse.com/literacyessentials 2019 As Provided JAN2020

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No Educational Change Privatization Democracy Democratic Values Professional Identity Communities of Practice Resistance (Psychology) Public School Teachers Public Education Leaders Advocacy Anderson, Gary L. Cohen, Michael Ian Books Reports - Descriptive English How do market-driven reforms and the privatization of public education reshape the professional identities of teachers and school leaders? This timely and accessible book examines two waves of business influence that created models of schooling that are out of touch with the experiences of students, the professional expertise of teachers, and the needs and interests of local communities. The book also describes the forms of resistance that are currently emerging to fight for the democratic mission of a public education. Building on these promising efforts, the authors present a vision for a new democratic professional that is grounded in participatory communities of practice, as well as advocacy for and input from school communities. More than a critique of the state of education, this volume demonstrates how educators can build coalitions and advocate for policies and practices that respect their experience and knowledge and that support their students and communities. Book Features: (1) Offers a historical and political perspective to explain how corporate influences on our education system threaten democracy and social equality; (2) Places the experiences of public school educators within the context of other professionals, such as nurses, doctors, social workers, and police officers; (3) Draws on the authors' own experiences as former K-12 practitioners and university faculty; and (4) Examines current practices and policies with the potential to create a policy ecology in which a new democratic professional might thrive. ED592457 The New Democratic Professional in Education: Confronting Markets, Metrics, and Managerialism Teachers College Press 2018-08-17 978-0-8077-5943-1 192 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-new-democratic-professional-in-education-9780807759424 2019 As Provided JAN2020

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No School Counseling Counseling Theories Theory Practice Relationship Best Practices Evidence Based Practice School Counselors Cognitive Restructuring Behavior Modification Counseling Techniques Therapy Supervision Dollarhide, Colette T., Ed. Lemberger-Truelove, Matthew E., Ed. Books Collected Works - General English In 2002, the American School Counselor Association (ASCA) presented the ASCA National Model for school counseling programs as a framework for implementing best practices in training counselors to deliver effective evidence-based approaches for K-12 students. Without a unifying theory of practice, school counselors are often uncertain about how to implement the National Model. Considering school counselors' professional role under the National Model, "Theories of School Counseling for the 21st Century" offers readers a compilation of contemporary, cutting-edge theoretical models to inform the way school counselors practice the art and science of school counseling. This book contains the following chapters: (1) The Context of Professional School Counseling: The Need for Theory (Colette T. Dollarhide and Matthew E. Lemberger-Truelove); (2) General History and Conceptual Frameworks for School Counseling (Chris Slaten, Anya Woronzoff Verriden, and Thomas W. Baskin); (3) Organizational, Institutional, and Political Challenges and Responsibilities in Professional School Counseling (Trish Hatch); (4) Person-Centered School Counseling (Kimberly M. Jayne and Hayley L. Stulmaker); (5) Adlerian School Counseling (Erika R.N. Cameron, Kara P. Ieva, and Brianne France); (6) Cognitive-Behavioral Therapy in the Schools (Melissa Mariani and Brett Zyromski); (7) Counseling for Results: Reality Therapy in Action (Robert E. Wubbolding); (8) School Counseling from an Existential Perspective (Brian Hutchison and Tom Chavez); (9) Solution-Focused School Counseling (John J. Murphy); (10) Strengths-Based School Counseling (SBSC) 2.0 (Patrick Akos, Clare Merlin-Knoblich, and Kevin Duquette); (11) Ecological School Counseling (H. George McMahon and E. C. M. Mason); (12) An Advocating Student-Within-Environment Approach to School Counseling (Matthew E. Lemberger-Truelove and Hannah Bowers); and (13) The Discrimination Model for School Counseling Supervision (Melissa Luke and Kristopher M. Goodrich). ED591282 Theories of School Counseling for the 21st Century Oxford University Press 2018-11-00 978-0-1908-4024-2 Counselors 368 Oxford University Press. 198 Madison Avenue, New York, NY 10016. Tel: 800-445-9714; Fax: 919-677-1303; e-mail: custserv.us@oup.com; Web site: http://www.oup.com/us N/A https://global.oup.com/ushe/product/theories-of-school-counseling-for-the-21st-century-9780190840242?cc=us&lang=en& 2019 ERIC JAN2020

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No Practicums Student Experience Altruism Work Attitudes Counselors Counseling Effectiveness Counselor Training Clinical Experience Internship Programs Adolescents At Risk Persons Student Attitudes Individual Development Cooperation Reflection Lewis, Debra Paige Dissertations/Theses - Doctoral Dissertations EISSN- English Finding meaning in one's work as a counselor has been demonstrated as an important step in the development of altruism, an essential component of counselor effectiveness. Previous studies in counselor education-related research involving program outcomes focus on the core skills of counseling such as knowledge, skill building, self-appraisal and self-efficacy. Yet little investigation has concentrated on the internal rewards of the clinical experience, such as the meaning found in or the altruism development derived specifically from the practicum or internship. This dissertation research took a phenomenological approach to explore the meaning-making and altruism development of counselor education practicum students providing social and emotional support to adolescents identified as at-risk. Data were collected through semi-structured interviews to understand former practicum students' conceptualization of meaning through work and thoughts related to personal altruism development. The themes illuminated through the study suggest that students found challenges in the experience, were able to collaborate toward successful outcomes, related the impact of the experience to working with at-risk adolescents, were able to describe the personal meaning derived from the practicum, and reflected on personal altruism development. Implications for counselor educators and supervisors and suggestions 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.] ED591283 An Exploration of Practicum Students' Experiences of Meaning-Making through Altruism ProQuest LLC Ph.D. Dissertation, Old Dominion University 2018-00-00 978-0-4386-2930-1 155 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:10933077 2019 As Provided JAN2020

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No Educational Trends Trend Analysis Computer Uses in Education Artificial Intelligence Cognitive Ability Man Machine Systems Educational Change Climate Decision Making Lifelong Learning Multicultural Education Cooperative Learning Education Work Relationship Occupational Aspiration Schleicher, Andreas Achiron, Marilyn Burns, Tracey Davis, Cassandra Tessier, Rebecca Chambers, Nick Reports - Research Numerical/Quantitative Data Organisation for Economic Cooperation and Development (OECD) (France) English This report, the product of a collaboration between the Organisation for Economic Co-operation and Development (OECD) and the UK-based charity, Education and Employers, offers a glimpse of how children see their future, and the forces that, if properly understood and harnessed, will drive them forward to realise their dreams. Through concerted actions by educators and business leaders, we can help our children develop the kinds of skills needed not only to weather, but to take advantage of this revolution. The future will be about pairing the artificial intelligence of computers with the cognitive, social and emotional capabilities of humans, so that we educate first-class humans, not second-class robots. It is our responsibility, as concerned adults, to acknowledge and understand the trends that are shaping this industrial revolution, and to impart that understanding to our children as early as possible. It is our responsibility, in other words, to help our children get ready for their future. ED592812 Envisioning the Future of Education and Jobs: Trends, Data and Drawings OECD Publishing 2019-00-00 20 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://www.oecd.org/education/Envisioning-the-future-of-education-and-jobs.pdf 2019 ERIC JAN2020

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Yes Black Colleges Minority Group Students Credentials Certification Associate Degrees Bachelors Degrees College Graduates Employment Patterns Education Work Relationship Labor Market Institutional Characteristics Majors (Students) Employment Potential Edgecombe, Nikki Sanders, Jasmine M. Reports - Evaluative Alabama California Center for Analysis of Postsecondary Education and Employment (CAPSEE) English Higher Education Postsecondary Education Two Year Colleges Scholarship on minority-serving institutions (MSIs) has established the critical role they play in spite of significant financial constraints. At the same time, descriptive statistical analyses have also found that MSIs, as a group, have lower completion rates than the national average. More research is thus needed on the factors underlying the institutional performance of MSIs. This paper presents broad analyses intended to provide a snapshot of one facet of MSI institutional performance--credential production. We conduct a descriptive analysis of credential production by field of study across the two- and four-year postsecondary education sectors and compare results for MSIs and non-MSIs. We find that for each credential type we examine--certificates, associate degrees, and bachelor's degrees--MSIs and non-MSIs have very similar credential production patterns by field. We also find that much of the credential production is concentrated in a relatively narrow set of fields. We complement the credential production analysis with an exploratory analysis of the extent to which the fields in which these credentials were earned align with employment in Alabama and California. We find state-level differences in the alignment between high-employment industries and the production of credentials in certain fields. We conclude this paper with a discussion of the research and policy implications of these findings. ED592813 Credential Production by Field and Labor Market Alignment at Minority-Serving Institutions: A Descriptive Analysis. A CAPSEE Working Paper Center for Analysis of Postsecondary Education and Employment 2018-09-00 Institute of Education Sciences (ED) 31 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 2019 As Provided JAN2020 Yes R305C110011

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No Response to Intervention Program Effectiveness Psychomotor Skills Kindergarten Young Children Perceptual Motor Coordination Occupational Therapy Skill Development Mabbett, Kylie Lynn Dissertations/Theses - Doctoral Dissertations EISSN- English Kindergarten Primary Education Early Childhood Education Kinder Tools was developed as a Response to Intervention approach (RTI) to help students in kindergarten improve and develop their fine motor and visual motor perceptual skills within the first three months of entering kindergarten. Some students enter kindergarten ready to learn, while other students struggle with skill development and learning the curriculum. There are a variety factors that could impact a student's ability to learn such as lack of exposure, disabilities, and culture/socioeconomic status. This program will provide specific strategies and activities that will help to improve the necessary skill development that is required to access the kindergarten curriculum. The occupational therapist will provide consultation services to assist teachers to implement modifications and strategies to help students who are struggling with tasks. Two out of four kindergarten classrooms will participate in the initial program, while the other two classes will serve as the control group. All students fine motor and visual motor perceptual skills will be assessed pre and post program completion. The hope is that students participating with use of the Tools will demonstrate significant improvement in fine motor and visual motor perceptual skills, resulting in decreased need (or no need) for direct occupational therapy (OT) services and increased ability to access the curriculum within the general education 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.] ED591284 Kinder Tools: The Effectiveness of a 12-Week Response to Intervention Approach to Improve Fine Motor and Visual Motor Perceptual Skills in Kindergarten Students ProQuest LLC O.T.D. Dissertation, Boston University 2018-00-00 978-0-4386-1472-7 115 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:10933113 2019 As Provided JAN2020

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No Public Schools Dual Enrollment Student Experience Difficulty Level Courses Social Support Groups Student Needs Family Role Peer Influence Teacher Influence College Faculty High Schools High School Students Secondary School Teachers Teacher Role Counselor Role Student Employment Family Work Relationship Turner, Deborah A. Dissertations/Theses - Doctoral Dissertations Florida EISSN- English Higher Education Postsecondary Education High Schools Secondary Education The research topic for this study was how students enrolled in the dual enrollment programs described their perceptions of balancing high school, college, and work--life balance (WLB). The number of dual enrollment programs is growing and research on them continues to build. However, the existing research studies have not yet addressed the WLB experience of students through dual enrollment programs. This study attempted to fill that gap. The population was students in public schools in Florida and the sample was seven dual-enrolled students. The research methodology and design used for the study was a generic qualitative study that used semi- structured interviews and observations as the data collection methods. Open-ended questions were utilized to interview the participants in a private setting. A generic qualitative inductive thematic analysis was employed to analyze the data. From this, four themes emerged. The first theme was Academic Rigor of College Courses. The second theme was Social Support and Encouragement, which had five subthemes pertaining to family, classmates, college faculty support, high school support (e.g., teachers and counselors), and parental/guardian support. The third theme that emerged was Workplace Support, which had three subthemes pertaining to flexible work schedule, leadership support, and careers. The fourth theme that emerged was Work--Life Balance and all seven participants provided their perceptions pertaining to this theme. The themes and subthemes became apparent through the students' detailed descriptions of their experiences with their dual enrollment programs. The results invite further study as well as provide suggestions for future dual enrollment programs enrollees. [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.] ED591285 A Generic Qualitative Study: Dual Enrollment Public School Students' Balancing Work-Life and College ProQuest LLC Psy.D. Dissertation, Capella University 2018-00-00 978-0-4384-3450-9 134 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:10933117 2019 As Provided JAN2020

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No Educational Innovation Educational Quality Educational Practices Elementary Secondary Education Teaching Methods Educational Technology Educational Assessment Learner Engagement Student Role Memorization Peer Teaching Vincent-Lancrin, Stéphan Urgel, Joaquin Kar, Soumyajit Jacotin, Gwénaël Books Reports - Descriptive EISSN-2076-9679 Organisation for Economic Cooperation and Development (OECD) (France), Centre for Educational Research and Innovation (CERI) English Elementary Secondary Education Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education. This new edition of Measuring Innovation in Education examines what has (or has not) changed for students over the past decade in OECD education systems. It reviews no fewer than 150 educational practices. The report casts light on systemic innovation in primary and secondary education, with a focus on pedagogical innovation. Has the use of technology spread? Have assessments become more important in pedagogical practices? Are students given more agency in their learning? Are they still asked to memorise facts and procedures? Do teachers increasingly engage students in peer learning activities? These are some of the questions this book seeks to answer. This report also presents some preliminary findings about the links between innovation and educational performance. This book will offer precious insights to policy makers, the education community and all those who seek to understand how educational practices are evolving. ED592814 Measuring Innovation in Education 2019: What Has Changed in the Classroom? Educational Research and Innovation OECD Publishing 2019-01-28 978-9-2643-1167-1 Policymakers 300 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/9789264311671-en 2019 As Provided JAN2020

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No Foreign Countries Higher Education Educational Quality Educational Policy Quality Assurance Undergraduate Study Evaluation Methods Books Reports - Evaluative Brazil ISSN- Organisation for Economic Cooperation and Development (OECD) (France) English Higher Education Postsecondary Education This review examines the external systems in place to assure the quality of higher education in Brazil. It highlights the relative success of the Brazilian quality assurance model in regulating market entry for private operators in Brazil, which cater to over 70% of students. But it also calls into question the effectiveness of existing systems to monitor the quality of undergraduate programmes and institutions and the ability of public authorities to act decisively to protect students from bad quality education. The report analyses the systems that regulate the launch of new higher education institutions and programmes and evaluates quality assessment mechanisms for existing programmes and institutions. It also looks at the structures allowing public authorities to intervene to end or improve poor quality provision. The review offers policy recommendations. It proposes a more differentiated system of quality assurance. It also recommends significant modifications to the design and purpose of the National Examination of Student Performance (ENADE). This work was requested by the National Commission for Evaluation of Higher Education (CONAES) and CAPES, the federal body responsible for quality assurance and funding of postgraduate education. ED592815 Rethinking Quality Assurance for Higher Education in Brazil. Reviews of National Policies for Education OECD Publishing 2018-12-21 978-9-2643-0905-0 184 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/9789264309050-en 2019 As Provided JAN2020

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No Beliefs Student Attitudes Creativity Student Motivation Correlation College Students Self Efficacy Student Surveys Katz-Buonincontro, Jen Hass, Richard Reiter-Palmon, Roni Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education The objective of this proposal is to present on the development of a scale for measuring implicit beliefs about creativity in order to explore and better understand the individual student's mindset regarding their "motivation to create," and its relationship with other related constructs such as creative self-efficacy and creative self-identity. A sample of 620 participants from two different Universities completed a survey including a number of measures of mindsets and also a measure of creativity. The large sample was divided and EFA was conducted for one half, and CFA for the other. In addition, relationships with a self-report measure of creativity with growth and fixed mindsets was examined. Results suggest that the newly developed scale is reliable and valid. ED592172 To Create or Not to Create? That Is the Question: Students' Beliefs about Creativity AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 20 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Culturally Relevant Education Disadvantaged Schools Administrator Attitudes Teacher Attitudes Parent Attitudes Faculty Development Teaching Methods Student Diversity Low Income Teacher Morale Knowledge Base for Teaching Suspension Referral African American Students Hispanic American Students Principals Administrator Role Disproportionate Representation Educational Change Discipline Educational Environment Low Achievement Educational Improvement Elementary Secondary Education Roybal, Diana M. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education Through interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teach racially diverse students. In addition to the interviews, another point of data collection included the review of seven years of suspension rates and discipline referrals for Black and Latino children at the selected Title I school to determine if there was a decline following the training and implementation of CRE practices. Principals are key to leading change in their schools. Schools that fall in the Title I category present unique and significant challenges for improvement. Research shows that schools with a positive climate reflect low rates of discipline, higher student learning, strong relationships among staff and students, and higher teacher morale. The narrative data tables presented in this study indicate improvements in the overall school climate with emerging themes in relationship, culturally responsive education, school climate, and decreased discipline. There was more than a 30% decline in suspensions and more than a 25% decline in office referrals for Black and Latino students at the selected Title I 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.] ED592173 Influence of Culturally Responsive Education on School Climate within a Title School: Case Study ProQuest LLC Ed.D. Dissertation, University of Phoenix 2018-00-00 978-0-4386-2480-1 148 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:10975760 2019 As Provided JAN2020

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No Grade 7 History Instruction Hispanic Americans State History Rural Schools Relevance (Education) Learner Engagement Prior Learning Primary Sources Instructional Effectiveness Inquiry Flores, Marcos Manuel Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Demographic trends in Texas continue to change and diversify the population; however, despite this trend, school districts and state officials continue to maintain a curriculum that is not relevant to this diverse population. Furthermore, studies show that Hispanic students, who represent 45% of the students in Texas public schools, have little opportunity to learn about their culture. This case study examined the perceptions of a seventh grade Texas History class in a rural South Texas school when exposed to a Hispanic dominated narrative. Through a multicultural lens, the study focused on ethnic and geographical culture and used the strategy of Critical Historical Inquiry to expose students to narratives that were ethnically and regionally relevant to the demographic and location of the school and the participants. Using Critical Historical Inquiry, state standards were expanded on to dive deeper into topics by using relevant primary sources and narratives in the lessons. Lesson topics consisted of ranching and the image of the cowboy, and the Civil War. The following major themes emerged from the study: 1) Engagement and Relevancy, 2) Implications of Prior knowledge, 3) Implications of Primary Sources on Learning and Cultural Identity, and 4) Implications of the lesson format and Critical Historical Inquiry. Additionally, the study found that the strategy of Critical Historical Inquiry enhanced learning and helped students have a better understanding of their cultural identity. [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.] ED591286 The Perceptions of Seventh Grade Texas History Students in a South Texas School When Exposed to a Hispanic Dominated Historical Narrative Using Critical Historical Inquiry ProQuest LLC Ed.D. Dissertation, Texas A&M University - Kingsville 2018-00-00 978-0-4385-1504-8 291 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:10934110 2019 As Provided JAN2020

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No Leadership Styles School Administration Administrators Special Education Teachers Tenure Teacher Administrator Relationship Correlation School Districts Transformational Leadership Strutchen, Jerome, Sr. Dissertations/Theses - Doctoral Dissertations Florida EISSN- English The purpose of this quantitative correlational study was to explore if and to what extent a correlation existed between school administrators' leadership styles and tenure of school special education teachers in schools in Southwest Florida School District. This study was conducted within the theoretical framework of McGregor's Theory X/Y and Path-Goal Theory. The three research questions were formulated to determine if a correlation existed between school administrators' transformational, transactional and laissez faire leadership styles and the tenure special education teachers. The schools in Southwest Florida School District consisted of 38 schools. The sample size was 33 school administrators' mean scores of their leadership characteristics and paired with the mean of special education teachers' tenure at their perspective schools. The Kendall's Tau-b correlation instrument was utilized to complete the data analysis. There was a moderate positive association and statistically significant correlation between school administrators' transformational leadership style and tenure of special education teachers, tau-b = 0.254, p = 0.045. The null for research question one was rejected. There was no statistically significant correlation between school administrators' transactional leadership style (tau-b = .083, p = 0.504), laissez faire leadership style (tau-b = -0.039, p = 0.756) and tenure of special education teachers. The nulls for research question two and three were accepted. Due to the small sample size, future research could increase the amount participants to determine if the larger sample size would produce different 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.] ED591287 School Administrators' Leadership Styles and Special Education Teachers' Tenure: A Correlational Study ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2018-00-00 978-0-4386-4433-5 211 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:10933529 2019 As Provided JAN2020

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No Educational Trends Trend Analysis Educational Change Artificial Intelligence Climate Global Approach Democracy Psychological Needs Aging (Individuals) Educational Indicators Social Indicators Social Change Comparative Education Elementary Secondary Education Higher Education Adult Education Books Reports - Descriptive EISSN-2218-7049 Organisation for Economic Cooperation and Development (OECD) (France), Centre for Educational Research and Innovation (CERI) English Elementary Secondary Education Higher Education Postsecondary Education Adult Education Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities? Trends Shaping Education examines major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education -- and on how and whether education can influence these trends. This book covers a rich array of topics related to globalisation, democracy, security, ageing and modern cultures. The content for this 2019 edition has been updated and also expanded with a wide range of new indicators. Along with the trends and their relationship to education, the book includes a new section on future's thinking inspired by foresight methodologies. This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents. [For the previous edition, published in 2016, "Trends Shaping Education 2016. Centre for Educational Research and Innovation," see ED563492.] ED592816 Trends Shaping Education 2019. Centre for Educational Research and Innovation OECD Publishing 2019-01-21 978-9-2643-0838-1 Policymakers Researchers Administrators Teachers 108 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/trends_edu-2019-en 2019 As Provided JAN2020

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No Rural Schools Dropout Prevention Literacy School Holding Power Academic Persistence Outreach Programs School Community Relationship Family School Relationship Language Skills Toddlers Young Children Infants Adolescents Children Young Adults Foreign Countries Partnerships in Education Intervention Libraries Motor Vehicles Reading Programs Workshops Story Telling Elementary Secondary Education Family Programs Rebeiz, André Guides - Non-Classroom Canada EdCan Network (Canada) English Elementary Secondary Education This case study report calls on school-community leaders to consider a made-in-Canada approach that raises literacy rates, prevents early school leaving and breathes life back into small towns. This step-by-step guidebook provides a practical toolkit and worksheets based on the concrete experiences of the "L'ÉcoRéussite" program, which has developed a "community ecosystem" action plan in collaboration with the CTREQ: a Quebec-based research and knowledge mobilization centre. This "community ecosystem" approach provides guidance on how to engage hard-to-reach families, classrooms, schools, and whole communities in order to collectively create and lead activities that increase the language skills of toddlers and encourage the academic and social success of children and young adults ages 0-24 years-old. Schools, school districts and community organizations can leverage this guidebook to create their own unique programs adapted to their particular needs and situation. ED592817 The Rural Advantage: Rallying Communities around Our Students. A Guide for Leading Dropout Prevention in Your Small Town EdCan Network 2018-05-06 State Farm 40 EdCan Network. 60 ST. Clair Avenue East Suite 703, Toronto, ON M4T 1N5. Tel: 866-803-9549; Tel: 416-591-6300; Fax: 416-591-5345; e-mail: info@edcan.ca; Web site: https://www.edcan.ca N/A https://www.edcan.ca/articles/a-guide-for-leading-dropout-prevention-in-your-small-town/ 2019 As Provided JAN2020

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No Higher Education Educational Research Educational Innovation English Language Learners Postsecondary Education Student Adjustment Disabilities College Students Academic Freedom College Faculty Community Colleges Labor Force Development Organizational Development Costs School Policy Urban Schools College Role Urban Renewal Productivity Group Activities Teaching Methods Academic Persistence Resilience (Psychology) Paulsen, Michael B., Ed. Books Collected Works - General ISSN-0882-4126 English Higher Education Postsecondary Education Two Year Colleges Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world. This book contains the following chapters: (1) Conceptualizing Innovation in Higher Education (William G. Tierney and Michael Lanford); (2) English Learners and Their Transition to Postsecondary Education (Anne-Marie Núñez, Cecilia Rios-Aguilar, Yasuko Kanno, and Stella M. Flores); (3) Students with Disabilities in Higher Education: A Review of the Literature and an Agenda for Future Research (Ezekiel W. Kimball, Ryan S. Wells, Benjamin J. Ostiguy, Catherine A. Manly, and Alexandra A. Lauterbach); (4) A Historiography of Academic Freedom for American Faculty, 1865-1941 (Timothy Reese Cain); (5) Community College Workforce Development in the Student Success Era (Mark M. D'Amico); (6) Organizational Learning in Higher Education Institutions: Theories, Frameworks, and a Potential Research (Agenda Jay R. Dee and Liudvika Leišyte); (7) The Cost of Producing Higher Education: An Exploration of Theory, Evidence, and Institutional Policy (John J. Cheslock, Justin C. Ortagus, Mark R. Umbricht, and Josh Wymore); (8) Universities as Anchor Institutions: Economic and Social Potential for Urban Development (Michael Harris and Karri Holley); (9) Examining Production Efficiency in Higher Education: The Utility of Stochastic Frontier Analysis (Marvin A. Titus and Kevin Eagan); (10) Learning through Group Work in the College Classroom: Evaluating the Evidence from an Instructional Goal Perspective (Marilla D. Svinicki and Diane L. Schallert); and (11) Understanding Grit in the Context of Higher Education (Daniel J. Almeida). [For the previous volume "Higher Education: Handbook of Theory and Research. Volume 30," see ED591558.] ED591559 Higher Education: Handbook of Theory and Research. Volume 31 Higher Education: Handbook of Theory and Research 2016-00-00 978-3-3192-6828-6 663 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springer.com/series/6028 T https://doi.org/10.1007/978-3-319-26829-3 2019 ERIC JAN2020

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No Higher Education Educational Research Scholarship Instruction College Faculty Ethnic Diversity Program Effectiveness Teacher Student Relationship College Students Skill Development Success Career Readiness Job Skills Philanthropic Foundations Holistic Approach Two Year College Students State Policy Work Environment Educational History Geometric Concepts Labor Market Paulsen, Michael B., Ed. Books Collected Works - General ISSN-0882-4126 English Higher Education Postsecondary Education Two Year Colleges Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world. This book contains the following chapters: (1) The Privileged Journey of Scholarship and Practice (Daryl G. Smith); (2) Do Diversity Courses Make a Difference? A Critical Examination of College Diversity Coursework and Student Outcomes (Nida Denson and Nicholas A. Bowman); (3) The Impact of College Students' Interactions with Faculty: A Review of General and Conditional Effects (Young K. Kim and Linda J. Sax); (4) Finding Conceptual Coherence: Trends and Alignment in the Scholarship on Noncognitive Skills and Their Role in College Success and Career Readiness (Heather T. Rowan-Kenyon, Mandy Savitz-Romer, Maya Weilundemo Ott, Amy K. Swan, and Pei Pei Liu); (5) Philanthropic Foundations' Social Agendas and the Field of Higher Education (Cassie L. Barnhardt); (6) Toward a Holistic Theoretical Model of Momentum for Community College Student Success (Xueli Wang); (7) Conceptualizing State Policy Adoption and Diffusion (James C. Hearn, Michael K. McLendon, and Kristen C. Linthicum); (8) Expanding Conceptualizations of Work/Life in Higher Education: Looking Outside the Academy to Develop a Better Understanding Within (Margaret Sallee and Jaime Lester); (9) A Historiography of College Students 30 Years After Helen Horowitz's Campus Life (Michael S. Hevel); (10) Peer Review: From "Sacred Ideals" to "Profane Realities" (David R. Johnson and Joseph C. Hermanowicz); (11) Geospatial Analysis in Higher Education Research (Nicholas W. Hillman); and (12) Towards a New Understanding of Labor Market Alignment (Jennifer Lenahan Cleary, Monica Reid Kerrigan, and Michelle Van Noy). [For the previous volume "Higher Education: Handbook of Theory and Research. Volume 31," see ED591559.] ED591560 Higher Education: Handbook of Theory and Research. Volume 32 Higher Education: Handbook of Theory and Research 2017-00-00 Association for Institutional Research (AIR) Association for the Study of Higher Education 978-3-3194-8982-7 669 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springer.com/series/6028 T https://doi.org/10.1007/978-3-319-48983-4 2019 ERIC JAN2020

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Yes Student Financial Aid Higher Education Enrollment College Preparation Student Characteristics Student Costs Grants Federal Aid State Aid Student Loan Programs Educational Attainment Wellness Evidence Based Practice Intervention Loan Default Debt (Financial) Educational Policy Financial Needs College Readiness Undergraduate Students Public Colleges Two Year Colleges Demography Fletcher, Carla Fernandez, Chris Klepfer, Kasey Wartel, Max Reference Materials - General Numerical/Quantitative Data Reports - Descriptive Texas Pell Grant Program Trellis Company English Higher Education Postsecondary Education Secondary Education Two Year Colleges The State of Student Aid and Higher Education in Texas (SOSA) annual report from Trellis Research provides information helpful in informing policy and programs for higher education student financial aid. The report serves as a reference for colleges, universities, and policymakers, and provides a comparison of Texas state and federal student aid programs. Each section concentrates on a different issue or set of issues. As a reference document, it is designed such that each page stands on its own. Each page contains a title summarizing the page or highlighting a particular part of the page, a visual element, a brief write-up, and information on the sources used. Because each page stands on its own, the reader can use the table of contents to find the page or pages of interest without needing to read the entire document cover-to-cover. In fact, it was designed so that a page could be printed and taken to a meeting to ensure that everyone in the room is literally on the same page. The report begins by highlighting how the future of Texas will depend upon an educated populace, as an increasing percentage of jobs will require higher education. The second section reviews issues including Free Application for Federal Student Aid (FAFSA) completion rates, college enrollment rates among high school graduates, and the importance of college prep programs in high school leading to enrolling in college. The next section provides a profile of Texas college students. The fourth section presents higher education costs by type and sector, showing that Texas remains lower than the nation for public and non-profit sectors. The last section outlines federal and state grant programs, with some breakouts by race/ethnicity and comparisons to other large states. ED592458 State of Student Aid and Higher Education in Texas Trellis Company 2018-07-00 Policymakers 113 Trellis Company. 301 Sundance Parkway, Round Rock, TX 78681. Tel: 800-252-9743; e-mail: communications@trelliscompany.org. Web site: http://www.trelliscompany.org/about-trellis/ N/A 2019 ERIC JAN2020

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Yes Teacher Student Relationship Interaction Mathematics Instruction Foreign Countries Educational Strategies Problem Solving Sociocultural Patterns Siahgorabi, Sara Haghighi Speeches/Meeting Papers Reports - Research Iran Mathematics Education Research Group of Australasia English In preparing to study teacher-student interactions in mathematics classrooms in Iran, this paper as a literature review considers relevant mathematics education literature. I explore which aspects of classroom environments orient researchers to judge patterns of classroom interactions as productive. I examine patterns of classroom interactions that were empirically linked to student understanding. This paper highlights the importance of productive patterns of teacher-student interactions in promoting student learning, examining authoritative and dialogic teaching as two opposing approaches. ED592459 Maintaining Productive Patterns of Teacher-Student Interactions in Mathematics Classrooms Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Counselor Training Counselor Educators Instruction Supervision Academic Advising Mentors Admissions Officers Scholarship Research Grantsmanship Faculty Evaluation Faculty Promotion Tenure Adjunct Faculty Part Time Faculty Nontenured Faculty Program Administration Leadership Collegiality Wellness Okech, Jane E. Atieno, Ed. Rubel, Deborah J., Ed. Books Collected Works - General American Counseling Association English Higher Education Postsecondary Education This distinctive text provides master's- and doctoral-level students, as well as new professionals, with a thorough exploration of the range of responsibilities, working conditions, roles, evaluation criteria, benefits, and challenges experienced by counselor educators. Each chapter focuses on a key aspect of the field, including teaching; supervision; mentoring; gatekeeping; research and grant writing; tenure; adjunct, part-time, and nontenured positions; program administration; leadership; and collegiality and wellness. Case vignettes and personal narratives from counselor educators are engaging and informative, and literature reviews are useful for introducing students to the material covered. Titles included in the book: (1) Introduction to Counselor Education in the 21st Century (Jane E. Atieno Okech and Deborah J. Rubel); (2) Teaching (David M. Kleist); (3) Supervision in the Counselor Education Context (Melissa Luke); (4) Advising and Mentoring in Counselor Education (Kok-Mun Ng, Jared Lau, and Gloria Crisp); (5) Admissions and Gatekeeping Processes (Jolie Ziomek-Daigle); (6) The Practice of Scholarship, Research, and Grant Writing in Counselor Education (Ryan G. Carlson); (7) Faculty Review, Promotion, and Tenure Processes (Susan Furr); (8) Adjunct, Part-Time Faculty, and Nontenured Positions in Counselor Education (Lisa L. Schulz and Leslie D. Jones); (9) Administration (Program Coordinator, Department Chair, Associate Dean, or Dean) in Counselor Education (Danica G. Hays); (10) Professional Leadership at the State, Regional, National, and International Levels (Nicole R. Hill and Erin N. Friedman); (11) Service in the Counselor Education Context (Kristopher M. Goodrich); and (12) Collegiality and Wellness (Heather C. Trepal). ED592460 Counselor Education in the 21st Century: Issues and Experiences American Counseling Association 2019-00-00 978-1-5562-0376-3 Students Practitioners 256 American Counseling Association. 5999 Stevenson Avenue, Alexandria, VA 22304. Tel: 703-823-0252; Tel: 800-347-6647; Fax: 800-473-2329; Web site: http://www.counseling.org N/A https://www.counseling.org/publications/bookstore?Product_code=78150 2019 ERIC JAN2020

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Yes Access to Education Student Participation Pacific Islanders Ethnic Groups Educational Environment Elementary School Students Foreign Countries Socioeconomic Status Mathematics Instruction Gibbs, Bronwyn Hunter, Roberta Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Elementary Education Patterns of participation in mathematics are often affected by power and status structures in the classroom. This case study focuses on two 10-year-old students who have achievement and status and power issues in mathematics, within a class of predominantly Maori and Pasifika students from low socio-economic backgrounds. The findings illustrate the impact teachers have on the opportunities to participate available to students in the mathematics classroom, through practices which explicitly address status issues. Importantly, they show that unless teachers intervene to address inequities and promote participation the status quo of diverse students underachieving in mathematics remains. ED592461 Making Mathematics Accessible for All: A Classroom Inquiry Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Patriotism Teaching Methods Citizenship Education Nationalism Political Attitudes Civil Rights Citizenship Biculturalism Democracy Military Training Instructional Materials Humanism Personal Narratives Resistance (Psychology) Popular Culture Music Dissent Social Justice Theater Arts Immigrants Group Membership Group Unity Emotional Response Boldt, Gail, Ed. Collected Works - General Reports - Research Bank Street College of Education English This issue of the "Bank Street Occasional Paper Series" seeks to grapple with the complexity of patriotism, particularly in relation to its workings in the lives of teachers and students in schools. Like it or not, schools teach (about) patriotism implicitly if not explicitly. Therefore, much consideration needs to go into what schools should teach about and how they should enact patriotism. Patriotism is neither simplistic nor arcane, two common tropes. Rather, it is dynamically messy and as relevant as ever, in the present moment of rising populist and nationalist sentiments in the United States and across the world. As the pieces in this issue show, patriotism--and the learning and teaching of it--is complicated and contested, loved and hated, seemingly straightforward but entirely complex. Contents included: (1) Learning and Teaching the Complexities of Patriotism Here and Now (Mark T. Kissling); (2) "That's Quite a Tune": An Interview with Bruce Springsteen (Mark T. Kissling); (3) Loving America with Open Eyes: A Student-Driven Study of U.S. Rights in the Age of Trump (Margaret Nell Becker); (4) Patriotism and Dual Citizenship (Patricia Gándara); (5) Fostering Democratic Patriotism through Critical Pedagogy (Hillary Parkhouse); (6) On Patriotism (William Ayers); (7) This Is about Us: Toward Democratic, Patriotic Pedagogy (Samuel J. Tanner); (8) Military Patriotism and the JROTC (Jenna Christian); (9) Constructed Patriotism: Shifting (Re)Presentations and Performances of Patriotism through Curriculum Materials (Nina Hood and Marek Tesar); (10) Patriotism for People in Diaspora Is Love of Humanity (Ming Fang He); (11) A Love-Hate Relationship: Personal Narratives of Pride and Shame as Patriotic Affects (Mark Helmsing); and (12) Patriotism? No Thanks! (Madhu Suri Prakash). [Individual articles contain references.] ED592462 Am I Patriotic? Learning and Teaching the Complexities of Patriotism Here and Now. Occasional Paper Series 40 Bank Street College of Education 2018-09-00 97 Bank Street College of Education. 610 West 112th Street, New York, NY 10025. Tel: 212-961-3336; Tel: 212-875-4400; e-mail: collegepubs@bankstreet.edu; Web site: http://www.bankstreet.edu T 2019 ERIC JAN2020

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No Adults Learning Readiness Global Approach Individual Characteristics Context Effect Predictor Variables Competence Literacy Numeracy Problem Solving Technological Literacy Educational Environment Educational Attainment Work Experience Age Gender Differences Cultural Differences Non Western Civilization Foreign Countries Smith, Thomas J. Rose, Amy D. Ross-Gordon, Jovita M. Smith, M. Cecil Speeches/Meeting Papers Reports - Research Belgium Canada Cyprus Czech Republic Denmark Estonia Finland Germany Ireland Italy Japan South Korea Netherlands Norway Poland Slovakia Spain Sweden United Kingdom United States ISSN- English The present study examined an international sample of adults from the Survey of Adult Skills administered by the Program for the International Assessment of Adult Competencies (PIAAC; Organisation for Economic Co-operation and Development, 2009) to assess (1) how specific individual and country-level characteristics predict adult readiness to learn, and (2) how readiness to learn predicts adult skills in literacy, numeracy, and problem-solving in technology-rich environments. Multilevel modeling showed that education and hours worked positively predicted readiness to learn, while age negatively predicted it, and men showed high levels of readiness to learn than women. At the individual level, a positive relationship between readiness to learn and skill proficiency was observed, while at the country level a negative relationship occurred. This "readiness to learn paradox" is discussed in terms of cultural differences in learning environments. ED592174 Adult Readiness to Learn: An International Study of Individual and Contextual Predictors AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 28 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Educational Technology Technology Uses in Education Robotics STEM Education Preservice Teachers Lesson Plans Elementary Education Teaching Methods Knowledge Level Pedagogical Content Knowledge Prior Learning Yuan, Jiangmei Kim, ChanMin Hill, Roger B. kim, Dongho Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education Higher Education Postsecondary Education Robotics is conducive to STEM learning. However, teachers are not prepared to integrate robotics into teaching STEM. Additionally, technology in general is used to transmit knowledge to support student learning from technology. To achieve meaningful learning outcomes, students need to use technology as a cognitive tool and learn with technology. This study examined how and why elementary education pre-service teachers integrate robotics into their lesson design. We analyzed pre-service teachers' lesson plans and conducted interviews. Our findings suggested that, in general, pre-service teachers designed lesson plans for student learning with technology. Pre-service teachers reported a lack of STEM knowledge and knowledge on integrating robotics into their lessons. Their classroom experience as students seemed to have affected their design. ED592175 Robotics Integration for Learning with Technology AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 37 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Middle School Teachers Technology Integration Educational Technology Technology Uses in Education Suburban Schools Pedagogical Content Knowledge Technological Literacy Teacher Attitudes Teaching Methods Teacher Competencies Fox, Andrea Dissertations/Theses - Doctoral Dissertations North Dakota EISSN- English Middle Schools Secondary Education Junior High Schools Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment for students, teachers must integrate technology with curriculum and evidence-based teaching practices. The purpose of this case study was to investigate current middle school teachers' technology integration in a suburban school district in North Dakota, Midwest Public Schools (pseudonym). Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual framework to guide the study. This study focused on exploration of current teacher practice in regard to technology integration and the perceived support they currently receive to do so. A case study research design was used, and data collection included interviews and classroom observations of 10 middle school teachers to determine current technology integration practices and explore the barriers for integration and teachers' perceived support in this endeavor. The 10 participants were chosen based on content area, grade level, and years of experience. The data were analyzed using thematic coding followed by an open coding process based on the TPACK framework constructs. Teachers are using technology in their instruction at varying levels. Overall, the case showed a strong indication of TCK and lower results in the area of student technology use. The results provided information for administrators in the district regarding additional training for teachers based on their current technology integration and perceived barriers of implementation in the classroom. Social change implications for this study involve an increased awareness of technology integration for teachers and administrators. Classroom teachers in this local district as well as districts across the nation could benefit from improved practice using technology to be able to learn and work in the complex school and work environments. [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.] ED592176 Middle School Teachers' Technology Integration ProQuest LLC Ed.D. Dissertation, Walden University 2018-00-00 978-0-4386-0221-2 163 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:10975763 2019 As Provided JAN2020

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Yes Student Teaching Student Teachers School Districts Public Schools Teacher Placement Teacher Education Programs Student Teacher Evaluation Centralization Educational Change Program Implementation Cooperating Teachers Goldhaber, Dan Grout, Cyrus Harmon, Kim Theobald, Roddy Guides - General Washington National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English Higher Education Postsecondary Education Purpose: A burgeoning literature investigates the importance of student teaching placements for teacher candidate development, but an important perspective that is largely missing from the existing literature is that of the school districts that host student teachers. In this paper, we describe the student teaching process from the perspective of Spokane Public Schools (SPS), highlighting the challenges associated with the student teacher placement process and several initiatives SPS has undertaken to improve student teaching experiences for teacher candidates. To our knowledge, this is the first systematic effort by a school district to improve the student teaching process and study the effects on teacher candidate outcomes. Conceptual Argument: Teacher education programs and school districts have a mutual interest in creating high-quality student teaching experiences. A fundamental challenge in efforts to improve student teaching is that teacher education programs have no authority over what happens to student teachers in the classrooms of public school districts. The initiatives undertaken by SPS illustrate the potential for districts to take a leadership role in defining the student teaching process and highlight some of the challenges inherent in hosting student teachers. Implications: The extent to which other districts have taken an active role in defining the student teaching process is unclear, but the experience of SPS thus far suggests that playing an active role can be a positive step toward improving the training received by the teacher candidates who are likely to be staffing their schools in the future. ED591815 A Practical Guide to Challenges and Opportunities in Student Teaching: A School District's Perspective. Working Paper No. 205-1018-1 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-10-00 Spencer Foundation Students 27 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 26 As Provided JAN2020 201600118

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No Computation Thinking Skills Measures (Individuals) Psychometrics Test Reliability Protocol Analysis Construct Validity Tang, Xiaodan Yin, Yue Lin, Qiao Hadad, Roxana Speeches/Meeting Papers Reports - Research ISSN- English Computational thinking (CT) has been recognized as an essential part of every child's education (Wing, 2006) and Bebras contest items have been frequently used to measure CT. Think alouds has emerged as a prominent method for identifying thought processes and correcting problems with assessments. As little research has examined validity evidence of Bebras items, this study conducted both quantitative and qualitative think alouds validation of selected Bebras items. The results showed that the selected Bebras items significantly correlated with another CT test. Students' think alouds revealed that some Bebras items measured construct-irrelevant skills and the proposed CT components of each item are not consistent with student thinking. This study proposes an effective validation process for CT assessments. ED591816 Making Computational Thinking Evident: A Validation Study of a Computational Thinking Test AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 17 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 13 As Provided JAN2020

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Yes Foster Care Child Welfare State Agencies Public Relations Consultation Programs Parent Surveys Parent Rights Parent Responsibility Best Practices Improvement Programs State Programs Reports - Evaluative Legal/Legislative/Regulatory Materials Washington Washington State Department of Children, Youth, and Families (DCYF) English This report is prepared in compliance with HB 1661 Sec 104(2)(k), which requires the Department of Children, Youth, and Families (DCYF, or the Department) Office of Innovation, Alignment, and Accountability (OIAA) to submit to the Governor and the appropriate policy and appropriation committees of the Legislature: (1) A review of the current process for addressing foster parent complaints and concerns through the Department and through the office of the family and children's ombuds established in chapter 43.06A RCW that includes an examination of any deficiencies of the current system; and (2) Recommendations for expanding, modifying, and enhancing the current system for addressing individual foster parent complaints to improve child welfare, the experience of foster parents, and the overall functioning of the child welfare system. This report provides a broad review of the processes in place for the Department to learn of, and respond to, foster parent concerns; and a brief review of data on foster parent complaints and concerns. In addition, it summarizes steps the Department is taking to enhance system responsiveness to foster parent concerns. ED592818 Office of Innovation, Alignment, and Accountability: Addressing Foster Parent Complaints and Concerns. Report to the Washington State Legislature Washington State Department of Children, Youth, and Families 2018-12-00 13 Washington State Department of Children, Youth, and Families. e-mail: communications@dcyf.wa.gov; Web site: https://www.dcyf.wa.gov/ N/A 2019 ERIC JAN2020

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No Foreign Countries Higher Education Educational Policy Federal Government State Government Governance Educational Finance Financial Support Quality Assurance Equal Education Teacher Education Programs Professional Education Technical Education Books Reports - Descriptive Mexico EISSN-1990-0198 Organisation for Economic Cooperation and Development (OECD) (France) English Higher Education Postsecondary Education This review of higher education policy in Mexico was requested by the Mexican Ministry of Education to take stock of progress since the last OECD review of the higher education system in Mexico, published in 2008, and to support development of the new government's National Development Plan and Sectoral Education Programme. The report examines the state of the higher education sector in Mexico and analyses key policies implemented by the federal and state governments. It assesses national governance and co-operation structures that help to guide the higher education system, and the relevance of existing national strategies. It also looks at public funding of higher education institutions, how the quality of higher education programmes is assured; and the extent to which the higher education system contributes to equity. The report concludes by exploring two key sectors of higher education: teacher education colleges and professional and technical institutions. A companion volume focusing on the labour market relevance and outcomes of higher education is also available: Higher Education in Mexico: Labour Market Relevance and Outcomes. [To view the companion report, see ED592804.] ED592819 The Future of Mexican Higher Education: Promoting Quality and Equity. Reviews of National Policies for Education OECD Publishing 2019-01-10 978-9-2643-0937-1 198 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/9789264309371-en 2019 As Provided JAN2020

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Yes Educational Legislation Federal Legislation Educational Innovation Student Needs Educational Improvement Hearings Accountability Federal Government Government Role Elementary Secondary Education School Turnaround Educational Change Citizenship Education Charter Schools Public Schools State Government Career Readiness College Readiness Educational Objectives Low Income Students At Risk Students Evidence Based Practice Academic Standards Educational Finance Federal Aid 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 This hearing of the Committee on Health, Education, Labor, and Pensions examines No Child Left Behind, focusing on innovation to better meet the needs of students. The questions addressed are: (1) What is your State, district, or school doing to implement innovative approaches to improve academic outcomes for students, particularly low-income and at-risk students?; and (2) How can the Federal law be improved to encourage more States, districts, and schools to innovate? Following opening statements by Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Patty Murray (U.S. Senator from the State of Washington), the following senators provide statements: (1) Honorable Bill Cassidy, a U.S. Senator from the State of Louisiana; (2) Honorable Richard Burr, a U.S. Senator from the State of North Carolina; (3) Honorable Michael F. Bennet, a U.S. Senator from the State of Colorado; (4) Honorable Barbara A. Mikulski, a U.S. Senator from the State of Maryland; (5) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (6) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; (7) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania; and (8) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island. Prepared witness statements are offered by: (1) James M. McIntyre, Jr., B.A., M.S., Ph.D., Superintendent, Knox County Schools, Knoxville, Tennessee; (2) Katie Duffy, CEO, Democracy Prep Public Schools, New York, New York; (3) Ken Bradford, Assistant Superintendent, Louisiana Department of Education, Baton Rouge, Louisiana; (4) Susan Kessler, Executive Principal, Hunter Lane High School, Nashville, Tennessee; (5) Henriette Taylor, MSW, LGSW, Community School Coordinator, The Historic Samuel Coleridge-Taylor Elementary School, Baltimore, Maryland; (6) Josh Davis, Vice President, External Affairs, Delta Health Alliance, Stoneville, Mississippi; and (7) Robert Balfanz, Ph.D., Research Professor, Center for Social Organization of Schools, Johns Hopkins University School of Education, Baltimore, Maryland. Additional materials include: (1) Response by James M. McIntyre, Jr., B.A., M.S., Ph.D. to questions of: Senator Hatch and Senator Murkowski; (2) Response to questions of Senator Murkowski by: Katie Duffy and Ken Bradford; (3) Response by Susan Kessler to questions of: Senator Hatch and Senator Murkowski; and (4) Response to questions of Senator Murkowski by: Henriette Taylor, Josh Davis, and Robert Balfanz. ED592820 Fixing No Child Left Behind: Innovation to Better Meet the Needs of Students. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, First Session on Examining No Child Left Behind, Focusing on Innovation to Better Meet the Needs of Students (February 3, 2015). Senate Hearing 114-544 US Senate 2017-00-00 75 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 2019 ERIC JAN2020

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No Academically Gifted Gifted Disabled Learning Disabilities Dyslexia Autism Attention Deficit Hyperactivity Disorder Ethnic Groups Talent Identification Best Practices Attitudes toward Disabilities Misconceptions Clinical Diagnosis Mental Disorders Social Development Emotional Development Advocacy Family School Relationship Spatial Ability Student Diversity African American Students Kaufman, Scott Barry, Ed. Books Collected Works - General English In an educational system founded on rigid standards and categories, students who demonstrate a very specific manifestation of intelligence flourish, while those who deviate tend to fall between the cracks. Too often, talents and interests that do not align with classroom conventions are left unrecognized and unexplored in children with extraordinary potential but little opportunity. For twice-exceptional (2e) children, who have extraordinary strengths coupled with learning difficulties, the problem is compounded by the paradoxical nature of their intellect and an unbending system, ill-equipped to cater to their unique learning needs. "Twice Exceptional: Supporting and Educating Bright and Creative Students with Learning Difficulties" provides cutting-edge, evidence-based approaches to creating an environment where twice-exceptional students can thrive. Viewing the 2e student as neither exclusively disabled nor exclusively gifted, but, rather, as a dynamic interaction of both, leading experts offer holistic insight into identification, social-emotional development, advocacy, and support for 2e students. With chapters focusing on special populations (including autism, dyslexia, and ADHD) as well as the intersection of race and 2e, this book highlights practical recommendations for school and social contexts. In expounding the unique challenges faced by the 2e population, "Twice Exceptional" makes a case for greater flexibility in the approach to education and a wider notion of what it means to be academically successful. This book contains the following chapters: (1) Finding and Serving Twice-Exceptional Students: Using Triaged Comprehensive Assessment and Protections of the Law (Bobbie Gilman and Dan Peters); (2) Using a Positive Lens: Engaging Twice-Exceptional Learners (Susan Baum and Robin Schader); (3) Finding Hidden Potential: Toward Best Practices in Identifying Gifted Students with Disabilities (Edward R. Amend); (4) Misconceptions About Giftedness and the Diagnosis of ADHD and Other Mental Health Disorders (Deirdre V. Lovecky); (5) Knowns and Unknowns about Students with Disabilities Who Also Happen to Be Intellectually Gifted (Steven I. Pfeiffer and Megan Foley Nicpon); (6) How We Can Recognize and Teach Twice or Multi Exceptional Students (Susan Winebrenner); (7) 2E and Social-Emotional Development: One Label, Many Facets (Judy Galbraith); (8) Advocating for Twice-Exceptional Students (Rich Weinfeld); (9) It Takes a Team: Growing up 2e (Mary Ruth Coleman, Lois Baldwin, and Daphne Pereles); (10) Educating the Twice-Exceptional Child: Creating Strong School-to-Home Collaborative Partnerships (Kevin Besnoy); (11) Attention Divergent Hyperactive Giftedness: Taking the Deficiency and Disorder out of the Gifted/ADHD Label (Charles Fugate); (12) Appreciating and Promoting Social Creativity in Youth with Asperger's Syndrome (Matthew D. Lerner and Rebecca M. Girard); (13) The Spectrum of Twice Exceptional and Autistic Learners and Suggestions for Their Learning Styles (Richard O. Williams and Jeffrey Freed); (14) Visuo-Spatial Skills in Atypical Readers: Myths, Research and Potential (Maryam Trebeau Crogman, Jeffrey Gilger, and Fumiko Hoeft); (15) Gifted Dyslexics: MIND-Strengths, Visual Thinking, and Creativity (Susan Daniels and Michelle Freeman); (16) Being 3E, a new look at culturally diverse gifted learners with exceptional conditions: an examination of the issues and solutions for educators and families (Joy Lawson Davis and Shawn Anthony Robinson); (17) Where the Rubber Meets the Road: Supporting the Educational Success of Twice-Exceptional African American Students (Renae D. Mayes, Erik M. Hines, and James L. Moore, III); (18) Bridges Academy: A Strengths-Based Model for 2E (Carl Sabatino and Chris Wiebe); and (19) Integration and Dynamic Adaptation in the Formation of a Novel 2e School Model (Kimberly Busi and Kristin Berman). ED591288 Twice Exceptional: Supporting and Educating Bright and Creative Students with Learning Difficulties Oxford University Press 2018-02-01 978-0-1906-4547-2 Teachers 384 Oxford University Press. 198 Madison Avenue, New York, NY 10016. Tel: 800-445-9714; Fax: 919-677-1303; e-mail: custserv.us@oup.com; Web site: http://www.oup.com/us N/A https://global.oup.com/academic/product/twice-exceptional-9780190645472?cc=us&lang=en&# 2019 ERIC JAN2020

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No Police Education Police Crime Transfer of Training Attitudes Victims of Crime Behavior Change Instructional Effectiveness Incidence Adult Education Jacobi, Jennifer H. Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education This embedded, single-case study involved one police department in a jurisdiction containing indicators that human trafficking is present. This research sought to determine if specialized training on the indicators of human trafficking and the victim-centered approach to investigating these crimes would increase the number of cases being reported and investigated by officers and lead to a higher incidence of victim cooperation and ultimately more prosecutions of human traffickers. It also sought to assess the officers' attitudes towards the prevalence or lack of human trafficking incidents within their jurisdiction. Using the Transfer of Training Theory, this study attempted to determine if the officers who took the human trafficking training actually used what they were taught in the training and applied it to calls that contained human trafficking indicators. This study analyzed two sets of data. The first set of data was a questionnaire distributed to the police officers immediately after the training class. The results of the questionnaire analysis yielded an overall positive response from the officers relating to the topic of human trafficking training. The second set of data was police reports containing possible elements of human trafficking. These were manually coded and analyzed for officer behaviors in how they treated the potential victims, by what types of questions they asked, and what types of after-care services they provided. This study found that there were significant positive changes in officer behavior within cases containing indicators of human trafficking. The results of this study indicate that an agency policy in the form of written directives would be beneficial in order to reach the goal of 100% officer compliance with proper human trafficking investigation techniques. [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.] ED591289 The Effects of Training on Officer Response to Human Trafficking Cases ProQuest LLC Ed.D. Dissertation, St. Thomas University 2018-00-00 978-0-4385-7122-8 167 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:10933587 2019 As Provided JAN2020

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Yes Principals Transformative Learning Faculty Development Instructional Leadership Teacher Collaboration Administrator Role Teamwork Educational Quality Barriers Educational Change Educational Improvement Change Strategies Trust (Psychology) Time Teacher Improvement Redding, Sam Guides - Non-Classroom Tests/Questionnaires Center on School Turnaround at WestEd English This guide grew out of material used in the Transformation Academy, a professional learning program for principals charged with achieving the rapid improvement of their school. The intent of that program is to help principals get started with transforming instruction -- the change that is at the heart of school improvement. Transforming instruction is a big job, engaging administrators and teachers over multiple years. Because the challenge can seem so daunting, school leaders can profit from some guidance in knowing where and how to begin. This guide provides that starting point. In the approach laid out in this guide, the principal starts down the road to instructional transformation by convening a select group of teachers as an action team (or A-team) that will look closely at how the principal makes time for instructional leadership and how teachers help each other improve their practice. The team, which includes the principal, will examine every aspect of the school's instructional system, a system that consists of planning, providing, adjusting, and enhancing instruction. The team considers learning obstacles their students might face and how well the school builds students' capabilities as learners. At key points, the team solicits input from the entire faculty. Using the information drawn from this initial examination, the A-team sets a course for achieving instructional transformation. Like the Transformation Academy from which it is drawn, this guide rests on the research and practice base of "Four Domains for Rapid School Improvement: A Systems Framework" (Center on School Turnaround, 2017). That framework identifies four areas of focus, and key practices in each, that have been shown to be critical for achieving rapid and significant school improvement, including instructional transformation, the focus of this guide. The Center on School Turnaround at WestEd presents this guide to assist both those participating in the Transformation Academy and the many principals who are charged with significantly improving their schools, but are unable to attend the academy. ED592989 Jump-Starting Instructional Transformation for Rapid School Improvement: A Guide for Principals. The Center on School Turnaround Four Domains Series Center on School Turnaround at WestEd 2019-00-00 Department of Education (ED) Administrators 89 Center on School Turnaround at WestEd. 1000 G Street Suite 500, Sacramento, CA 95814. e-mail: cst_info@wested.org; Web site: http://centeronschoolturnaround.org N/A 2019 ERIC JAN2020 S283B120015

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Yes School Turnaround Educational Improvement Professional Development Capacity Building State Departments of Education Communities of Practice Teacher Evaluation Discussion Feedback (Response) Teamwork Cooperation School Districts Educational Change Reports - Descriptive Arizona Center on School Turnaround at WestEd English In May and June 2018, the Center on School Turnaround at WestEd hosted two online Thought Leadership Forums for state education agency officials who are members of the Leadership Council of the Network of State Turnaround and Improvement Leaders. The monthly forums are intended to build the capacity of SEAs and regional comprehensive centers to support rapid school turnaround. Forums are developed in pairs, with each pair focused on a key issue related to supporting school turnaround. The first of the two forums features a presentation by a recognized expert on that issue; the second forum, convened the following month, profiles work related to the topic, providing an on-the-ground example of the issue in action. This brief summarizes the information presented in the May and June 2018 forums, which examined how a structured approach to professional learning focused on collaborative feedback and self-reflection can transform instruction and learning for both teachers and students. ED592990 Thought Leadership Forum Brief: Formative Assessment and Agency as Drivers of Instructional Transformation Center on School Turnaround at WestEd 2018-09-00 Department of Education (ED) 6 Center on School Turnaround at WestEd. 1000 G Street Suite 500, Sacramento, CA 95814. e-mail: cst_info@wested.org; Web site: http://centeronschoolturnaround.org N/A 2019 ERIC JAN2020 S283B120015

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Yes College Students Paying for College Debt (Financial) Financial Needs Student School Relationship Well Being Public Colleges Community Colleges Private Colleges Student Needs Klepfer, Kasey Ashton, Bryan Bradley, Dwuana Fernandez, Christopher Wartel, Max Webster, Jeff Reports - Research Tests/Questionnaires Numerical/Quantitative Data Trellis Company English Higher Education Postsecondary Education Two Year Colleges There is growing recognition that the interplay of student collegiate finances and academic performance influences key student outcomes like retention and graduation. Students experiencing high levels of stress related to finances and meeting basic needs may struggle to reach their academic potential. The Spring 2018 implementation of the Student Financial Wellness Survey (SFWS) captures the attitudes, perspectives, competencies, and self-reported financial behaviors of over 6,000 students from 12 colleges and three states. Student respondents attended public universities, private colleges, and community colleges that range in size from more than 40,000 students to under 1,000. Trellis Research, a department within Trellis Company, designed and implemented the SFWS to document the financial well-being of postsecondary students at participating schools and to inform discussions about college affordability, student debt, and financial wellness at the campus level and among policymakers. The analysis begins with an examination of (1) Student Financial Security which reports and the levels of stress students feel over money matters. Sometimes money anxieties reflect the uncertainty students experience when trying to meet basic human needs like access to food and shelter. The SFWS provides valuable information on these experiences in the (2) Basic Needs section. The next section, (3) Paying for College and Student Debt, inventories the ways students finance their education and how those methods are understood and felt by students. The final section reports on student (4) Perceptions of Institutional Support, i.e., the extent to which students believe that colleges, faced with competing demands for resources, are empathetic and responsive to the financial needs of their students. ED592463 Student Financial Wellness Survey Report. Spring Report Trellis Company 2018-06-00 52 Trellis Company. 301 Sundance Parkway, Round Rock, TX 78681. Tel: 800-252-9743; e-mail: communications@trelliscompany.org. Web site: http://www.trelliscompany.org/about-trellis/ N/A 2019 ERIC JAN2020

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No Preschool Children Psychomotor Skills Physical Activity Level School Readiness Disabilities Physical Activities Guidelines Preschool Education Aronson-Ensign, Katherine Favazza, Paddy C. Stalega, Melissa V. Ostrosky, Michaelene M. Yang, Hsiu-wen Akamoglu, Yusuf Cheung, W. Catherine Journal Articles Reports - Descriptive EISSN- English Preschool Education Early Childhood Education Many preschool teachers may be aware of the need to support motor skills and physical activity for their students but they are not sure how to actually achieve this goal. Often preschoolers' only motor time includes recess or a short movement with music activity during circle time, with limited or no structured motor curriculum. This article highlights "CHildren in Action: Motor Program for PreschoolerS" ("CHAMPPS"), a structured preschool motor program that utilizes UDL embedded lessons to support school readiness (e.g., social, language, motor, pre-academics) and elevated physical activity levels for children. First, we discuss the importance of structured motor programs for preschoolers with and without disabilities. Second, we describe how CHAMPPS is responsive to national guidelines regarding motor play. Third, the components of CHAMPPS are described. ED592464 CHAMPPS: Filling the Preschool Curriculum Gap Grantee Submission PALAESTRA v32 n4 p29-36 2018 2018-00-00 Institute of Education Sciences (ED) 8 T 2019 As Provided JAN2020 Yes R324A150074

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Yes School Entrance Age Cognitive Development Educational Attainment Grade Repetition Socioeconomic Status School Readiness Age Grade Placement Enrollment Outcomes of Education School Policy Dhuey, Elizabeth Figlio, David Karbownik, Krzysztof Roth, Jeffrey Reports - Research Tests/Questionnaires Florida National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English We present evidence of a positive relationship between school starting age and children's cognitive development from age 6 to 18 using a fuzzy regression discontinuity design and large-scale population-level birth and school data from the state of Florida. We estimate effects of being old for grade (being born in September versus August) that are remarkably stable -- always around 0.2 SD difference in test scores -- across a wide range of heterogeneous groups, based on maternal education, poverty at birth, race/ethnicity, birth weight, gestational age, and school quality. While the September-August difference in kindergarten readiness is dramatically different by subgroup, by the time students take their first exams, the heterogeneity in estimated effects on test scores effectively disappears. We do, however, find significant heterogeneity in other outcome measures such as disability status and middle and high school course selections. We also document substantial variation in compensatory behaviors targeted towards young for grade children. While the more affluent families tend to redshirt their children, young for grade children from less affluent families are more likely to be retained in grades prior to testing. School district practices regarding retention and redshirting are correlated with improved out- comes for the groups less likely to use those remediation approaches (i.e., retention in the case of more-affluent families and redshirting in the case of less-affluent families.) Finally, we find that very few school policies or practices mitigate the test score advantage of September born children. ED591817 School Starting Age and Cognitive Development. Working Paper 191 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-06-00 Department of Education (ED) National Institutes of Health (DHHS) Bill and Melinda Gates Foundation 48 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 68 As Provided JAN2020

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Yes Genetics Cognitive Development Child Development Socioeconomic Influences Siblings Twins Environmental Influences Reading Achievement Mathematics Achievement Parent Background Mothers Educational Attainment Elementary Secondary Education Gender Differences Figlio, David N. Freese, Jeremy Karbownik, Krzysztof Roth, Jeffrey Reports - Research Florida National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English Elementary Secondary Education Accurate understanding of environmental moderation of genetic influences is vital to advancing the science of cognitive development as well as for designing interventions. One widely-reported idea is increasing genetic influence on cognition for children raised in higher socioeconomic status families, including recent proposals that the pattern is a particularly US phenomenon. We use matched birth and school records from Florida siblings and twins born in 1994-2002 to provide the largest, most population-diverse consideration of this hypothesis to date. We find no evidence of SES moderation of genetic influence on test scores, suggesting that articulating gene-environment interactions for cognition is more complex and elusive than previously supposed. ED591818 Socioeconomic Status and Genetic Influences on Cognitive Development. Working Paper 193 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-06-00 National Science Foundation (NSF) Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Bill and Melinda Gates Foundation 54 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 41 As Provided JAN2020 Yes

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No Higher Education Educational Research Racial Bias Social Justice Equal Education Student Diversity Scholarship Instruction Homosexuality Sexual Orientation Sexual Identity Socioeconomic Influences Community Colleges College Role College Faculty Global Approach Student Personnel Services College Admission College Students Developmental Studies Programs Organizational Theories Paulsen, Michael B., Ed. Books Collected Works - General ISSN-0882-4126 English Higher Education Postsecondary Education Two Year Colleges Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world. This book contains the following chapters: (1) Intellectual Autobiography (Sheila Slaughter); (2) Reclaiming Diversity: Advancing the Next Generation of Diversity Research Toward Racial Equity (Uma M. Jayakumar, Liliana M. Garces, andJulie J. Park); (3) Inventorying the Scholarship of Teaching and Learning Literature (John M. Braxton, Clay H. Francis, Jenna W. Kramer, and Christopher R. Marsicano); (4) The History of Lesbian, Gay, Bisexual, Transgender, Queer Issues in Higher Education (Karen Graves); (5) Reassessing the Two-Year Sector's Role in the Amelioration of a Persistent Socioeconomic Gap: A Proposed Analytical Framework for the Study of Community College Effects in the Big and Geocoded Data and Quasi-Experimental Era (Manuel S. González Canché); (6) The Professoriate in International Perspective (Joseph C. Hermanowicz); (7) Categorical and Limited Dependent Variable Modeling in Higher Education (Awilda Rodriguez, Fernando Furquim, and Stephen L. DesJardins); (8) Revisiting Economies of Scale and Scope in Higher Education (Robert K. Toutkoushian and Jason C. Lee); (9) A Critical Exploration of Diversity Discourses in Higher Education: A Focus on Diversity in Student Affairs and Admissions (Leah Hakkola and Rebecca Ropers-Huilman); (10) Developmental Education: The Evolution of Research and Reform (Shanna Smith Jaggars and Susan Bickerstaff); and (11) Reimagining Organizational Theory for the Critical Study of Higher Education (Leslie D. Gonzales, Dana Kanhai, and Kayon Hall). [For the previous volume "Higher Education: Handbook of Theory and Research. Volume 32," see ED591560.] ED591561 Higher Education: Handbook of Theory and Research. Volume 33 Higher Education: Handbook of Theory and Research 2018-00-00 Association for Institutional Research (AIR) Association for the Study of Higher Education 978-3-3197-2489-8 595 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springer.com/series/6028 T https://doi.org/10.1007/978-3-319-72490-4 2019 ERIC JAN2020

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Yes Postsecondary Education Student Records Information Storage Information Security Information Management Web Sites Information Networks Privacy Governance Data Collection Access to Information Design Federal Government Roberson, Amanda Janice Rorison, Jamey Voight, Mamie Reports - Descriptive Institute for Higher Education Policy (IHEP) English Postsecondary Education Accurate and complete data can empower college choices, promote student success, and inform federal, state and institutional policies. Yet existing postsecondary student data systems are disconnected, duplicative and incomplete. "A Blueprint for Better Information: Recommendations for a Federal Postsecondary Student-Level Data Network" underscores the need for a coordinated and comprehensive network that leverages data from existing federal systems to paint a more complete picture of student outcomes. "A Blueprint for Better Information" outlines the details necessary to create a secure and effective student-level data network: (1) Privacy and security principles; (2) Data governance strategies; and (3) Operations and capacity requirements. Without a coordinated network, students, college leaders and policymakers lack critical information about student outcomes to make informed decisions about higher education. IHEP [Institute for Higher Education Policy] leads the?Postsecondary Data Collaborative, an initiative to advocate for the use of high-quality postsecondary data to promote student success and educational equity, evaluate and inform federal, state and institutional policies, and empower college choices. ED591562 A Blueprint for Better Information: Recommendations for a Federal Postsecondary Student-Level Data Network Institute for Higher Education Policy 2017-10-00 Bill and Melinda Gates Foundation 13 Institute for Higher Education Policy. 1825 K Street Suite 720, Washington, DC 20006. Tel: 202-861-8223; Fax: 202-861-9307; e-mail: institute@ihep.org; Web site: http://www.ihep.org N/A 2019 0 As Provided JAN2020

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Yes School Schedules Low Achievement Eligibility Literacy Education Reading Achievement Program Effectiveness Time Factors (Learning) Extended School Day Elementary Secondary Education Student Characteristics Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Figlio, David Holden, Kristian L. Ozek, Umut Reports - Evaluative Florida National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English Elementary Secondary Education 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 Grade 9 High Schools Grade 10 Instructional time is a fundamental educational input, yet we have little causal evidence about the effect of longer school days on student achievement. This paper uses a sharp regression discontinuity design to estimate the effects of lengthening the school day for low-performing schools in Florida by exploiting an administrative cutoff for eligibility. Our results indicate significant positive effects of additional literacy instruction on student reading achievement. In particular, we find effects of 0.05 standard deviations of improvement in reading test scores for program assignment in the first year, though long-run effects are difficult to assess. ED591819 Do Students Benefit from Longer School Days? Regression Discontinuity Evidence from Florida's Additional Hour of Literacy Instruction. Working Paper No. 201-0818-1 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-08-00 Smith Richardson Foundation Institute of Education Sciences (ED) 48 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 44 As Provided JAN2020 Yes

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No Undocumented Immigrants Equal Education Access to Education Activism Educational Change High School Students Politics of Education Social Justice Advocacy Postsecondary Education Educational Policy Craven, Krista Ramirez, Jazmin Montero, Diana Robles, Maria Robles, Rodrigo Speeches/Meeting Papers Reports - Research Tennessee ISSN- English High Schools Secondary Education Postsecondary Education Educational equity for undocumented immigrants has become a widely discussed issue in both the political and public realm of Tennessee. This presentation focuses on the ways in which undocumented immigrant youth in Tennessee confront and challenge educational inequities, particularly that of affordable access to higher education. This presentation draws on data from 24 oral histories from a multi-year participatory action research project with members of a youth-led undocumented-immigrant organizing group. We argue that by engaging in a combination of various forms of resistance and activism, undocumented youth are influencing the social and political landscape of Tennessee, laying the groundwork for educational equity to become a more plausible reality within the state. ED591820 "We Are the Future of Tennessee": Undocumented Students' Fight for Educational Equity in Tennessee AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 10 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 20 As Provided JAN2020

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Yes Social Responsibility Sustainable Development Business Communication Age Differences Technological Literacy Business Administration Education Ethics Critical Thinking Problem Solving Course Content Information Security Industry Higher Education Retailing Sexual Harassment Civil Rights Bullying Information Technology Federal Government Teaching Methods Current Events Work Environment Citizen Participation Burgess-Wilkerson, Barbara Hamilton, Clovia Garrison, Chlotia Robbins, Keith Speeches/Meeting Papers Information Analyses EISSN- English Higher Education Postsecondary Education As of 2015, millennials (born in the 1990's) became the largest population in the workplace -- and are still growing. Studies indicate millennials are tech savvy but are lagging in the exercise of digital responsibility. In addition, they are passive towards environmental sustainability and fail to grasp the importance of social responsibility. This paper provides a review of such findings relating to business communications educators in their classrooms. The literature should enable the development of millennials as excellent global citizens through business communications curricula that emphasize: digital citizenship, environmental sustainability and social responsibility. The impetus for this work is to provide guidance in the development of courses and teaching strategies customized to the development of millennials as digital, environmental and socially responsible global citizens. ED591821 Preparing Millennials as Digital Citizens and Socially and Environmentally Responsible Business Professionals in a Socially Irresponsible Climate Online Submission Paper presented at the Annual Meeting of the Association for Business Communication (83rd, Miami, FL, Oct 24-27, 2018) 2018-10-27 20 N/A 2019 98 As Provided JAN2020

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No State Universities Achievement Gap Equal Education Educational Change Inclusion College Faculty Educational Planning Time to Degree Clifford Ertle, Ellen L. Dissertations/Theses - Doctoral Dissertations California EISSN- English Higher Education Postsecondary Education Graduation from a college or university has important individual benefits, including higher rates of employment, earnings, and better health and wellness outcomes. Historically, college enrollment and degree attainment has been unequal, with higher enrollments among white and more affluent students. Even as access and enrollment have increased nationally for all groups, graduation rates continue to show a large gap by race and income level, commonly referred to as "achievement gaps" or "equity gaps". The California State University system has embarked on an ambitious initiative (GI 2025) designed to eliminate the equity gaps and decrease time to graduation on their campuses. This study utilizes three individual case studies and a cross-case analysis to explore the central research question: "How do campus leaders envision and engage faculty in eliminating equity gaps and working toward the broader goals of the California State University (CSU) 2025 Graduation Initiative?" The research uses a transformative change model to understand whether, and how, universities engaged in transformative processes to address equity gaps. Findings suggest that while campus leaders identify the importance of faculty and classroom practices, there is little systematic inclusion of faculty in the development of the plan, and that campuses fall short of transformative change. Nevertheless, key aspects of the transformative change model can be found in all cases, suggesting that some foundation exists for ongoing work. [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.] ED591290 Strategies for Increasing Equity through Transformative Institutional Change: A Multi-Case Study ProQuest LLC Ed.D. Dissertation, University of California, Davis 2018-00-00 978-0-4386-2952-3 140 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:10933759 2019 As Provided JAN2020

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No Mathematics Instruction Assignments Problem Solving Mathematical Concepts Mathematics Achievement Middle School Students High School Students Teacher Behavior Instructional Improvement Teacher Attitudes Faculty Development Instructional Effectiveness Bottoms, Gene Merritt, Amanda Mollette, Dan Tadlock, Joseph Reports - Research Alabama Louisiana North Carolina West Virginia Delaware Kentucky Mississippi South Carolina Southern Regional Education Board (SREB) English Middle Schools Secondary Education Junior High Schools High Schools This report presents results of teacher and student surveys on how powerful Mathematics Design Collaborative practices are shifting how teachers teach. It also summarizes student achievement data from schools using the strategies in four states. In vignettes and testimonials, teachers who completed Southern Regional Education Board (SREB) professional development on Mathematics Design Collaborative (MDC) share how they have grown as teachers and how their students' understanding of math concepts has improved. ED591291 Making Math Matter: High-Quality Assignments That Help Students Solve Problems and Own Their Learning Southern Regional Education Board (SREB) 2018-02-00 80 Southern Regional Education Board. 592 10th Street NW, Atlanta, GA 30318-5790. Tel: 404-875-9211; Fax: 404-872-1477; e-mail: publications@sreb.org; Web site: http://www.sreb.org N/A https://www.sreb.org/sites/main/files/file-attachments/18v04_math_matters_report_final.pdf 2019 13 As Provided JAN2020

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No Graduate Students Student Satisfaction Doctoral Programs Online Courses Personality Traits Education Courses Student Attrition Educational Theories Public Colleges Vaughn, Shelby Duncan Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Online learning remains a convenient educational delivery route for students; however, universities continue to report high attrition rates, specifically in Doctor of Education (Ed.D.) programs. High attrition rates leave universities and students with financial and emotional consequences. In previous studies, researchers identified student satisfaction as a contributor to attrition. Within student satisfaction studies, researchers discovered that interaction and personality traits could predict satisfaction. To examine these relationships, the researcher framed the quantitative, correlational research study using the theory of transactional distance. During the theory's 1993 introduction, Moore placed specific focus on the constructs of autonomy, dialogue, and structure. Theoretical revisions placed a greater emphasis on the dialogic interaction sub-constructs that consisted of student-content, student-interface, student-instructor, and student-student interactions. Through robust regression analyses, data obtained from 169 online Ed.D. students enrolled at 11 Southeastern U.S. public universities revealed positive, statistically significant relationships (R[superscript 2] = 0.77, F(11, 157) = 46.81, p < 0.05) among the predictor and outcome variables. Additionally, honesty-humility and openness to experience positively mediated dialogic interaction and program satisfaction relationships. The study's results add to the limited amount of literature on online Ed.D. student program satisfaction. Additionally, study results can provide all Ed.D. program stakeholders with strategies for assessment, for the identification of online program areas in need of improvements, and for implementation of appropriate interactive teaching aids and educational activities necessary for improving student program satisfaction and retention rates. [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.] ED591292 Online Doctoral Student Satisfaction as Influenced by Personality and Transactional Distance ProQuest LLC Ed.D. Dissertation, The University of West Florida 2018-00-00 978-0-4386-7128-7 203 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:10933782 2019 As Provided JAN2020

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No Graduate Students Student Characteristics Doctoral Programs Masters Programs College Choice Economic Factors Employment Level Place of Residence Costs Gender Differences Age Differences Racial Differences Ethnicity Chessman, Hollie M. Lester, Jaime R. Gillies, Amy Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Graduate student enrollment across the United States is declining in colleges and universities, which is a concern based on the number of jobs that will require graduate degrees in 20 years. Through a survey at a mid-Atlantic university, this study identifies how Masters and Doctoral students differ in college choice. By utilizing variables related to the literature and a framework based on English and Umbach's (2016) graduate student choice work, the authors propose that demographic, importance, and influence variables impact Masters and Doctoral choice differently. Using a stepwise logistic regression for both populations, results indicate Masters students are more econometric in their college choice, while Doctoral students' choice is more influenced by whether they are working full-time and their in-state status. Implications for recruitment is discussed. ED592177 Graduate Student Choice: The Differences between Doctoral and Masters Students AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 30 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Democracy Terrorism Educational Policy United States History History Instruction Textbooks Textbook Content Citizenship Education Government (Administrative Body) Power Structure Civics Social Studies High Schools Hammell, Sahtiya Hosoda Speeches/Meeting Papers Reports - Evaluative Virginia ISSN- English High Schools Secondary Education John Dewey said that "democracy needs to be reborn in each generation and education is its midwife." While there has been criticism of the Bush administration's post-9/11 agenda, there is little recognition of the role that his education policy played to rebirth democracy for a nation in crisis. This paper analyzes the ways that 9/11 has impacted textbooks in the United States in their depiction of citizenship and government that has implications for inclusive citizenship and history education. Drawing upon textbooks, education policy and scholarly discourse, this research reveals how inherent exclusions in the conception of citizenship erases students who are outside of hegemonic power structures. ED592178 Brave New World: How 9/11 Influenced Textbooks and Shaped Conceptions of American Identity AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Bilingualism Grade 2 Elementary School Students Case Studies French Writing Instruction Decision Making Writing (Composition) English (Second Language) Immigrants Cultural Background Morphis, Elizabeth A. Speeches/Meeting Papers Reports - Research New York (New York) ISSN- English Grade 2 Primary Education Elementary Education Early Childhood Education Young children enter the classroom with out-of-school resources from their lives, which can be used to support their official writing work. This qualitative case study, at French-English bilingual school, explores how two emergent bilingual second grade students made decisions about the topics that they included into their official writing pieces during French writing time. Findings suggest that the students made deliberate choices about what to include in their writing, usually drawing upon their out-of-school resources in an effort to share events in their lives with their classroom teacher and peers. ED592179 Meaningful Writing: The Choices of Young Emergent Bilingual Students When Drawing on Their Out-of-School Resources AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 6 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 ERIC JAN2020

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No Administrator Attitudes Charter Schools Competition School Choice School Effectiveness Public Schools Institutional Characteristics Educational Strategies Principals Reading Achievement Mathematics Achievement Achievement Gap Proximity Special Needs Students Elementary Schools Creed, Benjamin Jabbar, Huriya Scott, Michael R. Speeches/Meeting Papers Reports - Research Arizona ISSN- English Elementary Education One common expectation of school choice policies is that they will generate competition between schools. Despite the large body of work examining whether competition improves student outcomes, we know less about how competition works in the educational sector. We know even less about how charter school leaders perceive and respond to competitive pressures. Using original survey data from the state of Arizona and a multivariate regression framework, we examine which factors predict the competitive relationships between schools and the strategies school leaders report adopting in response to competitive pressures. Our findings inform policy discussions, problems of practice, and provide the impetus for future scholarly work. ED591822 Understanding Charter School Leaders' Perceptions of Competition in Arizona AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 29 As Provided JAN2020

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No Informal Education Science Education Educational Environment Learner Engagement Emotional Experience Museums Middle School Students Exhibits Student Behavior Cognitive Processes Evans, Miriam Rappolt-Schlichtmann, Gabrielle Daley, Samantha G. Reich, Christine Ann Cahill, Clara Speeches/Meeting Papers Reports - Research Massachusetts (Boston) ISSN- English Middle Schools Secondary Education Junior High Schools There is widespread agreement that emotions play a critical role in informal science learning, yet little is known about the emotional experiences of children in informal science learning environments. This study aims to address this challenge by exploring the relationships among emotional, behavioral, and cognitive engagement in a science museum exhibition. Participants included 88 middle-school aged children who explored a exhibition focused on ratio and proportion at the Museum of Science, Boston. A variety of measurement techniques were used to assess children's emotional, cognitive, and behavioral engagement as they explored the exhibition. Findings point to the importance of feelings of struggle in this context, and the potential for experiences of struggle to support deep cognitive and behavioral engagement. ED591823 Productive Struggle: Engagement in Informal Science Learning Environments AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 5 As Provided JAN2020

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No Preservice Teachers Student Attitudes Social Justice Mathematics Instruction Downing, Gregory Alonzo Black, Brittney Smith, Elyse L. Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education This study examines preservice teachers' conceptions of teaching mathematics using a social justice lens. Situated at a large, public, predominantly white institution in the southeast United States, where PSTs are not required to take a course on teaching diverse populations, participants were asked to respond to questions surrounding their experience with a mathematical social justice activity adapted from Gutstein (2005). Using the PSTs' responses from pre- and post-surveys, researchers were able to compare initial conceptions of teaching for social justice to understandings after an activity involving social justice topics of world wealth and population disparity. Preliminary results show that preservice teachers' attitudes shifted from naive/general notions of teaching mathematics for social justice to somewhat more concrete ideas. ED591824 Preservice Teachers' Views on Social Justice Topics in the Mathematics Classroom AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 11 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 28 As Provided JAN2020

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No Mentors College Readiness Low Income Students Computer Mediated Communication High School Students Interpersonal Relationship Skill Development Success Program Effectiveness Student Participation Grade 10 Grade 9 Grade 12 Grade Point Average Graduation Attendance Goal Orientation Racial Differences Ethnicity Gender Differences Student Characteristics Socioeconomic Status Poverty Merrill, Lisa Cole, Rachel Soltani, Jasmine Kang, David Reports - Research-practitioner Partnerships Tests/Questionnaires Numerical/Quantitative Data New York (New York) New York University, Research Alliance for New York City Schools English High Schools Secondary Education Grade 10 Grade 9 Junior High Schools Middle Schools Grade 12 This document provides the technical appendices to the full report entitled: iMentor's College Ready Program Examining Implementation and Impacts for 10th Graders, Dec 2017. The appendices provide the following information: (1) Background Characteristics and Baseline Equivalence; (2) Methods for Calculating iMentor's Effects on Non-Cognitive Skills; (3) Methods for Calculating iMentor's Effect on Academic Outcomes and Attendance; and (4) Exploratory Analysis. [For the full report, see "iMentor's College Ready Program: Examining Implementation and Impacts for 10th Graders. Report," ED591554.] ED591564 iMentor's College Ready Program: Examining Implementation and Impacts for 10th Graders. Technical Appendices Research Alliance for New York City Schools 2018-01-00 18 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/research_alliance/publications/imentor_implementationandimpacts 2019 0 ERIC JAN2020

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Yes Educational Attainment Postsecondary Education State Legislation Educational Legislation Racial Distribution Ethnicity Student Educational Objectives Data Collection Minority Group Students Educational Trends Academic Degrees Achievement Gap Equal Education Grants Educational Finance Williams-Wyche, Shaun Fergus, Meredith Reports - Evaluative Numerical/Quantitative Data Minnesota Minnesota Office of Higher Education English Postsecondary Education In 2015, the Minnesota Legislature enacted a state postsecondary educational attainment goal: 70 percent of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 ("Minnesota Laws 2015 Chapter 69, Article 3, Section 6"). The law also sets 70 percent attainment goals for all races/ethnicities. To achieve this, Minnesota must close all disparities in postsecondary education by race. The legislation requires the Office of Higher Education to report annual progress towards meeting the 70 percent goal. This report updates progress towards meeting Minnesota's 70 percent postsecondary educational attainment goal by 2025. Data collected by the Minnesota Office of Higher Education, Minnesota State Colleges and Universities, and the Minnesota Demographic Center combine to provide estimates of postsecondary attainment. While Minnesota overall continues to make steady progress towards 70 percent, the same trend does not hold true across all racial and ethnic groups. In order to reach 70 percent, populations of color must comprise the majority of new recipients of postsecondary awards. This report provides the year three update on progress. [For the second report, "Educating for the Future 2016: Update and Policy Guide," see ED591566.] ED591565 Educating for the Future 2017. Annual Report Minnesota Office of Higher Education 2018-01-00 16 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 2019 0 ERIC JAN2020

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Yes Educational Attainment Postsecondary Education Educational Assessment Demography Educational Indicators State Surveys State Legislation Equal Education Grants School Statistics Racial Distribution Educational Policy State Policy Graduation Rate Best Practices Educational Legislation Educational Finance Access to Education Academic Degrees Costs Summer Programs Academic Advising Associate Degrees Developmental Studies Programs Change Strategies Data Collection Annual Reports Williams-Wyche, Shaun Fergus, Meredith Djurovich, Alexandra Reports - Evaluative Numerical/Quantitative Data Minnesota Minnesota Office of Higher Education English Postsecondary Education Two Year Colleges Higher Education The 2015 Minnesota Legislature enacted a state postsecondary educational attainment goal: 70 percent of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 ("Minnesota Laws 2015 Chapter 69, Article 3, Section 6"). To achieve this goal, Minnesota must address disparities across the educational pipeline. This is the second annual report on Minnesota's educational attainment goal, specifically providing an update of the original baseline targets established in the first report. Information included in this report is the combined work of the Minnesota Office of Higher Education (OHE), Minnesota State Demographic Center, and Minnesota State Colleges and Universities (Minnesota State). This and subsequent reports, as required by legislation, will include the updates to data and methodology used to establish educational attainment measures in Minnesota. [For the first report, "Educating for the Future: Baseline Estimates of Minnesota's Educational Attainment," see ED572333.] ED591566 Educating for the Future 2016. Update and Policy Guide Minnesota Office of Higher Education 2016-00-00 38 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 2019 0 ERIC JAN2020

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No Foreign Countries Play Educational Policy Early Childhood Education Reggio Emilia Approach Cultural Differences Preschool Curriculum Curriculum Development Story Telling Inquiry Educational Technology Technology Uses in Education Young Children Student Leadership Infants Toddlers Indigenous Populations Cultural Influences Sciences Literacy Education Urban Areas Computer Simulation Skill Development Child Behavior Toys Ebbeck, Marjory Waniganayake, Manjula Books Reports - Descriptive Australia Finland Singapore Hong Kong Cambodia Tanzania English Early Childhood Education Preschool Education This book demonstrates clear links between play and Australian education policy and framework documents, including the Early Years Learning Framework and National Quality Standards. It provides clear and in-depth coverage of essential theories, including good coverage of the Reggio Emilia approach and provides real life examples of professional practice provided throughout the text. Case studies and questions in each chapter encourage critical reflection on both the theory and practice of children's play. The text includes cross-cultural perspectives, including examinations of curriculum issues and children's play in Finland, Singapore, Hong Kong, Cambodia and Tanzania. Each chapter is accompanied by unique photographs providing authentic documentation of children's learning through play in a variety of social and cultural contexts. This book covers a range of topics highly relevant and of interest to today's educators, including: developing early childhood curriculum; assessing children including the use of learning stories; inquiry based learning; ICT and its use with young children; facilitating leadership in young children; working with infants and toddlers; play in the lives of Aboriginal children; consumer culture and its impact on young children's play; learning through science exploration; literacy learning through play; urban spaces and play including play space in the virtual world; the play-work interconnection; curriculum development and play for children in Finland; and guiding children's behaviour. ED591293 Play in Early Childhood Education: Learning in Diverse Contexts. Second Edition Oxford University Press 2017-03-12 978-0-1903-0321-1 Teachers 416 Oxford University Press. 198 Madison Avenue, New York, NY 10016. Tel: 800-445-9714; Fax: 919-677-1303; e-mail: custserv.us@oup.com; Web site: http://www.oup.com/us N/A https://global.oup.com/academic/product/play-in-early-childhood-education-9780190303211?cc=us&lang=en& 2019 ERIC JAN2020

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No Inclusion Educational Policy National Curriculum Curriculum Implementation Well Being Mental Health Student Needs Early Intervention Student Diversity Technology Uses in Education Learner Engagement Preservice Teachers Gifted Gender Issues English (Second Language) Second Language Learning Behavior Problems Disabilities Educational Legislation Hyde, Mervyn Carpenter, Lorelei Dole, Shelley Books Reports - Descriptive English Higher Education Postsecondary Education "Diversity, Inclusion and Engagement" presents a clear, socially oriented approach to understanding and developing inclusion in education. It focuses on encouraging preservice teachers to develop strategies to engage students of all backgrounds, needs and abilities in a diverse classroom. It conveys positive dimensions to promoting the implementation of inclusive education policy in practice, while at the same time focusing on those areas that we know are currently providing challenges for many teachers in engaging students in inclusive learning environments. This third edition responds to constant change in schools, the national curriculum implementation, national and international developments and heightened expectations of teachers by the public and employers. It includes some new chapters, notably one examining the needs of students facing challenges to their mental health and wellbeing. In addition, there is greater focus within most chapters on key issues, including early intervention, the use of technology, and assessment practices. There are also some new headings to help the instructors and students focus on classroom practice and facilitate individual and group learning. With extensive learning features that blend theoretical issues and context with practical skills, "Diversity, Inclusion and Engagement" provides pre-service teachers with the knowledge and understanding to manage classroom challenges and develop inclusive learning environments. ED591294 Diversity, Inclusion and Engagement. Third Edition Oxford University Press 2018-01-16 978-0-1903-0845-2 Students 544 Oxford University Press. 198 Madison Avenue, New York, NY 10016. Tel: 800-445-9714; Fax: 919-677-1303; e-mail: custserv.us@oup.com; Web site: http://www.oup.com/us N/A https://global.oup.com/academic/product/diversity-inclusion-and-engagement-9780190308452?cc=us&lang=en& 2019 As Provided JAN2020

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No Elementary Secondary Education Educational Quality Place of Residence Socioeconomic Status Regional Characteristics Differences Success Outcomes of Education Preschool Education Postsecondary Education Scores National Competency Tests Collected Works - Serial United States Massachusetts New Jersey New Hampshire Connecticut Minnesota National Assessment of Educational Progress Editorial Projects in Education (EPE) English Elementary Secondary Education Preschool Education Early Childhood Education Postsecondary Education This is the latest edition of Education Week's Chance-for-Success Index. Launched in 2007, it surveys a range of social and educational conditions that, taken together, affect a person's prospect of positive outcomes over the course of a lifetime. Articles in this issue include: (1) States Confront Challenges In Educational Landscape (Sterling Lloyd and Alex Harwin); (2) Striking Variations among the Best Places to Bring Up a Child (Daarel Burnette II); and (3) 'ZIP Code' Tyranny Drives K-12 Debate (Andrew Ujifusa). ED592465 Quality Counts 2019: Chance for Success. Grading the States. Education Week. Volume 38, Number 18 Education Week 2019-01-16 6 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: library@epe.org; Web site: http://www.edweek.org/info/about/ N/A https://www.edweek.org/ew/collections/quality-counts-2019-state-grades 2019 ERIC JAN2020

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Yes Budgets Educational Finance Elementary Secondary Education School Districts Fringe Benefits Retirement Benefits School Personnel Expenditure per Student School District Size Marchitello, Max Reports - Evaluative TeacherPensions.org Bellwether Education Partners English Elementary Secondary Education One would hope that as benefit costs increase, districts would correspondingly bump up their overall K-12 spending to ensure at least as much funding gets to classrooms as before. Unfortunately, that is not the case across the country or in the vast majority of states. In our new report, "Benefits Take Larger Bite out of District K-12 Budgets," we analyzed U.S. Department of Education district finance data from 2005 to 2014. In particular, we looked at overall elementary and secondary education spending and instructional spending, as well as the corresponding benefit spending. The results are alarming. Districts spending on benefits is growing at a much faster rate than their overall education spending. As a result, fewer dollars are making it into the classroom. We found that nationally benefit spending is up 22 percent compared with only a 1.6 percent increase in K-12 spending overall from 2005 to 2014. As a result, the share of national education funding spent on benefits jumped from 16 percent in 2005 to over 19 percent in 2014. In the aggregate, more than $11 billion fewer dollars made it to the classroom. At the state-level, anywhere from 8 to more than 30 percent of K-12 spending is dedicated to benefits. In the end, 23 states actually send fewer dollars in the classroom in 2014 than they did in 2005 after adjusting for inflation. This problem is likely to get worse before it gets better. ED592466 Benefits Take Larger Bite out of District K-12 Education Budgets Bellwether Education Partners 2018-08-00 Laura and John Arnold Foundation 21 Bellwether Education Partners. e-mail: contactus@bellwethereducation.org; Web site: http://bellwethereducation.org N/A 2019 As Provided JAN2020

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Yes Early Childhood Education Preservice Teacher Education Educational Research Research Needs Research Problems Teacher Effectiveness Preschool Teachers Educational Policy LiBetti, Ashley Reports - Descriptive Bellwether Education Partners English Early Childhood Education Higher Education Postsecondary Education Preschool Education Early childhood educators play a crucial role in supporting the development of our nation's youngest children. Research shows that the quality of interactions between adults and children is one of the strongest predictors of learning outcomes in early childhood classrooms, and that the difference between a more and less effective kindergarten teacher can have lifelong effects on children's learning and earnings. Given the research, policymakers and advocates are doing all they can to ensure that early educators are effective, often through improving the quality of their preparation. But as a field, we know next to nothing about how to prepare an effective early educator. "Let the Research Show" digs into the research on how an early educator's preparation affects their effectiveness in the classroom -- and ultimately finds that there are no clear answers about what high-quality teacher preparation looks like. This is particularly alarming because more and more states and localities are requiring preschool teachers to earn degrees. While some states are providing the resources and support to do so, completing a degree still carries a substantial financial and time cost, particularly for current early educators. If public policies demand that early educators earn degrees, it's crucial to ensure that this preparation actually helps them improve their practice -- and right now, the research can't guarantee that. This report proposes a research agenda to build on what we currently know about early childhood teacher preparation and fill the gaps in our knowledge. Specifically, the paper calls for research into the types of preparation practices and content that lead to effective early educators. At the same time, "Let the Research Show" makes the case that policymakers must be cautious with early childhood teacher preparation policy. For the sake of urgency, it's tempting to more closely standardize preparation and degree requirements, but that would be a mistake in the absence of more robust research. Instead, policymakers should design a more flexible policy environment that encourages program experimentation, builds on best practices, and can be refined as more research becomes available. ED592467 Let the Research Show: Developing the Research to Improve Early Childhood Teacher Preparation Bellwether Education Partners 2018-12-00 Joyce Foundation 33 Bellwether Education Partners. e-mail: contactus@bellwethereducation.org; Web site: http://bellwethereducation.org N/A 2019 As Provided JAN2020

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Yes Foreign Countries Cultural Differences Language Teachers Teacher Education Programs English (Second Language) Second Language Instruction Course Content College Credits Institutional Characteristics Employment Qualifications Experiential Learning Program Length Preservice Teacher Education Program Content Required Courses Karakas, Ali Yavuz, Ergul Journal Articles Reports - Research Turkey Malaysia EISSN-2147-1606 English Higher Education Postsecondary Education This paper reports on findings from a comparative study that attempted to identify the differences and similarities between the English language teacher education programs employed in Turkey and Malaysia. Employing a qualitative case study research design, document analysis was used to compare the programs in terms of several points. To this end, information related to each program was gathered from the relevant webpages of the programs and then subjected to content analysis. The analysis of the data revealed that the ELTEPs differ from each other in two main aspects, i.e. course-related and non-course related. In terms of course-related aspects, the programs vary across course contents, total credits, types of courses, with the Malaysian ELTEP having non-secular courses in the curriculum. Concerning non-course-related issues, it was found that differences lie in the length of the programs, the school types student-teachers can be appointed to after graduation, overseas experiences, length of field experience and career prospects. Finally, drawing on the differences and similarities between the two programs, suggestions are made to improve the programs by bearing in mind the strong sides of each program. ED591295 A Comparative Analysis of English Language Teacher Education Programs in Turkey and Malaysia Online Submission Cumhuriyet International Journal of Education - Cumhuriyet Uluslararasi Egitim Dergisi v7 n3 p287-306 Sep 2018 2018-09-00 20 T 2019 41 As Provided JAN2020

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No College Freshmen One Parent Family Student Attitudes Student Adjustment Self Concept At Risk Students Student Needs Student Development DeFinnis, Elizabeth Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This study investigated the process of transitioning to the first year of college from a single-family household. The topic of the transition to the first year of college has frequently been studied; however, it has not been studied from the perspective of the population of students coming from a single-parent home. A qualitative, grounded theory approach was utilized to address the research question, "How do first-year college students, from a single-parent household, experience the process of adjusting to college?" The purpose of this study was to gain an in-depth understanding of this transition to develop a theory to identify the process of transitioning to college from the perspective of students from a single-parent home. The data generated a theory that identified this transitional experience as a process of adjusting to changes in support systems that occurs within the process of developing a sense of self and self-awareness. The emerging theory identified that there are multiple components that contribute to self-development and awareness, which is necessary for a successful transition to the first year of college. The results of this study provided support needed for risk identification for students that do not have adequate support systems, which contributes to self-development and awareness. [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.] ED591296 First-Year College Students' from Single Parent Households Experience of the Process of Adjusting to College ProQuest LLC Ph.D. Dissertation, Capella University 2018-00-00 978-0-4384-3454-7 152 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:10934236 2019 As Provided JAN2020

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Yes Merit Pay Rewards Poverty National Standards Alternative Teacher Certification Program Effectiveness Teacher Competencies Achievement Gains Low Income Students Compensation (Remuneration) Incentives Teacher Salaries Educational Policy Cowan, James Goldhaber, Dan Reports - Research Washington National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English We study a teacher incentive policy in Washington State that awards a financial bonus to National Board certified teachers in high poverty schools. Using a regression discontinuity design, we find that the bonus policy increased the proportion of certified teachers in bonus-eligible schools by improving hiring, increasing certification rates of incumbent teachers, and reducing turnover. Depending on the method, we estimate that the proportion of NBCTs in treated schools increased by about four to eight percentage points over the first five years of eligibility. However, the improvement in certification rates corresponds to a change of about 0.2 to 0.3 percent of a standard deviation in teacher quality per year and we do not find evidence that the bonus resulted in detectable effects on student test achievement. ED591825 Do Bonuses Affect Teacher Staffing and Student Achievement in High Poverty Schools? Evidence from an Incentive for National Board Certified Teachers in Washington State. Working Paper No. 194-0618-1 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-06-00 Institute of Education Sciences (ED) Bill and Melinda Gates Foundation 60 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 67 As Provided JAN2020 Yes R305A060018

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No Service Learning Engineering Education Design Active Learning Student Projects Partnerships in Education College Freshmen Undergraduate Students College School Cooperation Elementary School Students Robotics Cooperation Dance Instructional Effectiveness Social Media McLean, Mandy McBeath, Jasmine Kyle Susko, Tyler Harlow, Danielle Boyd Bianchini, Julie Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Elementary Education There is a growing demand in the US for more trained engineers, yet attrition rates from university engineering programs are high and diversity in engineering is low. Few resources have been dedicated to the improvement of freshman engineering courses even though freshman students have the highest rates of attrition. Through a synthesis of the literature on inclusive tools and participant structures in educational settings, we developed, implemented, and researched a freshman mechanical engineering design course that incorporated elements of project-based learning, collaboration, service-learning, and customer-oriented design through a partnership with a local elementary school. Our research was grounded in the value and competence belief constructs defined by expectancy-value theory. Engineering values include enjoying engineering tasks, viewing engineering as useful, and identifying as an engineer and engineering competence beliefs encompass beliefs in one's engineering abilities in the present, as well expectancies for success in the future. Rich qualitative data collected from undergraduate participants suggested that this course was highly valued and helpful for increasing engineering-related competence beliefs. Further, these positive impacts were consistent across gender. From our results, we provide recommendations for strategies to help grow and diversify engineering. ED591826 Freshmen and Flash Mobs: The Development and Assessment of a Service-Learning Engineering Design Course Using Expectancy-Value Theory AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 34 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 29 As Provided JAN2020

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Yes Females Preservice Teachers Foreign Countries Mathematics Teachers Mathematics Instruction Pedagogical Content Knowledge Secondary Education Preservice Teacher Education Technology Integration Middle School Teachers Alsaleh, Fatimah Anthony, Glenda Speeches/Meeting Papers Reports - Research Saudi Arabia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Secondary Education Middle Schools Junior High Schools This study investigates how well Saudi pre-service teachers feel prepared to teach mathematics at secondary or middle schools through an interview-based exploration. The participants, a sample of 16 female mathematics pre-service teachers, were near the end of the final year of their 4-year education degree. Key findings show that these graduate teachers felt prepared in teaching methods and strategies, but less prepared about some aspects, namely classroom management, lesson preparation, and integration of technology. Findings from this study will contribute to the current drive to improve teacher and teaching quality, including initial teacher education in Saudi Arabia. ED592468 Preparedness to Teach: The Perspective of Saudi Female Pre-Service Mathematics Teachers Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Algebra Mathematics Tests Undergraduate Students Student Attitudes College Mathematics Study Skills Foreign Countries Ioannou, Marios Speeches/Meeting Papers Reports - Research United Kingdom Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education This study focuses on the undergraduate mathematics students' perceptions and applied techniques for the preparation for their final examination in Abstract Algebra. The results of this study suggest that the revision for the final examination involves, firstly, the review of the lecture notes, followed by the solution of the coursework together with the use of model solutions and the solution of the past papers. The order of the last two activities varies. An often-occurring revision technique involves, instead of a linear succession of the aforementioned activities, a 3-dimensional spiral approach towards revision, with the three activities interchanging until the students who apply it feel that they have achieved adequate object-level and metalevel learning. ED592469 Preparing for the Final Examination in Abstract Algebra: Student Perspectives and Modus Operandi Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Preservice Teachers Difficulty Level Problem Solving Student Attitudes Mathematics Instruction Learner Engagement Foreign Countries Mathematical Concepts Student Experience Numbers Berenger, Adrian Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education This paper reports the results of an investigation into the ways pre-service teachers engaged in structured problem solving as part of their first-year mathematics education course. The purpose of this study was to determine the preferred problem solving strategies of pre-service teachers and the types of difficulties they experienced. The written discourse of 179 pre-service teachers indicated difficulties with being able to articulate the strategies they used in their solution processes. The results also showed that pre-service teachers did not readily use models and relied largely on numerical procedures. ED592470 Pre-Service Teachers' Difficulties with Problem Solving Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Generational Differences English (Second Language) College Readiness Adult Students Immigrants English Language Learners College Students Two Year College Students Student Characteristics Teacher Expectations of Students Student Attitudes Student Responsibility Background Student Experience Interpersonal Relationship College Faculty Teacher Attitudes Suh, Emily Speeches/Meeting Papers Reports - Research ISSN- English Adult Education Higher Education Postsecondary Education Two Year Colleges Unlike Generation 1.5 or adolescent ESL students, Generation 1 students do not attend U.S. K-12 English as a Second Language (ESL) and often lack linguistic capital necessary for college success, thereby stalling their pursuit of the American Dream. This qualitative research examines a previously understudied group's transition from ESL. Generation 1 students are adult, immigrant, English language learners entering American higher education. As such, they face unique challenges unaddressed by research on ESL, international, or non-traditional students. Interviews with community college Generation 1 students, advisors and instructors illuminate Generation 1 perceptions of transitioning into college and highlight problematic differences between Generation 1 students' perceived strengths and instructor expectations. The research supports preparation of adult ESL students transitioning into college. ED592180 Lost in Translation: Generation 1 Learners' Transition from Adult ESL to Community College AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 36 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Principals Mentors Teacher Leadership Females Women Administrators Interpersonal Relationship Adult Learning Leadership Training Leadership Qualities Role Models Administrator Role Coaching (Performance) Participative Decision Making Professional Development Simons, Patricia Carey Frick, William C. Speeches/Meeting Papers Reports - Research ISSN- English Adult Education The purpose of this investigation is to explore through a historical case study the ways in which one principal mentored and built capacity with a school-based cohort of teachers who became school leaders themselves in a variety of capacities. Findings reveal a generative female leader who embraced strong philosophical and theoretical foundations enacted in an enriching innovative culture. The case study illustrates the nested activity of leadership in the development of a learning organization focused on strong relationships, continuous adult learning, and practical leading capacities that contributed to leadership dispersion and personal transformative experiences for teachers who choose to become leaders as well. ED592181 Principals Developing Teacher Leaders Who Become Leaders in Other Settings: A Case Study AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 39 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Cognitive Processes Difficulty Level Accounting Business Administration Education Academic Achievement Community Colleges Two Year College Students Scores Outcomes of Education Learning Theories Retention (Psychology) Canaday, Lynn Marie Dissertations/Theses - Doctoral Dissertations Missouri (Kansas City) EISSN- English Higher Education Postsecondary Education Two Year Colleges Accounting students are under-performing at learning foundational principles from traditional instructional pedagogy. The purpose of this quasi-experimental quantitative study is to provide a better scholarly understanding of the effectiveness of cognitive load theory as applied to the accounting classroom by examining the relationship between the application of cognitive load theory principles and student performance within foundational accounting courses. A diverse population of 132 college students has been assessed over a one-semester period in foundational accounting courses at a community college in a metropolitan setting in Kansas City, Missouri, at four different campuses within that district. Analysis of student performance data compared to learning objective criteria was performed to determine the overall effectiveness, measured by post-test scores, of the application of cognitive load theory in learning foundational accounting principles. Independent variables studied were instructional methodology, gender, and mode of course delivery. The difference between pre-test and post-test scores on the comprehensive assessment was significantly different between instructional methodologies, supporting the hypothesis that the difference is related to the implementation of cognitive load theory in the accounting classroom. The main effect for mode of course delivery indicated a significant difference between classrooms. By utilizing methodologies of cognitive load theory in the accounting classroom, this study has quantified the effect of increased student performance and retention of foundational accounting principles. This will encourage students to continue their studies in accounting thus increasing rates of completion and growing numbers of students to enter the profession. [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.] ED592182 The Effectiveness of Cognitive Load Theory as Applied to an Accounting Classroom: Is It Better for Achieving Student Learning Outcomes? ProQuest LLC Ph.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-3426-8 163 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:10975798 2019 As Provided JAN2020

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Yes Public Colleges Access to Education Minority Group Students Low Income Students Enrollment Graduation Rate College Students Achievement Gap Peters, Eleanor Eckerson Voight, Mamie Reports - Descriptive Indiana Ohio Illinois (Urbana) Illinois (Champaign) Michigan (Ann Arbor) Minnesota (Minneapolis) Minnesota (Saint Paul) Wisconsin (Madison) Institute for Higher Education Policy (IHEP) English Higher Education Postsecondary Education Public flagship universities were established to provide an excellent education to state residents. These premier, well-resourced institutions are therefore ideally positioned to address the longstanding inequities in college access and completion. With proven histories of tackling societal challenges head-on, such as combating climate change and researching cures for cancer, public flagships should be working to advance social and economic mobility for students in their state. This analysis of equity at public flagship universities in the Great Lakes region reveals persistent equity gaps in access and completion for students of color and low-income students. The equity snapshots included herein present trends in enrollment and graduation rates over time at six Great Lakes flagships: (1) Indiana University -- Bloomington; (2) Ohio State University -- Main Campus; (3) University of Illinois at Urbana-Champaign; (4) University of Michigan -- Ann Arbor; (5) University of Minnesota -- Twin Cities; and (6) University of Wisconsin -- Madison. ED591567 Inequities Persist: Access and Completion Gaps at Public Flagships in the Great Lakes Region Institute for Higher Education Policy 2018-10-00 4 Institute for Higher Education Policy. 1825 K Street Suite 720, Washington, DC 20006. Tel: 202-861-8223; Fax: 202-861-9307; e-mail: institute@ihep.org; Web site: http://www.ihep.org N/A 2019 0 ERIC JAN2020

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Yes English Language Learners School Districts Academic Achievement Faculty Development Enrichment Academic Support Services Parent Participation Elementary Secondary Education Educational Legislation Federal Legislation Federal Aid Quiroz, Blanca Beckwith, Shirley Williams, Haidee Reports - Descriptive Texas Elementary and Secondary Education Act Title III SEDL, Texas Comprehensive Center English Elementary Secondary Education This report describes how two school districts in Texas supported the achievement of English language learners (ELLs) beyond classroom instruction, through ancillary education enrichment opportunities with Title III funds. These particular districts were identified as those with some of the most successful ELL programs, as determined by improvement in student achievement. One district has one of the largest ELL populations, proportionally, and the other is the third largest in Texas. The districts' reported practices fell into three major categories: adult education that impacts parental involvement at school and school-related home support of ELLs; teachers' or schools' support activities that increase and/or enrich their value as resources for ELLs; and student services that go beyond classroom instruction and help districts cope with the diverse background of ELLs entering their schools. Each of these areas of support is described in this report. ED591568 Title III Supplemental Funds: Creative Ways to Support the Education of English Language Learners in Texas Schools. Briefing Paper Texas Comprehensive Center 2010-00-00 Department of Education (ED) 4 Texas Comprehensive Center. 4700 Mueller Blvd, Austin, TX 78723. Tel: 512-476-6861; Web site: https://texas-cc.org/ N/A 2019 8 ERIC JAN2020 S283B050020

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Yes Public Colleges Access to Education Minority Group Students Low Income Students Enrollment Graduation Rate College Students Achievement Gap School Policy Reports - Descriptive Minnesota (Minneapolis) Minnesota (Saint Paul) Institute for Higher Education Policy (IHEP) English Higher Education Postsecondary Education Public flagship universities were established with a mission to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at the University of Minnesota -- Twin Cities (U of M Twin Cities) finds large and growing gaps in college access and completion by race and socioeconomic status. To serve as a catalyst for mobility and equity for the state of Minnesota, the U of M Twin Cities must do a better job enrolling and graduating low-income students and students of color. [For "Inequities Persist: Access and Completion Gaps at Public Flagships in the Great Lakes Region," see ED591567.] ED591569 University of Minnesota - Twin Cities. Equity Snapshot Institute for Higher Education Policy 2018-10-00 7 Institute for Higher Education Policy. 1825 K Street Suite 720, Washington, DC 20006. Tel: 202-861-8223; Fax: 202-861-9307; e-mail: institute@ihep.org; Web site: http://www.ihep.org N/A 2019 0 As Provided JAN2020

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No Doctoral Programs Graduate Students Supervisor Supervisee Relationship Social Support Groups Burnout Student Attitudes Foreign Countries Time to Degree Dropouts Research Teacher Student Relationship College Faculty Risk Academic Persistence Peltonen, Jouni Aslak Vekkaila, Jenna Rautio, Pauliina Haverinen, Kaisa Laatikainen, Maija Pyhalto, Kirsi Maria Speeches/Meeting Papers Reports - Research Finland ISSN- English Higher Education Postsecondary Education Social support from the supervisor and the researcher community has been identified as one of the determinants for successful completion of doctoral studies. The study explores interrelations between the doctoral students' supervisory experience, satisfaction with supervision, experienced burnout, time-to-candidacy, and attrition intentions. Altogether, 402 doctoral students from a Finnish university completed the quantitative survey. The results show that doctoral students who received sufficient support from both their supervisors and the research community had relatively little destructive friction during their doctoral training, were less likely to have attrition intentions, were estimated to complete their programs in a shorter time, and experienced clearly less burnout than students who lacked supervision and research community support. ED592183 Interrelations between the Supervisory and Researcher Community Support Experiences and Risk Factors among Doctoral Students AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Professional Development Schools Teacher Researchers Action Research Educational Research Preservice Teacher Education Experience Teacher Attitudes Student Attitudes Inquiry Teacher Collaboration Garin, Eva Belle Speeches/Meeting Papers Reports - Research Tests/Questionnaires ISSN- English Higher Education Postsecondary Education This study focuses on teacher inquiry (including action research and inquiry groups) in a professional development schools context. Surveys, consisting of both qualitative and quantitative questions were distributed to 147 respondents including teachers in professional development schools (PDS) (n=54), teachers in non-PDS sites (n= 56) and preservice teacher candidates (n=37). The purpose of this survey was to examine the role of teacher inquiry in professional development schools and to compare the experiences of PDS teachers, teacher candidates and non-PDS teachers. To further examine the results of this survey in-depth interviews were conducted with teachers who had experienced teacher inquiry in both PDS sites and non-PDS sites. ED592184 Action Research in Professional Development Schools AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 26 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Counselor Training Cultural Influences Cultural Background Acculturation Stress Variables Foreign Students Graduate Students Self Efficacy Self Concept Measures Individualism Collectivism Predictor Variables Self Concept Ethnicity Values Correlation Immigrants Student Attitudes Interiano Estrada de Shiverdecker, Claudia Gabriela Dissertations/Theses - Doctoral Dissertations Multigroup Ethnic Identity Measure EISSN- English Higher Education Postsecondary Education The purpose of this study was to examine how cultural practices, cultural values, cultural identification, and acculturative stress related to counselor self-efficacy among foreign-born counseling students. A total of 93 foreign-born students currently enrolled in graduate counseling programs in the United States were included in this survey research study. Participants completed an on-line survey, which included the Counselor Self-Estimate Inventory, the Vancouver Index of Acculturation, the Horizontal and Vertical Individualism and Collectivism 16-item revised scale, the Multi-Group Ethnic Identity Measure-Revised, the Riverside Acculturative Stress Inventory, and a demographic questionnaire. A 2-step hierarchical multiple regression was conducted to analyze the data. The results indicated that acculturative stress accounted for 3% of the variance in counselor self-efficacy and was not statistically significant. However, after adding the remaining predictor variables to the equation, all the other predictive variables accounted for an additional 15% of the counseling self-efficacy among foreign-born counseling students. The findings suggest that: 1) ethnic identity and individualistic values positively influence counselor self-efficacy, 2) acculturative stress negatively influences counselor self-efficacy, and 3) continued research should continue to explore a multi-dimensional model of acculturation when examining foreign-born students' training in counseling. [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.] ED592185 A Multi-Dimensional Construct of Acculturation, Acculturative Stress, and Counselor Self-Efficacy among Foreign Born Counseling Students ProQuest LLC Ph.D. Dissertation, The University of North Carolina at Charlotte 2018-00-00 978-0-4386-1438-3 218 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:10975814 2019 As Provided JAN2020

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No Reading Instruction Reading Comprehension Individualized Instruction Grade 3 Experimental Groups College Readiness Career Readiness Elementary School Students Instructional Effectiveness Comparative Analysis Davidsen, Deborah L. Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 3 Primary Education Elementary Education Early Childhood Education The performance measures from the Progress in International Reading Literacy Study revealed no measurable growth in the U.S. average reading scores of 4th graders for the period between 2011 and 2016. Therefore, the diverse learning needs of students need to be customized if the education system is to accomplish its goal to graduate well-informed individuals capable of sustaining a lifestyle conducive to a democratic society. The purpose of this study was to investigate the effect of differentiated instruction on 3rd graders' reading comprehension. The theoretical foundation for this teaching approach was Vygotsky's zone of proximal development. The research question focused on a comparison of differentiated and nondifferentiated instruction and the effects on 3rd graders' Partnership for Assessment of Readiness for College and Careers (PARCC) reading comprehension scores. In this cross-sectional, quasi-experimental causal comparative study with N = 128 3rd-grade students, archival PARCC reading scores for the years 2015, 2016, and 2017 were analyzed with several 2-tailed independent sample t tests to determine the differences between the groups. The students in the experimental group (n = 64) received differentiated instruction, students in the non-experimental group received nondifferentiated instruction ( n = 64). The duration of the intervention lasted for the entire school year. The statistical analysis results revealed that differentiated instruction significantly improved the students' PARCC reading scores in all 3 years. The intimation for positive social change is allowing stakeholders to provide opportunities to teachers to learn and apply differentiated instruction for their students, thus helping them to become proficient readers, which in turn might increase the human capital contributing to and competing in a global society. [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.] ED592186 Effect of Differentiated Instruction on Reading Comprehension of Third Graders ProQuest LLC Ed.D. Dissertation, Walden University 2018-00-00 978-0-4386-0735-4 139 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:10976022 2019 As Provided JAN2020

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No Cultural Background Leadership Styles Work Environment Teleworking Power Structure Ambiguity (Context) Individualism Masculinity Femininity Leadership Effectiveness Brown-Reid, June P. Dissertations/Theses - Doctoral Dissertations EISSN- English The introduction of the virtual work environment has resulted in the creation of a new work structure where interaction between employees and leaders occurs through technological innovations such as teleconferencing, emails, and text messages. The absence of physical workspace has also created a diverse work environment with people from various cultural backgrounds working together as virtual teams. Existing studies have been conducted on leadership styles and culture in the traditional work environment, but few empirical studies have been conducted on leadership styles and culture in the virtual work environment. The purpose of this quantitative, nonexperimental survey study was to identify the relationship between cultural backgrounds and leadership styles in the virtual work environment. The data were collected by an online survey using the Bass and Avolio multifactor leadership questionnaire and Hofstede's cultural value survey module from a random sample of 303 participants with leadership roles in virtual work environments. Pearson correlation analysis was used to test the relationship between the dependent variables, transactional and transformational leadership styles, with the independent variables, being power distance, uncertainty avoidance, individualism, and masculinity. The results of the study showed a negative correlation between the transformational and transactional leadership styles for individualism and uncertainty avoidance. There were no correlations between femininity and power distance for the transformational and transactional leadership styles. The study contributes to social change by confirming that cultural backgrounds can impact the effectiveness of the transactional and transformational leadership styles, regardless of the work 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.] ED592187 Cultural Backgrounds and Leadership Styles in the Virtual Work Environment ProQuest LLC Ph.D. Dissertation, Walden University 2018-00-00 978-0-4386-2708-6 252 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:10976644 2019 As Provided JAN2020

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Yes Faculty Development Grade 4 Grade 5 Elementary School Mathematics Mathematics Instruction Mathematics Teachers Elementary School Teachers Foreign Countries Fractions Pedagogical Content Knowledge Teacher Attitudes Beliefs Lomas, Laurinda Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 4 Intermediate Grades Elementary Education Grade 5 Middle Schools This paper proposes structural modification of the Clarke and Hollingsworth (2002) Interconnected Model of Teacher Professional Growth (IMTPG) based on results from doctoral research that studied the changes in mathematical knowledge and beliefs of two Year 5/6 teachers as they implemented a four-week, innovative curriculum unit. These inclusions into the current model expand its analytical, interrogatory and predictive functions. This in turn increases its relevance for those implementing professional learning at the school level, enabling them greater insight into the aspects of a teacher's world that require more support, and possibly more challenge. ED592471 Proposed Structural Refinements to the Interconnected Model of Teacher Professional Growth Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Mathematics Anxiety Mathematics Instruction Elementary School Students Elementary School Mathematics Elementary School Teachers Mathematics Teachers Grade 5 Foreign Countries Mathematics Tests Questionnaires Prodromou, Theodosia Frederiksen, Nick Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Grade 5 Intermediate Grades Middle Schools Mathematics anxiety is a known problem in mathematics education. This paper reports on a study looking at mathematics anxiety in a primary school classroom (year 6). Students were given a mathematics test and a following anxiety questionnaire to assess their levels of anxiety, to try to better understand issues that caused anxiety and to understand ways that teachers might help reduce anxiety. Results indicated that assessing anxiety itself could be pedagogically valuable. Results also offered some suggestions for reducing anxiety. ED592472 The Effects of Mathematics Anxiety on Primary Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Teacher Attitudes Barriers Problem Solving Teaching Methods Mathematics Instruction Elementary School Teachers Mathematics Teachers Elementary School Mathematics Foreign Countries Kindergarten Cheeseman, Jill Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Kindergarten Primary Education Early Childhood Education Despite recommendations to incorporate mathematical problem solving into the practice of primary teachers there is little evidence of the widespread acceptance of such advice by Early Years teachers. Understanding teachers' perceptions of the obstacles they encounter when incorporating mathematical problem solving into their teaching can shed light on the matter. Survey responses of 22 teachers of Foundation and Year 1 across three Victorian schools indicated that the initial obstacles teachers perceived were those concerning children, teaching pedagogy, planning, resources, tasks and time. ED592473 Teachers' Perceptions of Obstacles to Incorporating a Problem Solving Style of Mathematics into Their Teaching Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Higher Education Academic Degrees Racial Differences Ethnicity Minority Group Students Budgets Enrollment Tuition Fees Career Education Technical Education Paying for College Expenditure per Student College Faculty Gender Differences Institutional Characteristics Public Colleges Private Colleges Intellectual Disciplines Associate Degrees Bachelors Degrees Masters Degrees Doctoral Degrees Graduation Rate Costs Salaries Educational Facilities Numerical/Quantitative Data Utah Utah System of Higher Education (USHE) English Higher Education Postsecondary Education Two Year Colleges The Utah System of Higher Education (USHE) Data Book is a compilation of reports on the Utah System of Higher Education and its eight component institutions. Some form of this book has been published each year since the creation of the Utah State Board of Regents and the Utah System of Higher Education in 1969. The book is intended to allow the Governor's Office, Legislators and legislative staff, USHE institutions, and the general public to query particular aspects of the Utah System of Higher Education. Information available in the USHE 2017 Data Book covers 12 different subject areas: (1) Degrees & Awards (Tab B); (2) Enrollments (Tab C); (3) Career and Technical Education (Tab D); (4) Tuition and Fees (Tab E); (5) Paying for College (Tab F); (6) Financial Information (Tab G); (7) Budget History (Tab H); (8) Cost Study (Tab I); (9) Staffing (Tab J); (10) Salary Comparisons (Tab K); (11) Facilities (Tab L); and (12) Comparable institutions (Tab M). [For the 2016 Data Book, see ED577298.] ED592821 Utah System of Higher Education Data Book, 2017 Utah System of Higher Education 2017-01-00 240 Utah System of Higher Education. Utah State Board of Regents, 60 South 400 West, Salt Lake City, UT 84101-1284. Tel: 801-321-7101; Web site: http://www.utahsbr.edu/ N/A 2019 ERIC JAN2020

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Yes Higher Education Academic Degrees Racial Differences Ethnicity Minority Group Students Budgets Enrollment Tuition Fees Career Education Technical Education Paying for College Expenditure per Student College Faculty Gender Differences Institutional Characteristics Public Colleges Private Colleges Intellectual Disciplines Associate Degrees Bachelors Degrees Masters Degrees Doctoral Degrees Graduation Rate Costs Salaries Educational Facilities Numerical/Quantitative Data Utah Utah System of Higher Education (USHE) English Higher Education Postsecondary Education Two Year Colleges The Utah System of Higher Education (USHE) Data Book is a compilation of reports on the Utah System of Higher Education and its eight component institutions. Some form of this book has been published each year since the creation of the Utah State Board of Regents and the Utah System of Higher Education in 1969. The book is intended to allow the Governor's Office, Legislators and legislative staff, USHE institutions, and the general public to query particular aspects of the Utah System of Higher Education. Information available in the USHE 2018 Data Book covers 12 different subject areas: (1) Degrees & Awards (Tab B); (2) Enrollments (Tab C); (3) Career and Technical Education (Tab D); (4) Tuition and Fees (Tab E); (5) Paying for College (Tab F); (6) Financial Information (Tab G); (7) Budget History (Tab H); (8) Cost Study (Tab I); (9) Staffing (Tab J); (10) Salary Comparisons (Tab K); (11) Facilities (Tab L); and (12) Comparable institutions (Tab M). [For the 2017 Data Book, see ED592821.] ED592822 Utah System of Higher Education Data Book, 2018 Utah System of Higher Education 2018-01-00 240 Utah System of Higher Education. Utah State Board of Regents, 60 South 400 West, Salt Lake City, UT 84101-1284. Tel: 801-321-7101; Web site: http://www.utahsbr.edu/ N/A 2019 ERIC JAN2020

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Yes Higher Education Community Colleges Economic Development Access to Education Student Costs Accountability Educational Innovation Academic Achievement Labor Force Development Enrollment High School Graduates Student Financial Aid Educational Certificates Academic Degrees Graduation Reports - Descriptive Numerical/Quantitative Data West Virginia West Virginia Higher Education Policy Commission Community and Technical College System of West Virginia English Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education The West Virginia Higher Education Report Card 2013 is the sixth in a revised series of accountability reports. Both the Higher Education Policy Commission and the Community and Technical College System are required by state code to report on system-wide progress toward achieving state postsecondary education objectives. This report continues to build from the foundation set by the 2008 Report Card, reporting the most recently available information, as well as regional and national comparisons when they are available. The report is divided into three major sections. The first is an overarching state section that addresses outcomes that apply to all of postsecondary education, not just the individual sectors of the Higher Education Policy Commission or the Community and Technical College System. This section demonstrates the state's progress in student academic preparation for and enrollment in college, all postsecondary degrees awarded, and the financial aid available to assist students in paying for college. The second section of the Report Card is specific to the Higher Education Policy Commission and its constituent baccalaureate-granting (and above) institutions. The indicators in this section are based on the goals set forth in "Charting the Future 2007-2012, a Master Plan for Higher Education." The indicators in this report card are divided into focal areas consistent with the master plan: economic growth, access, cost and affordability, learning and accountability and innovation. Report Card 2013 will be the last document in the series to address goals from "Charting the Future," as the Commission implements its new five-year master plan "Leading the Way: Access. Success. Impact." The third section of the Report Card reflects the progress of the Community and Technical College System of West Virginia toward meeting the goals set forth in the system's master plan entitled "Meeting the Challenge: 2010-2015." The CTCS section of the Report Card highlights specific imperatives set forth by the master plan. Areas of emphasis include a focus on student success, degree completion, and workforce development efforts. ED592823 West Virginia Report Card, 2013 West Virginia Higher Education Policy Commission 2013-00-00 68 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://www.wvhepc.edu/ N/A 2019 ERIC JAN2020

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Yes Foreign Countries Vocational Education Outcomes of Education National Surveys Student Surveys Employment Patterns Graduates Student Satisfaction Vocational Schools Secondary School Students Dropouts Academic Persistence Employment Potential Apprenticeships Postsecondary Education Tables (Data) Numerical/Quantitative Data Reports - Evaluative Australia ISSN-1837-1477 National Centre for Vocational Education Research (NCVER) (Australia) English Secondary Education Postsecondary Education This publication provides a summary of the outcomes of students who completed their vocational education and training (VET) in Australia during 2017. The outcomes are reported for students who undertook government-subsidised training and those who undertook training on a fee-for-service basis. The figures are derived from the National Student Outcomes Survey, which is an annual survey of students awarded a qualification (graduates), or who successfully completed part of a course and then leave the VET system (subject completers). The mandatory reporting of nationally recognised training activity to the National VET Provider Collection from 2014 provided a sampling frame to expand the scope of the National Student Outcomes Survey to include fee-for-service students from private training and community education providers. Following a successful trial to expand the survey scope to all graduates in 2016, the expanded scope was applied from the 2017 survey and onwards to both graduates and subject completers. Information is presented on students' reasons for training, their employment outcomes, further study outcomes and satisfaction with training. Data on the main reason for not continuing with the training are available for subject completers. This publication supersedes previous publications on government-funded student outcomes, for which information for graduates and subject completers (including a ten-year time-series) is available in this publication (see tables 14 to 16) and selected associated data products. ED591827 VET Student Outcomes 2018. Australian Vocational Education and Training Statistics National Centre for Vocational Education Research (NCVER) 2018-00-00 Australian Government Department of Education and Training 40 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 2019 0 ERIC JAN2020

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Yes High Schools Secondary School Teachers High School Students English Teachers Language Arts Postsecondary Education Outcomes of Education Disabilities Value Added Models Academic Achievement Scores Graduation Rate Grade 10 Predictor Variables Employment Patterns Theobald, Roddy Goldhaber, Dan Gratz, Trevor Holden, Kristian Reports - Research Numerical/Quantitative Data Washington National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English High Schools Secondary Education Postsecondary Education Grade 10 We use longitudinal data on high school students in Washington State to assess the relationships between English Language Arts (ELA) teacher value added and other qualifications and the high school and postsecondary outcomes of their students. We also investigate whether these relationships differ for students with and without disabilities. We find that students assigned to 10th grade ELA teachers with higher value added have better test scores, are more likely to graduate on-time, and are more likely to attend and graduate from a four-year college than observably similar students assigned to 10th grade ELA teachers with lower value added. We also find that many of these relationships vary for students with and without disabilities, as 10th grade ELA teacher value added is more positively predictive of on-time graduation and four-year college attendance for students without disabilities, but more positively predictive of two-year college attendance and employment within two years of graduation for students with disabilities. In contrast to value added, other teacher characteristics like experience, degree level, endorsement area, and licensure test scores do not consistently predict better outcomes for students with or without disabilities. ED591828 High School English Language Arts Teachers and Postsecondary Outcomes for Students with and without Disabilities. Working Paper No. 199-0718-1 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-07-00 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: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 45 As Provided JAN2020 Yes R324A150137

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No Rural Schools Poverty Access to Computers Educational Technology Technology Uses in Education High Schools Teacher Attitudes Administrator Attitudes Technology Integration Program Effectiveness Academic Achievement Language Arts Mathematics Scores At Risk Students Glover, Sandra Burgess Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education Disparities in student achievement, engagement and retention have historically existed between technology-rich schools with more affluent students and schools with less access to technology and less-privileged students. This study explores how a community-based change initiative was used to enhance the access and use of technology in a high poverty rural high school. The purpose of the study was to explore the process of change in three areas. First, the research was conducted to acquire an understanding of administrators and teachers' perceptions of the processes involved in the infusion of technology at the school. Second, the study sought to acquire an understanding of administrators and teachers' perceptions of the influences of technology infusion on student achievement. Third, the research was conducted to identify changes in student performance on the High School Assessment program (HSAP) examination in the core academic areas of English language arts and mathematics in relation to the infusion of technology into the curriculum. A case study research design was used to focus the data collection and analyses necessary to evaluate outcomes of the infusion of technology into the curriculum at a southeastern Title I rural high school that was organized as a small learning community. This case study was guided by the central question: How do administrators and teachers perceive and describe the infusion of technology at the school? Data were collected through interviews, classroom observations, focus group discussions, and document analysis of performance data for 2002-2003 through themes from participant perceptions and results of document analysis. There were three sets of findings: First, the findings highlighted benefits for students in terms of improved attendance rates, graduation rates, and HSAP scores in English language arts and mathematics. Second, the findings indicated benefits derived by the school in terms of achievement of Adequate Yearly Progress (AYP) objectives and improved school ratings. Third, the findings suggested shared perceptions of positive change for both teachers and learners after the concerted effort to infuse technology in the classroom. The lessons learned about the process of change at a Title I high school are significant because of the policy implications for addressing disparities in the access and the utilization of technology to enhance learning in less affluent 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.] ED592188 Exploring Perceptions of Access to Technology: An Assessment of Teaching and Learning at a Southeastern Title I Rural High School ProQuest LLC Ed.D. Dissertation, Cambridge College 2011-00-00 978-0-4386-6200-1 183 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:10976715 2019 As Provided JAN2020

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No Foreign Countries Middle School Students Electronic Publishing Web Sites Diaries Cooperative Learning Social Problems Poetry Global Approach Educational Technology Technology Uses in Education Rural Schools Urban Schools Poverty Teamwork Problem Solving Madden, Marjorie E. Lee, Valarie G. Speeches/Meeting Papers Reports - Research New Jersey Vermont California Qatar ISSN- English Middle Schools Secondary Education Junior High Schools Quad Blogging was implemented to connect students beyond classroom walls to explore social issues. Four middle school classrooms in New Jersey, Vermont, California and Qatar served as the research sites. Students engaged in collaborative inquiry around social issues, identifying a social issue specific to their context. Final products included found poems that presented a local response to a global issue. The research methodology for this study was qualitative naturalistic teacher research, guided by Lincoln and Guba's standards for credibility, transferability, dependability and confirmability. Data from four diverse classroom contexts were cross-analyzed identifying patterns and emerging beliefs about teaching and writing in a web-based platform. Data analysis also found shifts in teaching and learning driven by technology and collaborative inquiry. ED592189 The Possibilities of Quad Blogging in Middle School: Authentic Writing, Collaborative Inquiry, and Social Action AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 ERIC JAN2020

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Yes School Location Socioeconomic Status Grade 12 Student Participation Mathematics Achievement Advanced Courses Foreign Countries Enrollment Secondary School Students Public Schools Secondary School Mathematics Murphy, Steve Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 12 Secondary Education There is national and international pressure for schools to increase student engagement and skills in more challenging mathematics, in particular for disadvantaged students. This study repurposes school level data to examine patterns of participation and achievement in advanced year 12 mathematics. It confirms that school socio-economic status (SES) is strongly tied to participation and achievement in these subjects, and that non-metropolitan schools tend to perform more poorly than metropolitan schools in these areas. However, it suggests that a non-metropolitan location mitigates against the apparent impact of SES, pointing the way for potentially fruitful lines of future inquiry. ED592474 School Location and Socio-Economic Status and Patterns of Participation and Achievement in Year 12 Enabling Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Secondary School Mathematics Probability Foreign Countries Difficulty Level Technology Uses in Education Classification Ernst, Heather Speeches/Meeting Papers Reports - Evaluative Australia Mathematics Education Research Group of Australasia English Secondary Education In this paper, the probability content in senior secondary mathematics Victorian curriculum between 1978 and 2016 was classified and compared, by content, context, procedural complexity, the SOLO thinking frameworks and use of technology. While probability continues to form an important and increasing component of the curriculum, it has moved from the popular general mathematics to the specialised subjects. The senior secondary probability curriculum as described by the textbooks, provided students with a variety of levels of complexity and thinking in both 1978 and 2016, although low complexity questions were more common in 2016. ED592475 Senior Secondary Probability Curriculum: What Has Changed? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Comprehension Mathematical Concepts Teaching Methods Mathematics Concept Formation Scheiner, Thorsten Speeches/Meeting Papers Reports - Evaluative Mathematics Education Research Group of Australasia English This paper presents a new theoretical viewpoint blended from the perspectives that mathematical meaning is extracted (from objects falling under a particular concept) and that mathematical meaning is given (to objects that an individual interacts with). It is elaborated that neither uni-directional framing (whether involving extracting meaning or giving meaning) provides a comprehensive account of the complex emergence of evolving forms of meaning. It is argued for a framing that construes sense-making in mathematics as dialogical: where what meaning one extracts is a function of what meaning is given to, and vice versa. ED592476 Sense-Making in Mathematics: Towards a Dialogical Framing Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Public Colleges Access to Education Minority Group Students Low Income Students Enrollment Graduation Rate College Students Achievement Gap School Policy Reports - Descriptive Wisconsin (Madison) Institute for Higher Education Policy (IHEP) English Higher Education Postsecondary Education Public flagship universities were established with a mission to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at the University of Wisconsin -- Madison (UW Madison) finds large and growing gaps in college access, as well as troubling gaps in college completion, by race and socioeconomic status. To serve as a catalyst for mobility and equity in Wisconsin, UW Madison must to a better job enrolling and graduating low-income students and students of color. [For "Inequities Persist: Access and Completion Gaps at Public Flagships in the Great Lakes Region," see ED591567.] ED591570 University of Wisconsin - Madison. Equity Snapshot Institute for Higher Education Policy 2018-10-00 7 Institute for Higher Education Policy. 1825 K Street Suite 720, Washington, DC 20006. Tel: 202-861-8223; Fax: 202-861-9307; e-mail: institute@ihep.org; Web site: http://www.ihep.org N/A 2019 0 As Provided JAN2020

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Yes Public Colleges Access to Education Minority Group Students Low Income Students Enrollment Graduation Rate College Students Achievement Gap School Policy Reports - Descriptive Illinois (Urbana) Illinois (Champaign) Institute for Higher Education Policy (IHEP) English Higher Education Postsecondary Education Public flagship universities were established to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at the University of Illinois at Urbana-Champaign (UIUC) finds large and growing gaps in college access, as well as gaps in college completion, by race and socioeconomic status. To serve as a catalyst for mobility and equity in Illinois, UIUC must do a better job enrolling and graduating low-income students and students of color. [For "Inequities Persist: Access and Completion Gaps at Public Flagships in the Great Lakes Region," see ED591567.] ED591571 University of Illinois at Urbana-Champaign. Equity Snapshot Institute for Higher Education Policy 2018-10-00 7 Institute for Higher Education Policy. 1825 K Street Suite 720, Washington, DC 20006. Tel: 202-861-8223; Fax: 202-861-9307; e-mail: institute@ihep.org; Web site: http://www.ihep.org N/A 2019 0 As Provided JAN2020

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Yes Public Colleges Access to Education Minority Group Students Low Income Students Enrollment Graduation Rate College Students Achievement Gap School Policy Reports - Descriptive Michigan (Ann Arbor) Institute for Higher Education Policy (IHEP) English Higher Education Postsecondary Education Public flagship universities were established to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at the University of Michigan -- Ann Arbor (U-M Ann Arbor) finds large and growing gaps in college access, as well as troubling gaps in college completion, by race and socioeconomic status. To serve as a catalyst for mobility and equity in the state of Michigan, U-M Ann Arbor must do a better job enrolling and graduating low-income students and students of color. [For "Inequities Persist: Access and Completion Gaps at Public Flagships in the Great Lakes Region," see ED591567.] ED591572 University of Michigan - Ann Arbor. Equity Snapshot Institute for Higher Education Policy 2018-10-00 7 Institute for Higher Education Policy. 1825 K Street Suite 720, Washington, DC 20006. Tel: 202-861-8223; Fax: 202-861-9307; e-mail: institute@ihep.org; Web site: http://www.ihep.org N/A 2019 0 As Provided JAN2020

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Yes Preservice Teachers Mathematics Teachers Mathematics Instruction Foreign Countries Preservice Teacher Education Critical Incidents Method Reflection Marshman, Margaret Galligan, Linda Axelsen, Taryn Woolcott, Geoff Whannell, Robert Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Examining critical incidents in the mathematics classroom is a useful way for pre-service teachers to understand the experience of teaching. This paper examines the development and trialling of variations of a novel affect-based critical moment protocol that enables preservice mathematics teachers to reflect on their teaching performance. The emotions experienced in these moments were examined using self and group reflection, considering the thoughts and actions occurring immediately prior to, or during those moments. The four case studies presented report on trialled variations of this reflection process in a range of programs and delivery modes in four regional Australian universities. ED592477 Variations on a Theme: Pre-Service Mathematics Teacher Reflections Using an Affect-Based Critical Moment Protocol Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Mathematical Logic Validity STEM Education Problem Solving Mathematics Activities Mathematics Curriculum Czocher, Jennifer Stillman, Gloria Brown, Jill Speeches/Meeting Papers Reports - Evaluative Mathematics Education Research Group of Australasia English Verification and validation are essential aspects of mathematics and beyond in STEM, but these constructs are not consistently defined in research nor in curricula documents. In this theoretical paper, we argue that verification and validation are largely characterized as binary judgments by teachers and researchers about what students do. We then present empirical examples of student work to show this view does not account for students' thinking as they resolve problems. We conclude that in order to foster learners who are confident and capable in STEM fields, it is necessary to revisit how verifying and validating activities are conceptualised and developed across years of schooling. ED592478 Verification and Validation: What Do We Mean? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Home Schooling Mathematics Instruction Parents as Teachers Knowledge Base for Teaching Educational Strategies Mathematics Anxiety Parent Influence Self Efficacy Parent Participation Reaburn, Robyn Roberts, Janine Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English This paper compares and contrasts the experiences of two parents who have chosen to homeschool their children in mathematics despite having difficulties with mathematics at school themselves. It describes the strategies these two parents used to overcome their lack of content knowledge and/or mathematics anxiety and are illustrative examples of how these deficits can be overcome with sufficient motivation. ED592479 The Experiences of Homeschooling Parents When Teaching Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Disability Identification Dyslexia High Stakes Tests Academic Accommodations (Disabilities) At Risk Students Learning Disabilities Reading Skills Reading Instruction Intervention Legal/Legislative/Regulatory Materials US Senate. Committee on Health, Education, Labor, and Pensions English This field hearing of the Committee on Health, Education, Labor, and Pensions highlights the importance of early identification of students with dyslexia, how high-stakes testing affects such students, and the need for appropriate accommodations. Following the opening statement by Honorable Bill Cassidy (U.S. Senator from the State of Louisiana), prepared witness statements are offered by: (1) Bennett A. Shaywitz, M.D., Chief of Pediatric Neurology and Co-Director of the Yale Center for Dyslexia and Creativity, Yale University School of Medicine, New Haven, Conneticut; (2) Sally E. Shaywitz, M.D., Audrey G. Ratner Professor in Learning Development and Co-Director of the Yale Center for Dyslexia and Creativity, Yale University School of Medicine, New Haven, Conneticut; (3) Reverend Derrius M. Montgomery, Associate Minister, Greater King David Baptist Church, Baton Rouge, Louisiana; (4) Allyce Trapp, Student, Louisiana State University, Baton Rouge, Louisiana; and (5) Margaret Law, CALT, Dyslexia & 504 Coordinator, Central Community Schools, Central, Louisiana. ED592824 Educational Milestones of Dyslexia. Field Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, First Session on Examining Educational Milestones, Focusing on Dyslexia (October 13, 2015, Baton Rouge, LA). Senate Hearing 114-710 US Senate 2017-00-00 38 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 2019 ERIC JAN2020

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No Public Libraries Family Involvement STEM Education Family Influence Parent Child Relationship Elementary Secondary Education Educational Opportunities Library Services Access to Education Rural Areas Equal Education Partnerships in Education Outreach Programs Capacity Building Evidence Based Practice Lopez, M. Elena Jacobson, Linda Caspe, Margaret Hanebutt, Rachel Reports - Research Georgia Maryland Massachusetts Pennsylvania Washington Wisconsin Global Family Research Project (GFRP) English Elementary Secondary Education In this policy brief, the authors examine and provide examples of the ways that public libraries have become invaluable partners in supporting family STEM learning. Although emerging research points to the strong influence of families on children's growth and development, a focus on joint parent and child STEM learning is still nascent. This brief examines how public libraries, with federal and state support, are creating STEM learning that brings together children and families across the K-12 years. It builds on the organization's previous policy report, "Leading Family Engagement in Early Learning: The Role of State Library Administrative Agencies" (ED585942). ED592825 Public Libraries Engage Families in STEM Global Family Research Project 2019-01-00 18 Global Family Research Project. 89 South Street, Boston, MA 02111. e-mail: info@globalfrp.org; Web site: https://globalfrp.org/ N/A http://bit.ly/GFRPSTEMBrief 2019 ERIC JAN2020

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Yes Higher Education Community Colleges Economic Development Access to Education Student Costs Accountability Educational Innovation Academic Achievement Labor Force Development Enrollment High School Graduates Student Financial Aid Educational Certificates Academic Degrees Graduation Rate Undergraduate Students Graduate Students School Holding Power Student Loan Programs STEM Education Remedial Instruction Two Year College Students College Freshmen Reports - Descriptive Numerical/Quantitative Data West Virginia West Virginia Higher Education Policy Commission Community and Technical College System of West Virginia English Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education West Virginia Code §18B-1D-8 statutorily mandates the "West Virginia Higher Education Report Card." This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission ("Leading the Way Access. Success. Impact. 2013-2018") and Council ("Meeting the Challenge 2010-2015"). This year's report is divided into the following sections: (1) State; (2) Higher Education Policy Commission (Access, Success, Impact); (3) Community and Technical College System (Student Success, Workforce Development, Access); and (4) Additional Commission and Council Updates. [For the 2013 Report Card, see ED592823.] ED592826 West Virginia Report Card, 2014 West Virginia Higher Education Policy Commission 2014-00-00 72 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://www.wvhepc.edu/ N/A 2019 ERIC JAN2020

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No After School Programs Academic Persistence Student Participation Dropouts Urban Schools Academic Achievement Program Effectiveness Elementary School Students Middle School Students High School Students Tutoring Homework Enrichment Activities Service Learning College Readiness Career Readiness Youth Programs Family Involvement Preschool Education Progress Monitoring King, Teresa C. Garcia, Miguel Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education Middle Schools Secondary Education Junior High Schools High Schools Preschool Education Early Childhood Education The purpose of this study was to conduct a longitudinal examination of the relationship between sustained after-school participation and a district's Early Warning Index associated with school dropout in a large urban school district. The study included 64,351 students participating between 2000-2001 and the 2011-2012 school years. Data were subjected to hierarchical linear modeling to determine individual student academic growth trajectories over time and the relationship to after-school participation. Results indicate that sustained yearly participation and higher days per year participation increase the likelihood that students stay on a positive academic trajectory. ED592190 Examining the Relationship between After-School Persistence and an Early Warning Index Associated with Dropout AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No African Americans Males Value Judgment Social Influences Mentors Postsecondary Education Program Effectiveness Academic Aspiration Occupational Aspiration Black Colleges Role Models College Faculty College Presidents Gibson, Michael A., Jr. Dissertations/Theses - Doctoral Dissertations EISSN- English Postsecondary Education Higher Education In the United States, African-American men are dominant in the entertainment industry mainly in sports and music. However, their success in entertainment does not translate to education. Many Black men grow up not having a positive experience in education, thus they do not see its value. However, many see the value in striving after a false sense of masculinity comprised of sex, drugs, money, and crime. This research was conducted to see how effective Black male mentorship through an African-American Male Initiative could be for Black males in a post-secondary institution in providing the positive experience in education that they need. To conduct the study, a questionnaire was provided to the African-American Male Initiative (AAMI) members and an interview was conducted with non-AAMI members and the AAMI Coordinator. The research yielded results showing how the AAMI members' college experience was enhanced by being a part of the program. Due to the program, the AAMI members valued education, wanted to pursue a graduate degree, pursued a professional career, and became a leader for young Black males. Based on the results and previous research, one recommendation the researcher provided was that the AAMI program and programs like AAMI promote more Black men working in education as teachers, counselors, principals, or school district administrators. Another recommendation was to promote HBCUs to participants because research showed that Black males have not only support, but a positive Black male role model. A contributor to the success and motivation of Black males at HBCUs was Black male leadership. According to Gasman (2013), 70% of HBCU presidents were Black males (p. 14). It was important for more post-secondary institutions to incorporate mentorship programs like the AAMI because it engaged Black males and brought them into leadership roles. [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.] ED592191 A Case Study on the Experiences of Black Men Participating in an African-American Male Initiative at a Post-Secondary Institution ProQuest LLC Ed.D. Dissertation, Lindenwood University 2018-00-00 978-0-4386-2096-4 141 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:10976527 2019 As Provided JAN2020

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No Colleges Reputation Educational Quality Competition Correlation Academic Achievement Institutional Characteristics Educational Finance College Faculty College Students Undergraduate Study Namazifar, Shima Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education U.S. News annually ranks universities' academic quality based on indicators claimed by U.S. News as the most prominent academic quality indicators (AQIs). In today's competitive higher education market, universities are concerned about their positions in U.S. News World Report (USNWR) rankings. On one hand, among all AQIs, undergraduate academic reputation (UAR) perceived by respondents to USNWR reputation survey has the highest weight in the ranking methodology. On the other hand, studies show that universities' overall rankings play a significant role in their perceived UAR. Accordingly, there is a feedback loop between UAR and overall ranking. Although the general impact of the rankings on UAR has been studied, the impact of each component of the rankings on UARs has not been explored thoroughly. Therefore, this study investigated the impacts of USNWR AQIs on UARs through bivariate analyses, and developed models to identify AQI(s) that can help explain UAR. The required data for top 50 national universities were collected from USNWR for 2005-2018 timeframe. The findings of the bivariate analyses show strong correlations between UAR and Overall Ranking, Average Freshman Retention Rate, Average of SAT, Acceptance Rate, Predicted Performance, Actual Performance, Average Alumni Giving Rate, Selectivity Rank, and Graduation and Retention Rank. The regression analyses reveal that UAR is predictable by Average of SAT 25th-75th Percentile, Freshmen in Top 10% of HS Class, % of Classes of 50 or More, Actual Performance, Predicted Performance, and Financial Resources Rank. The finding indicates that UAR is a multidirectional concept and influenced by multiple AQIs related to student resource, faculty resource, financial resource, and university and student 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.] ED591297 The Impact of U.S. News and World Report Rankings and Their Components on Perceived Undergraduate Academic Reputations of U.S. Higher Education Institutions: A Study of 2005-2018 ProQuest LLC Ed.D. Dissertation, Northeastern University 2018-00-00 978-0-4385-3463-6 277 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:10934926 2019 As Provided JAN2020

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No Teacher Attitudes English Language Learners English (Second Language) Middle School Teachers Secondary School Teachers High Schools Barriers Misconceptions Experience Language Teachers Teaching Methods Student Diversity Teacher Competencies Teacher Education Faculty Development Arroyo, Gracie Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Middle Schools Secondary Education Junior High Schools High Schools The problem that was a study in this research was teachers' attitudes and perceptions towards ESL students. This was a qualitative case study conducted in a small town in Tennessee with seven teachers from middle and high school. The theory used was Critical Pedagogy by Paulo Freire (1970). This research helped in understanding how teachers' attitudes and perceptions may negatively impact ESL students because of no adequate training. As a result, ESL students may be negatively affected in their academic learning. The research questions were (1) What are the experiences that regular classroom teachers have with ESL students? (2) What are the experiences that ESL classroom teachers have with ESL students? (3) How do these experiences affect the teachers' presentation of lessons in the classroom? Seven teachers took part in the study and answered the interview questions in detail with interviews conducted one on one. Also, teachers shared art that was done by ESL students. The results were that teachers believe that adequate training needs to be provided to regular content teachers in cultural diversity and students' first language. If adequate training is not provided for all teachers, regardless of their content, concerning ESL students, teachers will continue to feel that they are not adequately trained, and students impacted in their academic learning. Further research needs to be conducted in small rural areas in the United States, and including all staff members of the school, the ESL students attend. [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.] ED591298 Examining Teachers' Attitudes and Perceptions toward ESL Students: A Case Study ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-4384-0730-5 111 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:10934941 2019 As Provided JAN2020

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No Leisure Time Anthropology History Philosophy Psychology Sociology Biology Economics Health Physical Activities Religion Athletics Tourism Foreign Countries Youth Family (Sociological Unit) Motivation Participation Aging (Individuals) Gender Differences Homosexuality Sexual Orientation Sexual Identity Social Justice Disabilities Indigenous Populations Racial Factors Ethnicity Immigrants Time Technology Environment Social Capital Public Policy Marketing Planning Administration Leadership Theories Inquiry Research Design Higher Education Walker, Gordon J., Ed. Scott, David, Ed. Stodolska, Monika, Ed. Books Collected Works - General Africa Australia New Zealand Asia Europe South America English Higher Education Postsecondary Education "Leisure Matters: The State and Future of Leisure Studies" updates and expands Jackson and Burton's "Mapping the Past, Charting the Future" (1989) and "Leisure Studies: Prospects for the Twenty-First Century" (1999). The need to do so was driven by the significant new developments in the leisure studies field and the arrival of new and upcoming experts in specific areas of study. "Leisure Matters" features new sections on: (1) Disciplinary Perspectives (including chapters on anthropology, history, philosophy, psychology, sociology, biology, and economics of leisure); (2) Cognate Area Perspectives (including chapters on leisure, health, and physical activity; leisure and religion/spirituality; sport as leisure; and tourism); (3) International Perspectives (including chapters on leisure in Africa, Australia and New Zealand, East Asia, Europe, Latin America); and (4) Diverse Perspectives (including chapters on leisure in terms of youth, family, older adults, immigrants, racial and ethnic groups, the LGBQ community; and people with disabilities). Other book chapters focus on leisure theory; leisure, time, and technology; leisure needs, motivations, and constraints; leisure, place, and social capital; leisure planning, marketing, and management; leisure research methods; and the future of the leisure studies field. Approximately 80% of each chapter summarizes the current state of that specific leisure concept, topic, or area, while the remaining 20% dares to "speculate imaginatively" about where it could (and should) proceed in the future. Both summary and speculation are limited to approximately 6,000 words, as chapter authors were instructed to heed French philosopher Blaise Pascal's (1656) oft-cited apology that "I have only made this letter longer because I have not had the time to make it shorter." While "Leisure Matters" maintains the spirit and rigor of Jackson and Burton's earlier books, it also reflects the growth and maturity that has subsequently occurred in the leisure studies field. Following an introduction by the editors, this book contains the following chapters: (1) Anthropology and Leisure (Garry Chick); (2) Leisure at the Biological Level (Bryan McCormick); (3) Economic Decision Making in Leisure and Recreation (Chi-Ok Oh, Robert B. Richardson, and Geoff Lacher); (4) History of Leisure (John L. Hemingway); (5) Philosophy and Leisure Studies (Charles Sylvester); (6) Psychology of Leisure, Positive Psychology, and "Psychologizing" Leisure Theory (Steven E. Mock, Roger C. Mannell, and Daniel Guttentag); (7) Rethinking Sociological Leisure Studies for the Twenty-First Century (Tony Blackshaw); (8) Leisure, Health, and Physical Activity (Jason N. Bocarro and Michael B. Edwards); (9) Leisure and Religion/Spirituality (Paul Heintzman); (10) Sport as a Leisure Behavior (Laurence Chalip); (11) Tourism (Heather J. Gibson); (12) Leisure in Africa (Maliga Naidoo); (13) Leisure in Australia and New Zealand (Simone Fullagar and Lee Davidson); (14) Leisure in East Asia (Huimei Liu, Monica Z. Li, Yoshitaka Iwasaki, Tetsuya Onda, and Jin-Hyung Lee); (15) "Loisir Sans Frontiers?" Leisure in Europe (Fiona Jordan); (16) Leisure in Latin America (Alcyane Marinho and Arianne C. Reis); (17) Leisure, Needs, and Motivations (Gordon J. Walker); (18) Leisure Constraints and Negotiation: Highlights from the Journey Past, Present, and Future (Ingrid E. Schneider); (19) Leisure and Intensity of Participation (David Scott); (20) From Purple Roots to Dark, Sexy, and Diverse: The Past, Present, and Future of Deviant Leisure (D. J. Williams); (21) Youth and Leisure (Linda L. Caldwell); (22) Family Leisure (Dawn E. Trussell); (23) Leisure and Aging (Well) (Douglas A. Kleiber); (24) The Relational Politics of Gender and Leisure (Diana C. Parry); (25) More Equitable Moments: The Changing Nature of Leisure for the LGBQ Community (Corey W. Johnson); (26) Leisure and People with Disabilities (John Dattilo); (27) How Does Leisure Studies Respond to the Needs and Requests of Indigenous People? (Karen M. Fox); (28) Leisure, Race, Ethnicity, and Immigration (Monika Stodolska and Myron F. Floyd); (29) Trends in Time for Leisure (Geoffrey Godbey); (30) The Roles Technology Plays in Twenty-First Century Leisure (Galit Nimrod); (31) Place and Leisure (Gerard Kyle); (32) Leveraging Leisure-Based Community Networks to Access Social Capital (Troy D. Glover); (33) Public Policy and Planning Frameworks (A. J. Veal); (34) Marketing Public Leisure Services: Key Concepts, Approaches, and Emerging Trends (Andrew J. Mowen and Mark Havitz); (35) Contemporary Views of Management and Leadership in Leisure Studies (Debra J. Jordan); (36) Metatheorizing Leisure Theory (Gordon J. Walker, Shintaro Kono, and Rodney B. Dieser); (37) Qualitative Inquiry in Leisure Studies (Diane M. Samdahl); (38) Experimental Designs in Leisure Studies (Gary Ellis, KangJae Jerry Lee, and Thitikan Satchabut); (39) Leisure and the Academy: Curricula and Scholarship in Higher Education (Karla A. Henderson); and (40) Celebrating Leisure Studies: Onward, Outward, and Upward (Daniel L. Dustin, Keri A. Schwab, and Kelly S. Bricker). (Individual chapters contain references.) [Forewords by Tomas L. Burton and Edgar L. Jackson.] ED591829 Leisure Matters: The State and Future of Leisure Studies Sagamore-Venture 2016-00-00 978-1-93947-606-7 400 Sagamore-Venture. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975. Web site: https://www.sagamorepub.com/ N/A https://www.sagamorepub.com/products/leisure-matters 2019 ERIC JAN2020

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No Asian American Students Learner Engagement College Students Campuses Academic Achievement Minority Group Students Predictor Variables Comparative Analysis Peer Relationship National Surveys Student Surveys First Generation College Students Kao, Cassie I. Dissertations/Theses - Doctoral Dissertations National Survey of Student Engagement EISSN- English Higher Education Postsecondary Education In the United States, colleges and universities have not promoted the academic success of their students of color as effectively as their White students (National Center for Education Statistics [NCES], 2016). While much research has been conducted to explore how racism impacts higher education attainment of Black/African American and Hispanic/Latinx students (Flores & Park, 2013; Naylor, Wyatt-Nichol, & Brown, 2015; Owens & Lynch, 2012; Wodtke, 2012), there has been limited research on noninternational, Asian American students on college campuses. The presumption of the model minority myth dismisses the fact that Asian Americans are not only extremely heterogenous in terms of race and ethnicity, but also that there is significant variation when it comes to academic achievement (Lee & Kumashiro, 2005). As student engagement is a predictor of student success (Harper & Quaye, 2009; Kuh, 2001; Pascarella & Terenzini, 2005; Quaye & Harper, 2015), this study examined the engagement rates of first-generation and non-first-generation Asian American students at various types of institutions compared to their peers and whether the engagement rate differed depending upon the institution type. Using descriptive and inferential statistics, this study analyzed data from the Spring 2015 administration of the National Survey of Student Engagement (NSSE). Findings suggest Asian American students are not as engaged as their peers, there is a difference in the rates of engagement between first-generation Asian American students and non-first-generation Asian American students, and that Asian American students who attend baccalaureate colleges report higher engagement levels than other types of institutions. [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.] ED592192 Asian American Student Engagement on College Campuses ProQuest LLC Ed.D. Dissertation, New England College 2019-00-00 978-0-4386-3647-7 171 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:10976095 2019 As Provided JAN2020

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No Art Art Education Creativity Middle Schools Artists Art Teachers Teaching Methods Accountability Intervention Test Reliability Test Validity Correlation Middle School Teachers Pitts, Christine Anderson, Ross C. Sinclair, Michele Speeches/Meeting Papers Reports - Research Tests/Questionnaires Oregon ISSN- English Middle Schools Secondary Education Junior High Schools The purpose of the current study is to estimate reliability, internal consistency, and construct validity of the Measure of Instruction for Creative Engagement (MICE) instrument. The MICE instrument used an iterative process of evidence collection and scoring through teacher observations to determine instructional domain ratings and overall scores. The results demonstrated inter-observer reliability, teacher stability, and score validity of the MICE instrument. We found (a) a low proportion of rater variance (0.14% to 5.99%), (b) moderate to highly correlated within-teacher ratings ranging from r(17) = 0.663, p < 0.01 to r(17) = 1.000, p < 0.01, and (c) a statistically significant independent samples t-test between classroom teachers and teaching artists, t(56) = 7.37, p = 0.000. These results have immediate implications for our work and the work of others to make teaching for creative engagement a priority for teacher accountability and student learning. ED592193 An Initial Evaluation of the Measure of Teaching for Creative Engagement AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 39 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Early Childhood Education Elementary Education Alignment (Education) Academic Standards Preschool Curriculum Elementary School Curriculum Foreign Countries Curriculum Development Preschool Teachers Elementary School Teachers Teacher Competencies Teaching Conditions Values Education Teacher Salaries Cultural Differences Enrollment Shuey, Elizabeth A. Kim, Najung Cortazar, Alejandra Poblete, Ximena Rivera, Lorena Lagos, María José Faverio, Francesca Engel, Arno Reports - Research Japan Luxembourg New Jersey New Zealand Norway United Kingdom (Scotland) Australia EISSN-1993-9019 Organisation for Economic Cooperation and Development (OECD) (France) English Early Childhood Education Elementary Education Preschool Education Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children's early experiences with education systems, with implications for children's relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity -- and an integrated curriculum alone does not guarantee a continuous experience for children. International data and in-depth case studies from seven jurisdictions (Japan, Luxembourg, New Jersey [United States], New Zealand, Norway, Scotland [United Kingdom] and Victoria [Australia]) provide insights to these different approaches to curricular alignment. ED592827 Curriculum Alignment and Progression between Early Childhood Education and Care and Primary School: A Brief Review and Case Studies. OECD Education Working Papers, No. 193 OECD Publishing 2019-01-11 91 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://dx.doi.org/10.1787/d2821a65-en 2019 As Provided JAN2020

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Yes Adult Students Postsecondary Education Prior Learning Experience College Credits College Students Career Development Knowledge Level Educational Attainment State Legislation Higher Education Educational Policy Military Service Veterans Community Colleges School Business Relationship Public Colleges Vocational Schools Private Colleges Light, Noreen Reports - Descriptive Washington Washington Student Achievement Council English Adult Education Postsecondary Education Higher Education Two Year Colleges Supporting adult learners as they complete their postsecondary certificates and degrees is essential to meeting our state's educational attainment goals and meeting the employment needs of students and Washington employers. Academic Credit for Prior Learning (ACPL) is awarded when a student's prior learning is assessed and found to be the equivalent of specific college course outcomes, and when awarding credit is consistent with the policies of the institution. All thirty-four community and technical colleges, all six public baccalaureate institutions, and all ten Independent Colleges of Washington member institutions submitted data for this report. Of these 50 institutions, 42 had reported data in 2016, allowing for a first-time look at change over time in number of ACPL credits awarded. This provides a baseline for data going forward from 2017. During the 2016-17 academic year, Washington public and independent colleges awarded 61,341 ACPL credits that applied toward certificates or degrees; 3,217 individual students earned credits for prior learning. Awarding of ACPL credits increased by approximately 41 percent over the previous year. [For the 2016 progress report, see ED573098.] ED592828 Academic Credit for Prior Learning: 2017 Progress Report Washington Student Achievement Council 2017-12-00 23 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 2019 ERIC JAN2020

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No Feedback (Response) Expectation Stakeholders Well Being Student Development Educational Improvement Accountability Learning Teacher Attitudes Emotional Response Academic Achievement Foreign Countries Elementary Secondary Education Harris, Lois Ruth Brown, Gavin T. Speeches/Meeting Papers Reports - Research New Zealand ISSN- English Elementary Secondary Education A phenomenographic analysis explored 18 teachers' conceptions of feedback and how they were enacted. Five hierarchically ordered categories of feedback were seen as aligning with three major functions; that is, (1) satisfying stakeholder expectations (Category 1), maintaining student psycho-social well-being (Category 2), and supporting learning growth (i.e., Category 3: diagnosing academic strengths and weaknesses primarily through correcting and marking; Category 4: providing a plan for improvement; and Category 5: making sure improvement plans are implemented because provision of information is insufficient). Teachers described experiencing significant tensions when trying to balance student wellbeing, accountability purposes, and learning growth functions. Data emphasize the importance of ensuring that teacher concerns for student emotional well-being do not undermine academic improvement purposes and those system policies and expectations for feedback are not at odds with teacher beliefs. ED592194 "Everything You Do Is Giving Them Feedback": A Phenomenographic Study of Teacher Conceptions of Feedback AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 18 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Indigenous Populations Indigenous Knowledge Communities of Practice Environmental Education Science Education Climate Interdisciplinary Approach Scientists Teachers Instructional Design Land Use Cultural Maintenance Spiritual Development Teaching Methods Nelson-Barber, Sharon Johnson, Zanette Rechebei, Elizabeth Speeches/Meeting Papers Reports - Research Northern Mariana Islands ISSN- English Extreme variations in the earth's climate have radically changed the ecosystems, economics, cultural practices, language, and lifeways of the Chamorro and Carolinian peoples who live in the Commonwealth of Northern Mariana Islands in the Western North Pacific. It is essential that the upcoming generation gain science understandings that incorporate indigenous knowledge and applied problem solving, in order to help address the adverse climate effects. This paper examines the deliberations of a Local Professional Learning Community--a multidisciplinary group of cultural practitioners, elders, youth, scientists and educators--formed to identify, articulate, and share a set of design principles to guide the integration of indigenous knowledge and climate education practices in the CNMI, and focus future research in this urgent climate domain. ED592195 Design Principles for Integrating Local Indigenous Knowledge Systems and Climate Education in the Mariana Islands AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 ERIC JAN2020

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No Elementary School Students Corrective Reading Reading Tests Scores Reading Improvement Instructional Improvement Reading Achievement Outcomes of Education Achievement Gains Small Group Instruction Vaughn, Claudette Denean Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education In this mixed methods study, the researcher analyzed three school years of third through fifth-grade students' reading scores on the NWEA MAP reading test to determine possible differences in students' reading growth relative to the instructional delivery model used to provide Corrective Reading as supplemental reading intervention. Students received Corrective Reading intervention with the classroom teacher, the after-school teacher (both large groups), or in small-groups with the Title I Reading Teacher. Five elementary school principals and 15 teachers answered interview questions related to experiences with Corrective Reading, perceptions of student academic and behavioral outcomes, and perceptions of the three instructional delivery models. Teachers and principals agreed Corrective Reading improved students' academic and behavioral outcomes. Classroom and after-school teachers believed students demonstrated greater reading growth in small groups. Title I Reading Teachers agreed, but desired the ability to show academic gains with a larger number of students. The researcher conducted an Analysis of Variance (ANOVA) test on reading growth scores from the three groups. The p-value of 0.0026 indicated a significant difference among the means, so the researcher rejected the null hypothesis. Students in all the reading intervention groups showed some reading growth. However, both the Tukey and Scheffe post hoc analyses revealed the mean of the Title I Reading Teacher group was significantly higher than the mean of the after-school group. As a result of the findings, the researcher recommends educational leaders staff buildings with reading intervention specialists to provide small-group intervention to struggling readers. [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.] ED592196 A Mixed Method Study Examining Corrective Reading Implementation Models in an Urban Midwest School District ProQuest LLC Ed.D. Dissertation, Lindenwood University 2018-00-00 978-0-4386-2097-1 146 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:10976534 2019 As Provided JAN2020

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Yes School Readiness Success Early Childhood Education Child Development Preschool Children Experience Family Involvement Child Health Well Being School Role Federal Programs Early Intervention At Risk Students Grants Neighborhoods Family Programs Community Programs Government Role State Government Federal Government Local Government Teacher Competencies Joyner, Stacey Theodore, Kathleen Reports - Descriptive Collected Works - Serial Early Childhood Longitudinal Survey SEDL, Southeast Comprehensive Center (SECC) English Early Childhood Education The first 5 years of life are a critical foundation for children's early learning and lifelong development. This eBulletin highlights school readiness, how early experiences matter, the role of preschool in supporting readiness, and state and local efforts to implement recommendations from the National Governors Association (NGA). The following Spotlights on SECC Work are included: (1) Alabama (Mary Lou Meadows); (2) Georgia (Glenda Copeland); (3) Louisiana (Robyn Madison-Harris); (4) Mississippi (Debra Meibaum); and (5) South Carolina (Beth Howard). ED591830 Improving School Readiness and Success for Children. Southeast Comprehensive Center eBulletin. Volume 5, Number 3 Southeast Comprehensive Center 2011-00-00 Department of Education (ED) 11 Southeast Comprehensive Center. 440 Knox Abbott Drive Suite 200, Cayce, South Carolina 29033. Tel: 803-936-0750; Web site: https://southeast-cc.org/ N/A 2019 31 ERIC JAN2020

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No Student Development Adolescent Development Youth Programs After School Programs Educational Principles Educational Practices Program Development Program Evaluation Cognitive Development Brain Resilience (Psychology) Leisure Time Recreation Athletics Outdoor Education Creative Development Experiential Learning Student Attrition Family Involvement Learner Engagement Decision Making Cultural Influences Culturally Relevant Education Immigrants Homosexuality Inclusion Ability Professional Personnel Witt, Peter A., Ed. Caldwell, Linda L., Ed. Books Collected Works - General English Out-of-school time (OST) settings are powerful contexts for youth development when programs and services are intentionally designed. "Youth Development Principles and Practices in Out-of-School Time Settings" increases the capacity of students and professionals to facilitate youths' optimal transition to adulthood through maximizing the developmental benefits accrued by participating in OST programs and experiences. Peter A. Witt and Linda L. Caldwell, two well-respected researchers in the youth development field, have brought together a group of outstanding authors who provide an exceptional blend of theory- and practice-based information critical to anyone seeking to conceptualize, design, and evaluate OST programs. All chapters are based on tenets of positive youth development necessary to enable youth to thrive. The book is divided into five sections: (1) Youth development principles and foundational information (e.g., youth today as well as an historical perspective on youth work); (2) Developing youths' potential (including specific chapters on leisure and recreation, youth sport, nature-based activities and the arts); (3) Systematic program planning and evaluation of youth programs; (4) The role of adults and families in the lives of youth; and (5) Issues of diversity in youth development (e.g., race and ethnicity, immigrant, LGBT, and ability level). A final chapter discusses the knowledge, skills, and behaviors necessary to become a skilled youth professional. Each chapter ends with thought-provoking discussion questions and assignments that encourage application and further exploration of the chapter's content. The book is a must read for students and practitioners seeking to understand youth today and support their development through out-of-school time programs. This book contains the following chapters: (1) Ten Principles of Youth Development (Linda L. Caldwell and Peter A. Witt); (2) The Big Picture: Youth Today and Tomorrow (Linda L. Caldwell); (3) Growing Up Slower With Fast-Forward and Like Buttons (Linda L. Caldwell); (4) It's a No-Brainer: Understanding the Adolescent Brain Is Important (Linda L. Caldwell and Elizabeth H. Weybright); (5) Why and How Youth Services Were Developed (Peter A. Witt); (6) Youth-Serving Organizations: Then and Now (Peter A. Witt); (7) Processes of Positive Development: Classic Theories (Reed W. Larson and Kathrin C. Walker); (8) Resiliency, Protective Processes, Promotion, and Community Youth Development (Daniel F. Perkins, Linda L. Caldwell, and Peter A. Witt); (9) The Importance of Leisure and Recreation as Contexts for Youth Development (Linda L. Caldwell and Peter A. Witt); (10) The Status of Youth Sport in American Society (Gareth J. Jones, Jason N. Bocarro, and Michael B. Edwards); (11) Nature and Youth Development (Barry A. Garst); (12) The Arts and Creative Youth Development (Denise Montgomery); (13) Intentional Programming Using Logic Models (Linda L. Caldwell, Peter A. Witt, and Cheryl K. Baldwin); (14) Program Assessment and Evaluation (Ann Gillard and Laurie Browne); (15) Reducing Attrition from Youth Programs Through Structuring Deep, Valued, and Impactful Experiences for Youth (Gary D. Ellis, Andrew Lacanienta, and Patti A. Freeman); (16) The Power of People: The Importance of Relationship-Based Programming (Jason N. Bocarro and Peter A. Witt); (17) Family Matters: Supporting Positive Youth Development through Family Programming (Karen K. Melton, Camilla J. Hodge, Nicole McAninch, and Ericka J. Olschewski); (18) Youth Engagement, Voice, and Opportunities for Decision-Making (Theresa K. Sullivan, Rebecca N. Saito, and Rachel Chamberlain); (19) The Role of Culture in Out-of-School Time Settings (Corliss Outley, Aishia Brown, M. Gayle Gabriel, and Alex Sullins); (20) Culturally Responsive Organized Activities: Lessons Learned from Latinx Families Living in the U.S. (Andrea Vest Ettekal and Sandra D. Simpkins); (21) Leisure and Recreational Sport Among Immigrant Youth (Monika Stodolska and Leslie N. Camarillo); (22) Out-of-School Time Programs and Resistance to LGBT Oppression (Daniel Theriault); (23) Including Youth of All Abilities (Lynn S. Anderson and Mary Ann Devine); and (24) So, You Want to be a Youth Professional (Peter A. Witt). (Individual chapters contain references.) ED591831 Youth Development: Principles and Practices in Out-of-School Time Settings, 2nd Edition Sagamore-Venture 2018-00-00 978-1-57167-915-4 Practitioners Students 642 Sagamore-Venture. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975. Web site: https://www.sagamorepub.com/ N/A https://www.sagamorepub.com/products/youth-development-principles-and-practices-out-school-time-settings-2nd-ed 2019 ERIC JAN2020

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Yes Public Colleges Access to Education Minority Group Students Low Income Students Enrollment Graduation Rate College Students Achievement Gap School Policy Reports - Descriptive Ohio Institute for Higher Education Policy (IHEP) English Higher Education Postsecondary Education Public flagship universities were established with a mission to provide an excellent education to their states' residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at The Ohio State University -- Main Campus (OSU-Main Campus) finds large and growing gaps in college access, as well as gaps in college completion, by race and socioeconomic status. To serve as a catalyst for mobility and equity in Ohio, OSU-Main Campus must do a better job enrolling and graduating low-income students and students of color. [For "Inequities Persist: Access and Completion Gaps at Public Flagships in the Great Lakes Region," see ED591567.] ED591573 The Ohio State University - Main Campus. Equity Snapshot Institute for Higher Education Policy 2018-10-00 7 Institute for Higher Education Policy. 1825 K Street Suite 720, Washington, DC 20006. Tel: 202-861-8223; Fax: 202-861-9307; e-mail: institute@ihep.org; Web site: http://www.ihep.org N/A 2019 0 As Provided JAN2020

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Yes Early Parenthood Educational Attainment Educational Research Achievement Gap Educational Policy Neeley, Ann Baldwin, Marion Beckwith, Shirley Williams, Haidee Reports - Research Information Analyses SEDL, Texas Comprehensive Center English Becoming a parent, at any age, can be a life-altering experience. Regardless of race, education, and socio-economic status, motherhood--and fatherhood--uniformly places demands on one's life that were non-existent prior to the birth of a child. Research indicates that teenage parents experience reductions in their educational attainments compared to teenagers who are not parents. However, strategies have been reported that can help close this gap between teen parents and non-parents. Key points of this briefing paper include the following: (1) Teenage parents drop out of school due to the responsibilities of caring for their children as well as because of stigmatization and isolation from peers; (2) Teenage parents who receive support from school based services tend to remain in school more than those who receive no support; and (3) Strategies can be implemented to help reduce the negative consequences of early parenting. ED591574 Teenage Parents and Their Educational Attainment. Briefing Paper Texas Comprehensive Center 2011-00-00 Department of Education (ED) 5 Texas Comprehensive Center. 4700 Mueller Blvd, Austin, TX 78723. Tel: 512-476-6861; Web site: https://texas-cc.org/ N/A 2019 19 As Provided JAN2020 S283B050020

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Yes College Students Community Colleges Time to Degree College Graduates Associate Degrees Learner Engagement Dropouts Stopouts Disproportionate Representation Minority Group Students College Programs Program Implementation Program Effectiveness Two Year College Students Graduation College Transfer Students Wheatle, Katherine Taylor, Jason Bragg, Debra Ajinkya, Julie Reports - Descriptive Institute for Higher Education Policy (IHEP) English Higher Education Postsecondary Education Two Year Colleges Each year millions of Americans make the decision to pursue a college education to improve their skill sets, boost their earning potential and transform their life circumstances. Yet almost 1 in 5 students leaves empty-handed after investing precious time and valuable resources. And many who amass student loan debt are crippled by the burden of repayment. In 2009, Institute for Higher Education Policy (IHEP) sought to help remedy the problem of associate's degree completion among students who stop-out through "Project Win-Win." Another multi-state reverse transfer optimization initiative, "Credit When It's Due," also helped thousands more students earn their degrees. Together, "Project Win-Win" and "Credit When It's Due" strategies--collectively referred to as degree reclamation--have been implemented at 556 institutions in 17 states, producing over 20,000 new associate's degrees. "Degree reclamation"--a combination of evidence-based and equity-focused strategies--helps institutions reengage the "some college, no degree" population, provide these students with targeted supports to aid in their completion of associate's degrees, and award degrees when sufficient credits are earned. "The Potential of Degree Reclamation: A Path to Reclaiming the Nation's Unrecognized Students and Degrees" offers a new vision for scaling degree reclamation nationwide. Degree reclamation is a transformative completion strategy that can help millions of college students achieve their dream of earning a degree, especially underserved students. [This report was co-produced with the Credit When It's Due Research Team.] ED591575 The Potential of Degree Reclamation: A Path to Reclaiming the Nation's Unrecognized Students and Degrees Institute for Higher Education Policy 2017-05-00 Kresge Foundation Lumina Foundation 20 Institute for Higher Education Policy. 1825 K Street Suite 720, Washington, DC 20006. Tel: 202-861-8223; Fax: 202-861-9307; e-mail: institute@ihep.org; Web site: http://www.ihep.org N/A 2019 0 As Provided JAN2020

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Yes Scholarships Middle School Students Low Income Students Postsecondary Education College Bound Students Access to Education Student Motivation Enrollment Rate Program Effectiveness High School Students Grade 7 Grade 8 Barriers Student Attitudes College Applicants High School Seniors College Attendance Shankster, Lexi Larson, Kara Kwakye, Isaac Reports - Research Tests/Questionnaires Washington Washington Student Achievement Council English Middle Schools Secondary Education Junior High Schools Postsecondary Education High Schools Grade 7 Elementary Education Grade 8 Higher Education The College Bound Scholarship (CBS) is designed to inspire and encourage Washington middle school students from low-income families to prepare for and pursue postsecondary education. Postsecondary enrollment rates of College Bound students match or exceed those of non-College Bound Washington high school graduates; however, the postsecondary enrollment rate of College Bound students has fallen as the percentage of 7th and 8th grade students signing the pledge has increased. This study, funded by the Bill and Melinda Gates Foundation, provides a first look into eligible students' perceived obstacles to postsecondary enrollment, despite access to the College Bound scholarship. The authors do not present statistically significant results or tests among schools' programming. Rather, this study explores possible gaps in information and students' perceived obstacles to continuing education. This report begins with state program information and data from the Washington Student Achievement Council showing sign-up rates and postsecondary enrollment rates for students in public K-12 schools. Next, the authors present findings from: (1) Two focus groups of current seniors; (2) One survey of current seniors; and (3) One survey of recently graduated College Bound-eligible students designed to probe students' understanding of the College Bound program and their perceived obstacles to postsecondary enrollment. The authors conclude with recommendations for improving CBS postsecondary enrollment rates and suggest further research based on our findings. The following are appended: (1) Focus Group Instrument; (2) Participating Schools; (3) Methodology for Survey of Current Seniors; (4) Survey Instrument for Current Seniors; and (5) Invitation to Recent eligible low-income High School Graduates. ED592829 College Bound Postsecondary Enrollment: An Exploration of Students' Understanding and Beliefs Washington Student Achievement Council 2017-08-00 Bill and Melinda Gates Foundation 41 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 2019 ERIC JAN2020

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Yes Higher Education Community Colleges Access to Education Accountability Educational Innovation Academic Achievement Labor Force Development Enrollment High School Graduates Student Financial Aid Educational Certificates Academic Degrees Graduation Rate Undergraduate Students Graduate Students School Holding Power Student Loan Programs STEM Education Remedial Instruction Two Year College Students College Freshmen Reports - Descriptive Numerical/Quantitative Data West Virginia West Virginia Higher Education Policy Commission West Virginia Council for Community and Technical College Education English Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education West Virginia Code §18B-1D-8 statutorily mandates the West Virginia Higher Education Report Card. This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission ("Leading the Way Access: Success. Impact. 2013-2018") and the Council ("Meeting the Challenge 2010-2015"). The systems' master plans establish aspirational institutional and statewide goals for the state's public higher education systems at a time when public postsecondary education is a critical component to the economic and civil success of the state. Each Commission institution has developed strategies and comprehensive plans with activities aimed specifically at achieving institutional and system-wide goals in key areas such as enrollment, retention, developmental education, and financial aid, as set forth in the Commission's "Leading the Way" master plan. A number of these activities are highlighted throughout this document as either "Featured Institutional Initiatives" or "Institutional Spotlights." [For the 2014 Report Card, see ED592826.] ED592830 West Virginia Report Card, 2015 West Virginia Higher Education Policy Commission 2015-00-00 84 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://www.wvhepc.edu/ N/A 2019 ERIC JAN2020

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No Community Colleges Two Year College Students Music Education Communities of Practice College Faculty Teacher Collaboration Goal Orientation Barriers Student Needs Majors (Students) Music Teachers Expectation Student Diversity Dixon, Edward Bruce Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education According to Cohen and Brawer (2008), there are four curricular functions of community colleges. Students who enroll at community colleges may seek academic transfer, vocational or technical education, developmental education, or continuing education, which includes community service. Community college faculty and administrators face a wide range of students enrolling in their courses and are challenged to stay relevant to each student. Using Wenger's communities of practice (1998) and Lave and Wenger's legitimate peripheral participation (1991) as a theoretical lens, I conducted a case study of a community college with similarities to my own place of employment to understand: (a) how do faculty members create and maintain appropriate communities of practice, (b) how and in what ways do the communities of practice available reflect the goals of students, and (c) what challenges do faculty members perceive in their attempt to align communities of practice with student needs. I interviewed all student music majors, all music faculty, the department chair, and the Vice-President of Academic Affairs, reviewed field notes, and analyzed pertinent documents available on the college website. I coded the data for the communities of practice concepts of mutual engagement, shared repertoire, and joint enterprise. My findings suggested that faculty members struggled to stay relevant to student expectations, a task that was exacerbated by many students who did not have expectations or who had unrealistic expectations. The diverse student body included many students that did not have career goals, academic expectations, or an understanding of the role of the community college. The case had such a small number of music majors that adding courses and programs was only possible within the structures of the current offerings and only if the cost to faculty members and the institution was minimal. Although idealistic about the potential of new programs that would attract more students, faculty members had to serve the diverse expectations of the student body inside the existing programs and courses. Implications from this research point to the importance of faculty members and administrations promoting open dialogue with one another, as well as with students, to align their goals and expectations. [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.] ED591299 Communities of Practice in a Community College Music Program: A Case Study Examining Various Student Expectations for Music Learning and Participation ProQuest LLC D.M.A. Dissertation, Boston University 2018-00-00 978-0-4386-1456-7 166 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:10934968 2019 As Provided JAN2020

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No Hispanic American Students African American Students College Students Mentors Student Leadership Minority Group Students Leadership Role Student Role Educational Environment Student Experience Interaction Role Models Student Employment McCall, Fred Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education While the numbers of African American and Latinx students have increased in higher education over the last several decades, African Americans and Latinx students experience college different from their peers. A specific area where African American and Latinx students experience college in distinct ways is around their co-curricular involvement and leadership. This study seeks to fully understand the phenomenon of leadership and mentorship for African American and Latinx students. In order to explore the lived experiences of participants, I conducted two semi-structured, in-depth interviews of students and one interview of their identified mentor. I focused on an interview protocol that provided the opportunity for participants to elucidate their leadership and mentorship experiences to allow for enhanced descriptions of the phenomenon. The 12 student participants were mostly upperclassmen and identified as African American or Latinx. Four university staff members were interviewed as students' identified mentors. The data from the was situated in three major themes and subthemes related to student leadership and mentorship experiences. The first theme of leadership focused on the experiences of students of color in leadership roles and had subthemes of learning while leading, leadership identity dissonance, cultural safe spaces, and leadership for service and change. The second theme of mentorship explored the lived experiences of students and staff involved in mentorship and found subthemes of unintentional connections, authentic human interactions, guidance, and supporting and creating opportunities as integral to participants. The final and major theme of developing leadership through mentorship highlighted the intersections of mentorship and leadership with subthemes of role modeling, leadership through student employment, mentors normalizing experiences, cycles of care and belonging, and intersections between identity and leadership development. The findings from this study underline the importance of mentors in the leadership development experiences of African American and Latinx student leaders. The findings offer important insight for colleges and universities to utilize as they encourage mentorship for students of color and focus more on the leadership of African American and Latinx 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.] ED591300 Exploring the Relationship between Mentorship and Leadership: How African American and Latinx College Students Develop Leadership through Mentorship ProQuest LLC Ph.D. Dissertation, Indiana University 2018-00-00 978-0-4385-3389-9 163 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:10935118 2019 As Provided JAN2020

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Yes Elementary School Teachers Elementary School Mathematics Mathematics Instruction Mathematics Teachers Student Evaluation Mathematical Logic Thinking Skills Scoring Rubrics Case Studies Mathematics Skills Foreign Countries Algebra Bragg, Leicha A. Herbert, Sandra Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Recently, mathematical reasoning has grown in prominence in curriculum documents and professional learning programs. However, the assessment of reasoning actions continues to be an elusive task for many teachers. Research has shown that many primary teachers focus only on explaining. This case study examines the salient behaviours of two Year 6 primary teachers employing the "Assessing Mathematical Reasoning Rubric." Results indicated the teachers gained deeper insights into the diverse nature of reasoning through the employment of rubric. Therefore, it provides teachers with a vehicle for a more nuanced examination of reasoning beyond explaining and is a launching pad for lesson planning. ED592480 What Can Be Learned from Teachers Assessing Mathematical Reasoning: A Case Study Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Arithmetic Grade 3 Elementary School Mathematics Mathematics Instruction Elementary School Students Number Concepts Fractions Numbers Foreign Countries Gorman, Amelia Way, Jennifer Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 3 Primary Education Elementary Education Early Childhood Education This study investigated how six Year Four (9-10 years old) students interacted with a dynamic (zoomable) digital number line to demonstrate knowledge and understandings of decimal fractions. Results from a task-based interview indicated that the zoomable number line is able to assist students in developing conceptual understandings of decimal density, place value and relative size. The app proved to be a powerful mathematical representation of decimal fractions because of its dynamic affordances that allowed the students to 'see' concepts that would otherwise be 'unseeable' when using a traditional static number line. ED592481 Zooming-in on Decimals Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Foreign Countries Mathematics Teachers Mathematics Instruction Middle School Teachers Secondary School Mathematics Teaching Methods Instructional Effectiveness Middle School Students Mathematics Education Learner Engagement Mathematics Achievement Mathematics Tests Test Anxiety Teacher Attitudes Student Attitudes Student Improvement Outcomes of Education Ley, John Attard, Catherine Holmes, Kathryn Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Middle Schools Secondary Education Junior High Schools Student disengagement is influenced by the degree of success that is experienced in the mathematics classroom. In turn, success is often determined by the depth of understanding that students gain during predetermined time frames. This paper reports on the Five Question Approach to teaching mathematics which provides teachers with greater flexibility in content delivery, pacing and consolidation of content. This qualitative case study draws on data collected in three Australian secondary classrooms. Findings indicate that the Five Question Approach led to increased student engagement, academic improvement and a significant decrease in examination anxiety. ED592482 The Five Question Approach: Disrupting the Linear Approach to Mathematics Teaching Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No High School Students Secondary School Mathematics Acceleration (Education) Grade 8 Algebra Grade 7 Geometry Mathematics Achievement Achievement Tests Mathematics Tests Instructional Effectiveness Middle School Students Zseller, Elaine B. Speeches/Meeting Papers Reports - Research New York ISSN- English High Schools Secondary Education Grade 8 Junior High Schools Middle Schools Elementary Education Grade 7 This research explores the question, "Do students who were accelerated in grade eight complete high school mathematics courses at a similar rate to students who were not accelerated?" Data was examined for students who took the New York State (NYS) 2012 Integrated Algebra assessment and students who took the 2015 Common Core Algebra assessment. For Level 3 or Level 4 students on the grade seven NYS mathematics assessment, over 90 percent of both groups were successful on the 2012 Integrated Algebra assessment and over 83 percent were successful on the Geometry assessment. For grade seven Level 2 students, the success rate on the Integrated Algebra assessment was 10% lower if they were in the accelerated group. Common Core is similar. ED592197 Effects of Early Acceleration on Students' High School Mathematics Pathways AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 36 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Educational Indicators Federal Programs Mathematics Instruction Accountability Teaching Methods Educational Practices Middle School Teachers Educational Quality Hunter, Seth B. Speeches/Meeting Papers Reports - Evaluative ISSN- English Middle Schools Secondary Education Junior High Schools One goal of standards-based accountability is to align educator behaviors with the improvement of student achievement. Yet, prior work suggests that standards-based accountability has negatively affected some educational processes, such as narrowing the curriculum and reducing instructional quality. Panel data from middle grades math teachers across four urban districts from 2007-2011 are used to identify the causal effect of not making adequately yearly progress (AYP) in mathematics on the quality of middle grades math teacher instruction. The analytical strategy rests on various fixed effects. Analyses show instructional quality decreases the school year immediately following failure to make AYP in math, but some of the loss in instructional quality is recovered over time. ED592198 The Effect of Failing to Reach Adequate Yearly Progress on the Quality of Middle School Math Instruction AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Art Education Access to Education Educational Finance Disadvantaged Schools Instructional Leadership Transformational Leadership Sustainability Creativity Public Schools Resource Allocation Educational Resources Potter, Stacy M. Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Budgetary constraints have led many educational leaders to limit arts education programming to students across the state of Pennsylvania. The purpose of this qualitative dissertation was to investigate how educational leaders sustain access to arts education programs using alternative budgetary resources for K-12 students in Pennsylvania Title I schools. This multiple case study provided analysis within and across Pennsylvania Title I schools to help fill a gap in the educational leadership literature regarding alternative budgeting strategies to meet programming needs. The conceptual framework integrated transformational leadership, principles of creativity, and budgetary strategies. Key research questions explored sustainability frameworks and the use of creative leadership strategies to guide budget allocations while analyzing how educational leaders employ constructs of transformational leadership theory to produce measures of accountability. The study of 15 school districts across Pennsylvania employed an in-depth interview process and document review. Multiple case study analysis allowed for the exploration of leadership decisions within the current financial landscape of Pennsylvania Title I public schools during the 2017-2018 school year. The study found that alternative budgetary resources were not confined to financial support but included strategic resource management, inclusive stakeholder practices, and synoptic performance. Each of these constructs extended knowledge in leadership practice and organizational outcomes. This study's findings may have practical applications in relation to sustained leadership for arts education programs using alternative resources in Pennsylvania Title I 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.] ED592199 Sustainable Leadership in Arts Education Using Alternative Resources in Pennsylvania Title I Schools ProQuest LLC Ed.D. Dissertation, Walden University 2018-00-00 978-0-4385-9631-3 258 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:10975691 2019 As Provided JAN2020

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Yes Content Area Reading Content Area Writing Literacy Education Reading Skills Writing Skills Educational Change Secondary School Students Secondary School Teachers Adolescents Middle School Teachers Middle School Students Chauvin, Ramona Molina, Concepcion Information Analyses Texas Alabama Georgia Mississippi South Carolina SEDL, Texas Comprehensive Center English Secondary Education Middle Schools Junior High Schools The education field must go beyond calling attention to an adolescent literacy crisis and the need for additional resources--a critical need--to treating adolescent literacy as the foundation for more ambitious efforts to improve middle and high schools in their entirety (Heller & Greenleaf, 2007; Jacob, 2008). Instruction around adolescent literacy, or content-area literacy, is fundamental to building the kind of secondary schools that are necessary to support the nation's social and economic health. The challenge is to connect the teaching of literacy to the rest of the secondary education improvement agenda. This article is about a literature search that focused on studies on secondary content-area literacy that were published within the last 10 years. However, when reference lists were reviewed, staff found that some older research provided key information on the topic. Therefore, these seminal publications were included in the resources used to develop this paper. ED591576 Secondary Content-Area Literacy: Time for Crisis or Opportunity for Reform? Briefing Paper Texas Comprehensive Center 2012-09-00 Department of Education (ED) 21 Texas Comprehensive Center. 4700 Mueller Blvd, Austin, TX 78723. Tel: 512-476-6861; Web site: https://texas-cc.org/ N/A 2019 54 ERIC JAN2020 S283B050020

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Yes Nontraditional Education High Schools Rural Areas At Risk Students Program Effectiveness Dropouts Dropout Rate Rural Schools Rural Urban Differences Dropout Prevention Information Analyses Reports - Research SEDL, Texas Comprehensive Center English High Schools Secondary Education Rigorous research on alternative high schools for at-risk students is extremely limited, especially for rural areas. There are case studies and descriptive reports of successful programs for rural students whose needs are not met in traditional schools. In general, these programs share the same characteristics as those found in urban areas. Some programs and schools are profiled in two appendices included in this report. Successful alternative high schools, whether rural or urban, have many characteristics in common, including these key points: (1) small class size, with strong individual supports, both academic and social; (2) self-paced curriculum, with flexible scheduling; (3) parental involvement; and (4) more autonomous management. A chart provided in Appendix A provides information from case studies of rural alternative education programs. The name of the school/program (if available), source of information, program's reported evidence of effectiveness, and characteristics of the program are listed for each. A combined list of references and additional resources is also provided. ED591577 Alternative High Schools in Rural Areas. Briefing Paper Texas Comprehensive Center 2010-00-00 Department of Education (ED) 15 Texas Comprehensive Center. 4700 Mueller Blvd, Austin, TX 78723. Tel: 512-476-6861; Web site: https://texas-cc.org/ N/A 2019 ERIC JAN2020 S283B050020

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No Design School Districts School Surveys Partnerships in Education Educational Research Educational Practices Policy Formation Capacity Building Educational Environment Stakeholders Focus Groups Feedback (Response) Response Rates (Questionnaires) Data Collection Quality Assurance Test Construction Cooperative Planning Merrill, Lisa Lafayette, Camille Goldenberg, Shifra Reports - Research-practitioner Partnerships Reports - Descriptive New York (New York) New York University, Research Alliance for New York City Schools English Research has begun to show that certain schoolwide characteristics--such as student-centered learning environments, leadership, and safety--can be important for improving student outcomes. In keeping with these insights, school improvement efforts around the country are becoming less narrowly focused on the performance of individual students and teachers and more focused on enhancing key aspects of the overall school learning environment. Many districts are attempting to measure these aspects of school climate using surveys of students, parents, and teachers. The New York City Department of Education (NYC DOE) was an early adopter of this general approach, launching its School Survey in 2006. Each year since then, the NYC DOE has distributed the Survey to all students in grades 6-12, as well as all teachers and parents throughout the district. In 2014, new City and district leadership sought to undertake a comprehensive redesign of the Survey, focused on measuring the aspects of school climate and capacity that research had shown to be important for improving student achievement. Building on a pre-existing collaboration, the Research Alliance worked closely with the NYC DOE to help develop its "Framework for Great Schools" and to redesign the School Survey, with the goal of capturing information about the Framework's key elements. Research Alliance analyses suggest that this effort has resulted in a much stronger, more reliable Survey. The highly collaborative (and still ongoing) process has also demonstrated how a solid research-practice partnership can inform school district decisions and create useful measurement tools for the field. This brief shares lessons learned to date and highlights questions that remain about developing school surveys and using their results to inform research, policy, and practice. ED591578 Redesigning the Annual NYC School Survey: Lessons from a Research-Practice Partnership. Brief Research Alliance for New York City Schools 2018-02-00 16 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/Compendium/Lessons_from_a_Research-Practice_Partnership.pdf 2019 0 ERIC JAN2020

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Yes Elementary Secondary Education Federal Legislation Educational Legislation Accountability High Stakes Tests Educational Testing National Competency Tests Legal/Legislative/Regulatory Materials Colorado (Denver) New York (New York) No Child Left Behind Act 2001 National Assessment of Educational Progress US Senate. Committee on Health, Education, Labor, and Pensions English Elementary Secondary Education This hearing of the Committee on Health, Education, Labor, and Pensions examines No Child Left Behind, focusing on testing and accountability. At the center of the debate about how to fix No Child Left Behind is what to do about the Federal requirement that states, each year, administer 17 standardized tests with high stakes consequences. Following opening statements by Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Patty Murray (U.S. Senator from the State of Washington), the following senators provide statements: (1) Honorable Michael F. Bennet, a U.S. Senator from the State of Colorado; (2) Honorable Susan Collins, a U.S. Senator from the State of Maine; (3) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; (4) Honorable Pat Roberts, a U.S. Senator from the State of Kansas; (5) Honorable Richard Burr, a U.S. Senator from the State of North Carolina; (6) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (7) Honorable Johnny Isakson, a U.S. Senator from the State of Georgia; (8) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (9) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania; (10) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island; and (11) Honorable Christopher S. Murphy, a U.S. Senator from the State of Connecticut. Prepared witness statements are offered by: (1) Martin R. West, Ph.D., Associate Professor of Education, Harvard Graduate School of Education; Deputy Director, Program on Education Policy and Governance, Harvard Kennedy School; and Non-Resident Senior Fellow, Brookings Institution, Cambridge, Massachusetts; (2) Paul Leather, Deputy Commissioner, New Hampshire Department of Education, Concord, New Hampshire; (3) Tom Boasberg, Superintendent, Denver Public Schools, Denver, Colorado; (4) Wade J. Henderson, President and CEO, Leadership Conference on Civil and Human Rights and the Leadership Conference Education Fund, Washington, DC; (5) Jia Lee, Fourth and Fifth Grade Special Education Teacher, Earth School, New York, New York; and (6) Stephen Lazar, Eleventh Grade U.S. History and English Teacher, Harvest Collegiate High School, New York, New York. Additional materials include: (1) Response by Martin R. West, Ph.D. to questions of: Senator Murkowski; Senator Bennet; and Senator Whitehouse; (2) Response by Paul Leather to questions of: Senator Murkowski; Senator Baldwin; Senator Bennet; and Senator Whitehouse; (3) Response by Wade J. Henderson to questions of: Senator Bennet; and Senator Whitehouse; (4) Response by Jia Lee to questions of Senator Baldwin; and (5) Response by Stephen Lazar to questions of: Senator Baldwin; and Senator Whitehouse. ED592831 Fixing No Child Left Behind: Testing and Accountability. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, First Session on Examining No Child Left Behind, Focusing on Testing and Accountability (January 21, 2015). Senate Hearing 114-512 US Senate 2017-00-00 100 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 2019 ERIC JAN2020

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Yes Preschool Education Elementary Secondary Education Postsecondary Education Academic Achievement Academic Persistence White Students African American Students Hispanic American Students Asian American Students Hawaiians Pacific Americans American Indian Students Multiracial Persons Public School Teachers Teacher Characteristics Institutional Characteristics Population Distribution Poverty Public Schools School Demography English Language Learners Disabilities Suspension Expulsion School Safety Grade Repetition Dropout Rate Graduation Rate Student Financial Aid Academic Degrees Educational Attainment Education Work Relationship Outcomes of Education Unemployment de Brey, Cristobal Musu, Lauren McFarland, Joel Wilkinson-Flicker, Sidney Diliberti, Melissa Zhang, Anlan Branstetter, Claire Wang, Xiaolei Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED) American Institutes for Research (AIR) English Preschool Education Early Childhood Education Elementary Secondary Education Postsecondary Education This report uses statistics to examine current conditions and changes over time in education activities and outcomes for different racial/ethnic groups in the United States. The indicators in this report show that some traditionally disadvantaged racial/ethnic groups have made strides in educational achievement, but that gaps still persist. The primary focus of this report is to examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The secondary focus of this report is to illustrate the changing demographics in the United States. Measuring population growth and diversity is important for anticipating the needs of schools and teachers. This report shows that over time, students in these racial/ethnic groups have completed high school and continued their education in college in increasing numbers. Despite these gains, the rate of progress has varied among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment and progress on key indicators of educational performance. It uses the most recent data available and reports on demographics, preprimary, elementary, and secondary education participation, student achievement, student behaviors and persistence, postsecondary education, and outcomes of education. ED592833 Status and Trends in the Education of Racial and Ethnic Groups 2018. NCES 2019-038 National Center for Education Statistics 2019-02-00 228 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 2019 ERIC JAN2020 Yes EDIES12D0002 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019038

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Yes Foreign Countries Student Diversity Middle School Students Student Attitudes Minority Group Students Pacific Islanders Ethnic Groups Mathematics Education Secondary School Mathematics Equal Education Values Preferences Mathematics Instruction Teaching Methods Comprehension Cooperative Learning Hill, Julia L. Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Middle Schools Secondary Education Junior High Schools Classrooms around the world are becoming increasingly diverse. A major challenge faced by educators is achieving equity for all mathematics learners. To achieve equity, educators need to acknowledge and cater for this increasing diversity which includes attending to values of their students. Drawing on survey responses and individual interviews, this paper explores the mathematics education values espoused by 227 middle school students in New Zealand, including Pakeha/European, East Asian, Maori and Pasifika learners. Results from this study provide insight into what is valued in the mathematics classroom and may assist teachers to develop pedagogy and classroom culture which aligns with students' values. ED592483 What Do Culturally Diverse Students in New Zealand Value Most for Their Mathematics Learning? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Inquiry Teaching Methods Foreign Countries Mathematics Instruction Elementary School Mathematics Elementary School Students Geometric Concepts Grade 5 Fry, Kym Hillman, Judith Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Grade 5 Intermediate Grades Middle Schools Guided inquiry pedagogy is gaining recognition for promoting deep learning as students connect concepts, understandings and meanings to defend and justify their mathematical ideas. Research describes how it promotes the development of deep understandings, yet the approach can seem at odds with explicit teaching pedagogies that show potential for a rapid rise in mathematical achievement in solving simple, routine tasks. Additional pressure from timed, standardised tests can contribute to confusion about choice when teachers consider implementing pedagogies with which they are less familiar. This paper illustrates what explicit teaching looks like in inquiry as year five students explore angles in polygons. ED592484 The Explicitness of Teaching in Guided Inquiry Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Mathematical Concepts Concept Formation Algebra Cognitive Processes Discourse Analysis Writing (Composition) Late Adolescents College Students Foreign Countries Problem Solving Assignments Symbols (Mathematics) Kontorovich, Igor' Speeches/Meeting Papers Reports - Research Israel Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Growing from the commognitive framework, this study is concerned with objectification -- a special way of talking about mathematical objects, which is key to one's concept formation. The study explores how objectification can be manifested in the discourse on square roots that unfolds in writing. The data comes from a class in a foundation programme where 11 students worked on a specially-designed assignment after intensive engagement with roots. The findings point to the task-dependency of students' written talk about square roots, a struggle to coordinate words and symbols into coherent narratives, and an avoidance of verbal formulations. Theoretical and practical implications are drawn. ED592485 What Can We Learn about Students' Mathematical Understanding from Their Writing? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Higher Education Online Courses Educational Technology Adjunct Faculty Communities of Practice Teacher Collaboration Leadership Styles Values Teacher Characteristics Busay, Cathy Louise Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The world of online higher education is still in its infancy. This provides the opportunity for universities to create environments where online adjunct faculty acknowledges a sense of belonging and collaboration working with leaders who inspire, support, and mentor. Leaders, who truly listen, are open and honest. Support will inspire online adjunct faculty to deliver a high caliber of instruction to students. In this study, leadership styles and working in collaboration within a virtual environment were investigated using a qualitative, phenomenological study design. Adult learners in leadership capacities in online higher education described their lived experiences in working with online adjunct faculty in professional learning communities (PLCs). Results revealed that treating online adjunct faculty as professionals, having a support system, building relationships and community, a leader's values/qualities, a leader's professional skills/styles, collaborative climate, and challenges to collaboration are the themes present in this study. Conclusions from this study support the idea of collaboration as being instrumental to allow online adjunct faculty to be supported in an online environment led by collaborative leaders. [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.] ED591301 Leadership Styles in an Online Higher Education Setting: A Phenomenological Study of Online Professional Learning Communities ProQuest LLC Ed.D. Dissertation, Concordia University (Oregon) 2018-00-00 978-0-4385-9289-6 127 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:10935121 2019 As Provided JAN2020

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No Elementary School Teachers Secondary School Teachers Faculty Development Workshops Story Telling Art Activities Professional Identity Program Effectiveness Feedback (Response) Identification (Psychology) Peer Evaluation Teacher Collaboration Experience Blei, Micaela Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Secondary Education Researchers and policy makers alike have acknowledged the need for teachers to reflect on experience and to experience agency in and out of the classroom (Beauchamp, 2015; Chen et al., 2012; Elbaz-Lewisch, 2010). In order to contribute to discussions of innovative strategies of teacher development, this interpretive case study explored the experiences of in-service K-12 teachers in an arts-based, personal narrative performance workshop. Research questions included: How do participants in a storytelling workshop describe the process of choosing, crafting and performing personal stories? What stories do teachers choose to tell and how does this relate to the process of negotiating identity and experience? How, if at all, can a PNP workshop contribute to the personal and professional development of teachers? In the research workshop, using a workshop structure that was developed over several years for The Moth's Education Program, participants chose their own personal stories to tell, helped one another craft stories by giving directed feedback, and finally performed for friends and family. The study describes ways that participants explored their personal and professional identities, negotiated boundaries around what to tell and when, experienced peer review and collaboration, and used storytelling craft to process personal experience. The study uses data from workshops, field notes, journals and interviews with participants. Using an interpretive framework based on theories of narrative identity and holistic narrative analysis (Spector-Mersel, 2011), this study examines both dynamics in the workshop, as participants built an emergent aesthetics of storytelling, and the individual process of claiming identity through stories. [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.] ED591302 Listening to Many Voices: Teachers Exploring Identity, Art and Narrative in a Personal Storytelling Workshop ProQuest LLC Ph.D. Dissertation, New York University 2018-00-00 978-0-4385-3136-9 262 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:10935158 2019 As Provided JAN2020

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Yes Employee Attitudes Work Attitudes School Personnel Foreign Countries Age Differences Gender Differences Educational Attainment Income Employment Level Employment Experience Akçay, Recep Cengiz Ulutas, Mehmet Sevinç, Nuray Journal Articles Reports - Research Turkey ISSN-1303-5134 English The current study aims to evaluate employees' attitudes towards work in educational institutions. An attitude scale was developed in order to reach the research sub-purposes. The scale was administered to the selected sample to obtain the research findings. Survey model, a quantitative Research method, was used within the current research. The Research population consists of Education employees working in schools under department of education in the town of Corlu, city of Tekirdag. 312 administrators, 1878 teaching and 480 supportive staff worked in 98 schools in the town of Corlu when the Research was conducted. 215 participants within the research sample were selected through non-proportional quota sampling among the teachers working in schools in the town. A scale to measure attitudes toward work was used as the data collection tool within the research. Some statistical analyses were needed in order to define the Research sub-dimensions. SPSS 21 software package was used to analyze the data. One-way variance analysis (ANOVA), t-test, Tukey, and LCD tests were used in the analyses. Employees considered their works in five different dimensions. When employees' attitudes toward work are examined based on their demographic characteristics, it is seen that employees' age, genders and seniority were significant factors defining their attitudes toward work. The employees' attitudes toward work at educational institutions were examined in the current study. The five dimensions defined within the research results must be considered significant for employees at educational institutions and some incentives must be activated. ED592834 Attitudes towards Work in Educational Institutions Online Submission International Journal of Human Sciences v13 n1 p1072-1083 2016 2016-00-00 12 N/A 2019 27 As Provided JAN2020

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Yes Federal Legislation Educational Legislation Higher Education Graduation Dropout Prevention Remedial Instruction Full Time Students Time to Degree School Schedules Educational Finance Community Colleges Student Financial Aid Academic Advising Educational Change College Programs Government Role Federal Government Universities Legal/Legislative/Regulatory Materials North Carolina Georgia New York (New York) Higher Education Act 1965 US Senate. Committee on Health, Education, Labor, and Pensions English Higher Education Postsecondary Education Two Year Colleges This hearing of the Committee on Health, Education, Labor, and Pensions examines reauthorizing the Higher Education Act, focusing on opportunities to improve student success. Following an opening and prepared statement by Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions) and an opening statement by Honorable Patty Murray (U.S. Senator from the State of Washington), the following senators provide statements: (1) Honorable Johnny Isakson, a U.S. Senator from the State of Georgia; (2) Honorable Susan M. Collins, a U.S. Senator from the State of Maine; (3) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; (4) Honorable Bill Cassidy, a U.S. Senator from the State of Louisiana; (5) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (6) Honorable Michael F. Bennet, a U.S. Senator from the State of Colorado; and (7) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts. Prepared witness statements are offered by: (1) Stan Jones President, Complete College America, Indianapolis, Indiana; (2) R. Scott Ralls, President, North Carolina Community College System, Raleigh, NC; (3) Timothy Renick, Ph.D., M.A., Vice Provost and Vice President for Enrollment Management and Student Success, Georgia State University, Atlanta, Georgia; and (4) Lashawn Richburg-Hayes, Ph.D., President, Young Adults and Postsecondary Education, MDRC, New York, New York. Additional materials include: (1) Response by Stan Jones to questions of: Senator Alexander; Senator Cassidy; Senator Collins; Senator Enzi; Senator Murray; and Senator Warren; (2) Response by R. Scott Ralls to questions of: Senator Alexander; Senator Cassidy; Senator Collins; Senator Enzi; Senator Murray; Senator Warren; and Senator Scott; (3) Response by Timothy M. Renick to questions of: Senator Alexander; Senator Cassidy; Senator Collins; Senator Enzi; Senator Murray; Senator Warren; and Senator Scott; and (4) Response by Lashawn Richburg-Hayes to questions of: Senator Alexander; Senator Cassidy; Senator Collins; Senator Enzi; Senator Murray; and Senator Warren. ED592835 Reauthorizing the Higher Education Act: Opportunities to Improve Student Success. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, First Session on Examining Reauthorizing the Higher Education Act, Focusing on Opportunities to Improve Student Success (August 5, 2015). Senate Hearing 114-695 US Senate 2017-00-00 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 2019 ERIC JAN2020

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Yes Access to Education Middle School Teachers Secondary School Teachers Outcomes of Education Disabilities Student Needs Student Diversity Educational Change Middle School Students Secondary School Students College Readiness Career Readiness Child Neglect Migrants Youth Homeless People Delinquency Academic Achievement Public Schools Reports - Descriptive Alabama Georgia Louisiana Mississippi South Carolina Texas SEDL, Texas Comprehensive Center English Middle Schools Secondary Education Junior High Schools Effectively meeting the needs of an increasingly diverse population of students presents challenges for educators across the United States, including the Texas and Southeast Comprehensive Center regions. Increasingly rigorous achievement expectations must be supported with flexible, accessible curricula, offering multiple pathways to success in order to secure opportunities for all children. Key points of this briefing paper include the following: (1) Multi-tier systems of support offer a research-based approach to addressing the myriad needs of youth struggling with school success; and (2) Application of the principles of Universal Design for Learning (UDL) can make curriculum and instruction both accessible and engaging for all learners, resulting in increased opportunities for learning success. The success of any public education reform effort will be tied, at least in part, to the ability to address appropriately the academic and social-behavior needs of diverse learners. By redefining the focus from one of "fixing students" to one of providing high-quality education that is responsive to individual needs (Riele, p. 141) the system will invariably improve experiences and outcomes for all students. ED591579 Meeting the Needs of Diverse Learners. Briefing Paper Texas Comprehensive Center 2011-00-00 Department of Education (ED) 15 Texas Comprehensive Center. 4700 Mueller Blvd, Austin, TX 78723. Tel: 512-476-6861; Web site: https://texas-cc.org/ N/A 2019 51 ERIC JAN2020 S283B050020

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Yes Social Studies Science Instruction Mathematics Instruction Secondary School Science Secondary School Mathematics English Language Learners Secondary School Teachers Secondary Schools Educational Strategies Secondary School Students Elementary Schools Comparative Analysis Quiroz, Blanca Gonzalez, Georgina Information Analyses Reports - Research Alabama South Carolina Georgia Texas SEDL, Texas Comprehensive Center English Secondary Education Elementary Education It is difficult for secondary-level ELs to achieve academic success comparable to their non-EL peers because of linguistic challenges specific to secondary-level core-content areas, in addition to barriers faced by ELs in general. Some promising strategies for use in mathematics, science, and social studies are reported. Key points of this briefing paper include the following: (1) ELs in secondary schools face challenges different from those in elementary schools; (2) Explicit teaching of cognitive strategies has shown benefits for secondary ELs; and (3) Teachers need to use multiple ways of presenting information to support learning for secondary ELs. ED591580 Research-Based Strategies for Teaching Social Studies, Science, and Mathematics to ELs at the Secondary Level. Briefing Paper Texas Comprehensive Center 2012-00-00 Department of Education (ED) 18 Texas Comprehensive Center. 4700 Mueller Blvd, Austin, TX 78723. Tel: 512-476-6861; Web site: https://texas-cc.org/ N/A 2019 40 ERIC JAN2020 S283B050020

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Yes Foreign Countries Parent Participation Second Language Learning English (Second Language) Parent Attitudes Elementary School Students Demography Parent Teacher Cooperation Parents as Teachers Parent Influence Homework Kalayci, Gulce Öz, Hüseyin Journal Articles Reports - Research Turkey (Ankara) EISSN- English Elementary Education Parental involvement is a significant factor influencing students' educational development. The present study explores Turkish parents' perceptions of involvement in their children's learning English in terms of their demographic characteristics. The participants of the present research include the parents of the students studying at the 1st to 4th grades of a private primary school in Ankara. This research was designed as a sequential explanatory study in which a 29-item survey was used along with a semi-structured interview. Findings suggest that parents have a positive attitude towards parental involvement and they are generally aware of the academic and psychological aspects of education. Therefore, they have a good relation with the teachers and they get involved in their children's English language education directly and indirectly. Findings also indicated that such demographic characteristics as gender, age, occupation or level of education, generally, make no significant difference on parents' perceptions about parental involvement. ED591581 Parental Involvement in English Language Education: Understanding Parents' Perceptions Online Submission International Online Journal of Education and Teaching (IOJET) v5 n4 p832-847 2018 2018-00-00 17 N/A 2019 30 As Provided JAN2020

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No Communities of Practice College Faculty Community Colleges Teacher Attitudes Self Efficacy Teacher Effectiveness Literacy Education Reading Skills Writing Skills Student Needs Content Area Reading Content Area Writing Faculty Development Gregory, Kristen Howell Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges Many students enter college with inadequate reading, writing, and critical thinking skills to successfully navigate discipline-specific college-level coursework (Duff, 2010; Hyland, 2006; Lea & Street, 1998; Tsui, 2002). As such, college faculty, and specifically community college faculty, are challenged to meet the multiple literacy needs of their students while still maintaining high expectations within their discipline-specific courses. One option is for discipline faculty (e.g., history) to integrate disciplinary literacy instruction within their courses. As discipline faculty are deemed experts in their content area and often not trained in literacy, professional development focused on disciplinary literacy could provide the knowledge and experience for faculty to make this pedagogical shift. This multi-case study investigated the impact participating in a disciplinary literacy learning community had on community college discipline faculty's perceptions, self-efficacy, and practice regarding incorporating disciplinary literacy instruction within their courses. Ten faculty from a large, multi-campus mid-Atlantic community college participated in three discipline-specific learning communities, where they learned about Moje's (2015) 4E framework for teaching disciplinary literacy, collaborated with their peers, enhanced an assignment to address disciplinary literacy, and reflected on their experiences. The following data were collected for this study: learning community curriculum and documents, initial and final semi-structured focus group interviews, faculty journal entries, enhanced course activities, and researcher observations and reflexive journal. Data were analyzed using open and axial coding and constant comparative analysis (Corbin & Strauss, 2008) to identify within-case patterns and replicative relationships across the cases (Yin, 2018). The findings revealed similarities and differences across the learning communities, and they provide insight for community college discipline faculty, literacy personnel, and 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.] ED591303 A Multi Case Study of Community College Discipline Faculty's Participation in a Disciplinary Literacy Professional Learning Community ProQuest LLC Ph.D. Dissertation, Old Dominion University 2018-00-00 978-0-4385-3841-2 254 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:10935556 2019 As Provided JAN2020

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No Hispanic American Students Females Minority Group Students Disproportionate Representation STEM Education College Students Social Influences Psychological Patterns Academic Persistence Intervention Barriers Student Experience Student School Relationship Program Effectiveness College Freshmen Student Attitudes Bello, Beatriz Del Carmen Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Significant imbalances in the representation of ethnic/racial and gender minorities in STEM fields continue to contribute to current and future socioeconomic inequities that threaten the U.S.'s future. The National Academy of Sciences (2006, 2007) suggests that without equal participation of women and diverse ethnic/racial individuals within STEM, the increasing demand for workers in these fields will threaten the U.S.'s position as a global innovator and leader. Specifically, those who identify as Hispanic are among the most underrepresented in STEM fields, even while Hispanics represent the largest growing minority group in the U.S. (U.S. Department of Education [U.S. DOE], 2014). Research exploring the low representation of Latinx2 and female students in STEM majors at the postsecondary education level, reveal experiences of an unwelcoming "chilly climate" among the factors explaining the low rates of degree attainment among these groups (Bonous-Hammarth, 2000; Flam, 1991). Experiences of low social connectedness encountered by Latinx and female students in STEM environments can have disproportionately large effects on sense of belonging, academic success, and retention (Walton & Cohen, 2007). While the literature provides a good understanding of the factors that underrepresented minority students face that lead to lower retention rates in STEM fields (i.e. belonging), it has disproportionately ignored the added threats experienced by individuals with intersecting minority identities, as in the case of Latina students (Riegle-Crumb & King, 2010). More recently, researchers began attending to developing ways to remediate the psychological and social (psychosocial) issues that threaten belonging and persistence, through short interventions using implicit theories. This line of research seeks to promote protective factors which have shown initially promising results (Walton, Logel, Peach, Spencer, & Zanna, 2014), yet this literature also lacks an in-depth examination of the experiences of Latina students who have undergone these interventions. Gaining a greater understanding of the threats and protective factors at play for Latina students in STEM is an important avenue of exploration in light of the increasing rates of U.S. college graduation among Latinas (National Center for Education Statistics [NCES], 2005). The current study aimed to explore Latina participants' experiences of belonging within STEM, after an intervention targeting their sense of belonging. Due to the significant lack of research exploring Latina students in STEM, the current study employed qualitative methodology to gain an in-depth understanding of Latina participants' lived experiences. Four incoming first year students in STEM majors who self-identified as Latina/Hispanic female were recruited and interviewed about their experiences of belonging within their major, after completing a belonging intervention. A multiple case study design using Thematic Analysis was employed to provide an in-depth within and between case analysis of Latina participants' experiences. The Latina students in this study described benefiting from positive messages regarding their abilities and capacity for growth needed to succeed in STEM. Participants described that receiving these messages through multiple avenues helped foster their own belief in their capacity for growth. Latina students' description of how they dealt with challenges faced during their first year demonstrated use of sustained and proactive effort (incremental mindset). Each participant described some degree of commitment to improving and overcoming challenges through extended effort and proactive engagement when faced with challenges. Implications for future research interventions using incremental mindset with Latina students in STEM 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.] ED591304 Exploring Latina and Hispanic Female Students' Sense of Belonging in STEM Majors Following a Belonging Intervention ProQuest LLC Ph.D. Dissertation, University of California, Santa Barbara 2018-00-00 978-0-4386-3028-4 180 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:10935424 2019 As Provided JAN2020

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Yes Mathematics Instruction Generalization Foreign Countries Mathematics Achievement Ethnic Groups Pacific Islanders Culturally Relevant Education Mathematics Grade 1 Student Diversity Hunter, Jodie Miller, Jodie Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Grade 1 Primary Education Elementary Education Early Childhood Education Pasifika cultures have a rich background of mathematics including a strong emphasis on patterns used within craft design (Finau & Stillman, 1995). However, there have been limited studies which have investigated the use of contextual Pasifika patterns in mathematics classrooms. The aim of this study was to explore how contextual Pasifika patterning tasks can potentially support young children to develop their understanding of growing patterns. Ten lessons using Pasifika and Maori patterns were undertaken with 27 Year 2 students (6-year-old). In this paper, analysis of one of the lessons is used to examine how a contextual task assisted these young students to generalise growing patterns. ED592486 Using a Contextual Pasifika Patterning Task to Support Generalisation Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Correlation Mathematics Instruction STEM Education Spatial Ability Thinking Skills Foreign Countries Cognitive Psychology Numeracy Psychologists Harris, Danielle Lowrie, Tom Speeches/Meeting Papers Reports - Research Australia United States United Kingdom New Zealand El Salvador Saudi Arabia Mathematics Education Research Group of Australasia English Mathematics in Australia specifies spatial reasoning as a general capability within the curriculum. However, psychological research to date limits spatial assessment to psychometric tests leaving little room for a well-defined spatial curriculum. Although there are clear relationships between mathematics and spatial thinking, the independence in the measurement of the two constructs in research literature is rarely explored. In the present study, professionals in the fields of STEM Education and Cognitive Psychology evaluated mathematics and spatial assessment items. The results show evidence for a distinction between the two constructs in the content of the items, however with a caveat that thoughtful selection of assessment items is crucial to ensure independence in the measures. ED592487 The Distinction between Mathematics and Spatial Reasoning in Assessment: Do STEM Educators and Cognitive Psychologists Agree? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Grade 2 Foreign Countries Mathematics Instruction Graphs Mathematical Concepts Elementary School Students Elementary School Mathematics Elementary School Teachers Class Activities Statistics Chick, Helen Watson, Jane M. Fitzallen, Noleine Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Grade 2 Primary Education Elementary Education Early Childhood Education The idea of variation is a foundation of statistical reasoning, and many curriculum documents, including the "Australian Curriculum", include variation in the learning required for the primary years. In this paper, we consider the design of activities that can exemplify the idea of variation for young students and investigate how students can use graphs to support discussions about variation. The use of appropriate contexts and the provision of physical experiences of the phenomena seemed to help students make sense of graphical representations and allowed them to discuss how variation was exemplified in the graphs. ED592488 "Plot 1 Is All Spread out and Plot 2 Is All Squished Together": Exemplifying Statistical Variation with Young Students Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Teacher Characteristics Logical Thinking Grade 7 Mathematics Instruction Comprehension Problem Solving Mathematical Concepts Mathematics Teachers Nagar, Gal Gili Brown, Rachael Eriksen Orrill, Chandra H. Weiland, Travis Burke, James P. Speeches/Meeting Papers Reports - Research ISSN- English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education In this exploratory study we considered how one teacher's understanding of proportional reasoning related to his teaching. We relied on Knowledge in Pieces as a lens for considering the teacher's knowledge organization as a way to make sense of his understanding. We did so by collecting data from two instruments and using Epistemic Network Analysis to identify the connections between knowledge resources that the teacher used when solving tasks. Then, we examined how his understanding was reflected in his teaching. From our analysis, we found key aspects of the teacher's proportional reasoning from interviews related to his lesson. We concluded that this teacher's knowledge organization influenced his ability to teach lessons in coherent ways. This has implications for professional development. ED592200 Considering Teacher Knowledge: A Case Study of Proportional Reasoning in and out of the Classroom AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 National Science Foundation (NSF) 10 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020 DRL1054170

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No Faculty Development Student Diversity Action Research Culturally Relevant Education Elementary School Teachers English Instruction Second Language Instruction Bilingual Education Educational Practices Sims, Violet Jiménez Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This action research study evaluated and sought to improve teacher professional development (PD) strategies designed to instill culturally and linguistically responsive pedagogies in classrooms at an elementary school. The study assessed participants' practical application and perceptions of the applicability of English learner instruction strategies and culturally responsive pedagogy in mainstream classrooms. The first phase of the study included piloting the survey instrument with participants who attended a conference on bilingual education, and conducting a thorough literature review. The action research study was then designed so that 29 teachers in a public elementary school received professional development (PD). Nine of the teachers that participated in the PD met the sampling criteria and were willing to participate in the study--four in the first iteration and five in the second. Observations, pre- and post-PD surveys, and participant interviews provided insight into the teachers' PD needs, the impact of the intervention, and provided feedback on the opportunities and challenges throughout the teachers' learning experience. Teacher-participants were observed prior to their participation in the PD intervention using a protocol with observable components of sheltered instruction and culturally responsive teaching. A two sample t-test for means determined that three observable elements were statistically significant on the post-intervention observations: language objectives clearly defined, displayed, and reviewed with students; concepts explicitly linked to students' background experiences; and instruction is scaffolded to promote culturally and linguistically diverse (CLD) student learning. In the first iteration, 15 themes emerged from the interviews during which the four participants discussed the content received in the PD and how they would apply it in their classrooms. Second iteration interviews further supported that participants felt the professional development and strategies were applicable to their practice. Surveys administered before and after each iteration supported that the PD helped participants become more comfortable with teaching culturally and linguistically diverse students after receiving professional development (PD) on the topic. The researcher was also a participant and facilitator relying on deep reflection to improve the PD modules. The results from iterations one and two were carefully analyzed to complete the third iteration--a practical guide to planning professional development for creating culturally and linguistically responsive classrooms. Although strategies should be adapted to meet the needs of each school's population, academic offerings, and themes (as in the case of magnet schools), the professional development guide resulting from this research can help administrators and faculty collect baseline data, plan and deliver PD, prioritize and implement strategies, and collect post-PD data to determine if the PD has impacted instruction. [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.] ED592201 Professional Development for Culturally and Linguistically Responsive Classrooms: An Action Research Study ProQuest LLC Ed.D. Dissertation, University of Bridgeport 2018-00-00 978-0-4386-8866-7 207 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:10975717 2019 As Provided JAN2020

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Yes Educational Legislation Federal Legislation Hearings Educational Improvement Elementary Secondary Education Program Implementation Program Improvement Teacher Evaluation Program Evaluation Teacher Education Programs Educational Innovation Federal Government Government Role Preservice Teacher Education Faculty Development Teacher Recruitment Teacher Persistence Educational Quality Accountability School Administration Principals Administrator Evaluation Access to Education Teacher Effectiveness Educational Opportunities Educational Technology 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 Higher Education Postsecondary Education This hearing of the Committee on Health, Education, Labor, and Pensions examines fixing No Child Left Behind, focusing on supporting teachers and school leaders. Following an opening statement by Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions), the following senators provide statements: (1) Honorable Patty Murray, a U.S. Senator from the State of Washington; (2) Honorable Barbara A. Mikulski, a U.S. Senator from the State of Maryland; (3) Honorable Bill Cassidy, a U.S. Senator from the State of Louisiana; (4) Honorable Michael F. Bennet, a U.S. Senator from the State of Colorado; (5) Honorable Richard Burr, a U.S. Senator from the State of North Carolina; (6) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; (7) Honorable Johnny Isakson, a U.S. Senator from the State of Georgia; (8) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (9) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (10) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island; and (11) Honorable Robert P. Casey Jr., a U.S. Senator from the State of Pennsylvania. Prepared witness statements are offered by: (1) Dan Goldhaber, B.A., M.S., Ph.D., Director, National Center for Analysis of Longitudinal Data in Education Research at the American Institutes for Research; Director, Center for Education Data and Research at the University of Washington, Bothell, Washington; (2) Terry Holliday, B.E., M.Ed., Ed.S., Ph.D., Commissioner of Education, Commonwealth of Kentucky, Frankfort, Kentucky; (3) Saul Hinojosa, Superintendent of Schools, Somerset Independent School District, Somerset, Texas; (4) Rachelle Moore, 1st Grade Teacher, Madrona K-8 School, Seattle, Washington; and (5) Christine Handy-Collins, Principal, Gaithersburg High School, Gaithersburg, Maryland. Additional materials include: (1) Response by Dan Goldhaber to questions of: Senator Collins; and Senator Murkowski; (2) Response by Terry Holliday to questions of: Senator Collins; and Senator Murkowski; (3) Response by Saul Hinojosa to questions of: Senator Collins; and Senator Murkowski; (4) Response by Rachelle Moore to questions of: Senator Collins; and Senator Murkowski; and (5) Response by Christine Handy-Collins to questions of: Senator Collins; and Senator Murkowski. ED592836 Fixing No Child Left Behind: Supporting Teachers and School Leaders. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, First Session on Examining Fixing No Child Left Behind, Focusing on Supporting Teachers and School Leaders (January 27, 2015). Senate Hearing 114-001 US Senate 2017-00-00 74 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 2019 ERIC JAN2020

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Yes Educational Change School Districts State School District Relationship Accountability State Programs Academic Achievement Alignment (Education) Capacity Building Educational Improvement Massengale, CoCo Knudson, Joel O'Day, Jennifer Reports - Descriptive California California Collaborative on District Reform English In the 2017-18 school year, the California State Board of Education rolled out a new statewide system of support for local education agencies, with the goal of moving away from punitive accountability policies toward working alongside schools and districts to respond directly to local needs and contexts. Distilling lessons from prior research, practice, and continuous improvement endeavors, this brief outlines key principles of effective support and presents state policymakers, county offices, districts, and support providers with suggestions on how to engage in this work productively to ensure that the system successfully serves the students of California. The brief also incorporates recent feedback from the field, which was collected and summarized in a memorandum from the California Department of Education (CDE) based on the first 6 months of direct support to the newly identified districts. It notes areas of alignment between the Collaborative's suggestions and the June 2018 CDE memorandum while also raising additional concerns for California's education community to consider. ED592837 Always Room for Improvement: The California System of Support as a Catalyst for Change. Policy and Practice Brief California Collaborative on District Reform 2018-09-00 William and Flora Hewlett Foundation Dirk and Charlene Kabcenell Foundation S.D. Bechtel, Jr. Foundation S.H. Cowell Foundation Silver Giving Foundation Stuart Foundation Policymakers Administrators 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: https://cacollaborative.org/ N/A 2019 ERIC JAN2020

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Yes Active Learning Student Projects Teaching Methods Computer Science Education Programming Languages Problem Solving Independent Study Instructional Design Sequential Approach Programming Curriculum Implementation Huang, Hong Journal Articles Reports - Descriptive ISSN-2329-0900 English Project-Based Learning (PBL) is a widely adopted pedagogy that ignites students' interest of a subject through the investigation of an authentic problem and cultivates their abilities of innovation and self-learning. Traditional PBL often involves a project of complexity and significant scale, which, under the time constraint of a course, is often difficult for students to handle and risks insufficient comprehension of the knowledge and negative impact on learning confidence. This paper proposes an incremental teaching project concept and its design strategy on top of the traditional project-based learning. An incremental teaching project is carefully designed for a Java Programming curriculum, based on which we discuss the dos and don'ts of applying incremental PBL to teaching. ED591582 The Incremental Teaching Project Design for Project-Based Learning and Its Application in Java Programming Course Online Submission Science Journal of Education v4 n6 p191-197 2016 2016-00-00 7 N/A 2019 10 As Provided JAN2020

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Yes Addictive Behavior Internet Preservice Teachers Study Habits Correlation Measures (Individuals) Predictor Variables Teacher Education Programs Foreign Countries Educational Technology Computer Science Education Scores Academic Achievement Student Attitudes Uzun, Ahmet Murat Ünal, Erhan Tokel, Saniye Tugba Journal Articles Reports - Research Turkey ISSN-2146-7951 English Higher Education Postsecondary Education Internet addiction is regarded to be as a psychological issue with potential sociological effects. Considering this reality in mind, the purpose of this research is to investigate the existence of internet addiction among pre-service ICT teachers. The study also aimed at examining relationships among academic procrastination, general procrastination and internet addiction. Internet Addiction Test (IAT), General or Life Routine Procrastination Scale (GP) and Academic Procrastination (AP) Scale were used as data gathering tools. Adopting survey model, 194 pre service ICT teachers, studying at one of the public universities in Turkey, participated to the study. The results indicated that (1) internet addiction existed among pre-service ICT teachers; (2) there were significant relationships among the variables of academic procrastination, general procrastination and internet addiction, and finally (3) general procrastination was found to be a better predictor than academic procrastination in predicting internet addiction. The findings of the study were discussed in the lights of the literature on internet addiction, general procrastination and academic procrastination. ED591583 Exploring Internet Addiction, Academic Procrastination and General Procrastination among Pre-Service ICT Teachers Online Submission Mevlana International Journal of Education (MIJE) v4 n1 p189-201 Apr 2014 2014-04-00 19 N/A 2019 43 As Provided JAN2020

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Yes Progress Monitoring At Risk Students Graduation Rate Program Effectiveness Attendance Patterns Academic Failure High School Students Grade Point Average Behavior Problems Intervention Grade 9 Grade 10 Dropout Prevention Faria, Ann-Marie Sorensen, Nicholas Heppen, Jessica Bowdon, Jill Eisner, Ryan Reports - Research Society for Research on Educational Effectiveness (SREE) English High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Grade 10 The national high school graduation rate reached its highest level in U.S. history--82 percent--during the 2013-14 school year (Kena et al., 2016)--but dropout remains a persistent problem in the Midwest and nationally. Early warning systems that use research-based warning signs to identify students at risk of dropping out have emerged as one strategy for improving graduation rates. More robust, comprehensive early warning systems also emphasize matching and assigning identified students with interventions to help them get on track for graduation (Neild, Balfanz, & Herzog, 2007) and continued monitoring of students' progress in these interventions. However, little is known about the impact of the use of early warning systems on students and schools. This study examines the impact and implementation of one early warning system--the Early Warning Intervention and Monitoring System (EWIMS)--on student and school outcomes in three Midwestern states. The study examines the following research questions after the first year of EWIMS adoption: (1) What is the impact of EWIMS on indicators of student risk? and (2) What is the impact of EWIMS on student progress in school? This study provides rigorous initial evidence that, even with limited implementation during the first year of adoption, using a comprehensive early warning system can reduce the percentage of students who are chronically absent or fail one or more courses. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591584 Getting Students on Track for Graduation: Impact of the Early Warning Intervention and Monitoring System after One Year Society for Research on Educational Effectiveness 2018-00-00 8 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 10 ERIC JAN2020

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No Social Justice Student Diversity Cultural Awareness Racial Bias Whites Teacher Competencies Multicultural Education Females Urban Teaching Teacher Education Program Effectiveness Culturally Relevant Education Consciousness Raising Knowledge Level Equal Education Academic Achievement Accountability Lifelong Learning Teacher Attitudes Interpersonal Relationship Beginning Teachers Cook, Eloise R. Dissertations/Theses - Doctoral Dissertations EISSN- English Enactment of social justice education is an important step toward rectifying pervasive discrimination woven into public schools and other American institutions. A social justice educator must develop diverse cultural competencies and also recognize oneself as a racialized participant in a system of racial inequity. The demographics of an overwhelmingly White teaching force and increasingly diverse student body creates both need and opportunity to understand the development of White multicultural educators. This is a case study of two White, female, middle-class first-year urban teachers who had completed a social justice-oriented preparation program. Written reflections, interviews, and focus groups captured teachers' perspectives on their first-year intercultural, urban teaching experiences. Findings illuminated experiences with cultural disequilibrium, culturally relevant teaching, critical consciousness, learning to teach, relationships, and navigating institutional knowledge. Teachers negotiated cultural disequilibrium by both seeking new cultural knowledge, and seeking or creating experiences more consistent with schooling they experienced as students. Culturally relevant teaching emerged through teachers' critiques of academic policy and practices that disadvantaged their students, yet were coupled with constraints that inhibited cultural synchronization in classrooms. Student achievement was considered a primary responsibility, but teachers were frustrated by accountability to fill perceived large academic gaps. Teachers simultaneously participated in and critiqued the dominant structures, stereotypes, and narratives in place in their schools. Teachers viewed themselves as life-long learners and valued foundational preservice experiences and school-based relationships to build knowledge of teaching. Teachers understood the value of relationships with families and students yet felt constrained in developing those relationships to enhance culturally relevant teaching practices. Teaching in a culture of high stakes accountability and monitoring stifled innovative teaching. Implications for teacher supports during induction include preparing teachers to enter the induction process with an experience bank and foundational critical consciousness from which they can build in new contexts, providing opportunities for teachers to build community- and school-based knowledge and relationships as early as possible, and providing supportive mentoring that guides teachers' critical consciousness in their new school contexts. [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.] ED591305 Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-Class, Female, First-Year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts ProQuest LLC Ed.D. Dissertation, Teachers College, Columbia University 2018-00-00 978-0-4386-5536-2 312 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:10935590 2019 As Provided JAN2020

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No Music Education Music Teachers Instructional Leadership Teacher Leadership Administrators Teaching Experience Teacher Role Musicians Lifelong Learning Leadership Qualities Professional Identity Competence Interpersonal Relationship Leadership Training Dolamore, Jeanne Porcino Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation contributes to the scholarly conversation on the effects that leaders and leadership models have on educational organizations and how to cultivate a diverse pool of educational leaders within a complex educational landscape. The researcher developed a three-tiered conceptual framework related to: (a) the components of effective school leadership, (b) musicians and their capacity to lead, and (c) the developmental stages of teacher-to-leader transitions. Using an approach rooted in hermeneutic-interpretive phenomenology, the researcher led seven participants--each music educators who became educational administrators--through a series of semistructured interviews to reflect upon their lived experiences during their pathway to leadership, connecting their roles as musicians, music students, educators, and lifelong learners to their self-professed understandings of the qualities and practices that lead to successful school leadership. Findings revealed a participant transition to leadership marked by a dynamic, nonlinear continuum toward the formation of leader identity and the practice of educational leadership, and centered on the discovery of three overarching thematic strands--competencies, relationships, and values related to change action--that highlighted the participants composite utilization of: (a) a range of observable, well-exercised leadership competencies, (b) productive, nurturing, and reciprocal relationships with a wide variety of educational stakeholders, and (c) idealistic individual and community values to guide transformative change. Findings support the development of leader capacity through a shared leadership model, the management of unintentional organizational impediments to the recruitment, training, and selection of effective educational leaders, and further research on unique teacher reference groups and their relationship to effective educational 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.] ED591306 Music Educators Who Take the Lead: A Phenomenological Study of School Leaders with Formal Backgrounds in Music and Experience as Music Educators ProQuest LLC Ed.D. Dissertation, Concordia University (Oregon) 2018-00-00 978-0-4385-9287-2 468 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:10934204 2019 As Provided JAN2020

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No School Readiness Kindergarten Preschool Children Achievement Gap Early Childhood Education Child Development Competence Communication Skills Knowledge Level Screening Tests Grade 4 Academic Achievement Standardized Tests Scores Predictor Variables Cognitive Development Social Development Emotional Development Argue, Sarah Miller, Rachelle Thompson, Amy Tribble, Dana Joy Speeches/Meeting Papers Reports - Research Arkansas ISSN- English Kindergarten Primary Education Early Childhood Education Grade 4 Intermediate Grades Elementary Education Preparing students for entry into kindergarten is a key priority within the educational sector. Research has shown that students with lower levels of cognitive and socio-emotional competencies are less prepared for kindergarten entry and consequently perform more poorly on assessments in later grades (Duncan et al., 2007; Ensey Hoever, 2014; Kurdek & Sinclair, 2001; Lloyd & Hertzman, 2009). Preparing students for entry into kindergarten addresses the achievement gap early and attempts to prevent it from occurring. Tests such as the Qualls Early Learning Inventory (QELI) are used to survey a child's development, competencies, communication, and overall general knowledge. In Arkansas, the QELI fulfills the requirement of Act 35 mandating the deployment of the Arkansas Uniform School Readiness Screening evaluation. This study examines the relationship between the QELI and fourth grade proficiency outcomes on the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP). Binomial logistic regression was performed to determine if different QELI Scores predict proficiency on the student's fourth grade ACTAPP scores. ED592202 Kindergarten Readiness in Arkansas Public Schools AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 35 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Engineering Elementary School Students Curriculum Development Learning Activities Student Interests Vocational Interests Classroom Environment Student Attitudes Knowledge Level Technology Koul, Rekha Bhan Fraser, Barry J. Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education This paper reports an evaluation of a curriculum development project aimed at promoting interest and understanding among elementary school students in engineering and technology through activities integrated into their school's teaching and learning program. In collaboration with students, teachers and school administrators, we developed engineering curriculum modules to extend existing science curricula in elementary schools. Participating students completed questionnaires assessing the classroom environment and students' attitudes and understanding before and after the implementation of engineering lessons. During exposure to the engineering curriculum, students experienced a large increase of about one standard deviation in career interest in engineering/technology, as well as significant improvements in their understating about what engineers do and what technology is. ED592203 Evaluation of Engineering Activities in Elementary Schools in Terms of Learning Environment, Attitudes, and Understanding AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 12 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Foreign Countries Preservice Teachers Preservice Teacher Education Mathematics Education Online Courses Blended Learning Conventional Instruction Mathematics Instruction Curriculum Design Pedagogical Content Knowledge Distance Education Strang, Rebekah Larkin, Kevin Speeches/Meeting Papers Reports - Research Tests/Questionnaires Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Negative experiences of university mathematics education are often laid at the feet of online or blended learning. However, data collected as part of a five-year project at two universities suggests that there is much more to consider in determining the quality of preservice teacher mathematics education courses. This paper outlines a methodology that investigates the experiences of pre-service education teachers (PSTs) in relation to their journey of learning how to teach primary mathematics delivered via a variety of modes. Results indicated that the mode of delivery is not the critical factor as course design, teacher knowledge, and building rapport seem to be more influential in student success. ED592489 Preservice Teacher Mathematics Education: Online vs. Blended vs. Face to Face! Is This the Whole Story? Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Foreign Countries Word Problems (Mathematics) Problem Solving Addition Subtraction Elementary School Students Elementary School Mathematics Visual Aids Chinnappan, Mohan Ghazali, Munirah Speeches/Meeting Papers Reports - Research Malaysia Mathematics Education Research Group of Australasia English Elementary Education Within the broad area of whole number operations, understanding and solving word problems continues to be an important area of inquiry. In the present study we draw on the framework of representational fluency to examine conceptual and procedural understandings that are exhibited by a group of Malaysian seven-year-olds as they attempted to solve 2-digit addition and subtraction word problems. Preliminary results show that the range of representations that were constructed by the participants as they searched the problem space was limited as was their ability to translate representations. Implications of these findings for further work about using representations are discussed. ED592490 Solution of Word Problems by Malaysian Students: Insights from Analysis of Representations Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Role Executive Function Spatial Ability Visual Perception Short Term Memory Mathematics Instruction Mathematics Skills Cognitive Processes Mathematics Achievement Thinking Skills Elementary School Students Elementary School Mathematics Jamil, Siti Baizura Ghazali, Munirah Speeches/Meeting Papers Reports - Evaluative Mathematics Education Research Group of Australasia English Elementary Education This paper explores what we can learn from research that early cognitive processes support the development of children's mathematics skills. The role of two cognitive processes in working memory in the development of early mathematics was investigated: executive functions (EF) and visual-spatial (VS) ability. Children's mathematical skills were considered in relation to EF and VS. Recent research suggests that EF skills, which include monitoring and manipulating information in mind (working memory), suppressing distracting information and unwanted responses (inhibition) and flexible thinking (shifting), play a critical role in the development of mathematics performance. The number development also can be explained solely in terms of domain-general processes such as VS. ED592491 The Role of Executive Function and Visual-Spatial Working Memory in the Development of Mathematics Skill Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Schemata (Cognition) Preservice Teachers Student Attitudes Student Centered Learning Preservice Teacher Education Individualism Communities of Practice Educational Change Teacher Leadership Social Studies Methods Courses Constructivism (Learning) Teaching Methods Course Descriptions Duncan, Tisha A. Redwine, Rachel Nicole Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education As a profession, we must have a shift in both perspective and practice to transform teaching at all levels. Are pre-service education classrooms preparing students to be flexible, adapt to new situations, and rely on their own expertise and understanding while seeking support when needed? Lieberman and Miller (2004) identify the following shifts for transforming the social realities of teaching: from individualism to professional community; from teaching at the center to learning at the center; from technical and managed work to inquiry and leadership (p. 11). The author seeks to critically examine the perspectives of pre-service teachers participating in a social studies methods course using constructivist practices. ED592204 Shifting Schemas: Perspectives of Preservice Teachers in a Learner-Centered Course AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 21 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No International Cooperation Foreign Countries Research Projects Educational Research STEM Education Longitudinal Studies Occupational Aspiration Elementary School Students Burusic, Josip Speeches/Meeting Papers Reports - Research Croatia France Hungary United States ISSN- English Elementary Education The JOBSTEM project, whose full title is "STEM career aspirations during primary schooling: A cohort-sequential longitudinal study of relations between achievement, self-competence beliefs, and career interests", is research project which brings together researchers from Croatia, France, Hungary and United States. The aim of this paper is to present the organization of projects cooperation and to discuss the way on which project tasks are divided among the research team members. An additional objective of the paper is to discuss major challenges researchers face in conducting such transnational research projects. As a STEM problem as a relatively new research area in Croatia and in many other European countries, JOBSTEM project also raises some new questions which will be discussed in the paper. ED592205 Transnational Cooperation within the JOBSTEM Research Project: Collective Challenges in a New Research Area AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 4 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Social Justice Higher Education Homosexuality Social Change College Faculty School Personnel College Students Social Attitudes Social Bias Civil Rights Beck, Brittney Leigh Speeches/Meeting Papers Reports - Research Florida ISSN- English Higher Education Postsecondary Education Fruitfully grappling with the complexity of contemporary issues of social justice in education requires intimate knowledge of their historical roots. This historical case study, anchored by the oral histories of queer activists, is designed to reveal the complex inner-workings of a queer rights movement amongst faculty, staff, and students in an a large public institution of higher education during a critical juncture in queer acceptance on campus, offering insight into how queer people and allies maneuvered within largely homophobic higher education institutions to incrementally change both minds and laws. This paper is of both historical and modern significance as queer people continue to struggle to claim and maintain their civil rights and human dignities both on and off college campuses. ED592206 Better Learned than Legislated: Increasing Queer Institutional Power at the University of Florida, 1982-1995 AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 6 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes College Students Foreign Students Student Recruitment Student Mobility Marketing Identification Portfolios (Background Materials) Data Collection Enrollment Influences Choudaha, Rahul Kono, Yoko Reports - Research World Education Services (WES) English Higher Education Postsecondary Education One in two international students in the U.S. is from China, India, or South Korea. This has led an increasing number of higher education institutions (HEIs) to seek out international students from a broader range of countries, as they look to diversify their student bodies. To this end, HEIs must not only identify emerging markets but also balance recruitment opportunities with potential risks and uncertainties of expanding their recruitment efforts. How prepared are HEIs to deal with emerging markets in an unpredictable and evolving environment, and how can they maximize opportunities for international student recruitment? While there is increasing interest in recruiting from emerging markets, the identification of target countries is often based on anecdotal evidence, a method that is neither efficient nor cost-effective. We designed this study to systematically identify key emerging markets and offer near-term strategies to guide U.S. institutions in successfully nurturing them. The study addresses the following three questions: (1) Other than the largest markets of China, India, and Korea, from which emerging markets should institutions recruit? (2) What makes these emerging markets promising for recruitment? (3) How can institutions navigate these emerging markets to achieve their recruitment goals? Using the Delphi method--a mixed method forecasting technique based on the anonymity and expertise of participants--we conducted two rounds of surveys with higher education experts in the field of international recruitment. ED592838 Beyond More of the Same: The Top Four Emerging Markets for International Student Recruitment. Research Report 3 World Education Services 2012-10-00 28 World Education Services. Bowling Green Station, PO Box 5087, New York, NY 10274. Tel: 212-219-7300; Fax: 212-739-6100; Web site: http://www.wes.org N/A 2019 62 As Provided JAN2020

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Yes Foreign Students College Students Student Mobility Educational Trends Trend Analysis Student Recruitment Educational Strategies Best Practices Outreach Programs Enrollment Global Approach Business Administration Education English Language Learners College Admission Web Sites Marketing Partnerships in Education Choudaha, Rahul Chang, Li Kono, Yoko Reports - Research World Education Services (WES) English Higher Education Postsecondary Education The global student mobility landscape is in constant flux. In this report, we aim to address this knowledge gap and assist institutions in prioritizing resources and building capacity. In particular, we discuss three topics: (1) a comparative perspective of international student mobility patterns (both globally and U.S.-focused) based on an analysis of data from multiple sources; (2) trends in recruitment practices from a survey of international enrollment management professionals; and (3) a framework for responsive recruitment strategies for higher education institutions. Our data analysis indicates that the rise of international students in the U.S. is driven by undergraduates, those who pursue business-related disciplines, and those that follow the Intensive English Program pathway. They are more attuned to word-of-mouth communication via social media and need more support services as opposed to the traditional segment of self-directed graduate students. Mirroring these findings, our survey results suggest that external pressures are compelling institutions to seek more aggressive, diverse, and efficient international enrollment growth. Based on our synthesis of experiences and recruitment practices shared by survey respondents, we recommend a framework for responsive strategies that emphasizes the interplay of technology, partnership, and research. This framework will help institutions to understand what works and what doesn't, and deploy informed and cost-effective outreach strategies. There is no magic formula for achieving sustainable international student enrollment growth, especially in the unpredictable environment of globalization. Each recruitment strategy has its own promises and challenges, and yields varying measures of success. But by implementing a holistic strategy based on technology, partnerships, and research, institutions can make their international student recruitment responsive and productive. ED592839 International Student Mobility Trends 2013: Towards Responsive Recruitment Strategies. Research Report 4 World Education Services 2013-03-01 21 World Education Services. Bowling Green Station, PO Box 5087, New York, NY 10274. Tel: 212-219-7300; Fax: 212-739-6100; Web site: http://www.wes.org N/A 2019 19 As Provided JAN2020

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Yes Mathematics Instruction Foreign Countries Instructional Effectiveness Mathematics Teachers Faculty Development Workshops Teaching Methods Teacher Participation Tripet, Kristen Patel, Ruqiyah Thornton, Steve Walker, Nadia Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English In this paper we introduce the term "task science" to encompass the range of activities involved in designing tasks for school mathematics. We argue that task science is enriched by the participation of teachers, but more particularly that participating in task science is a powerful form of professional learning. We describe the role and design of task science in the reSolve: Maths by Inquiry project, and give examples of how teachers' involvement in each phase of the process was both critical in developing the resources and promoted rich professional learning. ED592492 Participatory Task Science: The reSolve Story Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Geometry Geometric Concepts Middle School Students Spatial Ability Thinking Skills Mathematical Logic STEM Education Foreign Countries Student Surveys Seah, Rebecca Horne, Marj Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Middle Schools Secondary Education Junior High Schools Although spatial thinking and reasoning is recognised as a key component for promoting STEM discipline, very little research has been done on its promotion in middle years in Australia. How do students perceive three dimensional geometrical objects? Are they able to recognise the objects from different perspectives and explain their reasoning for their drawing of the object? In surveying and analysing 709 students' responses, this study found that classroom experiences can enhance students' spatial and reasoning skills. ED592493 Perceiving and Reasoning about Geometric Objects in the Middle Years Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Computer Literacy Electronic Learning College Instruction Instructional Effectiveness Scores College Students Assignments Tutorial Programs Computer Oriented Programs Academic Achievement Computer Science Education Reports - Research Pearson English Higher Education Postsecondary Education Pearson sought to explore whether attempting more unique assignments in MyLab IT, an online tutorial and assessment tool used in higher education to teach digital literacy concepts and Microsoft Office application skills, is related to higher exam scores. This Research Report presents findings from one research study: a correlational study Pearson conducted at a mid-sized university in the midwestern US for students enrolled in Business Problem Solving with IT. A correlational study design was used to seek out possible relationships between the use of MyLab IT and students' exam scores to identify areas of focus for potential future research using more rigorous causal study designs. The findings appear alongside details of the research study, including a description of the sample studied, method of analysis, results, limitations and generalizability, and notes on possible future research. The report also summarizes the context surrounding the findings, including the research that informed the design and development of the product, the history of the product in the market, how educators use the product, and its intended outcomes. In the context of the study at a mid-sized university in the midwestern US, Pearson found that: (1) On average, attempting an additional seven unique assignments was associated with an increase in course exam score by half a letter grade (5%); and (2) 78% of students who completed the course using MyLab IT passed the course. [PricewaterhouseCoopers LLP ('PwC') was commissioned to audit the efficacy statements in Pearson's Research Reports.] ED592494 MyLab IT. Efficacy Research Report Pearson 2018-04-03 19 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/audited/MyLab-IT-research-report.pdf 2019 ERIC JAN2020

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No High Schools Secondary School Teachers Faculty Development Feedback (Response) Student Attitudes Classroom Environment Intervention Teacher Attitudes Foreign Countries Loh, Melissa Henderson, David Speeches/Meeting Papers Reports - Research Australia ISSN- English High Schools Secondary Education This study reports a high school teacher professional learning program involving the integration of feedback from students' perceptions of their classroom learning environment using the "Classroom Climate Questionnaire" (CCQ) with teachers' feedback from a Classroom Observation program. Participating teachers used feedback from these two sources to devise intervention strategies in their endeavours to optimise the classroom learning environment. Preliminary findings indicate that feedback from the classroom observations provided teachers with a highly-valued source of data that complemented the data from the school's well-established CCQ-based program in supporting teacher professional learning. ED592207 Using Classroom Environment Perceptions to Guide Teacher Professional Learning: A Mixed-Methods Case Study AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Community Colleges College Administration Administrators Leadership Qualities Cooperation Predictor Variables Scores Chase, Linda L. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education Given that community colleges are facing an increasingly great demand for leaders who possess the core competencies necessary to lead in a turbulent environment, this quantitative study aimed to determine first, community college administrator collaborative leadership competencies, and second, the connection between the use of collaborative leadership competencies and background, leadership, and educational characteristics of community college administrators. The collaboration literature and complexity leadership theory formed the theoretical basis of this study. This research found that community college administrators are repeatedly engaging in complex collaborative initiatives. From an exploratory factor analysis, one collaborative leadership competency emerged as an internally consistent factor, representatively named Multi-Perspective Collaborative Leadership Competency. Significant predictors of this factor score, "Multi-Perspective-Score", were the independent variables of "position-type-president", "position-type-vice-president-or-provost", "position-type-dean-or-associate-dean", and "highest-degree-earned-master's". This research empirically analyzed community college administrator collaborative leadership competencies which may aid future researchers, leadership program developers, policy makers, and community college administrators in their endeavors. [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.] ED592208 Factors and Predictors of Collaborative Leadership Competencies of Community College Administrators Based on Complexity Leadership Theory ProQuest LLC Ed.D. Dissertation, Central Michigan University 2016-00-00 978-0-4386-3709-2 158 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:10975955 2019 As Provided JAN2020

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Yes Student Motivation Intervention Urban Schools Public Schools Grade 8 Elementary School Students Elementary School Teachers Identification (Psychology) Program Implementation Fidelity Pilot Projects Program Effectiveness Sorensen, Nicholas Oyserman, Daphna Eisner, Ryan Yoder, Nicholas Horowitz, Eric Reports - Research Illinois (Chicago) Society for Research on Educational Effectiveness (SREE) English Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education Nearly one in five Americans does not graduate from high school (U.S. Department of Education, 2017) and risk of dropout disproportionally affects economically disadvantaged, racial/ethnic minorities. Dropout occurs for many reasons but usually results from cumulative disengagement with school (Fine, 1991; Orfield et al., 2004). Identity-Based Motivation (IBM) interventions that make the future feel close (by focusing students on their future selves) and school feel like the path to get there have been shown to improve academic outcomes (Oyserman, 2012, 2015). In a randomized control trial conducted in Detroit (Oyserman et al., 2006), one brief, IBM intervention administered in 8th grade called School-to-Jobs demonstrated improvements in self-regulatory behaviors (decreased unexcused absences, increased time spent doing homework, increased initiative in classroom; decreased disruptive behaviors) and academic outcomes (core subject GPA, test scores, retention) among low-income, at-risk eighth-grade students. Significant effects persisted or grew larger across the transition to high school two years post-intervention and effects were mediated by changes in IBM. Although this study provides a rigorous test of theory, the intervention was led by external trainers and is not scalable. The authors developed and pilot-tested a scalable teacher-led, teacher-trained adaptation of the intervention called Pathways to Success (Pathways). This paper highlights refinements to enhance usability/feasibility of implementation. A pilot study examined the following research questions: (1) To what extent can eighth-grade teachers implement Pathways with fidelity? and (2) What is "impact" of Pathways on eighth-grade student academic outcomes? Though preliminary, the study suggests the following conclusions: (1) Eighth-grade teachers can implement Pathways with moderate-to-high fidelity; (2) Pilot analyses of outcomes show promise for students--improving course performance and reducing risk of course failure in eighth grade; and (3) Future research employing an experimental design is needed to test the impact of Pathways on student outcomes. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591585 Developing and Testing a Scalable Identity-Based Motivation Intervention in the Classroom Society for Research on Educational Effectiveness 2018-00-00 7 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 11 ERIC JAN2020

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Yes Research Design Costs Randomized Controlled Trials Educational Research Bowden, A. Brooks Reports - Research Society for Research on Educational Effectiveness (SREE) English Initiatives during the Bush Administration and the Obama Administration may have set the stage for a"Golden Age of evidence-based policy" (Haskins, 2015). Together these efforts stress the importance of accurate, internally valid evidence that can inform decisions to more efficiently allocate public resources. In 2002, the U.S. Department of Education's Institute of Education Sciences (IES) was built upon this idea and set out to grow the experimental evidence available within the field of education. Randomized field trials were the focus of IES initially as this method is the accepted gold standard of evidence (US Department of Education, 2003). Such studies, if executed properly, tell us if a particular program (broadly defined) achieves the goals it was designed to improve. The necessity of knowing if a program works is indisputable. However, when deciding among alternative options, evaluations without an analysis of costs are not sufficient for policymaking (Ross, Barkaoui, & Scott, 2007; Monk, 1995). Recently, the Department of Education, Department of Labor, USAID, and other major sources for education research funding started requiring that proposals for research include an economic evaluation in the form of a cost study, cost-effectiveness analysis, or benefit-cost analysis. To meet this requirement, researchers must use the same budget that was allocated prior to this requirement ($3.3 million, for example) to address impacts, implementation/fidelity, and now also costs. Thus, a major challenge facing researchers is how to incorporate this branch of research within the evaluation in a way that does not drastically shift the research budget and that adds to the story being told by the evaluation more broadly. Another issue is that costs have not been historically included in this kind of work and the methods of assessing costs have been largely absent from pre-doctoral training (Rice, J.K., 1997; Levin, 2001; Clune, 2002; Harris, 2008; Levin, 2013). This paper addresses this growing demand by providing guidance on how to design a cost study within the context of randomized controlled trials (RCTs) for the purposes of assessing the resources utilized in improving educational outcomes. Broadly, the method presented here, the ingredients method, is not new (the primary text on the subject has three editions, with the most recent being Levin et al., 2017). What this paper contributes is a summary of the method and guidelines to simplify the integration of research on costs into randomized field trials. As federal and state budgets for education research are not likely increasing, this work is imperative to the successful design and integration of economic evaluation. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591586 Designing Research on Costs within Randomized Field Trials Society for Research on Educational Effectiveness 2017-09-00 5 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 17 ERIC JAN2020

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No Student Attitudes Academic Persistence Grouping (Instructional Purposes) Community Colleges Two Year College Students Learner Engagement Communities of Practice Nordone, James P., Jr. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education Unacceptably high attrition rates present a challenge for American community college administrators. Paradoxically, community colleges have been denoted in fewer than 25 percent of the research conducted with regard to the potential benefits of cohort learning communities. This qualitative case study was conducted with 10 students from the Industrial Automation Systems program at a southwestern community college. One instructor, grounded in collaborative learning, coordinated a three-course learning community for purposes of investigating students' perceptions of academic persistence. Eight of the 10 students that participated in the cohort completed an anonymous online questionnaire (via SurveyMonkey) during week 14 of the 16-week semester. The researcher developed the questionnaire in order to uncover students' perceptions of academic engagement and persistence with regard to their participating in a cohort learning community. Two research questions were presented: (1) How do students perceive the role of cohort learning with regard to their persisting academically; and (2) What are students' perceptions of the ways to increase participation in cohort learning? Tinto's Student Integration Model was the chief theoretical paradigm used, to better understand how cohort learning may play a role in framing students' perceptions of engagement and subsequent academic persistence. The research study participants enjoyed being a part of the learning community; they appreciated being around the same people several times weekly and learning from their peers. Also, the students felt more comfortable with their peers as a result of participating in the community. Enhanced learning, motivation, team building, and critical thinking skills were also expressed as being positive outcomes of the study. Five of the eight students that completed the questionnaire offered suggestions with regard to increasing participation in future cohort learning endeavors. One recommendation to consider for future research on cohort learning communities is to begin with smaller-scale, qualitative case studies prior to embarking upon full-fledged quantitative investigations. An additional recommendation for future research is to reduce the amount of time allotted to research study participants for completing the qualitative questionnaire. The allotted time for this research study was one week; a time allotment of 24 to 48 hours may have worked better. [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.] ED591307 Students' Perceptions of Persistence Using a Cohort Learning Model: A Case Study ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-4384-0746-6 151 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:10935500 2019 As Provided JAN2020

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No Foreign Countries International Cooperation Foreign Students Educational History School Policy Student Experience Global Approach Colleges College Students Economic Factors Political Influences Context Effect Cultural Influences Bi, Hui Dissertations/Theses - Doctoral Dissertations Minnesota China EISSN- English Higher Education Postsecondary Education Over the past two decades, there has been an increase in educational programs across the globe. The U.S. has become the most popular destination country for international students among which Chinese students comprise the biggest proportion. In analyzing and studying contemporary situations about Chinese international students in the U.S., the influence of the historical context on institutional policies and students' experiences has been largely ignored. This study intends to fill this major gap. This study emphasizes the historical contexts of continuously and dramatically changing global circumstances and how they have influenced the discourses of educational exchanges between the U.S. and China. It focuses on the University of Minnesota as a case of U.S. institutions to explore how institutional efforts to engage international students have evolved over more than one hundred years from 1914 to 2018. It examines the economic, political, global, and cultural contexts during different historical stages and how those contextual factors have affected institutional commitments of U.S. universities on their educational exchanges with China. [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.] ED591308 Looking into the Mirror of History: Educational Relations between the University of Minnesota and China (1914-2018) ProQuest LLC Ph.D. Dissertation, University of Minnesota 2018-00-00 978-0-4385-6642-2 260 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:10935127 2019 As Provided JAN2020

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No Capacity Building Teamwork Systems Approach Inquiry Evaluation Methods Science Education Networks Evaluation Research Lawrenz, Frances P. Nelson, Amy Grack Causey, Lauren Kollmann, Liz Kunz King, Jean A. Cohn, Sarah Speeches/Meeting Papers Reports - Research ISSN- English This presentation reports the results from a three year research project examining evaluation capacity building in a complex adaptive system (CAS) and using CAS as a lens for the analysis. The NSF funded Complex Adaptive Systems as a Model for Network Evaluations (CASNET) project provides new insights on (1) the implications of complexity theory for designing evaluation systems that promote widespread and systemic use of evaluation within a network, and (2) complex system conditions that foster or impede ECB within a network. The complex adaptive system used was the Nanoscale Informal Science Education Network (NISE Net); a network that has been continuously operating for ten years and is currently comprised of close to 400 science museum and university partners. ED592209 Researching Evaluation Capacity Building Using a Complex Adaptive System Lens AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Community Colleges Organizational Change Leadership Training Leadership Qualities Leaders Leadership College Faculty Eddy, Pamela L. Garza Mitchell, Regina L. Speeches/Meeting Papers Reports - Research ISSN- English Two Year Colleges Higher Education Postsecondary Education Calls for a crisis in community college leadership have been replete over the past 15 years. Now, the impact of the changing of the guard in leadership positions is gaining momentum. Coupled with the exodus of long-serving leaders is a reticence among mid-level leaders in seeking advancement. This paper reports on interviews with cabinet level leaders regarding what type of leaders community colleges require. Three key findings emerged in this research. First, networked leadership is required in leading the complex community college enterprise. Second, a number of specific skills were identified as critical. Finally, leaders must be ready to engage with organizational change, which requires questioning of assumptions of how current community colleges are structured and operated. ED592210 Developing Tomorrow's Leaders: Cultivating Talent in Community Colleges AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 46 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 ERIC JAN2020

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No Democracy Democratic Values Educational History Progressive Education Educational Philosophy Misconceptions Covaleskie, John F. Speeches/Meeting Papers Reports - Evaluative ISSN- English This paper revisits "Democracy and Education" with the purpose of recuperating Dewey's understanding of the nature and importance of "discipline" and conforming education to the "interest of the child," two parts of Dewey's work (and therefore of progressive education) widely misunderstood by both Dewey's critics and his supporters. ED592211 Dewey, Discipline, and Democracy: Democracy and Education 100 Years Later AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 4 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes State Legislation Educational Legislation Human Dignity Program Implementation Public Schools Public School Teachers Teacher Attitudes Classroom Environment Middle School Teachers Middle School Students Bullying Computer Mediated Communication Incidence Intervention School Culture Gender Discrimination Federal Legislation Sex Fairness Court Litigation Sexual Harassment Antisocial Behavior Riddell, Christopher M. Dissertations/Theses - Doctoral Dissertations New York Title IX Education Amendments 1972 EISSN- English Middle Schools Secondary Education Junior High Schools This quantitative study uses a survey to determine how public school teachers perceive the efficacy of the intervention of the Dignity For All Student's Act on the climate of civility in the classroom at one specific public middle school located in Upstate New York. The intent is to explore the perceived efficacy of the intervention put into place in 2012 to address cyberharassment and to cultivate civility in the classroom. A total of 47 teachers participated in this study. This study provides background on the prevalence of cyberharassment in schools. The results show that the cyberharassment behaviors of sexting, stalking, bullying, spreading rumors, and sending embarassing pictures have occurred with some frequency over the 2017-2018 school year. Sexting was the most witnessed by teachers (38.3 percent) with 36.2 percent indicating a frequency of once a year. The sending of pictures to embarrass was observed by 23.4 percent of the teachers, 12.8 percent observed the frequency of once a month. The spreading sexual rumors was observed by 34.0 percent of the teachers with a frequency of 27.7 percent stating it occurs once a week. The findings further suggest an inconsistency among teachers in addressing online behavior with their students. Some teachers (38 percent) indicated they discuss appropriate online behavior with their students "as needed," while 29 percent indicate they never do. Additionally, 55.3 percent view the Dignity For All Students Act as having an average effect on cultivating civility as a part of the school's culture. Additionally, 78.7 percent of the respondents believe DASA has had little impact on cyberharassment incidents. Keywords: dignity, cyberharassment, bullying, civility, culture. ED591309 The Dignity for All Students Act: A Quantitative Study of One Upstate New York Public School Implementation Online Submission D.L.P. Dissertation, Northeastern University 2018-06-00 126 N/A 2019 136 As Provided JAN2020

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No Training Evaluators Teacher Evaluation Competence Observation Scoring Rubrics Evaluation Methods Accountability State Government Government Role Geographic Regions Teacher Effectiveness Pinsky, Paul Guides - General Reports - Descriptive Southern Regional Education Board (SREB) English Across the South, many states and school districts provide basic training for evaluators. But this basic training does not assure that evaluators will be prepared to provide teachers with classroom observations that are rigorous, reliable and personally relevant. High-quality evaluator training leads to improved instructional practice, both individually and collectively. This report lists current evaluator training policies and practices in each of SREB's 16 states, describes seven key components of an effective evaluator training program and offers actionable recommendations for state and district leaders. ED591310 Evaluator Training: A Guide for States. Improving a Key Building Block of Better Instruction Southern Regional Education Board (SREB) 2017-09-00 20 Southern Regional Education Board. 592 10th Street NW, Atlanta, GA 30318-5790. Tel: 404-875-9211; Fax: 404-872-1477; e-mail: publications@sreb.org; Web site: http://www.sreb.org N/A https://www.sreb.org/sites/main/files/file-attachments/evaluator_training.pdf 2019 12 As Provided JAN2020

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No Public Colleges Higher Education Paying for College Young Adults College Students Educational Attainment Academic Degrees Educational Trends Geographic Regions Tuition Graduation Rate Family Income Student Financial Aid Minority Group Students Hispanic American Students African American Students Asian American Students White Students Low Income Students Poverty Costs Debt (Financial) Doyle, William Reports - Evaluative Numerical/Quantitative Data Alabama Arkansas Delaware Florida Georgia Kentucky Louisiana Maryland Mississippi North Carolina Oklahoma South Carolina Tennessee Texas Virginia West Virginia Southern Regional Education Board (SREB) English Higher Education Postsecondary Education The majority of Southern states performed below the national average and the average of Organisation for Economic Co-operation and Development countries in terms of the percent of young adults in 2015 who attained an associate degree or higher. This regional profile presents a synthesis of trends in the Southern Regional Education Board (SREB) region--including tuition, graduation rates, family income and financial aid--to help state policymakers assess the affordability issue and the need to address it. ED591311 Public Higher Education Affordability in the South: Regional Profile 2017 Southern Regional Education Board (SREB) 2017-10-00 Policymakers 14 Southern Regional Education Board. 592 10th Street NW, Atlanta, GA 30318-5790. Tel: 404-875-9211; Fax: 404-872-1477; e-mail: publications@sreb.org; Web site: http://www.sreb.org N/A https://www.sreb.org/sites/main/files/file-attachments/sreb_2017regional_profile_revised.pdf 2019 0 ERIC JAN2020

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Yes STEM Education High School Students Disproportionate Representation Institutional Mission Institutional Characteristics School Districts Student Interests Comparative Analysis Student Characteristics Middle School Students Academic Achievement Attendance Academic Persistence High School Graduates College Readiness Academic Aspiration Low Income African American Students Longitudinal Studies Outcomes of Education Program Descriptions Wang, Haiwen Means, Barbara Young, Viki House, Ann Reports - Research North Carolina Society for Research on Educational Effectiveness (SREE) English High Schools Secondary Education Middle Schools Junior High Schools Policymakers argue that only by enlarging the science, technology, engineering, and mathematics (STEM) pipeline in a way that attracts, supports, and sustains the participation of students from all kinds of backgrounds can the United States meet its needs for science and technology innovation, economic prosperity, and social well-being (National Academies, 2005). To meet this need, inclusive STEM high schools (ISHSs) combine rich STEM course offerings and experiences with an explicit mission to serve students from under-represented groups accepted on the basis of interest rather than competitive examination. One of the distinctive features of the present ISHS study is that it provides a comprehensive picture of the impact of ISHSs by using two sets of comparison groups: schools in the same districts as the ISHSs to control for local context; and comparable schools in districts with no access to STEM schools to alleviate potential bias caused by student self-selection into ISHSs. The two comparisons validate each other in providing solid evidence regarding the impact of ISHSs. This study addresses the following research questions: (1) Do students attending ISHSs differ from students in other same-district high schools in terms of demographic characteristics and middle school achievement? and (2) Is there evidence of an impact of ISHS attendance on students' persistence to 12th grade, high school graduation, and college readiness and aspirations? The data indicates that North Carolina ISHSs served a diverse set of students. Compared with students in the same districts, ISHS students had slightly lower incoming academic achievement and were more likely to be African American and to come from low-income households. Within- and out-of-district comparisons provide consistent findings on the impact of ISHS attendance. ISHS attendance appears to have a positive impact on students' persistence to 12th grade, high school graduation, and college readiness and aspirations. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591587 A Longitudinal Study of the Impact of Attending an Inclusive STEM High School: The Case for Using Two Comparison Groups Society for Research on Educational Effectiveness 2018-00-00 7 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 8 ERIC JAN2020

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Yes College Readiness Academic Support Services Program Effectiveness Enrollment College Bound Students Student Placement Research Methodology Artificial Intelligence Outcomes of Education College Programs Gehring, William J. Hsu, Julian Ai, Wei Reports - Research Society for Research on Educational Effectiveness (SREE) English Higher Education Postsecondary Education Secondary Education High Schools Under-prepared college students are at risk of dropping out (Bettinger & Long, 2005) and having lower academic achievement to their better-prepared peers. Yet they would likely benefit most from higher education (Jaegar & Page, 1996; Kane & Rouse, 1995), highlighting the need for institutional support. While developmental courses in two-year community colleges are well studied (Martorell & McFarlin, 2011; Scott-Clayton & Rodriguez, 2015), four-year colleges have other tools at their disposal. The authors study one selective four-year state institution's (anonymized as the University) program, anonymized as the No-MisMatch Program (NMP). NMP identifies under-prepared students and requires them to take a variety of summer prep courses before enrollment, gives them extensive tutoring resources throughout the year, offers specialized course sections, and requires multiple advisor meetings each semester. Using machine learning with a regression discontinuity design, the authors estimate the effect of NMP assignment on academic outcomes. The key preliminary finding is that assignment to NMP increases the likelihood students subsequently enroll at the University around 20 percentage points. This paper suggests that NMP can act as a potential enrollment management tool for policy makers. Students' admission letters positively frame being assigned to NMP, offering students resources for success, rather than indicating under-preparation. Reaching out to these under-prepared students importantly promotes the institution's and higher education's mission to close potential achievement gaps. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591588 Machine Learning Guided Evaluation of a College Program for Under-Prepared Students Society for Research on Educational Effectiveness 2018-00-00 6 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 8 ERIC JAN2020

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No Leaders Leadership Qualities School Effectiveness Social Justice Unions Public Schools Union Members Nunez, Isabel Speeches/Meeting Papers Reports - Research Illinois (Chicago) Wisconsin (Milwaukee) Massachusetts ISSN- English This paper seeks to enrich the conversation on biographical research in education by adding the stories of contemporary union leaders who are seeking to educate their memberships, the communities they serve, and society as a whole. Karen Lewis of the Chicago Teachers Union, Bob Peterson of the Milwaukee Teachers' Education, and Barbara Madeloni of the statewide union in Massachusetts have built and/or are building democratic unions and leveraging the power of teachers who are united by solidarity, and motivated by a commitment to public schooling and the communities they serve. Their stories will inspire ongoing activism in the face of an extraordinarily challenging public policy context. ED592213 Strong Leaders, Powerful Unions, Effective Schools, and a Just Society AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Self Efficacy Culturally Relevant Education Teaching Methods Elementary School Teachers Elementary Education Inservice Teacher Education Females Factor Analysis Q Methodology Malo-Juvera, Victor Correll, Pam Cantrell, Susan Chambers Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education This mixed methods study investigated in-service elementary teachers' self-efficacy for culturally responsive instruction (CRI). Participants were 26 teachers at four Mid-Western elementary schools who completed the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE; Siwatu, 2007) and semi-structured interviews. The CRTSE was analyzed using Q factor analysis (Cattell, 1978). Consensus statements revealed participants generally felt confident about their ability to teach and work with individual students; however, the three typologies of teachers revealed through Q factor analysis were differentiated by lower self-efficacy for different components of CRI: Low self-efficacy with ELLs, Low self-efficacy for assessments and making cultural connections, and Low self-efficacy for instructing culturally diverse students. Qualitative analysis of semi-structured interviews supported the typologies derived through Q factor analysis. ED592214 A Mixed-Methods Investigation of Teachers' Self-Efficacy for Culturally Responsive Instruction AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 20 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 ERIC JAN2020

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No Service Learning Democracy Progressive Education Place Based Education Geographic Regions Surveys Theory Practice Relationship Stemhagen, Kurt Hall, Amanda Faith Speeches/Meeting Papers Reports - Research ISSN- English With this project, we seek to add historical and philosophical depth to the theoretical foundations for critical service learning and offer a philosophical framework that allows for a critical pedagogy of place. Lewis Mumford's Regional Survey is offered as a means to augment Deweyan democratic education. Regional Survey positions students out in their regions both as a way to learn about, participate in, and to learn to care about it. By placing students in the community through critical service learning, the potential is great to create a necessary critical pedagogy of place, leading to individual and community transformation. ED592215 Lewis Mumford's Regional Survey and Critical Service-Learning: Democratic Education and Place AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-19 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Pilot Projects Multiplication Thinking Skills Elementary School Teachers Faculty Development Teaching Methods Pedagogical Content Knowledge Catholic Schools Foreign Countries Mathematics Instruction Teacher Attitudes Skill Development Educational Planning Downton, Ann Giumelli, Kerry McHugh, Barbara Roosen, Tammy Meredith, Nadine Caleta, Geraldine Stenning, Paul Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education This paper reports on a pilot study that incorporated an alternative professional learning model that was school-based and focused an identified area of need: multiplicative thinking. The shift to multiplicative thinking can be challenging for both students and teachers due to its multifaceted nature. The study involved the delivery of six modules of learning related to multiplicative structures, pedagogical approaches to learning and subsequent between session activities to staff in 14 participating primary schools. Our findings suggest such a model of professional learning that includes enactment and reflection supports change in teachers' pedagogical content knowledge. ED592495 Pilot Study on the Impact of in Situ Spaced Professional Learning on Teachers' Mathematical Knowledge of Multiplicative Thinking Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Readiness Mathematics Instruction Secondary School Mathematics Preservice Teachers Mathematics Teachers Self Efficacy Pedagogical Content Knowledge Preservice Teacher Education Foreign Countries Practicums Student Attitudes Hine, Gregory Thai, Thuan Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Secondary Education Higher Education Postsecondary Education This study evaluated pre-service teachers' (PSMTs) perceptions of their own readiness to teach secondary mathematics. The study was conducted at an Australian university across two campuses, in different states. Specifically, PSMTs' perceptions of their preparedness were explored in terms of mathematical content knowledge, pedagogical content knowledge, and mathematical knowledge for teaching. Findings indicate that while the majority of participants feel that they have the requisite content knowledge to confidently teach Lower School secondary mathematics, further training is required to develop their content and pedagogical knowledge, especially for upper secondary mathematics. ED592496 Readiness to Teach Secondary Mathematics: A Study of Pre-Service Mathematics Teachers' Self-Perceptions Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Principals Administrator Attitudes Expectation Teacher Administrator Relationship Elementary School Teachers Mathematics Teachers Specialization Beginning Teachers Teacher Selection Foreign Countries Educational Finance Expertise Teacher Characteristics Selection Criteria McMaster, Heather Way, Jennifer Bobis, Janette Beswick, Kim Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education This study explored the perspectives of primary principals, as they consider the prospect of employing new teachers with a 'specialisation' in mathematics. Structured interviews were conducted with six NSW principals across school sectors. Analysis of the data revealed the nature of 'specialist' roles in a school depended heavily on current funding arrangements and the levels of existing expertise. The traits that principals wanted new specialists to have formed three strong themes: knowledge for teaching mathematics, personal attributes, and relationships with others -- with leadership qualities anticipated across all three. We raise questions about the preparation of graduates to meet the expectations of schools. ED592497 Principals' Perceptions and Expectations of Primary Teachers with a Specialisation in Mathematics Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes College Programs Program Descriptions Paying for College Student Financial Aid State Legislation Educational Legislation Educational Objectives Outcomes of Education Program Design Program Implementation Program Evaluation Student Personnel Services Community Colleges Partnerships in Education Eligibility College Students Sustainability Technical Assistance Rauner, Mary Perna, Laura W. Kanter, Martha J. Reports - Evaluative Tests/Questionnaires California WestEd English Higher Education Postsecondary Education Two Year Colleges College Promise programs are thriving in California, and with the continued growth comes a need to understand the features of these diverse efforts and the perspectives of the communities in which they exist. In 2018, the James Irvine Foundation supported California College Promise Project (CCPP) at WestEd to study the College Promise landscape in California, including how practitioners, institutional leaders, and other stakeholders think about where the Promise movement is heading. This report describes results of a statewide scan of the 42 College Promise programs that were active in fall 2017 and summarizes the perspectives of over 150 survey and interview respondents. [This report was written with the following contributors: Thomas Torre Gibney, Tangela Blakely Reavis, and Amelia Smith.] ED592498 California College Promise: Program Characteristics and Perceptions from the Field WestEd 2018-11-00 James Irvine Foundation 40 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 2019 As Provided JAN2020

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Yes Mental Computation Thinking Skills Mathematics Skills Addition Arithmetic Mathematics Tests Children Educational Innovation Perspective Taking Problem Solving Elementary School Students Elementary School Mathematics Foreign Countries Russo, James Hopkins, Sarah Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Elementary Education Measuring computational fluency, an aspect of procedural fluency, is complex. Many attempts to measure this construct have emphasised accuracy and efficiency at the expense of flexibility and appropriate strategy choice. Efforts to account for these latter constructs through assessing children's computational reasoning using structured interviews (e.g., MAI), are necessarily time-intensive. In this paper, we introduce a novel measure of Mental Computational Fluency with Addition (MCF-A) that attempts to incorporate these aspects by requiring children to reason from the perspective of another child. We describe results of a pilot study using the MCF-A with 169 Year 3 and 4 students. ED592499 Measuring Mental Computational Fluency with Addition: A Novel Approach Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Classroom Techniques Role Trust (Psychology) Mathematics Teachers Mathematics Instruction Inquiry Team Teaching Teacher Collaboration Foreign Countries Elementary School Mathematics Elementary Schools Eden, Raewyn Speeches/Meeting Papers Reports - Research New Zealand Mathematics Education Research Group of Australasia English Elementary Education When working together to enact new and challenging pedagogies, sharing classroom practice is a key resource to inform teachers' inquiry conversations. Understanding the role of trust in collaborative inquiry represents an important tension when teachers are sharing aspects of their work to interrogate and improve their practice. The study used a design-based methodology to explore the affordances of teachers' collaborative inquiry for teacher learning. Expanding the inquiry activity to include co-teaching created productive conditions to promote trust and support challenging conversations and thus had the potential to support teachers to transform mathematics teaching|learning. ED592500 Opening Classroom Practice to Challenge: The Role of Trust in Mathematics Teachers' Collaborative Inquiry Involving Co-Teaching Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Mathematics Instruction Teaching Methods Story Telling Mathematics Activities Teacher Role Fractions Mathematical Concepts Visnovska, Jana Cortina, Jose Luis Vale, Pamela Graven, Mellony Speeches/Meeting Papers Reports - Descriptive Mathematics Education Research Group of Australasia English We draw on our work with designed instructional sequence on Fractions as Measures across three international contexts and explore the functions of the design features related to the stories embedded within the sequence. We discuss functions that relate to how stories support students' meaningful engagement in classroom mathematical activities, focusing, in particular, on students from under-resourced environments. While doing so, we highlight the mediating role of teachers who adapt designed resources to the specific needs of their classrooms. We clarify how instructional sequences can provide guidance for teachers' adaptations by making design rationales for mathematics and functions of the story explicit. ED592501 The Role of the Story in Enabling Meaningful Mathematical Engagement in the Classroom Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Reflection Psychological Patterns Preservice Teachers Foreign Countries Mathematics Instruction Teaching Methods Student Attitudes Pedagogical Content Knowledge Educational Strategies Thinking Skills Teacher Competencies Mathematical Concepts Grade 8 Grade 9 High School Students Axelsen, Taryn Galligan, Linda Woolcott, Geoff Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Higher Education Postsecondary Education Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education Grade 9 High Schools Reflective practice in mathematical teaching improves teaching skills and confidence. This paper investigates affect-based critical moments as a reflective practice for pre-service teaching. An embedded case study is presented by one regional university as a discovery into the "reflective" phase of the Enhancement-Learning-Reflection process to uncover the types of emotions and themes from student chosen critical moments. An analysis of these critical moments found students' expressed mainly positive emotions combined with the negative emotion of anxiety. Themes emerged around pedagogical content knowledge: teaching strategies; student thinking; and appropriate mathematical content knowledge. ED592502 The R in the ELR Process: Reflection and the Emotions of Pre-service Teachers. A Case Study Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Computer Software Teaching Methods Mathematics Instruction Student Attitudes Teacher Attitudes Telecommunications Handheld Devices Elementary School Students Technology Integration Problem Solving Calder, Nigel Murphy, Carol Speeches/Meeting Papers Reports - Research Mathematics Education Research Group of Australasia English Elementary Education This paper reports on an aspect of a research project that examined the use of apps in primary school mathematics programmes. It reports teacher and student perspectives on how they used a range of digital tools within the apps to solve problems. We consider the interplay between the affordances of the mobile technologies, including multi-representation and haptic, with other social and pedagogical aspects, and how the assemblage of social and technological entities influences the ways that teachers might integrate apps into their mathematics programmes. ED592503 Using Apps for Teaching and Learning Mathematics: A Sociotechnological Assemblage Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No College Programs State Programs Educational Finance Student Financial Aid Program Effectiveness Efficiency Program Administration Paying for College Outcomes of Education Educational Objectives College Admission Admission Criteria Tuition Achievement Gap Academic Achievement College Students Employment Opportunities Program Descriptions Publicity Eligibility Marketing High School Seniors College Bound Students Reports - Evaluative Oklahoma Southern Regional Education Board (SREB) Oklahoma State Regents for Higher Education English Higher Education Postsecondary Education High Schools Secondary Education At the request of the Oklahoma State Regents for Higher Education, the Southern Regional Education Board (SREB) conducted a review of Oklahoma's Promise program between August 2017 and February 2018. This report summarizes findings and observations from the review and provides recommendations. The review is organized around five areas of interest identified by the Regents: (1) Contribution to program and State Regents' goals; (2) Efficiency and effectiveness of program structure; (3) Program outcomes; (4) Efficiency and effectiveness of program administration; and (5) Coordination with other financial aid. Seven recommendations are offered. ED591312 Oklahoma's Promise Program Performance Review Southern Regional Education Board (SREB) 2018-06-11 21 Southern Regional Education Board. 592 10th Street NW, Atlanta, GA 30318-5790. Tel: 404-875-9211; Fax: 404-872-1477; e-mail: publications@sreb.org; Web site: http://www.sreb.org N/A https://www.sreb.org/sites/main/files/file-attachments/ok_promise_oct2018.pdf 2019 0 ERIC JAN2020

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No State Policy Educational Policy Elementary School Students Grade 4 Reading Achievement Alignment (Education) Academic Standards Curriculum Reading Instruction Early Childhood Education Identification Intervention Reading Skills Kindergarten Reading Difficulties Student Evaluation Formative Evaluation Dyslexia Teacher Education Instructional Effectiveness National Competency Tests Reading Tests Durrance, Samantha Reports - Evaluative Alabama Arkansas Delaware Florida Georgia Kentucky Louisiana Maryland Mississippi North Carolina Oklahoma South Carolina Tennessee Texas Virginia West Virginia National Assessment of Educational Progress Southern Regional Education Board (SREB) English Elementary Education Grade 4 Intermediate Grades Early Childhood Education Kindergarten Primary Education Third grade is a critical checkpoint in a child's educational journey. By the end of third grade, children need literacy skills that prepare them for increasing curriculum demands in fourth grade and beyond. Students who are not reading on grade level by this point are significantly more likely to drop out of high school or fail to graduate on time. They are also less likely to be successful in postsecondary education. For these reasons, states should do everything possible to ensure that students can read proficiently before moving on from third grade. What can states do to ensure that students read proficiently by fourth grade? This report presents states' current progress on this milestone, which is crucial to a child's long-term success, and offers recommendations for states. The report examines alignment of standards, curriculum, instruction and assessment; early childhood and kindergarten; identification, intervention and retention; and teacher preparation and training for reading instruction. [This report, originally published in November 2017, has been updated with 2017 NAEP data and information about state dyslexia policies that passed during states' 2018 legislative sessions. Tables 1 and 2 have also been revised.] ED591313 Ready to Read, Ready to Succeed: State Policies That Support Fourth Grade Reading Success. Updated Southern Regional Education Board (SREB) 2018-05-00 28 Southern Regional Education Board. 592 10th Street NW, Atlanta, GA 30318-5790. Tel: 404-875-9211; Fax: 404-872-1477; e-mail: publications@sreb.org; Web site: http://www.sreb.org N/A https://www.sreb.org/sites/main/files/file-attachments/2018reading_report.pdf 2019 45 ERIC JAN2020

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No International Education Continuing Education Vocational Education Educational Policy Organizational Culture Higher Education Teaching Methods Educational Change Cultural Differences Ethics Knowledge Economy Discourse Analysis Educational Strategies Educational Quality Quality Assurance Equal Education Educational Opportunities Foreign Students Foreign Countries College Students Student Attitudes College Faculty Teacher Attitudes Educational Experience Teaching Experience Cultural Pluralism Ethnography Intervention Minority Group Students Case Studies Graduate Students Doctoral Programs Undergraduate Students Career Choice Employment Potential Asians Korhonen, Vesa, Ed. Alenius, Pauliina, Ed. Books Reports - Descriptive Collected Works - General Finland Russia Canada Singapore Europe English Adult Education Higher Education Postsecondary Education Internationalisation have recently featured in discussions and initiatives related to various fields of higher education. Educational leaders, institutions and national policy-makers, but also international actors, such as the European Union and UNESCO, have promoted the internationalisation of higher education. Increasing emphasis on internationalisation has diversified also teaching and learning contexts in higher education and has given rise to a growing need for searching appropriate cross-cultural pedagogical approaches. However, internationalisation in the context of higher education is a multifaceted concept and involves more than just one international dimension in institutional or pedagogical activities. These recent developmental features are examined in the book with the conceptual lens of emerging pattern of internationalisation. Following the introduction by the editors, International and transnational dimensions in higher education, this book contains three parts and eleven chapters. Part I, Educational policy, institutional cultures and transnational activities, contains: (1) The ethical implications of internationalization for a knowledge economy: A critical discourse analysis to contemporary strategies in Finland and Canada (Jani Haapkoski and Sharon Stein); (2) Internationalisation of higher education in Russia: National policy and results at institutional level (Svetlana Shenderova); (3) Quality conventional perspective on the quality assurance of education export in the case Finland (Henna Juusola); and (4) Internationalisation and education hubs: The case of Singapore (Vesna Holubek). Part II, Cross-cultural pedagogy, contains: (5) Equal opportunities for learning? An investigation of lecturers and international students' experiences with learning and teaching in an international classroom (Berit E. Simonsen, Anna Hammershoy, and Tanja Miller); (6) Teaching in higher education: Is there a pedagogy of internationalization? (Markus Weil); and (7) How much cultural diversity is embraced in European higher education? Growing challenges, policy interventions and pedagogical approach for migrant and ethnic minority students (George K. Zarifis and Achilleas Papadimitriou). Part III, International students, contains: (8) An ethnographic case study of one Korean international student's TL-mediated socializing in affinity space of the host country (Yoshifumi Fukada); (9) Intercultural encounters: Intertwined complexities and opportunities in international students' experience (Dely Lazarte Elliot); (10) The role of institutional entrepreneur's agency in enhancing international graduate employability: the case of mentoring program (Yulia Shumilova); and (11) International doctoral students' perceptions of factors contributing to their career visions (Yusuke Sakurai, Viivi Virtanen, Jenna Vekkaila, and Kirsi Pyhalto). The book ends with a conclusion by the editors. ED591314 Internationalisation and Transnationalisation in Higher Education. Studies in Vocational and Continuing Education Peter Lang Publishing Group 2018-00-00 978-3-0343-2776-3 314 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/b11212 2019 ERIC JAN2020

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Yes Foreign Students Student Characteristics Student Behavior Readiness Resources Academic Achievement Individual Differences Student Recruitment Cultural Differences Access to Information Foreign Countries Geographic Regions Information Seeking College Students College Choice Choudaha, Rahul Orosz, Kata Chang, Li Reports - Research China India United States World Education Services (WES) English Higher Education Postsecondary Education International students aiming to study abroad form a highly heterogeneous group. Differences in academic preparedness and financial resources translate into differences in what information students look for and where they look for it during their college search. By gaining a deeper understanding of how students differ in profile and behavior, higher education institutions can become more effective in their resource allocation and recruitment efforts. With that in mind, we have sought to segment prospective U.S.-bound international students by mapping their profiles according to differences in their information-seeking behavior. The key findings highlighted below are based on the survey response of nearly 1,600 prospective international students from 115 countries, collected October 2011 through March 2012. According to the results of our survey, we grouped U.S.-bound international students into four broad segments based on their academic preparedness and financial resources: (1) "Strivers": High academic preparedness; low financial resources (30% of all respondents). (2) "Strugglers": Low academic preparedness; low financial resources (21%). (3) "Explorers": Low academic preparedness; high financial resources (25%). (4) "Highfliers": High academic preparedness; high financial resources (24%). The key take-away from this report is that not all international students are the same. Understanding differences in international student profiles can help higher education institutions prioritize their outreach strategies. For example, our study suggests that the use of recruitment agents might not be as widespread as previous research has indicated: only about one-sixth of all respondents reported to have used an agent. Debates about the use of agents and social media should be grounded in an understanding of which segments use those channels and whether the institution is interested in recruiting those segments. ED592840 Not All International Students Are the Same: Understanding Segments, Mapping Behavior. Research Report 2 World Education Services 2012-08-01 21 World Education Services. Bowling Green Station, PO Box 5087, New York, NY 10274. Tel: 212-219-7300; Fax: 212-739-6100; Web site: http://www.wes.org N/A 2019 15 As Provided JAN2020

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Yes Student Mobility Foreign Students Student Recruitment Foreign Countries Enrollment Trends Bachelors Degrees English (Second Language) Academic Degrees Social Media Alumni Marketing College Students Choudaha, Rahul Chang, Li Reports - Research United States China India Australia United Kingdom Canada Saudi Arabia Brazil South Korea Japan Taiwan Vietnam Mexico Nepal World Education Services (WES) English Higher Education Postsecondary Education A new environment of budgetary cuts and increasing competition is forcing many institutions to become strategic and deliberate in their recruitment efforts. Effective international recruitment practices are dependent more than ever on a deep understanding of student mobility patterns and decision-making processes. The purpose of this research is to provide an in-depth understanding of the trends and issues related to international student enrollment and to help institutional leaders and administrators make informed decisions and effectively set priorities. Although student mobility is expected to grow, institutions have to compete hard for talented and self-funded students. A better understanding of global mobility trends and their relationship to the applicant pipeline will help institutions channel their efforts. Institutions that are strategic, deliberate and informed in their recruitment efforts will maximize the investment in an efficient manner. ED592841 Trends in International Student Mobility. Research Report 1 World Education Services 2012-02-00 22 World Education Services. Bowling Green Station, PO Box 5087, New York, NY 10274. Tel: 212-219-7300; Fax: 212-739-6100; Web site: http://www.wes.org N/A 2019 25 As Provided JAN2020

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No Organizational Theories Administrative Organization Educational Administration Institutional Autonomy Ethnography Systems Approach Instructional Leadership Interaction Causal Models Feedback (Response) Competition Teacher Characteristics Organizational Culture Adjustment (to Environment) Governance Organizational Effectiveness Hawkins, Melissa James, Christopher R. Speeches/Meeting Papers Reports - Evaluative ISSN- English The daily work of organising in schools both configures and is configured by the nature of schools as complex organisations. However, the organisational complexity of schools is often omitted in normative and analytical accounts of schools as organisations. In this paper, we seek to redress that omission and to bring organisational complexity to the fore in theorising about educational organisations and organising. Using a meta-ethnographic approach, we analyse the literature on organisational complexity and loose coupling. We develop and explain the elements of a perspective on schools as complex, evolving, loosely linked systems (CELLS). Using this perspective, we consider significant aspects of schools from this perspective with the intention of establishing its validity and relevance to organisation theory in education. ED592216 Theorizing Schools as Organizations: Isn't It All about Complexity? AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 21 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Urban Schools Public Schools Computer Uses in Education Elementary Secondary Education Low Income Students Technology Integration Blended Learning Individualized Instruction Instructional Innovation Access to Education Educational Quality Heinrich, Carolyn Good, Annalee G. Speeches/Meeting Papers Reports - Research Texas (Dallas) Wisconsin (Milwaukee) ISSN- English Elementary Secondary Education Public K-12 schools are making major investments in digital education for a range of instructional purposes that are intended to help to raise academic achievement. As digital instruction is incorporated into K12 public schools, it is critical to ensure that both the chosen technology and modes of delivery are being effectively utilized to increase learning, especially for those students who face significant barriers in our schools. This research project addresses critical questions about individual, classroom, school-level and other policy and institutional factors in the implementation of digital educational tools that could support or impede their effective use, particularly among low-income student populations in urban settings. ED592217 A Mixed-Method Pilot Study of the Implementation of Digital Instructional Tools in Urban School Districts AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 55 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Foreign Countries Scoring Rubrics Information Literacy Classroom Environment Naturalistic Observation Computer Literacy Search Strategies Student Evaluation Knowledge Level Information Needs Information Sources Credibility Information Utilization Ethics Learning Activities Elementary School Students Secondary School Students Lee, Yeung Speeches/Meeting Papers Reports - Research Hong Kong ISSN- English Elementary Secondary Education Elementary Education Secondary Education This paper reports an investigation of assessing students' information literacy (IL) in a naturalistic classroom environment by using a set of rubrics. A total of 72 lessons from 15 classrooms in Hong Kong were examined. Results indicate that the rubric is generally valid and usable in assessing students' IL skills but three more attributes which include basic computer operations, search skills and ethical use of technology need to be added into the rubric and refinement of two existing attributes were also needed. Findings also revealed that more attention needs to be put on higher order IL skills. It is hoped that the results will contribute useful information and tools for teachers in assessing students' IL skills in daily classroom practices. ED592218 Designing Rubrics to Assess Information Literacy Skills in Naturalistic Classroom Settings in Hong Kong AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 26 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Mathematics Instruction Foreign Countries Story Telling Caregivers Story Reading Early Childhood Education Preschool Teachers Young Children Picture Books Graven, Mellony Jorgensen, Robyn Speeches/Meeting Papers Reports - Research South Africa Mathematics Education Research Group of Australasia English Early Childhood Education Preschool Education Research suggests mathematical stories can support mathematical learning. We discuss an unexpected outcome caregivers of reception year learners (Gr R age 5-6yrs), participating in a mathematics story-time program, shared in interviews. The program, implemented with Gr R learners' caregivers in two South African schools, explained and demonstrated a dialogic approach to reading mathematical stories. While data indicated success in the intended specific mathematics outcomes (e.g. numeral and number word recognition; finding one more/less), we focus here on a broader learning outcome all parents shared. That is, children changed their way of being a learner participant in the family/community. ED592504 Unexpected Outcomes of a Family Mathematics Story-Time Program Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Mathematics Instruction Technology Integration Mathematics Curriculum Teaching Methods Technology Uses in Education Teacher Attitudes Foreign Countries Computer Software Geometry Teamwork Faculty Development Lesson Plans Technological Literacy Pedagogical Content Knowledge Teacher Collaboration Benning, Isaac Linsell, Chris Ingram, Naomi Speeches/Meeting Papers Reports - Descriptive Ghana Mathematics Education Research Group of Australasia English The Ghanaian mathematics curriculum expects teachers to adopt technologies as an instructional tool to assist students to learn mathematics relationally. Teachers' dispositions (knowledge, beliefs, and attitudes) towards technology are critical in translating the curriculum intention into practice. This paper presents teachers' initial dispositions related to technology integration and their views about a professional development model. In this model, they worked in teams to develop and enact GeoGebra-based mathematics lessons with support from expert, exemplary materials, and demonstration lessons. The results indicate that the model of professional development is promising in engaging teachers in technology integration. ED592505 Using Technology in Mathematics: Professional Development for Teachers Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No College Science Biology Intelligent Tutoring Systems Undergraduate Study Science Education Introductory Courses Land Grant Universities Research Universities Undergraduate Students Mastery Learning Science Tests Scores Correlation Student Evaluation Feedback (Response) Scaffolding (Teaching Technique) Test Construction Science Achievement Reports - Research Pearson English Higher Education Postsecondary Education Pearson sought to explore whether the use of Mastering Biology, an online tutorial system used in higher education general introductory courses, is related to students' exam results. This Research Report presents findings from one research study: a correlational study we conducted at a North American state-related, land-grant, doctoral university, where students were using Mastering Biology in the Spring 2017 semester for a foundational biology course. Our aim in using a correlational study design was to seek out possible relationships between the use of Mastering Biology and exam results to identify areas of focus for potential future research using more rigorous causal study designs. The findings appear alongside details of the research study, including a description of the sample studied, method of analysis, results, limitations and generalizability, and notes on possible future research. The report also summarizes the context surrounding the findings, including the research that informed the design and development of the product, the history of the product in the market, how educators use the product, and its intended outcomes. The findings are inseparable from their surrounding context and the design of the study that produced them. To learn more about these elements, follow the links to our Technical Reports in the Research studies section. In the context of the study conducted at the North American university, Pearson found that: -- Averaging at least 90% or better on Mastering Biology homework assignments is associated with a 9% increase in exam scores. ED592506 Mastering Biology. Efficacy Research Report Pearson 2018-04-13 18 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/audited/Mastering-Biology-research-report.pdf 2019 As Provided JAN2020

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Yes Administrator Evaluation State Policy School Administration Educational Change Certification Administrator Education Program Content Instruction Assignments Formative Evaluation Field Experience Programs Human Resources Educational Resources Resource Allocation Educational Cooperation Communication (Thought Transfer) Consultation Programs Access to Information State Agencies Kearney, Karen Mattson, Heather Cheung, Rebecca Makkonen, Reino Reports - Research Tests/Questionnaires California California Comprehensive Center at WestEd English For the past six years, California has been revising its preparation system for school and district administrators, including developing the California Administrator Performance Assessment (CalAPA), the first required performance assessment for preliminary administrator certification. In this study, researchers from the California Comprehensive Center at WestEd, the Principal Leadership Institute at the University of California at Berkeley, and the Regional Educational Laboratory West at WestEd sought to examine the initial impact of the CalAPA policy by identifying early changes (i.e., changes made through March 30, 2018) in administrator preparation programs' practices. [Additional support for this research was provided by the Principal Leadership Institute at the University of California at Berkeley.] ED592842 Initial Impact of the California Administrator Performance Assessment (CalAPA) Policy on Preparation Programs California Comprehensive Center at WestEd 2018-08-00 Department of Education (ED) 41 California Comprehensive Center at WestEd. 1000 G Street Suite 500, Sacramento, CA 95814. Tel: 916-492-4053; e-mail: info@cacompcenter.org; Web site: http://cacompcenter.org N/A 2019 As Provided JAN2020 S283B120012

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Yes Educational Trends Higher Education College Students Student Mobility Trend Analysis Global Approach Educational Strategies Social Change Social Influences Economic Factors Universities Foreign Students Developed Nations Foreign Countries Labor Market Automation Employment Potential Enrollment Trends Lifelong Learning Choudaha, Rahul van Rest, Edwin Reports - Research Austria Cyprus Czech Republic Denmark Finland France Germany Greece Hungary Italy Latvia Lithuania Netherlands Poland Romania Spain Sweden Switzerland Turkey EISSN- English Higher Education Postsecondary Education A decade ago, the world was not prepared for the widespread impact of the global financial recession. Gradually, the operating focus of higher education sector in many high-income countries around shifted, causing budget-cuts to become a recurring and dominant theme. Yet, at the same time, the expanding middle-class in emerging countries were keen to gain international experience -- thus fueling student mobility. Now, we are on the cusp of another major transformation. The acceleration of external megatrends -- including technological and societal changes -- are expected to push higher education institutions (especially in high-income countries) towards offering more relevant, affordable, and flexible academic programs. As a result, universities have an opportunity to overcome enrollment challenges by maximizing the potential of engaging new population through including adult learners (lifelong and online learning) and international students (recruitment and transnational education). In this report, we address following broad questions: What are the megatrends shaping the world? How are these megatrends transforming the future of global higher ed? What are the implications for international student mobility and global engagement strategies? We articulate our vision for the future of global higher education by synthesizing various external reports and data with the perspectives of higher education leaders from around the world. We propose conceptual frameworks for institutional archetypes of success and for their global engagement strategies leading up to 2030. This report is designed for higher education professionals in high-income countries many of whom are facing enrollment growth challenges. We recognize the diversity within the higher education landscape across and within countries, and, hence, do not claim to offer predictive and prescriptive findings. The purpose and approach of this report is to encourage higher education institutions to reflect, assess, and discover alternative pathways for the future leading up to 2030. ED592843 Envisioning Pathways to 2030: Megatrends Shaping the Future of Global Higher Education and International Student Mobility Online Submission Studyportals Jan 2018 2018-01-00 73 N/A http://bit.ly/Megatrends2030 2019 As Provided JAN2020

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Yes High Schools Graduation Rate School Effectiveness Transitional Programs Student Adjustment High School Students Middle School Students Educational Strategies Parrish, Tom Poland, Lindsay Arellanes, Melissa Ernandes, Jessica Viloria, Jason Reports - Research California California Comprehensive Center at WestEd American Institutes for Research (AIR) English High Schools Secondary Education Middle Schools Junior High Schools Education practitioners and policymakers grapple with ways to ensure that students are adequately prepared for college and careers. An important step is ensuring that students graduate from high school. A number of studies indicate that programs and strategies designed to assist middle grades students' transition to high school can contribute toward graduation. To better understand the factors that make such transition programs successful, the American Institutes for Research (AIR), as a partner in the California Comprehensive Center (CA CC) at WestEd, worked with the California Department of Education (CDE) K-12 Innovation and Improvement Office (formerly the Middle Grades Improvement Office) to identify and gather information from schools with high graduation rates. Using publicly available data, the authors identified high schools with graduation rates that were substantially higher than statistically predicted given certain characteristics of their student population (such as the percentage of low-income students). The authors selected nine of these schools, seeking variation in factors such as urbanicity, district type, and size. They then conducted screening interviews with the principals of the nine high schools, and with nine administrators from the high schools' respective districts, to learn about the strategies the schools implemented and the challenges the schools faced in achieving high graduation rates and in helping middle grades students transition to high school. Based on these interviews, the authors selected four high schools, along with their predominant middle grades feeder school, to visit, where the authors conducted interviews and focus groups with staff and students. States and county offices of education could encourage collaboration within and across schools, facilitating and encouraging teachers and administrators to form communities of practice to examine data, share information about members' strengths and challenges, and learn from one another. [Additional support for this research was provided by the School Services of California.] ED592844 Making the Move: Transition Strategies at California Schools with High Graduation Rates California Comprehensive Center at WestEd 2011-10-00 Department of Education (ED) 29 California Comprehensive Center at WestEd. 1000 G Street Suite 500, Sacramento, CA 95814. Tel: 916-492-4053; e-mail: info@cacompcenter.org; Web site: http://cacompcenter.org N/A 2019 ERIC JAN2020

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Yes Transitional Programs Student Adjustment Elementary Schools Elementary School Students Middle School Students Principals Administrators Educational Strategies Enrollment Articulation (Education) Student Placement Data Decision Making Expectation Counselor Role School Counselors Scala, Jenny Fabel, Patrice Parrish, Tom Reports - Research California California Comprehensive Center at WestEd American Institutes for Research (AIR) English Elementary Education Middle Schools Secondary Education Junior High Schools Successful entry into kindergarten and transitions into middle grades school are crucial to academic success, high school graduation, and post-secondary outcomes. An array of studies have revealed the contribution that transition strategies have made in reducing student dropouts, in enhancing academic performance, in alleviating student and family stress, and in increasing high school graduation rates, all of which are vitally important to success in adult life. Last year, the California Comprehensive Center (CA CC) at WestEd completed a study with the California Department of Education (CDE), which focused on the transition from the middle grades into high school. Building on the work in "Making the Move: Transition Strategies at California Schools with High Graduation Rates," this new report focuses on student transitions into and out of elementary school. Drawing on the nine high schools from the previous study, the authors determined their primary feeder middle grades schools. Eight middle grades principals and eight corresponding district administrators were interviewed. In addition, the authors interviewed seven feeder elementary school principals (identified by the middle grades principal and using data from the CDE). This report presents examples and themes of how selected schools and districts support transitions into and out of elementary school. [Additional support for this research was provided by the School Services of California. For "Making the Move: Transition Strategies at California Schools with High Graduation Rates," see ED592844.] ED592845 New Beginnings: Transitions to and from California Elementary Schools California Comprehensive Center at WestEd 2012-09-00 Department of Education (ED) 22 California Comprehensive Center at WestEd. 1000 G Street Suite 500, Sacramento, CA 95814. Tel: 916-492-4053; e-mail: info@cacompcenter.org; Web site: http://cacompcenter.org N/A 2019 ERIC JAN2020

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Yes Teacher Education Programs Educational Research Program Effectiveness Student Teaching Admission Criteria College Admission Graduation Requirements Alternative Teacher Certification Educational Innovation Technology Uses in Education Meadows, Lou Theodore, Kathleen Reports - Research Arizona Florida Michigan Massachusetts Tennessee California Maryland South Carolina New York Minnesota SEDL, Texas Comprehensive Center SEDL, Southeast Comprehensive Center (SECC) English Higher Education Postsecondary Education The literature on teacher preparation programs in the United States is extensive. However, there is limited scientifically based research on what kind of program produces effective teachers; rather, the literature consists mostly of calls for change in teacher preparation programs. Almost all experts agree that major changes are needed in these programs, with the emphasis being to produce teachers who are effective in enhancing student learning. This paper reports evidence-based research and offers suggestions based on studies that include theoretical work, qualitative analysis, statistical analysis, and randomized experience that could provide strong causal evidence of the effects of teacher preparation on student learning. Key points of this briefing paper include the following: (1) Relevant clinical experience is a critical part of a teacher preparation program; (2) Programs must take advantage of existing technology and support its innovative use as a tool for teacher preparation and as a tool for teachers in the classroom; and (3) Multiple sources of data should be collected and analyzed to evaluate the effectiveness of preparation programs. ED591589 Teacher Preparation Programs: Research and Promising Practices. Briefing Paper Texas Comprehensive Center 2012-00-00 Department of Education (ED) 20 Texas Comprehensive Center. 4700 Mueller Blvd, Austin, TX 78723. Tel: 512-476-6861; Web site: https://texas-cc.org/ N/A 2019 28 ERIC JAN2020 S283B050020

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No Multiple Choice Tests Computer Assisted Testing Pilot Projects Measurement Diagnostic Tests Error Patterns Statistical Analysis Inferences Construct Validity Test Reliability Reading Tests Reading Comprehension Elementary School Students Raw Scores Item Response Theory Davison, Mark L. Biancarosa, Gina Carlson, Sarah E. Seipel, Ben Liu, Bowen Journal Articles Reports - Research EISSN- English Elementary Education The computer-administered Multiple-Choice Online Causal Comprehension Assessment (MOCCA) for Grades 3 to 5 has an innovative, 40-item multiple-choice structure in which each distractor corresponds to a comprehension process upon which poor comprehenders have been shown to rely. This structure requires revised thinking about measurement issues (e.g., reliability and interpretation of incorrect responses for diagnostic purposes). Using data from a pilot study, the article presents descriptive statistics on correct responses, incorrect responses, and comprehension rate. It also presents reliability data for correct responses and incorrect responses as well as construct validity data on correct responses. Implications for diagnosis and remediation of poor inferential comprehension are discussed. [This article was published in "Assessment for Effective Intervention" (EJ1179488).] ED591590 Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test Grantee Submission Assessment for Effective Intervention v43 n3 p169-181 2018 2018-00-00 Institute of Education Sciences (ED) 13 T https://doi.org/10.1177/1534508417728685 2019 55 As Provided JAN2020 Yes R305A140185

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Yes School Effectiveness Educational Research Effective Schools Research Research Utilization Decision Making Educational Policy Educational Practices Outcomes of Education Best Practices Educational Strategies Evidence Based Practice May, Henry Jones, Akisha Tilley, Kati Grajeda, Sara Blackman, Horatio Wang, Rui Farley-Ripple, Elizabeth Reports - Research Society for Research on Educational Effectiveness (SREE) English Beginning with the "No Child Left Behind Act" of 2001 (NCLB) and reinforced by the "Education Sciences Reform Act" of 2002 (ESRA), the federal government established explicit expectations for the role of research in informing decisions about education programs, policies, and practice, and it also specified new expectations for what constituted research knowledge that was worth using. Unfortunately, it is unknown whether these changes have actually led schools and individual educators to make better and more frequent use of research to inform their decisions. This paper documents early results from a nation-wide study of when and how educators use research in decisions about policy and practice. To motivate new approaches to increasing research use and evidence-based decision-making in schools, the authors are conducting a series of research studies, the first of which involves developing and validating a survey to measure depth of research use by schools and teachers through collection of multilevel data from district staff, school administrators, and classroom teachers. In this paper, the authors present results from the first pilot of this survey with over 500 educators from 32 schools. The results presented in this paper focus on the influence of scientifically-based research and IES-funded supports for research use (e.g., WWC, RELs) on school-wide and classroom-level decisions about practice. This paper serves to highlight the likely scope and severity of the apparent divide between educators' decisions and the effectiveness research intended inform those decisions. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591591 The Influence (or Not) of Educational Effectiveness Research on School-Based Decisions about Policy and Practice Society for Research on Educational Effectiveness 2018-00-00 8 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 4 ERIC JAN2020

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No International Education Teacher Education Cross Cultural Studies Student Teachers Moral Values Teacher Attitudes Teacher Educators Student Teacher Attitudes Learning Theories Teaching Methods Transformative Learning Secondary School Teachers Higher Education High School Students Foreign Countries Educational Change Second Language Learning Second Language Instruction Farren, Patrick Books Reports - Research United Kingdom (England) Ireland Massachusetts (Boston) English Higher Education Postsecondary Education Secondary Education High Schools This book examines the beliefs and attitudes of teacher educators, teachers and student-teachers about the impact of language teaching and learning. It draws on three research-based studies carried out by the author in collaboration with colleagues at the National University of Ireland, Galway, King's College London and the Lynch School of Education, Boston College. The volume begins with a clear outline of various approaches to research-based practice and a scholarly consideration of language acquisition and learning theories, before embarking on a journey across three countries that reflects on partnerships and dialogue. The focus of each study is the ongoing interaction between participants and the data is drawn from semi-structured interviews, focus group discussions, surveys and classroom observations, as well as referencing the work of student-teachers. As the studies unfold, "transformative language pedagogy" is seen to enhance the social-psychological model of autonomous language teaching and learning by offering it a critical and moral-philosophical underpinning. The book offers valuable insights into language teaching and learning and, importantly, into the intersection between teaching, learning and being in the world. ED591315 Transforming Language Teaching and Learning: Three International Teacher Education Studies. Rethinking Education Peter Lang Publishing Group 2018-00-00 978-3-0343-1718-4 461 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/10.3726/978-3-0353-0478-7 2019 As Provided JAN2020

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No Autism Guides Preschool Teachers Elementary School Teachers Secondary School Teachers Special Schools Educational Strategies Pervasive Developmental Disorders Special Education Teaching Methods Student Centered Learning Individualized Education Programs Teacher Role Foreign Countries Special Education Teachers Student Needs Evaluation Methods Student Evaluation Well Being Leadership Effectiveness Instructional Leadership Ring, Emer Daly, Patricia Wall, Eugene Books Guides - General Ireland English Preschool Education Early Childhood Education Elementary Education Secondary Education "Autism from the Inside Out" is the first book to focus on providing Irish parents, early childhood, primary, post-primary and special school teachers with effective strategies for supporting children with autism spectrum difference at home and in educational settings. Presenting contributions from a range of national and international experts in education and psychology, the volume emerged from an evaluation of education provision commissioned by Ireland's National Council for Special Education, which clearly identified a need for additional guidance, advice and support for parents and teachers. The book rejects "disorder" in favour of "difference", emphasizing the importance of a child-centred approach and the dangers of over-generalization. It includes chapters on effective teaching strategies to promote learning; responding to children's strengths and needs through individualized planning; assessment practices; the role of the Special Needs Assistant; managing transitions; the environment as the third teacher; promoting children's wellbeing; and effective leadership for inclusion. ED591316 Autism from the Inside Out: A Handbook for Parents, Early Childhood, Primary, Post-Primary and Special School Settings Peter Lang Publishing Group 2018-00-00 978-1-906165-82-6 Parents Teachers 306 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/b11556 2019 As Provided JAN2020

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No Virtual Classrooms Online Courses Public Schools Repetition Required Courses Academic Achievement Outcomes of Education Elementary Schools Middle Schools High Schools Educational Objectives Program Design Student Motivation Learner Engagement Intervention Reports - Research Pearson English Elementary Education Middle Schools Secondary Education Junior High Schools High Schools Connections Academy is a full-time, tuition-free, virtual public school program that served more than 70,000 K-12 students in 27 states in the 2017-2018 school year. Pearson sought to explore how Connections Academy schools perform compared to the alternatives. This Research Report presents findings from two research studies: one quasi-experimental study with Connections Academy students enrolled in GradPoint credit recovery courses during 2015-2016; and one quasi-experimental matched comparison study with students enrolled in a representative sample of Connections Academy schools during the 2013-2014 to 2015-2016 academic years. Our aim in using correlational and comparative study designs was to seek out possible relationships between the use of Connections Academy and students' performance to identify areas of focus for potential future research using more rigorous causal study designs. The report also summarizes the context surrounding the findings, including the research that informed the design and development of the product, the history of the product in the market, how educators use the product, and its intended outcomes. The findings are inseparable from their surrounding context and the design of the studies that produced them. To learn more about these elements, follow the links to our Technical Reports in the Research studies section. ED592507 Connections Academy: Full-Time Virtual School for Grades K-12. Efficacy Research Report Pearson 2018-04-03 36 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/audited/Connections-Academy-research-report.pdf 2019 ERIC JAN2020

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No Elementary School Students Reading Achievement Achievement Gains Vocabulary Books Reading Programs Program Effectiveness Reading Instruction Decoding (Reading) Reading Comprehension Word Recognition Spelling Foreign Countries Reading Attitudes Reports - Research United Kingdom Pearson English Elementary Education Pearson sought to explore whether the use of Bug Club, an online and in-print reading scheme targeted at ages 4-11, is related to pupils' literacy learning, attitudes to reading and school, and reading activity. This Research Report presents findings from one research study: a multi-approach evaluation we conducted in collaboration with University College London Institute of Education (UCL-IOE) during 2015 and 2016. The approach included a process evaluation to gather in-depth data on implementation and experiences of Bug Club, and a randomised controlled trial to measure the impact of Bug Club on learners. The findings appear alongside details of the research study, including a description of the sample studied, method of analysis, results, limitations and generalizability, and notes on possible future research. The report also summarizes the context surrounding the findings, including the research that informed the design and development of the product, the history of the product in the market, how educators use the product, and its intended outcomes. The findings are inseparable from their surrounding context and the design of the study that produced them. To learn more about these elements, follow the links to our Technical Reports in the Research studies section. In the context of the UCL-IOE study, conducted at 30 schools for primary school teachers and students using Bug Club to support English (Key Stage 1 and Key Stage 2), Pearson found that: (1) After 5.5 months, pupils using Bug Club made significantly greater progress in their reading than children in schools not using Bug Club as measured by the InCAS standardised reading assessment; (2) After 12 months, pupils using Bug Club continued to make highly statistically significant gains in their reading when compared to pupils not using Bug Club as measured by the InCAS standardised reading assessment; (3) After 18 months, pupils using Bug Club made significantly greater progress in their picture vocabulary than children in schools not using Bug Club; (4) After five terms, pupils in the Bug Club programme were 11 months ahead on their expected age equivalent reading score, relative to their chronological age as measured by the InCAS standardised reading assessment; and (5) After 5.5 and 12 months, Bug Club made a statistically significant impact on the reading gains of children in receipt of pupil premium as measured by the InCAS standardised reading assessment. ED592508 Bug Club. Efficacy Research Report Pearson 2018-04-03 25 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/audited/Bug-Club-research-report.pdf 2019 As Provided JAN2020

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No Peer Influence Undergraduate Students Majors (Students) Decision Making Academic Persistence Dropouts Foreign Countries Probability Pu, Shi Zhang, Liang Speeches/Meeting Papers Reports - Research China ISSN- English Higher Education Postsecondary Education We used housing data from a Chinese college to examine peer effects on students' major persistence and major choices after dropping out of their initial majors. Random checks were performed to ensure that student peers--dormitory roommates and social group mates--were randomly assigned according to a few known factors. In addition, two peer groups with different peer-to-peer relations allowed us to observe whether close peer relations were more influential than acquaintances in major transfer decisions. Results indicated strong peer effects on students' major transfer. Having more peers in the same major moderately increased students' persistence rate in their initial majors. In addition, when one's peers in the same major dropped out of their initial major, he or she became more prone to dropping out as well. Students' choices of destination major after leaving their initial majors were also affected by the major choice of their transferred peers. Finally, peer effects were stronger when students had closer peer relations. ED592219 Peer Effects on Students' Major Transfer Decisions AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 82 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Beginning Teachers Teacher Evaluation Educational Environment Principals Elementary Secondary Education National Surveys Teacher Characteristics Teacher Attitudes Experienced Teachers Beginning Teacher Induction Secondary School Teachers Grade 9 Luke, Jeremy Byron Kapa, Ryan Gimbert, Belinda Speeches/Meeting Papers Reports - Research Schools and Staffing Survey (NCES) ISSN- English Elementary Secondary Education Secondary Education Grade 9 Junior High Schools Middle Schools High Schools Previous research at the local level on informal observations of classroom teachers by school principals suggests that the frequency of informal observations has little or no effect on teachers' perceptions of school climate. This study employs School and Staffing Survey (SASS) data to examine to the extent to which these results are replicated or not at the national level. We also compare the effect of formal and informal observations on school climate and the extent to which specific teacher characteristics such as being a novice teacher, teaching certain grade levels, and participating in a formal induction program shape the influence of informal observations on teachers' perceptions of school climate. Our findings indicate that the frequency of informal observations at the national level are limited, validating previous findings at the local level. Informal observations do have a larger impact on school climate for novice teachers than formal observations although the difference is still rather small. Two subsections of teachers -- those who teach early high school and those who did not participate in a formal induction program -- tend to have higher perceptions of their school climate when they are informally observed at a greater rate. We conclude our paper by identifying some limitations in the SASS questionnaire and make some suggestions for how questions related to informal observation may be updated for more relevant analysis. ED592220 Novice Teacher Evaluations and School Climate: Comparing the Effect of Principals' Formal and Informal Evaluations Using SASS Data AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 Department of Education (ED) 24 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Governing Boards Higher Education Student Diversity Racial Composition Gender Differences College Administration Women Administrators Minority Groups Barriers Gender Bias Racial Bias Community Colleges Empowerment Leadership Reports - Research California Campaign for College Opportunity English Higher Education Postsecondary Education Two Year Colleges In the next four years, the Governor of California will have the opportunity to appoint more than 40 key leaders to California's higher education governing boards. These individuals will shape higher education in the state for years to come by hiring leaders and adopting policies that directly affect students' ability to succeed. The University of California (UC) Board of Regents, California State University (CSU) Board of Trustees, the California Community Colleges Board of Governors, and the California Student Aid Commission (CSAC) are responsible for appointing college and university Chancellors and Presidents, and setting policies on academics, admissions, finances, faculty, and campus planning. The decisions made by these governing boards impact all aspects of students' lives. California's Governor appoints most of the members to these governing boards. This brief provides an analysis of the recent appointments made to California's governing boards while highlighting some bright spots of and challenges to inclusivity. It concludes with recommendations for California's Governor and State Legislature. [This brief is an update to the report, "Left Out: How Exclusion in California's Colleges and Universities Hurts Our Values, Our Students, and Our Economy" (ED582669).] ED592846 Left Out: California's Higher Education Governing Boards Do Not Reflect the Racial and Gender Diversity of California and Its Student Body Campaign for College Opportunity 2018-07-00 7 Campaign for College Opportunity. 714 West Olympic Blvd Suite 745, Los Angeles, CA 90015. Tel: 213-744-9434; Fax: 877-207-3560; e-mail: info@collegecampaign.org; Web site: http://collegecampaign.org N/A 2019 ERIC JAN2020

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Yes Computer Uses in Education Conferences (Gatherings) College Students Portfolios (Background Materials) Spreadsheets Computers Recycling Internet Child Safety Educational Technology Electronic Publishing Shared Resources and Services Computer Simulation Online Searching Evaluative Thinking Business Skills Games Programming Computer Science Education Blended Learning Faculty Development Adult Learning Hypermedia Integrated Learning Systems Classroom Techniques Critical Reading Active Learning Online Courses Instructional Design Knowledge Management Management Systems Internship Programs Electronic Learning Distance Education Computer Mediated Communication Artificial Intelligence Information Technology Computer Software Generational Differences Social Media Higher Education Information Security Computer Security Technical Support Technology Integration STEM Education Collected Works - Proceedings Association Supporting Computer Users in Education (ASCUE) English Higher Education Postsecondary Education Adult Education The Association Supporting Computer Users in Education (ASCUE) is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. Begun in 1968 as the College and University Eleven-Thirty Users' Group (CUETUG), with an initial membership requirement of sharing at least one piece of software each year with other members, ASCUE has a strong tradition of bringing its members together to pool their resources to help each other. ASCUE continues the tradition of sharing through its national conference held every year in June, its conference proceedings, and its newsletter. ASCUE proudly affirms this tradition in its motto: "Our Third Quarter Century of Resource Sharing." ASCUE initiated a refereed track for paper submissions to the conference in 2008. In fact, at the 2008 business meeting, the membership approved three different presentation tracks: refereed with 3 blind reviews for each paper, session with paper where the author submits a paper but it is not reviewed, and session without paper where no paper is submitted and only the abstract is included in the proceedings. To reflect this division, the proceedings is divided into three sections. The first section, up to page 77, contains the approved refereed papers, the second section, from 78 to 102, holds the papers from the sessions with paper, and the last section lists the abstracts for the other sessions. A presenters index is included. ED592847 Proceedings of the Association Supporting Computer Users in Education (ASCUE) Annual Conference (51st, Myrtle Beach, South Carolina, June 10-14, 2018) Association Supporting Computer Users in Education 2018-06-00 131 Association Supporting Computer Users in Education (ASCUE). 1513 Magnolia Drive, Surfside Beach, SC 29575. Tel: 606-218-5308; Fax: 606-218-5184; e-mail: president@ascue.org; Web site: http://www.ascue.org N/A 2019 ERIC JAN2020

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No STEM Education Equal Education Educational Practices Evidence Based Practice Theory Practice Relationship Personal Narratives Educational Theories Access to Education Teaching Methods Popular Culture Academically Gifted Social Justice Urban Education Middle School Students Student Motivation Academic Persistence After School Programs Engineering Interdisciplinary Approach Secondary School Science Health Education Literacy Capacity Building Teacher Education Urban Schools Commuter Colleges Barnes-Johnson, Joy, Ed. Johnson, Janelle M., Ed. Books Collected Works - General English Middle Schools Secondary Education Junior High Schools Postsecondary Education Higher Education "STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation" is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum. "STEM21" is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited dialogue between and across those spaces. This volume weaves together field-based research, personal narrative, and education theory, while providing for reflection and discussion. "STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation" is undergirded by the principle that engaged STEM education accommodates theory and practice that is equitable, rejects deficit model thinking, and is community relevant. Equitable STEM pedagogy builds autonomous pathways to learning; creates a culture of questioning and transparency; celebrates diversity of thought, habit and culture; and embraces a social justice stance on issues of race, class, gender, environmental responsibility, health, and access to resources. This book contains the following chapters: (1) Introduction (Joy Barnes-Johnson and Janelle M. Johnson); (2) 21st c LEASE: Language of Equity and Access to STEM Education (Joy Barnes-Johnson); (3) Hip-Hop Pedagogy as a Framework to Support the Development of Science Geniuses (Edmund S. Adjapong); (4) Seeding the Future: Social-Justice Driven STEM Education (Christian Konadu Asante, Jacqueline Delisi, Megan McKinley, and Michael Barnett); (5) New Roles and Relationships in Urban STEM Learning Environments: How the Peer-Enabled Restructured Classroom Enhances Equity and Access (Leslie S. Keiler and Kathleen Robbins); (6) Early Engagement in Research as a Tool for Broadening Science Participation (Cassie Xu, Robert Newton, Margaret Turrin, and Susan Vincent); (7) Promoting Middle School Students' Motivation and Persistence in an After-School Engineering Program (Srinjita Bhaduri, Alexandra Gendreau, Varsha Srikanth Koushik, Tammy Sumner, John Ristvey, and Randy Russell); (8) Engaged Interdisciplinary Literacy: Research and Practices of Secondary STREAM (Joy Barnes-Johnson); (9) Transformative Education Pathways to Improve Health Literacy, STEM Learning, and Youth Outcomes (Gretchen E. L. Suess, Joanna Chae, and Sharon Lewis); (10) Institutional Capacity Building for STEM Teacher Education at an Urban Commuter University (Janelle M. Johnson, Roland Schendel, Elizabeth McClellan Ribble, and Hsiu-Ping Liu); and (11) Implications and Conclusions (Joy Barnes-Johnson and Janelle M. Johnson). Individual chapters contain references. ED591317 STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation. Social Justice across Contexts in Education Peter Lang Publishing Group 2018-00-00 978-1-4331-5137-8 270 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 https://www.peterlang.com/view/title/66850?format=HC 2019 ERIC JAN2020

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No At Risk Persons Correctional Institutions Institutionalized Persons School Role Expulsion Crime Zero Tolerance Policy School Policy Punishment Racial Differences African Americans Females Homosexuality Sexual Orientation Sexual Identity Social Bias Minority Groups Youth Human Body Urban Education Special Education Teaching Methods Popular Culture Culturally Relevant Education Liberal Arts Social Justice Activism Community Change Social Change Teacher Role Nocella, Anthony J., II, Ed. Parmar, Priya, Ed. Stovall, David, Ed. Books Reports - Evaluative Collected Works - General English The school-to-prison pipeline is a national concern, from the federal to local governments, and a leading topic in conversations in the field of urban education and juvenile justice. "From Education to Incarceration: Dismantling the School-to-Prison Pipeline" is a ground-breaking book that exposes the school system's direct relationship to the juvenile justice system. The book reveals various tenets contributing to unnecessary expulsions, leaving youth vulnerable to the streets and, ultimately, behind bars. "From Education to Incarceration" is a must-read for parents, teachers, law enforcement, judges, lawyers, administrators, and activists concerned with and involved in the juvenile justice and school system. The contributors are leading scholars in their fields and experts on the school-to-prison pipeline. Following the Introduction, Every Day Is Like Skydiving Without a Parachute: A Revolution for Abolishing the School to Prison Pipeline, by Anthony J. Nocella II, Priya Parmar, and David Stovall, this book contains twenty-five chapters: (1) Criminalizing Education: Zero Tolerance Policies, Police in the Hallways, and the School to Prison Pipeline (Nancy A. Heitzeg); (2) The Schoolhouse as Jailhouse (Annette Fuentes); (3) Rethinking the School to Prison Pipeline (David Gabbard); (4) Changing the Lens: Moving Away from the School to Prison Pipeline (Damien M. Sojoyner); (5) Punishment Creep and the Crisis of Youth in the Age of Disposability (Henry A. Giroux); (6) Targets for Arrest (Jesselyn McCurdy); (7) Race and Access to Green Space (Carol Mendoza Fisher); (8) Red Road Lost: A Story Based on True Events (Four Arrows); (9) Emerging from Our Silos: Coalition Building for Black Girls (Maisha T. Winn and Stephanie S. Franklin); (10) Messy, Butch, and Queer: LGBTQ Youth and the School to Prison Pipeline (Shannon D. Snapp, Jennifer M. Hoeing, Amanda Fields, and Stephen T. Russell); (11) Warehousing, Imprisoning, and Labeling Youth "Minorities" (Nekima Levy-Pounds); (12) Who Wants to Be Special? Pathologization and the Preparation of Bodies for Prison (Dean L. Adams and Erica R. Meiners); (13) The New Eugenics: Challenging Urban Education and Special Education and the Promise of Hip Hop Pedagogy (Anthony J. Nocella II and Kim Socha); (14) Prisons of Ignorance (Mumia Abu-Jamal); (15) At the End of the Pipeline: Can the Liberal Arts Liberate the Incarcerated? (Deborah Appleman, Zeke Caligiuri, and Jon Vang); (16) Transforming Justice and Hip Hop Activism in Action (Anthony J. Nocella II); (17) Back on the Block: Community Reentry and Reintegration of Formerly Incarcerated Youth (Don C. Sawyer III and Daniel White Hodge); (18) Youth in Transition and School Reentry: Process, Problems, and Preparation (Anne Burns Thomas); (19) A Reason to Be Angry: A Mother, Her Sons, and the School to Prison Pipeline (Letitia Basford, Bridget Borer, and Joe Lewis); (20) Ending the School to Prison Pipeline/Building Abolition Futures (Erica R. Meiners); (21) A New Choice of Weapon: Activism Through Hip Hop and Restorative Justice (Arash Daneshzadeh); (22) Youth of Color Fight Back: Transforming Our Communities (Emilio Lacques-Zapien and Leslie Mendoza); (23) Tactics and Strategies to Organize for Abolishing the School to Prison Pipeline (Anthony J. Nocella II); (24) Abolition Strategies for Teachers Fighting Academic Repression in the Corporate-Academic Industrial Complex (Priya Parmar); and (25) Seven Considerations for "School" Abolition (David Stovall). [Foreword by William Ayers, Preface by Frank Hernandez, and Afterword by Bernardine Dohrn.] ED591318 From Education to Incarceration: Dismantling the School-to-Prison Pipeline, Second Edition. Counterpoints Peter Lang Publishing Group 2018-00-00 978-1-4331-3517-0 Parents Teachers Administrators 450 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/b11313 2019 ERIC JAN2020

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Yes Transitional Programs Middle School Students High School Students School Counseling Grade 8 Grade 9 Program Implementation Reports - Descriptive SEDL, Texas Comprehensive Center English Middle Schools Secondary Education Junior High Schools High Schools Grade 8 Elementary Education Grade 9 The transition from eighth grade to high school results in a higher drop-out rate and more grade retentions than any other grade. However, when districts and schools develop and implement a sound transition program, the outcomes for ninth graders are improved. Key points of this briefing paper include the following promising interventions: (1) Organize a transition team; (2) Develop a counseling team; and (3) Create special programs and initiatives to prepare students and their families for the transition to high school. Suggested activities to include in a transition plan are provided in Appendix A. Appendix B provides Resources on Middle to High School Transition. ED591592 Supporting Student Transition from Middle to High School. Briefing Paper Texas Comprehensive Center 2010-00-00 12 Texas Comprehensive Center. 4700 Mueller Blvd, Austin, TX 78723. Tel: 512-476-6861; Web site: https://texas-cc.org/ N/A 2019 15 ERIC JAN2020

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Yes Teacher Effectiveness Student Evaluation of Teacher Performance Student Surveys Rating Scales Evaluation Utilization Burniske, Jackie Meibaum, Debra Reports - Descriptive Alabama Georgia South Carolina Utah Massachusetts SEDL, Texas Comprehensive Center English Multiple ways of assessing teaching effectiveness are being implemented by many states. Student survey instruments can provide valuable insight into the teaching and learning environment of a classroom. Students have the "deepest, broadest, and most veridical perception of their teacher." Thus, student survey instruments can be a valuable component when designing a 21st century comprehensive teacher evaluation system. Key points of this briefing paper include the following: (1) Student ratings are more highly correlated with student achievement than principal ratings and teacher self-ratings; (2) Students can discriminate between effective and ineffective teaching behaviors; and (3) Construction, content, and administration of student rating instruments are key to reliability and validity. The goal of this briefing paper is to provide decision makers and stakeholders with information on the use of student perception surveys in teacher evaluation systems. State highlights, and additional resources are provided. ED591593 The Use of Student Perceptual Data as a Measure of Teaching Effectiveness. Briefing Paper Texas Comprehensive Center 2012-00-00 Department of Education (ED) 13 Texas Comprehensive Center. 4700 Mueller Blvd, Austin, TX 78723. Tel: 512-476-6861; Web site: https://texas-cc.org/ N/A 2019 30 ERIC JAN2020 S283B050020

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No Student Attitudes Social Justice Minority Group Students Student Characteristics White Students Power Structure Educational Experience Self Concept Social Differences Advantaged College Students Kanz-White, Kathleen M. Reports - Evaluative English Higher Education Postsecondary Education This chapter examines the importance of social justice courses from a majority student's perspective and outlines some of the difficulties in offering these courses. It discusses the benefits of social justice courses for both minority and majority students and focuses on the challenges of understanding and acknowledging the impact of the types of privilege and power that majority individuals experience. The concept of intersectionality, the compounding of injustice for individuals who have multiple minority identities, is explored. Finally, a four-phase model is proposed that can be used to describe the journey that majority students experience as they begin to understand the impact of privilege both on a personal and societal level. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591594 Perspective of a Majority Student International Perspectives on Higher Education Research 2013-00-00 13 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008015 2019 8 As Provided JAN2020

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Yes Secondary School Mathematics Mathematics Instruction Secondary School Teachers Mathematics Teachers Foreign Countries Learning Activities Learning Experience Vignettes Grade 10 Secondary School Students Choy, Ban Heng Dindyal, Jaguthsing Speeches/Meeting Papers Reports - Research Singapore Mathematics Education Research Group of Australasia English Secondary Education Grade 10 High Schools Teachers have several challenges when designing and implementing mathematically-rich tasks, and hence, these tasks are not prevalent in many mathematics classrooms. Instead, teachers often use "typical problems," such as standard textbook tasks and examination questions, to develop students' procedural fluency. This begs the question of whether, and if so, how teachers can think about, and use these typical problems differently to develop conceptual understanding. In this paper, we report findings drawn from a two-year design-based research project and highlight two teaching vignettes to illustrate how typical problems were used to orchestrate instructional activities. Our findings suggest three important principles for teachers to consider when using typical problems. ED592509 Orchestrating Mathematics Lessons: Beyond the Use of a Single Rich Task Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No High School Equivalency Programs General Education Credentials Student Characteristics Career Readiness College Readiness Academic Ability Data Collection Test Validity Test Reliability Culture Fair Tests Reports - Research General Educational Development Tests Pearson English High School Equivalency Programs High Schools Adult Education Secondary Education The overall design and framework of the GED Program is centered around providing measurements and tools documenting and promoting student achievement. More information about the test itself and the underlying documentation and validity framework may be found in the GED test Technical Manual on the GED Testing Service website. The philosophy underlying the GED test is that there is a foundational core of academic skills and content knowledge that an adult must demonstrate to be certified as being prepared to enter a job, a training program, or an entry-level, credit-bearing postsecondary course. This foundational core of knowledge and skills is defined by career and college-readiness standards (Pimentel, 2013), now adopted in some form by the majority of states. The three purposes of GED test are to provide the following: (1) A high school-level credential; (2) Information about a candidate's academic strengths and weaknesses; and (3) Evidence of readiness to enter workforce training programs, careers, or postsecondary education. The GED test is future-focused, designed to provide information about candidate readiness that is directly tied to the next steps in a candidate's preparation and training. Many factors impact actual workplace or postsecondary success, such as engagement, teamwork, or creativity. However, the GED test focuses on those foundational career and college academic skills and knowledge that are critical for candidates to be prepared for the next step in their future, whether they seek to enter the workforce or some form of postsecondary education for further education and training. The GED Testing Service team regularly carries out studies to collect the kinds of validity, reliability, and fairness evidence described above, in accordance with the Joint Committee Standards (AERA, APA, NCME, 2014). This evidence has been consolidated and published in a technical manual, which is updated with each new revision of the test. ED592510 GED Testing Service: Efficacy Research Report Pearson 2018-04-00 13 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/efficacy-assessment-reports/GED-Testing-Service-research-report.pdf 2019 ERIC JAN2020

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Yes Capacity Building Academic Achievement Foreign Students Graduate Students Student Recruitment Intercollegiate Cooperation Partnerships in Education Career Planning Job Search Methods Cultural Awareness Cultural Differences Skill Development Student Diversity School Orientation Alumni Choudaha, Rahul Hu, Di Journal Articles Reports - Descriptive EISSN- English Higher Education Postsecondary Education American graduate schools command a strong aspiration among international students. However, there is a wide disparity in institutions' experience attracting and enrolling internationals students. Two out of every three international graduate students were enrolled in public institutions--an indication of international students' consideration of cost and affordability of studying abroad. Fifty-seven percent of all international students were enrolled in 108 Research Universities (very high research activities) by Carnegie Classification. This is a likely influence of institutional rankings and perception of prestige by many international students. International students consider rankings as a proxy of higher recognition by employers and hence a direct association with career advancement opportunities. Many students expect to receive more support identifying career opportunities. They assume that their high investment in education and the institutional reputation should entitle them to an experiential opportunity. This article focuses on 12 strategies to start building a capacity for international graduate student success. ED592848 12 Strategies for Building a Capacity for International Graduate Student Career Success Online Submission NAGAP Perspectives p5-8 Spr 2017 2017-00-00 4 N/A 2019 8 As Provided JAN2020

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Yes High Schools School Business Relationship Vocational Education Expertise Partnerships in Education Interstate Programs Postsecondary Education College Faculty Educational Innovation Vocational Education Teachers Alternative Teacher Certification Part Time Faculty Dual Enrollment Cohen, Marjorie D. Reports - Descriptive Arkansas Hawaii Kentucky Minnesota New Jersey Ohio Idaho Iowa Oregon Tennessee Center on Great Teachers and Leaders at American Institutes for Research Advance CTE: State Leaders Connecting Learning to Work College & Career Readiness & Success Center at American Institutes for Research (AIR) English High Schools Secondary Education Postsecondary Education Higher Education Career and Technical Education (CTE) is an essential strategy for transforming the country's education system. Unfortunately, most learners lack sufficient access to knowledgeable industry experts who can link what is taught in the classroom to what is applied in the real world. To support states in addressing this lack of access, the Center on Great Teachers and Leaders (GTL Center), the College and Career Readiness and Success Center (CCRS Center), and Advance CTE: State Leaders Connecting Learning to Work convened 11 states and other national partners to explore two promising strategies for getting students better access to industry experts: (1) supporting industry experts in innovative roles; and (2) leveraging postsecondary partnerships and faculty with the goal of advancing work in these states and the broader field. This report provides a summary of the working groups' focus and design, the common challenges identified through the process, and promising state solutions and resources. The promising solutions the states shared to address their challenges fall into two categories: (1) Educator Policies (e.g., alternative licensure programs for full-time teachers, part-time/adjunct teachers, and dual enrollment); and (2) Employer Partnership Strategies (e.g., providing employers with a continuum of engagement opportunities, creating or connecting with intermediaries and industry associations, combating employer "burnout," engaging with industry experts virtually). ED592849 A Cross-State Collaboration on Increasing Access to Industry Experts in High School Center on Great Teachers and Leaders 2018-00-00 Department of Education (ED) 20 Center on Great Teachers and Leaders. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW Washington, DC 20007-3835; Tel: 877-322-8700; e-mail: gtlcenter@air.org; web site: http://www.gtlcenter.org N/A 2019 As Provided JAN2020 S283B120021

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No Community Colleges College Faculty Teacher Attitudes Faculty Development Rural Areas Teaching Methods Foreign Countries Nielsen, Norma-Jean J. Dissertations/Theses - Doctoral Dissertations Canada EISSN- English Two Year Colleges Higher Education Postsecondary Education Research shows that consistent, supportive, and relevant professional development (PD) is an action that empowers educators to change. In the east central region of Canada, the sustainability of community colleges had been linked to program collaboration and internationalization which requires implementation of high-quality PD for its professors. Guided by Mezirow's adult transformative learning theory, the purpose of this study was to understand the PD practices of full-time professors by investigating the connections between professors' level of engagement in PD and their perceptions of the resources and processes that may improve their instructional practices. This single-phased, concurrent mixed-methods study was conducted using a self-designed 39-item web-based survey to collect both quantitative and qualitative data. From a population of 600 full-time professors at 5 colleges, 120 surveys were completed. Descriptive statistics, chi-square test, and Fisher's exact test were used for quantitative analyses. Findings indicated that professors with higher levels of engagement in PD perceived the importance of making use of online and face-to-face networking strategies as well as available online resources to improve instructional practices. Emergent themes from the qualitative data were coded and confirmed the value of networking in PD. Results were used to design a workshop to help community college professors in planning and supporting their PD activities via enhanced networking strategies and implementation of online resources for instruction. By providing college professors needed opportunities to engage in customized PD focused on networking and maximizing the use of available online resources, colleges may be better prepared to foster active, engaged, and highly trained faculty capable of producing positive social change benefitting the institutions and students they serve. [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.] ED592221 Community College Professors' Engagement and Perceptions of Professional Development in Remote Environments ProQuest LLC Ed.D. Dissertation, Walden University 2018-00-00 978-0-4385-9629-0 235 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:10975669 2019 As Provided JAN2020

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No Self Efficacy Technological Literacy Technology Uses in Education Educational Technology Technology Integration Teacher Effectiveness Rural Schools Middle School Teachers Teacher Attitudes Slusher, Adam J. Dissertations/Theses - Doctoral Dissertations New Jersey EISSN- English Middle Schools Secondary Education Junior High Schools Teachers' self-efficacy has been identified as one of the most important factors in determining the success of new initiatives. With the rapid technological changes of the 21st century, it's imperative to have teachers that are adaptive to change. This study was designed to determine the extent of teachers' self-efficacy in the classroom when it comes to integrating technology in the classroom and teachers' perceptions of the value of technology devices. This study examined the level of teachers' technology self-efficacy and perceptions of technology devices in the beginning and end of the 2017-2018 school year at a rural middle school in southern New Jersey. The researcher used the Computer Technology Integration Survey and the Digital Devices and Educating the Whole Student Instrument to identify teachers' technology self-efficacy levels and teachers' perceptions of the value of technology devices in academic and non-academic areas. The survey was administered in October 2017 and June 2018 through Google Forms to determine if there was a change in teachers' technology self-efficacy and/or teachers' perceptions of technology devices. The results suggested that there was a relatively high level of teachers' technology self-efficacy at the beginning of the 1:1 initiative and that increased in many areas throughout the course of the school year. Teachers' perceptions of technology devices also indicated change as teachers tended to view the devices as beneficial for achieving academic goals while losing confidence in devices for non-academic statements. [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.] ED592222 The Implementation of a Middle School One-to-One Technology Initiative: A Longitudinal Study of Teachers' Perceptions of Technology and Self-Efficacy ProQuest LLC Ed.D. Dissertation, Wilmington University (Delaware) 2018-00-00 978-0-4385-9306-0 106 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:10975687 2019 As Provided JAN2020

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Yes Self Efficacy Learner Engagement Independent Study Feedback (Response) Interpersonal Communication Multisensory Learning Student Centered Learning Best Practices Teaching Methods Constantine, Joseph Fernald, Joleen Robinson, Jade Courtney, Matthew B. Reports - Descriptive EISSN- English Albert Bandura's theory of self-efficacy is a commonly known social-emotional learning theory that states that learners can only achieve that which they believe they can achieve. Strong self-efficacy, associated with confidence and a willingness to take risks in learning, has been positively correlated with strong student achievement. While some element of self-efficacy is determined by the learner's psychological underpinning, self-efficacy can be developed over time through a combination of mastery experiences, vicarious experiences, and positive social persuasions. This report identifies and examines six best practices for developing student self-efficacy in the classroom. [This report was published by Bluegrass Center for Teacher Quality, Inc.] ED592850 Best Practices Guidebook: Supporting Students' Self-Efficacy Online Submission 2019-00-00 978-1-7954-1678-8 25 N/A 2019 44 As Provided JAN2020

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Yes Teacher Leadership Educational Policy Public Schools Urban Schools Compensation (Remuneration) Fellowships Barriers Standards Technical Assistance Collective Bargaining Superintendents Principals Administrator Role Faculty Development Partnerships in Education Matlach, Lauren Reports - Descriptive Maryland (Baltimore) Iowa Tennessee Kentucky Center on Great Teachers and Leaders at American Institutes for Research English Teachers are our most valuable resource in education, and teacher leaders can maximize their impact on student learning by extending their impact beyond their own classrooms. Effective teacher leaders share their expertise, support the growth of other teachers, and increase the quality of instruction. This policy snapshot summarizes the literature regarding teacher leadership, including associated benefits and challenges, while also highlighting policy levers that can be used to improve teacher leadership opportunities. We also highlight examples of teacher leadership efforts, including the following programs: (1) The Baltimore City Public Schools Career Pathway Initiative; (2) Iowa's Teacher Leader Compensation System; (3) Tennessee's Teacher Leader Council and Governor's Teacher Cabinet; and (4) Kentucky's Teacher Fellowship Program. ED592851 Increasing Teacher Leadership. Policy Snapshot Center on Great Teachers and Leaders 2015-07-00 12 Center on Great Teachers and Leaders. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW Washington, DC 20007-3835; Tel: 877-322-8700; e-mail: gtlcenter@air.org; web site: http://www.gtlcenter.org N/A 2019 As Provided JAN2020

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Yes Early Childhood Education Child Care Federal Aid Access to Education Educational Quality Agency Cooperation Early Intervention Federal Programs Grants Infants Young Children Family Programs Student Needs Neighborhoods American Indian Education Literacy Education Instructional Effectiveness Food Barriers Low Income Groups Preschool Education Federal Government Government Role Block Grants Equal Education Disabilities Educational Legislation Federal Legislation Elementary Secondary Education Welfare Services Reports - Evaluative Child Care and Development Block Grants Individuals with Disabilities Education Act Elementary and Secondary Education Act Title I Elementary and Secondary Education Act Title IV Elementary and Secondary Education Act Title II Temporary Assistance for Needy Families Robert Wood Johnson Foundation English Early Childhood Education Preschool Education Elementary Secondary Education Federal funding for early childhood education and care promotes three overarching policy goals: (1) increasing children's access to services; (2) raising the quality of early childhood programs; and (3) fostering greater coordination among the many providers--public schools, center-based child care, home-based child care, Head Start, and more--of early childhood services. This report summarizes 17 selected federal programs that are particularly important for early childhood education and care: (1) Seven programs for which early childhood education and/or care is the sole purpose: (a) Head Start; (b) Child Care and Development Fund (CCDF); (c) Maternal, Infant, and Early Childhood Home Visiting (MIECHV); (d) Preschool Development Grants (PDG); (e) IDEA Grants for Infants and Families; (f) IDEA Preschool Grants; and (g) Child Care Access Means Parents in School (CCAMPIS). These programs are dedicated exclusively to supporting early childhood education and/or child care; and (2) Ten programs for which early childhood education and/or care is an allowable use: (a) Title I Grants to Local Education Agencies (LEAs); (b) Student Support and Academic Enrichment (Title IV) Grants; (c) Promise Neighborhoods; (d) Indian Education Grants to LEAs; (e) Comprehensive Literacy Development Grants; (f) Supporting Effective Instruction (Title II) State Grants; (g) Social Services Block Grant (SSBG); (h) Temporary Assistance for Needy Families (TANF); (i) Family and Child Education (FACE); and (j) Child and Adult Care Food Program (CACFP). These programs are not dedicated exclusively to supporting early childhood education and/or child care, but significant portions of their funding are used for that purpose. Key statistics: (1) Only 40 percent of 3-year-olds in the United States are enrolled in early childhood programs, far below the 70 percent average of other developed economies in the Organisation for Economic Co-operation and Development (OECD); (2) Access to these programs is particularly challenging for low-income families. Only 18 percent of children from such families are enrolled in high quality pre-kindergarten; (3) Meanwhile, approximately half of Americans live in "child care deserts," with little or no access to quality child care; (4) On average, states provide child care subsidies to fewer than 1 in 7 children in low-income families, and these subsidies cover only a fraction of the cost of providing high-quality child care; (5) Congress has increased funding for Head Start, the Child Care and Development Fund, and IDEA Preschool Grants (Part B, Sec. 619)--all under the early childhood education and/or care is the sole purpose umbrella; and (6) Congress has increased funding for Title I Grants to Local Educational Agencies (LEA)s, Student Support and Academic Enrichment Grants, and Child and Adult Care Food Program (CACFP)--all under the early childhood education and/or care is an allowable use umbrella. While many challenges remain, there are hopeful signs of progress in all three early childhood and care policy areas. The federal government has made efforts to improve coordination among the nation's early childhood providers, and has maintained or increased funding for many of the 17 programs outlined in the report. ED592852 Early Childhood Education and Care Robert Wood Johnson Foundation 2018-12-00 11 Robert Wood Johnson Foundation. P.O. Box 2316, Route 1 and College Road East, Princeton, NJ 08543. Tel: 877-843-7953; e-mail: mail@rwjf.org; Web site: http://www.rwjf.org N/A 2019 ERIC JAN2020

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Yes Rural Schools School Turnaround Educational Improvement School Closing Federal Aid Federal Legislation Partnerships in Education Technology Uses in Education Poverty Teacher Recruitment Teacher Persistence Educational Finance Dropouts School Size School Community Relationship Educational Strategies Agricultural Education Transportation Enrollment Student Diversity Special Education School Location Family School Relationship Bell, Stella Pirtle, Sylvia Segura Reports - Descriptive Alabama Louisiana American Recovery and Reinvestment Act 2009 SEDL, Texas Comprehensive Center English Rural educational issues cannot be addressed by a one size-fits-all approach to school improvement, but current research offers some solutions and insights into turning around low-performing rural districts and schools. Of the four possibilities set forth by the U.S. Department of Education, the transformation model holds the most promise for rural schools. Successful transformation is often attributed to thoughtful and flexible school leadership and staff actions that integrate a community's unique qualities into the change process. The following questions guided preparation of this briefing paper: (1) What are the barriers and challenges to transforming low-performing rural schools? (2) What are the unique attributes of rural communities that can be beneficial in transforming low-performing schools? (3) What strategies and actions promote improvement of low-performing schools in rural locations? and (4) What local resources and partnerships can be leveraged to promote transformation of low-performing schools in rural areas? Key points of this briefing paper include the following: (1) There is no proven, universal school improvement approach for improving low-performing schools in rural districts; (2) Transformation in such areas requires innovation that integrates the existing values, norms, and culture found in the context of the community and district organization; and (3) The transformation process should be systemic and incorporate a coherent, collaborative approach that includes stakeholder input in all phases of the change effort. ED591595 Transforming Low-Performing Rural Schools. Briefing Paper Texas Comprehensive Center 2012-00-00 Department of Education (ED) 14 Texas Comprehensive Center. 4700 Mueller Blvd, Austin, TX 78723. Tel: 512-476-6861; Web site: https://texas-cc.org/ N/A 2019 34 ERIC JAN2020 S283B050020

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No Critical Theory Race Cultural Pluralism Multicultural Education Graduate Students Educational Theories Racial Bias Social Justice Pitre, Abul Reports - Descriptive English Higher Education Postsecondary Education This chapter highlights the experiences of a professor who taught a cultural diversity class to doctoral students in an educational leadership program. During the course students were engaged in the study of critical educational theory with a component of the course focusing on critical race theory. Some of the examples in this chapter illustrate how educational leaders despite initial difficulty with confronting issues of racism were able to overcome years of mis-education to become educational leaders for social justice. Moreover, the chapter highlights the difficulties and challenges that professors who engage in critical race theory encounter. The chapter pointedly discloses why there is a need for professors to engage students in conversations around racism and social justice. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591596 Reflections on a Critical Race Theory Project with Educational Leaders International Perspectives on Higher Education Research 2013-00-00 12 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008016 2019 17 As Provided JAN2020

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Yes Preservice Teachers Mathematics Teachers Mathematics Instruction Pedagogical Content Knowledge Middle Schools Preservice Teacher Education Foreign Countries Correlation Intervention Middle School Teachers Norton, Stephen Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English Middle Schools Secondary Education Junior High Schools Higher Education Postsecondary Education This paper examines the mathematics content knowledge of graduate entry middle school mathematics pre-service teachers at the beginning (n=105; 80%) and end of a mathematics curriculum course. It was found that mathematics content knowledge at the commencement of the course was not strong. An intervention was designed to take account of content while preparing teachers to teach the material with specific pedagogical models. On a test of similar difficulty level, the marks approximately doubled, but in areas of upper secondary mathematics, significant deficits remained. Content knowledge at the end of the course was highly predictive of measures of mathematics pedagogical knowledge including how to diagnose student errors and plan learning support. The finding have implications for teacher preparation at the study institution and potentially more broadly. ED592511 Middle School Pre-Service Teachers' Mathematics Content Knowledge and Mathematical Pedagogy Content Knowledge: Assessing and Relating Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Spatial Ability Foreign Countries Indigenous Populations Rural Schools Geometry Mathematics Instruction Geometric Concepts Jorgensen, Robyn Lowrie, Tom Speeches/Meeting Papers Reports - Research Australia Mathematics Education Research Group of Australasia English As part of a much larger study where spatial reasoning is the focus, this paper draws on the language aspects of this strand of the curriculum. The quarantined part of the project discussed in this presentation is based in remote Indigenous schools. We draw on the challenges of the concept of symmetry and where the language of instruction (and mathematics) is a foreign language. We pose questions of the nuanced, and often complex, language of spatial reasoning and the impact this has on the performance of Indigenous learners when applied to the enacted practices in school mathematics. We conclude by raising concerns and directions of the subsequent phases of the project. ED592512 Speaking Spatially: Implications for Remote Indigenous Learners Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Mastery Learning Intelligent Tutoring Systems Chemistry College Science Undergraduate Students Introductory Courses Land Grant Universities Research Universities State Universities Correlation Scores Instructional Design Scaffolding (Teaching Technique) Feedback (Response) Program Implementation Outcomes of Education Reports - Research Ohio Pearson English Higher Education Postsecondary Education Pearson sought to explore whether the use of Mastering Chemistry, an online tutorial system designed to help students with chemistry concepts, problem-solving skills and quantitative reasoning, is related to students' course scores and exam scores. This Research Report presents findings from two research studies: one correlational study conducted at a highly selective, four-year research university for students enrolled in a general chemistry course; and one quasi-experimental study conducted at Ohio State University, a primarily residential, land-grant public university known for academic research in science, for students enrolled in General Chemistry I and II. The aim in using mainly correlational study designs was to seek out possible relationships between the use of Mastering Chemistry and students' course and exam scores to identify areas of focus for potential future research using more rigorous causal study designs. The findings appear alongside details of the research studies, including descriptions of the samples studied, methods of analysis, results, limitations and generalizability, and notes on possible future research. The report also summarizes the context surrounding the findings, including the research that informed the design and development of the product, the history of the product in the market, how educators use the product, and its intended outcomes. ED592513 Mastering Chemistry. Efficacy Research Report Pearson 2018-04-03 26 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/audited/Mastering-Chemistry-research-report.pdf 2019 ERIC JAN2020

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No International Education Sustainability Partnerships in Education Institutional Cooperation Universities Transfer of Training Foreign Countries Educational Cooperation Program Design Case Studies Decision Making Educational Finance Sabina, Lou L. Le, Ky Romans, John Le, Tien Sabina, Kiara L. Curry, Katherine A. Vencill, Vallory Speeches/Meeting Papers Reports - Research United States Vietnam ISSN- English Higher Education Postsecondary Education The purpose of this paper is to discuss the design, development, implementation, and future sustainability of a collaborative higher education between two universities, one in the Midwestern United States and the other in Vietnam. This paper will outline the steps that were taken to ensure a beneficial arrangement for both institutions, how the transfer of culture and knowledge impacted learning both domestically and abroad, and methods used to sustain the partnership for future collaboration. ED592223 Designing, Developing, Implementing, and Sustaining a Cross-Collaborative International Partnership between Institutions of Higher Education AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 19 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Competition School Administration Institutional Mission Proprietary Schools Nonprofit Organizations Institutional Characteristics Student Characteristics Academic Achievement Enrollment Trends Elementary Secondary Education Achievement Gains Educational Policy School Choice Incentives Geographic Regions Educational Improvement Charter Schools Disadvantaged Access to Education Gulosino, Charisse Atibagos Miron, Gary J. Speeches/Meeting Papers Reports - Research ISSN- English Elementary Secondary Education This study explores the differences in management and operation of schools operated by either for-profit or nonprofit education management organizations (EMOs). Particular attention is given to differences in curriculum, student demographics, location, and academic performance. The study addresses three fundamental questions (1) "Does the policy of introducing choice and competition through EMO schools improve school options for curricular improvement?";(2) "How does the policy of choice and competition shape the demographic characteristics of EMO schools?"; and (3) "Are EMOs producing gains in achievement?" Our results are in line with Weisbrod's framework on profit-maximizing and mission-oriented organizations, suggesting that competitive incentives have no systematic impact on EMO schools in terms of curriculum, location, demographics, and quality of educational options across geographic areas. ED592224 The For-Profit and Non-Profit Competitive Behavior of Educational Management Organizations AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 6 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Psychotherapy Theories Counselor Qualifications History Counseling Techniques Counselor Training Mental Disorders Cultural Relevance Classification Wampold, Bruce E. Books Reports - Descriptive English This book presents essential background necessary for understanding the role of theory in psychotherapy practice, and shows how understanding psychotherapy theory is the first step to becoming an effective therapist. The author provides a thorough but concise overview of the history of psychotherapy, the evolution of psychotherapy theories, and research on the effectiveness of various psychotherapies in general practice and for treatment of specific common disorders. The book is an accessible, handy resource for students training to be psychotherapists and practitioners seeking to reevaluate theories and corresponding therapies. As the foundational book in the Theories of Psychotherapy Series, this title may be read first or in combination with other books in the series to establish a thorough understanding of psychotherapy and its variants. This updated second edition incorporates new developments in theory and research, new approaches including advances in culturally sensitive therapy, and updates in the classification of mental illness. ED592225 The Basics of Psychotherapy: An Introduction to Theory and Practice. Second Edition. Theories of Psychotherapy Series APA Books 2018-11-00 978-1-4338-3018-1 Students Practitioners 192 APA Books. Available from: American Psychological Association. 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5500; e-mail: books@apa.org; Web site: http://www.apa.org/pubs/books/index.aspx N/A https://www.apa.org/pubs/books/4317506.aspx 2019 As Provided JAN2020

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Yes Public Schools Demography Academic Achievement Educational Finance Educational Change Educational Policy Academic Standards Student Evaluation Charter Schools School Choice Enrollment Rate Minority Group Students Declining Enrollment Open Enrollment Poverty English Language Learners Disabilities Advanced Placement Programs Graduation Rate High School Graduates Achievement Gap Student Participation School District Spending School District Wealth Student Diversity Low Income Students Achievement Tests Scores College Readiness Elementary Secondary Education Yeado, Joe Grace, Julie Schmidt, Jeff Reports - Research Numerical/Quantitative Data Wisconsin ACT Assessment Public Policy Forum English High Schools Secondary Education Higher Education Postsecondary Education Elementary Secondary Education Our 31st annual report analyzing data from southeast Wisconsin's public school districts finds that while 68 of the 92 school districts are exceeding or significantly exceeding expectations on our new state report cards, there are large achievement gaps across the region on state assessments for low-income students and students of color. Key findings: (1) Regional enrollment decline quickens. School district enrollment in southeast Wisconsin declined by 1.2 percentage points in 2015-16, a loss of 3,576 students. This follows a 0.8-point decrease in 2014-15; (2) Student diversity increases. Students of color comprise 43.3% of enrollments in regional school districts, up from 42.7% in 2014-15. Hispanic students continue to increase in numbers, while African American and white student enrollment decreased in the past year; (3) College readiness measures are stagnant or declining. The composite ACT score for the region and state showed no change in 2015-16. More students participated in AP exams, though the pass rate fell 1.6 percentage points. The high school graduation rate in southeast Wisconsin is 83.9%, a decrease of 0.6 points, and trails the state average graduation rate of 88.4%; and (4) Higher student attendance, but also higher truancy. Districts in the region posted a 95.4% attendance rate, up 1.3 percentage points in the past year. However, the region also saw truancy rates tick up 0.4 points to 2.1%. [Concordia University Wisconsin (CUW) is a sponsor of this research. For the 2014-2015 report, see ED570116.] ED591319 Public Schooling in Southeast Wisconsin: 2015-2016. Updated Public Policy Forum 2017-03-00 Alverno College Greater Milwaukee Foundation Northwestern Mutual Foundation Children's Hospital of Wisconsin Southeastern Wisconsin Schools Alliance (SWSA) Community Policymakers 82 Public Policy Forum. 633 West Wisconsin Avenue Suite 406, Milwaukee, WI 53203. Tel: 414-276-8240; Fax: 414-276-9962; e-mail: forum@publicpolicyforum.org; Web site: http://www.publicpolicyforum.org N/A 2019 0 As Provided JAN2020

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Yes Annual Reports Income Unions School Districts Public Schools School Statistics Trend Analysis Elementary Secondary Education Data Public Education Expenditure per Student School District Spending Numerical/Quantitative Data Reports - Evaluative Vermont Vermont Department of Education English Elementary Secondary Education Every year, each Vermont Local Education Agency is required to submit an Annual Statistical Report to the Vermont Agency of Education providing an accounting of annual revenues and expenditures to the people of Vermont, their legislature, and the executive branch of government. The Vermont Agency of Education compiles the financial information submitted by each district and annually publishes the results in the Summary of the Annual Statistical Report of Schools (SASRS). 344 Public Local Education Agencies (including 15 technical centers), submitted the FY13 Annual Statistical Report of Schools. In FY13 Vermont Public Local Education Agencies reported receiving: $81,370,133 in local revenues (unduplicated); $1,380,262,848 in state revenues; $111,701,734 in federal revenues; $195,249,923 in other local revenues (tuition and fees from other school districts). There is a reported $1,414,424,021 in total public education PK-12 current expenditures. This represents an increase in spending of $39.2 million (2.9%) from the previous year's spending level. ED591320 Summary of the Annual Statistical Report of Schools: Describing and Summarizing the FY2013 School Statistical Report. Reported by School Districts by August 15, 2013 Vermont Department of Education 2013-12-00 149 Vermont Department of Education. 120 State Street, Montpelier, VT 05620-2501. Web site: http://education.vermont.gov/ N/A 2019 0 ERIC JAN2020

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No Graduate Students Schools of Education Doctoral Programs Student Research Research Projects Masters Theses Doctoral Dissertations Racial Identification Race Racial Bias African American Students White Students Advocacy Racial Differences Student Motivation Social Justice Howley, Aimee Middleton, Renée A. Howley, Marged Williams, Natalie F. Pressley, Laura Jeanette Reports - Research English Higher Education Postsecondary Education A large body of literature focuses on ways that learning experiences in colleges of education can combat racist stereotypes while promoting cultural competence. However, because limited research investigates how student research projects (e.g., master's theses and doctoral dissertations) can accomplish these same purposes, additional studies are needed. For this reason, the current exploratory mixed methods study addressed the following research question: "How does the racial identity development of doctoral students from colleges of education align with their experiences of conducting dissertation studies focusing on racial and/or ethnic dynamics in schools, universities, or human service agencies?" The research team used well-established scales to measure the racial identity development of Black and White participants. The team also conducted a series of three interviews with each participant to learn about how racial identity statuses contributed to and responded to the experience of conducting dissertation research with a focus on racial and/or ethnic dynamics. Analysis of interview data pointed to the salience of "advocacy" in the experiences of participants. Advocacy connected to doctoral research by affording opportunities for personal advancement and by affording opportunities to promote social change. Further interpretation revealed differences in the importance of the two types of advocacy for White and Black participants, especially in consideration of their racial identity statuses. Despite such nuances, the experience of conducting dissertation research reinforced all participants' previous commitments to social justice and advocacy, but it did not help them develop more wide-ranging and systematic strategies for working as advocates of social justice. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591597 The Experience of Conducting a Study of Racial or Ethnic Dynamics: Voices of Doctoral Students in Colleges of Education International Perspectives on Higher Education Research 2013-00-00 33 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008014 2019 50 As Provided JAN2020

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No College Faculty Disadvantaged Racial Identification Self Concept Whites White Students Females Classroom Communication Work Environment African Americans Institutional Characteristics Teacher Evaluation School Policy Teacher Student Relationship Interpersonal Relationship Minority Group Teachers Davis, Dannielle Joy Reports - Research English Higher Education Postsecondary Education This study features interactions with White students and female colleagues from two regions in the United States. Helm's Racial Identity Model for Whites offers a conceptual lens to understand classroom and workplace dynamics between Blacks and Whites in predominantly White postsecondary settings, regardless of national context. Findings suggest that the quality of experiences with White colleagues and students often reflected the status individuals held in terms of their own racial identity development. These findings promise to inform institutional policy and faculty evaluation practices. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591598 The Experiences of Marginalized Academics and Understanding the Majority: Implications for Institutional Policy and Practice International Perspectives on Higher Education Research 2013-00-00 13 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008008 2019 26 As Provided JAN2020

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No Physics Science Instruction Introductory Courses Science Tests Standardized Tests Correlation Intelligent Tutoring Systems Homework Scores Instructional Effectiveness Active Learning Educational History Scaffolding (Teaching Technique) Feedback (Response) College Students Computer Software Reports - Research Pennsylvania Pearson English Higher Education Postsecondary Education Pearson sought to explore whether the use of Mastering Physics, an online tutorial system used in higher education introductory physics courses, is related to students' results in exams and external standardized tests. This Research Report presents findings from two research studies we conducted with Penn State University, a school known for academic research in science: one correlational study with students enrolled in an introductory physics course, Phys 211; and one correlational study with students enrolled in Phys 212 after completing Phys 211 the previous semester. Our aim in using correlational study designs was to seek out possible relationships between the use of Mastering Physics and students' course and exam scores, to identify areas of focus for potential future research using more rigorous causal study designs. The findings appear alongside details of the research studies, including descriptions of the samples studied, methods of analysis, results, limitations and generalizability, and notes on possible future research. The report also summarizes the context surrounding the findings, including the research that informed the design and development of the product, the history of the product in the market, how educators use the product, and its intended outcomes. In the context of the study conducted with students enrolled Phys 211, Pearson found that: (1) A 10% increase in Mastering Physics homework grades is linked to a 4% increase in exam scores; and (2) A 10% increase in Mastering Physics homework grades is linked to a 2% increase in FCI gains. In the context of the study conducted with students enrolled in Phys 212 after completing Phys 211 the previous semester, Pearson found that: (1) A 10% increase in Mastering Physics homework grades is linked to a 4% increase in exam scores; (2) A 10% increase in Mastering Physics homework grades is linked to a 3% increase in BEMA post-test scores; (3) Requesting an additional 50 hints on homework assignments is associated with an increase in average exam scores of 2 percentage points; and (4) Requesting an additional 50 hints on homework assignments is associated with an increase in students' BEMA post-test scores of 3 percentage points. [Pearson has commissioned PricewaterhouseCoopers LLP ('PwC') to audit the efficacy statements set out in their Research Reports.] ED592514 Mastering Physics. Efficacy Research Report Pearson 2018-04-03 22 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/audited/Mastering-Physics-research-report.pdf 2019 As Provided JAN2020

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No Basic Skills Mastery Learning Competency Based Education Electronic Learning College Readiness Career Readiness Community Colleges Two Year College Students Adult Basic Education Instructional Effectiveness Remedial Instruction Adult Students Reports - Research Arizona Pearson English Two Year Colleges Higher Education Postsecondary Education Adult Basic Education Adult Education Elementary Education Pearson sought to explore whether the use of MyLab Foundational Skills, a mastery and competency-based online platform designed to assess and remediate a selection of skills to prepare students for college and careers, is related to students' course grades. This Research Report presents findings from two research studies: one comparative study conducted at a community college in the state of Arizona, with students enrolled in Adult Basic Education courses; and one correlational study conducted at Rio Salado College. Correlational study designs were used to seek out possible relationships between the use of MyLab Foundational Skills and students' course grades to identify areas of focus for potential future research using more rigorous causal study designs. The findings appear alongside details of the research studies, including descriptions of the samples studied, methods of analysis, results, limitations and generalizability, and notes on possible future research. The report also summarizes the context surrounding the findings, including the research that informed the design and development of the product, the history of the product in the market, how educators use the product, and its intended outcomes. [PricewaterhouseCoopers LLP was commissioned to audit the efficacy statements set out in Pearson's Research Reports.] ED592515 MyLab Foundational Skills. Efficacy Research Report Pearson 2018-04-03 21 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/audited/MyLab-Foundational-Skills-research-report.pdf 2019 ERIC JAN2020

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Yes Preservice Teachers Elementary School Teachers Science Process Skills Grade 3 Inferences Observation Science Instruction Skill Development Cansiz, Nurcan Cansiz, Mustafa Journal Articles Reports - Research EISSN- English Higher Education Postsecondary Education Elementary Education Grade 3 Primary Education Early Childhood Education In this study, we aimed to investigate the change in third-grade preservice elementary teachers' observation and inference skills. We also aimed to develop their ability to distinguish observation from inference. A total of 27 preservice elementary teachers participated in the study. Participants' preinstruction and postinstruction observation and inference skills were explored through written statements about three different drawings. An instruction on science process skills within Science Teaching course was provided to the preservice elementary teachers. Analysis of their pre and postinstruction observation and inference statements showed that, at the beginning, preservice elementary teachers were not adequate in observation and mostly confused observation with inference. After participating in classroom discussions and activities, they improved in making observation and inference. They showed better enhancement in making observation than drawing inference. Implications were suggested in terms of elementary teacher education programs and further research. ED591321 Enhancing Preservice Teachers' Observation and Inference Skills Online Submission Inönü University Journal of the Faculty of Education v19 n3 p362-373 2018 2018-00-00 12 N/A 2019 34 As Provided JAN2020

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Yes Water Sanitation Hygiene Females Health Promotion Volunteers Child Health Gender Differences Community Programs Needs Assessment Planning Behavior Change Health Behavior Puberty Physiology Clubs Developing Nations Holt, Janet Hoppes, Emily Guides - Non-Classroom Peace Corps English This resource was developed to support Peace Corps Volunteers who are working with schools to improve water, sanitation, and hygiene (WASH) facilities and programming. It is intended to provide guidance, resources, and ideas to support comprehensive WASH programming that is focused on behavior change and sustainability. There is no "one-size fits all" model project for WASH in schools. Instead, this toolkit promotes comprehensive needs assessments that can support Volunteers in a holistic discussion with their school community about all the dimensions of WASH. In the end, a school that provides appropriate WASH facilities, education, and programs can have a positive impact on both the health and learning of students. ED591324 Water, Sanitation, and Hygiene in Schools Toolkit. Let Girls Learn. Publication Number M0124 Peace Corps 2017-04-00 Support Staff 106 Peace Corps. Paul D. Coverdell Peace Corps Headquarters, 1111 20th Street NW, Washington, DC 20526. Tel: 800-424-8580; Web site: http://www.peacecorps.gov/ N/A 2019 48 ERIC JAN2020

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Yes Youth Programs English (Second Language) Second Language Instruction Volunteers Student Needs Community Programs Nonformal Education Learning Activities Planning Educational Games Drama Music Competition Reading Skills Writing Skills Language Skills Krizay, Erin Guides - Non-Classroom Peace Corps English English practice activities can be a great medium for positive youth development. Worldwide, young people are aware of the increased opportunities available to those with English language skills, creating a high demand for quality English education. As a result, Youth in Development Peace Corps Volunteers (PCVs) are often asked to teach English. The purpose of this Idea Book is to support PCVs with limited teaching experience to meet the expressed needs of the young people in their communities by offering youth nonformal English practice. This Idea Book offers strategies PCVs can use to create and facilitate their own English practice youth group, as well as practical activities that can be used in an extracurricular setting. The book also provides advice and real-world examples contributed by committed Volunteers. ED591325 Youth Development through English Practice Activities. Peace Corps Publication No. M0109 Peace Corps 2015-05-00 Support Staff 120 Peace Corps. Paul D. Coverdell Peace Corps Headquarters, 1111 20th Street NW, Washington, DC 20526. Tel: 800-424-8580; Web site: http://www.peacecorps.gov/ N/A 2019 0 ERIC JAN2020

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Yes Student Teachers Student Teaching Apprenticeships Academic Achievement Mentors Outcomes of Education Mathematics Achievement Reading Achievement Effect Size Teacher Evaluation Teacher Effectiveness Teacher Placement Goldhaber, Dan Krieg, John 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 exploit within-teacher variation in the years that teachers host an apprentice ("student teacher") in Washington State to estimate the causal effect of these apprenticeships on student achievement, both during the apprenticeship and afterwards. The average causal effect of hosting a student teacher on student performance in the year of the apprenticeship is precisely estimated and indistinguishable from zero in both math and reading, though effects are large and negative in math when ineffective teachers host an apprentice. Hosting a student teacher is also found to have modest positive impacts on student math and reading achievement in a teacher's classroom in following years. ED591832 Exploring the Impact of Student Teaching Apprenticeships on Student Achievement and Mentor Teachers. Working Paper No. 207-1118-1 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-11-00 Bill and Melinda Gates Foundation 38 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 35 As Provided JAN2020

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No Affordances Engineering Education Undergraduate Students Student Research Disproportionate Representation Females Research Projects Group Activities Professional Identity Bruchok, Christiana Bowers, Nicole Wakefield, Wendy Jordan, Michelle Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Enrollment in engineering programs by women and minority students has steadily decreased in recent years. Extending participation in programs for Research Experience Undergraduates (REU) to underqualified candidates may help recruit and retain students to engineering if the students are positioned in research teams in ways that leverage the assets they do have. This paper uses positioning theory as a lens to understand how two women not selected as applicants in an REU program identify as engineers as they participate in a research project team as part of a REU program. Middle placement in a cross-age team expanded the ways these women could position themselves, and those positionings appear to influence their contributions and engineering identity. ED591833 Positioned in the Middle: Exploring Affordances for Underrepresented Engineering Students in a Cross-Age Engineering Research Experience Team AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 25 As Provided JAN2020

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Yes Collective Bargaining State Legislation School Districts Institutional Characteristics Change State Policy Unions Contracts Teachers Strunk, Katharine O. Cowen, Joshua Goldhaber, Dan Marianno, Bradley D. Kilbride, Tara Theobald, Roddy Reports - Evaluative Michigan Washington California National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English In many school districts the policies that regulate personnel are governed by collective bargaining agreements (CBAs) negotiated between teachers' unions and school boards. While there is significant policy attention and, in some cases, legislative action that has affected the scope of these agreements, there is relatively little research that assesses how CBAs vary over time, or whether they change in response to states' legislative reforms. In this paper we compare CBAs in three states at two points in time: before and after substantial reforms in Michigan and Washington impacting collective bargaining and in California where there were no major statutory changes affecting CBAs. We find that few district characteristics predict changes in CBA restrictiveness over time, other than institutional spillovers from local bargaining structures. However, we observe that reforms to the scope of bargaining in Michigan and Washington drastically reduced the restrictiveness of Michigan and Washington CBAs relative to California. ED591834 Collective Bargaining and State-Level Reforms: Assessing Changes to the Restrictiveness of Collective Bargaining Agreements across Three States. Working Paper No. 210-1218-1 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-12-00 Laura and John Arnold Foundation 49 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 49 As Provided JAN2020

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No Mathematics Instruction Teaching Methods Remedial Instruction College Students Correlation Introductory Courses Grades (Scholastic) Attribution Theory Outcomes of Education Scaffolding (Teaching Technique) Feedback (Response) College Mathematics Computer Software Mastery Learning Intelligent Tutoring Systems Instructional Design Academic Achievement Cognitive Ability Educational History Reports - Research Arizona Pearson English Higher Education Postsecondary Education Pearson sought to explore whether the use of MyLab Math for Developmental Math, a teaching and learning platform predominantly used in higher education by students who need remediation on foundational math skills, is related to students' course grades and likelihood of passing the course. This Research Report presents findings from two research studies: one correlational study conducted at Arizona State University, a four-year college, for students enrolled in an introductory mathematics course; and one correlational study conducted at five US higher education institutions where MyLab Math for Developmental Math was used in developmental math courses during the Fall semester of 2015. A correlational study design was chosen to seek out possible relationships between the use of MyLab Math for Developmental Math and students' course grades and likelihood of passing the course, to identify areas of focus for potential future research using more rigorous causal study designs. The findings appear alongside details of the research studies, including descriptions of the samples studied, methods of analysis, results, limitations and generalizability, and notes on possible future research. The report also summarizes the context surrounding the findings, including the research that informed the design and development of the product, the history of the product in the market, how educators use the product, and its intended outcomes. [PricewaterhouseCoopers LLP was commissioned to audit the efficacy statements set out in Pearson's Research Reports.] ED592516 MyLab Math for Developmental Math. Efficacy Research Report Pearson 2018-04-03 26 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/audited/MyLab-Math-research-report.pdf 2019 ERIC JAN2020

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No Foreign Countries Correlation Statistics Mathematics Instruction Introductory Courses College Students Tests Scores Attribution Theory Educational History Instructional Effectiveness Outcomes of Education Intelligent Tutoring Systems Problem Solving Teaching Methods Scaffolding (Teaching Technique) Feedback (Response) Reports - Research Netherlands Pearson English Higher Education Postsecondary Education Pearson sought to explore whether the use of MyLab Statistics, a teaching, learning and assessment system used to teach statistics at the higher education level, is related to higher exam scores. This Research Report presents findings from one research study: a correlational study conducted at Maastricht University School of Business and Economics for students enrolled in the first-year course Quantitative Methods in the Fall semester of 2015. A correlational study design was chosen to seek out possible relationships between the use of MyLab Statistics and students' exam scores, to identify areas of focus for potential future research using more rigorous causal study designs. The findings appear alongside details of the research study, including a description of the sample studied, method of analysis, results, limitations and generalizability, and notes on possible future research. The report also summarizes the context surrounding the findings, including the research that informed the design and development of the product, the history of the product in the market, how educators use the product, and its intended outcomes. [PricewaterhouseCoopers LLP was commissioned to audit the efficacy statements set out in Pearson's Research Reports.] ED592517 MyLab Statistics. Efficacy Research Report Pearson 2018-04-03 19 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/audited/MyLab-Statistics-research-report.pdf 2019 ERIC JAN2020

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No Item Response Theory Career Development STEM Education Undergraduate Students Majors (Students) Foreign Countries Student Interests Vocational Interests Test Validity Toker, Yonca Gültas, Mehmet Speeches/Meeting Papers Reports - Research Turkey (Ankara) ISSN- English Higher Education Postsecondary Education The purpose of the present study was to shorten the 122-item STEM Interest Complexity Measure which is a valid measure of interests towards increasingly complex tasks covering the domains of numeric, symbolic, spatial, and STEM-ideas within the Science, Technology, Engineering, and Mathematics (STEM) areas. In a sample of 418 undergraduates enrolled in STEM majors, polytomous IRT using the Graded Response Model was applied. Items that best discriminated across interest trait levels were retained. The 43-item shortened version of the measure offered equivalent validity estimates with vocational criteria of STEM-GPA, STEM-major satisfaction, and intentions to pursue increasingly complex STEM occupations. The study contributes to IRT applications in scale refinement and to producing a practical tool in vocational interest assessments. ED592226 An Item Response Theory Application to Shorten and Validate the STEM Interest Complexity Measure AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 12 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Teacher Persistence Beginning Teachers Instructional Leadership Teacher Effectiveness Leaders Teacher Recruitment Johnson, Bruce Raymond Sullivan, Anna M. Speeches/Meeting Papers Reports - Research ISSN- English This paper reports research that investigated how school leaders use micro-political strategies and tactics that promote the retention of high quality early career teachers. It draws on a conceptual framework of retention as an attraction-recruitment-retention triad and a micro-political theoretical framework. A qualitative study was conducted involving interviews with 16 new teachers and case studies of four school leadership teams. The findings show that school leaders were deliberate and conscious in their uses of power and influence. Their actions were less obvious to early career teachers. Additionally, the findings indicate the commitment of school leaders to recruit and retain preferred quality teachers to promote their goals and aims. ED592227 Cracking Open the "Black Box" of Teacher Retention: How School Leaders Retain Quality Early-Career Teachers AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 6 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Cognitive Restructuring Behavior Modification Cultural Relevance Counseling Techniques Ethnicity Racial Differences Minority Groups Older Adults Age Differences Disabilities Homosexuality Sexual Orientation Sexual Identity American Indians Alaska Natives Hispanic Americans African Americans Asian Americans Arabs Jews Iwamasa, Gayle Y., Ed. Hays, Pamela A., Ed. Books Collected Works - General English This volume shows mental health providers how to integrate cultural factors into cognitive behavior therapy (CBT). Contributing authors describe the application of CBT with clients of diverse cultures and discuss how therapists can refine CBT to increase its effectiveness with clients from a variety of cultural backgrounds. They examine the unique characteristics of, and the use of CBT with, various racial, ethnic, and religious minority groups in the United States including Latinx, Asian Americans, African Americans, American Indians, Alaska natives, Arabs, and Orthodox Jews. Strategies for using CBT with older adults, individuals with disabilities, and LGBTQ clients are also examined. A chapter on culturally responsive CBT clinical supervision closes this volume. This second edition includes fully-updated demographic information, a greater emphasis on culture-specific assessments, and a chapter on using CBT with clients of South Asian descent. Following the foreword by Christine A. Padesky and the introduction by Pamela A. Hays, this book contains the following chapters: (1) Cognitive Behavior Therapy With American Indians (Justin Douglas McDonald, John Gonzalez, and Emily Sargent); (2) Cognitive Behavior Therapy With Alaska Native People (Pamela A. Hays); (3) Cognitive Behavior Therapy With Latinxs (Kurt C. Organista); (4) Cognitive Behavior Therapy With African Americans (Shalonda Kelly); (5) Cognitive Behavior Therapy With Asian Americans (Gayle Y. Iwamasa, Curtis Hsia, and Devon Hinton); (6) Cognitive Behavior Therapy With South Asian Americans (Sheetal Shah and Nita Tewari); (7) Cognitive Behavior Therapy With People of Arab Heritage (Pamela A. Hays and Nuha Abudabbeh); (8) Cognitive Behavior Therapy With Orthodox Jews (Steven Friedman, Cheryl M. Paradis, and Daniel Cukor); (9) Cognitive Behavior Therapy With Culturally Diverse Older Adults (Angela W. Lau and Lisa M. Kinoshita); (10) Cognitive Behavior Therapy With Disabilities (Linda R. Mona, H'Sien Hayward, and Rebecca P. Cameron); (11) Affirmative Cognitive Behavior Therapy With Sexual and Gender Minority People (Kimberly F. Balsam, Christopher R. Martell, Kyle P. Jones, and Steven A. Safren); and (12) Culturally Responsive Cognitive Behavior Therapy Clinical Supervision (Gayle Y. Iwamasa, Shilpa P. Regan, and Kristen H. Sorocco). Contains an index and a section about the editors. ED592228 Culturally Responsive Cognitive Behavior Therapy: Practice and Supervision. Second Edition APA Books 2018-10-00 978-1-4338-3016-7 348 APA Books. Available from: American Psychological Association. 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5500; e-mail: books@apa.org; Web site: http://www.apa.org/pubs/books/index.aspx N/A https://www.apa.org/pubs/books/4317507.aspx 2019 ERIC JAN2020

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Yes Foreign Countries Reading Skills Reading Programs Community Involvement Progress Monitoring Reading Achievement Program Effectiveness Early Reading Teaching Skills Teacher Competencies Reading Instruction Faculty Development Elementary School Students Elementary School Teachers Primary Education Reports - Evaluative Peru Society for Research on Educational Effectiveness (SREE) English Elementary Education Primary Education Early Childhood Education Countries in Latin America and the Caribbean have made progress in increasing primary school enrollment and completion among the very poor. However, challenges in improving reading persist. This study contributes to the evidence base on what works to improve early-grade reading skills by evaluating an early reading program implemented in two departments of the Amazon region of Peru: Ucayali and San Martín. "Amazonía Lee" has four main components. First, the capacity development component aimed to strengthen pedagogical skills and instructional capabilities of teachers, principals, and regional specialists. The following three components were originally envisioned to be implemented at the regional level in both departments. However, during the period of the study they were only implemented in the schools implementing "Amazonía Lee." First, the community engagement component aimed to promote the active engagement of the educational community in support of student learning. Second, a regional assessment system aimed to monitor student achievement and to develop local capacity related to these assessments. Last, a teacher non-monetary incentive system aimed to motivate teachers to improve student learning. The evaluation addressed the following central question: What was the impact of "Amazonía Lee" programs on early-grade reading and other intermediate outcomes relative to other prevailing practices and programs? When compared to prevailing practice, "Amazonía Lee" achieved substantive effects of magnitudes similar to those found in other rigorous evaluations. However, when compared to a program that provided services similar to those provided by "Amazonía Lee," students in both groups had similar reading outcomes. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591599 Evaluation of "Amazonía Lee" Reading Intervention in Peru Society for Research on Educational Effectiveness 2018-00-00 4 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 0 ERIC JAN2020

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Yes After School Programs Mathematics Achievement Learner Engagement Identification (Psychology) Disproportionate Representation Elementary School Students Program Effectiveness Student Interests Randomized Controlled Trials Mathematics Education Beesley, Andrea D. Fancsali, Cheri Gulemetova, Michaela Reports - Research Society for Research on Educational Effectiveness (SREE) English Elementary Education This paper describes a cluster-randomized trial of an after-school program intended to build mathematical identity among students in groups under-represented in science, technology, engineering and mathematics (STEM). Populations under-represented in STEM include women, persons with disabilities, African Americans, and Latino/as (NSF, 2011). U.S. jobs are growing most rapidly in areas that require STEM knowledge (National Academy of Sciences, 2010). However, over half of secondary students do not feel they need math outside of school, and they think that liking math is unpopular (Markow & Moore, 2001). If these students continue along this path, they will not be eligible for at least 75% of the jobs of the future (Fleming, 2012). Elementary-level experiences are thus important in attracting students to STEM. After-school programs may increase students' access to mathematical content and discourse and build identity as knowers/doers of mathematics (Cobb & Gresalfi, 2006). With some exceptions (Berry, 2008; Nasir, 2002), few previous studies examine identity motivation, and fewer yet study out-of-school experiences and identity motivation. The following research questions are addressed in this paper: (1) What is the effect of the after-school program on students' math identity, engagement, interest, and math achievement? (2) What is the relationship between math achievement and math engagement, interest, and identity in the after-school program? and (3) What elements of the program foster students' math identity, and through what mechanisms is this effect achieved? What are the best practices and lessons learned? This paper will present first-year findings from a randomized controlled trial (RCT) of an afterschool curriculum designed to improve students' math identity. Preliminary analyses indicate no impact on student outcomes and some impact on educator outcomes. Fall 2017 will include adjusted impact estimates and psychometric analyses of the math identity instruments. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591600 Building Mathematical Identity after School: Year 1 of a Cluster-Randomized Trial Society for Research on Educational Effectiveness 2018-00-00 6 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 8 ERIC JAN2020

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No Homework Courseware Video Technology Audio Equipment Blended Learning Teacher Attitudes Foreign Countries English (Second Language) Second Language Learning Second Language Instruction Student Attitudes Vocabulary Development Grammar Teaching Methods Auditory Perception Speech Communication Feedback (Response) Educational History Instructional Effectiveness Outcomes of Education Reports - Research Turkey Poland Pearson English Following the integration of an online homework tool--MyEnglishLab (MEL)--into their English courseware products, Pearson sought to explore how one of these products, Speakout, was being implemented with MyEnglishLab and perceptions about the impact it was having on learning. Speakout is a comprehensive eight-level General British English course featuring authentic video, audio, and texts from the BBC archive. This Research Report presents findings from two research studies Pearson completed between 2016 and 2017 that focused on the implementation of Speakout with MEL. One study was conducted with an institution in Turkey, selected for its arguably unique deployment of Speakout with MEL in a flipped learning model. The other was conducted with three institutions in Poland, purposefully selected based on whether they were using the full package and the latest version of Speakout with MEL. An implementation study design was chosen to understand the range of students' and teachers' experiences using Speakout with MEL and to evaluate their perceptions about the impact of using the product on access and experience, achievement, and progression outcomes. The studies collected and analysed a broad range of evidence, including teacher surveys and interview, student surveys and MEL performance data. The findings appear alongside details of the research studies, including descriptions of the samples studied, methods of analysis, results, limitations and generalisability, and notes on possible future research. The report also summarises the context surrounding the findings, including the research that informed the design and development of the product, the history of the product in the market, how educators use the product, and its intended outcomes. [PricewaterhouseCoopers LLP was commissioned to audit the efficacy statements set out in Pearson's Research Reports.] ED592518 Speakout with MyEnglishLab. Efficacy Research Report Pearson 2018-04-03 22 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/audited/Speakout-research-report.pdf 2019 ERIC JAN2020

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Yes Young Children Mathematical Concepts Play Concept Formation Elementary School Mathematics Elementary School Students Early Childhood Education Foreign Countries Learning Processes McCluskey, Catherine Mulligan, Joanne Van Bergen, Penny Speeches/Meeting Papers Reports - Evaluative Australia Mathematics Education Research Group of Australasia English Elementary Education Early Childhood Education This position paper proposes that a relationship between young children's embodied mathematical concepts and their awareness of mathematical pattern and structure (AMPS) (Mulligan & Mitchelmore, 2009) develops through play. Theoretical perspectives on the development of schematic patterns, the embodiment of mathematical understandings, and the development of AMPS are outlined. We propose AMPS may underlie children's embodied actions in play. Thus, the practice of professionals' 'noticing' is central to supporting children's development of mathematical concepts. Implications for further research, including the development of an observational framework to notice AMPS through play, are discussed. ED592519 Noticing Mathematical Pattern and Structure Embodied in Young Children's Play Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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Yes Data Decision Making Volunteers Training Workshops Facilitators (Individuals) Foreign Countries Educational Improvement Needs Assessment Role Data Collection Evaluation Methods Statistical Analysis Qualitative Research Information Technology Telecommunications Handheld Devices Gender Differences Professional Development Planning Guides - Non-Classroom Guatemala Philippines Peace Corps USAID English Data-driven decision making is part of our everyday lives. For example, we examine our children's immunization charts in order to indicate what vaccinations they have received, as well as what vaccinations are missing and expired. We use information, like a chart, to make decisions about what to do and what not to do. Data-driven decision making in education follows the same type of process: We use student performance, household, and school assessment data to inform decisions about the planning and implementation of school improvement strategies. This Facilitator Guide is to be used when training Volunteers, their counterparts, and supervisors to serve as workshop facilitators in Community Data-Driven Decision Making (CD3M) in education. It outlines the potential format, sessions, materials, objectives, time, sequence, and content of a CD3M workshop. The guide is based on pilot workshops conducted in Guatemala (May 2011) and the Philippines (June 2011) with Volunteers, their counterparts and supervisors, and Peace Corps staff. Training session ideas are included, as well as data collection tools designed and piloted by the participants of those workshops. It is expected that facilitators will adapt this guide and materials to contextualize the workshops for optimal effectiveness at their posts. ED591326 Community Data-Driven Decision Making in Education: A Facilitator's Manual. Peace Corps Publication No. M0108 Peace Corps 2014-03-00 Support Staff 408 Peace Corps. Paul D. Coverdell Peace Corps Headquarters, 1111 20th Street NW, Washington, DC 20526. Tel: 800-424-8580; Web site: http://www.peacecorps.gov/ N/A 2019 ERIC JAN2020

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Yes Training Volunteers Capacity Building Strategic Planning Foreign Countries Program Development Sustainability Behavior Change Performance Accountability Program Design Program Evaluation Geographic Location Documentation Adult Learning Knowledge Level Competence Staff Development Budgeting Planning Program Improvement Guides - General Peace Corps English Adult Education The Peace Corps "Programming, Training, and Evaluation Guidance" (PT&E Guidance) will assist field PT&E staff to optimally support trainees and Volunteers to build the capacity and contribute to improving the lives of people in their country of service. The PT&E Guidance consists of four parts. Part 1 of this guide provides an overview of the Peace Corps' mission, goals, and approach to development. Part 2 of this guide explains the way in which the Peace Corps works to achieve its mission by helping host countries provide a public benefit and improve well-being among their community members through implementing Peace Corps projects. Part 2 outlines how to develop a project plan, including a project framework, as well as the development of a monitoring, evaluation, and reporting plan. Part 3 of this guide explains the Peace Corps' approach to training design and will help post staff assess, design, and adapt an effective training program to prepare and empower Volunteers throughout their service. Part 4 covers topics related to management and implementation of Peace Corps PT&E. This section covers planning, budgeting, and funding, as well as building effective teams and Volunteer support. All four parts of this guide are intended to provide simple and easy-to-use reference materials for post staff as they build quality programs. ED591327 Programming, Training, and Evaluation Guidance. Peace Corps Publication No. T0140 Peace Corps 2015-00-00 Practitioners 128 Peace Corps. Paul D. Coverdell Peace Corps Headquarters, 1111 20th Street NW, Washington, DC 20526. Tel: 800-424-8580; Web site: http://www.peacecorps.gov/ N/A 2019 0 ERIC JAN2020

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Yes Higher Education Undocumented Immigrants Paying for College At Risk Students Access to Education Student Financial Aid Federal Aid State Aid State Policy Educational Attainment Community Colleges Reports - Evaluative California Campaign for College Opportunity English Higher Education Postsecondary Education Two Year Colleges California has long been a global leader in higher education, innovation, and workforce development. The economy is the fifth-largest in the world. But, without a more educated workforce, its global economic standing will decline. As California's economy becomes both increasingly reliant on a better educated workforce and further connected to a global marketplace for its services and products, immigrant students that are bi-cultural and highly talented stand to be major contributors to future growth. Nearly 27 percent of the United States' (three million) undocumented immigrants reside in California. Among this diverse population of undocumented immigrants, few adults have a college degree. The opportunity to target supports to undocumented immigrants to bring their educational attainment to par with similar communities across the country provides California with an obvious place to begin addressing its skilled workforce gap. Undocumented students are not given sufficient access to financial resources to allow them to attend and succeed in college, which undermines the investments made to supporting the entire educational pipeline. Financial aid opportunities for undocumented students are complex and often difficult to understand. Most financial aid for college comes from the federal government, in the form of grants (Pell Grant) and federal student loans. However, undocumented students do not qualify for federal financial aid, thus making the ability to pay for college a significant obstacle. At a time of unprecedented, daily challenges to undocumented students from the national political climate, it is critical that state policymakers continue to build upon the supports California has developed. Undocumented students are part of California's identity and deserve the same chance to pursue their college dreams that their peers enjoy. When California faces such a stark gap in the educated workforce needed to maintain its economic dynamism, the reality is that the state must develop and foster the talent of all its students. Supporting undocumented students reinforces both California's economy and its values. ED592853 Higher Education Affordability for Undocumented Students in California Campaign for College Opportunity 2018-10-00 7 Campaign for College Opportunity. 714 West Olympic Blvd Suite 745, Los Angeles, CA 90015. Tel: 213-744-9434; Fax: 877-207-3560; e-mail: info@collegecampaign.org; Web site: http://collegecampaign.org N/A 2019 ERIC JAN2020

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Yes Higher Education High School Graduates Student Financial Aid Public Colleges Academic Degrees Enrollment Undergraduate Students Graduate Students College Freshmen Tuition Student Costs In State Students Out of State Students Remedial Instruction School Holding Power Graduation Rate At Risk Students Licensing Examinations (Professions) Student Loan Programs Debt (Financial) STEM Education Community Colleges Two Year College Students Education Work Relationship Labor Force Development Health Sciences Educational Finance Educational Facilities Human Resources Master Plans Student Personnel Services State Programs Dual Enrollment High School Students College Transfer Students Reports - Descriptive Numerical/Quantitative Data West Virginia West Virginia Higher Education Policy Commission Community and Technical College System of West Virginia English Higher Education Postsecondary Education High Schools Secondary Education Two Year Colleges West Virginia Code §18B-1D-8 statutorily mandates the West Virginia Higher Education Report Card (Report Card). This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission ("Leading the Way: Access. Success. Impact. 2013-2018") and the Council ("Fulfilling the Vision 2015-2020"). The systems' master plans establish aspirational institutional and statewide goals for the state's public higher education systems at a time when public postsecondary education is a critical component to the economic and civil success of the state. Each Commission institution has developed strategies and comprehensive plans with activities aimed specifically at achieving institutional and system-wide goals in key areas such as enrollment, retention, developmental education, and financial aid, as set forth in the Commission's "Leading the Way" master plan. [For the 2015 Report Card, see ED592830.] ED592854 West Virginia Higher Education Report Card, 2016 West Virginia Higher Education Policy Commission 2016-00-00 90 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://www.wvhepc.edu/ N/A 2019 ERIC JAN2020

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No Academic Achievement Portuguese Foreign Countries Educational History Comparative Analysis Attribution Theory Instructional Effectiveness Outcomes of Education Correlation Courseware Integrated Learning Systems Computer Software Instructional Design Elementary School Students Secondary School Students Active Learning Faculty Development Mathematics Achievement Low Income Prior Learning National Competency Tests Public Schools Reports - Research Brazil Pearson English Elementary Education Secondary Education Pearson sought to explore whether the students in schools in Brazil using the NAME learning system (an integrated program that encompasses a school's whole educational environment) demonstrate higher achievement in Portuguese and math, compared to those not exposed to NAME, as measured by national achievement assessments. This Research Report presents findings from one research study: a quasi-experimental study comparing 54 schools using NAME with 267 comparable non-NAME schools. A comparative study design was chosen to seek out possible relationships between exposure to NAME and students' achievement, to identify areas of focus for potential future research using more rigorous causal study designs. The findings appear alongside details of the research study, including a description of the sample studied, method of analysis, results, limitations and generalizability, and notes on possible future research. The report also summarizes the context surrounding the findings, including the research that informed the design and development of the product, the history of the product in the market, how educators use the product, and its intended outcomes. [PricewaterhouseCoopers LLP was commissioned to audit the efficacy statements set out in Pearson's Research Reports.] ED592520 NAME. Efficacy Research Report Pearson 2018-04-03 18 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/audited/NAME-research-report.pdf 2019 ERIC JAN2020

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No Foreign Countries Higher Education College Students Flexible Progression Student Needs Time Colleges Delivery Systems Online Courses Conventional Instruction Workplace Learning Student Responsibility Flexible Scheduling Part Time Students Full Time Students Acceleration (Education) Institutional Cooperation Partnerships in Education Apprenticeships Numerical/Quantitative Data Reports - Research United Kingdom Universities UK (United Kingdom) English Higher Education Postsecondary Education The traditional three-year, full-time, on-campus path to a first degree remains one of the main routes to higher education. It accounts for 58% of all students at UK universities, and has successfully increased young participation to record levels. However, for those who work while studying or have caring responsibilities, more flexible approaches to learning are required. Flexible learning means offering students a choice in when, how and where they study, to fit learning around other commitments. This includes allowing people to study at a slower or faster pace, providing options for where learning takes place, as well as how to access course information and assessments. This briefing looks at the current extent of flexible learning across the higher education sector from three perspectives: (1) pace of study (from part-time to accelerated courses); (2) flexible learning across higher education institutions, further education colleges and alternative providers; and (3) different ways of delivering learning (including classroom-based, online and employer-based learning). Evidence was gathered as part of the Universities UK (UUK) project on the economic case for flexible learning -- from institutions on the project advisory group, wider UUK membership and a public call for evidence in early 2018 -- and from a range of data sources. ED592521 Flexible Learning: The Current State of Play in UK Higher Education Universities UK 2018-10-00 22 Universities UK. Woburn House, 20 Tavistock Square, London, WC1H 9HQ, UK. Tel: +44-20-7419-4111; Fax: +44-20-7388-8649; e-mail: info@universitiesuk.ac.uk; Web site: http://www.universitiesuk.ac.uk N/A https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2018/flexible-learning-the-current-state-of-play-in-higher-education.pdf 2019 ERIC JAN2020

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No Advocacy Social Justice Racial Bias Microbiology Science Tests College Faculty College Students Student Attitudes Teacher Attitudes Educational Practices Educational Change Butner, Bonita K. Reports - Descriptive English Higher Education Postsecondary Education It takes a deep commitment to change and an even deeper commitment to grow.-- Ralph EllisonThis quote from Ralph Ellison highlights the complexity of the concepts of change and growth. As faculty, we are constantly called on to facilitate the growth and change of our students through their academic work. This chapter provides a narrative of one faculty member's growth toward understanding and the incorporation of social justice concepts and structures into her classroom.I had my first microbiology test last week and as the professor returned the papers, he made a point to acknowledge the work of one student who received a perfect score. When he called my name and I stood up, I saw confusion on his face…and a look of disappointment…. I guess he didn't expect a Black female to do well on the test.-- Anonymous student. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591601 Advocating for Change: A Reflection on My Journey to Social Justice Education International Perspectives on Higher Education Research 2013-00-00 9 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008006 2019 10 As Provided JAN2020

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No Hispanic Americans Minority Group Teachers Social Justice College Faculty Racial Bias Whites Social Bias Critical Theory Racial Composition Work Environment Barriers Student Diversity González, Juan Carlos Portillos, Edwardo L. Reports - Evaluative English Higher Education Postsecondary Education This chapter will provide examples of how Chicano faculty teach and practice social justice in the U.S. college classroom, where subtle forms of racism operate through White privilege, and influence faculty credibility and authority. From a Latino Critical Theory (LatCrit) perspective, the authors address the question, What are the similarities and differences in classroom experiences of Chicano faculty in Predominately White Institutions (PWI) and Hispanic Serving Institutions (HSI)? In addressing this question, the authors will provide examples from their teaching experiences at both PWIs and HSIs, and how a Chicana/o-centered social justice perspective can help to mediate and overcome classroom challenges. The chapter will end with a discussion of how a social justice framework is necessary in college classrooms that are becoming increasingly diverse; and recommendations for how PWIs and HSIs can support Chicana/o faculty in endeavors to institutionalize a social justice framework in the college curriculum. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591602 Chicanos Teaching Social Justice in Higher Education = Chicanos Enseñando Justicia Social en La Universidad: Experiences at Predominately White and Hispanic Serving Institutions International Perspectives on Higher Education Research 2013-00-00 27 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008009 2019 42 As Provided JAN2020

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Yes Volunteers Elementary School Students Literacy Education Coaching (Performance) Reading Instruction Native Language Decoding (Reading) Phonological Awareness Phonemic Awareness Phonics Reading Comprehension Reading Fluency Vocabulary Spelling Writing (Composition) Guides - Non-Classroom Peace Corps English Elementary Education In the Peace Corps, many posts support host country efforts in early grade reading in primary schools. In some settings, Volunteers act as literacy coaches, while in others Volunteers are co-teachers or teach literacy or reading directly with primary grade students. Some Volunteers concentrate their efforts on developing a school-based library and help schools incorporate library and book-focused activities into their timetables. Each country has established for itself the language(s) used for literacy and reading instruction in the formal school setting. Activities in this manual offer opportunities for bi-literacy implementation for situations where children do not come to school understanding the language of instruction (i.e., students who speak a language at home different from the language taught in school). This manual provides Volunteers with some essential tools to help students connect their mother tongue with the orthography or formal system of language presented in school. The purpose of this manual is to help Volunteers working in literacy to build the capacity of their host country counterparts by organizing ideas, activities, and lesson plans for each of the concepts highlighted in the Literacy Wheel. The Literacy Wheel illustrates the various components of literacy and learning to read and also demonstrates the relationship of these concepts to each other. Each chapter of this manual has been organized around the literacy wheel for ease of organization and reference. The chapters are also presented in a developmentally logical sequence, beginning with the most basic concepts (i.e., Print Awareness and Knowledge) and ending with the most complex components in literacy (i.e., Spelling, Writing). ED591328 The Building Blocks of Literacy: A Literacy Resource Manual for Peace Corps Volunteers. Peace Corps Publication No. M0107 Peace Corps 2015-05-00 Support Staff 180 Peace Corps. Paul D. Coverdell Peace Corps Headquarters, 1111 20th Street NW, Washington, DC 20526. Tel: 800-424-8580; Web site: http://www.peacecorps.gov/ N/A 2019 ERIC JAN2020

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Yes Knowledge Economy Innovation Economic Development Educational Attainment Professional Personnel Job Skills Research and Development Intellectual Property Grants Financial Support Business Small Businesses Minority Groups Economic Factors Productivity Global Approach Entrepreneurship Peterangelo, Joe Reports - Research Numerical/Quantitative Data Wisconsin (Milwaukee) Public Policy Forum English Our latest research assesses Metro Milwaukee's progress on a range of metrics associated with knowledge and innovation. We find our region has made strides in increasing educational attainment levels and adding scientists, engineers, and technology workers to the regional talent pool. Yet, the news is not as encouraging with regard to entrepreneurship and capital formation. Key findings: (1) The Milwaukee area's talent pool is strengthening and appears to be competitive with our peers. Educational attainment is rising and the region's workforce is competitive with our comparison metro areas in its concentration of individuals employed in occupations associated with knowledge and innovation; (2) Our region is underperforming in its rates of business development and business survival. While entrepreneurship activity appears to have slowed nationally over the long term, the problem appears to be particularly acute in our region. In addition, metro Milwaukee's rate of business survival does not appear to make up for its sluggish pace of business creation; and (3) Capital formation remains an area of concern for the region. Federal grants and federally-guaranteed loans for business startups, expansions, and R&D activities have declined at a faster rate in metro Milwaukee than nationally, and Milwaukee underperforms almost all of the peer metro areas in attracting venture capital funding. [A grant from Bader Philanthropies made this report possible.] ED591329 Cultivating Innovation: Is Metro Milwaukee Prepared for the New Knowledge-Based Economy? Public Policy Forum 2017-09-00 Community Policymakers Administrators 49 Public Policy Forum. 633 West Wisconsin Avenue Suite 406, Milwaukee, WI 53203. Tel: 414-276-8240; Fax: 414-276-9962; e-mail: forum@publicpolicyforum.org; Web site: http://www.publicpolicyforum.org N/A 2019 0 As Provided JAN2020

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No Leisure Time Inclusion Ethics Barriers Legislation Recreational Activities Interpersonal Relationship Psychology Cultural Differences Disabilities Aging (Individuals) Dattilo, John Books Reports - Descriptive Opinion Papers English In "Inclusive Leisure Services" (4th ed.), John Dattilo discusses the importance of including all people in leisure services, offering an educational model for learning about considerations and strategies to promote inclusive leisure services. He begins each chapter with an orientation activity including questions to stimulate reflection on the topic. He then introduces the chapter topic, followed by a rich discussion including examples from research studies and quotes from inside and outside the leisure field. To end each chapter, he offers final thoughts and discussion questions, allowing the reader to review the material, identify important points, and problem solve. He divides the book into six sections beginning with developing an awareness of ethics, inclusion, barriers, and legislation relevant to inclusive leisure services. The next three sections provide strategies to promote social, psychological, and physical leisure engagement for everyone. In the fifth section and throughout the book, Dattilo encourages readers to consider and endorse people's culture (e.g., ethnicity, race, religion, sexual orientation), embrace their abilities, sustain healthy aging, address their economic resources, and support each individual and their family. The final section helps the reader learn about people, inclusion, and specific disabilities. "Inclusive Leisure Services" is a well-thought-out book based on Dattilo's own experiences as a person within society and as a leisure service practitioner, his discoveries as a clinician and researcher, his reflections of relevant literature, and his observations of the operative assumptions within the leisure profession. ED591835 Inclusive Leisure Services, 4th Edition Sagamore-Venture 2017-00-00 978-1-571-67869-0 565 Sagamore-Venture. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975. Web site: https://www.sagamorepub.com/ N/A https://www.sagamorepub.com/products/inclusive-leisure-services-4th-ed 2019 As Provided JAN2020

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No Daughters Mothers Dementia Caregivers Experience Curriculum Jewett, Laura M. Williams, Zulema Speeches/Meeting Papers Reports - Research ISSN- English This paper explores and performs the ways daughters make meaning of the lived curriculum of their experience of their mothers' dementia. U.S. daughters disproportionally carry the burden of caring for mothers with dementia (Bath, 2017). Rabin (2017) writes, "As Washington debates the relative merits of health care legislation, many families have already come up with what is arguably the most reliable form of care in America: It's called daughter care" (p. 1). This paper performs interwoven narratives of daughter care that bear witness to curriculum lived in the sweet epistemological now of our mothers' memories as a form of aesthetic resistance to master narratives of medicalized decline that define the experience of dementia exclusively in terms of loss. ED591836 "Do Not Allow Me to Forget You": Daughter Care, Dementia, and Curriculum in the Moment AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018) 2018-04-13 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 47 As Provided JAN2020

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No Leisure Time Individual Development Behavior Correlation Recreational Activities Age Differences Developmental Stages Kleiber, Douglas A., Ed. McGuire, Francis A., Ed. Books Collected Works - General English "Leisure and Human Development" is an examination of the link between human development and behavior in a context, leisure, that has been described as encompassing one third of people's time. This text examines human development as it affects and is affected by leisure--what people do when they are relatively free to choose their activities. Douglas Kleiber and Francis McGuire, two well-respected leisure scholars, developed this book around age-based periods of life. The authors assert that leisure relates to human development in three fundamental ways: (1) human development influences leisure behavior; (2) leisure behaviors influence development; and (3) leisure plays a role in moderating the effects of life events. In developing these themes, the authors have invited highly qualified academics to draw on their expertise in fleshing them out, not only by age and life stage but also by activity themes that carry across the life cycle. "Leisure and Human Development" approaches the topic of leisure across the lifespan from a developmental perspective: the orderly, patterned, enduring trajectory of life. A central idea of this book is that both theories of human development and research findings can lead to practical application--the "so what" question is addressed throughout the book. Thus, even though it is a book bounded by theory, it is immediately useful for the student (or anyone else) seeking to promote leisure in everyday life across the lifespan. The authors of these chapters imply, both directly and indirectly, that leisure can be identity producing and restorative. "Leisure and Human Development" is an important book, edited and written by leading authors in the field. It will find a lasting readership among all those interested in understanding and enhancing human development. ED591837 Leisure and Human Development Sagamore-Venture 2016-00-00 978-1-57167-805-8 372 Sagamore-Venture. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975. Web site: https://www.sagamorepub.com/ N/A https://www.sagamorepub.com/products/leisure-and-human-development 2019 As Provided JAN2020

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Yes Adults Nontraditional Students Reentry Students Postsecondary Education Certification College Choice Low Income Groups Decision Making College Role Education Work Relationship Motivation Career Development Paying for College Outcomes of Education Success Silliman, Rebecca Schleifer, David Reports - Research Public Agenda English Postsecondary Education Higher Education Millions of American adults either have no education beyond high school or have some college but no degree. Helping more adults attain a degree or certificate is crucial for our nation's competitiveness--as of 2016, we ranked 10th in the world in postsecondary attainment--and for individuals' economic prospects as well. By 2020, 65 percent of all jobs will require a degree or certificate. People with a degree or certificate earn substantially more than those with a high school diploma, are less likely to be unemployed and are more likely to have access to retirement plans and health care. The path to educational attainment starts before someone is accepted into college. Higher education leaders, administrators, educators and policymakers need to understand adults' aspirations, worries and needs as they consider whether college is worth it for them and, if it is, what college they will choose. What motivates adults to get a degree or certificate? Where do they go for help in making decisions about college? How will they fit school into their already busy lives? What makes a particular school appealing to them? How do lower-income adult prospective students' motivations, concerns and decisions differ from those of their higher-income counterparts? Understanding the perspectives of adults who are considering going (back) to college or a university can position higher education institutions and other stakeholders to help adult learners make good choices and get the support they need to complete their degrees or certificates. In an effort to help higher education institutions and other stakeholders understand the unique needs of adults who are considering going (back) to school, Public Agenda, with support from The Kresge Foundation, conducted a representative survey of 18- to 55-year-olds who have graduated from high school and are not currently enrolled in a postsecondary educational program but are looking to enroll in a degree or certificate program within the next two years. This research is a follow-up to a 2013 survey of adult prospective students conducted by Public Agenda (ED547419). ED591330 A Major Step: What Adults without Degrees Say about Going (Back) to College Public Agenda 2018-00-00 Kresge Foundation 48 Public Agenda. 6 East 39th Street, New York, NY 10016. Tel: 212-686-6610; Fax: 212-889-3461; Web site: http://www.publicagenda.org N/A 2019 0 ERIC JAN2020

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Yes College Graduates Certification Postsecondary Education Adults Public Opinion Academic Degrees Employment Qualifications Job Skills High Schools College Preparation Career Readiness College Role College Readiness Political Influences Educational Finance Public Colleges Access to Education Schleifer, David Silliman, Rebecca Reports - Research Numerical/Quantitative Data Public Agenda English Higher Education Postsecondary Education High Schools Secondary Education Policymakers and experts overwhelmingly agree that the United States needs more people with college degrees or other postsecondary credentials and are working on many fronts to fulfill that goal. This brief aims to help them do so in ways that are informed by and responsive to the needs and perspectives of the American public. This brief summarizes findings from two national surveys of American adults. A survey of 1,006 Americans 18 and older was conducted by telephone from July 20 to July 24, 2016. A survey of 1,002 Americans 18 and older was conducted by telephone from August 10 to August 14, 2016. ED591331 What's the Payoff? Americans Consider Problems and Promises of Higher Education. Research Brief Public Agenda 2016-10-00 Kresge Foundation Policymakers 12 Public Agenda. 6 East 39th Street, New York, NY 10016. Tel: 212-686-6610; Fax: 212-889-3461; Web site: http://www.publicagenda.org N/A 2019 0 ERIC JAN2020

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Yes Teacher Collaboration Teacher Persistence Job Satisfaction Teaching Methods Communities of Practice Mentors Labor Turnover Faculty Development Principals Administrator Role Scheduling Schleifer, David Rinehart, Chloe Yanisch, Tess Information Analyses Guides - Non-Classroom Public Agenda English Teachers in most American schools work in isolation, separated from other teachers, making it difficult to benefit from their colleagues' expertise or to share their expertise with others about how to help more students learn. However, a growing body of research shows that when teachers work more collaboratively, student outcomes can improve, teachers can be more satisfied in their jobs and teacher turnover can decrease. This research guide synthesizes research on teacher collaboration. Its goal is to help teachers, principals, superintendents and school board members reflect upon whether and how creating conditions for teachers to work more collaboratively might benefit students and teachers in their schools and districts. ED591332 Teacher Collaboration in Perspective: A Guide to Research Public Agenda 2017-00-00 Spencer Foundation Teachers Administrators 48 Public Agenda. 6 East 39th Street, New York, NY 10016. Tel: 212-686-6610; Fax: 212-889-3461; Web site: http://www.publicagenda.org N/A 2019 0 ERIC JAN2020

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No Homework Courseware Instructional Effectiveness Self Esteem Communicative Competence (Languages) English (Second Language) Second Language Learning Second Language Instruction Foreign Countries Cross Cultural Studies Student Attitudes Teacher Attitudes Outcomes of Education Computer Software Instructional Design Educational History Grammar Vocabulary Development Auditory Perception Speech Communication Adults Young Adults Online Courses Learner Engagement Reports - Research Colombia Peru Mexico Pearson English Following the integration of an online homework tool -- MyEnglishLab (MEL) -- into their English courseware products, Pearson sought to explore how one of these products, Top Notch, was being implemented with MyEnglishLab and perceptions about the impact it was having on learning. Top Notch is a six-level communicative course that aims to help adults and young adults build the communication skills and self-confidence needed to navigate social, travel, academic, and business situations in English. This Research Report presents findings from three research studies Pearson completed between 2016 and 2017 that focused on the implementation of Top Notch with MEL. Studies were completed with three institutions in Colombia, three institutions in Mexico, and two institutions in Peru. The institutions were selected purposefully based on whether they were using the full package and latest version of Top Notch with MEL. An implementation study design was chosen in each case to understand the range of students' and teachers' experiences using Top Notch with MEL and to evaluate their perceptions about the impact of using the product on access and experience, achievement and progression outcomes. The findings included in this report are only a sample of the overall findings. The studies collected and analysed a broad range of evidence, including teacher surveys and interviews, student surveys and MEL performance data. The findings appear alongside details of the research studies, including descriptions of the samples studied, methods of analysis, results, limitations and generalizability, and notes on possible future research. The report also summarises the context surrounding the findings, including the research that informed the design and development of the product, the history of the product in the market, how educators use the product, and its intended outcomes. [PricewaterhouseCoopers LLP was commissioned to audit the efficacy statements set out in Pearson's Research Reports.] ED592522 Top Notch with MyEnglishLab. Efficacy Research Report Pearson 2018-04-03 26 Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/ N/A https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/reports/audited/Top-Notch-research-report.pdf 2019 ERIC JAN2020

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No Foreign Countries Part Time Students Higher Education Student Costs Tuition College Students Life Satisfaction Education Work Relationship Adults Individual Characteristics Economic Factors Access to Education Reports - Research Numerical/Quantitative Data United Kingdom Universities UK (United Kingdom) English Higher Education Postsecondary Education Between the academic years 2010-11 and 2016-17, the number of people studying part-time at UK universities fell by 37%, with those students studying undergraduate courses part time falling by 47%. Prior research suggests that in addition to changes to the undergraduate funding system in England, factors such as the economic downturn have contributed to the reduction in the number of students able to self-fund part-time study, and a reduction in the number of employers willing to support employees through part-time study over the period in question (Student Funding Panel, 2015). This report explores the socio-economic profile of the prospective students who have considered, but not pursued, part-time higher education since 2010. The research explores their reasons and motivations for considering part-time study, the reasons why they didn't end up completing a higher education course, and the impact this has had on their lives. The findings show that the cost of tuition fees was the most frequently cited reason for not starting part-time study. The lack of flexibility around life commitments and work during study is also a significant reason for lost learners not starting part-time higher education, and the most common reason for dropping out of study. The research also uncovered the emotional impact as well as the practical implications on life progression since not taking up part-time higher education. The aim of the study is to inform the Universities UK (UUK) project on flexible learning, which examines the extent to which the UK's productivity can be improved through greater flexible learning opportunities in higher education. UUK's project aims to feed into the wider government review of the post-18 education and funding system. ED592523 Lost Learners Universities UK 2018-10-00 978-1-84036-412-5 42 Universities UK. Woburn House, 20 Tavistock Square, London, WC1H 9HQ, UK. Tel: +44-20-7419-4111; Fax: +44-20-7388-8649; e-mail: info@universitiesuk.ac.uk; Web site: http://www.universitiesuk.ac.uk N/A https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2018/uuk-lost-learners.pdf 2019 ERIC JAN2020

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Yes Public Schools Demography Academic Achievement Educational Finance Educational Change Educational Policy Academic Standards Student Evaluation Charter Schools School Choice Enrollment Rate Minority Group Students Declining Enrollment Open Enrollment Poverty English Language Learners Disabilities Advanced Placement Programs Graduation Rate High School Graduates Achievement Gap Student Participation School District Spending School District Wealth Student Diversity Low Income Students Achievement Tests Scores College Readiness Elementary Secondary Education Chapman, Anne Keyes, Maddie Schmidt, Jeff Reports - Research Numerical/Quantitative Data Wisconsin ACT Assessment Public Policy Forum English High Schools Secondary Education Higher Education Postsecondary Education Elementary Secondary Education Our 32nd annual report analyzing data from southeast Wisconsin's public school districts finds progress on some college readiness indicators and largely positive showings on district report cards. Those results are offset, however, by discouraging results on standardized tests and continued substantial achievement gaps between students of different races and socioeconomic backgrounds. Key findings: (1) Second year of state accountability report cards delivers good news. For the second year in a row, 68 districts in the region were rated as exceeding or significantly exceeding expectations. For the first time since the inception of state report cards, no districts failed to meet expectations, and only three were rated as meeting few expectations; (2) Proficiency levels in math and English Language Arts (ELA) remain alarmingly low. At every grade between 3rd and 8th grades, the share of the region's students who demonstrate proficiency or higher in either math or ELA is well below 50%. This stubborn trend has persisted since 2011 as measured by three distinct statewide assessments (WKCE, Badger, and Forward); (3) News mixed on college readiness indicators: The composite ACT score for the region in 2015-16 was 21.1, a slight uptick over 2014-15 and a point higher than the statewide score of 20.1. Meanwhile, participation in AP exams continues to grow (to 19.6%), though the pass rate fell by 2.3 percentage points to 63.8%. Graduation rates in the region declined for the second year in a row to 83.2%; and (4) No regional progress on achievement gaps. Gaps in proficiency levels for 3rd and 8th grade math and ELA have not budged since 2015-16, ranging from 40 to 47 points between African American and white students, and a somewhat narrower range between Hispanic students and their white peers (26 to 33 points). Racial and income-based achievement disparities in graduation rates (16 to 30 percentage points) and ACT scores (2.6 to 4.9 points) also are large and persistent. [Concordia University Wisconsin (CUW) is a sponsor of this research. For the 2015-2016 report, see ED591319.] ED591333 Public Schooling in Southeast Wisconsin: 2016-2017 Public Policy Forum 2017-12-00 Alverno College Waukesha County Technical College Greater Milwaukee Foundation Northwestern Mutual Foundation Children's Hospital of Wisconsin Southeastern Wisconsin Schools Alliance (SWSA) Community Policymakers Administrators 97 Public Policy Forum. 633 West Wisconsin Avenue Suite 406, Milwaukee, WI 53203. Tel: 414-276-8240; Fax: 414-276-9962; e-mail: forum@publicpolicyforum.org; Web site: http://www.publicpolicyforum.org N/A 2019 0 As Provided JAN2020

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Yes Elementary Secondary Education Technology Uses in Education Internet Educational Technology Influence of Technology Technology Integration Handheld Devices Middle School Students High School Students Chalkboards Electronic Learning Telecommunications Laptop Computers Reports - Research Project Tomorrow English Elementary Secondary Education Middle Schools Secondary Education Junior High Schools High Schools Now in its tenth year, the annual Speak Up National Research Project and the resulting trends analysis provides a birds' eye view of the changing environment for digital learning, both in and out of school. The goals of the Speak Up project are to stimulate new discussions around how technology tools and services can transform education, and to provide a context to help education, parent, policy and business leaders think beyond today and envision tomorrow. With this year's national report on the authentic, unfiltered views of 364,240 K-12 students representing over 8,000 schools and 2,400 districts nationwide, the findings are focused on how today's digital tools and resources are enabling, engaging and empowering students to become self-directed learners. [For the Speak Up 2011 national findings, see "Mapping a Personalized Learning Journey: K-12 Students and Parents Connect the Dots with Digital Learning. Speak Up 2011: National Findings--K-12 Students & Parents" (ED536067); and "Personalizing the Classroom Experience: Teachers, Librarians and Administrators Connect the Dots with Digital Learning. Speak Up 2011 National Findings: K-12 Teachers, Librarians & Administrators" (ED536069).] ED591334 From Chalkboards to Tablets: The Emergence of the K-12 Digital Learner. Speak Up 2012 National Findings, K-12 Students Project Tomorrow 2013-06-00 Blackboard Dreambox Learning HP, Inc. SMART Technologies K12 Inc. Schoolwires Rosetta Stone Education Qualcomm, Wireless Reach 17 Project Tomorrow. 15707 Rockfield Boulevard Suite 250, Irvine, CA 92618. Tel: 949-609-4660; Fax: 949-609-4665; e-mail: speakup@tomorrow.org; Web site: http://www.tomorrow.org N/A 2019 0 ERIC JAN2020

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Yes Higher Education High School Graduates Student Financial Aid Public Colleges Academic Degrees Enrollment Undergraduate Students Graduate Students College Freshmen Tuition Student Costs In State Students Out of State Students Remedial Instruction School Holding Power Graduation Rate At Risk Students Licensing Examinations (Professions) Student Loan Programs Debt (Financial) STEM Education Community Colleges Two Year College Students Education Work Relationship Labor Force Development Health Sciences Educational Finance Educational Facilities Human Resources Master Plans Student Personnel Services State Programs Dual Enrollment High School Students College Transfer Students Reports - Descriptive Numerical/Quantitative Data West Virginia West Virginia Higher Education Policy Commission Community and Technical College System of West Virginia English Higher Education Postsecondary Education High Schools Secondary Education Two Year Colleges West Virginia Code §18B-1D-8 statutorily mandates the West Virginia Higher Education Report Card. This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission ("Leading the Way Access. Success. Impact. 2013-2018") and the Council ("Fulfilling the Vision 2015-2020"). The systems' master plans establish aspirational institutional and statewide goals for the state's public higher education systems at a time when public postsecondary education is a critical component to the economic and civil success of the state. Each Commission institution has developed strategies and comprehensive plans with activities aimed specifically at achieving institutional and system-wide goals in key areas such as enrollment, retention, developmental education, and financial aid, as set forth in the Commission's "Leading the Way" master plan. [For the 2016 Higher Education Report Card, see ED592854.] ED592855 West Virginia Higher Education Report Card, 2017 West Virginia Higher Education Policy Commission 2017-00-00 88 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://www.wvhepc.edu/ N/A 2019 ERIC JAN2020

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No Early Childhood Education Models Experience Child Development Child Rearing Stimulation Educational Quality Disadvantaged Youth Correlation Cognitive Ability Toddlers Young Children Genetics Individual Differences Social Development Emotional Development Early Intervention Program Effectiveness Infants Whitehurst, Grover Reports - Descriptive Center on Children and Families at Brookings English Early Childhood Education The standard model of the role of early experience in human development assumes that children's environments in their first years of life are dominant influences on who they become as adults. The standard model favors interventions to improve children's long-term outcomes that start early in life and are intensive in time and attention from nurturing adults. The benefits of such interventions, including high-quality, universal preschool programs, are assumed to accrue to children from all socio-economic strata, and to be powerful enough to substantially eliminate racial and social class differences in children's life outcomes. In this report, the author proposes a different way of thinking about the role of early experience, which he calls the good-enough model. It is an evolutionary perspective that sees the human species as having evolved in circumstances that support normal development of brain and behavior in a wide range of environments, including those in which parents and communities do not invest extraordinary time and attention in the rearing of their young. It posits a floor with respect to early stimulation, the good-enough point, above which the vast majority of children will experience normal development of brain and behavior without the need for special programs or expensive enrichment experiences. A corollary is that the returns to investment in intensive early childhood programs rapidly diminish beyond the good-enough point. The good-enough model readily incorporates research findings that are anomalies within the standard model, including seemingly high quality preschool programs that produce no long-term advantage for participants; normal later development of children reared in very impoverished early environments; weak associations between measures of cognitive abilities in toddlers and their cognitive abilities measured later in life; and genetic influences on individual differences in human cognitive and socio-emotional abilities that are orders of magnitude greater than the effects family and school environments. The good-enough model has implications for child rearing across the range of socio-economic advantage. With respect to social programs intended to increase opportunity for children from economically disadvantaged homes, it favors investments in families and communities that open doors to children throughout their dependent years. Examples include programs that increase families' income, stability, and employment opportunities. For advantaged families, it suggests that intensely programmed and expensive early exposure lessons and experiences intended to "grow your child's neurons" are unlikely to be productive. For all families, it suggests how critical it is to avoid damaging experiences for young children and, by implication, the importance of attending to conditions that support the overall health of the family unit. ED592856 A Good-Enough Early Childhood. Evidence Speaks Reports, Vol 2, #63 Center on Children and Families at Brookings 2018-12-20 7 Center on Children and Families at Brookings. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6069; Fax: 202-797-2968; e-mail: ccf@brookings.edu; Web site: https://www.brookings.edu/center/center-on-children-and-families/ N/A https://www.brookings.edu/wp-content/uploads/2018/12/CCF_20181220_Whitehurst_Evidence_Speaks.pdf 2019 ERIC JAN2020

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Yes Problem Solving Mathematics Instruction Teaching Methods Instructional Effectiveness Grade 7 Teacher Characteristics Student Characteristics Teaching Experience Gender Differences Special Education Racial Differences Jitendra, Asha K. Harwell, Michael R. Karl, Stacy R. Im, Soo-hyun Slater, Susan C. Reports - Research Society for Research on Educational Effectiveness (SREE) English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Ratio and proportional relationships, along with the interrelated topics of fractions, decimals, and percent provide a critical foundation for algebra (National Mathematics Advisory Panel, 2008). Solving even simple proportion problems is challenging for many children and adolescents. A small number of studies have examined the efficacy of schema-based instruction (SBI), a multicomponent approach to teaching proportional problem solving. The studies of SBI, with roots in schema theory of cognitive psychology and cognitive models of mathematical problem solving, have provided evidence of its promise in improving student learning. However all of these studies relied on data from the Upper Midwest of the U.S, and what is needed is evidence that the efficacy of SBI generalizes to a range of students and teachers located throughout the country. In this study, the authors pooled data from the three SBI studies by Jitendra et al. (2015, 2017a, 2017b) and asked a single research question: Is SBI effective in improving students' proportional problem solving at posttest and nine to 11 weeks later at delayed posttest (PPS), and in improving general problem solving (GMADE posttest) and, if so, is it equally effective for classroom/teacher and student characteristics such as teacher gender, percentage of students receiving special education services in a classroom, years of teaching experience, and student race and gender across three U.S. states? The pooled data findings clarify that SBI improves students' mathematical problem solving, more so for proximal than distal measures. These findings also show Black and Hispanic students continue to lag behind White students, teachers with more experience tend to be associated with higher performing classrooms, and increasing concentrations of FRL and students receiving special education services are generally associated with weaker performances. These and other findings provide an empirical adjudication of results from individual studies and represent an opportunity to enhance generalizability of the effectiveness of SBI. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591603 A Multi-State Study Investigating the Generalizability of a Schema-Based Instructional Approach to Proportional Problem Solving Society for Research on Educational Effectiveness 2018-00-00 8 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 15 ERIC JAN2020

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No African American Students College Students Adult Education Higher Education Racial Composition Educational Environment Whites Christianity Critical Theory Race Student Experience Adult Learning Religion Racial Factors Westbrook, Timothy Paul Books Reports - Evaluative English Higher Education Postsecondary Education Adult Education Drawing on the lived experiences of Black students in adult degree completion programs at predominantly White, Christian institutions in the southern United States, this book presents a model for reimagining adult higher education. Westbrook explores the reasons students enrolled in degree programs, how they experience their predominantly white institutions, and how their experiences affect their lives. Employing Critical Race Theory and Christian theology as frameworks for evaluating the students' experiences, the author sheds light on the ways African American experiences to inform, critique, and shape Christian adult learning in higher education. ED591604 Spirituality, Community, and Race Consciousness in Adult Higher Education: Breaking the Cycle of Racialization. Routledge Research in Education Routledge Research in Education 2017-01-10 978-1-138-65536-2 158 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/SE0393/ N/A https://www.routledge.com/Spirituality-Community-and-Race-Consciousness-in-Adult-Higher-Education/Westbrook/p/book/9781138655362 2019 As Provided JAN2020

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Yes Randomized Controlled Trials Computation Educational Research Experimental Groups Statistical Analysis Outcome Measures Program Effectiveness Schochet, Peter Reports - Research Society for Research on Educational Effectiveness (SREE) English Design-based methods have recently been developed as a way to analyze data from impact evaluations of interventions, programs, and policies (Freedman, 2008; Lin, 2013; Imbens and Rubin, 2015; Schochet, 2013, 2016; Yang and Tsiatis, 2001). The non-parametric estimators are derived using the building blocks of experimental designs with minimal assumptions, and are unbiased and normally distributed in large samples with simple variance estimators. The methods apply to randomized controlled trials (RCTs) and quasi-experimental designs (QEDs) with comparison groups for a wide range of designs used in social policy research. The methods have important advantages over traditional model-based impact estimation methods, such as hierarchical linear model (HLM) and robust cluster standard error (RCSE) methods, and perform well in simulations (Schochet, 2016; Kautz et al., 2017). The literature on design-based methods has focused on RCTs with a single treatment and a single control group. This theory, however, has not been formally extended to designs with multiple research groups. This is an important gap in the literature because multi-armed RCTs can simultaneously examine the effects of multiple interventions in a single study, thereby increasing the amount that researchers and policymakers can learn from impact evaluations. This paper provides new results on the estimation of average treatment effects (ATEs) for multi-armed designs, building on the design-based literature for the two-group design. The approach is based on the Neyman-Rubin-Holland potential outcomes framework that underlies experiments (Holland, 1986; Neyman, 1923, Rubin, 1974, 1977). The paper considers both non-clustered and clustered designs as well as designs with blocking and baseline covariates. The paper also discusses how design-based ATE estimators for the two-group design need to be modified for the multi-armed design when comparing pairs of research groups to each other. This paper presents an empirical example using data from a multi-armed RCT testing the effects of various supplemental reading interventions. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591605 Design-Based Estimators for Average Treatment Effects for Multi-Armed RCTs Society for Research on Educational Effectiveness 2018-00-00 7 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 18 ERIC JAN2020

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No Higher Education Foreign Countries Vocational Education Job Training Educational Policy Employment Qualifications Occupations Professional Identity Apprenticeships Job Skills Teacher Education Knowledge Level Loo, Sai, Ed. Jameson, Jill, Ed. Books Collected Works - General United Kingdom (England) Australia English Higher Education Postsecondary Education "Vocationalism in Further and Higher Education" presents a collection of research-based papers on the 'English model' of vocationalism and higher education. It argues that negative societal and political perceptions have hindered the debate about the significance and relevance of vocational education and training provision to learning, work and the economy. In this book, the writers offer unique solutions to the difficult questions that have emerged from their investigations into vocationalism in England. This edited collection brings together a group of academic experts to report and discuss their findings from many years of evidence-based research on vocationalism at three levels: macro (national and policy-making), meso (programmes and organization), and micro (individual learning and teaching). Chapters explore the key issues relating to the topic, such as policies, curriculum, learning and teaching, and work contexts. The book reflects on the diversity of related programmes, and discusses the applicability and relevance of the term 'vocationalism' in the light of current developments relating to higher vocational education, including occupation, employability and professionalism. This book is a timely contribution to the debate on the 'English model' of vocational education and will be an essential resource for researchers, practitioners and postgraduate students in the fields of vocational education, technical and vocational education and training (TVET), work-based learning, politics and policy of education, teaching and learning, higher education, and curriculum and pedagogy. Contents include: (1) Introduction: Vocationalism in the English Context (Sai Loo and Jill Jameson); (2) Still asking - a new direction for vocational learning or another great training robbery? Further research into and analysis of the contemporary reinvention of apprenticeships in relation to further and higher education (Patrick Ainley and Martin Allen); (3) Merger Talk in Further Education: of whales and minnows, rhetoric and reality (Geoffrey Elliott); (4) Groundhog Day Again: Making Sense of a Complicated Mess: HIVE-PED Research on FE Student and Apprentice Progression to Higher Education in England (Jill Jameson, Hugh Joslin and Sharon Smith); (5) A question of identity: does it do what it says on the tin? (Prue Huddleston); (6) Links between concepts of skill, concepts of occupation, and the training system: A case study of Australia (Erica Smith); (7) Training of FE teachers with occupational/vocational experiences: an approach using collaboration and evidence-based research (Sai Loo); (8) "It's all about work": New Times, Post-Fordism and Vocational Pedagogy (James Avis); (9) Constructions of knowledge through practice in general vocational education in England (Ann-Marie Bathmaker); (10) Higher vocational learning and knowledgeable practice: the newly qualified practitioner at work (Karen Evans); and (11) Conclusion: Global Perspectives on Vocationalism and the English Model (Jill Jameson and Sai Loo). ED591606 Vocationalism in Further and Higher Education: Policy, Programmes and Pedagogy. Routledge Research in Education Routledge Research in Education 2016-08-05 978-1-138-94704-7 Researchers Practitioners Students 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/SE0393/ N/A https://www.routledge.com/Vocationalism-in-Further-and-Higher-Education-Policy-Programmes-and-Pedagogy/Loo-Jameson/p/book/9781138498655 2019 ERIC JAN2020

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Yes Electronic Learning Elementary School Students Secondary School Students Computer Uses in Education Learning Activities Homework Informal Education Student Attitudes Intention Educational Innovation Educational Environment Occupational Aspiration Internet Independent Study Computer Games Social Media STEM Education Reports - Research Project Tomorrow English Elementary Education Secondary Education The Speak Up National Research Project annually polls K-12 students, parents and educators about the role of technology for learning in and out of school. With this year's national report on the views of 325,279 K-12 students representing over 9,000 schools and 2,700 districts nationwide, the focus is on getting beyond the anecdotally-driven stereotypes of student technology use to establish a more comprehensive understanding of the myriad of different ways that students are currently personalizing learning using technology. Given the increasing interest amongst education, business, policy, and parent leadership on the value of digital tools to personalize learning and improve student outcomes, this year's report provides new findings around these three central questions to further both national and local discussions: (1) How are K-12 students currently using digital tools and resources to support schoolwork activities? (2) How are K-12 students currently using digital tools and resources to enable out of school time learning activities? (3) What are K-12 students' aspirations for using digital tools and resources within new innovative learning environments? [For the companion report, "The New Digital Learning Playbook: Advancing College and Career Ready Skill Development in K-12 Schools. Speak Up 2013 National Findings from K-12 Educators and Parents," see ED591336. For "From Chalkboards to Tablets: The Emergence of The K-12 Learner. Speak Up 2012 National Findings, K-12 Students," see ED591334.] ED591335 The New Digital Learning Playbook: Understanding the Spectrum of Students' Activities and Aspirations. Speak Up 2013 National Findings from K12 Students Project Tomorrow 2014-00-00 SMART Technologies K12 Inc. Dreambox Learning Schoolwires Blackboard Rosetta Stone Education BrainPOP 18 Project Tomorrow. 15707 Rockfield Boulevard Suite 250, Irvine, CA 92618. Tel: 949-609-4660; Fax: 949-609-4665; e-mail: speakup@tomorrow.org; Web site: http://www.tomorrow.org N/A 2019 0 ERIC JAN2020

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Yes Electronic Learning College Readiness Career Readiness Skill Development Elementary School Students Secondary School Students Stakeholders School Districts Capacity Building Technology Uses in Education Elementary Secondary Education Administrator Attitudes Principals Teacher Attitudes Secondary School Teachers Parent Attitudes Handheld Devices Educational Benefits Influence of Technology Academic Achievement Internet Online Courses Social Media Reports - Research Project Tomorrow English Elementary Education Secondary Education Elementary Secondary Education The Speak Up National Research Project annually polls K-12 students, parents and educators about the role of technology for learning in and out of school. In the first report on the findings from the 2013 Speak Up National Research Project, "The New Digital Playbook: Understanding the Spectrum of Students' Activities and Aspirations" (ED591335), thought-provoking new insights were provided into how today's students are already tapping into digital tools, both in and out of school, to personalize learning and to self-prepare themselves for future college or career success. As a companion to that first report, this report examines how technology is being used in America's classrooms to support college and career skill preparation, and discusses how schools and districts can address key challenges associated with digital learning. The findings discussed in this report are based upon the online Speak Up surveys completed in fall 2013 by 39,986 teachers and librarians and 4,530 school, district and technology administrators representing 9,005 schools and 2,710 districts nationwide. In this new digital learning playbook, the aim is to address four key questions: (1) How do K-12 education stakeholders define college and career ready skills, especially within the context of digital learning? (2) How are classroom teachers using digital tools and resources to support students' development of college and career ready skills? (3) How are schools and districts building up both their capacity for digital learning and meeting the new imperative of preparing students for an uncertain future? (4) How can parents and community members support classroom use of technology and district goals for skill development? ED591336 The New Digital Learning Playbook: Advancing College and Career Ready Skill Development in K-12 Schools. Speak Up 2013 National Findings from K-12 Educators and Parents Project Tomorrow 2014-00-00 SMART Technologies K12 Inc. Dreambox Learning Schoolwires Blackboard Rosetta Stone Education BrainPOP 18 Project Tomorrow. 15707 Rockfield Boulevard Suite 250, Irvine, CA 92618. Tel: 949-609-4660; Fax: 949-609-4665; e-mail: speakup@tomorrow.org; Web site: http://www.tomorrow.org N/A 2019 ERIC JAN2020

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No Leisure Education Leisure Time Educational Principles Educational Research Course Content Curriculum Development Teaching Methods Program Implementation Program Development Dattilo, John Books Reports - Descriptive English The most significant change in this edition of "Leisure Education Program Planning" is the infusion of information gleaned from writings by some of the leaders of the positive psychology movement. These readings provide valuable perspectives and insights about concepts related to leisure and leisure education. The book is organized into five sections. The first section contains six chapters designed to increase understanding of principles related to leisure and leisure education. The second section provides recommendations and research on leisure education, reviewing previous efforts to implement and understand leisure education programs. The third section provides considerations for developing the content (what to teach) of leisure education. The fourth section addresses the process (how to teach) of implementing leisure education programs. The final section of the book contains specific leisure education programs associated with six possible leisure education components (appreciate leisure, be aware of self in leisure, be self-determined in leisure, interact socially, use leisure resources, and make leisure decisions). The author has field-tested and evaluated various components of these leisure education programs. ED591838 Leisure Education Program Planning, 4th Edition Sagamore-Venture 2015-00-00 978-1-93947-607-4 Teachers 400 Sagamore-Venture. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975. Web site: https://www.sagamorepub.com/ N/A https://www.sagamorepub.com/products/leisure-education-program-planning-4th-ed 2019 As Provided JAN2020

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No Freedom of Speech Constitutional Law Inclusion Educational Policy Higher Education Universities Student Personnel Services Diversity (Institutional) Case Studies Controversial Issues (Course Content) Educational Strategies Educational Environment Court Litigation Morse, Andrew Q. Reports - Descriptive NASPA - Student Affairs Administrators in Higher Education English Higher Education Postsecondary Education Following numerous high-profile incidents involving provocative speakers and organizations on college and university campuses, student affairs leaders are revisiting free speech policies and practices to ensure alignment with the First Amendment. Student affairs educators are also exercising care and precaution to maintain the integrity of their institutional commitments to diversity and inclusion. This issue of "Policy and Practice" describes First Amendment principles, provides pertinent case studies, and summarizes effective practices to help leaders manage controversial speakers and demonstrators while promoting inclusive campus environments. In addition to the architecture of federal law, court interpretation, and published best practices in the field, interviews with five vice presidents for student affairs who managed their campus's planning for and responses to controversial speakers and demonstrations following the 2016 presidential election guided the development of this brief. Their campuses range from midsize to large public and private colleges and universities in rural and urban settings. This publication is a guidepost for discussion and consideration for professionals who are tasked with leading and managing institutional planning for and response to controversial speech and demonstrations on campus. It should be used to support the necessary conversations with senior leaders, attorneys, campus safety and facilities personnel, and others who must be involved in planning for and responding to controversial speakers and events. Upholding free speech is a necessary, but sometimes complicated, task for leaders in higher education. This brief serves as a resource to help inform discussion among campus leadership teams that must carefully consider the factors that ensure their campus's policies and practices protect free speech rights and uphold the integrity of their mission and values. ED591839 The First Amendment and the Inclusive Campus: Effective Strategies for Leaders in Student Affairs. NASPA Policy and Practice Series. Issue No. 3 NASPA - Student Affairs Administrators in Higher Education 2018-05-00 18 NASPA - Student Affairs Administrators in Higher Education. 1875 Connecticut Avenue NW Suite 418, Washington, DC 20009. Tel: 202-265-7500; Fax: 202-797-1157; Web site: http://www.naspa.org N/A https://www.naspa.org/images/uploads/main/NASPA_Policy_and_Practice_Issue_3_Free_Speech_DOWNLOAD.pdf 2019 30 ERIC JAN2020

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Yes College Students College Credits Advanced Placement Programs Time to Degree Advanced Courses Majors (Students) Enrollment Student Employment Graduate Study Student Characteristics Low Income Students High School Students Evans, Brent J. Reports - Research ISSN- Stanford Center for Education Policy Analysis (CEPA) English Higher Education Postsecondary Education High Schools Secondary Education Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and taking more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree ED592229 How College Students Use Advanced Placement Credit. CEPA Working Paper No. 18-20 Stanford Center for Education Policy Analysis 2018-10-00 50 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020

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No Technological Literacy Young Children Interaction Peer Relationship Social Development Identification (Psychology) Kindergarten Films Family Relationship Play Games Parent Role Foreign Countries Information Technology Kaplan-Berkley, Sharon Rochelle Dissertations/Theses - Doctoral Dissertations Israel (Jerusalem) EISSN- English Kindergarten Primary Education Early Childhood Education The advancement of innovative digital technologies has created a generation of digital natives (children) growing up in a diverse environment designed by a population of digital immigrants (adults). Consequently, this everyday experience has created some dissonance in their lifestyles, raising questions for educational leaders. The purpose of this mini-ethnographic case study was to develop a deeper understanding of how engaging with digital tools shapes the social interactions of young children, and to examine the various ways online/offline social environments influence face-to-face social peer group formation and functioning. Furthermore, this study explored whether digital technology influences the developing social identities of young children. This study reflects the voices, understandings, and beliefs of ten English speaking kindergarten children studying in an International School in Jerusalem, Israel, gathered through participant observations, interviews, and field notes. Data analysis resulted in key findings related to how children: 1) engage in online social environments; 2) watch online movies alone or with family members; 3) utilize stories and characters portrayed in these movies as the common communication thread and basis for social classroom interactions; 4) engage in outdoor play grounded in traditional young children's games; and 5) experience the dominant role that parents play in bridging, moderating, and managing the lives of young children in a digital era. Implications for early childhood educators, educational leaders, and parents 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.] ED592230 The Development of Young Children's Social Identity in an Era of Digital Tools ProQuest LLC Ph.D. Dissertation, Lesley University 2018-00-00 978-0-4386-2482-5 146 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:10976127 2019 As Provided JAN2020

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Yes Computer Uses in Education Video Technology Computer Games Animation Computer Simulation Electronic Learning Elementary Secondary Education Educational Change Elementary School Students Secondary School Students Student Attitudes Independent Study Educational Trends Educational Benefits Computer Assisted Instruction Online Courses Textbooks Electronic Publishing Virtual Classrooms Field Trips Technology Uses in Education Reports - Research Project Tomorrow English Elementary Secondary Education Elementary Education Secondary Education The Speak Up National Research Project annually polls K-12 students, parents and educators about the role of technology for learning in and out of school. For the past thirteen years, Project Tomorrow's® annual Speak Up Research Project has provided schools and districts nationwide and throughout the globe with new insights into how today's students want to leverage digital tools for learning based upon the authentic, unfiltered ideas of students themselves. Additional insights from teachers, librarians, administrators, community members and parents through audience specific surveys for these important stakeholders have painted a picture on the current state of education relative to digital learning adoptions. Speak Up reports over the past few years have focused on connecting the digital dots for learning, mapping a personalized learning journey and moving from chalkboards to tablets as part of a digital conversion effort. This year's report departs from that tradition of examining the state of education change and focuses on a particular phenomenon that we have documented over many years, the emergence of pixel based digital tools, specifically, videos, games, animations and simulations, as legitimate vehicles for learning. Leveraging the views of 415,686 K-12 students, 38,613 teachers and librarians, 4,536 administrators, 40,218 parents and 6,623 community members representing over 7,600 schools and 2,600 districts in the United States and around the world, this year's Speak Up report examines three aspects of this phenomenon. First, this report discusses what is precipitating the move within schools from print to pixel to lay the foundation for then understanding how teachers and students are using these digital tools in their classrooms. To understand fully the extent of the print to pixel migration, it is necessary to examine how students are also self-directing learning beyond the classroom with these new modalities. Finally, this report gives a glimpse into the future in terms of what we should expect in further adoptions of these visually engaging digital tools in education. The voices and ideas of our students provide us with that glimpse into the immediate future of school in 2020. [The 2015 Speak Up National Research Project was also sponsored by CDW. For "Digital Learning 24/7: Understanding Technology-Enhanced Learning in the Lives of Today's Students. Speak Up 2014 National Findings from K-12 Students," see ED591338.] ED591337 From Print to Pixel: The Role of Videos, Games, Animations and Simulations within K-12 Education. Speak Up 2015 National Findings Project Tomorrow 2016-00-00 Dreambox Learning Blackboard Scholastic Inc. BrainPOP Qualcomm, Wireless Reach 16 Project Tomorrow. 15707 Rockfield Boulevard Suite 250, Irvine, CA 92618. Tel: 949-609-4660; Fax: 949-609-4665; e-mail: speakup@tomorrow.org; Web site: http://www.tomorrow.org N/A 2019 0 ERIC JAN2020

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Yes Electronic Learning Elementary School Students Secondary School Students Computer Uses in Education Computer Assisted Instruction Student Attitudes Learning Experience Laptop Computers Handheld Devices Blended Learning Virtual Classrooms Online Courses STEM Education Clubs Computer Science Education Reports - Research Project Tomorrow English Elementary Education Secondary Education The Speak Up National Research Project annually polls K-12 students, parents and educators about the role of technology for learning in and out of school. For the past twelve years, Project Tomorrow's® annual Speak Up Research Project has provided schools and districts nationwide and throughout the globe with new insights into how today's students want to leverage digital tools for learning based upon the authentic, unfiltered ideas of students themselves. Each year, education, policy, research, and business leaders leverage the Speak Up findings to understand the trends around students' use of technology, and how schools and communities can better serve the learning needs of today's digital learners. With this year's national report on the views of 431,231 K-12 students representing over 8,000 schools and 2,600 districts in the United States and around the world, this report focuses attention on the lived experiences of students immersed in daily digital learning experiences. This report examines the views and ideas of students in four specific types of learning environments to comprehend how their experiences differ from students in more traditional classroom-based education. The four learning environments examined include: (1) Students who are using school provided laptops, tablets, or Chromebooks to support their education; (2) Students in blended learning environments where instruction is a mix of class time and online time; (3) Students whose learning is 100 percent online or virtual; and (4) Students participating in STEM learning experiences such as specific STEM academies, school tech support team, or computer programming/coding clubs. [The 2014 Speak Up National Research Project was also sponsored by Fuel Education. For the 2013 Speak Up National Findings, see "The New Digital Learning Playbook: Understanding the Spectrum of Students' Activities and Aspirations. Speak Up 2013 National Findings from K12 Students" (ED591335) and "The New Digital Learning Playbook: Advancing College and Career Ready Skill Development in K-12 Schools. Speak Up 2013 National Findings from K-12 Educators and Parents" (ED591336).] ED591338 Digital Learning 24/7: Understanding Technology-Enhanced Learning in the Lives of Today's Students. Speak Up 2014 National Findings from K-12 Students Project Tomorrow 2015-00-00 Dreambox Learning Blackboard Qualcomm, Wireless Reach Rosetta Stone Education Schoolwires BrainPOP 18 Project Tomorrow. 15707 Rockfield Boulevard Suite 250, Irvine, CA 92618. Tel: 949-609-4660; Fax: 949-609-4665; e-mail: speakup@tomorrow.org; Web site: http://www.tomorrow.org N/A 2019 0 ERIC JAN2020

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Yes Class Size Small Classes Academic Achievement Elementary School Students Secondary School Students Educational Research Evidence Program Effectiveness Reading Achievement Mathematics Achievement Foreign Countries Filges, Trine Sonne-Schmidt, Christoffer Scavenius Nielsen, Bjørn Christian Viinholt Information Analyses Tests/Questionnaires Reports - Research United States Netherlands France ISSN-1891-1803 Campbell Collaboration English Elementary Education Secondary Education Increasing class size is one of the key variables that policy makers can use to control spending on education. But the consensus among many education researchers is that smaller classes are effective in improving student achievement. This view has led to a policy of class size reductions in a number of US states, the UK, and the Netherlands. This policy is disputed by those who argue that the effects of class size reduction are only modest and that there are other more cost-effective strategies for improving educational standards. Despite the important policy and practice implications of the topic, the research literature on the educational effects of class-size differences has not been clear. This review reports findings from relevant studies that measure the effects of class size on academic achievement. ED592857 Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review. Campbell Systematic Reviews 2018:10 Campbell Collaboration 2018-10-00 110 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 2019 As Provided JAN2020

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Yes Class Activities Information Technology Problem Based Learning Student Projects Teaching Methods Delivery Systems Course Descriptions Program Development Student Satisfaction College Programs Practicums Gusev, Dmitri A. Swanson, Dewey A. Speeches/Meeting Papers Reports - Evaluative Indiana English Higher Education Postsecondary Education Several years ago, we developed a paper for the ASCUE [Association Supporting Computer Users in Education] conference about using live projects in the classroom. The Purdue Polytechnic and our department Computer and Information Technology (CIT) have always encouraged the use of team projects throughout our curriculum. As mentioned in the original paper as instructors we are always trying to improve the classroom experience, making it more interesting and meaningful to the student. Typically, the team project used is from the textbook or a project the instructor has worked on in industry and has modified to fit in the context of the class. We have a junior/senior level course CNIT 390 Supervised Practicum designed to combine university study with work experience. We used this course in 2013 and again last fall to give students a chance to work on a live project. The original project in 2013 was for a company that wanted a potential application and planned to view the results before deciding if they wanted to switch or maintain the current system. In 2017, the city of Columbus approached Purdue about developing a new smartphone app that monitored increased train traffic that was disrupting traffic on a main thoroughfare for the EMT, police and general public. They wanted a system developed to go live as soon as possible. In this paper, we will discuss the differences in the two projects and how that affected our efforts, results along with lessons learned from the two efforts. [For the original paper in the 2014 ASCUE proceedings, see ED571299. For the full proceedings, see ED592847.] ED592858 Using Live Projects in the Classroom Association Supporting Computer Users in Education Paper presented at the Annual Meeting of the Association Supporting Computer Users in Education (ASCUE) (51st, Myrtle Beach, SC, Jun 10-14, 2018) 2018-06-00 10 Association Supporting Computer Users in Education (ASCUE). 1513 Magnolia Drive, Surfside Beach, SC 29575. Tel: 606-218-5308; Fax: 606-218-5184; e-mail: president@ascue.org; Web site: http://www.ascue.org N/A 2019 As Provided JAN2020

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Yes Eligibility Data Usability High School Students State Universities Student Records College Admission Longitudinal Studies Fong, Anthony Barrat, Vanessa Finkelstein, Neal Reports - Evaluative Numerical/Quantitative Data California WestEd RTI International English High Schools Secondary Education Higher Education Postsecondary Education In 2015, the Governor's Office of Planning and Research commissioned an analytic study to determine the number of California students who were eligible to attend college within the University of California (UC) and/or the California State University (CSU) systems. The study, "University Eligibility Study for the Public High School Class of 2015", conducted by RTI International, required the collection of individual transcripts from high schools across the state. This current commissioned report examines whether federal reporting data submitted to the California Department of Education by local education agencies could be utilized as a surrogate for individual transcript data in future UC/CSU eligibility studies. The report examines: (1) Data similarities and differences across four data sources: California Longitudinal Pupil Achievement Data System (CALPADS), UC admissions files, CSU admissions files, and raw transcript data files collected for the eligibility study; (2) Student-level records across the different sources for the four school years between the fall of 2011 and the spring of 2015 to examine the patterns of discrepant information; and (3) Both the availability and the alignment across sources of credits during this period. [The California Department of Education provided the data from the California Longitudinal Pupil Achievement Data System and reviewed the report for technical accuracy. Financial support for this study was provided by the Governor's Office of Planning and Research.] ED592524 Examination of Data Usability Options for Assessing Eligibility for Higher Education in California WestEd 2018-05-00 53 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 2019 As Provided JAN2020

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No Higher Education Educational Indicators Access to Education Educational Quality Global Approach Student Mobility Foreign Students Foreign Countries Study Abroad Student Exchange Programs Wan, Chang Da Reports - Descriptive Asia United Nations Educational, Scientific, and Cultural Organization (UNESCO) Bangkok (Thailand) English Higher Education Postsecondary Education This policy brief, "Developing Holistic Indicators to Promote the Internationalization of Higher Education in the Asia-Pacific," was developed in response to the growing importance and expansion of the internationalization of higher education in the region. The internationalization of higher education is an important part of SDG4.3 to improve access and quality in higher education, and remains an integral part of other global goals by promoting cross-cultural understanding and tolerance. In order to promote and monitor internationalization policies and practices of higher education in Asia-Pacific, the new policy brief explores holistic indicators to encompass diverse dimensions of internationalization at system and institutional levels. This policy brief will help users better understand and adapt indicators for use in their local contexts towards the promotion of the internationalization of higher education in the Asia-Pacific region and beyond. ED592525 Developing Holistic Indicators to Promote the Internationalization of Higher Education in the Asia-Pacific. Education Policy Brief UNESCO Bangkok 2018-11-23 8 UNESCO Bangkok. Asia and Pacific Regional Bureau for Education, Mom Luang Pin Malakul Centenary Building, 920 Sukhumvit Road, Prakanong, Klongtoey, Bangkok 10110, Thailand. Tel: +66-2-3910577; Fax: +66-2-3910866; e-mail: bangkok@unesco.org; Web site: https://bangkok.unesco.org/ N/A https://bangkok.unesco.org/content/developing-holistic-indicators-promote-internationalization-higher-education-asia-pacific 2019 As Provided JAN2020

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Yes Electronic Learning Equal Education Instructional Effectiveness Computer Uses in Education Laptop Computers Handheld Devices Access to Computers Learning Experience Outcomes of Education College Readiness Career Readiness Job Skills Computer Assisted Instruction Reports - Research Project Tomorrow English The Speak Up National Research Project annually polls K-12 students, parents and educators about the role of technology for learning in and out of school. For the past fifteen years, Project Tomorrow's® annual Speak Up Research Project for Digital Learning has provided schools and districts nationwide and around the globe with illuminating insights into the expectations of students for new learning environments by reporting on the authentic, unfiltered ideas of students themselves. Additional perspectives from teachers, librarians, administrators, community members and parents have illustrated the challenges as well as benefits of education technology usage. This Speak Up briefing paper examines the role of technology use in school as an enabler of equitable learning environments. Two use cases for technology are investigated in this brief. First, this paper examines data from principals who have implemented a 1:1 program where their students are assigned a laptop, tablet or Chromebook to use in school to support learning. Such programs aim to level the playing field by providing all students with the same access to technology tools and content. Within that use case, this paper also report on the learning experiences and outcomes of the students using these devices in school. In the second use case, this paper evaluates the role of digital content usage by the teacher and its application to students' development of college and career ready skills. The development of essential workplace skills is an important outcome for education in general, but it is especially important that all students have such learning experiences so that there is no inherent discrimination in potential career or college readiness. Through the examination of these two technology use cases, the Speak Up findings provide new insights into how digital tools, content and resources can create more equitable learning environments. [The 2017-2018 Speak Up National Research Project was also sponsored by iboss.] ED591339 The Educational Equity Imperative: Leveraging Technology to Empower Learning for All. Beyond Engagement: Using Technology to Enable New Learning Experiences and Empower Educational Effectiveness. Speak Up Research Project for Digital Learning. Briefing Paper Series from the 2017-18 National Findings Project Tomorrow 2018-00-00 Blackboard Qualcomm, Wireless Reach Rosetta Stone Education BrainPOP Scholastic Inc. 9 Project Tomorrow. 15707 Rockfield Boulevard Suite 250, Irvine, CA 92618. Tel: 949-609-4660; Fax: 949-609-4665; e-mail: speakup@tomorrow.org; Web site: http://www.tomorrow.org N/A 2019 0 ERIC JAN2020

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No Educational Change Educational Innovation Change Agents Educational Improvement Theory Practice Relationship Problem Solving Program Evaluation Educational Strategies Transformational Leadership School Culture Models Best Practices Urban Schools Suburban Schools Rural Schools School Effectiveness Foreign Countries Tait, Aaron Faulkner, Dave Books Guides - Non-Classroom United States Canada Australia New Zealand ASCD English The world needs great individual educational changemakers capable of identifying problems and creating bold, scalable solutions. But the world also needs Dream Teams--groups of talented administrators, teachers, staff, students, and community members who are passionate about making things better for kids, believe that school-based change is the means to this end, and are willing to roll up their sleeves and work together to achieve it. This book is for Dream Teams in the making. In it, rising global education leaders Aaron Tait and Dave Faulkner share the models and methods of 10 brilliant leadership teams at urban, suburban, and rural schools in the United States, Canada, Australia, and New Zealand. Informed by these successes, the authors provide specific, sometimes audacious advice for navigating what they call the Change Leader Journey: how to move from Dream Team assembly and problem analysis all the way through to solution generation, piloting, promotion, and evaluation. Innovative educators come in all forms, and they require lots of options. Here, you will find a collection of practical ideas and tools designed to fuel transformational leadership without sacrificing instructional excellence or anyone's sanity. Whether your team is a group of fearless rebels, more cautious types, or somewhere in between, Tait and Faulkner's flexible approach can help you figure out where you want your school to go, build a more collaborative and creative culture, and generate the solutions that best serve your students. ED591340 Dream Team: A Practical Playbook to Help Innovative Educators Change Schools ASCD 2018-00-00 978-1-4166-2661-9 Administrators Teachers 245 ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org N/A https://shop.ascd.org/ProductDetail.aspx?ProductId=220307090&Dream-Team:-A-Practical-Playbook-to-Help-Innovative-Educators-Change-Schools 2019 As Provided JAN2020

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Yes School Readiness Grade 8 Algebra Mathematics Instruction Outcomes of Education Instructional Effectiveness Student Placement Public Schools Middle School Students Scores Sorensen, Nicholas Cade, Whitney de la Torre, Marisa Eisner, Ryan Walters, Kirk Rickles, Jordan Reports - Research California Illinois (Chicago) Society for Research on Educational Effectiveness (SREE) English Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education Enrollment in eighth-grade algebra doubled from the 1990s to 2012 (National Center for Education Statistics, 2013) as research demonstrated that Algebra I operates as a "gateway" to advanced mathematics courses in high school (Adelman, 2006), and that students who succeed in Algebra I in middle school have more success in mathematics throughout high school. However, prior work was heavily prone to selection bias, focusing on high-performing students. Other work examines outcomes of taking eighth-grade algebra for students with different levels of readiness and highlights negative effects for average or lower performing students (e.g., reduced test scores [Loveless, 2008], decreased likelihood of passing geometry by Grade 11 and Algebra II by Grade 12 [Clotfelter, Ladd, & Vigdor, 2013]). However, these studies have important limitations; they focus on district(s) within one state and/or only examine short-term outcomes,and no study examines graduation outcomes among average and lower-performing students. Given rapid expansion of access to eighth-grade algebra, the need to examine short- and longer-term outcomes for "all" students is urgent. To address this gap, the authors conducted an exploration study to examine the following research questions in two distinct districts: (1) What is the "impact" of placement into eighth-grade algebra on short-term outcomes (attendance, math course performance) across the transition to high school, and on longer-term high school milestones (completing math course requirements, graduation)?; and (2) To what extent do "impacts" of placement into eighth-grade algebra vary for students with different levels of prior readiness? Although placement in eighth-grade algebra may initially result in lower math course performance in eighth-grade, the authors observed consistently positive, and no negative impacts for students in high school. Positive impacts on course performance and graduation were sometimes larger for students who did not attain the highest prior math course grades or test scores, and positive impacts on completion of math course requirements before eleventh grade were larger for higher performing students. Relatively few students with the lowest math course grades or test scores in seventh grade took algebra in eighth grade, limiting generalizability for these students. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591607 Does Readiness for Eighth-Grade Algebra Matter?: A Quasi-Experimental, Multi-Site Analysis of Short- and Longer-Term Outcomes Society for Research on Educational Effectiveness 2018-00-00 22 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 4 ERIC JAN2020

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No Activism American Indians Western Civilization Research Methodology College Faculty Social Science Research Tribes Social Justice Indigenous Knowledge Warner, Linda Sue Reports - Evaluative English Higher Education Postsecondary Education This chapter discusses the similarities and differences between native research methods and western social science research as it impacts American Indians in the academy. The chapter reflects on the requirements needed by young practitioners and their responsibilities to their tribal communities to produce research that is both informative and available. The chapter contextualizes the discussion in examples of indigenous activism. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591608 Research as Activism International Perspectives on Higher Education Research 2013-00-00 18 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008011 2019 36 As Provided JAN2020

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No Instructional Design Psychological Patterns Brain Neurology Emotional Response Learning Processes Learning Motivation Educational Environment Work Environment Stress Management Teacher Burnout Posey, Allison Books Guides - Classroom - Teacher ASCD English Research on the brain has shown that emotion plays a key role in learning, but how can educators apply that research in their day-to-day interactions with students? What are some teaching strategies that take advantage of what we know about the brain? "Engage the Brain" answers these questions with easy-to-understand explanations of the brain's emotion networks and how they affect learning, paired with specific suggestions for classroom strategies that can make a real difference in how and what students learn. Readers will discover how to design an environment for learning that: (1) makes material relevant, relatable, and engaging; (2) accommodates tremendous variability in students' brains by giving them multiple options for how to approach their learning; (3) incorporates Universal Design for Learning (UDL) principles and guidelines; and (4) uses process-oriented feedback and other techniques to spark students' intrinsic motivation. Author Allison Posey explains how schools can use the same "emotional brain" concepts to create work environments that reduce professional stress and the all-too-common condition of teacher burnout. Real-world classroom examples, along with reflection and discussion questions, add to the usefulness of Engage the Brain as a practical, informative guide for understanding how to capture the brain's incredible power and achieve better results at all grade levels, in all content areas. ED591341 Engage the Brain: How to Design for Learning That Taps into the Power of Emotion ASCD 2018-11-00 978-1-4166-2628-2 Teachers 180 ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org N/A https://shop.ascd.org/ProductDetail.aspx?ProductId=218030324 2019 As Provided JAN2020

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Yes College Students High School Graduates Cohort Analysis Outcomes of Education Metropolitan Areas Educational Attainment Racial Differences African American Students White Students Enrollment Rate Achievement Gap Grade Point Average Rolfhus, Eric House, Emily Douglas, Brian Leeds, Daniel Reports - Research Tennessee (Nashville) Regional Educational Laboratory Appalachia (ED) CNA National Center for Education Evaluation and Regional Assistance (ED) English Higher Education Postsecondary Education High Schools Secondary Education In recent years Tennessee policymakers have focused on improving the college outcomes of high school graduates. For example, the Tennessee Promise scholarship established in 2014 offers two years of community or technical college free to eligible high school graduates (Tennessee Promise, 2015). Given such policy developments, it is important to document college outcomes among Tennessee high school graduates and to provide baseline information for future comparisons. The study presented in this report was guided by the following research questions, which examined the cohort of students who graduated from Metropolitan Nashville Public Schools (MNPS) in 2007: (1) What is the cumulative first-time public college enrollment rate, by semester from fall 2007 through spring 2013, for the MNPS cohort; how do the rates differ from those for all students statewide; and how do the gaps between White and Black MNPS students differ from the gaps between White and Black students statewide?; (2) What are the MNPS cohort's most recent public college enrollment and completion rates two, four, and six years after high school graduation; how do the rates differ from those for all students statewide; and how do the gaps between White and Black MNPS students differ from the gaps between White and Black students statewide?; and (3) How many credits did full-time enrollees in Tennessee public colleges accumulate in their first year of college, what was their grade point average, how do the results differ from those for all students statewide, and how do the gaps between White and Black MNPS students differ from the gaps between White and Black students statewide? Among the cohort of high school students graduating from MNPS in 2007, 37 percent enrolled in a public college, a rate similar to that statewide. Among the same MNPS cohort, 15 percent completed a four-year public college degree within six years and 2 percent completed a two-year public college degree within six years without enrolling in a four-year institution--lower than the rates among all students in Tennessee. MNPS students who enrolled in college the first semester after graduating from high school completed a four-year degree within six years at a slightly lower rate (36 percent) than did all comparable students statewide (38 percent). Although a higher percentage of White than of Black MNPS students completed a fouryear degree within six years, the gap (6 percentage points) was smaller than the gap between all White students and all Black students statewide (8 percentage points). Further, the first-time college enrollment rate in fall 2007 was similar among White and Black MNPS students but higher among all White students than among all Black students statewide. ED591342 What Are the College Outcomes for the Metropolitan Nashville Public Schools High School Class of 2007 after Six Years? REL 2017-232 Regional Educational Laboratory Appalachia 2017-02-00 14 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 2019 4 ERIC JAN2020 Yes EDIES12C0005 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4536

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Yes Child Neglect Family Environment Early Experience Mortality Rate Racial Discrimination Trauma History American Indians Health Behavior Mental Health Stress Management Rural Urban Differences Adults Rural Areas Rural Youth At Risk Persons Poverty Chronic Illness Federal Programs Access to Health Care Mothers Child Health Infant Care Child Welfare Block Grants Substance Abuse Prevention Policy Formation Cost Effectiveness Integrated Services Public Health Public Education Agency Cooperation Child Abuse Well Being Reports - Descriptive New York US Department of Health and Human Services English Over the past decade, the National Advisory Committee on Rural Health and Human Services (hereinafter referred to as "the Committee") has examined a number of rural issues that touch upon the social determinants of health. The Committee's past work has focused on understanding how conditions and outcomes such as homelessness, childhood poverty, intimate partner violence, opioid misuse and suicide can be mitigated or more effectively addressed through health and human service programs under the purview of the U.S. Department of Health and Human Services (HHS). In this policy brief, the Committee takes up adverse childhood experiences or ACEs, another layer and set of conditions that may exacerbate rural health disparities and outcomes. ACEs refer to any form of chronic stress or trauma (e.g., abuse, neglect, and household dysfunction) that, when experienced during childhood and adolescence, can have both short- and long-term impacts on an individual's development, health and overall well-being. The brief emphasizes the importance of prevention, education, and awareness at the local, state, and federal levels of health and human service delivery. Additionally, it provides a set of actionable recommendations that advise the Secretary and HHS on how to better address ACEs and their outcomes in an effort to develop comprehensive, integrated, federal partnerships. [This report was completed by the National Advisory Committee on Rural Health and Human Services.] ED591840 Exploring the Rural Context for Adverse Childhood Experiences (ACEs). Policy Brief and Recommendations US Department of Health and Human Services 2018-08-00 20 US Department of Health and Human Services. 200 Independence Avenue SW, Washington, DC 20201. Tel: 877-696-6775; Tel: 202-619-0257; Web site: http://www.hhs.gov/ N/A 2019 65 ERIC JAN2020

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Yes School Segregation Immigration Immigrants School Choice Educational Trends Charter Schools Ethnic Groups Family Income Racial Differences Student Placement Court Litigation Urban Areas Private Schools School Districts Trend Analysis Clotfelter, Charles T. Hemelt, Steven W. Ladd, Helen F. Turaeva, Mavzuna Reports - Research North Carolina National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English We document patterns and trends in school segregation in North Carolina between 1998 and 2016, a period of rapid immigration in this racially diverse state. As in other states of the South, the period of court orders enforcing racial balance has given way not only to tacit acceptance of residentially based school segregation but also to policies that offer parents alternatives to traditional public schools. Most prominent among these alternatives in North Carolina are charter schools, which have expanded rapidly with the state's blessing. Following the prevailing practice of social scientists, we measure segregation by the degree of imbalance across schools, using counties and metropolitan areas as basic geographical units. We differentiate students according to their racial/ethnic group and also to their family income. We take into account all students including those in private schools, charter schools and traditional public schools. For the state as a whole, we find that white/nonwhite segregation increased over the period. Most of the increase was in urban areas. We also find that low-income students became more segregated from other students. Segregation measured either way increased sharply in Charlotte-Mecklenburg, which significantly changed its student assignment policy following a federal court order. Compared to metropolitan areas in other parts of the U.S., urban areas in the state have modest levels of segregation, because most districts are county-wide and thus large and diverse. We decompose metropolitan segregation, separating the portions due to private schools, charter schools, racial disparities between school districts, and racial disparities within districts. Charter schools and within-district disparities accounted for the increase in average segregation in metropolitan areas over the period. More generally, areas where school segregation increased the most tend to be large, growing, and marked by big increases in the share of students who are Hispanic. ED591841 School Segregation in the Era of Immigration and School Choice: North Carolina, 1998-2016. Working Paper No. 198-0618-1 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-06-00 56 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 24 As Provided JAN2020

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No Outcomes of Education Academic Persistence Graduation Rate Grade 9 Grade 10 Grade 11 Grade 12 High School Students Dropouts Enrollment At Risk Students Public Schools High School Graduates Attendance Equal Education Access to Education Student Diversity Hill, Kathryn Mirakhur, Zitsi Reports - Research-practitioner Partnerships Reports - Research New York (New York) New York University, Research Alliance for New York City Schools English Grade 9 Junior High Schools Middle Schools Secondary Education High Schools Grade 10 Grade 11 Grade 12 Over the past decade, New York City's high school graduation rate has risen dramatically, yet roughly a quarter of each entering 9th-grade class still does not graduate on time. Some of these students permanently drop out in their first four years, but a much larger percentage actually stay enrolled (or reenroll after temporarily leaving school) and continue working toward their diploma. The report, the first in the Equity, Access, and Diversity series, focuses on these "persisting" students. They not only are a large group (about one in five--or more than 12,000 students per entering class), they are also particularly vulnerable. Yet, the fact that persisting students continue to have a connection to the education system offers meaningful opportunities to intervene and provide them with support. The report uses mixed methods to explore who persisting students are, how they fall off track, which schools they attend, and the supports that students and educators see as most important for helping persisting students succeed. Drawing on these findings, the report highlights the need to: (1) Identify at-risk students early--and intervene early: This study adds to a growing body of evidence highlighting the need for more scrutiny of students' middle school performance and experiences. Furthermore, the findings underscore the importance of sustained attention to students' personal and family lives to better identify those who are most at risk. While persisting students are often chronically absent in early high school, they generally do not stop coming entirely. This means it is possible to work with them; (2) Be more strategic about student placement: We found that a quarter of persisting students were enrolled in the same 20 schools during their 9th grade year (of more than 400 high schools citywide). A significant proportion of persisting students end up transferring into an alternative school--indeed, this is one of the primary systemic interventions for students who fall behind. However, interviews with students and educators suggest that decisions about when and where to move persisting students sometimes occur in an ad hoc fashion. Providing educators with more information and clearer guidelines about available options might improve the process for assessing students' needs and identifying appropriate interventions; and (3) Tailor interventions to students' needs: Persisting students enter their fifth year of high school with a wide range of academic needs. About a quarter are only marginally behind--they typically have enough credits to graduate, but haven't passed all the required Regents exams. About 44 percent are moderately behind (lacking both credits and Regents exams), and 30 percent are drastically behind (they still have to complete several years of coursework and have only passed one Regents exam, on average). Given their varying needs, students in these three groups are likely to benefit from different types of intervention. The report highlights a number of important areas for future research. These include studies examining how traditional high schools identify and support vulnerable students; studies examining the distribution of struggling students across schools, and how systems for placing and transferring students might be improved; and studies examining which educational settings are most effective for different types of persisting students. [For the summary, see ED591645. For the technical appendices, see ED591646.] ED591609 Persisting Students: Exploring the Pathways and Outcomes of Students Who Don't Graduate in Four Years, but Remain Enrolled in NYC High Schools. Equity, Access and Diversity Research Alliance for New York City Schools 2018-06-00 Walton Family Foundation 28 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/Persisting_Students/Research_Alliance_Persisting_Students_Brief.pdf 2019 6 ERIC JAN2020

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No Whites Critical Theory Race Institutional Characteristics Scholarship African Americans Racial Differences African American Students College Faculty Teacher Student Relationship Classroom Communication Teacher Role Student Role College Students Hunter, Amy A. Davis, Matthew D. Reports - Descriptive English Higher Education Postsecondary Education This chapter expresses the need for an increase or reforestation of Black scholarship and examines the complexity of race in a White privileged institution of higher education. It is written with an understanding of Critical Race Theory's counter-narrative benefits and models the power of voice in the classroom of a Black student and a White teacher and their roles in creating a "safe space for race talk" in the classroom. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591610 Revolutionary Reforestation and White Privilege in a Critical Race Doctoral Program International Perspectives on Higher Education Research 2013-00-00 19 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008010 2019 28 As Provided JAN2020

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Yes High School Graduates Enrollment Public Colleges Two Year Colleges Academic Persistence Graduation Rate Credits Grade Point Average College Freshmen Time to Degree Racial Differences Gender Differences Rolfhus, Eric House, Emily Douglas, Brian Leeds, Daniel Reports - Research Tennessee Regional Educational Laboratory Appalachia (ED) CNA National Center for Education Evaluation and Regional Assistance (ED) English High Schools Secondary Education Higher Education Postsecondary Education Two Year Colleges Many studies show a strong link between earning a college degree and receiving higher wages (for example, Carnevale, Jayasundera, & Gulish, 2015). Consequently, a large body of research is published each year analyzing indicators of progress toward increased college enrollment and completion (for example, National Student Clearinghouse Research Center, 2012, 2013a, 2013b, 2014). Such studies typically follow first-time, full-time college freshmen for three years to measure progress toward a two-year degree and for six years to measure progress toward a four-year degree. However, information is needed on college enrollment and completion among all high school graduates, including those who delay enrollment, to provide a more complete picture of this issue and to illuminate challenges that college enrollees face in earning degrees. This study used data from the Tennessee Department of Education, the Tennessee Higher Education Commission, and the National Student Clearinghouse to explore Tennessee students' college histories. It measured, by semester from fall 2007 through spring 2013, the public college enrollment rate of the cohort of students who graduated from a Tennessee public high school in 2007; the cohort's two-, four-, and six-year public college persistence and completion rates; and the number of credits and the grade point averages that fulltime enrollees in Tennessee public colleges accumulated in their first year and their grade point average during that time. Some results are broken down by race/ethnicity, and others are broken down by gender and high school urbanicity. This study, a collaborative effort between Regional Educational Laboratory Appalachia and the Tennessee Higher Education Commission, responds to Tennessee stakeholders' need to better understand college outcomes of the state's high school graduates. The findings provide context for Tennessee's efforts to promote the college readiness of its high school graduates, including programs such as the Tennessee Promise scholarship, which makes two years of community or technical college free for eligible students. A companion study explores outcomes for Metropolitan Nashville Public Schools (Rolfhus, House, Douglas, & Leeds, 2017). ED591343 What Are the College Outcomes after Six Years for Tennessee's High School Class of 2007? REL 2017-231 Regional Educational Laboratory Appalachia 2017-02-00 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 2019 11 ERIC JAN2020 Yes EDIES12C0005 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=REL2017231

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Yes Parent Attitudes Student Attitudes Expectation Educational Attainment High School Students Longitudinal Studies Attitude Change Covert, Elise Reports - Evaluative Numerical/Quantitative Data National Center for Education Statistics (ED) English High Schools Secondary Education This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. The cohort was surveyed again in spring 2012 when most students were in the eleventh grade. The 2012 survey included questions about whether students had left their base-year school and asked the reasons why. This Data Point focuses on the 11.5 percent of students in the HSLS cohort who reported that they changed their educational setting by transferring schools or becoming homeschooled between the time they were surveyed in 2009 and the time they were surveyed in 2012. The following questions are answered: (1) How have parents' expectations for their children's education changed over time?; and (2) How have students' expectations for their own education changed over time? ED591344 Parent and Student Expectations of Highest Education Level. Data Point. NCES 2019-015 National Center for Education Statistics 2019-01-00 2 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 2019 0 ERIC JAN2020 Yes http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019015

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No Fidelity Program Implementation Identification Grade 2 Public Schools Early Intervention Reading Difficulties Urban Schools School Districts Achievement Gap Reading Programs Literacy Education Reading Instruction Glass, Angela Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 2 Primary Education Elementary Education Early Childhood Education Early identification and intervention for struggling readers increased the likelihood of students identified as proficient; ultimately leading to future success. The researcher sought to evaluate the Leveled Literacy Intervention (LLI) program in a Midwest urban school district, to help close the achievement gap between students' reading levels and students reading on grade level. The purpose of the study was to investigate the difference in STAR reading scaled scores between struggling 2nd grade students who received LLI and peers who did not receive LLI. The researcher also examined the possible relationship between the increase in students' literacy skills and fidelity of implementation of LLI. Finally, the researcher examined the perception of LLI teachers and School Leadership Team (SLT) members on the implementation of LLI. The researcher selected a mixed-methods approach and analyzed qualitative and quantitative data, including LLI teacher survey data, LLI teacher and SLT member interview responses, fidelity of implementation tool, and pre- and post-STAR reading scaled scores to determine a possible increase in struggling students' literacy skills. The results of the study showed no statistical difference between the LLI students and the non-LLI students. Furthermore, the study indicated no relationship existed between student outcomes and fidelity of implementation. However, the study revealed teachers who implemented LLI with fidelity, LLI teachers, and SLT members believed students' literacy skills improved. As a result, the researcher recommended further studies on the implementation of LLI in urban settings. [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.] ED592231 A Mixed Method Analysis of Leveled Literacy Intervention with Second Grade Students in an Urban Midwest Public School ProQuest LLC Ed.D. Dissertation, Lindenwood University 2018-00-00 978-0-4386-2095-7 175 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:10976524 2019 As Provided JAN2020

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No Governance Higher Education Public Colleges College Administration Administrative Principles Educational Change Reports - Descriptive Association of Governing Boards of Universities and Colleges English Higher Education Postsecondary Education When contemplating a major change to public higher education governance, state leaders should bear in mind several guiding principles. Such principles can ensure that current and future students will have access to an affordable, quality postsecondary education. They can also help ensure that the state's system of higher education meets public purposes and is effective, responsive, and accountable. This State Policy Brief details seven principles based on years of research, observation, and experience by the Association of Governing Boards, and on the scholarly work of several nationally known organizations and experts. ED592232 Guidelines for Reviewing State Higher Education Governance Structures. State Policy Brief Association of Governing Boards of Universities and Colleges 2018-10-00 Policymakers 5 Association of Governing Boards of Universities and Colleges. 1133 20th Street NW Suite 300, Washington, DC 20036. Tel: 800-356-6317; Tel: 202-296-8400; Fax: 202-223-7053; Web site: http://www.agb.org N/A http://www.agb.org/sites/default/files/u27335/2018_policybrief_guidelines.pdf 2019 ERIC JAN2020

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No Elementary School Students Feedback (Response) Metacognition Reflection Elementary School Teachers Teacher Characteristics Student Characteristics Language Usage Charter Schools Rodgers, Carol R. Swartz, Theodore Alexander, Dasha Kinloch, Chris Trezza, Vanessa Speeches/Meeting Papers Reports - Research New York ISSN- English Elementary Education The purpose of this design-based research project has been to collaborate with K-5 teachers and students at Bronx Charter (pseudonym) to track how they learn to ask for, receive, and give descriptive feedback (Author, 2002b; 2006; Cook-Sather, 2006). Descriptive feedback refers to students' description (as opposed to judgment) of their own cognitive and emotional experiences as learners as revealed to teachers and other students in structured, reflective dialogue. Based on a Deweyan/Freirean (Dewey, 1916, 1933; Freire, 1970) conception of reflection, it potentially offers teachers evidence that is not necessarily perceivable through even very careful observation of children or their work: the internal workings of students' hearts and minds as experienced by the students. ED592233 Humanizing K-5 Classrooms: The Process and Impact of Descriptive Feedback AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 19 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Guidelines Foreign Countries Evaluation Methods Qualifications National Standards Program Implementation Models Cooperation Lifelong Learning Quality Assurance Outcomes of Education Student Mobility Employment Potential Access to Education Educational Quality Postsecondary Education Wang, Libing, Ed. Teter, Wesley, Ed. Reports - Descriptive Asia Australia China India Japan Nepal Philippines South Korea Sri Lanka Thailand United Nations Educational, Scientific, and Cultural Organization (UNESCO) Bangkok (Thailand) English Postsecondary Education Collaboration with stakeholders throughout Asia and the Pacific is increasingly important to develop quality and relevant lifelong learning systems. Technical planning tools like qualifications frameworks aim to promote transparency around expected learning outcomes, yet education and training providers in many countries struggle to deliver on these mechanisms. A key to changing that lies in taking a serious look at qualifications frameworks around the region to see how we can better engage stakeholders throughout the development process and implementation of qualifications frameworks. This is crucial because such frameworks cannot be effective with governments acting alone. To ensure equal access to quality tertiary education, including university, we must promote a culture of shared responsibility. With generous support from the Republic of Korea Funds-in-Trust, the new Guidelines on Developing and Strengthening Qualifications Frameworks in Asia and the Pacific aim to connect several important areas of work at national and regional levels. Main ideas include: (1) The Sustainable Development Goals (SDGs) underline the importance of relevant and effective learning outcomes as a means to promote quality education; (2) National Qualifications Frameworks (NQF) are a means to build a culture of shared responsibility throughout education and training systems, including for the development of expected learning outcomes (e.g. knowledge, skills and values); (3) Despite the rapid growth of qualifications frameworks in Asia-Pacific, questions remain about how NQFs are being implemented to improve student mobility and employability. It is therefore critical to address the misconception that NQF is a shortcut to international recognition of qualifications, or a quick solution to quality assurance; and (4) New tools and strategies are being developed by UNESCO Member States to strengthen an integrated approach to NQF, quality assurance and recognition, including around key policy instruments such as the Tokyo Convention and forthcoming Global Convention on the Recognition of Qualifications. [This report was supported by Korea Funds-in-Trust.] ED592526 Guidelines on Developing and Strengthening Qualifications Frameworks in Asia and the Pacific: Building a Culture of Shared Responsibility UNESCO Bangkok 2018-09-14 978-92-922-3603-8 105 UNESCO Bangkok. Asia and Pacific Regional Bureau for Education, Mom Luang Pin Malakul Centenary Building, 920 Sukhumvit Road, Prakanong, Klongtoey, Bangkok 10110, Thailand. Tel: +66-2-3910577; Fax: +66-2-3910866; e-mail: bangkok@unesco.org; Web site: https://bangkok.unesco.org/ N/A https://bangkok.unesco.org/content/guidelines-developing-and-strengthening-qualifications-frameworks-asia-and-pacific-building 2019 As Provided JAN2020

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Yes Technological Literacy Outcomes of Education Turkish Elementary School Curriculum Guidelines Social Development Individual Development Mathematics Instruction Safety Problem Solving Foreign Countries Elementary School Students Laptop Computers Hazar, Esin Journal Articles Reports - Research Turkey EISSN- English Elementary Education This paper examines the current status of digital competence indicators in the Turkish primary school curricula. The European Commission had long been studying on developing a common digital competence framework for citizens and in 2016 a revised framework was published to be used as a reference in various sectors as well as education. In most official papers the importance of digital competence is highly stressed and studies to provide students with digital skills are carried out by Turkish Ministry of National Education (MONE) and other governmental institutes. In this paper the indicators of digital competence standards in the Turkish primary education are explored. The curricula of three compulsory subjects are identified and the learning outcomes of these curricula are analysed to understand the place of digital competence standards in curricula and in which competence areas are emphasized mostly. The review was conducted using the curricula of three subject areas in primary education: the Turkish language, mathematics and personal and social development. The analysis of the learning outcomes in these curricula shows that 7.5% of learning outcomes emphasizes digital competence in the Turkish language curriculum while the highest rate is 4% in mathematics and personal and social development subject areas. That most digital competence areas are ignored can be observed in each subject; communication and collaboration is totally excluded in all three subjects while data and information literacy was included in merely Turkish language curriculum; safety competence area was stated only in personal and social development curriculum and Mathematics curriculum contained learning outcomes merely related to the problem solving. ED592527 Digital Competence in Primary Education: The Case of Turkish Language, Mathematics and Personal and Social Development Courses Online Submission International Online Journal of Education and Teaching (IOJET) v5 n2 p443-458 2018 2018-00-00 17 N/A 2019 36 As Provided JAN2020

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Yes School Turnaround Public Schools Principals Educational Strategies Teacher Collaboration Instructional Leadership Student Evaluation Evaluation Utilization Parent Participation School Districts Learner Engagement Extended School Day Elementary Schools Middle Schools High Schools Barriers Data Analysis Huberman, Mette Parrish, Tom Hannan, Stephanie Arellanes, Melissa Shambaugh, Larisa Reports - Research California California Comprehensive Center at WestEd English Elementary Education Middle Schools Secondary Education Junior High Schools High Schools This study attempts to define turnaround schools in California, both what constitutes low-performing or "failing" schools and what constitutes turnaround or "success" for these schools. The study clearly specifies the criteria used for identifying and selecting turnaround schools and then provides summaries of the strategies that a sample of principals from these schools reported as essential to their schools' improved outcomes. The authors' set of criteria, developed in conjunction with a group of California education stakeholders, is not proposed as the sole definition for school turnaround; rather, the study intends to provide a definition of both low performance and turnaround for schools in California. The authors applied these criteria to all California schools using data from a seven-year period to identify these schools. They then interviewed the selected schools' principals to identify the strategies they believed were responsible for their turnaround success. The report begins by reviewing different approaches for defining school turnaround and the various turnaround strategies identified in previous studies. It then describes the methods used in this study to define and select turnaround schools in California and present the selected schools' demographic and achievement patterns. Subsequently, it describes the data collection and analysis procedures, followed by eight overall strategies identified across the schools and three individual school profiles. It concludes with implications for policy and practice. [The California Comprehensive Center at WestEd is a partnership with American Institutes for Research (AIR) and School Services of California.] ED592859 Turnaround Schools in California: Who Are They and What Strategies Do They Use? California Comprehensive Center at WestEd 2011-11-00 Department of Education (ED) 36 California Comprehensive Center at WestEd. 1000 G Street Suite 500, Sacramento, CA 95814. Tel: 916-492-4053; e-mail: info@cacompcenter.org; Web site: http://cacompcenter.org N/A 2019 ERIC JAN2020

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Yes Games Computer Science Education Programming Programming Languages Outcomes of Education Undergraduate Students Information Technology Computer Literacy Skill Development Gusev, Dmitri A. Speeches/Meeting Papers Reports - Descriptive Pennsylvania Ohio English Higher Education Postsecondary Education Chess programming is an old and venerable branch of game development. In the modern computing environment, it encompasses the development of chess engines, chess user interfaces (UIs), chess tournament broadcast tools, chess databases, endgame tablebases (EGTBs) and opening books. In this paper, the author shares his multi-year experience of utilizing most of these components of chess programming in teaching undergraduate courses in computer science (CS) and computer and information technology (CIT). The courses at different levels were taught at Edinboro University of Pennsylvania and, most recently, at Purdue Polytechnic Columbus, formerly called Purdue College of Technology Columbus. They involved teaching programming in C, C++ and Java, as well as system administration. We will discuss the courses' structure and learning outcomes, the choices of tools and equipment, how the courses progressed, individual assignments and team projects, the lessons learned, the specifics of getting the students engaged, and the author's plans for the future work aimed at improvement of programming and computer networking skills of Purdue Polytechnic students via their involvement in different aspects of chess programming. [For the full proceedings, see ED592847.] ED592860 Using Chess Programming in Computer Education Association Supporting Computer Users in Education Paper presented at the Annual Meeting of the Association Supporting Computer Users in Education (ASCUE) (51st, Myrtle Beach, SC, Jun 10-14, 2018) 2018-06-00 11 Association Supporting Computer Users in Education (ASCUE). 1513 Magnolia Drive, Surfside Beach, SC 29575. Tel: 606-218-5308; Fax: 606-218-5184; e-mail: president@ascue.org; Web site: http://www.ascue.org N/A 2019 As Provided JAN2020

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Yes Educational Policy Suspension Expulsion Behavior Problems Early Childhood Education Racial Bias Gender Bias Disproportionate Representation Discipline Social Justice Teacher Competencies Preschool Teachers Preschool Children Intervention Mental Health Health Services Positive Behavior Supports Student Needs Educational Resources Emotional Development Social Development Family School Relationship Screening Tests Disabilities Child Development Reports - Descriptive US Department of Health and Human Services Department of Education (ED) English Early Childhood Education Preschool Education The purpose of this policy statement is to support families, early childhood programs, and States by providing recommendations from the U.S. Departments of Health and Human Services (HHS) and Education (ED) for preventing and severely limiting expulsion and suspension practices in early childhood settings. Recent data indicate that expulsions and suspensions occur at high rates in preschool settings. This is particularly troubling given that research suggests that school expulsion and suspension practices are associated with negative educational and life outcomes. In addition, stark racial and gender disparities exist in these practices, with young boys of color being suspended and expelled much more frequently than other children. These disturbing trends warrant immediate attention from the early childhood and education fields to prevent, severely limit, and work toward eventually eliminating the expulsion and suspension -- and ensure the safety and well-being -- of young children in early learning settings. This joint HHS and ED policy statement aims to: (1) Raise awareness about expulsion, suspension, and other exclusionary discipline practices in early childhood settings, including issues of racial/national origin/ethnic and sex disparities and negative outcomes for children associated with expulsion and suspension in the early years; (2) Provide recommendations to early childhood programs and States on establishing preventive, disciplinary, suspension, and expulsion policies and administering those policies free of bias and discrimination; (3) Provide recommendations on setting goals and using data to monitor progress in preventing, severely limiting, and ultimately eliminating expulsion and suspension practices in early childhood settings; (4) Highlight early childhood workforce competencies and evidence-based interventions and approaches that prevent expulsion, suspension, and other exclusionary discipline practices, including early childhood mental health consultation and positive behavior intervention and support strategies; (5) Identify free resources to support States, programs, teachers, and providers in addressing children's social-emotional and behavioral health, strengthening family-program relationships, increasing developmental and behavioral screening and follow-up, and eliminating racial/ national origin/ethnic, sex, or disability biases and discrimination in early learning settings; and (6) Identify free resources to support families in fostering young children's development, social emotional and behavioral health, and relationships. This statement follows the January 2014 release of the Department of Education's "Guiding Principles: A Resource Guide for Improving School Climate and Discipline" (see ED544743), which provides recommendations for reducing expulsion, suspension, and disciplinary removals in K-12 settings. ED591842 Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings US Department of Health and Human Services 2014-00-00 17 US Department of Health and Human Services. 200 Independence Avenue SW, Washington, DC 20201. Tel: 877-696-6775; Tel: 202-619-0257; Web site: http://www.hhs.gov/ N/A 2019 0 As Provided JAN2020

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Yes Faculty Mobility Middle School Teachers Teacher Effectiveness Mathematics Teachers English Teachers Language Arts Outcomes of Education Educational Trends Poverty Economic Climate Sorensen, Lucy C. Ladd, Helen F. Reports - Research North Carolina National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English Middle Schools Secondary Education Junior High Schools High teacher turnover imposes numerous costs on the schools and districts from which teachers depart. This study asks how schools respond to spells of high teacher turnover, and assesses organizational and human capital losses in terms of the changing composition of the teacher pool. Our analysis uses more than two decades of linked administrative data on math and ELA [English language arts] teachers at middle schools in North Carolina to determine the impacts of turnover across different policy environments and macroeconomic climates. We find that, even after accounting for school contexts and trends, turnover has marked, and lasting, negative consequences for teacher quality. Our results highlight the need for heightened policy attention to issues of teacher retention and working conditions. ED591843 The Hidden Costs of Teacher Turnover. Working Paper No. 203-0918-1 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-09-00 51 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 31 As Provided JAN2020

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Yes Career Readiness Educational Legislation Federal Legislation Statewide Planning Educational Policy State Policy Accountability Educational Finance Access to Education Elementary Secondary Education Alignment (Education) College Readiness Faculty Development Instructional Effectiveness Vocational Education Grants Federal Aid STEM Education Advanced Placement Programs Reports - Evaluative South Carolina Alabama Oklahoma Pennsylvania Kentucky Hawaii Washington Indiana New York Mississippi Maryland Wyoming Advance CTE: State Leaders Connecting Learning to Work Education Strategy Group (ESG) English Elementary Secondary Education One of the key priorities for the Every Student Succeeds Act (ESSA) is alignment and conformity across different federal and state systems. ESSA gives states the flexibility to hold schools accountable, measure student outcomes, and provide supports and technical assistance in a way that is aligned with their own priorities. States are encouraged to streamline services across Career Technical Education (CTE), workforce development and higher education and truly support learners to achieve career success. This report from Advance CTE and Education Strategy Group examines state plans in all 50 states and the District of Columbia to see how states are taking advantage of key opportunities to support career readiness. The report also profiles state plans for Title II, Part A funding, which supports the development of teachers and school administrators, and Title IV, which provides critical funding to expand access to opportunities for a "well-rounded education." ED592234 Career Readiness & the Every Student Succeeds Act: Mapping Career Readiness in State ESSA Plans Advance CTE: State Leaders Connecting Learning to Work 2017-12-00 10 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2019 As Provided JAN2020

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Yes Housing School Readiness Physical Environment Data Information Utilization Risk Poisoning Information Systems Prevention Urban Areas Young Children Poverty Auspos, Patricia Reports - Research Ohio (Cleveland) Annie E. Casey Foundation English This case study shows how data systems can be combined to identify educational risk factors and then develop and implement solutions for addressing them. It shares a detailed account of strategies -- made possible through data systems developed by the Poverty Center -- that various stakeholders utilized to protect children in Cleveland from lead exposure and its damaging effects on school readiness. The information presented is geared toward researchers and leaders who are interested in learning about the practical application of linked data. ED592235 Using Integrated Data to Identify and Solve Housing Conditions That Harm School Readiness. Case Study 5 Annie E. Casey Foundation 2018-00-00 Researchers 11 Annie E. Casey Foundation. 701 Saint Paul Street, Baltimore, MD 21202. Tel: 410-547-6600; Fax: 410-547-6624; Web site: http://www.aecf.org N/A 2019 As Provided JAN2020

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Yes Institutional Research National Surveys Institutional Characteristics Colleges Two Year Colleges Administrative Organization Swing, Randy L. Jones, Darlena Ross, Leah Ewing Reports - Research Association for Institutional Research (AIR) English Higher Education Postsecondary Education Two Year Colleges A national survey of a professional field is an appropriate and logical undertaking for a professional membership association such as the Association for Institutional Research (AIR). The National Survey of Institutional Research Offices is the most comprehensive survey of offices of institutional research ever undertaken. The goal was to collect information on the tasks, staff, organization, and resources of offices of institutional research as they exist in 2015. The data provide a detailed picture of Institutional Research (IR) offices and, in disaggregation, a nuanced perspective of those offices by sector and other institutional characteristics. The purpose of this study is to capture a "real time" snapshot of the resources and capacities of institutional research offices. This report contains three major sections: (1) key findings from the 2015 study; (2) interpretation of key findings with comparison to a survey from 2008; and (3) the study methodology. ED592236 National Survey of Institutional Research Offices Association for Institutional Research 2016-00-00 Bill and Melinda Gates Foundation 12 Association for Institutional Research. 1435 East Piedmont Drive Suite 211, Tallahassee, FL 32308. Tel: 850-385-4155; Fax: 850-383-5180; e-mail: air@airweb.org; Web site: http://www.airweb.org N/A 2019 ERIC JAN2020

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Yes Intervention Program Evaluation Sample Size Randomized Controlled Trials Research Design Attrition (Research Studies) Educational Research Deke, John Wei, Thomas Kautz, Tim Reports - Research Society for Research on Educational Effectiveness (SREE) English Evaluators of education interventions increasingly need to design studies to detect impacts much smaller than the 0.20 standard deviations that Cohen (1988) characterized as "small." For example, an evaluation of Response to Intervention from the Institute of Education Sciences (IES) detected impacts ranging from 0.13 to 0.17 standard deviations (Balu et al. 2015), and IES' evaluation of the Teacher Incentive Fund detected impacts of just 0.03 standard deviations (Chiang et al. 2015). The drive to detect smaller impacts is in response to strong arguments that in many contexts, impacts once deemed "small" can still be meaningful (Kane 2015). Though based on a compelling rationale, the drive to detect smaller impacts may create a new challenge for researchers: the need to guard against relatively smaller biases. When studies were designed to detect impacts of 0.20 standard deviations or larger, it may have been reasonable for researchers to regard small biases as ignorable. For example, a bias of 0.03 standard deviations might have been ignorable in a study that could only detect an impact of 0.20 standard deviations. But in a study designed to detect much smaller impacts, such as Chiang et al. (2015) in which the impact estimate was 0.03 standard deviations, a bias of 0.03 standard deviations is no longer small--it is enormous. The authors define asymdystopia as a context in which a larger sample size is not necessarily better and could even be worse from the perspective of controlling the Type 1 error rate. The authors examine the potential for asymdystopia as studies are powered to detect smaller impacts, where even small biases may lead to false inferences about the existence or magnitude of an impact. The authors focus on the potential for bias from attrition in the case of randomized controlled trials (RCTs) and bias from regression misspecification in the case of regression discontinuity designs (RDDs). While the methodological details are distinct, in both cases they are unpacking a source of bias that may become increasingly problematic when studies are designed to detect smaller impacts. The two main research questions are: (1) How problematic is attrition bias in RCTs as studies are powered to detect smaller impacts? and (2) How problematic is functional form misspecification bias in RDDs as studies are powered to detect smaller impacts? Overall, the findings suggest that biases that might have once been reasonably ignorable can pose a real threat in evaluations that are powered to detect small impacts. This paper identifies and quantifies some of these biases, and shows that they are important to consider when designing evaluations and when analyzing and interpreting evaluation findings. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591611 Asymdystopia: The Threat of Small Biases in Evaluations of Education Interventions That Need to Be Powered to Detect Small Impacts Society for Research on Educational Effectiveness 2018-00-00 Institute of Education Sciences (ED) 6 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 13 ERIC JAN2020 Yes EDIES12C0083

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No College Students Racial Bias Social Justice Ideology College Faculty African American Teachers Modeling (Psychology) Douglas, Ty-Ron M. O. Reports - Descriptive English Higher Education Postsecondary Education In this chapter, Douglas draws on his experiences in various educative spaces to share how he utilizes his positionality as a border-crossing brotha-scholar to teach about social justice and racism in university classrooms. In sharing how he employs his unique identity to help students negotiate various ideological borders in his courses, Douglas also models how socially just pedagogical practices can emerge out of who we are. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591612 Confessions of a Border-Crossing Brotha-Scholar International Perspectives on Higher Education Research 2013-00-00 13 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008007 2019 29 As Provided JAN2020

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Yes Shared Resources and Services Educational Technology Computer Uses in Education Computer Simulation College Students Learner Engagement Higher Education Elementary Secondary Education Active Learning Student Centered Learning Cooperative Learning Program Implementation Individualized Instruction Education Majors Teacher Education Programs Holder, Ashley Bethea-Hampton, Terrie Speeches/Meeting Papers Reports - Descriptive North Carolina English Higher Education Postsecondary Education Elementary Secondary Education The purpose of this collaborative project is to incorporate Open Educational Resources (OER) and Virtual Reality (VR) into college courses to promote student engagement and flexible learning opportunities. This project will assist teachers in the K-12 and higher education environment to better identify lesson strategies for the implementation of OER and VR. This collaborative partnership primarily focuses on the experiences of two assistant professors in the School of Education at different universities and their encounters thus far in the study with the integration of the two resources. Though the use of OER and VR are not connected, two assistant professors work as a team during workshops, consulting, and staff developments. The two explore various emerging technologies and other resources and share their experiences with K-12 and higher education instructors in the field. The two assistant professors teach literacy and instructional technology pedagogy at their institutions. Throughout this project, faculty and teacher candidates participate in lessons, assignments, and projects that incorporate the use of OER and VR. The researchers of this project strive to integrate active learning and studentcentered experiences into lessons. As mentioned, the partnership hopes to glean the following outcomes from the study: enhanced student engagement and achievement and increased personalized and cooperative learning opportunities. The results will be shared after formal surveys are disseminated to students over the span of two semesters at each university. To better validate this research, from 2016-2019 formal studies are being conducted at each university. Therefore, additional data is currently being collected. [For the full proceedings, see ED592847.] ED592861 A Collaborative Project Exploring Open Educational Resources and Virtual Reality Association Supporting Computer Users in Education Paper presented at the Annual Meeting of the Association Supporting Computer Users in Education (ASCUE) (51st, Myrtle Beach, SC, Jun 10-14, 2018) 2018-06-00 9 Association Supporting Computer Users in Education (ASCUE). 1513 Magnolia Drive, Surfside Beach, SC 29575. Tel: 606-218-5308; Fax: 606-218-5184; e-mail: president@ascue.org; Web site: http://www.ascue.org N/A 2019 As Provided JAN2020

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Yes Introductory Courses Business Administration Education Business Skills Spreadsheets Computer Software College Students Instructional Design Data Analysis Hiljazi, Sam Curtis, Trevor Speeches/Meeting Papers Reports - Descriptive English Higher Education Postsecondary Education Asking questions about your data is a constant application of all business organizations. To facilitate decision making and improve business performance, a business intelligence application must be an integral part of everyday management practices. Microsoft Excel added PowerPivot and PowerPivot officially to facilitate this process with minimum cost, knowing that many business people are already familiar with MS Excel. This paper will design an introductory class to business intelligence (BI) using Excel PowerPivot. If an educator decides to adopt this paper for teaching an introductory BI class, students should have previous familiarity with Excel's functions and formulas. This paper will focus on four significant phases all students need to complete in a three-credit class. First, students must understand the process of achieving small database normalization and how to bring these tables to Excel or develop them directly within Excel PowerPivot. This paper will walk the reader through these steps to complete the task of creating the normalization, along with the linking and bringing the tables and their relationships to excel. Second, an introduction to Data Analysis Expression (DAX) will be discussed. [For the full proceedings, see ED592847.] ED592862 Developing an Introductory Class in Business Intelligence (BI) Using MS Excel PowerPivot Association Supporting Computer Users in Education Paper presented at the Annual Meeting of the Association Supporting Computer Users in Education (ASCUE) (51st, Myrtle Beach, SC, Jun 10-14, 2018) 2018-06-00 18 Association Supporting Computer Users in Education (ASCUE). 1513 Magnolia Drive, Surfside Beach, SC 29575. Tel: 606-218-5308; Fax: 606-218-5184; e-mail: president@ascue.org; Web site: http://www.ascue.org N/A 2019 As Provided JAN2020

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Yes Friendship Correlation School Culture Teacher Attitudes Work Attitudes Foreign Countries Secondary School Teachers Interprofessional Relationship Demography Age Groups Bilgin, Yasemin Neslihan Kiral, Bilgen Journal Articles Reports - Research Turkey ISSN-2501-1111 English Secondary Education In this study, it was aimed to determine the relationship between high school teachers' workplace friendship and school culture perceptions. The research was carried out with a total of 330 teachers from 8 Anatolian high schools and 8 vocational high schools selected by stratified sampling method in Efeler District of Aydin Province, Turkey in the 2017-2018 academic year. When the data were analyzed, 8 data collection tools which were filled in and which did not carry normality conditions were removed without investigation and analyzed through 322 data collection tools. In the collection of the data "Personal Information Form" created by researchers; "Workplace Friendship Scale" that it developed by Nielsen, Jex and Adams (2000), adapted to Turkish by Kiral (2016) and the "School Culture Scale" developed by Terzi (2005) was used. An exploratory and confirmatory factor analysis was conducted for the construct validity of the School Culture Scale. In the analysis of the data, t-test, Kruskal Wallis H-test, ANOVA, Scheffe test were used. The Pearson Moments Multiplication Correlation Coefficient was used to determine the relationship between workplace friendship and school culture perception of high school teachers. According to the results of the research, it was found that the "friendship opportunity" and "task culture" perceptions of the high school teachers were higher than the other dimensions. The friendship prevalence of female teachers is higher than that of male teachers; the friendship prevalence and general friendship of married teachers is higher than that of single teachers; the bureaucratic culture perception level of high school teachers in the age group of 35 and under is higher than 41-45 age group; the achievement culture perception level of vocational high school teachers is higher than that of Anatolian high school teachers. Positive and significant relationship between workplace friendship and school culture was found. ED592528 The Relation between Workplace Friendship and School Culture Perception of Teachers Online Submission European Journal of Education Studies v5 n9 p73-93 2019 2019-00-00 21 N/A 2019 45 As Provided JAN2020

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Yes Charter Schools Educational Finance State Aid State Government Government Role State Legislation Curriculum Development Academic Achievement Public Schools Taxes Villanueva, Chandra Reports - Descriptive Texas Center for Public Policy Priorities (CPPP) English Education is the bedrock of an informed democracy and the bridge to lifelong learning. To ensure that every Texan reaches their full potential, it's important that all families have access to high-quality education--regardless of their ZIP code. However, efforts to expand educational options for Texas families in the form of charter schools have been misguided. As a result, the state is now running two parallel education systems. The state passed legislation allowing charter schools in 1995, and the first 20 charters were approved in 1996. Though initially intended as an opportunity to broaden teachers' freedom to experiment in curriculum, instruction, and school structure, charters have grown over the past 25 years as publicly funded, privately-governed alternatives to traditional public schools. Studies show, however, that charter schools do not significantly improve students' academic performance, earnings, or create measurable competition among school options, as originally purported. Now as Texas leaders take a serious look at remodeling the public school finance system, it is important to evaluate how the state funds charter schools and their impact on funding for traditional public schools. ED592529 Charter School Funding: A Misguided Growing State Responsibility Center for Public Policy Priorities 2019-01-00 4 Center for Public Policy Priorities. 900 Lydia Street, Austin, TX 78702. Tel: 512-320-0222; Fax: 512-320-0227; Web site: http://forabettertexas.org N/A 2019 ERIC JAN2020

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Yes Special Education Educational Finance Income Financial Support Disabilities Funding Formulas Incidence Inclusion Expenditure per Student Academic Achievement Outcomes of Education National Competency Tests State Aid Parrish, Tom Reports - Evaluative California United States National Assessment of Educational Progress California Comprehensive Center at WestEd English This paper is in response to a request from the California State Board of Education and the California Advisory Commission on Special Education. Its sections include a national overview of special education funding and provision, special education in California compared to the nation, a more detailed examination of state-level special education spending in California, and variations across the state's Special Education Local Planning Areas (SELPAs). The paper concludes with a discussion of the possibility of doing more with less in the provision of special education, presenting examples from two California districts where this appears to be occurring, and with a discussion of possible policy implications. ED592863 Special Education Expenditures, Revenues, and Provision in California California Comprehensive Center at WestEd 2012-12-00 Department of Education (ED) 51 California Comprehensive Center at WestEd. 1000 G Street Suite 500, Sacramento, CA 95814. Tel: 916-492-4053; e-mail: info@cacompcenter.org; Web site: http://cacompcenter.org N/A 2019 ERIC JAN2020

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Yes Computer Security Information Security Information Storage Risk Risk Management Information Retrieval Access to Information Prevention Lehrfeld, Michael R. Speeches/Meeting Papers Reports - Descriptive English Individuals whom have legitimate access to network resources, trade secrets, or otherwise sensitive data as part of their daily functions are categorized as an Insider Risk. Insider Risk has been pushed into the public eye in recent years with the Edward Snowden leaks of 2013. Snowden had a business need to access the data he retrieved but the controls around how that data was used were insufficient to protect it. It is important to note is that an Insider Risk does not have to have malicious intent. Human error can cause a data beach just as easily as a hacker can. The problem this paper address is one where users have the proper access to the resources they need while at the same time enabling an organization to monitor where that data resides during its useful lifecycle (for example, if that data is copied to a USB drive or to a cloud storage platform). This paper documents a tool that can be used to inventory known sensitive files throughout an enterprise using a PCs Master File Table. The first step in preventing an Insider Risk from causing a breach is to have an accurate assessment of where the data is, then appropriate actions can be deployed if needed. [For the full proceedings, see ED592847.] ED592864 Insider Risk: Finding Sensitive Files in the Enterprise Using a PC's Master File Table Association Supporting Computer Users in Education Paper presented at the Annual Meeting of the Association Supporting Computer Users in Education (ASCUE) (51st, Myrtle Beach, SC, Jun 10-14, 2018) 2018-06-00 8 Association Supporting Computer Users in Education (ASCUE). 1513 Magnolia Drive, Surfside Beach, SC 29575. Tel: 606-218-5308; Fax: 606-218-5184; e-mail: president@ascue.org; Web site: http://www.ascue.org N/A 2019 As Provided JAN2020

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Yes Educational Technology Electronic Publishing Student Journals College Faculty Preservice Teachers Teacher Education Programs Elementary Secondary Education Computer Software Technology Integration Bethea-Hampton, Terrie Holder, Ashley Speeches/Meeting Papers Reports - Descriptive North Carolina English Higher Education Postsecondary Education Elementary Secondary Education An exploratory project on the use of digital notebooks and collaboration is currently underway in four courses over the span of five semesters at two North Carolina universities. The team currently teaches at two different universities. Professor A is at a private institution and Professor B is instructs at a state university. The team has partnered together to increase collaboration in online and face-to-face classes. The professors instruct teacher candidates enrolled in licensure programs at the elementary and secondary levels. The team focuses on active engagement and collaboration for today's digital learners. After defining digital notebooks and reasons to use them, this paper provides a literature review followed by a discussion of the advantages and disadvantages of digital notebooks in higher education. Next, the paper describes implementation of the project by Professor A, which included creating a Classroom Management Binder template in Google Slides. Finally, the paper describes implementation of the project by Professor B, which involved integrating digital notebooks in READ courses through Google Slides. [For the full proceedings, see ED592847.] ED592865 Digital Notebooks and Collaboration Association Supporting Computer Users in Education Paper presented at the Annual Meeting of the Association Supporting Computer Users in Education (ASCUE) (51st, Myrtle Beach, SC, Jun 10-14, 2018) 2018-06-00 9 Association Supporting Computer Users in Education (ASCUE). 1513 Magnolia Drive, Surfside Beach, SC 29575. Tel: 606-218-5308; Fax: 606-218-5184; e-mail: president@ascue.org; Web site: http://www.ascue.org N/A 2019 ERIC JAN2020

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Yes Instructional Effectiveness Intervention Mathematics Instruction Grade 7 Thinking Skills Problem Solving Pretests Posttests Scores Regression (Statistics) Research Design Mathematics Skills Im, Soo-hyun Jitendra, Asha K. Harwell, Michael R. Karl, Stacy R. Slater, Susan C. Reports - Research Society for Research on Educational Effectiveness (SREE) English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Ratio and proportional relationships, along with the interrelated topics of fractions,decimals, and percent, provide a critical foundation for algebra (National Mathematics Advisory Panel, 2008). Proportional reasoning, which not only requires understanding the concept of ratios and that two or more ratios are equal, also requires the ability to extract relevant information to develop a representation of the problem situation and is challenging for many children and adolescents, especially students with mathematics difficulties (Özgün-Koca & Altay, 2009).The intervention investigated in this study represents an approach to proportional problem solving via schema-based instruction (SBI). Jitendra, Harwell, Dupuis, and Karl (2017a)examined the effectiveness of SBI for a subsample of students with mathematics difficulties (MD) selected from a randomized cluster study (Jitendra et al., 2015). The findings raise an important question: What is the range of proportional reasoning skills and general mathematical proficiencies for which SBI enhances student performance? The present study uses a regression discontinuity approach to identify the boundaries of the effectiveness of SBI for students with and without MD. Using a regression discontinuity approach provides evidence SBI is effective for a wide range of proportional reasoning skills and general mathematical proficiencies and thus broadens the population of students SBI can be used effectively with. Standardized slopes for the treatment effect also provide evidence the magnitude of the SBI effect is non-negligible. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] ED591613 The Impact of a Research-Based Intervention on the Proportional Reasoning of Seventh-Grade Students with Mathematics Difficulties: A Regression Discontinuity Analysis Society for Research on Educational Effectiveness 2018-00-00 7 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/ T 2019 12 ERIC JAN2020

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No Classroom Environment Student Experience Social Justice African American Students Females Postsecondary Education Graduate Students Student Attitudes African American Attitudes Minority Group Students Racial Discrimination Racial Attitudes Hubbard, Katrina M. Burris, Annette M. Gray, Ashley L. Reports - Evaluative English Postsecondary Education Higher Education This chapter examines the educational perspective of three black, female graduate students within the context of a social justice framework. The US educational system has a long history of racial discrimination, which has created an environment that is in many ways hostile to those who are different. For many students of color, negotiating this culturally hostile environment can lead to feelings of invisibility and isolation. This chapter explores these dynamics and their impact upon an individual's educational, social, and personal development from the perspective of nondominants in a dominant culture. Through the exploration of our own experiences, we highlight the various coping mechanisms employed by three minority students to deal with the socially constructed hierarchies that exist in the classroom environment as a result of differences across racial and gender lines. It is our hope that this chapter will provide insight to educators who desire to develop a well-balanced classroom experience for all students. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591614 Classroom Experiences through the Lens of Social Justice: The Postsecondary Experiences of Three Black Female Students International Perspectives on Higher Education Research 2013-00-00 24 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008013 2019 10 As Provided JAN2020

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No Leisure Time Recreation Parks Athletics Hospitality Occupations Tourism Leisure Education Career Development Nonprofit Organizations Armed Forces Therapeutic Environment Travel Career Planning Schwab, Keri A., Ed. Stevens, Cheryl L., Ed. Allen, Lawrence R., Ed. Sheffield, Emilyn A., Ed. Murphy, James F., Ed. Books Collected Works - General Reports - Descriptive English "A Career with Meaning" is a tailor-made journey that enables individuals to match their core beliefs and values with numerous professional opportunities within the leisure industry. Leading experts provide detailed discussion and insight for 11 primary areas related to recreation, parks, sport management, hospitality, and tourism. Once you have identified and matched your values with a specific area, you will start planning your personal road map to a successful and rewarding career with the chapter "Preparing for a Career in Recreation." This book contains the following chapters: (1) Recreation and Leisure in North American Life (Cheryl L. Stevens and Keri A. Schwab); (2) Understanding Careers in Recreation, Parks, Sport Management, Hospitality, and Tourism (Cheryl L. Stevens and Keri A. Schwab); (3) Community Recreation and Leisure Services (Clifton Watts and Kindal Shores); (4) Recreation in Nonprofit Organizations (Jo An M. Zimmermann); (5) Armed Forces Recreation (Token D. Barnthouse and Asuncion T. Suren); (6) Outdoor Recreation in Federal, State, and Local Parks (William Hendricks, Tony Sisto, and Cheryl L. Stevens); (7) Recreational Therapy and Therapeutic Recreation (Richard Williams and Thomas K. Skalko); (8) Campus Recreation, Leisure, and Intramurals (Doug Kennedy and Tina M. Aldrich); (9) Sport Management and Sport Teams (Robert J. Barcelona); (10) Event Management (Emilyn Sheffield and Polly Crabtree); (11) The Hospitality Industry (Morgan W. Geddie, Yao-Yi Fu, and Chang Lee); (12) Travel and Tourism (Vinod Sasidharan and Greg Shaw); (13) Commercial Recreation and Leisure Businesses (Paige P. Viren and Jim Greiner); (14) Preparing for a Career in Recreation (Craig M. Ross); and (15) Forces Shaping the Future (James Murphy and Daniel Dustin). [To view the first edition, see ED519212.] ED591844 A Career with Meaning: Recreation, Parks, Sport Management, Hospitality, and Tourism. 2nd Edition Sagamore-Venture 2014-00-00 978-1-5716-7772-3 369 Sagamore-Venture. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975. Web site: https://www.sagamorepub.com/ N/A https://www.sagamorepub.com/products/career-meaning-2nd-ed 2019 ERIC JAN2020

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No Homeless People Federal Legislation Civil Rights Guidance Best Practices Laws Transportation Attendance Academic Achievement Access to Education Higher Education Private Schools Charter Schools Enrollment Early Childhood Education Educational Legislation Elementary Secondary Education Special Education Cooperation Reports - Descriptive Stewart B McKinney Homeless Assistance Act 1987 Elementary and Secondary Education Act National Association for the Education of Homeless Children and Youth (NAEHCY) National Law Center on Homelessness & Poverty English Higher Education Postsecondary Education Early Childhood Education Elementary Secondary Education This document provides answers to frequently asked questions on the McKinney-Vento Homeless Assistance Act and the education rights of children and youth in homeless situations, based on the amendments made by the Every Student Succeeds Act of 2015, which took effect on October 1, 2016. The answers are general responses based on federal statutes, regulations, and guidance; relevant case law; and best practices from across the country. It cannot be emphasized enough that these are general responses, and that answers could change based on the facts of a particular case. This document is meant to provide basic information and tools to assist administrators and advocates in understanding the McKinney-Vento Act. [For the 2016 edition of this report, see ED571251.] ED591845 The Most Frequently Asked Questions on the Education Rights of Children & Youth in Homeless Situations National Association for the Education of Homeless Children and Youth 2017-10-00 Administrators 85 National Association for the Education of Homeless Children and Youth. P.O. Box 26274; Minneapolis, MN 55426. Tel: 866-862-2562; Fax: 763-545-9499; e-mail: info@naehyc.org; Web site: http://www.naehcy.org N/A https://naehcy.org/wp-content/uploads/2018/02/2017-10-16_NAEHCY-FAQs.pdf 2019 26 ERIC JAN2020

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Yes Children Well Being Educational Policy Child Development Demography Student Characteristics Race Equal Education Immigrants Census Figures Family Income Poverty Racial Differences Welfare Services Health Insurance Child Safety Achievement Gap Retrenchment Graduation Rate Educational Finance Access to Education Student Diversity Economic Factors Food Nutrition Low Income Groups Child Abuse State Aid Tingle, Kristie Zhang, Amy Deviney, Frances Reports - Research Numerical/Quantitative Data Texas Center for Public Policy Priorities (CPPP) English We all want Texas kids to have a bright future, but Texas is consistently ranked in the bottom ten states for child well-being. Texas decision makers must create policies that improve conditions for all Texas kids and put them on the road to success. According to the Annie E. Casey Foundation, Texas ranks 43rd in overall child well-being (based on measures of education, financial security, health, and families and communities). As Texas children grow into the leaders of tomorrow, the future of Texas depends on the opportunities that kids -- across gender, income, race, and ethnicity -- have today. Policies to improve the health of Texas kids, give them high-quality educational opportunities, and strengthen their families' financial security can put Texas in the fast lane to a better child well-being ranking and pave the way to a stronger future for our state. Common-sense policies and investments can simultaneously improve outcomes and close the gaps in children's well-being by race and ethnicity by removing roadblocks and creating equitable opportunities. This report examines the role of policy in shaping child well-being, and how policy can raise the bar for all kids while closing the gaps in child well-being by race, ethnicity, gender, and family income. ED592530 State of Texas Children: The Road to a Brighter Future Center for Public Policy Priorities 2018-00-00 Boone Family Foundation Annie E. Casey Foundation Methodist Healthcare Ministries of South Texas, Inc. 24 Center for Public Policy Priorities. 900 Lydia Street, Austin, TX 78702. Tel: 512-320-0222; Fax: 512-320-0227; Web site: http://forabettertexas.org N/A 2019 ERIC JAN2020

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No Foreign Countries Job Skills Employer Attitudes Labor Force Development Job Training Personnel Selection Employment Qualifications Recruitment Apprenticeships Creativity Leadership Teamwork College Graduates Retraining School Business Relationship Universities Reports - Research United Kingdom (England) Universities UK (United Kingdom) English Higher Education Postsecondary Education Hiring people with a higher-level education is an increasingly urgent priority for business. This is because our economy and the world of work is changing, making more flexible and new routes to higher-level education more important than ever. The Confederation of British Industry's (CBI) most recent education and skills survey found as a result of the changing jobs market, by 2024 almost half of all jobs will require workers to have completed some form of higher-level education (level 4 and higher, though not necessarily at degree level (level 6)). Upskilling necessitates much more flexible ways of learning. As such, policymakers will increasingly need to focus on developing more flexible learning opportunities to allow people to balance studying with other commitments. Research by the Sutton Trust has shown, part-time study in England has collapsed over recent years, with numbers falling by 51% between 2010-2015. This matters not just for businesses who are looking to hire people with a higher-level education to raise productivity or adapt to economic change, but also for the individual, for whom studying is often an important chance for personal development or to change careers and retrain. The importance of flexible learning to improve social justice should also not be underestimated. Encouraging lifelong learning will therefore grow in importance in the coming years. To complement the CBI's role on the Government's National Retraining Partnership, the CBI has partnered with Universities UK (UUK) to better understand the economic case for flexible learning. This project considers the extent to which the UK's economic potential is constrained by a lack of flexible learning opportunities. ED592531 Skills Needs in England: The Employer Perspective Universities UK 2018-10-26 6 Universities UK. Woburn House, 20 Tavistock Square, London, WC1H 9HQ, UK. Tel: +44-20-7419-4111; Fax: +44-20-7388-8649; e-mail: info@universitiesuk.ac.uk; Web site: http://www.universitiesuk.ac.uk N/A https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2018/skills-needs-in-england-the-employer-perspective.pdf 2019 ERIC JAN2020

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No Handheld Devices Audience Response Systems Educational Technology Feedback (Response) Elementary School Students Technology Uses in Education Telecommunications Behavior Modification Achievement Gains Student Behavior Foreign Countries Program Effectiveness Chen, Weiyun Gu, Xiaoqing Speeches/Meeting Papers Reports - Research China ISSN- English Elementary Education Timely assessment and feedback on classroom behavior of primary school students are important for the improvement of traditional classroom. Yet, the method mostly rely on informal oral evaluations randomly conducted in the classroom teaching process, often without clearly pre-claimed and consistent behavior expectations. This is most probably due to 1) unverified relationship between concise and context-aware classroom behavior and academic achievement and 2) the time constraint associated with various procedures inherent in regular or formative evaluation. In order to circumvent these disadvantages, we designed an iPad-based classroom behavior management system for primary school. After a serial rounds study, we concluded that this system was effective in helping improve students' academic achievement by enhancing their positive classroom behaviors. ED592237 To Click or Not to Click? Effectiveness of Classroom Behavior Rating on Achievement Using iPad AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Foreign Countries Low Income Students Charter Schools Secondary Schools School Effectiveness Outcomes of Education Academic Achievement English Mathematics Achievement Disadvantaged Youth Institutional Characteristics School Administration Secondary School Students Low Achievement Scores Exit Examinations Achievement Gains Educational Improvement Achievement Gap Hutchings, Merryn Francis, Becky Kirby, Philip Reports - Research United Kingdom Sutton Trust (England) English Secondary Education Successive governments have promoted academy sponsorship as a way to improve the educational achievement of young people from disadvantaged backgrounds. As the academies programme has developed, policymakers have increasingly seen academy chains (especially multi-academy trusts) as the best method for fostering professionalism, value for money and school-to-school collaboration -- and hence the best way of working to improve the performance of previously struggling schools and the educational outcomes of their often disadvantaged pupils. The authors review the outcomes for disadvantaged pupils in sponsored secondary school academies across a range of measures, including progress in English and mathematics, and the English Baccalaureate, in addition to the main measure of five good General Certificates of Secondary Education (GCSEs) or equivalents including English and mathematics. This is intended to reflect changes in performance measures introduced by the present Government, and the resulting change in emphasis in the league tables from 2016; as well as to ensure that chain performance is evaluated from a range of angles. They also review the findings of this report in comparison to those from the last two reports. Five appendices are included. [Foreword by Peter Lampl. To view the 2015 report, see ED559231.] ED592238 Chain Effects 2016: The Impact of Academy Chains on Low-Income Students Sutton Trust 2016-07-00 69 Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/ N/A https://www.suttontrust.com/research-paper/chaineffects2016-academies-performance/ 2019 ERIC JAN2020

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No Foreign Countries Flexible Progression Higher Education Access to Education Productivity Adult Students Part Time Students Employers School Personnel Student Attitudes Teacher Attitudes Job Skills Skill Development Employer Attitudes Reports - Research United Kingdom Universities UK (United Kingdom) English Higher Education Postsecondary Education Adult Education As the UK's economy grows, in the context of global change, the needs of employers, employees and learners will also change. For the UK to prosper economically, compete internationally, and reduce economic disparities, the UK's skills base will need to be responsive and meet these changing needs. More flexible learning approaches have the potential to help address current and future skills shortages and/or mismatches. In December 2017, Universities UK commenced work on a project to examine how the UK's productivity could be improved through greater flexible learning opportunities in higher education. The project would identify the main issues, covering perspectives from learners, providers and employers, and develop policy recommendations. This briefing sets out the main findings of the project and the policy recommendations. ED592532 The Economic Case for Flexible Learning: Main Findings and Policy Recommendations Universities UK 2019-00-00 6 Universities UK. Woburn House, 20 Tavistock Square, London, WC1H 9HQ, UK. Tel: +44-20-7419-4111; Fax: +44-20-7388-8649; e-mail: info@universitiesuk.ac.uk; Web site: http://www.universitiesuk.ac.uk N/A https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2018/the-economic-case-for-flexible-learning.pdf 2019 ERIC JAN2020

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Yes Bilingualism Second Language Learning Children Spanish Speaking English Language Learners English (Second Language) Language Acquisition Tejada Reyes, Venecia Reports - Research EISSN- English In this research study presents an analysis in the area of literacy in bilingual children in the Dominican American. Base on the framework of bilingual literacy. The population working was bilingual children aged 2 to 10 years, the last two weeks at the observation section in class with the aim of seeing how children develop in school with their teachers and how they act in your neighborhood, community, town or country. The evidence presented is particularly relevant for education in bilingual children in the Dominican American, as the scarcity of published material for these children is a limiting factor, decisively, the acquisition of literacy in the mother tongue of bilingual children. The teacher using mechanisms to exploit cultural and linguistic experience of the student who has had extensive contact and sustained writing before entering primary is suggested. It is proposed precisely that lack of written or functional material used writing in the child's environment is not necessarily dispositive school failure. ED592533 Acquisition of Literacy in Bilingual Children in the Dominican American Online Submission 2015-11-00 22 N/A 2019 26 As Provided JAN2020

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Yes Native Language English (Second Language) Second Language Learning Spanish Language Acquisition Bilingualism Bilingual Students Grammar Language Tests Language Proficiency High School Students Listening Comprehension Listening Skills Reading Comprehension Foreign Countries Tejada Reyes, Venecia Reports - Research Tests/Questionnaires Dominican Republic EISSN- English High Schools Secondary Education The main concern of this subject of research study a bit further was the correlation between FIRST LANGUAGE GRAMMATICAL PROFICIENCY ON SECOND LANGUAGE ACQUISITION (INGLES / SPANISH). This study was implemented in a pre-selection of students and directors of these schools, First language and Second language. Students and Directors selected homogeneously in terms of their efficiency level English, sex and age. We attended Public High School and was shown the same material as these we gave the same number of hours of instruction for the realization of the evaluation. Two grammatical proficiency tests (Spanish and English) a background questionnaire were administered also to the directors of the school. The statistical analyses including descriptive statistics and Spearman; whose correlation was observed a significant correlation between the bilingual First language grammatical proficiency level and Second language grammatical proficiency level. Finally the implications of the results are discussed as they relate to educational programs. And they showed some improvements in the education system that they put into practice in both the First level and the Second level of grammatical competence. ED592534 First Language Grammatical Proficiency on Second Language Acquisition (Ingles / Spanish) Online Submission 2015-11-00 35 N/A 2019 25 As Provided JAN2020

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No Journal Writing Reflection College Students Multicultural Education Futures (of Society) Racial Bias Self Concept Higher Education Student Attitudes Teaching Methods Cultural Awareness Cultural Differences Racial Differences Ethnicity Social Status Kim, Eunyoung Reports - Descriptive English Higher Education Postsecondary Education College classrooms are an important socializing site, preparing students to critically reflect upon their viewpoints and engage in democratic citizenship and civic leadership. Yet this very notion of educational environment can serve to produce racial inequality and ethnically and culturally blind pedagogical space. In this chapter, the author describes how students articulate their internalized social position and racism in a given college classroom and understands the process by which students' sense of self is internalized and (re)constructed through the practice of reflective journaling. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591615 Reflective Journaling in a College Multicultural Education Classroom: Looking Past, Present, and Future International Perspectives on Higher Education Research 2013-00-00 19 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008012 2019 35 As Provided JAN2020

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No College Faculty Whites Race College Students African American Students Teaching Methods Teacher Role Gasman, Marybeth Reports - Descriptive English Higher Education Postsecondary Education In this chapter, I discuss my role as a White woman who studies race in the academy. I examine my ability to use my status, including my tenured status, to make change that can have a positive impact on faculty and students of color, especially African Americans. Moreover, I discuss my approach to teaching about race in the classroom. I also explore the limitations of my role and the reactions to my role by both Whites and people of color. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591616 Teaching Race, Pushing Back, and Making Meaningful Change International Perspectives on Higher Education Research 2013-00-00 12 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008005 2019 2 As Provided JAN2020

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No Multicultural Education Graduate Study College Faculty Teacher Role Professional Identity Identification (Psychology) World Views Teacher Characteristics Power Structure Social Justice Aronson, Brittany Alexis Enright, Esther Alice Amatullah, Tasneem Speeches/Meeting Papers Reports - Evaluative ISSN- English Higher Education Postsecondary Education This paper explores the narratives educators in a graduate level critical multicultural education course reveal related to their own positionality. The term "positionality" acknowledges a person's intersectionality and how we are all raced, classed, gendered and that these identities are contextual, relational, and fluid. Critical educators recognize that we all have multiple positionalities (i.e. multiple factors that contribute to our overall identity), that reflect our unique worldview and biographical experiences, which in turn affect how teachers practice instruction. This makes understanding ourselves and others complex because of how, teachers and students negotiate, contest, and mediate their identities in and through the process of schooling. ED591617 Mediating Teacher Positionality: Intersectional Understandings of Who We Are AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 6 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 23 As Provided JAN2020

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Yes Information Literacy Critical Reading News Media Media Literacy Internet Online Searching News Reporting Deception Social Media Credibility Web Sites Bias Faix, Allison Speeches/Meeting Papers Reports - Descriptive English For teachers and librarians helping students navigate the world of online information, the rise of fake news has created new challenges for information literacy instruction. Helping students find, evaluate, and use credible sources of online information can be more difficult than ever in the current era of "fake news", "alternative facts" and extreme political polarization. However, practical tools and strategies can be used by teachers and librarians to help students critically analyze the information they find online through social media, news outlets, and web searches and to make well informed decisions about the value of the sources they choose. This paper offers tips on teaching an awareness of how the Internet works; introducing students to the concept of fact-checking and acquainting them with fact-checking web sites; informing students about bias and how it can affect the research process; introducing source evaluation techniques to analyze sources and decided whether or not they are worth using; and teaching advanced search techniques. [For the full proceedings, see ED592847.] ED592866 Teaching Online Research in the "Fake News" Era Association Supporting Computer Users in Education Paper presented at the Annual Meeting of the Association Supporting Computer Users in Education (ASCUE) (51st, Myrtle Beach, SC, Jun 10-14, 2018) 2018-06-00 9 Association Supporting Computer Users in Education (ASCUE). 1513 Magnolia Drive, Surfside Beach, SC 29575. Tel: 606-218-5308; Fax: 606-218-5184; e-mail: president@ascue.org; Web site: http://www.ascue.org N/A 2019 ERIC JAN2020

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Yes Higher Education Hispanic American Students Success Enrollment Trends College Readiness Graduation Rate Barriers Access to Education At Risk Students Educational Attainment Academic Degrees Equal Education State Legislation Affirmative Action College Admission College Transfer Students Community Colleges State Colleges Public Colleges Private Colleges Proprietary Schools White Students Minority Group Students Reports - Descriptive California Campaign for College Opportunity English Higher Education Postsecondary Education Two Year Colleges The State of Higher Education in California is a series of reports by the Campaign for College Opportunity that provide comprehensive data on the current state of college access and completion for our state and what it means for our economy. This report analyzes the state of Latinx in California education. Specifically, this report reviews preparation, enrollment, and success in college for Latinx Californians. It also recommends actions that our policymakers and college leaders can take in order to improve college enrollment and graduation rates. This report on Latinx is the first in the 2018-19 State of Higher Education in California series. [Additional funding for this report was provided by the Mayer & Morris Kaplan Family Foundation.] ED592867 State of Higher Education for Latinx in California Campaign for College Opportunity 2018-11-00 Angell Foundation Bill and Melinda Gates Foundation California Community Foundation California Wellness Foundation College Futures Foundation ECMC Foundation Evelyn and Walter Haas, Jr. Fund James Irvine Foundation Kresge Foundation Lumina Foundation Marin Community Foundation, San Rafael, CA. Rosalinde and Arthur Gilbert Foundation Sand Hill Foundation Southern California Edison (SCE) Working Poor Families Project 32 Campaign for College Opportunity. 714 West Olympic Blvd Suite 745, Los Angeles, CA 90015. Tel: 213-744-9434; Fax: 877-207-3560; e-mail: info@collegecampaign.org; Web site: http://collegecampaign.org N/A 2019 As Provided JAN2020

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Yes Internet Federal Legislation Access to Information State Legislation Court Litigation Telecommunications Legislators Connolly, Mary V. Speeches/Meeting Papers Reports - Evaluative Telecommunications Act 1996 English On December 14, 2017 the FCC voted to repeal the net neutrality rules adopted by the FCC on February 26, 2015. The repeal goes into effect 60 days after it is published in the Federal Register. When the 539 page repeal order was released on January 4, 2018 it was not known when it would be published in the Federal Register. The repeal is being challenged on many fronts. Thirty US Senators are backing a plan to block the repeal through congressional action. A coalition of 22 state attorneys general filed a lawsuit to block the repeal in the US Court of Appeals for the District of Columbia. Legislators in many states have introduced bills that would either create state net neutrality laws or use other approaches to preserve the spirit of the 2015 requirements. Gov. Andrew Cuomo issued an executive order in January that preserves open internet protections for New Yorkers. However, the new FCC ruling prohibits state and local government from adopting their own rules. Even Burger King has entered the fray with a pseudo-educational prank advertisement. This paper will attempt to make sense of a very changing landscape. [For the full proceedings, see ED592847.] ED592868 Net Neutrality: The Changing Landscape Association Supporting Computer Users in Education Paper presented at the Annual Meeting of the Association Supporting Computer Users in Education (ASCUE) (51st, Myrtle Beach, SC, Jun 10-14, 2018) 2018-06-00 4 Association Supporting Computer Users in Education (ASCUE). 1513 Magnolia Drive, Surfside Beach, SC 29575. Tel: 606-218-5308; Fax: 606-218-5184; e-mail: president@ascue.org; Web site: http://www.ascue.org N/A 2019 As Provided JAN2020

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Yes Preservice Teachers Apprenticeships Student Placement Student Teaching Teacher Education Programs Cooperating Teachers Experienced Teachers Teacher Qualifications Academic Degrees Student Characteristics Professional Development Schools Internship Programs Public Schools Minority Group Teachers Licensing Examinations (Professions) Scores Value Added Models Mathematics Education Elementary Secondary Education Teacher Effectiveness Krieg, John Goldhaber, Dan 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 Elementary Secondary Education We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching ("cooperating teachers") and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. We also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate's TEP. ED591846 Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. Working Paper No. 206-1118-1 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-11-00 Bill and Melinda Gates Foundation 41 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 As Provided JAN2020

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Yes School Choice Charter Schools Parent Attitudes Preferences Racial Attitudes Racial Composition School Location Proximity Academic Achievement Lunch Programs Student Transportation Institutional Mission Racial Segregation Institutional Characteristics Educational Quality Elementary Schools Minority Group Students School Effectiveness Ladd, Helen F. Clotfelter, Charles T. Turaeva, Mavzuna Reports - Research North Carolina National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English Elementary Education This paper examines what parents value as they make choices among available charter schools, with primary attention to the racial mix of a school's students. We estimate conditional logit models of the charter school choices made by all parents in North Carolina who switched their child from a traditional public school to a charter school in 2014/15. Our findings that parents care about the school's racial mix of students and that such preferences differ by the race and income of the choosers highlight the pressures that lead charter schools to be racially imbalanced. Our models also include other factors that parents may value such as the distance to the charter, the school's academic performance, the services provided by the charter, such as subsidized lunch and transportation, and the school's mission and approach. ED591847 Choosing Charter Schools in North Carolina: What Do Parents Value? Working Paper No. 196-0618-1 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-06-00 57 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 31 As Provided JAN2020

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Yes Teacher Persistence Labor Turnover Faculty Mobility Teacher Selection Teacher Competencies Disadvantaged Schools Advantaged Minority Group Students Poverty Low Income Students Teaching Experience Teacher Certification Value Added Models Student Characteristics Disadvantaged Youth School Districts Licensing Examinations (Professions) Scores Goldhaber, Dan Quince, Vanessa Theobald, Roddy Reports - Research North Carolina Washington National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English We use longitudinal data from North Carolina and Washington to study the extent to which four processes--teacher attrition from each state workforce, teacher mobility within districts, teacher mobility across districts, and teacher hiring--contribute to "teacher quality gaps" (TQGs) between advantaged and disadvantaged schools. We first replicate prior findings documenting inequities in each of these processes using different measures of student disadvantage (race and poverty) and teacher quality (experience, licensure test scores, and value added) and then develop and implement a simulation to assess the extent to which each process contributes to observed TQGs in each state. We find that all four processes contribute to TQGs but also document considerable heterogeneity in the extent to which each process contributes to the different TQG measures. For example, patterns in teacher attrition and mobility contribute more to TQGs measured by teacher experience, while patterns in teacher hiring explain the majority of TQGs measured by teacher licensure test scores and value added. ED591849 How Did It Get This Way? Disentangling the Sources of Teacher Quality Gaps across Two States. Working Paper No. 209-1118-1 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2018-11-00 William T. Grant Foundation 49 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2019 45 As Provided JAN2020 184925

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No School Schedules Cost Effectiveness Sleep Educational Attainment Student Welfare Physical Health Mental Health Traffic Safety Bus Transportation Educational Policy Public Health Economic Impact Expenditure per Student Middle School Students High School Students Adolescent Development Income Labor Supply Mortality Rate Policy Formation School Districts Adolescents Hafner, Marco Stepanek, Martin Troxel, Wendy M. Reports - Research California RAND Europe English Middle Schools Secondary Education Junior High Schools High Schools Numerous studies have shown that later school start times (SST) are associated with positive student outcomes, including improvements in academic performance, mental and physical health, and public safety. While the benefits of later SST are very well documented in the literature, in practice there is opposition against delaying SST. A major argument against later SST is the claim that delaying SST will result in significant additional costs for schools due to changes in school bus transportation strategies. However, to date, there has only been one published study that has quantified some of the potential economic benefits of later SST in relation to potential costs. The present study investigates the economic implications of later SST by examining a policy experiment of a statewide shift in school start times to 8:30 a.m. and its subsequent economic effects. Using a novel macroeconomic modeling approach, the study estimates changes in the economic performance of 47 U.S. states following a delayed SST, which includes the economic benefits of higher academic performance of students and reduced car crash rates. The benefit-cost projections of this study suggest that delaying school start times is a cost-effective, population-level strategy that could have a significant impact on public health and the U.S. economy. From a policy perspective, these findings are crucial as they demonstrate that significant economic gains resulting from the delay in SST accrue over a relatively short period of time following the adoption of the policy shift. ED591345 Later School Start Times in the U.S.: An Economic Analysis RAND Europe 2017-00-00 57 RAND Europe. Westbrook Centre, Milton Road, Cambridge CB4 1YG, United Kingdom. Tel: +44-1223-353-329; Fax: +44-1223-358-845; e-mail: reinfo@rand.org; Web site: http://www.rand.org/randeurope/ N/A https://www.rand.org/pubs/research_reports/RR2109 2019 53 As Provided JAN2020

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Yes Grants Migrant Children State Standards Federal Legislation Rural Education Poverty Mathematics Achievement Family Literacy Reading Achievement Academic Achievement Science Achievement Language Arts Disabilities Educational Legislation Equal Education Elementary Secondary Education Homeless People Children Youth School Districts Reports - Descriptive Numerical/Quantitative Data Pennsylvania Individuals with Disabilities Education Act Elementary and Secondary Education Act No Child Left Behind Act 2001 Pennsylvania Department of Education Department of Education (ED) English Elementary Secondary Education Sections 9302 and 9303 of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) provide to States the option of applying for and reporting on multiple ESEA programs through a single consolidated application and report. Although a central, practical purpose of the Consolidated State Application and Report is to reduce "red tape" and burden on States, the Consolidated State Application and Report are also intended to have the important purpose of encouraging the integration of State, local, and ESEA programs in comprehensive planning and service delivery and enhancing the likelihood that the State will coordinate planning and service delivery across multiple State and local programs. The combined goal of all educational agencies--State, local, and Federal--is a more coherent, well-integrated educational plan that will result in improved teaching and learning. The Consolidated State Application and Report includes the following ESEA programs: 1) Title I, Part A -- Improving Basic Programs Operated by Local Educational Agencies; 2) Title I, Part B, Subpart 3 -- William F. Goodling Even Start Family Literacy Programs; 3) Title I, Part C -- Education of Migratory Children (Includes the Migrant Child Count); 4) Title I, Part D -- Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk; 5) Title II, Part A -- Improving Teacher Quality State Grants (Teacher and Principal Training and Recruiting Fund); 6) Title III, Part A -- English Language Acquisition, Language Enhancement, and Academic Achievement Act; 7) Title IV, Part A, Subpart 1 -- Safe and Drug-Free Schools and Communities State Grants; 8) Title IV, Part A, Subpart 2 -- Safe and Drug-Free Schools and Communities National Activities (Community Service Grant Program); 9) Title V, Part A -- Innovative Programs; 10) Title VI, Section 6111 -- Grants for State Assessments and Related Activities; 11) Title VI, Part B -- Rural Education Achievement Program; and 12) Title X, Part C -- Education for Homeless Children and Youths. ED591346 Consolidated State Performance Report: Parts I and II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended by the No Child Left behind Act of 2001, for Reporting on School Year 2009-10, Pennsylvania Pennsylvania Department of Education 2011-04-29 81 Pennsylvania Department of Education. 333 Market Street, Harrisburg, PA 17126-0333. Tel: 717-783-6788; Web site: http://www.education.state.pa.us N/A 2019 0 ERIC JAN2020 ED569142

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Yes Disabilities Equal Education Federal Legislation Educational Legislation Elementary Secondary Education Grants School Districts Migrant Children Rural Education Poverty Mathematics Achievement Family Literacy Reading Achievement Academic Achievement State Standards Language Arts Science Achievement Homeless People Children Youth Reports - Descriptive Numerical/Quantitative Data Pennsylvania Individuals with Disabilities Education Act Elementary and Secondary Education Act Pennsylvania Department of Education Department of Education (ED) English Elementary Secondary Education Sections 9302 and 9303 of the Elementary and Secondary Education Act (ESEA), as amended in 2001 provide to States the option of applying for and reporting on multiple ESEA programs through a single consolidated application and report. Although a central, practical purpose of the Consolidated State Application and Report is to reduce "red tape" and burden on States, the Consolidated State Application and Report are also intended to have the important purpose of encouraging the integration of State, local, and ESEA programs in comprehensive planning and service delivery and enhancing the likelihood that the State will coordinate planning and service delivery across multiple State and local programs. The combined goal of all educational agencies--State, local, and Federal--is a more coherent, well-integrated educational plan that will result in improved teaching and learning. The Consolidated State Application and Report includes the following ESEA programs: 1) Title I, Part A -- Improving Basic Programs Operated by Local Educational Agencies; 2) Title I, Part B, Subpart 3 -- William F. Goodling Even Start Family Literacy Programs; 3) Title I, Part C -- Education of Migratory Children (Includes the Migrant Child Count); 4) Title I, Part D -- Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk; 5) Title II, Part A -- Improving Teacher Quality State Grants (Teacher and Principal Training and Recruiting Fund); 6) Title III, Part A -- English Language Acquisition, Language Enhancement, and Academic Achievement Act; 7) Title IV, Part A, Subpart 1 -- Safe and Drug-Free Schools and Communities State Grants; 8) Title IV, Part A, Subpart 2 -- Safe and Drug-Free Schools and Communities National Activities (Community Service Grant Program); 9) Title V, Part A -- Innovative Programs; 10) Title VI, Section 6111 -- Grants for State Assessments and Related Activities; 11) Title VI, Part B -- Rural Education Achievement Program; 12) Title X, Part C -- Education for Homeless Children and Youths. [For the "Consolidated State Performance Report: Parts I and II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended by the No Child Left behind Act of 2001, for Reporting on School Year 2009-10, Pennsylvania," see ED591346.] ED591347 Consolidated State Performance Report: Parts I and II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended in 2001, for Reporting on School Year 2011-2012, Pennsylvania Pennsylvania Department of Education 2013-04-17 79 Pennsylvania Department of Education. 333 Market Street, Harrisburg, PA 17126-0333. Tel: 717-783-6788; Web site: http://www.education.state.pa.us N/A 2019 0 ERIC JAN2020 ED568142

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Yes Money Management Parents Elementary Secondary Education Educational Finance Special Needs Students Student Needs Access to Education School Choice Tuition Eligibility Disabilities Scholarships Student Financial Aid Burke, Lindsey Bedrick, Jason Reports - Research Florida Arizona EdChoice English Elementary Secondary Education In 2014, Florida became the second state to enact education savings accounts (ESAs), a relatively new form of educational choice that empowers families to utilize state funding to customize K-12 schooling options beyond just private school tuition, which is all that's allowable under a more traditional voucher program. Now called the Gardiner Scholarship, the parents of more than 10,000 children with special needs throughout Florida used an ESA to tailor their children's education to meet their unique learning needs during the 2017-18 school year. This study examines how parents in Florida used their ESA funds during the first two school years of the program using data from Step Up for Students, which issued 99 percent of the ESAs during the 2014-15 school year and 95 percent of the ESAs during the 2015-16 school year. It also compares customization rates in Florida with those in Arizona, which in 2011 became the first state to establish ESAs. Families in Florida are fully embracing the customization afforded to them through the flexible Gardiner Scholarship ESA option. As ESAs expand in states across the country, the ways in which parents use these innovative accounts suggest more strongly than ever that a one-size-fits-all approach to schooling fits only some. ED591348 Personalizing Education: How Florida Families Use Education Savings Accounts EdChoice 2018-02-00 36 EdChoice. 111 Monument Circle Suite 2650, Indianapolis, IN 46204. Tel: 317-681-0745; e-mail: info@edchoice.org; Web site: http://www.edchoice.org N/A 2019 0 ERIC JAN2020

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Yes Educational Legislation Disabilities Equal Education Federal Legislation Elementary Secondary Education Grants School Districts Migrant Children Rural Education Poverty Mathematics Achievement Family Literacy Reading Achievement Academic Achievement State Standards Language Arts Science Achievement Homeless People Children Youth Reports - Descriptive Numerical/Quantitative Data Pennsylvania Individuals with Disabilities Education Act Elementary and Secondary Education Act Pennsylvania Department of Education Department of Education (ED) English Elementary Secondary Education Sections 9302 and 9303 of the Elementary and Secondary Education Act (ESEA), as amended in 2001 provide to States the option of applying for and reporting on multiple ESEA programs through a single consolidated application and report. Although a central, practical purpose of the Consolidated State Application and Report is to reduce "red tape" and burden on States, the Consolidated State Application and Report are also intended to have the important purpose of encouraging the integration of State, local, and ESEA programs in comprehensive planning and service delivery and enhancing the likelihood that the State will coordinate planning and service delivery across multiple State and local programs. The combined goal of all educational agencies--State, local, and Federal--is a more coherent, well-integrated educational plan that will result in improved teaching and learning. The Consolidated State Application and Report includes the following ESEA programs: (1) Title I, Part A -- Improving Basic Programs Operated by Local Educational Agencies o Title I, Part B, Subpart 3 -- William F. Goodling Even Start Family Literacy Programs o Title I, Part C -- Education of Migratory Children (Includes the Migrant Child Count); (2) Title I, Part D -- Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk; (3) Title II, Part A -- Improving Teacher Quality State Grants (Teacher and Principal Training and Recruiting Fund); (4) Title III, Part A -- English Language Acquisition, Language Enhancement, and Academic Achievement Act; (5) Title IV, Part A, Subpart 1 -- Safe and Drug-Free Schools and Communities State Grants; (6) Title IV, Part A, Subpart 2 -- Safe and Drug-Free Schools and Communities National Activities (Community Service Grant Program); (7) Title V, Part A -- Innovative Programs; (8) Title VI, Section 6111 -- Grants for State Assessments and Related Activities; (9) Title VI, Part B -- Rural Education Achievement Program; and (10) Title X, Part C -- Education for Homeless Children and Youths. [For the "Consolidated State Performance Report: Parts I and II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended in 2001, for Reporting on School Year 2011-2012, Pennsylvania," see ED591347.] ED591349 Consolidated State Performance Report: Parts I and II for State Formula Grant Programs under the Elementary and Secondary Education Act as Amended in 2001, for Reporting on School Year 2012-2013, Pennsylvania Pennsylvania Department of Education 2014-03-07 64 Pennsylvania Department of Education. 333 Market Street, Harrisburg, PA 17126-0333. Tel: 717-783-6788; Web site: http://www.education.state.pa.us N/A 2019 0 ERIC JAN2020 ED569142

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Yes Foreign Countries Teacher Behavior Behavior Change Faculty Development Teacher Effectiveness Educational Practices Instructional Improvement Educational Quality Cost Effectiveness Systems Approach Coordination Teacher Educators Literacy Education School Administration Leadership Beginning Reading Inservice Teacher Education Telecommunications Technology Uses in Education Retention (Psychology) Achievement Gains Outcomes of Education Adoption (Ideas) Instructional Innovation Athletic Coaches Peer Teaching Social Theories Teacher Motivation Emergent Literacy Coaching (Performance) Pouezevara, Sarah, Ed. Books Collected Works - General Ethiopia Zambia Malawi Nigeria Philippines Indonesia India RTI International English Higher Education Postsecondary Education This book responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (also referred to as "teacher behavior change"). The book responds to important questions that are fundamental to improving teaching quality by influencing teaching practice. These questions include: How do we provide high-quality training at scale? How do we ensure that training transfers to change in practice? What methods are most cost-effective? How do we know what works? The book includes case studies describing different approaches to teacher behavior change and illustrates how specific implementation choices were made for each context. Individual chapters document lessons learned as well as methodologies used for discerning lessons. The key conclusion is that no single effort is enough on its own; teacher behavior change requires a system-wide view and concerted, coordinated inputs from a range of stakeholders. This book contains the following chapters: (1) Understanding and Influencing Teacher Behavior Change: Editorial Introduction (Sarah Pouezevara); (2) Changing Teacher Educators' Conceptions and Practices Around Literacy Instruction: Lessons from Teacher Educators' Professional Development Experiences in Ethiopia (Dawit Mekonnen, Marion Fesmire, Adrienne Barnes, Stephen Backman, and Flavia Ramos-Mattoussi); (3) School Leadership and Early Grade Reading: Examining the Evidence in Zambia (Mitchell Rakusin and Guy Bostock); (4) Making Sense of Teacher In-Service Training in the Philippines (Nancy Clark-Chiarelli and Bonita Cabiles); (5) Short Message Service (SMS)-Based Remote Support and Teacher Retention of Training Gains in Malawi (Timothy S. Slade, Scott Kipp, Stirling Cummings, and Kondwani Nyirongo); (6) Relationships Between Coach Support and Teachers' Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA) (Karon Harden, Alison Pflepsen, and Simon King); (7) Using Activity Theory to Understand Teacher Peer Learning in Indonesia (Sarah Pouezevara, Feiny Sentosa, and Tifa Asrianti); (8) Teacher Motivation and Behavior Change: Results of the Teacher Motivation Diagnostic Tool in Northern India (Molly Hamm-Rodríguez, Emily Richardson, and Jarret Guajardo); and (9) Once More Up the Mountain: The Promise of High-Quality Teaching Depends on Behavior Change (Lee E. Nordstrum). Contains a section about the contributors and an index. (Individual chapters contain references.) [Erin Newton compiled this volume.] ED591350 Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. RTI Press Publication BK-0022-1809 RTI International 2018-00-00 978-1-934831-22-9 Teachers 340 RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org T 2019 ERIC JAN2020

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No Educational Legislation Elementary Secondary Education Federal Legislation Evidence Based Practice Intervention Social Development Emotional Development Needs Assessment Program Implementation Progress Monitoring Program Evaluation Federal Aid Resource Allocation Equal Education Educational Change Capacity Building School Districts Classroom Environment Faculty Development Educational Objectives Stakeholders Wrabel, Stephani L. Hamilton, Laura S. Whitaker, Anamarie A. Grant, Sean Reports - Research Elementary and Secondary Education Act RAND Education and Labor English Elementary Secondary Education The Every Student Succeeds Act (ESSA) emphasizes evidence-based interventions while providing new flexibilities to states and districts with regard to the use of federal funds, including funds that could be used to support social and emotional learning (SEL). This report is a companion to "Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review," which assessed evidence on SEL interventions against ESSA evidence tiers. This report serves as a companion guide to the evidence review by providing guidance on how to assess local needs relative to SEL and how to identify appropriate evidence-based interventions that address those local needs. This report also provides introductory information on implementing, monitoring, and evaluating selected SEL interventions. While this guide is especially pertinent to educators looking to leverage federal ESSA funds to support SEL, it can support any educational leader in responsibly allocating scarce resources to support school-based SEL interventions. [To view the report, "Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review," see ED581645.] ED591351 Investing in Evidence-Based Social and Emotional Learning. Companion Guide to "Social and Emotional Learning Interventions under the Every Student Succeeds Act: Evidence Review." Research Report. RR-2739-WF RAND Corporation 2018-00-00 Wallace Foundation 32 RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org N/A http://www.rand.org/t/RR2739 2019 82 As Provided JAN2020

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Yes Developing Nations Reading Skills Access to Education Educational Quality At Risk Students Partnerships in Education Sustainable Development Teaching Methods Student Centered Learning Student Evaluation Basic Skills Parent Participation Reports - Descriptive USAID English The United States Agency for International Development (USAID) works in more than 50 developing countries to ensure that children have access to a quality education and the skills needed to be productive members of society. USAID invests in global education because they know that the positive effects of education are far-reaching - that it serves as a driver for all other development and for the reduction of extreme poverty. USAID's education work focuses on improving the reading skills of children; strengthening youth workforce development and higher education; and expanding access to quality education in crisis and conflict environments. USAID partners to leverage resources and expertise, strengthen education systems and drive change so that children and youth can learn. The United States has historically championed efforts to improve literacy around the world. While access to education has improved, the world is still experiencing a learning crisis -- 250 million children worldwide are unable to read, write or do math. The ability to read improves health and wellbeing of individuals and families, opens up employment opportunities, and mitigates the chances that youth will pursue criminal or violent activities. USAID works with governments, teachers, students, schools and communities to: (1) Improve teaching techniques and learning materials; (2) Support regular testing to measure reading skills; (3) Help teachers in the classroom with teaching basic skills, and student-centered learning; and (4) Promote parental and community involvement in schools and learning. ED591352 USAID Education: All Children Reading US Agency for International Development 2018-00-00 2 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 2019 0 ERIC JAN2020

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Yes Student Behavior Academic Achievement Drug Rehabilitation Substance Abuse School Role At Risk Students High Schools Special Schools Educational Environment Social Environment High School Students Program Effectiveness College Students Hennessy, Emily A. Tanner-Smith, Emily E. Finch, Andrew J. Sathe, Nila Kugley, Shannon Reports - Research Information Analyses ISSN-1891-1803 Campbell Collaboration English High Schools Secondary Education Higher Education Postsecondary Education Success and engagement at school and in postsecondary education are critical to healthy youth development. For youth in recovery from substance use disorders (SUDs), school attendance, engagement, and achievement build human capital by motivating personal growth, creating new opportunities and social networks, and increasing life satisfaction and meaning (Keane, 2011; Terrion, 2012; 2014). Upon discharge from formal substance use treatment settings, schools become one of the most important social environments in the lives of youth with SUDs. Healthy school peer environments can enable youth to replace substance use behaviors and norms with healthy activities and prosocial, sober peers. Conversely, many school environments may be risky for youth in recovery from SUDs due to perceived substance use among peers, availability of drugs or alcohol, and substance-approving norms on campus (Centers for Disease Control [CDC], 2011; Spear & Skala, 1995; Wambeam, Canen, Linkenbach, & Otto, 2014). This Campbell systematic review examines the effects of recovery schools on student behavioral and academic outcomes, compared to the effects of non-recovery schools. The review summarizes evidence from one quasi-experimental study (with a total of 194 participants) that had potential serious risk of bias due to confounding. ED592869 Recovery Schools for Improving Behavioral and Academic Outcomes among Students in Recovery from Substance Use Disorders: A Systematic Review. Campbell Systematic Reviews 2018:9 Campbell Collaboration 2018-10-00 89 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 2019 ERIC JAN2020

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Yes Attendance Patterns Truancy Special Health Problems Dropouts Elementary School Students Kindergarten Grade 1 College Graduates Incidence Physical Health Mental Health Safety Violence Bullying Hunger Family Environment Employment Patterns Mortality Rate Reports - Descriptive Robert Wood Johnson Foundation English Elementary Education Kindergarten Primary Education Early Childhood Education Grade 1 Higher Education Postsecondary Education Chronic absenteeism is a critical national problem that puts more than 6.5 million schoolchildren at risk for falling behind academically, dropping out of school, and serious long-term health, employment, and financial consequences. There is a growing movement among schools, states, and the federal government to address the underlying causes of chronic absenteeism. This policy brief takes a close look at the reasons behind chronic absenteeism, its adverse impact on health and life outcomes, and potential solutions. ED592870 The Relationship between School Attendance and Health. Health Policy Snapshot Robert Wood Johnson Foundation 2016-09-00 9 Robert Wood Johnson Foundation. P.O. Box 2316, Route 1 and College Road East, Princeton, NJ 08543. Tel: 877-843-7953; e-mail: mail@rwjf.org; Web site: http://www.rwjf.org N/A 2019 As Provided JAN2020

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Yes Young Children Kindergarten Interpersonal Competence Individual Development Success Adults Longitudinal Studies Outcomes of Education Educational Attainment Cohort Analysis Employment Patterns Crime Substance Abuse Mental Health Public Housing Incidence Reports - Research North Carolina Tennessee Washington Pennsylvania Robert Wood Johnson Foundation English Kindergarten Primary Education Early Childhood Education A 20-year retrospective study, funded by the Robert Wood Johnson Foundation and published in the July 2015 issue of the "American Journal of Public Health," suggests that kindergarten students who are more inclined to exhibit "social competence" traits--such as sharing, cooperating, or helping other kids--may be more likely to attain higher education and well-paying jobs. In contrast, students who exhibit weaker social competency skills may be more likely to drop out of high school, abuse drugs and alcohol, and need government assistance. This brief provides an overview and major findings from this study and implications for further action. ED592871 How Children's Social Skills Impact Success in Adulthood: Findings from a 20-Year Study on the Outcomes of Children Screened in Kindergarten. Research Brief Robert Wood Johnson Foundation 2015-07-00 National Institute of Mental Health (DHHS/NIH) National Institute on Drug Abuse (DHHS/PHS) Department of Education (ED) Substance Abuse and Mental Health Services Administration (DHHS/PHS), Center for Substance Abuse Prevention 4 Robert Wood Johnson Foundation. P.O. Box 2316, Route 1 and College Road East, Princeton, NJ 08543. Tel: 877-843-7953; e-mail: mail@rwjf.org; Web site: http://www.rwjf.org N/A 2019 As Provided JAN2020

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Yes Gender Differences Achievement Gap Scores Language Arts Mathematics Standardized Tests Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 School Districts Socioeconomic Influences Geographic Location Sex Stereotypes Parent Background Educational Attainment Employment Level Poverty Occupations Reardon, Sean F. Fahle, Erin M. Kalogrides, Demetra Podolsky, Anne Zárate, Rosalía C. Reports - Research ISSN- Stanford Center for Education Policy Analysis (CEPA) 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 In the first systematic study of gender achievement gaps in U.S. school districts, we estimate male-female test score gaps in math and English Language Arts (ELA) for nearly 10,000 school districts in the U.S. We use state accountability test data from third through eighth grade students in the 2008-09 through 2014-15 school years. The average school district in our sample has no gender achievement gap in math, but a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gender achievement gaps vary among school districts and are positively correlated -- some districts have more male-favoring gaps and some more female-favoring gaps. We find that math gaps tend to favor males more in socioeconomically advantaged school districts and in districts with larger gender disparities in adult socioeconomic status. These two variables explain about one fifth of the variation in the math gaps. However, we find little or no association between the ELA gender gap and either socioeconomic variable, and we explain virtually none of the geographic variation in ELA gaps. ED592239 Gender Achievement Gaps in U.S. School Districts. CEPA Working Paper No. 18-13 Stanford Center for Education Policy Analysis 2018-06-00 Institute of Education Sciences (ED) Spencer Foundation William T. Grant Foundation 50 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020 Yes R305D110018 R305B090016

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No Foreign Countries Low Income Students Charter Schools Secondary Schools School Effectiveness Outcomes of Education Academic Achievement English Mathematics Achievement Disadvantaged Youth Institutional Characteristics School Administration Secondary School Students Low Achievement Scores Exit Examinations Achievement Gains Achievement Gap Elementary School Students Elementary Schools Reading Achievement Hutchings, Merryn Francis, Becky Reports - Research United Kingdom Sutton Trust (England) English Secondary Education Elementary Education Elementary Secondary Education Successive governments have promoted academy sponsorship as a way to improve the educational achievement of young people from disadvantaged backgrounds. As the academies programme has developed, policymakers have increasingly seen academy chains, and especially multi-academy trusts (MATs) as the best way of working to improve the performance of previously struggling schools and the educational outcomes of their often disadvantaged pupils. This report is based on 2016 exam results. As previously, the main focus is on sponsored secondary academies. However, this year the authors also consider outcomes for disadvantaged pupils in converter and primary academies. The report reviews outcomes for disadvantaged secondary pupils across a range of measures including Progress 8 and Attainment 8, reflecting the changes in accountability at the General Certificate of Secondary Education (GCSE). The authors have compared outcomes with previous years using both new and old measures. One appendix is included. [Foreword by Peter Lampl. To view the 2016 report, see ED592238.] ED592240 Chain Effects 2017: The Impact of Academy Chains on Low-Income Students Sutton Trust 2017-06-00 78 Sutton Trust. 9th Floor Millbank Tower, 21-24 Millbank, London SW1P 4QP. Tel: +44-20-7802-1660; E-mail: info@suttontrust.com; Web site: http://www.suttontrust.com/ N/A https://www.suttontrust.com/research-paper/chain-effects-2017-academies/ 2019 ERIC JAN2020

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No Teacher Researchers Student Research Preservice Teachers Middle School Teachers College School Cooperation College Faculty Scientists Mathematics Teachers Science Teachers Research Skills Elementary School Teachers STEM Education McCollough, Cherie A. Jeffery, Tonya D. Moore, Kim Speeches/Meeting Papers Reports - Research Texas ISSN- English Higher Education Postsecondary Education Middle Schools Secondary Education Junior High Schools Elementary Education This paper outlines a research study involving a University-School District partnership with the intent to increase the number of middle grades mathematics and science teachers by increasing content knowledge, self-efficacy, and interest in these content areas. The selected program component describes the authentic summer research experience that engages preservice and inservice teachers more deeply in scientific and mathematical thinking for teaching and learning. Participants work alongside scientists and university faculty in the field and laboratory in an intensive 30-hour experience involving original research. Following the experience, participants utilize their research logs to report on the research conducted and create a 5E instructional unit that translates their research experiences into classroom practices. Qualitative and quantitative findings and implications are presented. ED591618 Walking the Walk: Authentic Science and Mathematics Research Conducted by Preservice and In-Service Teachers AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 11 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 15 As Provided JAN2020

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No Self Control Self Management Child Development Predictor Variables Behavior Problems Antisocial Behavior Victims Grade 1 Elementary School Students Children Adolescents Student Characteristics Academic Achievement Shi, Qinxin Kestian, Jade Liew, Jeffrey Woltering, Steven Speeches/Meeting Papers Reports - Research California Child Q Set Woodcock Johnson Tests of Achievement ISSN- English Grade 1 Primary Education Elementary Education Early Childhood Education Self-regulation is increasingly considered as an important factor for child development. The present, nine-year, longitudinal study (N = 782) examines two components of self-regulation as predictors of later disciplinary status, anti-social involvement, and experiences with victimization. The teacher rating of self-regulation was identified as a salient predictor of later disciplinary status, anti-social involvement, and victimization experiences, whereas the behavioral indicator of self-regulation, was not. Implications of these findings for educational psychology, strengths and potential future directions of this study are discussed. ED591619 Self-Regulation as Predictor of Development of Problem Behaviors: Implications for Education AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 20 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 21 As Provided JAN2020

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No Mathematics Instruction Inservice Teacher Education Elementary Education Mathematics Teachers Blended Learning Foreign Countries Elementary School Mathematics Pedagogical Content Knowledge Elementary School Teachers Guinez, Flavio Martinez, Salome Dartnell, Pablo Ricardo del Mar Bustos Chaimovich, Sofía Speeches/Meeting Papers Reports - Research Chile (Santiago) ISSN- English Elementary Education Chile has an unequal access to quality education. Moreover, those who teach in vulnerable districts mostly come from similar backgrounds and receive preparation from teacher training programs that do not provide them with the fundamental knowledge and skills needed to teach. Despite recent progress, the country still struggles to consistently improve mathematics results in public schools, mainly because most teachers lack the proper mathematical knowledge for teaching. To address this problem we created a b-learning program as part of a partnership between a mathematical research center and the Chilean Ministry of Education. In this paper we describe its main features, the results from two pilot experiences with schools of four urban counties and the improvements made after them. ED591620 A B-Learning Program for Developing Mathematical Knowledge for Teaching in In-Service Primary School Teachers AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 11 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 17 As Provided JAN2020

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Yes Language Acquisition Second Language Learning Language Proficiency Psycholinguistics Applied Linguistics Bilingualism Cognitive Psychology Linguistic Theory Language Aptitude Bilingual Students Foreign Countries English (Second Language) Spanish Individual Development Maturity (Individuals) Tejada Reyes, Lic Venecia Reports - Research Dominican Republic EISSN- English Among the new and multiple demands from contemporary society, framed in a global context of constant changes and advances, one of the most outstanding needs in recent years is the early acquisition of a second language. It is commonly known that, when starting the process of learning a second language or L2 being in adulthood, the results are not entirely satisfactory in terms of speed of acquisition, retention capacity of new grammatical structures and pronunciation new phonemes. This research deals with the linguistic perspective in acquiring a second language. The main objective is whether people show adequate linguistic perspective in acquiring a second language. From the latter, different positions arise on the assumption critical period in the incorporation of one or more languages, placing all in the stage of childhood. That is why various scientific disciplines such as Psycholinguistics, Cognitive Psychology and Applied Linguistics studies have been conducted regarding the linguistic perspective and factors that characterize the acquisition of a second language in order to find the most appropriate methodology for successfully achieve this process and to understand the mechanisms of perception, cognition and language that support the development of a foreign language. The theoretical framework that was used for this research is essential based on multiple concepts and elements involved in the analysis of the linguistic perspective in acquiring a second language. One, which has been used as the starting point of many experts in this field and which will be referred at length corresponds to bilingualism. Bilingualism is regarded as the domain of both languages by an individual. If your study is part of the childhood stage becomes an issue that, according Akerberg (2005), interested in causing direct impact on child development. As indicated by Vygotsky (1935, 2000: 348), not only the child's intellectual development, but also the formation of his character, his emotions and his personality as a whole, are in direct dependence on language, so more or less degree is also manifest in the development of language in relation to bilingualism or monolinguals. ED592535 Linguistic Perspective in 2Do Language Acquisition Online Submission 2015-11-00 24 N/A 2019 33 As Provided JAN2020

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No Foreign Countries Higher Education Educational Finance Income Expenditures Foreign Students Foreign Workers College Students College Applicants College Graduates Student Satisfaction Disadvantaged Youth Outcomes of Education College Faculty Unemployment Research and Development Student Characteristics Teacher Characteristics Majors (Students) Place of Residence National Surveys Student Surveys Gender Differences Salaries Dropout Rate Academic Degrees Employment Numerical/Quantitative Data Reports - Descriptive United Kingdom European Union Universities UK (United Kingdom) English Higher Education Postsecondary Education This report provides a snapshot of statistics from academic year 2015-16 related to students at UK higher education institutions and the income and expenditure of these institutions. The statistics reviewed include universities' research activity, student employability, and information on international students and staff. ?????Highlights include: (1) 14% of undergraduate students, 38% of postgraduate students and 29% of academic staff are from outside of the UK; (2) University applications from 18-year-olds in areas of England with lower higher education participation rates have increased ?to record levels; (3) ?Employment rates and median salaries continue to be higher for graduates than for non-graduates; (4) In 2017, overall student satisfaction at UK higher education institutions was 84%; (5) Just under a quarter of total university income is from direct UK government sources; and (6) 16% of research income came from?? sources outside of the UK. Two appendices are included. [To view the 2016 report, see ED574191.] ED592536 Higher Education in Facts and Figures 2017 Universities UK 2017-10-00 978-1-8403-6386-9 35 Universities UK. Woburn House, 20 Tavistock Square, London, WC1H 9HQ, UK. Tel: +44-20-7419-4111; Fax: +44-20-7388-8649; e-mail: info@universitiesuk.ac.uk; Web site: http://www.universitiesuk.ac.uk N/A https://www.universitiesuk.ac.uk/facts-and-stats/data-and-analysis/Pages/research-facts-and-figures.aspx 2019 ERIC JAN2020

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Yes Educational Research Educational Change Instructional Materials Organizations (Groups) Decision Making Evaluation Methods Alignment (Education) State Standards Educational Policy Research Reports Instructional Material Evaluation Mathematics Language Arts Professional Development Sciences Productivity Elementary Secondary Education Watt, Michael Reports - Research EISSN- English Elementary Secondary Education The purpose of this study was to analyze the findings of research studies investigating the role of instructional materials, review issues and recommendations referring to instructional materials in policy papers, and evaluate the decision-making process in relation to the development, diffusion and adoption of EdReports program. Content analysis was used to analyze the subject matter of reports and policy papers. A decision-oriented evaluation model was used to analyze planning, structuring, implementing and recycling decisions occurring in the change process within EdReports.org. The results showed that the wave of research investigating the role of materials has continued with publication of new reports, the release of policy papers, initiation of a study investigating adoption patterns, and commencement of new projects by EdReports.org. The findings showed that researchers are investigating the effects of decision-making on the selection of high-quality, standards-aligned materials, foundations and non-profit organizations are providing recommendations to policymakers to link high-quality, standards-aligned materials with professional learning, and EdReports.org has developed, diffused and adopted a program to provide information about high-quality, standards-aligned materials to the education community. ED592537 EdReports.org: Its Pivotal Role in Standards-Based Education Reform Online Submission 2019-00-00 27 N/A 2019 13 As Provided JAN2020

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Yes Second Language Learning English (Second Language) Foreign Countries Learning Activities Verbal Communication Oral Language Adult Students Interaction Tejada Reyes, Venecia Reports - Research Tests/Questionnaires Dominican Republic EISSN- English Adult Education The lack of interactive speaking activities that include learning techniques to enhance the ability of adult students speak English as a foreign language at the intermediate level, results in poor performance when speaking. Through this project, we expect to find valuable information to help solve the various problems facing the students speak the target language in the classroom. The purpose of this research study is to analyze the main techniques used for intermediate students of the Autonomous University of Santo Domingo (Curse-UASD) to learn English as a foreign language as a way to improve their orality. The method used in this project is the action research with case study format. It consists of an intervention program in which a series of interactive oral activities are implemented including learning strategies for students to improve their oral production. These strategies were selected according to the type of activity and its characteristics. Through this study, it has been found that by applying oral activities involving learning strategies, training in the use thereof, careful selection of activities to be applied, and pleasant working environment, the oral production of adult learners of English as a foreign language intermediate level improved considerably. ED592538 Techniques Used by Students Learning English as a Foreign Language as a Way to Improve Orality Online Submission 2015-11-00 20 N/A 2019 28 As Provided JAN2020

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Yes Foreign Countries Adult Learning Second Language Learning Learning Problems College Students Language Proficiency English (Second Language) Language Tests Standardized Tests Second Language Instruction Adult Students Language Acquisition Learning Strategies Difficulty Level Reading Comprehension Urban Areas Rural Areas Tejada Reyes, Venecia Reports - Research Tests/Questionnaires Dominican Republic EISSN- English Adult Education Higher Education Postsecondary Education Learning a foreign language implies that the learner will become, after a number of years, proficient at expressing ideas, dominating new sounds (phonology), improving the range of words (lexicon), becoming proficient at expressing thoughts in acceptable grammatical form (syntax), and gain sufficient mastery to communicate with negative speakers. My experience in learning English as a Foreign Language (EFL) at the university in a purely classroom environment has led me to recognize that adults tend to encounter specific types of challenges if their language learning experience did not begin at a much earlier age. This is the reason why I have decided to identify, through research, the particular difficulties that adults face in learning a foreign language, especially in this semester 2015. The point of departure for an adult choosing to learn a foreign language may be determined by various factors: personal values, previous skills or experiences in learning other languages, and their professional or personal needs and decisions to acquire additional languages or learn one for the first time in their lives. How such challenges are identified and what strategies a teacher takes in order to help such adult students can either become barriers that slow down their learning or become a source of motivation for them to reach their personal goal in mastering a new language. The context in which adults learn foreign languages and the factor that determine or shape their choices will serve as the background for this study. It will also take into account data from questionnaires and interview with students about the main difficulties they face as they learn another language. Finally, it will provide motivational strategies that can help reduce or eliminate such barrier or difficulties in order to, eventually, increase their motivation to continue to learn the new language. ED592539 Research on the Difficulties That Adults Encounter in Learning a Foreign Language at (UASD, Santo Domingo) in This Semester 2015 Online Submission 2015-11-00 40 N/A 2019 25 As Provided JAN2020

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Yes Boards of Education Expertise School Districts Professional Autonomy Teachers Principals Superintendents Administrators Elections Shi, Ying Singleton, John D. Reports - Research California ISSN- Stanford Center for Education Policy Analysis (CEPA) English In this paper, we study the role of expertise and independence on governing boards in the context of education. In particular, we examine the causal influence of professional educators elected to local school boards on education production. Educators may bring valuable human capital or experience to school district leadership, thereby improving student learning. Alternatively, the independence of educators may be distorted by interest groups. The key empirical challenge is that school board composition is endogenously determined through the electoral process. To overcome this, we develop and implement a novel research design that exploits California's randomized assignment of the order that candidates appear on election ballots. The insight of our empirical strategy is that ballot order effects generate quasi-random variation in the elected school board's composition. This approach is made possible by a unique dataset that combines election information about California school board candidates with district-level data on education inputs and outcomes. The results reveal that educators on the school board causally increase teacher salaries and reduce district enrollment in charter schools relative to other board members. We do not find accompanying effects on student test scores. We interpret these findings as consistent with educators on school boards shifting bargaining in favor of teachers' unions. ED592242 Expertise and Independence on Governing Boards: Evidence from School Districts. CEPA Working Paper No. 18-21 Stanford Center for Education Policy Analysis 2018-11-00 42 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020

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Yes Educational Opportunities Standardized Tests Academic Achievement Achievement Gains Scores School Districts Age Differences Geographic Location Early Childhood Education Grade 3 Grade 8 Elementary School Students Middle School Students Socioeconomic Status Public Schools Low Income Students Gender Differences Racial Differences White Students African American Students Hispanic American Students Asian American Students Reardon, Sean F. Reports - Research ISSN- Stanford Center for Education Policy Analysis (CEPA) English Early Childhood Education Grade 3 Primary Education Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education I use standardized test scores from roughly 45 million students to describe the temporal structure of educational opportunity in over 11,000 school districts--almost every district in the US. For each school district, I construct two measures: the average academic performance of students in grade 3 and the within-cohort growth in test scores from grade 3 to 8. I argue that third grade average test scores can be thought of as measures of the average extent of educational opportunities available to students in a community prior to age 9. Growth rates in average scores from grade 3 to 8 can be thought of as reflecting educational opportunities available to children in a school district between the ages of 9 and 14. I document considerable variation among school districts in both average third grade scores and test score growth rates. Importantly, the two measures are uncorrelated, indicating that the characteristics of communities that provide high levels of early childhood educational opportunity are not the same as those that provide high opportunities for growth from third to eighth grade. This suggests that the role of schools in shaping educational opportunity varies across school districts. Moreover, the variation among districts in the two temporal opportunity dimensions implies that strategies to improve educational opportunity may need to target different age groups in different places. One additional implication of the low correlation between growth rates and average third grade scores is that measures of average test scores are likely very poor measures of school effectiveness. The growth measure I construct does not isolate the contribution of schools to children's academic skills, but is likely closer to a measure of school effectiveness than are measures of average test scores. ED592243 Educational Opportunity in Early and Middle Childhood: Variation by Place and Age. CEPA Working Paper No. 17-12 Stanford Center for Education Policy Analysis 2018-03-00 Institute of Education Sciences (ED) Spencer Foundation William T. Grant Foundation Bill and Melinda Gates Foundation Overdeck Family Foundation 51 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020 Yes R305D110018

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Yes International Organizations International Programs Educational Strategies Developing Nations Foreign Countries Access to Education Equal Education Educational Quality Educational Planning Educational Change National Security Outcomes of Education Reading Programs Educational Innovation Federal Programs Public Agencies Labor Force Development Partnerships in Education Higher Education Conflict War Reports - Descriptive USAID English Higher Education Postsecondary Education The United States Agency for International Development (USAID) works in more than 50 countries to ensure that children and youth have access to the education and skills they need to be productive members of society. The launch of USAID's Education Strategy in 2011 set forth a clear, measurable agenda. At its core, the Strategy equipped USAID missions to deliver education that provides children and youth with the skills needed to succeed in school, employment and life. In 2016, USAID released the 2011-2015 Education Strategy Progress Report demonstrating USAID and its partners' accomplishments over the initial five years of the strategy. That report outlined how USAID's work in education strengthens education systems, uses data to inform its programs, and leverages the resources and expertise of partners to expand its reach. This report builds upon the initial progress report released in 2016 by highlighting ongoing achievements and progress. The accomplishments laid out in the following pages will provide a significant foundation for USAID's continued efforts to provide the world's most vulnerable children and youth with an opportunity to receive a quality education, contribute to their communities and succeed later in life. This report presents the results achieved to date under the 2011-2017 USAID Education Strategy. Building on the experience and lessons learned under the 2011 Education Strategy, USAID will continue to look for new and innovative ways of ensuring inclusive, equitable and quality education for all. In addition, USAID will ensure that its education programs support the Agency's goals of advancing U.S. national security and economic prosperity while promoting a path to self-reliance and resilience for developing countries. [For the 2011-2015 report, see ED572038.] ED591353 USAID Education Strategy Progress Report, 2011-2017 US Agency for International Development 2018-00-00 26 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 2019 0 ERIC JAN2020

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Yes Equal Education Racial Bias Early Childhood Education Minority Group Students Outcomes of Education Achievement Gap Data Collection Race Ethnic Groups Young Children Language Minorities Kindergarten School Readiness White Students Multiracial Persons African American Students Hispanic American Students Asian American Students Labor Force Preschool Teachers Home Visits Student Characteristics Reports - Evaluative Numerical/Quantitative Data Washington Washington State Department of Early Learning (DEL) English Early Childhood Education Kindergarten Primary Education Preschool Education In 2016-2017 the Department of Early Learning (DEL) is undertaking a new Racial Equity Initiative to strengthen the department's organizational capacity to advance racial equity. The outline for this initiative describes the need for "data and metrics to track results and measure the impact of DEL's actions at the child/family/community level and outcomes at the program/agency level." Specific data needed are: (1) Baseline data across DEL programs and services as to race/ethnicity and languages of children/families served, providers, and trainers/coaches; and (2) Comparable population-based eligible population data to determine if programs are serving eligible children/families of color and those from families with limited English proficiency. Additionally, information is needed to determine the extent to which outcomes of DEL programs are addressing racial/ethnic/language opportunity gaps. This Data Report is intended to support the initial data needs of DEL's equity initiative so that they may plan their work. ED591354 Racial Equity Initiative Data Report, 2017 Washington State Department of Early Learning 2017-01-00 24 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 2019 0 ERIC JAN2020

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Yes Middle Schools Middle School Students High Achievement School Effectiveness State Programs Program Descriptions Educational Change Truancy Suspension Expulsion Academic Standards Educational Quality Equal Education Educational Benefits School Administration Educational Improvement Recognition (Achievement) González, Raquel L. Arellanes, Melissa Hannan, Stephanie Parrish, Tom Reports - Research California California Comprehensive Center at WestEd English Middle Schools Secondary Education Junior High Schools Schools to Watch (STW) is an initiative of the National Forum to Accelerate Middle-Grades Reform that identifies high performing middle grades schools based on 37 criteria. Initiated in 2003, California's program, Schools to Watch--Taking Center Stage (STW-TCS), has designated 36 schools. This report describes STW nationally and in California, presents statistics on participating schools as compared to other middle grades schools in California, and summarizes program perspectives expressed by a random sample of 12 STW-TCS principals (one third of schools in STW-TCS). The report begins with a brief overview of the STW-TCS program. Next, quantitative descriptive analyses of STW-TCS schools and a brief description of the data sources used for these analyses are provided. Participants' perceptions of the program gained from interviews with principals are then presented. The paper concludes with a brief summary of the program. ED592872 A Descriptive Study of California's Schools to Watch--Taking Center Stage Program California Comprehensive Center at WestEd 2012-09-00 Department of Education (ED) 36 California Comprehensive Center at WestEd. 1000 G Street Suite 500, Sacramento, CA 95814. Tel: 916-492-4053; e-mail: info@cacompcenter.org; Web site: http://cacompcenter.org N/A 2019 As Provided JAN2020

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Yes Sexual Abuse Rape Violence Crime College Students College Environment School Safety At Risk Students Educational Legislation Federal Legislation Higher Education Victims of Crime School Responsibility Educational Policy Technical Assistance Resources Law Enforcement Compliance (Legal) Legal/Legislative/Regulatory Materials Higher Education Act Title IX US Senate. Committee on Health, Education, Labor, and Pensions English Higher Education Postsecondary Education This hearing is the 11th in a series of hearings to inform the Committee on Health, Education, Labor, and Pensions about the reauthorization of the Higher Education Act. The focus is on campus sexual assault--a topic of profound importance. Too many students are being assaulted on the Nation's college campuses. According to current research, an estimated 1 in 5 women are sexually assaulted or victims of attempted sexual assault while in college. Following opening statements by Honorable Tom Harkin, Chairman, Committee on Health, Education, Labor, and Pensions, and Honorable Lamar Alexander, a U.S. Senator from the State of Tennessee, the following senators provide statements: (1) Honorable Parry Murray, a U.S. Senator from the State of Washington; (2) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; (3) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania; (4) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (5) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; and (6) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island. Prepared witness statements are offered by: (1) Catherine Lhamon, J.D., Assistant Secretary for Civil Rights, U.S. Department of Education, Washington, DC; (2) James L. Moore, III, Compliance Manager, Clery Act Compliance Division, U.S. Department of Education, Philadelphia, Pennsylvania; (3) Emily Renda, Special Intern, Office of the Vice President and Chief Student Affairs Officer, University of Virginia, Charlottesville, Virginia; (4) John Kelly, Student, Tufts University, Medford, Massachusetts; and (5) Jane Stapleton, Co-Director of Prevention Innovations: Research and Practices for Ending Violence Against Women, University of New Hampshire, Durham, New Hampshire. Additional materials include: (1) Prepared statement of Senator Blumenthal; (2) Prepared statement of Senator McCaskill; (3) Prepared statement of Jocelyn Samuels, Acting Assistant Attorney General, Civil Rights Division, U.S. Department of Justice; (4) Letter from American Civil Liberties Union; (5) Response by Catherine Lhamon to questions of: Senator Alexander, Senator Whitehouse, and Senator Kirk; and (6) Response by James L. Moore, III to questions of: Senator Alexander and Senator Kirk. ED592873 Sexual Assault on Campus: Working to Ensure Student Safety. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Sexual Assault on Campus, Focusing on Working to Ensure Student Safety (June 26, 2014). Senate Hearing 113-840 US Senate 2017-00-00 90 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 2019 ERIC JAN2020

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Yes Mathematics Instruction Secondary School Mathematics Preservice Teachers Preservice Teacher Education Beliefs Student Attitudes Mathematics Teachers Foreign Countries Mathematics Professional Personnel Problem Solving Marshman, Margaret Goos, Merrilyn Speeches/Meeting Papers Reports - Research Australia English Secondary Education Higher Education Postsecondary Education Secondary mathematics pre-service teachers often have different experiences of mathematics and its teaching and learning during their initial teacher education. This paper documents the beliefs about mathematics, its teaching, and its learning, of mathematicians and mathematics educators who teach secondary mathematics pre-service teachers. The beliefs of the surveyed sample of eighty-two academics and differences between groups were characterised using descriptive statistics and one-way comparisons between groups ANOVA. Generally, respondents had a Problem-solving view of mathematics and those with education backgrounds were more in agreement with that method of teaching. ED592540 The Beliefs about Mathematics, Its Teaching and Learning of Those Involved in Secondary Mathematics Pre-Service Teacher Education Mathematics Education Research Group of Australasia Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018) 2018-00-00 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 2019 As Provided JAN2020

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No Foreign Countries Higher Education Educational Finance Income Expenditures Foreign Students Foreign Workers College Students College Applicants College Graduates Disadvantaged Youth Outcomes of Education College Faculty Unemployment Research and Development Student Characteristics Teacher Characteristics Majors (Students) Place of Residence National Surveys Student Surveys Gender Differences Salaries Dropout Rate Academic Degrees Employment Age Ethnicity Numerical/Quantitative Data Reports - Descriptive United Kingdom European Union Universities UK (United Kingdom) English Higher Education Postsecondary Education This report provides a snapshot of statistics from academic year 2016-17 related to students at UK higher education institutions and the income and expenditure of these institutions. The statistics reviewed include universities' research activity, student employability, and information on international students and staff. ?????Highlights include: (1) Non-UK staff accounted for 43% of academic staff in engineering and technology; and 39% in biological, mathematical and physical sciences; (2) 14% of undergraduate students, 35% of postgraduate students and 30% of academic staff were from outside the UK 18-year-old entry rates were at their highest recorded levels in England and Scotland; and (3) The high-skill employment rate in England was 56% higher for postgraduates than non-graduates. One appendix is included. [To view the 2017 report, see ED592536.] ED592541 Higher Education in Facts and Figures 2018 Universities UK 2018-12-00 978-1-8403-6413-2 32 Universities UK. Woburn House, 20 Tavistock Square, London, WC1H 9HQ, UK. Tel: +44-20-7419-4111; Fax: +44-20-7388-8649; e-mail: info@universitiesuk.ac.uk; Web site: http://www.universitiesuk.ac.uk N/A https://www.universitiesuk.ac.uk/facts-and-stats/data-and-analysis/Pages/facts-and-figures-2018.aspx 2019 ERIC JAN2020

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No Foreign Countries Children Out of School Youth Access to Education Elementary School Students Secondary School Students Dropout Rate Enrollment Rate Dropouts Educational Indicators Barriers Educational Policy Disadvantaged Youth Nonformal Education Partnerships in Education Nongovernmental Organizations Migrants Migrant Workers Financial Support Disabilities Refugees Government Role Reports - Research Asia Thailand Cambodia Indonesia Laos Malaysia Burma Philippines Timor-Leste Vietnam United Nations Educational, Scientific, and Cultural Organization (UNESCO) Bangkok (Thailand) English Elementary Education Secondary Education In an effort to assist the countries in Southeast Asia to develop more robust policies and programmes for out-of-school children (OOSC) in their respective countries, this report was commissioned to map out the current legislations, policies, characteristics, and interventions on OOSC in nine countries across the region, which include Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Thailand, Timor-Leste and Viet Nam. Using a desk review of available and relevant secondary data, the study covered OOSC of primary and lower secondary school-age. The findings from the review reinforce the observation that despite the establishment of basic legal and policy frameworks and programmes for OOSC based on equity and non-discrimination, many children are still excluded from the formal system and still do not benefit from the many efforts to expand educational opportunities that have been occurring across the nine countries. Several recommendations have been put forth as possible ways forward, including further efforts in mapping and monitoring, research, flexible learning programme management, and OOSC engagement. ED592542 Situation Analysis of Out-of-School Children in Nine Southeast Asian Countries UNESCO Bangkok 2017-07-24 978-92-9223-576-5 127 UNESCO Bangkok. Asia and Pacific Regional Bureau for Education, Mom Luang Pin Malakul Centenary Building, 920 Sukhumvit Road, Prakanong, Klongtoey, Bangkok 10110, Thailand. Tel: +66-2-3910577; Fax: +66-2-3910866; e-mail: bangkok@unesco.org; Web site: https://bangkok.unesco.org/ N/A https://bangkok.unesco.org/content/situation-analysis-out-school-children-nine-southeast-asian-countries 2019 As Provided JAN2020

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Yes Charter Schools Public Schools Educational Administration Equal Education Access to Education Enrollment Educational Resources Accountability Information Dissemination Family Needs Leadership Responsibility Student Needs Urban Schools Agency Cooperation School Districts School Policy Expulsion Discipline Policy Problem Solving Elementary Secondary Education Family Role Standards Power Structure Institutional Autonomy Disabilities At Risk Students Doyle, Daniela Kim, Juli Rausch, M. Karega Reports - Descriptive District of Columbia Colorado (Denver) National Association of Charter School Authorizers Public Impact English Elementary Secondary Education The executive summary a case study of two authorizers--Denver Public Schools and the District of Columbia (D.C.) Public Charter School Board--both with strong outcomes in many areas and a high or growing charter enrollment. For each, it summarizes how their approach to authorizing has shaped the way they address the issues that arise as charter enrollment grows. It describes how that approach has helped them address specific access challenges. It also identifies the issues on the horizon that will need attention. The case studies that follow draw on nearly a dozen interviews that included authorizers, charter operators, and city-based education organizations and experts in Washington, D.C. and Denver. Although this report includes two cases, it does not compare and contrast the authorizers' methods to draw comprehensive conclusions as to which methods are best. In part, these issues--and authorizers' responses to them--are still relatively new and the long-term impact unclear [For the full report, see ED591851.] ED591850 Beyond the Fringe: Charter Authorizing as Enrollment Grows. Executive Summary National Association of Charter School Authorizers 2017-00-00 4 National Association of Charter School Authorizers. 105 West Adams Street Suite 3500, Chicago, IL 60603. Tel: 312-376-2300; Fax: 312-376-2400; Web site: http://www.qualitycharters.org N/A 2019 0 ERIC JAN2020

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Yes Charter Schools Public Schools Educational Administration Equal Education Access to Education Enrollment Educational Resources Accountability Information Dissemination Family Needs Leadership Responsibility Student Needs Urban Schools Agency Cooperation School Districts School Policy Expulsion Discipline Policy Problem Solving Elementary Secondary Education Family Role Standards Power Structure Institutional Autonomy Disabilities At Risk Students Doyle, Daniela Kim, Juli Rausch, M. Karega Reports - Research District of Columbia Colorado (Denver) National Association of Charter School Authorizers Public Impact English Elementary Secondary Education This report provides a case study of two authorizers--Denver Public Schools and the District of Columbia (D.C.) Public Charter School Board--both with strong outcomes in many areas and a high or growing charter enrollment. For each, it summarizes how their approach to authorizing has shaped the way they address the issues that arise as charter enrollment grows. It describes how that approach has helped them address specific access challenges. It also identifies the issues on the horizon that will need attention. The case studies that follow draw on nearly a dozen interviews that included authorizers, charter operators, and city-based education organizations and experts in Washington, D.C. and Denver. Although this report includes two cases, it does not compare and contrast the authorizers' methods to draw comprehensive conclusions as to which methods are best. In part, these issues--and authorizers' responses to them--are still relatively new and the long-term impact unclear. [For the executive summary, see ED591850]. ED591851 Beyond the Fringe: Charter Authorizing as Enrollment Grows National Association of Charter School Authorizers 2017-00-00 22 National Association of Charter School Authorizers. 105 West Adams Street Suite 3500, Chicago, IL 60603. Tel: 312-376-2300; Fax: 312-376-2400; Web site: http://www.qualitycharters.org N/A 2019 ERIC JAN2020

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No Sociocultural Patterns Foreign Countries Instructional Effectiveness Testing High Stakes Tests International Assessment Economic Opportunities Test Preparation Social Mobility Salmon, Aliénor, Ed. Reports - Research Information Analyses Asia Bangladesh Fiji India Japan Kazakhstan Philippines South Korea Tonga Vietnam Thailand (Bangkok) United Nations Educational, Scientific, and Cultural Organization (UNESCO) Bangkok (Thailand) English In many countries in Asia and the Pacific, high-stakes examinations are the means for controlling access to better schools, higher education and greater life opportunities. Students are being educated in a world that is highly competitive, stressful and test-focused and the pressure to obtain high scores in tests and exams can come at the expense of other relevant skills needed to navigate an increasingly complex world. Whether academic achievement is of more value than other competencies and learner well-being depends on how different societies interpret the value of education. This study, following on from UNESCO's 2015 "Rethinking Education", and within the SDG4-Education 2030 backdrop, examines the social and cultural values of the quality of education. By examining the relationship between society, culture and the values that are placed on examinations and academic success, this report illuminates what drives societies to rely on tests as a measure of success. ED592543 The Culture of Testing: Sociocultural Impacts on Learning in Asia and the Pacific UNESCO Bangkok 2018-04-12 Swedish International Development Cooperation Agency (Sida) 978-92-9223-591-8 147 UNESCO Bangkok. Asia and Pacific Regional Bureau for Education, Mom Luang Pin Malakul Centenary Building, 920 Sukhumvit Road, Prakanong, Klongtoey, Bangkok 10110, Thailand. Tel: +66-2-3910577; Fax: +66-2-3910866; e-mail: bangkok@unesco.org; Web site: https://bangkok.unesco.org/ N/A https://bangkok.unesco.org/index.php/content/culture-testing-sociocultural-impacts-learning-asia-and-pacific 2019 As Provided JAN2020

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Yes Foreign Countries Outcomes of Education Child Development Social Development Longitudinal Studies Early Adolescents Peer Relationship Well Being Mental Health Health Family Relationship Learner Engagement Secondary School Students Student Adjustment Academic Achievement Grade 7 Grade 3 Grade 4 Grade 5 Predictor Variables Evans-Whipp, Tracy Mundy, Lisa Miller, Eliza Canterford, Louise Patton, George Reports - Descriptive Australia Australian Government Department of Education and Training English Secondary Education Grade 7 Junior High Schools Middle Schools Elementary Education Grade 3 Primary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 In Australia and many other countries, the provision of the healthiest possible start in life for all children has been a priority for government. Evidence to support the importance of the early years for future development has accumulated over the past two decades [1]. Patterns of childhood development predict health, wellbeing, learning and behaviour and lay a foundation for children to grow up with the skills to succeed, bringing benefits for them and the community as a whole [2]. The Australian Early Development Census (AEDC) is one major investment within the national agenda for early childhood development. It provides information to communities, governments and schools to support their planning and service provision. It also allows identification of groups of students who are developmentally vulnerable (DV) when entering the education system. This report presents findings from a linkage study involving the 2009 AEDC and CATS (Childhood to Adolescence Transition Study) datasets. CATS is an ongoing longitudinal study of health, wellbeing and educational achievement through late childhood and early adolescence. The sample comprises over 1,200 students and their parents drawn from Year 3 in 2012 from randomly selected schools across metropolitan Melbourne. The authors obtained information annually from students, parents and teachers on students' mental health and wellbeing, peer and family relationships, school engagement and the primary to secondary school transition. Guided by the conceptual framework described in our previous report, the current report uses a linked longitudinal dataset of student development and academic achievement spanning the entire primary school years (from the first year of primary school; 5-6 years of age through to Year 7; 12-13 years of age) to address the following questions: (1) What is the relationship between early developmental vulnerability on the AEDC and later learning, school engagement and wellbeing? (2) How might any relationship between early developmental vulnerability and learning at Year 7 be affected by wellbeing and school engagement across Years 3, 4 and 5? [This report was undertaken by the Centre for Adolescent Health on behalf of the Evidence and Assessment Group, the Australian Government Department of Education and Training. The Centre for Adolescent Health is a research group of the Murdoch Children's Research Institute.] ED592544 The Effects on Schooling Outcomes of Early Developmental Vulnerabilities in Children Australian Government Department of Education and Training 2018-00-00 978-1-76051-562-1 77 Australian Government Department of Education and Training. International Education Group, Department of Education, PO Box 9880, Canberra ACT 2601, Australia. e-mail: iehotline@education.gov.au; Web site: https://internationaleducation.gov.au/ N/A 2019 ERIC JAN2020

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Yes Foreign Countries High School Graduates Enrollment Public Colleges Enrollment Trends School Holding Power Grade Point Average Bachelors Degrees Student Characteristics Differences Regional Characteristics College Programs Academic Achievement Grades (Scholastic) Language Arts Remedial Instruction Institutional Characteristics School Districts Heslop, Joanne Reports - Research Numerical/Quantitative Data Canada Ministry of Advanced Education (British Columbia), Student Transitions Project English High Schools Secondary Education Higher Education Postsecondary Education The Student Transitions Project is British Columbia's collaborative research project that measures student success from the K-12 to post -secondary systems. This system-wide partnership, involving B.C.'s education and advanced education ministries and public postsecondary institutions, is tracking student success by reporting on student transition rates to postsecondary education, student mobility among post-secondary institutions, and post-secondary completion and retention rates. The Student Transitions Project (STP) has collected student enrollment data from fifteen recent grade 12 graduation cohorts and fifteen years of post-secondary registrants, since the project's inception in 2003. This newsletter provides the highlights of the latest research from the STP, with a focus on the first transitions of B.C. grade 12 graduates into B.C. public post-secondary education. The STP continues to be an important tool for tracking student transitions and mobility in B.C.'s education systems. The following research questions are addressed in this newsletter: (1) What proportion of B.C. grade 12 graduates enroll in BC. public post-secondary education?; (2) What are the trends in immediate and delayed entry transition rates?; (3) What are the trends in the number of grade 12 graduates and how does this affect the number of immediate-entry students each year?; (4) What is the cumulative transition rate for STP's first grade 12 graduation cohort 15 years after 2001/2002 graduation?; (5) What are the long-run trends in cumulative student transition rates?; (6) Do immediate-entry and delayed-entry students typically enrol in different institution types, and why?; (7) Do immediate-entry and delayed-entry students seek different post-secondary credentials when they first enrol in B.C.?; (8) Do immediate-entry and delayed-entry students enroll in different programs?; (9) What are the program-level trends for students entering B.C. public post-secondary institutions after grade 12 graduation?; (10) Do academic qualifications from high school influence time of post-secondary entry or type of institution and program enrolled in?; (11) What proportion of B.C. grade 12 graduates are retained in the B.C. system in the year following their first transition to B.C. public post-secondary education?; (12) Do students who enrol in post-secondary education in the same region as their high school have higher first-year retention rates?; (13) Are Language Arts 12 course grades good predictors of post-secondary retention?; (14) Are there any differences in the first-year retention rates and iGPA scores across post-secondary programs entered?; (15) What is the education progression of retained developmental students?; (16) What are the trends in the proportion of Bachelor's degrees awarded at each of the four institution types in B.C.?; (17) What are the student transition rates into B.C. public post-secondary education along various student demographic characteristics?; and (18) How do immediate-entry transition rates vary by region, school type and school district in B.C.? ED592245 Research Highlights from the Student Transitions Project Student Transitions Project 2018-06-00 21 Student Transitions Project. Available from: Ministry of Advanced Education. PO Box 9154 Stn Prov Govt, Victoria BC V8W 9H1. Tel: 250-387-3525; Web site: https://www2.gov.bc.ca/gov/content/education-training/post-secondary-education/data-research/student-transitions-project N/A 2019 ERIC JAN2020

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Yes Foreign Countries High School Graduates Public Colleges Private Colleges Out of State Students Enrollment Academic Achievement Differences Regional Characteristics Enrollment Trends Student Characteristics Grade Point Average College Programs Heslop, Joanne Reports - Research Numerical/Quantitative Data Canada Ministry of Advanced Education (British Columbia), Student Transitions Project English High Schools Secondary Education Higher Education Postsecondary Education The Student Transitions Project (STP) has broadened its research agenda by beginning to examine transitions of B.C. grade 12 graduates beyond the B.C. public post-secondary education system -- into B.C. private and non-B.C. institutions. Lacking student-by-student enrolment data from outside the BC public system, STP was able to use government student assistance data to identify the transition patterns into private and out-of-province institutions for at least those students who received government loans or Passport to Education credits. The data sources were linked on an encrypted student identifier to reveal the study destinations of B.C. grade 12 graduates while protecting students' privacy. This study begins with the population of roughly 258,000 B.C. grade 12 graduates of 2001/02 to 2006/07. Within one to six years of high school graduation, a minimum of 186,000 students from this population subsequently transitioned to post-secondary education by 2007/08. These "transitioners" and their post-secondary destinations are the focus of this study. This study begins with the population of roughly 258,000 B.C. grade 12 graduates of 2001/02 to 2006/07. Within one to six years of high school graduation, a minimum of 186,000 students from this population subsequently transitioned to post-secondary education by 2007/08. These "transitioners" and their post-secondary destinations are the focus of this study. A brief summary of the research findings consisting of the ten research questions and detailed analysis is provided here. ED592246 Student Transitions into Post-Secondary Education Sectors -- B.C. Public, B.C. Private and Non-B.C. Institutions: Ten Research Questions. Research Results from the Student Transitions Project Student Transitions Project 2010-05-00 18 Student Transitions Project. Available from: Ministry of Advanced Education. PO Box 9154 Stn Prov Govt, Victoria BC V8W 9H1. Tel: 250-387-3525; Web site: https://www2.gov.bc.ca/gov/content/education-training/post-secondary-education/data-research/student-transitions-project N/A 2019 ERIC JAN2020

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Yes Federal Regulation Educational Legislation School Policy Educational Policy Politics of Education Competition Policy Formation Academic Standards Standard Setting Risk Management Educational Change State Departments of Education Standardized Tests State Government Legislators Stakeholders Review (Reexamination) School Choice Charter Schools Expenditure per Student Educational Innovation Elementary Secondary Education Power Structure McShane, Michael Q. Reports - Descriptive EdChoice English Elementary Secondary Education As more and more cities and states diversify the educational options available to parents and students, creating magnet, open-enrollment, small school, career and technical, charter, and private school opportunities, educational choice markets need to become a part of the regulation conversation. In this report, Mike McShane examines the regulatory process and historical justifications for regulation to lay a groundwork for his four-step solution for reforming how K-12 education is regulated today. Understanding why government has regulated markets historically is important to understanding whether education needs more or less of it. The report discusses nine justifications that are often offered as reasons to regulate traditional public schools or educational choice programs. The vast majority of regulations emerge during a rulemaking process; that is, after laws are passed but before policies are created. It is important to understand the distinctions between laws, rules and policies, including who is involved in creating each. This report breaks down two main processes: standard setting and individualized screening. The author posits that there are four steps regulators can take to improve the regulatory environment surrounding K-12 education: (1) reform the standard-setting process; (2) focus on the worst actors; (3) use incentives to shape results; and (4) respect the hidden benefits of innovation. Reducing ineffective regulations for public educators should be just as important as protecting private education service providers from overregulation. ED591355 Rethinking Regulation: Overseeing Performance in a Diversifying Educational Ecosystem EdChoice 2018-05-00 Policymakers 24 EdChoice. 111 Monument Circle Suite 2650, Indianapolis, IN 46204. Tel: 317-681-0745; e-mail: info@edchoice.org; Web site: http://www.edchoice.org N/A 2019 0 ERIC JAN2020

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Yes Early Childhood Education State Aid Child Care Compensation (Remuneration) Preschool Teachers Data Collection Teacher Salaries Costs Grants Qualifications Child Caregivers Reports - Evaluative Washington Minnesota New Jersey Washington State Department of Early Learning (DEL) English Early Childhood Education Preschool Education The Department of Early Learning (DEL) is directed by the state legislature to use currently collected data to compare state-funded child care compensation rates to market rates, cross-compare child care programs in other states and make biennial recommendations to the legislature on compensation models to attract high quality professionals. For the purposes of this report DEL analyzed the following data: (1) The Most recent 2012 Market Rate Survey; (2) The 2013 Child Care Aware Annual Data Report; (3) 2013-14 Early Childhood Education and Assistance Program (ECEAP) staff compensation rates; (4) Washington Head Start staff compensation rates; and (5) 2008-2009 state preschool salary data for Georgia, Minnesota, New Jersey, Wisconsin and Vermont. Based on the dated presented in this report, DEL made the following recommendations: (1) Continue to work with Washington's Education Research and Data Center (ERDC) to collect verified compensation data for early learning professionals. Based on this data, create a recommended teacher salary scale for both licensed child care and state-funded preschool; (2) Fund ECEAP at a level consistent with the latest research on essential elements of high quality preschool, positioning Washington to participate in the President's Preschool for All Initiative and other federal funding opportunities; (3) Build on the cost study completed in 2013 which modeled the cost of quality in Early Achievers. Update the cost study with a national entity to verify the costs associated with quality, including tiered reimbursement rates; (4) Review the 2015 Market Rate Survey results and, in partnership with the Department of Social and Health Services, create recommendations to bring the subsidy reimbursement rate closer to the 75th percentile in all regions. This will increase the number of providers who accept subsidy and create more high-quality early learning spaces for our most vulnerable children; and (5) Continue to tie subsidy rate increases to tiered reimbursement Level 3-5 in Early Achievers. ED591356 Early Learning Compensation Rates Comparison. Report to the Legislature Washington State Department of Early Learning 2015-01-00 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 2019 0 ERIC JAN2020

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Yes Public Education Educational Equity (Finance) School District Wealth Taxes Educational Finance Financial Support Villanueva, Chandra Reports - Descriptive Texas Center for Public Policy Priorities (CPPP) English Texas is large, diverse, and enjoys a growing economy. We need a public school finance system that gives all students a fair shot, regardless of where they live. Though it is the state's responsibility to provide a substantial share of school funding, Texas relies heavily on local property taxes to fund our schools. Because property values vary greatly from one community to the next, some districts are better able to generate funds to support education than other districts. In 1993, after several decades of lawsuits challenging the inherent inequities created by the use of property values to determine school funding, the Legislature implemented Chapter 41 of the Texas Education Code, a system known as recapture. The goal of the recapture system is to help make public school funding more equitable between school districts. Recapture is often referred to as "Robin Hood" because wealthy districts send locally collected property tax revenue to the state to distribute to lower-wealth districts and charter schools. Recapture is the primary tool we have for equalizing disparate property wealth across this large and growing state. ED592545 What Is Recapture? Why Is It a Critical Part of Public Education in Texas? Center for Public Policy Priorities 2018-08-00 3 Center for Public Policy Priorities. 900 Lydia Street, Austin, TX 78702. Tel: 512-320-0222; Fax: 512-320-0227; Web site: http://forabettertexas.org N/A 2019 ERIC JAN2020

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Yes Foreign Countries Foreign Students Second Language Learning Language of Instruction Indonesian Languages Cognitive Processes Difficulty Level Physical Environment Student Characteristics Teacher Characteristics Learning Motivation College Students Okuni, Ivan Moses Widyanti, Ari Journal Articles Reports - Research Indonesia EISSN- English Higher Education Postsecondary Education Previous studies on cognitive load model have been entirely theoretical and there are no empirical studies currently that have been carried out to test the hypotheses in these theoretical models. Therefore, this study is aimed at proving Choi's cognitive load model using empirical data. The empirical data was collected in a foreign language-learning environment. The research questionnaire was extracted from the work design questionnaire, learning process questionnaire, mental effort, intrinsic load, extraneous load and germane load scales and was administered to foreign students in Indonesia (N=191). Descriptive statistics showed the foreign students' Indonesian language proficiency (mean = 4.76 and standard deviation = 2.594) and English proficiency (mean =7.72 and standard deviation =1.732). Foreign students have good fluency in English language as compared to Bahasa Indonesia. Structural Equation Modeling (SEM) using SmartPLS was carried out and the researcher found out that there is a significant relationship between physical environment and learner characteristics, physical environment and lecture characteristics, lecture characteristics and learner characteristics and finally lecture characteristics and cognitive load. The researcher also carried out bivariate correlation analysis using SPSS to determine the relationships between cognitive load factors, physical environment, lecture characteristics, and learner characteristics. The researcher found out that learning in Bahasa Indonesia demotivates students, whilst learning in English (which the foreign students are fluent in) encourages investment of germane load, which is good for learning. Also, the ergonomic condition of the classroom influences the extent at which students invest in mental effort and germane load in learning. In conclusion, our results support the cognitive load theory and we recommend more empirical studies be carried out to enhance our understanding of the cognitive load theory. ED592546 International Students' Cognitive Load in Learning through a Foreign Language of Instruction: A Case of Learning Using Bahasa - Indonesia Online Submission PEOPLE: International Journal of Social Sciences v4 n3 p1503-1532 Feb 2019 2019-02-05 30 T 2019 52 As Provided JAN2020

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No Social Justice Multicultural Education Identification (Psychology) Ethnicity Teacher Characteristics Culturally Relevant Education Teaching Methods Nganga, Christine W. Reports - Evaluative English In this chapter, the author uses the interrelated knowledge base of multicultural education and critical pedagogy to offer possibilities for identity negotiations among students and educators. As an international scholar of color, she also interweaves how her own identity is negotiated by comparing and contrasting her teaching experiences in her home country and in the United States. The author argues that it is important for educators to interrogate their identity and embrace the tensions that arise in the process, in order to enact a critically engaged dialogue in their classrooms. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.] ED591621 Teaching for Social Justice through Embracing Identity Tensions International Perspectives on Higher Education Research 2013-00-00 20 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com/books.htm?issn=1479-3628 T https://www.emeraldinsight.com/doi/full/10.1108/S1479-3628%282013%290000008004 2019 71 As Provided JAN2020

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No Linguistics Knowledge Base for Teaching Literacy Intellectual Disciplines Faculty Development Curriculum Design Instructional Design Teaching Methods Semiotics Linguistic Theory Sociocultural Patterns English Language Learners Second Language Learning Grammar English Language Arts Middle School Teachers Content Area Reading Course Descriptions Universities College School Cooperation Secondary School Teachers History Instruction Elementary School Teachers Multilingualism Graduate Students Foreign Countries Metalinguistics Minority Group Students Accurso, Kathryn Speeches/Meeting Papers Reports - Research Information Analyses Florida Massachusetts (Boston) California India ISSN- English Middle Schools Secondary Education Junior High Schools Higher Education Postsecondary Education Elementary Education Many K-12 teachers struggle to meet the needs of diverse learners as school reforms promote new disciplinary literacy requirements. In response, language education scholars have argued that teachers must develop "disciplinary linguistic knowledge" (DLK), or an understanding of language in their content area and an ability to design curriculum and instruction that is responsive to their professional contexts and students' disciplinary literacy needs. This literature review explores recent uses of systemic functional linguistics (SFL) as a basis for teachers' development of DLK and the implications of SFL-based professional development for teachers' classroom practice. Findings indicate the potential of SFL for this purpose and have implications for the design of future professional development and research in the area of language education. ED591622 Developing Disciplinary Linguistic Knowledge: Systemic Functional Linguistics and the New Knowledge Base of Teaching AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 26 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 58 As Provided JAN2020

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No Rural Schools Elementary School Teachers Reservation American Indians Visualization Student Empowerment Academic Ability Skill Development Classroom Environment Cultural Relevance Student Motivation Lifelong Learning Self Esteem American Indian Students Barriers Vaughn, Margaret Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education Research on teaching visioning supports the claim that visioning functions as a tool to support beginning and in-service teachers in their efforts to develop equitable, student-centered learning contexts. While research on teacher visioning has provided insight into the nature of visioning, more research is needed to document the ways in which teachers in rural, high-poverty contexts navigate their visions given the unique complexities of which they face. This research proposal documents a year-long inquiry of twelve educators teaching in rural, Title 1 schools, in four elementary schools; one located on a Native American Reservation and the other in rural sites in the Pacific Northwest region of the United States. ED591623 Examining Teachers' Visions during Literacy Instruction across Multiple Rural Contexts AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 15 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 25 ERIC JAN2020

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Yes Coaching (Performance) Leadership Mentors School Districts State Departments of Education Planning Capacity Building Educational Change Change Agents Guides - General Center for Mental Health in Schools at UCLA English In transforming education, well-designed leadership coaching and mentoring can make a critical difference in effectively building capacity for systemic change. Both internal and external coaches and mentors play key roles. Over time, the aim is to prepare a cadre of internal leaders so they become the primary system change agents and capacity builders for replicating and sustaining new directions on a large scale. For example, in working with a SEA and regional agencies, a coach/mentor should enable the leadership to facilitate the establishment and capacity building of system change mechanisms at LEAs. Leaders at LEAs should learn how to facilitate establishment and capacity building of system change mechanisms at schools. ED592874 Guide for Planning Coaching for SEAs/LEAs to Establish a Unified and Comprehensive System of Learning Supports Center for Mental Health in Schools at UCLA 2013-10-00 17 Center for Mental Health in Schools at UCLA. Department of Psychology, Franz Hall, 405 Hilgard Avenue, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu N/A 2019 As Provided JAN2020

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Yes School Effectiveness High Achievement Educational Improvement Resistance to Change Leaders Principals Instructional Leadership Unions School Districts Teacher Collaboration Teacher Attitudes Budgeting Retrenchment Public Schools School Choice Academic Achievement Student Needs Huberman, Mette Parrish, Tom Arellanes, Melissa González, Raquel Scala, Jenny Reports - Research California California Comprehensive Center at WestEd English This study is designed to increase understanding of the district's role in school improvement and factors contributing to the success of districts and their schools. American Institutes for Research (AIR), as a partner in the California Comprehensive Center at WestEd, has identified high-performing districts in California to learn from their success and to share their practices with others. The authors have focused on selected district and school leaders' perspectives on the strategies they considered most influential in their success, with a particular emphasis on the interaction between these districts and their schools. The study builds on previous work carried out by AIR as part of the California Comprehensive Center, in which the authors have identified and profiled high-performing schools, turnaround schools, districts performing well with students in special education, and a matched sample of lower and higher performing schools for the purpose of knowledge sharing through school visitations. In six districts, the authors conducted interviews with a leader from the district office and three principals from a randomly selected elementary school, middle grades school, and high school to inquire as to the strategies perceived as most contributing to their success. These findings suggest that the pursuit of excellence may need to be tailored, at least somewhat, to each unique situation. This seems to suggest the advantage of coupling clear goals, methods for measuring progress, and accountability with local flexibility in regard to goal realization. ED592876 Raising All Boats: Identifying and Profiling High-Performing California School Districts California Comprehensive Center at WestEd 2012-09-00 Department of Education (ED) 40 California Comprehensive Center at WestEd. 1000 G Street Suite 500, Sacramento, CA 95814. Tel: 916-492-4053; e-mail: info@cacompcenter.org; Web site: http://cacompcenter.org N/A 2019 ERIC JAN2020

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Yes Mental Health Wellness College Students Academic Support Services Academic Achievement Student Behavior College Environment Campuses Academic Advising Student Experience School Counselors Collette, Karishma Armstrong, Sara Bean, Christine Simonian Reports - Descriptive Michigan (Ann Arbor) University of Michigan, Center for Research on Learning and Teaching (CRLT) English Higher Education Postsecondary Education University life is widely publicized as an adventure--a chance to engage with new ideas, people, and opportunities. While these vibrant interactions can be part of the college experience, participation in a competitive, high-stakes academic environment like University of Michigan (U-M) can pose very real challenges. Students must learn to navigate campus norms and culture, meet rigorous academic expectations, and manage financial, social, and personal pressures. Navigating these often-competing demands can create or exacerbate mental health concerns and jeopardize student well-being. In addition to these general complexities, individuals who hold identities that are marginalized in U.S. higher education spaces (e.g., students of color, LGBTQ+ students, undocumented students, students from low income families, international students) face additional burdens: emotional stress and labor arising from daily microaggressions, taunting, harassment, or worse. Mental health challenges are a common concern for students at U-M. Findings from the National Alliance on Mental Health's report "College Students Speak" (Gruttadaro & Crudo, 2012) show that 64% of students who have dropped out of college connect their departure to a mental health concern. In recent years, U-M's Counseling and Psychological Services unit (CAPS) has seen a surge in demand for its services. Their 2016-17 annual report highlights that service requests have nearly quadrupled since 2010, with an average increase of 5% per year that significantly exceeds U-M's annual increase in enrollment. In 2017-18, this annual increase continued with CAPS reporting a 6.7% increase from the previous academic year. The growth in demand for services, though alarming enough in its own right, is likely to be an underestimate of the actual incidence of mental health distress experienced by U-M students. Students may not access counseling support due to stigma surrounding mental health issues. They might also choose not to seek support via formal mechanisms because of cultural norms related to their identities or because of an actual or perceived lack of support professionals who share relevant identities. Both U-M students and instructors have identified a need for instructors to respond knowledgeably and compassionately to student mental health concerns. This Occasional Paper is designed to assist instructors in developing their capacity to support and assist students experiencing mental health concerns. It will introduce them to role-appropriate strategies to facilitate positive academic and health outcomes for their students, and shares strategies for proactively supporting student well-being. The paper presents principles that can proactively shape interactions with students who disclose a mild to moderate level of distress and distills best practices for responding to students experiencing severe distress. ED592877 Supporting Students Facing Mental Health Challenges. CRLT Occasional Paper No. 38 Center for Research on Learning and Teaching 2018-00-00 Teachers 8 Center for Research on Learning and Teaching (CRLT), University of Michigan. 1071 Palmer Commons, 100 Washtenaw Ave. Ann Arbor, MI 48109-2218. Tel: 734-764-0505; Fax: 734-647-3600; e-mail: crlt@umich.edu; Web site: http://crlt.umich.edu/ N/A 2019 ERIC JAN2020

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Yes Outcomes of Education Reading Achievement Mathematics Achievement Standardized Tests Suspension Expulsion Graduation Rate High School Graduates Socioeconomic Status Achievement Gap Rural Urban Differences Racial Differences English Language Learners Elementary School Students Secondary School Students White Students African American Students Low Income Students Hispanic American Students Reardon, Sean F. Doss, Christopher Gagné, Josh Gleit, Rebecca Johnson, Angela Sosina, Victoria Reports - Research California Stanford University, Policy Analysis for California Education (PACE) English High Schools Secondary Education Elementary Education How are California's students doing? And are all groups of students receiving the same opportunities for educational success? How do patterns of educational outcomes in California compare to those in other states, and how have they changed in the last decade? In this study, the authors seek to provide a portrait of the state of educational outcomes in California. Any effort to improve educational opportunities in the State must begin with a clear-eyed assessment of where and for whom the State's schools are more or less successful. To do so, they examine data on three key indicators of the performance of the educational system: performance on standardized tests of reading and mathematics, rates of exclusionary discipline such as in- and out-of-school suspensions and expulsions, and high school graduation rates. Though the individual measures are imperfect, and do not fully capture all outcomes of interest even in combination, each provides an important piece of evidence on an aspect of California's educational system. Performance on standardized tests is the most common way to measure the academic skills that students have acquired through the course of their schooling. Graduation rates complement standardized test measures because they also capture all requirements for graduation, both academic and non-academic. Rates of exclusionary discipline provide a slightly different perspective because they are deeply related to educational opportunity. Students cannot learn and reap the benefits of an education if they are not in the classroom. Triangulating these three measures and perspectives provides a more nuanced view of the educational system than any one measure in isolation. To give a comprehensive analysis of student outcomes the authors begin with simple analyses of trends both in California and in the nation as a whole. This provides a starting point for understanding where California stands relative to the nation. Where the data allow, they augment that analysis by investigating how outcomes, in both California and nation, differ by race/ethnicity and the socioeconomic status of the students the district serves. ED592247 A Portrait of Educational Outcomes in California. Getting Down to Facts II. Technical Report Policy Analysis for California Education, PACE 2018-09-00 50 Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: pace@berkeley.edu; Web site: http://www.edpolicyinca.org N/A 2019 ERIC JAN2020

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Yes Colleges School Effectiveness Accreditation (Institutions) Identification Sanctions Statistical Analysis Institutional Evaluation Outcome Measures Benchmarking Klasik, Daniel Hutt, Ethan Reports - Research ISSN- Stanford Center for Education Policy Analysis (CEPA) English Higher Education Postsecondary Education Recent trends in higher education have increased interest in improving accountability in U.S. higher education beyond current accreditation practices. Many proposed solutions include using quantitative-performance measures like graduation and default rates to assess performance, but questions remain about how such a system could fit-in with existing accreditation efforts. Using a unique dataset of accreditation actions, we examine the relationship between outcomes of the current accreditation system with those of a hypothetical quantitative evaluation system. We find that schools facing accreditation sanctions are, on average, low-performing on the quantitative outcomes. However, using prior accreditation actions to set quantitative-performance benchmarks results in a substantial portion of the higher education sector being implicated. These results suggest that quantitative-performance systems and qualitative accreditation efforts assess distinct, complementary types of institutional quality. We conclude with a consideration of how the two might be used together and a discussion of concerns about data and equity. [Paper will be published in the "Journal of Higher Education."] ED592248 Bobbing for Bad Apples: Accreditation, Quantitative Performance Measures, and the Identification of Low-Performing Colleges. CEPA Working Paper No. 18-17 Stanford Center for Education Policy Analysis 2018-08-00 48 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020

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No Quality Assurance Vocational Education Participation Employees Employers Foreign Countries Governance Technical Education Evaluation Methods Career Education Outcomes of Education Nonformal Education Informal Education Models Qualifications National Standards Educational Improvement Higher Education Competence Labor Market Financial Support Bateman, Andrea Coles, Mike Reports - Research Asia Cambodia Laos Indonesia Philippines Malaysia Tonga Vietnam Afghanistan Brunei Burma South Korea Samoa Thailand United Nations Educational, Scientific, and Cultural Organization (UNESCO) Bangkok (Thailand) English Higher Education Postsecondary Education One of the recommendations of the Third International Congress on Technical and Vocational Education and Training (TVET) held in Shanghai in 2012 was to explore the possibility of developing international guidelines on quality assurance for the recognition of qualifications based on learning outcomes. Following this recommendation, UNESCO Bangkok conducted a regional study to examine quality assurance mechanisms supporting the qualification process in 13 countries in the Asia-Pacific region. This report, "Towards Quality Assurance of Technical and Vocational Education and Training," features the results of that study, providing information to help Member States optimize quality assurance mechanisms for TVET qualifications, and respond more effectively to both national and international needs and developments. [The research and the production of this report were made possible through funding support from the Government of Malaysia via the Malaysia Funds-in-Trust (MFIT), under the Malaysia-UNESCO Cooperation Programme (MUCP).] ED592547 Towards Quality Assurance of Technical and Vocational Education and Training UNESCO Bangkok 2017-10-05 978-92-9223-581-9 226 UNESCO Bangkok. Asia and Pacific Regional Bureau for Education, Mom Luang Pin Malakul Centenary Building, 920 Sukhumvit Road, Prakanong, Klongtoey, Bangkok 10110, Thailand. Tel: +66-2-3910577; Fax: +66-2-3910866; e-mail: bangkok@unesco.org; Web site: https://bangkok.unesco.org/ N/A https://bangkok.unesco.org/content/towards-quality-assurance-technical-and-vocational-education-and-training 2019 As Provided JAN2020

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Yes School Safety Homosexuality Sexual Orientation Sexual Identity Educational Environment Bullying Antisocial Behavior Language Usage Social Bias School Counselors School Social Workers School Psychologists Counselor Attitudes Counselor Training Pupil Personnel Services Professional Continuing Education Self Efficacy Elementary Secondary Education Kuff, Ryan M. Greytak, Emily A. Kosciw, Joseph G. Reports - Research Tests/Questionnaires Gay, Lesbian and Straight Education Network (GLSEN) American School Counselor Association (ASCA) English Adult Education Elementary Secondary Education Given the critical role school mental health professionals play in the academic and emotional well-being of our nation's students and the relative lack of national research examining the efforts of counselors, psychologists, and social workers to support lesbian, gay, bisexual, transgender, and queer (LGBTQ) students and create safer school environments, the authors undertook the Supporting Safe and Healthy Schools study to provide a detailed examination of school mental health providers' perspectives and experiences regarding their support of LGBTQ students. The report examines: (1) Perspectives on school climate, including school safety and the frequency of bullying and harassment facing LGBTQ students; (2) Graduate education and training on general issues regarding school safety, and their specific exposure to LGBTQ-related competency training; (3) Ongoing continuing education experiences regarding the safety and well-being of LGBTQ students; (4) Attitudes and beliefs related to LGBTQ issues in schools; (5) Self-efficacy regarding LGBTQ-related practices, i.e., their confidence in their abilities to engage in important tasks to support LGBTQ students; and (6) Specific efforts to support LGBTQ students, both direct, individual interventions, and school-level efforts to improve school climate and safety. [Also in partnership with the American Council for School Social Work (ACSSW) and School Social Work Association of America (SSWAA).] ED592548 Supporting Safe and Healthy Schools for Lesbian, Gay, Bisexual, Transgender, and Queer Students: A National Survey of School Counselors, Social Workers, and Psychologists Gay, Lesbian and Straight Education Network (GLSEN) 2019-00-00 132 Gay, Lesbian and Straight Education Network (GLSEN). 121 West 27th Street Suite 804, New York, NY 10001. Tel: 212-727-0135; Fax: 212-727-0254; e-mail: glsen@glsen.org; Web site: http://www.glsen.org N/A 2019 ERIC JAN2020

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No Mentors Beginning Teachers State Policy Labor Turnover Teacher Persistence Beginning Teacher Induction Koch, Jordan Reports - Descriptive Alaska Kansas Massachusetts North Carolina National Association of State Boards of Education English Teachers face many challenges in the first years of their careers. Without support and guidance from experienced, highly qualified teacher mentors, the demands of the classroom can overwhelm novice teachers. It comes as no surprise that one-third of teachers leave the profession within their first five years. This policy update draws on research, state examples, and the author's own experience to suggest ways states can better support novice teachers while combating high turnover. ED591852 State Mentoring Policies Key to Supporting Novice Teachers. Policy Update. Vol. 25, No. 1 National Association of State Boards of Education 2018-03-00 2 National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org N/A http://www.nasbe.org/wp-content/uploads/2018/03/Koch_Mentoring-Final.pdf 2019 ERIC JAN2020

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No Teacher Certification State Policy State Boards of Education Portfolios (Background Materials) Credentials Teacher Effectiveness Performance Based Assessment Teacher Evaluation Faculty Development Long, Don Reports - Descriptive New Mexico Georgia Delaware Tennessee Louisiana Idaho Maryland Michigan New Jersey Pennsylvania Wisconsin Missouri West Virginia National Association of State Boards of Education English An effective, well-prepared teacher workforce is central to students' mastery of deeper learning skills such as critical thinking and teamwork. This National Association of State Boards of Education (NASBE) policy update urges state boards of education to invigorate relicensure policies by embracing multiple tiers that support teachers throughout their careers and implementing requirements such as work portfolios, individual learning plans, and microcredentials. ED591853 Leveraging Relicensure Policies to Advance Deeper Learning. Policy Update. Vol. 25, No. 2 National Association of State Boards of Education 2018-04-00 Policymakers 2 National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org N/A http://www.nasbe.org/wp-content/uploads/2018/04/Long_Relicensure-Final.pdf 2019 As Provided JAN2020

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No Student Diversity Ethnic Diversity Early Childhood Education Bilingual Students English Language Learners Language Skills Cultural Awareness Preschool Teachers Elementary School Teachers Preschool Children Elementary School Students Primary Education Minority Group Teachers Teacher Certification Faculty Development Teacher Education Programs Hao, Winona Syed, Nadia Reports - Descriptive Illinois New York National Association of State Boards of Education English Early Childhood Education Preschool Education Elementary Education Primary Education As the ethnic, racial, and cultural diversity of U.S. classrooms for young children continues to increase, it is more important than ever for early childhood educators to be prepared to meet the needs of the one in three U.S. children age 8 and under who are dual language learners (DLLs). High-quality early childhood education (ECE) programs can help ready these children for kindergarten and for learning in a new language, but their pre-K enrollment lags behind their non-DLL peers. This National Association of State Boards of Education (NASBE) policy update urges state boards of education to adopt a vision for supporting young DLLs that includes developing the cultural and linguistic competence of the ECE workforce. ED591854 Supporting a Diverse Early Childhood Workforce for Dual Language Learners. Policy Update. Vol. 25, No. 4 National Association of State Boards of Education 2018-05-00 Policymakers 2 National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org N/A http://www.nasbe.org/wp-content/uploads/2018/05/Hao-Syed_ECE-and-DLL_Final.pdf 2019 As Provided JAN2020

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Yes State Policy Suspension Expulsion Elementary Secondary Education Disproportionate Representation Educational Policy Educational Legislation Federal Legislation Discipline Policy Zero Tolerance Policy State Legislation Rafa, Alyssa Reports - Evaluative Education Commission of the States English Elementary Secondary Education Exclusionary discipline -- suspensions or expulsions that remove students from the learning environment -- can have long-lasting, negative impacts on a student's trajectory. Research suggests that students who are suspended or expelled suffer academically and are more likely to drop out and be involved in the criminal justice system later in life. Yet in 2015-16, about 2.7 million students in K-12 received one or more out-of-school suspensions, and over 120,000 students were expelled with or without educational services. These data -- coupled with research showing significant disparities in the application of suspension and expulsion based on race, gender and disability status -- have prompted many state education leaders to re-examine their school discipline practices. This Policy Analysis highlights research on school discipline, past state policy trends, current policy examples and considerations for policymakers examining their state's policies. It also looks at how states address school discipline data in their plans under the Every Student Succeeds Act. ED592549 Policy Analysis: The Status of School Discipline in State Policy Education Commission of the States 2019-01-00 10 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 https://www.ecs.org/the-status-of-school-discipline-in-state-policy/ 2019 ERIC JAN2020

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No Stress Variables Stress Management Arousal Patterns Coping Symptoms (Individual Disorders) Psychophysiology Cognitive Processes Emotional Response Academic Achievement Behavior Modification Cognitive Restructuring Anxiety Disorders Jamieson, Jeremy P. Hangen, Emily J. Lee, Hae Yeon Yeager, David S. Reports - Research EISSN- English Regulating affective responses to acute stress has the potential to improve health, performance, and well-being outcomes. Using the biopsychosocial (BPS) model of challenge and threat as an organizing framework, we review how appraisals inform affective responses and highlight research that demonstrates how appraisals can be used as regulatory tools. "Arousal reappraisal," specifically, instructs individuals on the adaptive benefits of stress arousal so that arousal is conceptualized as a coping resource. By reframing the meaning of signs of arousal that accompany stress (e.g., racing heart), it is possible to break the link between stressful situations, and malignant physiological responses and experiences of negative affect. Applications of arousal reappraisal for academic contexts and clinical science, and directions for future research are discussed. [This is the online version of an article published in "Emotion Review".] ED592550 Capitalizing on Appraisal Processes to Improve Stress Responses Grantee Submission 2018-00-00 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 11 T https://doi.org/10.1177/1754073917693085 2019 As Provided JAN2020 Yes R305A150036 HD084772

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Yes Foreign Countries Textbooks Textbook Content Taxonomy Mathematics Questioning Techniques Cognitive Processes Thinking Skills Comparative Education Middle Schools Grade 5 Grade 6 Grade 7 Grade 8 Kul, Ümit Sevimli, Eyüp Aksu, Zeki Journal Articles Reports - Research Turkey Canada EISSN- English Middle Schools Secondary Education Junior High Schools Grade 5 Intermediate Grades Elementary Education Grade 6 Grade 7 Grade 8 The present study offers a comparative analysis of mathematics questions placed in Turkish and Canadian school textbooks in terms of cognitive process and knowledge dimension as well as the question types. In order to get the required data, eight textbooks were analyzed respectively. Document analysis was conducted to collect the data from these textbooks. In order to compare the differences and similarities between the questions found in these textbooks as well as their levels of cognitive learning, these questions were analyzed and classified according to the types of cognitive processes and knowledge dimensions they address. Mathematics questions existing in Turkish and Canadian textbooks showed a similar tendency in terms of cognitive learning domain. However, compared to the Turkish textbooks, it was found that the questions provided in the Canadian textbooks contained more constructed response questions that required higher-order cognitive abilities. It is recommended that the number of higher order thinking questions should be increased in accordance with international examinations. ED592551 A Comparison of Mathematics Questions in Turkish and Canadian School Textbooks in Terms of Synthesized Taxonomy Online Submission Turkish Journal of Education v7 n3 p136-155 Jul 2018 2018-07-31 20 T 2019 69 As Provided JAN2020

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Yes Institutional Research Information Utilization Higher Education Data Collection Colleges Universities Quality Assurance Accuracy Educational Policy Decision Making Swing, Randy L. Reports - Evaluative Institute for Higher Education Policy (IHEP) Association for Institutional Research (AIR) English Higher Education Postsecondary Education The need for data-informed decisions is not limited to national policy, state systems, or senior leadership of postsecondary institutions. Decisions that impact the achievement of higher education missions are also made by students, faculty, frontline staff, and program administrators--all of who deserve data and information to support their decisions. Foundational to effective decision support is the quality of data inputs and analytics provided by each college's or university's institutional research (IR) function. There is wide agreement that variations in higher education organizations complicate efforts to collect uniform data on institutions and the students they serve. Yet federal and state policies must be informed by data that accurately describe the totality of U.S. higher education arrangements. This paper series provides highlights and details of how improvements to collection of national and state postsecondary data could be undertaken. This specific paper focuses on institution-level data capacity to prepare and report data as the foundation of existing and proposed data collections. As efforts are undertaken to improve state and national data systems, attention must be given to improving institution-level data capacities to ensure the quality of the data that enter the data ecosystem. This paper calls for the development of institution-level data strategies that are foundational to all levels of the ecosystem, including students, institutions, states, and federal agencies. This paper acknowledges the state and federal interests in the college/university IR function--its resources and leadership--because IR is a core part of the ecosystem of postsecondary data. As such, there are roles at the institution, state, and national levels in establishing individual and overall data strategies to align and coordinate existing and future data collections. This paper is part of the larger series "Envisioning the National Postsecondary Data Infrastructure in the 21st Century." In August 2015, the Institute for Higher Education Policy (IHEP) first convened a working group of national postsecondary data experts to discuss ways to move forward a set of emerging options for improving the quality of the data infrastructure in order to inform state and federal policy conversations. The resulting paper series presents targeted recommendations, with explicit attention to related technical, resource, and policy considerations. ED592249 Institutional Research Capacity: Foundations of Federal Data Quality. Envisioning the NationalPostsecondary Data Infrastructure in the 21st Century Association for Institutional Research 2016-05-00 Bill and Melinda Gates Foundation 16 Association for Institutional Research. 1435 East Piedmont Drive Suite 211, Tallahassee, FL 32308. Tel: 850-385-4155; Fax: 850-383-5180; e-mail: air@airweb.org; Web site: http://www.airweb.org N/A 2019 ERIC JAN2020

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Yes Vocational Education Access to Education Equal Education Secondary Education Postsecondary Education Data Information Utilization Achievement Gap Accountability Access to Information Outcomes of Education Public Schools Community Colleges Reports - Evaluative Maryland Minnesota Delaware Oregon Advance CTE: State Leaders Connecting Learning to Work Education Strategy Group (ESG) Council of Chief State School Officers (CCSSO) English Secondary Education Postsecondary Education Two Year Colleges Higher Education Throughout history, a disproportionate number of learners have been tracked into terminal vocational programs based on their race, income, gender and disability, leading to jobs with uncertain promise of economic growth and prosperity. While the quality of Career Technical Education (CTE) programs has significantly improved since then, many learners cannot access high-quality CTE programs of study that prepare them for success in postsecondary education and their future careers. This is the second brief in the "Making Good on the Promise" series, which examines equity in CTE. The brief lays out a strategy for state and local policymakers to confront historical inequities by using data to examine and address gaps. It examines promising strategies from states that are using data to better understand where and how learners are being under-served, identify root causes and disrupt historical inequities. [This brief was developed through the New Skills for Youth Initiative, a partnership of the Council for Chief State School Officers, Advance CTE, and Education Strategy Group. For the first brief in the "Making Good on the Promise" series, see ED592252.] ED592250 Examining Access and Achievement Gaps. Making Good on the Promise Advance CTE: State Leaders Connecting Learning to Work 2018-09-00 JPMorgan Chase & Co. 9 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2019 As Provided JAN2020

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No Refugees Best Practices Student Needs Trauma Student Diversity Cultural Awareness Faculty Development Peace Foreign Countries Educational Environment Student Adjustment Stewart, Jan Speeches/Meeting Papers Reports - Research Canada ISSN- English Globally, over 65 million people have been displaced because of wars, conflict and persecution and over 50% of the world's refugees are children (UNHCR, 2016). Record high global forced displacement has prompted many nations to open borders to settle more refugees, but schools and communities need to be equipped to ensure successful integration. This paper draws from a qualitative research program conducted in three Canadian provinces that examined best practices and programs to support the integration of refugee students. Including observations and over 150 individual interviews with teachers, students, community organizations and settlement agencies, the findings support the need for teacher training in trauma, cultural diversity and peace education in addition to increased partnerships to provide long-term holistic support. ED591624 Transitional Spaces and Peaceful Places: Trauma-Sensitive Schools and Best Practices for Supporting Refugee Youth AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 23 As Provided JAN2020

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No Participation Economic Development Global Approach Participatory Research Program Evaluation Evaluation Methods Stakeholders Power Structure International Programs Kaul, Akashi Speeches/Meeting Papers Reports - Research ISSN- English This qualitative case study seeks to understand what 'participatory' in participatory monitoring and evaluation means in an international development context. The objective is to identify the characteristics of a participatory monitoring and evaluation process, according to experts and specialists in the field. The paper seeks to highlight the greater issues of power and voice in monitoring and evaluation in international development. Twenty monitoring and evaluation practitioners and specialists were interviewed for this purpose and their scholarly articles and books on the subject were reviewed to enumerate some key characteristics of participatory monitoring and evaluation, while understanding who participated, to what extent and how and if it could be true participation if there was a template for it. ED591625 Demystifying "Participation" in Participatory Monitoring and Evaluation AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 18 As Provided JAN2020

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No Video Technology Figurative Language Science Teachers Preservice Teachers Student Attitudes Emotional Response Teaching Methods Secondary School Teachers Foreign Countries Leung, Jessica Shuk Ching Chan, Kennedy Kam Ho He, Tracy Cuiling Speeches/Meeting Papers Reports - Research Hong Kong ISSN- English Higher Education Postsecondary Education Secondary Education This paper presents a qualitative study investigating the metaphorical conceptualizations of video-viewing experience of science student teachers. Student teachers (STs) created metaphors to represent their experience of viewing their own teaching videos and those of their peers and identified the ideal metaphors for video-viewing. An examination of the metaphors generated illuminated differences in STs' emotions and stances during their video-viewing experience. Participants tended to hold more negative emotions when viewing their own videos, and more critical of oneself than their peers. From their ideal metaphors, STs were aware of the importance of being emotionally neutral and critical when viewing videos. This study highlights the need of providing STs with emotion scaffolds and developing their critical stance during their video-viewing experience. ED591626 Metaphorical Conceptualizations of Video Viewing Experience by Student Teachers in a Teacher Development AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 24 As Provided JAN2020

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Yes International Organizations Public Agencies Educational Policy International Programs Foreign Countries Policy Formation Educational Planning Access to Education Skill Development Reading Skills Numeracy Social Development Emotional Development Job Skills Elementary Secondary Education Higher Education Educational Quality Capacity Building Sustainable Development Inclusion Equal Education Educational Objectives Reports - Descriptive USAID English Elementary Secondary Education Higher Education Postsecondary Education The United States Agency for International Development (USAID) Education Policy provides an Agency-wide vision and direction for supporting partner countries in strengthening their capacity to deliver quality learning opportunities for children and youth. The primary purpose of programming in education by USAID is to achieve sustained, measurable improvements in learning outcomes and skills development. The principles laid out in the policy drive decision-making for new education investments supporting the vision that partner country education systems must enable all children and youth to acquire the education and skills needed to be productive members of society. The priority areas laid out in this policy serve as a general framing and orientation for USAID's work in education. Across these areas, USAID investments in education may cut across education levels (from pre-primary through higher education), types of institutions (state and non-state), and learning environments (formal and non-formal). These priorities illustrate key areas for programming and investment that are critical to supporting countries on their journey to self-reliance: (1) Children and youth, particularly the most marginalized and vulnerable, have increased access to quality education that is safe, relevant, and promotes social well-being; (2) Children and youth gain literacy, numeracy, and social-emotional skills that are foundational to future learning and success; (3) Youth gain the skills they need to lead productive lives, gain employment, and positively contribute to society; and (4) Higher education institutions have the capacity to be central actors in development by conducting and applying research, delivering quality education, and engaging with communities. USAID's education investments support partner countries to strengthen their capacity to achieve sustainable, quality learning and education outcomes. In the education sector, self-reliance describes a country's ability to sustainably finance and equitably deliver services that improve learning outcomes and skill acquisition for all children and youth. ED591357 USAID Education Policy US Agency for International Development 2018-11-00 58 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 2019 0 ERIC JAN2020

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Yes School Segregation Ethnicity Social Class Equal Education School Desegregation Student Needs Inclusion Cooperative Planning School Community Relationship Partnerships in Education Family School Relationship Information Dissemination Community Involvement At Risk Students Student Diversity Socioeconomic Status Student Placement Magnet Schools School Choice Barriers School Culture Teacher Characteristics Administrator Characteristics Professional Development Culturally Relevant Education Extracurricular Activities Family Involvement Outcomes of Education Educational Environment Reports - Descriptive Indiana University-Purdue University Indianapolis (IUPUI), Midwest & Plains Equity Assistance Center (MAP EAC) MAEC, Inc., Center for Education Equity (CEE) Intercultural Development Research Association English For the past two decades, efforts to desegregate schools have largely failed (Orfield & Frankenberg, 2014). Communities across America continue to re-segregate across racial, ethnic, and class lines. Today, even many desegregated schools fail to provide an integrated schooling experience in the classrooms and in other programs and activities. In response, many educators and advocates are seeking solutions that create more integrated schools. The Equity-Based Framework for Achieving Integrated Schooling is designed to assist communities and 21st century schools in creating integrated schools and in identifying areas of need or support to ensure all students acquire the incredible societal and academic benefits of integrated schooling. This accompanying narrative to the visual framework provides greater clarity to schools and communities that are considering integrated schooling. [This paper was also produced with the Western Educational Equity Assistance Center.] ED591358 Equity-Based Framework for Achieving Integrated Schooling: A Framework for School Districts and Communities in Designing Racially and Economically Integrated Schools Equity Assistance Center Region II, Intercultural Development Research Association 2018-00-00 Department of Education (ED) 20 Equity Assistance Center Region II. Available from: Intercultural Development Research Association. 5815 Callaghan Road Suite 101, San Antonio, Texas 78228. Tel: 210-444-1710; Fax: 210-444-1714; e-mail: feedback@idra.org; Web site: http://www.idra.org N/A 2019 76 ERIC JAN2020

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Yes Higher Education College Preparation Access to Education Student Costs High School Graduates Enrollment Graduation Educational Attainment Whites African Americans Hispanic Americans Asian Americans Pacific Americans Hawaiians Siqueiros, Michele Dow, Audrey Bell, Allison Christeson, Rachel Clark, John Kelly, Patrick Jones, Dennis Reports - Descriptive California Campaign for College Opportunity English Higher Education Postsecondary Education Secondary Education High Schools The California higher education system has not kept pace with changing workforce demands or the needs of California's racially diverse population. Fewer than half of adults in California have a college credential but by 2030, 60% will need a college education to meet workforce demand and racial equity gaps will need to be entirely eliminated. In the next 12 years, California will need to produce 1.65 million more college credentials and we are not on track to get there. The 2018 California Higher Education Report Card is a snapshot of California's performance in college preparation, access, affordability and completion today compared to where we need to be in 2030. The grades reflect progress toward a 60% college attainment goal and progress toward eliminating the racial equity gaps by 2030. ED592878 California Higher Education Report Card, 2018 Campaign for College Opportunity 2018-00-00 16 Campaign for College Opportunity. 714 West Olympic Blvd Suite 745, Los Angeles, CA 90015. Tel: 213-744-9434; Fax: 877-207-3560; e-mail: info@collegecampaign.org; Web site: http://collegecampaign.org N/A 2019 ERIC JAN2020

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Yes Early Intervention Infants Toddlers Disabilities Educational Legislation Equal Education Federal Legislation Educational Indicators Transitional Programs School Districts Preschool Education Compliance (Legal) Individualized Family Service Plans Family Environment Annual Reports Reports - Evaluative Numerical/Quantitative Data Washington Individuals with Disabilities Education Act Part C Individuals with Disabilities Education Act Part B Washington State Department of Children, Youth, and Families (DCYF) English Early Childhood Education Preschool Education Under the Individuals with Disabilities Act (IDEA), the Interagency Coordinating Council (ICC) of each jurisdiction that receives funds under Part C of the IDEA must prepare and submit to the Secretary of the U.S. Department of Education and to the Governor of its jurisdiction an annual report on the status of the early intervention programs for infants and toddlers with disabilities and their families operated within the State. Early Learning (DEL) is the State Lead Agency for the Individuals with Disabilities Education Act (IDEA) Part C program for Washington State. Within DEL, the Part C programmatic home is the Early Support for Infants and Toddlers (ESIT) program. During Federal Fiscal Year (FFY) 2016, the ESIT program held contracts with 25 Local Lead Agencies (LLAs) statewide in order to ensure that all families have equitable access to a locally coordinated system of early intervention services. As a result, 16,137 eligible infants, toddlers and their families received early intervention services during the past year. The types of organizations that administered each local early intervention system included: 1 county health district, 4 county human service agencies, 1 combined health and human services agency, and 15 nonprofit agencies; and 4 educational service districts. To ensure services are coordinated and conform to IDEA Part C requirements, each LLA develops and maintains subcontracts or local interagency agreements and local plans with individual early intervention providers or providing organizations within their geographic service area. This past year, the ESIT program met the following targets: (1) Services in natural environments (Indicator 2); (2) Child Find (Indicators 5 and 6); (3) Early childhood transition with the development of timely IFSPs with transition steps and services at least 90 days, and at the discretion of all parties, not more than nine months, prior to the toddler's third birthday (Indicator 8A); and (4) Early childhood transition with timely notifications to the State Educational Agency (SEA) and the Local Educational Agency (LEA) where the toddler resides at least 90 days prior to the toddler's third birthday for toddlers potentially eligible for Part B preschool services (Indicator 8B). ESIT had no mediations that resulted in mediation agreements. ESIT has very high compliance, above 95% for timely provision of services (Indicator 1). This was an increase of 1.36% from the previous year. Another indicator above 95% was conducting timely transition conferences, which was a 3.04% increase from the previous year. ED592879 Early Support for Infants and Toddlers: 2016-2017 Annual Performance Report Washington State Department of Children, Youth, and Families 2018-05-17 64 Washington State Department of Children, Youth, and Families. e-mail: communications@dcyf.wa.gov; Web site: https://www.dcyf.wa.gov/ N/A 2019 ERIC JAN2020

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No Lifelong Learning Adult Education Community Education Community Resources Program Implementation Foreign Countries Information Technology Instructional Effectiveness Victorino-Soriano, Cecilia Reports - Descriptive Thailand (Bangkok) Nepal China Japan South Korea Vietnam Australia Philippines Asia Bangladesh United Nations Educational, Scientific, and Cultural Organization (UNESCO) Bangkok (Thailand) English Adult Education To assist policy-makers and CLC managers in transforming the role of community learning centre (CLC), as a key platform to provide vital knowledge and essential skills to marginalized learners, this booklet lays the foundation of the CLC frameworks and addresses the key areas for transforming CLCs. Taking into account successful examples and experiences from different countries in the Asia-Pacific, multiple aspects of the cross-cutting elements in the functions of the CLC -- including the effective use of ICT, recognition, validation and accreditation, migration, sustainability, financing strategies, inter-sectoral approaches and decentralization -- were specifically discussed. [Foreword by Gwang-Jo Kim. Support for this report was received from the Government of Japan.] ED592552 Community-Based Lifelong Learning and Adult Education: Role of Community Learning Centres as Facilitators of Lifelong Learning UNESCO Bangkok 2016-12-12 978-9-2922-3566-6 20 UNESCO Bangkok. Asia and Pacific Regional Bureau for Education, Mom Luang Pin Malakul Centenary Building, 920 Sukhumvit Road, Prakanong, Klongtoey, Bangkok 10110, Thailand. Tel: +66-2-3910577; Fax: +66-2-3910866; e-mail: bangkok@unesco.org; Web site: https://bangkok.unesco.org/ N/A https://bangkok.unesco.org/content/community-based-lifelong-learning-and-adult-education-role-community-learning-centres 2019 ERIC JAN2020

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Yes Pedagogical Content Knowledge Teacher Surveys Early Childhood Education Mathematics Education Turkish Preschool Teachers Preservice Teachers Test Reliability Test Validity Foreign Countries Translation Aksu, Zeki Kul, Ümit Journal Articles Reports - Research Turkey EISSN- English Early Childhood Education Preschool Education Higher Education Postsecondary Education The aim of this study is to adapt the Survey of Pedagogical Content Knowledge in Early Childhood Mathematics, developed by Smith (1998), to Turkish. The need for a scale investigating the pedagogical content knowledge of teachers in the field of early childhood education ensures the relevance of the current study. After the translation stage of the Turkish form, it was applied to 80 preschool teachers and 110 preschool teacher candidates; a total of 190 people. Statistical analysis of the data obtained in the study was completed with SPSS 20.0, LISREL 8.8 and Excel programs. To determine the fit of the applied scale to the original structure and to test the validity of the structure, confirmatory factor analysis was used. To determine the validity of the scale in terms of internal consistency, the Kuder Richardson-20 Reliability Coefficient was calculated. The KR-20 reliability coefficient for the applied scale was found to be 0.71. The results indicated that the Turkish adaptation of the scale was comprised of sub-factors like the original scale, the data obtained from teachers in the research fit with the six-factors model, the internal consistency coefficients of the factors of the scale were sufficient and the scale served its purpose. ED592553 Turkish Adaptation of the Survey of Pedagogical Content Knowledge in Early Childhood Mathematics Education Online Submission International Journal Of Eurasia Social Sciences v8 n30 p1832-1848 Dec 2017 2017-12-00 17 T 2019 31 As Provided JAN2020

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No Counseling Techniques Counselor Client Relationship Evidence Based Practice Counseling Objectives Cultural Differences Resistance (Psychology) Counseling Theories Corey, Gerald Books Guides - Non-Classroom American Counseling Association English Useful as a supplemental text in advanced theories and practicum courses, this fourth edition discusses the key concepts and techniques from many contemporary theories and how to develop an integrative approach to the counseling process to better meet individual client needs. Dr. Corey introduces the techniques that he draws from in his own integrative approach to counseling using a wide variety of case examples with diverse clients. Topics covered include assessing presenting issues; developing a productive working alliance; establishing therapeutic goals; understanding and addressing diversity; working with resistant clients; using evidence-based practice in cognitive, emotive, and behavioral work with clients; dealing with transference and countertransference; and incorporating trends in integrative therapies. To encourage active learning, reflective exercises throughout the text provide readers with opportunities to put themselves in the role of therapist and client. ED592554 The Art of Integrative Counseling, Fourth Edition American Counseling Association 2019-00-00 978-1-55620-385-5 272 American Counseling Association. 5999 Stevenson Avenue, Alexandria, VA 22304. Tel: 703-823-0252; Tel: 800-347-6647; Fax: 800-473-2329; Web site: http://www.counseling.org N/A https://www.counseling.org/publications/bookstore?Product_code=78151 2019 As Provided JAN2020

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Yes Racial Bias Gender Bias Online Courses Equal Education Postsecondary Education Computer Mediated Communication Teacher Response Instructional Design College Faculty College Students Teacher Student Relationship Learner Engagement STEM Education Social Discrimination Peer Relationship Baker, Rachel Dee, Thomas Evans, Brent John, June Reports - Research Tests/Questionnaires ISSN- Stanford Center for Education Policy Analysis (CEPA) English Postsecondary Education Higher Education While online learning environments are increasingly common, relatively little is known about issues of equity in these settings. We test for the presence of race and gender biases among postsecondary students and instructors in online classes by measuring student and instructor responses to discussion comments we posted in the discussion forums of 124 different online courses. Each comment was randomly assigned a student name connoting a specific race and gender. We find that instructors are 94% more likely to respond to forum posts by White male students. In contrast, we do not find general evidence of biases in student responses. However, we do find that comments placed by White females are more likely to receive a response from White female peers. We discuss the implications of our findings for our understanding of social identity dynamics in classrooms and the design of equitable online learning environments. ED592251 Bias in Online Classes: Evidence from a Field Experiment. CEPA Working Paper No. 18-03 Stanford Center for Education Policy Analysis 2018-03-00 Institute of Education Sciences (ED) 46 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2019 As Provided JAN2020 Yes R305B140009

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Yes Vocational Education Access to Education Equal Education Educational History Educational Discrimination Disproportionate Representation Social Bias Diversity (Institutional) Labor Force Secondary Education Postsecondary Education Reports - Evaluative Advance CTE: State Leaders Connecting Learning to Work Education Strategy Group (ESG) Council of Chief State School Officers (CCSSO) English Secondary Education Postsecondary Education Throughout history, a disproportionate number of learners have been tracked into terminal vocational programs based on their race, income, gender and disability, leading to jobs with uncertain promise of economic growth and prosperity. While the quality of Career Technical Education (CTE) programs has significantly improved since then, many learners cannot access high-quality CTE programs of study that prepare them for success in postsecondary education and their future careers. This is the first brief in the "Making Good on the Promise" series, which examines equity in CTE. The brief attempts to confront the negative aspects of CTE's legacy and define the key challenges learners face today. It draws on research and historical data to paint a picture of CTE's conflicted history and the opportunity it can provide. [This brief was developed through the New Skills for Youth Initiative, a partnership of the Council for Chief State School Officers, Advance CTE, and Education Strategy Group. For the second brief in the "Making Good on the Promise" series, see ED592250.] ED592252 Understanding the Equity Challenge in CTE. Making Good on the Promise Advance CTE: State Leaders Connecting Learning to Work 2018-09-00 JPMorgan Chase & Co. 11 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2019 As Provided JAN2020

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Yes Risk Management Campuses Facilities Management Higher Education Educational Facilities Income Educational Finance Investment Reputation Health School Safety Educational Innovation Social Change Risk Opportunities Risk Assessment Reports - Research APPA: Association of Higher Education Facilities Officers, Center for Facilities Research (CFaR) English Higher Education Postsecondary Education The 2018 Thought Leaders report focuses on "The Landscape, Framework, and Strategies for Managing & Mitigating Risk." The report looks at enterprise risk management (ERM) from both a campus-wide perspective as well as how risks affect the facilities organization in its support of the institution. In assessing all types of risks to the institution--strategic, financial, operational, compliance, and reputational--the Thought Leaders symposium participants identified six major risk areas that must be considered for their campuses: (1) Revenue and investments; (2) Brand and reputation; (3) Health and safety; (4) Innovation; (5) Facilities; and (6) Changing political/cultural environment. [For the 2017 report, "Transforming Facilities to Achieve Student Success. APPA Thought Leaders Series 2017," see ED581285.] ED592253 The Landscape, Framework, and Strategies for Managing & Mitigating Risk. APPA Thought Leaders Series 2018 APPA: Association of Higher Education Facilities Officers 2018-00-00 Jacobs Johnson Controls 978-0-9133-5920-4 48 APPA: Association of Higher Education Facilities Officers. 1643 Prince Street, Alexandria, VA 22314-2818. Tel: 703-684-1446; Fax: 703-549-2772; Web site: http://www.appa.org N/A 2019 ERIC JAN2020

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Yes Private Schools Elementary Secondary Education Access to Education Money Management School Role State Legislation Educational Finance Tax Credits Scholarships State Regulation Geographic Regions Tuition Fees Instructional Program Divisions Student Financial Aid Enrollment Special Needs Students Standardized Tests Cognitive Tests College Entrance Examinations Achievement Tests Institutional Characteristics High Schools Aptitude Tests Catt, Andrew D. Shaw, Michael Reports - Research Numerical/Quantitative Data New Hampshire Cognitive Abilities Test SAT (College Admission Test) TerraNova Multiple Assessments Iowa Tests of Basic Skills Preliminary Scholastic Aptitude Test EdChoice English Elementary Secondary Education Higher Education Postsecondary Education High Schools Secondary Education This brief is the 10th entry in the "School Survey Series." This brief synthesizes information about New Hampshire's private schools from a survey conducted by EdChoice. These survey data--which include New Hampshire's private schools' open seats, tuition and fees, regulatory concerns, and interest in educational choice programs--paint a clearer picture of the state's private school landscape. Key findings include: (1) New Hampshire private schools have room for more students; (2) New Hampshire private schools are more affordable than one might think; (3) Most new Hampshire private schools will help families make up the difference; and (4) Not enough New Hampshire private schools know about educational choice programs. ED591359 Exploring New Hampshire's Private Education Sector. EdChoice Brief. [School Survey Series] EdChoice 2018-06-00 12 EdChoice. 111 Monument Circle Suite 2650, Indianapolis, IN 46204. Tel: 317-681-0745; e-mail: info@edchoice.org; Web site: http://www.edchoice.org N/A 2019 0 ERIC JAN2020

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Yes Undergraduate Study STEM Education Educational Improvement Educational Quality Universities Professional Associations Educational Change Scaling National Organizations Educational Assessment Program Implementation Organizational Communication Kezar, Adrianna Reports - Research University of Southern California, Pullias Center for Higher Education Association of American Universities English Higher Education Postsecondary Education This study explored an undergraduate education initiative developed by the Association of American Universities (AAU) to improve the quality of undergraduate teaching and learning in science, technology, engineering, and mathematics (STEM) fields at its member institutions. The study relied on interviews, documents, and observations to examine strategies that have been successful in scaling and sustaining changes arising from the AAU STEM Initiative. The project explored two major questions: (1) How does the AAU Initiative achieve scale in reform of undergraduate STEM teaching and learning?; and (2) What is the role of a national association in undergraduate STEM reform and what approaches are perceived to have the most impact in achieving scale? ED591360 Scaling Improvement in STEM Learning Environments: The Strategic Role of a National Organization Pullias Center for Higher Education 2018-00-00 National Science Foundation (NSF) 96 Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu N/A 2019 79 ERIC JAN2020 DUE1432766

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Yes International Organizations International Programs Developing Nations Foreign Countries Access to Education War Conflict Educational Practices Foreign Policy At Risk Students Partnerships in Education Global Approach Reports - Descriptive USAID English USAID's education work focuses on improving the reading skills of children; strengthening youth workforce development and higher education; and expanding access to quality education in crisis and conflict environments. They partner to leverage resources and expertise, strengthen education systems and drive change so that children and youth can learn. This brief report describes how USAID provides access to education in crisis and conflict, fills the gap between humanitarian aid and development, and creates global partnerships. It concludes with country highlights. ED591361 USAID Education: Education in Crisis and Conflict US Agency for International Development 2018-00-00 2 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 2019 0 As Provided JAN2020

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Yes Educational Opportunities Educational Quality Educational Assessment Educational Improvement Coaching (Performance) Learner Engagement Educational Benefits Barriers Training Educational Finance State Aid Private Financial Support Capacity Building Fidelity Standards Program Evaluation Program Implementation Reports - Evaluative Washington Washington State Department of Early Learning (DEL) Washington Office of Superintendent of Public Instruction English Washington is building a comprehensive learning system that emphasizes quality from birth to 18 years. With $1 million in funding from the Early Start Act, and matching funds from the Raikes Foundation, the Department of Early Learning (DEL) and the Office of Superintendent of Public Instruction (OSPI) have completed an Expanded Learning Opportunities Quality Initiative ("initiative"), piloting a high-quality, equitable system that supports providers of Expanded Learning Opportunities (ELO) with the training and resources needed to provide high-quality programs for youth after school and in the summer. Fifty programs from four counties (King, Pierce, Spokane, and Walla Walla) participated in a quality assessment and improvement process, including licensed family homes and child care centers (who serve school-age children and families) already rated in Early Achievers; federally funded 21st Century Community Learning Centers; and both licensed and unlicensed ELO programs serving youth between the ages of 5-18 years. Key findings include: (1) Programs initially assessed as lower than average improved after training and coaching; (2) Coaching with fidelity to the model was linked with improved program quality; (3) Higher levels of student engagement and fewer challenging behaviors were seen as program quality improved; (4) Program staff and directors found coaching and data helpful and desired more frequent observations and feedback; and (5) Programs experienced several systemic barriers to improving quality including unstable staffing, limited time for training and limited funding to support staff. The Washington State Legislature appropriated $750,000 in the 2018 budget to continue the initiative an additional year. This state funding will continue to be matched with private funding from the Raikes Foundation. Priorities include: (1) Continue to support original participants: current participants will be given top priority for continuing their quality improvement work, and it's expected that some new program participants in King, Pierce, Spokane and/or Walla Walla counties will be added; (2) Create a pipeline for quality improvement: with various sizes, types, and existing levels of capacity and quality, supports need to be created that foster quality improvements for all types of programs; and (3) Focus on coaching: coaching is critical to improving program quality and it's important coaches are well trained, have enough time with programs, and can coach to fidelity standards. Results and lessons learned, based on the evaluation, implementation, community feedback, and youth feedback are presented. Key priorities for next steps conclude the report. ED591362 Expanded Learning Opportunities Quality Initiative. Report to the Legislature Washington State Department of Early Learning 2017-09-30 Raikes Foundation 24 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 2019 0 ERIC JAN2020

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Yes School Choice Proximity Elementary Secondary Education School Location Accountability Access to Education High Schools High School Students Family Income Maps Educational Vouchers Public Schools Charter Schools Magnet Schools Educational Quality Catt, Andrew D. Shaw, Michael Reports - Research Numerical/Quantitative Data Indiana EdChoice English Elementary Secondary Education High Schools Secondary Education Indiana's Schooling Deserts uses Geographic Information System (GIS) software to generate drive-time distances to different schooling types to examine the state's robust K-12 choice environment, under which more than 100,000 families are choosing a school for their children other than one that has been residentially assigned. The maps produced for this report show where families do not have options when it comes to highly rated or non-traditional schooling options and where policymakers and education entrepreneurs might find opportunity to support or grow more high-quality options. ED591363 Indiana's Schooling Deserts: Identifying Hoosier Communities Lacking Highly Rated Schools, Multi-Sector Options EdChoice 2018-08-00 Walton Family Foundation 64 EdChoice. 111 Monument Circle Suite 2650, Indianapolis, IN 46204. Tel: 317-681-0745; e-mail: info@edchoice.org; Web site: http://www.edchoice.org N/A 2019 0 As Provided JAN2020

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No Privacy Information Security Access to Information Student Records Directories State Legislation Federal Legislation Board of Education Role Educational Legislation Parent Rights Legal Responsibility Vance, Amelia Reports - Evaluative Family Educational Rights and Privacy Act 1974 National Association of State Boards of Education English In this policy update, author Amelia Vance explores data protections for school directory information. She argues students do not have the right to attend school anonymously, but they do have a right to have their information protected and used responsibly by local and state education agencies. State boards can lead on this issue by striking the right balance. ED591855 Protecting Privacy of School Directory Information. Policy Update. Vol. 25, No. 10 National Association of State Boards of Education 2018-12-00 2 National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org N/A http://www.nasbe.org/wp-content/uploads/2018/11/Vance_Directory-Info-Final.pdf 2019 As Provided JAN2020

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Yes Foreign Countries College Students Self Concept Preservice Teachers Preservice Teacher Education Early Childhood Education Reflection Student Motivation Professional Identity Teacher Education Programs Academic Achievement Educational Indicators Student Attitudes Dunham, Nicola Speeches/Meeting Papers Reports - Research New Zealand English Higher Education Postsecondary Education Early Childhood Education This overall aim of this paper is to report on PhD (Education) research critically examining the nature and significance of academic identity for students in early childhood field-based initial teacher education (FBITE) in Aotearoa New Zealand. Student academic identity is defined as the appropriation of academic values and practices within a sense of self, reflecting the willingness and commitment to the practices of the academic community. Student academic identity was identified as consisting of five elements: self-theory, achievement indicators, agency-beliefs, motivation and dispositions. An interpretive qualitative research design was used with data gathered from students, Teacher Educators and Associate Teachers. Data collection involved open-ended questionnaires interviews, and documentary analysis. Data was analysed using the principles of thematic analysis. The findings show that, for students in FBITE programmes, academic identity development is complex, intertwined with emerging professional identities, and influenced by learning contexts and the conflicting roles and commitments held in addition to being a student. This research is significant due to the limited research presenting a holistic view of student academic identity, examining all of these five elements, and the lack of literature focusing specifically on this issue for students in FBITE. ED591856 Student Academic Identity and Early Childhood Field-Based Initial Teacher Education Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 12 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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Yes Educational Technology Technology Uses in Education Thinking Skills Foreign Countries Influence of Technology Pedagogical Content Knowledge Technological Literacy English Instruction Language Arts Secondary School Students Secondary Schools Edwards, Lucy Speeches/Meeting Papers Reports - Evaluative Australia English Secondary Education This research is exploring how emerging technologies are impacting teaching pedagogy and whether these technologies are nurturing higher order thinking in secondary schools in Australia. Technology in education has been identified as a 'wicked problem' (P. Mishra & Koehler, 2008) and a conundrum (Arntzen, 2008). It has been described as an unbearable disturbance to education (Marshall, 2002). It is difficult to resist the lure and illusion of technology's potentialities and this is what makes it so seductive (Abrams, 2014). Technology is a ubiquitous problem in education. It is important that educators explore the gap between potential and reality for technology in secondary schools, particularly in English Language Arts classrooms and whether higher order thinking skills are being nurtured with the use of these technologies. Our theoretical understanding of how learning is occurring through technologies is not keeping pace with the introduction of these technologies in our classrooms (Martin, 2007). ED591857 Education, Technology and Higher Order Thinking Skills Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 18 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A https://www.aare.edu.au/publications/aare-conference-papers/ 2019 As Provided JAN2020

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No Counseling Techniques Cultural Differences Counseling Theories Cultural Awareness African Americans American Indians Arabs North Americans Asian Americans Pacific Americans Hispanic Americans Whites Multiracial Persons Males Females Older Adults Homosexuality Sexual Orientation Sexual Identity Disabilities Economically Disadvantaged Immigrants Military Personnel Ethics Social Justice Lee, Courtland C., Ed. Books Collected Works - General English With an emphasis on direct application to practice, this graduate-level text offers strategies for working with diverse client groups in a variety of settings. Introductory chapters build a foundation for cross-cultural counseling with discussions on current theory, the ongoing pursuit of multicultural competence, and the complexities of intersecting identities. Next, 15 chapters designed to help counselors develop their knowledge about and skills with the following populations are presented: (1) African Americans; (2) American Indians; (3) Arab Americans; (4) Asian and Pacific Islanders; (5) Economically disadvantaged clients; (6) Immigrants; (7) Latinx; (8) LGBTQ clients; (9) Men; (10) Military personnel; (11) Multiracial individuals; (12) Older adults; (13) People with disabilities; (14) White people of European descent; and (15) Women. Detailed case studies in this section illustrate real-world perspectives on assessment and treatment for an increased understanding of culturally responsive counseling. The final section of the book focuses on ethics and social justice issues. The book is divided into three parts. Part I, Introduction, contains the following chapters: (1) Multicultural Competency: A Conceptual Framework for Counseling Across Cultures (Courtland C. Lee); (2) The Cross-Cultural Encounter: Meeting the Challenge of Culturally Competent Counseling (Courtland C. Lee); and (3) Intersectionality: Understanding the Complexity of Identity in Counseling Across Cultures (Courtland C. Lee and Shainna Ali). Part II, Direction for Culturally Competent Counseling, contains the following chapters: (4) Counseling First Americans (Tarrell Awe Agahe Portman); (5) Counseling People of the African Diaspora in the United States (Carla Adkison-Johnson and Phillip Johnson); (6) Counseling Asian and Pacific Islander Americans (DoHee Kim-Appel and Jonathan Appel); (7) Counseling Latinx (Verna Oliva Flemming); (8) Counseling Arab Americans (Sepideh S. Soheilian and Shantoyia Jones); (9) Counseling Whites of European Descent (Krista M. Malott); (10) Counseling Members of the Multiracial Population (Henry L. Harris); (11) Issues in Counseling Men (Matthew L. Lyons); (12) Issues in Counseling Women (Kathy M. Evans and S. Todd Bolin); (13) Issues in Counseling Older Persons (Laura R. Shannonhouse, Mary Chase Breedlove Mize, and Amanda D. Rumsey); (14) Affirmative Counseling With Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, and Intersex Clients (Michael M. Kocet); (15) Counseling Individuals With Physical, Cognitive, and Psychiatric Disabilities (Julie Smart); (16) Counseling and the Culture of Economic Disadvantage (Donna M. Gibson); (17) Counseling Recent Immigrants (Oksana Yakushko and Eva Blodgett); and (18) Counseling Military Clients: Multicultural Competence, Challenges, and Opportunities (Duncan Shields, Marvin Westwood, and David Kuhl). Part III, Professional and Personal Issues in Counseling Across Cultures, contains the following chapters: (19) Ethical Issues in Multicultural Counseling (Barbara J. Herlihy and Everett Painter); and (20) The Culturally Competent Counselor as an Agent of Social Justice (Courtland C. Lee and Elina Zalkalne). ED592555 Multicultural Issues in Counseling: New Approaches to Diversity. Fifth Edition American Counseling Association 2019-00-00 978-1-55620-369-5 Counselors 320 American Counseling Association. 5999 Stevenson Avenue, Alexandria, VA 22304. Tel: 703-823-0252; Tel: 800-347-6647; Fax: 800-473-2329; Web site: http://www.counseling.org N/A https://www.counseling.org/publications/bookstore?Product_code=78145 2019 ERIC JAN2020

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Yes Foreign Countries National Curriculum Educational Assessment Governance Public Agencies Administrative Organization Agency Role Data Collection Elementary Secondary Education Reports - Evaluative Australia Australian Government Department of Education and Training English Elementary Secondary Education This Review draws on a substantial stakeholder consultation report and the outcome of other reviews and evaluations relating to the role and functions of the Australian Curriculum, Assessment and Reporting Authority (ACARA), specifically the Review of the Australian Curriculum that was published on 12 October 2014, the Review of "My School" that was published on 23 March 2015 and an unpublished 2013 Review of the national architecture to support Standing Council for School Education and Early Childhood (SCSEEC) reforms by the Nous Group. This Review is an opportunity to consider carefully issues relating to ACARA's role, function and governance. It assesses the appropriateness of ACARA's ongoing role and functions against the aims and objectives of ACARA's Charter. The Charter of ACARA describes its primary purposes as working on a national curriculum from Foundation to Year 12, an aligned national assessment programme and a national data collection and reporting programme that supports evaluation, research and accountability. It is also the general opinion of stakeholders that ACARA has delivered significant achievements against the priorities set out in its Charter, although there are areas upon which ACARA can improve. ED592556 Departmental Report: Review of the Australian Curriculum, Assessment and Reporting Authority Australian Government Department of Education and Training 2019-00-00 978-1-7602-8188-5 140 Australian Government Department of Education and Training. International Education Group, Department of Education, PO Box 9880, Canberra ACT 2601, Australia. e-mail: iehotline@education.gov.au; Web site: https://internationaleducation.gov.au/ N/A 2019 ERIC JAN2020

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Yes STEM Education Taxonomy Science Achievement Student Attitudes Scientific Attitudes Occupational Aspiration Grade 9 Instructional Effectiveness Secondary School Students Foreign Countries Active Learning Student Projects Males Teaching Methods Single Sex Schools Faris, Ahmed Reports - Research Tests/Questionnaires Qatar EISSN- English Grade 9 Junior High Schools Middle Schools Secondary Education High Schools In the present study the Impact of the dispersive effect of STEM Education on the hierarchical Structure of the Cognitive Domain of Bloom's Taxonomy and its role on enhancing the students' achievement and attitude towards learning sciences were investigated. In QSTSS, STEM lessons followed the "Do-Then-Explain" Model in which the students start the activities by creating products, evaluating and analyzing them rather than with remembering and understanding. This way of delivering the content inverses Bloom's taxonomy as it starts from the high skill levels of the cognitive domain descending to the lower ones. Pretest and posttest were used to track the improvement in the achievement of the students due to applying the STEM program. A questionnaire was distributed to measure the students' attitudes towards sciences due to STEM education. By the end of the program, the students were interviewed to check their dispositions towards future careers. The results show that STEM education whether it is implemented as a separate course or as projects integrated within the curriculum has strong positive effects on the students' attitudes towards learning and joining engineering or medical faculties in the future. It was also shown that STEM education improves the achievement of the students in the standardized tests. The scope of application of the study results will consider valid for all students in the secondary schools in Doha/Qatar. Therefore, we strongly recommend generalizing and applying STEM programs in all school levels. ED592557 The Impact of Inverting the Cognitive Domain of Bloom's Taxonomy Using STEM Methodology on the Nine Graders Achievement and Attitude in QSTSS Online Submission 2019-01-14 49 N/A 2019 22 As Provided JAN2020

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No Foreign Countries Educational Trends Higher Education Trend Analysis Undergraduate Students Enrollment Trends Student Characteristics Foreign Students Graduate Students Academic Degrees Age Groups Student Mobility Majors (Students) College Graduates Employment Patterns Unemployment Salaries College Faculty Educational Finance Income Expenditures Costs Population Trends Economic Climate Technology Uses in Education Politics of Education Full Time Students Part Time Students Grants Tuition Charts Statistical Data Numerical/Quantitative Data Reports - Descriptive United Kingdom Universities UK (United Kingdom) English Higher Education Postsecondary Education The report presents patterns and trends in data on students and staff at UK higher education institutions covering a 10-year period that has seen a transition to new higher education funding systems across a large part of the UK. Patterns in income and expenditure of UK higher education institutions in 2015-16 are considered. For the first time the report also includes a forward-looking chapter that considers emerging trends and projections related to demographic, economic, technological and political changes that are likely to have implications for future trends in higher education. To give a sense of the shape of the UK higher education sector, in 2015-16 UK universities were teaching around 2.28 million students, 69% (1.6 million) of whom were studying for first degrees, with a further 18% (419,795) studying for postgraduate taught qualifications, 8% (183,955) studying for other undergraduate degrees, and 5% (113,175) studying for postgraduate research degrees. Most students -- 1.7 million -- were studying full-time; however, this varied considerably for different levels of study, from 89% of first degree students, to 25% of other undergraduates. [Foreword by Paul O'Prey. To view the 2016 report, see ED574200.] ED592558 Patterns and Trends in UK Higher Education 2017 Universities UK 2017-07-00 978-1-8403-6381-4 68 Universities UK. Woburn House, 20 Tavistock Square, London, WC1H 9HQ, UK. Tel: +44-20-7419-4111; Fax: +44-20-7388-8649; e-mail: info@universitiesuk.ac.uk; Web site: http://www.universitiesuk.ac.uk N/A https://www.universitiesuk.ac.uk/facts-and-stats/data-and-analysis/Documents/patterns-and-trends-2017.pdf 2019 ERIC JAN2020

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Yes Bilingualism English (Second Language) Second Language Learning Accountability Civil Rights Achievement Gap Federal Legislation English Language Learners Language Proficiency Public Policy Teaching Methods Classification Elementary Secondary Education Futures (of Society) Socioeconomic Influences Educational Policy Student Diversity Second Language Instruction Native Language Literacy Bridgman, Anne Reports - Descriptive Society for Research in Child Development English Elementary Secondary Education An estimated one in five school-age children in the United States speaks a language other than English in the home, and roughly half of these children are emerging bilingual students or English learners (ELs) when they enter school. Effectively educating children who are learning English as their second language is a national challenge with consequences for individuals and society. Despite their potential and the assets they bring to the classroom, many children and adolescents learning English struggle to meet the requirements for academic achievement. A large gap in educational achievement and attainment exists between ELs and their monolingual English peers. To support academic success, we must consider the demographic diversity of DLLs and ELs and the implications of the 2015 Every Student Succeeds Act (ESSA). Concerns have emerged about the possible implications for the legal rights of ELs to an appropriate education because of the greater state flexibility in accountability and greater local flexibility in assessing and reclassifying students, both of which can affect student learning. States must articulate rules for how students will progress toward English language proficiency; districts have responsibility for identifying and assessing ELs, and planning for their instruction. This brief summarizes a longer Social Policy Report by Harriett D. Romo, [Professor of Sociology; Director, University of Texas at San Antonio (UTSA) Child & Adolescent Policy Research Institute; Director, UTSA Mexico Center]; Kevin J. A. Thomas, [Associate Professor of Sociology, Demography, and African Studies], Pennsylvania State University; and Eugene E. Garcia, [Professor Emeritus], Arizona State University. The report is drawn from the National Academies of Sciences, Engineering, and Medicine's 2017 publication, "Promoting the Educational Success of Children and Youth Learning English: Promising Futures" (the "Promising Futures" report). View the full "Social Policy Report" and References at www.srcd.org. ED592254 Changing Demographics of Dual Language Learners and English Learners: Implications for School Success. Social Policy Report Brief. Volume 31, Number 2 Society for Research in Child Development 2018-00-00 2 Society for Research in Child Development. 2950 South State Street Suite 401, Ann Arbor, MI 48104. Tel: 734-926-0600; Fax: 734-926-0601; e-mail: info@srcd.org; Web site: http://www.srcd.org N/A 2019 ERIC JAN2020

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Yes Institutional Research Definitions Leadership Research Directors Occupational Information Accreditation (Institutions) Educational Assessment Research Committees Data Collection Data Analysis Information Dissemination Researchers Research Administration Technology Strategic Planning Program Development Lillibridge, Fred Swing, Randy L. Jones, Darlena Ross, Leah Ewing Numerical/Quantitative Data Reports - Research Association for Institutional Research (AIR) English The Association for Institutional Research (AIR) is engaged in a variety of efforts to document the current state of institutional research. In 2012, the Association initiated a critically important effort to identify the tasks involved in the work of institutional research (IR) across all titles and variations represented in its membership. This work was led by long-term AIR member and Past President Fred Lillibridge, Emeritus Associate Vice President for Accreditation, Compliance, and Planning at Doña Ana Community College. The questions that guided this inquiry included: What skills and abilities do search committees seek when hiring institutional researchers? What tasks are included in AIR members' work? How much is what institutional researchers do worth? The primary goal of this project was to produce an inventory of tasks involved in the work of institutional research (IR) across all titles and variations represented in the AIR membership. The tasks included in this report were submitted by AIR members. The subsequent pages of this report reflect findings about the degree to which senior IR/IE officers perform the tasks examined in this study. ED592255 Defining Institutional Research: Findings from a National Study of IR Work Tasks. A Focus on Senior IR/IE Leaders Association for Institutional Research 2016-00-00 37 Association for Institutional Research. 1435 East Piedmont Drive Suite 211, Tallahassee, FL 32308. Tel: 850-385-4155; Fax: 850-383-5180; e-mail: air@airweb.org; Web site: http://www.airweb.org N/A 2019 ERIC JAN2020

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Yes School Districts Models Research and Development Educational Development Academic Achievement Mathematics Achievement Reading Achievement Program Implementation Educational Improvement Partnerships in Education Elementary School Teachers Middle School Teachers Capacity Building Instructional Leadership Faculty Development Progress Monitoring Administrators Parents School Personnel Secondary School Teachers Reports - Descriptive Arkansas Louisiana New Mexico Oklahoma Texas SEDL English Elementary Education Middle Schools Secondary Education Junior High Schools In December 2000, the Southwest Educational Development Laboratory (SEDL) was awarded a five-year research and development (R&D) contract to develop and refine a systemic model to improve student achievement in reading or mathematics in low-performing districts and schools. At the onset of the project, 20 districts in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas in which one or more of the schools were having difficulty meeting state expectations for student achievement agreed to participate. The purpose of this report is to present findings based on analyses of more than 260 interviews with teachers, administrators, parents, and other staff and field notes of SEDL coordinators who worked with the districts. ED592991 Progress Report to Districts and Schools: SEDL's Working Systemically Model. FY03 Report. Research Report SEDL 2003-12-00 Institute of Education Sciences (ED) 14 SEDL. 4700 Mueller Boulevard, Austin, TX 78723. Tel: 800-476-6861; Tel: 512-476-6861; Fax: 512-476-2286; e-mail: info@sedl.org; Web site: http://www.sedl.org N/A 2019 ERIC JAN2020 Yes ED01CO0009

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Yes Rehabilitation Generalization Information Dissemination Validity Research Intervention Randomized Controlled Trials Evidence Based Practice Program Effectiveness Reports Research Methodology Dijkers, Marcel P. J. M. Reports - Descriptive Guides - Non-Classroom SEDL, National Center for the Dissemination of Disability Research (NCDDR) English This issue of "FOCUS" discusses external validity and what rehabilitation researchers can do to help practitioners answer the question "How far can we generalize this finding-- is it applicable to other clients/patients, with different characteristics, in dissimilar settings treated by other clinicians?," which clinicians and other practitioners ask whenever researchers publish evidence in support of a new or revised intervention. It is argued that there is no statistical basis for generalizing from the findings of a particular study, however well conducted, to a clinician's next patient/client or even to the groups a health care policy maker is responsible for. Generalizing is done by the decision maker based on the similarity of the case or cases to be treated to the people who were included in the research, and based on the resemblance of the clinicians and rehabilitative settings involved to the treater(s) and setting(s) in the research. Therefore, it is the responsibility of rehabilitation researchers to provide extensive information on their intervention study in their reports, well beyond issues impacting its internal validity. Only by reading such detailed reports on the characteristics of a study's patients/clients, treaters, treatments and outcomes, as well as on the wider health care and sociopolitical context of the study, can clinicians and their patients/clients begin to evaluate whether the same intervention might have a comparable feasibility and similar effect in their local situation. Unfortunately, reporting of issues relevant to external validity is much less common than of details relevant to internal validity, resulting in complaints by clinicians and other practitioners. This article provides and describes a checklist of 27 items that was designed to help rehabilitation researchers include more informative details in their research reports. ED592992 External Validity in Research on Rehabilitative Interventions: Issues for Knowledge Translation. FOCUS Technical Brief No. 33 SEDL 2011-00-00 National Institute on Disability and Rehabilitation Research (ED/OSERS) Researchers 24 SEDL. 4700 Mueller Boulevard, Austin, TX 78723. Tel: 800-476-6861; Tel: 512-476-6861; Fax: 512-476-2286; e-mail: info@sedl.org; Web site: http://www.sedl.org N/A 2019 As Provided JAN2020 H133A060028

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Yes Early Intervention Infants Toddlers Disabilities Educational Legislation Federal Legislation Educational Indicators Compliance (Legal) Ethnic Groups Eligibility Conflict Resolution Arbitration Reports - Descriptive Numerical/Quantitative Data Individuals with Disabilities Education Act Part C Washington State Department of Children, Youth, and Families (DCYF) English Preschool Education Early Childhood Education The Department of Children, Youth and Families (DCYF) is the State Lead Agency for the Individuals with Disabilities Education Act (IDEA) Part C program for Washington State. Within DCFY, the Part C programmatic home is the Early Support for Infants and Toddlers (ESIT) program. During Federal Fiscal Year (FFY) 2016, the ESIT program held contracts with 25 Local Lead Agencies (LLAs) statewide in order to ensure that all families have equitable access to a locally coordinated system of early intervention services. As a result, 16,137 eligible infants, toddlers and their families received early intervention services during the past year. Annually, each state must report to the public: (1) The number and percentage of children with disabilities, by race, gender, and ethnicity, who are receiving early intervention services; (2) The number and percentage of children with disabilities, by race, gender, and ethnicity, who, from birth through age 2, stopped receiving early intervention services because of program completion or for other reasons; and (3) The number of mediations held and the number of settlement agreements reached through such mediations. This document provides that numerical information for 2016-2017. ED592880 Early Support for Infants and Toddlers: 2016-2017 Year-to-Year Reports Washington State Department of Children, Youth, and Families 2017-00-00 6 Washington State Department of Children, Youth, and Families. e-mail: communications@dcyf.wa.gov; Web site: https://www.dcyf.wa.gov/ N/A 2019 As Provided JAN2020

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Yes Foreign Countries College Students Student Attitudes Foreign Students Positive Attitudes Negative Attitudes Educational Attitudes Figurative Language Cultural Awareness Cultural Differences Adjustment (to Environment) Freedom Psychological Patterns Student Experience Friendship Coping Yayci, Levent Journal Articles Reports - Research Turkey ISSN-2501-1111 English Higher Education Postsecondary Education The aim of this study is to determine the perceptions of international students studying in Turkey and university students who are Turkish citizens and continue their education in Turkey in relation to being an international student with the help of metaphors. The study group consists of 79 students, 35 of which are Turkish citizens and 44 are international students, studying at Giresun University in the spring term of the 2016-2017 academic year. The study was conducted according to the phenomenology model among qualitative research patterns. The data of the study were obtained by university students filling in the sentences such as "being an international student is similar to/like....... because......". The international students in the study group produced 43 different valid metaphors and students who were Turkish citizens produced 27 different valid metaphors. It was observed that 59 of these metaphors were positive, and 11 of them were negative. The metaphors created by the international students were included in 11 categories, and the metaphors created by the students who were Turkish citizens were included in nine categories ED592881 University Students' Perception of Being an International Student: A Metaphor Analysis Study Online Submission European Journal of Education Studies v3 n10 p379-403 2017 2017-00-00 25 N/A 2019 10 As Provided JAN2020

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Yes Foreign Countries Problem Solving Stress Variables Coping Self Control Help Seeking Psychological Patterns Social Isolation College Students Affective Measures Mediation Theory Predictor Variables Psychoeducational Methods Student Adjustment Yayci, Levent Ilhan, Tahsin Sarikaya, Yusuf Journal Articles Reports - Research Turkey UCLA Loneliness Scale ISSN-2501-1111 English Higher Education Postsecondary Education The aim of the study was to examine the mediation role of problem solving skills on the relationship between learned resourcefulness and loneliness. Mediation model tested using data collected from 211 Turkish university students. Rosenbaum's Self-Control Schedule, Problem-solving Inventory, and UCLA Loneliness Scale were used to collect the data in this study. The effect of learned resourcefulness on loneliness and the mediation role of problem solving skills in this relationship were analyzed by hierarchical multiple linear regression analysis. The significance of the mediation of problem solving skills was examined by the Sobel test. Analyses revealed that learned resourcefulness predicted loneliness significantly, and that problem solving skills showed full mediation in this relationship. When the effects of problem solving skills were controlled, learned resourcefulness could not predict loneliness, significantly. Findings of the study emphasized that the use of only cognitive strategies could relatively be less effective to reduce loneliness. However, using cognitive coping strategies, such as learned resourcefulness, along with behavioral processes could help weaken loneliness. Therefore, in the psycho-educational programs or counseling sessions, it would be useful to implement interventions that enhance problem solving skills whose behavioral aspect outweighs, and cognitive skills such as learned resourcefulness. The significance and limitations of the findings were discussed. ED592882 The Mediation Role of Problem Solving Skills on the Relationship between Learned Resourcefulness and Loneliness Online Submission European Journal of Education Studies v5 n6 p1-14 2018 2018-00-00 14 N/A 2019 As Provided JAN2020

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No Foreign Countries Educational Trends Trend Analysis Undergraduate Students Graduate Students College Applicants Student Characteristics College Admission Enrollment Trends Foreign Students Academic Degrees Age Groups Student Mobility Majors (Students) College Graduates Employment Patterns Unemployment Salaries College Faculty Income Expenditures Costs Population Trends Full Time Students Part Time Students Grants Tuition Charts Statistical Data Numerical/Quantitative Data Reports - Descriptive United Kingdom Universities UK (United Kingdom) English Higher Education Postsecondary Education The report analyses the last 10 years in higher education, focusing on applications, student demographics and graduate outcomes; staff backgrounds and expertise; and the income and expenditure of higher education institutions. Main findings include: (1) Demand for university places from 18-year-olds has increased, with those from less advantaged backgrounds 49% more likely to apply than a decade ago; (2) More than 400,000 international students came to study in the UK, which is 19% of all students; (3) In 2017, the average salary for graduates in the UK was £33,000, compared to £23,000 for non-graduates; (4) Only 2.8% of graduates were unemployed in 2017, compared to 5.3% of those without a degree; (5) International staff made up 20% of all university staff and 30% of all academic staff in 2017, and are critical for some subjects such as engineering where they make up 43%; and (6) The total income of UK universities was £35.7 billion, only half of which came from tuition fees. [To view the 2017 report, see ED592558.] ED592559 Patterns and Trends in UK Higher Education 2018 Universities UK 2018-09-00 978-1-8403-6409-5 39 Universities UK. Woburn House, 20 Tavistock Square, London, WC1H 9HQ, UK. Tel: +44-20-7419-4111; Fax: +44-20-7388-8649; e-mail: info@universitiesuk.ac.uk; Web site: http://www.universitiesuk.ac.uk N/A https://www.universitiesuk.ac.uk/facts-and-stats/data-and-analysis/Documents/patterns-and-trends-in-uk-higher-education-2018.pdf 2019 ERIC JAN2020

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No Foreign Countries Educational Resources Educational Policy Administrative Organization Governance Educational Finance Financial Support Teaching (Occupation) Economic Factors Social Influences Educational Quality Disadvantaged Government Role Dropouts Enrollment Geographic Regions Socioeconomic Status Public Schools Private Schools Human Resources Salaries Teaching Conditions Work Environment Demography Age Differences Instructional Program Divisions Institutional Characteristics Science Achievement Equal Education Expenditures Inclusion Grouping (Instructional Purposes) Vocational Education Immigrants Special Needs Students Student Behavior Principals Leadership Responsibility Elementary Secondary Education Mathematics Achievement Reading Achievement Liebowitz, David González, Pablo Hooge, Edith Lima, Gonçalo Books Reports - Evaluative Portugal Program for International Student Assessment Trends in International Mathematics and Science Study Progress in International Reading Literacy Study ISSN-2413-4333 Organisation for Economic Cooperation and Development (OECD) (France) English Secondary Education Elementary Secondary Education Grade 4 Intermediate Grades Elementary Education This country review offers an independent analysis of major issues facing the use of school resources in Portugal from an international perspective. It provides a description of national policies, an analysis of strengths and challenges and options for possible future approaches. The analysis focuses on the process of decentralisation of school governance, the integration of local, national and international funding streams in educational financing, and the development of the teaching profession. The report covers primary and secondary school education. ED592560 OECD Reviews of School Resources: Portugal 2018 OECD Publishing 2018-12-06 978-92-64-30839-8 264 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/9789264308411-en 2019 As Provided JAN2020

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Yes Community Colleges Financial Support Educational Finance Funding Formulas Institutional Characteristics State Aid Educational Improvement Kendall, Sandy, Ed. Marinova, Antoniya, Ed. Reports - Evaluative Massachusetts (Boston) Boston Foundation English Two Year Colleges Higher Education Postsecondary Education Massachusetts' 15 community colleges play a vital role in connecting more than 100,000 residents each year with postsecondary educational opportunities and skills training. These schools have a unique opportunity to prepare students for in-demand career fields. Community college students make up the most diverse population within the state's public education system. In spite of the clear importance of community colleges, historically state funding in Massachusetts has been low by national standards and distributed without taking into account underlying campus need or system goals. This report looks back at the state's most recent attempt to improve the system for determining community college funding. It examines the environment at both the state and national level that led to the creation of a funding formula, considers the strengths and weaknesses of the formula that was devised and assesses the success of implementation efforts. It concludes that a well-developed, clearly articulated funding formula is valuable, particularly if implemented as devised, and something for today's policy makers to consider as they contemplate how to improve state support for community colleges. [This report was written by the Massachusetts Taxpayers Foundation.] ED592561 Grade Incomplete: Implementation of the Community College Funding Formula in Massachusetts. Understanding Boston Boston Foundation 2018-11-00 44 Boston Foundation. 75 Arlington Street, Boston, MA 02116. Tel: 617-338-2646; e-mail: txt@tbf.org; Web site: http://www.tbf.org N/A 2019 ERIC JAN2020

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No Electronic Learning Educational Trends Job Skills Skill Development Access to Education Technology Uses in Education Inclusion Teacher Role Government Role Educational Benefits Employers Business Student Role Technological Literacy Grand-Clement, Sarah Reports - Descriptive RAND Europe English The report gives an overview of an expert consultation on the role and future of education and skills in the digital world. It looks at which skills are important and necessary to undertake the different types of jobs available, and what skills we need to be thinking of developing now and in the future. It explores how we ensure that people are not left out of the digital age and have access to education on digital skills. It looks at how we think about formal education and how our thinking needs to evolve with the increasing adoption of digital tools and technologies, particularly among the younger generation. The report proposes a preliminary framework to ensure an inclusive education in an increasingly digital world and suggests roles for different stakeholders to ensure that this becomes a reality. The consultation highlighted the important role of government and industry in encouraging the greater use of digital technologies in learning. However, it also recognises that the future should not be driven by technology. The report notes that role of the educator is not diminished by the increased adoption of digital technologies, with it being seen as an effective tool to make learning more adaptive and flexible. [Sarah Grand-Clement acted as lead rapporteur. This report was also co-authored by Axelle Devaux, Julie Bélanger and Catriona Manville. The report was also developed by the Corsham Institute.] ED591364 Digital Learning: Education and Skills in the Digital Age RAND Europe 2017-00-00 23 RAND Europe. Westbrook Centre, Milton Road, Cambridge CB4 1YG, United Kingdom. Tel: +44-1223-353-329; Fax: +44-1223-358-845; e-mail: reinfo@rand.org; Web site: http://www.rand.org/randeurope/ N/A http://www.rand.org/t/CF369 2019 0 As Provided JAN2020

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No STEM Education Standardized Tests Mathematics Achievement Science Achievement Grade 7 Grade 10 Educational Innovation Course Content Instructional Design Longitudinal Studies Grade 5 Elementary School Students Secondary School Students Pretests Posttests Economically Disadvantaged Scores Gender Differences Minority Group Students Program Descriptions Academic Standards Difficulty Level Control Groups Experimental Groups Teaching Methods Program Effectiveness Program Evaluation Askew, Karyl Stevenson, Olivia Jones, Bridget Reports - Evaluative North Carolina EISSN- The Evaluation Group (TEG) English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Grade 10 High Schools Grade 5 Intermediate Grades "INSPIRE" is an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education. "INSPIRE" provides an innovative integrated K-12 STEM pipeline approach focused on STEM course content and instructional redesign. The INSPIRE model was implemented in Cabarrus County Schools (CCS), which is among the largest school systems in North Carolina, serving nearly 30,000 students in 39 schools. The impact evaluation included two studies that examined the effect of INSPIRE on mathematics and science achievement as measured by North Carolina standardized End-of-Grades assessments. The elementary study (Study 1) used a three-year, longitudinal, single-cohort quasi-experimental design (QED) to assess the impact of INSPIRE on math achievement at the end of 5th grade after two years of program exposure. The secondary study (Study 2) used an individual-level, longitudinal, randomized controlled trial (RCT) with blocking by school level and cohort to assess the effects of INSPIRE on math and science achievement at the end of 7th and 10th grades after two years of program exposure. For both studies, we compared the outcomes of INSPIRE students with similar students from schools that did not offer a STEM program. For the elementary study, propensity score matching (PSM) was used to match INSPIRE elementary students and comparison student samples at baseline (on pre-test math achievement scores, gender, minority status, and economically disadvantaged status) and baseline equivalence was established all pre-test assessment measures; this study met What Works Clearinghouse (WWC) Group Design Standards with Reservations. For the secondary study, the overall and differential attrition rates were low based on the WWC attrition standards (WWC, 2017); this study met WWC Group Design Standards without Reservations. The results of the elementary study indicated a statistically significant difference between the "INSPIRE" treatment group and the business-as-usual comparison group on the math achievement outcome. Comparison students reported a statistically significant higher increase in math achievement than "INSPIRE" students. Results of the secondary study indicated no statistically significant difference between the "INSPIRE" treatment group and the business-as-usual comparison group on the math and science achievement outcome. The duration of students' exposure to INSPIRE, fidelity of implementation, alignment between PBL instruction and NC standardized assessments, and contextual factors that might have weakened the intervention strength relative to business-as-usual conditions are discussed as possible factors that account for these findings. The report concludes with suggestions for future research and implications for education policy. ED591365 Impact Evaluation of "INSPIRE: Infusing Innovative STEM Practices into Rigorous Education" Grantee Submission 2018-08-00 Office of Innovation and Improvement (ED), Investing in Innovation (i3) 34 N/A 2019 19 As Provided JAN2020 U411C130073

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No Foreign Countries Textbooks History Instruction Textbook Content Cultural Differences War World History Ye, Anyi Speeches/Meeting Papers Reports - Research China Taiwan ISSN- English History textbooks often cause friction in diplomatic relations between nations, especially between East Asian countries. Several studies have demonstrated that revisions to history textbooks can be the result of changes in a state's interests, resulting in different, often conflicting, accounts of historical events in history textbooks that represent the political ideologies of different nations. Despite the large number of studies of textbook content, there has been limited research examining the representation of specific historical events in the high school history textbooks of Mainland China and Taiwan. This investigation analyzed two widely used textbook series in Mainland China and Taiwan, focusing on the accounts of four armed conflicts -- the Battle of Penghu, the First Sino-Japanese War, the Second Sino-Japanese War, and the Chinese Civil War -- to discover if these textbooks presented different accounts of these events and if so, if these accounts reflected the different ideological interests of these nations. Findings indicate that these textbooks do present different accounts of historical events and that these represent official historical narratives that reflect the differing political ideologies of Mainland China and Taiwan and that these narratives provide students with collective memories of the past that shape the national identities of Chinese and Taiwanese citizens. ED591627 Remembering Different Pasts: An Analysis of History Textbooks in Mainland China and Taiwan AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 51 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 26 As Provided JAN2020

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No African American Teachers African American Students Grade 5 Elementary School Teachers Elementary School Students Urban Schools Knowledge Level Barriers Culturally Relevant Education Skill Development Social Justice At Risk Students Caring Teacher Role Student Empowerment Child Development Identification (Psychology) Teacher Expectations of Students Hambacher, Elyse L. Bondy, Elizabeth Speeches/Meeting Papers Reports - Research ISSN- English Grade 5 Intermediate Grades Middle Schools Elementary Education This paper draws on the literature on effective African American teachers of African American students to investigate the enactments of culturally relevant critical teacher care (CRCTC) in two fifth-grade teachers' classrooms in a large, urban school district. Using interview and observation data, the findings illustrate the teachers' knowledge of the constraints upon their students' futures. This knowledge catalyzed their enactment of a particular kind of care designed to prepare their students with the dispositions, knowledge, and skills to be the authors of their own lives. The study reveals the transformative potential of teacher care explicitly linked to a larger social justice agenda. [This paper was published with the title "Creating Communities of Culturally Relevant Critical Teacher Care" in "Action in Teacher Education" v38 n4 p327-343 2016.] ED591628 Culturally Relevant Critical Teacher Care in Elementary Classrooms AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 19 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 80 As Provided JAN2020

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No Charter Schools Foreign Countries Comparative Education Advisory Committees Audits (Verification) Public Officials Administrator Attitudes Teacher Attitudes Educational Principles Institutional Autonomy Administrative Organization Political Influences Democratic Values Cooperation Privatization State Government Educational History Gottau, Veronica Moschetti, Mauro Speeches/Meeting Papers Reports - Research Argentina ISSN- English In 1999, the Province of San Luis (Argentina) approved the creation of the so-called 'Escuelas Experimentales Autogestionadas' (SelfManaged Experimental Schools) inspired by the US charter schools, but with important differences. This article explores the circumstances under which the project was dismantled and abandoned prematurely. The study included a thorough documental analysis and interviews with key informants including members of the project's steering committee, scholars, members of the evaluation committee and the external audit, government and ex-government officials of the Ministry of Education, and teachers. We found strong incompatibilities among the guiding principles of the project, i.e. democratization, cooperativeness, autonomy and plurality, the practices of the provincial rentier political system, and the traditional structures of power bureaucratically organized at the national level. ED592256 Global Policies, Local Enactment: The Rise and Fall of Charter Schools in San Luis (Argentina) AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 28 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Citizenship Socialization Global Approach Social Systems Political Attitudes Citizenship Education Teaching Methods Nationalism Cultural Context Wiseman, Alexander W. Cheng, Angel Oi Yee Speeches/Meeting Papers Reports - Evaluative ISSN- English A long recognized key element in the creation of stable nation-states has been the state's ability to socialize youth into the role of citizen. But exactly how schooling produces global citizens and which political contexts (e.g., national political systems or a world system of nations) dominate the substance of global citizenship are not well understood. Presented here is an analysis of schooling and the political socialization of youth in a United States-specific context that begins to form answers to the fundamental questions: to what degree does schooling create citizens? And, is this socialization mostly a nation-specific or a globalized means to creating global citizenship among youth? ED592257 Global Citizenship in the United States AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 22 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Elementary School Teachers Language Usage Semitic Languages Communication Strategies Grade 1 Low Income Academic Failure Institutional Characteristics Cross Cultural Studies Foreign Countries Language of Instruction Second Language Learning Spanish English (Second Language) Standard Spoken Usage Teacher Student Relationship Case Studies Teaching Methods Classroom Communication Mongillo, Geraldine Kaplan, Rochelle G. Feola, Dorothy Vaknin-Nusbaum, Vered Abbas, Randa Neuman, Ari Speeches/Meeting Papers Reports - Research New Jersey Israel ISSN- English Elementary Education Grade 1 Primary Education Early Childhood Education The purpose of this study was to investigate the communicative strategies used by two effective first grade teachers whose students came from lower SES communities marked by a high incidence of school failure. One school was in Akko, Israel and one was in New Jersey in the US. In both settings, the teachers taught lessons in a language that was not the home language of the students. In Akko, the teacher taught using formal Arabic while the children were familiar only with informal Arabic. In New Jersey, the teacher taught using English while the students were largely from Spanish-speaking homes. Findings suggested two major categories of communicative strategies employed by both teachers: Concretization of abstract concepts and Situational Language Use. ED592258 Primary Teachers' Use of Communicative Strategies for Linguistically Diverse Learners: A Cross-Cultural Case Study AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-12 16 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Rural Schools Foreign Countries Indigenous Populations Professional Identity Standards Teacher Attitudes Beginning Teachers Knowledge Base for Teaching Community Schools Teaching Experience Action Research Participatory Research Autobiographies Self Esteem Teacher Role Student Needs Individualized Instruction Teacher Orientation Travel Preservice Teacher Education Drabble, Anne Wilkins, Maddison Middleton, Sarah Lyndon, Louise Zahra, Nathan Speeches/Meeting Papers Reports - Research Australia English Higher Education Postsecondary Education Graduate teachers generally experience an array of emotions and self negotiations about beliefs, values, personal and professional identity and their ability to evidence the Australian Professional Standards for Teachers (APST) at graduate stage when they commence as new classroom teachers. Much has been said about developing pre service teachers' knowledge and sense of rural awareness to meet the expectations of teaching in rural contexts. This small study explored four new graduate teachers' rural experiences during Wider Field Experience (WFE) in an Aboriginal Community School, their Supervised Professional Experience (SPE) in rural schools and everyday classroom teaching experiences they engaged in as classroom teachers. These varied experiences were used to evidence the APST at graduate stage. A participatory action research approach was used because the quality of shared communication and collaboration exchanged was considered beneficial in developing confidence and teacher identity. The graduate teachers engaged in autobiographical reflections because it provided a strong platform for developing shared perspectives and identifying priorities in their new roles as classroom teachers and decision makers. The graduate teachers exchanged APST evidence and sought support for challenging experiences. Differentiation to accommodate students with diverse needs was a particular focus because of each graduate teacher's context and location. ED591858 Wider Field Experience and Supervised Professional Experience in Rural Schools as Operative Segues from Pre Service Teacher to Graduate Teacher Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 16 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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Yes Educational Technology Technology Uses in Education Technology Integration Teacher Attitudes Teaching Methods Foreign Countries Hospitalized Children Special Schools Elementary Secondary Education Blended Learning Computer Assisted Testing Mathematics Instruction Jones, Anthony Speeches/Meeting Papers Reports - Research Australia South Korea Thailand English Elementary Secondary Education This paper aims to clarify certain causes of the apparent reluctance of some classroom teachers to assist students to learn through the use computers. The main emphasis will be on primary school teaching, but it will be argued that the same, or similar, issues affect teachers at secondary and tertiary levels. It should be noted that the focus is on planned learning with the assistance of computers rather than on whether teachers and students do or do not use computers in the classrooms. Teacher communications, both formal and informal, together with classroom research reports indicate the existence of underlying concerns about promoting student learning with ICT. This paper proposes that the reluctance of some teachers to make ICT an integral part of their classroom teaching practices is related to factors over which they have limited control. This reluctance occurs even though teachers tend to use various forms of social networking as part of their non-classroom lifestyle in a technologically ubiquitous environment. Over the past decade the author has participated in several small-scale research projects conducted in Australian schools. Each project has been a mini-case study and data has been collected through video-recording lessons and interviewing teachers. ED591859 If Only: Changing Classroom Learning Teaching with ICT Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 9 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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Yes Mothers Parent Child Relationship Preschool Children Play Family Environment Child Development Mathematical Concepts Scientific Concepts Parents as Teachers Foreign Countries Imagination Creativity Parent Participation Learning Experience Devi, Anamika Speeches/Meeting Papers Reports - Research India English Very few studies have given attention to parental support for children's play-based conceptual development in a home setting. The key aspect of this paper is to investigate how parental support aids development of children's mathematical and science concepts in collective play in the home context and what happens to the play during parent-child collective engagement. The data has been collected through video, audio and semi-structured interviews from four Indian families and their children (four to five years old and median age 4.5 years). For data analysis, Hedegaard's (2008a) three levels of interpretation--common sense, situated practice and thematic interpretations--were employed. Drawing upon Vygotsky's (2004) concept of imagination and creativity, Fleer's (2010, p. 140) pedagogical model of "collective and individual play" and Kravtsova's (2009, p. 22-23) concept of "subject positioning" are used for thematic analysis. The paper analyses the play experience of a five-year-old boy, Jay (pseudonym used) and his mother's co-construction of play in the home context. The findings of our analysis shows that the mother's interactive approach as an active play partner in Jay's play promoted his learning and development. The paper argues that the parents' active involvement in children's play is not only important to develop the play itself but also important for providing better learning opportunities for children. ED591860 Mother-Child Collective Play at Home Context: An Analysis from a Cultural Historical Theoretical Perspective Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 13 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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Yes Reciprocal Teaching Social Cognition Foreign Countries Scaffolding (Teaching Technique) Formative Evaluation Grade 1 Grade 3 Grade 5 Elementary School Students Elementary School Teachers Self Management Fletcher, Anna Speeches/Meeting Papers Reports - Research Australia English Grade 1 Primary Education Elementary Education Early Childhood Education Grade 3 Grade 5 Intermediate Grades Middle Schools Contemporary learning in Australia necessitates that students develop the capability to play an active role in their own learning. Yet, the student's role as an active agent in the learning process has not been fully examined. Drawing on the notion of assessment as generations informed by conflicting theoretical viewpoints, this paper explores how social cognitive theory presents a conceptually transformational and practical way forward in respect to understanding assessment as a learning process. The paper pursues two goals. First, it outlines the transformation of assessment practice over three generations of pedagogical theory. Second, it argues that social cognitive theory presents a broadened understanding of assessment as a student-centred learning process. It is suggested that this may be the emergence of a new generation of assessment, in which understandings of formative assessment is enhanced through the integration of intrapersonal, behavioural and contextual influences. Interview data from a cross-sectional, one-setting study into Assessment as Learning (AaL) are used to suggest how AaL transforms the role of students, from being participants in a social practice directed by teachers, into agents of learning in a reciprocal learning process. ED591861 Assessment as a Student-Driven, Reciprocal Learning Process: A Recalibrated, Social Cognitive Perspective Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 13 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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Yes Postsecondary Education Success Quality of Life Access to Education College Graduates At Risk Students Equal Education Educational Resources High Schools College Readiness Institutional Characteristics High School Students Institutional Cooperation Agency Cooperation Demography Gender Differences Racial Differences Ethnicity Program Effectiveness Community Organizations Colleges Levine, Eliot Capitani, Jill Young, Sarah Reports - Research Massachusetts (Boston) Boston Foundation Corporation for National and Community Service Boston Foundation, Success Boston College Completion Initiative University of Massachusetts, Donahue Institute English Postsecondary Education Higher Education High Schools Secondary Education Supporting the postsecondary success of all students is essential for enhancing the quality of life of individuals, families, and communities, as well as building a healthy economy. The city of Boston has an extensive system of college access and success resources that help students pursue one route to postsecondary success--obtaining a college degree. Many of these resources focus on traditionally underserved groups of students, with the goal of providing all students with equal and equitable opportunities to succeed in their education. This report presents the findings of a study of the college access and success (CAS) landscape in Boston. In 2016, the Boston Foundation and Success Boston contracted with the UMass Donahue Institute (UMDI) to develop an inventory of CAS services available to Boston students. The study also addresses the distribution of resources across the city, identifies gaps and duplication of services, describes strengths and challenges of the existing system, and offers recommendations to improve the system's effectiveness. Four appendices provide extensive information about each community-based organization (CBO), institute of higher education (IHE), and high school that was identified as providing CAS supports; the organizations providing CAS services in each neighborhood; and the college access and success services provided by each organization. ED592562 Supporting Postsecondary Success: Understanding the College Access and Success Landscape in Boston Boston Foundation 2018-05-00 96 Boston Foundation. 75 Arlington Street, Boston, MA 02116. Tel: 617-338-2646; e-mail: txt@tbf.org; Web site: http://www.tbf.org N/A 2019 ERIC JAN2020

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No Beginning Teachers Instructional Innovation Teaching Experience Teacher Effectiveness Barriers School Culture Beginning Teacher Induction Teacher Education Foreign Countries Paniagua, Alejandro Sánchez-Martí, Angelina Reports - Evaluative EISSN-1993-9019 Organisation for Economic Cooperation and Development (OECD) (France) English New teachers entering the profession are said to bring with them enthusiasm, idealism and recent training--a promising combination for innovative teaching. However, these early career teachers are also commonly portrayed as professionals facing exceptional challenges, with fragile identities who leave the career in high proportions. Can these new teachers help schools to innovate while trying to perform as effective teachers during their initial years? This paper argues that the difficulties most early career teachers encounter, which have largely remained unchanged over the last 50 years, are embedded characteristics of the teaching profession. Further, it discusses the importance of the first five years of the teacher career in acquiring critical professional skills, and highlights the importance of context over experience per se. The paper concludes by making the case that these first five years could work as a residency for early career teachers--similar to that of medical training--where they could receive support to experiment in sheltered environments. This professional residency might represent a policy milestone in the building of a continuum of teachers' professional growth and development. ED592563 Early Career Teachers: Pioneers Triggering Innovation or Compliant Professionals? OECD Education Working Papers, No. 190 OECD Publishing 2018-12-03 53 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://dx.doi.org/10.1787/4a7043f9-en 2019 As Provided JAN2020

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Yes Evidence Based Practice Access to Education College Students Graduation Rate Economically Disadvantaged Low Income Students Federal Aid Grants Student Financial Aid Educational Strategies Federal Programs Cost Effectiveness Educational Change Minority Group Students Lester, Patrick Reports - Evaluative Pell Grant Program EISSN- Social Innovation Research Center (SIRC) English Higher Education Postsecondary Education Only 60 percent of students in post-secondary education in the United States graduate within six years of enrollment. Some minority and disadvantaged students graduate at significantly lower rates. As Congress considers reauthorizing the Higher Education Act, some consideration is being given to promoting greater use of evidence-based programs and practices to address these gaps. One option is to create a tiered evidence grant program to support the development, validation, and scaling of evidence-based interventions. Congress has already shown an interest in this approach, with the House Education and the Workforce Committee choosing to include a tiered evidence program, called Impact Grants, in its reauthorization bill earlier this year. A tiered evidence grant program could help address existing college completion disparities for the following reasons: (1) Existing College Completion Rates Are Too Low: The overall college graduation rate is too low and even lower for disadvantaged students. The federal government currently spends over $26 billion per year for Pell Grants for low-income students, but approximately half of these students fail to graduate. The broader economy also suffers as these students fail to become prepared for higher-wage jobs; (2) Evidence-based Strategies Can Improve Educational Outcomes: Researchers have begun to identify evidence-based interventions -- including remedial instructional reforms, academic counseling and mentoring, and comprehensive supports -- that have been shown to increase graduation rates; (3) More Evidence Is Needed of What Works: Most of the existing research on post-secondary interventions is still preliminary. Few interventions are backed by strong evidence of effectiveness. Funding for further research is small, particularly when compared to the billions of dollars spent annually on financial aid and direct assistance to colleges and universities; and (4) Tiered Evidence Grants are a Cost-effective Evidence Building Strategy: Tiered evidence grants, which have been used successfully in other program areas such as K-12 education, are a promising strategy. Because they can be created within existing grant programs, they can build the evidence base at little or no extra cost to the federal government. This paper reviews the potential benefits of a federal tiered evidence grant program in higher education. It includes a review of the existing evidence and draws on lessons learned from other tiered evidence grant programs that could help improve its design. ED592883 Using Evidence to Increase College Access and Completion: How a Tiered Evidence Grant Program Could Improve Post-Secondary Student Outcomes Online Submission 2018-04-10 Laura and John Arnold Foundation 12 N/A 2019 67 As Provided JAN2020

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Yes Evidence Based Practice Educational Improvement Educational Legislation Federal Legislation Educational Policy Educational Change School Turnaround Failure Success Educational Assessment School Effectiveness Educational Practices Policy Formation Federal Government Government Role Federal Aid Grants State Government Accountability Needs Assessment Capacity Building Marketing Program Implementation Lester, Patrick Reports - Descriptive EISSN- Social Innovation Research Center (SIRC) English Persistently low-performing schools have been repeatedly targeted for comprehensive reform for more than two decades, usually with poor results. These efforts have suffered, however, because they were often poorly implemented or insufficiently grounded in rigorous research. The Every Student Succeeds Act (ESSA), enacted in 2015, provides a framework for reversing this track record of failure through the greater adoption of proven, evidence-based practices and programs. This paper reviews the history of K-12 turnaround efforts and how evidence has been, and could be, used to improve upon these previous efforts. ED592884 Evidence-Based Comprehensive School Improvement: How Using Proven Models and Practices Could Overcome Decades of Failure Online Submission 2018-03-26 Laura and John Arnold Foundation 32 N/A 2019 67 As Provided JAN2020

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No Scaffolding (Teaching Technique) Programming Robotics Preservice Teachers Computation Thinking Skills Preservice Teacher Education Educational Games Science Education Foreign Countries Programming Languages Computer Software Angeli, Charoula M. Jaipal-Jamani, Kamini Speeches/Meeting Papers Reports - Research Canada ISSN- English Higher Education Postsecondary Education In an era where computational thinking is regarded as a basic skill for the 21st century that needs to be taught across the K-12 curriculum, research shows that teacher education programs do not adequately prepare preservice teachers to promote computational thinking skills in classroom teaching. Accordingly, the present study contributes to the body of knowledge that can be used to inform the teaching of computational thinking in teacher education through the use of scaffolded programming scripts with educational robotics activities, within the context of a science lesson about gears. The study reports effects on preservice teachers' computational thinking, knowledge about gears, and self-reported efficacy to teach with educational robotics. ED591629 Using Scaffolded Programming Scripts in Educational Robotics Activities to Teach Preservice Teachers Computational Thinking AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 18 As Provided JAN2020

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No Grade 3 Empathy Childrens Literature Multicultural Education Cultural Pluralism Vocabulary Oral Reading Student Motivation Emotional Response Social Bias Perspective Taking Discussion (Teaching Technique) Reader Response Reader Text Relationship Elementary School Students Gordon, Linda K. Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Grade 3 Primary Education Elementary Education Early Childhood Education The purpose of this paper is to discuss a pilot study conducted in a graduate action research class that sought to investigate the impact of multicultural literature experiences on third-grade students' ability to make empathetic connections in their writing and discussions about literature. Conducted as participant action research, five multicultural literature selections were utilized as interactive read alouds in a class of 17 students. Researcher journal entries and student graphic organizers were employed to collect student responses. Findings included significant weaknesses in emotional vocabulary, multicultural read aloud format being motivational to students, and decreased emotional responses to story settings too similar to the students' own experience. ED591630 The Impact of Multicultural Literature on Empathy Development in Third-Grade Students: A Pilot Study AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 45 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 45 As Provided JAN2020

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No Service Learning Mentors Preservice Teachers Elementary School Teachers Teacher Education Programs Elementary School Students Teaching Methods Student Attitudes Program Effectiveness Nerren, Jannah Walters Reily, Susan Speeches/Meeting Papers Reports - Research Texas ISSN- English Higher Education Postsecondary Education Elementary Education A service-learning mentoring project was designed to impact two groups of participants. Five cohorts of pre-service teachers in an elementary preparation program provided weekly mentoring to elementary students identified as needing additional support. During this longitudinal study, thirteen elementary students were randomly paired with a pre-service teacher who provided meaningful activities based on student need. In addition to weekly reflection journals, pre-service teachers completed a pre and post survey to determine self-assessed knowledge of strategies for working with under-resourced learners, the value they saw in the project, and their expectation of positive outcomes both for themselves and the elementary students. The project provided useful data and meaningful information to improve the future of service learning projects in field experiences. ED591631 Students Serving Students: Reciprocal Benefits of a Service-Learning Mentoring Project for Preservice Elementary Teachers AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 11 As Provided JAN2020

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No Disadvantaged Elementary School Students Urban Schools Grade 3 Social Capital Classroom Communication Books Literature Appreciation Childrens Literature Student Participation Student Behavior Power Structure Computer Mediated Communication Educational Environment Safety Discussion Groups Virtual Classrooms Asynchronous Communication Privacy Brendler, Beth M. Adams, Vanessa E. Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education Grade 3 Primary Education Early Childhood Education This study investigated the nature and degree of difference in students' behaviors, participation, and power structures in classroom based online book discussions versus face-to-face discussions using pseudonyms, to determine whether online discussion is a useful adjunct to face-to-face literature circles in involving all students as participants. The research team hypothesized that creating a safer, more egalitarian space for book discussion would offer marginalized students a more open avenue for participation in the construction of literary meaning and would add to the student generated knowledge base, and provide them with a sense of being valued in a classroom setting. This study found that in these three classrooms almost half of the participants would not have fully expressed themselves without the anonymous online discussions. ED592259 Marginalized Students, Social Capital, and Classroom Discourse: Exploring Anonymity in Classroom Book Discussions AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 21 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Family Involvement Parent Participation Recreational Activities Family Characteristics Background Cultural Capital Educational Attainment Family Income Correlation Predictor Variables Academic Achievement Racial Differences Minority Groups Marital Status Zhao, Xia Fu, Qiong Speeches/Meeting Papers Reports - Research National Household Education Survey ISSN- English The purpose of this study was to investigate whether parental involvement (PI) activities out of school varied with family background in the United States and whether PI mediates the relation between family background and student achievement. This study was grounded within Bourdieu's cultural capital theory (YEAR). Data were collected in 2007 using the Parent and Family Involvement (PFI) survey as part of the National Household Education Surveys (NHES). The results showed that parent education level and household income had significant positive relation with PI activities out of school, which in turn was a significant predictor for student achievement, p < 0.05. Moreover, White parents were significantly less involved in activities out of school with their children than did non-white parents. The bootstrapped indirect effect of PI out of school was significant for both parent education and household income in predicting student achievement, p < 0.05. We concluded that education inequality existed given the relation of family background to student achievement. ED592260 Family Backgrounds Shape Parental Involvement Activities outside of School in the United States AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Educational Facilities State Government Health Well Being School Community Relationship Federal Aid Departments Educational Policy Foreign Countries Community Schools School Administration Guidelines Barriers Networks Educational Finance Delivery Systems Elementary Secondary Education Cleveland, Benjamin Speeches/Meeting Papers Reports - Descriptive Australia English Elementary Secondary Education School facilities are some of the most underutilised public assets in Australia. Yet, opportunities to better utilise and enhance school facilities though offering a range of services to growing communities are increasingly being recognised. Across the country, state governments are endorsing the development of "schools as community hubs," based on indications from overseas of better education, health and well-being outcomes for students, as well as benefits to their families and the public. How best to proceed with the development of community oriented schools in Australia however, remains an open question due to a lack of knowledge about; a) what types of services -- beyond the academic -- should be delivered from school sites; b) how best to utilize existing facilities and deliver new infrastructure that may be required for 'nontraditional' service provision; and c) what government funding should be directed to such services and facilities, and from which departments. Curtailing the development of community oriented schools are embedded state government policies and practices that tend to dislocate and dissociate the processes of procuring, designing, governing and using/managing school infrastructure. If the concept of "schools as community hubs" is to be realised, the policy environment through which such provision must be achieved needs to be scrutinised and updated. The provision of school facilities that can support enhanced social capital, education, health and well-being outcomes for Australian communities requires improved co-ordination between multiple levels of government, as well as non-government agencies, schools and community groups. A means of productively navigating and negotiating these multifaceted relationships is needed i.e. a coherent framework that links research, policy and practice associated with the planning and management of service delivery and associated infrastructure on school sites. This paper explores how such a framework may be developed for the purpose of helping state governments, local councils, schools and community stakeholders overcome the current 'obstacle course' that is limiting attempts to maximise school facilities for broader community benefit. ED591862 A School but Not as We Know It! Towards Schools for Networked Communities Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 10 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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Yes Foreign Countries Faculty Development Secondary Schools Pedagogical Content Knowledge Leadership Effectiveness Highfield, Camilla Robertson, Jenny Speeches/Meeting Papers Reports - Research New Zealand English Secondary Education This paper reports the methods and findings from a research project investigating the professional learning and development (PLD) facilitation practices that influence and support the development of middle leaders in secondary schools. The participants for this research are expert facilitators employed by the University of Auckland delivering services through a large-scale government funded professional learning and development project in New Zealand secondary schools. The results show that there are a considerable number of complex and interrelated facilitation practices that rely on prior curriculum and pedagogical knowledge as well as the development of skills in coaching, evaluative inquiry, modelling and building relational trust. Implications for the training and support of professional learning and development of facilitators will be discussed. ED591863 Professional Learning and Development Facilitation Practices That Enhance Secondary School Middle Leader Effectiveness Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 16 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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No Faculty Development Facilitators (Individuals) Mathematics Teachers Teacher Collaboration Constructivism (Learning) Program Implementation Comprehension Inservice Teacher Education Intention Warner, Jayce R. Junk, Debra L. Osman, David J. Schallert, Diane L. Gámez, Christian Speeches/Meeting Papers Reports - Research Texas ISSN- English This study takes a social constructivist approach to examining how mathematics professional development facilitators and teachers enacted a professional development (PD) program in a large statewide network of collaboratives. Facilitators (29 in total, 11 we followed closely) attended an initial PD and then presented what they had learned to teachers in their own collaboratives. Facilitators filled out surveys about what they had noticed and interpreted about the meaning and intent of the training immediately after the initial training and again, after they had presented the materials and ideas in their own trainings with teachers. Teachers were surveyed immediately after participating in the PD and again after they had had a chance to implement the PD in their own classrooms. On one hand, teachers reflected well their own facilitator's interpretation of the original PD. On the other hand, both teachers and facilitators showed the influence of their own constructive processes, selecting and modifying the PD to reflect current contextual influences. ED592261 Creative Construction or Spotty Uptake? Propagating a Professional Development from Trainer to Facilitator to Teacher AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 15 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Democracy Public Schools School Choice Democratic Values Educational Policy Decision Making Parent Attitudes School Segregation Social Influences Neighborhoods Student Diversity Citizenship Davidson, Kristen L. Speeches/Meeting Papers Reports - Evaluative ISSN- English In this paper, I share the findings of my qualitative study of parental choice processes that reflected an intricate system of advantages and resulted in the creation and maintenance of increasingly segregated, like-minded school communities. Drawing on Dewey's conceptions of public and private and of democratic education, I argue that the creation of distinctive school communities runs counter to the advancement of a more just, democratic society and educational system. I further claim that parental choice cannot accurately be understood as a private choice due to the shared consequences that create a public dimension. Policy changes to address the negative shared consequences of school choice in turn must be democratically negotiated among the members of the impacted public. ED592262 Democracy and Public School Choice AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 22 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No School Safety Well Being Wellness Mental Health High School Students Educational Environment Stress Variables Violence Student Attitudes Victims Coping Furlong, Michael J. Opinion Papers Reports - Research Speeches/Meeting Papers California EISSN- English High Schools Secondary Education Drawing upon an ongoing school mental health survey being conducted in California, this article examines associations between high school students' mental wellness, including covitality (as measured with the Social Emotional Health Survey--Secondary), and school safety perceptions and experiences. Student self-reports reveal a strong positive association between psychosocial wellness and feeling safe and secure at school. Proactive efforts by educators to foster students' thriving well-being could also have the benefit of improving school climate and safety. ED592263 A Comment on School Safety and Mental Wellness, Including Covitality Grantee Submission 2018-11-21 Institute of Education Sciences (ED) 12 T 2019 As Provided JAN2020 Yes R305A160157

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Yes Charter Schools Evidence Based Practice Educational Research Program Effectiveness School Choice Accountability Academic Achievement Incentives Educational Finance Educational Innovation Lester, Patrick Reports - Descriptive Massachusetts EISSN- Social Innovation Research Center (SIRC) English As originally envisioned, charter schools were intended to be laboratories of innovation. Offered broad flexibility in exchange for performance-based accountability, they were well-positioned to test, validate, and adopt new practices in a public school environment. Thus far, however, charter schools have only partly delivered on this mission. While there are many pockets of excellence in the sector, there appears to be less innovation than was hoped for overall. One possible solution is greater public investment in research on charter-related education practices. Combining such research with greater inducements for charter schools to adopt proven practices could produce widespread performance gains that have been largely missing from the sector. This paper reviews the options for making charter schools more innovative and evidence-based. ED592885 Building and Using Evidence in Charter Schools: How Charter Schools Could Become Innovation Laboratories for K-12 Education Online Submission 2018-03-26 Laura and John Arnold Foundation 13 N/A 2019 67 As Provided JAN2020

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Yes Career Readiness College Readiness Grade 11 Grade 12 Mathematics Achievement Language Arts Academic Achievement Student Evaluation School Districts Program Implementation Compliance (Legal) School Involvement Scores High School Students Graduation College Attendance Developmental Studies Programs Enrollment Trends Program Effectiveness Outcomes of Education Costs State Standards Achievement Tests Standardized Tests Mokher, Christine Leeds, Daniel Harris, Julie Reports - Research Florida Florida Comprehensive Assessment Test CNA English Grade 11 Secondary Education High Schools Grade 12 Higher Education Postsecondary Education Florida enacted legislation in 2008 for a statewide program known as the Florida College and Career Readiness Initiative (FCCRI), which was intended to reduce the need for postsecondary remediation. The FCCRI consisted of testing grade 11 students to determine their college readiness and offering math and English college readiness and success (CRS) courses in grade 12 for students who did not test college-ready the year before. The theory of action for the FCCRI is that providing college readiness testing and CRS courses in high school may raise students' awareness of their academic deficiencies and motivate them to further develop college-level skills in their senior year. We found considerable variation across districts and schools in the initiative's implementation and level of compliance with state requirements for participation. We estimated program impacts using two different methods. First, we used a regression discontinuity design to compare outcomes for students scoring just above and below test score cutoffs for assignment to the FCCRI. Among the two cohorts of students required to participate in the FCCRI, we found little to no impact on short-term outcomes including high school graduation, college enrollment, and enrolling in or passing non-developmental courses. There is little evidence for improved enrollment or pass rates in for-credit coursework among the highest- and lowest-performing targeted students. However, enrollment and pass rates in transition and degree credit courses were similar for students on the margins of assignment to college readiness courses in either subject, indicating that students just below college-ready were able to "catch up" by the time they enrolled in college. There were also few differences between marginal targeted and non-targeted students on longer-term outcomes including persistence, transfer, non-developmental enrollment and pass, and degree completion rates. Second, we examined the impact of offering the FCCRI to students from a wider range of academic performance levels by using regression analysis to compare student outcomes for targeted students in schools before and after the schools implemented the FCCRI. As with the regression discontinuity analyses, we found little to no effect of the FCCRI on most short-term student outcomes. We did find that the treatment group was more likely to both take and pass nondevelopmental courses in math and English. Although the average effects were small, the magnitudes of these effects were quite large for some portions of the achievement distribution, with impacts of up to 10.7 percentage points for the treatment group. Finally, we estimated the cost for the FCCRI's ongoing implementation at $57 per targeted student in 2014/15, with about 63 percent of per-student program costs incurred at the school level ($36), 33 percent at the district level ($19), and 3 percent at the state level ($2). We also found that while net costs exceeded benefits for the FCCRI as a whole, program impacts and costs varied both within and between districts. ED592887 Assessment of the Florida College and Career Readiness Initiative: 2018 Final Technical Report CNA Corporation 2018-05-00 Institute of Education Sciences (ED) 166 CNA Corporation. 4825 Mark Center Drive, Alexandria, VA 22311. Tel: 703-824-2000; e-mail: inquiries@na.org; Web site: http://www.cna.org N/A 2019 66 As Provided JAN2020 Yes R305E120010

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No Faculty Development Secondary School Teachers High Schools Teacher Leadership Teacher Collaboration Content Area Reading Content Area Writing Instructional Improvement Communities of Practice Dobbs, Christina L. Ippolito, Jacy C. Charner-Laird, Megin Speeches/Meeting Papers Reports - Research ISSN- English Secondary Education High Schools This paper presents a 7-step model of planning and implementation of professional learning around disciplinary literacy. This model grew from a 5 year implementation of a disciplinary literacy initiative at a large high school, and the school used teacher leadership and collaborative teams to support instructional improvement in literacy across various content areas. We used case study methods to collect and analyze field notes, interview, and focus group data from 36 project participants and other relevant administrators involved in the project. The resulting model was arrived at through open coding of teachers descriptions of the most important steps in their learning over time. ED591632 Toward a More Detailed Model of Professional Learning within Disciplinary Literacy Professional Learning Projects AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 35 As Provided JAN2020

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No Critical Thinking Preservice Teachers Urban Teaching Social Justice Preservice Teacher Education Reflective Teaching Cognitive Processes Race Racial Bias Poverty Medina, Monica A. Shaver, Erik James Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Understanding the critical thought process of preservice teachers in an urban teaching environment is essential for the establishment of a social justice oriented teacher education curriculum. Utilizing artifacts taken from a preservice teacher education program, specifically monthly critically reflective teaching journals, four distinct thinking patterns emerged from this qualitative study. Student thought processes fell into one of four developmental categories of critical thinking: already critically oriented, improving criticality throughout the semester, starting critical and then falling off, and wholly uncritical thought. Findings from this study can help continue to inform gaps in literature regarding the ability to engage preservice teachers with issues of race, power, poverty and inequity inherent in society that all influence public schooling, especially within urban areas. ED591633 "On Fire" or "Lacking the Spark": Four Types of Self-Directed Critical Thinking of Preservice Teachers AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 26 As Provided JAN2020

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No Scores Scoring Achievement Tests Grade 3 Grade 4 Grade 5 Elementary School Students Responses Goodness of Fit Formative Evaluation At Risk Students Reading Comprehension Diagnostic Tests Accuracy Biancarosa, Gina Kennedy, Patrick C. Carlson, Sarah E. Yoon, HyeonJin Seipel, Ben Liu, Bowen Davison, Mark L. Journal Articles Reports - Research EISSN- English Grade 3 Primary Education Elementary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools Prior research suggests that subscores from a single achievement test seldom add value over a single total score. Such scores typically correspond to subcontent areas in the total content domain, but content subdomains might not provide a sound basis for subscores. Using scores on an inferential reading comprehension test from 625 third, fourth, and fifth graders, two new methods of creating subscores were explored. Three subscores were based on the types of incorrect answers given by students. The fourth was based on temporal efficiency in giving correct answers. All four scores were reliable. The three subscores based on incorrect answers added value and validity. In logistic regression analyses predicting failure to reach proficiency on a statewide test, models including subscores fit better than the model with a single total score. Including the pattern of incorrect responses improved fit in all three grades, whereas including the comprehension efficiency score only modestly improved fit in fourth and fifth grades, but not third grade. Area under the curve (AUC) statistics from receiver operating characteristic (ROC) curves based on the various models were higher for models including subscores than those without subscores. Implications for using models with and without subscores are illustrated and discussed. [This article was published in "Educational and Psychological Measurement" (EJ1201538).] ED591634 Constructing Subscores That Add Validity: A Case Study of Identifying Students at Risk Grantee Submission Educational and Psychological Measurement v79 n1 p65-84 2019 2019-00-00 Institute of Education Sciences (ED) 20 T https://doi.org/10.1177/0013164418763255 2019 39 As Provided JAN2020 Yes R305A140185

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Yes Social Mobility Child Development Early Childhood Education School Readiness Early Experience Cognitive Development Low Income Groups Access to Education Investment Financial Support Technological Advancement Parents Child Caregivers Costs Innovation Holistic Approach Social Services Martin, Rose Murphy, Devin Bielak, Debby Reports - Research Bridgespan Group English Early Childhood Education This document is part of a Bridgespan Group research project that focused on the question: "How could a philanthropist make the biggest improvement on social mobility with an investment of $1 billion?" In answering this question, the authors have sought to understand "what matters most" for improving social mobility outcomes. To do this, they have drawn from extensive research conducted by leading scholars in the field. They have also outlined a range of tools to assist philanthropists seeking systemic and field-level changes that go well beyond scaling direct service interventions. Using the research and identified tools, the authors have created an illustrative set of "bets" that provide concrete roadmaps for high-leverage investments of $1 billion with the potential for sustainable change at scale. The authors identified a list of 15 high-potential bets through which philanthropists could have a significant impact on increasing upward mobility. In identifying these bets, they sought to elevate investments that are particularly timely, suited to the unique role of philanthropy, have the potential to create significantly outsized impact, and, as a package, could truly sum to $1 billion. From this list, the authors have chosen to illustrate the following six investments: (1) Support holistic child development from birth through kindergarten; (2) Establish clear and viable pathways to careers; (3) Decrease rates of over-criminalization and over-incarceration; (4) Reduce unintended pregnancies; (5) Create place-based strategies to ensure access to opportunity across regions; and (6) Build the capacity of social-service delivery agencies to continuously learn and improve. This concept paper illustrates one of the six bets the authors have chosen to highlight. ED592564 "Billion Dollar Bets" to Increase Early Childhood Development: Creating Economic Opportunity for Every American Bridgespan Group 2016-07-00 16 Bridgespan Group. 535 Boylston Street 10th Floor, Boston, MA 02116. Tel: 617-572-2833; e-mail: contact@bridgespan.org; Web site: http://www.bridgespan.org N/A 2019 ERIC JAN2020

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Yes High School Students Dropouts College Admission College Applicants Admission Criteria Access to Education Contract Training Continuing Education Barriers Academic Support Services Institutional Mission Student Characteristics Age Groups Gender Differences Family (Sociological Unit) Indigenous Populations Ethnicity Institutional Characteristics Developmental Studies Programs Apprenticeships Credentials College Readiness Beatty-Guenter, Patricia Cowin, Bob James, Ted Reports - Research British Columbia Council on Admissions and Transfer (BCCAT) (Canada) English High Schools Secondary Education Higher Education Postsecondary Education Adult Education The project presented in this report examined how the public post-secondary education system in British Columbia (BC) uses various means to admit applicants who have not achieved high school graduation -- the normal criterion for admission -- to universities, colleges and institutes in the province. The criteria by which post-secondary institutions admit non-graduates -- and every public post-secondary in the province does enrol such students -- reflect not only the institution's mission and educational philosophy, but also the philosophies held about non-graduates. While some philosophies take into account the life situations of non-graduates (such as chronic illness during the teenage years or chaotic family situations) and developmental considerations (such as the readiness of youngsters in remote settlements to relocate to continue their education), others may apply when non-graduation is viewed as resulting primarily from a lack of academic ability or motivation. In a similar vein, the model of students applying for admission to institutions and programs before taking courses is not always applicable: some non-graduates access courses through contract training and continuing education, and some institutions permit enrolment in courses without the student ever applying to enter a program for a credential. Finally, the assumptions that the main barriers facing non-graduates concern entry into the institution in order to take courses that are primarily academic in nature, or that the mere availability of support services ensures that the services will be used effectively, or that successful student orientation and transition can be completed in a matter of weeks, are not robust assumptions. This study contextualized admissions policies not only according to institutional missions but also according to the characteristics of the students and the various ways of framing issues. The report focuses on key findings and conclusions, with supporting evidence and additional data available in the appendices. ED592565 Admissions of High School Non-Graduates to Post-Secondary Institutions in BC British Columbia Council on Admissions and Transfer 2018-10-00 55 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 2019 ERIC JAN2020

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No Community Colleges College Faculty Teacher Attitudes Literacy Education Faculty Development Content Area Reading Reading Instruction Reading Skills Thinking Skills Writing Skills Writing Instruction Content Area Writing Critical Thinking Intellectual Disciplines Teacher Role Gregory, Kristen H. Colclough, Monique N. Speeches/Meeting Papers Reports - Research ISSN- English Two Year Colleges Higher Education Postsecondary Education Many community college students are entering college-level courses underprepared for the critical literacy and critical thinking skills required to be successful in discipline courses (Tsui, 2002). Discipline faculty are considered experts in their content area and are often not trained in pedagogy and literacy instruction, yet they are faced with meeting the multiple literacy needs of their students while still maintaining high content-focused expectations within their courses. This phenomenological pilot study investigated community college discipline faculty's perceptions and performance regarding their role as literacy educators within their disciplines. The findings provide insight for faculty development programs and indicate areas for future research. ED592264 Community College Discipline Faculty Perceptions of Role as Literacy Educators AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 25 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Urban Youth STEM Education High School Students Cultural Influences Assignments Popular Culture Culturally Relevant Education Singing Teaching Methods Adjapong, Edmund S. Emdin, Christopher Levy, Ian Speeches/Meeting Papers Reports - Research ISSN- English High Schools Secondary Education In this paper, the authors analyze and discuss an initiative aimed at engaging urban youth who are traditionally disengaged in STEM. The initiative focuses on utilizing hip-hop as a tool for bridging the divides between urban high school students' culture and the culture of STEM disciplines. In lieu of traditional classroom assignments, students are provided the space to write songs/raps based on science topics aligned to standards and curricula. Our study uncovers the benefits of this approach to pedagogy, and reports findings on its impact on youth engagement/participation in science. ED592265 Interrogating the Potential of Urban Youth Culture as the Root of Urban STEM Instruction AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 6 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No English Language Learners Classification Language Minorities Language Proficiency Academic Achievement School Districts Lunch Programs English (Second Language) Second Language Learning Language Usage Family Environment Cutting Scores Language Tests Okhremtchouk, Irina S. Archibeque, RikkiLynn Clark, Adam Baca, Evelyn Concepcion Sellu, George Sahr Speeches/Meeting Papers Reports - Research California ISSN- English The aim of this descriptive statewide study is to decipher reclassification practices in California -- the state that educates 20% of the nation's English language learners (ELL) and enrolls more language-minority students than any other state in the union. In the course of our investigation, we examined reclassification criteria from a representative sample of 278 school districts across the state. Key findings of our study show inconsistent criteria for ELL student reclassification across the state, elevated reclassification requirements in high ELL and Free and Reduced Lunch (FRL) school districts and arbitrary "student academic performance" district-established criterion. All of which create a highly subjective and inconsistent reclassification process to English proficient status for ELLs that impacts students' opportunities for long-term academic success. ED592266 Sentenced for Life: An Analysis of District Reclassification Criteria for English Language Learners in California AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 15 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Foreign Countries Educational Environment Educational Facilities Design Facility Guidelines Educational Facilities Planning Catholic Schools Alignment (Education) Evidence Based Practice Safety Class Size Furniture Acoustics Classroom Design Cleveland, Benjamin Soccio, Philippa Love, Patrick Speeches/Meeting Papers Reports - Research Australia English Australia has been the site of significant school facility design innovation during the past decade. This innovation was showcased in 2013 in a report released by the Organisation for Economic Cooperation and Development (OECD) titled "Innovative Learning Environments, Educational Research and Innovation." It featured case studies of 40 exemplary schools from around the world. Of these, seven were from Australia, including six from Victoria. While international attention directed towards the designs of Australian schools is nice, there remains little empirical evidence to attest to the effectiveness of these and other innovative school facilities in supporting desired and emerging pedagogies in primary and secondary schools. The Towards Effective Learning Environments in Catholic Schools: An Evidence Based Approach (TELE) project was set up in 2015 as a collaborative research initiative between Catholic Education Melbourne (CEM) and the Learning Environments Applied Research Network (LEaRN) at the University of Melbourne. Over three years (2015-2017) the project aims to develop empirical evidence and subsequent guidelines that can aid decisions about how best to design and use of learning environments (school facilities) in primary and secondary schools. During the course of the project, the pedagogical effectiveness of 36 learning environments in primary and secondary schools will be evaluated across the Melbourne Diocese using LEaRN Evaluation Module 3--Alignment of Pedagogy and Learning Environments. In doing so, the project seeks to answers to the following questions: 1) How can Catholic school learning environments be designed and used to best pedagogical effect?; 2) How well aligned are contemporary pedagogies with the designs of learning environments in Catholic schools in the Melbourne Diocese?; 3) What influence do different building typologies have on this alignment?; 4) How can the alignment between contemporary pedagogies and the design of school learning environment be improved?; and 5) Is there any correlation between the relative alignment of pedagogies and learning environments and the learning outcomes achieved by students (non-causal)? For the purposes of the project, learning environments have been delineated by the adjoining spaces used by a class, cohort or year level at the same school, including shared zones that have consistent physical features. Five spatial typologies (A to E), as identified by Dovey and Fisher (2014), have been used to group learning environments with similar spatial arrangements. These typologies are differentiated by their relative degree of openness, from traditional classrooms (enclosed) to permanently open-plan spaces (open). Using a strategic sampling technique, an even distribution of each building typology will be evaluated over the course of the three-year project to help identify which learning environments (including furniture, fit-out, and cultural practices) are the most supportive of contemporary pedagogies, as envisaged by CEM and the participating schools. This paper reports on progress towards the development of evidence-based guidelines for the design of contemporary schools, as derived from the program of learning environment evaluation described above. ED591864 Learning Environment Evaluation and the Development of School Facility Design Guidelines Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 12 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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Yes Early Childhood Education Learning Modalities Literacy Education Sustainability Natural Resources Music Video Technology Handheld Devices Telecommunications Singing Young Children Powell, Sarah J. Speeches/Meeting Papers Reports - Evaluative English Early Childhood Education This paper contemplates the way children exist, interact and intra-act with their worlds. It seeks to think differently about data and engages with the work of Deleuze, particularly grappling with his conception of 'becoming' and the ways in which children name their worlds and intra-act with natural entities. The paper emerged from conversations that occurred within a research collective and is informed by this collective's broader research theme, world-naming. It also considers the Deleuzian notion of sense as it explores a single piece of data: a song created and performed by one child, recorded in her bedroom on the family iPad. The song is about the bush and the importance of trees. ED591865 Connecting with Children: A Deleuzian Contemplation of Being and Becoming Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 8 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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No Computer Use Sleep Adolescents Attention Deficit Hyperactivity Disorder Middle School Students Grade 8 Time on Task Television Viewing Video Games Telecommunications Computer Mediated Communication Handheld Devices Use Studies Incidence Bourchtein, Elizaveta Langberg, Joshua M. Cusick, Caroline N. Breaux, Rosanna P. Smith, Zoe R. Becker, Stephen P. Reports - Research EISSN- English Middle Schools Secondary Education Junior High Schools Grade 8 Elementary Education Objectives: This study used a multi-informant approach to examine differences in types and rates of technology used by adolescents with and without attention-deficit/hyperactivity disorder (ADHD), associations between technology use and sleep/daytime sleepiness, and whether technology use was differentially related to sleep/daytime sleepiness in adolescents with and without ADHD. Methods: Eighth graders with (n=162) and without (n=140) ADHD were recruited. Adolescents completed questionnaires assessing time spent using technology, sleep-wake problems, school-night time in bed, and daytime sleepiness. Parents and teachers reported on adolescents' technology use and daytime sleepiness, respectively. Results: Adolescents with ADHD had significantly greater total technology, television/movie viewing, video game, and phone/video chatting use than adolescents without ADHD. Adolescents with ADHD engaged in twice as much daily video game use compared to those without ADHD (61 vs. 31 min). Controlling for medication use, ADHD status, pubertal development, sex, and internalizing symptoms, greater parent- and adolescent-reported technology use was associated with more sleep-wake problems and less time in bed. ADHD status did not moderate the relations between technology use and these sleep parameters. In contrast, ADHD status moderated the association between parent-reported technology use and teacher-reported daytime sleepiness, such that this association was significant only for adolescents with ADHD. Conclusions: Technology use, although more prevalent in adolescents with ADHD, is linked with more sleep problems and reduced school-night sleep duration regardless of ADHD status. Technology use is associated with teacher-rated daytime sleepiness only in adolescents with ADHD. Clinicians should consider technology usage when assessing and treating sleep problems. [This paper was published in "Journal of Pediatric Psychology."] ED591366 Technology Use and Sleep in Adolescents with and without Attention-Deficit/Hyperactivity Disorder Grantee Submission 2019-01-00 Institute of Education Sciences (ED) National Institute of Mental Health (DHHS/NIH) 10 T http://dx.doi.org/10.1093/jpepsy/jsy101 2019 45 As Provided JAN2020 Yes R305A160126 K23MH108603

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No Active Learning High School Students Science Instruction Secondary School Science Teaching Methods Science Tests Physics Scores Whitney, Kendra Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education The purpose of this quantitative quasi-experimental study, which was informed by the social constructivist theory, was to examine how the use of active-learning in high school science classrooms affects classroom content test grades and failure rates. The research questions this study addressed were: (1) what affect does varying percentages of active learning pedagogies have on high school science students' content test grades, and (2) What affect does varying percentages of active learning pedagogies have on high school science students' test failure rates? This study was conducted with conceptual physics students between the ages of 14 and 18. Data was collected through five separate observations using the Observation Protocol for Active Learning tool. An average amount of active learning was calculated for each classroom and used as a comparison to the post-test scores and assessment passing rates of five science classrooms. The results from data analysis with IBM Statistical Package for the Social Sciences (SPSS) demonstrated that there was very little relationship between the amount of active learning incorporated and the students' test scores or passing rates. By investigating how the amount of active learning incorporated in the high school science classroom effects students' science classroom assessment scores, teachers and administrators were provided with tangible evidence to support their classroom pedagogy choices as they plan and change the curriculum. Although this study showed that teachers could continue to incorporate active learning in the classroom to receive the many benefits associated with active learning without risking test grades and failure rates, future studies need to assess findings from students of varying ethnic and socio-economic backgrounds. [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.] ED591368 A Quantitative Study on the Effect of Active Learning on High School Conceptual Physics Test Grades ProQuest LLC Ph.D. Dissertation, Northcentral University 2018-00-00 978-0-4384-9647-7 158 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:10936984 2019 As Provided JAN2020

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Yes Secondary Schools Cooperation College Faculty Foreign Countries Secondary School Teachers Administrators Leaders Educational Environment Interpersonal Relationship Collegiality School Culture Self Efficacy Teacher Effectiveness Teacher Administrator Relationship Work Environment College School Cooperation Lummis, Geoffrey W. Morris, Julia E. Lock, Graeme Speeches/Meeting Papers Reports - Research Australia English Secondary Education Higher Education Postsecondary Education Supporting secondary school leaders to improve staff wellbeing is important because staff (both teaching and administrative) are key stakeholders in students' educational outcomes. This project is promoting a collaborative approach between a university and leadership staff at three Perth secondary schools to co-create, implement and evaluate professional learning interventions that promote enhanced staff relationships and wellbeing. The participatory action research has involved collecting data across the school environments that were quantitatively analysed to build models of school organisational health and staff morale. These models have facilitated discussion between researchers and staff in the construction of school-wide approaches to supporting staff interpersonal relationships and enhancing school community. The interventions are currently being enacted within the schools, and post-testing will occur in 2017. This paper reports on the generalisable findings from working in the three case study schools, specifically from the initial baseline testing and focus group data used to design the interventions. While the models of factors affecting school culture and staff relationships were different in each school, professional growth and supportive leadership were two factors that were consistent across all three models. ED591866 Factors Contributing to the Development of Positive Secondary School Staff Relationships Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 11 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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Yes Elementary School Students Elementary School Science Knowledge Level Heat Thermodynamics Scientific Concepts Foreign Countries STEM Education Science Process Skills Structural Elements (Construction) Fitzallen, Noleine Wright, Suzie Watson, Jane Duncan, Bruce Speeches/Meeting Papers Reports - Research Australia English Elementary Education Many children and adults have problems differentiating between heat and temperature. As a consequence, intuitive notions developed about the transfer of heat and other thermal concepts do not align with scientific explanations of the phenomena. These notions are formed as alternative conceptions, which are resistant to change and persist as children progress through school. In order to develop teaching interventions that challenge children's thinking it is necessary to determine the potential alternative conceptions developed early in life. Embedded within the context of a STEM research project, the study reported in this paper explored Year 3 students' conceptions about heat transfer and the properties of insulation after they had worked through an experiment that required them to collect data to determine the effect of insulation on the transfer of heat. The students were interviewed and the transcripts were interrogated to identify the instances when the students demonstrated their conceptions of thermal concepts. The aim was to determine the way in which the students related their conceptions of heat transfer and insulating properties of materials to the context of the experiment and to every day experiences. Excerpts from the student interviews are used to illustrate the range of understanding expressed by the students. ED591867 Year 3 Students' Conceptions of Heat Transfer Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 12 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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Yes Career Readiness College Readiness Grade 11 Grade 12 Mathematics Achievement Language Arts Academic Achievement Student Evaluation School Districts Program Implementation Compliance (Legal) School Involvement Scores High School Students Graduation College Attendance Developmental Studies Programs Enrollment Trends Program Effectiveness Outcomes of Education Costs State Standards Standardized Tests Achievement Tests Mokher, Christine Leeds, Daniel Harris, Julie Reports - Research Florida Florida Comprehensive Assessment Test CNA Corporation English Grade 11 Secondary Education High Schools Grade 12 Higher Education Postsecondary Education Florida enacted legislation in 2008 for a statewide program known as the Florida College and Career Readiness Initiative (FCCRI), which was intended to reduce the need for postsecondary remediation. The FCCRI consisted of testing grade 11 students to determine their college readiness and offering math and English college readiness and success (CRS) courses in grade 12 for students who did not test college-ready the year before. FCCRI is based on the theory that providing college readiness testing and CRS courses in high school may raise students' awareness of their academic deficiencies and motivate them to further develop college-level skills in their senior year. We found considerable variation across districts and schools in the initiative's implementation and level of compliance with state requirements for participation. We estimated program impacts using two different methods. First, we used a regression discontinuity design to compare outcomes for students scoring just above and below test score cutoffs for assignment to the FCCRI. Among the two cohorts of students required to participate in the FCCRI, we found little to no effect on short-term outcomes including high school graduation, college enrollment, and enrolling in or passing nondevelopmental courses. There is little evidence for improved enrollment or pass rates in for-credit coursework among the highest- and lowest-performing targeted students. However, enrollment and pass rates in transition and degree credit courses were similar for students on the margins of assignment to college readiness courses in either subject, indicating that students just below college-ready were able to "catch up" by the time they enrolled in college. There were also few differences between marginal targeted and non-targeted students on longer-term outcomes including persistence, transfer, nondevelopmental enrollment and pass, and degree completion rates. Second, we examined the effect of offering the FCCRI to students from a wider range of academic performance levels by using regression analysis to compare student outcomes for targeted students in schools before and after the schools implemented the FCCRI. As with the regression discontinuity analyses, we found that the FCCRI had little to no effect on most short-term student outcomes. We did find that the treatment group was more likely to both take and pass nondevelopmental courses in math and English. Although the average effects were small, the magnitudes of these effects were quite large for some portions of the achievement distribution, with effects of up to 10.7 percentage points for the treatment group. Finally, we estimated the cost for the FCCRI's ongoing implementation at $57 per targeted student in the 2014/2015 school year, with about 63 percent of per-student program costs incurred at the school level ($36), 33 percent at the district level ($19), and 3 percent at the state level ($2). We also found that while net costs exceeded benefits for the FCCRI as a whole, program effects and costs varied both within and between districts. ED592888 Assessment of the Florida College and Career Readiness Initiative: 2018 Final Summary Report CNA Corporation 2018-05-00 Institute of Education Sciences (ED) 14 CNA Corporation. 4825 Mark Center Drive, Alexandria, VA 22311. Tel: 703-824-2000; e-mail: inquiries@na.org; Web site: http://www.cna.org N/A 2019 As Provided JAN2020 Yes R305E120010

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Yes Alignment (Education) High Schools Colleges Educational Change College Readiness Secondary School Teachers Teacher Attitudes Program Effectiveness Academic Standards State Standards Curriculum Development College Bound Students Noncollege Bound Students Achievement Tests Standardized Tests College Preparation Barriers Lansing, Jiffy Ahearn, Caitlin Rosenbaum, James Mokher, Christine Jacobson, Lou Reports - Research Florida Florida Comprehensive Assessment Test EISSN- English High Schools Secondary Education Higher Education Postsecondary Education This paper analyzes teacher responses to a distinctive reform that sought to implement alignment between high schools and colleges. A survey of 225 teachers is used to examine teachers' perceptions of the reform's effectiveness, further resources needed, and how perceptions changed over time. The reform was perceived as effective for college-bound students, but not for non-college-bound students, magnifying the discrepant needs of these groups. Steps to improve the program are suggested. [This paper was published in "Educational Forum" v81 n3 p267-280 2017 (EJ1142118).] ED592889 Improving High School-College Alignment: A Sociological Reform and New Challenges Grantee Submission 2017-00-00 Institute of Education Sciences (ED) 24 T https://www.tandfonline.com/doi/full/10.1080/00131725.2017.1314573 2019 16 As Provided JAN2020 Yes R305E120010

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No Males Hispanic American Students College Students Friendship Peer Relationship Racial Composition Ethnicity Feminism Student Attitudes Student Characteristics Psychological Patterns Caring Student Organizations Hernandez, Ruby Arabella Dissertations/Theses - Doctoral Dissertations California EISSN- English Higher Education Postsecondary Education There is currently a paucity of research regarding Latino men's friendships. This dissertation relies on the friendship literature to analyze Latino men's friendships in the college context. Using a multimethod approach, three studies are presented, (1) How are Latino men defining their engagement with others in their friendships? (2) Does the racial/ethnic composition of their college friends influence their consciousness around feminist attitudes (3) What role does a Latino men's college organization, and the friendships created within, play in their success? This dissertation draws from two separate studies. The first study is from "The Success in Higher Education" survey data collected across two UC campuses. The survey encompasses demographics, educational and parental background, home socialization, gender attitudes, encounters with the law, loneliness and friendship characteristics. The first two study chapters use data subsets from this larger study for analysis. The first study chapter analyzes responses of 52 college-going Latino men and the open-ended question, "How do you define a friend?" and measures their levels of loneliness. Latino men in college experienced low amounts of loneliness and define their friendships in caring and vulnerable terms. The second subset uses regression analysis on 102 Latino men's responses, analyzing their current close ethnic/racial group composition, critical engagement with their male friends, and how they predict feminist attitudes. Having more Latino and diverse close friend group lead to a weak prediction of higher feminist attitude endorsement. The second study, The Hermanos Study, is an ethnographic study of a Latino men's college organization and ten qualitative interviews with members in the organization conducted at the University of California, Santa Cruz. A subset of the data was used, I selected two participants who were interviewed as a group to use as a case study. Members of the organization seek familiarity and refuge within the space and friendships to create familial connections in college. The concluding chapter reviews the findings and implications for Latino men's friendship definitions, their friends' influence on feminist attitudes, and the friendship benefits of joining a Latino men's organization. Future directions for studying Latino men's friendships are discussed based on the studies reviewed. [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.] ED591369 "Becoming the Heroes, the City Deserves": A Multimethod Approach to Understanding Latino Men's College Friendships ProQuest LLC Ph.D. Dissertation, University of California, Santa Cruz 2018-00-00 978-0-4385-3485-8 154 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:10935644 2019 As Provided JAN2020

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No Classroom Environment Student Behavior Disabilities Special Education Teachers Behavior Modification Elementary School Teachers Space Utilization Teacher Attitudes Schrage, Heather Morgan Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education A flexible seating classroom has different seating options for students to choose. Flexible seating affects the behavior of students with disabilities. Early elementary special education teachers do not have the strategies to manage the negative behavior of students. The special education teachers who were participants used flexible seating to improve the behavior of their students with disabilities. The purpose of this exploratory case study was to explore and present the early elementary special education teachers' perceptions regarding flexible seating and its potential to impact the behavioral needs of students with disabilities. The theoretical framework was John Dewey's Theory of Instrumentalism because he informed educators to use a non-traditional method while using tools to differentiate learning. The methodology included a research exploratory case study because the participants' perceptions were analyzed, and more is needed on the topic to understand the idea of flexible seating further. There were 22 participants who took a 10-question online survey. The design was qualitative because the perceptions of early elementary special education teachers were utilized. An online advertisement was sent out on social media for three days. The participants who qualified clicked on a link that took them to the survey. Similar perceptions were grouped into themes using content analysis. The perceptions of the behavioral benefits of flexible seating showed that all participants noted that there were behavioral benefits of flexible seating. Participants noted that they incorporated flexible seating with their behavior management plan. Other perceptions included that the flexible seating classroom allowed for accommodations of students, improved attention, and choices of where to sit. A downfall was that students argued over where to sit. The perceptions of the appropriate tools to use for positive behavior in a flexible seating classroom included that students misbehaved in classrooms and positive tools were utilized to assist students with their negative behaviors. The tools included yoga balls, carpets, wobble stools, wobble cushions, rocker chairs, trampolines, saddle seats, and standing tables. Participants answered that their classroom management plan included flexible seating that allowed for positive rewards. The implication of the results and recommendation for future practice concluded that the behavior of students with disabilities was positively impacted by flexible seating. The recommendations for future research was to survey a larger number of special education and general education teachers, compare non-traditional classrooms to flexible seating classrooms, and to use a quantitative study to validate the 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.] ED591370 A Qualitative Study of the Perceptions of Early Elementary Special Education Teachers on Flexible Seating and the Behavioral Needs of Their Special Education Students ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-4386-0244-1 113 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:10936909 2019 As Provided JAN2020

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Yes College Readiness High School Students High School Graduates Remedial Mathematics Transitional Programs At Risk Students Program Development Program Implementation Program Effectiveness Curriculum Development Barnett, Elizabeth A. Chavarín, Octaviano Griffin, Sarah Reports - Research Alabama California Florida Illinois Kentucky Massachusetts New Hampshire North Carolina Oklahoma Tennessee Texas Columbia University, Community College Research Center English High Schools Secondary Education Increasingly, state departments of education, school districts, and high schools are recognizing that many students graduate from high school underprepared for college-level coursework in mathematics. Many are referred to remedial education when they arrive at college. To help students become better prepared for college and avoid remedial courses upon college entry, states and localities have begun to offer high school transition curricula to targeted students. These courses, learning modules, and online tutorials are developed by secondary and postsecondary faculty and offered to high school students at risk of being placed into remedial math in college. Drawing on data from several sources, including interviews from persons involved in the development of transition curricula in 11 states, this brief describes the design, implementation, and effectiveness of math transition curricula and how they fit into the current educational reform landscape. It identifies key trends and factors involved in the development of the curricula. Some transition curricula are aligned with math pathways options and may incorporate contextualized learning. And in some cases, transition curricula may also be used along with other college readiness interventions, such as dual enrollment programs. ED592566 Math Transition Courses in Context: Preparing Students for College Success. CCRC Research Brief Community College Research Center, Teachers College, Columbia University 2018-12-00 ECMC Foundation 12 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://ccrc.tc.columbia.edu/ N/A 2019 As Provided JAN2020

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Yes Transitional Programs College Readiness At Risk Students Remedial Instruction Community Colleges Stakeholders Program Design Courses Mathematics Instruction English Instruction Teaching Methods Learner Engagement Credits Teacher Selection Costs Sustainability Program Effectiveness College School Cooperation Barnett, Elisabeth A. Reports - Descriptive Columbia University, Community College Research Center English Two Year Colleges Higher Education Postsecondary Education Increasing numbers of high schools are offering senior-year transition curricula in math and English to better prepare graduating students for college. These transition curricula are typically full-year, high school credit-bearing courses taken by students at risk of being placed into developmental (also known as remedial) courses upon enrollment in college. In many cases, students who successfully complete a transition course are officially designated as "college ready" and therefore bypass developmental education altogether. Educators who are interested in developing transition courses currently have limited information about how others have done so. Based on the experiences of those who have developed or overseen transition courses, this brief provides a typology of transition course design options for those thinking about how to best plan and implement these offerings. Among other topics discussed, the brief considers alternative course goals, curricular and instructional approaches, which kinds of students are targeted for course enrollment, mechanisms for determining college readiness, and teacher supports. The information shared here is based on research carried out in the 2017-18 academic year by the Community College Research Center. CCRC researchers conducted interviews with key stakeholders--generally high school and college personnel who have helped to develop transition courses or others who are knowledgeable about them--from 12 randomly selected states, chosen from among states previously identified as having implemented transition curricula statewide or in local settings (see Fay, Barnett, & Chavarín, 2017). The authors also sought out resources available online and used relevant literature to create this typology. ED592567 High School-to-College Transition Courses: A Typology of Design Choices Community College Research Center, Teachers College, Columbia University 2018-12-00 ECMC Foundation 16 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://ccrc.tc.columbia.edu/ N/A 2019 As Provided JAN2020

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No Phenomenology Elementary School Students Academically Gifted Self Efficacy Elementary School Teachers Decision Making Van Meter, Rowe L. Dissertations/Theses - Doctoral Dissertations Arizona EISSN- English Elementary Education The purpose of this qualitative phenomenological study was to explore how 15 elementary teachers' lived experiences contributed to their self-efficacy when making instructional decisions to support gifted students in inclusive classrooms in central Arizona. The theoretical framework was Bandura's self-efficacy theory. The central research question asked participants about how their lived experiences with self-efficacy contributed to making instructional decisions to support gifted students' academic needs in inclusive classrooms. Data collection consisted of in-depth, semi-structured interviews, a demographic questionnaire, and an analysis of interview notes. Data analysis consisted of using transcendental phenomenological reduction and MAXQDA to determine the six major themes in the study. The six themes included academic success, relationships, collaboration, resources and strategies, desire for training, and challenges. A major finding of the study was that teachers resolved to overcome challenges to meet gifted students' academic needs in inclusive classrooms. The participants lacked efficacy in their ability to choose the right resources and strategies to support their gifted students' academic needs and faced challenges with the wide range of abilities to support gifted students in their inclusive classrooms, citing a desire for more training in gifted pedagogy. The results provided insights for teachers and school leaders on how to best support gifted students educationally, to inform practices in gifted education, and guide future policy. [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.] ED591371 A Phenomenological Study of Elementary Teachers' Instructional Decisions to Support Gifted Students ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2018-00-00 978-0-4384-9641-5 403 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:10936000 2019 As Provided JAN2020

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No Community Colleges Feedback (Response) Cognitive Style Student Motivation Preferences Correlation Instructional Leadership Student Attitudes Two Year College Students College Faculty Teacher Student Relationship Prediction Rafferty, Richard J. Dissertations/Theses - Doctoral Dissertations Washington EISSN- English Two Year Colleges Higher Education Postsecondary Education The problem was online students tend to perceive feedback as less effective when it does not align with their feedback preferences. The purpose of this quantitative correlation study was to investigate whether relationships exist among cognitive styles, feedback preferences, and motivation for online students in one Washington community college. The sampling frame included all students (131) enrolled in online College Success courses during the 2017 Spring Quarter. The final sample size was 63. Data collected were analyzed using correlation testing and regression analysis. The findings for hypothesis 1 indicated a significant relationship (p=0.004) between Student Feedback Preference and Student Motivation. The results for hypothesis 2 indicated no significant findings (p>0.05). The implications of the findings (a) reinforce the notion that student feedback preference and student motivation are positively linked and (b) support research that indicated no significant relationship exists between student cognitive style and student feedback preference. Recommendations for practice were for educational leadership to encourage online instructors to (a) provide feedback that is designed to help students feel more competent, (b) provide feedback in ways that help students process feedback, (c) focus less on cognitive style and more on learning about students' past experiences, and (d) help students learn how to switch cognitive styles. Recommendations for future research were to conduct (a) a quantitative regression study to further investigate the significant correlation between student motivation and student feedback preference and (b) a quantitative correlation study to investigate whether student cognitive style could predict student feedback preference when measured by different psychometric instruments. [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.] ED591372 A Quantitative Correlation Study of Student Feedback Preference, Student Motivation, and Student Cognitive Style of Pacific Northwest First-Year Online Community College Students ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-4385-0947-4 117 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:10936806 2019 As Provided JAN2020

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Yes School Turnaround School Culture Educational Environment Success Academic Achievement Cultural Influences Principals Educational Change Student Participation Family Involvement Change Strategies Redding, Sam Corbett, Julie Guides - Non-Classroom Reports - Descriptive Tests/Questionnaires Center on School Turnaround at WestEd English The Center on School Turnaround (CST) has identified four levers, or domains, for dramatic change to rapidly improve schools: (1) turnaround leadership; (2) talent development; (3) instructional transformation; and (4) culture shift (CST, 2017). These levers are highly integrated -- the only way for each to succeed is to ensure that all four are enacted and aligned. Yet each requires an understanding of the unique knowledge, skills, and tools required for its enactment. This paper focuses on Domain 4, culture shift -- what it means, why it is essential for rapid improvement in a school, and -- critically -- how to move a school from a negative culture to a positive one that fosters student learning and success. A school's culture is a powerful force that will work for or against improvement efforts. A school with persistent and chronic low achievement has, almost by definition, spiraled into a negative culture that contributes to and is worsened by its failures. Rapid improvement, then, requires culture shift, an enterprise that requires changes in mindsets, norms, and attitudes and is as difficult and uncertain as it is essential. In this paper, the authors address the nature of that challenge. They define what they mean by school culture and differentiate between the school's culture and the variety of cultural influences students and teachers bring with them to the school. Throughout, the authors emphasize that the unrelenting focus of a successful school's culture is student instruction and learning. They address why, in particular, that means ensuring that everyday school and classroom practices substantively respond to, rather than ignore or simplistically acknowledge, students' home and family cultures. Finally, the authors offer steps schools can take to prepare for culture shift and a tool that can help launch and guide the change process. ED592993 Shifting School Culture to Spark Rapid Improvement: A Quick Start Guide for Principals and Their Teams. The Center on School Turnaround Four Domains Series Center on School Turnaround at WestEd 2018-00-00 Department of Education (ED) Administrators 27 Center on School Turnaround at WestEd. 1000 G Street Suite 500, Sacramento, CA 95814. e-mail: cst_info@wested.org; Web site: http://centeronschoolturnaround.org N/A 2019 ERIC JAN2020 S283B120015

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No Undergraduate Students Self Concept Cultural Awareness Transformative Learning Art Education Metacognition Participatory Research Social Justice Cultural Pluralism Course Descriptions Cultural Background Student Attitudes Creative Writing Music Theater Arts Instructional Effectiveness Visual Arts Learning Activities Art Activities Goodyear, Kathleen McMichael Dissertations/Theses - Doctoral Dissertations Ohio EISSN- English Higher Education Postsecondary Education This dissertation discusses how engaging in arts-based identity exploration activities can help traditional-age undergraduates (ages 18-24) develop increased self-awareness and cultural sensitivity. The dissertation first explores the participatory inquiry paradigm and the roles of artistic/creative expression in holistic knowledge creation and transformative learning. It then provides an overview of the field of arts-based inquiry and its wide variety of approaches. The following chapters discuss traditional-age undergraduate identity development and how arts-based identity exploration activities can be used in undergraduate multicultural social justice courses to foster self-awareness and cultural sensitivity. Chapter 8 discusses the author's Spring 2016 in-class research at The Ohio State University, in which 50 students from a wide variety of majors engaged in various arts-based identity exploration activities. It was conducted within two sections of the general education course "Visual Culture: Investigating Diversity and Social Justice." The study was grounded in the participatory inquiry paradigm. It addressed these research questions: (1) Can engaging in arts-based identity exploration activities help the traditional-age undergraduates in this study increase their awareness and understanding of their own and others' individual and cultural identities and thereby increase both self-awareness and cultural sensitivity? (2) If so, which specific activities, utilizing which artistic modalities, do they find effective and in what ways? (3) Do study participants in non-arts/humanities majors react differently to various activities than do arts and humanities majors? If so, which activities and how? This mixed-methods study employed arts-based inquiry, qualitative, and quantitative methods. First, a qualitative questionnaire solicited students' views on whether and how arts activities could help traditional-age undergraduates further understand and develop their identities. Then students engaged in eight arts activities involving narrative, creative writing, visual, musical, theatrical, and embodied inquiry. After each activity, students wrote reflections on their process and insights gained and responded to Likert-scale and open-ended questions evaluating the activity's efficacy and suggesting improvements and/or other activities. At the end of the semester, students responded to the same open-ended questions they did at the beginning, plus follow-up interviews were conducted with ten students. Examples of students' written and visual creative work and excerpts from students' reflections, questionnaire responses, and interviews are provided. Statistics regarding students' Likert-scale responses are presented in the aggregate and broken down by college/program. All 50 students reported gaining insights about their identity from at least one activity, with most benefiting from several and a few benefiting from all the activities. In their written responses, students provided rich detail regarding how the insights gained had increased their self-awareness and cultural sensitivity. In the aggregate, students in their Likert-scale responses rated all but one activity positively. Surprisingly, the non-arts/humanities majors in the majority of cases rated the activities more highly than did the arts/humanities majors, with several expressing gratitude for having an opportunity in college to explore identity. Finally, the dissertation discusses the numerous ways arts-based identity exploration activities can be used in undergraduate courses, teacher education and other helping profession programs, service-learning, study abroad and other high-impact practice programs, and student life programs. [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.] ED592994 Undergraduate Identity Exploration through the Arts: Increasing Self-Awareness and Cultural Sensitivity ProQuest LLC Ph.D. Dissertation, The Ohio State University 2018-00-00 978-0-4385-8979-7 627 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:11005262 2019 As Provided JAN2020

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Yes State Surveys Recruitment Secondary School Teachers Teacher Surveys College Readiness Sampling Research Administration School Districts High Schools Incentives Mokher, Christine Pearson, Juliana Louise Journal Articles Reports - Research Florida EISSN- English Secondary Education High Schools The Florida College and Career Readiness Initiative is a statewide policy that requires college readiness testing for grade 11 students and participation in college readiness and success courses for grade 12 students who do not test college-ready. During the first year of an evaluation of this initiative, data collection on program implementation included a statewide survey of college readiness course teachers. The survey aimed to capture teachers' perceptions of the college readiness initiative's implementation and document their recommendations for how to improve it. This paper describes experiences encountering and overcoming challenges in recruitment across district, school, and teacher respondent levels. It also offers several lessons that could prove useful to others carrying out similar work on statewide education surveys. ED592890 The Complexities of Recruiting Participants for a Statewide Education Survey Grantee Submission Survey Practice v10 n4 p1-12 Oct 2017 2017-10-01 Institute of Education Sciences (ED) 13 T 2019 As Provided JAN2020 Yes R305E120010

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No Numeracy Mathematics Skills Prevention Health Services Access to Health Care Health Promotion Adults Older Adults Dental Health Vision Immunization Programs Screening Tests Literacy Health Behavior Yamashita, Takashi Bardo, Anthony R. Millar, Roberto J. Liu, Darren Reports - Research EISSN- English Objectives: Determine whether a specific numeracy skill cut-point(s) reflects an empirical threshold in the context of preventive health service utilization, and identify associations between numeracy and preventive health services utilization among middle-aged and older adults in the United States. Methods: A nationally representative sample (n = 2,989) of adults 45-years and older from the International Assessment of Adult Competencies (PIAAC) was analyzed. Binary logistic regression was used to examine the utilization of dental checkup, vision screening, influenza vaccination, and osteoporosis screening, using multiple numeracy level classifications. Results: A dichotomous classification of numeracy skill levels (low vs. moderate to high proficiency) was associated with dental checkup utilization, but vision screening, influenza vaccination, and osteoporosis screening. Conclusions: Middle-aged and older adults with sufficient numeracy skills are more likely to have had a dental check up in the past 12-months. Findings suggest that numeracy may be more relevant for long-term vs. short-term risk assessment in determining preventive health care service utilization. Clinical Implications: Two-level numeracy categories are recommended in preventive health contexts. Numeracy proficiency-sensitive risk communication by health care providers and education programs may enhance awareness of preventive health care and promote the utilization of specific preventive health service utilization among older adults. [This is the online version of an article published in "Clinical Gerontologist."] ED592891 Numeracy and Preventive Health Care Service Utilization among Middle Aged and Older Adults in the U.S. Grantee Submission 2018-05-07 National Center for Education Statistics (ED) 28 T 2019 39 As Provided JAN2020 Yes R305A170183

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Yes Private Schools Teacher Orientation Job Satisfaction Teacher Persistence Program Effectiveness School Culture Day Schools Boarding Schools Administrator Attitudes Teacher Attitudes Mentors Elementary School Teachers Secondary School Teachers Segraves, Jamie Nicole Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires District of Columbia EISSN- English Elementary Education Secondary Education Elementary Secondary Education As job dissatisfaction continues to be a lead cause of teacher turnover (Brill & McCartney, 2008; Moore, 2012; Smith & Ingersoll, 2004) in both the public and private sectors of education, a deeper understanding of what contributes to the dissatisfaction of the profession is warranted. While several factors influence overall job satisfaction or a lack thereof, the implementation of induction and mentoring programs in education has shown, in particular, an increase in overall teacher retention, especially of teachers new to the profession (Brill & McCartney, 2008; Humphrey, Wechsler, Bosetti, Park, & Tiffany-Morales, 2008; Kelley, 2004; Smith & Ingersoll, 2004; Tak Cheung, 2014). The purpose of this qualitative study was to explore the experiences of newly-hired faculty members in four independent schools' induction programs, regardless of the years of teaching experience they had. Specifically, this study aimed to evaluate if the schools' induction programs influenced faculty members' overall job satisfaction in their decision to return to their respective school for a second year of service or not. Four independent schools in the greater Washington, D.C. area agreed to participate in this study, with participation from 23 administrators and faculty members total from across schools. Among the 23 total participants, six participants were administrators of the induction programs and 17 participants were faculty members in their first year of service to their employing school. Through the application of document review and semi-structured interviews, six similarities across the schools' induction programs emerged, in addition to the emergence of seven themes across participant responses. The findings showed that, although the induction programs themselves did not necessarily contribute to faculty members' overall job satisfaction, a positive school culture in conjunction with the opportunities to build relationships with colleagues did influence overall job satisfaction. However, these contributions to job satisfaction could not be separated from general school contexts and were not synonymous with the induction program itself. The last chapter of the study offers several recommendations for schools as well as recommendations for future research. ED592892 Organizational Induction: A Qualitative Study on Institutional Induction Programs for New Faculty in Independent School Communities Online Submission Ed.D. Dissertation, Seton Hall University 2018-10-00 206 N/A 2019 131 As Provided JAN2020

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No Best Practices Stress Management Mathematics Anxiety Elementary School Students Elementary School Mathematics Elementary School Teachers Mathematics Teachers Mitchell, Karen Michelle Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The subjects of science, technology, engineering, and math (STEM) have grown in importance because they are fundamental to the future quality of life and the ability to compete in today's global society. The demand for STEM careers is increasing; however, the United States is having difficulty meeting this demand. Society needs students who can research and think critically, so they can be proficient in STEM education and become the next generation of mathematicians, scientists, technologists, and engineers. Mathematical proficiency is of particular concern because while it is required for STEM education success, individuals find it challenging. Both adults and children have apprehension about mathematics, and their negative attitudes toward math develop a barrier to STEM education and careers. This negative math phobia, or math anxiety, causes a decrease in math achievement. This study explored the perceptions of elementary teachers in establishing a classroom environment free of math anxiety. Specifically, this study focused on best practices that teachers incorporate in order to reduce math anxiety. The purpose of the study was to (a) determine the strategies and practices teachers employ to reduce math anxiety, (b) determine the challenges teachers face in reducing math anxiety, (c) determine how teachers measure the success of their practices in reducing math anxiety, and (d) determine the recommendations teachers would make for future implementation of strategies in reducing math anxiety. [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.] ED591373 Best Practices to Reduce Math Anxiety ProQuest LLC Ed.D. Dissertation, Pepperdine University 2018-00-00 978-0-4385-7233-1 202 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:10936027 2019 As Provided JAN2020

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No African American Students Males Racial Composition Whites Educational Environment Peer Relationship Teacher Student Relationship Teacher Expectations of Students Teacher Role Teacher Attitudes Barriers Student Role Racial Factors Interaction Briggs, Rainey L. Dissertations/Theses - Doctoral Dissertations EISSN- English This study sought to understand what factors impede or promote academic success for African American male students who attend a predominately White high school. The researcher gathered information by interviewing students. The interviews enabled the researcher to learn directly from students regarding what factors they associated with academic success, as well as challenges. The participants were four junior and four senior African American high school male students. Data collection occurred during the winter semester of 2017. Each participant was asked 20 questions to determine his perspective regarding the factors contributing to his academic success. Interviewees identified six factors as contributing to their academic success are as follows: (a) peer relationships, (b) staff-student relationships, (c) individual agency, (d) teacher/staff expectations, (e) teachers/staff support, and (f) teacher/staff believing the students can learn. The main factors they identified as impeding their success similarly included: (a) peer relationships, (b) staff-student relationships, and (c) individual agency. Challenges participants perceived included: (a) lack of expectations, (b) feeling cared for by staff, (c) lack of belief in students, and (d) having staff that look like them. The findings from this study provided several suggestions for school and district leaders regarding strategies and approaches to encourage and motivate African American males' academic success. In addition, the findings challenged the way staff may interact with African American male 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.] ED591374 African American Males' Perspectives on Factors That Promote or Impede Academic Success in a Predominantly White High School ProQuest LLC Ed.D. Dissertation, Edgewood College 2018-00-00 978-0-4385-6455-8 100 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:10936545 2019 As Provided JAN2020

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No Elementary School Students Parents Student Characteristics Academic Achievement Self Concept Foreign Countries Orientation Questionnaires Scherrer, Vsevolod Roberts, Richard Dean Preckel, Franzis Speeches/Meeting Papers Reports - Research Germany ISSN- English Elementary Education Morning orientated students do better in school than evening orientated students (Preckel, Lipnevich, Schneider & Roberts, 2011). For elementary school children who in general are rather morning oriented (Roenneberg et al., 2007) there are only few findings. In the present study, we adapted the LOCI-questionnaire (Roberts, 1998) for parents' assessment of elementary-school childrens' chronotype and validated it in two independent samples (Ns=2718/216). Confirmatory factor analyses and structural equation modeling revealed (1) that morning and evening orientation were two separable factors of children`s chronotype, (2) that morning orientation was positively related to school-achievement, and (3) that this relation was completely mediated by childrens' academic self-perceptions. Our findings support the relevance of chronotype for learning and achievement in elementary school students. ED592267 Parents' Assessment of the Chronotype in Elementary School Children: Validity and Relations to School-Related Variables AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 15 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Faculty Development Literacy Education Interdisciplinary Approach Change Agents Design Teaching Methods Persuasive Discourse Thinking Skills Sociocultural Patterns Teacher Collaboration Middle School Teachers Secondary School Teachers Communities of Practice Capacity Building Science Teachers English Teachers History Instruction Teacher Attitudes Fortune, Angela George, MariAnne Speeches/Meeting Papers Reports - Research ISSN- English Middle Schools Secondary Education Junior High Schools This study explores secondary history, literature, and science teachers' learning in cross-disciplinary professional development (PD) designed to support inquiry in disciplinary literacy instruction. As part of a larger design-based research project, teachers participated in a three-year Teacher Network designed to build knowledge and pedagogical practices for engaging students in high-level thinking and disciplinary argumentation. Sociocultural principles of PD served as the base for Teacher Network activities. We examine how teacher learning occurred within this context. Analysis of final teacher reflections revealed that teachers appropriated, transformed, and conventionalized disciplinary literacy practices when positioned as empowered agents of change through collaborative work. ED592268 Supporting Teacher Learning in a Crossdisciplinary Teacher Network: Empowering Teacher Agency through Collaboration AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Self Efficacy Parent Attitudes Racial Differences Ethnicity Parent Participation Child Development Parent School Relationship Parent Role Elementary School Students Middle School Students High School Students Bahena, Sofia Gehlbach, Hunter Schueler, Beth McIntyre, Joe Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education Middle Schools Secondary Education Junior High Schools High Schools Although parental self-efficacy has been linked to positive parenting strategies, the variability in measures and conceptualizations presents a limitation in the literature (Jones & Prinz, 2001). In this paper, we propose a new scale developed using (Author Citation) framework and pilot tested with an online panel of parents (n = 636). Our findings support a two-factor structure (child-facing and school-facing efficacy), some convergent and divergent validity, and evidence of measurement invariance by school level and race. Using structural equation modeling, we also find that child-facing and school-facing efficacy predict different types of parent engagement. This scale contributes to the literature by distinguishing between efficacy in directly influencing their child's development and efficacy in engaging with their child's school. ED592269 Measuring Parent Self-Efficacy: Examining Its Relationship to Parent Engagement AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 17 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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Yes Foreign Countries Annual Reports Educational Practices Elementary Secondary Education Governance Educational Legislation Educational Policy Standards Enrollment Trends Public Schools Private Schools Curriculum Development Educational Facilities Improvement Seismology Expenditures Educational Finance Income Budgets Educational Objectives Outcomes of Education Reports - Evaluative Canada Ministry of Education (British Columbia) English Elementary Secondary Education The Ministry of Education role is to provide leadership and funding to the K-12 education system, through governance, legislation, policy and standards in British Columbia. It places student success at the centre of its mandate, by continually focusing on improving results and ensuring equity of access and outcomes for all learners. This year more than 640,000 students attended public and independent schools, eager to develop their skills, explore their passions and discover their full potential. During this time, a new curriculum is being rolled out and the government continues to support student learning by building, upgrading and expanding schools throughout the province. Under British Columbia's Seismic Mitigation Program, 170 schools have been upgraded, or replaced. Over the next 3 years the government will invest almost $2 billion in capital expenditures on schools and seismic funding. The "2017/18 Annual Service Plan Report" compares the Ministry's actual results to the expected results identified in the "2017/18-2019/20 Service Plan" created in September 2017. ED592568 2017/18 Annual Service Plan Report British Columbia Ministry of Education 2018-06-22 15 British Columbia Ministry of Education. P.O. Box 9146, Station Provincial Government, Victoria, BC V8W 9H1, Canada. Tel: 1-888-879-1166; Web site: http://www.gov.bc.ca/bced/ N/A 2019 ERIC JAN2020

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Yes Caseworker Approach Intervention Delivery Systems Special Education Disabilities Equal Education Educational Legislation Federal Legislation Civil Rights Legislation Self Determination Planning Coordination Data Collection Case Records Counseling Crisis Management Family Involvement Advocacy Safety Career Development Employment Juvenile Justice Community Involvement Health Insurance Adults State Programs Blessing, Carol Cebula, Ray Golden, Thomas Karhan, Adene Malzer, Valerie Podolec, Michelle Van Looy, Sara Guides - Non-Classroom New York Individuals with Disabilities Education Act Rehabilitation Act 1973 (Section 504) Americans with Disabilities Act 1990 Health Insurance Portability and Accountability Act 1996 New York State Education Department Cornell University, K. Lisa Yang and Hock E. Tan Institute on Employment and Disability English Case management services under NYS PROMISE are provided by a robust and diverse network of case managers and family coaches. Case managers work predominantly with youth in the research demonstration sites, while family coaches work exclusively with the families of intervention group youth enrolled in NYS PROMISE through regional Parent Training Centers. Regardless of the title of the practitioner, or their organizational placement, they provide similar critical care, coordination and access to the core services and supports provided under the NYS PROMISE intervention, as well as information and referral for other needed services and supports. In addition, they provide intermittent "light touch" data gathering on control group youth and families. While "field guides" have traditionally been employed in the study of plants and fauna, they have increasingly been created to support practitioners in an array of professional fields as they face the obstacles and challenges that can arise while accomplishing specific tasks. The NYS PROMISE Case Management Field Guide was designed for the express purpose of assisting case managers and family coaches in navigating their day-to-day roles, functions, and expectations, while adhering to high quality standards, and managing the impact of their work on their own health and wellbeing. The aim is to ensure that all NYS PROMISE case managers and family coaches (case management practitioners) are equipped to perform their job in a manner that leads to the expected youth and family outcomes of the NYS PROMISE intervention--holding to a common measure of fidelity. This field guide is presented in modules and is indexed to assist case management practitioners in easily accessing the information they need, when they need it. The following modules are included in this field guide: (1) Overview of Case Management; (2) Service Delivery; (3) Youth in Transition; (4) Self-Determination; (5) Case Planning and Service Coordination; (6) Case Recording; (7) Counseling Resources; (8) Crisis Management; (9) Engaging Families; (10) Protection and Advocacy; (11) Triaging Benefits and Entitlements to Support Career Development and Work; (12) Justice-Involved Youth; (13) Community Participation; (14) Emerging Adulthood; and (15) Closeout Process for PROMISE. ED592569 NYS PROMISE Case Management: A Field Guide for Case Managers and Family Coaches. Version 3.0 K. Lisa Yang and Hock E. Tan Institute on Employment and Disability 2018-04-05 Social Security Administration US Department of Health and Human Services US Department of Labor Office of Special Education Programs (ED/OSERS) Practitioners 271 K. Lisa Yang and Hock E. Tan Institute on Employment and Disability. Cornell University, ILR School, 201 Dolgen Hall, Ithaca, NY 14853. Tel: 607-255-7727; e-mail: ilr_yti@cornell.edu; Web site: http://www.yti.cornell.edu/ N/A 2019 ERIC JAN2020 H418P130011

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No Bias Superintendents Management Development Faculty Development Attitude Measures Attitude Change Administrator Attitudes Teacher Attitudes Public Schools Barriers Knowledge Level Identification Brindell, Michel Boudreaux Brackman, Timothy James Dissertations/Theses - Doctoral Dissertations Missouri EISSN- English The premise of this project was to determine if superintendents in the state of Missouri were aware of implicit bias and if districts were providing training to the administration, faculty, and/or staff to mitigate implicit bias in the classroom and thus, help all students maximize their learning. This was accomplished by constructing and distributing a survey, which was vetted by an expert panel and then distributed to 561 public school superintendents in the state of Missouri, USA. In total, the survey elicited 74 responses with an overall response rate of 13%. The team's research led to four major findings from the review of existing literature. They are: 1. Everyone has implicit bias (Gilliam, et al., 2016). 2. The Implicit Association Test (IAT) and other instruments can effectively measure implicit bias. 3. While implicit bias has been studied in many areas including the medical field, the workplace, the criminal justice system, the educational system, etc., there is a need for much greater study in each of these fields. 4. Implicit biases, while difficult to change without ongoing, consistent attention, are indeed malleable. Four major findings resulted from the team's study within the state of Missouri. They are: 1. Fifteen percent of the public school superintendents in the state of Missouri who responded to the survey identified implicit bias as a top educational concern. 2. Public school superintendents in the state of Missouri who responded to the survey indicated time and financial resources were less of a hindrance than knowledge when addressing implicit bias. 3. Ninety-three percent of the public school superintendents in the state of Missouri who responded to the survey indicated their district is not aware of instruments such as the Implicit Association Test to measure implicit bias. 4. Of the public school superintendents in the state of Missouri who responded to the survey, 19% of districts currently provide professional development about implicit bias during new teacher induction and 19% have provided professional development to teachers in the past three years. Thirty-seven percent of districts have plans to provide professional development in the next three years. Upon completion of the survey analysis, the team made the following recommendations as well as providing suggestions for further research in this area. Recommendation #1: District-wide data should be gathered to identify the level of implicit bias throughout the district. It is important not only to address implicit bias in the aggregate, but also at an individual employee level. Recommendation #2: Teachers and administrators must be made aware of the role implicit bias plays in the classroom and districts need to address how implicit bias impacts student learning in the classroom. Professional organizations must prioritize the study of implicit bias and impart appropriate pressure on lawmakers in this area. Specifically, a statewide program of implicit bias assessment and mitigation should be created and implemented. Recommendation #3: All school district personnel must increase their level of cultural connectedness. [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.] ED591375 A Study of Educators' Understanding of Implicit Bias and How Implicit Bias Affects Student Learning in the State of Missouri ProQuest LLC Ed.D. Dissertation, Saint Louis University 2018-00-00 978-0-4386-0900-6 183 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:10937097 2019 As Provided JAN2020

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No Reading Skills Epistemology Beliefs Chemistry Science Instruction Textbooks Study Habits Student Characteristics Science Teachers Reading Comprehension Buell, Rene W. Dissertations/Theses - Doctoral Dissertations EISSN- English Understanding how student characteristics affect learning in chemistry can influence the pedagogical strategies employed by chemistry instructors. Previous studies have investigated the effects of characteristics including prior knowledge, math ability, and motivations on course performance. Student characteristics can also influence study strategies employed by students. Few studies, however, have focused on the role of language and reading comprehension skill on learning in chemistry, and fewer have investigated the levels of epistemological beliefs of general chemistry students. Three studies are presented in this dissertation. In the first study, the effects of prior knowledge and reading comprehension skill on learning from reading text about two chemistry concepts were assessed and analyzed. Linear regression analyses were utilized to establish relationships between predictors and test scores after reading to determine whether reading comprehension skill influenced learning gains after reading text. A meta-analysis of four large-scale studies showed that prior knowledge and reading comprehension correlated with post-test scores, and that an effect called Expertise Reversal may help low prior knowledge students close the post-test score gap if they read text with certain readability characteristics. A second study examined the epistemological beliefs held by general chemistry students, and whether those beliefs grew in sophistication over one semester. It was found that, overall, students held moderately sophisticated beliefs in all five dimensions of epistemological beliefs measured. Students that performed better in the chemistry course were predicted to have slightly more sophisticated epistemological beliefs, and women were also predicted to have more sophisticated beliefs, and these beliefs did not change over the course of the semester, based on results of regression analyses. These findings show that there is room for growth of epistemological beliefs in general chemistry. The final study presented is the development of a survey to quantitatively assess the use of, and attitudes toward, textbooks in a general chemistry course. Student responses to three iterations of the survey were used to develop the items and language used in the survey. This survey can be used by instructors and researchers to gather quantitative data about study strategies involving textbooks. [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.] ED591376 Investigations of the Effects of Reading Skill and Epistemological Beliefs on Learning in General Chemistry, and How Students Use Textbooks to Study ProQuest LLC Ph.D. Dissertation, University of New Hampshire 2018-00-00 978-0-4385-2529-0 195 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:10935848 2019 As Provided JAN2020

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No Sex Role Attendance School Support Academic Achievement Middle School Students African American Students Achievement Gap Gender Differences Urban Areas Urban Schools Achievement Tests Reading Achievement Mathematics Achievement Middle School Teachers Alverson, James Ryan Speeches/Meeting Papers Reports - Research Alabama ISSN- English Middle Schools Secondary Education Junior High Schools One of the critical issues facing middle level educators is making sure we have the types of support in place for providing equitable learning environments for all students and helping them to feel that they belong in school. Literature suggests that a gender gap exists within middle level education today with respect to achievement scores and the degree to which females and males feel that they belong in school. This paper examined gender differences in school support, absenteeism, and achievement among African-American middle school students, using data collected in an urban, southeastern United States school system. Regression analysis resulted in significant gender differences in school support and achievement scores with females scoring higher than male students in all areas. ED591635 The Role of Gender, School Support, and Absenteeism in the Achievement of African American Middle School Students AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 19 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 43 As Provided JAN2020

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No Video Technology Technology Uses in Education Preservice Teachers Preservice Teacher Education Literacy Education Teaching Methods Graduate Students Discussion (Teaching Technique) Student Evaluation Peters, Charles W. Birdyshaw, Deanna D. Bacevich, Amy E. Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Our study examines this pedagogical question: How can video-based discussions of preservice teachers' teaching of core literacy practices be structured in a manageable manner that will elicit meaningful discussion of teaching? We present two tools used in a recurring video-based assignment: a protocol that guides the discussion content and a scoring guide that enables preservice teachers and teacher educators to critique their work. We examine data collected from two cohorts of master's level secondary preservice teachers engaging in video study of their teaching of core literacy practices. The analysis addresses how the tools were designed, how we use them, and their effects. We discuss implications for video study as an "everyday" pedagogy within a practice-based teacher education curriculum. ED591636 Structuring Video-Based Discussions of Preservice Teachers' Own Teaching of Core Literacy Practices AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 16 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 14 As Provided JAN2020

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No STEM Education Literacy Middle School Teachers Mathematics Teachers Science Teachers Rural Schools Faculty Development Design Lesson Plans Self Efficacy Teacher Effectiveness Engineering Curtis, Reagan Bolyard, Johnna Cairns, Darran Loomis, David Luke Mathew, Sera Watts, Kelly Speeches/Meeting Papers Reports - Research West Virginia ISSN- English Middle Schools Secondary Education Junior High Schools We integrated science, mathematics, and literacy through engineering design in professional development with 24 in-service middle school math and science teachers in rural Appalachia. Participants experienced engineering design as learners, developed lesson plans utilizing engineering design, and received pedagogical and content coaching. Participants valued being active participants in learning, collaborating with peers around the work of teaching, focusing on integrating content across subjects and students' learning of that content, and the sustained nature of TESAL where professional development was fully relevant and supportive to their work as classroom teachers. These strengths align directly with best practices for professional development and for overcoming the challenges of professional development specifically on math-science integration and engineering design instruction. ED591637 Teachers Engaged in STEM and Literacy (TESAL): Engineering Design for Middle School Teaching and Learning AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 20 As Provided JAN2020

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No Transitional Programs Intellectual Disability Postsecondary Education College Students Strategic Planning Student Needs Sustainability Teacher Attitudes Teacher Role Administrator Attitudes Administrator Role College Faculty Cooperative Planning Barriers Fewox, Keli Michelle Dissertations/Theses - Doctoral Dissertations EISSN- English Postsecondary Education Higher Education The purpose of this multiple case study was to examine the successes, challenges, and factors identified to mitigate or overcome the identified challenges, as experienced by program directors, faculty, and staff, in the development and implementation of transition and post-secondary education programs, for students identified with intellectual disability at 4-year post-secondary educational institutions. Theories guiding this study were program implementation theory (Weiss, 1997) and disability theory (Mertens, 2009). Sites included three transition and post-secondary education programs for students with intellectual disability, utilizing similarly designed program models at a four-year post-secondary institution. Multiple forms of data collected from each site included participant surveys, interviews, observations, focus group, program related documents, and public information retrieved from social media and institutional web sites were analyzed through in-case and across-case analyses. The study revealed the need for strategic planning to identify the most appropriate program model to ensure sustainability of the program, including planning for funding, staffing, development of policies and procedures, and student admission, prior to student admission in the program. In addition, this study revealed the need for commitment, flexibility, and collaboration among program directors, faculty, and staff to meet the ever changing and fluid environment in serving students within a transition and post-secondary education program for students with ID. Further study is needed to identify best practices in student selection processes, programmatic policies, curriculum, and sustainable funding sources. [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.] ED591377 A Multiple Case Study Examining the Challenges and Successes in the Development and Implementation of Transition and Post-Secondary Education Programs for Students with Intellectual Disabilities ProQuest LLC Ed.D. Dissertation, Liberty University 2018-00-00 978-0-4385-3935-8 174 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:10936474 2019 As Provided JAN2020

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No Superintendents Public Schools Academic Achievement Professional Development Teacher Administrator Relationship Bias Instructional Effectiveness Brackman, Timothy James Brindell, Michel Boudreaux Dissertations/Theses - Doctoral Dissertations Missouri EISSN- English The premise of this project was to determine if superintendents in the state of Missouri were aware of implicit bias and if districts were providing training to the administration, faculty, and/or staff to mitigate implicit bias in the classroom and thus, help all students maximize their learning. This was accomplished by constructing and distributing a survey, which was vetted by an expert panel and then distributed to 561 public school superintendents in the state of Missouri, USA. In total, the survey elicited 74 responses with an overall response rate of 13%. The team's research led to four major findings from the review of existing literature. They are: 1.) Everyone has implicit bias. (Gilliam, et al., 2016) 2.) The Implicit Association Test (IAT) and other instruments can effectively measure implicit bias. 3.) While implicit bias has been studied in many areas including the medical field, the workplace, the criminal justice system, the educational system, etc., there is a need for much greater study in each of these fields. 4.) Implicit biases, while difficult to change without ongoing, consistent attention, are indeed malleable. Four major findings resulted from the team's study within the state of Missouri. They are: 1.) Fifteen percent of the public school superintendents in the state of Missouri who responded to the survey identified implicit bias as a top educational concern. 2.) Public school superintendents in the state of Missouri who responded to the survey indicated time and financial resources were less of a hindrance than knowledge when addressing implicit bias. 3. ) Ninety-three percent of the public school superintendents in the state of Missouri who responded to the survey indicated their district is not aware of instruments such as the Implicit Association Test to measure implicit bias. 4.) Of the public school superintendents in the state of Missouri who responded to the survey, 19% of districts currently provide professional development about implicit bias during new teacher induction and 19% have provided professional development to teachers in the past three years. Thirty-seven percent of districts have plans to provide professional development in the next three years. Upon completion of the survey analysis, the team made the following recommendations as well as providing suggestions for further research in this area. Recommendation #1: District-wide data should be gathered to identify the level of implicit bias throughout the district. It is important not only to address implicit bias in the aggregate, but also at an individual employee level. Recommendation #2: Teachers and administrators must be made aware of the role implicit bias plays in the classroom and districts need to address how implicit bias impacts student learning in the classroom. Professional organizations must prioritize the study of implicit bias and impart appropriate pressure on lawmakers in this area. Specifically, a statewide program of implicit bias assessment and mitigation should be created and implemented. Recommendation #3: All school district personnel must increase their level of cultural connectedness. [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.] ED591378 A Study of Educators' Understanding of Implicit Bias and How Implicit Bias Affects Student Learning in the State of Missouri ProQuest LLC Ed.D. Dissertation, Saint Louis University 2018-00-00 978-0-4386-0901-3 183 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:10937117 2019 As Provided JAN2020

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Yes Program Evaluation Elementary Secondary Education Grants Federal Programs Educational Innovation Program Effectiveness Capacity Building Sustainability Partnerships in Education School Turnaround Teacher Effectiveness Intervention Low Achievement Achievement Gains At Risk Students School Districts Lester, Patrick Reports - Evaluative EISSN- Social Innovation Research Center (SIRC) English Elementary Secondary Education This report is an evaluation of the Investing in Innovation (i3) program, a tiered-evidence grantmaking initiative at the U.S. Department of Education. The program's primary purpose is to support the development, testing, and scaling of field-initiated programs for high-need students in K-12 education. This report reviews the program's early progress. Its findings are based on a review of publicly available final project evaluations, internal performance reports obtained through a Freedom of Information Act (FOIA) request, and interviews with current and former officials from the U.S. Department of Education, i3 project directors, and several national experts in education. ED592893 Investing in Innovation (i3): Strong Start on Evaluating and Scaling Effective Programs, but Greater Focus Needed on Innovation Online Submission 2017-01-19 Laura and John Arnold Foundation 67 N/A 2019 211 As Provided JAN2020

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Yes Early Intervention Infants Toddlers Disabilities Educational Legislation Federal Legislation Educational Indicators Transitional Programs School Districts Preschool Education Compliance (Legal) Individualized Family Service Plans Family Environment Annual Reports Equal Education Reports - Evaluative Numerical/Quantitative Data Washington Individuals with Disabilities Education Act Part C Washington State Department of Children, Youth, and Families (DCYF) English Preschool Education Early Childhood Education The Department of Children, Youth and Families (DCYF) is the State Lead Agency for the Individuals with Disabilities Education Act (IDEA) Part C program for Washington State. Within DCFY, the Part C programmatic home is the Early Support for Infants and Toddlers (ESIT) program. During Federal Fiscal Year (FFY) 2016, the ESIT program held contracts with 25 Local Lead Agencies (LLAs) statewide in order to ensure that all families have equitable access to a locally coordinated system of early intervention services. As a result, 16,137 eligible infants, toddlers and their families received early intervention services during the past year. The types of organizations that administered each local early intervention system included: 1 county health district; 4 county human service agencies; 1 combined health and human services agency; 15 nonprofit agencies; and 4 educational service districts. To ensure services are coordinated and conform to IDEA Part C requirements, each LLA develops and maintains subcontracts or local interagency agreements and local plans with individual early intervention providers or providing organizations within their geographic service area. Annually, each state must report to the public the performance of each early intervention service program located in the State on the targets in the State Performance Plan (SPP)/Annual Performance Report (APR), including a review of each program's performance against targets in the State's SPP/APR. That information is contained within this Annual Performance Report Data Summary. ED592894 Early Support for Infants and Toddlers: 2016-2017 Annual State Report Cards Washington State Department of Children, Youth, and Families 2017-00-00 27 Washington State Department of Children, Youth, and Families. e-mail: communications@dcyf.wa.gov; Web site: https://www.dcyf.wa.gov/ N/A 2019 As Provided JAN2020

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Yes Barriers Federal Legislation Educational Legislation Educational Practices State Departments of Education School Districts Equal Education Statewide Planning Response to Intervention English Language Learners Disabilities At Risk Students Learner Engagement Strategic Planning Elementary Secondary Education Educational Change Teaching Methods Intervention Low Achievement Disadvantaged School Effectiveness Administrator Attitudes Educational Improvement Reports - Research Center for MH in Schools and Student/Learning Supports at UCLA English Elementary Secondary Education This report is meant as an imperative wake-up call for expanding the prevailing focus of school improvement policy and practice. The report provides analyses of responses from state departments of education, school districts, and leadership organizations about how they are pursuing the opportunity the "Every Student Succeeds Act" provides to "transform" the way schools address barriers to learning and teaching. The analyses highlight the current state of affairs and the degree to which there are indications of innovative new directions. Major concerns are raised about the way efforts to address barriers to learning and teaching are conceived, implemented, and continue to be marginalized in school improvement policy and practice. The report concludes with a discussion of new directions. ED592895 ESSA and Addressing Barriers to Learning and Teaching: Is There Movement toward Transforming Student/Learning Supports? Policy Report Center for MH in Schools and Student/Learning Supports at UCLA 2018-01-00 17 Center for MH in Schools and Student/Learning Supports at UCLA. Department of Psychology at UCLA. Web site: http://smhp.psych.ucla.edu/ N/A 2019 As Provided JAN2020

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No Interviews Testing Educational Quality Foreign Countries International Assessment Adults Competence Educational Environment Environmental Influences Response Style (Tests) Attention Learner Engagement Keslair, François Reports - Evaluative France Russia Japan Finland South Korea Germany United Kingdom (Northern Ireland) Norway Austria Italy Slovakia Denmark Lithuania Spain United Kingdom (England) Slovenia Poland Ireland Netherlands Estonia Singapore Israel Czech Republic Canada Belgium United States New Zealand Greece Cyprus Chile EISSN-1993-9019 Organisation for Economic Cooperation and Development (OECD) (France) English Secondary Education This paper explores the impact of test-taking conditions on the quality of the Programme for the International Assessment of Adult Competencies (PIAAC) assessment. Interviewers record information about the room of assessment and interruptions that occurred during each interview. These observations, along with information on interviewer assignment size and a careful look at interviewer effects, provide insights into the quality of the assessment. This working paper first describes the variations in test-taking conditions among participating countries. Second, it examines interviewer assignment sizes and the frequency of interruptions, finding that both vary markedly among countries (contrary to the room of assessment). The paper then looks at the relationship between these variations and response rates and engagement measures. While neither the room of assessment nor the recorded interruptions impact quality differences among countries, interviewer assignment size and interviewer effects may have a mild impact on results. ED592570 Interviewers, Test-Taking Conditions and the Quality of the PIAAC Assessment. OECD Education Working Papers, No. 191 OECD Publishing 2018-12-04 30 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://dx.doi.org/10.1787/5babb087-en 2019 As Provided JAN2020

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Yes Disabilities Veterans Barriers Employment Family Attitudes Attitudes Employer Attitudes Job Skills Transitional Programs Employers Employment Services Mentors Experiential Learning Personnel Selection Lee, Kathleen VanLooy, Sara Young, Judy Stern, Lisa Reports - Research Tests/Questionnaires New Mexico (Albuquerque) New York (New York) Texas (San Antonio) California (Los Angeles) Cornell University, K. Lisa Yang and Hock E. Tan Institute on Employment and Disability Robert W. Woodruff Foundation, Inc. English In an effort to explore the continued challenges faced by post-9/11 veterans with disabilities as they transition from military service back to their home communities, the Cornell University "K. Lisa Yang and Hock E. Tan Institute on Employment and Disability" (YTI), with grant support from The Bob Woodruff Foundation, convened a series of focus groups with a critical lens on employment challenges and opportunities in the civilian workforce. The purpose of the focus group sessions was to gain understanding of and insight into the issues and personal perspectives of three distinct groups: veterans with disabilities, family members, and employers that hire and/or are interested in hiring veterans, with special concentration on those with disabilities. Focus groups for family members were supplemented by surveys in order to increase participation by individuals who were not able to attend an in-person meeting. While a series of questions were developed in advance and presented at the start of each session, the discussions were left open to encourage the flow of ideas and let the conversation evolve as participants shared their experiences and perspectives. A robust recruitment effort led to invitations emailed to a limited number of potential attendees to keep groups small to facilitate maximum participation and interaction. Geographic locations were selected based on the availability of veterans, with California, Texas, and New York comprising three of the top five states for veteran population. Upon request from a federal agency in Albuquerque, New Mexico, an additional site was added with permission by The Bob Woodruff Foundation. Federal agencies have special initiatives and hiring authorities for people with disabilities and veterans and this meeting offered a unique opportunity to examine how employment of these select populations is promoted. ED592571 Strategies for Gaining Insight to the Employment Challenges of Veterans with Disabilities: Final Report to the Bob Woodruff Foundation K. Lisa Yang and Hock E. Tan Institute on Employment and Disability 2016-06-00 37 K. Lisa Yang and Hock E. Tan Institute on Employment and Disability. Cornell University, ILR School, 201 Dolgen Hall, Ithaca, NY 14853. Tel: 607-255-7727; e-mail: ilr_yti@cornell.edu; Web site: http://www.yti.cornell.edu/ N/A 2019 As Provided JAN2020

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Yes Elementary Secondary Education Accountability Educational Practices Educational Change Success Barriers Educational Policy Equal Education Information Literacy Information Utilization Student Improvement Scores Outcomes of Education Testing Politics of Education Teacher Attitudes Educational Trends Trust (Psychology) Student Characteristics Educational Quality Educational Environment Grading Academic Standards Ecology McShane, Michael Q. DiPerna, Paul Reports - Research Tests/Questionnaires EdChoice English Elementary Secondary Education What does it mean to hold schools accountable? How do we measure school performance? Why do we care? We convened focus groups of K-12 stakeholders to wrestle with these tough questions and help us better understand the current accountability landscape--where we've been as well as where we're headed. We've compiled what those focus group participants told us into this report, which we hope will be a springboard for additional discussions around the issue of K-12 accountability. ED591379 Do-Over or Double Down? Working toward a New K-12 Education Accountability Ecosystem EdChoice 2018-10-00 Walton Family Foundation 52 EdChoice. 111 Monument Circle Suite 2650, Indianapolis, IN 46204. Tel: 317-681-0745; e-mail: info@edchoice.org; Web site: http://www.edchoice.org N/A 2019 0 As Provided JAN2020

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No Culturally Relevant Education Faculty Development Cultural Capital Ideology Teacher Attitudes Attitude Change Participatory Research Action Research Teacher Student Relationship Minority Group Students Lomeli, Raul S. Dissertations/Theses - Doctoral Dissertations California EISSN- English Building positive relationships with students and employing relevant pedagogy informed by Community Cultural Wealth will undoubtedly contribute to a more engaged community of learners that are vested in their community and academics. Aronson and Laughter (2015) amongst many others, studied and analyzed over 200 studies on the topic of culturally relevant education (CRE), and found convincing results that speak to the academic outcomes that are consistently reached whenever teachers employ CRE in the classroom (Cammarota, 2014; Covarrubias, 2017; Gay, 2010; Ladson-Billings, 1995; Paris, 2012; approaches have demonstrated success, they are not being practiced and replicated in many parts of the state and country (evidenced by the persistent achievement gap), and it is not clear as to how administrators and teachers can work together to ensure that CRE practices are discussed, learned, and employed in school settings (Covarrubias, 2017). This mixed methods study will explore ways in which a school can impact teacher ideology and disposition toward prioritizing and supporting culturally responsive practices; using Participatory Action Research methodologies. Research that explores these topics is important, being that educators need to do a better job addressing success (or lack thereof) for students of color in California and in the entire 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.] ED591380 Critical Praxis Circulos: The Impact of Culturally Responsive Teacher Development ProQuest LLC Ed.D. Dissertation, San Jose State University 2018-00-00 978-0-4386-0078-2 140 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:10936515 2019 As Provided JAN2020

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No Stimulation Physical Activities Academic Achievement Student Behavior Elementary School Students Psychomotor Skills Control Groups Experimental Groups Sensory Experience Mitts, Maryann Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Technological advancements and increased screen time has increased sedentary activity and altered the brain development of children. With the reduction of PE and recess in schools, increasing sensory stimulating physical activity can be pivotal in cognitive and behavioral development. Activities such as rolling and spinning enhance the sensory system in organizing and filtering information efficiently for quicker and more appropriate responses to stimuli. This study investigated the effect sensory stimulation had on auditory memory, reading levels and behaviors of elementary students. During a 6-week period, 176 students, grades 1-5, participated in the sensory maze "Minds in Motion," 15 sensory activities (adapted with permission from "Minds in Motion"), focusing on processing and integration motor skills. Each grade included an intervention group (52 male; 39 female) participating in 20 minutes of the "Minds in Motion" maze (10 minutes in the morning and afternoon) and a control group (49 male; 45 female), continuing with normal school activities. Pre and post difference scores of the dependent variables (Auditory Memory Test, Developmental Reading Assessment, and Office Referrals) were calculated. Results of the MANOVA found a significant multivariate F, Wilks's Lambda= 0.95, F= (3,170) = 2.95, p = 0.034. Results of the univariate test found significance for Auditory Memory (p = 0.029), with the intervention (M = 3.51) scoring higher than the control (M = 1.87). Reading level mean differences of the groups did not differ. Classroom behavior did not produce a significant effect. Data suggests the "Minds in Motion" maze benefits the auditory memory of children. Although reading levels reported non-significance, mean change illustrated improvements. Longer maze time beyond the 6 weeks could induce improvement. Qualitative remarks from participating teachers indicated the maze was a positive addition to the school day, especially with classroom management, the variable found to have no positive significance in the study. If the study was longer, involved a larger sample size, more homogeneous sample, or used alternative reading and behavior assessments, the results might be stronger. Further research is warranted. This pilot study suggests the maze can have a positive effect on auditory memory, reading levels, and classroom 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.] ED591381 Effect of Sensory Stimulation in Physical Activity on Academic Achievement and Classroom Behavior in Elementary Students ProQuest LLC Ph.D. Dissertation, University of Arkansas 2018-00-00 978-0-4385-3397-4 122 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:10936553 2019 As Provided JAN2020

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No Service Learning Teaching Methods Undergraduate Students Best Practices Student Placement Academic Achievement Citizenship Education Citizenship Responsibility Correlation Consciousness Raising Vaughan, Ashley Kathryn Cunningham, Reanne Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Service-learning practices vary drastically across programs, courses, and locations with little consideration for these variations in the research. This study serves as an introduction to a research agenda exploring the components of service-learning practices--particularly those "best practices" recommended with little or no basis in the current research--in an effort to better understand the impacts of the variations in these methods. The researchers analyzed relationships between student choice in selecting placements for their service-learning requirements and students' academic and civic learning outcomes. Chi-square analyses found significant relationships between student choice and students' self-reported academic and civic learning outcomes. For all variables, heightened restrictions on student choice was associated with a decrease in students' learning outcomes. ED592270 Student Choice in Service-Learning: Relationships between "Best Practices" and Undergraduate Student Outcomes AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 11 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Persuasive Discourse Science Process Skills After School Programs Elementary School Science Science Education Student Participation Citizen Participation Student Projects Science Projects Evidence Parks Liu, David Da Wei Long, Jennifer Joan Speeches/Meeting Papers Reports - Research California ISSN- English Elementary Education Despite the increasing attention to afterschool science programs, little is known about the conditions under which children likely engage in meaningful scientific practices, such as argumentation and scientific explanation in those settings. This analysis draws on X hours of video data collected of elementary-aged children (n = 4) during a 14-day after-school science program. Findings suggest students engaged in argumentation and evidence-based explanation when explicitly prompted to account for either observation from experiment or data collected for themselves in relation to big science ideas. Students drew extensively on everyday experiences to support their ideas but are limited in expanding their thinking. Implications for designing afterschool science programs are discussed. ED592271 Argumentation and Explanation When Participating in After School Citizen Science Program AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Educational Games Mathematics Instruction Fractions Teaching Methods Educational Technology Technology Uses in Education Video Games Elementary School Students Grade 3 Handheld Devices Telecommunications Instructional Effectiveness Gresalfi, Melissa Sommefeld Rittle-Johnson, Bethany Loehr, Abbey M. Nichols, Isaac Thomas McCracken, Charity Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education Grade 3 Primary Education Early Childhood Education The purpose of this study is to explore how different game designs support students' learning and enjoyment of fractions, specifically, early learning of equivalence and ordering. Two sets of games were contrasted, one that was characterized as "exploratory and implicit," and a second that was characterized as "directive and explicit." Findings suggest that there was no difference in learning based on the design of the games, but that students' enjoyment of the exploratory and implicit games was significantly higher. ED592272 Slicing and Bouncing: Can Implicit Digital Games Support Transfer to Traditional Assessments as Well as Explicit Digital Games? AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Ethical Instruction Instructional Effectiveness Interdisciplinary Approach Psychology Educational Policy Brain Intervention Neurosciences Evolution Computer Simulation Visual Aids Han, Hyemin Thoma, Stephen J. Soylu, Firat Lee, Kangwook Speeches/Meeting Papers Reports - Research ISSN- English This paper suggests how to develop more effective moral educational programs by utilizing interdisciplinary research methods including neuroimaging, social psychological intervention, evolutionary modeling and deep learning methods. Our interdisciplinary research program consists of three steps: identification of core psychological processes involved in moral functioning at the neural level, development of small-scale intervention programs tweaking the identified psychological processes, prediction of long-term, large-scale outcomes of designed interventions using computational methods. We discuss how this research program will inform moral educators and educational policy makers who wish to develop effective moral educational programs in larger educational settings in the long term with actual neuroimaging and intervention experimental data. ED591638 How to Make Moral Education More Effective: From a Brain Study to Policy Making AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 18 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 40 As Provided JAN2020

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No Hispanic Americans Immigrants Females Mothers Child Rearing Experience Epistemology Parents as Teachers Cultural Relevance Hispanic American Culture Calderon-Berumen, Freyca Speeches/Meeting Papers Reports - Research ISSN- English Latina immigrant women have personal lived experiences that inform and affect the ways they interact with the world on a daily basis and have shaped their personal and cultural identities. Because of those experiences, they have also developed particular ways of knowing, being, and doing that form and guide their ways of mothering. Drawing on the Delgado Bernal, et.al, (2006) notion of pedagogies of the home, this study presents the themes participants described as their pedagogies of the home: language, family bonds, educación, and cultural consciousness. The findings suggest that Latina immigrant women create and develop a cultural curriculum of the home that aims at embracing personal and cultural identity, thus calling for finding alternate culturally responsive practices. ED591639 Cultural Curriculum of the Home: Composing Mestizaje Epistemologies AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 24 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 51 As Provided JAN2020

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No Foreign Countries Moral Issues Islam Secondary School Students Gender Differences Dress Codes Intimacy Religious Factors Hedayati, Nasibeh Kuusisto, Elina Gholami, Khalil Tirri, Kirsi A. Speeches/Meeting Papers Reports - Research Iran (Tehran) ISSN- English Secondary Education This article examines moral dilemmas related to the religion of Islam as identified by Iranian female students. Data was gathered from Iranian lower secondary school students (female n = 175, male n = 165) who wrote about unfair situations they had experienced at school. Students' moral dilemmas were analyzed with deductive content analysis. Moral dilemmas related to religion were identified only in the essays of 15 female students (4%) and analyzed further inductively. Three subcategories were constructed based on themes of religious moral dilemmas and called "dress rules," "boundaries of intimacy," and "doctrinal issues." The paper discusses how and why moral dilemmas related to religion are interconnected with gender in Iranian schools. ED591640 Gender-Specific Moral Dilemmas Related to Religion in Iranian Schools AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 12 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 24 As Provided JAN2020

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No School Readiness Kindergarten Preschool Children Student Centered Learning Access to Education Equal Education Maturity (Individuals) Preschool Curriculum Ring, Emer O'Sullivan, Lisha Hayes, Michael Speeches/Meeting Papers Reports - Research ISSN- English Kindergarten Primary Education Early Childhood Education Preschool Education This paper emerged from a national evaluation of concepts of school readiness, which adopted a mixed-methods approach comprising sixty-two interviews with parents, pre-school and kindergarten teachers, fifty-seven child conferences and an online survey distributed to 1,000 pre-school and kindergartens, eliciting a response rate of 29.6% and 23.8% respectively. Consonant with global patterns, school readiness was predominantly identified as a maturationist-environmental concept associated with a child's age and the acquisition of academic skills. This paper suggests that the 'schoolification-epidemic' compromises the concept of child-centeredness and presents a threat to educational opportunity, access and equity. It argues for a return to child-centeredness, an emergent curriculum and a reconceptualisation of education as a process of forming fundamental dispositions. ED591641 Ending the "Schoolification Epidemic": Child-Centeredness, Curriculum, and Reconceptualizing Education as a Process of Forming Fundamental Dispositions AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 32 As Provided JAN2020

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No Mothers At Risk Students Literacy Access to Education Public Schools Parent Education Hallman, Heidi L. Kindelsperger, Abigail P. Books Reports - Evaluative English Adult Education "Reconceptualizing Curriculum, Literacy, and Learning for School-Age Mothers" offers a portrait of classroom literacy practices and learning opportunities that are provided for school-age mothers in two different schools. Through a series of case studies of school sites, teachers, and students, this book presents evidence of how these at-risk students use literacy in complex ways in the classroom and in their everyday lives. Attuned to the struggle for school-age mothers' access to meaningful and challenging curriculum in public schools, as well as to the relative dearth of scholarly research on the topic, this volume demonstrates how educators can rethink the issue of schooling for this population of students. ED591642 Reconceptualizing Curriculum, Literacy, and Learning for School-Age Mothers. Routledge Research in Education Routledge Research in Education 2018-10-19 978-0-8153-8377-2 134 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/SE0393/ N/A https://www.routledge.com/Reconceptualizing-Curriculum-Literacy-and-Learning-for-School-Age-Mothers/Hallman-Kindelsperger/p/book/9780815383772 2019 As Provided JAN2020

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No Indigenous Populations Beginning Teachers Professional Identity Teacher Education Programs Faculty Development Minority Group Teachers Theory Practice Relationship Madden, Brooke Speeches/Meeting Papers Reports - Research ISSN- English This paper explores the experiences of nine Indigenous and ally early career teachers who completed university coursework and/or professional development on the topic of Indigenous education (IE). Teachers participated in a series of three or four individual interviews focused on how targeted teacher education, and transitions into educational work settings, shape teacher identity and practice. Analysis concentrates on four key relationships between becoming a teacher and a) pedagogical pathways for IE with/in teacher education, b) school-based sources of Indigeneity, c) significant place, and d) supports for engaging IE. The implications of tracing how significant forces direct the processes of becoming, and becoming undone as, teachers of school-based IE are highlighted for the fields of teacher education, IE, and decolonizing education and research. ED591643 (Un)Becoming Teacher of School-Based Indigenous Education: Early-Career Teachers, Teacher Identity, and Indigenous Education across Institutions AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 29 As Provided JAN2020

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No Foreign Countries Postsecondary Education Public Policy Educational Policy Social Justice Human Capital Commercialization Cowin, Robert Books Reports - Evaluative Canada English Postsecondary Education The historical literature about postsecondary education in British Columbia, as in many jurisdictions, is fragmented. Scholarly works have tended to recount the development of a single institution or a single sector: colleges and universities, vocational colleges, apprenticeship, or continuing education. And not all sectors, whether comprised of public or private institutions, have received equal attention. "Postsecondary Education in British Columbia" brings the pieces together. Dividing the years since 1960 into three periods, Robert Cowin first provides a comprehensive overview of the emergence and evolution of the contemporary provincial postsecondary system as a whole. He then defines three distinct theoretical lenses -- social justice, human capital formation, and marketization -- and applies each in turn to an analysis of five significant transitions. This dynamic systems approach, in which Cowin examines interactions across sectors, allows him to delineate the cumulative and complementary ways in which sectors have affected one another. "Postsecondary Education in British Columbia" provides a thoughtful critical analysis of the role of social justice, human capital, and the market in the development of institutional arrangements -- the distribution of institutions by size, mission, type, and location -- and of the public policy that has shaped education in the province. This book will appeal to higher education, public policy, and public administration scholars in Canada and the United States. Provincial education policy makers and college and university administrators will also find it of interest. ED592572 Postsecondary Education in British Columbia: Public Policy and Structural Development, 1960-2015 University of British Columbia Press 2018-11-15 978-0-7748-3833-7 Policymakers Administrators 244 University of British Columbia Press. 2029 West Mall, Vancouver, BC V6T 1Z2, Canada. Tel: 877-377-9378; Tel: 604-822-5959; Fax: 604-822-6083; e-mail: frontdesk@ubcpress.ca; Web site: http://www.ubcpress.ca N/A https://www.ubcpress.ca/postsecondary-education-in-british-columbia 2019 As Provided JAN2020

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Yes College Admission Disproportionate Representation Access to Education Policy Low Income Students Poverty Educational Attainment Parent Background Family Structure Foster Care Dependents Canada Natives Eskimos Rural Population Gender Differences Homosexuality Sexual Orientation Sexual Identity Disabilities Immigrants Minority Group Students Ethnic Groups Foreign Countries First Generation College Students College Readiness English (Second Language) Merner, Paul Beatty-Guenter, Patricia Reports - Research Canada British Columbia Council on Admissions and Transfer (BCCAT) (Canada) English Higher Education Postsecondary Education This paper examines topics of equity and access to post-secondary education through exploration of barriers and other dimensions that serve to identify underrepresented groups in BC post-secondary education. The key purpose of the research project is to assess the policies and practices at the BC Transfer System institutions for admitting underrepresented (equity) groups of students, as well as to summarize the data sources available on the underrepresented groups. A review of the (largely Canadian) literature of the last 20-25 years explores the causes and correlates that restrict equity of access to post-secondary education. The literature review clearly reveals aspects and correlates of each groups' participation; and that barriers and participation are rarely singular, but often contextual and conditioned (e.g., ethnic or gender underrepresentation is specific to certain program areas or types of institution). The literature review identifies the magnitudes of participation overall, and in relation to each of the underrepresented groups. This paper also contains an analysis of policies and practices, which forms the main focus of the paper. This analysis initially involved scanning websites and other digital documentation for the thirty-eight institutions of the BC Transfer System, as well as provincial government webpages and other online material. Lastly, the authors illuminate the availability of data sources that support current and future research on underrepresented groups. These include the many past and current Statistics Canada sources including the Census, and other data sets and surveys available through CANSIM, such as PSIS, NGS and the LFS. ED592573 Admissions Policies and Practices for Underrepresented Groups of Students British Columbia Council on Admissions and Transfer 2018-09-00 73 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 2019 ERIC JAN2020

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No Observation Preservice Teacher Education Teaching Methods Observational Learning Teacher Educators Foreign Countries Student Teaching Dickson, Beth Dresden, Janna Speeches/Meeting Papers Reports - Research Georgia United Kingdom (Glasgow) ISSN- English Higher Education Postsecondary Education The purpose of this study was to explore a 'taken-for-granted' and often over-looked element of the clinical preparation of teacher candidates--classroom observation. Practice-based pedagogies of teacher education with roots in the philosophy of John Dewey served as a conceptual frame for interviews with teacher educators in the United States and in Scotland. The results of the qualitative analysis showed that teacher educators structure observational assignments in a variety of ways to correspond to targeted learning goals for their teacher candidates (TCs). In addition, teacher educators reported that well-designed observational experiences have the potential to help TCs recognize the complexity of teaching, disrupt the 'apprenticeship of observation' and help TCs move away from previously held assumptions and biases. ED592273 Deconstructing Observation as a Pedagogical Practice in Teacher Education AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 17 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Indigenous Populations Pacific Islanders Foreign Countries Indigenous Knowledge Phenomenology Preservice Teachers Educational Experience Program Descriptions Curriculum Development Instructional Leadership Teacher Student Relationship Supervisors College Faculty Student Attitudes Culturally Relevant Education McLaughlin, Juliana Mohok Whatman, Susan L. Speeches/Meeting Papers Reports - Research Australia ISSN- English Higher Education Postsecondary Education Public inquiry into Aboriginal and Torres Strait Islander education in Australian curricula has often mirrored the social and political landscape in Indigenous affairs. Our research shows efforts to embed IK on teaching practicum must come from a place of deep knowledge. The "Cultural interface" (Nakata 2007) helped to theorise these sites as places of knowledge convergence and productive engagements. Phenomenology was adapted to direct attention to the nature of experiences of participants. The research design was informed by Indigenous research methodology, including 'talkin up the research' (Fredericks, 2007) with community before beginning, during (with) and after. Findings included that successful embedding experiences emerged from productive relationships with community knowledge sources and recognising IK brought to the school by pre-service teachers. ED592274 Seeking Affirmation via Aboriginal and Torres Strait Islander Community Knowledge: Transforming Australian School Curricula AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Psychological Patterns Barriers Grade 2 Elementary School Students Classroom Environment Teaching Methods Teacher Attitudes Montessori Method Public Schools Private Schools Ethnography Grade 1 Kindergarten Instructional Leadership Well Being Mental Health Health Promotion Holistic Approach Teacher Student Relationship Phenomenology Hughes, Scott Frederick Speeches/Meeting Papers Reports - Research ISSN- English Grade 2 Primary Education Elementary Education Early Childhood Education Grade 1 Kindergarten There is a growing body of literature exploring pedagogies that promote children's happiness at school. Yet there is little research on teacher's conceptions of happiness, and how this informs their decisions about children. This paper reports on findings from a qualitative study exploring teachers' conceptions of happiness. Twelve teachers from Waldorf, Froebel, Montessori, public, and independent schools were interviewed, followed by ethnographic observations in eight Kindergarten through Grade 2 classrooms. Analysis identified three themes: landmarks of happiness, experiences of happiness and unhappiness, and barriers and tensions. This paper concludes with a discussion on the need for school leadership to promote mental health for both children and teachers, offers practical suggestions for developing happy classrooms, and outlines implications for further research. ED592275 Landmarks of Happiness: Conversations with Teachers about Happiness as an Aim of Education AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 38 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Community Colleges Disabilities Student Personnel Services Academic Accommodations (Disabilities) Accessibility (for Disabled) Academic Support Services College Faculty Two Year College Students Barriers Interpersonal Relationship Nichols, Jennifer Sorenson Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education The purpose of this study is to explore and capture the experiences of disability services providers (DSP) within the community college setting as it relates to facilitating and coordinating accommodations for students with disabilities, collaborating with faculty and staff in implementing and arranging accommodations for students with disabilities, and collaborating with administrators of the institution and/or systems within which they work. The study was conducted using a qualitative phenomenological methodology with in-depth interviews and shadowing observations. The participants consisted of seven community college professionals who identified themselves as primary contacts for students with disabilities seeking accommodations at their individual institution. Data were collected using audio recordings of seven interviews and field notes made by the researcher following the shadowing observations of two participants. Pre-interview questionnaire, interview transcripts, observation field notes, and documents were reviewed and analyzed with inductive thematic analysis. Three themes emerged from open-coding and captured shared experiences and perceptions of the participants: importance of awareness and education, pushing through barriers and overcoming obstacles, and value of relationships. [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.] ED592896 A Qualitative Interview-Based Study of the Experiences of Community College Disability Services Providers ProQuest LLC D.Ed. Dissertation, The University of North Carolina at Charlotte 2018-00-00 978-0-4386-8820-9 149 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:10979215 2019 As Provided JAN2020

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No College Students Student Behavior Health Behavior Young Adults Access to Health Care Mental Health Student Characteristics Institutional Characteristics Correlation Student Attitudes Grade Point Average Geographic Location Mental Disorders Racial Differences Ethnicity Instructional Program Divisions Clinical Diagnosis Help Seeking Sexual Identity Gender Issues Sexual Orientation Place of Residence Religion School Size Graduation Rate Socioeconomic Status Negash, Tori Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The emerging adult population, individuals between the ages of 18-29, has grown to 53.7 million in the United States (U.S. Census Bureau, 2017). College students form a significant subset of this population, with 29 percent enrolled at a college or university (National Center for Education Statistics [NCES], 2015). One in three emerging adults will experience some form of mental health disorder (Eisenberg, Hunt, Speer & Zivin, 2011; Lipson, Gaddis, Heinze, Beck & Eisenberg, 2015) and the prevalence of substance use disorders is higher than any other age group (Substance Abuse & Mental Health Services Administration [SAMHSA], 2005). Emerging adult college students with behavioral health concerns face a myriad of challenges that include negative implications for education (Arria et al., 2013; Eisenberg, Golberstein, & Hunt, 2009; Eisenberg, Hunt, Speer, & Zivin, 2011; Sontag-Padilla et al., 2014), long-term health (Eisenberg, Hunt, Speer, & Zivin, 2011), and socioeconomic status (Wang et al., 2007). Despite these challenges, few emerging adults receive help for their behavioral health concerns (Kessler et al., 2007; Lipson, Gaddis, Heinze, Beck, & Eisenberg, 2015; SAMHSA, 2012; Wang et al., 2007). Few researchers have examined this phenomenon, but some evidence shows that institutional and individual-level characteristics may play a role (Cadigan, Lee, & Larimer, 2018; Dunbar, Sontag-Padilla, Ramchand, Seelam, & Stein, 2017; Eisenberg, Hunt, Speer, & Zivin, 2011; Miller et al., 2016). The aims of the Emerging Adult Behavioral Health (EABH) study were to (1) evaluate the association between behavioral health service use and academic outcomes among emerging adult college students; and (2) determine if emerging adult college students' decisions to use or not use behavioral health services are associated with specific student- or institution-level characteristics. Using secondary data from the 2015-2016 Healthy Minds Study (HMS), the EABH study employed a combination analyses, including binomial logistic regression and hierarchical generalized linear modeling (HGLM), to examine the relationships between grade point average (GPA), service locations, individual- and institutional-level characteristics, and the use of behavioral health services among 22,800 emerging adult college students. The results of the EABH study showed that 34.2 percent of students with behavioral health concerns used services. Mental health concerns were the most prevalent type experienced; students with co-occurring conditions reported the highest rate of service use. Off-campus services, from a provider in a student's hometown or other location, were most often used. There was an inverse relationship between GPA and use of services. Several student-level characteristics were related to service use, including race and/or ethnicity, year in school, type of behavioral health diagnosis, prior diagnosis, informal help-seeking, gender identity, sexual orientation, and residential status. Three institution-level variables were related to service use: religious-affiliation, enrollment size, and graduation rate. The EABH study confirmed both the high prevalence rates of behavioral health concerns and low rates of service use cited previously. In addition to expanding the student-level characteristics analyzed, the EABH study explored the impact of behavioral health status (e.g. type of concerns) and service use on academic outcomes; the examination of institutional characteristics in this context was the most thorough, to date. Future research should investigate other student-level predictors of service use, such as barriers to help-seeking, measures of socioeconomic status, campus climate, sense of belonging, and student stress. Exploring the same institution-level characteristics with new schools would contribute valuable information about their viability as predictors of service use. [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.] ED592897 Emerging Adult College Students: An Analysis of Student Behavioral Health, Academic Outcomes, and Predictors of Behavioral Health Service Receipt ProQuest LLC Ph.D. Dissertation, The Ohio State University 2018-00-00 978-0-4383-9100-0 236 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:10985456 2019 As Provided JAN2020

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Yes Foreign Countries Demography Predictor Variables Homework Secondary School Students Socioeconomic Status Achievement Tests International Assessment Cultural Background Academic Achievement Bowd, Justin Bowles, Terry McKenzie, Vicki Speeches/Meeting Papers Reports - Research Australia Program for International Student Assessment English Secondary Education Recent reports based on PISA data have shown a generally positive relationship between the amount of time spent on homework and achievement, and a negative relationship between a measure of socioeconomic status and homework time for secondary students. These findings suggest that homework practices are either reflecting or contributing to achievement differences based on a students' socioeconomic and cultural background. However, a research gap has been identified in relation to how other demographic and educational variables associated with differences in achievement relate to differences in homework practice. We examined relationships between student socioeconomic status, gender, language background, school type and school location with various measures of homework time and frequency of completion for mathematics homework; two measures of homework time and effort available in the 2012 PISA data. Analysis of Australian 2012 PISA data largely confirmed that factors associated with variation in achievement were generally also associated in measures of homework practice. Suggestions are made for further research to illuminate the processes by which the independent variables examined affect homework practice. ED591868 An Exploratory Analysis of the Personal, School and Demographic Variables Affecting the Homework Effort of Australian Secondary Students Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 16 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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Yes Indigenous Populations Foreign Countries Educational Research Capacity Building Biculturalism Indigenous Knowledge Educational Researchers Teaching Methods High School Students Student Attitudes Doctoral Dissertations Cultural Relevance Cultural Awareness Disadvantaged Donovan, Michael Speeches/Meeting Papers Reports - Research Australia English High Schools Secondary Education Higher Education Postsecondary Education "The term 'research' is inextricably linked to European imperialism and colonialism. The word itself 'research' is probably one of the dirtiest words in the Indigenous world's vocabulary" (Smith, 1999, p. 1). For many Aboriginal communities educational research can be seen with suspicion. In Aboriginal education much of the research is completed by non-Aboriginal researchers whose interpretations maybe culturally biased against Aboriginal peoples and their research may not always go back to support the Aboriginal audience. This paper will highlight the importance of capacity building of Aboriginal researchers to investigate issues within Aboriginal education. Engaging culturally similar researchers to the research participants can base the research process on an equal foundation in the research practice. With the analysis founded through similar cultural filters of the participatory audience (such as Aboriginal students and/or community). Through building Aboriginal culturally sound researchers to walk the bi-cultural pathways of research between Aboriginal communities and non-Aboriginal institutions a more informed examination of the research material can be presented. This position that there is a greater need for Aboriginal educational researchers to be developed to investigate researcher questions in partnership with Aboriginal communities has grown through the development of my PhD research study on "What Form(s) of Pedagogy are Necessary for Increasing the Engagement of Aboriginal School Students?" (Donovan, 2016). ED591869 Capacity Building of Aboriginal Researchers to Get the inside Standpoint -- Asking Aboriginal Students What They Think Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (Melbourne, Victoria, Australia, Nov 27-Dec 1, 2016) 2016-00-00 18 Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au N/A 2019 As Provided JAN2020

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No Intercollegiate Cooperation College Athletics Leadership Responsibility Administrator Attitudes Leadership Role Ozery, Maya Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Intercollegiate athletics has evolved into a business that generates billions of dollars for universities and private companies. Athletic departments have become sophisticated financial structures that are expanding, and place unique demands on its personnel and higher education institutions, including but not limited to athletic directors. Leadership has been studied extensively in scholarly literature and previous studies have focused on specific variables and outcomes of leadership in intercollegiate athletics. However, limited qualitative research exists examining the complexity of leading in this environment or the experiences of those in key leadership positions. The purpose of this qualitative phenomenological study is to provide insight into the role of leadership for athletic directors in NCAA Division I programs, who face an ever-changing environment with increasing financial and ethical considerations. The study explored how perceived changes in intercollegiate athletics may have impacted the nature of leadership within this environment and used semi-structured interviews with 11 athletic directors. The study identified common themes central to the phenomenon of leadership in intercollegiate athletics and offers insight that can positively benefit higher education, and to the fields of leadership, sports management, sport psychology, and intercollegiate athletics. [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.] ED591382 Examining the Nature of Leadership within Intercollegiate Athletics: A Phenomenological Study ProQuest LLC Ph.D. Dissertation, The Chicago School of Professional Psychology 2018-00-00 978-0-4386-1461-1 195 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:10936566 2019 As Provided JAN2020

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No Eating Disorders Correlation Self Concept Human Body Body Composition Females College Students Negative Attitudes Body Weight Body Height Emotional Response Pratt, Andrea Spacone Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Binge eating disorder is defined as eating an objectively large amount of food in a discrete time period while experiencing a loss of control over one's eating behavior. Research and theory on eating disorders frequently identifies sociocultural factors such as body image as a main factor in the development and maintenance of eating disorders. Building on these models, a biopsychosocial model of eating disorders takes into account biological factors and psychological factors as well as sociocultural factors. This study examined the relationship among self-compassion, body dissatisfaction, expectancies for negative mood regulation, and binge eating behavior among a sample of 202 female college students. Hierarchical multiple linear regression analyses were utilized to examine the relationship among these variables. Results indicated that both body dissatisfaction and expectancies for negative mood regulation significantly mediated the relationship between self-compassion and binge eating behavior. Furthermore, body mass index was found to be significantly related to binge eating behavior in the model investigating the relationship between self-compassion and expectancies for negative mood regulation. Results contribute to the understanding of how self-compassion works to impact binge eating behavior through expectancies for negative mood regulation and body dissatisfaction. [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.] ED591383 Binge Eating in College Women: Body Dissatisfaction, Self-Compassion, and Expectancies for Mood Regulation ProQuest LLC Ph.D. Dissertation, Fordham University 2019-00-00 978-0-4385-0848-4 134 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:10936577 2019 As Provided JAN2020

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No Charter Schools Equal Education Academic Achievement Public Education Discourse Analysis Politics of Education Democracy School Choice Unions Retrenchment African American Teachers Urban Schools School Segregation African American Students Disadvantaged Schools of Education Stakeholders Affolter, Tara L., Ed. Donner, Jamel K., Ed. Books Collected Works - General Washington Louisiana (New Orleans) English Higher Education Postsecondary Education Challenging the popular perception that the free market can objectively ameliorate inequality and markedly improve student academic achievement, this book examines the overly positivistic rhetoric surrounding charter schools. Taking a multifocal approach, this book examines how charter schools reproduce inequality in public education. By linking charter schools to broader social issues and political economic factors, such as neoliberalism, race, and class, "The Charter School Solution" presents a more complete and nuanced assessment of charter schools in the context of the American public education system. Chapters in the book: (1) Introduction: The Charter School Solution: Distinguishing Fact from Rhetoric (Jamel K. Donnor and Tara L. Affolter); (2) Chartering Charade in Washington State: The Anti-Democratic Politics of the Charter School Movement and the Removal of the Public from Public Education (Wayne Au); (3) Democracy, Charter Schools, and the Politics of Choice (Eleni Schirmer and Michael W. Apple); (4) Charter Schools, Unjust Labor Practices, and the Jeopardization of Teaching as a Profession (Sarah Stitzelein and Barrett Smith); (5) Consequence of Unionization: Charter School Teachers and the Culture of Choice (Elizabeth Montaño); (6) Discursive Violence and Economic Retrenchment: Chartering the Sacrifice of Black Educators in Post-Katrina New Orleans (Kevin Lawrence Henry); (7) Struggling for Community and Equity in New Orleans Public Schools: Lessons from a First-Year Charter School (Joseph L. Boselovic); (8) Segregated by Choice? Urban Charter Schools and Education Choices for Black Students and Disadvantaged Families in the U.S. (Erling E. Boe, Shaun R. Harper, and Katherine M. Barghaus); and (9) Afterword: Schools of Education as Stakeholders in the Charter School Debate (Virginia L. McLaughlin). ED591644 The Charter School Solution: Distinguishing Fact from Rhetoric. Routledge Research in Education Routledge Research in Education 2018-04-27 978-1-1389-5956-9 158 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/SE0393/ N/A https://www.routledge.com/The-Charter-School-Solution-Distinguishing-Fact-from-Rhetoric/Affolter-Donnor/p/book/9781138600256 2019 ERIC JAN2020

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No At Risk Students Academic Persistence Outcomes of Education High School Students Equal Education Access to Education Student Diversity High School Graduates Graduation Rate Dropouts Attendance Grade 9 Grade 10 Grade 11 Grade 12 Public Schools Enrollment Hill, Kathryn Mirakhur, Zitsi Reports - Research-practitioner Partnerships Reports - Research New York (New York) New York University, Research Alliance for New York City Schools English High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Grade 10 Grade 11 Grade 12 Over the past decade, New York City's high school graduation rate has risen dramatically, yet roughly a quarter of each entering 9th-grade class still does not graduate on time. Some of these students permanently drop out in their first four years, but a much larger percentage actually stay enrolled (or reenroll after temporarily leaving school) and continue working toward their diploma. This document summarizes the first in the Equity, Access, and Diversity report series, focusing on these "persisting" students. They not only are a large group (about one in five--or more than 12,000 students per entering class), they are also particularly vulnerable. Yet, the fact that persisting students continue to have a connection to the education system offers meaningful opportunities to intervene and provide them with support. The report uses mixed methods to explore who persisting students are, how they fall off track, which schools they attend, and the supports that students and educators see as most important for helping persisting students succeed. Drawing on these findings, the report highlights the need to: (1) Identify at-risk students early--and intervene early: This study adds to a growing body of evidence highlighting the need for more scrutiny of students' middle school performance and experiences. Furthermore, the findings underscore the importance of sustained attention to students' personal and family lives to better identify those who are most at risk. While persisting students are often chronically absent in early high school, they generally do not stop coming entirely. This means it is possible to work with them; (2) Be more strategic about student placement: We found that a quarter of persisting students were enrolled in the same 20 schools during their 9th grade year (of more than 400 high schools citywide). A significant proportion of persisting students end up transferring into an alternative school--indeed, this is one of the primary systemic interventions for students who fall behind. However, interviews with students and educators suggest that decisions about when and where to move persisting students sometimes occur in an ad hoc fashion. Providing educators with more information and clearer guidelines about available options might improve the process for assessing students' needs and identifying appropriate interventions; and (3) Tailor interventions to students' needs: Persisting students enter their fifth year of high school with a wide range of academic needs. About a quarter are only marginally behind--they typically have enough credits to graduate, but haven't passed all the required Regents exams. About 44 percent are moderately behind (lacking both credits and Regents exams), and 30 percent are drastically behind (they still have to complete several years of coursework and have only passed one Regents exam, on average). Given their varying needs, students in these three groups are likely to benefit from different types of intervention. The report highlights a number of important areas for future research. These include studies examining how traditional high schools identify and support vulnerable students; studies examining the distribution of struggling students across schools, and how systems for placing and transferring students might be improved; and studies examining which educational settings are most effective for different types of persisting students. This summary provides the findings and implications of these types of students. [For the full report, see ED591609. For the technical appendices, see ED591646.] ED591645 Persisting Students: Exploring the Pathways and Outcomes of Students Who Don't Graduate in Four Years, but Remain Enrolled in NYC High Schools. Equity, Access and Diversity. Summary Research Alliance for New York City Schools 2018-06-00 Walton Family Foundation 9 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/Persisting_Students/Research_Alliance_Persisting_Students_Summary.pdf 2019 6 ERIC JAN2020

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No Educational Attainment Employment Immigrants Income Postsecondary Education Adults Age Differences Labor Market Foreign Countries Differences Reports - Evaluative New Zealand Australia Canada Ireland Luxembourg Israel Portugal Denmark Sweden Estonia Latvia Switzerland Austria Lithuania Germany France Italy United States Belgium Netherlands Spain Costa Rica Greece Slovenia ISSN-2226-7077 Organisation for Economic Cooperation and Development (OECD) (France) English Postsecondary Education Adult migrants in all OECD countries are a diverse group, with different profiles and levels of education. Even if they hold tertiary degrees, they are more likely to have poorer labour market outcomes, including lower earnings. Participation in the labour market is more difficult for foreign-born adults who arrived at a later age and acquired their qualifications in another country. It is important that host countries design and implement policies that will help immigrants improve their chances in their labour market, benefitting both the person and the country. ED592574 How Do the Educational Attainment and Labour Market Outcomes of Foreign-Born Adults Compare to Their Native-Born Peers? Education Indicators in Focus. No. 65 OECD Publishing 2018-12-18 6 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/cf52bacd-en 2019 As Provided JAN2020

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Yes Foreign Countries Resource Allocation Special Education Educational Finance Inclusion School Districts Special Needs Students Disabilities Public Education Educational Equity (Finance) Rozworski, Michal Reports - Research Canada British Columbia Teachers' Federation (BCTF) (Canada) English For years, British Columbia has been allocating far less money for special education to school districts than districts have been spending on special education. Meaningful inclusion for all students requires a broad array of supports--specialist teachers, educational assistants, learning resources, specialized equipment and more. There in turn require adequate financial resources. By underestimating how much school districts need for special education, the provincial government is making inclusion more difficult and forcing school districts to make tough decisions: should special education suffer or should cuts be made elsewhere to compensate? This report looks at the gap and who is funded. Two models for special education funding are presented: (1) Current block funding; and (2) Statistical-predictive funding. ED592575 BC's Inclusive Education Funding Gap. BCTF Research Report British Columbia Teachers' Federation 2018-10-00 8 British Columbia Teachers' Federation. 100-550 West 6th Avenue, Vancouver, BC V5Z 4P2, Canada. Tel: 800-663-9163; Tel: 604-871-2283; Web site: http://www.bctf.ca N/A 2019 ERIC JAN2020

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No Foreign Countries Educational Policy Equal Education Educational Quality Educational Improvement Evaluation Methods Delivery Systems Governance Educational Finance Financial Support Higher Education Access to Education Graduation Academic Achievement Resource Allocation Elementary Secondary Education Secondary School Students International Assessment Mathematics Achievement Science Achievement Fitzpatrick, Manuela Figueroa, Diana Toledo Golden, Gillian Crosby, Shiana Reports - Evaluative Kazakhstan Program for International Student Assessment Trends in International Mathematics and Science Study Organisation for Economic Cooperation and Development (OECD) (France) English Higher Education Postsecondary Education Elementary Secondary Education Secondary Education This policy profile on education in Kazakhstan is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across Organisation for Economic Cooperation and Development (OECD) countries. Building on the OECD's substantial comparative and sectorial policy knowledge base, the series offers a comparative outlook on education policy. The country profiles provide analysis of individual countries' educational context, challenges and policies (education policy profiles), analysis of international trends, and insights into policies and reforms on selected topics. This profile reviews the current context and situation of Kazakhstan's education system and examines its challenges and policy responses, according to six policy levers that support improvement: ways to raise outcomes for all in terms of (1) equity and quality and (2) preparing students for the future; how to raise quality through (3) school improvement and (4) evaluation and assessment; and how the system is organised to deliver education policy in terms of (5) governance and (6) funding. A list of references and further reading is included. ED592576 Education Policy Outlook: Kazakhstan OECD Publishing 2018-12-00 30 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://www.oecd.org/education/Education-Policy-Outlook-Country-Profile-Kazakhstan-2018.pdf 2019 ERIC JAN2020

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No Language Proficiency Second Language Learning Educational Games Ethics Student Participation French Undergraduate Students Program Effectiveness Decision Making Greenhalgh, Spencer Paul Speeches/Meeting Papers Reports - Research Michigan ISSN- English Higher Education Postsecondary Education This paper examines how students perceive their proficiency in a second language to affect their ability to complete ethical tasks in an educational game. Students' limited proficiency in a second language may impede their ability to carry out real-world tasks; this may cause problems for classes in which the tasks are just as important as language acquisition. In this paper, I analyze interview data from students who participated in a game-based activity related to both language immersion and ethics education. Students recognized that their proficiency limited their participation in task completion in important ways; however, some argued that their task completion was enhanced by the difficulty that a second language imposed. ED592276 Effects of Second-Language Proficiency on Students' Completion of Game-Based Curricular Tasks AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 ERIC JAN2020

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No Ability Grouping Student Placement Elementary School Teachers Reading Instruction Grouping (Instructional Purposes) Reading Skills Elementary School Students Kindergarten Grade 1 Racial Differences Ethnicity Gender Differences Socioeconomic Status English Language Learners Age Differences Patrick, Susan Kemper Speeches/Meeting Papers Reports - Research Early Childhood Longitudinal Survey ISSN- English Elementary Education Kindergarten Primary Education Early Childhood Education Grade 1 Ability grouping is a common educational practice utilized by elementary teachers during reading instruction. This study examines whether ability grouping operates as a form of educational stratification by examining the following research question: To what extent do student literacy skills, background characteristics, and prior group placement predict ability group placement during reading instruction within first grade classrooms? This study analyzes data from two waves of the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally representative longitudinal study of children, through the use of multinomial logistic regression to predict reading ability group placement. This study extends past research on ability group placement by utilizing prior group placement and classroom-level covariates to better understand which mechanisms predict group placement within classrooms. ED592277 The Power of the Sorting Hat: Ability Group Placement in Early Elementary Reading Instruction AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 34 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Skill Development Job Skills Career Academies High School Students Employer Attitudes Work Ethic Vocational Education STEM Education Technical Education Interpersonal Competence Responsibility Occupational Aspiration Prior Learning Tyson, Will Fletcher, Edward Charles Mehta, Pangri Speeches/Meeting Papers Reports - Research Florida (Tampa) ISSN- English High Schools Secondary Education The purpose of this study was to examine the link between technical and soft skills which students develop through enrollment in high school engineering and engineering technology Florida career academies. Based on interviews from 69 high school academy participants and 27 industry leaders, we found four themes: technical skills, interpersonal skills, personal responsibility, and student goals and aspirations. Findings suggest that a way to enhance the workforce is through developing co-ops and internship partnerships as well as recruitment opportunities between high school STEM magnet programs and local industry employers. Making both students and employers aware of their options would strengthen the workforce and allow schools to better advance the purpose of career academies. ED592278 Skills Developed and Skills Desired: Bridging Skills Gaps between Career Academy Students and Local Employers AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 12 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 ERIC JAN2020

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No Academic Persistence Outcomes of Education Enrollment High School Students Grade 9 Dropouts High School Graduates Public Schools Hill, Kathryn Mirakhur, Zitsi Reports - Research-practitioner Partnerships Reports - Research New York (New York) New York University, Research Alliance for New York City Schools English High Schools Secondary Education Grade 9 Junior High Schools Middle Schools The document is the technical appendices for the report, "Persisting Students: Exploring the Pathways and Outcomes of Students Who Don't Graduate in Four Years, But Remain Enrolled in NYC High Schools." The appendices in this document include: (1) Additional Tables, Sample Information, Key Definitions; and (2) Sampling and Analysis for Qualitative Study. [For the full report, see ED591609. For the summary, see ED591645.] ED591646 Persisting Students: Exploring the Pathways and Outcomes of Students Who Don't Graduate in Four Years, but Remain Enrolled in NYC High Schools. Technical Appendices Research Alliance for New York City Schools 2018-06-00 9 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/scmsAdmin/media/users/ks191/Persisting_Students/Persisting_Students_Technical_Appendices.pdf 2019 0 ERIC JAN2020

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No College Readiness Career Readiness African American Students Hispanic American Students Males High School Students Program Implementation Program Effectiveness High Schools School Culture Student Experience Academic Achievement Student Attitudes Teacher Attitudes Administrator Attitudes Principals Secondary School Teachers Urban Schools Urban Programs Villavicencio, Adriana Klevan, Sarah Kemple, James Reports - Research-practitioner Partnerships Reports - Research New York (New York) New York University, Research Alliance for New York City Schools English High Schools Secondary Education The Expanded Success Initiative (ESI) evaluation was designed with two overlapping and interacting components: (1) a study of the initiative's implementation in the participating high schools; and (2) a study of its impact on student experiences and other outcomes. As the document of record evaluating an important, large-scale initiative, this report sets out to answer a number of key questions about ESI's implementation and impact. Specifically, the report examines ESI through the lens of the initiative's theory of action by assessing: (1) the district-level "inputs" of the initiative, including funding, professional development, and the creation of cross-school learning communities; (2) school "actions," including developing and expanding programs, supports, and services within ESI's three core domains; (3) participation among teachers and students in ESI related activities; (4) ESI's influence on school culture and relationships; and (5) its impact on students' perceptions of their schools, their high school experiences, and a number of student outcomes, including graduation and college enrollment. While this report is comprehensive, the hope is that individual sections and chapters will be of interest to different stakeholders, including policymakers, district leaders, educators, and community organizations. And in addition to providing a summative set of findings about ESI, the hope is that this report will provide a useful lens by which to examine and understand other initiatives focused on Black and Latino young men (and other underserved populations). [For the technical appendices, see "The Expanded Success Initiative: Challenges and Progress in the Pursuit of College and Career Readiness for Black and Latino Young Men. Technical Appendices," ED591648.] ED591647 The Expanded Success Initiative: Challenges and Progress in the Pursuit of College and Career Readiness for Black and Latino Young Men. Report Research Alliance for New York City Schools 2018-05-00 Policymakers Teachers Community Administrators 115 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/research_alliance/publications/esi_challenges_and_progress 2019 46 ERIC JAN2020

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No College Readiness Career Readiness African American Students Hispanic American Students Males High School Students Program Implementation High Schools Student Attitudes Urban Schools Urban Programs Student Characteristics Scoring Rubrics Focus Groups Interviews Response Rates (Questionnaires) Student Surveys Student Experience Student Participation Program Effectiveness School Culture Statistical Analysis Enrollment Higher Education Attendance Suspension Graduation Villavicencio, Adriana Klevan, Sarah Kemple, James Reports - Research-practitioner Partnerships Reports - Evaluative Numerical/Quantitative Data New York (New York) New York University, Research Alliance for New York City Schools English High Schools Secondary Education Higher Education Postsecondary Education "The Expanded Success Initiative: Challenges and Progress in the Pursuit of College and Career Readiness for Black and Latino Young Men" synthesizes findings from the Research Alliance's four-year evaluation of Expanded Success Initiative (ESI). This report, draws on hundreds of interviews and focus groups with ESI school leaders, teachers, and students; annual questionnaires and rubrics to assess programming in ESI schools; a survey administered to over 5,000 students each year in ESI schools and a set of matched comparison schools; and administrative records for students in both sets of schools. This document is a companion to the full report and provides a description of the high schools that were selected to participate in the Expanded Success Initiative, focusing on the background characteristics and performance of students who entered the schools prior to the start of ESI. It also describes the matching process used to identify an appropriate set of comparison schools for the evaluation of the initiative. Appendix B provides an ESI programming alignment rubric. Appendix C presents the analytic method for focus group and interview transcripts. Appendix D provides student survey response rates, baseline equivalence and item-by-item construct lists. Supplemental tables for Chapter 4 student participation in ESI-related activities are contained in Appendix E. Appendix F provides supplemental tables for Chapter 6. Appendix G describes the technical specifications of the statistical models that were used to generate estimates from the comparative interrupted timeseries (CITS) analysis. Supplemental tables for chapter 6 -- ESI impacts on attendance, suspension, graduation and college enrollment are contained in Appendix H. [For the full report, "The Expanded Success Initiative: Challenges and Progress in the Pursuit of College and Career Readiness for Black and Latino Young Men. Report," see ED591647.] ED591648 The Expanded Success Initiative: Challenges and Progress in the Pursuit of College and Career Readiness for Black and Latino Young Men. Technical Appendices Research Alliance for New York City Schools 2018-09-00 32 Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org N/A https://steinhardt.nyu.edu/research_alliance/publications 2019 0 ERIC JAN2020

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No College Faculty Teacher Influence Undergraduate Students Academic Achievement Educational Practices Student Attitudes Psychological Patterns Caring Teacher Student Relationship Feedback (Response) Predictor Variables Teacher Behavior Shuster, David R. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Within the framework of hope defined by Snyder et al. (1991) as being comprised of agency and pathways thinking in the context of goal achievement, this study investigated the potential of faculty hopeful teaching practices to positively influence college student hope and success. Hope functions in student success frameworks as a factor that contributes to improved academic outcomes including test scores, GPA, persistence, and graduation. It has state and trait-like qualities that may be influenced during a student's time on campus, particularly through interaction with faculty. Hope has been previously shown to correlate with improved outcomes across multiple life-domains relevant for post-graduation and lifelong success, achievement, and happiness. Using a quantitative, self-report survey methodology, student perceptions of the frequency of hopeful faculty teaching behaviors were collected from a convenience sample of undergraduate students (N=236) via the Hopeful Teaching Practices Inventory (HTPI), an instrument developed specifically for this study. Factor analysis resulted in the HTPI structure consisting of three distinct scales representing faculty caring, hope, and feedback practices as suggested by Snyder (2005), all with alpha reliability scores > 0.84. The frequency of the teaching practices measured by these scales were moderately correlated to student hope, and significantly related when controlling for background characteristics. The HTPI scale scores, and particularly the scale representing Snyder et al.'s (1991) conceptualization of hope, predicted student success when controlling for background characteristics. Student hope was also found to be a significant predictor of student success, confirming prior research on the positive benefits of hope. Several interactions with student and professor background characteristics were also observed, yielding further insight into how student-faculty interactions based in hopeful teaching may individually influence student hope and success 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.] ED591384 Teaching Hope: The Influence of College Faculty Teaching Practices on Undergraduate Student Success ProQuest LLC Ed.D. Dissertation, Frostburg State University 2018-00-00 978-0-4385-1631-1 208 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:10936358 2019 As Provided JAN2020

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No Nursing Education Nursing Students Student Attrition Academic Persistence Reentry Students Student Characteristics Student Empowerment Student Motivation Educational Environment Teacher Influence Higher Education Boucher, Michael Dissertations/Theses - Doctoral Dissertations Maine EISSN- English Postsecondary Education Higher Education This interpretative phenomenological study was conducted to understand how a nursing college's organizational structure may affect a returning nursing student's sense of empowerment and motivation to succeed. A returning student is a student who previously failed in a nursing program and was reaccepted to the Maine College of Health Professions's (MCHP) nursing program. Inclusion criteria that needed to be met were the student's classification as returning nursing students who were currently enrolled or graduated from MCHP's nursing program within the past two academic years. Semi-structured interviews were conducted with nine returning students in an area of the participants choosing. The qualitative data was analyzed, framed, and guided by Kanter's theory of structural empowerment. Through the course of the qualitative analysis, key themes that emerged were related to how MCHP has the ability to affect student empowerment and motivation as an organization, with subthemes of empowerment, horizontal violence, positive and negative faculty interactions, pedagogy and teaching. There are many factors that affect student empowerment. A student's personal factors may affect their success. In this study, returning student narratives reinforce the idea that a college's organizational structure has a tremendous impact on student empowerment and their motivation to succeed. The lived experience of the sample helps current educators to understand there are organizational factors at the college level that may affect a student's sense of empowerment and motivation to complete their academic 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.] ED591385 Empowerment: Nursing Student Experiences of Success and Attrition ProQuest LLC Ed.D. Dissertation, Northeastern University 2018-00-00 978-0-4385-3484-1 138 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:10935635 2019 As Provided JAN2020

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No Data Analysis Teacher Guidance Elementary School Teachers Teacher Competencies Faculty Development Teaching Methods Teacher Attitudes Learning Processes Information Literacy Informal Education Instructional Improvement Information Utilization Jimerson, Jo Beth Cho, Vincent Wayman, Jeff Speeches/Meeting Papers Reports - Research Texas ISSN- English Elementary Education A recent trend in data-informed continuous improvement efforts is the practice of student-involved data use (SIDU), wherein teachers guide students in tracking and analyzing their own learning data. However, as SIDU is a newer emphasis in educational data use, research is scarce as to how teachers (preservice or veteran) develop the knowledge and skills required to engage students constructively. In this study, we draw on qualitative data from n=11 teachers across five school districts in Texas to explore the ways in which teachers learn about the strategies and tools associated with SIDU. Findings suggest multiple pathways for learning about SIDU, from formal training to informal conversations with colleagues; data also indicate gaps in professional learning specific to SIDU. ED592279 Professional Learning for Student-Involved Data Use AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016) 2016-04-09 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 As Provided JAN2020

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No Instructional Leadership Teacher Attitudes Administrator Characteristics Academic Achievement Elementary School Teachers Elementary School Students Educational Environment Principals Correlation Mathematics Language Arts Academic Standards Success Kazmar, Jennifer Dissertations/Theses - Doctoral Dissertations Arizona EISSN- English Elementary Education The purpose of this quantitative correlational research was to examine the extent to which teachers' perceptions of their administrators' instructional leadership and academic press correlated with student achievement in 34 elementary schools in Maricopa County, Arizona. The theoretical foundations of the study were expectancy theory and organizational climate theory. This study utilized the Organizational Climate Index (OCI) survey to measure academic press and the Principal Instructional Measurement Rating Scale Teacher Short From (PIMRS) to measure instructional leadership. District achievement data at the classroom level was collected for those teachers who participated in the study and was utilized to correlate with student achievement results. Results of this study suggested there were no significant relationships between teachers' perceptions of their administrators' instructional leadership and academic press and student Math and English Language Arts achievement in elementary schools. This study adds to the research in the area of academic press and instructional leadership and their potential relationships with student achievement and 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.] ED592280 Instructional Leadership and Academic Press' Correlation with Student Achievement ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2018-00-00 978-0-4386-5508-9 187 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:10977702 2019 As Provided JAN2020

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No Females Veterans African Americans Self Concept Academic Achievement College Students Coping Financial Needs Psychological Needs Higher Education College Faculty Teacher Student Relationship Student Adjustment Financial Problems Family Work Relationship Social Change Role Models Educational Experience Student Attitudes Tollerson, Latrice Jones Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education African American women represent 19% of the 2.1 million living female veterans. They are the largest minority group among veteran women; however, little is known about the challenges that they face when they transition to a postsecondary learning environment. The purpose of this qualitative study was to understand better how this cohort of veterans who served in the U.S. Army during military campaigns in the Middle East overcame transitional challenges to higher education. This study utilized Schlossberg's adult transition theory and identity formation as described in Josselson's theory of identity development in women. The focus of this study was on how female veterans constructed meaning as they overcame transitional challenges and coped with change. The research questions focused on understanding the perceived social, emotional, and financial needs and discerning to what extent faculty and staff helped or hindered their academic success. Purposeful sampling strategies were used to select 12 veteran African American females who attend higher education to participate in semistructured interviews. Thematic analysis of the data indicated that being a better role model and provider; facing financial difficulties; and balancing home, school, and career were among the key findings. These findings on challenges of African American female veterans' experiences can be used to inform university administrators, state employment agencies, the Army's Soldier for Life Transition Program, and the U.S. Department of Veterans Affairs. This study contributes to positive social change by providing understanding to institutions of higher education regarding the transitional experiences of African American female veterans and the need to implement programs to assist them better. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED592281 Challenges of African American Female Veterans Enrolled in Higher Education ProQuest LLC Ph.D. Dissertation, Walden University 2018-00-00 978-0-4386-6222-3 140 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:10979119 2019 As Provided JAN2020

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No Case Studies Art Education Suburban Schools Program Implementation Elementary Secondary Education Program Descriptions School Districts Summative Evaluation Accountability Visual Arts Educational Quality Academic Achievement Standards Thinking Skills Creativity Cooperation Entrepreneurship Program Development Kindergarten High Achievement Smith, Brendan Christopher Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education Kindergarten Primary Education Early Childhood Education The purpose of this study was to investigate the perceptions, roles, practices, and characteristics of a high-performing suburban school district's implementation of a kindergarten through grade 12 visual arts program. Additionally, this study intended to understand how the school district implemented a kindergarten through grade 12 visual arts program in an era of summative assessments and accountability. The research questions aimed to identify the perceptions of the school district's educators relating to the value of the visual arts in increasing the quality of teaching and learning as well as student achievement in a standards-based environment. In addition, educators' roles and practices as well as characteristics involving the implementation of a kindergarten through grade 12 visual arts program were explored. The conceptual framework used for this study was Pink's (2005) development of right-brain thinking to thrive in the Conceptual Age. The researcher conducted in-depth interviews with school district personnel to obtain the findings for this qualitative study. The participants ( N = 13) included the school district's superintendent, assistant superintendent, curriculum director, as well as building principals and a visual arts teacher from each of the school district's respective school buildings. The findings of the research suggested the study of the visual arts is a cognitive process that fosters creativity and collaboration; thus, aids in the development of children as holistic learners. Participants viewed the establishing of positive rapport with students, exposure to relevant and multiple forms of media, integration of technology in conjunction with entrepreneurship opportunities to create functional art, and budgetary support and program development as well as the display of student art work as essential programmatic components. The results of this study provide insights to the roles, practices, and characteristics for school district's seeking to implement a comprehensive and vertically articulated visual arts 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.] ED592898 A Case Study of a High-Performing Suburban School District's Implementation of a Kindergarten through Grade 12 Visual Arts Program ProQuest LLC D.Ed. Dissertation, Indiana University of Pennsylvania 2018-00-00 978-0-4386-8162-0 283 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:10979275 2019 As Provided JAN2020

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No Deafness Hearing Impairments Extracurricular Activities Equal Education Secondary Schools Leadership Responsibility Transformational Leadership School Culture Inclusion Recreational Activities Professional Development Jones, Erica Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education This study aspired to understand the practices implemented by school leaders to ensure deaf and hard-of-hearing students have access to nonacademic and extracurricular activities and services commensurate with their hearing peers. The participants for this study were school leaders as well as non-school leaders who worked with deaf and hard-of-hearing students in their nonacademic and extracurricular activities in secondary public schools. The data were collected through document reviews and semi-structured interviews to address the research question: What are the practices, if any, that school leaders implement and employ to support their staff in developing transformative leadership skills to ensure a culture of inclusion that ensures deaf and hard-of-hearing students have access to nonacademic and extracurricular services commensurate with their hearing peers? The data were analyzed through the lens of transformative leadership theory and illuminated three themes: administrative guidance, resources, and culture. Key findings indicated the need for more explicit policies at the district and school levels, more access to resources, and greater professional development opportunities to support the development of a strong 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.] ED592899 Leadership Practices in K-12 Public Schools for Deaf and Hard-of-Hearing Students: A Qualitative Study ProQuest LLC Ed.D. Dissertation, The George Washington University 2019-00-00 978-0-4386-7853-8 169 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:10979683 2019 As Provided JAN2020

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No Foreign Countries Adult Learning Skill Development Economic Development Job Skills Quality of Life Employment Qualifications Agency Cooperation Governance Stakeholders Cooperation Barriers Accountability Progress Monitoring Decision Making School Community Relationship Government Role Consciousness Raising Adult Education Educational Legislation Books Reports - Evaluative Slovenia ISSN-2307-8723 Organisation for Economic Cooperation and Development (OECD) (France) English Adult Education A well-coordinated adult learning system will be essential to support the achievement of Slovenia's long-term development goals. The transformational effects of globalisation, technological progress and demographic change on life at work and outside of it amplify the importance of getting adults' skills right. OECD research shows that individuals, employers and society benefit from adults having higher levels of skills. Slovenia has achieved significant improvements in student performance and tertiary attainment in recent decades. Yet today, many adults in Slovenia have only low levels of basic skills. Participation in adult learning remains below Slovenia's targets, especially for low-skilled, unemployed and older adults, and workers in small businesses. Against the backdrop of a growing economy and awareness about the importance of skills, Slovenia's government, social partners and stakeholders have a unique opportunity to improve how they share responsibility and work together in the adult learning system. This report outlines how Slovenia can strengthen the enabling conditions for co-operation, co-operation between specific actors (ministries, municipalities and stakeholders), and co-operation on specific challenges (promotion and financing). It recommends eight actions that government, social partners and stakeholders can take to strengthen co-ordination and co-operation, in order to improve participation, outcomes and cost-effectiveness in adult learning. ED592577 Skills Strategy Implementation Guidance for Slovenia: Improving the Governance of Adult Learning. OECD Skills Studies OECD Publishing 2018-12-05 European Union (EU) (Belgium) 978-92-64-30844-2 212 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://doi.org/10.1787/9789264308459-en 2019 As Provided JAN2020

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Yes Foreign Countries Teacher Attitudes Study Abroad Cultural Awareness Partnerships in Education Educational Research Second Language Learning International Educational Exchange Cooperative Programs Elementary Secondary Education Aydogmus, Mevlüt Sunbul, Ali Murat Journal Articles Reports - Research Turkey European Union EISSN-2320-8163 English Elementary Secondary Education The aim of this research is to analyse the appropriate realization level of Comenius Projects in terms of some variables based on teachers' perceptions. In this research some questions about Comenius program asked to the teachers who carried out Comenius projects in Konya Province and the results have been analysed in terms of some variables. Also, literature research has been carried out about EU and Comenius Program which is part of EU Education Program and previous researches have been investigated. A survey has been used as a tool in order to collect data. Online survey has been used because the number of the participant is very high and geographically distributed. In order to receive the views of the teachers on Comenius program the survey was sent to the participants and totally 176 feedbacks received. At the end of the research continuous increase on the number of the application to the program has been observed. The teachers who have already taken part in Comenius Project thinks that Comenius Projects develops the teamwork among the students, Comenius Projects are effective on developing language skills of the students and skills of using ICT, Comenius projects makes positive contribution on views of the foreigners on our country. They think that by means of the project had opportunity to know different cultures. ED592578 Analyzing the Appropriate Realization Level of Comenius Projects in Terms of Some Variables Based on Teachers' Perceptions Online Submission International Journal of Technical Research and Applications spec iss 20 p1-3 Jun 2015 2015-06-00 3 T 2019 8 As Provided JAN2020

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No Undergraduate Students Minority Group Students Disproportionate Representation Career Counseling Student Needs Critical Theory Race Social Support Groups Holistic Approach Advocacy Yeaton, Sherrill J. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This qualitative case study sought to capture insights from professional staff trained to serve diverse student populations in colleges to inform additional staff in better serving underrepresented students. Higher education student populations have changed drastically over the past several decades, representing greater diversity in American colleges and universities, necessitating enhanced practice in counseling and advising diverse students. The case study research sought to better understand needs of traditionally underrepresented students in 4-year predominantly White institutions (PWIs) through the lens of professional staff in diversity-focused positions within the colleges and universities. Critical race theory (CRT), sociocultural theory, and positive psychology were used to frame and develop the study. This qualitative study examined how diverse college students are being served from the perspective of diversity professionals in one northern Midwest bi-state region, to inform career counselors and other student affairs professionals who collaborate with students throughout their educational experience. Questionnaires, in-person interviews, and researcher field notes were used and coded to identify emergent themes surrounding the support of diverse college students in specified PWIs. Key findings, including connectedness, support networks, cultural validation, holistic advising, and advocacy, can be used to inform all staff and faculty in better retaining and developing diverse student talent in the region, and in a broader sense. [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.] ED591386 Cultural Brokering: Insights to College Career Counselors from Colleagues in Diversity Offices ProQuest LLC Ed.D. Dissertation, Concordia University (Oregon) 2018-00-00 978-0-4386-0102-4 127 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:10936616 2019 As Provided JAN2020

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No Administrators Leadership Role Teamwork Elementary Secondary Education Access to Computers School Districts Ambiguity (Context) Technology Planning Capacity Building Administrator Effectiveness Equal Education Cooperation Educational Resources Financial Support Human Resources Supervision Credentials Haines, Barry G. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education The purpose of this qualitative case study was to understand how a central district leadership team in an average-size school district in the Mid-Atlantic region of the United States negotiated role ambiguity and facilitating conditions for the chief technology officer (CTO) to build successful district technology capacity through a 1:1 initiative. To fulfill this purpose, this study was guided by the following two research questions: (1) What was the central district leadership team technology vision that drove CTO role negotiation during the 1:1 initiative? (2) How did the central district leadership team negotiate role ambiguity of the CTO over time? Essential data included interviews with each of the six central district administrators on the district leadership team. Additional data included interviews from a small focus group and district documents that captured activities during the ongoing 1:1 implementation process. Data was analyzed using general inductive analysis, constant comparison, and included multiple coding strategies. Findings revealed that the district leadership team developed a strong technology vision that prioritized a commitment to a curricular based 1:1 initiative. This leadership vision included providing equitable technology resources for all students, funding the initiative in a way that would not impact other district programs, and communicating the purpose and progress of technology to all stakeholders over time. As the district leadership team collaborated to create and prioritize this vision, they recognized that the CTO needed substantial resources to ensure initiative success. Accordingly, the team negotiated to provide the CTO with increases in funding, human resources, and an elevated leadership status. In turn, the CTO provided better technology facilitating conditions by reorganizing his department, delegating tasks, supervising professional development, and focusing on strategy and management issues to support the 1:1 initiative. From these findings, four conclusions were drawn. First, the leadership team prioritized a curricular-based 1:1 initiative, which negotiated the role of the CTO over time. Second, growing district-wide technology facilitating conditions was inseparably linked with CTO role negotiation, clarification, and expansion. Third, education credentials gave the CTO advantages in negotiating, clarifying, and expanding his role, and fourth, over time, norming the CTO educational leadership role significantly expanded CTO role boundaries. [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.] ED591387 Negotiating the Role of the Chief Technology Officer during a K-12, 1:1 Initiative ProQuest LLC Ed.D. Dissertation, Northeastern University 2018-00-00 978-0-4385-3491-9 356 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:10936688 2019 As Provided JAN2020

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No Preservice Teachers English Language Arts Literacy Education English Instruction Content Analysis Writing (Composition) Literature Grammar Multilingualism Secondary School Teachers Teacher Education Programs Urban Schools Error Correction Writing Evaluation Writing Instruction Standards Feedback (Response) Teacher Educators Mentors English (Second Language) Second Language Learning Second Language Instruction Pedersen, Joelle Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Secondary Education Current writing research emphasizes the teaching of disciplinary literacy, attending to the privileged ways of writing in each subject area. However, as the traditional space for generic literacy instruction, the ELA classroom has not assimilated this shift. This study used qualitative content analysis to examine feedback on writing about literature from eight secondary teacher candidates in their online correspondences with urban, multilingual students and their written reflections. The most frequently employed strategies were direct corrections stressing grammar and five-paragraph structure, suggesting that TC's conceptions of their discipline had been influenced by narrow models for argumentation characterizing standardized writing assessment. Implications are offered for teacher educators wishing to broaden TC's awareness of discipline-specific practices in the service of meaningful writing instruction. ED591649 Disciplinary Standards: Exploring Teacher Candidates' Feedback on Writing about Literature AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-27 12 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 28 As Provided JAN2020

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No Correlation Career Education Technical Education Grade Point Average High School Graduates Science Instruction School Districts Student Attitudes Predictor Variables Educational Experience Striebel, Robert Dissertations/Theses - Doctoral Dissertations Colorado EISSN- English High Schools Secondary Education Despite the continued research into Career and Technical Education (CTE) program expansion in public schools and the relationships surrounding student success, educational leaders are in growing need of empirical evidence to justify the continued funding of such programs and to support reform movements associated with educational policies. The main hypotheses included testing for statistical significance in the predictive relationships between final high school cumulative Grade Point Average (GPA) and both, "Instructional" and "Non-Instructional" factors related to Science-based CTE courses completed while enrolled in high school. The study population was comprised of high school graduates in the years of 2013-2017 from a single participating school district in Colorado Springs, Colorado. The quantitative research method included a predictive correlational design using Likert-type survey instrument, administered through SurveyMonkey, to collect numeric data from 97 participating subjects. The results of the study showed that a moderately negative predictive relationship exists between graduates' perception of instructional factors related to Science-based CTE courses and their final cumulative high school GPA. A predictability of 4.1% between the criterion and the predictor variable, identified as the "Instructional Factor", while no statistically significant relationship was found to exist between the criterion and the predictor variable, identified as the "Non-Instructional Factor". Implications from the findings of the study suggested that educational leaders should pay more attention to promoting a positive perception among students towards CTE course instruction, rather than non-instructional factors related to their educational experience. [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.] ED591650 Is There a Predictive Relationship between Perception of Career and Technical Education and GPA? ProQuest LLC EDD/ET Dissertation, University of Phoenix 2018-00-00 978-0-4385-8739-7 150 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:10974719 2019 As Provided JAN2020

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No Active Learning Educational Technology Technology Integration Higher Education Teaching Methods College Faculty Teacher Attitudes Classroom Design Barriers Burch, Zhanat Alma Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Effective integration of active learning technology tools in classrooms is a key component of 21st century higher education classrooms. Challenged with outdated technology access and traditional classrooms, a local university in North Carolina initiated a strategic plan to update classrooms and laboratories with the 21st century technology. The problem of the study was that limited information existed regarding faculty perceptions regarding benefits of and barriers to integrating active learning technology tools. The goal of this study was to uncover the faculty members' views and perceptions about redesigning classrooms with the active learning technology tools. The technology acceptance model (TAM) framework was used in this qualitative exploratory case study to explore perceptions of 8 faculty members through semistructured interviews. The research questions were focused on exploring faculty members' perceptions about the main benefits and barriers of upgrading the local university's classrooms with active learning technology tools. The interviews were recorded, transcribed, coded, and analyzed for recurring themes. Insights from this study revealed that it is a teaching technique and style of the faculty members in the use of the active learning technology tools that determined the nature of their perception of success, rather than the active learning tools themselves. The resulting project study is a position paper intended to deliver the results of the case study. The position paper includes recommendations to the senior leadership to increase an understanding from the faculty members' perspectives to better align the implementation of these tools. Positive social change may result from this study, improving 21st century higher education classrooms through more effective implementation of active learning technology tools. [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.] ED592282 Faculty Perspectives on Redesigning Classrooms with Active Learning Technology Tools ProQuest LLC Ed.D. Dissertation, Walden University 2018-00-00 978-0-4386-3913-3 161 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:10977710 2019 As Provided JAN2020

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No Remedial Mathematics Community Colleges Two Year College Students Student Placement Mathematics Achievement Online Courses Electronic Learning College Mathematics Reading Skills Reading Comprehension Algebra Stryk, Diane M. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education Community college leaders have spent years trying to improve success rates for students in developmental mathematics (DM) courses, but with little progress. This quantitative study, using a pre-experimental static-group research design, examined if a change in a community college district's policy and practices for student placement into DM courses could improve student success in online DM courses. Bounded rationality theory provided the lens to view how students' decision making is influenced by the lack of timely and appropriate information during the placement process. The study addressed whether a composite placement score, the result of combining the ACCUPLACER placement scores for elementary algebra and reading comprehension, would improve predicting student success in the online DM courses of basic arithmetic and introductory algebra. Logistic regression was used to analyze archival data from a student population of 39,585 students from which 767 participants were identified using a stratified random sampling method. The findings indicated that the composite score was a statistically significant predictor of the likelihood of student success only for the online basic arithmetic course (beta = 0.024, Exp(beta) = 1.024, p < 0.0005), which means the higher the composite placement score, the greater the likelihood of success. Providing DM students with information on reading proficiency's influence can increase student success rates. The social change implications are that when students are placed properly in a DM course they complete the sequence in less time, reach their academic goals sooner, and spend less money. In turn, the community college and local community also benefit. [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.] ED592283 Influence of Reading Proficiency on Placement and Success in Online Developmental Mathematics ProQuest LLC Ph.D. Dissertation, Walden University 2018-00-00 978-0-4386-6182-0 178 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:10978964 2019 As Provided JAN2020

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Yes Educational Practices Educational Trends Trend Analysis Prediction Expectation Teacher Attitudes College Faculty Foreign Countries Educational Environment Technology Uses in Education Educational Change Professional Education Global Approach Educational Innovation Interaction International Education Tests Commercialization Learning Processes Thinking Skills Values Education Communication Skills Qualifications Competence Technological Literacy Distance Education Access to Information Gelen, Ismail Journal Articles Reports - Research Turkey ISSN-2501-1111 English Higher Education Postsecondary Education This study aims to discover expectations/predictions of academic members about the education of 21st century, and to raise awareness of academicians for education in the future. The survey is designed in a descriptive model as a survey as it aims to uncover the objective reality of the teaching staff's 21st century education in a holistic way. Descriptive analysis method in qualitative data analysis techniques was used since the data obtained from the research consist of qualitative discourse. Participants of the survey included all the teaching staff who participated in the training within the scope of "Project for Acquiring the Form of Educator for Academicians" supported by University Project Management Office between the years 2014-2016. The data collection tool used in the study was developed by the researcher. Five open-ended questions depending on the purpose and sub-problems of the research were asked to the faculty members. Participatory confirmation and self-reflection strategies were used to ensure the internal reliability of the every collection tool. What they understood from the questions, their opinions, comments were asked to the participants and then it was evaluated whether the questions express something to them and reflect their experiences. The answers were first compared to each other and then to the sub-objectives of the research. Scope of six problems used in the data collection tool was provided with literature, the research problem, the aim of the research and directly with the research questions. The generalization of research findings to similar environments was evident in the findings of descriptive qualitative analysis. In the analysis of the data, descriptive analysis in qualitative data analysis methods was used. The data were analyzed taking into account the themes / dimensions of the research questions. Responses given by the participants in writing regarding the research questions were coded by open coding technique. The expressions of the same size, which were indicated by different lecturers were combined. In this context, the answers obtained from the groups were coded according to these dimensions of the research. These answers were then separated into categories and their frequencies were determined. Then the categories obtained from the answers were collected under a common theme. All these questions are tabled and interpreted from findings, categorizations, and themes. In the research findings, educational environments in the 21st century, educational problems, student expectations, competencies required by educators, problems encountered by educators and key concepts were revealed and analyzed. In all of the five questions asked to participants, fifteen common themes were shared, some of which were jointly addressed. Thus; technological development, education environment, practical education, globalization, interactive / interactive education, international education, exams and measurement and evaluation, commercialization and economic strength, learning, learning to learn, thinking skills, values education, language communication and program obtained and interpreted. ED592579 Academicians' Predictions of 21st Century Education and Education in the 21st Century Online Submission European Journal of Education Studies v4 n5 p165-204 2018 2018-00-00 40 N/A 2019 24 As Provided JAN2020

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Yes Foreign Countries Field Instruction Intercollegiate Cooperation Coordination Access to Education Articulation (Education) Databases Science Teaching Centers Marine Education Biology Earle, Steven Reports - Research Tests/Questionnaires Canada British Columbia Council on Admissions and Transfer (BCCAT) (Canada) English Higher Education Postsecondary Education Field courses are a critical component of many post-secondary programs in British Columbia and an important option in many others. They are widely recognized for their pedagogical value, mostly because it has been found that students generally achieve more high-level learning, and they retain more of what they learn, in a field-course setting than in a classroom. This is especially significant at a time when many institutions are striving to increase the experiential content in their programs. The major impetus for this report stems from a recommendation in a previous BC Council on Admissions and Transfer (BCCAT) study on field school transfer credit that recommended joint operation of field schools by institutions and the creation of a centralized information site where information on field schools could be exchanged (McQuarrie, 2013). This project identifies ways to enhance the degree and extent of coordination and cooperation on field courses amongst institutions in British Columbia so that field courses can be made more readily accessible to students. This research suggests that there are several ways to enhance coordination of field courses amongst institutions. In order to make progress towards enhanced coordination of field courses BCCAT Transfer Innovations funding is available to articulation committees and related discipline-based groups. A driving force for any forward momentum is most likely to come from the administration level, and should be facilitated by the committees representing the deans of arts of science and the deans of business programs. BCCAT and the BC Council for International Education (BCCIE) could also play a pivotal role in instigating, supporting, and communicating efforts to move this important initiative forward. ED592580 Options for Enhanced Coordination of Field Courses in British Columbia British Columbia Council on Admissions and Transfer 2018-02-00 40 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 2019 ERIC JAN2020

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No At Risk Students Remedial Mathematics School Holding Power College Freshmen Success Program Implementation Scheduling Barr, Jason P. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The number of high school graduates entering college needing to take developmental math courses is increasing. Gilmer State College (a pseudonym) introduced customized scheduling in which students identified as at risk after scoring low on the math entrance exam are placed in the developmental math course and additional courses that traditionally have a pass rate of 75% or better. The purpose of this study was to examine the difference in passing and retention rates between 1st-time college freshmen who attended Gilmer State College before the customized scheduling and after the customized scheduling was implemented. This study was based on Adelman's theoretical framework of academic momentum because students tend to continue their studies when experiencing initial success. In this causal-comparative study, archival passing and retention rates for students identified as at risk from the previous 5 years were compared to 137 students who took the developmental math as a part of the aforementioned customized schedule in the fall semester of 2017. The chi-square test indicated that there was not enough evidence to support an increase in student passing rates in developmental math courses when taken as part of a customized course schedule ( p = 0.054) but did show a statistically significant difference in retention rates (p < 0.001). The results of this study might generate positive social change by providing a framework in which collegiate institutions can help to discover alternative methods of helping at risk students succeed academically. [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.] ED592900 Custom Advising's Effect on Success and Retention of Developmental Math Students ProQuest LLC Ed.D. Dissertation, Walden University 2018-00-00 978-0-4386-8860-5 78 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:10981348 2019 As Provided JAN2020

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No Pretests Posttests Correlation Self Management College Students Attention Deficit Hyperactivity Disorder Standardized Tests Control Groups Bennett, Arthur Lee, Jr. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education As an educational accommodation, extended time on standardized tests has long been regarded as the gold standard in many elementary, middle, high school, and even college settings. However, research suggests that extended time may have little effect on students' overall performance on standardized tests. Although many researchers have reported that students can self-monitor attention or productivity, no studies to date have examined the actual effect of timing control on students' academic fluency. Research suggests that students with ADHD have executive functioning difficulties and deficits in their abilities to conceptualize time. The conceptualization of time deficits was coined by Barkley (2008) as "time blindness." This dissertation project was designed to address a gap in post-secondary education research concerning the effect of timing control on academic fluency among college-aged students with attention deficit-hyperactivity disorder (ADHD). The focus of this study was the effect of control over a timing mechanism on academic fluency of college students with and without a verified diagnosis of ADHD. Data were gathered from 35 college students with ADHD and a control group of 36 college students without ADHD. All participants were between the ages of 18 and 25. Data were analyzed to determine if there would be a significant effect size when either group had control of the timing mechanism (starting timer) during academic fluency tasks. It was expected that (a) having control of the timer (starting the timer) would have a moderately positive impact on academic fluency in the ADHD group, and (b) there would be no significant effect size or impact on the control group when they had control of the timing mechanism. Data gathered from the Reading Fluency, Math Fluency, and Writing Fluency clusters of the WJ-III Tests of Achievement-Normative Update (WJ-III-ACH-NU) were utilized to determine academic fluency scores. Both groups' academic fluency (e.g., Reading, Writing, and Math) skills were assessed using the alternate form (A or B) to provide st