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Yes Academic Achievement Cognitive Ability Cognitive Development Deafness Educational Improvement Educational Philosophy Educational Problems Finger Spelling Handicapped Children Hearing Impairments Hearing (Physiology) Lipreading Personality Development Personality Problems Research Special Education KOHL, HERBERT R. New York New York (New York) Center for Urban Education, New York, NY. THE EDUCATION AND ACHIEVEMENT OF THE TOTALLY DEAF IN CONTEMPORARY AMERICAN SOCIETY WERE DESCRIBED. DISCUSSED IN DETAIL WERE THE FOLLOWING TOPICS--(1) A DESCRIPTIVE MODEL OF DEAF INDIVIDUALS, (2) EDUCATION OF THE DEAF, (3) SIGN LANGUAGE, AND (4) EXPERIMENTAL RESEARCH IN LANGUAGE AND CONCEPT FORMATION. THESE DISCUSSIONS SUGGESTED THAT THE PERSONALITY PROBLEMS OF THE DEAF, AS WELL AS THEIR PROBLEMS OF COGNITIVE LIMITATION, EDUCATIONAL ACHIEVEMENT, AND SOCIAL ADJUSTMENT (BEYOND WHATEVER PROBLEMS MAY EXIST IN THEIR FAMILY LIFE), MAY BE THE RESULTS OF CURRENT LIMITATIONS OF SIGN LANGUAGE AND INADEQUATE METHODS OF DEAF EDUCATION. THE AUTHOR SUGGESTS THERE IS A NEED FOR (1) MORE KNOWLEDGE ABOUT THE DEAF POPULATION OF THE UNITED STATES, (2) AN EXAMINATION OF THE REASONS FOR THE CONTINUED EXISTENCE OF FAILING PHILOSOPHIES OF EDUCATION OF THE DEAF, (3) AN INQUIRY INTO THE ATTITUDES OF THE DEAF TOWARD THE EDUCATION THEY RECEIVE, AND (4) A STUDY OF THE ORGANIZATIONS OF AND FOR THE DEAF AND THE ROLE OF THE DEAF IN THESE ORGANIZATIONS. (AL) ED010583 LANGUAGE AND EDUCATION OF THE DEAF. 1966-00-00 39 N/A 1966 -1

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Yes Career Guidance Counseling Curriculum Development Data Processing Prediction Student Characteristics Testing Two Year Colleges Vocational Education HILLEARY, HELENA California (Los Angeles) Los Angeles Trade-Technical Coll., CA. AN INFORMATION FORM ADMINISTERED TO 520 STUDENTS IN BUSINESS DATA PROCESSING CLASSES SHOWED THAT THESE STUDENTS WERE ENROLLED IN AN AVERAGE OF 1.5 SUCH CLASSES, AND THAT THEY INCLUDED MORE MEN AND STUDENTS OVER 30 YEARS OF AGE THAN THE TOTAL COLLEGE POPULATION. OVER 15 PERCENT HAD EARNED AA DEGREES OR HIGHER, AND 32 PERCENT HAD NO PREVIOUS COLLEGE. SIXTY-EIGHT PERCENT STATED DEGREE OBJECTIVES. WHILE THE TREND HAS BEEN TOWARD AN INCREASE IN THE RATIO OF DATA PROCESSING ENROLLMENTS TO TOTAL ENROLLMENT, DECREASES WERE NOTED IN ACCOUNTING, OFFICE MACHINES, AND SECRETARIAL SCIENCE. THE PROGRAMMERS APTITUDE TEST PREPARED BY INTERNATIONAL BUSINESS MACHINES CORPORATION SHOWED THAT STUDENTS WITH AN A, B, OR C SCORE HAD AN 85 PERCENT CHANCE OF OBTAINING A C OR BETTER IN A DATA PROCESSING CLASS. TABLES PRESENT SUCH DATA AS RESIDENCE, PLACE OF EMPLOYMENT, EDUCATIONAL GOALS, AND VOCATIONAL GOALS. (WO) ED010735 A STUDY OF THE CHARACTERISTICS OF STUDENTS ENROLLED IN BUSINESS DATA PROCESSING CLASSES, LOS ANGELES METROLITAN COLLEGE, FALL, 1965. 1966-09-00 32 N/A 1966 -1

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Yes College Planning Community Study Curriculum Educational Finance Enrollment Projections Feasibility Studies School Location Two Year Colleges Vocational Education Vocational Schools PICKETT, LOUIS L. AND OTHERS Clinton County Board of Education, IA. Muscatine County Board of Education, IA. Scott County Board of Education, Davenport, IA. THE BOARDS OF EDUCATION OF CLINTON, MUSCATINE, AND SCOTT COUNTIES, IOWA, ARE PROPOSING AN AREA COMMUNITY COLLEGE WHICH WOULD BE CONCERNED WITH ADULT EDUCATION PROGRAMS, TERMINAL VOCATIONAL AND TECHNICAL EDUCATION, AND TRANSFER COURSES. PLANS ARE BEING MADE FOR AN INITIAL ENROLLMENT OF APPROXIMATELY 1,500 FOR THE FIRST YEAR (1965-66). POPULATION FIGURES FOR THE COUNTIES INDICATE A POSITIVE GROWTH OF ABOUT 4 PERCENT PER YEAR. A SURVEY OF OCCUPATIONAL NEEDS OF THE AREA EVIDENCE THE NEED FOR TRAINED PEOPLE IN THE TECHNICAL FIELDS. EMPHASIS AT THE PROPOSED COLLEGE WOULD BE ON VOCATIONAL, TECHNICAL, AND ADULT EDUCATION. NUMEROUS TABLES ARE INCLUDED TO INDICATE SUCH INFORMATION AS ENROLLMENT TRENDS AND POPULATION. (HS) ED010738 A PROPOSAL FOR AN AREA VOCATIONAL TECHNICAL SCHOOL AND COMMUNITY COLLEGE FOR EASTERN IOWA. 1966-00-00 115 N/A 1966 -1

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Yes Applied Linguistics Autoinstructional Aids Descriptive Linguistics Field Studies Language Instruction Structural Analysis Tagalog Uncommonly Taught Languages Workbooks MARQUEZ, ELY J. Philippines THIS WORKBOOK WAS WRITTEN TO ENABLE PEACE CORPS VOLUNTEERS LIVING IN THE PHILIPPINES TO ANALYZE AND LEARN THE LANGUAGE SPOKEN IN THEIR REGION. IT WAS ASSUMED THAT THE VOLUNTEER WOULD HAVE SOME TRAINING IN TAGALOG BUT NOT NECESSARILY A KNOWLEDGE OF LINGUISTIC TERMS OR METHODS. THE AUTHOR ALSO ASSUMES THAT THE VOLUNTEER WILL WORK WITH A NATIVE INFORMANT AND THAT THE LANGUAGE BEING STUDIED IS SIMILAR IN PHONOLOGY AND GRAMMAR TO TAGALOG. SECTION I OF THE WORKBOOK GIVES A BRIEF OUTLINE OF BASIC PRINCIPLES OF PHONOLOGY AND MORPHOLOGY. NO SYSTEM OF PHONETIC TRANSCRIPTION IS PRESENTED. THE STUDENT IS TAUGHT TO FORMULATE AND TEST HIS OWN GRAMMATICAL RULES FOR THE LANGUAGE. SECTION II SHOWS HOW COMMON CONSTRUCTIONS ARE FORMED IN TAGALOG AND ENGLISH. THE STUDENT THEN LOOKS FOR CORRESPONDENCES OR VARIANT PATTERNS IN HIS TARGET LANGUAGE. THE FINAL SECTION LISTS COMMON, VERY USEFUL EXPRESSIONS IN ENGLISH WHICH THE VOLUNTEER MAY WISH TO TRANSLATE AT AN EARLY STAGE IN HIS ANALYSIS OF THE LANGUAGE. (JD) ED014720 A WORKBOOK FOR LEARNING PHILIPPINE LANGUAGES. 1967-00-00 111 N/A 1967 -1

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Yes Behavior Environmental Influences Family Influence Genetics Heredity Intelligence Intelligence Quotient Speeches VANDENBERG, STEVEN G. Louisville Univ., KY. INTELLIGENCE IS COMPOSED OF SIX INDEPENDENT ABILITIES--NUMERICAL, SPATIAL, REASONING, TWO VERBAL ABILITIES (VOCABULARY SIZE AND WORK FLUENCY), AND MEMORY. THE INDEPENDENCE OF THESE ABILITIES ARE EXPLORED BY RESEARCH STUDIES WHICH ARE DISCUSSED IN SIX CRITERIA CATEGORIES--(1) DIFFERENTIAL PREDICTION OF SUCCESS, (2) FACTOR STABILITY ACROSS AGE RANGES, (3) CROSS-CULTURAL GENERALITY OF ABILITY PATTERNS, (4) STABILITY OVER ABILITY LEVELS, (5) DIFFERENTIAL EFFECTS OF MENTAL ILLNESS OR BRAIN DAMAGE, AND (6) DIFFERENT RATES OF DEVELOPMENT. EVIDENCE OF THE HEREDITARY COMPONENT OF INTELLIGENCE IS PRESENTED IN TERMS OF RESULTS OBTAINED FROM TWIN STUDIES. STUDIES OF INBREEDING ALSO PROVIDE DATA. THE ENVIRONMENTAL COMPONENT IS ALSO DISCUSSED. IN VIEW OF THE RESEARCH, CO-TWIN CONTROL STUDIES DESIGNED TO STUDY THE EFFECTS OF STIMULATION OF ENVIRONMENT APPEAR TO BE NEEDED. (SK) ED014731 THE NATURE AND NURTURE OF INTELLIGENCE. LOUISVILLE TWIN STUDY, RESEARCH REPORT NUMBER 20. 1966-11-00 64 N/A 1966 -1

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Yes Black Leadership Blacks Board of Education Role Community Action Desegregation Litigation Desegregation Methods History Majority Attitudes Northern Schools School Boycotts School Desegregation School Segregation Whites MEIER, AUGUST RUDWICK, ELLIOTT Illinois New Jersey Ohio Ohio (Dayton) THIS ARTICLE PRESENTS A HISTORICAL REVIEW OF NEGRO SCHOOL BOYCOTTS FROM 1897 TO 1925 IN ALTON, ILL., EAST ORANGE, N.J., AND SPRINGFIELD AND DAYTON, OHIO, WHERE ATTEMPTS WERE MADE TO INTRODUCE RACIALLY SEPARATE SCHOOLS. THE REVIEW DESCRIBES THE PROTEST MOVEMENT AND THE VICISSITUDES OF THE INTEGRATION ATTEMPTS IN EACH CITY. ALL THE NEGRO PROTEST MOVEMENTS WERE CONSERVATIVE ATTEMPTS TO PRESERVE EXISTING INTEGRATED EDUCATION AS SANCTIONED BY LAW. HOWEVER, ALTHOUGH IN THE TWO STATES WHERE THE ISSUE WAS BROUGHT TO COURT, THE HIGHEST JUDICIAL AUTHORITY SUSTAINED THE NEGROES' CASE, THE SCHOOLS IN THESE CITIES REMAINED SEGREGATED. AMONG THE SUGGESTED REASONS FOR THE FAILURE OF THE INTEGRATION EFFORTS WERE THE EFFECTS OF CLEAVAGES WITHIN THE NEGRO COMMUNITY DUE TO CONFLICTING SELF-INTERESTS. BUT THE DECISIVE FACTOR IN THE DEFEATS IS SAID TO HAVE BEEN THE ATTITUDE OF THE DOMINANT WHITES WHOSE PREJUDICES INFLUENCED POLITICIANS AND SCHOOL BOARDS. THIS ARTICLE WAS PUBLISHED IN "INTEGRATED EDUCATION," VOLUME 5, NUMBER 4, ISSUE 28, AUGUST-SEPTEMBER 1967. (NH) ED020217 NEGRO BOYCOTTS OF JIM CROW SCHOOLS IN THE NORTH, 1897-1925. 1967-00-00 13 N/A 1967 -1

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Yes Air Conditioning Equipment Building Design Climate Control Controlled Environment Costs Glass Walls Heating Lighting Solar Radiation Temperature Thermal Environment Building Research Inst., Inc., Washington, DC. A REPORT OF A PROGRAM HELD AS PART OF THE BUILDING RESEARCH INSTITUTE 1962 SPRING CONFERENCE ON THE SOLAR EFFECTS ON BUILDING DESIGN. TOPICS DISCUSSED ARE--(1) SOLAR ENERGY DATA APPLICABLE TO BUILDING DESIGN, (2) THERMAL EFFECTS OF SOLAR RADIATION ON MAN, (3) SOLAR EFFECTS ON ARCHITECTURE, (4) SOLAR EFFECTS ON BUILDING COSTS, (5) SELECTION OF GLASS AND SOLAR SHADING TO REDUCE COOLING DEMAND, (6) DESIGN OF WINDOWS, (7) DESIGN OF SKYLIGHTS, (8) DESIGN OF ELECTRIC ILLUMINATION, (9) WINDOW DESIGN IN EUROPE--A REVIEW OF RECENT LITERATURE, AND (10) SWEDISH PRACTICES IN WINDOW DESIGN. ALSO INCLUDED ARE OPEN FORUM DISCUSSIONS AND CONFERENCE SUMMARY. THE CONFERENCE ATTEMPTED TO DEFINE VARIOUS PROBLEMS AND REVIEW SOME OF THE MEANS AT HAND TO SLOVE THEM. TWO OF THE EFFECTS OF SOLAR ENERGY ON BUILDING DESIGN WERE DISCUSSED--LIGHT AND HEAT. THE UNDESIRABLE SOLAR EFFECTS OF AIR-CONDITIONED COMMERCIAL BUILDINGS WAS MAINLY DEALT WITH. SEVERAL SPECIFIC NEEDS HAVE BEEN PROMINENTLY INDICATED BY THIS CONFERENCE--(1) THE NEED FOR BETTER COMMUNICATION REGARDING THIS SUBJECT AND THE NEED FOR MORE GENERALLY AVAILABLE INFORMATION, PRESENTED IN TERMS READILY UNDERSTOOD BY THE AVERAGE ARCHITECT, WHOSE RESPONSIBILITY IT IS TO TRANSLATE THESE PRINCIPLES INTO BUILDING DESIGN, (2) THE NEED FOR MUCH MORE OBJECTIVE AND UNPREJUDICED RESEARCH IN THIS FIELD, AND (3) THE NEED FOR MORE BRI CONFERENCES ON THIS SUBJECT. CHARTS AND DIAGRAMS ACCOMPANY THE TEXT COPIES OF THIS PUBLICATION MAY ALSO BE OBTAINED FROM THE BUILDING RESEARCH INSTITUTE, 1725 DESALES STREET, N.W., WASHINGTON, D.C. 20036. PRICE $10.00. (RK) ED018948 SOLAR EFFECTS ON BUILDING DESIGN. 1963-00-00 180 N/A 1963 -1

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Yes Cultural Differences Economic Factors Education Family (Sociological Unit) Health History Mexican American History Moral Values Political Attitudes Recreation Religion Schools Spanish Spanish Culture Values ULIBARRI, HORACIO New Mexico New Mexico Univ., Albuquerque. Coll. of Education. MANY SPANISH AMERICANS IN NEW MEXICO HAVE DIFFICULTIES WHICH RESULT FROM DIFFERING VALUES IN THE SPANISH AMERICAN AND AMERICAN CULTURES. THESE DIFFERENCES IN VALUES ARE EVIDENT IN RELIGIOUS PRACTICES, EDUCATIONAL ATTAINMENT, ECONOMIC POLICIES, HEALTH PRACTICES, POLITICAL ATTITUDES, RECREATIONAL ACTIVITIES, AND FAMILY LIFE. A SECTION IS INCLUDED WHICH DISCUSSES EACH OF THOSE FACETS OF LIFE. THE WORK BEGINS WITH AN HISTORICAL BACKGROUND OF NEW MEXICO, AND CONCLUDES WITH AN EXTENSIVE BIBLIOGRAPHY. (CL) ED019156 THE EFFECT OF CULTURAL DIFFERENCE IN THE EDUCATION OF SPANISH AMERICANS. 1958-09-00 115 N/A 1958 -1

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Yes Audiolingual Methods Cultural Context Glossaries Hungarian Instructional Materials Language Instruction Pattern Drills (Language) Reading Materials Reading Skills Mihalyfy, Ilona Koski, Augustus A. Foreign Service (Dept. of State), Washington, DC. Foreign Service Inst. This graded reader is intended to supplement a beginning course in Hungarian after the student has "developed control of about 700 lexical items and can manipulate with fluency much of the basic structure of Hungarian." (It may also be used in an intermediate course.) The 56 reading selections are varied in content and sequenced to develop reading proficiency. Selections are followed by questions designed to "develop facility in conversing and in using vocabulary and structure beyond the basic course." Various texical and grammatical drills and a vocabulary list glossed in English complete each lesson. A cumulative Hungarian-English word list completes the volume. (AMM) ED024028 Hungarian Graded Reader. 1968-00-00 Office of Education (DHEW), Washington, DC. Bureau of Research. 605 Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (GPO S1.114/2-2:H89, $3.75). N/A 1968 -1

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Yes Ancillary School Services Class Size College School Cooperation Compensatory Education Disadvantaged Schools Disadvantaged Youth Educational Discrimination Educational Facilities Educational Improvement Elementary Schools Equal Education Foreign Countries Inservice Teacher Education Non English Speaking Preschool Education Public Education Teacher Aides Teacher Education Teacher Salaries LEESON, JIM United Kingdom (England) THE PLOWDEN REPORT, A STUDY OF GOVERNMENT-SUPPORTED SCHOOLS IN ENGLAND, CONCLUDED THAT FAMILY AND HOME ENVIRONMENT ARE THE MOST SIGNIFICANT FACTORS AFFECTING SCHOOL ACHIEVEMENT, AND THAT THERE SEEMS TO BE NO RELATIONSHIP BETWEEN CLASS SIZE AND ACHIEVEMENT. ALTHOUGH CONCENTRATING ON PRIMARY SCHOOLS, THE REPORT MADE RECOMMENDATIONS ABOUT A SERIES OF ANNUAL PRIORITIES FOR THE ENTIRE SCHOOL SYSTEM. THE STUDY FOUND SERIOUS INEQUITIES IN EDUCATIONAL FACILITIES FOR DIFFERENT SOCIAL CLASSES AND, THEREFORE, PLACED HIGHEST PRIORITY ON DEVELOPING A PROGRAM OF "POSITIVE DISCRIMINATION" TO FAVOR SCHOOLS IN DISADVANTAGED AREAS. THE REPORT STRONGLY FAVORED COMPENSATORY EDUCATION AND RECOMMENDED SMALLER CLASSES, SALARY SUPPLEMENTS FOR ALL TEACHERS, USE OF TEACHER AIDES, AND NEW AND RENOVATED SCHOOL BUILDINGS. ALSO SUGGESTED WERE EXTRA EDUCATIONAL MATERIALS, PRESCHOOLS FOR 3- AND 4-YEAR-OLDS, COOPERATIVE PROGRAMS BETWEEN TEACHERS COLLEGES AND DISADVANTAGED SCHOOLS, INSERVICE TRAINING, SCHOOL SOCIAL WORK SERVICES, AND PRIORITY ATTENTION TO ESTABLISHING COMMUNITY SCHOOLS. FOR NONWHITE IMMIGRANT CHILDREN, THE REPORT RECOMMENDED COURSES IN TEACHING ENGLISH AS A SECOND LANGUAGE AND URGED THE DEVELOPMENT OF APPROPRIATE INSTRUCTIONAL MATERIALS. THIS ARTICLE WAS PUBLISHED IN THE "SOUTHERN EDUCATION REPORT," VOLUME 3, NUMBER 1, JULY-AUGUST 1967. (NH) ED020234 HIGH PRIORITY FOR LOW LEVELS. CHILDREN AND THEIR PRIMARY SCHOOLS, REPORT III. 1967-00-00 6 N/A 1967 -1

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Yes Audiolingual Methods Cultural Context Grammar Instructional Materials Language Instruction Malay Military Training Pattern Drills (Language) Phonology Pronunciation Refresher Courses Tests Translation Vocabulary Rice, Oliver And Others English Language Services, Inc., Washington, DC. The first unit of this eight-volume refresher course in intermediate-advanced level Malay presents a detailed description of the Malay sound system, with phonological examples in both official (Latin) orthography and phonetic transcription. The remaining units in Book I--Part One (Units 2-4) and the five units in the second volume (Book I--Part Two) consist of dialogs for listening, memorization, fluency, and participation; and substitution drills. A test follows each three-lesson unit. The two final volumes (Book IV--Part One and Book IV--Part Two) each contain 12 lessons which provide practice in interrogation for listening, memorization, review, and participation; military terminology drills; and comprehension tests. The final lesson (Lesson 25) is a translation test. (AMM) ED024956 An Intermediate-Advanced Level Malay Refresher Course. 1961-00-00 Defense Language Inst., Washington, DC. 1545 N/A 1961 -1

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Yes Academic Achievement Case Studies Course Content Course Descriptions Developmental Programs Educational Environment Educational Games Inservice Teacher Education Instructional Innovation Instructional Materials Learning Motivation Literature Reviews Motivation Techniques Role Playing Self Actualization Student Motivation Teacher Workshops Alschuler, Alfred And Others Achievement Motivation Development Project, Cambridge, MA. This teacher's manual grows out of a major research project that is attempting to discover the most effective methods of increasing motivation of the adolescent. The methods under study are combined into special courses that are given in schools by teachers, not in laboratories by research scientists nor in clinics by psychotherapists. "Pyschological education" is described as a new educational movement of which the achievement motivation course is a part. The history, goals, methods, and rationale for this movement are discussed in some detail. Also, a fairly detailed course outline is provided to suggest how one course was put together. Chapter 2 is a set of instructions and suggestions put together to allow potential motivation course teachers to experience a course themselves. Chapter 3 builds on this experience by providing a review of the research on achievement motivation. Chapter 4 is a detailed, down-to-earth description of what goes in an achievement motivation course for students. The appendixes include an array of games, case studies, and role plays for achievement motivation courses. A related document is VT 008 373. [Not available in hardcopy due to marginal legibility of original document] (JC) ED029967 How to Develop Achievement Motivation: A Course Manual for Teachers. Interim Report (First Draft). Section 2. 1969-02-00 Office of Education (DHEW), Washington, DC. 194 N/A 1969 -1

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Yes Court Litigation Federal Courts History Neighborhood Schools School Policy School Segregation State Legislation Weinberg, Meyer An historical study of the neighborhood system of school assignment is presented in this monograph. The basic framework of this research is that of the legal history of the neighborhood school policy and the relationship of this policy to school segregation. The applicable State and Federal court cases and decisions are cited for the various school practices. (NH) ED023751 Race and Place: A Legal History of the Neighborhood School. 1967-00-00 Office of Education (DHEW), Washington, DC. 108 Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 ($0.45) N/A 1967 -1

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Yes Arabic Cultural Context Instructional Materials Language Instruction Reading Materials Standard Spoken Usage Writing (Composition) Alami, Wali A. Hodge, Carlton T., Ed. Indiana Univ., Bloomington. Intensive Language Training Center. The first section of this companion volume to "Moroccan Arabic Intermediate Reader, Part I" (AL 002 041) presents the Arabic script version of the pre-drills in Lessons IA-IIB in that volume. The second and major section comprises 20 lessons consisting of pre-drills, texts, notes, and questions. All material in this volume appears in Arabic script only. The author notes that these two volumes are a preliminary edition; corrections are in progress, and suggestions from others are welcomed. (AMM) ED031713 Moroccan Arabic Intermediate Reader, Part II. 1969-00-00 Office of Education (DHEW), Washington, DC. Bureau of Research. 75 N/A 1969 -1

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Yes Achievement Tests Answer Keys Attitudes Bilingualism Cartoons Civics Cognitive Tests Educational Attainment English (Second Language) French Illustrations International Organizations Language Tests Listening Comprehension Multiple Choice Tests Objective Tests Programed Instructional Materials Reading Second Language Learning Speech Communication Textbooks Writing (Composition) Bloom, Benjamin S. And Others Chicago Univ., IL. International Project for the Evaluation of Educational Achievement, Hamburg (West Germany). This fifth booklet included in the second of a two-volume cross-national study of educational attainment is a compilation of cognitive tests prepared for four fundamental student groupings in the areas of French as a foreign language, English as a foreign language, and civic education. Test booklets, pertinent scripts of taped material, test instructions, and scoring keys are provided. A multiple combination of French listening, reading, speaking, and writing tests is presented. The English series include several reading and listening tests while traditional writing and speaking tests are projected. The civic education section contains test and supplementary questions. Attitude scales are forthcoming for: (1) French and English showing interest in the foreign language and attitudes towards learning the language as a school subject, and (2) civic education indicating citizenship attitudes, attitudes toward egalitarianism, and perceptual awareness of the community. Test questions are largely of a multiple-choice, matching, dictation, or completion type nature and allow for quick scoring. Cartoon figures and illustrations are used frequently to illustrate test questions or possible answers. For companion documents see EA 002 594 and EA 002 615. (RL) ED033636 [Cross-National Study of Educational Attainment: Stage I of the I.E.A. Investigation in Six Subject Areas. Volume II, Booklet 5] French as a Foreign Language, English as a Foreign Language, Civic Education, Attitude and Description Scales. 1969-02-00 Office of Education (DHEW), Washington, DC. Bureau of Research. 679 N/A 1969 -1

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Yes Black Dialects Cultural Context Cultural Differences English Generative Grammar Generative Phonology Language Patterns Language Research Linguistic Competence Linguistic Performance Linguistic Theory Nonstandard Dialects Phonology Sociolinguistics Structural Analysis TENL Verbs Labov, William This report presents some of the findings of several years research on the relations between the non-standard English used by Negro speakers in various urban ghetto areas (NNE) and standard English (SE). The immediate subject is the status of the copula and auxiliary "be" in NNE. The approach to the problem combines the methods of generative grammar and phonology with techniques for the quantiative analysis of systematic variation. The principal data upon which the discussion is based are drawn from long-term studies of six male adolescent and pre-adolescent peer groups in South Central Harlem and 20 working-class adults out of a stratified random sample of 100 adults from the same area. Two white peer groups from the Inwood section of Manhattan provide controls for comparison with white nonstandard English. The author investigates the form and order of the grammatical and phonological rules controlling the appearance of copula and auxiliary "be" and on the basis of his data concludes that contraction and subsequent deletion of a single consonant is the correct explanation. This model for linguistic research demonstrates that data from the speech community can provide a much-needed, sound, empirical base for decisive solutions to linguistic problems. (MK) ED027514 Contraction, Deletion, and Inherent Variability of the English Copula. 1968-10-22 69 N/A 1968 -1

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Yes Child Development Early Childhood Education Educational Methods Educational Philosophy Educational Research Intelligence Tests Models Preschool Education Psychology Research Reviews (Publications) Test Interpretation Gardner, D. Bruce Denver Univ., CO. Communication is urged between theorists of human development and practitioners in early childhood education. Major psychological theories on maturation, child development, child behavior, personality formation, and affective and intellectual development are summarized and their effects on nursery school practices from the 1920's to the present are described. Three models of early childhood education are chosen to illustrate the diverse types of programs available for young children today. The key features of the Bank Street model, the Kansas model, and the Ypsilanti model are described, compared, and contrasted. Each program's theoretical conceptions of human nature are analyzed to illustrate the models' fundamental differences about the sources of human development. Conclusions are that (1) teachers should be aware of philosophical assumptions and psychological theories in early childhood education models and (2) the absence of consensus on the "right" way to educate young children should lead to continued experimentation and receptivity to psychological theories and educational strategies. [Not available in hard copy due to marginal legibility of original document.] (DR) ED033766 The Influence of Theoretical Conceptions of Human Development on the Practice of Early Childhood Education. 1969-11-14 37 N/A 1969 -1

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Yes Auditory Discrimination Child Language Cross Cultural Studies Cultural Differences Language Acquisition Language Patterns Phonology Psycholinguistics Atkinson, Kay And Others California Univ., Berkeley. Language and Behavior Research Lab. The purpose of this study was to discover: (1) whether or not adults can discriminate between the babbling of babies learning different languages, and (2) the approximate age at which discrimination is possible. There were two tests involved in the experiment. The identification test consisted of 20 babbling samples, each of which was 15 seconds long. Of the 18 different samples (two were repeated), six were from American babies, six from Russian babies, and six from Chinese babies. The babies ranged from 5 months, 29 days to 17 months, 9 days. The same-different test consisted of 24 pairs of babbling samples from the three linguistic environments. Half the samples were from 5-6 month old babies and the other half were from 16-17 month old babies. The items in each pair were matched for age, and the "different" items were matched for sex; all possible combinations, within these limitations, were presented in equal distribution. Results indicate that adults can neither identify the babbling of infants raised in different language communities as English or non-English up to the age of 17 months, nor judge whether two samples from infants at a given age are from the same or different language communities. However, subjects' decisions were not entirely random. (Authors/DO) ED034966 An Experiment on the Recognition of Babbling. 1968-08-00 National Science Foundation, Washington, DC. 8 Language-Behavior Research Laboratory, Institute of International Studies, University of California, Berkeley, California 94720 N/A 1968 -1

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Yes Catholic Schools Cultural Influences Curriculum Educational Finance Educational History Educational Planning Educational Television Elementary Education Higher Education Literacy Education Preschool Education Private Schools Protestants School Administration Secondary Education Study Abroad Teacher Education Vocational Education Renner, Richard R. Colombia Florida Univ., Gainesville. This extensive report describes Colombian education under 86 primary subheadings in 14 chapters, as follows: 1) The national setting, 2) cultural and social influences on education, 3) educational landmarks and traditions, 4) school organization and administration, 5) planning and development, 6) preschool and elementary education, 7) public secondary system, 8) vocational education, 9) higher education, 10) teachers and their preparation, 11) private and church-sponsored education, 12) other programs related to education, 13) international and foreign educational influences, and 14) successes, problems, and prospects. Special attention is given to the country's educational history and to recent developments, including a significant effort to bring elementary education to the rural masses through ACPO, a program teaching literacy and basic life skills by radio. Another program, called ICETEX, has improved the educational offerings available to Colombian university students at home and abroad. A bibliography of over 150 items in English and Spanish is appended. [Figures 1 and 2 may reproduce poorly in hard copy due to small print.] (JK) ED035109 Education in Colombia. 1968-11-00 Office of Education (DHEW), Washington, DC. Bureau of Research. 382 N/A 1968 -1

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Yes Building Plans Building Systems Classrooms Construction Costs Construction (Process) Coordination Educational Equipment Educational Facilities Educational Facilities Design Environmental Standards Equipment Facility Expansion Facility Requirements Flexible Facilities High Schools Modular Building Design Performance Criteria Space Utilization Benet, James And Others Educational Facilities Labs., Inc., New York, NY. SCSD, a structurally coordinated school building components system, is a highly automated method of building new schools that creatively meet the needs of the ever changing educational environment through functional and flexible planning. Examples of why SCSD high schools are efficient, flexible, and spatially planned, are cited. Environmental requirements are given for--(1) heating/ventilation, (2) air conditioning, (3) lighting/ceiling, (4) storage and equipment, and (5) partitions. Photographs and diagrams demonstrate the interaction of the subsystem components. The evaluation concludes that society needs both higher quality and larger quantities of school buildings to meet the complex learning facility requirements of the present and future. (TG) ED035180 SCSD: The Project and the Schools. A Report from Educational Facilities Laboratories. 1967-05-00 90 Educational Facilities Laboratories, 477 Madison Avenue, New York, New York 10022 N/A 1967 -1

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Yes Curriculum Development Elementary School Mathematics Instructional Materials Mathematics Number Concepts Prime Numbers Teacher Education Beougher, Elton D. Michigan Univ., Ann Arbor. This is one of a series of units intended for both preservice and inservice elementary school teachers to satisfy a need for materials on "new mathematics" programs which (1) are readable on a self basis or with minimal instruction, (2) show the pedagogical objectives and uses of such mathematical structural ideas as the field axioms, sets, and logic, and (3) relate mathematics to the "real world," its applications, and other areas of the curriculum. This unit explores with teachers fundamental concepts involving number theory. Chapter 1 answers questions concerning the meaning of theory of numbers and why it should be studied in elementary school mathematics. Chapter 2 deals with various subsets of the whole numbers such as even numbers, odd numbers, prime numbers, composite numbers, and factorization. Chapter 3 presents elementary notions on the greatest common divisor and least common multiple. Chapter 4 introduces to the elementary teacher some enrichment topics from number theory. (RP) ED036438 An Introduction to the Theory of Numbers for Elementary School Teachers. 1966-00-00 Office of Education (DHEW), Washington, DC. Bureau of Research. 112 N/A 1966 -1

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Yes Cognitive Development Compensatory Education Cultural Influences Disadvantaged Emotional Development Environmental Influences Family Environment Intervention Parent Education Parent Influence Parent Participation Preschool Children Preschool Education Research Projects Research Reviews (Publications) Gordon, Ira J. ERIC Clearinghouse on Early Childhood Education, Champaign, IL. This monograph considers the effects of the family on the intellectual and personal development of the child, and the effects of culture upon the family's way of life, and thus, on the child. In a survey of early compensatory education projects, university based programs, and school and community programs are described. Program organizational questions discussed are: locus of control, location of service, purposes and goals, and use of personnel. A status report of parental participation in compensatory education is given and program content for parental involvement is discussed, with emphasis on the importance of home visitation programs. The need for improved research and evaluation design and methods is stressed. (NH) ED039954 Parent Involvement in Compensatory Education. 1970-00-00 Office of Education (DHEW), Washington, DC. 89 University of Illinois Press, 54 East Gregory, Champaign, Illinois 61820 ($2.50) N/A 1970 -1

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Yes Administration Autism Behavior Change Behavior Development Behavior Problems Computer Assisted Instruction Controlled Environment Educational Technology Evaluation Methods Exceptional Child Education Experimental Programs Operant Conditioning Program Evaluation Reading Instruction Research Needs Special Classes Student Evaluation Teaching Methods Haring, Norris G. Hayden, Alice H. Child Study and Treatment Center, Fort Steilacoom, Washington. Sixteen papers are provided. B. F. Skinner discusses the arrangement of contingencies for learning: Lloyd Homme describes behavioral engineering; and Frank Hewett considers behavior modification in special education. Also treated are experimental education by Norris Haring, program evaluation by Arthur Lumsdaine, and administration of special classes by Harold Kunzelmann. John Cawley presents a system of initial reading instruction; Max Jerman surveys computer assisted instruction; and Thomas Robertson examines the impact of educational technology. Further papers are on teaching children with behavior disorders by Richard Whelan, developing cooperative social behavior by Laurence Peter, providing academic and social classroom management by Harold Kunzelmann, and using operant reinforcement with autistic children by Charles Ferster. In addition, Thomas Lovitt sets forth a basis for systematic replication of a contingency management classroom; Richard Kothera discusses educational environments and administration; and Max Mueller reviews trends in research in the education of the handicapped. (JD) ED040536 Instructional Improvement: Behavior Modification. 1968-00-00 Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC. 395 N/A 1968 -1

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Yes Elementary School Students Intergroup Education Role Playing Teaching Methods Shaftel, Fannie R. Shaftel, George National Conference of Christians and Jews, New York, NY. This booklet on the educational techniques of role playing describes a method designed to help children become decision-makers by providing a life-related way to help them learn to solve problems between people. Part 1 describes the role-playing method in which children act out the ending of an unfinished "problem story" which stops with a dilemma usually demanding a choice between a personal interest and a social value. Part 2 on how to guide a role-playing session focuses on each step in the process: warming up, selection of participants, preparing the audience, role playing, discussing and evaluating, replaying the revised roles, sharing experience and generalizing. Part 3 discusses the planning of a curriculum to provide a program in intergroup education. Part 4, "A Strategy for Intergroup Education," includes six problem stories with discussion of their use in individual group acceptance, intergroup relations, and sensitivity training. Part 5 on involvement contains a problem story focusing on a "busybody or good Samaritan" dilemma. Part 6 describes special uses of role playing, e.g., how it can be used to relieve a disturbing classroom situation and to bring help to a handicapped child. Part 7 illustrates how children can write their own problem stories. Part 8 on role playing for younger children includes discussion of pantomime, dramatic play , and use of problem pictures as a stimulant for role playing. A 53-item bibliography is included. (JS) ED044372 Building Intelligent Concern for Others Through Role-Playing. 1970-00-00 78 National Conference of Christians and Jews, 43 W. 57th Street, New York, N.Y. 10019 ($0.75) N/A 1970 -1

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Yes Career Counseling Career Guidance Classification Labor Force Occupations Personality Theories Research Vocational Education Holland, John L. And Others Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools. This occupational classification for practical and theoretical use in vocational guidance, occupational research, vocational education, and social science rests upon a theory of personality types and includes 431 common occupations which comprise about 95 percent of the United States labor force. Each of the classification's six main classes (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional) includes five to sixteen subclasses. Within each subclass, occupations are arranged according to the number of years of general educational development required to perform them. The arrangement of main classes and subclasses is defined empirically and is consistent with the classification's theoretical base. The arrangement of classes also makes it possible to estimate the psychological relatedness among occupations. The construction of the classification, an evaluation of its usefulness, and some illustrations of its potential practical value are outlined. (Author/SB) ED044534 A Psychological Classification of Occupations. 1970-11-00 Office of Education (DHEW), Washington, DC. Bureau of Research. 72 N/A 1970 -1

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Yes Comparative Education Educational Administration Educational Development Educational History Educational Methods Educational Opportunities Educational Philosophy Educational Policy Educational Practices Elementary Education Government Role Higher Education Secondary Education Social Studies Anderson, Ronald S. Japan Office of Education (DHEW), Washington, DC. Over the years, Japan has revamped her education system a number of times. With the coming of the U. S. Education Mission in 1946, she turned her schools toward democratization. The major aims of this reform program in education were: 1) the elimination of militarism and ultranationalism; 2) democratization; 3) modernization; and, 4) decentralization of education control. Specific reforms included: 1) the provision of greater equality of educational opportunity through the conversion of the multiple-track into a single-track system; 2) an additional three years of compulsory education; 3) coeducation at all levels; and, 4) general education at the secondary and higher levels. To train intelligent participation in a democracy, a new content was introduced --notably social studies at the elementary and secondary levels. During the present period, some of these goals and reforms have been modified, however, the essential goals remain: suiting education to life, helping the individual to develop his ability, and the goal of freedom of speech and action. (SBE) ED045543 Japan: Three Epochs of Modern Education. 1962-00-00 233 N/A 1962 -1

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Yes Adult Education Adult Educators Annotated Bibliographies Developing Nations Educational Innovation Educational Philosophy Educational Problems Lifelong Learning Literacy Education Opinions Organizations (Groups) Ohliger, John McCarthy, Colleen Syracuse Univ., NY. Publications Program in Continuing Education. Syracuse Univ., NY. ERIC Clearinghouse on Adult Education. Recent writings on the life and thought of Ivan Illich are summarized in this paper. Attention is focused on his missionary training activities, his subsequent involvement with the Center for Intercultural Documentation in Cuernavaca, Mexico, and the influence of a Brazilian adult educator, Paulo Freire, on Illich's social and educational thinking. Finally, Illich's own views on public education and the learning process are set forth. He calls for the abolition of compulsory schooling in view of what he considers the idolatrous worship of formal education and certification, and the institutional failures of education, around the world. Illich also urges that the drift of adult education toward institutional status be reversed to help make way for informal educational networks based on mutual inquiry and on lifelong access to educational opportunities of one's own choosing. Included are 157 references. (LY) ED049398 Lifelong Learning or Lifelong Schooling? A Tentative View of the Ideas of Ivan Illich with a Quotational Bibliography. 1971-07-00 102 Publications in Continuing Education, 105 Roney Lane, Syracuse, N.Y. 13210 ($1.50) N/A 1971 -1

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Yes Algebra Curriculum Development Geometry Instructional Materials Mathematics Modern Mathematics Probability Secondary School Mathematics Textbooks Trigonometry Secondary School Mathematics Curriculum Improvement Study, New York, NY. The second part of Course III includes a study of probability, polynomial, rational and circular functions, and informal space geometry. The chapter on probability presents such topics as probability measure, outcome sets and events, and overview of topics studied in Courses I and II. Chapters on functions include polynomial algebra concepts and basic trigonometry. The space geometry chapter generalizes the notions of incidence, parallelism, perpendicularity, and coordinate systems to three dimensions. (FL) ED046778 Unified Modern Mathematics, Course 3, Part 2. 1970-00-00 Columbia Univ., New York, NY. Teachers College. Office of Education (DHEW), Washington, DC. Bureau of Research. 271 N/A 1970 -1

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Yes Annotated Bibliographies Ecology Environment Management Systems Pollution Public Health Quality Control Sanitation Technology Connolly, John A. Stainback, Sandra E. Environmental Protection Agency, Washington, DC. The Solid Waste Disposal Act of 1965 (Public Law 89-272, Title II) and its amending legislation, the Resource Recovery Act of 1970 (Public Law 91-512, Title I), authorize collection, storage, and retrieval of information relevant to all aspects of solid-waste management. As part of this effort, the U.S. Environmental Protection Agency's solid-waste management program is updating the "Refuse Collection and Disposal Annotated Bibliography" series, initiated during the early Federal efforts in the 1940's. The present bibliography has been abstracted and is arranged in categories corresponding to the various administration, engineering, and operational phases of solid-waste management. Indices include subject, corporate author, author, and geographical location cited. Addresses of periodical sources are provided in an index. The literature represented does not include all the solid-waste literature published in 1964; 107 periodical and 109 nonperiodical titles covering both foreign and domestic literature were screened for inclusion. No effort was made to separate strictly technical material from that which is more general. (JP) ED087625 Solid Waste Management: Abstracts From the Literature - 1964. 1971-00-00 287 Superintendent of Documents, Government Printing Office, Washington, D.C. 20402 ($2.00) N/A 1971 -1

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Yes Chemical Industry Development Industry Manufacturing Merchandise Information Organic Chemistry Plastics Production Techniques Masson, Don, Ed. Society of the Plastics Industry, Inc., New York, NY. This is an illustrated informative booklet, designed to serve members of the Society of the Plastics Industry, Inc., and the plastics industry as a whole. It provides basic information about the industry's history and growth, plastics raw materials, typical uses of plastics, properties, and methods of processing and fabricating. (Author/DS) ED089027 The Story of the Plastics Industry. 1972-10-00 44 N/A 1972 -1

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Yes Admission (School) College Students Foreign Students Higher Education Student Placement Workshops Fish, Cynthia, Ed. Cuba Dominican Republic Haiti Puerto Rico Virgin Islands American Association of Collegiate Registrars and Admissions Officers, Washington, DC. National Association for Foreign Student Affairs, Washington, DC. This workshop report examines the admission and academic placement of students from the Caribbean. Workshop materials concerning the educational systems of the British patterned Caribbean, Cuba, Dominican Republic; Dutch patterned Caribbean, French West Indies, Haiti, Puerto Rico; and the U.S. Virgin Islands are presented. Workshop recommendations suggest: a preliminary application form can be helpful in providing initial screening before a complete application is made; the development of files for each country or area; and performance studies of a given group of students at institutions provide helpful sources of information. (MJM) ED086111 The Admission and Academic Placement of Students from the Caribbean. A Workshop Report: British Patterned Education, Cuba, the Dominican Republic, Dutch Patterned Education, the French West Indies, Haiti, Puerto Rico, and the U.S. Virgin Islands. 1973-00-00 206 National Association for Foreign Student Affairs, 1860 19th Street, N.W., Washington, D.C. 20009 ($2.50) N/A 1973 -1

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Yes Early Childhood Education Parent Education Parent Participation Policy Formation Preschool Children Program Development Research Needs Datta, Lois-ellin National Inst. of Education (DHEW), Washington, DC. In early childhood education, there is a growing trend towards greater involvement of parents as educators, as paid and volunteer staff, as decision makers, and as resources. The purpose of this paper is to consider the origins of the trend towards parent involvement, to describe its various forms, and to present some policy implications. Parent components of various Head Start and Follow Through programs and research implications for different models of parent involvement are discussed. Topics focus on parental role in early childhood education, barriers and incentives to parent participation, and costs of different forms of parent involvement. An extensive bibliography is included. (ST) ED088587 Parent Involvement in Early Childhood Education: A Perspective from the United States. 1973-10-00 120 N/A 1973 -1

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Yes Armed Forces Aviation Mechanics Aviation Technology Equipment Maintenance Guides Military Personnel Military Training Repair Technical Education Guides - General Bureau of Naval Personnel, Washington, DC. Naval Training Publications Detachment, Washington, DC. This document is one of a series of rate training manuals designed to provide enlisted personnel of the Navy or Naval Reserve with the background information that will be useful in preparing for advancement in Aviation Structural Mechanics S (AMS) rating and to present necessary information for the proper performance of duties in that rating. The manual outlines the areas of Aviation Structural Mechanic S rating; aeronautic publications; aircraft materials; airframe construction; sheet-metal working machines, tools, and procedures; aircraft hardware; aircraft damage repair; airframe maintenance; landing wheels, tires and tubes; tubing, flexible hose, and clamps; corrosion control; and line operations and maintenance. Numerous illustrations, diagrams, photographs, and data tables are included. (KP) ED090391 Aviation Structural Mechanic S 3 & 2. NAVTRA-10308-C. Rate Training Manual. 1974-00-00 392 N/A 1974 -1

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Yes Adolescent Literature Adolescents Fiction Films Literature Appreciation Novels Reading Materials Secondary Education Short Stories Donelson, Ken, Ed. Journal Articles Arizona English Teachers Association, Tempe. Focusing on the importance of young people reading fiction for relaxation and delight, a sense of objectivity, the enjoyment of vicarious experiences, exposure to different ideas and practices, contact with words and their effectiveness, and the discovery of the human world--good and evil--this issue of the "Arizona English Bulletin" presents 26 articles by teachers of literature. The usual bibliography ("Current Reading") is not included in this issue, but reading lists are provided in many of the articles. Suggestions for further reading ("Shoptalk") conclude the bulletin. (JM) ED090576 Teaching Fiction: Short Stories and Novels. Arizona English Bulletin v16 n3 Entire Issue April 1974 1974-04-00 149 Ken Donelson, Ed., Arizona English Bulletin, English Department, Arizona State University, Tempe, Arizona 85281 ($1.50) N/A 1974 -1

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Yes Class Activities Color Planning Exceptional Child Education Instructional Materials Lesson Plans Moderate Mental Retardation Clark, Marjorie Kitchton, Pauline Y. Reports - Research Ohio State Univ., Columbus. Herschel W. Nisonger Center. Presented are lesson plans for a unit on color discrimination for trainable mentally retarded (TMR) children. An introduction describes TMR children and the major educational objectives of self care, social adjustment, and economic usefulness. Criteria of effective units such as relationship to real life situations are listed. Specific unit objectives for the areas of color discrimination, muscular coordination, sensory discrimination, arithmetic, health, language, self care, music, and crafts are outlined. It is recommended that the unit's activities be correlated with the normal day's activities and a theoretical daily schedule is provided. Detailed are lesson plans for the first 11 days of the unit which center on discrimination of red and blue through activities such as stories, games, conversation, and songs. Briefly covered are teaching suggestions for the other six colors. Guidelines for evaluation include use of continuous reports and charts during the unit's progress. A bibliography lists 17 books appropriate for teachers of the TMR, 6 books for children, a song book, and 13 stories to be read to children. Appended are a listing of instructional materials, an evaluation form, the text of a story, and patterns for crafts activities. Also included is a listing of 16 other papers available in the series of technical reports. (DB) ED090716 Color Concepts for the Trainable Mentally Retarded; Mental Retardation Training Program Technical Report Series 69-3. 1969-04-00 42 N/A 1969 -1

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Yes Administrator Guides Ecology Guides Leaders Guides Management Systems Regional Planning Urban Planning Waste Disposal Wastes Guides - General National Association of Counties, Washington, DC. Research Foundation. Environmental Protection Agency, Washington, DC. Solid Waste Management Office. This document consists of ten guides on Solid Waste Management to assist local elected and appointed policy-making officials. They are entitled: Areawide Approaches; Legal Authority, Planning, Organization Design and Operation, Financing, Technical and Financial Assistance, Citizen Support, Personnel, and Action Plan and Bibliography. The guides were prepared by the National Association of Counties Research Foundation (NACORD). They are designed to present in clear, concise form information to help local officials and interested citizens make decisions on the planning, organization, financing, staffing, legal aspects, and operation of comprehensive areawide solid waste management systems. (JP) ED092346 Guidelines for Local Governments on Solid Waste Management. 1971-00-00 196 Superintendent of Documents, U. S. Government Printing Office, Washington, D. C. 20402 (Stock No. 5502-0047, $1.50) N/A 1971 -1

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Yes Bibliographies Earth Science Geology Instruction Instructional Materials Maps Paleontology Science Education Rickard, Lawrence V. Books New York State Education Dept., Albany. This publication presents a description of 137 wells in New York State and adjacent parts of Pennsylvania. Correlations with surface exposures are established. Maps and cross sections display the thickness, structure, and stratigraphic relationships of the carbonates described. A paleogeologic map of New York State at the end of the Early Ordovician is presented. Two distinct series of rocks which comprise the Cambrian and Ordovician carbonates of New York are described and studied in detail. The monograph includes an extensive bibliography, several schematic figures and diagrams, and two appendices which give data relevant to the identification of control wells and subsurface data from control wells. (Author/EB) ED093640 Stratigraphy and Structure of the Subsurface Cambrian and Ordovician Carbonates of New York. 1973-00-00 30 N/A 1973 -1

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Yes Bilingual Education Bilingual Teachers Childrens Literature Chinese Americans Chinese Culture Cultural Background Cultural Education Elementary Education Elementary School Curriculum Elementary School Teachers Reading Materials Resource Materials Kwok, Irene Guides - General Bilingual Education Act 1968 Elementary and Secondary Education Act Title VII San Francisco Unified School District, CA. This publication was prepared using funds provided by 1965 Elementary Secondary Education Act Title VII to the Chinese Bilingual Pilot Program. Teachers instructing in bilingual programs or in multicultural programs know the difficulty of introducing Chinese traditions to children without any resource guides or educational materials. This resource book is intended to provide some reading references to assist the teachers in these fields. The materials in this book are based mostly on personal experiences and research. Although these customs were experienced when the author was a child living in Hong Kong and Canton, they are still practiced in the Chinese-American communities today. The materials in this resource book are intended for teachers in the Chinese Bilingual Bicultural Programs. There are six sections: stories, poems, songs, games, art projects, and recipes. Each section is related to the five major Chinese festivals--Moon Festival, Winter Festival, Chinese New Year, Ching Ming, and Dragon Boat Festival. Some materials are also related to seasonal, transportation, and family topics. The story section includes Chinese legends, myths, and folktales. (Author/JM) ED098280 Chinese Cultural Resource Book (For Elementary Bilingual Teachers). 1974-00-00 Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC. Div. of Bilingual Education. 148 N/A 1974 -1

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Yes Exceptional Child Services Guidelines Guides Health Facilities Health Materials Health Services Identification Preventive Medicine Program Guides Public Health Screening Tests Frankenburg, William K. North, A. Frederick, Jr. Reports - Research American Academy of Pediatrics, Evanston, IL. The manual was designed to help public officials, physicians, nurses, and others to plan and implement an Early and Periodic Screening, Diagnosis and Treatment (EPSDT) program under Medicaid. Procedures for carrying out components of an EPSDT program are recommended. Part 1 discusses organization and administration of screening, diagnosis, and treatment, including topics such as component activities, goals and obstacles, and settings for screening. Part 2 discusses screening procedures such as scheduling and costs; the interview and physical examination; screening for immunization status, dental disease and care, eye problems, and hearing; developmental screening; and screening for tuberculin sensitivity, bacteriuria, anemia, sickle cell diseases and trait, and increased lead absorption. Appendixes are questionnaire forms and lists of contributors, consultants, and steering committee members. The document focuses on screening activities and their relationships to other parts of the EPSDT program; other documents in the series will consider delivery of diagnosis, treatment and followup services, dental care, developmental assessment and treatment, and training of screening personnel. (MYS) ED098758 A Guide to Screening for the Early and Periodic Screening, Diagnosis and Treatment Program (EPSDT) Under Medicaid. 1974-06-00 Social and Rehabilitation Service (DHEW), Washington, DC. 208 N/A 1974 -1

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Yes Age Groups Educational Needs Employment Financial Policy Government Role Labor Economics Labor Market Labor Needs Labor Utilization Mental Retardation Physical Disabilities Policy Formation Statistical Analysis Unemployment Unemployment Insurance Unskilled Workers Work Attitudes Workers Compensation Feldstein, Martin S. Reports - Research Joint Economic Committee, Washington, DC. The first section of the study on lowering the permanent rate of unemployment discusses the effects and limitations of increasing aggregate demand through fiscal and monetary policy and indicates the inability to achieve the desired level of unemployment simply by stimulating demand. Section 2 analyzes the characteristics and structure of our current unemployment. The specific problems of unemployment among young workers are examined in the third section, and a number of possible policies are suggested. Section 4 discusses the four major sources of unnecessarily high unemployment among adult workers and specific policies are suggested. Section 5 deals with the particular problem of improving the incentive effects of unemployment compensation. A brief summary section is followed by critical comments on the innovative and controversial policy suggestions offered in the study; five economists and statisticians with expertise in the area of employment and unemployment analysis were invited by the committee to comment. The author's reply is included. (Author/AJ) ED095335 Lowering the Permanent Rate of Unemployment. 1973-09-18 106 Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 5270-01991, $0.95) N/A 1973 -1

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Yes Childhood Needs Found Spaces Inner City Play Playground Activities Playgrounds Recycling Toys Urban Renewal Friedberg, M. Paul Journal Articles Association for Childhood Education International, Washington, DC. The work of a contemporary landscape architect is a living realization of the possibilities for increasing children's learning by improving play environment. The designer's philosophy and photographs of six playgrounds are contained in this bulletin, directed wherever there is need to make parks and school playgrounds open, aesthetic, and welcoming places for children to live and play. (Photographs may reproduce poorly.) (Author/MLF) ED095636 Playgrounds for City Children. 1969-00-00 60 Association for Childhood Education International, 3515 Wisconsin Avenue, N. W., Washington, D. C. 20016 ($1.50, payment must accompany orders less than $5.00) N/A 1969 -1

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Yes Abstract Reasoning Classroom Environment Educational Strategies Elementary Education Humanities Instruction Individual Development Inquiry Logical Thinking Philosophy Process Education Self Actualization Student Participation Teaching Methods Lipman, Matthew Sharp, Ann Margaret Guides - General This booklet introduces elementary school teachers to the methodology, climate, aims, and objectives necessary for the teaching of philosophical thinking to grade schoolers. The methodology casts the teacher as a facilitator whose primary task is stimulating children to reason about their own problems. The discussion process with hints and guides for the teacher is emphasized. Through the process the teacher tries to bring children to perceive the points of view of others and to give reasons for their own opinions. Prerequisite conditions that the teacher needs to establish for fruitful discussion include avoidance of indoctrination, respect for children's opinions, and evocation of children's trust. Among the aims for the teaching of philosophical thinking are improvement of reasonging ability, development of creativity, and personal development. Another goal that makes philosophical thinking a conscience activity is discovering the tools of philosophical thinking -- alternatives, impartiality, consistency, reasons for beliefs, comprehensiveness, and contextual factors. "Harry Stottlemeier's Discovery" (SO 008 127) is the children's story to be used as a springboard for philosophical discussion. A teacher's manual is forthcoming. (JH) ED103297 Teaching Children Philosophical Thinking: An Introduction to the Teacher's Manual for "Harry Stottlemeier's Discovery." 1975-01-00 26 Institute for the Advancement of Philosophy for Children, Montclair State College, Upper Montclair, New Jersey 07043 ($1.25 paper, quantity discounts upon request) N/A 1975 -1

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Yes Amputations Attitude Measures Attitudes toward Disabilities Blindness Demography Exceptional Child Research Factor Analysis Item Analysis Negative Attitudes Physical Disabilities Scaling Stereotypes Test Construction Siller, Jerome And Others New York Univ., NY. School of Education. To describe and to develop instruments to measure attitudes toward amputees, the blind, and those with cosmetic conditions, three groups of subjects responded to one of three large pools of items tapping attitudes toward the three disability conditions. Three new groups of about 500 subjects of diverse demographic characteristics were given one of three revised and reduced questionnaires. The returns were factor analyzed and scales were derived from the resulting factors. The seven virtually identical factors which emerged from the amputation and blindness analysis were interaction strain, rejection of intimacy, generalized rejection, authoritarian virtuousness, inferred emotional consequences, distressed identification, and imputed functional limitations. The cosmetic conditions item set contained two factors which were identical (interaction strain, rejection of intimacy); two which were analogous (reluctant aversion and superficial empathy); and two unique dimensions (qualified aversion and proximate offensiveness). A review of related research, and data on each item of the scales are included. (LE) ED034327 Studies in Reaction to Disability. XII: Structure of Attitudes toward the Physically Disabled; Disability Factor Scales--Amputation, Blindness, Cosmetic Conditions. 1967-11-00 Social and Rehabilitation Service (DHEW), Washington, DC. 109 N/A 1967 -1

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Yes Doctoral Dissertations Early Childhood Education Educational Objectives Educational Practices Educational Theories History Instructional Materials Preschool Curriculum Preschool Education Review (Reexamination) Teaching Methods Schmidt, Velma E. Nebraska Univ., Lincoln. Identified in this dissertation are the major influences on American preschool education: (1) the Froebel kindergarten, (2) the Montessori movement, (3) the Child Study movement, and (4) Project Head Start. Each movement is described according to history, aim, curriculum, materials, and methods. Criteria for each section of the contemporary preschool were identified by analysis and synthesis of opinions of four current authoritative sources in preschool education. The criteria were then compared to the description of each preschool movement to identify its influence. The Froebel kindergarten contributed the view that education is a process of growth and advocated using the method of self-activity through play. The Montessori movement put emphasis on responsibility to be given to children for care of self and environment. The Child Study movement resulted in increased attention to the physical, social, and mental developmental needs of children. Head Start influence can only be predicted, but effective factors may be increased attention to social services, health services, parent and volunteer involvement, and the effort to adapt a program to the needs of a specific group of children. A bibliography and chronology tables of significant developments in preschool movements are included. (DR.) ED035450 A Study of the Influence of Certain Preschool Educational Movements on Contemporary Preschool Practices. 1968-07-00 179 N/A 1968 -1

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Yes Academic Freedom Censorship Civil Liberties Educational Environment Elementary Secondary Education English Instruction Freedom of Speech Racism Student Rights Donelson, Ken, Ed. Journal Articles Arizona English Teachers Association, Tempe. Ideas, facts, and techniques about censorship and fighting censorship are the subjects of the articles in this extensive issue. Some of the topics discussed are censorship in other states, censorship in the elementary school, rational censorship, racism and censorship, the North Dakota book-burning incident, student rights in high school journalism, a publisher's attitudes toward censorship, film censorship, the role of the school board in protecting students' and schools' rights, the role of students in fighting censorship, and the history of censorship. A lengthy bibliography lists scholarly and pedagogical articles and books about censorship. (JM) ED109698 Censorship and the Teaching of English. Arizona English Bulletin v17 n2 Entire Issue February 1975 1975-02-00 270 National Council of Teachers of English, 1111 Kenyon Road, Illinois 61801 (Stock No. 05203, $5.50 nonmember, $4.75 member) N/A 1975 -1

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Yes Behavior Change Communication Skills Educational Environment Elementary School Students Literature Reviews Peer Acceptance Peer Relationship Physical Characteristics Preschool Children Race Role Models Sex Differences Social Behavior Social Development Social Mobility Teaching Methods Asher, Steven R. And Others Reports - Research ERIC Clearinghouse on Early Childhood Education, Champaign, IL. This paper reviews research on children's friendships in nursery and elementary school settings. Studies that have implications for educational practice were selected for review. The first part of the paper is concerned with the influence of enduring personal characteristics on peer relations. Some of the stereotypes that affect children's friendships include a child's name, physical appearance, race and sex. The second section reviews research on the influence of school environment on friendships. Classroom and school situation variables covered include population mobility, opportunities to participate in school activities, the kind of classroom activities that occur, and the opportunities to succeed. The third section examines research on the kinds of social skills important in achieving peer acceptance (responsive to peers, effective communication, expertise in school activities, know-how in building a relationship). The paper concludes with a discussion of ways in which children can be taught appropriate social skills for making friends. Teaching methods which include shaping, modeling, and coaching have been found effective with socially isolated children. (Author/ED) ED099116 Children's Friendships in School Settings. 1974-00-00 Office of Child Development (DHEW), Washington, DC. National Inst. of Education (DHEW), Washington, DC. 57 N/A 1974 -1

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Yes Colonial History (United States) Political Power Power Structure Racial Discrimination Racism Revolution Revolutionary War (United States) Slavery Social Attitudes Social Change Social Discrimination Social Integration Social Structure United States History Voting Wood, Gordon S. Speeches/Meeting Papers American Enterprise Inst. for Public Policy Research, Washington, DC. The American Revolution transformed the American colonies into republics, which meant that ordinary people were no longer to be considered "subjects" to be ruled as they were under a monarchy. They were thereafter to be citizens--participants themselves in the ruling process. Because the process of creating of a republican citizenry seemed so simple for us, we have believed it ought to be simple for others. It seems to us to be merely a matter of allowing the people to vote. Because voting is the most obvious means by which the people participate in politics, we have tended to emphasize the right to vote as the necessary and sufficient criterion of democratic politics. But this is a mistake. The suffrage is clearly a prerequiste for democratic politics, but it is hardly all there is to it. It is important for us in our bicentennial celebrations to examine our Revolution and its heritage and to seek to understand the sources of our political practice and values. Only with knowledge of the conditions that underlie the principle of consent in our polity can we confront the world and the future. Voting is in fact only the exposed tip of an incredibly complicated political and social process. How this progress came about and how the people became involved in politics are questions that lie at the heart of the American Revolution. (Author/JM) ED101049 Revolution and the Political Integration of the Enslaved and Disenfranchised. 1974-01-09 23 American Enterprise Inst. for Public Policy Research, 1150 Seventeenth St., N.W., Washington, D. C. 20030 ($1.00) N/A 1974 -1

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Yes Audiolingual Methods Classical Languages Cultural Awareness Educational Objectives Greek Humanities Humanities Instruction Instructional Materials Language Instruction Programed Instructional Materials Secondary Education Textbooks Masciantonio, Rudolph Books Philadelphia School District, PA. This is a students' programmed text for Level Alpha of a humanistic approach to the instruction of Classical Greek and Greek culture in secondary schools. The goals of the program are to help students become aware of: (1) the impact of Hellenic civilization on contemporary society, including the impact of the Greek language on English; (2) the similarities and differences between classical civilization and that of the present; (3) classical allusions in literature and other forms of art; and (4) Classical Greek as a viable form of communication within its cultural milieu. The programmed text is divided into seven units: (1) An Introduction to Greek, (2) The Geography of the Greek World, (3) Everyday Life among the Greeks, (4) The Alphabet, (5) Ancient Crete, (6) Troy, and (7) Greek Gods and Heroes. Each unit consists of a set of frames containing questions. The answers, to be supplied first by the student, are also provided. The units contain cultural, lexical and grammatical material in order of increasing difficulty, and are designed to be used with appropriate tapes. Language is taught by audiolingual methods, according to principles of structural linguistics. (CLK) ED115117 The Ancient Greeks Speak to Us: A New Humanistic Approach to Classical Greek and Greek Culture for Secondary Schools. Students' Programmed Text - Level Alpha. [Second Edition]. 1971-00-00 188 N/A 1971 -1

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Yes Community Benefits Feasibility Studies Federal Legislation Government Publications Government Role History Metric System National Surveys Socioeconomic Background National Bureau of Standards (DOC), Washington, DC. This 10th interim government report on the metric system controversy in the United States, conducted by the National Bureau of Standards in accordance with the Metric Study Act of 1968, is based upon a wide survey of available historical data. The comprehensive report on the entire U.S. Metric Study was sent to Congress in August 1971 by the Secretary of Commerce. Reviewing the origins and development of the metric system, its extensive history from the year 1607 to the present in the United States, a summary of stages in the movement to adopt the system nationwide, and the government's role, major issues surrounding the system are presented and discussed in detail. (AG) ED069885 A History of the Metric System Controversy in the United States. U.S. Metric Study Tenth Interim Report. 1971-08-00 307 Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Catalog No. C 13.10:345-10, $2.25) N/A 1971 -1

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Yes Body Language Classroom Communication Communication Problems Communication Skills Cross Cultural Studies Cultural Differences Culture Conflict Ethnic Groups Minority Group Children Minority Group Teachers Nonverbal Communication Sociocultural Patterns Teacher Responsibility Teacher Role Urban Schools Verbal Communication Grove, Cornelius Lee Journal Articles ERIC Clearinghouse on Urban Education, New York, NY. The anthropologist sees specific human non-verbal behavior as the medium through which relationships are maintained, regulated, and guided within culturally prescribed patterns. The spoken language, the use of space, eye-contact, smiling, and the use of the hand constitute unique patterns of behavior that are culturally specific and have wide variations cross-culturally. Cross cultural interferences in communication are largely the result of mistaken assignment of meaning. Some of the most perplexing cross cultural misunderstandings can occur when two people's patterns exhibit highly overt similarity and in fact have a significant number of identical forms and associated meanings, yet differ on more subtle levels. Included in the educational implications of cross cultural non-verbal problems is the level of detail that is required for the study of children from distinct cultures in different contexts. When considering what can be done for the urban classroom teacher, some of the answers may lie in equipping them with knowledge about the children's culture and with empathy. It is also important that teachers attempt to make up for gaps in knowledge by developing an open sensitive mind that actively impedes the formation of ethnocentric value judgments. (Author/AM) ED120275 Non-verbal Behavior Cross-Cultural Contact, and the Urban Classroom Teacher. Equal Opportunity Review P1-6 Feb 1976 1976-02-00 National Inst. of Education (DHEW), Washington, DC. 7 N/A 1976 -1

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Yes Academic Achievement Comparative Analysis Cross Cultural Studies Data Analysis Economic Development Economic Research Educational Assessment Educational Benefits Educational Quality Educational Research Foreign Countries Income International Organizations Relevance (Education) Salaries Salary Wage Differentials Statistical Data Psacharopoulos, George Reports - Research Organisation for Economic Cooperation and Development, Paris (France). The Organization for Economic Co-operation and Development (OECD) report consists of a collection of essays concerned with the relationship between earnings and education. One of its purposes was to collect the diverse sources of earnings classified by education in OECD countries. but the more important purpose was methodological. Thus, the major part of the volume is devoted to a review of four aspects of the relationship between earnings differentials and level of schooling: (1) the role of student ability, (2) the role of school quality in determining earnings, (3) the extent of monopoly elements in earnings by level of education, and (4) fringe benefits by educational level. In particular the OECD report discusses the issues and possible analyses ralated to education and earnings, analyzes the above-mentioned four special topics associated with the interpretation of earnings by educational level, documents the sources and presents in summary form whatever data are available on earnings by education in OECD countries, and points at some areas of future research. An appendix gives more detailed tabulations of earnings by education and documents the sources of such data in a number of countries. The document concludes with a four-page bibliography. (Author/BP) ED121959 Earnings and Education in OECD Countries. 1975-00-00 198 OECD Publications Center, Suite 1207, 1750 Pennsylvania Ave., N.W., Washington, D.C. 20006 ($5.00) N/A 1975 -1

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Yes Afro Asiatic Languages Amharic Cultural Background Instructional Materials Language Instruction Reading Materials Semitic Languages Sociocultural Patterns Student Developed Materials Teacher Developed Materials Textbooks Uncommonly Taught Languages Vocabulary Leslau, Wolf Books Ethiopia National Defense Education Act Title VI This reader is intended to provide material for the intermediate-level student of Amharic, as well as to introduce the student to the cultural and social life of Ethiopia. The 39 texts were each prepared by a different student at Haile Selassie I University, thus providing the reader with a variety of language styles. The Amharic texts are followed by their English translations, which are as close as possible to the original, and which retain Amharic technical terms. An Amharic-English glossary completes the volume. (AM) ED107102 Intermediate Amharic Cultural Reader. Final Report. 1973-10-00 Institute of International Studies (DHEW/OE), Washington, DC. 357 N/A 1973 -1

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Yes Attitude Measures Elementary Education Family Influence Group Testing Reading Reading Habits Reading Interests Student Attitudes Test Construction Test Reliability Test Validity Deck, Dennis Barnette, J. Jackson Reports - Research Pennsylvania State Univ., University Park. Center for Cooperative Research with Schools. Attitude toward reading is an important educational outcome and evaluative criteria due to its relationship to reading behavior and the refinement of reading skills. However, existing scales for assessing reading attitudes are invalid, are constrained by a ceiling effect, or are difficult to administer. A reading attitude assessment package was developed to overcome some of the inadequacies of these scales. The resulting measures were reliable and special provisions were made for testing primary level students. The relationship of the scores to reading achievement, reading behavior, and home environment is discussed. (Author) ED128407 Measuring Attitudes Toward Reading in Large Scale Assessment. 1976-04-00 21 N/A 1976 -1

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Yes Advocacy Athletics Camping Deaf Blind Exceptional Child Services Games Leisure Time Play Play Therapy Playground Activities Recreation Recreational Activities Rehabilitation Counseling Resource Materials Severe Disabilities Nesbitt, John A., Ed. Guides - General Iowa Univ., Iowa City. Recreation Education Program. Based on position papers and proceedings of the National Institute on Program Development and Training in Recreation for Deaf-Blind Children, Youth, and Adults, the document presents approximately 50 brief articles for use by parents, teachers, rehabilitation personnel, and therapeutic recreation personnel. Sections cover the following topics (sample article topics in parentheses): perspectives on recreation (suggestions for activities and games); play, recreation, and leisure (arts and crafts, camping, and sports); leisure education (role of the school); special considerations in recreation (problems and issues); consumerism and advocacy for recreation (strategies for advocacy); evaluation in recreation (evaluation of motor skills); guidelines on recreation (recreation's contribution to rehabilitation and education); administration of recreation (coordinating development of services); and sources of information and assistance (regional centers, and information and research centers). Included is a listing of contributors with brief background sketches. (IM) ED133981 Play, Recreation and Leisure for People Who Are Deaf-Blind. 1975-04-00 Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. 49 N/A 1975 -1

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Yes Cognitive Processes Conceptual Schemes Higher Education Learning Processes Memory Perception Reading Comprehension Reading Research Recall (Psychology) Retention (Psychology) Pichert, James W. Anderson, Richard C. Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. The two studies outlined in this report gauged college undergraduates' ability to learn and to recall the content of certain passages when provided with "directed perspectives" or context clues. In the first study, 63 subjects were divided into three groups, were asked to read two stories, and were assigned a perspective (home buyer, florist, etc.) from which to interpret the passages. Subjects then ranked certain identified idea units in each story, according to importance. In the second study, 113 subjects (none of whom was a participant in the original study) were asked to read the same two stories; different groups were assigned different perspectives from which to read. An assessment of recall ability, which was performed both immediately after reading and again a week later, indicated that an idea's importance in terms of a given perspective determined whether the idea would be learned and whether it would be recalled later. Results indicate the presence of high-level schemata which provide a framework for assimilating meaning in a text. Later, these schemata may provide the plan for the recovery of detailed information. Tables of findings are included. (KS) ED134936 Taking Different Perspectives on a Story. Technical Report No. 14. 1976-11-00 National Inst. of Education (DHEW), Washington, DC. 30 N/A 1976 -1

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Yes Higher Education Organization Organizational Theories Postsecondary Education as a Field of Study School Organization Theories Universities Marshall, R. Stephen Reports - Research Current knowledge about universities is such that approaches to their study should be both more frequently and more carefully made through organizational theory. While observers tend to agree about universities' general characteristics, important questions about their nature and viability are as yet unsettled. Michael Crozier's framework is discussed in particular as a device through which to pursue this study. While his views on organization seem to be empirically close to the university situation, reservations are offered about their wholesale adoption. An operational definition of the Crozenian approach is offered based on the author's own empirical work. (Author/MSE) ED139352 Toward a Theoretical Base for the Study of University Organizations. 1976-00-00 32 N/A 1976 -1

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Yes Information Networks Information Systems Interlibrary Loans Library Automation Library Networks Library Science Systems Development Wismer, Don Reports - Research Interlibrary loan (ILL) transactions are a major library problem because the increased volume places a burden on systems developed with no general plan. This report lists nine difficulties identified by the 1974 National Commission on Libraries and Information Science. Automated networking is imperative for ILL's future. The Ohio College Library Center (OCLC) is an emerging national, nonprofit network, undergoing continual evolution in its data bases, hardware, membership, and development of new subsystems. Its potential services and data base size make libraries eager to join. OCLC serves as an abbreviated National Union Catalog, and most members use the data base for ILL. An ILL subsystem is being developed to solve problems in communications, recordkeeping, bibliographic control, and cost, with six basic capabilities and three files. In the long range it can bridge the gap between network promotion and library education. The role of OCLC could be as chief overseer in planning as part of a larger network, or OCLC could become the major ILL facility in North America, thereby determining the future of librarianship. (Author/KP) ED139421 When OCLC Gets Ill...An Observer's Prognosis. 1977-04-00 30 N/A 1977 -1

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Yes Achievement Career Choice Employed Women Females Job Satisfaction Questionnaires Research Role Theory Vocational Interests Werner, Jeanne Elder Reports - Research Holland Vocational Preference Inventory Holland has found that his theory of vocational choice is a fair predictor of college women's vocational choices. This study investigated the applicability of Holland's theory to women employed full-time. The relationship of the criterion variables of achievement (salary) and job satisfaction to the predictor variables of homogeneity, consistency, congruency and role choice were investigated. A stratified sample of 348 women employed as factory workers, research scientists, teachers, bank employees, managers and supervisors, and commercial artists, interior decorators, writers represented Holland's six occupational types. An inverse relationship existed between homogeneity and salaries for Social and Artistic sub-groups. No relationship existed between homogeneity and salaries for the Total group or the Realistic, Investigative, Conventional, and Enterprising sub-groups. Moderately satisfied women in the Total group had significantly higher homogeneity scores than either the satisfied or dissatisfied women in the Total group. No significant difference was apparent between satisfaction and homogeneity when the group was divided into sub-groups. (Author) ED132455 Vocational Choices of Selected Working Women and Holland's Theory. 0000-00-00 5 N/A -1

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Yes Advance Organizers Cognitive Processes College Students Connected Discourse Learning Processes Memory Prose Reading Research Recall (Psychology) Scaffolding (Teaching Technique) Schemata (Cognition) Anderson, Richard C. And Others Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. Subjects read narratives about a meal at a fine restaurant or a trip to a supermarket. The same 18 items of food, attributed to the same characters, were mentioned in the same order in the two stories. As predicted from current formulations of schema theory, foods from categories determined to be part of most people's restaurant schemata were better recalled by subjects who read the restaurant narrative. Also as predicted, subjects who received the restaurant narrative were more likely to recall the character to whom a food had been attributed. However, contrary to expectation, subjects were equally likely to reproduce food-order information, whichever passage they had read. Information of the same significance in the context of either the restaurant or supermarket story was equally well recalled by the two groups. (Author) ED136236 Schemata as Scaffolding for the Representation of Information in Connected Discourse. Technical Report No. 24. 1977-03-00 National Inst. of Education (DHEW), Washington, DC. 18 N/A 1977 -1

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Yes Educational Innovation Educational Strategies Language Instruction Language Skills Listening Listening Comprehension Second Language Learning Speech Communication Speech Skills Teaching Methods Gary, Judith Olmstead Speeches/Meeting Papers This paper describes the rationale and strategies of a language teaching approach found to have been extremely effective with both adult and child learners. This approach does not require the language learner to speak until he feels comfortable doing so. Both past and current applications of a delayed oral practice approach to language learning are surveyed. Research described shows that language learners not required to speak immediately--though they may if they wish--can make more significant gains in reading, writing and speaking, as well as in listening comprehension, than students required to speak right away in a typical audio-lingual program. A variety of non-verbal response modes requiring active listening and student participation are discussed. (Author/AM) ED140675 Why Speak If You Don't Need to? The Case for a Listening Approach to Beginning Foreign Language Learning. 1976-07-00 24 N/A 1976 -1

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Yes Cultural Differences Culture Fair Tests Elementary Secondary Education Evaluation Methods Gifted Nontraditional Education Program Development Research Reviews (Publications) Screening Tests Talent Identification Teaching Methods Torrance, E. Paul Books ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA. Discussed in the monograph are methods for identifying and developing programs for culturally different gifted students. In an overview section, the important issues and trends associated with the discovery and nurturance of giftedness among the culturally different are considered; and screening methods which involve modified traditional procedures, instruments that seem to lack cultural bias, and culture specific procedures are reviewed. A nonpsychometric approach is offered for identifying strengths and using strengths to motivate learning, select learning experiences, and develop career plans in 18 areas (which include ability to express feelings and emotions; ability to improvise with commonplace materials and objects; and articulateness in role playing, sociodrama, and story telling). A final section focuses on alternative programs, approaches, and additional general guidelines for discovering and nurturing giftedness. Appended are a table summarizing studies of racial and socioeconomic bias of the Torrance Tests of Creative Thinking, a sample checklist for observing signs of giftedness among the culturally different, and an annotated list of biographies and autobiographies of successful culturally different people for young readers. (SBH) ED145621 Discovery and Nurturance of Giftedness in the Culturally Different. 1977-00-00 National Inst. of Education (DHEW), Washington, DC. 101 The Council for Exceptional Children, Publication Sales Unit, 1920 Association Drive, Reston, Virginia 22091 ($6.00) N/A 1977 -1

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Yes Behavioral Objectives Criterion Referenced Tests Curriculum Guides Engines Equipment Maintenance Instructional Materials Learning Activities Machine Repairers Mechanics (Process) Postsecondary Education Repair Secondary Education Task Performance Trade and Industrial Education Visual Aids Vocational Education Hires, Bill And Others Guides - General Missouri Univ., Columbia. Instructional Materials Lab. Mid-America Vocational Curriculum Consortium, Stillwater, OK. This curriculum guide contains the basic information needed to repair all two- and four-stroke cycle engines. The curriculum covers four areas, each consisting of one or more units of instruction that include performance objectives, suggested activities for teacher and students, information sheets, assignment sheets, job sheets, visual aids, criterion referenced tests, and test answers. Organization is as follows: (1) orientation: occupational introduction, safety, tools, and measuring; (2) basic small engine theory: engine identification and inspection, basic engine principles and design, principles of operation--four-stroke cycle, and principles of operation--two-stroke cycle; (3) electrical systems: basic electricity, ignition systems, charging systems, and starting systems; and (4) engine service: lubrication systems, cooling systems, fuel systems, governor systems, exhaust systems, troubleshooting, overhaul--four-stroke cycle engine, and overhaul--two-stroke cycle engine. (Several supplementary manuals are available to cover accompanying tasks for specific types of engines, e.g., motorcycles, snowmobiles, outboard motors). (BL) ED146392 Comprehensive Small Engine Repair. 1977-00-00 691 Mid-America Vocational Curriculum Consortium, 1515 West Sixth, Stillwater, Oklahoma 74074 ($20.00) N/A 1977 -1

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Yes Behavioral Objectives Curriculum Guides Job Skills Learning Activities Machine Repairers Mechanical Equipment Mechanical Skills Mechanics (Process) Motor Vehicles Postsecondary Education Secondary Education Skill Development Technical Education Unit Plan Visual Aids Vocational Education Hein, Jim Bundy, Mike Guides - General Mid-America Vocational Curriculum Consortium, Stillwater, OK. This motorcycle repair curriculum guide contains the following ten areas of study: brake systems, clutches, constant mesh transmissions, final drives, suspension, mechanical starting mechanisms, electrical systems, fuel systems, lubrication systems, and overhead camshafts. Each area consists of one or more units of instruction. Each instructional unit includes some or all of the following components: performance objectives, suggested activities for teacher and students, information sheets, assignment sheets, job sheets, visual aids, tests, and answers to the test. Units are planned for more than one lesson or class period of instruction. Full-page illustrations and diagrams are presented throughout the guide. A list of the recommended tools and equipment necessary to complete the jobs required in the instructional units and an alphabetized list of publications used in completing the guide are also included. (BM) ED146394 Motorcycle Repair. 1977-00-00 Oklahoma State Dept. of Vocational and Technical Education, Stillwater. 574 Mid-America Vocational Curriculum Consortium, 1515 West Sixth, Stillwater, Oklahoma 74074 ($20.00) N/A 1977 -1

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Yes Agency Cooperation Disadvantaged Educational Legislation Educational Needs Educational Policy Federal Legislation Government Role Handicapped Students Non English Speaking Political Influences Political Issues Politics Program Development Program Evaluation Public Policy Sex Discrimination State of the Art Reviews Vocational Education Stevenson, William W. Reference Materials - Bibliographies Education Amendments 1976 Ohio State Univ., Columbus. ERIC Clearinghouse on Career Education. This information analysis paper examines the Educational Amendments of 1976 projecting the effect of the amendments of vocational and technical education which may result and discussing immediate as well as long-range implications of the amendments. Organization of the paper is around areas of special legislative emphasis that will create the greatest change in vocational education: planning, data and information, evaluation, elimination of sex bias and sex stereotyping, special groups (disadvantaged, handicapped, English deficient), and program improvement (research and curriculum). Overall directives of the amendments are summarized and changes in internal operations of departments and programs of vocational education and changes that affect vocational education's relationships with other agencies such as the Comprehensive Employment and Training Act and with the public are discussed. Noting that the law is a good one but that there are problems with how it is funded, the author concludes that planning, data and information, and evaluation systems will probably become more sophisticated and will involve and influence a much broader segment of society, that the thrust to eliminate sex bias and stereotyping will hopefully cause vocational education to become more open and accepting in both programs and staffing, and that research has a tremendous challenge in providing the understanding and knowledge needed to channel change. (TA) ED149191 The Educational Amendments of 1976 and Their Implications for Vocational Education. Information Series No. 122. 1977-00-00 National Inst. of Education (DHEW), Washington, DC. 21 National Center for Research in Vocational Education Publications, Ohio State University, 1960 Kenny Road, Columbus, Ohio 43210 (IN 122, $2.35, quantity and series discounts available) N/A 1977 -1

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Yes Business Educational Strategies Exchange Programs Field Experience Programs Higher Education Industry Institutional Cooperation Internship Programs Literature Reviews Program Descriptions Program Development Released Time School Business Relationship State of the Art Reviews Teacher Education Unions Vocational Education Vocational Education Teachers Work Experience Kopp, Lee Cap, Orest Reference Materials - Bibliographies Ohio State Univ., Columbus. ERIC Clearinghouse on Career Education. Effective strategies to maximize the input of business, industry, and labor in vocational education personnel development programs are the focus of this information analysis paper. Topics developed in the paper include program development aspects of business, industry, and labor linkages with vocational education as they concern advantages of educators establishing linkages, and constraints to establishing these linkages. Successful examples of linkages, described in terms of benefits and prevailing patterns of programs, include the following: (1) personnel exchange programs, which provide opportunities for short-term, up-to-date work experiences for vocational educators, (2) cooperative internship programs, which provide relevant educational experiences that cannot be obtained through university instruction, and (3) business/industry/labor programs, which include industry-education councils, workshops, seminars, conferences, plant visits, and fellowships. Research dealing with these training programs is briefly discussed. Summary observations based on the literature review concerning the present state of business, industry, and labor linkages with vocational teacher education departments are presented. (TA) ED149193 Business/Industry/Labor and Personnel Development in Vocational Education. Information Series No. 124. 1977-00-00 National Inst. of Education (DHEW), Washington, DC. 49 National Center for Research in Vocational Education Publications, Ohio State University, 1960 Kenny Road, Columbus, Ohio 43210 (IN 124, $3.80, quantity and series discounts available) N/A 1977 -1

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Yes Cognitive Processes Comprehension Elementary Secondary Education Language Research Learning Processes Memory Prose Psychological Studies Reading Comprehension Reading Processes Reading Research Theories Anderson, Richard C. Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. This paper develops the thesis that the knowledge a person possesses has a potent influence on what he or she will learn and remember from exposure to discourse. After outlining some assumptions about the characteristics of the structures (schemata) in which existing knowledge is packaged, a theory of the processes involved in assimilating the information and ideas in discourse is developed. Data consistent with the theory are summarized from a variety of experiments. Educational implications of schema theory are also discussed. (AA) ED142977 Schema-Directed Processes in Language Comprehension. Technical Report No. 50. 1977-07-00 National Inst. of Education (DHEW), Washington, DC. 33 N/A 1977 -1

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Yes Adapted Physical Education Dance Physical Activities Physical Disabilities Psychological Needs Recreation Rehabilitation Teaching Methods Wheelchairs Hill, Kathleen Guides - General American Alliance for Health, Physical Education, and Recreation, Washington, DC. The final booklet in a series on physical education and sports for the handicapped presents ideas for teaching dance to the physically disabled. Introductory sections consider the rehabilitation role of dance, physiological and psychological benefits, and facilities for dance instruction. Step-by-step suggestions are given for teaching ballroom dance (waltz, foxtrot, merengue, cha-cha, rhumba, and tango), square dance, and folk dance to persons using wheelchairs and crutches. Also included are reprints of seven articles on dance and a listing of additional resources on dance. (CL) ED146720 Dance for Physically Disabled Persons: A Manual for Teaching Ballroom, Square, and Folk Dances to Users of Wheelchairs and Crutches. 1976-06-00 Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. Div. of Innovation and Development. 114 Physical Education and Recreation for the Handicapped, Information and Research Utilization Center (IRUC), 1201 Sixteenth Street, N.W., Washington, D.C. 20036 ($7.95) N/A 1976 -1

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Yes American Indians Anthropology Change Agents Cultural Background Differences Education Females Futures (of Society) Income Legal Problems Marriage Religion Sex Bias Sex Differences Sex Role Social Change Stereotypes Tribes Womens History Medicine, Bea Books ERIC Clearinghouse on Rural Education and Small Schools, Las Cruces, NM. Presenting varied perspectives describing the Native American woman, this book is divided into six chapters as follows: (1) Native Americans and Anthropology (this chapter illustrates the way in which anthropologists have helped stereotype American Indian women); (2) The Native American Woman in Ethnographic Perspective (emphasizing role variations and tribal differences, this chapter points up the importance of cultural background); (3) The Native American Woman in Historical Perspective (emphasis on the negative stereotyping of American Indians by historians, with the assertion that the historian typically stereotyped more severely than the anthropologist); (4) The Plain's Native American Woman (emphasis on Cheyenne sexual roles, sexual rites, and sexual taboos); (5) The Native American Woman in Transition (lengthy excerpts from a biographical account by Bonnin and a semi-autobiographical account by Qoyawayma, both women who have experienced change agent roles); (6) A Perspective of the Issues and Challenges Facing the Contemporary Native American Woman (low income; legal problems; sexism; the Women's Movement; questions re: marriage, identity, and inter-tribal marriage; education; and religion). (JC) ED151122 The Native American Woman: A Perspective. 1978-03-00 National Inst. of Education (DHEW), Washington, DC. 122 National Educational Laboratory Publishers, Inc., 813 Airport Boulevard, Austin, Texas 78702 (Stock No. EC-064; $6.00) N/A 1978 -1

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Yes Beginning Reading Elementary Education Language Arts Language Experience Approach Language Skills Literature Reviews Reading Instruction Reading Programs Reading Readiness Reading Research Teaching Methods Writing Skills Hall, MaryAnne Reports - Research ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. International Reading Association, Newark, DE. This book reviews the research literature relevant to the language experience approach to the teaching of reading, in which instruction is based upon the use of reading materials created by writing down children's spoken language. The first major section provides a narrative review of the research studies, organized, for the most part, chronologically. The results are then synthesized around specific topics: general achievement, readiness, oral language, vocabulary, word analysis, creative writing, spelling, comprehension, use with special populations, affective factors, teacher education, and language differences. Recommendations for further research and a bibliography of research studies conclude the book. (AA) ED147799 The Language Experience Approach for Teaching Reading: A Research Perspective. Second Edition. 1977-12-00 National Inst. of Education (DHEW), Washington, DC. 54 International Reading Association, 800 Barksdale Road, Newark, Delaware 19711 (Order No. 861, $1.75 member, $2.25 non-member) N/A 1977 -1

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Yes American History Cross Cultural Studies Cultural Exchange Culture Contact Developing Nations Diplomatic History Exchange Programs Foreign Policy Government Role Intercultural Programs International Educational Exchange International Relations Latin American Culture Political Influences Primary Sources Program Descriptions Program Evaluation Social Influences Espinosa, J. Manuel Books Bureau of Educational and Cultural Affairs (Dept. of State), Washington, DC. Focusing upon the role of the United States government in furthering educational and cultural relations with other nations, the book presents a history of cooperative exchange between the United States and Latin America from 1936-48. The report, based upon primary source material in the form of communications between the Department of State and foreign service posts in Latin America, is presented in six major sections. Section I investigates origins of the Pan American Movement in the early 1800s and reviews private inter-American cultural exchange activities before 1930. Section II outlines the genesis of the program, reviews the good neighbor policy, and evaluates the significance of the 1936 Buenos Aires Conference for the Promotion of Inter-American Cultural Relations. The third section examines program policy in areas such as selecting advisory committees, maintaining contact with universities, and acquiring clearance from Latin American governments for U.S. government activities. Growth and change of the program during World War II are chronicled in Section IV, followed by examination of program activities during the 1940s throughout the United States and Latin America. The final section provides highlights from diaries, letters, and other memoranda of the more than 3,000 individuls from both the United States and Latin America who participated in Department of State cultural exchanges between 1936 and 1948. (Author/DB) ED150051 Inter-American Beginnings of U.S. Cultural Diplomacy, 1936-1948. Cultural Relations Programs of the U.S. Department of State: Historical Studies, Number 2. 1976-12-00 360 Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 044-000-01620-6 $6.20, hardbound) N/A 1976 -1

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Yes Data Analysis Elementary Secondary Education Emotional Response Item Analysis Psychological Needs Public School Teachers Rating Scales Stress Variables Teacher Attitudes Teacher Response Teaching Conditions Teaching Experience Urban Teaching Vocational Adjustment Work Attitudes Cichon, Donald J. Koff, Robert H. Reports - Research English The Teaching Events Stress Inventory was designed to measure the degree of stress caused by thirty-six events associated with the teaching profession. The inventory was completed by 4,934 elementary and secondary school teachers employed by the Chicago Board of Education. Event one on the inventory, the first week of the school year, was given an arbitrary stress value of 500, and teachers were asked to rate subsequent events numerically as more or less stressful than this event. Results were used to provide a quantitative basis for the investigation of stress, to ascertain differential reactions by educators with different backgrounds and situational characteristics, and to determine implications for educational policy. The 36 items and their descriptive statistics are appended. Discriminant analysis revealed no significant differences for sex, age, race, or type of school. In rank-ordering of teaching events, violence and student discipline, management of disruptive children, threats of personal injury, assaults on colleagues, and verbal abuse by students were priority concerns. Management tension events, such as involuntary transfer, overcrowded classrooms, notice of unsatisfactory performance, lack of books and supplies, and disagreement with supervisor imposed stress upon teachers in the form of action constraints. Maintaining self-control when angry and teaching low achievers were concerns related to professional competency. Events which induced relatively little stress included teacher-parent conferences, teaching bilingual students, and taking additional coursework for promotion. Recommendations are made for future research and educational policy. (Author/JAC) ED160662 The Teaching Events Stress Inventory. 1978-03-00 27 N/A 1978 -1

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Yes Early Childhood Education Educational Games Learning Motivation Memorization Mnemonics Preschool Children Research Retention (Psychology) Rote Learning Scott, L. Carol Goetz, Elizabeth M. Reports - Research Kansas Univ., Lawrence. Dept. of Human Development. English The purpose of the present study was to examine the effects of game-like learning activities, as compared to rote memorization procedures, on preschool subjects (n=8) recitation of their home telephone numbers. A rhyming mnemonic memory device was incorporated into the game procedures. A group design was used with a pretest-training-posttest format for both training groups. Analyses of the individual and group data indicate that subjects trained with the rote memorization procedures made fewer errors during training, demonstrated more accurate acquisition of the digit-chains, and demonstrated retention after a longer period of time than the subjects who were trained with the game procedures. Task difficulty and the daily criterion-level probe format may have influenced the results. The effects observed indicate that further research is necessary on the efficacy of game-like academic training with young children. (Author/RH) ED174357 Memorization Tasks: Rote Learning Vs. "Fun" Learning. 1978-00-00 Office of Education (DHEW), Washington, DC. 26 N/A 1978 -1

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Yes Academic Achievement Cognitive Style Computer Assisted Instruction Early Childhood Education Financial Policy Global Approach Measurement Models Parent Child Relationship Preschool Children Preschool Education Public Education Writing Skills Silverman, Charles, Ed. Collected Works - General Opinion Papers Reports - Research High/Scope Educational Research Foundation, Ypsilanti, MI. English This report provides articles on several topics related to the education of young children. In the introduction High/Scope President David P. Weikart suggests that public investment in preschool education is a wise and economically sound social policy. New studies of the long term effects of preschool are demonstrating the staying power of early education experiences that took place almost 20 years ago. William Fabricius places Immanuel Kant's conclusions about reality and knowledge in the context of Enlightenment and Romantic philosophy, and explores some parallels and divergencies between Kantian and Piagetian theories. Robert Halpern discusses economic issues pertinent to international policy for preschool programs. James T. Bond, Lynne Tamor and Robert D. Matz discuss High/Scope research on a range of measures of children's writing abilities. Robert L. Egbert and Margaret E.G. Brisch argue that early childhood programs derived from a single pedagogical perspective are more likely to produce coherent and consistent results than the eclectic approaches that until recently have marked the field. Bernard Banet envisions increased uses in education for tiny, inexpensive computers and related electronic devices. Ann S. Epstein and Judith Evans discuss results of High/Scope longitudinal research which indicate positive and negative dimensions of parent-child interaction which predict children's scholastic performance. Their findings point to the conclusion that the mother-child relationship both influences and is influenced by children's early learning styles. (Author/RH) ED176856 The High/Scope Report. Number Four. 1979-00-00 55 N/A 1979 -1

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Yes Adolescents Attribution Theory Children Developmental Psychology Developmental Stages Individual Development Perspective Taking Research Methodology Social Cognition Social Development Paget, Katherine Frome Speeches/Meeting Papers Reports - Research English Research in developmental social cognition should detail commonalities between self and other as well as the self-other differentiation process. A method which indexed developmental changes in the understanding of both intersubjective rules of interpersonal behavior and subjective individual perspectives was devised to research questions concerning (1) the relation between causal inferences and formal operational thinking skills or context dependency, and (2) the relationship between perspective taking-ability and person perception. Boys and girls clearly characterizied by either concrete operational transitional, and fully formal operational skills were formed into sex balanced groups of 20 subjects each. Cognitive ability level was assessed and the vocabulary subtest on the WISC or the WAIS was administered. Subjects were then individually presented three fairy-tale segments, with pictorial sequences. The stories chosen included causal chains of events which were available to the subject, but which lent themselves to different interpretations by characters in the stories. Each subject was asked to retell the story as presented to him or her, relate the story first from the perspective of the protagonist and then from that of a late-arriving bystander, and answer questions after each story. Story reconstructions were content analyzed. Among the results, formal operational subjects were more interpretive and psychological in their responses than both their concrete and transitional counterparts. Concrete and transitional subjects did not significantly differ. (Author/RH) ED176885 Reemphasizing the Social in Social Cognition. 1979-09-00 15 N/A 1979 -1

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Yes Birth Rate Climate Climate Control Conservation (Environment) Death Depleted Resources Ecological Factors Ecology Economic Development Economic Factors Economic Status Employed Women Energy Energy Conservation Field Crops Fisheries Food Forestry Fuel Consumption Futures (of Society) Global Approach Health Conditions Income Inflation (Economics) Land Use Marine Biology Natural Resources Petroleum Industry Physical Environment Political Influences Population Distribution Population Growth Population Trends Recycling Social Change Social Influences Social Systems Soil Conservation Unemployment Water Resources Brown, Lester R. Books Worldwatch Inst., Washington, DC. The purpose of this book is to examine the interaction of the world's ecological, economic, and social systems. It is divided into 12 chapters, with the first chapter providing an introduction and overview. Chapter two assesses the dimensions of the ecological stresses being put on the environment, specifically, the world's oceans, forests, grasslands, and croplands. Chapter three points out some of the consequences of these stresses. The fourth chapter considers the trends and dangers of population growth and urges population stabilization. Chapter five discusses the energy situation and the transition from petroleum to nuclear, coal, solar, and other alternative energy sources. Chapter six examines the food economy and what has and can be done to ease world food shortages. Chapter seven studies the economic stresses of inflation, unemployment, capital scarcity, labor production, and the slowing of economic growth around the world. The eigth and ninth chapters deal with the social and ecological significance of the distribution of wealth both among and within societies. Chapter ten discusses the accommodations to the earth's natural systems and resources that must take place. The last two chapters concentrate on how these accommodations will be accomplished, and who will be involved in the process. (Author/JK) ED153893 The Twenty-Ninth Day: Accomodating Human Needs and Numbers to the Earth's Resources. 1978-00-00 375 W.W. Norton and Company, 500 Fifth Avenue, New York, New York 10036 ($11.95 hardbound, $3.95 paperbound) N/A 1978 -1

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Yes Demonstration Programs Directories Drug Abuse Federal Aid Fellowships Financial Support Grants Mitchell, Lonnie E. Reference Materials - Directories/Catalogs National Inst. on Drug Abuse (DHEW/PHS), Rockville, MD. English This catalog lists for individuals, universities and colleges, and Single State Agency directors training grants supported by the National Institute on Drug Abuse. The four different types of grants described are developmental, career teacher, individual fellowship, and institutional research training grants. Each section is divided alphabetically by state. Because the training grants are a component of the National Manpower and Training System (NMTS), the first half of the directory is a description of NMTS in order to place the grants in their proper context. The NMTS description provides an historical perspective, including the system's development and structure, and its activities in the Manpower Training Branch, National Drug Abuse Center, Regional Support Centers, State Training Support Program, Career Development Centers, Health Professions Education Program, Developmental Training Grants Program, Research Fellows Training Grants Program, Federal Agency Manpower Training Group, and contracted services. (Author) ED177430 National Institute on Drug Abuse Training Grants Directory. 1979-04-00 Department of Health, Education, and Welfare, Washington, DC. 27 Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 N/A 1979 -1

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Yes Cost Effectiveness Elementary Secondary Education Income Interest (Finance) Investment Linear Programing Mathematical Models Models Money Management School Districts Dembowski, Frederick L. Reports - Descriptive Speeches/Meeting Papers English This paper discusses a model to optimize cash management in school districts. A brief discussion of the cash flow pattern of school districts is followed by an analysis of the constraints faced by the school districts in their investment planning process. A linear programming model used to optimize net interest earnings on investments is developed and discussed. The paper concludes that the use of this cash management technique can result in millions of additional revenue dollars for school districts every year. (Author/LD) ED179016 A Model for Determining School District Cash Flow Needs. 1979-10-00 16 N/A 1979 -1

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Yes Bibliographies Evaluation Criteria Measurement Techniques Medical Care Evaluation Medical Services Models Program Evaluation Quality Control Research Methodology Research Needs Standards State of the Art Reviews Donabedian, Avedis Reports - Research National Center for Health Services Research and Development (DHEW/PHS), Rockville, MD. English In this paper the author assesses the state-of-the-art on quality assessment and monitoring of medical care and makes recommendations for needed research in this area. Following a brief introduction, the content is presented in two sections. The first, providing a frame of reference, covers definitions; quality assessment and program evaluation; relationship of quality and quantity; relationship of quality and cost; strategies of care; structure, process, and outcome; monitoring versus research; and the uses of outcomes. The second section presents a catalog of needed research on assessing and monitoring the quality of medical care. The research areas covered are as follows: basic explorations and studies of what constitutes quality, description of prevalent patterns and strategies of care, the epidemiology of quality, the relationship of structure to process or outcome, development of basic tools for assessment, specification and testing of system-design elements, comparative studies of quality using different approaches, further development of promising current approaches, integrative measures of quality, applications to special areas, consumer perspectives and the consumer's role, quality assessment and monitoring as a social process, and effectiveness and the factors that influence it. An extensive bibliography is attached. (EM) ED164866 Needed Research in the Assessment and Monitoring of the Quality of Medical Care. NCHSR Research Report Series. 1978-07-00 46 National Center for Health Services Research, Office of Scientific and Technical Information, 3700 East-West Highway, Room 7-44, Hyattsville, Maryland 20782 N/A 1978 -1

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Yes Calculators Educational Change Elementary Secondary Education Instructional Materials Mathematics Education Mathematics Instruction Research Reviews (Publications) State of the Art Reviews Suydam, Marilyn N. Information Analyses Ohio State Univ., Columbus. Calculator Information Center. English This document actually consists of two state-of-the-art reviews on the use of calculators in education, one prepared in April 1978 and the second in May 1979. Each presents a concise summary of current status, with sections elaborating on the extent of use of calculators in schools, research on calculator effects, the development of instructional materials, and continuing concerns for research and development effort. References are included. (MS) ED171573 The Use of Calculators in Pre-College Education: A State-of-the-Art Review. 1979-00-00 National Inst. of Education (DHEW), Washington, DC. 21 N/A 1979 -1

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Yes Athletics Colleges Educational History Extracurricular Activities Nonformal Education Politics Program Development Public Schools Socialization Urban Problems Ladd, Wayne M., Ed. Lumpkin, Angela, Ed. Creative Works Historical Materials American Alliance for Health, Physical Education, and Recreation, Washington, DC. National Association for Sport and Physical Education. English The foundations of the educational sporting heritage are examined in this collection of articles. The book is divided into two topical sections--Interscholastic Sport and Intercollegiate Sport. Both units are introduced by a study of a significant individual who was either a leader in or a reflector of sport in education, and are followed by papers which expand on historical foundations of specific aspects of educational sports. (JD) ED179549 Sport in American Education: History & Perspective. History of Sport and Physical Education Academy Symposia (March 24, 1977 and April 6, 1978). 1979-00-00 144 AAHPERD Publications Sales, 1201 16th St. N.W., Washington, D.C. 20036 ($7.00) N/A 1979 -1

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Yes Adult Education Consumer Education Educational Research Home Economics Home Economics Education Instructional Materials Learning Learning Processes Occupational Home Economics Postsecondary Education Professional Training Regional Schools Research Projects Secondary Education Sex Stereotypes Teacher Education Teaching Methods Vocational Schools Nelson, Helen Y. Collected Works - Serials Information Analyses Ohio State Univ., Columbus. National Center for Research in Vocational Education. ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English This review and synthesis of research on home economics education covers studies done during the period 1970-1978. Research reports cover the following topics: consumer-homemaking education, occupational home economics programs in the junior and senior high schools, postsecondary and outreach programs for adults, area vocational schools, and home economics teacher education. The review focused on those studies investigating significant problems which tested theoretically derived hypotheses, those which approached problems in an innovative manner, those which illustrated a continuity of research, those which tended to conceptualize problems, and those which test experimental or quasi-experimental designs. The studies are divided into the following sections: the professional education of teachers; professionalism in home economics education; learning processes and teaching methods; needs, characteristics, and interests of learners; curriculum and teaching materials; sex-role stereotyping; occupations in home economics fields; evaluation; responsiveness to needs for information; and recommendations for future research. A list of references concludes the document. (CP) ED179768 Home Economics Education; A Review and Synthesis of the Research. Information Series No. 184. 1979-00-00 National Inst. of Education (DHEW), Washington, DC. 135 National Center Publications, National Center for Research in Vocational Education, The Ohio State University, 1960 Kenny Road, Columbus, Ohio 43210 ($7.75) N/A 1979 -1

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Yes Elementary Education Evaluation Methods Language Processing Questioning Techniques Reading Comprehension Reading Instruction Reading Processes Reading Research Teaching Methods Trabasso, Tom Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English This report examines how the making of inferences plays a role in the comprehension of narratives. The report poses and discusses seven questions: What are inferences? What functions do they perform? What is required to make inferences? What processes are involved? What kinds of inferences are there? How can readers' inferences be assessed? Can comprehension be promoted through asking inferential questions? (FL) ED181429 On the Making of Inferences During Reading and Their Assessment. Technical Report No. 157. 1980-01-00 National Inst. of Education (DHEW), Washington, DC. 38 N/A 1980 -1

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Yes Discourse Analysis Elementary Education Language Processing Language Skills Linguistics Reading Comprehension Reading Instruction Reading Research Reading Skills Adams, Marilyn Bruce, Bertram Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Some of the aspects of the author/reader relationship that make communication possible are discussed in this paper. The paper begins by describing the most important components of that relationship. Next, through an analysis of two readings of one of Aesop's fables, it illustrates the way the author and the reader must depend on these components. It then focuses on three kinds of knowledge that the author and reader must use for successful communication to take place: conceptual knowledge, social knowledge, and story knowledge. Finally, it discusses implications of this work for reading education. (FL) ED181431 Background Knowledge and Reading Comprehension. Reading Education Report No. 13. 1980-01-00 National Inst. of Education (DHEW), Washington, DC. 48 N/A 1980 -1

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Yes Administrators Court Litigation Court Role Desegregation Effects Desegregation Litigation Educational Change Elementary Secondary Education Racial Integration School Desegregation Social Sciences Greenberg, Jack And Others Collected Works - General Legal/Legislative/Regulatory Materials Brown v Board of Education ERIC Clearinghouse on Educational Management, Eugene, OR. English Eight papers examining different aspects of the effects of court decisions on education are contained in this book, the first of two volumes. The papers were solicited from scholars in the fields of law, political science, sociology, and education in conjunction with a 1979 conference held in Madison, Wisconsin. The conference was called to analyze the impact of judges' decisions on school policy, particularly in the areas of desegregation, finance, and student rights and discipline. The contributors analyze the courts' role in fostering the racial integration of the nation's schools. Chapter 1 contains a plaintiff's view of the process set in motion 25 years ago by "Brown v. Board of Education." Chapter 2 points out differences between social science and the law that restrict the use of social science testimony in public school desegregation cases. The third and fourth chapters are indepth studies of the desegregation processes in two cities, Boston and Milwaukee. (Author/LD) ED181526 Schools & the Courts. Volume I: Desegregation. 1979-00-00 National Inst. of Education (DHEW), Washington, DC. 128 ERIC Clearinghouse on Educational Management, University of Oregon, Eugene, OR 97403 ($5.95; $10.95 for both Volume I and Volume II) N/A 1979 -1

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Yes Curriculum Development Curriculum Evaluation Educational Objectives Evaluation Methods Linking Agents Media Selection Needs Assessment Program Evaluation Student Motivation Gow, Doris T. Guides - Non-Classroom Reports - Descriptive Pittsburgh Univ., PA. Learning Research and Development Center. English This paper explains the use of intrinsic analysis procedures developed, as part of the Pennsylvania School Improvement Program (PSIP), to evaluate and choose curriculum materials and instructional programs. An intrinsic analysis, as distinct from an evaluation using outcome measures or classroom processes, employs research criteria to make decisions about the adequacy of curricular components. The intrinsic analysis looks at four elements of the Cooley-Lohnes Model for assessment of classroom practices: motivators, opportunity, structure, and instructional events. It also draws upon the Process Individualized Curriculum (PIC) model of curriculum design. When using this analysis of curriculum materials, the investigator first assesses whether the materials provide the conditions that research suggests are motivating to students. Second is an evaluation of the intensity of the cognitive activity provided. Analyzing structure involves examining structure, sequence, placement procedures, testing adequacy, and exemplary appropriateness. Finally, instructional strategies are analyzed for appropriateness, consistency, provision for higher level skills, and adequacy of teacher manuals. (Author/JM) ED181555 Curriculum Analysis: An Aid to Selection, Adaptation and Implementation of Curricula. 1977-07-00 National Inst. of Education (DHEW), Washington, DC. Dissemination and Resources Group. 63 N/A 1977 -1

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Yes Congruence (Mathematics) Geometric Concepts Geometry Instructional Materials Mathematics Curriculum Mathematics Instruction Plane Geometry Secondary Education Secondary School Mathematics Solid Geometry Teaching Guides Tests Textbooks Trigonometry Vaughan, Herbert E. Szabo, Steven Guides - Classroom - Teacher Illinois Univ., Urbana. Committee on School Mathematics. English This is the teacher's edition of a text for the second year of a two-year high school geometry course. The course bases plane and solid geometry and trigonometry on the fact that the translations of a Euclidean space constitute a vector space which has an inner product. Congruence is a geometric topic reserved for Volume 2. Volume 2 opens with an analysis of basic properties of perpendicularity and distance which leads to the introduction of an inner product of translations and to the development of Euclidean geometry and trigonometry. The basic facts concerning volume-measures of solids are dealt with in an appendix to Volume 2. The commentary contains answers to all exercises and questions raised in the text, sample (or suggested) quizzes, keys to the chapter tests, suggestions to the teacher, and a great deal of mathematical and logical background material which has proved to be helpful in orienting teachers in preparation for teaching the course. (Author/MK) ED186277 A Vector Approach to Euclidean Geometry: Inner Product Spaces, Euclidean Geometry and Trigonometry, Volume 2. Teacher's Edition. 1973-00-00 National Science Foundation, Washington, DC. 988 N/A 1973 -1

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Yes Cohort Analysis Curriculum Evaluation Databases Foreign Countries Graduate Surveys Higher Education Individual Characteristics Longitudinal Studies Psychological Testing Student Teachers Success Teacher Education Curriculum Teacher Effectiveness Dravland, Vern Greene, Myrna Speeches/Meeting Papers Reports - General Canada English The Qualitative Analysis of the University of Lethbridge Teacher Education Program (QAULTEP) is designed to follow students from their admission into the university, through the education program, and into their first five years of teaching experience. Although designed initially for analysis of data, it will evolve eventually into a model for evaluating teacher education programs. The data bank has been expanded to include almost 400 variables on each of about 700 education majors. The information includes demographic data collected on admission (such as grades, courses, major, psychological test results, and English competency) and during the educational program (such as field experiences and professional semester performance, education courses, and termination status). Data on teaching success have been collected for a subset of students. (Six completed QAULTEP studies and 13 student research reports are listed. A summary of research findings is presented, together with a statement of future directions for the project.) (CTM) ED177171 Development of a Model for the Evaluation of Teacher Education Programs. 1979-04-00 21 N/A 1979 -1

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Yes Aspiration Classroom Environment Classroom Techniques Elementary Education Friendship Group Dynamics Interaction Process Analysis Interpersonal Relationship Leadership Social Relations Socialization Student Behavior Vacha, Edward F. And Others Guides - Classroom - Teacher California State Dept. of Education, Sacramento. English The goal of this book is to help teachers create a positive social climate in the elementary school classroom. Six group processes areas are identified as combining to create the social climate of the classroom: (1) attraction; (2) leadership; (3) communication; (4) student norms of conduct; (5) individual expectations; and (6) group cohesion. The book is divided into six sections, one for each of these six group processes areas. Each of these sections is further divided into four subsections. Each section begins with an introduction that explains the theories around which the lessons for that area are designed, the goals of the lessons for that area, and a discussion of classroom management techniques necessary to support and reinforce the lessons. (JD) ED178514 Improving Classroom Social Climate: Teacher's Handbook. 1979-03-00 292 Holt, Rinehart and Winston, 383 Madison Avenue, New York, N.Y. 10017 ($19.95) N/A 1979 -1

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Yes Academic Achievement Adolescents Cognitive Processes Cross Sectional Studies Elementary Secondary Education Individual Differences Longitudinal Studies Self Concept Socioeconomic Status Student Development Student Interests Dusek, Jerome B. Reports - Research Syracuse Univ., NY. Dept. of Psychology. English Numerous studies indicate age and sex differences in adolescent interests and self-concept development; however, few longitudinal studies have been conducted outside the area of vocational interests. It was hypothesized that an examination of data from both cross-sectional and longitudinal samples would clarify age and sex differences in the development of adolescent self-concept. Male and female elementary, middle, and high school students completed questionnaires, a self-concept scale, interest assessments, and instruments about the sources of information used by adolescents. Results indicated that cognitive functioning was a primary determinant of self-concept. Environmental encounters such as peer/family relationships, school, role-taking, and reactions of others affected self-concept. The longitudinal data demonstrated consistency in self-concept measures over time. Cross-sectional comparison data, showing grade-level differences, did not replicate each other. Interest in interpersonal relationships, education, human ecology, and drugs was higher for older students than younger students. Social class and academic achievement had little effect on self-concept development. (Author/HLM) ED189484 The Development of the Self-Concept in Adolescence. Final Report. 1978-07-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. 127 N/A 1978 -1

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Yes Academic Freedom Freedom of Speech Higher Education Legal Problems Legal Responsibility News Media Press Opinion School Law School Newspapers School Publications Student Rights Duscha, Julius Fischer, Thomas American Association of State Colleges and Universities, Washington, DC. This document investigates the collegiate press. Part one--The Campus Press--observes the development, expectations and present status of the campus press. Conclusions indicate the need for an independent student newspaper. Part two reviews the law and the campus press, particularly legal distinctions between public and private colleges and universities and between campus press and public press, legal consequences for three ways of operating a university newspaper, responsibilities of the campus press, consequences of selection of staff, and legal consequences of using the institution's name. Appendices for part one include a 28-item bibliography, the University of California agreement, and articles of incorporation of the Daily Californian. Appendices for part two examine limitations of free speech and review important cases. (MJM) ED078736 The Campus Press: Freedom and Responsibility. 1973-04-00 John and Mary R. Markle Foundation, New York, NY. 118 American Association of State Colleges and Universities, One Dupont Circle, Suite 700, Washington, D.C. 20036 ($3.50) N/A 1973 -1

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Yes Adolescents Age Differences Behavior Patterns Birth Expectation Females Life Style Mother Attitudes Mothers Occupational Aspiration Unwed Mothers Presser, Harriet B. Reports - Research Speeches/Meeting Papers National Technical Information Service (DOC), Springfield, VA. English Most research on teenage parenthood is concerned with illegitimacy and its determinants such as attitudes toward sex, contraceptive knowledge and practice, family relationships, and cultural factors. Empirical studies on the consequences of illegitimacy are generally limited to problems of recidivism, school dropouts, and welfare dependency. Whether getting married when very young because of pregnancy is more socially advantageous than being an unmarried parent has never been rigorously demonstrated. In initial and follow-up interviews, women who had their first births when they were teenagers were compared to women in their twenties at the time of first birth to examine differences in role aspirations and behavior. Teenage mothers: (1) were less likely to plan the timing of motherhood; (2) found that the onset of childrearing responsibilities had a limiting effect on their role activities; (3) were less likely to realize their work aspirations; and (4) differed from older mothers in that a substantial proportion wanted no more than one child, and a sizeable group wanted four or more children. (Author/HLM) ED192189 Social Consequences of Teenage Childbearing. 1975-10-00 National Institutes of Health (DHEW), Bethesda, MD. 36 N/A 1975 -1

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Yes Computer Assisted Instruction Computer Managed Instruction Conventional Instruction Cost Effectiveness Educational Attitudes Individualized Instruction Instructional Materials Military Training Orlansky, Jesse String, Joseph Reports - Evaluative English This comparison of the cost effectiveness of conventional, individualized, computer-assisted (CAI) and computer-managed instruction (CMI) for military training is based on data drawn from experiments of limited duration with relatively few students. All findings are confounded by effects that may be due to either CAI or CMI in comparison to conventional instruction, or to the revisions in course materials needed to modify a course from conventional to computer-based instruction. Analysis of these data indicate that, while CAI and CMI save about 30 percent (median) of the time required by students to complete the same courses given by conventional instruction, student attrition appears to increase with CAI or CMI as compared to conventional instruction; changes in student quality may account for this increase. It was concluded that students prefer CAI or CMI to conventional instruction, attitudes of instructors are unfavorable to CAI and CMI, individualized instruction (without computer support) saves student time, and little additional student time is saved when the same courses are given by CAI or CMI. Cost savings attributed to CAI and CMI are based on estimates of pay and allowances of students for time saved by these methods. (Author/MER) ED195227 Cost-Effectiveness of Computer-Based Instruction in Military Training. 1979-04-00 Institute for Defense Analysis, Arlington, VA. 215 N/A 1979 -1

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Yes Case Studies Comparative Analysis Educational Objectives Elementary Education Equalization Aid Financial Policy Foreign Countries Statistical Analysis Statistical Data Noah, Harold J. Sherman, Joel D. Reports - Descriptive Numerical/Quantitative Data Australia California Canada Florida Germany Netherlands Norway Sweden United Kingdom Yugoslavia Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation. English This comparative study of primary school finance is based on ten studies of the arrangements for financing primary education in Australia, Canada, the Federal Republic of Germany, Italy, the Netherlands, Norway, Sweden, the United Kingdom, the United States, and Yugoslavia. Chapter 1 describes the variety of approaches that individual countries use to finance their primary schools and the major trends in school finance policy in each country. Chapter 2 of the study compares and contrasts the diverse arrangements that countries have developed to accomplish particular educational policy objectives. Finally, chapter 3 summarizes the report and indicates some of its limitations as well as its contributions to comparative study. One of the findings that emerge is that some of the federal countries equalize at as high, or at even higher levels, than do some of the unitary states. Also, the presence of a federal form of government structure does not appear to be controlling with respect to either the intensity, or the success, of equalization efforts. (Author) ED179019 Educational Financing and Policy Goals for Primary Schools. General Report. 1979-00-00 73 OECD Publications and Information Center, Suite 1207, 1750 Pennsylvania Ave., N.W., Washington, DC 20006 ($5.50) N/A 1979 -1

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Yes Disabilities Eligibility Evaluation Criteria Evaluation Methods Gifted Handicap Identification Identification Student Evaluation Talent Talent Identification Guides - Non-Classroom Louisiana Louisiana State Dept. of Education, Baton Rouge. English The handbook on pupil appraisal presents specific criteria and information regarding eligibility, screening, and evaluation of handicapped and gifted children in the state of Louisiana. Criteria for eligibility indicate the type of data which must be collected in the initial screening and/or educational assessment program to justify a more indepth child study. Procedures for evaluation specify minimal areas and depths of data collection, and suggest the type of professional most qualified to gather and interpret the data in a certain area. For each exceptionality, information provided includes definitions, developmental information and characteristics, criteria for eligibility, and procedures for screening and evaluation. Conditions covered include autistic, deaf/blind, emotionally disturbed, gifted, talented, hearing impaired, hospital/homebound, infants, learning disabled, mentally retarded, multihandicapped, noncategorical early childhood handicapped, orthopedically handicapped, otherwise health impaired or handicapped, severe language disordered, slow learner/educationally handicapped, speech impaired, and visually handicapped. (Author/DLS) ED189747 Pupil Appraisal Handbook. Bulletin 1508. 1978-00-00 123 N/A 1978 -1

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Yes Adoption Child Welfare Day Care Federal Aid Federal Legislation Foster Family Social Services Legal/Legislative/Regulatory Materials Aid to Families with Dependent Children Social Security Act Congress of the U.S., Washington, DC. House. English The provisions of the Adoption Assistance and Child Welfare Act of 1980 (Public Law 96-272 of the 96th Congress) are delineated in this legislative bulletin. The primary purposes of the Act are (1) to establish a program of adoption assistance; (2) to strengthen the program of foster care assistance for needy and dependent children; and (3) to improve child welfare, social services, and aid to families with dependent children programs. Sections of Title I of the Act specify Federal payments for foster care, adoption assistance, and dependent children voluntarily placed in foster care. Title II includes sections on the permanent extension of provisions relating to child day care services as well as permanent extension of provisions relating to services for alcoholics and drug addicts. Title III is concerned with a variety of social security act provisions. (Author/RH) ED200309 Adoption Assistance and Child Welfare Act of 1980. Public Law 96-272, Ninety-Sixth Congress, H.R. 3434. 1980-06-17 38 N/A 1980 -1

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Yes Cognitive Processes Knowledge Level Language Processing Prior Learning Reading Comprehension Reading Processes Reading Research Recall (Psychology) Research Needs Research Problems Retention (Psychology) Theories Spiro, Rand J. Information Analyses Opinion Papers Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Considerable attention has been devoted in recent years to theories of text comprehension and recall that stress the importance of preexisting knowledge structures or schemata. While the valuable contribution such research has made to the understanding of the reading process and the various disabilities that often attend its acquisition must be acknowledged, several shortcomings of schema-theoretic work may restrict its future usefulness. These areas of concern include the specification of component processes and their patterns of co-occurrence in less able readers; individual differences in comprehension style; efficiency of knowledge-based processing (including issues of automaticity, immersion, cognitive economy of representation, and economical deployment of resources); learning (including trans-situational integration and conceptual change); and nondenotative aspects of understanding. (Author/RL) ED199662 Schema Theory and Reading Comprehension: New Directions. Technical Report No. 191. 1980-12-00 Alfred P. Sloan Foundation, New York, NY. National Inst. of Education (DHEW), Washington, DC. 49 N/A 1980 -1

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Yes Cognitive Processes College Students Concept Formation Discourse Analysis Narration Reading Materials Reading Research Student Attitudes Brewer, William F. Lichtenstein, Edward H. Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English An experiment was carried out to examine individual story schemata and a story theory. The theory proposed relating structural characteristics of narratives to the reader's affective response and the reader's intuitions about what constitutes a story. Two levels of narrative structure are distinguished by the theory: the chronological sequence of events (event structure), and the order in which events are presented in the narrative (discourse structure). In the experiment, 103 college students read different versions/organizations of the same event structures, rated them for suspense and surprise at four points in the passages, and made judgments about the extent to which the narratives were stories. As predicted by the theory, (1) different discourse arrangements of the same event structures produced different patterns of affective response; and (2) discourse structures that produced suspense and resolution, or surprise and resolution, were judged to be stories, whereas narratives that did not show these affective patterns were not judged to be stories. The results were interpreted as suggesting a reinterpretation of the story grammar literature. (Author/RL) ED199668 Event Schemas, Story Schemas, and Story Grammars. Technical Report No. 197. 1980-12-00 National Inst. of Education (DHEW), Washington, DC. 46 N/A 1980 -1

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Yes Curriculum Development Decision Making Elementary Education Elementary School Teachers Grade 2 Mathematics Instruction Problem Solving Science Instruction Teacher Behavior Writing Instruction Clark, Christopher M. Elmore, Janis L. Reports - Research Speeches/Meeting Papers Michigan State Univ., East Lansing. Inst. for Research on Teaching. English An experienced second grade teacher participated in three two-hour planning sessions in which she planned for the course of instruction for the school year in mathematics, science, and writing. The teacher "thought aloud" as she planned, and two researchers present took written notes. In general, her yearly planning was aimed at setting a projected schedule of instruction for each subject, analyzing and rearranging curriculum materials, and establishing an overall structure for the coming school year within which other levels of planning and action would be carried out. This broad outline of what she would teach, and to a lesser extent, how she would teach it, emerged from the mental review of the past year's events, combined with the adjustment of the sequence and pace of teaching to accommodate new curriculum materials and new ideas consistent with her implicit theories of effective instruction. A description is given of her methods for identifying problems and designing solutions and the somewhat different approaches she took in planning for the three subjects. (JD) ED205500 Transforming Curriculum in Mathematics, Science, and Writing: A Case Study of Teacher Yearly Planning. 1981-06-00 National Inst. of Education (ED), Washington, DC. 35 Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00). N/A 1981 -1

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Yes Academic Achievement Behavior Modification Behavior Problems Class Organization Classroom Techniques Discipline Elementary Secondary Education Positive Reinforcement Student Behavior Teacher Behavior Teacher Effectiveness Teaching Methods Goss, Sandra Schweighart Ingersoll, Gary M. Reference Materials - Bibliographies ERIC Clearinghouse on Teacher Education, Washington, DC. English In this collection of annotated references on the subject of classroom management, preference was given to primary research studies or articles about such research, and, with the exception of a few fundamental articles, is limited to studies published in the last decade. Classroom management is defined as the maintenance of on-task behavior or the discouragement of off-task behavior in the normal classroom. A brief presentation is given of commonalities that emerged in reviewing these references. The following generalities about effective classroom management appeared: (1) smooth transitions from one activity to another; (2) establishment of routine daily tasks; (3) adherence to fair and reasonable rules; (4) clearly stated behavioral expectations; (5) effective monitoring of student behavior; (6) timely and appropriate reaction to disruptions; (7) routines, rules, and procedures established in the first weeks of school; and (8) authoritative, firm control paired with warmth and genuine concern for the well-being of the students. This bibliography is divided into sections on Conceptual and Organizational Studies, Research Studies, and Summaries of Research. (JD) ED200520 Management of Disruptive and Off-Task Behaviors: Selected Resources. Bibliographies. 1981-02-00 National Inst. of Education (ED), Washington, DC. Indiana Univ., Bloomington. School of Education. 63 ERIC Clearinghouse on Teacher Education, 1 Dupont Circle, Suite 610, N.W., Washington, DC 20036 ($5.00). N/A 1981 -1

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Yes Autism Nonverbal Communication Sign Language Speech Young Children Kreimeyer, Kathryn H. Speeches/Meeting Papers Reports - Research English A 4 1/2 year old autistic-like child participated in a sign language training program using nine words, each with a corresponding toy and play activity. For each word the teacher held up the appropriate toy and said, or under the sign condition said and signed, the corresponding word. The S learned to sign, but the introduction of sign training had little of any effect on speech. Methodological considerations dictated that the only conclusion is that discriminative control was established for signing during sign training sessions and for speech during speech training sessions. The S learned skills (following instructions, imitating) during sign training which are often considered prerequisites to speech. (CL) ED206135 Sign Language for a Nonverbal Child: A Facilitator or Inhibitor of Vocal Speech? 1980-04-00 17 N/A 1980 -1

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Yes Administrators Drug Abuse Ethnography Illegal Drug Use Minority Groups Models Policy Formation Public Policy Research Needs Social Science Research Sociocultural Patterns State of the Art Reviews Subcultures Use Studies Akins, Carl, Ed. Beschner, George, Ed. Collected Works - Proceedings Information Analyses Reports - General Birch & Davis Associates, Inc., Silver Spring, MD. English This monograph contains papers and workshop summaries from a two-day symposium for ethnographers and drug abuse policymakers. An introductory paper outlines the background and purpose of the symposium, followed by papers that provide a definition of ethnography, present a history of illicit drug ethnographies, and examine state problems and the need for research-based planning in the drug field. Other papers explore issues and problems in using ethnography in single state agencies. Research in minority communities is described, along with the use of an ethnography field station and the methodology and findings of a four-city study of PCP users. The final paper discusses ethnographic research and public policy development. The workshop summaries provide an overview of the results of the symposium. (NRB) ED206983 Ethnography: A Research Tool for Policymakers in the Drug and Alcohol Fields. Symposium Papers. 1980-00-00 National Inst. on Drug Abuse (DHHS), Rockville, MD. Div. of Resource Development. 144 N/A 1980 -1

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Yes Child Rearing Child Welfare Comparative Analysis Drug Addiction Elementary Secondary Education Family Problems Family Structure Parent Attitudes Parent Child Relationship Parents Student Adjustment Colten, Mary Ellen And Others Reports - Research Burt Associates, Inc., Bethesda, MD. English Drug addicted and non-addicted parents show similar behaviors and attitudes toward their children; however, addicted women are more likely to feel inadequate in their role as mothers. The results of two studies comparing the relationships between drug addicted and non-drug addicted parents and children of addicts and non-addicts showed little differences in the childrearing techniques and disciplinary measures of addicted and non-addicted parents; addicted mothers were more likely to use verbal punishment. Young children of addicted parents tended to score lower on intelligence tests; school-age children with addicted parents tended to have more school adjustment and behavior problems. Findings suggest that children from multi-problem homes may benefit from services available in drug treatment programs. (JAC) ED206988 Heroin-Addicted Parents and Their Children. Two Reports. Services Research Report. 1980-00-00 National Inst. on Drug Abuse (DHHS), Rockville, MD. Div. of Resource Development. 42 N/A 1980 -1

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Yes Adult Education Class Activities Communicative Competence (Languages) Curriculum Design English (Second Language) Language Usage Morphology (Languages) Nonverbal Communication Notional Functional Syllabi Pattern Drills (Language) Postsecondary Education Role Playing Second Language Instruction Semantics Structural Analysis (Linguistics) Teaching Methods Textbooks Eichman, Thomas Lee Reports - Descriptive Speeches/Meeting Papers English This paper reviews the application of notional syllabuses and structural curricula to intensive ESL programs. It is suggested that a communicative or functional or functional-notional syllabus must not be viewed in contrast to a structural or grammatical syllabus. Functional notions are necessary inclusions into the class and into texts, but language cannot and does not function independently of structure. In reviewing the functional-notional approach and speech act theory, an application of functional notions to ESL instruction is discussed using a currently available ESL textbook. This application includes the revision of pattern drills to include extending the situation of the drill to the classroom itself, involving the students in role-playing, and incorporating alternate linguistic and nonverbal devices. Among the class assignments discussed is the selection of communicative language functions common to all language usage and their subsequent classification into type of illocutionary act. Both this assignment and others mentioned aim to inform the students that language is a functional tool. However, ideas cannot function to inform, instruct, request, etc. until they are set in some linguistic form. (JK) ED208663 How to Make Functional-Notional Notions Function with a Standard American ESL Text. 1981-07-25 14 N/A 1981 -1

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Yes Civil Liberties Cultural Interrelationships Eligibility Employment Patterns Employment Practices Government Role Illegal Immigrants Immigrants Public Policy Refugees Socioeconomic Background United States History Reports - Evaluative Immigration and Nationality Act 1965 Congress of the U.S., Washington, DC. Select Commission on Immigration and Refugee Policy. English This report is intended as a supplement to the final report (March, 1981) on the Select Commission on Immigration and Refugee Policy. Part one covers first principles of immigration reform with chapters on international cooperation, law enforcement policies and procedures, the characteristics and evolution of an open society, and the national interest as it pertains to leadership in world affairs, the enhancement of American cultural and language resources, and the growth of the economy. The impact of legal immigration is examined in part two with respect to the demographic, occupational, and sociocultural characteristics of the immigrants as well as the economic effects of immigration on the United States. Also discussed are the origins, operations, and future goals of the current immigration system with emphasis on admission criteria, exclusionary principles and the development of equitable standards of employment. Part three covers illegal immigration. Chapters are on the history of illegal migration, recommendations for stricter law enforcement (including employer sanctions), suggested procedures for dealing with undocumented immigrants residing in the United States (e.g., legalization), the issues surrounding the institution of a temporary worker program, and the past history and current law governing grounds for immigration exclusion. An extensive, selected bibliography is appended. (JCD) ED211613 U.S. Immigration Policy and the National Interest. Staff Report of the Select Commission on Immigration and Refugee Policy (And Nine Appendix Volumes). 1981-04-30 988 N/A 1981 -1

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Yes Employment Patterns Enrollment Influences Enrollment Rate Fringe Benefits Incentives Labor Force Labor Supply Nurses Nursing Nursing Education Participation Promotion (Occupational) Wages Hixson, Jesse And Others Opinion Papers Health Resources Administration (DHHS/PHS), Hyattsville, MD. Bureau of Health Professions. English This paper attempts to place the available information on the nursing shortage in a broader context to improve understanding of some underlying issues. It considers available data on these issues to provide insights into the recurrent nurse shortage for a more rational basis for policy-making. Chapter 1 examines nurses' wages, wage growth, fringe benefits, and labor force participation rates, comparing each of them to similar information on other workers in the United States economy. Using that information, the chapter assesses conflicting interpretations of nurses' wage levels and labor supply behavior. Chapter 2 deals with nurse staffing and vacancies in hospitals; examines the origin and interpretation of data on budgeted vacant positions in hospitals, the most often cited evidence of the nurse shortage; and reviews studies of variations in staffing among hospitals for evidence of effects of shortages on hospital operations. Chapter 3 delves into determinants of the total supply of nurses in terms of factors affecting the annual numbers of entrants to nursing schools. A technical appendix provides information on estimation of starting salaries for registered nurses, regression results of a number of nursing school entrants, and specification error tests. (YLB) ED208249 The Recurrent Shortage of Registered Nurses. A New Look at the Issues. 1981-09-00 33 N/A 1981 -1

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Yes Academic Achievement Class Organization Curriculum Development Feedback Learning Processes Persistence Scheduling Student Motivation Teacher Behavior Teacher Effectiveness Teacher Response Time Factors (Learning) Time on Task Bennett, Neville Information Analyses Reports - Descriptive Michigan State Univ., East Lansing. Inst. for Research on Teaching. English A model of the teaching-learning process identifies and describes varied behavioral dimensions of the classroom and how they relate to pupil achievement. The model is based on the assumption that the total amount of engaged time on a particular topic is the most important determinant of achievement and has the components of: (1) quantity of schooling; (2) time allocated to curriculum activities; (3) pupil involvement; (4) content comprehension; (5) achievement; and (6) feedback. The quantity of schooling is defined by length of the school day and year, and pupil attendance. The allotment of time for subjects in the curriculum relates to achievement levels in such subjects as math, language, and reading. The pattern of time allocation for various subject areas is an important consideration when planning and implementing instruction. Pupil involvement is particularly important in achievement and consists of attention, task persistence, active learning time, and engagement on task. Constant and supportive feedback from the teacher is a factor in improving pupil involvement, comprehension, and achievement. The effectiveness of this model, which was derived from empirical research on classroom teaching and learning, has several implications for effective teaching of curriculum planning, classroom organization, curriculum organization, and feedback. (JD) ED209242 Time to Teach: Teaching-Learning Processes in Primary Schools. 1981-07-00 National Inst. of Education (ED), Washington, DC. 40 Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00). N/A 1981 -1

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Yes Educational Research Elementary Secondary Education Females Higher Education Literature Reviews Mathematics Curriculum Mathematics Education Mathematics Instruction Sex Differences Womens Education Fox, Lynn H. Guides - Non-Classroom Information Analyses Opinion Papers English This report is divided into two main parts. The first part, The Problem of Women and Mathematics, emphasizes results of ten research projects initially funded by the National Institute of Education (NIE) in 1979. They are emphasized because the findings are current and the projects touched on all major issues. This part has sections on Sex Differences in Mathematics, Factors Influencing the Study and Learning of Mathematics, and Factors Influencing Career Interests and Choice. The second section, Where Do We Go From Here, is drawn from the book "Women and the Mathematical Mystique." This part suggests directions for research and directions for change. The document concludes with a list of references. (MP) ED211353 The Problem of Women and Mathematics. 1981-08-00 Ford Foundation, New York, NY. 38 Ford Foundation, 320 East 43rd St., New York, NY 10017 (free). N/A 1981 -1

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Yes Applied Linguistics Auditory Discrimination Consonants Contrastive Linguistics Distinctive Features (Language) English Experiments French Language Patterns Language Research Phonemics Phonetics Phonology Pronunciation Pronunciation Instruction Teaching Methods Vowels CLARK, JOHN L.D. Harvard Univ., Cambridge, MA. Lab. for Research in Instruction. THIS REPORT DESCRIBES IN DETAIL FIVE RELATED EXPERIMENTS THAT WERE CONDUCTED IN AREAS PERTAINING TO THE TEACHING OF FRENCH PRONUNCIATION TO NATIVE SPEAKERS OF AMERICAN ENGLISH. THE FIRST TWO EXPERIMENTS SOUGHT TO DETERMINE THE RELATIVE ACCEPTABILITY OF 38 ENGLISH PHONEMES TO NATIVE FRENCH LISTENERS AT EACH OF TWO ACCEPTABILITY LEVELS--PHONEMIC AND PHONETIC. THE THIRD EXPERIMENT ATTEMPTED TO MEASURE THE EXTENT TO WHICH THE PHONETICALLY ACCURATE PRONUNCIATION OF EACH OF 34 FRENCH PHONEMES COULD BE ACQUIRED BY THE AMERICAN STUDENT THROUGH THE SIMPLE REPETITIVE IMITATION OF MODEL SOUNDS. PRELIMINARY SOUND DISCRIMINATION TRAINING OR PRONUNCIATION COACHING WAS DELIBERATELY AVOIDED IN FAVOR OF A SIMPLIFIED BASELINE PROCEDURE OF UNAIDED "SELF-SHAPING." THE FOURTH AND FIFTH EXPERIMENTS COMPARED THE SOUND JUDGING ACCURACY OF INDIGENOUS NATIVE SPEAKERS OF FRENCH TO THAT OF NATIVE FRENCH SPEAKERS FAMILIAR WITH ENGLISH AND TO AMERICAN TEACHERS OF FRENCH WHO HAD LEARNED FRENCH AS A SECOND LANGUAGE. THE RESULTS SUGGESTED THAT INDIVIDUAL DIFFERENCES IN SOUND DISCRIMINATION ABILITY ARE THE MAJOR DETERMINANT IN ACCURATE JUDGING. INCLUDED ARE TABLES, A BIBLIOGRAPHY, AND 13 APPENDIXES OF SOUND LISTS, JUDGING INSTRUCTIONS, AND QUESTIONNAIRES FOR THE FIVE EXPERIMENTS. (AUTHOR/AB) ED016426 EMPIRICAL STUDIES RELATED TO THE TEACHING OF FRENCH PRONUNCIATION TO AMERICAN STUDENTS. 1967-00-00 262 N/A 1967 -1

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Yes Achievement Educational Research Elementary Secondary Education Grade 4 Grade 7 Graphs Learning Theories Mathematical Applications Mathematical Concepts Mathematics Education Mathematics Instruction Curcio, Frances R. Reports - Research Saint Francis Coll., Brooklyn, NY. Dept. of Education. English This study was designed to extend the schema-theoretic perspective of understanding general discourse to include graph comprehension. The sample included 204 fourth-grade and 185 seventh-grade pupils. Data were collected on achievement in reading and mathematics, sex, prior knowledge of topic, mathematical content, graphical form, and graph comprehension. Results indicated all independent variables, except sex, are unique predictors of graph comprehension for fourth graders. For seventh graders, unique predictors included mathematics achievement, reading achievement, and prior knowledge of content. There were no significant sex-related differences with fourth-grade pupils, but seventh-grade girls significantly out-performed boys in mathematics achievement. The results are viewed to imply that fourth graders focus their attention on a graph's surface structure, notably the topic and graphical form used. Seventh graders can scan graphs more effectively and become concerned with a graph's mathematical content. Implications for teachers are noted. (MP) ED210185 The Effect of Prior Knowledge, Reading and Mathematics Achievement, and Sex on Comprehending Mathematical Relationships Expressed in Graphs. Final Report. 1981-06-00 National Inst. of Education (ED), Washington, DC. 219 N/A 1981 -1

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Yes Cohesion (Written Composition) Compensation (Concept) Content Area Reading Difficulty Level Grade 6 Intermediate Grades Prior Learning Reading Comprehension Reading Processes Reading Research Reading Skills Social Studies Theories Vocabulary Freebody, Peter Anderson, Richard C. Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Two experiments assessed the effects of text cohesion and schema availability on sixth grade children's comprehension of social studies passages that varied in vocabulary difficulty. The purpose of the experiments was to test the compensation hypothesis within the interactive theory of reading, which assumes that reading involves many complementary levels of analysis and states that when one source of knowledge about the meaning of a text element is inoperative, other sources of knowledge may provide alternative ways of determining meaning. In the first experiment, 75 sixth grade students read texts that varied in cohesion (the linguistic features contributing to the unity of a text). The analyses of free recall, summarization, and sentence verification (recognition) measures revealed no interactions between cohesion and vocabulary difficulty, although difficulty of vocabulary significantly affected students' performances on the recall tasks. In the second experiment, 82 sixth grade students read passages in which topic familiarity was varied to manipulate the availability of appropriate schemata. Familiarity with the topic and vocabulary difficulty significantly affected performance on the recall tasks, but the two factors did not interact. Thus, the results from these experiments did not support the compensation hypothesis. (RL) ED212987 Effects of Vocabulary Difficulty, Text Cohesion, and Schema Availability on Reading Comprehension. Technical Report No. 225. 1981-11-00 National Inst. of Education (ED), Washington, DC. 51 N/A 1981 -1

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Yes Classification Elementary Secondary Education Metacognition Prior Learning Questioning Techniques Reading Achievement Reading Comprehension Reading Instruction Reading Research Teaching Methods Raphael, Taffy Guides - Classroom - Teacher Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Three previous investigations of the effects of students' metacognitive awareness of question-answer relationships on reading comprehension led to the development of a four-session question-answer relationship (QAR) training program which can be used as a supplement to a regular reading program. The QAR in the proposed training program is based on the Pearson and Johnson taxonomy, which categorizes questions in terms of the relationships between the questions and possible sources of response information, both in the text and within the reader's background. As a result of the QAR instruction, the students should be able to identify a QAR, select the appropriate strategy for locating the response information, and provide an adequate response. The first lesson in the training program introduces the QAR concept and terminology, while the second lesson introduces slightly longer passages with up to five questions per passage. The third lesson provides practice on the QAR task using one longer passage on a single topic, and the last lesson involves work with material typically found in classrooms. (Appendixes include transparency masters, student handbooks for lessons one through three, basal-type passages, and maintenance passages.) (HOD) ED215303 Improving Question-Answering Performance through Instruction. 1982-03-00 National Inst. of Education (ED), Washington, DC. Utah Univ., Salt Lake City. 64 N/A 1982 -1

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Yes Academic Achievement Adolescents Age Differences Cognitive Style Comparative Analysis Critical Thinking Females Higher Education Intellectual Development Logical Thinking Secondary Education Young Adults Brabeck, Mary Margaret Reports - Research Speeches/Meeting Papers English Many educators believe that, regardless of innate abilities and acquired skills, students at different educational levels do not think in the same way. To account for these differences, 119 female students representing four educational levels (high school seniors to graduate students) completed the Watson-Glaser Critical Thinking Appraisal Form A and the Reflective Judgement Interview (RJI). The results supported previous reflective judgement studies in which RJI scores increased with educational level. This finding suggests that the development of reflective judgement is separate from and involves something other than the acquisition of thinking skills, although attainment of critical thinking skills is still necessary for the development of reflective judgement levels. (JAC) ED216259 The Relationship between Critical Thinking Skills and Development of Reflective Judgment among Adolescent and Adult Women. 1981-08-00 33 N/A 1981 -1

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Yes Administrator Role Athletics Corporal Punishment Court Litigation Educational Malpractice Elementary Secondary Education Injuries Legal Responsibility School Safety Student Rights Teacher Role Torts Connors, Eugene T. Legal/Legislative/Regulatory Materials Opinion Papers Books Phi Delta Kappa, Bloomington, IN. English Using as examples some of the more important court cases from the 1970s, as well as a few older but still important cases, this book discusses tort litigation as it affects educators. Chapter 1 presents all of the elements important to educational tort law and discusses tort terminology as well as events commonly occurring in tort actions. With the exception of the last chapter, the rest of the book examines educational tort suits arranged by topic. Chapter 2 deals with inschool injuries while chapter 3 examines injuries occuring away from school. Chapters 4 and 5 deal with specialized classes and athletics, from which come the preponderance of tort suits. Chapter 6 reviews cases concerning corporal punishment or assault and battery, while chapter 7 looks at several cases involving defamation of character. The malpractice suits presented in chapter 8 are very new but according to the author may be the most damaging of all tort suits in education. Chapter 9 summarizes all that goes before and presents some advice to educators on how to avoid tort litigation. Appendices list the relevant cases in alphabetical and subject order. (Author/PGD) ED216450 Educational Tort Liability and Malpractice. 1981-00-00 ISBN-0-87367-744-9 181 Publications, Phi Delta Kappa, 8th and Union, Box 789, Bloomington, IN 47401 ($6.00). N/A 1981 -1

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Yes Classification Courses Secondary Education Secondary School Curriculum Reference Materials - Vocabularies/Classifications Evaluation Technologies, Inc., Arlington, VA. English Intended for use in collecting data on secondary school course offerings, this inventory of courses taught nationwide at the secondary level is organized in a classified arrangement. Each course is identified by a six-digit numerical code. The inventory of course titles was developed from three major sources--a sample of 52 public and private secondary school catalogs dated 1979 through 1981; statewide course lists from California, Washington, and Illinois; and recommendations from a panel of experts in secondary school curricula. The inventory includes instructions on its use and information about special features, a list of instructional program categories, cross references for closely related programs, and a title index. Courses are classified under 30 headings. (Author/WD) ED217579 A Classification of Secondary School Courses. 1982-07-23 National Center for Education Statistics (ED), Washington, DC. 310 N/A 1982 -1

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Yes Cultural Differences Educational Methods Elementary Secondary Education Evaluation Methods Financial Support Mild Mental Retardation Minority Groups Resource Room Programs Special Classes Student Evaluation Student Placement Testing Heller, Kirby A., Ed. And Others Reports - Descriptive Information Analyses Institute of Medicine (NAS), Washington, DC. National Academy of Sciences - National Research Council, Washington, DC. Assembly of Behavioral and Social Sciences. National Academy of Engineering, Washington, DC. English The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately. Chapter 1 looks at six potential causes of disproportionate placement of minorities in educable mentally retarded (EMR) programs: legal and administrative requirements, characteristics of students, quality of the instruction received, possible biases in the assessment process, characteristics of the home and family environment, and broader historical and cultural contexts. Chapter 2 describes characteristics of EMR students, then reviews the historical origins of special education in America with attention to the role of the standardized intelligence test for identification and placement of mentally retarded students. A third chapter is split into two sections--one on the issues surrounding the instruments that comprise a comprehensive battery for assessing a child who is unable to learn normally in the classroom, and the other on an ideal assessment process in which the comprehensive assessment would be embedded. Chapter 4 considers the components of effective education programs for EMR students and reviews three approaches to instruction (the separate class structure, the resource room, and the teacher consultant model). A final chapter lists recommendations for improvements in special education referral, assessment, and placement procedures and instructional practices. More than half the document is comprised of six background papers with the following titles and authors: "Biological and Social Factors Contributing to Mild Mental Retardation" (J. Shonkoff); "Classifying Mentally Retarded Students--A Review of Placement Practices in Special Education" (W. Bickel); "Testing in Educational Placement--Issues and Evidence" (J. Travers); "Effects of Special Education Placement on Educable Mentally Retarded Children" (K. Heller); "Some Potential Incentives of Special Education Funding Practices" (S. Magnetti); and "Patterns in Special Education Placement as Revealed by the OCR Survey" (J. Finn). (SB) ED217618 Placing Children in Special Education: Equity Through Valid Educational Practices. Final Report. 1982-00-00 Office for Civil Rights (ED), Washington, DC. ISBN-0-309-03247-4 652 National Academy Press, 2101 Constitution Ave., NW, Washington, DC 20418 ($18.95). N/A 1982 -1 ED504995

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Yes Academic Achievement Cognitive Ability Cognitive Tests Elementary Education Intelligence Learning Disabilities Test Validity Ysseldyke, James E. And Others Reports - Research Wechsler Intelligence Scale for Children Woodcock Johnson Tests of Cognitive Ability Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities. English The study compares the performance of 50 fourth grade learning disabled students on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Tests of Cognitive Abilities from the Woodcock-Johnson Psycho-Educational Battery (WJTCA). Results indicated that learning disabled Ss performed more poorly on the Tests of Cognitive Abilities than on the WISC-R. Data relative to a number of possible explanations for these results are reported including that the WJTCA may be more closely related to achievement than the WISC-R. (Author/DB) ED203610 A Comparison of the WISC-R and the Woodcock-Johnson Tests of Cognitive Ability. 1980-07-00 Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. 23 N/A 1980 -1

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Yes Childrens Literature Classroom Techniques Creative Writing Critical Reading Elementary Education English Instruction Gifted Lesson Plans Literary Criticism Literary Devices Literature Appreciation Middle Schools Short Stories Teaching Guides Writing Exercises Writing Instruction Writing Skills Deming, Bonnie J. Fearn, Leif Guides - Classroom - Teacher Books California State Dept. of Education, Sacramento. English The ten lessons in this guide outline objectives and activities that will help gifted students to write intelligibly and creatively and to read with understanding and appreciation. Each of the lessons focuses on an aspect of literature, such as story line, building toward a climax, how plot is influenced by theme, characterization, tone, figurative and descriptive language, point of view, and the analysis of mystery stories. Lessons three through ten contain recommended reading lists identifying books strong in the literary lesson taught. Interspersed among the lessons are activities and exercises from the "Writing Kabyn," a systematic developmental writing program designed for ability levels throughout the elementary and middle school. Following the ten lessons, the guide presents a discussion of the culminating project, which contains suggestions for helping students complete a final writing project, either a research report or a short story. An outline of personal interest reading, suggested book review forms, and steps to use when evaluating literature are also included in the guide. An appendix contains an annotated bibliography on the teaching of literature and writing, a list of recommended paperback books, and a bibliography of educational materials for teaching literature and story writing. (RL) ED211991 Literature & Story Writing: A Guide for Teaching Gifted and Talented Children in the Elementary and Middle Schools. 1981-00-00 Department of Education, Washington, DC. 120 Publications Sales, California State Department of Education, P. O. Box 271, Sacramento, CA 95802 ($2.75). N/A 1981 -1

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Yes Class Organization Decision Making Elementary Secondary Education Models School Schedules Student Placement Student Teacher Relationship Teacher Attitudes Teaching Load Caulley, Darrel N. Reports - Research Guides - Non-Classroom Northwest Regional Educational Lab., Portland, OR. English Presented here are two models that can be used to solve distribution problems, such as assigning teachers to students, teachers to courses, or special students to schools. The models, the assignment model and the transportation model, are termed evaluation models under a definition of evaluation that delineates its function as that of serving decision-making. The paper offers step-by-step procedures for the use of both models. The models are applicable to assignment problems where there is a variable to be optimized, such as teacher satisfaction. In the example used to demonstrate the assignment mode, students are assigned to teachers in a way that matches them up with the students they request as much as possible. The transportation model is like the assignment model but with added constraints. The example of the transportation model given assigns teachers to sections and courses when a certain number of sections must be taught and a certain number of class periods are available. The author concludes that the advantages of these models are that they give a better solution than can be obtained by inspection and they take teachers' wishes into account regarding assignment. Computer use of the models is mentioned. (Author/JM) ED224166 The Use of Assignment and Transportation Models in Evaluation. Research on Evaluation Program. Paper and Report Series No. 68. 1982-02-00 National Inst. of Education (ED), Washington, DC. 26 N/A 1982 -1

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Yes Acculturation Adjustment (to Environment) Catholics Church Role Cultural Influences Ethnic Groups Ethnicity Family Structure Group Unity Immigrants Nationalism Political Influences Public Policy Religious Cultural Groups Small Businesses Social Structure Socioeconomic Influences Sengstock, Mary C. Books Center for Migration Studies, Inc., Staten Island, NY. English Chaldean Americans in Detroit, Michigan, a growing community of Roman Catholic immigrants from Iraq, are the focus of this study. A description is given of the Detroit Chaldean community centers around three key institutions, namely the church, the family, and the ethnic occupation or community economic enterprise, and of how these institutions have been affected by the migration experience and by contact with the new culture. An analysis of the social setting of migration examines religious and economic determinants of migration to America, migration effects on the Detroit community, and Chaldeans' relationships with other social groups in Detroit. An exploration of Chaldeans' adaptation to their new setting considers assimilation and acculturation processes, changes in social structure and values, creation of a balance between old country patterns and new practices, and the development of an ethnic identity and a sense of nationalism. Ethnic conflicts and accommodation processes that arise from efforts to achieve the balance between old and new are explored, and it is suggested that family and friendship ties will offset the divisive effects of conflict and American liberalism and keep the Chaldean community from disintegrating. Finally, an exploration of the future direction of American ethnicity points to the need for unity in a culturally diverse society. (Author/MJL) ED223740 The Chaldean Americans: Changing Conceptions of Ethnic Identity. First Edition. 1982-00-00 ISBN-0-913256-43-9 184 Center for Migration Studies, Inc., 209 Flagg Place, Staten Island, NY 10304 ($9.95). N/A 1982 -1

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Yes Adults Age Differences Cognitive Processes Developmental Stages Elementary Education Expository Writing Higher Education Reading Comprehension Reading Difficulties Reading Instruction Reading Research Study Skills Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Three studies were conducted to investigate the development of the ability of individuals of varying ages to use macrorules for paraphrasing expository text. Macrorules were defined as the general rules of deletion, superordination, selection, and invention that underlie comprehension of prose. In the first study, 18 fifth grade, 16 seventh grade, 13 tenth grade, and 20 college students were given expository texts and told to summarize them. They were allowed to do anything that would help them write good summaries, including taking notes, underlining text, writing rough drafts, and keeping their notes and rough drafts at hand while summarizing. The results were marked for use of macrorules by independent raters. In the second study, college rhetoric instructors ("experts") completed a similar task. In addition to summarizing the material, they were asked to talk about their methods for completing the task and about how they taught their students to summarize. In the third study, 20 junior college students ("novices"), completed a similar task. Results showed that older high school students, college students, and "experts" wrote better and used rules more efficiently while writing than did younger students and novice writers. There was also a marked tendency on the part of more mature students to rearrange material across paragraphs, combining according to common topic. (FL) ED225136 Macrorules for Summarizing Texts: The Development of Expertise. Technical Report No. 270. 1983-01-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. National Inst. of Education (ED), Washington, DC. 40 N/A 1983 -1

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Yes Architectural Drafting Competency Based Education Criterion Referenced Tests Drafting Engineering Drawing Equipment Equipment Utilization Instructional Materials Job Skills Learning Activities Metric System Postsecondary Education Safety Technical Education Technical Illustration Davis, Ronald And Others Guides - Classroom - Learner Guides - Classroom - Teacher Mid-America Vocational Curriculum Consortium, Stillwater, OK. English The first of a two-book course in drafting, this manual consists of 13 topics in the following units: introduction to drafting, general safety, basic tools and lines, major equipment, applying for a job, media, lettering, reproduction, drawing sheet layout, architect's scale usage, civil engineer's scale usage, mechanical engineer's scale usage, and metric scale usage. Included in the individual instructional units are some or all of the following: performance objectives, suggested activities for teachers, information sheets, assignment sheets, job sheets, visual aids, tests, and test answers. Instructional materials in the publication are written in terms of student performance using measurable objectives and include the content necessary for employment in an entry-level drafting occupation. (MN) ED219653 Basic Drafting: Book One. 1981-00-00 512 Mid-America Vocational Curriculum Consortium, 1515 West Sixth Avenue, Stillwater, OK 74074. N/A 1981 -1

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Yes Aging (Individuals) Cultural Influences Delivery Systems Economic Factors Futures (of Society) Gerontology Health Services Linking Agents Mental Health Mental Health Programs Mexican Americans Older Adults Policy Formation Politics Research Methodology Research Needs Social Science Research Social Support Groups Socioeconomic Influences Miranda, Manuel, Ed. Ruiz, Rene A., Ed. Information Analyses Collected Works - General Human Resources Corp., San Francisco, CA. English Focusing on the direction future research on the Chicano elderly should take, the 10 papers address theory development, methodological approach, social policy and problems, mental health service delivery, and issues of mental illness. The first seven papers discuss: the theoretical perspectives of research pertaining to mental health and the Mexicano elders; Chicano culture and mental health among the elderly; the extent and heterogeneity of natural helping networks among the Chicano elderly; politics of elderly Mexican Americans, especially political behavior related to mental health; economic implications of aging and Chicano mental health; the premises and underlying values of Mexican and Anglo service delivery systems; differences which create problems in Chicano use of services; linguistic and sociocultural factors which affect the delivery of mental health services; research in the Chicano community; and an approach that views the researcher as an "objective" insider. "Forecasting Future Cohorts of Mexicano Elders" by Ernesto Galarza is a philosophical paper regarding the future and the Chicano elderly. Based on information presented in the preceding eight papers, the final two papers identify a series of research questions on the mental health of Chicano elderly and discuss theoretical and methodological issues of research on the Chicano elderly. (NQA) ED221312 Chicano Aging and Mental Health. 1981-00-00 National Inst. of Mental Health (DHHS), Rockville, MD. 290 N/A 1981 -1

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Yes Elementary Education Elementary Schools Parent Attitudes Parent Participation Parent Role Parent School Relationship Participant Characteristics Participant Satisfaction Questionnaires School Activities State Surveys Stallworth, John T. Williams, David L., Jr. Reports - Research Southwest Educational Development Lab., Austin, TX. English Summarized in this report is a study designed to explore the attitudes of parents of elementary school children towards parent involvement in various school activities. Working with both the state and local PTA in six states, project staff distributed a questionnaire asking parents about their attitudes toward parent involvement, their interest in certain parent involvement roles, their interest in taking part in school decisions, and their actual participation in certain parent involvement activities. Parents were also asked about suggestions to improve their involvement and queried as to why parent involvement decreases at the high school level. Results from 2,083 returned questionnaires, presented in tabular as well as text form, suggested that respondents have a generally favorable attitude toward many types of parent involvement activities and are very interested in participating in school decisions as well as in supporting school activities and tutoring their own children at home. Parents reported a moderate level of participation in activities related to home tutoring and to support of school events, along with a very low level of participation in those activities related to school decision making. (MP) ED225682 A Survey of Parents Regarding Parent Involvement in Schools. Parent Involvement in Education Project. Final Report. Executive Summary. 1982-12-00 National Inst. of Education (ED), Washington, DC. 28 N/A 1982 -1

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Yes Accountability Elementary Secondary Education Higher Education Human Relations Human Resources Models School Organization Staff Development Supervisory Methods Teacher Improvement Teacher Supervision Sergiovanni, Thomas J., Ed. Books Opinion Papers Guides - Non-Classroom Association for Supervision and Curriculum Development, Alexandria, VA. English The thirteen chapters of this book deal with the varied facets of supervision and give perspective on its history, organizational framework, strategies, models, and future prospects. Part 1 provides a brief historic sketch of supervision in the United States and then moves directly to the issue of evaluating and understanding teaching. The three faces of supervision, the scientific, artistic, and clinical views, are discussed in Part 2. The theory of supervisory practice proposed here seeks to integrate the three views around the theme of helping teachers to be more effective. Part 3 is concerned with the human factor in supervision. Part 4 examines the impact of the curriculum and bureaucratic structure on the process of supervision. Included is an analysis of political and social forces that affect educational policy. Part 5 assesses the possibilities for and new directions in developing the field of supervision and evaluation. A state of the art summary is provided, followed by possibilities for promoting supervisors' development. (Author/MLF) ED213075 Supervision of Teaching. 1982-00-00 ISBN-0-87120-112-7 207 Association for Supervision and Curriculum Development, 225 N. Washington St., Alexandria, VA 22314 (Stock No. 610-82262; $10.00; quantity discounts; orders under $20.00 must be prepaid). N/A 1982 -1

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Yes Cost Effectiveness Demonstration Programs Disabilities Educational Research Intervention Literature Reviews Preschool Education Program Descriptions Program Effectiveness Bailey, Pamela W. Trohanis, Pascal L. Reference Materials - Bibliographies Reports - Descriptive North Carolina Univ., Chapel Hill. Technical Assistance Development System. English The document contains summaries of over 50 publicly available publications which support the case for early intervention for handicapped children and their families. Section 1 contains studies pertaining to the effectiveness of any intervention. This section also describes projects approved by the United States Department of Education's Joint Dissemination Review Panel (JDRP). Section 2 covers materials that present little or no data but offer persuasive arguments in favor of intervening early with handicapped and at-risk children. A third section addresses the economics of early intervention. Section 4 contains references of collections of information. A final section offers abstracts of the four Early Childhood Research Institutes funded by Special Education Services, U.S. Department of Education--Research on the Early Abilities of Children with Handicaps (Project REACH), Kansas Research Institute for the Early Childhood Education of the Handicapped, Institute for the Study of Exceptional Children, and Carolina Institute for Research on Early Education for the Handicapped (CIREEH). Among the publications abstracted are the following: "Early Intervention with the Young Severely Handicapped Child" (D. Bricker, M. Dow); "The Milwaukee Project--A Study of the Use of Family Intervention to Prevent Cultural-Familial Mental Retardation" (R. Heber, H. Garber); "The Effects of Early Childhood Educational Intervention on School Performance" (F. Palmer); and "The Ypsilanti Perry Preschool Project--Preschool Years and Longitudinal Results" (D. Weikart, et al.). (SW) ED222008 Benefits of Early Intervention for Special Children. 1982-00-00 Special Education Programs (ED/OSERS), Washington, DC. 83 N/A 1982 -1

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Yes Administrator Guides Behavior Problems Court Litigation Disabilities Discipline Policy Elementary Secondary Education Expulsion Federal Regulation Individualized Education Programs Public Education Public Policy Student Placement Suspension Cressey, John D. Guides - Non-Classroom SRI International, Menlo Park, CA. English The issue of suspension and expulsion of special education students is examined to assist state- and local-level administrators. Attention is directed to current local policies and practices and conceptual and legal considerations in the suspension and expulsion of handicapped students. Examples of problems and solutions documented by State Education Agencies and Local Education Agencies are included, based on the "Longitudinal Implementation Study of P.L. 94-142." The examples were drawn from six states: California, Florida, Illinois, Pennsylvania, Tennessee, and Washington. It is noted that student suspension has meant the temporary removal of a student for severe or threatening student behaviors. Two major questions are addressed that emerged from recent court cases concerning the suspension/expulsion of handicapped students: (1) Does suspension or expulsion constitute a change in placement? (2) Does the misconduct relate to the child's handicap? Proposed changes in P.L. 94-142 regulations concerning discipline and procedures for handicapped students are included, and four recent court cases are briefly described. The following additional concerns to school districts are discussed: whether the recommended placement and the individualized education program for the handicapped student are appropriate, and what strategies can be used to avoid suspension and expulsion. Lists of two articles, four publications, and nine court cases are appended. (SEW) ED232321 Suspension and Expulsion in Special Education: A Technical Assistance Guide. 1982-11-00 Special Education Programs (ED/OSERS), Washington, DC. Div. of Educational Services. Practitioners 23 N/A 1982 -1

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Yes Abstract Reasoning Academic Achievement Bilingual Education Concept Formation Elementary Secondary Education Generalization Immigrants Language Processing Language Proficiency Second Language Learning Vietnamese People Cummins, Jim And Others Reports - Research InterAmerica Research Associates, Rosslyn, VA. English A study was designed to investigate the nature of language proficiency and its cross-lingual dimensions. The focus of the study was on the interdependence hypothesis, that older immigrant students whose first language (L1) cognitive/academic proficiency is better developed on arrival in Canada will acquire English cognitive/academic skills more rapidly than younger immigrant students. The sample was comprised of Japanese children attending grades 2, 3, 5, and 7 of the School of Supplementary Japanese Studies in Toronto and of 45 recently arrived Vietnamese students between the ages of 9 and 17 years. Group and individual testing was done in both native language and English. Results are described separately for Japanese and Vietnamese studies. Data analyses supported the hypothesis that L1 cognitive/academic proficiency would account for a highly significant proportion of variance in second language (L2) proficiency. The data suggest that younger immigrant children tend to replace L1 as they acquire L2, whereas older children tend to add L2. With regard to the nature of language proficiency, findings suggest that L1 and L2 interactional style are interdependent because both are manifestations of personality attributes of the individual and of the same underlying cognitive/proficiency. (AMH) ED228860 Linguistic Interdependence among Japanese and Vietnamese Immigrant Students. Final Report. 1982-01-00 National Inst. of Education (ED), Washington, DC. 119 N/A 1982 -1

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Yes Academic Advising Administrative Policy Delivery Systems Faculty Advisers National Surveys Personnel Policy Postsecondary Education Private Colleges Program Administration Program Evaluation State Colleges Two Year Colleges Carstensen, Donald J. Silberhorn, Constance Reports - Research Tests/Questionnaires National Academic Advising Association, Pomona, NJ. American Coll. Testing Program, Iowa City, IA. English The results of a national survey of academic advising are presented, based on responses from 820 2-year, 4-year public, and 4-year private colleges and universities. For each of the 47 questions, responses are reported as the national mean by type of institution. Conclusions include the following: there are more similarities than differences in the approaches institutions take in the delivery of academic advising services; in general, institutions are traditional in their reliance on faculty to dispense information through the academic advising process; generally, academic advising has been and still is perceived by administrators as a low-status function; those responsible for the delivery of academic advising services see it as addressing the informational needs of students rather than as an integral part of the students' total development; there are few effective systems in place for the evaluation of academic advising and little reward or recognition attached to its successful delivery; generally, institutions have no comprehensive statement of policy regarding the delivery of academic advising; and all of postsecondary education is communicating an increased interest in the academic advising function. (SW) ED232525 A National Survey of Academic Advising. Final Report. 1979-10-00 Practitioners 15 N/A 1979 -1

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Yes Beliefs Cognitive Development Developmental Stages Egocentrism Epistemology Political Attitudes Political Science Research Methodology Social Science Research Ward, Dana Opinion Papers Speeches/Meeting Papers English Suggesting that the concept of structure employed by political scientists in the analysis of belief systems is inadequate and misleading, the paper discusses Jean Piaget's concept of egocentrism as a theoretical alternative to belief systems analysis. The purpose of the paper is to provide political scientists with a short but comprehensive summary and introduction to Piaget's theory of cognitive development. The first part argues that current measures which, for example, analyze the degree to which respondents' beliefs conform to traditional ideologies (such as liberalism or conservatism) are measures of belief content rather than belief structure. This section demonstrates the weakness of constraint as a measure of structure. The second section, the major portion of the document, presents Piaget's concept of egocentrism. The section's emphasis is that the individual's belief structure is provided by the cognitive system of the mind. Topics include Piaget's "Genetic Epistemology" as the key to the structure of belief systems and egocentrism as the mainspring of genetic epistemology. Specifically, the discussion involves infantile, pre-operatory, concrete operational, and formal operational stages and cooperation as opposed to egocentrism. The final section offers both long-term and short-term methods for incorporating Piaget's theories into political science research. (KC) ED232891 Genetic Epistemology and the Structure of Belief Systems: An Introduction to Piaget for Political Scientists. 1982-09-00 75 N/A 1982 -1

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Yes Classroom Observation Techniques Disabilities Elementary Secondary Education Individualized Education Programs Informal Assessment Mastery Learning Special Education Teachers Student Educational Objectives Student Evaluation Surveys Teaching Skills Fuchs, Lynn S. And Others Reports - Research Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities. English Surveys of 147 special education teachers and observations of 20 practicing teachers and 20 cooperating teachers were used to (1) determine which evaluation procedures are used most often by special education teachers in their evaluation of student progress, and (2) assess the adequacy of those procedures. Survey respondents indicated that they assess progress on individualized education program (IEP) objectives quarterly, that they rely on informal observation for assessing students' mastery of objectives, and that they are confident in their assessments of student performance. Observations of teachers during instruction corroborated these survey findings; teachers actually relied on and were confident in their informal observations of student performance on lesson objectives. Nevertheless, the observed teachers were highly inaccurate in their assessments of student mastery of lesson objectives and in their estimates of performance on lesson objectives. Implications for monitoring student progress are discussed. (Author/DB) ED224197 Special Education Practice in Evaluating Student Progress toward Goals. 1982-07-00 Office of Special Education and Rehabilitative Services (ED), Washington, DC. 34 N/A 1982 -1

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Yes Behavior Disorders Behavior Modification Classroom Environment Classroom Techniques Elementary Secondary Education Intervention Modeling (Psychology) Prevention Psychoeducational Methods Reinforcement Self Control Student Behavior Eyde, Donna R. Guides - Non-Classroom Drake Univ., Des Moines, IA. Midwest Regional Resource Center. English Prevention and problem solving approaches to behavior management in classrooms for behaviorally disordered (BD) students are reviewed. Attention is focused on positive strategies teachers can use to manage inappropriate behavior and to teach students alternative appropriate behaviors. The following components of prevention that contribute to a positive classroom atmosphere are considered: routines, rules and rewards; and signal interference, redirection, and humor. It is suggested that affective education courses can also help prevent misbehavior by increasing the student's self-management. The following techniques that can help solve behavior problems are also discussed: behavioral procedures that increase the frequency of target behaviors (positive reinforcement, "token" systems, the Premack principle); behavioral procedures that decrease the frequency of target behaviors (extinction, time out, reinforcement of an alternative incompatible behavior); and behavioral approaches that teach new behaviors (modeling, demonstration, prompting, cueing, facing, and shaping). Additional approaches are also identified: contingency contracting to allow joint problem solving for teachers and students; and situational interviewing to involve teachers and students in shared resolution of problems. It is proposed that both problem solving and prevention strategies exist along continuums of internal to external control or student centered to teacher directed. Lastly, the importance of matching techniques to students' developmental and behavioral needs and incorporating them into an overall positive management strategy is noted. (SEW) ED231114 Positive Approaches to Behavior Management: Monograph 5. Monograph Series in Behavior Disorders. 1982-03-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 39 N/A 1982 -1

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Yes Content Area Writing Educational Theories Elementary Secondary Education English Instruction Mastery Learning Models Student Writing Models Teaching Methods Visual Learning Writing (Composition) Writing Instruction Writing Processes Writing Research Suhor, Charles Guides - Classroom - Teacher Information Analyses Dingle Associates, Inc., Washington, DC. English Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet discusses three visual models of teaching written composition. The first section of the booklet discusses the content area model, which begins with an abstraction presented to students (definitions of parts of speech or rules for subject-verb agreement, for example), then moves to models or examples, such as sample paragraphs or model short stories. The section also examines the shortcomings and the strengths of the model. The second section deals with the mastery model, a visual interpretation of B. Bloom's ideas, analyzing its flaws and advantages. The third section presents the writing process model, a synthesis of ideas from D. Graves, J. Britton, G. Stanford, and others. The discussion covers the various stages of the model, including prewriting, drafting, and proofreading, and offers a comparison of the model to others. The booklet concludes with three "excursions," extended treatments of several points related to the topic of models, including talk in the classroom, revision and teacher feedback, and the writing process, mechanics, and nonstandard English. Examples of student work are used throughout the booklet. (FL) ED233384 Thinking Visually About Writing: Three Models for Teaching Composition, K-12. The Talking and Writing Series, K-12: Successful Classroom Practices. 1983-00-00 Department of Education, Washington, DC. Basic Skills Improvement Program. Teachers Administrators Practitioners 61 N/A 1983 -1

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Yes Code Switching (Language) Hispanic Americans Interference (Language) Language Maintenance Language Planning Language Usage Language Variation Sociolinguistics Spanish Elias-Olivares, Lucia, Ed. Books Speeches/Meeting Papers National Clearinghouse for Bilingual Education, Arlington, VA. InterAmerica Research Associates, Rosslyn, VA. English The role and use of Spanish in the geographic areas outside of the U.S. Southwest are examined in a collection of 16 conference papers. The papers address the general topics of language contact, linguistic variation, sociolinguistic factors, and language maintenance policy, and planning. Among the specific issues discussed are: a dialectology of U.S. Spanish, subject-object reversals among New York Hispanics, interference and code switching in contemporary New York Judeo-Spanish, code shifting patterns in Chicano Spanish, Spanish-English bilingual children as peer teachers, bilingual competence, Spanish language resources in the United States, Mexican American language communities in Minnesota cities, and the Hispanic speech community of Washington, D.C. (RW) ED235678 Spanish in the U.S. Setting: Beyond the Southwest. 1983-00-00 Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. National Inst. of Education (ED), Washington, DC. ISBN-0-89763-073-4 240 National Clearinghouse for Bilingual Education, 1555 Wilson Blvd., Rosslyn, VA 22209 ($14.00) N/A 1983 -1

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Yes Elementary Secondary Education Literature Reviews Models Program Evaluation Reading Comprehension Reading Instruction Reading Research Reading Strategies Research Methodology Pearson, P. David Gallagher, Margaret C. Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Research in reading comprehension was reviewed in order to characterize, summarize, and evaluate its contribution to principles of instructional practice. Studies were divided into four major research traditions: existential descriptions, existential proofs, pedagogical experiments, and program evaluations. An examination of these four frameworks revealed several generalizations. For example, existential proofs comparing good and poor readers or older and younger readers established that several behaviors related to strategy use and monitoring discriminate between mature and novice or good and poor readers. On the other hand, existential descriptions of classroom practices and manual suggestions revealed little explicit teaching of either comprehension or comprehension monitoring strategies. The studies also indicated one model of instruction that emphasized guided practice, independent practice, and feedback. Using this model, teachers can train students to summarize an expository passage, ask questions about it, detect difficult portions, and make predictions about following passages, eventually assuming responsibility for monitoring these tasks themselves. (HOD) ED236565 The Instruction of Reading Comprehension. Technical Report No. 297. 1983-10-00 National Inst. of Education (ED), Washington, DC. Researchers Practitioners 54 N/A 1983 -1 ED512029

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Yes Elementary Secondary Education Mainstreaming Multiple Disabilities Normalization (Handicapped) Severe Disabilities Student Placement Success Biklen, Douglas Guides - Non-Classroom Syracuse Univ., NY. Special Education Resource Center. English The paper addresses the issue of placement for students with severe and multiple disabilities. Controversies over the principle of least restrictive environment are reviewed; and the implications of the normalization movement and the passage of P.L. 94-142, the Education for All Handicapped Children Act, are summarized. The rationale for integration includes better attitudes, better learning for all children, instruction in living together democratically, and similar levels of expense. Factors contributing to successful integration are considered, including commitment on the part of administrators, positive teacher attitudes, normalized pattern of the school day, structured opportunities for peer interaction, high expectations for disabled and nondisabled students, and opportunities for disabled students to assume leadership and helping roles. (CL) ED236818 Public Education for Children with Severe, Profound, and Multiple Disabilities: The Least Restrictive Environment. Human Policy Reports: An Action Series. 1981-10-00 Office of Special Education and Rehabilitative Services (ED), Washington, DC. Practitioners 14 Special Education Resource Center, Syracuse University, 400 Huntington Hall, 150 Marshall St., Syracuse, NY 13210. N/A 1981 -1

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Yes Academic Achievement Administrator Role Black Institutions Black Students Discipline Educational Objectives Elementary Schools High Achievement Institutional Characteristics Organizational Effectiveness Parent Participation Principals School Organization School Supervision Special Education Success Teacher Qualifications Teacher Role Sizemore, Barbara A. And Others Reports - Research Pittsburgh Univ., PA. Dept. of Black Community Education, Research, and Development. English This is the report of a study funded in 1979 to investigate organizational factors important to producing quality education in three high-achieving elementary schools with predominantly poor and black student populations. Research techniques consisted of nonparticipant observation and study of documents and school routines from the perspective of the Organizational Process Model. Semi-structured interviews were also conducted with principals, teachers, and parents. Findings indicate that the "anomaly" of success in these schools began with the selection of moderately authoritarian principals who generated a climate of high expectations for student performance, mobilized consensus around achievement as the highest priority, chose functional routines, and were willing to disagree with their superiors regarding these choices. The most important functional routines were (1) assumption of responsibility for student discipline, attendance, and parental conflict through publication of procedures enforced by selective sanctions; (2) close contact with and supervision of teachers and staff; (3) consistent monitoring of students' skill mastery; (4) involvement of parents as an instructional support group; (5) establishment of the school office as a central command post; (6) use of skill mastery grouping as a means of placing students in self-contained classrooms modified by nongrading and team teaching; (7) expansion of the school day by using subject, preparation, and after-school periods for reinforcement; (8) refusal to place students in classes for the retarded until other alternatives had been exhausted; and (9) refusal of additional programs which would consume regular school time. (GC) ED236274 An Abashing Anomaly: The High Achieving Predominantly Black Elementary School. 1983-01-00 National Inst. of Education (ED), Washington, DC. 679 N/A 1983 -1

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Yes Adolescents Adults Alcoholic Beverages Drug Abuse Marihuana Narcotics National Surveys Sedatives Stimulants Tobacco Young Adults Miller, Judith Droitcour And Others Reports - Research Tests/Questionnaires Response Analysis Corp., Princeton, NJ. English This 1982 national survey on drug abuse is the seventh in a series of surveys since 1971 sponsored by the National Institute on Drug Abuse. To investigate the current prevalence of drug abuse in a nationwide sample, 5,624 randomly selected Americans (aged 12 and older) were personally interviewed in their homes using a specially designed answer sheet to assure privacy. An analysis of the results showed a reversal of the upward trends in drug abuse charted in surveys through the 1970's. The use of marijuana among youths (12-17) and young adults (18-25) has leveled off and has significantly declined in the percentage of persons who currently use marijuana, alcohol, narcotics, and tobacco. In the older adult population (26 and older), lifetime use of marijuana and narcotics increased between 1979 and 1982 and current use did not decrease; this trend reflects the fact that drug users in the early 1970s have now moved into a different demographic group. Older adults continued to show a decline in the use of tobacco. Persons who have tried hallucinogens, cocaine or heroin are a subset of those who have tried marijuana. Levels of drug use opportunity remained high with a majority of adolescents and young adults and 41 percent of persons aged 26 and older reporting the availability of the drug if they desired to use it. Similarly, a majority of young adults reported the availability of cocaine. (Numerous tables present the data. The survey questionnaire is appended.) (BL) ED237844 National Survey on Drug Abuse: Main Findings 1982. 1983-00-00 National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD. Researchers 158 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. N/A 1983 -1

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Yes Advisory Committees Decision Making Educational Finance Elementary Secondary Education Federal Aid Federal Legislation Federal Programs Federal Regulation Federal State Relationship Finance Reform Financial Problems Governing Boards Program Administration Program Improvement School Budget Elections School Funds School Taxes State Agencies State Departments of Education State Federal Aid State Government State Legislation Darling-Hammond, Linda Marks, Ellen L. Reports - Evaluative Education Consolidation and Improvement Act 1981 Rand Corp., Santa Monica, CA. English The Education Consolidation and Improvement Act (ECIA) of 1981 is intended to provide opportunities for states and local governments to have more control of their educational programs and to deregulate the administration of federal programs. Introduced at a time when state funding and revenue systems are in flux and severely depleted, it presents states with many unanswered questions. ECIA funds are intended for working on school improvement programs, but lowered funding means officials' attention will be directed toward maintenance of existing programs. Decision-making relationships are left unclear by the ECIA, and compliance standards are uncertain. Chapter 1 of the ECIA will reduce educational services in nearly all school systems, and chapter 2 will do the same in at least the major cities. State education officials are concerned about the lack of direction provided by the United States Department of Education with respect to acceptable practices to be used in administering the ECIA. The amount of deregulation resulting from the ECIA is minimal; in some cases centralized decision-making is increased by the ECIA's policy of nonspecificity. State officials are keenly aware of the ambiguities in chapter 3, which extends responsibility to the states at the same time that it withholds controls. Further research on the effects of the ECIA should focus on administrative and programmatic changes that occur after implementation. (MD) ED234491 The New Federalism in Education: State Responses to the 1981 Education Consolidation and Improvement Act. 1983-02-00 Department of Education, Washington, DC. ISBN-0-8330-0491-3 Policymakers Administrators Practitioners 102 Publications, The Rand Corporation, 1700 Main Street, Santa Monica, CA 90406 ($7.50). N/A 1983 -1

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Yes Comparative Analysis Educational Research Inservice Teacher Education Modeling (Psychology) Program Evaluation Reading Instruction Teacher Behavior Teacher Effectiveness Teaching Methods Training Methods Roehler, Laura R. And Others Reports - Research Michigan State Univ., East Lansing. Inst. for Research on Teaching. English Teacher training sessions were examined to determine why four teachers receiving the same training in implementing explanation behavior in reading instruction differed in the success with which they carried out the new strategies. Audiotaped training sessions, trainer self-reports, and teacher interviews were qualitatively analyzed to identify the characteristics of successful teacher change. Results revealed three major differences between the training of the one successful and the three unsuccessful teachers: (1) while the other trainers only gave oral and written explanations, the successful teacher's trainer both emphasized the thinking a teacher must go through when planning and implementing a lesson and demonstrated the selected behaviors; (2) unlike the others, this trainer provided training through the actual implementation of instructional strategies and gradually diminished help as the teacher adjusted his instructional behavior; and (3) the successful teacher's trainer modeled aloud the thinking a teacher must do to plan and implement the process. (The criteria for evaluating instructional communication is appended.) (MM) ED243079 Training Teachers for Instructional Change in Reading: A Descriptive Study. Research Series No. 143. 1984-02-00 National Inst. of Education (ED), Washington, DC. 24 Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00). N/A 1984 -1

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Yes Academic Standards Achievement Tests Educational Facilities Improvement Educational Improvement Educational Legislation Educational Policy Elementary Secondary Education Improvement Programs Minimum Competency Testing Politics of Education Scores Standard Setting (Scoring) State School District Relationship State Standards Student Evaluation Teacher Attitudes Teacher Certification Teacher Motivation Teaching Conditions Test Validity Testing Testing Problems Work Environment Wise, Arthur E. Darling-Hammond, Linda Reports - General Speeches/Meeting Papers Dingle Associates, Inc., Washington, DC. English This paper focuses on ways in which one state policy for improving education--standard-setting through testing mechanisms--affects the classroom teacher-learner relationship. That uniform policy-making is problematic is clear from observations of 43 Mid-Atlantic school district teachers. Responding to three types of standards, 45 percent found minimum competency testing objectionable because a single measure cannot allow for student, resource, and goal differences. Likewise, standardized testing for decision-making about students was typically viewed as curriculum narrowing. The strongest reaction stemmed from competency-based approaches to teaching and learning that require test-passing for each discrete skill before moving on. Teachers generally found it difficult to adapt standard policies to the disparate needs of students, though many recognized the usefulness of a common educational direction. The need for dual accountability--to students and administration--is a problem that could be partially rectified through ensuring competency among teachers. Nonetheless, teachers familiar with the competency-based teacher certification idea recently advanced by policy-makers again tended to oppose it: like teaching itself, learning to teach is a complex activity requiring behaviors varying from student to student, an attitude research confirms. Paper and pencil competency tests were also viewed skeptically; 60 percent of teachers opposed tests for recertification. In sum, policymakers must realize the collective impact of such policies since they may make teaching less attractive and thus work against themselves. (KS) ED245353 Beyond Standardization: State Standards and School Improvement. 1983-06-00 National Inst. of Education (ED), Washington, DC. Policymakers 46 N/A 1983 -1

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Yes Administrator Role Adoption (Ideas) Board of Education Policy Budgeting Decision Making Educational Quality Elementary Secondary Education Instructional Improvement Personnel Management Personnel Policy Policy Formation Program Implementation Research Utilization School Effectiveness Cuban, Larry Opinion Papers Reports - Descriptive Dingle Associates, Inc., Washington, DC. English Despite consensus on the administrative reforms needed in school effectiveness programs, policy problems are raised when administrators and school boards want to translate research findings on school improvement into practical terms. Although school systems are now using a number of organizational tools that lift standardized test scores (for instance, broad instructional goals are being clarified and classroom teaching matched to goals), schools are not finding effectiveness programs cost-free as implementation expenses and continuing programs impose substantial costs. Issues of hiring, training, evaluating, and increasing staff awareness capture the personnel policy tasks. Districts must choose administrative fiat or school-generated initiatives to implement new strategies. Boards must, in any case, consider the issues of requiring compliance with policy, the shape of inservice training, and the incentives and sanctions available to administrators. Although research stresses the role of administrators as instructional leaders, their leadership roles must be clarified for each district's situation. Boards and administrators must also be aware that pushes for effectiveness may have unanticipated consequences: in increased curriculum uniformity, narrowing of school focus, and staff conflicts. (JW) ED245359 Transforming the Frog into the Prince: Effective Schools Research, Policy, and Practice at the District Level. 1983-06-00 National Inst. of Education (ED), Washington, DC. Policymakers Administrators Practitioners 49 N/A 1983 -1

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Yes Education Courses Educational Philosophy Higher Education Intellectual Disciplines Knowledge Base for Teaching Knowledge Level Majors (Students) Preservice Teacher Education Program Content Student Teacher Relationship Teacher Attitudes Teacher Education Curriculum Teacher Education Programs Teacher Effectiveness Teaching (Occupation) Buchmann, Margret Opinion Papers Information Analyses Michigan State Univ., East Lansing. Inst. for Research on Teaching. English This paper, on the central and distinctive contribution of knowledge to teaching, combines philosophical analysis with a discussion of work in research on teaching, student conceptions, and curriculum. The hierarchical argument contains two main points: (1) that content knowledge is a logical precondition for the activities of teaching; and (2) that the firm grasp of subject matter has to be relaxed to allow for its pedagogical, fluid control, that is, the extent to which teachers hold knowledge with ease and flexibility and keep the door open to different points of view. Lacks in the depth and assurance of teachers' knowledge of content can act as conceptual and behavioral traps that lead teachers and students away from education to outward forms of achievement, misconceptions, and procedural concerns. However, factual and conceptual control of subject matter is not enough for teachers. Given the pedagogical requirement for flexible control of subject matter, knowledge of epistemology and history of science is a specific preparation for teaching. Knowledge of this kind deepens understanding of subject matter, encourages the mobility of teacher conceptions, and yields pedagogical knowledge in the form of multiple and fluid conceptions. Policy implications of this argument for the curriculum of teacher education, selection into the profession, and conventional modes of classroom induction are discussed. (Author/JMK) ED237503 The Priority of Knowledge and Understanding in Teaching. Occasional Paper No. 61. 1983-03-00 National Inst. of Education (ED), Washington, DC. Policymakers 35 Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.50). N/A 1983 -1

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Yes Blacks Disabilities Interviews Knowledge Level Low Income Parent Attitudes Parent Participation Special Education Urban Areas Lowry, Mary S. Reports - Research Parents Campaign for Handicapped Children and Youth, Washington, DC. Closer Look. English To identify obstacles to involvement of Black, low income, innercity parents in the education of handicapped children 56 parents were interviewed. Transcriptions of the interviews revealed parents' feelings towards needs assessment, service delivery, information, attitudinal, and situational factors. In addition, patterns and recurrent themes in parents' experiences were noted. Demographic findings revealed a picture that included strong perceptions of assertiveness and relatively high interest in child advocacy groups and national, state, and local associations. Among informational and situational barriers identified were transportation problems, sense of social isolation, and feelings of helplessness brought on by lack of education and lack of knowledge about available services. Only 34% believed that there were community organizations successfully helping Black parents of handicapped children. While the majority of parents indicated satisfaction with the school programs of their children, parents were found to be acutely aware of shortcomings in their child's placements. A substantial minority (38.9%) indicated they were unfamiliar with P.L. 94-142 (the Education for All Handicapped Children Act) and its provisions for handicapped children. Twelve recommendations were made, including emphasis on developing special information to be distributed in urban areas and training human service personnel to encourage parent involvement. (CL) ED244487 Obstacles to Parental Involvement: A Study of Barriers to Participation in the Educational Process Faced by Black, Low Income, Inner City Parents of Handicapped Children. [Final Report]. 1983-00-00 Special Education Programs (ED/OSERS), Washington, DC. Research Projects Branch. 98 N/A 1983 -1

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Yes Disabilities Family Relationship Family Role Interpersonal Relationship Intervention Parent Counseling Parent Education Rehabilitation English, R. William Reference Materials - Bibliographies Information Analyses Catholic Univ. of America, Washington, DC. National Rehabilitation Information Center. English The report reviews 159 documents (1953-1982) on the role of the family in rehabilitation of persons with disabilities. The documents represent a cross section of ages as well as types and severity of disabilities and include journal articles, books, monographs, and other papers. In content, the documents fall into three major categories: psycho-social aspects (roles and concerns of family members, family reactions and dynamics); intervention with family systems (including counseling/social services and family education); and intervention by family systems (including advocacy activities and skill training). Cited in an analytical synopsis are studies dealing with family stress, counseling processes and outcomes, and change agentry. Literature is also analyzed in terms of type of research product (personal observation and data-based publications). The author concludes that there is a need for more rigorous empirical research and for research on families of older persons with disabilities. Twenty research questions are listed in areas including outcome factors of different approaches, siblings, and effective strategies. The annotated reference list following the synposis is arranged alphabetically by author's last name and provides information on title, source, and date of publication as well as a brief summary. (CL) ED248620 The Role of the Family in Rehabilitation. Rehabilitation Research Review #8. 1983-00-00 National Inst. of Handicapped Research (ED), Washington, DC. 70 National Rehabilitation Information Center, The Catholic University of America, 4407 Eighth St., N.E., Washington, DC 20017 ($7.50). N/A 1983 -1

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Yes Cognitive Ability Cognitive Processes Computer Assisted Instruction Literature Reviews Programers Programing Skill Development Pea, Roy D. Kurland, D. Midian Information Analyses Opinion Papers Bank Street Coll. of Education, New York, NY. Center for Children and Technology. English This paper provides an historical and empirical critique of the claim that learning to program will promote the development of general higher mental functions. A developmental perspective on learning to program is provided which incorporates cognitive science studies of mental activities involved in programming, and highlights the importance of programming contexts, instructional contexts, and a student's relevant background knowledge and reasoning skills for the task of learning to program. The following topics are discussed: claims for cognitive effects of learning to program; the developmental role of contexts in learning to program; the programming environment; the instructional environment; what constitutes skilled programming; levels of programming skill development; cognitive constraints on learning to program; and evidence for cognitive effects of programming. Types of transfer outcomes expected from each of the different levels of programming skill development are described, and a concluding statement and a 14-page list of references are included. (Author/THC) ED249919 On the Cognitive Effects of Learning Computer Programming: A Critical Look. Technical Report No. 9. 1984-01-00 Spencer Foundation, Chicago, IL. National Inst. of Education (ED), Washington, DC. Researchers 48 N/A 1984 -1

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Yes Apprenticeships Behavioral Objectives Engines Job Skills Job Training Learning Modules Machine Tools Mechanics (Physics) Postsecondary Education Power Technology Pressure (Physics) Trade and Industrial Education Guides - Classroom - Learner Lane Community Coll., Eugene, OR. English This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains five modules covering turbines. The modules provide information on the following topics: types, components, and auxiliaries of steam turbines; operation and maintenance of steam turbines; and gas turbines. Each module consists of a goal, performance indicators, student study guide, vocabulary, introduction, information sheets illustrated with line drawings and photographs, an assignment sheet, a job sheet, a self-assessment test with answers, a post-assessment test with answers for the instructor, and a list of supplementary references. (Copies of supplementary references, which are sections of lectures from a correspondence course published by the Southern Alberta Institute of Technology, are included in the packets.) (KC) ED254722 Millwright Apprenticeship. Related Training Modules. 8.1-8.5 Turbines. 1982-00-00 Oregon State Dept. of Education, Salem. Students 295 N/A 1982 -1

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Yes Cultural Exchange Educational Research Family Attitudes Family Characteristics Family Involvement Foreign Students Group Dynamics High School Students International Educational Exchange Longitudinal Studies Program Effectiveness Secondary Education Social Experience Student Characteristics Student Exchange Programs Student Experience Success Grove, Cornelius Lee Reports - Research Speeches/Meeting Papers AFS International/Intercultural Programs, Inc., New York, NY. English The dynamics of hosting foreign exchange students were studied by means of a longitudinal documentation of the experiences and feelings of 15 U.S. families before, during, and after the 10 months when they hosted an American Field Service (AFS) exchange student. Data were gathered by means of semistructured, open-ended, audio-taped interviews conducted by a single interviewer in each family's home. Most families were interviewed seven times. Families interviewed represented the range of social, economic, and geographic backgrounds of AFS host families. Three general types of host families were identified: those who had a uniformly positive hosting experience, those who experienced periods of conflict which were ultimately resolved successfully, and those whose overall experience was unsatisfactory. Findings indicated that a successful host experience was directly related to positive personality factors rather than cultural factors, positive student-host sibling relationships rather than student-host parent relationships, exchange student willingness to become involved in host family activities, and infrequency of telephone contact with the exchange student's natural parents. Detailed summaries of three case studies and graphs illustrating interview findings are provided. (LP) ED249141 Dynamics of International Host Families. AFS Research Reports, No. 27. 1984-09-00 Researchers 32 Research Department, AFS International, 313 East 43rd St., New York, NY 10017 (free). N/A 1984 -1

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Yes Educational Change Educational History Elementary Secondary Education Reading Comprehension Reading Instruction Reading Processes Reading Research Research Needs State of the Art Reviews Pearson, P. David Information Analyses Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Through reflections upon the ideas and events that have shaped current views about reading comprehension and its teaching, this paper characterizes patterns of development in three related domains: theory and research about basic processes in reading comprehension, research about reading comprehension instruction, and practices in teaching reading comprehension (as reflected by what practitioners think and do and by suggestions in basal reader manuals about how to develop children's reading comprehension ability). The paper begins by discussing knowledge and beliefs about reading comprehension in the period from 1965 to 1970. It then presents changes in views of process and practice for the period from 1970 to 1985. Finally, the paper offers some predictions about new ventures in basic research, applied research, and instructional practice. (HOD) ED253851 The Comprehension Revolution: A Twenty-Year History of Process and Practice Related to Reading Comprehension. Reading Education Report No. 57. 1985-02-00 National Inst. of Education (ED), Washington, DC. 59 N/A 1985 -1

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Yes Compliance (Legal) Disabilities Elementary Secondary Education Federal Legislation Mainstreaming Models Program Implementation Student Placement Opinion Papers Collected Works - General Education for All Handicapped Children Act LINC Resources, Inc., Columbus, OH. Research for Better Schools, Inc., Philadelphia, PA. English Four commissioned papers on approaches to implement the least restrictive environment (LRE) provision of P.L. 94-142, the Education for All Handicapped Children Act, are presented. The authors were asked to develop criteria applicable to the local level and appropriate to a variety of contexts. Papers are presented from the following authors: Sheila Lowenbraun and James Affleck ("Least Restrictive Environment"); Gregory Aloia ("Assessment of the Complexity of the Least Restrictive Environment Provision of Public Law 142"); Jay Gottlieb ("Placement in the Least Restrictive Environment"); and Thomas Gilhool and Edward Stutman ("Integration of Severely Handicapped Students"). Responses to the papers of a panel of educators are presented in terms of such topics as letter vs. spirit of the law, the goal of LRE provision, and the implementing regulations. Recommendations regarding the development of guides or models offering self-study strategies to local education agencies are offered. A three-page reference list is included. (CL) ED253999 LRE: Developing Criteria for the Evaluation of the Least Restrictive Environment Provision. Exploring Issues in the Implementation of P.L. 94-142. 1979-05-00 Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. Policymakers 236 N/A 1979 -1

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Yes Academic Achievement Achievement Gains Class Size Compensatory Education Educational Research Elementary Secondary Education Federal Programs Learning Strategies Literature Reviews Low Achievement Mastery Learning Minority Group Children National Programs Performance Factors Private Schools Program Effectiveness School Districts Teaching Methods Frechtling, Joy And Others Information Analyses Montgomery County Public Schools, Rockville, MD. Dept. of Educational Accountability. English To support a comprehensive look at the problem of increasing minority student achievement in the Montgomery County Schools (Maryland), this report reviews the literature to identify factors affecting minority achievement and to learn from 20 years of programs aimed at low achievers. Section I describes three types of intervention programs: (1) federal/national (Headstart and other early intervention programs, Chapter I and other compensatory approaches, and the privately developed People United to Save Humanity, PUSH-EXCELL program; (2) private school programs; and (3) public school district programs in the District of Columbia, New York City, Austin, and San Diego. Section II reviews the findings on strategy effectiveness at the overall school level (principal leadership, school climate, grade organization, class size, ability grouping, and pullout instruction), the classroom level (time-on-task, curricular variation, direct instruction, teacher feedback, teacher expectations, teaching strategies, student team learning, and mastery learning), and out-of-school (community and parental involvement). Based on these findings Section III recommends further analysis of variables shown to enhance low-achieving students' performance: class size reduction to 15 or less; student team learning and teacher training programs such as Teacher Expectations and Student Achievement (TESA); and mastery learning programs. (BS) ED255584 A Review of Programs and Stratigies Used in Other American School Systems for Improving Student Achievement. 1984-07-00 Policymakers 130 N/A 1984 -1

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Yes Correspondence Study Equipment Maintenance Equipment Utilization Hand Tools Independent Study Machine Tools Metal Working Metals Military Personnel Military Training Postsecondary Education Trade and Industrial Education Welding Guides - Classroom - Learner Marine Corps Inst., Washington, DC. English This student guide, one of a series of correspondence training courses designed to improve the job performance of members of the Marine Corps, deals with the skills needed by metal workers and welders. Addressed in the six individual units of the course are the following topics: weldable metals and their alloys, arc welding, gas welding, metalworking machines and tools, repair of equipment and interpretation of welding symbols, and welding symbols. Each unit contains a general objective, a series of work units addressing different subobjectives, study questions, and answers to the study questions. (MN) ED259131 Metal Working and Welding Operations. 1983-04-22 Students 213 N/A 1983 -1

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Yes Adolescents Autism Behavior Change Behavior Patterns Intervention Reinforcement Haring, Thomas G. And Others Reports - Research San Francisco State Univ., CA. Marin County Office of Education, San Rafael, CA. English The effects of a procedure based on differential reinforcement of other behaviors (DRO) on stereotypic responses and task performance were tested with three autistic students (14-21 years old). The procedure was unique because the time interval employed between potential opportunities for reinforcement was the natural length of one instructional trial delivered to a peer. Thus, the procedure was designed to reduce the level of stereotypic respones during small group instruction. The results indicated that the procedure exerted functional control over the students' stereotypic responses. In addition, two of the students had significantly greater percentages of correct responses under DRO conditions. The results are discussed in terms of models for intervention within task contexts and the usefulness of the procedure under natural teaching conditions. (Author) ED259505 The Use of Differential Reinforcement of Other Behaviors to Reduce Stereotyped Behavior of Autistic Students During Group Instruction. 1984-08-00 Special Education Programs (ED/OSERS), Washington, DC. 29 Thomas Haring, Department of Special Education, University of California-Santa Barbara, Santa Barbara, CA 93106. N/A 1984 -1

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Yes Accountability Budgeting College Planning Economic Climate Financial Policy Governance Government School Relationship Higher Education Resource Allocation State Aid Jones, Dennis P. Opinion Papers National Center for Higher Education Management Systems, Boulder, CO. English New approaches to allocating state resources to colleges are discussed. Budgeting and resource allocation principles are considered that: (1) reflect the unique context of higher education; (2) are consistent with sound budgeting and management principles; and (3) represent institutional mechanisms applied at the state level rather than approaches developed expressly to reflect state priorities. To form the basis for a set of first principles for state-level resource allocation, the following concepts are addressed: the link between budgeting, planning, and accountability; governance relationships; production functions in higher education; and key structural components of the budget. The following customary approaches to resource allocation are evaluated in light of these principles and guidelines: incremental budgeting, formula budgeting, base-plus-increment approaches, and categorical or competitive approaches. The changing environment affecting resource allocation and actual and potential responses to the problems involved are also considered, including buffering and decoupling, marginal costing, and using fixed and variable costs. Finally, key recommendations are summarized, and areas where reform of resource allocation may further the aims of schools and state government are identified. (SW) ED256265 Higher-Education Budgeting at the State Level: Concepts and Principles. 1984-00-00 National Inst. of Education (ED), Washington, DC. 120 National Center for Higher Education Management Systems, P.O. Drawer P, Boulder, CO 80302 ($8.00). N/A 1984 -1

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Yes Cognitive Tests Critical Thinking Diagnostic Tests Difficulty Level Educational Diagnosis High Schools Item Analysis Metacognition Observation Observational Learning Research Methodology Self Evaluation (Individuals) Student Attitudes Test Construction Test Interpretation Test Validity Norris, Stephen P. King, Ruth Tests/Questionnaires Reports - Research Memorial Univ., St. John's (Newfoundland). Inst. for Educational Research and Development. English This report describes the design of a test of one aspect of critical thinking ability, the ability to correctly appraise observations. Intended for classroom use with senior high school students, the 50 item Test on Appraising Observations is based on a comprehensive set of principles modified from Robert Ennes' conception of good observation appraisal. The test evolved through many versions using methodology developed from the construct validity theory that ability tests are valid to the extent that good thinking leads to good test performance and that poor thinking leads to bad test performance. The methodology involved the systematic collection of thinking about protocols of examinees while they worked through test questions. Data collection and analysis for two experimental test versions are described in detail. Item and test statistics for the final version were collected from four southern Ontario high schools and compared to results of two other critical thinking tests. The appendices contain two versions of the Test on Appraising Observations; the Test on Assessing the Believability of Observation Statements; the Observation Test Interview Model, B; the Instruction Sheet to Cooperating Teachers; and the answer key and principles tested per item. (BS) ED260083 The Design of a Critical Thinking Test on Appraising Observations. Studies in Critical Thinking, Research Report No. 1. 1984-00-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). Illinois Univ., Urbana. Bureau of Educational Research. 148 N/A 1984 -1

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Yes Child Rearing Cognitive Development Demography Elementary School Students Family Programs Family School Relationship Grade 1 Home Visits Parent Child Relationship Parent Participation Program Effectiveness Program Evaluation Self Concept Social Networks Social Support Groups Cochran, Moncrieff Henderson, Charles R., Jr. Reports - Evaluative New York (Syracuse) Cornell Univ., Ithaca, NY. English This final report provides an evaluation of the Family Matters program, an experimental program building on family strengths and local resources which was offered for an average of 24 months to 160 families in 10 Syracuse (New York) neighborhoods. Chapter 1 provides a conceptual overview and program description. Chapter 2 describes the research methodology and includes a demographic comparison of program and control families. In chapter 3, attention is focused upon the influence of program participation on children's performance in first grade. Chapter 5 expands this focus to include possible relations among school outcomes, parental perceptions of self, and parent-child activities. Home-school communications is the area of interest in chapter 4 and chapter 6 concerns personal social networks. In chapter 7, network relations to activities, perceptions, and school outcomes are examined, as are the relations between perceptions and home-school communications. Chapter 8 considers questions focusing on program-influenced changes in family ecology affecting the behavior of children; causal links between program inputs and child outcomes; and differences in effects and processes across family types. Attention then shifts to a number of family-support related themes arising from the answers to these questions. (RH) ED262862 Family Matters: Evaluation of the Parental Empowerment Program. A Final Report to the National Institute of Education. 1985-02-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Spencer Foundation, Chicago, IL. Grant (W.T.) Foundation, New York, NY. National Inst. of Education (ED), Washington, DC. 305 N/A 1985 -1

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Yes Accessibility (for Disabled) Building Design Design Requirements Developing Nations Disabilities Environmental Standards Structural Elements (Construction) Hanson, Lisa And Others Guides - Non-Classroom United Nations, New York, NY. Swedish International Development Authority (SIDA). English Developed as part of the International Year of Disabled Persons, the guide is intended to help planners, architects, and designers to accommodate the built environment of developing regions for disabled persons. Guidelines focus on public building in urban or village settings and emphasize simple solutions to common problems. Following an introductory section which provides background information, a second section examines such general considerations as six categories of disabled persons (and dimensional data for wheel-chair use). Environmental considerations are addressed in the third section with information on prevention, basic physical requirements, identification of such problems as difficulties in entering buildings, and design requirements. A fourth section contains a series of recommendations regarding commonly used design features of infrastructures (transportation systems, pedestrian routes, footpaths and roads, street furniture, and sign posts) as well as of building elements (entrances, doors, ramps, staircases and steps, handrails, windows, lifts, sanitary and electrical controls, signs, and areas such as passageways and bathrooms). Two final sections cover statutory and financial considerations. Among nine appendixes are a 39-item annotated bibliography and a list of pertinent United Nations resolutions. (CL) ED239464 Designing with Care. A Guide to Adaptation of the Built Environment for Disabled Persons. 1983-01-00 103 N/A 1983 -1

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Yes Bilingual Education Educational Research Educational Theories Elementary Secondary Education Foreign Countries French Immersion Programs Limited English Speaking Minority Groups Program Administration Program Descriptions Second Language Instruction Reports - Descriptive Collected Works - General Books Canada California State Dept. of Education, Sacramento. Office of Bilingual Bicultural Education. English A collection of papers on immersion programs focuses primarily on their applicability for language minority students, and addresses some common myths and misunderstandings about immersion education. In "An Overview of Issues in Immersion Education" (Wallace Lambert), major issues and misconceptions are outlined. A second group of papers includes: "Historical and Theoretical Foundations of Immersion Education (Fred Genesee); "Canadian French Immersion Education: Current Administrative and Instructional Practices" (Sharon Lapkin and James Cummins); and "A Review of Immersion Education in Canada: Research and Evaluation Studies" (Merrill Swain). The final group of papers looks at the situation in the United States, in "The Immersion Education Approach to Foreign Language Teaching" (Russell N. Campbell), and "The Inadequacy of English Immersion Education as an Educational Approach for Language Minority Students in the United States" (Eduardo Hernandez-Chavez). (MSE) ED239509 Studies on Immersion Education. A Collection for United States Educators. 1984-00-00 Department of Education, Washington, DC. Equal Educational Opportunity Program. Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. Teachers Practitioners 193 Publication Sales, California State Department of Education, P.O. Box 271, Sacramento, CA 95802 ($5.00, plus tax for California residents). N/A 1984 -1

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Yes Creationism Evolution Paleontology Religious Factors Science Education Scientific Research Cole, John R., Ed. Godfrey, Laurie R., Ed. Collected Works - Serials Reports - General English This document points out that creationists claim that humans and dinosaurs lived together in Texas just before Noah's flood by citing alleged human footprints found side-by-side with those of dinosaurs in the Cretaceous limestone of the Paluxy River near Glen Rose, Texas. An investigation was conducted to determine if this claim were true. Findings of this investigation are reported and discussed in the papers included in this publication. They are: "Tracking Those Incredible Creationists" (R. J. Hastings), an investigative chronology of the Glen Rose creationists excavations from 1982 to the present; "Foot Notes of an Anatomist" (L. R. Godfrey), which examines the human and dinosaur footprints at the site; "Mantracks? The Fossils Say No!" (J. R. Cole, L. R. Godfrey, and S. D. Schafersman); "If I Had a Hammer" and "It Ain't Necessarily So: Giants and Biblical Literalism" (J. R. Cole). It is pointed out that the "mantracks" (the term given by creationists to the elongated channels or depressions found in rock) could have been formed by numerous mechanisms other than human involvement. Three pages of references conclude the document. (JN) ED265059 The Paluxy River Footprint Mystery--Solved. Creation/Evolution v5 n1 Win 1985 1985-00-00 69 Creation/Evolution Magazine, P.O. Box 146, Amherst Branch, Buffalo, NY 14226-0146 ($2.75; 10 or more, $1.75). N/A 1985 -1

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Yes Adult Basic Education Behavioral Objectives Check Lists Classroom Techniques Communication Skills Communicative Competence (Languages) Competency Based Education Core Curriculum Educational Objectives English (Second Language) Lesson Plans Mainstreaming Program Development Refugees Second Language Instruction Student Evaluation Testing Guides - Classroom - Teacher Office of Refugee Resettlement (DHHS), Washington, DC. English This resource package is the product of seven national demonstration projects funded by the U.S. Office of Refugee Resettlement (ORR). The package is intended to assist persons involved with refugee language training in developing programs that address the ORR's English language training goals. The guide is divided into sections addressing the following topics: (1) the purpose, content, and use of the Mainstream English Language Training (MELT) Project resource package; (2) student performance levels; (3) core curriculum; and (4) testing. Appendixes to the individual sections include MELT demonstration project information, lists of literacy enabling skills, an index of grammatical structures, examples of performance objectives, sample needs assessments developed at various project demonstration sites, sample lesson plans and learning activities, assorted checklists, and examples of locally adapted curricula. A chart of English as a Second Language (ESL) tests with data for publisher, function, skills, forms and level, and a glossary of MELT resource package terms are also provided. (MN) ED264384 Competency-Based Mainstream English Language Training Project (MELT) Resource Package. 1985-03-00 232 N/A 1985 -1

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Yes Females Financial Problems Health Insurance Hearings High Risk Persons Medical Services Middle Aged Adults Older Adults State Action State Programs Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. Senate Special Committee on Aging. English This document presents witness testimonies and prepared statements from the Congressional hearing called to examine the plight of the medically uninsured in America. Opening statements are included from Senators John Heinz, Charles E. Grassley, Christopher J. Dodd, and John Glenn; prepared statements are given from Senators Lawton Chiles and Jeremiah Denton. The first panel of witnesses includes two women who discuss their medical problems and the difficulties they have in paying medical bills; and the vice president of a benefits compensation, consulting, and risk management company who describes the problems older persons have in obtaining health insurance. The second panel consists of a physician from Cook County Hospital, Chicago; the president of the Cuyahoga County Hospital System, (Ohio); a Princeton University economics professor; and a health policy consultant. Witnesses describe situations in which acutely ill persons with no insurance are denied treatment at private institutions, and discuss the growing number of emergency room-to-emergency room transfers, problems of indigent care, and the responses various states are making concerning the medically uninsured. Expanding Medicaid programs, expanding existing state-funded programs, and imposing obligations on medical care providers to finance charity care are three areas of state action which are considered. The appendix contains other related materials, including a background paper on the medically uninsured and several testimonial letters. (NRB) ED264448 Americans at Risk: The Case of the Medically Uninsured. Hearing before the Special Committee on Aging. United States Senate, Ninety-Ninth Congress, First Session. 1985-06-27 Policymakers 120 N/A 1985 -1

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Yes Cognitive Development Cognitive Processes Educational Theories Learning Processes Learning Theories Schemata (Cognition) Vosniadou, Stella Brewer, William F. Information Analyses Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English An examination of how new knowledge is acquired reveals that knowledge is organized in global conceptual constructs called schemata, and that the process of knowledge acquisition can be conceptualized as the articulation and restructuring of these schemata. Assuming that a schema is a generative structure with implications beyond what is immediately known, the working out of these implications is schema articulation. Schema restructuring is the kind of learning that involves fundamental changes in the nature of the schema itself. The domain of observational astronomy (i.e., the knowledge about the sun, moon, and stars in relation to the earth) would be an appropriate domain to test these ideas. When the purpose of instruction is to promote schema articulation, it is important to build instruction around the child's already existing schema. When the purpose of instruction is to promote knowledge restructuring, it is important to foster recognition of the anamolies in the existing schema and to use explanatory analogies and/or physical models to bring relevant knowledge from a different domain to help schema restructuring. An 11-page reference list is appended. (EL) ED266410 The Problem of Knowledge Acquisition. Technical Report No. 348. 1985-12-00 National Inst. of Education (ED), Washington, DC. National Science Foundation, Washington, DC. 36 N/A 1985 -1

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Yes Academic Achievement Bilingual Education Chinese Americans Classroom Communication Classroom Techniques Comparative Analysis Elementary Education English (Second Language) Grade 3 Grade 5 Hispanic Americans Language of Instruction Language Skills Limited English Speaking Second Language Learning Student Characteristics Teaching Methods Fillmore, Lily Wong And Others Reports - Research California Univ., Berkeley. English A three-year research project investigated the effects of instructional practices and patterns of language use in bilingual and English-only classrooms on general academic development and the development of English language skills by limited-English-proficient students, especially those skills needed to participate fully in the society's schools. The subjects were native Chinese- and Spanish-speaking students with two to three years of exposure to English, from 17 bilingual program classes. Tests, classroom observation, and audio and video recordings focusing on instructional situations were used to assess oral and written language comprehension and production, subject-area academic achievement, and the instructional practices and patterns of instructional language use. It was found that variables influencing development of English production skills included: interactional opportunities, especially for Hispanic students and those with lower initial English proficiency; quality of the learning environment, especially for Chinese students with low initial English proficiency; and quality of language and teaching, largely for Hispanic students. Variables affecting English comprehension skills included: percent of time in teacher-directed activity; quality of learning environment, for Hispanics at all levels and for Chinese at the intermediate level; quality of instructional language, only for Hispanics; interactional opportunities, for Hispanics; and verbal and extended-response practice, for the Chinese. (MSE) ED259579 Learning English through Bilingual Instruction. Final Report. 1985-06-00 National Inst. of Education (ED), Washington, DC. Policymakers 484 N/A 1985 -1

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Yes Adopted Children Adoption Organizations (Groups) Resources Social Problems State Legislation Statistical Data Legal/Legislative/Regulatory Materials Numerical/Quantitative Data Reports - Descriptive National Committee for Adoption, Inc., Washington, DC. English This document is designed to fill major information voids in the field of adoption and to provide prospective adoptive parents with reliable data on which to base decisions. The factbook contains four major types of new information: (1) a frank discussion of the issues concerning adoption -- including costs; tax regulations; transracial adoption; foreign adoption; foster care; pro's and con's of public, private, and individual adoption; characteristics of adoptive children, biological parents, and adoptive parents; and business firms and adoption benefits; (2) adoption regulations -- including state regulations; Immigration and Naturalization Service Regulations for foreign adoptions; regulations on access to state adoption records; legislation on adoption registries; and regulations on surrogate motherhood; (3) adoption statistics -- including previously unpublished data from the National Committee for Adoption's national survey of adoption; previously unpublished Immigration and Naturalization Service data on foreign adoptions; a new synthesis of trend statistics on adoption; and recommendations for a sensible federal/state adoption data collection program; and (4) adoption resources -- including lists of about 600 adoption specialists, support groups, organizations, and programs designed to help lay persons and professionals at the local, state, and national level obtain access to the experts. A short list of publications available from the National Committee for Adoption concludes the document. (RH) ED265967 Adoption Factbook: United States Data, Issues, Regulations and Resources. 1985-11-00 ISBN-0-9615820-0-6 Parents Counselors Practitioners Policymakers 170 National Committee for Adoption, 2025 M Street, N.W., Suite 512, Washington, DC 20036 ($25.00). N/A 1985 -1

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Yes Bibliographies Environmental Influences Facilities Hospitals Influences Labor Needs Literature Reviews Medical Services Needs Nurses Nursing Nursing Education Patients Personnel Needs Program Design Program Development Research Needs Staff Role Staff Utilization Synthesis Young, John P. And Others Information Analyses Reference Materials - Bibliographies Public Health Service (DHHS), Rockville, MD. Div. of Nursing. English A critical review of literature on factors affecting nurse staffing in acute care hospitals, with particular regard for the consequences of a movement from team nursing to primary nursing care, was conducted. The literature search revealed a need for more research on the philosophy of nursing and nursing goals and policy as they relate to nurse staffing methodologies. Personnel and patient factors (especially education, staffing patterns, and the use of part-time and agency personnel) have been examined more or less rigorously. Care requirements as required by patient classification systems have also received intensive study. Nursing service organization, unit management, scheduling, and the modified work week are among management factors that have received descriptive treatment in literature. However, study of the interrelationships of these factors have largely been ignored. Team nursing, the Loeb Center system, unit assignment, and primary nursing care are among the organizational modes of nursing that have been examined. Unit design, the use of computers as it affects nursing schedules, and the unit dose system are among the few environmental factors to affect nursing care discussed in literature. (Seventy-one pages of references are appended.) (MN) ED198384 Factors Affecting Nurse Staffing in Acute Care Hospitals: A Review and Critique of the Literature. Nurse Planning Information Series 17. 1981-01-00 298 National Technical Information Service, 5285 Port Royal Rd., Springfield, VA 22161. N/A 1981 -1

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Yes Authors Check Lists Cognitive Processes Coherence Comprehension Content Analysis Content Area Reading Difficulty Level Guidelines Learning Processes Readability Reading Research Textbook Evaluation Textbook Research Textbook Selection Armbruster, Bonnie B. Anderson, Thomas H. Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Focusing on what authors can do to facilitate learning from content area textbooks, this report labels authors as "considerate," providing text that readers can understand with a minimum of cognitive effort, or as "inconsiderate," creating text that requires a conscientious, highly skilled effort if readers are to comprehend it. The discussion is organized around four text characteristics: structure, coherence, unity, and audience appropriateness. These characteristics are defined, illustrated, and related to research on their effect on comprehension and learning. Also included is a set of guidelines and a checklist for editors and authors of textbooks and for people who select and evaluate textbooks. (AEA) ED203298 Content Area Textbooks. Reading Education Report No. 23. 1981-07-00 National Inst. of Education (ED), Washington, DC. 68 N/A 1981 -1

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Yes Delivery Systems Expenditures Financial Support Mental Disorders Mental Health Mental Health Programs Patients Statistical Data Suicide Taube, Carl A., Ed. Barrett, Sally A., Ed. Numerical/Quantitative Data Reports - Research National Inst. of Mental Health (DHHS/PHS), Rockville, MD. Div. of Biometry and Epidemiology. English This document contains statistics on mental illness and organized mental health service delivery systems. Data sources cited include the National Institute of Mental Health, state mental health agencies, universities in the Epidemiological Catchment Area program, the National Center for Health Statistics, and the National Association of State Mental Health Program Directors. Included are the latest data on prevalence of mental disorders; trends in availability, volume, staffing, and expenditures of organized specialty mental health services in the United States, including the characteristics of patients who use these services; the features of organized specialty mental health services in each state; national mental health expenditures; revenues and expenditures of each state mental health agency; and trends in suicide. The document highlights trends in prevalence of mental disorders, mental health service delivery, expenditures, revenues, and suicide. Most of the document consists of statistics on the various topics. Appendices include sources and qualifications of data contained in specific chapters, a glossary of terms, and a list of contacts for further information. Ninety-one data tables and 17 figures are included. (ABL) ED265444 Mental Health, United States 1985. 1985-00-00 233 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. N/A 1985 -1

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Yes Acculturation Community Problems Cultural Background Cultural Traits Economic Development Educational Experience Employment Opportunities English (Second Language) Foreign Countries Immigrants Job Training Land Settlement Migration Patterns Refugees Social Integration Reports - Research Laos United States Minnesota Univ., Minneapolis. Center for Urban and Regional Affairs. Lao Family Community, Inc., Santa Ana, CA. Northwest Regional Educational Lab., Portland, OR. English This volume is the final report of a national project which examined the resettlement of Laotian Hmong refugees in the United States. The study methodology included a review of literature about the Hmong; in-depth case studies of seven Hmong resettlements across the nation; discussions with informants in over 40 other Hmong communities; and interviews with national Hmong leaders and spokespeople. The report is divided into four major sections. The first presents an overview of the Hmong, including their traditional lifestyle and economy, the impact of the 1954-75 wars, experiences in Thai refugee camps after 1975, and resettlement in other countries. Section II examines the settlement patterns of Hmong in the United States, and discusses factors influencing where Hmong were initially placed and why many have continued to migrate within the country. Section III focuses on how the ongoing Hmong resettlement appears to be faring and identifies some problems and solutions (including economic adjustment, English acquisition, education of children, and groups with special needs). Finally, section IV presents a summary and recommendations. Four appendices include: brief case study site descriptions; community informants' estimates of Hmong community characteristics; estimated statistics on Hmong population and public assistance rates in the United States; and a transcript of a group meeting with Hmong high school students. (KH) ED267151 The Hmong Resettlement Study. Volume I: Final Report. 1985-04-00 Office of Refugee Resettlement (DHHS), Washington, DC. 318 N/A 1985 -1

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Yes Acculturation Adult Learning Asian Americans Community Attitudes Economic Development Educational Experience Employment Opportunities Employment Patterns English (Second Language) Immigrants Job Training Labor Market Land Settlement Migration Patterns Refugees Welfare Recipients Welfare Services Reder, Stephen And Others Reports - Research California Northwest Regional Educational Lab., Portland, OR. English This document reports on the resettlement of Hmong refugees in Fresno County, California: what their employment experience has been, which resettlement efforts have been successful, and how current resettlement efforts could be altered to improve the Hmong's long-tern adjustment. Much of the data was gathered through personal interviews with Hmong and individuals working with Hmong in Fresno County. The first section gives general information about Fresno County and describes the general population, other refugee groups, the economic base (farming), economic problems, housing, problems of refugee services, and the very negative community reaction to Hmong refugees. Section II gives information on the size and history of the Hmong population who, according to one source, numbered approximately 10,000 in May, 1983. Section III considers a variety of resettlement issues, including lack of English proficiency, lack of job skills, discrimination, welfare dependence, lack of job search skills, and the lack of entrepreneurial experience and technical assistance for farmers and small businessmen. Also discussed are education issues, in particular the feelings of extreme disorientation the Hmong feel in the schools and their sense that the education is inappropriate for their needs. The final section considers secondary migration, welfare disincentives, socialization problems, and psychological issues. The paper concludes with extensive appendices, which include Fresno County welfare caseloads, refugee services available, organization of services, and transcripts of letters translated into English from Hmong in Fresno County. (CG) ED267156 The Hmong Resettlement Study Site Report: Fresno, California. 1983-07-07 Office of Refugee Resettlement (DHHS), Washington, DC. 143 N/A 1983 -1

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Yes Biological Sciences Cognitive Processes Concept Formation Elementary School Science Intermediate Grades Junior High Schools Photosynthesis Reading Processes Science Education Textbook Content Textbook Research Textbooks Roth, Kathleen J. Reports - Research Speeches/Meeting Papers Michigan State Univ., East Lansing. Inst. for Research on Teaching. English In order to study why students have difficulty learning from science textbooks, this study investigated how middle school students use textbooks and how their thinking about one science concept (photosyntheis) was influenced by the reading of three different science texts. One of the texts used was an experimental one written to challenge and change students' common misconceptions about how plants get their food. The other two texts were commercially available texts covering the same content as the experimental text. Daily interviews were used to trace the thinking of students (N=18) as they read one text chapter over a 3-day period. This approach provided detailed information about the cognitive lives of students during textbook reading that has important implications for understanding learning processes, teaching, and textbook development. A unique part of the study was the exploration of conceptual learning from text. Findings, among others, show that both "good" and "poor" readers have difficulty learning from text because they use ineffective text processing strategies and that only students using a conceptual change strategy for processing text were successful in giving up or modifying their incorrect prior knowledge in favor of text explanations. (JN) ED267980 Conceptual Change Learning and Student Processing of Science Texts. 1985-00-00 Association of American Publishers, Washington, DC. National Inst. of Education (ED), Washington, DC. Researchers 46 N/A 1985 -1

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Yes Academic Achievement Access to Education Bias Cultural Influences Disadvantaged High Achievement Hispanic Americans Labeling (of Persons) Language Attitudes Language of Instruction Low Achievement Minority Groups Parent Aspiration Postsecondary Education Secondary Education Socioeconomic Status Spanish Speaking Student Characteristics Student Financial Aid Teacher Attitudes So, Alvin Y. Information Analyses English Written in the social context of the United States in the 1980s and based on information about Hispanic students, parents, teachers, and schools contained in the national High School and Beyond data set, this book addresses critical issues regarding the status of Hispanic education of interest to Hispanics, policymakers, and academicians. Part I offers a brief historical review and describes the data set. Part II considers the cultural deprivation perspective, focusing on high-achieving Hispanic language minority students from low socioeconomic backgrounds. The two chapters in this part question whether it is necessary to strip Hispanic disadvantaged students of their language and cultural identity in order to promote academic achievement and examine the assertion that Hispanic parents have low educational aspirations for their children and do not exhibit interest in and/or encouragement of their children's education. Part III probes issues relating to the structural perspective: characteristics of high density ethnic minority barrio schools and bias on the part of both Anglo and Hispanic teachers toward Hispanic students. Part IV examines issues emerging in the early 1980s: impact of language of instruction on educational achievement; whether language minority background or low socioeconomic status is more important in explaining Hispanic educational attainment; and consequences of cutbacks in financial aid programs on the college-going behavior of Hispanic students. Part V contains a concluding chapter drawing together the implications of the study. (NEC) ED270239 Hispanic Education in the 1980s: Issues and Analyses. 1985-00-00 Policymakers Practitioners 256 N/A 1985 -1

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Yes Biology Cognitive Development College Science Comprehension Concept Formation Higher Education Misconceptions Photosynthesis Science Education Science Instruction Scientific Concepts Anderson, Charles W. And Others Reports - Research Michigan State Univ., East Lansing. Inst. for Research on Teaching. English The processes of photosynthesis and respiration are basic to the understanding of many other aspects and functions of biological systems. Because of their curricular significance, these processes served as the focal point in an investigation of student conceptions and instructional effectiveness. In this study, students in a college nonscience majors' biology course took tests designed to reveal their conceptions of respiration and photosynthesis before and after course instruction. Even though most students had taken at least one full year of biology, serious misconceptions persisted. Most students gave definitions of respiration, photosynthesis, and food which were markedly different from those generally accepted by biologists. These incorrect definitions were associated with more fundamental misunderstandings about how plants and animals function. Most students could not explain how animal cells use either food or oxygen. They understood plants as vaguely analogous to animals, taking in food through their roots instead of mouths. Previous biology instruction seemed neither to improve student performance on the pretest nor to prepare them to master these conceptions during the course. Course instruction was more successful, but misconceptions persisted for many students. These results raise fundamental questions about the effectiveness of curriculum and instruction in current high school and college biology courses. (Author/ML) ED270317 The Effects of Instruction on College Nonmajors' Conceptions of Respiration and Photosynthesis. Research Series No. 164. 1986-01-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners 30 N/A 1986 -1

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Yes Academic Achievement Compensatory Education Elementary Secondary Education Family Characteristics Federal Programs Institutional Characteristics Minority Groups Poverty Poverty Areas Socioeconomic Status Statistical Analysis Kennedy, Mary M. And Others Reports - Evaluative Numerical/Quantitative Data Education Consolidation Improvement Act Chapter 1 Elementary and Secondary Education Act Title I Office of Educational Research and Improvement (ED), Washington, DC. English This document, the first of three reports to be produced as part of the National Assessment of Chapter 1 programs, summarizes a wide range of information about those whom the programs are intended to benefit. The report provides an analytic and demographic framework from which to view the actual operations of local Chapter 1 programs. The first section provides an overview of the report. Chapter 2 examines a number of aspects of the relationship between poverty and achievement. Chapter 3 describes characteristics of children whose families meet the official census definition of poverty, as well as those who experience long spells of poverty, those who live in areas with high concentrations of poverty, and students who are not high achievers in school. Chapter 4 examines characteristics of those students who actually have been served by Title I or Chapter 1 programs. Appendices include: (1) the statute for the National Assessment of Chapter 1; (2) a list of contracted studies on Chapter 1; (3) the Administrative Status Report of the National Assessment; (4) two reports on the effects of poverty on student attainment; (5) two statistical reports based on the Current Population Survey and the 1980 Census; and (6) three reports providing data on participants in Title I/Chapter 1 programs. (MW) ED271546 Poverty, Achievement and the Distribution of Compensatory Education Services. An Interim Report from the National Assessment of Chapter 1. 1986-01-00 344 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. N/A 1986 -1

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Yes Cloze Procedure College Students English (Second Language) Foreign Students Information Theory Language Tests Statistical Analysis Test Interpretation Test Reliability Test Validity Testing Darnell, Donald K. Test of English as a Foreign Language Colorado Univ., Boulder. Dept. of Speech and Drama. This final report presents a description of a test combining cloze procedure and an entropy analysis (CLOZENTROPY), designed to measure the compatibility of a foreign student's English with that of his peers who are native speakers of English. This test, and the Test of English as a Foreign Language (TOEFL) were administered to 48 foreign students at the University of Colorado. (The CLOZENTROPY test was also administered to 200 native speakers of English at the same university.) Comparable reliability coefficients of approximately .86 were obtained for the two tests. Correlation between total scores on the two tests was .833. Analysis of variance confirms that content and difficulty of test material, major of subjects, and level and major of native comparison groups have significant influences on the CLOZENTROPY index of English proficiency. A discussion of the advantages over convention al types of tests and the major weakness (dependency on computer assistance in scoring), a sample copy of the test instrument, sample letters to the students, samples of computer output on the scoring program, and other data are included in the report. (AMM) ED024039 The Development of an English Language Proficiency Test of Foreign Students, Using a Clozentropy Procedure. Final Report. 1968-10-00 Office of Education (DHEW), Washington, DC. Bureau of Research. 73 N/A 1968 -1

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Yes Automation Cataloging Computers Data Analysis Information Processing Information Storage Libraries Library Cooperation Magnetic Tapes Standards Avram, Henriette D. And Others Library of Congress, Washington, DC. Information Systems Office. Utilizing both the experience gained from the Machine-Readable Cataloging (MARC) Pilot Project, which tested the feasibility of distributing Library of Congress cataloging in machine readable form to various users, and the results of extensive consultation with the library community and persons at the Library of Congress, a format for communication of bibliographic data, MARC II, has been devised. It is designed to have sufficient flexibility to serve as the standardized communications format for a wide variety of bibliographic data. The basic format has the following parts: (1) a leader which identifies and describes the record, its length and its effect on the file, (2) a directory which is essentially an index to the location of the variable fields within the record, (3) a control number which is the unique number assigned to the record, (4) variable fixed fields, which are the fixed fields which would appear in a given type of record, but which vary in number and length among the different types of records, and (5) variable fields which may not be present in all records of a given types. The use of the format is shown in the cataloging of monographs, demonstrating how each of the elements on a catalog card would be transcribed into MARC II format. Also included in this report is "The MARC II Format, Supplement One", including additional changes designed to make the format more flexible and to simplify the structure. (CM) ED024413 The MARC II Format: A Communications Format for Bibliographic Data. 1968-01-00 181 Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (GPO LC 1.2:M18, $1.50) N/A 1968 -1

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Yes Computation Concept Formation Concept Teaching Educational Theories Elementary Education Elementary School Mathematics Mathematical Concepts Mathematics Instruction Multiplication Teaching Methods Lampert, Magdalene Guides - Classroom - Teacher Michigan State Univ., East Lansing. Inst. for Research on Teaching. English This essay clarifies what it means to know mathematics by examining ways of knowing multiplication and explores what those ways of knowing imply for the teaching and learning of mathematics in schools. It reviews the perennial argument about whether computational skill or conceptual understanding should guide the school curriculum. A mathematical analysis of the process of multiplication, a conceptual analysis of mathematical cognition, and speculative research on classroom teaching and learning are presented to support this argument. Included are descriptions of several lessons in which children are being taught about multiplying large numbers. The descriptions focus on the connections that can be made in teaching among students' naive, concrete, computational, and conceptual knowledge. (Author) ED273438 Knowing, Doing, and Teaching Multiplication. Occasional Paper No. 97. 1986-06-00 Office of Educational Research and Improvement (ED), Washington, DC. Teachers Practitioners 67 Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($5.75). N/A 1986 -1

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Yes Cognitive Processes Content Area Reading Critical Reading Critical Thinking Curriculum Development Elementary Secondary Education Instructional Improvement Intellectual Development Reading Comprehension Reading Improvement Reading Instruction Reading Strategies Teacher Student Relationship Teaching Methods Brown, Ann L. Reports - Descriptive Illinois Univ., Urbana. Center for the Study of Reading. American Educational Research Association, Washington, DC. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Reading comprehension skills can be taught effectively across the curriculum leading to enhanced critical thinking and reading skills, as well as improved performance in content areas. Skilled readers plan their approach to the task at hand, monitor their learning as they read, apply strategies to foster learning, evaluate, and if necessary, revise their approach to learning from texts. The best approach to creating independent readers is to guide them in acquiring strategies for attacking texts on their own. Instructional procedures that introduce strategies as they are needed in the context of actually understanding texts, where the strategies are demonstrated over time, and where the student is fully informed of the purpose of the strategy, produce long-lasting, significant improvements in reading comprehension scores. A description is presented of one such instructional program in which the techniques of expert scaffolding of materials and reciprocal teaching through dialogue are used. The dialogue includes spontaneous discussion and argument and four main comprehension-fostering activities: summarizing, questioning, clarifying, and predicating. Implications for curriculum reform in reading comprehension are discussed. A six-page list of references concludes the document. (JD) ED273567 Teaching Students to Think as They Read: Implications for Curriculum Reform. Reading Education Report No. 58. 1985-04-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. National Inst. of Education (ED), Washington, DC. Practitioners 42 N/A 1985 -1

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Yes Administrator Attitudes Disabilities Elementary Secondary Education Evaluation Criteria Evaluation Methods Program Evaluation Qualitative Research Research Design Research Methodology Special Education Special Education Teachers Statistical Analysis Teacher Attitudes Reports - Descriptive Information Analyses Council of Administrators of Special Education, Inc. English One in a series of issue papers commissioned by the Council of Administrators of Special Education (CASE), this document presents a comparison of contemporary evaluation approaches for special education programs. The first section describes the two approaches to be compared: (1) traditional scientific inquiry which emphasizes quantitative methods; and (2) the naturalistic paradigm which emphasizes qualitative methods. The second section, written by Lester J. Horvath, is titled "A Quantitative Program Evaluation Approach to Evaluating Quality Special Education Programs," and covers such areas as: the context of the problem (administrative challenge, reasons for program evaluation, contextual issues in special education, and training); assumptions regarding special education program evaluation; the recommended approach (including description, purpose and specific stages of evaluation); and other considerations. Section Three, written by Edith E. Beatty and titled "Qualitative Responsive Approaches to Evaluating Special Education Program Quality," addresses the local context; qualitative responsive evaluation; frameworks; and implementing qualitative responsive evaluations. The fourth section, written by Kenneth R. Olsen, is a comparative analysis of the approaches presented by Horvath and Beatty and discusses areas of agreement between the two approaches (stakeholder involvement, criteria for effective evaluations, emphasis on quality) and areas in which the methods differ (issues and concerns versus decisions, knowing design in advance, need for consensus). The final section outlines administrative implications of the findings and lists questions to help special education administrators in choosing the appropriate method for evaluating the quality of their special education program. (CB) ED275123 Quantitative vs. Qualitative Approaches to Quality Special Education Program Evaluation. 1985-00-00 Administrators Practitioners 61 CASE Research Committee, c/o L. C. Burrello, Indiana University, School of Education, Third and Jordan Streets, Bloomington, IN 47405 ($7.00 to CASE members; $14.00 to non-members). N/A 1985 -1

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Yes Classroom Techniques Cognitive Processes Elementary Secondary Education Learning Strategies Socialization Student Motivation Teaching Methods Brophy, Jere Reports - Research Michigan State Univ., East Lansing. Inst. for Research on Teaching. English This paper describes conceptual development and empirical research on student motivation to learn. It defines student motivation to learn as both a generalized trait and a situation specific state, and distinguishes it from related but different motivational conceptions that have less direct bearing on issues surrounding motivating student learning in classroom situations. It then reviews research indicating that little evidence of motivation to learn is observed in most classrooms and that this may be because teachers have not been made aware of the need to stimulate such motivation to learn through systematic socializing of their students, nor have they been armed with strategies for doing so. Finally, it describes the rationale and design of an ongoing experiment on this topic and presents the 13 strategies for stimulating student motivation to learn and 11 strategies for capitalizing on students' existing intrinsic motivation that are being recommended to teachers and that form the treatment in this experiment. (Author) ED269384 Socializing Student Motivation to Learn. Research Series No. 169. 1986-02-00 Office of Educational Research and Improvement (ED), Washington, DC. 50 Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824-1034 ($4.50). N/A 1986 -1

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Yes Change Strategies Evaluation Criteria Evaluation Methods Higher Education Models Needs Assessment Organizational Effectiveness Problem Solving Cameron, Kim S. Reports - Descriptive National Center for Higher Education Management Systems, Boulder, CO. English A way to assess and improve organizational effectiveness is discussed, with a focus on factors that inhibit successful organizational performance. The basic assumption is that it is easier, more accurate, and more beneficial for individuals and organizations to identify criteria of ineffectiveness (faults and weaknesses) than to identify criteria of effectiveness (competencies). An organization is defined as being effective to the extent that it is free from characteristics of ineffectiveness. The technique for assessing and improving organizational effectiveness is called "fault tree analysis." Seven steps used in fault tree analysis when assessing organizational effectiveness include: answer seven critical questions to limit the scope of the assessment, determine the top fault and contributing faults, analyze specifics to identify a change strategy, determine weights for the faults through subjective judgments of importance and frequency, compute primary and secondary strategic paths through logic gates, and identify prioritized change strategies for improving organizational effectiveness. Advantages and disadvantages of fault tree analysis are considered, and an example of a private liberal arts college is used to identify indicators of ineffectiveness. Finally, seven models of organizational effectiveness are compared. (SW) ED271066 The Effectiveness of Ineffectiveness: A New Approach to Assessing Patterns of Organizational Effectiveness. 1982-09-00 National Inst. of Education (ED), Washington, DC. 92 N/A 1982 -1

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Yes Adult Education Auto Mechanics Autoinstructional Aids Behavioral Objectives Fuels Instructional Materials Learning Activities Military Training Motor Vehicles Postsecondary Education Trade and Industrial Education Irby, James F. And Others Guides - Classroom - Learner Marine Corps Inst., Washington, DC. English Materials are provided for a 14-hour course designed to introduce the automotive mechanic to the basic operations of automotive fuel and exhaust systems incorporated on military vehicles. The four study units cover characteristics of fuels, gasoline fuel system, diesel fuel systems, and exhaust system. Each study unit begins with a general objective. It is divided into numbered work units, each presenting one or more specific objectives. These work units also consist of text material, illustrations, and study questions. Answer keys appear at the end of each study unit. A review lesson, which is a multiple choice exercise, is also provided. Troubleshooting guides for diesel fuel injection systems are included as appendixes. (YLB) ED275868 Automotive Fuel and Exhaust Systems. 1985-07-31 Students 91 N/A 1985 -1

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Yes Classroom Techniques Cognitive Ability College Instruction Debate Group Activities High Risk Students Higher Education Large Group Instruction Learning Activities Microcomputers Primary Sources Problem Solving Role Playing School Community Relationship Simulation Student Participation Teaching Assistants Teaching Methods Schomberg, Steven F., Ed. Collected Works - General Guides - Non-Classroom Reports - Descriptive Minnesota Univ., Minneapolis. English Methods developed by faculty to involve students in the classroom are described in 13 articles, based on the experience of University of Minnesota faculty in the Northwest Area Program on Active Learning. Each article considers: how to get started, sample applications of the method, challenges and how to deal with them, rewards, and where to get help. Article titles and authors are as follows: "Using Primary Sources in the Classroom" (Elaine Tyler May); "Introducing Active Learning: Conceptual and Practical Problems" (William R. Charlesworth); "Cooperative Learning Groups" (Karl A. Smith); "Introducing Simulation and Role Play" (Terrie M. Shannon); "Structuring Controversy in the Classroom" (Deborah Deemer); "Using Active Learning in Large Classes" (Thomas F. Brothen); "Training Teaching Assistants to Use Active Learning Strategies" (Donald Ross); "Teaching Problem-Solving Skills" (Bert E. Fristedt); "Organizing Community Studies" (Peggy Sand); "Teaching Cognitive Skills to Underprepared Students" (Diane Chambers); "Personal Computers in Education" (Alan Wassyng, Karl Smith, Sam Sharp); "Questions and Answers about Active Learning" (Gloria Christopher); and "Northwest Area Program on Active Learning: History and Projects" (Russell Christensen). Four pages of references and a list of advisory committee members and staff for the program are included. (SW) ED276356 Strategies for Active Teaching and Learning in University Classrooms. A Handbook of Teaching Strategies. 1986-00-00 Northwest Area Foundation, St. Paul, Minn. Teachers Practitioners 100 N/A 1986 -1

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Yes Cognitive Psychology Encoding (Psychology) Higher Education Learning Processes Lecture Method Listening Comprehension Notetaking Retention (Psychology) Study Skills Test Wiseness Tests Anderson, Thomas H. Armbruster, Bonnie B. Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Using the conceptual frameworks of "levels of processing" and "transfer appropriate processing," the research literature on listening and notetaking was interpreted. Based on these frameworks, implications for encoding and external storage hypotheses are presented and critiqued. The report concludes that there is a potential benefit to students from the encoding function of notetaking when the lecture environment permits deep processing while taking notes and when students take the kind of notes that entail processing the information in the way they will be tested on it. The report also concludes that students can benefit from reviewing notes when the notes contain the information on which they will be tested and when students process the information in a way similar to that in which it will be used on the test. The report critiques Pauk's Cornell system for taking notes and finds that, in general, the advice given is consistent with current research. Finally, recommendations are offered for college instructors on how to give effective lectures and for students on how to take and use notes effectively. An extensive reference list is included. (SRT) ED277996 The Value of Taking Notes during Lectures. Technical Report No. 374. 1986-03-00 National Inst. of Education (ED), Washington, DC. 49 N/A 1986 -1

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Yes Administrator Role Behavior Standards Cultural Context Cultural Influences Decision Making Educational Change Educational Environment Educational Improvement Educational Research Educational Theories Elementary Secondary Education Futures (of Society) Instructional Leadership Leadership Qualities Leadership Responsibility Leadership Styles Organizational Climate Organizational Theories Principals Sex Discrimination Social Behavior Social Theories Social Values Sociocultural Patterns Teacher Administrator Relationship Yearbooks Sheive, Linda T., Ed. Schoenheit, Marian B., Ed. Reports - Descriptive Opinion Papers Collected Works - Serials Association for Supervision and Curriculum Development, Alexandria, VA. English Symbolic leadership and culture are the guiding concepts of nine selections presented in this 1987 yearbook. In part 1, "Organizational Perspectives on the Work of Leaders," Terrence E. Deal predicts that future educational organizations will depend upon leaders who have shaped cultural patterns from traditions, current realities, and visions. Robert G. Owens characterizes the high school's own cultural influence in creating structure, cooperation, and control. A study by David C. Dwyer, Bruce G. Barnett, and Ginny V. Lee reveals that effective principals direct actions toward the organization's work structure. In part 2, "Personal Perspectives on the Work of Leaders," John Champlin speaks of changing the school's value structure. June E. Gabler reflects on discrimination against women administrators. In part 3, "Perspectives on the Development of Leaders," Pat Burke Guild emphasizes that vision and purpose constitute leadership's foremost aspect. Linda Tinelli Sheive and Marian Beauchamp Schoenheit apply a five-year study to construct a reference frame for effective leadership. Thomas F. Green stresses that leaders determine the norms and conscience of numerous memberships. The diverse aggregate of research, theory, and experience as an intricate whole is interpreted by Thomas J. Sergiovanni. References accompany each selection; appendices give information about authors and association members. (CJH) ED278154 Leadership: Examining the Elusive. 1987 Yearbook of the Association for Supervision and Curriculum Development. 1987-00-00 ISBN-0-87120-142-9 Practitioners Researchers 144 Publication Sales, Association for Supervision and Curriculum Development, 125 North West Street, Alexandria, VA 22314 (Stock No. 610-87003; $13.00). N/A 1987 -1

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Yes College Science Ecology Environmental Education High Schools Higher Education Learning Modules Misconceptions Preservice Teacher Education Science Activities Science Education Science Instruction Science Materials Secondary School Science Brehm, Shirley And Others Guides - Classroom - Teacher Michigan State Univ., East Lansing. Inst. for Research on Teaching. English Designed to address conceptual problems associated with ecology, this module can be used with high school students or college nonscience majors including those in elementary education. The materials offer guidance to teachers in diagnosing student deficiencies, in creating dissatisfaction with misconceptions, and in providing opportunities for application and practice. This module contains: (1) an introductory section (discussing the misconceptions related to the understanding of ecology and how to use the module to overcome these barriers); (2) diagnostic test and commentary (designed to be used as a pretest and/or posttest); (3) materials for lecture or discussion (consisting of a series of copy-ready masters for use as overhead transparencies and student handouts on the topics of matter and energy, energy flows and matter cycles, food webs and trophic levels, food and energy pyramids, carbon and nitrogen cycles, and succession); (4) field activity (providing guidelines and suggestions for a field trip on succession); and (5) problem sets and commentary (presenting problems associated with energy flow, matter cycles, succession, and habitats and niches). (ML) ED273445 Ecology: A Teaching Module. Occasional Paper No. 94. 1986-06-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 47 Institute for Research on Teaching, College of Education, Michigan State Univeristy, 252 Erickson Hall, East Lansing, MI 48824 ($4.50). N/A 1986 -1

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Yes Mathematics Teachers Nontraditional Education Program Attitudes Program Effectiveness Science Teachers Teacher Attitudes Teacher Certification Teacher Characteristics Teacher Education Adelman, Nancy E. And Others Reports - Research Policy Studies Associates, Inc., Washington, DC. English This study presents a descriptive overview of 20 alternative certification and retraining programs and reports on 10 of them in depth. Specific questions addressed in the study include: (1) What are the characteristics of individuals being attracted to such programs and of the programs themselves? (2) How successful are programs in preparing teachers, particularly for math and science classrooms? (3) What are participants' career goals and how successful are they in finding permanent teaching positions? and (4) What are the perceptions of current faculty and administrators regarding alternative certification and retraining? These questions were explored principally through analysis of data collected in telephone interviews with program administrators, program participants and their supervisors, and traditionally prepared teachers who had contact with the participants. Documents provided by the program were also examined. Appendices include a list of study methods, descriptions of 10 programs, overviews of supplementary sample of programs, and an annotated bibliography of over 50 items. (JD) ED277692 An Exploratory Study of Teacher Alternative Certification and Retraining Programs. 1986-10-00 Department of Education, Washington, DC. Office of Planning, Budget, and Evaluation. Policymakers 163 N/A 1986 -1

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Yes Bilingual Education Classroom Techniques Comparative Analysis Contrastive Linguistics Cultural Background Curriculum Design Demography Directories Educational Objectives Elementary Secondary Education English (Second Language) Foreign Countries Instructional Materials Language Skills Limited English Speaking Native Language Instruction Parent Attitudes Program Development Reading Instruction Second Language Instruction Sociocultural Patterns Tagalog Teaching Guides Teaching Methods Uncommonly Taught Languages Guides - Classroom - Teacher California Philippines California State Dept. of Education, Sacramento. Bilingual Education Office. English A handbook for teachers and administrators dealing with limited-English-speaking native Pilipino-speaking students in the schools gives information on the unique historical, sociocultural, and linguistic characteristics of this group and provides information about educational resources. It begins with an overview of Filipino immigration history, distribution in the United States, educational background, schooling problems, and parental attitudes. The second chapter looks at historical and sociocultural factors affecting Filipinos in the Philippines and in California. Chapter 3 outlines characteristics of the Pilipino language, including language distribution in the Philippines, features of Philippine languages, the controversy over a native language in the Philippines, the implications for language instruction in the United States, differences between Pilipino and English, characteristics of written Pilipino, and notes on the interrelationship of language and culture. The fourth chapter suggests instructional and curriculum strategies for Pilipino language development, including methods for teaching reading and writing in Pilipino, oral English instruction, bilingual reading instruction, criteria for introduction of English reading, and comments on exposure to English and Pilipino. A glossary, reference list, resource directories, and sample materials and objectives for writing in Pilipino are appended. (MSE) ED280281 Handbook for Teaching Pilipino-Speaking Students. 1986-00-00 Teachers Administrators Practitioners 97 California State Department of Education, Publication Sales, P.O. Box 271, Sacramento, CA 95802-0271 ($4.50). N/A 1986 -1

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Yes Academic Achievement Bilingual Education Programs Case Studies Elementary Education English (Second Language) Immersion Programs Instructional Development Language Maintenance Limited English Speaking Native Speakers Parent Participation Program Design Program Development Program Effectiveness Second Language Instruction Second Language Programs Snow, Marguerite Ann Reports - Evaluative California (San Diego) Elementary and Secondary Education Act Title VII California Univ., Los Angeles. Center for Language Education and Research. English Bilingual immersion programs combine second language immersion for language majority children and bilingual education for language minority children. The programs are based on the underlying assumption of the immersion model: that a second language is best learned as a medium of instruction, not as the object of instruction. However, they are not sheltered as are most immersion programs, and they serve the needs of both student language groups. This kind of program draws on the natural resources existing when two language groups are mixed in the same instructional setting: the children learn each others' languages. The San Diego Title VII Spanish-English bilingual immersion program is an example that has shown consistently high student achievement for oral language development, reading, and mathematics in both languages by the completion of elementary school. Implementation of a bilingual immersion program is complex, and requires careful consideration of such issues as feasibility, target groups, parent support, teacher pre-service and in-service training, curriculum and materials adaptation, administrator and staff roles, and maintenance of language group balance. (MSE) ED278258 Innovative Second Language Education: Bilingual Immersion Programs. 1986-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners 13 N/A 1986 -1

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Yes Bilingual Education Programs Definitions Elementary Education English (Second Language) FLES Glossaries Immersion Programs Limited English Speaking Program Design Second Language Instruction Second Language Programs Teaching Methods Vocabulary Snow, Marguerite Ann Reference Materials - Vocabularies/Classifications California Univ., Los Angeles. Center for Language Education and Research. English This glossary defines terms commonly used in second language education, including the subfields of foreign language education, bilingual education, and English as a second language. Its purpose is to minimize confusion about the use of the terms. The terms include: language/linguistic majority student; language/linguistic minority student; limited English proficient; non-English proficient; English-only; fluent English proficient; English as a second language (ESL); English as a foreign language (EFL); bilingual education; transitional bilingual program; maintenance bilingual program; pull-out program; foreign language in the elementary school (FLES); foreign language experience (FLEX); immersion education; early partial immersion; delayed immersion; late immersion; double immersion; structured immersion; two-way bilingual immersion; sheltered instruction; the Natural Approach; Community Language Learning (CLL) or Counseling Learning; Total Physical Response (TPR); Suggestopedia; Silent Way; and content-based instruction. (MSE) ED278259 Common Terms in Second Language Education. 1986-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners 18 N/A 1986 -1

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Yes Behavioral Objectives Competency Based Teacher Education Computer Assisted Instruction Computer Literacy Computer Oriented Programs Computer Uses in Education Courseware Individualized Instruction Inservice Teacher Education Instructional Effectiveness Microcomputers Needs Assessment Resource Materials Secondary Education Student Evaluation Teacher Improvement Teaching Methods Units of Study Vocational Education Vocational Education Teachers Roth, Gene Tesolowski, Dennis Guides - Classroom - Teacher Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education. Idaho State Univ., Pocatello. English This handbook is the third in a series of five competency-based resource guides on microcomputer applications for vocational teachers. The 13 units of instruction in this handbook are concerned with the content of the 14 competencies included in the category, "Planning, Executing, and Evaluating Competency-Based Instruction." Units are designed to prepare teachers to do the following: (1) differentiate among applications of computer-based instruction (CBI), (2) assess students' needs for specific CBI applications, (3) develop lesson plans for incorporating CBI, (4) select appropriate software for specific instructional purposes, (5) modify software, (6) design software, (7) prepare instructional materials to accompany software, (8) modify software documentation for specific instructional use, (9) orient students to CBI, (10) execute CBI, (11) individualize instruction with CBI, (12) assess students' microcomputer skills, and (13) evaluate and modify CBI based on student achievement. Components of each unit include unit and specific objectives, informative material, sample forms and evaluation measures, examples, a summary, achievement indicators, and a list of references. (YLB) ED281023 Planning, Executing, and Evaluating Competency-Based Instruction. Microcomputer Applications for Vocational Teachers: A Competency-Based Approach--Book C. 1986-06-00 Teachers Practitioners 104 N/A 1986 -1

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Yes Black Education Black History Black Teachers Elementary Education Females Racial Bias Reconstruction Era Regional Characteristics School Segregation Sex Stereotypes United States History Womens Education Womens History Womens Studies Ihle, Elizabeth L. Guides - Non-Classroom Historical Materials James Madison Univ., Harrisonburg, VA. English The quality of elementary education has been highly dependent on factors beyond a child's control--sex, race, economic situation, geographical location, and time in history. It is also shaped by the people who control the education--the teachers, administrators, and governing officials--and by the goals they design. This module explores these variations as they have affected the elementary schooling of black girls and women in the South since 1865. It is the first of four modules designed to help educators learn more about the double bias that has faced southern black women in American schools since the Civil War. The following topics are discussed: (1) education during reconstruction; (2) the decline of public support for black education from 1877 to 1900; (3) women's life and teaching in late 19th century black classrooms; (4) interest in designing an appropriate black education, 1900-30; (5) early 20th century school life; and (6) school experience in the mid-20th century. Sidebars include excerpts from the diary of a New England teacher; excerpts from other texts showing the role of women in the 19th century; an interview with an urban black girl at the turn of the century; a description of rural school life, 1914-15; questions for discussion; activities for enrichment; and a bibliography. Several black and white photographs are included. (PS) ED281957 Black Girls and Women in Elementary Education. History of Black Women's Education in the South, 1865-Present. Instructional Modules for Educators, Module I. 1986-00-00 Women's Educational Equity Act Program (ED), Washington, DC. Practitioners 10 N/A 1986 -1

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Yes Black Students Dropout Characteristics Dropout Research Dropouts Economic Factors Educational Experience Ethnic Groups Family Influence High School Students High Schools Hispanic Americans Influences Racial Differences Rural Urban Differences Sex Differences Student Behavior White Students Barro, Stephen M. Kolstad, Andrew Reports - Research English This document contains the final report on a study of factors associated with dropping out of high school. The analyses presented are based on data from the initial and first follow-up rounds of the High School and Beyond survey of the sophomore class of 1980. The introductory chapter discusses the background of the dropout problem and influences on dropping out. Chapter II describes the database and research methodology used in the study. Chapter III deals with overall dropout rates and variations by race/ethnicity and sex. Chapters IV through VII all deal with particular sets of influences on the dropout rate: chapter IV covers socioeconomic and other family background factors; chapter V examines locational and economic factors; chapter VI looks at school factors and educational experiences; and chapter VII considers certain student behaviors and choices. Each of these chapters presents both descriptive statistics on the dropout rates associated with different values of the variables in question and estimates from multivariate models of net effects of the variables on the probability of dropping out. Each chapter also presents separate results for the six race/ethnicity-sex groups defined by classifying students as male or female and as White, Black, or Hispanic, as well as results for all groups combined. Observations on intergroup differences in patterns of dropping out are included. (NB) ED284134 Who Drops Out of High School? Findings from High School and Beyond. Contractor Report. 1987-05-00 Center for Education Statistics (ED/OERI), Washington, DC. 70 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. N/A 1987 -1

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Yes Advance Organizers Content Area Reading Directed Reading Activity Discussion (Teaching Technique) Expository Writing Grade 5 Intermediate Grades Reader Text Relationship Reading Ability Reading Achievement Reading Comprehension Reading Instruction Reading Research Reading Strategies Recall (Psychology) Study Skills Teaching Methods Armbruster, Bonnie B. And Others Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English A study investigated the effect of instruction about conventional expository text structure on fifth-graders' ability to learn from similarly structured social studies material. Subjects, 82 fifth graders from four heterogeneous classrooms in two schools in a small midwestern city, were assigned to either a structure training group which received direct instruction in recognizing and summarizing a conventional problem/solution text structure or to a traditional training group which read and discussed answers to questions about social studies passages. Subjects then completed three criterion tests of learning from independent reading, and one test of learning from structured discussion. Data analyses supported the major hypothesis that instruction in a problem/solution text structure, including summarization instruction, would facilitate the formation of macrostructures for text having that structure. Specifically, findings showed that, compared to the traditionally trained group, the structure trained group (1) recalled approximately 50% more of the macrostructure ideas on an essay (probed recall) test over the passage; (2) recalled approximately the same amount of information on a short answer test over specific information not necessarily included in the macrostructure; (3) wrote summaries that included more main ideas from the passages; and (4) wrote better organized summaries. However, findings did not support the hypothesis that using the problem/solution text structure as an organizational framework for classroom discussion would facilitate retention of the content discussed. (Possible reasons for this finding are examined. Four pages of references and five figures are included.) (JD) ED281185 Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text? Technical Report No. 394. 1986-11-00 National Inst. of Education (ED), Washington, DC. 45 N/A 1986 -1

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Yes Elementary Secondary Education Experimental Teaching Inservice Teacher Education Middle Schools Reading Comprehension Reading Improvement Reading Instruction Reading Research Reading Strategies Remedial Reading Remedial Teachers Teaching Methods Palincsar, Annemarie Sullivan Speeches/Meeting Papers Reports - Research English To determine the effect of training in reciprocal teaching on collaborative learning, a study of six middle school remedial reading classes was undertaken. Reciprocal teaching is a method in which the teacher participates both as a leader and as respondent. Before the experiment began, the teachers were trained for a day in reciprocal teaching and introduced to principles of collaborative learning, such as the joint role of student and teacher in acquiring comprehension strategies, the role of teacher modeling, and the importance of allowing students to lead discussions. Participants were 63 experimental and 66 control students. After pretesting, the teachers in the experimental classes introduced collaborative learning, and four reading comprehension strategies. Twenty days of reciprocal teaching followed, with each teacher implementing new stages in the process at the same time. Control groups used traditional basal reading instruction. During a 5-day maintenance phase, subjects completed daily assessment measures, after which students in both groups completed summarization and questioning transfer measures as a posttest. Three of the teachers were more comfortable with reciprocal teaching than the others, although assistance from leaders helped all six groups receive the same quality of instruction. Results revealed a significant improvement in experimental students' accuracy with recall and interpretation of material they read independently. Experimental subjects scored significantly higher on the posttests as well. It is also important that the students enjoyed collaborative learning, made gains in metacognition, and exhibited few behavior problems in the unstructured setting. (References and four tables of data are appended.) (SKC) ED285123 Collaborating for Collaborative Learning of Text Comprehension. 1987-04-00 National Inst. of Education (ED), Washington, DC. 40 N/A 1987 -1

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Yes College Attendance College Bound Students College Choice Comparative Analysis Data Analysis Enrollment Influences High School Graduates Higher Education Longitudinal Studies Models National Surveys Noncollege Bound Students Nontraditional Students Predictor Variables Jackson, Gregory A. Information Analyses Reports - Research National Longitudinal Study of the High School Class of 1972 Harvard Univ., Cambridge, MA. English Results of a study of trends in college-going decisions of new high school graduates between 1972 and 1980 are presented, along with a model of college choice. The focus is the choice between college and noncollege options. Based on a review of empirical and theoretical work on college choice over the past 25 years, information is provided on key variable categories for each major study, along with the dependent variables and data sources employed. Based on studies of traditional students, 13 critical variables and 10 noncritical variables that may influence college choice are examined. Variables for a college choice model for nontraditional students are also identified. Changes in high school graduates' college choices between 1972 and 1980 are assessed, based on results of the National Longitudinal Study (NLS) of the high school class of 1972 and the High School and Beyond (HSB) surveys. Work that was required to prepare comparable NLS and HSB data is also described (i.e., coding, recording, and missing-data procedures). Conferences were held at Harvard University to assess and extend the review of college choice studies and to evaluate the match between data and sample requirements and the national and longitudinal studies. Conference participants are listed. (SW) ED275224 Workable, Comprehensive Models of College Choice. Final and Technical Report. 1986-00-00 Spencer Foundation, Chicago, IL. Carnegie Foundation for the Advancement of Teaching, Princeton, NJ. National Inst. of Education (ED), Washington, DC. 105 N/A 1986 -1

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Yes Adverbs American Sign Language Child Language Chinese Discourse Analysis Grammar Individual Development Language Acquisition Listening Habits Morphology (Languages) Parent Child Relationship Phonology Pronouns Second Language Learning Spanish Stress (Phonology) Tenses (Grammar) Uncommonly Taught Languages Verbs Vocabulary Development Clark, Eve V., Ed. Holden, Gary, Ed. Collected Works - Proceedings Reports - Research Stanford Univ., CA. Dept. of Linguistics. English Presented is a collection of 14 conference papers on various aspects of child language acquisition. Papers and authors include: "Language and Psychological Development" (Jean Berko Gleason); "Regression in the Phonological Development of Two Children" (Ken M. Bleile, J. Bruce Tomblin); "Children's Acquisition of the Locality Condition for Reflexives and Pronouns" (Yu-Chin Chien, Kenneth Wexler); "Fast Mapping of Novel Words in Oral Story Context" (Elizabeth R. Crais); "Telegraphic Speaking Does Not Imply Telegraphic Listening" (LouAnn Gerken); "The Acquisition of Word Stress Rules in Spanish" (Judith G. Hochberg); "Conjunction in Children's Discourse" (Zofia Laubitz); "Vocal Motor Schemes" (Lorraine McCune, Marilyn Vihman); "Time-Binding in Mother-Child Interactions: The Morphemes for Past and Future" (Ernst L. Moerk, Rosa M. Vilaseca); "Phonological Perception of Early Words" (Karen E. Pollock, Richard G. Schwartz); "The Conceptual Origins of the Transitive/Intransitive Distinction" (Matthew Rispoli, Lois Bloom); "Private Speech: Second Language Learning During the 'Silent' Period" (Muriel Saville-Troike); "Morphological Innovation in the Acquisition of ASL" (Karen van Hoek, Lucinda O'Grady, Ursula Bellugi); and "Children's Use of the Chinese Adverbial Jiu" (Rosalind Wu). (MSE) ED288361 Papers and Reports on Child Language Development, Volume 26. Proceedings of the Child Language Research Forum (19th, Stanford, California, April 3-5, 1987). 1987-08-00 139 N/A 1987 -1

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Yes Child Welfare Children Court Litigation Divorce Ethics Family Problems Financial Support Law Enforcement Laws Lawyers Legal Problems Parent Responsibility Resource Materials Henry, Michael R. And Others Guides - General Legal/Legislative/Regulatory Materials National Inst. for Child Support Enforcement, Chevy Chase, MD. English This handbook presents a course developed to provide a national perspective for attorneys who represent state and local child support enforcement agencies operating under Title IV-D of the Social Security Act. The introduction provides an overview of the child support problem in the United States, citing causes and effects of the problem and explaining the current status of the Child Support Enforcement Program. Chapter 1 explores the federal role in the Child Support Enforcement Program and examines the functions of the federal Office of Child Support Enforcement. Chapter 2 focuses on state and local roles in the Child Support Enforcement Program. Chapter 3 looks at the role of the attorney in child support enforcement and addresses several specific ethical problems. Chapter 4 concerns the pretrial activities of interviewing witnesses, negotiation, and discovery. The establishment of support obligations is discussed in chapter 5 and enforcing those obligations is considered in chapter 6. Chapter 7 presents defenses to enforcement and chapter 8 looks at expedited processes. Chapter 9 addresses the problems associated with interstate cases. Chapter 10 is concerned with the establishment of paternity. Appendices contain information related to the legislative history of child support enforcement, scientific testing for a paternity establishment, and paternity probabilities: attack and rebuttal. (NB) ED284135 Essentials for Attorneys in Child Support Enforcement. 1986-00-00 Office of Child Support Enforcement (DHHS), Washington, DC. 418 N/A 1986 -1

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Yes Bilingualism Classroom Observation Techniques Classroom Techniques Elementary Secondary Education English (Second Language) Foreign Countries French Immersion Programs Instructional Effectiveness Japanese Language Acquisition Language Patterns Language Proficiency Language Usage Longitudinal Studies Native Speakers Portuguese Program Effectiveness Second Language Learning Uncommonly Taught Languages Urban Areas Harley, Birgit And Others Reports - Research Canada (Toronto) Ontario Inst. for Studies in Education, Toronto. Modern Language Centre. English The Development of Bilingual Proficiency is a large-scale, five-year research project begun in 1981. The final report contains three volumes, each concentrating on specific issues investigated in the research: (1) the nature of language proficiency, including second language lexical proficiency and the development and growth of metaphor comprehension in first and second languages; (2) the effect of classroom treatment of language proficiency, including a study of the Colt Observation Scheme, a core French observation study, an immersion observation study, and a classroom experiment in functional grammar in French immersion; and (3) the relevance of social context and age for language learning, including studies on the language use, attitudes and proficiency of Toronto Portuguese-Canadian children, development of bilingual proficiency and the transition from home to school in Portuguese-speaking children, the relationship of arrival age, residence length, and literacy skills among Japanese immigrant students, and the relationship between starting age and oral second language proficiency in three groups of classroom learners. Each volume contains a 20-page overview of the project and brief summaries of each individual study. (MSE) ED291248 The Development of Bilingual Proficiency. Final Report. Volume I: The Nature of Language Proficiency, Volume II: Classroom Treatment, Volume III: Social Context and Age. 1987-04-00 841 N/A 1987 -1

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Yes Case Studies Employer Employee Relationship Labor Conditions Labor Education Labor Force Development Labor Needs Labor Problems Labor Utilization Office Automation Organizational Development Postsecondary Education Technological Advancement Union Members Unions Work Environment Kennedy, Donald, Ed. And Others Collected Works - General Reports - Research Opinion Papers Pennsylvania State Univ., University Park. Dept. of Labor Studies. English This collection of papers, which is intended as a contribution to the body of knowledge known as labor studies, examines the ways in which labor unions have and are continuing to respond to technological change in the workplace. The introduction by Donald Kennedy, Charles Craypo, and Mary Lehman traces the impact of technological change on the U.S. labor market and discusses ways in which labor unions can respond to it (collective bargaining, organization, and development of political strategies). The following papers are included in the collection: "Impact of Technology on Union Organizing and Collective Bargaining" (Markley Roberts); "Changing Corporate Structure and Technology in Retail Food" (William Burns); "Response to: Changing Competitive and Technology Environments in Telecommunications" (I. C. Glendenning); "Technological Change in the Office Workplace and Implications for Organizing" (Judith Gregory); "Unions and Technology in the Office" (Ruth Fister Mathews); "Case Studies of IAM Local Experiences with the Introduction of New Technologies" (Leslie E. Nulty); "Response to: IAM Case Studies" (Steven Deutsch); "Changing Technology, Corporate Structure and Geographical Concentration in the Printing Industry" (Gregory Giebel); "Response to: Changing Technology, Corporate Structure and Geographical Concentration in the Printing Industry" (John Stagg); "Auto Crisis and Union Response" (Lydia Fischer); "Response to: Auto Crisis and Union Response" (Russ Allen); and "Unions and Technological Change; International Perspectives" (Steven Deutsch). A selected bibliography and subject index conclude the volume. (MN) ED290020 Labor and Technology: Union Response to Changing Environments. 1982-00-00 207 N/A 1982 -1

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Yes Administrator Evaluation Certification Educational Legislation Elementary Secondary Education Evaluation Personnel Evaluation State Standards Teacher Certification Teacher Evaluation Test Coaching Guides - Non-Classroom Tests/Questionnaires Texas State Board of Education, Austin. English In January 1986, the Texas State Board of Education established performance standards for the Texas Examination of Current Administrators and Teachers (TECAT), an examination resulting from the passage in 1984 of Texas House Bill 72. This Bill called for Texas public school educators to pass a test in reading and writing as a condition of continued certification. The TECAT includes questions about selected readings (details, sequences, main ideas, and facts versus opinions found in the readings); knowledge of job-related vocabulary; reference usage; inference skills; writing mechanics; sentence formation; English usage; and composition. This document is comprised of three separate TECAT booklets that have been combined: (1) Study Guide, (2) Passing Standards, and (3) Skills Review Manual. The Study Guide is designed to prepare those who will be taking the TECAT, and it includes practice tests. Passing Standards for the TECAT are described for the reading section and the multiple choice and composition writing tests. The Skills Review Manual was prepared for Texas educators planning to retake the reading and/or writing sections of the TECAT. Practice tests are included for the retest. (SLD) ED291797 Texas Examination of Current Administrators and Teachers (TECAT): "Study Guide, 1985"; "Passing Standards, January 1986"; and "Skills Review Manual, 1986". 1986-00-00 Practitioners 158 N/A 1986 -1

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Yes College Science Environmental Education Environmental Standards Environmental Technicians Higher Education Sanitation Science Activities Science Education Science Instruction Science Tests Sludge Technological Advancement Vocational Education Waste Disposal Waste Water Water Treatment Guides - Classroom - Learner Tests/Questionnaires California State Univ., Sacramento. Dept. of Civil Engineering. California Water Pollution Control Association, Sacramento. English This operations manual represents a continuation of operator training manuals developed for the United States Environmental Protection Agency (USEPA) in response to the technological advancements of wastewater treatment and the changing needs of the operations profession. It is intended to be used as a home-study course manual (using the concepts of self-paced instruction) or as a textbook for college and university courses. It contains chapters on: (1) odor control; (2) activated sludge; (3) solids handling and disposal; (4) solids removal from secondary effluents; (5) phosphorus removal; (6) nitrogen removal; (7) wastewater reclamation; and (8) instrumentation. Each chapter contains textual information, discussion and review questions, suggested answers, and an objective test. Included in the appendix are a final examination, tips on solving industrial waste arithmetic problems, a glossary of terms, and an index. (TW) ED286743 Advanced Waste Treatment. A Field Study Training Program. 1987-00-00 Environmental Protection Agency, Washington, DC. Office of Water Programs. Students 603 Office of Water Programs, California State University, Sacramento, 6000 J St., Sacramento, CA 95819-2694. N/A 1987 -1

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Yes Academic Achievement Compensatory Education Disadvantaged Environment Economically Disadvantaged Educationally Disadvantaged Elementary School Students Elementary Secondary Education High School Students Institutional Characteristics Mathematics Achievement Poverty Racial Composition Reading Achievement School Demography Student Characteristics Myers, David E. Reports - Research Decision Resources Corp., Washington, DC. English The characteristics of schools defined as having low, medium, and high poverty concentration are examined. The following variables are examined for elementary schools: (1) school climate; (2) compensatory education related characteristics; (3) demographic characteristics; (4) student mobility; and (5) reading and math achievement. The following variables are examined for high schools: (1) school climate, specifically school misbehavior; (2) participation in Title I; (3) demographic characteristics; (4) reading and math achievement; and (5) dropout rates. Students enrolled in elementary and high schools with high concentrations of poverty are more likely to be Black or Hispanic, speak a language other than English, and have low achievement. The principals of these schools are more likely to report that student behavior is problematic than principals in low concentration of poverty schools. Students in high poverty concentration schools generally have lower achievement than those in low concentration schools even after taking into account student and family characteristics. However, achievement appears to increase at the same rate in both types of schools. Other than for students in the early grades, attending a school with a high concentration of poverty will not necessarily put a student further behind in achievement than his or her peers in low concentration schools; however, students in high concentration schools will continue to fall behind their peers in schools with relatively few students living in poverty. Data are presented on 14 tables and figures. A list of references is provided. (BJV) ED293955 The Relationship between School Poverty Concentration and Students' Reading and Math Achievement and Learning. Revised. 1986-08-07 National Inst. of Education (ED), Washington, DC. 55 N/A 1986 -1

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Yes Bilingual Education Programs Comparative Analysis Foreign Countries Immersion Programs Program Design Program Effectiveness Program Evaluation Second Language Instruction Student Needs Dolson, David P. Information Analyses Canada National Clearinghouse for Bilingual Education, Arlington, VA. English The characteristics of Canadian language immersion, bilingual education, and modified immersion programs are described, and their characteristics are compared with research findings on the characteristics of effective dual language programs. The information provided is intended to assist policymakers, educators, and community leaders in making informed decisions about language development programs. Several questions associated with bilingual and immersion education are addressed: What is immersion education?; What is bilingual education?; Under what conditions have immersion and bilingual education programs been effective?; What is the potential of modified immersion designs to meet the educational need of minority language students?; and Under what conditions is modified immersion education a viable alternative to bilingual education? A list of references is supplied. (MSE) ED291257 The Application of Immersion Education in the United States. 1985-00-00 Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. ISBN-0-89763-114-5 Policymakers Practitioners Community 36 National Clearinghouse for Bilingual Education, 11501 Georgia Avenue, Wheaton, MD 20902. N/A 1985 -1

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Yes Adolescents Advocacy Dropout Prevention Early Parenthood Health Programs Parents Pregnancy Pregnant Students Prevention Secondary Education Services State Programs Kolb, Frances Arick Reference Materials - Directories/Catalogs Reports - Descriptive Regional Laboratory for Educational Improvement of the Northeast & Islands, Andover, MA. English This resource packet provides an overview of the wide variety of approaches used by educators, government officials, minority organizations, and foundations to reduce teenage pregnancy or to help teenagers who are pregnant or are parents stay in school. The first section lists, describes and gives the addresses and possible contact person of national organizations providing advocacy, publicity, and materials on teenage pregnancy. The second section (arranged by state) describes statewide initiatives and programs in New England and New York, outlining legislative proposals, policy recommendations, educational opportunities and other services resulting from these initiatives. The third section describes local programming on teenage pregnancy and parenting in the areas of prevention of teenage pregnancy and services whose goals may be educational or health related. The final section is a three-page bibliography on these topics: research/statistics on teenage pregnancy; resources on services for teenagers who are parents or pregnant; and curriculum and other materials for teenagers. (ABL) ED293052 Pregnant and Parenting Teens: Keeping Them in School. A Resource Packet. 1987-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 18 The Regional Laboratory for Educational Improvement of the Northeast and Islands, 290 South Main Street, Andover, MA 01810 ($2.25 plus $2.50 postage and handling). N/A 1987 -1

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Yes Arithmetic Computation Elementary Education Elementary School Mathematics Geometry Instructional Development Intermediate Grades Mathematics Curriculum Mathematics Education Mathematics Instruction Primary Education Probability Problem Solving Remedial Instruction Remedial Mathematics Teacher Education Teacher Effectiveness Clayton, Gypsy Abbott And Others Guides - Classroom - Learner Reports - Descriptive Southeastern Educational Improvement Lab., Research Triangle Park, NC. English This handbook is intended to contribute to the development of a theory of remedial instruction that can be easily understood and assimilated by teachers. The document evolved from research and workshop activity over a period of several years. It is designed for use by those with instructional or supervisory reponsibilities in elementary schools, grades K-5. It is divided into three distinct and quite different sections. The first section describes four competencies consistently demonstrated by effective mathematics teachers in these grade levels. Those competencies are: (1) knowledge of the content and structure of mathematics; (2) knowledge of cognitive/developmental theories; (3) knowledge of and ability to diagnose students' errors; and (4) knowledge of and ability to select instructional strategies appropriate for reteaching mathematics skills and concepts. The second section is devoted to the diagnosis of specific errors frequently encountered in grades K-5. In addition, the development of strategies to effectively remediate these errors is included. The handbook concludes with an extensive primer on the concept of the training of trainers. (PK) ED295807 Effective Mathematics Teaching: Remediation Strategies: Grades K-5. 1988-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Teachers Practitioners Administrators 242 N/A 1988 -1

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Yes Classification Cognitive Development Evaluation Responses Test Validity Testing KROPP, RUSSELL P. AND OTHERS Florida Florida State Univ., Tallahassee. Inst. of Human Learning. THE BROAD PURPOSE OF THIS PROJECT WAS TO TEST EMPIRICALLY THE STRUCTURE OF THE HANDBOOK "TAXONOMY OF EDUCATIONAL OBJECTIVES 1--COGNITIVE DOMAIN." IT WAS NECESSARY TO CONSTRUCT FOUR FORMS OF A TAXONOMY-TYPE TEST SINCE NONE WAS AVAILABLE. THE PHENOMENA WHICH ARE CLASSIFIED BY THE "TAXONOMY" ARE THE RESPONSES (BEHAVIORS) WHICH TEST ITEMS (IN THE COGNITIVE DOMAIN AS CONTRASTED WITH THE AFFECTIVE AND PSYCHOMOTOR DOMAINS) ARE INTENDED TO EVOKE. AS AN AID TO THE READER, THE REPORT CONTAINS SEVERAL SECTIONS WHICH DEAL ENTIRELY WITH THE TEST DEVELOPMENT AND TEST ADMINISTRATION. THE VALIDITY OF THE TAXONOMIC STRUCTURE OF IMPUTED HIERARCHY WAS GENERALLY SUPPORTED BY THE EMPIRICAL DATA. FURTHER STUDY WAS RECOMMENDED IN SUCH AREAS AS KNOWLEDGE AS A PROCESS, ITEM ANALYSIS DATA, TRIANGULAR BIVARIATE DISTRIBUTIONS, INTENDED AND ACTUAL PROCESSES, THE EVALUATION PROCESS, NORMS FOR TAXONOMY-TYPE TESTS, ITEM TYPES, AND PYRAMID TESTS. (GD) ED010044 THE CONSTRUCTION AND VALIDATION OF TESTS OF THE COGNITIVE PROCESSES AS DESCRIBED IN THE "TAXONOMY OF EDUCATIONAL OBJECTIVES". 1966-02-00 444 N/A 1966 -1

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Yes Chinese Dialects Foochow Language Guides CHEN, LEO NORMAN, JERRY California California (San Francisco) San Francisco State Coll., CA. THIS TEXT IS WRITTEN WITH CHINESE IDEOGRAPHS. FOR THE GLOSSARY TO THE TEXT SEE ED 010 341. (GC) ED010342 AN INTRODUCTION TO THE FOOCHOW DIALECT, CHINESE VERSION. 1965-00-00 79 N/A 1965 -1

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Yes Curriculum Curriculum Guides Enrichment Graphs Instruction Mathematics Education Secondary Education Secondary School Mathematics Trigonometry Dubisch, Roy, Ed. Guides - Classroom - Teacher Collected Works - Serials Stanford Univ., CA. School Mathematics Study Group. English This is one in a series of manuals for teachers using SMSG high school supplementary materials. The pamphlet includes commentaries on the sections of the student's booklet, answers to the exercises, and sample test questions. Topics covered include sets, definition and graph of a function, constant, linear and absolute-value functions, composition, inversion, one-to-one functions, ordered pairs, circular motion, graphs of sine and cosine, angles, vectors, addition formulas, tables of circular functions, and waves. (MP) ED175662 Supplementary and Enrichment Series: Functions, Circular Functions. Teachers' Commentary. SP-3. 1964-00-00 National Science Foundation, Washington, DC. 59 N/A 1964 -1

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Yes Biological Sciences Hazardous Materials Instructional Materials Laboratory Procedures School Safety Science Activities Science Education Science Experiments Secondary Education Secondary School Science Teaching Methods Textbooks Books Guides - Classroom - Teacher Biological Sciences Curriculum Study, Colorado Springs. English This book is the teacher's edition to the 1987 edition of the Biological Sciences Curriculum Study Green Version textbook. It contains directions for teaching with this version, a description of the accompanying materials, teaching strategies by chapters, lists of useful software, safety guidelines, a materials list, chemical safety information, and the complete student edition of the textbook with answers to the exercises. Annotations in the margins of the text provide objectives, directions for preparation of materials for activities, suggestions for discussion, and suggestions for teacher questions. The 25 chapters of this curriculum are organized into five major sections: (1) "The World of Life: The Biosphere"; (2) "Continuity in the Biosphere"; (3) "Diversity and Adaptation in the Biosphere"; (4) "Functioning Organisms in the Biosphere"; and (5) "Patterns in the Biosphere." Appendices include laboratory procedures, a list of additional activities, and a taxonomy of the major groups of living things in the biosphere. (CW) ED300241 Biological Science: An Ecological Approach. BSCS Green Version. Teacher's Edition. Sixth Edition. 1987-00-00 ISBN-0-8403-4181-4 Practitioners Teachers 1126 Kendall/Hunt Publishing Company, 2640 Kerper Blvd., Dubuque, IA 52001 ($25.90). N/A 1987 -1

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Yes Adult Basic Education Adult Literacy Adult Programs Educational Needs Foreign Countries Functional Literacy Illiteracy Immigrants Learning Activities Literacy Education Newspapers Outcomes of Education Program Effectiveness Research Research Methodology Research Utilization Teaching Methods Calamai, Peter Reports - Research Collected Works - General Reports - Descriptive Canada Southam Newspaper Group, Toronto (Ontario). English This booklet contains 29 articles about literacy that originally appeared in newspapers across Canada during September 1987. Many are based on the extensive findings of a national literacy survey of 2,398 Canadian adults commissioned by Southam Inc. The survey provided the first real statistics about the state of literacy in the country; interviews with more than 100 literacy workers and learners also put a human face on a problem that affects one in four adults. Among the topics discussed are the effect of immigration and bilingualism on the literacy rate, importance of literacy skills in the workplace, use of plain language in government documents, literacy in correctional and military education, and comparisons of Canadian and U.S. literacy. Ideas on how people can help combat the problem of illiteracy and tips for tutoring are included in the articles. (KC) ED291871 Broken Words. Why Five Million Canadians Are Illiterate. The Southam Literacy Report: A Special Southam Survey. 1987-00-00 ISBN-0-9693221-0-0 82 N/A 1987 -1

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Yes Adults Dismissal (Personnel) Drug Abuse Employee Attitudes Employer Attitudes Employer Employee Relationship Employment Practices Hearings Job Applicants Personnel Policy Opinion Papers Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. House Committee on Education and Labor. English This document reports the oral and written testimony of five witnesses who addressed the accuracy, uses, abuses, and possible benefits of drug testing in the workplace at a Congressional hearing. The hearing was conducted to discuss H.R. 691, the Employee Drug Testing Protection Act, which would prohibit drug testing in the workplace except in specific incidents. During the hearing, testimony was given by two doctors, a United States Representative, a representative of the General Accounting Office, and a victim of a false-positive drug test who was unjustly fired. Testimony centered on the various tests available and the costs of each type, the accuracy of various types, and the use of the tests by employers and potential employers. Testimony in favor of drug testing focused on the increasing use of drugs and the potential benefit to society of eliminating drug abusers from the workplace, especially when they work in safety-related occupations. Testimony against drug testing (and in favor of the bill) stressed the possible injustices of false-positive tests, individual rights, costs, and possible abuses of any regulations put on employers. (KC) ED299449 Oversight Hearing on Drug Testing in the Work Force. Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor, House of Representatives, One Hundredth Congress, Second Session. 1988-04-21 86 Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, DC 20402. N/A 1988 -1

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Yes Adolescent Development Adolescents Alcoholism Diseases Drinking Models Physicians Substance Abuse Units of Study Hostetler, Joyce Guides - Classroom - Learner Reports - General Ohio State Univ., Columbus. Dept. of Family Medicine. English This document is one of seven publications contained in a series of materials for physicians on recognizing, intervening with, and treating adolescent alcoholism. The materials in this unit of study are intended to provide a framework for physicians' awareness, to present selected facts and information, to outline current thinking regarding factors involved in teenage alcoholism and substance abuse, and to explain models of alcoholism with emphasis on the disease model of alcoholism. It contains information that will enable the physician to: (1) advocate the importance of pursuing issues related to adolescent alcoholism; (2) describe the problem of teenage alcoholism in terms of prevalence and incidence; (3) explain factors which make dealing with teenage alcoholism difficult; (4) evaluate models regarding their development, evaluation, and efficacy in explaining alcoholism; (5) compare the natural history of alcoholism in adults and in adolescents; (6) define adolescence and list the adolescent's developmental tasks; (7) list factors which influence the adolescent's psychosocial development; and (8) discern in the family system which parameters do or do not contribute to problems of alcoholism and which factors do or do not contribute to regaining a good health status. (NB) ED300692 Adolescents and Substance Abuse: An Overview. Adolescent Alcoholism: Recognizing, Intervening, and Treating Series No. 1. 1987-00-00 Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Health Professions. Students 31 Department of Family Medicine, The Ohio State University, Columbus, OH 43210 ($5.00 each, set of seven, $25.00; audiocassette of series, $15.00; set of four videotapes keyed to guides, $165.00 half-inch tape, $225.00 three-quarter inch tape; all orders prepaid). N/A 1987 -1

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Yes Bilingual Education Classroom Techniques Curriculum Development Elementary School Curriculum Elementary Secondary Education English (Second Language) Interdisciplinary Approach Language Teachers Lesson Plans Limited English Speaking Models Program Implementation Second Language Instruction Teacher Workshops Short, Deborah J. And Others Guides - Classroom - Teacher California Univ., Los Angeles. Center for Language Education and Research. English The manual is designed to help educators effectively integrate language and content instruction in teaching students who are learning through a language other than their native tongue. The manual is targeted at teachers, administrators, and teacher trainers involved in English-as-a-Second-Language or bilingual instruction and content-area instruction for limited-English-proficient students. The manual presents a whole educational approach to be used in elementary and secondary classrooms by both content-area and language teachers, and emphasizes collaboration between those two disciplines. In this approach, curriculum integration takes two general forms: (1) content material is incorporated into language classes, and (2) accommodation is made for students' limited English proficiency in content classes. The guide provides information on the approach and its rationale, on specific strategies for integrating language and content instruction, and on specific techniques for adapting materials and for developing lesson plans. The guide also discusses key issues in implementation and outlines three major models for implementation: sheltered classes, integrated curricula, and the whole-school approach. A final section presents the agendas for four staff development workshops of varying lengths and focuses. Appended materials include subject-specific instructional strategy outlines, sample material adaptations and lesson plans, a list of further reading, and a glossary. (MSE) ED305824 How To Integrate Language and Content Instruction: A Training Manual. CLEAR Educational Report Series. 1989-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Teachers Administrators Practitioners 59 N/A 1989 -1

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Yes College Planning Governance Governing Boards Legal Responsibility Multicampus Colleges Postsecondary Education Private Colleges Public Colleges State Agencies State Boards of Education State Programs State Standards State Universities Statewide Planning Vocational Education McGuinness, Aims C., Jr. Reports - Descriptive Reference Materials - General Education Commission of the States, Denver, CO. English Summary data and narrative profiles are provided on state postsecondary education structures (governing boards, coordinating boards and agencies). Following an overview of the status of state coordination and governance of higher education in 1987, tabular data on state boards and agencies are provided, including: (1) structure of statewide/coordination/governing boards; (2) agency responsibility; (3) state basic legal structures; (4) membership--central state coordinating and/or governing boards and public institutional and multicampus governing boards; (5) student and faculty membership--central state coordinating and/or governing boards and public institutional and multicampus governing boards; and (6) state-level agencies and committees. Part 2 consists of a narrative profile of the state postsecondary education structures in each state. Each narrative profile includes information on the coordinating and/or governing agency, institutional governing boards, master planning, state student assistance and loan agencies, the state board of vocational education, the state-level organization of private colleges and universities, licensure/approval agencies, and statutory and other committees. A listing of addresses and phone numbers of state higher education executive officers is appended. (KM) ED305849 State Postsecondary Education Structures Handbook, 1988. 1988-00-00 236 Education Commission of the States, 1860 Lincoln St., Suite 300, Denver, CO 80295 ($20.00). N/A 1988 -1

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Yes Ethnic Status Expectation High School Seniors High Schools Marriage Place of Residence Population Trends Racial Differences Religious Factors Residential Patterns Sex Differences Socioeconomic Status Goldscheider, Calvin Goldscheider, Frances K. Reports - Research Rand Corp., Santa Monica, CA. English Living independently before marriage is part of a broader pattern of family and demographic change characterizing modern societies since World War II. This study examined expectations about premarital residential independence among young adults. Data were obtained from 28,240 high school seniors who participated in the High School and Beyond study of the class of 1980. Students were asked at what age they expected to get married and at what age they expected to live in their own home or apartment. Those who gave an expected age at residence younger than an expected age at marriage were defined as expecting independent residence before marriage. The results revealed that approximately 70% of young adults surveyed expected to move out of their parental home before marriage, suggesting that new norms are emerging which fit into patterns of independence in the transition to adulthood. There was substantial variation in factors affecting expectations about premarital residential independence. Young men more than young women, those with more parental resources, those who expected to marry at older ages, and those who did not have ethnic and religious ties that linked them to their parental home until marriage expected to live independently. Religious, racial, and ethnic differences interacted in complex ways with gender and socioeconomic status to influence expectations about premarital residential independence. (Author/NB) ED297214 Moving Out and Marriage: What Do Young Adults Expect? 1987-07-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. 13 The Rand Corporation, Publications Department, 1700 Main St., Santa Monica, CA 90406-2138 ($4.00; 25% discount on 25 or more copies). N/A 1987 -1

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Yes Employed Women Employer Employee Relationship Enlisted Personnel Equal Opportunities (Jobs) Military Personnel Military Service Quality of Working Life Sex Discrimination Sexual Harassment Work Environment Legal/Legislative/Regulatory Materials Opinion Papers Congress of the U.S., Washington, DC. House Committee on Armed Services. English Within this document is the testimony delivered by 15 individuals at congressional hearings. Among the issues spoken to are: the combat exclusion law and its effect on the careers of women in the military; the kinds of jobs open to female armed services personnel; special problems that women in the military face; their promotion and retention rates; sexual harassment of military women and the wives of male personnel; and the dissatisfaction of military spouses. The statements from members of Congress are from Representatives Herbert H. Bateman (Virginia); Beverly B. Byron (Maryland); and William L. Dickinson (Alabama). Other statements are from David J. Armor, Department of Defense; Carolyn Becraft, Women's Equity Action League; Vice Admiral L. A. Edney, U.S. Navy; Martin M. Ferber, U.S. General Accounting Office; Judith S. Gibson, Defense Advisory Committee on Women in the Military; Sydney Hickey, National Military Family Association; Lieutenant General Thomas Hickey, U.S. Air Force; Lieutenant General John Hudson, U.S. Marine Corps; Rear Admiral Thomas Matteson, U.S. Coast Guard; Lieutenant General Allen K. Ono, U.S. Army; Mady Segal, University of Maryland; and Sandra Stanley, Towson State University. (CML) ED306415 Women in the Military. Hearings before the Military Personnel and Compensation Subcommitee of the Committee on Armed Services, House of Representatives. One Hundredth Congress, First and Second Sessions (October 1, November 19, 1987 and February 4, 1988). 1988-00-00 228 Congressional Sales Office, Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. N/A 1988 -1

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Yes Crime Prevention Elementary Secondary Education Guns Intervention Prevention School Safety Urban Schools Violence Weapons Butterfield, George E., Ed. Turner, Brenda, Ed. Reports - Evaluative National School Safety Center, Malibu, CA. English More than ever, our public school system must confront weapons in schools and become aware of steadily rising statistics on youth homicide and suicide. This report delineates the problem, discusses why children carry weapons to school, and outlines strategies for keeping weapons out of schools and for improving school safety. Although some children carry weapons for "show off" reasons, too many regard the display and use of guns as a way of life. With an estimated 120 million guns in private hands in the United States, some of these weapons are bound to show up at school. Underlying the rationale for gun-carrying is our society's tolerance for violence as a way to resolve problems. Weapons may be detected through tips from students, use of security sweeps and searches, and deterrents such as immediate suspension or expulsion, school security forces, crisis intervention teams, and metal detectors. Prevention strategies are important to help students feel safe without carrying guns to school. Some techniques are student/parent nonviolent contracts, community education programs, violence prevention curricula, peer assistance programs, and firearm instruction classes. To increase school safety, educators must be trained in weapons identification and detection, provide adequate supervision, and promote a positive campus climate by teaching social skills within the curriculum. Making campuses safe is everyone's responsibility. Twenty-seven references and supporting articles are included. (MLH) ED310536 Weapons in Schools. NSSC Resource Paper. 1989-05-00 Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. 43 N/A 1989 -1

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Yes Comparable Worth Employed Women Employment Practices Equal Opportunities (Jobs) Government Employees Personnel Policy Salary Wage Differentials Scope of Bargaining Killingsworth, Mark R. Dissertations/Theses - Practicum Papers Australia California (San Jose) Minnesota Upjohn (W.E.) Inst. for Employment Research, Kalamazoo, MI. English This document concludes that the basic difficulty with comparable worth is that it is an ill-conceived solution to a serious problem and that alternative policies, such as equal employment opportunity legislation or application of antitrust laws, provide means of addressing employment discrimination that are both more effective and less likely to entail adverse side effects. Chapter 1 introduces the concept of comparable worth and describes the rest of the document. Chapter 2 discusses definitions, concepts, and analytical issues: the basic premises underlying comparable worth and practical details of implementing it, the nature of labor market discrimination and the question of whether equal pay for jobs of comparable worth is nondiscriminatory, and analysis of how adoption of comparable worth might affect wages and employment of men and women. Chapter 3 deals with empirical questions: conventional economic and comparable worth studies of the actual magnitude of the female/male pay gap, and methodologies for analyzing the actual effects on wages and employment where comparable worth policies have been adopted. Chapter 4 describes comparable worth policies in Minnesota state government employment. Chapter 5 describes comparable worth in San Jose, California, municipal government employment. Chapter 6 describes comparable worth in Australia. Chapter 7 provides a summary and conclusions. The document includes a 14-page reference list, 46 tables, 6 figures, and an index. (CML) ED317831 The Economics of Comparable Worth. 1990-00-00 ISBN-0-88099-085-6 313 W.E. Upjohn Institute for Employment Research, 300 South Westnedge Avenue, Kalamazoo, MI 49007 (paperback, $13.95, ISBN 0-88099-085-6; hard cover, $22.95, ISBN 0-88099-086-4). N/A 1990 -1

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Yes College Curriculum Community Colleges Courses Curriculum Problems Educational Innovation General Education Intellectual Disciplines Interdisciplinary Approach Teaching Methods Team Teaching Two Year Colleges Hill, Patrick Opinion Papers Speeches/Meeting Papers Washington Center for Improving the Quality of Undergraduate Education. English The learning community movement is a response to several widespread educational problems, including the mismatched expectations of career-oriented students and research- and discipline-oriented faculty; the inadequate amount of intellectual interaction between students and between faculty and students; the lack of coherence among most of the courses taken by students outside of their major; inadequate resources and opportunities for faculty development; and the growing complexity and interdependence of contemporary issues. Learning communities address these problems, and the atomism of the disciplines, by bringing together people with related interests and giving them the opportunity to learn from each other. The term "learning communities" refers to a variety of approaches, including the following: (1) freshman interest groups, such as those operating at the University of Oregon, which involve triads of courses focusing on such topics as "The Human Environment in Art and Architecture" and "Pre-Health Sciences: Biology/Psychology"; (2) learning clusters, such as LaGuardia Community College's "Freedom and Seeing" cluster of linked courses in English composition, research paper writing, introduction to philosophy, and introduction to art; (3) Federated Learning Communities involving three courses linked by a common theme and an integrative seminar taken by the teacher as well as the students; and (4) the Coordinated Study Model, in which teams of three or four faculty members plan the coordinated study of an over-arching theme in blocks of time that accommodate lectures, discussions, field trips, and other activities. (JMC) ED309818 The Rationale for Learning Communities and Learning Community Models. 1985-00-00 27 N/A 1985 -1

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Yes Academic Achievement Basic Skills Black Youth Elementary Education Elementary School Students Hispanic Americans Magnet Schools Minority Group Children Program Effectiveness Dawson, Marcella Reports - Research Texas (Houston) English Available scores from the Iowa Test of Basic Skills and Metropolitan Achievement Test-6 tests, administered between 1984 and 1988 to 88 students enrolled in a Montessori magnet program in the Houston Independent School District, were statistically analyzed. The t test for independent samples was computed to determine if minority students' scores differed significantly from test norms and district means. The study also computed analysis of variance in an effort to identify significant internal variance. Students in the subject population consisted of three cohorts: student were 31 percent Black, 26 percent Hispanic, and 39 percent White. Score analysis indicated that test performance of minority students in the Montessori magnet program was significantly higher than either the test norms or district means. The study concluded that Hispanic and Black students who have been enrolled in a Montessori magnet program for a year or more have impressive academic advantages. The students demonstrated mastery of subject material, measured by standardized tests, in all subtest areas. However, while the Montessori program has reduced deficiencies in minority achievement, it has not eliminated them. Even after several years in a Montessori program, race-related differences in student performance remain. Over 90 references are cited. (RH) ED309881 Minority Student Performance: Is the Montessori Magnet School Effective? 1987-00-00 24 N/A 1987 -1

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Yes Access to Education Child Advocacy Civil Rights Disabilities Due Process Educational Finance Elementary Secondary Education Federal Legislation Handicap Identification Individualized Education Programs Parent Rights Preschool Education Special Education State Legislation Student Placement Student Records Student Rights Jackson, James Mitchell, Beatriz Guides - Non-Classroom New Mexico Protection and Advocacy System, Albuquerque, NM. English The manual's purpose is to serve as a tool to help parents and advocates to secure an appropriate education for handicapped children in New Mexico. Provisions of the federal and New Mexico laws and regulations which protect the rights of handicapped children are described. Funding for special education is explained, focusing on the state funding formula, the levels of special education programs, funding of ancillary services, and federal funding. Identification, referral, and evaluation procedures are discussed, with guidelines on parents' rights during this process. The functions of the Educational Appraisal and Review Committee, which determines eligibility, places, and develops services for handicapped children, are explored. Also discussed is the school's effort to provide continuity or necessary change in the child's program through annual review of the Individualized Education Program and comprehensive re-evaluations every 3 years. Parents' rights concerning access to school records are noted. Methods are suggested for resolving disputes between parents and school personnel. Appendices include a list of special education advocacy resources in New Mexico and several sample administrative forms. (JDD) ED318141 Special Education in New Mexico: A Guide for Parents and Advocates. Revised. 1985-00-00 Department of Education, Washington, DC. Parents 74 N/A 1985 -1

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Yes Administrators Decision Making Educational Change Educational Development Elementary Secondary Education Instructional Leadership Leadership Qualities Leadership Training Staff Development Teachers Team Training Workshops Eiseman, Jeffrey W. And Others Guides - Non-Classroom Regional Laboratory for Educational Improvement of the Northeast & Islands, Andover, MA. English School improvement teams are assembled to share leadership responsibility with the principal. Differing from advisory councils in that they have more involvement in decision making, and differing from management teams in that they include role groups other than administrators, school improvement teams may be composed of teachers and the principal or of a variety of role groups, including students and community members. Typically, such leadership teams have been assembled for school improvement projects during the planning phase. Once the plan is developed, however, responsibility for its implementation tends to fall back upon the administrators. The purpose of these four modules is to prepare school improvement teams for the roles they should be playing throughout implementation. A specific aspect of effective leadership is covered in each module, including: (1) Coaching Secrets for School Leaders; (2) Lessons from the Business Literature; (3) The Role of Teams in Implementing School Improvement Plans; and (4) Making Sure It Sticks: The School Improvement Leader's Role in Institutionalizing Change. The modules are designed to complement and built on one another, yet each can stand alone if a trainer wishes to focus on a single leadership aspect. This document is the third module and covers the following activities: (1) team formation; (2) team roles during implementation; (3) implementation dilemmas; and (4) constructing a school improvement agenda. Support materials including masters for flipcharts, overhead projection transparencies, or handouts are provided. (KM) ED320191 The Role of Teams in Implementing School Improvement Plans. The School Improvement Leader: Four Perspectives on Change in Schools. 1989-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners 40 Publication Sales, Regional Laboratory for Educational Improvement of the Northeast & Islands, 290 South Main Street, Andover, MA 01810 ($10.00 plus $2.50 shipping and handling). N/A 1989 -1

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Yes Child Caregivers Cultural Differences Day Care Early Childhood Education Infants Parent Participation Parent School Relationship Parent Teacher Cooperation Program Administration Publicity Separation Anxiety Stress Variables Teacher Role Toddlers Lane, Mary B. Signer, Sheila Guides - Non-Classroom Far West Lab. for Educational Research and Development, San Francisco, CA. Center for Child & Family Studies. English For use in tandem with training videotapes illustrating key concepts and caregiving techniques, this guide discusses ways to establish and nurture the partnership between caregivers and families of infants and toddlers in child care. Special attention is given to issues which may cause tension between caregivers and parents, such as bonding and separation, family stress, and cultural differences. Section 1 discusses the establishment of caregiver-parent partnerships. Section 2 describes ways of helping parents deal with separation in child care. Section 3 presents ways to publicize a child care program. Section 4 focuses on listening and responding to families' needs. Section 5 considers the family in its culture, through discussions of establishing communication, supporting cultural diversity, discomfort about differences, shared experiences and goals, and the challenge of diversity. Section 6 describes the process of involving parents in the program. Discussion focuses on setting the stage for parent participation, parent involvement in center and home programs, parent involvement in centers with large programs, teenage parent involvement, questions about parent involvement, activities for parents and children, and parents' contributions to the program. Sections 7, 8, and 9 discuss conducting business with families, helping families under stress, and handling difficult issues, such as the mistreatment of children. Each section includes lists of points for caregivers to consider and suggested resources. (RH) ED321869 Creating Partnerships with Parents. Infant/Toddler Caregiving: A Guide. 1990-00-00 California State Dept. of Education, Sacramento. Div. of Child Development. ISBN-0-8011-0878-0 Practitioners Teachers 104 Bureau of Publications, Sales Unit, California Department of Education, P.O. Box 271, Sacramento, CA 95802-0271 ($8.25, plus sales tax for California residents). N/A 1990 -1

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Yes Accident Prevention Bus Transportation Design Requirements Elementary Secondary Education Injuries Restraints (Vehicle Safety) Safety School Buses Student Transportation Traffic Accidents Traffic Safety Books Information Analyses National Academy of Sciences - National Research Council, Washington, DC. Transportation Research Board. English While school buses transport more passengers per trip, the rate of occupant fatalities per mile driven for school buses is one-quarter that for passenger cars. Nevertheless, the public expects school districts and other school bus operators to take all reasonable precautions to protect children as they travel to and from school. Although a variety of safety improvements have been made to school bus design and operation, further improvements are always possible. Effective April 1977, the National Highway Traffic Safety Administration issued and modified a number of federal motor vehicle safety standards to enhance the safety of school bus transportation. For post-1977 school buses weighing less than 10,000 pounds, these standards require that passenger seats be equipped with seat belts. For school buses weighing more than 10,000 pounds, the standards do not require seat belts, but instead rely on strong, well-padded, energy-absorbing seats and higher seat backs to protect passengers during a crash. Prohibiting standees and raising the minimum height of seat backs from 20 to 24 inches can improve passenger safety during crashes. Measures to improve the safety of bus loading zones include school bus driver training, stop sign arms, school bus routing, and pedestrian safety. Appendices contain details about (1) school bus accidents; (2) brief narratives of fatal school bus accidents in three states; (3) supplemental information on 26 fatal school bus accidents; (4) narratives of 13 fatal school bus accidents in Texas; and (5) cost-effectiveness analysis of school bus safety measures. (KM) ED312745 Improving School Bus Safety. Transportation Research Board Special Report 222. 1989-00-00 National Highway Traffic Safety Administration (DOT), Washington, DC. ISBN-0-309-04716-1 221 N/A 1989 -1

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Yes Basic Skills Higher Education Reading Improvement Reading Instruction Reading Programs Reading Strategies Study Skills Undergraduate Students Flippo, Rona F., Ed. Caverly, David C., Ed. Books Guides - Classroom - Learner International Reading Association, Newark, DE. English This book provides a review of the theoretical, empirical, and instructional issues in the field of college reading and study strategies through a careful and systematic examination of the relevant literature. The articles and their authors are, as follows: (1) "Vocabulary Acquisition and the College Student" (Michele L. Simpson and Edward J. Dwyer); (2) "Teacher-Directed Comprehension Strategies" (Sherrie L. Nist and Donna L. Mealey); (3) "Textbook Study Strategies" (David C. Caverly and Vincent P. Orlando); (4) "The Value of Taking Notes During Lectures" (Thomas H. Anderson and Bonnie B. Armbruster); (5) "External Factors That Influence Study" (Victoria J. Risko and others); (6) "Internal Factors That Influence Study" (Victoria J. Risko and others); and (7) "Preparing for and Taking Tests" (David M. Wark and Rona F. Flippo). (KEH) ED326834 Teaching Reading & Study Strategies at the College Level. 1991-00-00 ISBN-0-87207-359-9 362 International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139 (Book No. 359, $13.00 members; $19.50 nonmembers). N/A 1991 -1

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Yes College Faculty Context Effect Course Objectives Course Organization Curriculum Development Educational Background Higher Education Influences Introductory Courses Planning Surveys Teacher Attitudes Teacher Influence Stark, Joan S. And Others Reports - Research Tests/Questionnaires National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI. Michigan Univ., Ann Arbor. English This report summarizes the results of the Planning Introductory College Courses study which examined influences on course planning among U.S. faculty members. The study was built on exploratory interviews conducted in the 1986-87 Course Planning Exploration survey with 89 faculty members. Major findings show that when planning introductory courses, faculty members are influenced most strongly by their discipline orientations, scholarly and pedagogical backgrounds, and beliefs about the purpose of education. They are also influenced, but less strongly, by contextual influences that depend on the local situation. It was concluded that influences on course planning vary substantially by teaching field but minimally by type of college. Four chapters discuss the evolution of the survey and its results, including such aspects as content considerations, contextual influences, and steps in course planning. A subsequent chapter describes and confirms the usefulness of the refined contextual filters model of course planning, showing how it can be applied to diverse academic settings. The report concludes with a discussion on practical applications of the course-planning model and suggests areas for further research. Included are five appendices, including the course planning exploration survey form, 85 detailed tables, 39 figures, and 24 references. (LPT) ED330277 Planning Introductory College Courses: Influences on Faculty. 1990-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 370 N/A 1990 -1

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Yes Agricultural Education Ecology Instructional Materials Lesson Plans Pesticides Secondary Education Waste Water Water Pollution Water Quality Water Treatment Terrell, Charles R. Perfetti, Patricia Bytnar Guides - General Guides - Classroom - Teacher Soil Conservation Service (USDA), Washington, DC. National Council for Agricultural Education, Alexandria, VA. English This guide aids in finding water quality solutions to problems from sediment, animal wastes, nutrients, pesticides, and salts. The guide allows users to learn the fundamental concepts of water quality assessment by extracting basic tenets from geology, hydrology, biology, ecology, and wastewater treatment. An introduction and eight chapters are included: (1) pollution related to agriculture; (2) water quality field analysis; (3) ecology of freshwater systems; (4) sediment; (5) nutrients; (6) pesticides; (7) animal wastes; and (8) salts. Six appendices are included: (1) water quality procedures; (2) aquatic organisms; (3) glossary; (4) 64 references; (5) conservation and best management practices; and (6) field sheets (forms for completing field assignments). A teacher's handbook is also included with this guide. It contains 4 lessons, a surface water quality evaluation and survey, a student handout, and 14 transparency masters. (NLA) ED331965 Water Quality Indicators Guide [and Teacher's Handbook]: Surface Waters. 1989-09-00 Students Teachers Practitioners 208 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (stock number 001-000-04560-1: $8.00). N/A 1989 -1

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Yes Animals Computers Curriculum Diagnostic Teaching Experiential Learning Gifted Learning Activities Measurement Plants (Botany) Primary Education Self Concept Space Sciences Student Educational Objectives Talent Teaching Methods McCallister, Corliss Guides - Classroom - Teacher Education Service Center Region 7, Kilgore, TX. English This curriculum for gifted/talented students in kindergarten through grade 2 focuses on the cognitive, affective, and psychomotor domains in the areas of language arts, mathematics, music, physical education (dance), science, social studies, theatre, and visual arts. The curriculum is student centered, experientially based, exploratory, holistic/integrative, and individualized by diagnostic prescriptive teaching. An introductory section provides goals; long-term objectives; and information on adapting the curriculum by kind and degree of giftedness, minority subpopulation, and delivery system. The curriculum covers six units: self, plants, animals, measurement, space, and computers. For each unit, the curriculum contains background information, a chart depicting visual organization of the topics, short-term objectives, field trip ideas, speaker ideas, bulletin board ideas, snack suggestions, play group ideas, parent letter, colleague letter, pretest, exploratory activities, guided activities, free and inexpensive teaching resources, clip art, questions and topics for independent study, closure activities, unit evaluation, a vocabulary list, and a bibliography. (JDD) ED333675 Six Units for Primary (K-2) Gifted/Talented Students. Self (Psychology), Plants (Botany), Animals (Zoology), Measurement (Mathematics), Space (Astronomy), Computers (Technology). 1988-00-00 Teachers Practitioners 403 N/A 1988 -1

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Yes Elementary Education Instructional Effectiveness Integrated Activities Learning Strategies Literacy Models Reading Instruction Reading Writing Relationship Teaching Methods Thinking Skills Vocabulary Development Workshops Writing Instruction Marzano, Robert J. Guides - Classroom - Teacher Mid-Continent Regional Educational Lab., Aurora, CO. English Most discussions of literacy involve at least two types: low literacy (involving knowledge and use of the strategies and conventions important to reading, writing, and vocabulary development) and high literacy (including these competencies along with a number of thinking and reasoning strategies that augment and deepen these abilities). Turning this model of literacy into a working classroom program involves a careful balance of freedom and focus. Using unstructured (free reading, oral reading, and poetry reading) and structured (reading, writing, and vocabulary workshops) activities balances the need for a free-flowing language environment and the need for focused instruction on strategies. The workshop approach is founded on three principles: time (an instructional pace allowing for natural and unhurried learning), choice (freedom of selection of tasks and the manner those tasks are performed), and community (students and teachers sharing the processes and products of their reading, writing, and thinking). Workshops commonly include a mini-lesson, an activity period, and a sharing time. The vocabulary workshop plays a central role in connecting the reading and writing workshops. Using a semantic cluster approach, students are presented words in the form of individual student vocabulary wordbooks. Based on the first year of field testing, the high literacy approach positively affects students in a number of areas. (Lists of categories of thinking and reasoning skills, of words in a semantically related cluster and of 61 semantic clusters, a diagram of the model of high literacy, pre- and post-intervention writing samples, and 16 references are attached.) (RS) ED337757 Integrating High and Low Literacy: A Working Model. 1991-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 27 N/A 1991 -1

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Yes Assistive Devices (for Disabled) Communication Aids (for Disabled) Communication Disorders Computer Uses in Education Electronic Equipment Elementary Secondary Education Evaluation Intervention Microcomputers Technology Mineo, Beth Guides - Non-Classroom Council for Exceptional Children, Reston, VA. Center for Special Education Technology. English This guide outlines who may benefit from augmentative and alternative communication (AAC) approaches, such as individuals with speech handicaps, visual impairments, physical disabilities, and cognitive impairments. The guide distinguishes between "low tech" approaches such as signal systems and communication boards and "high tech" approaches which have large vocabularies, output displays, speech output, advanced input modes, rate enhancement techniques, and customizability. The importance of an ongoing, integrated process of AAC assessment and intervention is discussed, and crucial intervention issues are noted, including training on interaction strategies, promoting language and literacy skills, and selecting vocabulary. A list of organizational resources, journals/newsletters, products, and 13 suggested readings is appended. (JDD) ED339152 Augmentative and Alternative Communication. Tech Use Guide: Using Computer Technology. 1990-07-00 Special Education Programs (ED/OSERS), Washington, DC. 6 N/A 1990 -1

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Yes Adult Education Educational Finance Financial Support Fund Raising Grants Grantsmanship Guides Program Budgeting Program Costs Program Descriptions Program Design Program Proposals Proposal Writing State Aid James, Waynne And Others Guides - Non-Classroom Florida Florida State Dept. of Education, Tallahassee. Bureau of Adult/Community Education. English This guide is designed to help adult educators to get through the grant application process required by the Bureau of Adult and Community Education, Florida Department of Education. It provides information on the four stages of the process: planning the project, writing the proposal, submitting the application package, and receiving notification. Chapter 1 provides information on preliminary steps. It discusses state funds available for adult and community education projects and important elements to consider during the planning stage, including national and state priorities, innovation, needs assessment, cooperation/coordination, dissemination, and project continuation. Chapter 2 focuses on proposal content. Topics include the narrative, need for the project, plan of operation, goals, connecting goals and objectives, measurable and achieving objectives, timelines, personnel, reasonable costs, budget rationale, evaluation, facilities, abstract, appendixes, project completion, dissemination, documents needed, and project title. Chapter 3 offers suggestions on the post-application period. It discusses what to do if the project is rejected, renegotiated, or funded. Appendixes, amounting to approximately one-half of the guide, contain the following: titles of previously funded grant proposals; three domains of behavioral objectives; a verb list for stating objectives; sample tables for a plan of operation, vitae, and organizational charts; and 11 forms. (YLB) ED339877 A Guide to Writing Adult Education Grant Proposals. 1991-00-00 Researchers Practitioners 103 N/A 1991 -1

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Yes Adult Basic Education Adult Literacy Adult Programs Developed Nations Economic Progress Foreign Countries Functional Literacy Human Resources Illiteracy Job Training Labor Force Development Literacy Education Measures (Individuals) Productivity Program Effectiveness Program Evaluation Remedial Programs Surveys Benton, Lauren Noyelle, Thierry Reports - Research Canada Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation. English Most industrialized nations of the Organisation for Economic Cooperation and Development (OECD) have entered a new economic era characterized by new industries, new forms of production and competition, and a much higher premium on skills. Those with low levels of literacy and basic workplace skills find it increasingly difficult to obtain or retain employment. Conceptions and measurements of literacy have evolved over time to arrive at a modern concept of functional literacy that links individuals' literacy performance capabilities more closely and directly to everyday needs in civic life and the workplace. Findings from national surveys of literacy levels are extremely useful in clarifying the nature and magnitude of the literacy problem. An important finding is that the incidence of illiteracy is actually quite low in industrialized nations. The problem appears to lie in the alarmingly high incidence of functional illiteracy. Public sector and voluntary institutions use a wide mix of remedial interventions. A key issue in almost every country is finding the appropriate balance between central guidance and decentralized program implementation and innovation. Firm- and sector-based efforts in OECD countries focus on raising literacy simultaneously with expanding basic workplace skills and on strengthening both literacy and economic performance. The field of adult literacy and economic performance remains an area in need of measurement and assessment. (Two appendices are included: "Canada's Survey of Literacy Skills Used in Daily Activities: Survey Preparation and Measurement Issues" by Alvin Satin et al. and "Direct versus Proxy Measures of Adult Functional Literacy: A Preliminary Reexamination" by David Neice et al.) (YLB) ED340922 Adult Illiteracy and Economic Performance. 1992-00-00 ISBN-92-64-13597-9 87 OECD Publications and Information Centre, 2001 L Street, NW, Suite 700, Washington, DC 20036-4910 ($20.00). N/A 1992 -1

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Yes Administrator Education Educational Administration Higher Education Institutions Long Range Planning Planning Thinking Skills Trend Analysis Workshops Morrison, James L. Ashley, William C. Guides - Non-Classroom Collected Works - Proceedings English This handbook was designed to accompany a three-day workshop for senior administrators in higher education on proactive management techniques in higher education. Proactive management allows for anticipating change and managing uncertainty in place of crisis management or reactive actions. The workshop covered: (1) strategic thinking; (2) outside-in thinking (with examples from the corporate world); (3) how to establish a strategic trend intelligence system (steps include developing a program structure, developing a scanning taxonomy, organizing files electronically, identifying literature sources and data bases, assigning scanners to information resources, training scanners, training abstractors, using scanning newsletters and issue briefs); (4) doing an environmental vulnerability audit (steps include identifying institutional underpinnings, identifying developments that could damage those underpinnings, evaluating the likelihood of impact of these developments, reviewing threat patterns); and (5) issues management: the role of decision (discussing implementation steps, strategy support requirements, selecting strategies, and implementation). Several worksheets for completion during the seminar are included. Also included are over 200 references and the following 5 appendixes: "Environmental Scanning at the Georgia Center for Continuing Education: A Progress Report"; an environmental scanning notebook; an issue of "Lookouts: Newsletter of Environmental Scanning of the Georgia Center for Continuing Education"; a summary of future concerns as scanned by Cardinal Stritch College (Wisconsin) and information on the seminar leaders. (JB) ED339271 New Tools, New Times: Strategic Planning. A Seminar Focusing on Proactive Management Techniques (Chapel Hill, North Carolina, June 17-19, 1991). 1991-00-00 North Carolina Univ., Chapel Hill. School of Education. Administrators Practitioners 146 N/A 1991 -1

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Yes Dictionaries Difficulty Level English (Second Language) Foreign Countries Foreign Language Books Grammar Illustrations Language Patterns Pronunciation Second Language Instruction Sociocultural Patterns Trend Analysis User Needs (Information) Users (Information) Vocabulary Development Tickoo, Makhan L., Ed. Collected Works - General ISSN-0129-8895 Southeast Asian Ministers of Education Organization (Singapore). Regional Language Centre. English A collection of articles on dictionaries for advanced second language learners includes essays on the past, present, and future of learners' dictionaries; alternative dictionaries; dictionary construction; and dictionaries and their users. Titles include: "Idle Thoughts of an Idle Fellow; or Vaticinations on the Learners' Dictionary" (Ladislav Zgusta); "Recent Developments in EFL Dictionaires" (Gabriele Stein); "Learners' Dictionaries--Recent Advances and Developments" (A. P. Cowie); "The Background and Nature of ELT Learners' Dictionaries" (Tom McArthur); "Dictionaries and Language Learning" (Paul Nation); "Monolingual and Bilingual Dictionaries: Fundamental Differences" (Tadeusz Piotrowski); "The Collocational Dictionary and the Advanced Learner" (Morton Benson); "Grammar in Dictionaries" (Thomas Herbst); "The Treatment of Pronunciation in Some Monolingual General Dictionaries Used by Learners of English" (W. R. Lee); "How Many Words Is a Picture Worth? A Review of Illustrations in Dictionaries" (Hilary Nesi); "Uncommonly Common Words" (John M. Sinclair); "A Vocabulary for Writing Dictionaries" (Gwyneth Fox); "Vocabulary, Culture, and the Dictionary" (Hilary Bool, Ronald Carter); "Which Dictionaries and Why? Exploring Some Options" (Makhan L. Tickoo); "How to Use a Dictionary?" (Soekemi); and What We (Don't) Know about the English Language Learner as a Dictionary User: A Critical Select Bibliography" (R. R. K. Hartmann). (MSE) ED342250 Learners' Dictionaries: State of the Art. Anthology Series 23. 1989-00-00 ISBN-9971-74-035-4 249 N/A 1989 -1

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Yes Aggression Antisocial Behavior Bibliographies Commercial Television Discipline Mass Media Parent Child Relationship Parent Responsibility Television Research Television Surveys Korzenny, Felipe And Others Reports - Research English This study examines the effect of parental socialization forces on children's learning of antisocial behavior from television portrayals. The intervening variables are the patterns of parental disciplinary practices and general interaction with their children in their everyday life. Two types of parental styles were identified: induction, characterized by a loving attitude, based on reason, explanation, and pointing out the consequences of the child's actions on others, and sensitizing parental behaviors, those that focus on external consequences of social behaviors without providing the child with a cognitive frame of reference for internalizing moral guidelines. Three types of antisocial behaviors are studied: physical and verbal aggression and deceit. The relationship between watching these types of behavior on television and the child's own antisocial predispositions were studied for different combinations of parental styles. The results indicate that children of those parents who are highly inductive and who only occasionally resort to sensitizing techniques are the least affected by physical and verbal aggression on television. In the case of physical aggression, children whose parents are mostly sensitizing and seldom utilize inductive techniques tend to be the most affected. Although the differences among correlation coefficients were not statistically significant, the trends encountered rendered encouraging support to the theoretical expectations. Data tables and a list of references are attached. (Author/RAO) ED178094 Styles of Parental Disciplinary Practices As a Mediator of Children's Learning from Antisocial Television Portrayals. 1977-00-00 25 N/A 1977 -1

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Yes Cognitive Processes College Mathematics Educational Diagnosis Educational Research Elementary Secondary Education Information Processing Learning Disabilities Literature Reviews Mathematical Applications Mathematical Models Mathematics Curriculum Mathematics Education Mathematics Instruction Motivation Problem Solving Remedial Mathematics Lesh, Richard, Ed. And Others Reports - Research Collected Works - Proceedings ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This collection of nine papers, prepared for a conference held at Northwestern University in 1978, presents varied perspectives on applied problem solving. Assessing applied problem solving, planning for interest and motivation, developing a theory, reviewing research findings, considering learning disabilities, analyzing through information processing, designing instruction, trends in research, and models for applied problem solving are presented. (Author/MK) ED180816 Applied Mathematical Problem Solving. 1979-11-00 National Inst. of Education (DHEW), Washington, DC. 259 Information Reference Center (ERIC/IRC), The Ohio State Univ., 1200 Chambers Rd., 3rd Floor, Columbus, OH 43212 ($6.50) N/A 1979 -1

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Yes Air Pollution Conservation (Environment) Curriculum Enrichment Ecology Environmental Education Futures (of Society) Intermediate Grades Junior High Schools Natural Resources Physical Environment Population Education Population Growth Population Trends Social Biology Social Change Solid Wastes Water Pollution Brouse, Deborah E. Wasserman, Pamela B. Guides - Classroom - Teacher Zero Population Growth, Inc., Washington, DC. English Intended to introduce young people to the remarkable interconnectedness of people and the environment, this middle school teaching kit is designed to give students an understanding of important population and environmental concepts while promoting a sense of individual responsibility for stewardship of the earth. The teaching modules in the kit touch on issues as immediate as traffic congestion and garbage disposal and as far-reaching as global warming and inequitable resource distribution. The activities are interdisciplinary, developing knowledge and skills applicable to science, mathematics, and social studies. While they are designed primarily for use in grades 6-8, many activities are appropriate for grades 9 and 10 as well. The contents of the kit include: (1) an introductory section called "Meeting the Population Challenge," that includes background information on population growth and its environmental impacts; (2) 17 hands-on activity modules that may be used individually or combined into a larger unit; (3) "Making a Difference," a list of 150 concrete suggestions of things individuals can do in their homes, schools, and communities toward a sustainable balance of population, resources, and environment; (4) "Population Education Resources," a comprehensive listing of further information sources related to population and the environment, including books, bulletins, software, films, and other teaching materials; and (5) "World Population Data Sheet," a wall chart, produced annually by the Population Reference Bureau, that provides demographic data for every country. (JB) ED342689 For Earth's Sake: Lessons in Population and the Environment. 1989-09-00 Teachers Practitioners 68 Zero Population Growth, Inc., 1400 16th St., NW, Suite 320, Washington, DC 20036 ($24.95 plus $3.00 postage and handling; price includes population data sheet poster). N/A 1989 -1

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Yes Dietetics Disease Control Health Education Higher Education Independent Study Medical Education Medicine Nutrition Nutrition Instruction Patient Education Preventive Medicine Science Education Special Health Problems Teaching Methods Crosser, Gail Hoddlebrink Guides - Classroom - Learner Ohio State Univ., Columbus. Dept. of Family Medicine. English Nutrition is well-recognized as a necessary component of educational programs for physicians. This is to be valued in that of all factors affecting health in the United States, none is more important than nutrition. This can be argued from various perspectives, including health promotion, disease prevention, and therapeutic management. In all cases, serious consideration of nutrition related issues in the practice is seen to be one means to achieve cost-effective medical care. These modules were developed to provide more practical knowledge for health care providers, and in particular primary care physicians. This module is designed to help primary care physicians become critical reviewers of nutritional information. These skills will help the physician to be able to critique nutritional claims and teach patients how to assess fad diets and popular nutritional products. Included are learning goals and objectives, a self-check of achievement with regard to goals, and references for the physician and for the physician to recommend to patients. Appendices include patient handouts concerning avoidance of nutritional quackery, and the dangers of herbal teas. (CW) ED321998 Decoding Fad Diets. Nutrition in Health Promotion Series, Number 20. 1985-00-00 Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Health Professions. Support Staff Practitioners 43 N/A 1985 -1

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Yes Adults Behavior Problems Children Community Based Instruction (Disabilities) Community Programs Daily Living Skills Decision Making Delivery Systems Educational Principles Educational Strategies Elementary Secondary Education Instructional Design Instructional Development Mainstreaming Models Multiple Disabilities Outreach Programs Rural Areas Selection Severe Disabilities Student Placement Teaching Methods Baine, David, Ed. Collected Works - General Alberta Univ., Edmonton. Dept. of Educational Psychology. English This collection of papers examines instructional environments for students with severe disabilities. It points out that two principles should guide the selection of all instructional environments for all types of learners at all stages of instruction: the environment should be the least restrictive environment possible and it should be the most instructionally effective. Papers have the following titles and authors: "Selecting Instructional Environments for Students Having Severe Multiple Handicaps" (David Baine); "Community-Based Instruction: Its Origin and Description" (Marg Csapo); "Searching for the Criterion Environment: Issues in Theory and Research" (Dick Sobsey); "Guide to the Development and Evaluation of Community-Based Instruction" (David Baine); "Integration Models for Students with Moderate to Severe Disabilities" (Cathi Hill); "Behavior Management of Individuals with Severely Challenging Behavior in Rural Community Settings" (Linda McDonald and Stewart McDonald); "Behavioral Support: A Transition from Residential to Outreach Services" (Larry MacDonald and Barry Brazier); "Quality of Life for Adults with Developmental Handicaps: Some Issues for Discussion" (Roy I. Brown); and "Behavioral Assessment of Community Living Skills: Considerations for Practitioners" (Dickie Yu and Maurice Feldman). References are provided for each paper. (DB) ED344388 Instructional Environments for Learners Having Severe Handicaps. 1991-00-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). ISBN-0-88864-929-0 Practitioners 128 David Baine, Department of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, Alberta, T6G 2G5 Canada ($15.00). N/A 1991 -1

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Yes At Risk Persons Change Strategies Disabilities Educational Change Educational Legislation Educational Trends Elementary Secondary Education Futures (of Society) Higher Education Language Handicaps Leadership Training Postsecondary Education Preschool Education Professional Development Special Education Special Needs Students Staff Development Teacher Certification Teacher Education Teacher Educator Education Teacher Recruitment Trend Analysis Urban Education Bullock, Lyndal M., Ed. Simpson, Richard L., Ed. Collected Works - Proceedings Education for All Handicapped Children Act North Texas State Univ., Denton. English This document is the product of a forum that attempted to identify trends in education that are affecting and will continue to affect children with disabilities from birth to age 21, and the ensuing implications for the training of personnel. The edited transcripts of two introductory presentations begin with volume--"Charting the Course for the 1990's" (Judy Schrag) and "The Accidental Crisis" (Catherine V. Morsink). Small group discussions and recommendations are reported in the following papers: "Special Education and School Reform" (Stan F. Shaw and others); "Is It a New View? Catching Up with 94-142" (Virginia DeRoma-Wagner); "Restructuring Teacher Education: One Group's Perspective" (Clarence R. Calder); "Restructuring Teacher Education: The Integration of Undergraduate Curriculum" (Teresa D. Bunsen); "Professional Development Centers: A Collaborative Model" (Clarence R. Calder); "Leadership Training for Teacher Educators" (Sheila Lowenbraun); "State Certification" (Allen M. Huang and others); "Recruitment and Retention: Emerging Trends in Special Education and Implications for Training Personnel" (Richard L. Simpson and others); "Changes in the Urban School Population: Challenges in Meeting the Need for Special Education Leadership and Teacher Preparation Personnel" (Jeannette E. Fleischner and Richard VanAcker); "Preparing Special Education and Related Services Personnel To Serve Culturally and Linguistically Diverse Children with Handicaps: Needs and Future Directions" (Bruce A. Ramirez); "Some Perspectives on Preparing Personnel To Work with At-Risk Children, Birth to Five" (S. Kenneth Thurman and others); and "Children with Complex Medical Needs: Implications for Training Personnel" (M. Virginia Wyly). (JDD) ED343332 Critical Issues in Special Education: Implications for Personnel Preparation. Monograph. 1990-00-00 Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Personnel Preparation. 118 Programs in Special Education, University of North Texas, P.O. Box 13857, Denton, TX 76203 ($10.00). N/A 1990 -1

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Yes Community Attitudes Educational Change Educational Environment Elementary Secondary Education Parent Attitudes Participative Decision Making School Community Relationship School Restructuring Teacher Role Martin-Kniep, Giselle O. Speeches/Meeting Papers Reports - Research English Findings from a study that examined the perceptions of different educational stakeholders about the context of schools and educational change are presented in this paper, which views educational change from within a transformational framework. The focus is not only on goals, but also on the beliefs and expectations of the stakeholders in the educational system and surrounding community. Education 2000, an initiative of the American Forum for Global Education calls for educational re-design grounded in global education. It is a national project that establishes structured linkages between school districts and their communities, and holds the belief that the design of an educational system must be owned by local, multiple stakeholders. Three such projects are: Redwood Falls, Minnesota; Tinley Park, Illinois, and Yonkers, New York. This paper studies the Minnesota and New York data. Surveys mailed in Yonkers are returned by 771 professional staff and 417 parents, yielding respective response rates of 47 and 15 percent. In Redwood Falls, 226 out of 800 community members responded, a 28 percent response rate, and 72 staff members completed the survey, an 80 percent response rate. Similar numbers of parents and community members favored change or were satisfied with their schools, and different educational staff held different role perceptions. If commitment to school restructuring is based on the beliefs of a critical mass of stakeholders, an issue to be addressed is that of defining what constitutes a critical mass. The data supports a systemic, ongoing revision of roles and perceptions of different educational stakeholders. Four tables are included. (7 references) (LMI) ED345363 Perceptions of Different Educational Stakeholders Regarding the World, Schools, and Educational Change. 1992-04-00 22 N/A 1992 -1

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Yes College Students Crime Criminal Law Definitions Higher Education Recidivism Student Attitudes Rienerth, Janice G. Reports - Research Speeches/Meeting Papers English There are several definitional problems inherent in the concept of "recidivism," some of which can be illustrated by comparing use of the term in the professional literature with students' definitions of the term. Thirty professional sources were reviewed to study the definitions of recidivism. Some sources provided more than one definition. When divided by segments of the criminal justice system, 19 definitions could occur before the crime has been discovered or reported; 7 occur at the Police section; 13 at the Court section; 13 at the Corrections section; and 4 occur after the offender has left the institution. College students (N=147) from criminology and corrections classes were asked for their definitions of recidivism. Approximately 20% of the students did not know what the term meant. About 23% gave mainly incorrect definitions. Nine students gave definitions that could be mapped at the Police section of the system; 7 gave definitions at the Court section; and 67 students gave definitions at the Corrections section. These findings suggest that both professional and student sources have unclear, inconsistent definitions of recidivism. The majority of the professional definitions occurred before the Corrections section, while the majority of the student definitions occurred during the Corrections section. It may be concluded that the term "recidivism" should be clearly defined whenever it is used and should only be used to describe some type of convicted reinvolvement in crime. (NB) ED346423 Recidivism: What Is It? 1991-08-22 15 N/A 1991 -1

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Yes Books Childrens Literature Class Activities Elementary Education Fine Arts High Risk Students Literary Genres Nonfiction Publishing Industry Reading Material Selection Reading Writing Relationship Science Instruction Social Studies Thematic Approach Freeman, Evelyn B., Ed. Person, Diane Goetz, Ed. Guides - Classroom - Teacher Collected Works - General National Council of Teachers of English, Urbana, IL. English Intended primarily for classroom teachers, this book discusses the genre of nonfiction, the link between nonfiction and elementary curriculum, and specific ways to integrate nonfiction into the elementary classroom. The book's 16 essays and their authors are as follows: (1) "Fact or Fiction?" (Russell Freedman); (2) "The Evolution of a Science Writer" (Patricia Lauber); (3) "The Rise and Fall and Rise of Juvenile Nonfiction, 1961-1988" (James Cross Giblin); (4) "The Nonfiction Scene: What's Happening?" (Barbara Elleman); (5) "Trends and Evaluative Criteria of Informational Books for Children" (Frances Smardo Dowd); (6) "The Voice of Learning: Teacher, Child, and Text" (Bette Bosma); (7) "On the Road to Literacy: Pathways through Science Trade Books" (Marjorie Slavick Frank); (8)"Windows through Time: Literature of the Social Studies" (Diane Goetz Person and Bernice E. Cullinan); (9) "Reading Aloud and Responding to Nonfiction: Let's Talk about It" (Sylvia M. Vardell and Kathleen A. Copeland); (10) "Reading and Writing Connection: Supporting Content-Area Literacy through Nonfiction Trade Books" (Rosemary A. Salesi); (11) "Invite Children to Respond Using the Fine Arts" (Patricia Grasty Gaines); (12) "Nonfiction Books in the Primary Classroom: Soaring with the Swans" (Peter Roop); (13) "Get Real, Teacher! What Happens When At-Risk Middle-School Readers Become Involved with Nonfiction" (Nancy DeVries Guth); (14) "Using a Nonfiction Author Study in the Classroom" (Judith W. Keck); (15) "Using Informational Books to Develop Reference Skills" (M. Jean Greenlaw); and (16) "Putting It All Together: Theme Teaching with Nonfiction Books" (Evelyn B. Freeman). Appendixes list reference works cited, children's books cited, nonfiction book awards, and sources for nonfiction book titles. (SR) ED346468 Using Nonfiction Trade Books in the Elementary Classroom: From Ants to Zeppelins. 1992-00-00 ISBN-0-8141-1811-9 Practitioners 191 National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 18119-0015; $8.95 members, $11.95 nonmembers). N/A 1992 -1

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Yes Academic Achievement Academic Persistence Bachelors Degrees Behavior Development Biculturalism College Students Dropout Research Dropouts Higher Education Hispanic American Students Hispanic Americans School Holding Power Self Efficacy Social Differences Social Integration Social Life Student Adjustment Student Attitudes Student College Relationship Student Participation Flores, Judith LeBlanc Reports - Research Speeches/Meeting Papers English A study was done to determine whether there were notable differences in the characteristics of Hispanic American students who completed the baccalaureate degree at the University of Oklahoma and Oklahoma State University as compared to Hispanic American students who enrolled but did not complete the baccalaureate degree. The study examined demographic factors: academic, financial, personal, and familial circumstances; social and performance factors: social and academic integration, high school achievement record, ACT scores, and overall college grade piont average; and bicultural orientation. The study population consisted of 95 Hispanic American male and female students (49 persisters and 46 non-persisters) who completed a mail survey questionnaire. Study results indicated that the Hispanic American persisters' success resulted from prior attributes, brought with them to college, as well as from their almost equal involvement in the academic and social systems, both formal and informal, as they pursued the Bachelor's degree. Thus, students who were competent members of the social and the academic communities tended to persist. Hispanic American non-persisters were less likely to be involved in the informal social and academic domains. Included are 11 tables, 1 figure, and 50 references. (JB) ED345609 Persisting Hispanic American College Students: Characteristics That Lead to Baccalaureate Degree Completion. 1992-04-24 36 N/A 1992 -1

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Yes Allied Health Occupations Education Demand Occupations Dental Assistants Dental Hygienists Dental Technicians Educational Needs Emergency Medical Technicians Employment Opportunities Employment Projections Health Occupations Health Personnel Higher Education Labor Market Labor Needs Medical Laboratory Assistants Medical Record Administrators Medical Record Technicians Needs Assessment Nurses Nurses Aides Occupational Therapists Occupational Therapy Assistants Part Time Employment Pharmacists Physical Therapists Physical Therapy Aides Radiologic Technologists Surveys Wages Reports - Research Illinois Iowa Eastern Iowa Community Coll. District, Davenport. English This report contains information from a fall 1991 health occupations assessment of 1,021 health-related employers in Eastern Iowa and the Illinois Quad Cities area. Twelve chapters present comprehensive results of all surveys; results of 10 labor market survey instruments developed for chiropractic offices, dentists' offices, emergency medical services, home health care organizations, hospitals, laboratories, long-term health care facilities, physicians' offices/clinics, veterinary offices, and weight control services; and results of another instrument for certified/licensed health professionals. Information is provided from 350 respondents regarding these broad personnel classifications: chiropractic, clinical laboratory, dental, emergency medical, medical records, nursing, occupational therapy, pharmacy, physical therapy, and radiology. Chapters 2-12 are in two parts. The first part discusses target markets, survey design, and data collection, tabulation, and analysis. Results presented in narrative and table formats provide information on number of present full-time and part-time employees, entry-level hourly wage paid to employees in each of the personnel classifications, and immediate and projected employment needs through 1994. Responses regarding emerging trends and educational needs are then provided. The second part of each chapter is the instrument. (YLB) ED347295 The Comprehensive Health Assessment. 1992-03-00 127 N/A 1992 -1

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Yes Child Health Comprehensive Programs Early Intervention Educational Diagnosis Holistic Approach Mental Disorders Mental Health Mental Health Programs Parents Preschool Education Prevention Program Administration School Personnel Wellness Hansen, Kirsten A. Martner, Janet S. Guides - Non-Classroom Georgetown Univ. Child Development Center, Washington, DC. English Designed to help Head Start mental health coordinators incorporate mental health into all aspects of the program, this manual describes planning strategies, suggests activities, includes samples of forms successfully used by other programs, and lists resources. Part I discusses the meaning of mental health and shows the relationship between a holistic mental health approach and the Head Start model. Three levels of intervention (prevention, identification and referral, and treatment) are described and discussed in relation to the mental health of program staff and administrators, parents, and children. Part II focuses on the roles and responsibilities of the mental health coordinator and professional. This section considers the professional competencies and personal characteristics needed by mental health professionals; describes several possible staffing models; and offers information on the various mental health problems Head Start staff may encounter. Part III presents a process for developing a mental health plan that includes five steps: (1) establish a philosophy; (2) gather information; (3) develop the plan, including goals, performance standards, activities, timelines, and documentation procedures; (4) implement the plan; and (5) evaluate the plan. Each part of the text concludes with sample forms, instructions for activities, guidelines, and information sheets. Appendixes contain Head Start Mental Health Program and other relevant performance standards; a 102-item bibliography; and a list of useful journals and organizations. (AC) ED343670 Mental Health in Head Start: A Wellness Approach. 1990-00-00 Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Office for Maternal and Child Health Services. Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. 180 N/A 1990 -1

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Yes Alcohol Abuse Cocaine Congenital Impairments Counseling Techniques Drug Abuse Early Intervention Foster Family Health Services Infants Mass Media Models Parent Child Relationship Parent Education Prenatal Influences Residential Programs Smoking Substance Abuse Tobacco Videotape Recordings Fenichel, Emily, Ed. Collected Works - Serials ISSN-0736-8083 National Center for Clinical Infant Programs, Arlington, VA. English This bulletin issue addresses the theme of drug-exposed infants and the services required by these infants and their families. "Cocaine-Exposed Infants: Myths and Misunderstandings" (Barbara J. Myers and others) comments on the negative accounts of drug-exposed babies presented by mass media and reviews the mix of positive and negative findings actually revealed by research. "Interventions To Strengthen Relationships between Infants and Drug-Abusing or Recovering Parents" (Jeree H. Pawl) presents case studies to illustrate that, to improve the lives of young children and parents affected by drug use, practitioners need to pay as much attention to the qualities of the relationship of parent and child as to the drug use itself. "Integrating Parent Support into Residential Drug and Alcohol Treatment Programs" (Cathie Harvey and others) describes inservice training for staff members and workshops for resident mothers who are addicted to alcohol and drugs. "Foster Parenting the Drug-Affected Baby" (Ellen White) examines the types of support that help foster parents care for drug-affected infants, sources of such support, and strategies to find supports that are not readily forthcoming. "Working with Addicted Women in Recovery and Their Children: Lessons Learned in Boston City Hospital's Women and Infants Clinic" (Margot Kaplan-Sanoff and Kathleen Fitzgerald Rice) describes a "one-stop shopping" model to offer health services for parent and child, developmental services, drug treatment, and case management for cocaine-exposed children and their drug-involved families."Peer Support for Service Providers" (Sandy Sachs) describes a peer support group developed for early intervention providers in substance abuse treatment programs. "Fetal Alcohol Syndrome (FAS) and Fetal Alcohol Effects (FAE): A Lifespan View, with Implications for Early Intervention" (Heather Carmichael Olson and others) helps care providers shape realistic expectations and gives new ideas for their work with fetal alcohol-affected children and their families. "Tobacco Control Advocacy: Winning the War on Tobacco" (Michele Bloch) reviews the health hazards and demographics of tobacco use and discusses the tobacco industry's strategies to oppose health promotion. The bulletin also reviews publications and videotapes, describes activities of the Zero to Three/National Center for Clinical Infant Programs, and lists upcoming conferences. (JDD) ED349737 [Drug Exposed Infants and Their Families.] Zero to Three v13 n1 Aug-Sep 1992 1992-09-00 42 Zero to Three, National Center for Clinical Infant Programs, P.O. Box 96529, Washington, DC 20090-6529 ($29.00 per year for 6 issues). N/A 1992 -1

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Yes Adolescents Alcohol Abuse Children Drug Abuse Drug Education Incidence Prevention Reports - General Multilingual/Bilingual Materials Alcohol, Drug Abuse, and Mental Health Administration (DHHS/PHS), Rockville, MD. Office for Substance Abuse Prevention. English Spanish This booklet gives examples of successful community drug abuse prevention programs, as well as guidelines for finding out more about a community's prevention needs and taking action. The first section discusses taking action against drug abuse. It presents examples which illustrate the different approaches communities have taken. Ten steps to help your children say no to alcohol and other drugs are included. Suggestions are included for finding out more and taking action with one's family, schools, youth and recreation groups, the health care system, the legal system, the religious community, the business community, civic organizations, and the local media. Resources for taking action are described. Figures are given for trends in perceived harmfulness of drugs by age for 1985, 1988, and 1990; alcohol and other drug use by the American population, including any illicit drug use, marijuana use, cocaine use, and alcohol use; and a graph of any illegal drug use for the years 1975 to 1990. "Find Out More" and "Take Action" checklists are included. Discussions of the facts about alcohol and drug use and the effects of alcohol and other drugs are included. Referral sources are listed in the categories of federal agencies; private organizations, civic groups, and religious organizations; clearinghouses; and toll-free information and referral services. (ABL) ED350510 Turning Awareness into Action: What Your Community Can Do about Drug Use in America = De La Toma de Conciencia a la Accion: Que Puede Hacer la Comunidad Respecto al Consumo de Drogas en America. 1991-00-00 155 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20852. N/A 1991 -1

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Yes Computer Networks Corporate Support Educational Research Federal Legislation Government Role Information Needs Information Networks National Programs Private Sector Public Policy Public Sector Telecommunications Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. House Committee on Science, Space and Technology. English The Science Subcommittee began its oversight of the implementation of the High-Performance Computing Act of 1991 by focusing on the establishment of the National Research and Education Network (NREN), which will evolve out of the current internet, the National Science Foundation's (NSF) NSFNET. The policy issues under discussion were: providing a level playing field for network services providers; ensuring that the network is responsive to user needs; providing for effective network management; determining the level of consultation that has occurred between the NSF, the network user, and provider communities during the course of developing the policies for governance and operation of the NSFNET backbone; and moving toward the long-term vision for the NREN, including the appropriate roles of the public and private sectors. Included in the hearing report are statements from Bob Traxler and Jerry F. Costello of the House Subcommittee on Science and testimony from the following witnesses: Eric Hood, Federation of American Research Networks and Northwestnet, Inc.; Douglas E. Van Houweling, Merit Network, Inc. and the University of Michigan, Ann Arbor; Mitchell Kapor, Commercial Internet Exchange Association and Electronic Frontier Foundation; Michael M. Roberts, Educom; William L. Schrader, Performance Systems International, Inc. Also included are a statement by A. Nico Habermann and Stephen S. Wolff, National Science Foundation; the Subcommittee and Full Committee markups of H.R. 5344, Amendment to the NSF Act of 1950; and an additional statement submitted for the record by E. Michael Staman, CICNet. (ALF) ED350986 Management of NSFNET. Hearing before the Subcommittee on Science of the Committee on Science, Space, and Technology, U.S. House of Representatives, One Hundred Second Congress, Second Session. 1992-03-12 ISBN-0-16-038772-8 190 U.S. Government Printing Office, Superintendent of Documents, Congressional Sales Office, Washington, DC 20402. N/A 1992 -1

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Yes Adolescent Development Adolescents Child Welfare Human Services Intervention Middle Schools Policy Formation Preadolescents Public Policy Quality of Life Secondary Education Social Problems Youth Opportunities Youth Problems Youth Programs Scales, Peter C. Opinion Papers Information Analyses Center for Early Adolescence, Carrboro, NC. English Designed to promote the creation of programs and policies that meet the needs of young adolescents, this report considers trends and forces affecting children between the ages of 10 and 15 and offers recommendations for drawing out adolescents' positive possibilities. Section 1 acknowledges trends that point to an increasing number of at-risk young adolescents and discusses the growing interest in this group. Section 2 begins with a discussion of the negative impressions of young adolescents fostered by popular depictions of widespread school failure, juvenile delinquency, adolescent pregnancy, and other problems. Discussion then turns to developmental characteristics and needs of young adolescents. Section 3 examines trends and forces likely to affect the lives of young adolescents during the 1990s; these concern: (1) homelessness among children, children in foster or institutional care, and immigrants and refugees; (2) adolescents' health status and social health in the areas of mortality, crime and victimization, sexual activity, pregnancy, sexually transmitted diseases, substance abuse, health-promoting behaviors, labor force participation, and poverty; (3) family change and economic status; (4) education and schooling; and (5) adolescents' experience of community. In Section 4, an analysis of selected policy reports is provided, followed by an argument for a positive policy and program agenda. The section concludes with recommendations concerning overall planning, the reduction of poverty, availability of family supports, improved schooling for the middle grades, promotion of mental and physical health, and opportunities for service. In a summary, Section 5 briefly addresses the need for developing the complex strategies and making the public and private choices that will prepare young adolescents for success. (AC) ED346990 A Portrait of Young Adolescents in the 1990s: Implications for Promoting Healthy Growth and Development. 1991-00-00 Carnegie Corp. of New York, NY. 98 N/A 1991 -1

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Yes Administrator Attitudes Delivery Systems Educational Research Elementary Secondary Education Labeling (of Persons) Learning Disabilities Mainstreaming Regular and Special Education Relationship Resource Room Programs School Districts Social Integration State Surveys Student Attitudes Teacher Attitudes Houck, Cherry Kendrick Reports - Research Opinion Papers Virginia Virginia Polytechnic Inst. and State Univ., Blacksburg. Coll. of Education. English This final report focused on research questions associated with reducing the segregation of students with learning disabilities (LD) in Virginia. A survey of special education supervisors, general education supervisors, building principals, general elementary and secondary education teachers, LD teachers, students with LD, and parents was conducted and followed by interviews, observations, analysis of achievement data, and document reviews. Specifically, the study examined: (1) the current status and process of increased integration; (2) factors that serve as the basis for or reluctance for such change; (3) evidence of perceived and actual outcomes of integration activities already undertaken; and (4) obstacles to the implementation of an integration model. The study found extensive efforts to increase the amount of time students with LD spend in the general classroom setting, especially at the elementary level, throughout Virginia; a lack of formally adopted guidelines, philosophies, or policies; a lack of systematic monitoring or evaluation plans; doubts about the ability or willingness of regular teachers to meet these students' special needs; general support for "pull-out" programs; and differing opinions on reduction of stigma in integrated programs. Avoiding embarrassment was a major consideration in student preferences. Extensive tables (91) and exhibits (14) provide details. (DB) ED352786 Special Education Integration-Unification Initiative for Students with Specific Learning Disabilities: An Investigation of Program Status and Impact. Final Report: Project R117E10145, August 15, 1991-August 14, 1992. 1992-08-00 Office of Educational Research and Improvement (ED), Washington, DC. Policymakers Administrators Practitioners 489 N/A 1992 -1

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Yes Computer Science Education Engineering Education Foreign Countries Futures (of Society) Information Technology Job Training Labor Force Development Labor Needs Mathematics Education Postsecondary Education Science Education Sex Discrimination Vocational Education Womens Education Rees, Teresa Information Analyses Opinion Papers Reports - Research Commission of the European Communities, Brussels (Belgium). English The spread of New Information Technologies (NITs) to every sector of the economy has far reaching implication for the design of jobs, for patterns of work organization, and for vocational educational training systems. The full potential of the NITs is however being restricted by chronic skills shortages, particularly of high level NIT skills. Women will comprise a more significant proportion of the European Community (EC) labor force in the future, but they have traditionally been clustered at the bottom of the ladder in a limited number of industrial sectors. This report addresses three main issues: the extent to which the shake up in the work organization will facilitate better use of women as a resource; barriers to women filling the skill shortages in NITs; and how these barriers could be overcome. The report is divided into seven sections: (1) Introduction; (2) Barriers to Women's Employment (the gendering of jobs, child care and domestic commitments, qualifications); (3) Skill and the NITs (deskilling, upskilling and polarization; the "new pedagogics"; the social construction of skill); (4) Skill Shortages in the NITs (technicists, "hybrids" or "business analysts"); (5) Women's Employment and the NITs (gendered subject choice at school, qualifications and segregation, discrimination in employers' recruitment and promotion practices); (6) Women's Training in the NITs (the androcentricity of training provision, women returners' training needs, confidence building, women-only training, female tutors for NITs); and (7) Conclusion and Recommendations. The recommendations focus on ways in which women's access to training in NITs might be facilitated by school based education, vocational education training (VET) systems, and employers. Three tables display data on women's and men's employment in the EC; women's training and the European Social Fund; and students in IT related degree and postgraduate degree courses in the EC. (Contains 48 references.) (ALF) ED352948 Skill Shortages, Women and the New Information Technologies. 1992-01-00 ISBN-92-826-4616-5 58 N/A 1992 -1

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Yes Class Activities Core Curriculum Curriculum Development Grade 3 Instructional Effectiveness Integrated Activities Interdisciplinary Approach Marine Biology Marine Mammals Models Primary Education Teaching Methods Thematic Approach Units of Study Colasanti, Angela M. Follo, Eric Reports - Descriptive Guides - Classroom - Teacher English This paper investigates the thematic study approach in theory and practice as it applies to the elementary grades, specifically to third grade. Part 1 defines the theme study approach and explains the theories and assumptions that support it as a viable approach to teaching and learning. Part 2 examines research supporting the thematic approach. It concludes that theme teaching connects the aesthetic with the cognitive and teacher process as well as content. Part 3 examines the specific problems concerning the crowded curriculum and pressures to prepare students for the MEAP test, given in fourth grade, for which third-grade teachers are often held accountable. A full-scale theme study is then described, using the theme of "The Voyage of the Mimi" with the subtopic "whales." Subject areas integrated into the theme included reading, writing, spelling, social studies, and science. Learning activities included in the theme's 13 units are described. The concluding section provides a method for planning and developing a theme study, and presents an example of a theme study planning model using the Michigan Model Core Curriculum to provide the basic structure of the skills and concepts that need to be taught. The paper also includes a 28-item bibliography and two appendixes providing background information on "The Voyage of the Mimi." (Contains 16 references.) (JDD) ED355189 Effectiveness of Thematic Teaching in Curriculum Design and Implementation in a Third Grade Classroom, Including a Planning Process Model Using the Michigan Model Core Curriculum. 1992-08-00 Practitioners Teachers 75 N/A 1992 -1

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Yes Accountability Agency Role Alternative Assessment Educational Assessment Educational Discrimination Educational Improvement Elementary Secondary Education Multiple Choice Tests Problem Solving Screening Tests Standardized Tests Student Evaluation Test Bias Test Construction Test Use Testing Problems Thinking Skills Opinion Papers Reports - Evaluative National Center for Fair and Open Testing (FairTest), Cambridge, MA. English This paper contends that much of the time and money devoted to standardized testing in the United States is misspent. Too many tests are poorly constructed, unreliable, and unevenly administered. Multiple-choice tests cannot measure thinking skills or real problem-solving ability. In addition, many examinations are biased racially, culturally, linguistically, and by social class and gender. Use of these flawed tests leads to inaccurate and inappropriate decisions for individual children and harms the entire educational system because standardized tests provide little useful information for educational improvement. The National Center for Fair and Open Testing (FairTest) urges changes in the use of tests to eliminate mass testing of young children for readiness, placement, and promotion. No decisions about a child should be made primarily on the basis of test scores and tests must be no more than one small part of an assessment. Valid and comprehensive unbiased alternatives must be developed. These themes are expanded on in the following sections: (1) "What's Wrong with Standardized Tests?"; (2) "Tests Used in K-12"; (3) "Better Options for Assessing Education"; (4) "Alternatives in the States"; (5) "Excerpts from the Statement of the Campaign for Genuine Accountability"; and (6) "FairTest Goals and Principles." (SLD) ED352376 K-12 Testing Fact Sheet. 1992-00-00 8 FairTest, 342 Broadway, Cambridge, MA 02139. N/A 1992 -1

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Yes At Risk Persons Child Rearing Community Programs Delivery Systems Depression (Psychology) Handicap Identification Individual Characteristics Infants Intervention Mental Disorders Mental Health Models Parent Child Relationship Parent Counseling Parent Education Parenting Skills Pediatrics Prediction Primary Health Care Psychiatry Therapy Toddlers Young Children Fenichel, Emily, Ed. Collected Works - Serials Zero to Three/National Center for Clinical Infant Programs, Arlington, VA. English This bulletin issue contains five papers on the theme of adults with mental illness who are parents of very young children. "Parents, Mental Illness, and the Primary Health Care of Infants and Young Children" (John N. Constantino) offers the experience of a trainee in a combined residency in pediatrics and psychiatry, focusing on identification, risk assessment, and initial management of infants of mentally ill parents. "Maternal Depression as a Context for Child Rearing" (Sherryl H. Goodman and others) examines characteristics of maternal depression, the potential parenting impairments brought about by depression, characteristics of infants and young children of depressed mothers, and interventions. "Treating the Relationships Affected by Postpartum Depression: A Group Therapy Model" (Roseanne Clark and others) describes a therapeutic approach to addressing the needs of the mother with postpartum depression as well as her infant, their relationship, and the family. "Previewing: An Intervention Strategy for Psychiatrically Ill Parents of Infants and Toddlers" (Paul V. Trad) discusses an intervention protocol which helps parents to make predictions about their child's future and about changes in the parent-infant relationship that will occur when new skills are mastered. "Providing Integrated Treatment for Parent/Infant Dyads at Risk because of Parental Emotional and Mental Illness" (Barbara D. Munk) describes a comprehensive, community-based model for parents with mental illness, called the Parent/Infant Therapeutic Program. (JDD) ED357517 Parents, Mental Illness, and the Primary Health Care of Infants and Young Children. Zero to Three v13 n5 Apr-May 1993 1993-05-00 41 National Center for Clinical Infant Programs, 2000 14th St., North, Suite 390, Arlington, VA 22201-2500. N/A 1993 -1

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Yes Adult Education Adult Literacy Communication Skills Daily Living Skills Employment Potential English for Special Purposes Food Service Hospital Personnel Housekeepers Job Skills Limited English Speaking Literacy Education Second Language Instruction Skill Development Vocational English (Second Language) Workplace Literacy Lewandowski, Carol Guides - Classroom - Learner Mercer County Community Coll., Trenton, NJ. English This document is one of a series of student workbooks developed for workplace skill development courses or workshops by Mercer County Community College (New Jersey) and its partners. Designed to improve the English speaking and reading skills of non-English-speaking hospital housekeeping and food service staff, the course focuses on the skills needed to communicate effectively on the job. The materials for the 24-hour course include the following: a course outline; objectives; a topical outline; a curriculum outline; vocabulary; 12 lessons for English as a Second Language (ESL) Level II and 16 lessons in Basic ESL for dietary and housekeeping hospital staff. Lessons consist of objectives, information, and exercises. Topics covered are as follows: understanding and applying directions, patient relations, understanding forms, and reporting information. (KC) ED351589 English as a Second Language II for Hospital Staff. 1992-00-00 Office of Vocational and Adult Education (ED), Washington, DC. National Workplace Literacy Program. Students 85 N/A 1992 -1

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Yes Adolescents Alcohol Abuse Case Studies Drug Abuse Prevention Program Content Program Implementation Substance Abuse Reports - General Guides - General Alcohol, Drug Abuse, and Mental Health Administration (DHHS/PHS), Rockville, MD. Office for Substance Abuse Prevention. English This manual was designed to help program planners and others to develop an effective systems approach to fighting the war against alcohol and other drug use among youth in their communities. It explains how individual, interpersonal, and environmental situations and conditions contribute to alcohol and other drug use and provides strategies for combating each of these forces. Nine steps to planning and implementing an integrated program are also provided, with worksheets, planning charts, and other aids. Finally, model communities around the country that have been successful with these approaches are described. A glossary of key terms, a style sheet on alcohol and other drug terminology, and editorial guidelines for acronyms and abbreviations are included. The four chapters focus on these topics: (1) the impact of alcohol and other drug use and the importance of prevention; (2) a systems approach to alcohol and other drug use and implications for prevention; (3) prevention planning; and (4) case studies of comprehensive community prevention efforts. Included in the appendixes are a list of signs of alcohol and drug use; descriptions of relevant organizations and programs; the National Prevention Network Directory; a list of State and Territorial Alcoholism and Drug Abuse Program Directors; a guide to working with the media; and discussion of peer prevention programs. (ABL) ED351624 Prevention Plus II: Tools for Creating and Sustaining Drug-Free Communities. 1989-00-00 Administrators Practitioners 553 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20852. N/A 1989 -1

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Yes Child Responsibility Child Role Children Early Childhood Education Elementary Education Parent Influence Parent Materials Parent Role Parent School Relationship Responsibility Delattre, Edwin J. Delattre, Alice B. Guides - Non-Classroom Office of Educational Research and Improvement (ED), Washington, DC. English This generously illustrated booklet offers practical suggestions for helping young children appreciate the importance of acting responsibly in their everyday lives, and provides ideas and activities for parents to help encourage responsible behavior in their children. After defining responsible behavior and suggesting how parents can encourage it, the booklet describes activities or situations that parents can do or use to encourage their children to: (1) learn about other people; (2) acquire good manners; (3) be generous; (4) be honest; (5) display courage; (6) deal with bullies; (7) help with household chores; (8) learn the rewards of a job well done; (9) learn about heroic people; (10) face up to mistakes; (11) choose friends wisely; and (12) learn responsible behavior from stories that are read to them, or that they read on their own. The booklet also stresses the importance of parent-teacher and parent-parent cooperation, and provides a bibliography of 290 books, magazines, and other reading material appropriate for young children of various age groups. Designs and drawings appear on every page of the text. (MDM) ED360098 Helping Your Child Learn Responsible Behavior (with Activities for Children). 1993-06-00 Parents 52 N/A 1993 -1

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Yes Accident Prevention Alarm Systems Children Death Fire Protection Government Role Hearings Injuries Safety Education Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. House Select Committee on Children, Youth, and Families. English This hearing, chaired by Representative Patricia Schroeder, was held to find ways to reduce the number of deaths and injuries that result from fires. Testimony or prepared statements were given by Representatives Schroeder, Michael Bilirakis, Romano Mazzoli, and Curt Weldon, as well as nine other individuals involved in fire safety issues, including professional fire fighters, members of fire safety groups, and concerned citizens. It was noted that the United States has one of the highest per capita fire death rates in the world, with roughly 6,000 fire deaths each year. Young children are at great risk of death and injury due to fire burns, with nearly 1,400 child fatalities and 14,000 serious injuries each year due to fires. The monetary costs of fires are tremendous, with over $50 billion spent each year on property losses, medical and insurance costs, fire department expenditures, and fire protection costs. Careless smoking and playing with fire cause the most harm to children. Poverty and poor living conditions increase the risk of fire death and injury. Smoke detectors and other safety devices greatly reduce the chances of dying in a fire. Despite the effectiveness of such safety devices, more preventive and educational measures are needed. (MDM) ED355044 Fire Safety: Protecting Our Children and Families. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, One Hundred Second Congress, Second Session (August 11, 1992). 1993-00-00 ISBN-0-16-039722-7 131 U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 (Stock No. 052-070-06836-1, $4.50). N/A 1993 -1

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Yes Adolescents Career Choice Career Development Critical Incidents Method Foreign Countries Parent Attitudes Parent Child Relationship Parent Influence Parent School Relationship Secondary Education Young, Richard A. Reports - Research Speeches/Meeting Papers English A research program at the University of British Columbia has investigated parents' influence on the career development of their adolescent children, focusing on parents' intentions, the actual activities they engage in, the interpersonal structure in which the activities take place, the ways in which parents and young adults construct the domain of parental influence in career development, young adults' interpretation of parental influence, and the content of actual parent-adolescent conversations about career choice. Research methods included critical incident, Q-sort, narrative, and content analysis, using information from over 500 parents and adolescents. Study findings included the following: (1) parents indicated that they did not want to influence their children's specific occupational choice, though many had an acceptable range of occupations they hoped their children would aspire to; (2) school figured prominently in the critical incidents that parents engaged in with their children; (3) many parents felt that they could lay a suitable groundwork for their children's career development by influencing them broadly to become responsible and capable people; and (4) the constructs employed by parents and adolescents in constructing the domain of parental influence of career development included responsibility, open communication, active involvement of parents, and encouragement of autonomy. Schools can help parents be effective if they address parents' intentional, goal-directed activities. Contains 15 references. (AC) ED364358 Parental Influence in the Career and Educational Development of Children and Adolescents: An Action Perspective. 1993-04-12 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). Practitioners 7 N/A 1993 -1

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Yes Advance Organizers Directed Reading Activity Elementary Secondary Education Prereading Experience Prior Learning Reading Comprehension Reading Difficulties Reading Instruction Teaching Methods Vocabulary Development Kueker, Jean Speeches/Meeting Papers Guides - Non-Classroom English This paper addresses the value and components of developing prereading skills to improve students' reading comprehension. Prereading activities are seen to prepare the student to both read and comprehend the story and involve cognitive engagement with ideas crucial to comprehension of the reading material. Teachers are urged to develop the student's background knowledge, including activating prior knowledge in a prereading schema or mental set. The paper also stresses the importance of clarifying central concepts of the story, teaching new vocabulary, and previewing the story to pique interest. A sample directed reading lesson is appended. (Contains 13 references.) (DB) ED360785 Prereading Activities: A Key to Comprehension. 1990-10-00 Teachers Practitioners 17 N/A 1990 -1

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Yes Computer Assisted Instruction Educational Improvement Elementary Secondary Education Empathy High Risk Students Instructional Innovation Mathematics Instruction Multicultural Education Nongraded Instructional Grouping Public Schools Research and Development School Based Management School Restructuring Self Concept Teaching Methods Theory Practice Relationship Cotton, Kathleen And Others Reference Materials - Bibliographies Information Analyses Reports - Descriptive Northwest Regional Educational Lab., Portland, OR. English This loose-leaf compendium includes three types of brief research summaries: "topical synthesis,""close-ups," and "snapshots." The single topical synthesis is entitled "School-Based Management" (Kathleen Cotton). Close-ups consist of brief definitions and essential research findings on the following topics: "Developing Empathy in Children and Youth" and "Nongraded Primary Education" (Kathleen Cotton). Four snapshots describe effective practices currently in place at various school districts throughout the country: "Building Positive Student Self-Concept" (Kathleen Cotton); "Achieving Success in Mathematics Through Innovative Programming" (Al Fitzpatrick); "Success for At-Risk Students Through Computer-Assisted Instruction" (Kathleen Cotton); and "Restructuring in a Multiethnic Environment" (Barbara K. Hernandez). Annotated bibliographies are appended to the topical synthesis and close-ups. (MLF) ED361876 School Improvement Research Series: Series VII, 1992-93. 1993-04-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners 83 Northwest Regional Educational Laboratory, 101 S.W. Main Street, Suite 500, Portland, OR 97402 ($24.95 library rate, includes postage and handling). N/A 1993 -1

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Yes Asian Americans Blacks College Faculty Employment Patterns Faculty Integration Faculty Mobility Higher Education Labor Turnover Minority Group Teachers National Surveys Sex Differences Teacher Persistence Trend Analysis Carter, Deborah J. O'Brien, Eileen M. Collected Works - Serials Reports - Research American Council on Education, Washington, DC. Div. of Policy Analysis and Research. English This research brief examines employment and hiring among full-time minority college faculty over the 10-year period (1981-1991) using data from the biannual faculty surveys of the United States Equal Employment Opportunity Commission. It compares the number of new full-time faculty hires to the actual employment gains in tenure-track and non-tenure track positions. Finally it discusses some major factors in recruiting and retaining minority faculty and suggests ways to increase the number and retention of minority faculty. Highlights include the following: (1) between 1981 and 1991 the number of full-time minority faculty grew from approximately 43,000 to 64,000, a 49 percent increase compared to the overall increase of 11 percent; (2) minority representation among all full-time faculty grew from 9 percent to just over 12 percent with growth in Asian American faculty accounting for more than half this increase; (3) Asian American faculty now outnumber African-American faculty; (4) the increase in the number of male faculty of color far out-paced the increases for women faculty of color; and (5) a lack of supportive academic environment was found to be an important factor in not retaining faculty of color. The brief also describes 10 key resources and publications for minority faculty. (Contains a 13-item bibliography.) (JB) ED365204 Employment and Hiring Patterns for Faculty of Color. ACE Research Briefs v4 n6 1993 1993-00-00 Researchers 18 American Council on Education, One Dupont Circle, Suite 800, Washington, DC ($58 for a 1-year subscription). N/A 1993 -1

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Yes Disabilities Dropouts Educational Experience Employment Family Characteristics Graduate Surveys High School Graduates Independent Living Longitudinal Studies Outcomes of Education Profiles Quality of Life Secondary Education Secondary School Students Student Characteristics Young Adults Wagner, Mary And Others Reports - Research National Longitudinal Transition Study of Special Education Students SRI International, Menlo Park, CA. English This report summarizes findings of the National Longitudinal Transition Study of Special Education Students (NLTS) in four areas: (1) the multiple dimensions of diversity and the characteristics of young people with disabilities; (2) secondary school programs, performance, and completion; (3) postschool outcomes; and (4) life profiles which provide a construct of independence. An overview of the NLTS notes the wide range of characteristics, experiences, and outcomes considered in the study which is based on parent/student telephone interviews, analysis of secondary school records, and a student school program survey. Under each of these areas, major findings are first highlighted, then each finding is explained in a one-page brief, and, finally, supporting graphs and tables provide detailed documentation. Sample findings from each of the four areas include: the majority of secondary school students with disabilities had cognitive learning problems; academic coursework dominated students' programs; there were strong gains in employment over time, so that 57 percent were competitively employed 3 to 5 years out of school; and gains in independence over time were not equally distributed across disability categories. (DB) ED365086 The Transition Experiences of Young People with Disabilities. A Summary of Findings from the National Longitudinal Transition Study of Special Education Students. 1993-12-00 Special Education Programs (ED/OSERS), Washington, DC. 208 SR International, 333 Ravenswood Ave., Menlo Park, CA 94025-3493 (Order No. 180, $25). N/A 1993 -1 ED565682

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Yes Communicative Competence (Languages) Comparative Analysis Computer Assisted Testing Cues English (Second Language) Evaluation Criteria Instructional Materials International Programs Interviews Item Response Theory Language Aptitude Language Proficiency Language Research Language Tests Second Languages Simulation Sociocultural Patterns Speech Skills Teacher Developed Materials Test Format Test Validity Testing Testing Programs Trend Analysis Writing Evaluation Writing Exercises Anivan, Sarinee, Ed. Collected Works - General Collected Works - Serials ISSN-0129-8895 Southeast Asian Ministers of Education Organization (Singapore). Regional Language Centre. English The selection of papers on language testing includes: "Language Testing in the 1990s: How Far Have We Come? How Much Further Have We To Go?" (J. Charles Alderson); "Current Research/Development in Language Testing" (John W. Oller, Jr.); "The Difficulties of Difficulty: Prompts in Writing Assessment" (Liz Hamp-Lyons, Sheila Prochnow); "The Validity of Writing Test Tasks" (John Read); "Affective Factors in the Assessment of Oral Interaction: Gender and Status" (Don Porter); "Authenticity in Foreign Language Testing" (Peter Doye); "Evaluating Communicative Tests" (Keith Morrow); "Materials-Based Tests: How Well Do They Work?" (Michael Milanovic); "Defining Language Ability: The Criteria for Criteria" (Geoff Brindley); "The Role of Item Response Theory in Language Test Validation" (T. F. McNamara); "The International English Language Testing System IELTS: Its Nature and Development" (D. E. Ingram); "A Comparative Analysis of Simulated and Direct Oral Proficiency Interviews" (Charles W. Stansfield); "Southeast Asian Languages Proficiency Examinations" (James Dean Brown, H. Gary Cook, Charles Lockhart, Teresita Ramos); "Continuous Assessment in the Oral Communication Class: Teacher Constructed Test" (Shanta Nair-Venugopal); and "What We Can Do with Computerized Adaptive Testing...And What We Cannot Do!" (Michel Laurier). (MSE) ED365144 Current Developments in Language Testing. Anthology Series 25. 1991-00-00 ISBN-9971-74-037-0 271 N/A 1991 -1

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Yes Age Differences Blacks College Students Dropout Rate Dropouts Economic Factors Educational Background Elementary School Students Elementary Secondary Education Employment Level Enrollment Family Income Higher Education Hispanic Americans Human Geography Labor Force Marital Status Private Schools Professional Education Public Schools Racial Differences Rural Areas Secondary School Students Sex Differences Social Influences Student Characteristics Tables (Data) Urban Areas Whites Kominski, Robert Adams, Andrea Numerical/Quantitative Data Reports - Evaluative Bureau of the Census (DOC), Suitland, MD. English This report presents detailed tabulations of data on school enrollment of the civilian noninstitutionalized population in October 1992. It also includes summary time series of data from the beginning of the survey since 1946. These data cover enrollment in regular schooling from nursery school through college and professional school. Data are broken down by: (1) age; (2) sex; (3) race; (4) Hispanic origin; (5) marital status; (6) family status; (7) family income; (8) education of the householder; (9) labor force status; (10) metropolitan residence; (11) region; and (12) mother's labor force status and education. Enrollment characteristics include level and grade of school, public or private school, full- or part-time attendance, and two-year or four-year college. Vocational school enrollment is shown separately. In October 1992, approximately 64.6 million persons were enrolled in regular school, with approximately 42.6 million between the ages of 6 and 17. While nursery school and kindergarten enrollments were nearly the same as those of the preceding year, enrollment in elementary school was up approximately 0.5 million persons, and high school enrollment was not significantly higher. The dropout rate was not significantly different from that of 1991, but the dropout pool decreased significantly from 1991. College enrollment was essentially the same as in 1991. Appendices contain supplementary tables, definitions, explanations, and a discussion of the source and accuracy of the estimates. One figure, 6 text tables, 19 detailed tables, and 14 appendix tables present data in concise form. (SLD) ED366619 School Enrollment--Social and Economic Characteristics of Students: October 1992. Current Population Reports Series P20 n474 Oct 1993 1993-10-00 166 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. N/A 1993 -1

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Yes Academic Persistence Alcohol Education Career Counseling College Programs Community Colleges Counseling Services Day Care Displaced Homemakers Drug Education Educational Legislation Federal Legislation Females Housing Job Placement Library Services Linking Agents Mentors One Parent Family Pregnant Students Records (Forms) Referral Scholarships Seminars Services Skill Development Social Support Groups State Agencies Student Evaluation Student Recruitment Transportation Tutoring Two Year Colleges Vocational Rehabilitation Workshops Reference Materials - Directories/Catalogs Texas Carl D Perkins Vocational and Applied Technology Education Act 1990 Job Training Partnership Act 1982 Brookhaven Coll., Farmers Branch, TX. English This guide contains information about academic support services available to single parents, displaced homemakers, and single pregnant women at community, junior, and technical colleges throughout Texas. Over three-fourths of the guide is devoted to program information in the form of brochures, flyers, and forms supplied by representatives of approximately 69% of 59 programs contacted prior to the manual's development. Some program descriptions feature one or two effective activities, whereas others present generic information on the various programs on a given campus. Included in the program materials is information on the following types of available services: child care, skills training/tutoring, transportation, counseling/advising, support groups/mentoring, textbook loans/libraries, job readiness, placement, housing, seminars/workshops, sample forms/brochures, scholarships, referral/linkages, recruiting, newsletters, assessment/evaluation, recognition/articles, and alcohol/drug awareness. A foreword, index of programs by activity, and history of the Carl D. Perkins Acts of 1984 and 1990 are included along with information on the following: Displaced Homemaker Network, Job Training Partnership Act, Texas Department of Human Services, Texas Employment Commission, Texas Rehabilitation Commission, and Women's Bureau. Appended are sample intake forms for five programs. (MN) ED366763 Programs for Single Parents, Displaced Homemakers, Single Pregnant Women. A Resource Manual. 1993-00-00 Texas Higher Education Coordinating Board, Austin. Div. of Community and Technical Colleges. 387 N/A 1993 -1

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Yes Adolescents Black Students Child Abuse Crack Disadvantaged Youth Dropouts Drug Use Family Life Family Problems High Risk Students Hispanic American Students Interviews Juvenile Gangs Latin Americans Secondary Education Secondary School Students Sexuality Student Surveys Urban Problems Urban Schools Urban Youth Boyle, Kathleen Reports - Evaluative Reports - Research California (Los Angeles) English The lives and places in society of urban youth at risk of dropping out of the Los Angeles (California) Unified School District schools are explored through interviews of adolescents whom the author met when doing field work in Los Angeles County. Data come from interviews conducted in the course of the 1991 Drug Use Forecasting Study (DUF) and the Sex-for-Crack study. Of the DUF sample, 394 were male and 44 female, with almost 60 percent Latinos and about 22 percent African Americans. Additional and more qualitative interviews were conducted with 123 of this sample. The Sex-for-Crack sample interviewed 40 dependent crack users in 8 cities in 1989-91. From these subjects, four social types of youth at risk for dropping out are identified: (1) gang members; (2) young parents; (3) substance abusers; and (4) youth from dysfunctional homes. The characteristics and problems of each group are explored. The different types of youth have different needs at different levels of potential intervention. Gang members, out of alienation from society, have created societies of their own. Teen sexuality must be addressed, and youth abusing drugs and alcohol need more realistic education at earlier ages. Child abuse is a dramatic example of the recurrent problems of dysfunctional families that must be addressed in multiple ways. Feelings of alienation from school can only be relieved when students and their parents feel less alienated from society. (SLD) ED360435 School's a Rough Place: Youth Gangs, Drug Users, and Family Life in Los Angeles. Draft. 1992-05-06 Office of Educational Research and Improvement (ED), Washington, DC. 59 N/A 1992 -1

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Yes Child Advocacy Child Welfare Children Childrens Rights Developmental Psychology Foreign Countries Global Approach International Organizations International Programs Flekkoy, M. G. Dissertations/Theses - Doctoral Dissertations Norway United Nations Convention on the Rights of the Child Ghent Univ. (Belgium). Children's Rights Centre. English Since the 1989 United Nations Convention on the Rights of the Child, nations are obligated to submit regular reports to the international Expert Committee, which will require monitoring conditions for children. This study discusses the Norwegian Ombudsman for Children as a useful source of experience for other countries. Chapter 1 presents those trends in legal rights, child psychology, human rights, and public opinion that converged in the 1950s and 1960s to create an international concern for children's rights. Chapter 2 shows how in the last 10 to 15 years children have been seen as competent, active subjects, instead of passive objects. Chapter 3 describes developments in Norway that led to the establishment in 1981 of the Ombudsman for Children. Chapters 4 and 5 describe the establishment of and changes in the Ombudsman, its practical work, how cases were handled, and those elements and issues of developmental psychology that were most helpful in its work. Chapter 6 evaluates the Ombudsman in terms of its own goals and of government and public opinion. Chapter 7 discusses the principal facts contributing to the achievements of the Office, and how its experience might apply to other countries. Finally, Chapter 8 examines how the Norwegian Ombudsman might serve as a model to other countries, and examines whether child-related social science (developmental psychology in particular) can improve conditions for children in work conducted at a national level. The study contains approximately 200 references, five appendixes, the text of the United Nations Convention, and a list of publications. (TM) ED372831 Children's Rights. Reflections on and Consequences of the Use of Developmental Psychology in Working for the Interests of Children. The Norwegian Ombudsman for Children: A Practical Experience. 1993-00-00 ISBN-90-74751-13-X 546 Children's Rights Center, Henri Dunantlaan 2, B-9000, Gent, Belgium (700 Belgium Francs). N/A 1993 -1

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Yes Book Reviews Infants Physical Activities Physiology Sensory Experience Toddlers Collected Works - Serials ISSN-0736-8083 Zero to Three/National Center for Clinical Infant Programs, Arlington, VA. English This newsletter contains six articles: (1) "Early Flavor Experiences: When Do They Start?" Julie A. Mennella and Gary K. Beauchamp); (2) "Infant Massage" (Tiffany Field); (3) "The Infant's Sixth Sense: Awareness and Regulation of Bodily Processes" (Stephen W. Porges); (4) "Sensory Contributions to Action: A Sensory Integrative Approach" (Marie E. Anzalone); (5) "Sensory Experiences in Infancy" (Lois Barclay Murphy with Rachel Moon); and (6) "An Earlier Head Start: Planning an Intervention Program for Economically Disadvantaged Families and Children Ages Zero to Three" (Edward Zigler and Sally J. Styfco). The newsletter also contains notes from the retiring director of Zero To Three; a letter to the editor; and descriptions of several videotapes and publications on topics related to child development. (BC) ED367504 [Sensory Systems of Infants.] Zero To Three v14 n2 Oct-Nov 93 1993-11-00 37 N/A 1993 -1

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Yes Academic Achievement Attendance Delivery Systems Dropouts Educational Needs Educational Philosophy Educational Policy Educational Practices Emotional Disturbances Grade Point Average Graduation Outcomes of Education Pupil Personnel Services Secondary Education Services Severe Disabilities Student Characteristics Marder, Camille Speeches/Meeting Papers Reports - Research National Longitudinal Transition Study of Special Education Students SRI International, Menlo Park, CA. English This paper examines services being received by secondary students classified as seriously emotionally disturbed; school policies concerning their education; and the links between services, policies, and school performance. Data from a subset of 782 youth with serious emotional disturbances from the National Longitudinal Transition Study (NLTS) were analyzed. This report describes the characteristics of the study population; the philosophies, policies, and practices of the schools they attended; and the services available in the schools. The report next examines these students' receipt of services and their secondary school performance and outcomes as measured by absenteeism, grades and course failure, retention in grade, performance on minimum competency tests, and mode of school leaving. Finally, multivariate models are used to examine the link between school policies, service receipt, and absenteeism and course failure. Results indicated that fewer than half of the students had received counseling/therapy from any source, and only one third had received such services from their schools. Fifteen percent had received tutoring services. Very little of the variance in school performance was explained by the models, though the models suggest that tutoring and personal counseling/therapy may help improve student outcomes. Appendices provide background information on the NLTS sample and a listing of 21 reports and papers based on the NLTS. Contains 41 references. (DB) ED369232 Secondary School Students Classified as Seriously Emotionally Disturbed: How Are They Being Served? 1992-04-00 Special Education Programs (ED/OSERS), Washington, DC. 46 N/A 1992 -1

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Yes Adult Education Adult Learning Adult Students Computer Assisted Instruction Instructional Design Lifelong Learning Models Student Motivation Bohlin, Roy M. Milheim, William D. Reports - Evaluative Speeches/Meeting Papers English Adults have specific and unique motivational needs in instructional settings. As a result, motivating instruction for adult learners should be designed with special considerations. This paper uses an adult motivational instructional design model to demonstrate the application of prescribed strategies into instructional software designed to teach basic statistics concepts. The ARCS (attention, relevance, confidence, and satisfaction) model for designing motivational strategies is described. For each category, an example is given for incorporating these motivational strategies into computer-based instruction programs. The implications and applications of motivating design of instruction for adults are also discussed. (Contains 20 references.) (Author/JLB) ED373704 Applications of an Adult Motivational Instructional Design Model. 1994-00-00 11 N/A 1994 -1

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Yes Child Development Child Rearing Cultural Influences Developed Nations Developing Nations Developmental Programs Disadvantaged Early Intervention Family Programs Foreign Countries Infant Care Infants Parent Education Parenting Skills Piagetian Theory Program Descriptions Toddlers Collected Works - Serials Colombia El Salvador France Israel Malaysia Netherlands Peru Romania United Kingdom (England) United Kingdom (Scotland) United States Zimbabwe ISSN-0921-5840 Bernard Van Leer Foundation, The Hague (Netherlands). English This theme issue of the Bernard van Leer Foundation's "Newsletter" is devoted to approaches to working with disadvantaged children up to 3 years of age. An introduction describes the crucial period from before birth to 3 years, noting that although the mother's body provides the an essential part of the environment, other easily identifiable (and avoidable) factors can cause problems. Providing training programs and information can help reduce risks. It also notes that child development can vary from culture to culture. Intervention can be guided by theory, but it is important to recognize that most theory originates in the United States or Europe and should not be assumed to be universally valid. The remainder of the newsletter consists of descriptions of intervention approaches and programs for disadvantaged children in: (1) France; (2) Peru; (3) Israel; (4) The Netherlands; (5) Romania; (6) El Salvador; (7) Zimbabwe; (8) England; (9) the United States; (10) Scotland; (11) Malaysia; (12) and Columbia. One essay discusses various child development theories, including those of Piaget, Vygotsky, Bronfenbrenner, and Brazelton. (TM) ED373911 Children 0-3. Bernard van Leer Foundation Newsletter n75 Jul 1994 1994-07-00 25 Bernard van Leer Foundation, P.O. Box 82334, 2508 EH The Hague, The Netherlands. N/A 1994 -1

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Yes Documentation Educational Assessment Educational Practices Elementary Secondary Education Evaluation Methods Exhibits Learning Performance Based Assessment Portfolio Assessment Student Evaluation Test Construction Test Use Testing Darling-Hammond, Linda, Comp. And Others Reports - Evaluative Columbia Univ., New York, NY. Teachers Coll. National Center for Restructuring Education, Schools and Teaching. English This collection of examples of authentic assessments has been compiled to provide a sampling of the many new strategies for evaluating student work and learning that are being developed and used in schools around the country. These strategies are called "authentic" because they require that students demonstrate what they can do as workers would in real, out-of-school, settings. Sometimes these assessments are embedded so firmly in the curriculum that they are nearly indistinguishable from instruction. Examples and approaches in this collection fall into categories, often overlapping, of: (1) performance-based tasks and exhibitions; (2) portfolios; and (3) documentation of learning over time. In all, 33 examples are presented. (Contains 141 references.) (SLD) ED377226 Authentic Assessment in Practice: A Collection of Portfolios, Performance Tasks, Exhibitions, and Documentation. 1993-10-00 DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. Leon Lowenstein Foundation, New York, NY. Aaron Diamond Foundation, Inc., New York, NY. 308 National Center for Restructuring Education, Schools, and Teaching, Box 110, Teachers College, Columbia University, New York, NY 10027 ($15). N/A 1993 -1

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Yes Adoption Case Studies Change Child Welfare Evaluation Methods Evaluation Utilization Foster Care Human Services Organizational Objectives Performance Program Evaluation Capela, Stanley Reports - Evaluative Speeches/Meeting Papers New York (New York) English This paper is a case study about the role of evaluation and its effect on a foster care program's adoption services. It presents examples of the dilemmas often faced by the evaluator who must identify problems and design action plans to correct program deficiencies. HeartShare Human Services of New York is an 80-year-old nonprofit agency that provides foster care among its other services. The program is committed to developing permanency plans, including arranging adoption when possible. The Child Welfare Administration (CWA) of New York (New York) has evaluated the program's performance over time. In 1991 CWA developed a new system for assessing performance that weighted milestones in the adoption process and established a target of completing at least 50% of adoptions within 27 months. The inability of the program to meet the new goals and changes to the adoption assessment system resulted in several organizational changes to improve performance and ensure that information flowed more smoothly within the agency. Program evaluation, as the case study illustrates, resulted in improved performance in this social services program. (SLD) ED377240 Using Program Evaluation To Affect Positive Change in Program Performance. 1993-10-00 11 N/A 1993 -1

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Yes Annotated Bibliographies Beginning Reading Classroom Research Elementary Education Reading Achievement Reading Comprehension Reading Instruction Reading Research Teacher Behavior Felsenthal, Helen Reference Materials - Bibliographies Research for Better Schools, Inc., Philadelphia, PA. English This 24-item annotated bibliography discusses factors affecting reading achievement, including classroom management techniques, reading instruction, reading comprehension, teacher behavior, and beginning reading. The books, journal articles, and research reports in the annotated bibliography were published between 1963 and 1977. (RS) ED371323 Factors Affecting Reading Achievement: An Annotated Bibliography. 1978-05-00 National Inst. of Education (ED), Washington, DC. 19 N/A 1978 -1

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Yes Academic Achievement Educational Experience Higher Education Institutional Characteristics National Surveys Reading Habits Student Attitudes Student Behavior Student Characteristics Study Habits Undergraduate Students Undergraduate Study Pace, C. Robert Books Tests/Questionnaires Reports - Research College Student Experiences Questionnaire California Univ., Los Angeles. Center for the Study of Evaluation. English This book reports the findings of a national survey of college student experiences in the 1980s, particularly focusing on what students do and what they perceive to have gained from their college experience. Data for this book are from the responses of 24,427 undergraduates from 74 colleges and universities to the "College Student Experiences Questionnaire" (CSEQ). The first two chapters introduce issues and describe the study. Twelve chapters analyze and discuss the data on: (1) types of colleges and their similarities and differences; (2) activities common to diverse types of colleges; (3) different experiences at different colleges; (4) student perceptions of their progress; (5) campus and curriculum characteristics; (6) student experiences year by year during their college tenure; (7) influence of age, gender, and ethnicity; (8) time spent on reading, writing, and study; (9) characteristics of the one third of students who are disengaged; (10) relationships between student effort and attainment; (11) student diversity and student development; and (12) current criticism of higher education. Major conclusions of the study are that the selective liberal arts colleges are uniquely powerful environments for student learning and development and that, for other types of institutions, there are few differences in student activities or outcomes that can be attributed to institution type. Contains a copy of the CSEQ. (JB) ED375701 The Undergraduates: A Report of Their Activities and Progress in College in the 1980's. 1990-00-00 164 N/A 1990 -1

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Yes Case Studies Decimal Fractions Elementary Secondary Education Fractions Mathematics Instruction Percentage Ratios (Mathematics) Teacher Developed Materials Teacher Guidance Teaching Methods Barnett, Carne, Ed. And Others Books Guides - Classroom - Teacher Guides - Classroom - Learner Far West Lab. for Educational Research and Development, San Francisco, CA. English This book presents teacher-written cases relating stories, insights, and experiences about the teaching of fractions, decimals, ratios, and percents. The cases were written to stimulate colleagues to examine their own practice, to think hard about the mathematics they teach and would like to teach, and to initiate inquiries and discussions that lead teachers to a deeper understanding of student thinking and the kinds of strategies that would promote further learning. The typical case reports a problem, dilemma, or crisis of mathematics instruction that has occurred in a teacher's class and describes the events that led up to the problem, the classroom context in which it occurred, and the ways in which the teacher attempted to set matters on course. Also included is the teacher's own analysis of the situation and the emotional impact of the problem. Major section headings in the book are: "Inside Student Thoughts,""Making Sense or Memorizing Rules,""Teaching as Questioning,""Reflecting,""Manipulatives Aren't Magic,""What Next," Connections," and "This Wasn't My Plan." Contains 38 references. (MKR) ED378049 Fractions, Decimals, Ratios, & Percents: Hard To Teach and Hard To Learn? Mathematics Teaching Cases. 1994-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-435-08357-0 Teachers Students Practitioners 144 Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($18). N/A 1994 -1

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Yes At Risk Persons Change Strategies Cultural Awareness Cultural Differences Cultural Influences Disabilities Early Intervention Evaluation Infants Language Impairments Preschool Children Preschool Education Program Development Screening Tests Toddlers Anderson, Maria Goldberg, Paula F. Reports - Descriptive North Carolina Univ., Chapel Hill. Frank Porter Graham Center. PACER Center, Inc., Minneapolis, MN. English This paper examines issues related to the screening and assessment of infants, toddlers, and preschoolers with disabilities or at risk for disabilities, from families of various cultural and linguistic backgrounds. An introductory section outlines issues of cultural and linguistic competence and provides definitions of key terms. Interviews are presented with five parents and professionals from states with varied cultural groups. Interviewees describe their experiences with screening and assessment and note the major issues involved in culturally and linguistically diverse backgrounds. Strategies for ensuring cultural competence in screening and assessment are discussed. The strategies focus on policymakers, parents, and professionals. Approximately 35 additional resources are listed. (JDD) ED370313 Cultural Competence in Screening and Assessment: Implications for Services to Young Children with Special Needs Ages Birth through Five. 1991-12-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 30 PACER Center 4826 Chicago Ave. South, Minneapolis, MN 55417-1098 ($4 includes postage and handling). N/A 1991 -1

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Yes Educational Practices Elementary School Curriculum Elementary Secondary Education Excellence in Education Faculty Development Performance Factors Program Design Program Development Program Implementation Resource Materials Secondary School Curriculum Skill Development Teaching Methods Teaching Models Thinking Skills Presseisen, Barbara Z. Guides - General Research for Better Schools, Inc., Philadelphia, PA. English The conceptual focus of this study centers on a key aspect of improved schooling: the development of sophisticated thinkers in the K-12 sequence of education. The document is organized into four major sections. The first section describes how the theoretical bases of a thinking skills program are developed and rooted in the literature. In section two, the proposed program design is presented through the development of a 3-level model of thinking. Section three addresses implementation concerns such as instruction, staff development, subject matter integration, and program assessment. Section four presents a selected resource guide to indicate the kinds of materials and information that ought to be made available to educators to help them plan and create a program based on the proposed design. A concluding section summarizes the study and suggests how the overall design can be used by practitioners seeking to build a K-12 program. Seven appendixes provide a glossary of thinking skills; a checklist for materials considered in thinking skills programs; a thinking skills lesson plan; a general teaching algorithm; a student evaluation form; an appraisal of thinking skills throughout the K-12 curriculum; and a model of thinking skills: a basic processes continuum pre K-12. (Contains approximately 135 references.) (LL) ED376133 Thinking Skills Throughout the Curriculum: A Conceptual Design. 1985-09-30 National Inst. of Education (ED), Washington, DC. 142 N/A 1985 -1

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Yes Academic Aspiration Adolescents Career Choice Career Guidance College Preparation Course Selection (Students) Occupational Aspiration Parent School Relationship School Counselors Secondary Education Student Educational Objectives Student Needs Orfield, Gary Paul, Faith G. Reports - Evaluative Indiana Youth Inst., Indianapolis. English In order to better understand the thoughts and aspirations of Indiana teenagers, this study surveyed 5,187 eighth-, tenth-, and twelfth-grade students, their parents and their school counselors. Samples were drawn from the state's major cities, suburbs, rural areas and the state as a whole. The report includes a variety of topics affecting students and their families: decisions about academic programs and course taking, the flow of information from schools to students to parents, and obstacles both students and their parents think they face in achieving the students' goals for the future. The final results or "chapters" are presented in eight separate reports, each one building on its predecessors to provide an increasingly detailed picture of the attitudes and behaviors of teenagers and the dimensions of opportunities likely to await them. The eight chapter examine: (1) students' and parents' aspirations and expectations for the future; (2) how educational experiences relate to their aspirations and expectations; (3) information, supports and experiences needed; (4) obstacles and aids to postsecondary education; (5) employment pathways for a variety of students; (6) support from school counselors; (7) equality of opportunity (by race, gender and income) in Indiana; and (8) policy implications and alternatives for increasing opportunity. (BF) ED378463 High Hopes, Long Odds: A Major Report on Hoosier Teens and the American Dream. 1994-00-00 Lilly Endowment, Inc., Indianapolis, IN. 182 Indiana Youth Institute, 333 North Alabama, Suite 200, Indianapolis, IN 46204. N/A 1994 -1

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Yes Alternative Teacher Certification Change Strategies Elementary Secondary Education Graduate Study Higher Education Males Minority Group Teachers Program Development Statewide Planning Teacher Education Programs Teacher Recruitment Teacher Shortage Reports - Descriptive Maryland Maryland State Dept. of Education, Baltimore. English This report provides background information concerning recruitment of teachers in Maryland, especially minority teachers; identifies current initiatives; and presents new directions. Actions were taken by a task force established by the Maryland State Board of Education to recruit teachers in critical shortage areas and to promote teaching as a career. Project PRIME (Programs to Recruit and Inspire Minorities into Education) was developed at Morgan State University to introduce Baltimore (Maryland) middle and high school students to teaching as a career option. Creation of Future Teachers of Maryland clubs in high schools was encouraged. An alternative certification program was implemented, including a resident teacher program and an internship program leading to certification. Another program was developed to assist retiring military personnel in making career changes into teaching. A task group is being formed to develop additional strategies to recruit educators of color and males for elementary schools. Appendixes describe post-baccalaureate teacher education programs, list recruitment strategies used by school systems and colleges within Maryland, and provide statistical data on minority graduates of Maryland teacher education programs between 1989 and 1993. (JDD) ED379246 Statewide Teacher Recruitment Plan. 1993-10-00 46 N/A 1993 -1

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Yes Cultural Differences Disadvantaged Youth Ethnomathematics Grade 8 Junior High School Students Mathematics Achievement Mathematics Education Racial Differences Science Achievement Science Careers Science Education Secondary Education Student Attitudes Peng, Samuel S. And Others Reports - Research National Science Foundation, Washington, DC. Div. of Science Resources Studies. National Center for Education Statistics (ED), Washington, DC. English This study was designed to address two related issues: (1) Why are Blacks, Hispanics, and American Indians underrepresented in science and mathematics-related fields, and (2) Why do students of these minority groups have lower achievement test scores in science and mathematics than other students? Data on a number of home, school, and student variables were collected from the 1988 eighth-grade cohort of the National Education Longitudinal Study. Major findings include: (1) At early ages, all students have equally positive attitudes toward science and mathematics learning in school and have similar aspirations for science and mathematics-related careers, but as they get older, more minority students become unprepared to enter these fields as they fall behind in mathematics and science learning; (2) a larger percentage of minority students come from families in poverty which have fewer learning materials at home such as books and computers, and their parents are more likely than others to have low educational levels and to be unemployed and are less likely to provide adequate mentoring or role models for mathematics and science learning; and (3) these minority students are more likely to attend disadvantaged schools where the overall academic and supporting environments are less conducive to learning, suffer from the lack of persistent effort and active involvement in school, and are in low-track achievement groups. Appendices include data tables; National Center for Education Statistics (NCES) Databases for Studies of Science and Mathematics in Education; Specification of Variables Used in the Study; and a table of Correlation Coefficients for Contextual and Process Variables. (Contains 44 references.) (MKR) ED381342 Understanding Racial-Ethnic Differences in Secondary School Science and Mathematics Achievement. Research and Development Report. 1995-02-00 ISBN-0-16-045519-7 107 U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. N/A 1995 -1

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Yes Cognitive Style Computer Uses in Education Emotional Development Instructional Materials Intermediate Grades Interpersonal Competence Learning Disabilities Program Development Program Implementation Self Esteem Self Evaluation (Individuals) Social Development Susla, Brenda M. Dissertations/Theses - Practicum Papers Tests/Questionnaires English The social and emotional development needs of fourth and fifth grade students (N=16) with learning disabilities were addressed through development and implementation of a 12-week awareness program called "Pupils' Over-Whelming Esteem Rise" (Project POWER). This project targeted: (1) self-awareness; (2) social awareness; (3) coping, organizing, problem solving, and planning; and (4) evaluation, through author-made games, activity sheets, creative projects, and use of technology. At program completion, most students demonstrated awareness of their specific learning style strengths and weaknesses and were able to use this knowledge when interacting with peers and teachers. A student-generated computer presentation showing their understanding of learning styles had a positive effect on student self-esteem. Increases in social skills and self-esteem were documented by pre/post-test differences. Appendices include educator, parent, and student concern surveys; learning/teaching style inventories and explanations; hemispheric mode indicator and game; self-evaluation scale and results; and a program outline. The complete program guide is attached, with examples of numerous learning activities for the project's targeted skills. (Contains 27 references.) (DB) ED378781 A Social Emotional/Awareness Program for Learning Disabled Students. 1994-07-00 159 N/A 1994 -1

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Yes Disabilities Educational Needs Elementary Secondary Education Inservice Education Labor Supply National Surveys Needs Assessment Personnel Needs Professional Education Rehabilitation Programs Staff Development State Agencies Teacher Shortage Training Vocational Rehabilitation Cohen, Jon Pelavin, Diane Reports - Research Tests/Questionnaires Pelavin Associates, Inc., Washington, DC. English This study was designed to identify areas in the vocational rehabilitation (VR) field in which long-term training is likely to alleviate existing labor shortages and areas in which short-term training is critically necessary to ensure adequate service to VR clients. The study sought to paint a national picture of training needs affecting individuals eligible for state VR services. Data were collected in 1992 from 80 state VR directors, 402 facilities, 139 centers for independent living, and 48 client assistance programs. Highlights of the findings include: (1) the number of rehabilitation professionals employed by state agencies was relatively stable over the previous year, while providers of purchased services to state VR clients reported growth; (2) personnel shortages that could be alleviated by increasing long-term training opportunities include general rehabilitation counselors, counselors for the deaf, and orientation and mobility specialists; (3) possible shortages of outside providers exist in the areas of orientation/mobility specialists, rehabilitation engineers, technology specialists, and interpreters for the deaf; and (4) directors of state agencies reported critical training needs in the areas of general rehabilitation counselors, counselors for the deaf, orientation/mobility specialists, rehabilitation administrators, blindness specialists, rehabilitation teachers, and vocational evaluators. Appendices include 20 tables of survey data, 13 figures, and copies of survey forms. (JDD) ED381951 Survey of Personnel Shortages and Training Needs in Vocational Rehabilitation, 1992. Final Report. 1992-09-00 Office of Policy and Planning (ED), Washington, DC. 188 N/A 1992 -1

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Yes Adult Education Adults Class Activities Curriculum Design Daily Living Skills English (Second Language) Evaluation Methods Feedback Foreign Countries Instructional Materials Language Proficiency Lesson Plans Literacy Education Refugees Second Language Learning Teaching Methods Mahnen, Barbara Guides - Non-Classroom Bosnia and Herzegovina United States English This document outlines a curriculum design intended for use with Bosnian refugees living in the United States learning English as a Second Language for survival purposes. The first chapter identifies the setting of instruction and background information regarding this refugee group. The second chapter reviews the theoretical issues of adult education and adult second language learning that form the basis for the decisions made in designing the curriculum. Chapter 3 is an illustration of the needs of the learners. In reviewing the learners' needs, three different groups of learners emerged. The first group was pre-literate in their native language and needed survival English as well as literacy training. The second group was literate and needed survival English. The third group consisted of those learners who had some previous English instruction and were interested in learning English to continue academic studies in the United States. These three groups were assigned to different levels of instruction and each level of instruction was based on an appropriate syllabus type. Pedagogical concerns, such as the linguistic focus of instruction for each level is included in chapter 3. Finally, chapter 4 covers practical issues such as materials, resources, tutor training, classroom activities, feedback, assessment, and evaluation. Sample lesson plans are also included at the end of the curriculum design. Although the curriculum plan is intended for use with this special group of refugees, it can easily be adapted for use with other refugee groups. Contains 65 references. (Author) ED382003 Curriculum Design for the Bosnian Refugee Resettlement Committee's Adult ESL Program. 1995-03-20 118 N/A 1995 -1

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Yes Ability Identification Asian Americans Black Students Cultural Differences Delivery Systems Disabilities Educational Change Elementary Secondary Education Ethnic Groups Evaluation Methods Gifted Instructional Effectiveness Limited English Speaking Mexican Americans Minority Groups Pacific Americans Regular and Special Education Relationship Special Education Student Evaluation Garcia, Shernaz B., Ed. Collected Works - General Council for Exceptional Children, Reston, VA. Div. for Culturally and Linguistically Diverse Exceptional Learners. English This monograph presents four chapters on cultural and linguistic diversity in special education from the perspectives of three ethnic groups--African Americans, Asian/Pacific Islanders, and Mexican Americans, respectively. The first chapter is titled "Education Reform and Service Delivery to African-American Students," by Festus E. Obiakor and others. This chapter focuses on issues related to education reform as embodied in the General Education Initiative and service delivery to African-American students with disabilities. The second chapter is "Ecobehavioral Assessment: A New Methodology for Evaluating Instruction for Exceptional Culturally and Linguistically Diverse Students" (Carmen Arreaga-Mayer and others). This chapter reviews the current bilingual special education efficacy literature, offers a prototype ecobehavioral approach, and reports on a pilot study with 36 elementary students (in 26 classrooms) utilizing this approach. The third chapter is "Assessment of Asian and Pacific Islander Students for Gifted Programs" (Li-Rong Lilly Cheng and others). This chapter briefly describes the relevant cultural and ethnic groups, examines academic performance of Asian and Pacific Islanders in San Diego (California) as it relates to referral of this population to gifted programs, and draws implications for practitioners in the form of recommended multidisciplinary practices. The fourth chapter, "Nonstandardized Instruments for the Assessment of Mexican-American Children for Gifted/Talented Programs" (Jaime H. Garcia), discusses assessment strategies that provide qualitative data for the identification of gifted Mexican-American students. These strategies are grouped into four categories: student production, informant data, language and cognitive style data, and data organization systems. (Each chapter contains extensive references.) (DB) ED379814 Addressing Cultural and Linguistic Diversity in Special Education: Issues and Trends. 1994-00-00 ISBN-0-86586-258-3 66 Council for Exceptional Children, 1920 Association Dr., Reston, VA 22091-1589 (Stock No. D5086, $16; $11.20, members). N/A 1994 -1

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Yes Access to Education Assistive Devices (for Disabled) College Students Computer Software Educational Technology Higher Education Input Output Devices Learning Disabilities Technological Advancement Word Processing Payne, Mario D. Sachs, Rose Guides - Non-Classroom Reports - Descriptive American Council on Education, Washington, DC. HEATH Resource Center. English Technological solutions have enabled postsecondary students with learning disabilities to compete equally with nondisabled peers in the educational environment. Such solutions have included a variety of educational software, word processing applications, and adaptive technology. Educational software has many benefits over more traditional skill-building methods as it provides needed repetition in a nonjudgmental forum, immediate feedback, and multisensory learning. Word processing software reduces difficulties of writing by hand and can help in the revision process. Adaptive technology involves alterations to make technology possible or easier for individuals not previously afforded access. Selected examples of how campuses are providing computer access, which is mandated by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, are described. These campuses include University of Nebraska-Lincoln, California State University-Northridge, Nassau Community College (New York), and Montgomery Community College (Maryland). A list of 14 organizational resources is presented. (JDD) ED381920 Educational Software and Adaptive Technology for Students with Learning Disabilities. 1994-11-00 Department of Education, Washington, DC. 7 HEATH, One Dupont Circle, Suite 800, Washington, DC 20036-1193 (free). N/A 1994 -1

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Yes Adult Education Adult Learning Cognitive Processes Computer Assisted Instruction Continuing Education Electronic Mail Foreign Countries Higher Education Hypermedia Independent Study Information Technology Learner Controlled Instruction Program Descriptions Second Language Instruction Second Languages Staff Development Telecommunications Esch, Edith, Ed. Guides - Non-Classroom Collected Works - General Hong Kong Centre for Information on Language Teaching and Research, London (England). English The immediate stimulus for this collection of papers was a conference, Self-Access and the Adult Language Learner, organized by the Centre for Information on Language Teaching and Research (CILT) and the Language Centre of the University of Cambridge in December 1992 at Queen's College, Cambridge. Several 1-day conferences on the same theme were also organized during 1993 and 1994 in Stirling (with Scottish CILT), the Universities of Westminster, Leicester, and Bristol. Papers include: "Aspects of Learner Discourse: Why Listening to the Learners Is So Important" (Philip Riley); "Demystifying IT in Second Language Learning" (Jeremy Fox); "Hypermedia and Cognitive Tools" (Terry Mayes); "Preparing Learners: Toolkit Requirements for Preparing/Orienting Learners" (Leslie Dickinson);"Learner Support: Interacting with Learners" (Edith Esch); "'Whatever Is Worth Knowing Can Never Be Taught' (Oscar Wilde)" (Peter Forbes, Anny King); "Self-Access, Not Self-Service: Tesco versus Taylor's" (Edith Esch); "From Continuing to Higher Education: Open-Access Learning at Anglia Polytechnic University" (Anne Ife); "A Unique Resource-Based Language Learning System" (Ritva-Liisa Cleary, Lucila Makin); "Learner Telesupport: Language Advising by E-Mail" (Lucila Makin); "Learners' Search Criteria and Cataloguing Language Learning Material: Demands Imposed on Databases" (Ritva-Liisa Cleary); "Files and Catalogues: Meeting and Answering Learner Queries in a Resource Centre" (Sam M. Cembalo); "Implementing a Support System for Language Learning in a Resource Centre on an Industrial Site" (Daniele Abe); "Self-Access Language Centres: Implications for Managers, Teachers and Learners" (Jack Lonergan); "The Language Learning Centre at the University of Central Lancashire: A Case Study" (Stella Hurd); "Preparing Teachers for Self-Access: Hong Kong Experiences" (Herbert Pierson); "A Study of Independent Learning: The Learner Training Programme at the Chinese University of Hong Kong" (Beatrice Ma); "Keeping Contact with Learners" (Eva Fung-kuen Lai); "Using Computers for Authentic Communication" (Linda Mak); "Developing Materials for the Independent Learning Centre at the Chinese University of Hong Kong" (Emma Yuen-wai Poon); and "Comments from an Adult Language Learner" (N. W. Barlow). (MSE) ED382027 Self-Access and the Adult Language Learner. 1994-00-00 ISBN-1-874016-36-4 177 Centre for Information on Language Teaching and Research, 20 Bedfordbury, Covent Garden, London WC2N 4LB, England, United Kingdom. N/A 1994 -1

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Yes Childhood Interests Children Cognitive Style Hands on Science Learning Activities Manipulative Materials Museums Cleaver, Joanne Reference Materials - Directories/Catalogs Books Guides - Non-Classroom English Noting the increase in interactive museums and science centers and children's exuberant reaction to hands-on exhibits, this guide provides tips for parents on how to prepare for a museum visit and how to encourage the learning process during the visit. The first part of the guide discusses the shift in museum policy from "hands off" to "please touch," and how this interactive format enhances children's learning processes. The second part of the guide contains museum listings, by state. Each listing includes detailed discussion of what the museum offers; age-appropriate guidelines to exhibits; information on available workshops, infant-toddler play spaces, planetariums; and information on nearby child-appropriate attractions such as zoos, parks, restaurants, and picnic areas. (HTH) ED382399 Doing Children's Museums: A Guide to 265 Hands-On Museums. Revised and Expanded. 1992-00-00 ISBN-0-913589-63-2 Parents 235 Williamson Publishing Company, Church Hill Road, P.O. Box 185, Charlotte, VT 05445 ($13.95 plus $2.50 postage and handling). N/A 1992 -1

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Yes Child Health Cultural Differences Foreign Countries Government Role Health Education Health Insurance Health Materials Health Personnel Health Services Medical Services Mothers National Programs Prenatal Care Young Children Richardson, Gail Reports - Descriptive France French-American Foundation, New York, NY. National Center for Education in Maternal and Child Health, Arlington, VA. English This report presents findings of a study tour organized by the French-American Foundation, for 13 United States' health care professionals to examine and interpret the nearly 50-year-old French maternal and child health care system, Protection maternelle et infantile (PMI). Chapter 1 describes the operation of PMI and the possibility of similar achievements in the United States. Chapter 2 discusses how maternal and child health are accorded national priority through the creation of four universal partnerships between society and families: health insurance, family allowances, paid maternity leaves, and child care and education. Chapter 3 illustrates the operation of the PMI in two regions in France which, although contrasting in local cultures and politics, are dedicated to the national mission. Chapter 4 describes the responsibility of French employers as partners in ensuring the health and well-being of mothers. It also describes the development of the PMI and the changes in its philosophy over the years. Chapter 5 discusses how PMI agencies identify and assess conditions that pose risks to maternal and child health. Chapter 6 explores home visits offered by PMI agencies to families living with social and medical risks that may endanger a woman's pregnancy or the health of a newborn or young child. Chapter 7 discusses the diverse services and activities offered by a PMI center, ranging from free preventive health care and advice and counseling for parents, to nutrition classes for mothers, and play sessions and summer programs for children. Chapter 8 describes one of PMI's newest responsibilities, to help integrate children with special needs into child care settings. The final chapter examines the strategies employed by the PMI in the four arenas of health promotion--clinic, community, work place, and home--to encourage and ensure private responsibility. (BAC) ED383469 A Welcome for Every Child: How France Protects Maternal and Child Health--A New Frame of Reference for the United States. A Report of the French-American Foundation. 1994-00-00 Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. ISBN-1-57285-011-6 76 French-American Foundation, 41 East 72nd Street, New York, NY 10021 ($10; including shipping and handling). N/A 1994 -1

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Yes Cross Cultural Studies Cross Cultural Training Cultural Awareness Cultural Differences Cultural Interrelationships Cultural Pluralism Culture Culture Contact Ethnic Relations Intercultural Communication Multicultural Education Bloom, Carol, Ed. And Others Information Analyses Kappa Delta Pi, West Lafayette, IN. English This state-of-the-art report presents a series of essays on the topic of diversity. Essays include: (1) "Committing to Diversity" (George L. Mehaffy); (2) "Serving the Community by Serving Our Members" (Michael P. Wolfe); (3) "How Diversity Matters" (Asa G. Hilliard, III); (4) "A Prerequisite to Teaching Multiculturally" (Mary Louise Gomez); (5) "Multicultural Education is for Everyone!" (Maureen Gillette); (6) "Intercultural Competencies" (James Anderson); (7) "Opening One Door" (P. C. Wu); (8) "Dimensions of Multicultural Education" (James A. Banks); (9) "Characterizing Ethnic Groups in the Curriculum" (Carmen Montecinos); (10) "The Needs of Our New Teachers" (Gloria Ladson-Billings); (11) "The Many Ways of Being Human" (M. Eugene Gillion); (12) "Understanding Ethnicity" (Wilma S. Longstreet); (13) "Dissension in Perspective" (Geneva Gay); (14) "To Dialogue about Differences Requires Special Skills" (Wanda S. Fox); (15) "When Making a Difference Makes No Difference" (Ronald E. Butchart); (16) "Embracing Multicultural Teaching" (Pamela L. Tiedt); (17) "From a Global Perspective" (Jesus Garcia); (18) "Expanding the School Community" (Ceola Ross Baber); (19) "Europe in the Pacific" (John Passmore); (20) "Integrating Fair-Minded Critical Thinking, Justice, and Social Action" (Christine I. Bennett); (21) "We are Different: Now What 'Ism'?" (Sheilah Clarke-Ekong); (22) "Reflections of an Involuntary Voluntary Immigrant" (Carlos J. Ovando); (23) "Diversity with Style--Learning Style, That Is!" (Cherry Ross Gooden); (24) "Roles for White Scholars in Multicultural Education" (Marilynne Boyle-Baise); (25) "Toward a Common Definition of Multicultural Education" (Carl A. Grant); (26) "Being Culturally Responsive" (Courtland C. Lee); (27) "Empowering Students" (Rosalind Mau); (28) "Healing the World" (Brenda Conard); (29) "Affirming Diversity Within an Integrated Curriculum" (Ernest L. Boyer); (30) "Affirming Languages and Cultures" (Lourdes Diaz Soto); (31) "Democratizing Curriculum" (Ellen Swartz); (32) "A Passion for Multicultural Education" (Francisco A. Rios; David M. Whitehouse); (33) "Bridging the Gap" (Evelyn B. Kalibala); (34) "The Principles That Bind Us Together" (Diane Ravitch); (35) "Global Citizenship" (Josiah S. Tlou); (36) "Toward a Representative Teaching Force" (Kitty Kelly Epstein); (37) "A Better World for Holly" (Carlos E. Cortes); (38) "Human Rights in the Pluralistic Classroom" (Ricardo L. Garcia); (39) "The New Consensus on Tracking" (Walter C. Parker); (40) "The Arts: A Catalyst for Multicultural Teaching" (Patricia L. Stuhr); (41) "Reverence for Human Diversity" (Theresa E. McCormick); (42) "Are Ethnic Jokes a Form of Brainwashing?" (Glenn S. Pate); (43) "Transforming Pedagogy: Designing Diversity for the Future" (Renee J. Martin); (44) "Unum e Multis" (Eugene E. Garcia); and (45) "Toward an Anti-Bias Curriculum" (James B. Boyer). (EH) ED383612 Insights on Diversity. 1994-00-00 ISBN-0-912099-09-7 52 Kappa Delta Pi, 1601 West State Street, P.O. Box A, West Lafayette, IN 47906-0576 ($10; $5 member price; discount available on quantities over 20 copies). N/A 1994 -1

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Yes Adolescents Armed Forces Career Planning Careers Enlisted Personnel Military Organizations Military Personnel Military Service Occupational Information Occupations Officer Personnel Secondary Education Reference Materials - Directories/Catalogs Department of Defense, Washington, DC. English This book was developed to help educators and youth learn about career opportunities in the military. It is a compendium of military occupational, training, and career information and is designed for use by students interested in the military. The first section, military occupations, contains descriptions of 197 enlisted and officer occupations. Some of the occupations described here include: human services; media and public affairs; health care; engineering, science, and technical; administrative; service; vehicle and machinery mechanic; electronic and electrical equipment repair, construction, machine operator and precision work; transportation and material handling; combat specialities; executive, administrative, and managerial; and health diagnosing and treating practitioner. Students who have taken the Armed Services Vocational Aptitude Battery can use their scores to estimate their chances of qualifying for enlisted occupations. The second section, military career paths, describes the typical duties and assignments a person might expect when advancing along the path of a 20-year military career. While the military occupations section presents an overview of the typical job duties in a military occupation, the military career paths section offers a more comprehensive description of work performed at various stages of a career in the military. A title index, Dictionary of Occupational Titles (DOT) code indexes by DOT number and occupation as well as a glossary of military terms are attached. (RJM) ED384836 Military Careers: A Guide to Military Occupations and Selected Military Career Paths, 1992-1994. 1992-07-00 486 N/A 1992 -1

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Yes Academic Achievement Adolescent Development Career Awareness Career Choice Career Counseling Career Exploration Career Guidance Classroom Techniques Cognitive Style Curriculum Design Junior High Schools Middle School Students Middle Schools Program Evaluation School Guidance Self Concept Vocational Education Outen, Dawn Dissertations/Theses - Practicum Papers Tests/Questionnaires English Middle school students were determined to be unaware of and unprepared for the requirements of the real world of work. They were unable to identify careers they were interested in pursuing nor did they understand the importance training plays in being successful in future careers. This practicum report discusses solutions for middle school students who were not being exposed to career choices, school districts which were not restructuring the career education curriculum, and the debate among educators regarding whether academic or vocational course offerings would be best for students. Also discussed are funding, the importance of life-long learning, and how the school and business community can support students in preparing them for their career future. Included in this document are: (1) description of the work setting; (2) study of the problem; (3) anticipated outcomes and evaluation instruments; (4) solution strategies; (5) results; (6) recommendations; (7) model career curriculum; and (8) dissemination. Analysis of the data revealed overwhelmingly that a career education program is a win-win solution for middle school students, parents, educators, businesses and political leaders. It also revealed that students of all academic levels, social skills, gender, ethnicity and economic status can benefit from a career education program. (Contains 37 references. Five appendices include two survey instruments.) (Author/JBJ) ED386636 A Career Education Program Model for Middle School Students To Improve Career and Vocational Decision-Making. 1995-00-00 82 N/A 1995 -1

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Yes Behavior Problems Children Counseling Techniques Counselors Family Problems Group Therapy Hyperactivity Parent Participation Peer Relationship Play Therapy Problem Children Psychotherapy Socialization Student Problems McDaniel, Cindy Information Analyses English Conduct disorder (CD), primarily a childhood disorder, is associated with oppositional defiance disorder and antisocial personality disorder. Differentiating between the disorders requires a preview of the intensity of the disorder. There are many approaches to treating CD. The traditional approach has been psychoanalytically oriented psychotherapy, although group therapy is also widely used. The social learning family intervention treatment has received a great deal of support from research. Counseling issues concerning CD which deserve examination are the association with depression and attention deficit hyperactivity disorder. An eclectic approach appears to be the best option for the counselor who is treating the conduct disordered child. Contains 12 references. (Author/RB) ED383942 Counseling the Conduct-Disordered Child. 1994-00-00 20 N/A 1994 -1

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Yes Academic Achievement Continuous Progress Plan Elementary Education Grouping (Instructional Purposes) Longitudinal Studies Mixed Age Grouping Multigraded Classes Nongraded Instructional Grouping Nontraditional Education Student Development Nye, B. A. And Others Speeches/Meeting Papers Reports - Research Tennessee Tennessee State Univ., Nashville. Center of Excellence for Research in Basic Skills. English This paper presents findings of the longitudinal School Success Study (SSS), which is being conducted to determine the academic and social effects of nongraded (multiage, continuous progress) programs on Tennessee elementary school students. Covering the years 1993-99, the research seeks to identify successful school practices in both nongraded and graded programs. The study includes elementary-age students (K-4) from seven Tennessee schools that are implementing nongraded programs (n=1,500), three of which also have students in traditional classes (n=750), and five comparison schools in which all students are enrolled in single-grade classes. Academic achievement is measured by the Tennessee Comprehensive Assessment Program (TCAP) and the Tennessee Holistic Writing Assessment. Social development (academic self-concept) is measured using the Self-Concept and Motivation Inventory (SCAMIN). A one-way analysis of variance (ANOVA) indicates that students from nongraded classes during the first year of the study significantly outscored those from traditional classes on: (1) the grade 2 and 3 TCAP in vocabulary, total reading, total language, and total math; and (2) the third- and fourth-grade Holistic Writing Assessment. The SCAMIN analysis showed significant differences among students between various schools; however, the SCAMIN at this point is being used only to provide a baseline for the first student cohort. Four tables are included. Contains 33 references. (LMI) ED384998 Are Multiage/Nongraded Programs Providing Students with a Quality Education? Some Answers from the School Success Study. 1995-04-00 21 N/A 1995 -1

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Yes Bilingual Education Educational Policy Educational Strategies Elementary Secondary Education Higher Education Inservice Teacher Education Preservice Teacher Education Professional Development Program Descriptions Program Design Public Policy Teacher Recruitment Teaching Methods Leighton, Mary S. And Others Reports - Descriptive Information Analyses English This report discusses research-supported principles and practices in the professional development of bilingual education teachers and teachers of language minority students, illustrated with the experiences of a number of specific projects. An introductory section offers background and the philosophy of the study. Subsequent sections address principles of effectiveness and promising practice (an overview of projects with promising practices, new teacher recruitment and preparation, continuing professional education, and provision of a context supporting professional growth); present descriptions of 12 professional development projects; examine specific challenges in design and implementation (competing constituent goals, quality control, institutionalization of practices, and effects of projects on the minority language community); and discuss policy implications (professional standards, the role of federal support, contributions of project team stability, integration of new ideas across content, partnership of local education agencies and higher education institutions, and the importance of language resources). Contains a list of references and site contacts. (MSE) ED388052 Model Strategies in Bilingual Education: Professional Development. 1995-00-00 Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. 133 N/A 1995 -1

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Yes Behavioral Objectives Child Rearing Competency Based Education Consumer Education Cultural Differences Economically Disadvantaged Family Work Relationship Home Economics Homemaking Skills Infant Care Infants Instructional Materials Learning Activities Parent Child Relationship Parent Responsibility Parent Role Parenthood Education Parenting Skills Preschool Children Secondary Education State Curriculum Guides Teaching Guides Toddlers Guides - Classroom - Teacher Illinois Emily Hall Tremaine Foundation, Inc., Hartford, CT. Southern Illinois Univ., Carbondale. English This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes these sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Three competencies are addressed: explain the nurturing roles and responsibilities of parents; determine expectations in the physical, mental/intellectual, emotional, and social development of infants, toddlers, and preschoolers; describe ways to foster an infant's, toddler's, and preschooler's social, emotional, motor/physical, mental/intellectual, and language development; and identify procedures and precautions in providing a safe, healthful, comfortable environment for infants, toddlers, and preschoolers. Thirteen supplements contain information and activity sheets on the following: parenting attitudes, developmental expectations, what you can do for your child, safety hazards, and immunization. A bibliography contains 29 items. (YLB) ED388826 Strengthening Parenting Skills: Infants, Toddlers, and Preschool. Secondary Learning Guide 1. Project Connect. Linking Self-Family-Work. 1994-00-00 Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education. Teachers Practitioners 53 N/A 1994 -1

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Yes Adjustment (to Environment) Behavioral Objectives Check Lists Competence Competency Based Education Family Life Education Futures (of Society) Home Economics Learning Activities Science and Society Secondary Education Teaching Guides Technological Advancement Technology Education Guides - Classroom - Teacher Illinois Emily Hall Tremaine Foundation, Inc., Hartford, CT. Southern Illinois Univ., Carbondale. English This competency-based secondary learning guide on understanding the impact of new technology is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: explain the evolution of technology as a means through which needs and wants are satisfied; identify current and expected developments in technology for selected areas of life (including business management, communication, consumer services, education, entertainment, financial management, household operation, industrial production, law enforcement, recreation, and transportation); identify the positive and negative effects of technological developments on people; and determine the skills needed to adapt to technological advancement at work and home. Twenty-six supplements contain information and activity sheets on the following: what technologists and futurists say, current and expected developments, scanning, impact of technology on education, positive and negative effects, skills workers will need, creativity, and fastest growing occupations. Concluding the guide is a 19-item bibliography. (MN) ED388837 Understanding the Impact of New Technology on Life and Work. Secondary Learning Guide 12. Project Connect. Linking Self-Family-Work. 1994-00-00 Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education. Teachers Practitioners 71 N/A 1994 -1

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Yes Conflict Resolution Crime Prevention Drug Use Testing Elementary Secondary Education High Risk Students Partnerships in Education Prevention School Community Relationship School Safety Search and Seizure Student Rights Violence Kadel, Stephanie And Others Books Guides - Non-Classroom SERVE: SouthEastern Regional Vision for Education. Florida State Dept. of Education, Tallahassee. English This publication is a revision and restructuring of "Reducing School Violence," published in 1993. This revised edition benefits from the assistance of many of the original reviewers, as well as additional experts and practitioners. The key to school safety is a comprehensive approach. This guidebook was designed to help teachers, school principals, district administrators, resource officers, students, parents, and others create safe environments in which learning is the primary focus. Sections present information on establishing a safe environment, developing prevention strategies, implementing crisis-management and intervention strategies, and identifying risk factors. The handbook also describes national, state, and local school-safety initiatives to reduce school violence and identifies issues such as domestic violence and protection of students' rights. A list of resources in the form of publications, guidebooks, curricula, associations, and institutes is included. Seventeen tables and an index are included. Appendices contain definitions, sample report forms and discipline contracts, and the Gun-Free Schools Act of 1994. (Contains 215 references.) (LMI) ED391227 Reducing School Violence: Building a Framework for School Safety. 1995-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 116 SERVE, 345 South Magnolia Drive, Suite D-23, Tallahassee, FL 32301 ($8 plus $2.50 shipping and handling; quantity discounts). N/A 1995 -1

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Yes College Applicants College Bound Students College Choice College Preparation Educational Counseling Educational Planning High School Students High Schools Higher Education Learning Disabilities Legal Responsibility Self Evaluation (Individuals) Student Rights Transitional Programs Barr, Vickie M. And Others Guides - Non-Classroom American Council on Education, Washington, DC. HEATH Resource Center. English This paper was developed to help counselors of students with learning disabilities plan for college, by answering common student questions and providing sources of additional information. Sections of the paper discuss: (1) developing self knowledge (using compensatory learning strategies, knowing one's own strengths and weaknesses, and practicing self-advocacy); (2) understanding legal rights and responsibilities (especially relevant federal legislation, changing levels of responsibility, and privacy rights); (3) transition planning for college (evaluating college options, documenting the learning disability, and course selection/accommodative services); (4) the college application process (creating a short list, caution about course waivers and substitutions, admissions tests and accommodations, application and disclosure, and making a college choice); and (5) selected organizational and print resources for additional information. (DB) ED391285 Getting Ready for College: Advising High School Students with Learning Disabilities. 1995-00-00 Department of Education, Washington, DC. Counselors Practitioners 13 HEATH Resource Center, One Dupont Circle, N.W., Suite 800, Washington, DC 20036-1193. N/A 1995 -1

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Yes Classroom Techniques Curriculum Design Educational Objectives Educational Strategies Elementary Education Elementary School Curriculum Evaluation Criteria FLES Immersion Programs Introductory Courses Language Proficiency Language Tests Professional Associations Program Design Program Development Second Language Programs Speech Skills Teaching Methods Reports - Descriptive Guides - Non-Classroom Oregon Oregon State Dept. of Education, Salem. Office of Curriculum, Instruction and Field Services. English The manual provides information to assist elementary school level program and curriculum designers in the creation and administration of second language programs. It is not a how-to manual, but includes descriptive data about program types in existence and criteria for evaluating language proficiency. It contains: a list of terms used and their definitions; a chart detailing enrollments in 14 languages at each grade (kindergarten through sixth) and the percentage of total students they represent; a list of early foreign language program goals; descriptions of the characteristics of program models (total immersion, two-way immersion, partial immersion, content-based language instruction, Foreign Language in Elementary Schools/FLES, and Foreign Language Exploratory Programs/FLEX); American Council on the Teaching of Foreign Languages (ACTFL) guidelines for assessing second language proficiency at four levels; and a second language scoring guide for communication of messages, interviews, narration, and skit performance. Appended materials include a list of commonly-asked questions about elementary school language instruction, lists of characteristics and principles of effective second language teaching, legislative materials, lists of references and additional information sources, professional contacts, and lists of Oregon elementary school foreign language program sites, by program type. (MSE) ED391377 Developing Second Language in the Elementary Grades. 1995-08-00 Teachers Administrators Practitioners 84 Publications Sales Clerk, Oregon Dept. of Education, 255 Capital Street N.E., Salem, OR 97310-0203. N/A 1995 -1

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Yes Action Research Early Intervention Independent Reading Instructional Effectiveness Kindergarten Kindergarten Children Literacy Low Achievement Primary Education Reading Attitudes Reading Improvement Reading Programs Reading Research Reading Skills Skill Development Beach, Jane Dissertations/Theses - Masters Theses English A study investigated the effectiveness of a program for the development of literacy skills among low-achieving kindergarten students. The targeted population consisted of those identified as most at risk in the kindergarten classes at Willard Elementary School located in South Elgin, a village south of Elgin in northern Illinois. The problem of low achievement in literacy skills was documented through interviews with kindergarten students, teacher observation checklists and teacher journal entries. Analysis of the probable cause data revealed that a lack of skill development among low-achieving kindergarten students may be related to dysfunctional families, poverty, poor health, English as a second language, poor parenting skills, poor alternative childcare and inadequate funding for education. A review of curricular content and instructional strategies revealed a lack of planning for and delivery of literacy skill development. Solution strategies suggested by knowledgeable others, combined with an analysis of problem setting, resulted in the selection of two major categories of intervention. The Literacy 2000 Reading Series was used to implement a program of mini-lessons designed for development of literacy skills. These books were also used to foster enthusiasm for reading through an independent reading program. Post-intervention data indicated an increase in various literacy and book handling skills as well as enthusiasm for learning to read. (Contains 10 references and 10 tables of data. Appendixes present data, interview questions, and an informed consent form.) (Author/RS) ED386689 Literacy Development among Low Achieving Kindergarten Students. 1995-05-00 71 N/A 1995 -1

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Yes Assistive Devices (for Disabled) Attention Deficit Disorders Behavior Change Classroom Environment Classroom Techniques Curriculum Disabilities Education Work Relationship Educational Practices Educational Principles Educational Quality Elementary Secondary Education Hyperactivity Instructional Effectiveness Rating Scales Special Needs Students Student Behavior Teacher Characteristics Teacher Collaboration Teacher Effectiveness Teaching Methods Team Teaching Transitional Programs Guides - Non-Classroom West Virginia West Virginia State Dept. of Education, Charleston. Office of Special Education Administration. English This guide presents recommended practices for instruction of students with special needs, based on the premise that students should be educated according to individual needs, not according to a categorical exceptionality label. The guide presents principles applicable to both special and general education classrooms and is organized around six basic fundamentals of quality classrooms: (1) teacher characteristics (such as respect, positive attitudes, and realistic expectations); (2) environmental characteristics (physical arrangements, positive classroom climate, and routines and procedures); (3) classroom management (such as planning, classroom rules, movement management, and reinforcement versus punishment); (4) effective instruction (instructional planning, group practice, and assessment of mastery); (5) collaborative teaming (rationale, types of teams, and peer coaching/mentoring); and (6) individualized instruction (what to teach and how to teach). Attached are a glossary and appendices which include rating scales and listings of instructional principles. Also attached are five topical papers on: Program of Studies requirements, educating students with attention deficit hyperactivity disorder, nonaversive techniques for behavior management, transition, and assistive technology. (The main paper contains 32 references; the topical papers also contain references and glossaries). (DB) ED394253 Instructing for Success: Maximizing Learning Opportunities for All Students. 1995-00-00 Practitioners Teachers 131 N/A 1995 -1

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Yes Administrator Role Change Strategies Definitions Delivery Systems Disabilities Educational Policy Educational Practices Elementary School Teachers Elementary Secondary Education Family School Relationship Inclusive Schools Instruction Mainstreaming Middle Schools Models Program Development School Community Relationship School Organization Secondary School Teachers Special Education Teachers Student Evaluation Student School Relationship Teacher Attitudes Teacher Collaboration Reports - Evaluative Appalachia Educational Lab., Charleston, WV. College of William and Mary, Williamsburg, VA. School of Education. Virginia Education Association, Richmond. English This report describes a study which identified concerns and questions of general and special educators about inclusion and effective strategies for operating a successful inclusion model. Seven pairs of special and general educators in elementary and middle schools comprised the primary study group. Study group pairs interviewed their faculties about their concerns relating to emergent themes: (1) teacher relationships; (2) instruction and student assessment; (3) planning and scheduling; (4) families and the community; (5) students; (6) administrators; and (7) laws, policies, and procedures. This report offers an operational definition of inclusion and provides historical background for the inclusion movement, descriptions of inclusion delivery models, and components necessary for success. Concerns and strategies in each of the seven areas are presented in a question/answer format. Recommendations are divided into those for inclusion implementors and those for policymakers. Also included are a glossary, a bibliography, and four appendices. Appendices include frequently asked questions about the Individuals with Disabilities Education Act, the study group reflections and recommendations form, the roles and responsibilities form, and a collaborative teaching instructional plan form. (Contains about 200 references.) (DB) ED395426 Inclusion of Special Needs Students: Lessons from Experience. 1996-02-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Policymakers 104 Appalachia Educational Laboratory, P.O. Box 1348, Charleston, WV 25325 ($9). N/A 1996 -1

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Yes Classroom Environment Communication Apprehension English (Second Language) Ethnic Groups Foreign Countries Group Dynamics Higher Education Intercultural Communication Interpersonal Communication Japanese Second Language Learning Sociocultural Patterns Speech Communication Student Attitudes Teacher Attitudes Teacher Student Relationship Dwyer, Eileen Heller-Murphy, Anne Journal Articles Reports - Descriptive English This project investigated the possible causes of and solutions to the reticence of many Japanese students attending General English courses at the University of Edinburgh Institute for Applied Language Studies (Scotland). It was suspected that students' reticence affected their rate of learning and personal improvement as well as the general dynamics of the multi-national classes they attended. Information was gathered in extensive guided, open-end question interviews for over 2 years; 19 students were interviewed intensely. Results suggest that certain socio-cultural factors were significant causes of reticence while activities involving an element of duty to others might encourage Japanese learners to speak more openly. Usefulness and coercion were found to be the two main concerns of students. It was also found that many Japanese students themselves did not feel that speaking was a priority, although it did appear to be a priority for their teachers, suggesting that perhaps the teachers need to adapt to more silence in the Speaking class. Suggestions for encouraging more speaking include role-playing, explicit requests to speak by the teacher, additional reading skills development, coercive-type activities that require speaking, and changing teacher expectations of students and self. (Contains 16 references.) (NAV) ED395511 Japanese Learners in Speaking Classes. Edinburgh Working Papers in Applied Linguistics n7 p46-55 1996 1996-00-00 12 N/A 1996 -1

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Yes Ancillary School Services Classroom Techniques Communication Skills Deaf Blind Disability Identification Early Childhood Education Elementary Secondary Education Evaluation Methods Perceptual Motor Learning Severe Disabilities Student Evaluation Student Placement Tactual Perception Teaching Methods Visual Perception Guides - Non-Classroom North Carolina North Carolina State Dept. of Public Instruction, Raleigh. English A guide to identifying, placing, and instructing children with severe disabilities, including deaf-blindness, is presented. Identification and placement information focuses on locating and referring children in need of special education services, the role of committees and staff members, the individualized education program, entrance and placement criteria, inclusive education, curriculum content, additional services available to the child, building standards, and instructional materials. Instructional suggestions focus on: positions for children with poor physical/muscle control, communication with students with multisensory disabilities, visual and auditory perception training, tactile perception training, motor training, cognitive and conceptual skills training, behavior management, recreational activities, and orientation and mobility training. Appendices include: a chart detailing 20 classroom assessment instruments, a list of 105 exemplary curricula for severely/profoundly mentally handicapped and multiply handicapped persons, a list of 27 publishers of curricular and learning materials, a list of 7 journals and 28 books on curricula, a list of 41 toys/activities and 16 toy companies, descriptions of 130 U.S. resource organizations and selected publications, a list of 129 North Carolina organizations, and a 29-item bibliography. (SW) ED384155 Delivering Effective Instruction to Students with Deaf-Blindness and/or Other Severe Disabilities. 1995-00-00 Administrators Teachers Practitioners 208 N/A 1995 -1

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Yes Alternative Assessment Elementary Secondary Education Higher Education Oral Language Speech Communication Test Content Test Reliability Test Reviews Test Selection Tests Morreale, Sherwyn P. And Others Book/Product Reviews Speech Communication Association, Annandale, VA. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This publication identifies and examines existing assessment instruments in oral communication for K-12 and higher education, and abstracts and describes assessment instruments and systematically reports their availability and interest to scholars, teachers, and administrators. It also provides background research needed to develop oral communication assessment instruments designed to encourage the development of new instruments. The document begins with an editor's foreword and a preface that relates alternative assessment, test fairness, and assessment utility to communication. It then presents an introduction to assessing oral communication, discusses topics including why oral communication skills should be taught, oral assessment for classroom decision-making, issues in assessing oral communication, locally developed instruments, and research and development priorities. The publication then discusses trends in K-12 state standards and assessment efforts, performance assessment, Speech Communication Association standards for assessment, and identification of measures. It then presents reviews of 16 oral communication assessment instruments for grades K-12. Next, it addresses the process by which instruments for higher education were identified and selected for inclusion, as well providing ideas for using the instruments. The final section presents reviews of 45 higher education instruments, divided into sections containing instruments intended for skills and behavioral assessment, or instructional and informative measures. (RS) ED399578 Large Scale Assessment of Oral Communication: K-12 and Higher Education. Second Edition. 1996-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-944811-19-1 106 Speech Communication Association, 5105 Backlick Road, Building F, Annandale, VA 22003. N/A 1996 -1

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Yes Caregiver Training Child Caregivers Child Health Early Childhood Education Family Health Health Health Needs Health Programs Health Promotion Health Services Learning Activities On the Job Training Personnel Skill Development Staff Development Staff Role Training Training Objectives Wellness Guides - Classroom - Teacher Bowman (James) Associates, San Francisco, CA. English This training guide is designed to aid Head Start staff in exploring personal understandings of health and wellness and to further their contribution to the health of coworkers, children, and families. It explains the importance of health to Head Start's mission--to encourage social competence; promote the development of personal definitions of health; and present a vision of health services that begins with basic health needs and expands to the promotion of positive health behaviors. Each training module consists of the following segments: expected outcomes, key concepts, background information, questions for discussion/reflection, outlines of learning activities, handouts, points to consider, and ideas to extend practice. The three modules are: (1) "Health and Wellness--What Do They Mean?," aimed at developing individual definitions of health, increasing communication about health issues, and increasing effectiveness as resource persons; (2) "Linking Health and Social Competence," focusing on identifying health issues in children and designing an action plan; and (3) "Planning for a Healthier Tomorrow," helping individuals and teams develop strategies that incorporate health promotion into interactions with Head Start staff, children, and families. The conclusion suggests actions for continuing professional development. Contains 14 references. (BGC) ED394737 Laying a Foundation in Health and Wellness. Training Guides for the Head Start Learning Community. 1994-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. 85 N/A 1994 -1

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Yes Higher Education Science Education Sciences Secondary Education Student Attitudes Surveys Halloun, Ibrahim Hestenes, David Reports - Research Speeches/Meeting Papers English The Views About Sciences Survey (VASS) is a survey of student views about science for the purpose of assessing the influence of these views on learning. This paper discusses the survey's design, development, results, and implications for science education. The survey assesses student views along seven dimensions with a novel Contrasting Alternatives Design. It was administered in 23 states to about 8,000 high school and college students enrolled in physics, chemistry, and biology courses. Results indicate that students at all levels hold views about knowing and learning science that often diverge from the views of scientists and educators, student views differ according to discipline and across some demographic strata, and student views are hardly affected by traditional science instruction, but they affect what students learn in the course of such instruction. Contains 72 references. (Author) ED394840 Views About Sciences Survey: VASS. 1996-04-01 32 N/A 1996 -1

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Yes Alcoholism At Risk Persons Behavior Drug Abuse Drug Addiction Drug Use Family Environment Females Literature Reviews Sex Differences State of the Art Reviews Substance Abuse Reports - Research Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse. English The first comprehensive assessment of substance abuse and women, this report arose from an analysis of more than 1,700 scientific and technical articles, surveys, government reports and books. Results show that American women are closing the gap with men in that they are increasingly likely to abuse substances at the same rate as men. Findings show that women are starting to smoke, drink, and use drugs at earlier ages than ever before. Unlike men, though, women get drunk faster, become addicted quicker, and develop substance abuse-related diseases sooner. Furthermore, at least one of every five pregnant women uses drugs, drinks, or smokes. An enormous gap exists between what experts know about women's substance abuse and what is known and acted on by women and those who care for them. It is recommended that women be made aware of the dangers of substance abuse. Prevention programs must address the reasons why women abuse substances and such programs must identify girls at highest risk. Health professionals, too, must recognize that women will manifest symptoms of substance abuse that are different from those of men, which may include a woman trying harder to hide her substance abuse due to intense shame. Contains approximately 750 references. (RJM) ED400494 Substance Abuse and the American Woman. 1996-06-00 Pew Charitable Trusts, Philadelphia, PA. Bristol-Myers Squibb Foundation, Inc., New York, NY. 308 N/A 1996 -1

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Yes Communication Skills Creative Dramatics Distance Education Elementary Secondary Education Inservice Teacher Education Language Acquisition Language Arts Oral Language Skill Development Story Telling Teacher Role Teacher Student Relationship Teaching Methods Zhang, Hong, Comp. Essex, Christopher, Comp. Guides - General Indiana Univ., Bloomington. School of Education. English One of a series of educational packages designed for implementation either in a workshop atmosphere or through individual study, this Hot Topic guide presents a variety of materials to assist educators in designing and implementing classroom projects and activities centering on the topic of oral language development. This Hot Topic guide contains guidelines for workshop use; an overview/lecture on oral language development; and eight focused documents and articles from scholarly and professional journals. A 38-item annotated bibliography of relevant items in the ERIC database on the topic is attached. (RS) ED393139 Oral Language Development. Hot Topic Guide 1. Revised Edition. 1996-00-00 67 N/A 1996 -1

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Yes Ability Identification Academically Gifted Check Lists Curriculum Development Definitions Delivery Systems Educational Methods Educational Practices Educational Principles Elementary Secondary Education Emotional Development Gifted Higher Education Student Characteristics Student Needs Talent Talent Identification Teacher Education Starko, Alane J. Guides - Classroom - Teacher Tests/Questionnaires Eastern Michigan Univ., Ypsilanti. Dept. of Teacher Education. English This training module is designed to provide an introduction to education of the gifted and talented, including information on characteristics associated with gifted/talented individuals and suggestions for modifying curriculum to meet the needs of above-average students. Part 1 of the module covers the following topics: definitions and models of giftedness; characteristics and needs associated with giftedness; organization of gifted programs; and identification issues. Part 2 of the module covers diagnostic placement of students within the regular curriculum and choice of differentiated activities; types of differentiation; and affective needs associated with giftedness. Also provided are answers to commonly asked questions about gifted education. Appendices include vignettes describing students with different types of giftedness, 15 suggested small group activities, ability identification checklists, a summary of the statewide (Michigan) 1989-90 evaluation of the gifted and talented program, suggested resources, and transparency masters which are keyed to the text. (Contains 56 references.) (DB) ED393279 Education of the Gifted and Talented: An Introductory Module. 1992-00-00 Michigan Univ. Network for Education of the Gifted and Talented. 113 N/A 1992 -1

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Yes Course Descriptions Degree Requirements Graduate Study Higher Education Leadership Training Masters Degrees Models Nursing Education Public Health State Universities Josten, LaVohn And Others Reports - Research Minnesota Univ., Minneapolis. English This report discusses the role of graduate nurses in public health leadership and the development of new models of graduate education to prepare nurses for public health leadership. It reviews the need for graduate nurses in public health leadership positions, the health needs of the population, the role of public health in a changing health care system, and the need for nurses to have skills in public health. The report then examines the current status of graduate education to prepare nurses for public health leadership roles. Three degree models for graduate education developed at the University of Minnesota are then reviewed: (1) a master of science in nursing with an emphasis in public health nursing and a focus in essential public health sciences; (2) a dual master's degree in public health nursing and public health administration, maternal and child health, epidemiology, environmental/occupational health, community health education, or public health nutrition; and (3) a master's degree with emphasis in public health nursing and a focus in public health and related fields. Two appendixes provide course descriptions and a literature review. (Contains 55 references.) (MDM) ED401814 Educating Nurses for Public Health Leadership. Project Report of the Interdisciplinary Graduate Program Models To Prepare Public Health Nurses for Leadership in a Changing Health Care System. 1996-00-00 Department of Health and Human Services, Washington, DC. Div. of Nursing. 106 School of Nursing, University of Minnesota, 6-101 Densford Weaver Hall, 308 Harvard St., Minneapolis, MN 55455; phone: 612-626-6408; World Wide Web: http://www.nursing.umn.edu/MS/PubH.html/ (free). N/A 1996 -1

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Yes Alcohol Abuse Alcohol Education Antisocial Behavior Drinking Higher Education Incidence Intervention National Surveys Prevention Recreational Activities School Health Services School Security Sexual Abuse Student Behavior Student Experience Wechsler, Henry And Others Guides - Non-Classroom Education Development Center, Inc., Newton, MA. Higher Education Center for Alcohol and Other Drug Prevention, Newton, MA. English The College Alcohol Study (1993) surveyed nearly 18,000 undergraduate students at 140 colleges concerning their experience of either "binge drinking" or "secondary binge effects" (harm experienced as a result of binge drinking by others). The survey found that 44 percent of respondents were binge drinkers (50 percent of men and 39 percent of women). Across the colleges, binge drinkers ranged from 1 to 70 percent of students on campus. On high drinking-level campuses, 87 percent of the non-binge drinkers living on campus experienced negative consequences of excessive drinking by other students (such as having studying or sleep interrupted, having property damaged, or experiencing unwanted sexual advances). On low drinking-level campuses, 62 percent reported experiencing such secondary effects of binge drinking. Non-binge drinking women living on campuses with high levels of binge drinking had almost twice the risk of experiencing unwanted sexual advances as their counterparts at lower drinking-level schools. Among 10 recommendations for college administrators are: (1) using student media to highlight the problem; (2) building alliances with the community; (3) restricting conditions under which alcohol is allowed on campus; (4) encouraging athletic directors to help promote mature behavior; and (5) appointing a health and safety advocacy committee. (MAH) ED400738 Secondary Effects of Binge Drinking on College Campuses. 1996-02-00 Department of Education, Washington, DC. Administrators Practitioners 9 Higher Education Center for Alcohol and Other Drug Prevention Education Development Center, Inc., 55 Chapel Street, Newton, MA 02158-1060; phone: 800-676-1730; e-mail: HigherEdCtr@edc.org; World Wide Web: http://www.edc.org/hec/ N/A 1996 -1

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Yes Blacks Child Development Cognitive Ability Educational History Equal Education Equal Opportunities (Jobs) Ethnic Groups Genetics Intelligence Intelligence Quotient Intelligence Tests Nature Nurture Controversy Racial Differences Social Problems Fenwick, Leslie T. Book/Product Reviews Speeches/Meeting Papers English "The Bell Curve" by Richard Herrnstein and Charles E. Murray has created a great deal of controversy because of its assertion that the key to explaining inequality and social problems in the United States is stratification by a unitary entity called intelligence, or cognitive ability, as measured by the intelligence quotient (IQ). Their position is in line with the persistent and influential myth of black or African intellectual inferiority. It is asserted that the book is a rehashing of the scientific racism that has influenced American political and economic thought. The most difficult and intransigent of racialist attitudes in Western thought have been generated in the African-Anglo-American triangle. As social scientists, Herrnstein and Murray believe in the relationship between IQ and genes. They join those who still believe that certain groups of people are more intelligent than other groups of people based on ethnic/racial and social class affiliations. Research on the physical precocity and early cognitive development of black children has been ignored by Herrnstein, Murray, and their supporters. A list of resources, which includes studies of early child development, is presented to supply information to counter the myths and scientism of "The Bell Curve" and its advocates. (SLD) ED405406 A History of the Constructs IQ and Race: Putting "The Bell Curve" in Perspective. 1995-02-00 19 N/A 1995 -1

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Yes Academic Achievement Algebra Calculus Communication Skills Educational Change Educational Resources Elementary Secondary Education Equal Education Geometry Learning Activities Mathematics Curriculum Mathematics Instruction Measurement Number Concepts Probability Problem Solving Standards Statistics Technology Thinking Skills Rosenstein, Joseph G. And Others Guides - Classroom - Teacher Guides - Non-Classroom New Jersey New Jersey State Dept. of Education, Trenton. New Jersey Mathematics Coalition, New Brunswick. English The New Jersey Mathematics Curriculum Framework is based on the "Mathematics Standards" adopted by the New Jersey State Board of Education on May 1, 1996, and is intended to provide guidance to teachers, administrators, and districts that will help them translate a vision of exemplary mathematics education into reality. It includes information and resources for teachers at all grade levels and for school and district administrative personnel. It illustrates how each of the standards can be addressed at all grade levels, and provides information and guidance on the major issues that need to be addressed, on the process of systemic change, and on the interrelated areas of content, instruction, and assessment. The first chapter presents the vision for mathematics education in New Jersey and the standards that articulate that vision. The next chapter, "The First Four Standards," discusses processes of problem solving, reasoning, communicating mathematics, and mathematical connections that should underlie all student learning. Each subsequent standard has its own chapter that begins with a K-12 overview of the standard and continues with grade-level discussions that include grade-level overviews of the content standard followed by sample activities. There are two planning chapters which provide guidance on strengthening a district's technology component and focuses on the process of bringing about change. (JRH) ED404181 New Jersey Mathematics Curriculum Framework. 1996-12-00 Eisenhower Program for Mathematics and Science Education (ED), Washington, DC. Teachers Administrators Policymakers Practitioners 679 New Jersey State Dept. of Education, Office of Standards and Assessment, CN 500, Trenton, NJ 08625-0500. N/A 1996 -1

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Yes Disabilities Disability Identification Disproportionate Representation Educational Diagnosis Educational Strategies Elementary Secondary Education Eligibility Equal Education Ethnic Groups Incidence Minority Group Children Prevention Racial Bias Referral Special Education Student Evaluation Markowitz, Joy And Others Guides - Non-Classroom Reports - Descriptive National Association of State Directors of Special Education, Alexandria, VA. English This report is designed to facilitate efforts to develop and implement equitable educational policies and procedures, and remedy discriminatory practices that lead to disproportionate representation of students from racial and ethnic minority groups in special education. It aims to enable technical assistance providers to provide more effective assistance and guidance to state and local education personnel in addressing disproportionate representation. Part 1 is a compilation of approaches that have the potential for effectively preventing and correcting disproportionate representation. These approaches emphasize the need to: (1) make available a strong academic program that fosters success for all students in both general and special education; (2) develop methods for preventing students from experiencing academic or behavioral difficulties, identifying difficulties early, and problem solving when difficulties arise; (3) implement effective and appropriate special education policies and procedures for referral, assessment, eligibility, classification, placement, and re-evaluation; (4) increase the involvement of parents' families and the community in the education of their children; and (5) use a variety of community resources to enrich and expand effective educational programs, including the recruitment of teachers from culturally and linguistically diverse backgrounds. Part 2 is an annotated bibliography of print resources. Part 3 is a list of individuals who are knowledgeable about the presented topic areas. (Contains 145 references.) (Author/CR) ED406810 Addressing the Disproportionate Representation of Students from Racial and Ethnic Minority Groups in Special Education: A Resource Document. 1997-03-14 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 115 N/A 1997 -1

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Yes Adolescents Age Differences Aggression Antisocial Behavior Catholic Schools Children Comparative Analysis Educational Environment Elementary Secondary Education Foreign Countries Individual Development Interpersonal Relationship Sex Differences Student Problems Teacher Attitudes Verbal Abuse Owens, Laurence D. Speeches/Meeting Papers Reports - Research Australia English Researchers have found it difficult to measure various forms of indirect aggression, such as exclusion from groups, because such behaviors are difficult to observe in field settings such as school playgrounds. This study examined gender and developmental differences in aggression, investigated across-gender aggression, and looked at teachers' estimates of students' aggression. An aggression scale was administered to students across four grades in two Catholic high schools and four Catholic primary schools. Subjects then estimated on a five point scale how often they saw the listed aggressive behaviors among students in their own grade. Results confirmed earlier findings that there are gender and developmental differences in aggression. Boys used more physical aggression strategies than girls and older girls used more indirect forms of aggression than did boys. Boys tended to have higher levels of verbal aggression than girls. Across genders, boys estimated that they used less aggression toward girls but girls disagreed. Girls used more physical aggression against boys in only one grade level and girls always used less indirect aggression. Teachers estimated that both boys and girls had higher levels of aggression than levels estimated by the students. Teachers did not know as much about indirect within-gender aggression as did students. (RJM) ED404592 Aggression in Schools: Gender and Developmental Differences. 1995-00-00 6 N/A 1995 -1

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Yes Academic Accommodations (Disabilities) Access to Education Assistive Devices (for Disabled) Classroom Techniques Communication Aids (for Disabled) Disabilities Elementary Secondary Education Hearing Impairments Learning Disabilities Media Adaptation Physical Disabilities Testing Accommodations Visual Impairments Chang, Moon K. And Others Guides - Non-Classroom Alabama State Univ., Montgomery. Coll. of Education. Alabama Univ., Birmingham. Coll. of Medicine. English This guide is designed as a resource to assist teachers in making decisions on their instructional planning and delivery by expanding and refining their repertoire of ways and means of making accommodations for students with learning disabilities and visual, hearing, and physical impairments. Part 1 presents ways of providing accommodations without specialized materials and devices for students with different types of disabilities. These include facilitating lip reading, providing lecture notes, providing tactile materials, and teaching in an accessible classroom. Testing accommodations for students with disabilities are also addressed. Certain ways are used exclusively with certain types of disabilities; however, other types of accommodations can be used across the categories of disabilities. Part 2 lists some of the important materials and devices that are not readily available to teachers for their classes but have high impact on accommodation, such as amplification systems, screen enlargers, Braille word processing, and computer voice input utilities. Short descriptions of these materials and devices are presented. Personal computer access problems and modifications to make the computer accessible to students with disabilities are also discussed. (Contains 40 references.) (CR) ED404826 Accommodating Students with Disabilities: A Guide for School Teachers. 1996-00-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. Practitioners Teachers 41 N/A 1996 -1

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Yes Child Health Childhood Needs Children Cooking Instruction Day Care Day Care Centers Dietetics Early Childhood Education Federal Regulation Food Food Handling Facilities Food Standards Foods Instruction Nutrition Nutrition Instruction Safety Safety Education State Regulation State Standards Graves, D. E., Ed. And Others Books Guides - Non-Classroom National Center for Education in Maternal and Child Health, Washington, DC. English Noting that feeding children foods that are nourishing and uncontaminated keeps children healthy and safe, this book is intended to help caregivers provide children with healthy and safe food, and meet national, state, and local nutrition standards. Chapter one provides a rationale for the book and includes tips for child care providers. Chapter two focuses on cleanliness and provides guidance on hand- and dishwashing and on keeping preparation areas clean. Chapter three addresses choosing foods that are safe to eat, protecting against choking and food spoilage, and preparing and serving foods properly. Chapter four addresses planning to meet children's food needs. Topics include child growth and development and appropriate feeding for every age group and health need. Chapter five addresses promoting pleasant meals including the physical environment, social environment, serving style, and children's food decisions. Chapter six focuses on helping children and families learn about food. Nutrition education for staff, children, and families is addressed. A substantial three-part appendix follows: the first section includes information on community resources and resource lists; the second section is directed at child care centers and contains information on menus, staffing, equipment, records, and kitchen access; the final section consists of materials for parents including helping children like new foods, food safety, and kitchen safety. (SD) ED407101 Making Food Healthy and Safe for Children: How To Meet the National Health and Safety Performance Standards--Guidelines for Out-of-Home Child Care Programs. 1997-00-00 Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Office for Maternal and Child Health Services. ISBN-1-57285-030-2 90 National Maternal and Child Health Clearinghouse, 2070 Chain Bridge Road, Suite 450, Vienna, VA 22182-2536; phone: 703-821-8955; fax: 703-821-2098. N/A 1997 -1

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Yes Adult Education American Indians Annotated Bibliographies Asian Americans Blacks Change Strategies Corporations Employed Women Employer Attitudes Employment Patterns Employment Practices Equal Opportunities (Jobs) Focus Groups Government Employees Hispanic Americans Interviews Labor Force Development Labor Legislation Literature Reviews Minority Groups National Surveys Nontraditional Occupations Private Sector Salary Wage Differentials Tables (Data) Trend Analysis Work Environment Reports - Research Department of Labor, Washington, DC. English This document reports on barriers to the advancement of minority men and all women into decision-making positions in the private sector that were identified through a study of information from the following sources: 126 employers and employees testifying at public hearings in 5 U.S. cities; 18 commissioned research papers; survey of a sample of 25 chief executive officers (CEOs) selected across a range of industries/geographic areas; 6 racially homogeneous focus groups of Asian/Pacific Islander American, African American, and Hispanic/Latino male executives; 2 focus groups with American Indians; and special data runs of U.S. Census Bureau data. The report identifies societal, business, and governmental barriers to the advancement of minorities/women in the private sector along with successful strategies for overcoming those barriers. Fifty-one tables/figures, a 20-item annotated bibliography, and 76 references are included. Appendixes constituting approximately 30% of this document contain the following: glossary; tables detailing composition of the U.S. civilian labor force by race, sex, and Hispanic origin; corporate practice tables; methodology for measuring glass ceiling realities; standard industrial/occupational classifications; methodology/questions of the CEO survey; focus group methodology; tables characterizing employed persons within industry; roster of individuals testifying at public hearings; and index of tables. (MN) ED407540 Good for Business: Making Full Use of the Nation's Human Capital. The Environmental Scan. A Fact-Finding Report of the Federal Glass Ceiling Commission. 1995-03-00 495 U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328; World Wide Web: http://www.ilr.cornell.edu. N/A 1995 -1

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Yes Capital Outlay (for Fixed Assets) Costs Educational Finance Elementary Secondary Education Expenditures Extended School Year Flexible Scheduling Operating Expenses School District Spending School Schedules Year Round Schools Brekke, Norman R. Guides - Non-Classroom Reports - Evaluative English The cost-effective management of instructional programs and facilities will continue to be a fundamental educational issue in the 21st century. This handbook discusses issues to be considered in assessing the cost effectiveness of year-round education (YRE). YRE has the potential to enhance student retention of material, reduce teacher and student absenteeism, and reduce the number of new school buildings. The handbook is based on experience of the Oxnard (California) School District, which began phasing in a 60-20 multitrack YRE program in 1976. It asserts that any analysis of the costs associated with YRE must address the operational costs for single and multitrack calendars and its potential to avoid capital costs in multitrack calendars. The handbook offers capital and operational cost studies for 11 school districts or education systems across the United States. It also provides a breakdown of costs incurred by the Oxnard School District for personnel, maintenance, custodial service, utilities, transportation, school lunch programs, materials and supplies, and mobile storage cabinets. Copies of articles about YRE from "Standard & Poors" and "Business Week" are included. (LMI) ED408661 Year-Round Education: Does It Cost More? 1997-02-10 57 N/A 1997 -1

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Yes Affective Measures Behavior Modification Childhood Attitudes Children Cognitive Restructuring Elementary Education Elementary School Students Foreign Countries Preadolescents Rational Emotive Therapy Self Concept Self Concept Measures Self Esteem Student Attitudes Burnett, Paul C. Reports - Research Speeches/Meeting Papers Australia English Self-esteem has been defined as the "totality of the individual's thoughts and feelings having reference to himself as an object." Self-concept has been defined as the descriptive and evaluative beliefs that a person holds about multidimensional characteristics of the self. As children progress through primary school, general self-concept declines. The aim of this study was to investigate the impact of Cognitive Behavioral Therapy (CBT) and Rational Emotive Therapy (RET) self-enhancement programs on childrens' self-talk, self-esteem, and irrational beliefs. Students with a mean age of 9.8 years from two classes (N=100) participated. They represented two schools that served similar socioeconomic status students in a metropolitan area. One school implemented the CBT program while the other school used the RET program. Results indicated that CBT led to a decrease in negative self-talk whereas RET did not affect this variable; results also indicated that RET led to a decrease in the dependence irrational belief whereas CBT did not influence these scores over time. It was also suggested that children changed over time irrespective of which program they received. Nonetheless, both intervention programs led to an increase in positive self-talk and an increase in positive rational beliefs in the conformity and discomfort intolerance areas. (LSR) ED409497 Self-Esteem Enhancement in Upper Primary School Children. 1996-09-00 9 N/A 1996 -1

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Yes Academic Standards Curriculum Development Disabilities Diversity (Student) Educational Assessment Educational Change Educational Innovation Educational Practices Elementary Secondary Education Evaluation Methods Inclusive Schools Individualized Instruction Mainstreaming Outcomes of Education Regular and Special Education Relationship Special Education Student Characteristics Student Evaluation Theory Practice Relationship McDonnell, Lorraine M., Ed. And Others Books Reports - Research Goals 2000 Individuals with Disabilities Education Act National Academy of Sciences - National Research Council, Washington, DC. English In this book, the Committee on Goals 2000 and the Inclusion of Students with Disabilities addresses standards-based reform and the education of students with disabilities, and presents recommendations to states and communities that seek to make these reforms consistent with current policies and practice in special education. The first chapter provides an overview of the committee's study of standards-based reform and students with disabilities. Chapter 2 compares the federal and state policy frameworks supporting standards-based reforms and special education, discusses the difficulties of translating policy into practice, and analyzes the incentives each framework creates for serving students with disabilities. Chapter 3 describes the heterogeneity of students with disabilities and considers how this may affect their participation in standards-based reforms. An overview of post-school outcomes is presented in chapter 4, along with curricular and instructional issues for students with disabilities and their relationship to the standards. Chapter 5 analyzes the use of large-scale assessments for measuring student progress relative to state standards and for ensuring that the education system is publicly accountable. The last chapter presents the committee's 12 recommendations. Appendices include a summary of a workshop on students with disabilities and standards-based reform. (Contains over 500 references.) (CR) ED409677 Educating One & All: Students with Disabilities and Standards-Based Reform. 1997-00-00 Office of Special Education and Rehabilitative Services (ED), Washington, DC. ISBN-0-309-05789-2 304 National Academy Press, 2101 Constitution Ave., N.W., Washington DC 20418 ($42.95). N/A 1997 -1

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Yes Cognitive Development Comprehension Curriculum Development Higher Education Metacognition Preservice Teacher Education Reflective Teaching Research Needs Teacher Attitudes Teacher Characteristics Teaching Methods Waxman, Hersholt C., Ed. And Others Collected Works - General Reports - Descriptive Association of Teacher Educators, Reston, VA. English These papers provide summaries of the most important discussions, conclusions, and issues from papers presented at a conference on reflective inquiry in teacher education. The following areas are covered: (1) new images for reflecting about teacher education; (2) reflecting on reflection in teacher education; (3) research on reflection in teacher education; (4) the classical and modern views of reflection; (5) components of rational practice--planning, implementation, and reflection; (6) an analysis of teacher socialization and the reflective practice; (7) a definitional comparison between theory and practice; (8) preferred characteristics of reflective teacher education; (9) criteria for a framework of the knowledge base in teacher education; (10) meaning and implications of reflective teaching for preservice teacher educators; (11) rethinking the rhetoric of "reflective inquiry" in teacher education programs; (12) promoting teacher reflection through structured dialog; (13) methods for fostering teacher education students' reflective analysis of research on teaching; (14) perspectives on a "teacher as reflective decision maker"; (15) reflective self-assessment in student teachers; (16) development of reflective thinking skills about pedagogy; (17) reflective leadership in school principals; (18) reflective concerns facing classroom teachers; and (19) the potential of reflective practice. There are 120 references. (JD) ED316542 Images of Reflection in Teacher Education. 1988-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 58 N/A 1988 -1

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Yes Archives Authors Females Modern History Personal Writing Presidents of the United States Primary Sources Resource Materials Social History United States History Womens History Smith, Nancy Kegan, Comp. Ryan, Mary C., Comp. Collected Works - General Historical Materials National Archives and Records Administration, Washington, DC. English This collection of essays about the Presidential wives of the 20th century through Nancy Reagan. An exploration of the records of first ladies will elicit diverse insights about the historical impact of these women in their times. Interpretive theories that explain modern first ladies are still tentative and exploratory. The contention in the essays, however, is that whatever direction historical writing on presidential wives may follow, there is little question that the future role of first ladies is more likely to expand than to recede to the days of relatively silent and passive helpmates. Following a foreword and an introduction, essays in the collection and their authors are, as follows: "Meeting a New Century: The Papers of Four Twentieth-Century First Ladies" (Mary M. Wolfskill); "Not One to Stay at Home: The Papers of Lou Henry Hoover" (Dale C. Mayer); "'I Want You to Write to Me': The Papers of Anna Eleanor Roosevelt" (Frances M. Seeber); "Harry's Silent Partner: The Papers of Bess Truman" (Maurine H. Beasley); "Ike Was Her Career: The Papers of Mamie Doud Eisenhower" (Martin M. Teasley); "An Enduring Fascination: The Papers of Jacqueline Kennedy" (Mary Ann Watson); "A Journey of the Heart: The Papers of Lady Bird Johnson" (Nancy Kegan Smith); "'She Deserved So Much More': The Papers of Pat Nixon" (Paul A. Schmidt); "'If There Was Anything You Forgot to Ask...': The Papers of Betty Ford" (Karen M. Rohrer); "'These Are Precious Years': The Papers of Rosalynn Carter" (Faye Lind Jensen); and "'She Saves Everything': The Papers of Nancy Davis Reagan" (Carl Sferrazza Anthony). The collection concludes with an afterword and suggestions for further reading. (NKA) ED412562 Modern First Ladies: Their Documentary Legacy. 1989-00-00 ISBN-0-911333-73-8 189 N/A 1989 -1

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Yes Children Disability Identification Discriminant Analysis Elementary Education Evaluation Methods Interpersonal Communication Language Impairments Language Processing Language Proficiency Language Skills Language Tests Maps Student Evaluation Verbal Ability Scheffel, Debora L. Reports - Research Speeches/Meeting Papers English A study examined the differences between 17 children with language disorders and 20 children with normal language development (ages 8-13) in the way they developed shared knowledge with an adult using an interactive communication task. The structure interaction map task involved the child describing a route through a simple schematic map to an adult who had a similar map, but without a route. Subjects were informed that the listener's map was slightly different from their map and they could not view the listener's copy. Five maps were used with a number of pictorial features relevant to describing the route. For each map, the adult introduced questions about features that were nonexistent on the subjects' map. Results found that there was a significant difference in the verbal productivity between the group of children with normally developing language and those evidencing language disorders. No significant differences were found in the number of conversational turns attempted, the number of features named, or the expansions. Using a discriminant function analysis, however, 75 percent of the children with language disorders could be correctly classified based on performance on the 4 variables of expansions, features named, words spoken, and conversational turns. (Contains 12 references.) (CR) ED408776 The Language of Negotiation: Comparing Children with Language Based Learning Disabilities and Children with Normally Developing Language. 1997-02-00 12 N/A 1997 -1

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Yes Articulation (Speech) Bilingualism Child Language Children Code Switching (Language) Computer Oriented Programs Computer Software Computer Software Evaluation Error Correction Foreign Countries French Hearing Impairments Language Patterns Language Research Language Role Linguistic Theory Neurolinguistics Neurological Impairments Psycholinguistics Second Languages Speech Impairments Speech Therapy Suprasegmentals Vocabulary Grosjean, Francois, Ed. Collected Works - Serials Multilingual/Bilingual Materials Neuchatel Univ. (Switzerland). Inst. de Linguistique. French English Research papers on language and linguistics include: "Enchainement des mots et acces au lexique en francais" ("Word Order and Lexical Access in French") (Besson); "L'apport de la coarticulation dans la perception de consonnes occlusives et constrictives" ("The Contribution of Coarticulation to the Perception of Occlusive and Constrictive Consonants") (Gigandet); "Continuum acoustique 'camp-gant' obtenu par hybridation: fiche descriptive" ("Acoustic Continuum of 'Camp-Gant' Obtained by Hybridation: Descriptive Note") (Grosjean and Dommergues); "Traitement du langage chez le bilingue: la comprehension des interferences" ("Treatment of Language in the Bilingual: Comprehension of Interferences") (Guillelmon); "L'influence de la langue de base dans la perception des alternances codiques: le cas de la consonne initiale du mot" ("The Influence of the Base Language in the Perception of Code Alternations: The Case of the Word-Initial Consonant") (Handschin); "L'acces au lexique de code-switchs chez le bilingue: effets de la densite et du contexte" ("Lexical Access for Code-Switching in Bilinguals: Effects of Density and Context") (Leuenberger); "Caracterisation des structures de performance en francais" ("Characterization of Performance Structures in French") (Monnin); "Le traitement de la liaison chez l'enfant: etudes experimentales" ("Treatment of Liaison in the Child: Experimental Studies") (Morel) ; "Choix de langue et alternance codique chez le bilingue en situations de communication diverses: etude experimentale" ("Language Choice and Code Switching in the Bilingual in Diverse Communication Situations: Experimental Study") (Weil); "La methode verbo-tonale applique a un groupe d'enfants sourds" ("The Verbo-Tonal Method Applied to a Group of Deaf Children") (Dubray and Kramer); "Prediction et perception de la prosodie chez es sujets cerebro-leses" ("Prediction and Perception of Prosody in Brain-Damaged Subjects") (Hirt); "Perception categorielle et sujets cerebro-leses: donnees preliminaires" ("Category Perception and Brain-Damaged Subjects: Preliminary Data") (Klose); "Perception Categorielle et troubles du langage ecrit" ("Category Perception and Troubles with Written Language") (Lambert-Dutoit); "Speech Viewer I: comment on s'en sert et comment s'en servir" ("Speech Viewer I: How To Use It") (Muller and Prelaz); "Automatic Correction of French Prose Written by English Native Speakers: An LFG Approach" (Cornu); "Evaluating Second Language Grammar Checkers" (Tschichold); "Les erreurs d'utilisation des temps anglais par les francophones: ebauche d'un verificateur Prolog" ("English Tense Usage Errors by Francohones: Notes on a Prolog Grammar Checker") (Tschumi); "The ARCTA Prototype: An English Writing Tool and Grammar Checker for French-Speakers" (Tschumi; and others); "Selecting English Errors Made by French-Speakers for Automatic Correction" (Tschumi and Tschichold); "Using Automata To Detect and Correct Errors in the Written English of French-Speakers" (Kubler and Cornu); and "DELENE: un desambiguisateur lexical neuronal pour textes en langue seconde" ("DELENE: A Lexical Disambiguator for Second Language Texts") (Bodmer). Individual papers contain references. (MSE) ED412726 Travaux du laboratoire de traitement du langage et de la parole (Laboratory Work in the Treatment of Language and Linguistics). Travaux Neuchatelois de Linguistique (TRANEL) n21 Sep 1994 1994-09-00 271 N/A 1994 -1

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Yes Academic Achievement Achievement Tests Educational Trends Elementary Secondary Education Mathematics Achievement Measurement Techniques National Surveys Outcomes of Education Racial Differences Reading Achievement Science Education Sex Differences Student Characteristics Tables (Data) Trend Analysis Writing (Composition) Campbell, Jay R. Voelkl, Kristin E. Donahue, Patricia L. Reports - Research National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. English Measuring students' progress toward higher achievement has been the purpose of the National Assessment of Educational Progress (NAEP) since its inception in 1969. Students in public and nonpublic schools have been assessed in various subject areas on a regular basis, and the NAEP has also collected information about background variables that provide a context for interpreting assessment results and documenting the implementation of educational reform. Sections of this report present the results of science, mathematics, reading, and writing trend assessments, charting trends back to the first year in which each assessment was given. Trends in average performance over these time periods are discussed for students at ages 9, 13, and 17 for science, mathematics, and reading assessments, and for students in grades 4, 8, and 11 for the writing assessment. Trends in average performance differences between White and Black students, White and Hispanic students, and male and female students are also discussed. The overall pattern of science performance is one of early decline followed by recent improved performance. Nevertheless, the average 1996 score remains lower than that of 1969. In mathematics, trends indicate overall improvement across the assessment years, while in reading the pattern of average increases from 1971 through 1988 has not been sustained into the 1990s. In writing, the eleventh-grade trend has been downward, while eighth-grade scores have shown little consistency, and fourth-grade scores have changed little across the assessment years. A procedural appendix and data appendixes for each of the subject areas are attached. (Contains 40 figures and 42 tables.) (SLD) ED409383 NAEP 1996 Trends in Academic Progress. Achievement of U.S. Students in Science, 1969 to 1996; Mathematics, 1973 to 1996; Reading, 1971 to 1996; Writing, 1984 to 1996. 1997-09-00 National Center for Education Statistics (ED), Washington, DC. 350 National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, N.W., Washington, DC 20208-5641; phone: 800-424-1616; World Wide Web: http://www.ed.gov/NCES/naep. N/A 1997 -1

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Yes Academic Achievement Attendance Block Scheduling Discipline Educational Quality High Schools Outcomes of Education Performance School Schedules Scores Student Attitudes Teacher Attitudes Time Blocks Snyder, Dave Reports - Research Speeches/Meeting Papers English This paper describes the 2-year outcomes of one high school's implementation of an intensive 4-block schedule. The study at Angola High School (Indiana) compared schoolwide grade-point averages (GPAs), standardized test scores, attendance data, and disciplinary records to school-baseline data from the 2 years prior to implementation of the block schedule. A questionnaire was administered to teachers and students before implementation of the new schedule, 3 months into the schedule, at the end of the first year, and at the end of the second year. Findings indicate significant improvement in schoolwide GPAs for all except two departments and improvement in semester exam grades. There was an almost 8 percent increase in the percentage of students on the honor roll; an increase in American College Testing Assessment scores, the Indiana State Proficiency Exams, and Scholastic Aptitude Tests; and improved attendance. Advanced Placement scores dropped slightly. Students, faculty, and parents expressed a high level of satisfaction with the new schedule. The data also suggest that extensive planning for the schedule and aggressive staff training were instrumental in achieving the improvements. (Contains 10 references and 20 figures.) (LMI) ED414626 4-Block Scheduling: A Case Study of Data Analysis of One High School After Two Years. 1992-10-00 14 N/A 1992 -1

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Yes Child Language Day Care Centers Early Childhood Education Emergent Literacy Ethical Instruction Ethics Foreign Countries Interaction Interpersonal Relationship Learning Learning Readiness Learning Strategies Maori Maori (People) Reading Readiness School Choice School Readiness Student Adjustment Teacher Student Relationship Technology Education Wright, Judith, Ed. Podmore, Valerie, Ed. Collected Works - General New Zealand ISSN-0112-0530 New Zealand Council for Educational Research, Wellington. English This booklet is a collection of articles addressing current issues in early childhood education. The first article, "Would You Like to Pack Away Now?: Improving the Quality of Talk in Early Childhood Programs," (Laurie Makin) addresses how teachers talk to children. The second article, "Persistence When It's Difficult: A Disposition to Learn for Early Childhood," (Margaret Carr) addresses learning attributes for 4-year-olds. The third article, "Emergent Literacy in Kindergartens," (Claire J. McLachan-Smith and Alison St. George) examines literacy readiness. The fourth article, "Quality Childcare: Do Parents Choose It?" (Anne B. Smith and Shanee I. Barraclough) addresses parental choice of child care. The fifth article, "The Technical Language Children Use at Home," (Marilyn Fleer) examines technology education. The sixth article, "Anau Ako Pasifika: A Home-Based Early Childhood Project for Pacific Islands Families in Aotearoa/New Zealand," (Diane Mara) describes a program that enhances children's language. The seventh article, "Good Practice to Best Practice: Extending Policies and Children's Minds," (Anne Meade) describes the positive changes in early childhood education policy in New Zealand in the late 1980s. The eighth article, "Te Kohanga Reo: More than a Language Nest," (Arapera Royal Tangaere) describes the Maori movement. The ninth article, "Ethical Quandaries for Neophyte Early Childhood Practitioners," (Kennece coombe and Linda Newman) addresses professional ethics in early childhood teacher education. The tenth article, "Factors Impacting on Children's Adjustment to the First Year of School," (Kay Margetts) addresses children's adjustment to school. (SD) ED413080 Early Childhood Folio 3: A Collection of Recent Research. 1997-00-00 61 New Zealand Council for Educational Research Distribution Services, P.O. Box 3237, Wellington, New Zealand; fax: 64-4-384-7933; e-mail: sales@nzcer.org.nz N/A 1997 -1

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Yes College Students Foreign Countries Postsecondary Education Stress Management Stress Variables Technical Institutes Vocational Education Hayward, Abbe Stott, Clare Collected Works - Serials Reports - Research United Kingdom (England) ISSN-1364-6869 Further Education Development Agency, London (England). English A study was conducted of student stress in a further education (FE) college in northwest England. In collaboration with the college, two questionnaires were developed, one for the teaching staff and the other for the students. Questionnaires were distributed to 69 staff and 1,100 students, with a response rate of 94 percent from staff and 84 percent of the students. Interviews were also conducted with a sample of staff and a cross-section of students. The study found that the majority of student respondents appeared to be content and not suffering from significant distress. Most students, however, felt that exams were very stressful. Other significant stresses included academic-related issues, family problems, and worry about the future. Staff members believed that peer pressure and social status were significant stresses for the students, along with part-time jobs. In common with the students, staff also mentioned future careers and high expectations as causes of stress. As a result of the study, the college developed strategies to remedy problems caused by stress related to academic work, personal problems, the need for social areas, college policies, and student-staff relationships. (KC) ED417284 Student Stress in an FE College: An Empirical Study. FEDA Bulletin v2 n3 Mar 1998 1998-03-00 13 Further Education Development Agency, Publications Dept., Coombe Lodge, Blagdon, Bristol BS40 7RG, England, United Kingdom (3.50 British pounds). N/A 1998 -1

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Yes Educational Policy Elementary Education Eligibility Handicap Identification Hispanic American Students Learning Disabilities Legal Responsibility Limited English Speaking Referral Student Evaluation Student Placement Urban Education Wilkinson, Cheryl Y. Ortiz, Alba A. Reports - Evaluative Texas Texas Univ., Austin. Handicapped Minority Research Inst. on Language Proficiency. English The study examined policies and practices related to the reevaluation of 36 limited English proficient (LEP) and 36 non-LEP Hispanic students in elementary learning disability (LD) programs in two Texas urban school districts and how these policies and practices impact continued special education eligibility. The following specific objectives were researched: procedures used for assessment and placement of LD Hispanic students during the 3-year review; changes in test scores and language data which occurred during LD Hispanic students' first 3 years in special education; and current policies and practices influencing the 3-year reevaluation assessment and placement of LD Hispanic students. Among policy recommendations resulting from the study are the following: (1) assessment of language minority students referred to special education should include language assessment based on natural communication samples, and measures which tap cognitive academic language proficiency and pragmatic skills; (2) written justification should be required for English only assessments; (3) eligibility criteria specific to language minority students should be developed; (4) the LEP student should not be labeled learning disabled unless there is evidence that the handicapping condition exists in the primary language and not only in English; (5) appraisal personnel should be bilingual. Thirty-three tables are included along with a 36-item reference list. (DB) ED283314 Characteristics of Limited English Proficient and English Proficient Learning Disabled Hispanic Students at Initial Assessment and at Reevaluation. 1986-10-00 Department of Education, Washington, DC. Policymakers 83 N/A 1986 -1

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Yes Certification Child Abuse Child Custody Child Neglect Children Childrens Rights Contracts Day Care Centers Disabilities Early Childhood Education Educational Quality Fringe Benefits Insurance Interviews Legal Problems Legal Responsibility Medical Services Organization Personnel Personnel Management Wages Federlein, Anne Cairns Opinion Papers Child Development Designs, Inc., West Bloomfield, MI. English Written as a quick reference for busy persons interested in the legal issues in child care, this booklet in no way pretends to be a legal authority on the issues, but was designed to serve as a practical guide. Content is based on questions frequently asked in the summer of 1986 during the Legal Issues Seminars held by Child Development Designs, Inc., and attended by administrators, teachers, corporate employers, and parents. Discussion of children's issues focuses on high quality programs, records on children and families, right to privacy, medical care, custody, child abuse and neglect, and handicapped children. Organizational issues are discussed in terms of the organization of the day care center, insurance, contracts, liability, and licensing. Personnel issues explored concern interviewing, dismissal, wages, benefits, and contracts. (RH) ED287612 Legal Issues in Early Childhood Centers. 1986-00-00 30 N/A 1986 -1

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Yes Family History Global Education Grade 8 Instructional Materials International Relations Junior High Schools Middle Schools Multicultural Education Social History Social Studies State History United States History World War II Guides - Non-Classroom New York New York City Board of Education, Brooklyn. Office of Multicultural Education. English This curriculum resource guide allows students to interpret key historical events and trends from the perspectives of a variety of cultural, linguistic, and ethnic groups. The 20 learning activities represent suggested approaches for teaching Units 11 and 12 of the New York State Grades 7 and 8 syllabus. Each unit is comprehensive, divided into topical learning activities. Focus questions, teacher background materials, major ideas, concepts, performance objectives, development strategies and worksheets are included. Follow-up activities provide extension suggestions for individual students or classes. Worksheets contain primary sources such as photographs, speeches, letters, and diaries of a particular era. Unit 11, "The Changing Nature of the American People from World War II to the Present," contains 14 learning activities. Unit 12, "Citizenship in Today's World," provides 6 activities. (EH) ED418013 United States & New York State History, Grade 8. A Multicultural Perspective. Volume III. 1995-00-00 ISBN-1-55839-216-5 Practitioners Teachers 343 Publications Sales Center, 131 Livingston Street, Room 515, Brooklyn, NY 11201; telephone 718-935-3990. N/A 1995 -1

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Yes Educational Assessment Educational Quality Foreign Countries Job Training Postsecondary Education Quality Control Secondary Education Standards Total Quality Management Vocational Education Van den Berghe, Wouter Reports - Research European Union European Centre for the Development of Vocational Training, Thessaloniki (Greece). English Indicators are used in quite different ways in vocational education and training, from control and accountability to performance and quality purposes. A classification model has been proposed in which many indicators can fit. It is based on two important dimensions of indicators: (1) the "message" relating to the information content, meaning, and signification of the indicator and (2) the "purpose" relating to the function and use of the indicator. Four main areas on the scale for the message dimension are as follows: exclusively descriptive, management and policy, performance, and quality. Three areas on the scale for the purpose dimension are indicators used for analysis, used for communication, and with a normative purpose. The two main driving forces for the use of indicators are public authorities and institutions. International and European achievements in the work on quality indicators are illustrated by the following: the Organization for Economic Cooperation and Development's INES (Indicators of National Education System) project, the Eurostat key data, and the European Training Foundation key indicators on vocational education and training (VET). At the level of VET institutions, a wide range of performance and quality indicators have been developed across Europe in the Netherlands, Italy, Portugal, Denmark, and Western Australia. The advantages of using quality indicators can be achieved only if 10 conditions---5 design requirements and 5 requirements for processing and use--are met. (Appendixes contain 77 references, design methodology for quality indicators, and glossary.) (YLB) ED417351 Indicators in Perspective. The Use of Quality Indicators in Vocational Education and Training. CEDEFOP Document. 1997-11-00 ISBN-92-828-2820-4 77 Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706-4391; phone: 800-274-4888 (catalogue no. HX-12-98-069-EN-C: 8.50 European Currency Units). N/A 1997 -1

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Yes Adolescents Change Strategies College Students Community Action Crime Drug Abuse Government Role Hearings High School Students High Schools Illegal Drug Use Juvenile Gangs Prevention Rural Areas Rural Youth School Role Youth Problems Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. House Committee on Government Reform and Oversight. English A House subcommittee hearing held in DeKalb, Illinois, received testimony on drug abuse problems among young people in small towns and rural areas. Personal experiences of drugs and their effects on young people were described in statements from the mother of a victim of drug-related violence, a former drug dealer, a former drug user and gang member, and a teenager who had never used drugs. Representatives of substance abuse prevention programs, law enforcement, and criminal justice agencies discussed federal, state, and community responsibilities regarding drug abuse prevention; the need to change societal norms related to drugs, alcohol, and violence; goals and activities of the DeKalb County Partnership for a Substance Abuse Free Environment; the increased potency of drugs in the past decade; efforts to deter the international drug trade; prevention strategies in DeKalb schools; health promotion strategies related to substance abuse prevention at colleges; drug use in rural DeKalb County and its relationship to crime; the need to disseminate successful prevention strategies; the effectiveness of community-wide cooperation; and the importance of parents acting as positive role models. A local citizen cited the many failures of the 40-year "war on drugs" and suggested some potential benefits of legalization. (SV) ED419638 The Drug Threat to Teens in Our Rural Communities. Hearing before the Subcommittee on National Security, International Affairs, and Criminal Justice of the Committee on Government Reform and Oversight, House of Representatives, One Hundred Fifth Congress, First Session (DeKalb, IL, July 7, 1997). 1998-00-00 ISBN-0-16-056213-9 94 U.S. Government Printing Office, Superintendent of Documents, Congressional Sales Office, Washington, DC 20402. N/A 1998 -1

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Yes Community Involvement Cross Cultural Training Cultural Awareness Cultural Differences Cultural Pluralism Culturally Relevant Education Diversity (Student) Educational Attitudes Educational Change Educational Strategies Educational Trends Elementary Secondary Education Higher Education Inservice Teacher Education Learning Resources Centers Multicultural Education Outreach Programs Preservice Teacher Education Resource Centers School Community Programs Sociocultural Patterns Teacher Education Teacher Workshops Teaching Methods Sawchuk, Mariette T. Taylor, Nancy S. Perry, Jill, Ed. Guides - Non-Classroom Reports - Descriptive Tests/Questionnaires Mount St. Mary's Coll., Los Angeles, CA. English This document is intended to be a resource to others who would like to emulate the programs and resources of the Center for Cultural Fluency, a center for K-12 teachers trying to address cultural diversity in the classrooms. The Center is a multicultural teacher resource facility offering classroom materials and workshops to assist teachers and consequently, their students, to be comfortable with difference. The document briefly reviews the history of Mount St. Mary's College and describes the Center's program, its teacher forums, the staff, the teachers' role, and the history and need context within which the programs were founded. It then delineates the assumptions, philosophy, and goals under which the Center operates, noting its belief in anti-bias action, multiculturalism, interracial communities, and respect for person. In another section, the document outlines the types of community connections needed to make the programs work; the collection of resource materials is described in another section. Other sections are devoted to describing the activities of the Center's teacher forums and its spring conference. Curriculum development and outreach projects are also described. The final sections sets out a blueprint for starting a cultural fluency center. Appendixes list advisory council members, database details, show an agenda for a day's Teacher Forum activity, the pre- and post-Forum Assessment form, and a sample first-year equipment and supplies budget. (Contains 11 endnotes.) (CH) ED412875 Teaching for Cultural Fluency. The Center for Cultural Fluency: A Model Multicultural Resource Center. Celebrating Cultural Diversity in Higher Education Series. 1997-00-00 50 PRISM Publishing, Mount Saint Mary's College, 12001 Chalon Road, Los Angeles, CA 90049-1599 ($16). N/A 1997 -1

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Yes Academic Achievement Achievement Tests Athletics Elementary Secondary Education Extracurricular Activities Participation Sex Differences Tables (Data) Test Results Fleenor, Paula Dissertations/Theses - Masters Theses Numerical/Quantitative Data Reports - Research California Test of Basic Skills English This study was conducted to determine the positive or negative relationship between school athletic program participation and the academic achievement of students in the 4th through 11th grades as measured by the California Tests of Basic Skills (CTBS). CTBS tests are taken in grades 4 and 11 and their scores are compared to scores from students in the rest of the United States. The comparison yields percentiles in which the students are placed, and it is these percentiles that are used in this study. Athletic programs are programs in which a student can participate in an extracurricular sporting activity. In this study, both male and female students who either did not play sports at all or who participated in school-sponsored baseball, basketball, cheerleading, football, golf, softball, or tennis at any time from the 4th grade through the 11th grade were eligible. Twenty students formed the experimental group, and 20 made up a control group. Each group was further subdivided into 10 boys and 10 girls. The four groups were classified into boys who did not play sports and girls who did not play sports (control groups), and two experimental groups: boys who played sports and girls who played sports. The evaluation of the data showed no significant differences in the CTBS percentiles of any of the groups in this study. The boys and girls of the experimental group and the boys and girls of the control group showed no significant differences when analyzed together. CTBS test percentiles of all groups fluctuated from 4th through 11 grades, but the fluctuation was not enough to show significance in this study. Five appendixes contain information on the scores and their statistical analyses. (Contains 7 graphs, 20 tables, and 27 references.) (SLD) ED423255 A Study To Determine the Effects of School Athletic Programs on the CTBS Test Percentiles of Students. 1997-12-00 76 N/A 1997 -1

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Yes Behavioral Objectives Competence Competency Based Education Computer Assisted Design Computer Assisted Manufacturing Computer Science Consortia Curriculum Design Curriculum Guides Employment Qualifications Entry Workers Equipment Maintenance Equipment Utilization Job Skills Learning Activities Learning Modules Machine Tool Operators Machine Tools Manufacturing Industry Numerical Control Postsecondary Education Production Technicians Robotics Technical Education Vocational Education Guides - Classroom - Learner Guides - Classroom - Teacher Texas State Technical Coll. System, Waco. English This package consists of course syllabi, an instructor's handbook, and student laboratory manual for a 1-year vocational training program to prepare students for entry-level positions as advanced computer numerical control (CNC) and computer-assisted manufacturing (CAM) technicians.. The program was developed through a modification of the DACUM (Developing a Curriculum) technique. The course syllabi volume begins with the MASTER (Machine Tool Advanced Skills Technology Educational Resources) Program Consortium competency profile with 9 duties (and supporting technical workplace competencies): practice safety; apply mathematical concepts; interpret engineering drawings and control documents; recognize different manufacturing materials and processes; measure/inspect; perform conventional machining; perform advanced machining; use verification and communication systems; and program using CAM [computer-aided manufacturing] systems. The first volume contains the justification, documentation, and course syllabi for the courses. Each syllabus contains the following: course description; prerequisites; course objectives; required course materials; methods of instruction; lecture outline; lab outline; Secretary's Commission on Achieving Necessary Skills competencies taught; and appropriate reference materials. The instructor's handbook consists of technical training modules that include some or all of the following: time required; duty; task; objective(s); instructional materials list; references; student preparation; introduction; presentation outline; practical application; evaluation; summary; and attachments, including handouts, laboratory worksheets, and self-assessment with answer key. The handbook is arranged by duty grouping, with technical modules developed for each task box on the competency profile. The student laboratory manual contains a DACUM chart and learning modules. Each module in the student manual includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (MN) ED422486 Advanced CNC and CAM Series. Educational Resources for the Machine Tool Industry. Course Syllabi, Instructor's Handbook [and] Student Laboratory Manual. 1998-00-00 Office of Vocational and Adult Education (ED), Washington, DC. National Science Foundation, Arlington, VA. Div. of Undergraduate Education. Practitioners Students Teachers 941 Online at http://machinetool.tstc.edu N/A 1998 -1

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Yes Adults Asperger Syndrome Autism Children Clinical Diagnosis Communication Skills Community Resources Daily Living Skills Elementary Secondary Education Family Environment Inclusive Schools Interpersonal Competence Intervention Parent School Relationship Rehabilitation Respite Care Student Characteristics Student Educational Objectives Supported Employment Therapy Vocational Rehabilitation Guides - Non-Classroom Reference Materials - Bibliographies Reference Materials - Directories/Catalogs Indiana Indiana Univ., Bloomington. Indiana Resource Center for Autism. English This collection of articles and bibliographies provides a comprehensive guide to autism. Section 1 presents general information on autism such as characteristics, myths and facts about autism, factors associated with autism, and diagnostic criteria for autism and Asperger's disorder. Section 2, on the family, addresses such aspects as the diagnosis of autism, parent-professional collaboration, respite services, and supplemental security income. Section 3 provides extensive information on educational programming including inclusion, long range goals, planning for successful transition, peer support programs, integrated therapy, and building independence. Section 4, on adults with autism, covers lifestyle planning, supported living, vocational rehabilitation, and employment. Section 5, on behavior, addresses consequences, self-management, discrete trial training, movement differences, negation, relaxation, desensitization, managing challenging behavior, designing a behavior plan, analyzing the purpose of behavior, and positive behavior programming. Among the many topics discussed on communication (Section 6) are analysis of communicative behavior, communicating with people with autism, the role of the school speech language pathologist, facilitated communication, integration training, and augmentative communication. Section 7 addresses social and leisure aspects, including the value of movement activities, use of local community resources, and increasing social interaction. Section 8 is about self-help and medical concerns including medication, social/sexual training, and toilet training. The final section describes services and resources available through the Indiana Resource Center for Autism. (Contains over 200 references.) (DB) ED422705 Autism Training Sourcebook. 1997-08-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 352 Indiana Resource Center for Autism, Institute for the Study of Developmental Disabilities, The University Affiliated Program of Indiana, Indiana University, 2853 East Tenth St., Bloomington, Indiana 47408-2601; telephone: 812-855-6508; TDD: 812-855-9396; fax: 812-855-9630; e-mail: prattc@isdd.isdd.indiana.edu; World Wide Web: http://www.isdd.indiana.edu N/A 1997 -1

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Yes Academic Achievement Comparative Analysis Cross Cultural Studies Family Environment Foreign Countries Grade 7 Grade 8 International Education International Studies Junior High Schools Middle Schools Science Education Sex Differences Student Attitudes Tables (Data) Teaching Methods Beaton, Albert E. And Others Reports - Evaluative Trends in International Mathematics and Science Study Boston Coll., Chestnut Hill, MA. Center for the Study of Testing, Evaluation, and Educational Policy. International Association for the Evaluation of Educational Achievement. English The Third International Mathematics and Science Study is the largest and most ambitious study ever undertaken by the International Association for the Evaluation of Educational Achievement. Forty-five countries collected data in more than 30 languages. Five grade levels were tested in the two subject areas. This report describes the science achievement of seventh and eighth graders, emphasizing the results from the eighth-grade assessment. Results are presented for the 41 countries that completed all the steps necessary to appear in this report. Singapore was the top performing country at both grade levels, with Colombia, Kuwait, and South Africa performing at the lowest levels. Perhaps the most striking finding was the large difference in average achievement between the top-performing and bottom-performing countries. Results provided a chain of overlapping countries, with most countries having an average achievement similar to that of a cluster of others, but with large differences between the top and bottom of the chain. In most countries and internationally, boys outperformed girls at both grade levels. The majority of eighth graders in nearly every country indicated that they liked science, but not all students had positive feelings about the subject. Home factors were strongly related to achievement in every participating country, but relationships between science achievement and instructional practices were less clear within and across countries. Six appendixes present information on study methodology and selected achievement results for some countries. (Contains 61 tables, 23 appendix tables, 19 figures, and 1 appendix figure.) (SLD) ED410234 Science Achievement in the Middle School Years. IEA's Third International Mathematics and Science Study (TIMSS). 1996-11-00 National Science Foundation, Arlington, VA. National Center for Education Statistics (ED), Washington, DC. ISBN-1-889938-03-3 237 Boston College, Center for the Study of Testing, Evaluation, and Educational Policy, TIMSS International Study Center, Campion Hall 323, Chestnut Hill, MA 02167 ($30; international customers add $7.50 for postage). N/A 1996 -1

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Yes Child Welfare Crisis Intervention Family Environment Family Needs Family Problems Family School Relationship High Risk Students Preschool Children Preschool Education Resource Materials Safety Safety Education Staff Development Training Methods Workshops Guides - Non-Classroom National Alliance of Business, Inc., Washington, DC. English This guide offers Head Start staff training in how to prevent, or identify and respond to family crises in ways that can build resiliency in families. Following an introductory section, the guide presents four training modules. Each module details expected outcomes, key concepts, background information, learning activities, and next steps. Handouts are included for each module. Module One, "Preventing Family Crises," examines crisis prevention via a solution-focused approach. Module Two, "Assessing Family Crisis," prepares staff to recognize and assess families in a state of crisis. This section also explores the elements contributing to crises, the phases of crises, and the psychological effects of crises. Module Three, "Responding to Families in Crisis," focuses on crisis intervention and the role of Head Start staff in carrying out and supporting that process. Intervention techniques to defuse and resolve a crisis are explored. Module Four, "Dealing with Potentially Dangerous Situations," examines the issues of family and staff safety at a number of levels, along with strategies for dealing with challenging or threatening behaviors. The final sections include information on continuing professional development, activities that reinforce and expand staff skills, and resources for further information. (SD) ED424024 Supporting Families in Crisis. Training Guides for the Head Start Learning Community. 1998-03-17 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. ISBN-0-16-042757-6 Administrators Practitioners Teachers 139 U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. N/A 1998 -1

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Yes Ability Diversity (Student) Elementary School Students Elementary School Teachers Grade 4 Homogeneous Grouping Intermediate Grades Mathematics Instruction Questionnaires Self Concept Student Attitudes Student Placement Teacher Attitudes Track System (Education) Shimahara, Erika Dissertations/Theses - Masters Theses Reports - Research Tests/Questionnaires English Tracking is a predominant method used by American public schools to instruct children of multiple abilities. Tracking has been highly criticized by scholars, however, for its detrimental effects on children's education. This paper investigates practitioners' rationale for using tracking and explores the effects of tracking in the classroom and on students. The study consisted of observations of four fourth-grade classrooms, interviews with their four teachers, and surveys of 30 fourth-grade students in an elementary school in central Virginia. Although these students were grouped into four homerooms, they were taught mathematics in five ability groups. The results partially support the literature that suggests that teachers prefer tracking because it facilitates instruction. Further analysis suggests that tracking may appear to have degenerating effects on children, particularly on their self-perceptions. However, due to the limited scope of the study most of the findings remain inconclusive. Recommendations are proposed for future research of the tracking issue. Appendixes contain the assessment used to place the students in mathematics groups, the teacher interview questions, and the student questionnaire used in the survey. (Contains 11 references.) (SLD) ED424313 Homogeneous-Ability Grouping: Fourth-Grade Teachers' Rationale and Students' Perceptions. 1998-04-05 67 N/A 1998 -1

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Yes Curriculum Development Disadvantaged Youth Educational Assessment Educational History Elementary Secondary Education Equal Education Minority Groups Outcomes of Education Urban Education Urban Schools Hernandez-Tutop, Jeanne E. Information Analyses Opinion Papers English In this critique of elementary and secondary education in the United States, the first section discusses the history of the U.S. educational system and how the development of the schools' curricula and assessment programs have been adapted to the white, male, Eurocentric style of learning. The second section looks at inequalities in learning and considers the multicultural diversity of students today. Tracking as both result and cause of educational inequality is discussed. The final section uses Paulo Freire's "Pedagogy of the Oppressed" to compare U.S. schools with the qualities oppressors use to maintain oppression among minorities. The distinct components of oppressive action noted by Freire are: (1) conquest, (2) divide and rule, (3) manipulation, and (4) cultural invasion. These operations are evident in the U.S. educational system, in which wealthier districts have much, and disadvantaged districts, particularly in urban areas, have very little. To ensure educational equity, teachers must be aware of the preferred learning styles of different cultures, and then incorporate strategies aimed at these styles into their teaching. Funding must be equal for all schools, and quality materials and resources should not be reserved for an elite few. (Contains 55 references.) (SLD) ED424329 Oppressor: The Educational System. 1998-00-00 24 N/A 1998 -1

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Yes Adolescent Behavior Adolescents Antisocial Behavior Behavior Patterns Behavior Problems Drug Abuse Drug Use Marijuana Mental Health National Surveys Sociocultural Patterns Substance Abuse Youth Problems Greenblatt, Janet C. Reports - Research National Household Survey on Drug Abuse Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Office of Applied Studies. English The National Household Survey on Drug Abuse (NHSDA) has shown that the rate of marijuana use among youth has more than doubled since 1992. Similar trends are noted across all subgroups studied. At the same time, the percentage of teens perceiving a "great risk" from smoking marijuana has declined. Negative effects of marijuana use are listed. NHSDA methodology is presented and the possibility of underreporting of drug use by youths in their homes is noted. This study, a further analysis of the youth mental health self-report data, examines the characteristics of past year marijuana users age 12 to 17 in data from the 1994, 1995, and 1996 samples. Self-reported problem behaviors associated with marijuana use were withdrawal, somatic complaints, anxiety and depression, social problems, thought problems, attention problems, delinquent behavior, aggressive behavior, and criminal behavior. A user profile is presented. Generally, the more frequent the marijuana use behavior reported, the more likely the youths were to report problem behaviors. Eleven tables present frequency of use by age and selected demographic characteristics, and percentage and confidence intervals for each of the problem behaviors is reported. (EMK) ED424526 Adolescent Self-Reported Behaviors and Their Association with Marijuana Use. 1998-00-00 32 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345; Tel: 800-729-6686 (Toll-Free); Tel: 301-468-2600; TDD: 800-487-4889; Web Site: http://www.health.org N/A 1998 -1

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Yes Black Culture Black Students Classroom Communication Classroom Environment Classroom Research Comparative Analysis Cultural Context English Instruction Ethnography Futures (of Society) High Schools Inner City Multicultural Education Popular Culture Urban Education Mahiri, Jabari Books Reports - Evaluative National Council of Teachers of English, Urbana, IL. English Two African American teachers teach English in the same inner-city high school. One teacher is successful--her students read, interact, and strive for success. The other teacher's students are frequently disruptive or are asleep. This book probes deep into the causes of classroom success and failure, as well as other issues that affect American schools today, and demonstrates how two connected cultures--of African Americans and of youth--cannot be ignored if change is to be effected in education. Through a series of ethnographic studies, the dynamics of effective learning, in which the concept of teacher as coach takes on new meaning, is revealed. The book's scope encompasses computer technology, multiculturalism, tracking, race relations, the canon, and specific aspects of African American culture, such as signifying and receiver-centered discourse. The book's closing chapter projects a vision of an American high school 10 years from now. (NKA) ED423542 Shooting for Excellence: African American and Youth Culture in New Century Schools. 1998-00-00 ISBN-0-8141-4463-2 Practitioners 181 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 44632-3050: $19.95 members, $26.95 nonmembers). N/A 1998 -1

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Yes Elementary Secondary Education Foreign Countries Instructional Leadership Management Teams Organizational Development Program Effectiveness Program Evaluation School Administration Teacher Administrator Relationship Teamwork Wallace, Mike Reports - Research Speeches/Meeting Papers United Kingdom (Great Britain) English Virtually all British secondary (high) schools and many primary (elementary) schools feature what is called a senior management team (SMT), typically consisting of the headteacher (principal), one or more deputy heads (vice principals), and other teachers. To explore how SMTs are working, a survey questionnaire was mailed to 150 headteachers in randomly selected primary schools with 300 of more pupils. Case studies of SMTs in four schools supplemented the survey data. Three aspects of the conceptual framework are outlined: a dual cultural and political perspective for analyzing interaction through which team approaches are expressed; the idea of an uneasy coexistence between two sets of incompatible beliefs and values underpinning the operation of SMTs; and stipulative definitions of teams against which to assess the approaches investigated. Selected findings are reported to illustrate the diversity and problematic nature of SMTs in primary schools. Most of the headteachers claimed to have adopted a team approach. Only headteachers have the authority to create teams, but they are not all-powerful in promoting the culture of teamwork. Although the findings show that teamwork is worth trying, the risks involved suggest that new headteachers should consider adopting a "low gain, low strain" approach initially. (RJM) ED423606 Synergy through Teamwork: Sharing Primary School Leadership. 1998-04-00 26 N/A 1998 -1

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Yes Community Colleges Costs Educational Finance Expenditures Income Resource Allocation Tuition Two Year Colleges Legal/Legislative/Regulatory Materials Reports - Evaluative Florida State Legislature, Tallahassee. Office of Program Policy Analysis and Government Accountability. English This report provides information on Florida's community college costs by examining changes and patterns in revenues, FTE student counts, and expenditures. A supplement to "Program Evaluation and Justification Review: Florida's Community College System, Report No. 98-06," this document analyzes community college revenue and expenditures from two different perspectives: (1) system-level changes in revenues and spending patterns over time; and (2) revenue and expenditure differences among the 28 colleges. Financial analyses cover a seven-year period, from 1990-91 through 1996-97. In constant dollars, the Florida Community College System's total revenues and spending have grown in the last seven years. State appropriations and student tuition accounts for most of the total revenues, constituting 91% of the total revenues in fiscal year 1996-97. Total revenues exceeded total expenditures slightly because community colleges have some funds that are unallocated. Bar graphs illustrate financial statistics. Appended are expenditure differences per FTE student among community colleges (1996-97), and changes in administrative and instructional expenditures among community colleges (1990-91 to 1996-97). (Contains 14 graphs.) (AS) ED425779 Program Evaluation and Justification Review. Supplemental Analysis: Community College Revenues and Expenditures. Report 98-07. 1998-08-00 31 N/A 1998 -1

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Yes Conflict Resolution Early Adolescents Intermediate Grades Mentors Middle School Students Middle Schools Peer Counseling Peer Groups Peer Relationship Peer Teaching Problem Solving Program Effectiveness Student Adjustment Student Journals Transitional Programs Tutoring Leland-Jones, Patricia J. Dissertations/Theses - Practicum Papers Reports - Evaluative English This practicum project evaluated the effectiveness of a peer counseling, mentoring, and tutoring program to enhance the transition of students from elementary to middle school by reducing behavior problems and absenteeism, and by enhancing students' ability to deal with academic or peer difficulties. The problem of adjustment to the transition from elementary to middle school was documented through school and teacher records, especially the number of teacher referrals for behavioral, emotional, and social problems and the number of student-generated help forms asking for assistance in resolving academic and social problems. The 8-month intervention consisted of a peer counseling, mentoring, and tutoring program. The tutors were seventh and eighth graders in the same school. The Pause, Prompt, and Praise tutoring method was taught to student mentors and tutors. Sixth graders were matched to a mentor/tutor and they met twice weekly to become acquainted and to work on academic and other concerns. Both tutors and tutees maintained journals detailing the problems, discussions, and possible solutions for each session. The process was monitored to identify potential serious student problems. Evaluation findings indicated that there was a reduction in student-generated help forms requesting assistance with an academic problem, teacher-generated referrals for problem behaviors, and absenteeism. In addition, students were able to write transition problem statements with resolution strategies and achieve a passing 1.0 or better report card grade. (Seven appendices include forms used in the intervention. Contains 60 references.) ED424911 Improving the Transition of Sixth-Grade Students during the First Year of Middle School through a Peer Counselor Mentor and Tutoring Program. 1998-00-00 77 N/A 1998 -1

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Yes Alternative Energy Sources Educational Facilities Elementary Secondary Education Higher Education School Buildings Solar Energy Gibson, Bob Mayotte, Jenna Cochran, Jacquie Guides - Non-Classroom Utility PhotoVoltaic Group, Washington, DC. Interstate Renewable Energy Council, Latham, NY. American Solar Energy Society, Boulder, CO. English Schools today are hosting the solar energy systems that will become commonplace tomorrow in public buildings, homes, and businesses. This publication serves as a guide to how schools are using solar energy, listing scores of schools currently using the sun for lighting, heating, and cooling as well as highlights of innovative programs to expand the use of solar energy. Contains a list of resources for further investigation. (Author/NB) ED426854 Schools Going Solar: A Guide to Schools Enjoying the Power of Solar Energy. 1998-04-00 Department of Energy, Washington, DC. Practitioners 53 Utility Photo Voltaic Group, 1800 M Street NW, Suite 300, Washington, DC 20036; Tel: 202-857-0898; Fax: 202-223-5537; Web site: http://www.ttcorp.com/upvg N/A 1998 -1

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Yes Attitude Measures Comparative Analysis Higher Education Instructional Effectiveness Minority Groups Questionnaires Stereotypes Student Attitudes Student Surveys Undergraduate Students Brehm, Christine J. Reports - Research Speeches/Meeting Papers English This paper suggests that because higher education is instrumental in increasing awareness and sensitivity toward minority images and can influence levels of tolerance that students display and convey to public actors; therefore, many universities offer classes that challenge students to look beyond stereotypes and to appreciate the diversity of foreign, minority, and gender groups. If these classes are capable of encouraging diversity, tolerance, and inclusion, then a measurable change in the level of tolerance and the stereotypes held by students taking these classes can be expected. Using pre- and post-class surveys, it was found that students who take one of the foreign/minority/gender classes to meet core curriculum requirements have no significant change in their stereotypes or in their tolerance levels toward women, minorities, and gays after taking the class, compared to their tolerances and images of these groups before taking such a class. (Contains 3 tables of data and 36 references. Appendix A contains cover letters for students and instructors and the questionnaire; Appendix B lists the various types of classes offered; Appendix C describes the research project.) (BT) ED426927 Stereotypes, Tolerance, and the Classroom. 1998-09-00 34 N/A 1998 -1

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Yes Alaska Natives American Indian Education American Indian Languages American Indians Cultural Maintenance Culturally Relevant Education Curriculum Development Educational Needs Educational Strategies Elementary Secondary Education Federal Indian Relationship Higher Education Language Maintenance Multicultural Education Tribally Controlled Education Skinner, Linda Information Analyses English This chapter discusses challenges to the perpetuation of American Indian languages and cultures, as well as successful strategies and practices for developing culturally relevant curriculum. A review of the history of U.S. assimilative educational policies towards American Indians leads into a discussion of the importance of language in maintaining cultural continuity and Native identity; the five stages of language preservation; and the recognition by the federal government, embodied in the Native American Languages Act of 1990, of the rights of American Indian tribes to determine their own linguistic destinies. The general population's lack of knowledge about American Indians is discussed. Seven values common to traditional Native education are identified that could form the basis of a tribal code of education or curriculum, and six recommendations are offered to move public schools toward equality and equity. An overview of successful models of culturally relevant curriculum in the U.S. and abroad is followed by a call for a National Native Curriculum Project, funded by the U.S. Department of Education, that would have regional offices develop locally researched Native curricula. The result would be a curriculum in every U.S. school that would change years of misinformation and enable students to view concepts, issues, events, and themes from the unique and diverse perspectives of Native groups. Contains references in endnotes and a bibliography. (TD) ED427907 Teaching through Traditions: Incorporating Languages and Culture into Curricula. 1999-00-00 29 N/A 1999 -1

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Yes Algebra Beliefs Cultural Influences Data Processing Educational Change Educational Research Educational Technology Elementary Secondary Education Fractions Functions (Mathematics) Geometry Knowledge Base for Teaching Learning Theories Mathematics Education Number Concepts Problem Solving Proof (Mathematics) Social Influences Spatial Ability Statistics Student Attitudes Teacher Education Thinking Skills Olivier, Alwyn, Ed. Newstead, Karen, Ed. Collected Works - Proceedings ISSN-0771-100X International Group for the Psychology of Mathematics Education. English The third volume of this proceedings contains more of the research reports begun in Volume 2. Papers include: (1) "A Semiotic Model for Analyzing the Relationships between Thought, Language and Context in Mathematics Education" (Juan D. Godino and Angel M. Recio); (2) "Conceptions as Articulated in Different Microworlds Exploring Functions" (Veronica Gitirana Gomes-Ferreira); (3) "The Nature and Role of Discussion in Mathematics: Three Elementary Teachers' Beliefs and Practice" (Susie Groves and Brian Doig); (4) "Proof in Geometry as an Explanatory and Convincing Tool" (Nurit Hadas and Rina Hershkowitz); (5) "The Case of Rita: 'Maybe I Started To Like Math More'" (Markku Hannula); (6) "On Teaching Early Number through Language" (Dave Hewitt and Emma Brown); (7) "Relating Culture and Mathematical Activity: An Analysis of Sociomathematical Norms" (Lynn Liao Hodge and Michelle Stephan); (8) "'Automatism' in Finding a 'Solution' among Junior High School Students" (Bat-Sheva Ilany and Nurit Shmueli); (9) "The Role of Context in Collaboration in Mathematics" (Kathryn C. Irwin); (10) "Design and Evaluation on Teaching Unit: Focusing on the Process of Generalization" (Hideki Iwasaki, Takeshi Yamaguchi, and Kaori Tagashira); (11) "The Teaching-Research Dialectic in a Mathematics Course in Pakistan" (Barbara Jaworski and Elena Nardi); (12) "Characterizing Mathematics Teaching Using the Teaching Triad" (Barbara Jaworski and Despina Potari); (13) "The Mediation of Learning within a Dynamic Geometry Environment" (Keith Jones); (14) "Using Information Systems for Mathematical Problem-Solving: A New Philosophical Perspective" (C. Jotin Khisty and Lena Licon Khisty); (15) "Collaborative versus Individual Problem Solving: Entering Another's Universe of Thought" (Carolyn Kieran and Tommy Dreyfus); (16) "Increasing Teachers' Awareness of Students' Conceptions of Operations with Rational Numbers" (Ronith Klein, Ruthi Barkai, Dina Tirosh, and Pessia Tsamir); (17) "Inflexibility in Teachers' Ratio Conceptions" (Anat Klemer and Irit Peled); (18) "Preservice Teachers' Conceptions of Probability in Relation to Its History" (Hari Prasad Koirala); (19) "Team Teaching and Preservice Teachers' Classroom Practice with Innovative Methods of Instruction--The Case of Computers" (Bilha Kutscher); (20) "Professional Influences on Teachers' Perceptions of Teaching and Assessment in Mathematics" (Leonidas Kyriakides); (21) "Student Motivation and Attitudes in Learning College Mathematics through Interdisciplinary Courses" (Diana V. Lambdin and Rajee Amarasinghe); (22) "Algebra: Meaning through Modeling" (Susan J. Lamon); (23) "An Alternative Assessment: The Gutiemez, Jaime and Fortuny Technique" (Christine Lawrie); (24) "Who Persists with Mathematics at the Tertiary Level: A New Reality?" (Gilah C. Leder, Helen J. Forgasz, and Christine Brew); (25) "Re-Starting Algebra in High School: The Role of Systematic Thinking and of Representation Systems Command" (E. Lemut and S. Greco); (26) "In Pursuit of Practical Wisdom in Mathematics Education Research" (Frank K. Lester, Jr.); (27) "More Games for Integers" (Patricia Rosana Linardi and Roberto Ribeiro Baldino); (28)"Moments of Conflict and Moments of Conviction in Generalizing" (Liora Linchevski, Alwyn Olivier, Rolene Liebenberg, and Marlene Sasman); (29) "Students' Reasoning on Qualitative Changes in Ratio: A Comparison of Fraction and Division Representations" (Francis Lopez-Real); (30) "Non-Elementary Mathematics in a Work Setting" (Zlatan Magajna and John Monaghan); (31) "On the Difficulties of Visualization and Representation of 3D Objects in Middle School Teachers" (Nicolina A. Malara); (32) "From Drawing to Construction: Teachers' Mediation within the Cabri Environment" (M.A. Mariotti and M.G. Bartolini Bussi); (33) "'She Says We've Got to Think Back': Effective Folding Back for Growth in Understanding" (Lyndon Martin and Susan Pirie); (34) "Young Children's Beliefs about the Nature of Mathematics" (Andrea McDonough); (35) "Recognition of Angular Similarities between Familiar Physical Situations" (Michael Mitchelmore and Paul White); (36) "Culture, Games and Mathematics Education: An Exploration Based on String Games" (Mogege David Mosimege); (37) "Enlarging Mathematical Activity from Modeling Phenomena to Generating Phenomena" (Ricardo Nemirovsky, James J. Kaput, and Jeremy Roschelle); (38) "Young Students' Constructions of Fractions" (Karen Newstead and Hanlie Murray); (39) "Development of the Concept of Conservation of Mass, Weight and Volume in Children of Mezam Division, Cameroon." (Rosemary Kongla Ngwa); (40) "Subtraction Strategies in Developmental Perspective: A Comparison of Mathematically Normal and Mathematically Disabled Children" (Snorre A. Ostad); (41)"Representing Problems in the First Year of School" (Lynne Outhred and Sarah Sardelich); (42) "Operational and Conceptual Abilities in the Learning of Algebraic Language. A Case Study" (M.M. Palarea and M.M. Socas); (43) "Widening the Interpretation of van Hiele's Levels 2 and 3" (John Pegg and Penelope Currie); and (44) "Class Discussion as an Opportunity for Proportional Reasoning" (Angela Pesci). (ASK) ED427971 Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (22nd, Stellenbosch, South Africa, July 12-17, 1998). Volume 3. 1998-00-00 358 N/A 1998 -1

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Yes Algebra Beliefs Cultural Influences Data Processing Educational Change Educational Research Educational Technology Elementary Secondary Education Foreign Countries Fractions Functions (Mathematics) Geometry Knowledge Base for Teaching Learning Theories Mathematics Education Number Concepts Problem Solving Proof (Mathematics) Social Influences Spatial Ability Statistics Student Attitudes Teacher Education Thinking Skills Olivier, Alwyn, Ed. Newstead, Karen, Ed. Collected Works - Proceedings ISSN-0771-100X International Group for the Psychology of Mathematics Education. English The fourth volume of this proceedings contains 29 full research reports continuing on from Volume 3, 84 short oral communications (abstracts only) and 34 poster presentations (abstracts only). The full papers include: (1) "Beliefs, Teacher Education and the History of Mathematics" (George N. Philippou and Constantinos Christou); (2) "Working Class Students and the Culture of Mathematics Classrooms in the UK" (Hilary Povey and Mark Boylan); (3) "The Co-ordination of Meanings for Randomness" (Dave Pratt and Richard Noss); (4) "Learning Obstacles in Differential Equations" (Chris L. Rasmussen); (5) "Images and Definitions for the Concept of Increasing/Decreasing Function" (Shakre Rasslan and Shlomo Vinner); (6) "Why Is Proof by Contradiction Difficult?" (David A. Reid and Joann Dobbin); (7) "Self-Efficacy Beliefs as Mediators in Math Learning: A Structural Model" (Martin Risnes); (8) "Teachers' Pedagogical Content Knowledge of Geometry" (Lynn Rossouw and Eddie Smith); (9) "Conviction, Explanation and Generic Examples" (Tim Rowland); (10) "Children's Multiplicative Problem-Solving Strategies in Real-World Situations" (Silke Ruwisch); (11) "National Tests: Educating Teachers about Their Children's Mathematical Thinking" (J.T. Ryan, J.S. Williams, and B.A. Doig); (12) "Patterns of Mathematical Misunderstanding Exhibited by Calculus Students in a Problem Solving Course" (Manuel Santos-Trigo); (13) "The Evolution of Mathematical Practices: How One First-Grade Classroom learned to measure." (Michelle Stephan and Paul Cobb); (14) "Conceptualizing Mathematics Teaching: The Role of Autonomy in Stimulating Teacher Reflection" (Peter Sullivan and Judith Mousley); (15) "Learning through Reflection with Mature, Low Attaining Students" (Malcolm Swan); (16) "Using Research into Children's Understanding of the Symmetry of Dice in Order to Develop a Model of How They Perceive the Concept of a Random ZGenerator" (John M. Truran); (17) "Students' Solutions of Inequalities" (Pessia Tsamir, Nava Almog, and Dina Tirosh); (18) "Do Equilateral Polygons Have Equal Angles?" (Pessia Tsamir, Dina Tirosh, and Ruth Stavy); (19) "Meaningfully Assembling Mathematical Pieces: An Account of a Teacher in Transition" (Ron Tzur, Martin A. Simon, Karen Heinz, and Margaret Kinzel); (20) "Research Methods of the 'North' Revisited from the 'South'" (Paola Valero and Renuka Vithal); (21) "An Experiment in Developing Proof through Pattern" (Sue Waring, Anthony Orton, and Tom Roper); (22) "What Makes a Mathematical Performance Noteworthy in Informal Teacher Assessment?" (Anne Watson); (23) "Participating in Learning Mathematics through Shared Local Practices" (Peter Winbourne and Anne Watson); (24) "Intuitive Counting Strategies of 5-6 year old Children within a Transformational Arithmetic Framework" (David Womack and Julian Williams); (25) "Differences in Teaching for Conceptual Understanding of Mathematics" (Terry Wood); (26) "Children's Beginning Knowledge of Numerals and Its Relationship to Their Knowledge of Number Words: An Exploratory, Observational Study" (Bob Wright); (27) "A Study of Argumentation in a Second-Grade Mathematics Classroom" (Erna Yackel); (28)"Teacher Perceptions, Learned Helplessness and Mathematics Achievement" (Shirley M. Yates); (29) "Students' Understandings of the Role of Counter-Examples" (Orit Zaslavsky and Gila Ron). (ASK) ED427972 Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (22nd, Stellenbosch, South Africa, July 12-17, 1998.) Volume 4. 1998-00-00 366 N/A 1998 -1

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Yes Conflict Resolution Foreign Countries Global Education Higher Education Human Relations International Relations Modern History Peace Prosocial Behavior Student Attitudes World History Erduran, Sibel Speeches/Meeting Papers Cyprus English This study traces Turkish Cypriot and Greek Cypriot students' perceptions of the Cyprus conflict. The data comes from a 1993 Harvard workshop which included 11 Turkish Cypriot and 38 Greek Cypriot students. The workshop was a collaboration of Harvard's Conflict Management Group, AMIDEAST, and US AID. The objective of the workshop was to teach students effective negotiation skills, such as identification of students' perceptions. The primary purpose of the study was to determine how perceptions of involved parties compared. Written workshop products were coded for certain features and examined. Results indicate that students' perceptions differed greatly but their willingness to communicate and seek solutions that would best suit both parties' interests suggest that the negotiation skills targeted towards these ends were initiated. Investigations based on psychology of ethnic and political violence can provide access to individuals' perceptions and, when coupled with other strategies of conflict resolution, can be vital in attaining peace education. (EH) ED427985 Reflections on Turkish Cypriot and Greek Cypriot Students' Perceptions of the Cyprus Conflict: Implications for Peace Education. 1996-04-00 30 N/A 1996 -1

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Yes Adolescents Children Family Needs Family Problems Family Programs Mental Health Parent Child Relationship Parenting Skills Prevention Program Development Resilience (Personality) Social Support Groups Substance Abuse Therapy Guides - Non-Classroom Birch & Davis Associates, Inc., Silver Spring, MD. English This guideline summarizes state-of-the-art approaches and interventions designed to strengthen the role of families in substance abuse prevention. Topics discussed are: (1) "Why Use Family-Centered Approaches? Aren't Our School and Community Efforts Sufficient?"; (2) "How Big a Problem Is Substance Abuse Among Youth?"; (3) "What Puts Children and Adolescents at Risk for Substance Abuse?"; (4) "Family-Centered Approaches to Prevention of Substance Abuse - What Works," which presents three major approaches; (5) "General Recommendations on Family-Centered Approaches"; and (6) "Program Development and Delivery of Family-Centered Approaches," which covers program development and planning issues. "An Afterword: Emerging Areas of Research and Practice" includes discussion of the constructs "Resilience" and "Family Support." Appendixes are: "Criteria for Establishing Levels of Evidence of Effectiveness,""Abbreviations and Glossary of Terms Used in Family-Centered Approaches to Substance Abuse Prevention," and "Resource Guide." Ideas and data in this guide were organized by means of the Prevention Enhancement Protocols System (PEPS), a systematic process for evaluating evidence from prevention research and practice, then developing recommendations for practice. (EMK) ED424532 Preventing Substance Abuse among Children and Adolescents: Family-Centered Approaches. Practitioner's Guide. Prevention Enhancement Protocols System (PEPS) Series. 1998-00-00 Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Prevention. 86 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345; Tel: 800-729-6686 (Toll-Free); Tel: 301-468-2600; TDD: 800-487-4889; Web Site: http://www.health.org N/A 1998 -1

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Yes Court Role Federal Regulation Freedom of Speech Government Role Higher Education Internet Journalism Education Libel and Slander Literature Reviews Secondary Education Student Rights Telecommunications Morris, Jack Information Analyses Speeches/Meeting Papers First Amendment Hazelwood School District v Kuhlmeier Tinker v Des Moines Independent School District English Noting that the Supreme Court in 1997 considered the question of whether the Internet would be regulated by the government as broadcasting or whether it would remain as free as newspapers, this paper examines the difficulty involved in applying old law to new technology. It also notes that while journalism education generally has accepted broadcasting as a form of journalism, Congress and the Supreme Court do not view them equally under the First Amendment, and this has led to quite different legal precedents. It then reviews the laws permitting post-publication punishment for expression that infringes on the rights of others in the areas of printing (libel and privacy law), broadcasting (the Fairness Doctrine), cablecasting ("must carry" provisions), the Internet (including the Communications Decency Act), the student press (the "Tinker v. Des Moines Independent School District" and the "Hazelwood School District v. Kuhlmeier" cases). The paper concludes that the Supreme Court must ultimately decide whether it will follow the principles of Hazelwood or of "Reno v. American Civil Liberties Union" as it adjusts medium-specific rulings of the past to media convergence of the future. Contains 76 notes; an appendix contains a summary of the paradigm shift in communications from product to process and from delivery to interaction. (RS) ED428415 Regulation of Information: Does Freedom of Expression Include the Internet? 1998-11-06 32 N/A 1998 -1

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Yes Annotated Bibliographies Childrens Literature Elementary Education Picture Books Reading Reading Attitudes Reflective Teaching Teacher Attitudes Holm, Daniel T. Opinion Papers Reference Materials - Bibliographies English Addressing teacher educators, this paper describes the importance of story as a reflective teaching tool, and provides brief annotations of 11 children's picture books (published between 1989 and 1998) which have reading as a critical story element. The children's picture books listed in this paper can be used to assist teachers in analyzing their views and assumptions of teaching and learning. These books are examples of the important role reading plays in the lives of others. Questions that might be useful to pose when discussing these books include: how is reading portrayed? why is reading important? what theories of reading are suggested by the story? how did the character learn to read? why did they want to read? and how does this story expand our view of literacy? (Contains 13 references to children's literature and 9 references to professional resources.) (RS) ED427285 Reading about Reading: Using Children's Literature To Reflect on Reading. 1998-00-00 Practitioners Teachers 7 N/A 1998 -1

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Yes Classroom Environment High School Students High Schools Poetry Reading Processes Student Writing Models Teaching Methods Writing Instruction Writing Processes Michaels, Judith Rowe Guides - Classroom - Teacher National Council of Teachers of English, Urbana, IL. English Aimed at junior and senior high school teachers and artists in residence, this book urges teachers and students to read and write poetry "as though their lives depended upon it," and to breathe life into classroom writing traditions that are not hands-on or intense. Each chapter is set in the classroom. Poems by students and teacher illustrate each topic. The book includes suggestions on how to read poetry and ways to bolster students' involvement in choosing and confidence in responding to poetry both by the "masters" and others that catch their attention. Chapters in the book are: (1) Risking Intensity; (2) The Start: Writing Your Own Poem; (3) "Vessel of the Self"; (4) "Written on the Body"--Reading the Poem; (5) Writing about Poems--or Putting Off the Analytical Essay; (6) Making Your Poem Concrete; (7) Expanding the Poem; (8) Hand-Eye Coordination; (9) Words Words Words; (10) Memory; (11) Finding Your Poet; (12) Talking about a Poem; (13) With Portfolio; and (14) Expanding the Circle. An appendix contains a 19-item annotated bibliography of further readings. (RS) ED427288 Risking Intensity: Reading and Writing Poetry with High School Students. 1999-00-00 ISBN-0-8141-4171-4 Teachers Practitioners 188 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 41714-0015: $11.95 members, $15.95 nonmembers). N/A 1999 -1

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Yes Educational Research Effect Size Hypothesis Testing Research Methodology Scholarly Journals Statistical Significance Test Use McLean, James E., Ed. Kaufman, Alan S., Ed. Collected Works - Serials ISSN-1085-5300 Mid-South Educational Research Association, MS. Alabama Univ., Birmingham. English The controversy about the use or misuse of statistical significance testing has become the major methodological issue in educational research. This special issue contains three articles that explore the controversy, three commentaries on these articles, an overall response, and three rejoinders by the first three authors. They are: (1) "Introduction to the Special Issue on Statistical Significance Testing" (Alan S. Kaufman); (2) "The Data Analysis Dilemma: Ban or Abandon. A Review of Null Hypothesis Significance Testing" (Thomas W. Nix and J. Jackson Barnette); (3) "The Role of Statistical Significance Testing in Educational Research" (James E. McClean and James M. Ernest); (4) "Statistical Significance Testing: A Historical Overview of Misuses and Misinterpretation with Implications for the Editorial Policies of Educational Journals" (Larry G. Daniel); (5) "Statistical Significance and Effect Size Reporting: Portrait of a Possible Future" (Bruce Thompson); (6) "Comments on the Statistical Significance Testing Articles" (Thomas R. Knapp); (7) "What If There Were No More Bickering about Statistical Significance Tests?" (Joel R. Levin); (8) "A Review of Hypothesis Testing Revisited: Rejoinder to Thompson, Knapp, and Levin" (Thomas W. Nix and J. Jackson Barnette); (9) "Fight the Good Fight: A Response to Thompson, Knapp, and Levin" (James M. Ernest and James E. McLean); and (10) "The Statistical Significance Controversy Is Definitely Not Over: A Rejoinder to Responses by Thompson, Knapp, and Levin" (Larry G. Daniel). Each paper contains references. (SLD) ED429090 Statistical Significance Testing. Research in the Schools v5 n2 Fall 1998 1998-00-00 74 N/A 1998 -1

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Yes Action Research Art Activities Art Education Critical Thinking Decision Making Grade 6 Intermediate Grades Metacognition Pretests Posttests Problem Solving Skill Development Woodman, Gail Reports - Descriptive Illinois English This report describes a plan for utilizing critical thinking in the art education setting to improve students' decision-making and problem-solving abilities. The targeted population consists of sixth-grade students in a growing middle class, rural based community located in northern Illinois. The problem of weak critical thinking skills was documented through data revealing low student pretest results and teacher opinion surveys. Analysis of probable cause data revealed that students displayed a lack of decision-making, problem-solving, and metacognitive skills. Faculty surveys reported that students have difficulty with solving problems and making decisions. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of a 5-step intervention that puts an art criticism emphasis on the art education curriculum. The five components involve: the review and refinement of art vocabulary; the teaching and application of open-ended questioning; the modeling and utilization of constructive criticism; the establishment of critique sessions measured by checklists; and the keeping of student journals. Post-intervention data indicated an increase in students' decision-making, problem-solving, and metacognitive abilities. Students displayed the ability to synthesize the components of the intervention, and transfer them to successfully critique artwork. Appendixes contain various pre- and post-tests, teacher survey, and various sheets concerning art critiques and information. (Contains 8 figures, 2 tables of data, and 25 references.) (BT) ED426936 Using Critical Thinking in the Arts To Improve Decision Making and Problem Solving. 1997-05-00 78 N/A 1997 -1

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Yes Beliefs College Faculty Elementary Secondary Education Higher Education Learning Preservice Teacher Education Religion Religious Education Religious Factors Teacher Attitudes Hardin, Joyce Sweeney, John Whitworth, Jerry Reports - Research Speeches/Meeting Papers English This study investigated the integration of faith with learning in teacher education, sending surveys to teacher education programs at institutions affiliated with the churches of Christ. The instrument consisted of two parts. Part 1 examined individual faculty members' perceptions of the integration of faith and learning. Part 2 examined teacher education programs as a whole. Approximately 70 part 1 instruments and 14 part 2 instruments were returned, representing participation by all institutions affiliated with the churches of Christ. Results indicated that most respondents believed faith should play a major role in teacher education at religiously affiliated programs. About three-quarters of the respondents believed it was easy to integrate faith with learning in teacher education. The only question with which participants disagreed was the question about whether integration of faith should be confined to certain aspects of teacher education programs. Many faculty members felt a strong sense of responsibility to express their faith in teacher education and that the development of a strong religious faith is an asset to prospective teachers. They did not feel as strongly about integrating specific religious doctrine as they did about integrating values and positive principles of faith. Few programs reported having a formal process for ensuring that faith was integrated into teacher education. The paper proposes a model for the integration of faith and learning in teacher education (Contains 11 references.) (SM) ED429044 Integrating Faith and Learning in Teacher Education. 1999-02-24 16 N/A 1999 -1

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Yes Case Studies Elementary Education Feedback Language Arts Questioning Techniques State Programs Testing Programs Writing Instruction McIver, Monette Coleman Wolf, Shelby A. Reports - Research Speeches/Meeting Papers National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. California Univ., Los Angeles. Center for the Study of Evaluation. English This report highlights one of six language arts case study teachers whose classroom was studied for a 2-day period to observe writing instruction, to ask questions about the Kentucky Instructional Results Information System assessments, and to talk with her students about their writing. In this paper, the focus is on questions and how this teacher's expert use of query gives her students the encouragement they need to make their writing flow as well as the capacity and skills to unplug the writing of their peers. This cycle informs her instruction and constitutes a major portion of her curriculum. The teacher's commitment to questioning embodies not only her pedagogical content but her special stance as a curious and critical reader. The students' responses to their teacher's questions give the teacher the feedback she needs to decide when and how to incorporate different illustrations and examples into her teaching that will help her students become better writers. (Contains 1 figure and 12 references.) (SLD) ED428126 Writing Conferences: Powerful Tools for Writing Instruction. 1998-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 15 N/A 1998 -1

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Yes American Indian Education Canada Natives Cultural Maintenance Culturally Relevant Education Females Foreign Countries Higher Education Qualitative Research Sex Role Teacher Education Tribally Controlled Education World Views Hill, Janice Freeman, Kate Reports - Research Speeches/Meeting Papers English Traditional educational practices of Indigenous Canadians were aimed at cultural transmission. All adults were responsible for educating the young, but because children stayed with the women until puberty, women played the most significant role in transmitting the culture. Adults with certain gifts and talents looked for similar attributes in children and then had the responsibility to nurture those gifts and talents to fruition through mentoring. Data from the 1991 Canadian census show that Indigenous women tend to work in service-providing areas, echoing their traditional nurturing roles, with approximately four times as many women as men working in education-related jobs. A 3-year study of eight Ojibwe women enrolled in a teacher education program revealed a strong sense of cultural continuity. Their most frequently mentioned goals as educators involved a sense of community responsibility expressed as concern for the children, future generations, and well-being of the people. The immediate challenge for Indigenous Canadians is to transmit cultural knowledge through an education system that is primarily Eurocentric. The broader responsibility is to develop a system that incorporates, advocates, and teaches Indigenous ways of knowing, controlled by Aboriginals. The Aboriginal Teacher Education Program (ATEP) at Queen's University (Ontario) demonstrates how these goals have been pursued within the constraints of the university environment. Fifteen ATEP components are presented that support and recognize interpersonal and community connections, culturally relevant education, and Indigenous ways of knowing. (TD) ED430747 Indigenous Women in a Canadian Teacher Education Program: Culture-Creators in Action. 1998-04-00 19 N/A 1998 -1

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Yes Art Education Check Lists Classroom Furniture Educational Environment Educational Facilities Design Foreign Countries Interior Design Lighting Secondary Education Secondary Schools Watson, Lucy Wadsworth, Alison Daniels, Richard Wonnacott, Geoff Guides - Non-Classroom United Kingdom (England) Department for Education and Employment, London (England). Architects and Building Branch. English Schools vary in the way they choose to deliver their art curriculum, and this affects their accommodation needs. This document provides guidance on accommodation for art and design in secondary schools, concentrating on the needs of 11- to 16-year-old pupils. (No specific advice on the specific needs of special education students is provided.) Section 1 outlines the range of teaching and non-teaching spaces likely to be required and key planning issues. Section 2 describes each teaching and non-teaching space and illustrates furnished plans of typical spaces. Section 3 provides guidance on a typical range of furniture and suggests ways of using this to establish a flexible environment. Section 4 summarizes the main regulations, providing a reference for further reading and guidance on the lighting of art rooms. Section 5 describes new and adapted art departments in four existing schools. Finally, Section 6 covers general cost issues and includes a case study cost analysis. Appendices include a checklist and glossary. (Contains 29 references.) (GR) ED431291 Art Accommodation in Secondary Schools. A Design Guide. Building Bulletin 89. 1998-00-00 ISBN-0-11-271029-8 67 HMSO Publications Centre, P.O. Box 276, London, SW8 5DT England; Tel: 0171-873-9090; Fax: 0171-873-8200 (16.95 pounds). N/A 1998 -1

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Yes Elementary Education Elementary School Teachers Mixed Age Grouping Portfolio Assessment Primary Education Student Evaluation Teacher Attitudes Test Use Hall, Bruce W. Hewitt-Gervais, Cynthia M. Reports - Research Speeches/Meeting Papers English Portfolios have gained wide acceptance as a learning and assessment tool. Yet, little research has been reported on the practices of teachers who are actually using portfolios within their classrooms and how those practices are moderated by contextual variables. This research examined the instructional, learning, and assessment roles of student portfolios, and explored, from the perspective of the classroom teacher, variations in portfolio applications associated with teaching level (primary versus intermediate) and classroom environment (self-contained versus multiage/teaming). Teachers for kindergarten through grade 5 in 3 elementary schools (n=314) completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine patterns of portfolio use, a subset of 44 teachers was interviewed to explore teacher perceptions about the impact of student portfolios on themselves and their students. Results suggest that these teachers make deliberate decisions regarding uses of their students' portfolios, decisions that appear heavily impacted by the maturity or skill level of the child, the purposes of the application, and the classroom environment within which the application occurs. They also depend on whether the portfolio product is in a formative state (working portfolio) or final state (performance portfolio). (Contains 7 tables and 14 references.) (Author/SLD) ED432598 The Application of Student Portfolios in Primary/Intermediate and Self-Contained/Multi-Age Team Classroom Environments: Implications for Instruction, Learning, and Assessment. 1999-04-00 30 N/A 1999 -1

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Yes Academic Achievement Activities Behavior Problems Cooperative Learning Elementary Education Environment Family Structure Interpersonal Competence Intervention Mass Media Effects Mentors Peer Relationship Primary Education Role Models Social Change Social Environment Socialization Socioeconomic Status Teacher Role Teachers Bendt, Lori Nunan, Jan Dissertations/Theses Reports - Research Tests/Questionnaires English This paper examines the impact of the explicit teaching of social skills to enhance academic achievement. The targeted population comprised kindergarten and second grade students in a middle-class community located in central Illinois. The problem of inappropriate behaviors and difficulties interacting with peers and how this may affect academic achievement was documented through data collected by observation checklists, social skills inventories, student interviews, and teacher-made criterion-based reference tests. Analysis of probable cause data reveals that society, in general, is changing. Many factors affect children's social development, including negative media, dissolution of the family unit, lack of appropriate instruction, low socioeconomic status, and exposure to a physically and socially toxic environment. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of four major categories of intervention: explicitly teaching social skills to students, cooperative learning instruction and activities, peer mentoring between the second graders and kindergartners, and implementing multiple intelligence activities in the classroom. Post intervention data indicated an increase in prosocial behavior, a decrease in antisocial behavior, and enhanced academic performance. Appendixes provide data collection instruments, classroom materials, children's literature list, and raw data. (Contains 14 figures, 6 tables, and 40 references.) (Author/MKA) ED434299 Enhancing Academic Achievement through Direct Instruction of Social Skills. 1999-05-00 396 N/A 1999 -1

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Yes Adult Literacy Adult Reading Programs Elementary Secondary Education English (Second Language) Folk Culture Listening Comprehension Oral Reading Story Telling Carroll, Sheila Dailey Reports - Evaluative Speeches/Meeting Papers English Suggesting that the continuing rise in illiteracy is due to the decrease of simple forms of communication including conversation, stories, songs, and rhymes, this study investigated the possibility of reestablishing the connection between literacy and orality through education, especially with English-as-a-second-language (ESL) students and with developmentally impaired adults. A study explored the effectiveness of using storytelling in the forms of folktales, family stories, and personal experiences to facilitate literacy learning over a six-month period. In the first three months, a class of ESL students (all Chinese) was given assignments to tell personal experiences and family stories, usually about their mother country, in class. In the second three months, a reading class of developmentally impaired adults was instructed to tell fables. Results indicated that both groups: (1) gained confidence in speaking in a group; (2) attained greater mastery of the language; and (3) increased comprehension (exhibited by the stories retold), higher self-esteem, and more friendships through an increased ability to communicate personal values. (Contains 10 references.) (SC) ED430234 Storytelling for Literacy. 1999-03-18 7 N/A 1999 -1

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Yes Ancient History Area Studies Cultural Context Curriculum Development Foreign Countries Global Education Non Western Civilization Secondary Education Social Studies Units of Study World History Ockene-Fogelman, Jackie Guides - Classroom - Teacher India United States Educational Foundation in India. English This unit of study on ancient India is geared to last about four weeks or 20 school days and is appropriate for secondary school students. The unit provides a day-by-day program, beginning with an introduction to the material on the first day which opens with an Indian poem, "Six Blind Men and the Elephant," and a slide presentation. Days 2-4 consider the Indus Valley Civilization Learning Centers; Day 5 ("Early Civilization in India) includes student preparation of a visual organizer. The topic on Day 6 is "Origins of Hinduism: Indus Valley Civilization and Aryan Invasion and the Vedas," while Day 7's topic is "Origins of Hinduism: Ascetics and the Upanishads. Days 8-9 are centered on an "Introduction to Hindu Mythology," while Days 10-11 concern the "Ramayana." Days 12-13 focus on the "6th Century B.C. Indian Movements: Jainism and Buddhism"; Day 14 features the "Caste System." Day 15 considers "Asoka: A Great Buddhist Ruler," while Day 16 considers "The Golden Age of India." Days 17-20 are concerned with "Closure." A 14-item bibliography is included, as are many illustrations and copies of the readings. (BT) ED434850 Ancient India Unit. Fulbright-Hays Summer Seminars Abroad, 1998 (India). 1998-00-00 Center for International Education (ED), Washington, DC. Practitioners Teachers 87 N/A 1998 -1

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Yes Antisocial Behavior Interpersonal Competence Kindergarten Kindergarten Children Peer Acceptance Peer Relationship Pretests Posttests Primary Education Rejection (Psychology) Sociometric Techniques Teacher Role Martin, Suzanne Lyons, Sandy Taylor-Sterling, Lora Reports - Research English Based on the view that positive peer relationships help children function successfully at school, this study examined how teachers can help rejected, aggressive, or controversial children build social skills in a small group setting. Participating were three kindergarten students at a rural Alaskan elementary school, selected because they experienced considerable social failure from the first day of kindergarten. The students participated individually in after-school playgroups where they played one-on-one with one teacher for an hour each week. After a few weeks, selected peers were brought into the groups to act as models. Each teacher maintained a journal noting incidents of social disturbances and conflicts, contacts made with parents and the school administration, and the student's use of socially appropriate interaction. Some playgroup sessions were videotaped to assist in identifying and analyzing problems and successes of students in interacting with others. A pre- and post-intervention sociogram was administered privately and individually to each student in the kindergarten classrooms to see how frequently targeted children were selected as playmates and to see where they each fit socially in the classroom. The three teachers met at least three times weekly to discuss problems and solutions. Data indicated that during the weeks that the play groups were held, the targeted children showed more successful entry into play in the classroom and greater willingness to join the group or participate in problem-solving with others. However, antisocial behavior continued to be displayed, although it was less frequent and less severe. (Sociogram information is appended. Contains 26 references.) (KB) ED435433 Building Relationships in a Small Group Setting. 1998-12-17 36 N/A 1998 -1

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Yes Community Development Conservation (Environment) Environmental Education Higher Education Sustainable Development Monroe, Martha C., Ed. Books Collected Works - General Guides - Non-Classroom Academy for Educational Development, Washington, DC. English This book focuses on strategies for educating professionals, local officials, activists, and the general public on ways to promote effective sustainability at all levels including local, regional, national, and international. This book highlights common threads, examples of strategies that work, and guidelines for developing projects in environmental education and environmental communication activities. Chapters include: (1) "Fostering Sustainable Development in Communities"; (2) "Creating Change in School Systems"; (3) "Using Mass Media"; (4) "Fostering Environmental Policy"; (5) "Supplementing Formal Education"; (6) "Organizing Nonformal Environmental Education"; and (7) "Building Local Capacity." (CCM) ED435532 What Works: A Guide to Environmental Education and Communication Projects for Practitioners and Donors. Education for Sustainability Series. 1999-00-00 ISBN-0-86571-405-3 116 New Society Publishers, P.O. Box 189, Gabriola Island, British Columbia V0R 1X0, Canada ($12.95, plus $4 shipping and handling). N/A 1999 -1

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Yes Alcohol Abuse Cost Effectiveness Crime Drug Abuse Health Care Costs Income Outcomes of Treatment Tables (Data) Welfare Services Koenig, Lane Denmead, Gabrielle Nguyen, Robert Harrison, Margaret Harwood, Henrick Reports - Research Caliber Associates, Fairfax, VA. National Evaluation Data Services, Rockville, MD. English This study seeks to quantify the costs and benefits of alcohol and drug abuse treatment and the resulting economic benefits to society. Using data from the National Treatment Improvement Evaluation Study (NTIES), and client questionnaires, estimates were made of the average costs per client in terms of crime-related costs, health care costs, and social welfare benefits in the 12 months prior to and after treatment. Estimates of average earnings for clients in the pre-treatment and post-treatment periods were calculated. Overall, the findings indicate modest changes in average health care costs (11% reduction per client) and earnings of substance abusers (9% increase) in the period after treatment. Essentially no change in welfare payments or Supplemental Security Income was found. However, large reductions in crime-related costs (about 75%) were found. Over 94 percent of the estimated treatment benefits were derived from the reductions in crime-related costs. Implications for research, policy, and practice are discussed. Included are: &quot;Appendix A: Description of the National Treatment Improvement Evaluation Study and Center for Substance Abuse Treatment Demonstrations (1990-1992)&quot;; &quot;Appendix B: Cost Methodology&quot;; &quot;Appendix C: Treatment Costs&quot;; &quot;Appendix D: Health Care Utilization&quot;; &quot;Appendix E: Detailed Tables on Annual Earnings and Social Welfare Benefits&quot;; and &quot;Appendix F: Crime-Related Costs and Criminal Activity.&quot; (Contains 126 tables and 22 references.) (MKA) ED436702 The Costs and Benefits of Substance Abuse Treatment: Findings from the National Treatment Improvement Evaluation Study (NTIES). 1999-08-00 Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. 167 Caliber Assoc., 10530 Rosehaven St., Suite 400, Fairfax, VA 22030; Tel: 703-385-3200; Tel: 800-763-3822 (Toll Free); Fax: 703-385-3206; Web site: <http://neds.calib.com>; e-mail: neds@calib.com N/A 1999 -1

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Yes Air Pollution Construction Materials Elementary Secondary Education Public Schools Relocatable Facilities Risk Management State Regulation Ross, Zev A. Walker, Bill Reports - Descriptive California Environmental Working Group, Washington, DC. English This California report examines the air pollution risk levels in the State's portable school facilities, the State's response, and recommendations for protecting children's and teachers' health in these types of classrooms. The report reveals that over two million California students spend the school day in buildings that may be harmful to their health. It states that some portable classrooms can expose children to toxic chemicals at levels that pose an unacceptable risk of cancer or other serious illnesses, but that California has no indoor air health standards for most toxins found in these types of buildings and has has failed to exercise effective oversight of air quality. What types of pollution health risks that exist in portable classrooms are detailed, particularly risks from formaldehyde and carbon dioxide. Additionally reported are the unintended consequences of the State's push for the use of portables to address student population increases. (Contains 59 references.) (GR) ED436937 Reading, Writing and Risk: Air Pollution Inside California&apos;s Portable Classrooms. 1999-05-00 Clarence T. Heller Charitable Foundation, San Francisco, CA. Richard and Rhoda Goldman Fund, San Francisco, CA. 33 Environmental Working Group, 1718 Connecticut Ave., N.W., Suite 600, Washington, DC 20009 ($20, plus $3 postage and handling. D.C. residents add $1.20 sales tax.) Tel: 202-667-6982; Fax: 202-232-2592; e-mail: info@ewg.org; For full text: <http://www.ewg.org>. N/A 1999 -1

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Yes Academic Achievement Class Size Classroom Environment Educational Research Primary Education Small Classes State of the Art Reviews Teacher Student Ratio Johnston, Holly R. Dissertations/Theses Information Analyses English Exploring the class-size issue, this paper focuses on the primary grades and asks questions such as &quot;does a reduction in class size promote an increase in academic achievement?&quot; and &quot;how substantial does the reduction in numbers have to be in order for a significant increase to occur?&quot; The paper surveys debates on class size and the social factors that surrounded these debates. It outlines the results of class-size research and discusses what are considered optimum class sizes. Ways to capitalize on smaller class size are detailed, along with the issues surrounding research on class size. The paper suggests that reducing class size should be matched with a change in teacher behavior and that teachers should receive extensive and continuous training to alter their teaching strategies. The paper concludes that a reduction in class size at the earliest grades offers significant advantages not only in achievement results, but also in other important outcomes. Smaller classes build a sense of belonging in students, enabling them to increase in self-esteem and achievement. It is recommended that future studies on class size should examine the longevity of effects of reducing class size in order to guard against the effects of novelty and other influences. (Contains 47 references.) (RJM) ED429349 Class Size. 1998-05-00 79 N/A 1998 -1

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Yes Community Colleges Conference Proceedings Educational Change Engineering Engineering Education Higher Education Mathematics Education Professional Associations Program Implementation Science Education Technology Education Undergraduate Study Collected Works - Proceedings Reports - Descriptive National Science Foundation, Arlington, VA. Directorate for Education and Human Resources. English This conference, cosponsored by the NSF and the National Research Council (NRC), focused on developing and implementing strategies for improving undergraduate education in science, math, engineering and technology (SMET). Represented at the conference were various types of 2-year and 4-year institutions, private industry, professional societies, federal agencies and other organizations. The major session topics covered were: (1) The Challenge to Undergraduate Education; (2) Perspectives on Revitalizing Undergraduate Education; (3) The NSF Review of Undergraduate Education and the NRC &quot;Year of Dialogue&quot;; and (4) Institution-Wide Reform: Towards a Coherent Plan. Roundtable discussions and forums included the following: a Legislators Roundtable, an Industry Roundtable, a Corporate and Foundation Partners Forum, and an Academic Presidents Forum. Contains 4 appendices: excerpts from the 1996 report to the NSF &quot;Shaping the Future: New Expectations for Undergraduate Education in Science, Math, Engineering and Technology&quot; (NSF 96-139) and the companion NRC study &quot;From Analysis to Action: Undergraduate Education in Science, Mathematics, Engineering and Technology&quot;; abstracts of institutional plans from various undergraduate institutions, including 6 community colleges; directory of exhibitors; and conference participants. (RDG) ED433873 Shaping the Future: Strategies for Revitalizing Undergraduate Education. Proceedings from the National Working Conference (Washington, DC. July 11-13, 1996). 1996-07-00 200 N/A 1996 -1

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Yes Advocacy Behavior Modification Behavior Problems Deaf Blind Early Identification Early Intervention Educational Change Educational History Educational Legislation Elementary Secondary Education Federal Legislation Foreign Countries Infants Interdisciplinary Approach Physical Fitness Preschool Education Problem Solving Rubella Student Evaluation Teaching Methods Theory Practice Relationship Toddlers Transitional Programs Collected Works - Serials Guides - Non-Classroom Reports - Descriptive Netherlands Individuals with Disabilities Education Act Western Oregon State Coll., Monmouth. Teaching Research Div. English This one-year collection of three serial issues focuses on problem solving skills for children with deaf-blindness, the history and change in the education of children who are deaf-blind since the rubella epidemic of the 1960's, and early identification of infants who are deaf-blind. Specific articles include: (1) &quot;Research to Practice Focus on: Hands-on Problem-Solving Skills for Children with Deaf-Blindness&quot; (Charity Rowland and others); (2) &quot;Transdisciplinary Activity-Based Assessments for Students Who Are Deaf-Blind&quot; (Sandi Baker and Jennifer Grisham-Brown); (3) &quot;Communication and Culture: How They Relate to Service Development and Advocacy for People Who Are Deaf-Blind: A Report on a Presentation by Dr. Harlan Lane at the Hilton/Perkins National Conference on Deafblindness&quot; (Peggy Malloy); (4) &quot;National Transition Study of Youth Who Are Deaf-Blind: A Family Perspective&quot; (Jerry G. Petroff); (5) &quot;The New IDEA: Updates and Resources&quot; (Gail Leslie); (6) &quot;Katlyn's Hope: A Not-for-Profit Corporation Established To Assist in the Education of Deaf-Blind Children&quot; (Shari Willis); (7) &quot;History and Change in the Education of Children Who Are Deaf-Blind since the Rubella Epidemic of the 1960s: Influence of Methods Developed in the Netherlands&quot; (J. van Dijk and Catherine Nelson); (8) &quot;Ways To Incorporate Physical Fitness into the Lives of Individuals Who Are Deaf-Blind&quot; (Lauren J. Lieberman and Jessica Taule); (9) &quot;Benjamin's Bar Mitzvah&quot; (Nancy Sall and others); (10) &quot;Early Identification of Infants Who Are Deaf-Blind: A Systematic Approach for Early Interventionists&quot; (Deborah Chen); (11) &quot;Research to Practice Focus: FM Systems for Children Who Are Deaf-Blind&quot; (Barbara Franklin); (12) &quot;The Universality of the Usher Experience&quot; (Ilene Miner); (13) &quot;My Continuing Journey with Usher Syndrome&quot; (Winnie Tunison); and (14) &quot;Notes from AADB: Sharing My Perspectives&quot; (Harry C. Anderson). (Some articles contain references.) (CR) ED436060 Deaf-Blind Perspectives, 1997-1998. Deaf-Blind Perspectives v5 n1-3 Fall-Spr 1997-98 1998-00-00 Office of Special Education and Rehabilitative Services (ED), Washington, DC. 52 Deaf-Blind Perspectives, Teaching Research Division 345 N. Monmouth Ave., Monmouth, OR 97361.Tel: 503-838-8391; Tel: 503-838-8821 (TTY); Fax: 503-838-8150; Web site: <http://www.tr.wou.edu/tr/dbp>. N/A 1998 -1

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Yes Audiolingual Methods Communicative Competence (Languages) Foreign Countries Grammar Instructional Innovation Instructional Materials Interdisciplinary Approach Japanese Japanese Culture Learning Modules Lesson Plans Program Design Program Development Second Language Instruction Second Language Learning Secondary Education Student Needs Teaching Methods Guides - Non-Classroom Japan Alberta Learning, Edmonton (Canada). Curriculum Standards Branch. English This teacher's guide provides an innovative program of studies for teaching Japanese at the secondary level, featuring a content-based curriculum, an integrated approach, results (outcomes)-based orientation, and the use of language for effective interaction. This guide provides teachers with suggestions for designing and planning a Japanese language course, including information on teaching approaches and methods; suggestions for planning lessons and modules; descriptions of modules with an identification of their fundamental components and extensions; performance indicators; information on assessment (functions, different types, devices, and instruments); and highly detailed multi-stage, multi-level lesson planning. Topics covered include the following: the grammar translation approach; the oral approach (including the audiolingual method); the comprehension approach; the Total Physical Response (TPR) method; the communicative approach; content-based instruction; the use of authentic materials and realia; catering to individual student needs in a large class; learning strategies; and teaching Japanese script (hiragana, katakana, and kanji). Contains two appendices (Some Common Instructions/Expressions; General Inquiry Addresses) and an 83-item bibliography organized according to subject. (KFT) ED436977 Japanese Language and Culture 10-20-30: Guide to Implementation. 1999-00-00 Japan Foundation Japanese Language Inst., Urawa. ISBN-0-7785-0298-8 Practitioners Teachers 147 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775. For full text: <http://ednet.edc.gov.ab.ca>. N/A 1999 -1

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Yes Athletic Fields Construction (Process) Facility Guidelines Recreational Facilities Secondary Education Tennis Track and Field Guides - Non-Classroom United States Tennis Court & Track Builders Association. English Guidelines are presented on tennis court and track and field construction that reflect the latest developments in construction technology, methodology, and practice. Based on contributions from experienced certified tennis court and track builders, material suppliers and design professionals, this manual examines each of the critical areas of court and field design and construction issues to consider when building these facilities. Section 1 provides guidelines in the areas of general conditions for construction, site investigation and preparation, vegetation control, and drainage for recreational areas. Section 2 focuses on tennis court guidelines that include court orientation and dimensions, court surfaces, lighting, surface painting, maintenance and repair of asphalt courts, conversion of hard to fast dry courts, and indoor tennis air structure construction. The third and final section addresses track guidelines and includes basic dimensions and site considerations, concrete construction, fencing, six types of track surfaces, field event construction, and layout and striping of running tracks. (GR) ED438689 USTC &amp; TBA Guidelines for Tennis Court &amp; Running Track Construction. 1998-00-00 215 U.S. Tennis Court and Track Builders Association, 3525 Ellicott Mills Dr., Suite N, Ellicott City, MD 21243-4547. Tel: 410-418-4800; Fax: 410-418-4805; e-mail: ustctba@assochq.com; Web site: http://www.ustctba.com. N/A 1998 -1

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Yes Data Collection Earthquakes Elementary Secondary Education Guidelines Public Schools School Safety Guides - Non-Classroom Building Technology, Inc., Silver Spring, MD. English This companion guidebook augments the Federal Emergency Management Agency's publication entitled &quot;FEMA 154, Rapid Visual Screening of Buildings for Potential Seismic Hazards: A Handbook.&quot; The guidebook, which provides assistance in the use of the Rapid Screening Procedure (RSP), is intended for use by public school districts with relatively large numbers of buildings (e.g., 30 or more). RSP is a process aimed at quickly and easily identifying those buildings that might pose a risk to loss of life or injury, or to severe curtailment of community services, in the event of a damaging earthquake. The guidebook offers additional explanatory and supportive information for school districts that wish to conduct a more comprehensive RSP effort than simply a &quot;sidewalk&quot; survey. It requires a side-by-side reading with &quot;FEMA 154.&quot; Appendices present earthquake problems of elementary and secondary schools and modified data collection forms. (GR) ED438696 A Guidebook to FEMA 154--Rapid Visual Screening of Buildings for Potential Seismic Hazards. A Handbook for Use in the Screening of School Buildings. 1994-12-00 Federal Emergency Management Agency, Washington, DC. Administrators Practitioners 52 N/A 1994 -1

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Yes Adolescents Contraception Early Parenthood Pregnancy Sexuality Trend Analysis Youth Problems Terry, Elizabeth Manlove, Jennifer Information Analyses Child Trends, Inc., Washington, DC. English The current research and policy debate over why teen pregnancy and birth rates have declined in the 1990s has focused on whether increased abstinence or increased contraceptive use is primarily responsible. This research brief indicates that both factors appear to be contributing factors. It finds that: (1) the percentage of teens who reported ever having had sexual intercourse declined for both males and females from 1988 to 1995; (2) the majority of male and female sexually experienced teens had either 0 or 1 partner in the past year; and (3) the percentage of female teens who reported using any method of contraceptive at first sexual encounter increased between 1982 and 1995. On the other hand, the brief also notes less promising trends, including: (1) a decline in the percentage of female teens who report using any method of contraception at their most recent sex encounter; (2) an increase in the percentage of teens having sex before age 15; and (3) an increase risk for Hispanic teens of teen pregnancy. The proportion of Hispanic teens who are sexually experienced has increased, but they are the least likely to use any form of contraception at first sex encounter or most recent sex encounter. Finally, the brief highlights recommendations, including the following: (1) employ multiple strategies to reduce teen pregnancy; (2) support programs to increase involvement among males in decision-making about contraceptive use; (3) emphasize to teens the need to use contraception consistently; (4) develop strategies to discourage sex among young teens; and (5) target more programs specifically to address needs of different racial/ethnic and cultural groups. (Contains 11 references.) (EV) ED438914 Trends in Sexual Activity and Contraceptive Use among Teens. Child Trends Research Brief. 2000-00-00 John D. and Catherine T. MacArthur Foundation, Chicago, IL. William and Flora Hewlett Foundation, Palo Alto, CA. 7 Child Trends, 4301 Connecticut Avenue, NW, Suite 100, Washington, DC 20008. Tel: 202-362-5580; Fax: 202-362-5533; Web site: http://www.childtrends.org. For full text: http://www.childtrends.org/PDF/teentrends.pdf. N/A 2000 -1

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Yes Acquired Immune Deficiency Syndrome Athletics Community Programs Drug Education Educational Change Educational Policy Elementary Secondary Education Foreign Countries Health Education Health Promotion Higher Education International Cooperation International Programs Life Style Mental Health Nutrition Instruction Olympic Games Physical Education Physical Health School Safety Sex Education Student Participation Reports - Descriptive Japan Ministry of Education, Science, and Culture, Tokyo (Japan). English This annual publication introduces Japan's educational policies in education, science, sports, and culture. Part 1, &quot;Trends in Education Reform,&quot; discusses fundamental concepts in educational reform. Part 2, &quot;Mental and Physical Health and Sports,&quot; includes two chapters. Chapter 1, &quot;Health and Sports into the Future,&quot; examines 5 concepts: fundamental concepts; mental and physical health and learning; realization of lifelong participation in sports; promotion of top-level sports, and establishment of the sports promotion lottery system. Chapter 2, &quot;Toward Enhanced Health Education,&quot; discusses 5 concepts: instruction in various areas of health; drug abuse prevention; sexual and AIDS education; food-related instruction; school lunches; and school safety. Chapter 3, &quot;Toward the Realization of Lifelong Participation in Sports,&quot; discusses 4 concepts: stamina, ability to exercise, and interest in sports; physical education at schools as the foundation for lifelong participation in sports; development of community sports environments; and sports life and environments in other countries. Chapter 4, &quot;Improving International Competitiveness and Promoting International Sports Exchange,&quot; discusses 5 concepts: the current state of international competitiveness in Japan; improvement of international competitiveness; promoting international exchange through sports programs; promoting professional sports, and promoting participation in diverse areas of sports. (SM) ED439088 Japanese Government Policies in Education, Science, Sports and Culture, 1998. Mental and Physical Health and Sports. 1999-00-00 149 Ministry of Education, Science, Sports and Culture, Monbusho, 3-2-2 Kasumigaseki, Chiyoda-ku, Tokyo 100-0013, Japan. Tel: +81-3-3501-7735; Fax: +81-3592-1065. N/A 1999 -1

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Yes Adult Education Cognitive Style College Students Elementary Secondary Education Language Research Language Skills Language Teachers Learning Processes Learning Strategies Second Language Instruction Second Language Learning Teaching Methods Vance, Shelley J. Information Analyses English Research on language acquisition has begun to examine how successful language learners achieve their goals. Teachers and researchers have long noticed that some language learners acquire a second (or third or fourth) language more quickly and more effectively than others. Upon examination, researchers have found that several factors are involved in this difference, such as motivation, attitude, and age. One factor in students' success is their use of learning strategies. Given that learning strategies can be taught, the focus of this paper is to examine the results of attempts to teach learning strategies to second language learners, and whether the results suggest that there is a best way to carry out learning strategy training. The discussion of teaching language learning strategies has been focused on whether learning strategy training can be separate from subject content or integrated into it, embedded, or addressed directly. Research does not suggest any clear answer on whether learning strategy teaching should be integrated into subject matter or kept separate. There are demonstrable pros and cons to each position. (Contains 12 references.) (KFT) ED438716 Language Learning Strategies: Is There a Best Way To Teach Them? 1999-12-00 20 N/A 1999 -1

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Yes Charter Schools Educational Vouchers Elementary Secondary Education Free Choice Transfer Programs Minority Groups Nontraditional Education Private School Aid School Choice School Restructuring State Legislation State Programs Tax Credits Tuition Urban Schools Rees, Nina Shokraii Reports - Evaluative Heritage Foundation, Washington, DC. English This report presents an analysis of the school choice movement throughout the United States, and a state-by-state analysis that provides snapshots of each state's progress toward school choice and charter schools. The Children's Scholarship Fund found that 1.25 million low-income parents would take advantage of scholarships that would allow their children to attend private or religious schools if given the chance. A number of state initiatives affecting school choice are planned, but the one development that could significantly alter the course of school choice is the Presidential election. The state profiles contain information on the state's education statistics, an overview of its educational reform efforts, and an analysis of recent developments in school choice and charter schools, along with a review of the positions of the governor and the state legislature on school choice. State contacts for further information on school choice are provided. Appendixes contain a list of national organizations that promote school choice and a review of state home school laws. (SLD) ED440176 School Choice, 2000: What&apos;s Happening in the States. 2000-00-00 ISBN-0-89195-089-3 228 Heritage Foundation, 214 Massachusetts Avenue, NE, Washington, DC 20002-4999 ($12.99). Tel: 800-544-4843 (Toll Free); Web site: http://www.heritage.org. For full text: http://www.heritage.org/schools/. N/A 2000 -1

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Yes Action Research Adult Education Adult Educators Adult Literacy English (Second Language) Literacy Education Pretests Posttests Professional Development Pronunciation Pronunciation Instruction Second Language Instruction Student Attitudes Teaching Methods Videotape Recordings Davis, Christina Reports - Research Pennsylvania English This project was conducted to determine whether using videotapes, designed for the purpose of teaching English pronunciation, would improve the pronunciation of English as a second language learners at the Lebanon Adult Education Center in Pennsylvania. The videotapes used were entitled &quot;Perfect English Pronunciation.&quot; Learners were given a pretest that consisted of groups of words that used various sounds in English pronunciation. These sounds were heard in the beginning, middle, or end of words. Throughout the project, the instructor observed the learners and kept field notes. At the end of the project, the learners were given a posttest. Each learner in this 12-week intermediate class showed at least an 80 percent improvement in the English pronunciation of discrete sounds. A few students demonstrated a 95 percent improvement. Students also demonstrated greater confidence in their ability to communicate as a result of the project. (YLB) ED440219 Will the Use of Videos Designed for the Purpose of Teaching English Pronunciation Improve the Learners&apos; Production of Discrete Sounds by At Least 80% over a 12 Week Period? Action Research Monograph. 1999-00-00 8 N/A 1999 -1

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Yes Early Childhood Education Educational Environment Elementary Education Participative Decision Making Play Public Schools Student Needs White, Randy Stoecklin, Vicki L. Opinion Papers Reports - Descriptive English Why typical playgrounds are designed the way they are by adults is discussed, including what the ideal outdoor play/learning environment for children is and how the outdoor space should be considered as an extension of the classroom. The paper emphasizes the importance of nature to children, discusses the criteria playground designers should possess, and explains why it is essential for the design process to include input from children, teachers, parents, and maintenance staff. (GR) ED434484 Creating Outdoor Play &amp; Learning Environments. 1997-00-00 8 N/A 1997 -1

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Yes Calculators Computer Uses in Education Educational Resources Educational Technology Elementary Secondary Education Mathematics Education Resource Materials Science Education World Wide Web Thorson, Annette, Ed. Collected Works - Serials Reference Materials - Bibliographies Eisenhower National Clearinghouse for Mathematics and Science Education, Columbus, OH. English The Eisenhower National Clearinghouse for Mathematics and Science Education (ENC) helps teachers by offering a broad assortment of services to enable them to quickly locate educational resources. This theme issue of the serial &quot;ENC Focus&quot; is designed to give educators information about curriculum resources available for teaching math and science in K-12 classrooms. Each issue of ENC Focus presents a selection from the Clearinghouse collection focused on a theme topic of particular interest to math and science teachers. In addition to meeting general requirements for inclusion in the ENC collection, curriculum materials listed are appropriate to the specific topic of the issue, support hands-on, active, inquiry-based methods of instruction, and are readily available. This issue offers thirteen articles (pages 16-40), and a sample of useful materials and other resources on the theme of integrating technology in the classroom and the best ways to use technology to enhance teaching and learning in mathematics and science. A description of each resource provides an abstract of the contents, subjects addressed, grade level, publication date, ordering information, price, authors, and related resources. (ASK) ED436405 Integrating Technology in the Classroom. ENC Focus v6 n3 1999 1999-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 85 Eisenhower National Clearinghouse for Mathematics and Science Education, 1929 Kenny Road, Columbus, OH 43210-1079. Tel: 800-621-5785 (Toll Free). N/A 1999 -1

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Yes Associate Degrees Career Change College Programs Community Colleges Computer Science Computer Science Education Consultants Corporate Education Economic Climate Education Work Relationship Educational Needs Educational Policy Employment Patterns Employment Projections Enrollment Trends Equal Opportunities (Jobs) Federal Government Federal Legislation Financial Support Income Independent Study Information Technology Job Training Labor Force Development Labor Market Needs Assessment Postsecondary Education Private Sector Proprietary Schools Public Policy Recruitment Regional Planning Retraining Skill Development Statewide Planning Tables (Data) Technical Institutes Technical Occupations Technological Advancement Temporary Employment Trend Analysis Unemployment Universities Vocational Education Meares, Carol Ann Sargent, John F., Jr. Information Analyses Office of Technology Policy (DOC), Washington, DC. English This report is the product of an effort by the Office of Technology Policy to assess current and future needs for information technology (IT) workers through a comprehensive information-gathering project that included the following three activities: (1) nationwide regional meetings that included discussions with industry executives, representatives from academia, business leaders, students, and workers; (2) examination of a wide range of data on the IT workforce; and (3) regular monitoring of literature on the subject. The following are among the topics discussed in Chapters 1-9: (1) the challenge of developing the IT workforce; (2) the vital role of IT in the U.S. economy; (3) the business environment and its impact on the IT labor market; (4) the demand for core IT workers; (5) the supply of core IT workers; (6) indications of a tighter labor market; (7) state and regional perspectives; (8) a report of the National Dialogue on the Information Technology Work Force; and (9) answers the IT workforce challenge. Chapters 1-9 contain 45 tables/figures. Chapter 10 consists of four appendixes on the following four topics: (1) employment sectors for core IT workers; (2) core IT workforce distribution by industry; (3) core IT workforce distribution by occupation; and (4) state employment projections in core IT occupations for 1996-2006. (MN) ED441150 The Digital Work Force: Building Infotech Skills at the Speed of Innovation. 1999-06-00 136 Office of Technology Policy, U.S. Department of Commerce, 14th Street and Constitution Ave., N.W., Washington, DC 20230. Tel: 202-482-3037. For full text: http://www.ta.doc.gov/otp/Reports.htm#USTPS. N/A 1999 -1

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Yes Action Research Adult Basic Education Adult Literacy Adult Students Attitude Change Literacy Education Mission Statements Motivation Techniques Personal Narratives Pretests Posttests Program Development Program Effectiveness Questionnaires Self Evaluation (Individuals) Student Attitudes Student Motivation Teacher Researchers Welfare Recipients Matthews, Jeanette G. Reports - Research Tests/Questionnaires Pennsylvania (Pittsburgh) English The instructor of a course focusing on basic academic and job readiness skills for welfare recipients at the Goodwill Employment Help Center in McKeesport, Pennsylvania, conducted an action research project to determine whether developing personal mission statements would increase students' motivation in her course. As new students were accepted into the course, they were asked to participate in the following activities: (1) complete a questionnaire about their attitudes; (2) participate in an informal discussion about personal goals, responsibility, and determining one's likelihood of achieving goals; and (3) write a personal mission statement. Students' motivation was measured through surveys administered before and after the mission statement activity, field notes, and interviews. Of the 12 students who initially agreed to participate in the project, only 3 actually remained in the study long enough to complete mission statements. All three students stated that the mission statements helped increase their feeling of responsibility for their academic and career success. The remaining 9 students dropped out of the study for reasons unrelated to the study. (Appendixes constituting approximately 60% of this document contain the following four items: mission statement of Goodwill Industries of Pittsburgh; instructor's personal mission statement; mission statement lesson outline; and student questionnaire.) (MN) ED440228 Increasing Student Motivation through the Development of a Personal Mission Statement. Action Research Monograph. 1999-00-00 20 N/A 1999 -1

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Yes Action Research Adult Basic Education Adult Literacy Conversational Language Courses English (Second Language) Grammar Literacy Education Outcomes of Education Pretests Posttests Program Effectiveness Second Language Instruction Teaching Methods Shenk, Timothy Reports - Research Tests/Questionnaires Pennsylvania English A study investigated the teaching of grammar in an advanced English as a Second Language (ESL) class in Lancaster, Pennsylvania. For a week, the instructor taught the students on the topic of comparatives, superlatives, and equatives. The instructor gave a written pretest, posttest, and a delayed posttest to the whole class of 15-25 immigrants and refugees aged 17-70 and a delayed posttest in oral form to five students. Results of the posttests showed at least modest improvements in all students. Even when students did not retain all the grammatical structures, it was evident that they were working to incorporate the forms into their oral language. The instructor concluded that it was productive to teach grammar in class, even if the lesson seemed confusing to students when it was taught. It was suggested that research be conducted at 6 months to determine how much of the lesson students retain at that point. Appendices contain the written first posttest and the oral test grading sheet. (KC) ED440234 Teaching Grammar in an ESL Classroom. Action Research Monograph. 1999-00-00 30 N/A 1999 -1

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Yes Action Research Behavior Change Behavior Problems Conflict Resolution Cooperative Learning Interpersonal Competence Kindergarten Kindergarten Children Language Acquisition Prevention Primary Education Program Effectiveness Program Evaluation Violence Cooper, Judy Smith, Cathy Smith, Veralee Dissertations/Theses English This action research project implemented and evaluated a program for enhancing students' social skills in order to increase their ability to work cooperatively and to resolve conflict. The targeted population consisted of kindergarten students in a lower income urban school, located in a medium-sized Midwestern city. The problem of insufficient social skills was evident from teacher observations and the frequent need for adult mediation. Analysis of probable cause data revealed several contributing factors, including frequent exposure to violence and lack of role models for resolving conflict. Faculty also reported insufficient language experiences and opportunities to interact socially with others prior to entering kindergarten. A review of solution strategies suggested by professional sources and educational literature resulted in the selection of 3 interventions over a 4-month period: explicit teaching of social skills, the use of a violence prevention program, and the application of cooperative learning strategies. Post-intervention data indicated an increase in students' social skills, ability to work cooperatively, and ability to resolve conflicts. (Seven appendices include a teacher observation chart and student and parent surveys. Contains 47 references.) (Author/HTH) ED442567 Enhancing Student Social Skills through the Use of Cooperative Learning and Conflict Resolution Strategies. 2000-05-00 93 N/A 2000 -1

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Yes Comparative Analysis Grade 1 Instructional Effectiveness Low Achievement Primary Education Spelling Spelling Instruction Kiesser, Traci L. Reports - Research Tests/Questionnaires English The purpose of this study was to determine what essential skills and spelling strategies first grade students use when spelling grade level and above grade level words and to determine whether students actually use strategies taught during spelling instruction. Eight first-grade students of varying spelling performance levels, including English-as-a-Second-Language (ESL) spellers, were engaged in spelling tasks, alphabet recognition, blending, and segmentation tests and were asked questions regarding their perceptions of various aspects of spelling. Student writing samples were collected and analyzed using the &quot;First Steps Spelling Developmental Continuum&quot; (1994) to help clearly profile each student's level of development. The data from the study showed that students of all performance levels, including ESL students, rely on letter sounds to spell both grade level and above grade level words. Low performing spellers also identified word families as a second strategy when spelling grade level words. The data also revealed that both low performing and high performing students relied on multiple strategies when spelling words. The reading program strongly influenced the spelling strategies used by students. Appendixes contain spelling lists, interview questions, assessment instruments, 2 charts of data, and student spelling samples. (Contains 33 references.) (Author/RS) ED441251 Spelling Strategies Used by High and Low Performing First Grade Students. 2000-06-00 66 N/A 2000 -1

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Yes Adolescent Development Adolescents Counselor Training Drug Rehabilitation Emotional Adjustment Ethics Family Counseling Family Role Illegal Drug Use Intervention Outcomes of Treatment Program Development Substance Abuse Guides - Non-Classroom Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. CDM Group, Inc. English This TIP on the best practice guidelines for treatment of substance abuse aims to help teach treatment providers about the latest information available to design and deliver better services to adolescent clients with substance use disorders. This publication represents advances in the understanding of the immediate and long-term physiologic, behavioral, and social consequences of use, abuse, and dependency. Adolescent substance users differ from adults in many ways, and this TIP explains how knowledge about these differences will help treatment providers grasp why adolescents use substances and how substance use may become an integral part of their identity. A discussion on program design, policies and procedures, and evaluation, as part of program development for treatment, is provided. Other treatment approaches such as therapeutic communities and 12-Step-Based Programs are detailed. It includes a discussion on contemporary family therapy as another effective form of treatment. Youth with distinctive treatment needs are considered in detail, including those in the juvenile justice system; homeless youth; those with nonheterosexual identity; and those with coexisting physical, behavioral, and psychiatric disorders. It concludes with a discussion of the legal and ethical issues of providing treatment to adolescents. The following appendixes are included: &quot;Bibliography,&quot;&quot;Medical Management of Drug Intoxication and Withdrawal,&quot; and &quot;Field Reviewers.&quot; (Contains 11 figures and 173 references.) (JDM) ED443038 Treatment of Adolescents with Substance Use Disorders. Treatment Improvement Protocol (TIP) Series 32. 1999-00-00 Practitioners 163 Substance Abuse and Mental Health Services Administration, 1 Choke Cherry Road, Room 8-1036, Rockville, MD 20857. Tel: 240-276-2000; Fax: 240-276-2010. N/A 1999 -1

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Yes Behavior Modification Cognitive Restructuring Counselor Client Relationship Counselor Training Drug Rehabilitation Early Identification Emotional Adjustment Evaluation Intervention Motivation Substance Abuse Guides - Non-Classroom Tests/Questionnaires CDM Group, Inc. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English This TIP on the guidelines for treatment of substance use disorders is based on a fundamental rethinking of the concept of motivation. It suggests that the cognitive-behavioral approach to treatment requires a different perspective on the problem and on the prerequisites for change, while placing greater responsibility on the counselor whose job now includes engendering motivation. Chapter 1 presents an overview of the concepts of motivation and change and describes the model, developed by Prochaska and DiClemente, upon which this TIP is based. Chapter 2 presents interventions that can enhance clients' motivation. Chapter 3 discusses motivational interviewing, developed by Miller and Rollnick, which can be used to help clients resolve issues related to their ambivalence. Chapters 4 through 7 address the stages of change and provide guidelines for clinicians to tailor treatment to clients' stages of readiness for change. Tools and instruments used to measure change are summarized in Chapter 8. Chapter 9 provides examples of integrating motivational approaches into existing treatment programs. Chapter 10 offers directions for future research. Appendixes include &quot;Bibliography,&quot;&quot;Screening and Assessment Instruments,&quot;&quot;Ordering Information for Assessment Instruments,&quot;&quot;Resource Panel,&quot; and &quot;Field Reviewers.&quot; (Contains 28 figures and approximately 450 resources.) (JDM) ED443042 Enhancing Motivation for Change in Substance Abuse Treatment. Treatment Improvement Protocol (TIP) Series 35. 1999-00-00 Practitioners 263 Substance Abuse and Mental Health Services Administration, 1 Choke Cherry Road, Room 8-1036, Rockville, MD 20857. Tel: 240-276-2000; Fax: 240-276-2010. N/A 1999 -1

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Yes Behavior Modification Cognitive Restructuring Community Health Services Counseling Counselor Training Drug Rehabilitation Individual Needs Intervention Mental Health Motivation Program Design Social Problems Substance Abuse Theory Practice Relationship Cook, Paddy Dogoloff, Mary Lou Harteker, Linda Nelson, Anne E. Paul, Michelle M. Shuman, Deborah J. Mjoseth, Marcia Vitzthum, Virginia Hayes, Elizabeth Gilbert, Max Smith, Cara Nguyen, Y-Lang Guides - Non-Classroom Tests/Questionnaires Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English This TIP contains information on the best practice guidelines on case management for substance abuse treatment providers. It serves to educate program coordinators and facilitators about the factors to consider as they decide to modify or implement case management activities. Many substance abuse clients arrive for treatment with a number of other social problems and mental health disorders. The TIP explains how the coordinated approach of case management lends itself to the treatment of substance abuse. It states that the comprehensive continuum of services is designed to provide engagement and motivation, primary treatment services, and support services that will enable individuals to maintain long-term sobriety while managing life in the community. It includes discussion on case management in the community context, evaluation and quality assurance, and what is important to learn about working with the special needs populations. Appendixes include: &quot;Bibliography,&quot;&quot;Practice Dimensions,&quot;&quot;Managed Healthcare Organizational Readiness Guide and Checklist: Special Report,&quot;&quot;Resource Panel,&quot; and &quot;Field Reviewers.&quot; (Contains 4 figures and approximately 150 resources.) (JDM) ED443055 Comprehensive Case Management for Substance Abuse Treatment. Treatment Improvement Protocol (TIP) Series 27. 1998-00-00 Practitioners 137 Substance Abuse and Mental Health Services Administration, 1 Choke Cherry Road, Room 8-1036, Rockville, MD 20857. Tel: 240-276-2000; Fax: 240-276-2010. N/A 1998 -1

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Yes Child Development Childrens Games Childrens Literature Emotional Development Infant Behavior Infants Language Acquisition Montessori Method Motor Development Observation Periodicals Play Preschool Education Toddlers Toys Kroenke, Lillian DeVault, Ed. Collected Works - Serials English This document is comprised of the four issues in the second volume of a quarterly journal for parents of children in Montessori infant and toddler programs. The May 1998 issue contains an article on Treasure Baskets which are designed for non-mobile babies who can sit up, an article discussing the personal growth of a Montessori teacher who became a mother, and a picture story of a day in a Montessori toddler class. The August 1998 issue covers language development for infants and toddlers, baby body awareness taught through games, and appropriate books for toddlers. The November 1998 issue includes an article on observing children from birth to three, a picture story of a day in a Montessori toddler class, and an article discussing infant crawling. The February 1999 issue presents information on toddlers and their transitions, fostering hope in children, and Maria Montessori's rules for the treatment of the child. A regular feature of the journal is &quot;Ask Ginny,&quot; an advice column. (JS) ED431552 Infants and Toddlers, 1998-1999. Infants and Toddlers v2 n1-4 May 1998-Feb 1999 1999-00-00 65 Infants and Toddlers, P.O. Box 14627, Albuquerque, NM 87191-4627 (Regular subscription, 1-year, $25; Intern Subscription, 1-year, $20). N/A 1999 -1

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Yes Curriculum Design Disabilities Educational Strategies Elementary Secondary Education Inclusive Schools Regular and Special Education Relationship Teacher Collaboration Teacher Role Teamwork Udvari-Solner, Alice Bailey, Brent R. Guides - Non-Classroom Indiana State Univ., Terre Haute. Blumberg Center for Interdisciplinary Studies in Special Education. English The goal of this booklet is to help teachers re-examine education for students with disabilities. It is intended to help clarify issues related to developing adaptive processes to include students with disabilities in general education classrooms. It begins by explaining the difference between mainstreaming, integration, and inclusion, how a general education teacher can be successful in including all children, and the role of a special education teacher in inclusive classrooms. Four basic principles are then outlined for including all children: (1) share responsibilities as a team; (2) meet on a regular basis; (3) develop priorities and plans; and (4) consider all ways of adapting activities to include children with disabilities. Appendices include a list of 28 resources on inclusive programming; information on goals, roles, and processes for helping individuals to work as a team; a meeting effectiveness checklist; strategies for including all students; and strategies for adapting curriculum. (CR) ED441290 Perspectives on Effective Education: A Guide to Including All Children. 1996-00-00 Indiana State Dept. of Education, Indianapolis. Div. of Special Education. 29 N/A 1996 -1

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Yes Academic Achievement Awards Competition Grade 5 Intermediate Grades Low Achievement Science Fairs Science Interests Science Projects Student Attitudes Blenis, Debra S. Reports - Research English This quasi-experimental study evaluated the effects of levels of participation and award structure of science fairs on elementary students' attitudes toward science and interests in science. Fifth grade students participated in one of four science fairs: mandatory/competitive, mandatory/noncompetitive, voluntary/competitive, or voluntary/noncompetitive. They were given five weeks to complete a science project to present at a fair. Their attitudes toward science and interests in science were measured before and after implementation. Analysis of the mandatory groups was made to determine the effects of award structure on attitudes and interests. The results indicated that attitudes were not significantly affected by different award structures; however, students who participated in the noncompetitive fair did display an increase in attitudes. Differences were found in students' interests in science. Those students that participated in a noncompetitive fair scored higher than those students who were involved in a competitive fair. The aptitude treatment interaction analyses revealed that low ability students would be expected to respond with a greater increase in interests in science when the award structure is noncompetitive. However, high ability students respond negatively under the same conditions. (Contains 18 references.) (Author) ED443718 The Effects of Mandatory, Competitive Science Fairs on Fifth Grade Students&apos; Attitudes toward Science and Interests in Science. 2000-00-00 27 N/A 2000 -1

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Yes Academic Achievement Educational Research Educational Trends Elementary Secondary Education Foreign Countries Measurement Techniques Outcomes of Education Status Student Evaluation Fiske, Edward B. Reports - Evaluative ISSN-1020-0908 United Nations Educational, Scientific, and Cultural Organization, Paris (France). Education for All Forum Secretariat. English This fifth issue of &quot;Education for All, Status and Trends,&quot; examines the reasons for the growing global interest in educational measurement, lays out some of the central findings of the movement, and then takes up the all-important question of how assessment of student outcomes can be put to the service of promoting quality education for all children. Research growing from the 1990 World Conference on Education for All has shown how the experience of developed and developing countries in carrying out national assessments has led to a body of general principles about how best to organize such measurement exercises and how to make the most effective use of the data they generate. Following an introduction, these principles are developed through the following sections: (1) &quot;How Countries Measure Student Achievement&quot;; (2) &quot;How Measurement Can Improve Teaching and Learning&quot;; (3) &quot;Recent Research on the Quality of Education&quot;; (4) &quot;Broad Findings of Recent Research&quot;; (5) &quot;Factors That Contribute to Achievement&quot;; (6) &quot;How Countries Use Assessment To Improve Student Learning&quot;; and (7) &quot;Issues of Measurement.&quot; An appendix contains five statistical tables for specific world areas. (Contains 27 figures.) (SLD) ED445067 Education for All: Status and Trends, 2000. Assessing Learning Achievement. 2000-00-00 76 For full text (English, French, and Spanish): http://www.education.unesco.org/efa. N/A 2000 -1

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Yes Career Development Career Planning Evaluation Measures (Individuals) Models Reports - Research WestEd, San Francisco, CA. English This document contains charts that evaluate career related assessment items. Chart categories include: Purpose/Current Uses/Format; Intended Population; Oregon Career Related Learning Standards Addressed; Relationship to the Standards; Relationship to Endorsement Area Frameworks; Evidence of Validity; Evidence of Reliability; Evidence of Fairness and Appropriateness for Special Populations; Training/Scoring Guide/Checklist/Rating Forms/Exemplar Task Available; Feasibility; and Selection Criteria Met/Pros-Cons. Part I examines the following tools and models: ACT-WorkKeys; Adult Measure of Essential Skills; Assessments in Career Education; Career Portfolio Assessment; Career-Technical Assessment Program; Career Transcript System; Commonwealth Accountability Testing System Practical Living/Vocational Studies; Comprehensive Adult Student Assessment System-Employability Competence System; Michigan Employability Skills Assessment Kit; National Occupational Competency Testing Institute Job Ready Tests; Oklahoma Vo-Tech; SCANS Interactive Prototype; SCANS/TEJAS Compendium; SkillsUSA Championships; Vocational-Technical Education Consortium of the States; WORKING; and Workplace Success Skills System. Part II looks at the following interests and aptitude inventories: ACT-Career Planning Survey; ACT-PLAN; Campbell Interest and Skill Survey; Career Scope; Hall Occupational Orientation Inventories; JOB-O; Strong-Campbell Interest Inventory; and Vocational Research Interest Inventory. (MKA) ED445313 A Comparison of Career-Related Assessment Tools/Models. Final [Report]. 1999-11-00 Office of Educational Research and Improvement (ED), Washington, DC. 59 N/A 1999 -1

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Yes Action Research Generalization Instructional Effectiveness Intermediate Grades Learning Disabilities Reading Comprehension Reading Difficulties Vocabulary Development MacLean, Isabel Reports - Research English This 5-month action research project examined effects of a short-term interactive vocabulary instruction on reading comprehension with four intermediate grade students identified as having learning disabilities in reading. Participants read a narrative text and an expository text without vocabulary instruction and then received vocabulary instruction before reading an additional narrative and expository text. Comprehension tests and fluency tests were given after reading each text. Participants showed gains in both comprehension tests and in their reading fluency during the intervention phase. There was some evidence of students trying out new words in conversation but no evidence that students' general reading comprehension improved, that they were able to glean the subtle meanings in text, or that they used the new vocabulary terms in their writing. Forms used in the study, sample comprehension tests, a project time line, and a student survey are appended. (Contains references.) (DB) ED445438 Effects of Interactive Vocabulary Instruction on Reading Comprehension of Students with Learning Disabilities. 2000-06-10 79 N/A 2000 -1

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Yes Beginning Teachers Case Studies Computer Uses in Education Educational History Educational Technology Elementary Secondary Education Equal Education Family Involvement Higher Education Preservice Teacher Education Racial Bias Racial Relations School Culture Social Influences Student Teachers Teacher Role Quisenberry, Nancy L., Ed. McIntyre, D. John, Ed. Collected Works - General Association of Teacher Educators, Reston, VA. Association for Childhood Education International, Olney, MD. English This book presents a collection of essays on racism and the role of teachers in healing racism. There are three sections with nine papers. After an &quot;Introduction&quot; (D. John McIntyre), Section 1, &quot;Historical Perspectives,&quot; includes: (1) &quot;Racism in Education&quot; (Gwendolyn Duhon Boudreaux, Rose Duhon-Sells, Alice Duhon-Ross, and Halloway C. Sells); and (2) &quot;History of Racism: Social, Political, and Psychological Perspectives on Modernity&quot; (H. Prentice Baptiste, Jr., James B. Boyer, Socorro Herrera, and Kevin Murry). Section 2, &quot;Instructional Perspectives,&quot; includes (3) &quot;Healing the Wounds of Instructional Racism&quot; (Patricia Larke, Gwendolyn Webb-Johnson, Ronald Rochon, and Mary Anderson); (4) &quot;Family Involvement: Empowering Families To Heal Racism&quot; (Phyllis Y. Hammonds and Cathy Gutierrez-Gomez); (5) &quot;Dealing with Issues of Racism in the Classroom: Preservice and Beginning Teachers&quot; (Norvella P. Carter, Anne Gayles-Felton, Robert Hilliard, and Larry A. Vold); (6) &quot;Issues in Healing Racism in Teaching and Teacher Education: A Case Studies Approach&quot; (Fredda D. Carroll, Carol Felder, and Phyllis Y. Hammonds); and (7) &quot;Beyond Instructional Racism: The Integrative Curriculum of Brown Barge Middle School&quot; (Porter Lee Troutman, Jr., Richard Powell, Elaine Jarchow, Linda Fussell, and Donna Imatt). Section 3, &quot;Social Perspectives,&quot; includes (8) &quot;Can Technology Deliver on its Promise of Being the Great Equalizer? Some Reflections on the Participation of Disadvantaged Students in Technology&quot; (P. Rudy Mattai, Robert L. Perry, and Walter S. Polka) and (9) &quot;Who Shall Have the Moral Courage To Heal Racism in America? ATE Keynote Address, February 27, 1996&quot; (G. Pritchy Smith). (All papers contain references.) (SM) ED442783 Educators Healing Racism. 1999-00-00 Illinois Association of Teacher Educators. ISBN-0-87173-147-9 Practitioners Teachers 159 Association of Teacher Educators, 1900 Association Drive, Suite ATE, Reston, VA 20191-1502. N/A 1999 -1

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Yes Community Action Crime Prevention Hate Crime Law Enforcement Social Responsibility Carrier, Jim Guides - Non-Classroom Southern Poverty Law Center, Montgomery, AL. English This guide enumerates 10 principles for fighting hate: (1) act; (2) unite; (3) support the victims; (4) do your homework; (5) create an alternative; (6) speak up; (7) lobby leaders; (8) look long range; (9) teach tolerance; and (10) dig deeper. The guide also presents a collection of inspiring stories of people who acted, often alone at first, to push hate out of their communities. It offers practical advice, good examples, and additional sources for information. The steps outlined in the guide have been tested in scores of communities across the United States by a wide range of human rights, religious, and civic organizations. (BT) ED445974 Ten Ways To Fight Hate. A Community Response Guide. [Second Edition]. 1999-00-00 34 Southern Poverty Law Center, 400 Washington Avenue, Montgomery, AL 36104. Web site: (www.splcenter.org). N/A 1999 -1

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Yes Academic Achievement Elementary Secondary Education Public Schools School Administration Staff Development Student Financial Aid Teacher Improvement Kroeger, Marianne, Ed. Blaser, Stephanie, Ed. Raack, Lenaya, Ed. Cooper, Cinder, Ed. Kinder, Ann, Ed. Collected Works - Serials North Central Regional Educational Lab., Oak Brook, IL. English Professional development is viewed from several perspectives--time, funding, planning, and student outcomes--and includes both an urban and a rural story. This issue provides a special pullout section designed as a checklist to help guide professional development planning activities. The following articles are included: &quot;Perspectives on Managing Staff Development&quot; (Lenaya Raack), in which NCREL experts discuss a variety of key staff development issues for school administrators; &quot;Common Goals &amp; Promising Practices&quot; (Ann Kinder), in which a rural school district and an urban school offer two successful examples of staff development; &quot;Money Talk: Funding Professional Development&quot; (Ann Kinder), which explores how states and districts allocate money to support professional development; &quot;Improving Student Achievement around the Globe&quot; (Gina Amenta-Shin), which describes how NCREL has collaborated with the Department of Defense Education Activity to help teachers integrate technology into classroom instruction; and &quot;Thoughts on...Becoming a Better Teacher&quot; (Cinder Cooper), in which a summer intern at NCREL explains the benefits of staff development and technology in addressing students with diverse needs. (DFR) ED448535 Professional Development &amp; Student Achievement. NCREL's Learning Point v2 n1 Spr 2000 2000-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 29 Full text: http://www.ncrel.org/info/nlp/. N/A 2000 -1

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Yes Access to Information Computer Uses in Education Educational Technology Elementary Secondary Education Equal Education Internet Qualitative Research Urban Areas Schofield, Janet Ward Davidson, Ann Locke Reports - Research Speeches/Meeting Papers English One benefit often expected to flow from Internet use in schools is an increase in equality of educational opportunity as all kinds of schools gain access to the same extraordinary set of resources and opportunities for interaction with the outside world. Yet, prior research suggests that patterns of technology access often mirror existing inequalities rather than mitigate them. This paper discusses the issues pertinent to equality of Internet access that arose in NET (Networking for Education Testbed), a project bringing the Internet to a large urban school district. The major data-gathering methods used in this research were qualitative observations, semi-structured interviews, and archival material. It is concluded that numerous factors, including the perception of Internet use as an optional privilege, the use of Internet access as a &quot;carrot&quot; to shape student behavior in desired ways, and many teachers' lack of familiarity with the Internet and computing more generally, resulted in greater access for students who were already ahead of their peers academically and/or with regard to knowledge of computing. (Contains 23 references.) (Author/MES) ED447790 Achieving Equality of Student Internet Access within Schools. 2000-03-00 Department of Commerce, Washington, DC. Spencer Foundation, Chicago, IL. National Science Foundation, Arlington, VA. 30 N/A 2000 -1

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Yes Child Health Cooperative Planning Elementary Secondary Education Integrated Services Mental Health Outreach Programs School Community Relationship School Health Services Staff Development Reports - Descriptive Tests/Questionnaires California Univ., Los Angeles. Center for Mental Health in Schools. English This paper explores why integrated efforts to include mental health in schools are important and what is involved in such an effort. In order to deal with the full continuum of school mental health concerns, a comprehensive, integrated approach is required.. To be comprehensive, the mental health focus of school based centers must be multifaceted and offer: direct services and instruction; coordination, development, and leadership related to programs, services, resources, and systems; and enhanced connections with community resources. The paper focuses on three issues: (1) integrating mental health activity to maximize resource use and effectiveness (within the school-based health center, with school programs and personnel, and with the community); (2) developing mechanisms to promote integration and address challenges (management of care, management of resources, and multischool integration); and (3) creating an integrated continuum (systems of prevention, systems of early intervention, and systems of care). A survey for analyzing system status is included. (Contains 33 references.) (SM) ED449256 Integrating Mental Health in Schools: Schools, School-Based Centers, and Community Programs Working Together. A Center Brief. 2000-12-00 Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. 23 Center for Mental Health in Schools, 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 2000 -1

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Yes Adult Basic Education Adult Literacy Data Processing Educational Research Illiteracy Literacy Education Material Development National Surveys Prisoners Research Administration Research Design Research Methodology Research Problems Sampling Scaling State Surveys Statistical Analysis Validity Weighted Scores Kirsch, Irwin Yamamoto, Kentaro Norris, Norma Rock, Donald Jungeblut, Ann O'Reilly, Patricia Berlin, Martha Mohadjer, Leyla Waksberg, Joseph Goksel, Huseyin Burke, John Rieger, Susan Green, James Klein, Merle Campbell, Anne Jenkins, Lynn Kolstad, Andrew Mosenthal, Peter Baldi, Stephane Guides - Non-Classroom Reports - Research Tests/Questionnaires National Adult Literacy Survey (NCES) National Center for Education Statistics (ED), Washington, DC. English Chapter 1 of this report and user's manual describes design and implementation of the 1992 National Adult Literacy Survey (NALS). Chapter 2 reviews stages of sampling for national and state survey components; presents weighted and unweighted response rates for the household component; and describes non-incentive and prison sample designs. Chapter 3 addresses weighting procedures. Chapter 4 describes NALS's conceptual framework and development of the background questionnaire and literacy tasks. Chapters 5 and 6 document field operations for the household and prison surveys. Chapters 7-9 detail data processing; the missing data procedures; and models and procedures used to scale NALS results, estimate respondents' proficiencies, and conduct statistical analyses. Chapter 10 presents a summary of literature on use of monetary incentives in survey research, experimental features of the field test and national study, and research results. Chapters 11-15 describe statistics, components of variance, and statistical methods used to derive outcome estimates; estimate and test discriminant validity of the three literacy scales from the perspective of correlation or covariance; summarize establishment of NALS literacy levels; explore importance of the response probability convention in reporting prose literacy results; and discuss use of SPSS (Statistical Program for the Social Sciences) and SAS (Statistical Analysis System) for analyzing NALS data. Appendixes include 98 references, additional data and notes, and instruments. (YLB) ED449354 Technical Report and Data File User&apos;s Manual for the 1992 National Adult Literacy Survey. 2001-01-00 648 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free), Fax: 301-470-1244, TTY/TDD: 800 437-0833, E-mail: edpubs@inet.ed.gov, Web site: http://www.ed.gov/pubs/edpubs.html. N/A 2001 -1

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Yes Admission (School) Admissions Officers College Admission College Applicants College Bound Students College Choice College Freshmen Declining Enrollment Educational Technology Enrollment Management Enrollment Trends Higher Education No Shows Paying for College School Demography Student Financial Aid Student Recruitment Wolff, Tracy L. Bryant, Peter S. Reports - Research USA Group Noel-Levitz, Iowa City, IA. English This national survey of college and university enrollment management practices examines how current technology is being used to make enrollment management more efficient and cost-effective. The report finds that more enrollment managers use advanced tracking, research, and analysis systems to determine the most effective outreach methods; they employ more sophisticated outreach techniques; and they determine recruiting and enrollment costs for specific sizes and types of class. Ten trends emerge from analysis of the survey: (1) yield rates are declining; at public institutions only 22 percent of inquiring freshmen actually apply; (2) planning for change has increased and institutions are developing innovative strategies to yield higher enrollment numbers; (3) internal reporting relationships are shifting, and more enrollment officers now report directly to the president; (4) enrollment budgets and salaries are larger; (5) tuition discount rates are increasing; the freshman discount rate stands at 5.4 percent for public institutions and 30.5 percent for private institutions; (6) more targeted outreach strategies are being used; (7) there is more strategic use of financial aid as a recruitment tool to attract the desired mix of students; (8) use of Web sites has increased; (9) use of direct mail has been expanded; and (10) telecounseling is being used to reach prospects. (CH) ED445615 Top Ten Trends in Enrollment Management. Synopsis: Higher Education Research Highlights. 1999-05-00 10 USA Group Foundation, H917, P.O. Box 7039, Indianapolis, Indiana 46027-7039. Tel: 317-951-5755; Fax: 317-951-5063; Web site: http://www.usasgroup.com. N/A 1999 -1

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Yes Art Education Comprehensive Programs Dance Drama Elementary Secondary Education Evaluation Methods Foreign Countries Music Student Evaluation Visual Arts Puurula, Arja Karppinen, Seija Reports - Descriptive Speeches/Meeting Papers Finland English Student assessment is dependent on the educational views of the teacher. Arts pedagogy in comprehensive schools has several approaches, orientations, and even genres, each in turn having hidden practices of student evaluation. These stem on the one hand from the pedagogical tradition of the field (music, visual arts, drama, craft) and on the other hand from the status of the subject within the school system (arts subjects as entertainment vs. arts subjects as crucial elements in the development of a competent future citizen). This paper aims at developing a theoretical framework for studying assessment in arts subjects. Dance and drama education are not school subjects in Finland, but because the theoretical framework in the paper is developed using international research results and literature, it covers those subjects as well as music, visual arts, and craft/sloyd. Contains 3 figures and 30 references. (Author/BT) ED448101 Student Assessment in Arts Education: Towards a Theoretical Framework. 2000-09-12 18 N/A 2000 -1

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Yes Adolescents Advertising Children Childrens Television Foreign Countries Mass Media Mass Media Effects Mass Media Role Mass Media Use Television Viewing Violence von Feilitzen, Cecilia, Ed. Collected Works - Serials Information Analyses Chile Greenland India Russia Sweden United States United Nations Educational, Scientific, and Cultural Organization, Goteborg (Sweden). International Clearinghouse on Children and Violence on the Screen. Nordic Documentation Center for Mass Communication Research, Aarhus (Denmark). English This document is comprised of the year 2000 reports from the UNESCO International Clearinghouse on Children and Violence on the Screen. The two issues describe research findings concerning children and media violence, children's media use, and activities aimed at limiting gratuitous media violence. The first issue includes articles addressing children's media use in India, Chile, the United States, and Sweden, and adolescents' media use in Greenland. This issue also contains a section on children's TV programs on the global market. The second issue contains several articles on the media and children in Russia, along with sections on media violence, children and advertising, media for children, media literacy and children's participation, and regulation and self-regulation. Both issues contain a listing of relevant coming events. (EV) ED449884 News from the International Clearinghouse on Children and Violence on the Screen (ICCVOS), 2000. News from ICCVOS v4 n1-2 2000 2000-00-00 54 UNESCO International Clearinghouse on Children and Violence on the Screen, Nordicom, Goteborg University, Box 713, SE-405 30 Goteborg, Sweden; Tel: 46-31-773-10-00; Fax: 46-31-773-46-55; e-mail: nordicom@nordicom.gu.se; For full text: http://www.nordicom.gu.se. N/A 2000 -1

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Yes Academic Achievement Elementary Secondary Education Employment Etiology Expenditure per Student Incidence Reading Strategies Self Concept Visual Impairments Viisola, Michelle Numerical/Quantitative Data English This report summarizes statistical data relating to children with visual impairments, including incidence, causes, and education. Data include: (1) prevalence estimates that indicate 1 percent of persons under the age of 18 in the United States have a visual impairment that cannot be corrected with glasses; (2) the leading cause of childhood blindness is a vitamin A deficiency; (3) 24,877 students aged 6-21 received vision services during 1994 to 1995, representing .5 percent of all students receiving services; (4) students with visual impairments were more likely than other students with disabilities to have an A average in high school and to meet or exceed requirements in English, math, foreign languages, and computer science; (5) the average per pupil expenditure for programs in visual impairment for 1985-1986 was $4,068 for preschool, $6,181 for self-contained classrooms, and $3,395 for resource rooms; and (6) only 29 percent of youth with visual impairments were competitively employed 3-5 years following secondary school. (Contains 32 references.) (CR) ED432106 Statistics on Children with Visual Impairments. 1999-04-00 22 N/A 1999 -1

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Yes Curriculum Design English (Second Language) Grammar Higher Education Instructional Effectiveness Language Proficiency Language Skills Second Language Instruction Skill Development Yim, Yoonkyung Kecia Dissertations/Theses - Masters Theses English A study examined the role of grammar instruction in second language (L2) learning by investigating: (1) whether L2 learners significantly improved their language skills after formal grammar instruction, (2) to what extent grammatical knowledge predicted a learner's next level of overall language proficiency, (3) to what extent grammatical knowledge is related to the four language skills (listening, speaking, reading, writing), and (4) to what degree learners at different levels of overall language proficiency differ in the way they benefit from grammar instruction. Subjects were 242 young adult students enrolled in a university English-as-a-Second-Language (ESL) program. Results suggest that the students improved significantly after formal instruction, and that grammatical knowledge is a significant predictor of the students' readiness for the next course level. In addition, grammatical knowledge seems to be a significant component in mastering the four language skills, and students at the beginning level of overall language proficiency gain more on the overall test score than do students at the intermediate or advanced level. However, the grammar competence level and interaction between the overall language proficiency level and grammar competence level could not explain the gain in overall test score. (Author/MSE) ED432137 The Role of Grammar Instruction in an ESL Program. 1998-09-00 84 N/A 1998 -1

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Yes Academic Standards Classroom Observation Techniques Developmentally Appropriate Practices Documentation Early Childhood Education Educational Assessment Evaluation Criteria Evaluation Methods Kindergarten National Standards Primary Education Science Education Student Evaluation Student Projects Teaching Methods Helm, Judy Harris Gronlund, Gaye Journal Articles Reports - Evaluative ISSN-1524-5039 English Early childhood educators are increasingly concerned about the trend toward national standards and national testing. This article addresses issues of assessment in the early years of schooling, prekindergarten through third grade--a period when active, engaged, hands-on learning is most appropriate. Documentation of a kindergarten project on a turtle is presented to show how a science content standard is attained and how evidence is gathered that demonstrates the attainment of those skills inherent in the standard. The article then presents a framework for helping teachers and administrators to think about standards and the documentation of attainment of standards in ways that are compatible with how young children learn. The documentation procedures are especially compatible with approaches to learning that encourage student initiation and interest, such as the Project Approach. Three drawings, 2 photographs, and 4 figures present works of the children's projects. (Contains 13 references.) (Author/LPP) ED439855 Linking Standards and Engaged Learning in the Early Years. Early Childhood Research & Practice v2 n1 Spr 2000 2000-00-00 20 For full text: http://ecrp.uiuc.edu/v2n1/print/helm.html. N/A 2000 -1

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Yes Adolescents Depression (Psychology) Helping Relationship Intervention Peer Relationship Referral Suicide Guides - General National Inst. of Mental Health (DHHS), Bethesda, MD. English This 7-panel pamphlet provides information on teenage depression. Its slogan &quot;Depression: Define it. Defeat it.&quot; is depicted on one-half of the pamphlet as a short, wide poster. The first of four sections presents information on depression in a question-and-answer format. Depression is defined, the etiology and incidence are discussed, and types and treatment of depression are described. The second section separates facts about depression from myths about depression, such as the notion that teenagers do not suffer from real depression when in fact, they do. The third section lists symptoms of depression in the categories of expressions of feelings, such as sadness; personal attributes, such as the inability to make decisions; physical complaints, such as sleep problems; behavior changes, such as heavy drinking; and talk of death or suicide. The final section provides advice on what to do if a teenager suspects his or her friend may be depressed. It is recommended that the teenager encourage the depressed friend to talk to a parent or teacher, or, if the depressed friend does not follow this advice, the teenager is encouraged to seek help from a trusted adult himself. Finally, the address of the DEPRESSION/Awareness, Recognition, and Treatment (D/ART) program is provided. (ABL) ED328807 What To Do When a Friend Is Depressed: A Guide for Teenagers. 1990-00-00 Students 9 N/A 1990 -1

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Yes Academic Achievement Access to Education Children Elementary Secondary Education Equal Education Homeless People Public Schools Student Behavior Seifert, Elli Stauffer, Carol Guides - Non-Classroom Stewart B McKinney Homeless Assistance Act 1987 Saint Paul Public Schools, MN. English This guide explains how to educate homeless students within the public schools, focusing on the Saint Paul, Minnesota, public schools. Section 1 defines homelessness. Section 2 presents data on the increasing numbers of homeless students in the area. Section 3 describes common problems faced by homeless students, including family mobility, frequent change of schools, lack of friends, lack of basic resources, parental distress, social stigma, and loss of personal possessions and pets. Section 4 examines the impact of homelessness on children, focusing on educational issues and socio-emotional and behavioral issues. Section 5 presents strategies for school personnel (e.g., welcome the child to school, have a buddy system in place, utilize peer tutors, plan ahead, and avoid assignments requiring a television). Section 6 discusses the importance of homeless children attending school, highlighting the McKinney Homeless Assistance Act. Section 7 explains why families are homeless. Section 8 presents resources to help build safety nets of support (e.g., locations of homeless shelters, useful information to give homeless parents when they enroll their children in school, and fact sheets on homelessness). (SM) ED450178 Homeless, Not Hopeless. An Informational Guide for School Personnel: Understanding and Educating Homeless Students. 2000-06-00 Administrators Practitioners Teachers 47 ESEA Title I Program for Homeless Children and Families, Funded Programs, Saint Paul Public School District #625, 1001 Johnson Parkway, Saint Paul, MN 55106. Tel: 651-793-5556. N/A 2000 -1

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Yes College Students Cultural Influences Cultural Traits Foreign Countries Higher Education Interviews Japanese Culture Learner Controlled Instruction Learning Strategies Locus of Control Personal Autonomy Second Language Instruction Second Language Learning Teaching Methods Usuki, Miyuki Reports - Research Japan English This paper provides a window into Japanese learners' thoughts about what it is necessary for teachers and learners to do in order to foster Japanese learner autonomy--and why Japanese learners would find this so difficult to do. There are numerous student journal and interview excerpts providing interesting insight to what Japanese learners think about what they should do, what they actually do, and why it is difficult for them to take the more active role that they agree they should. The paper begins by defining its terms--learner autonomy and learner development. It then goes on to discuss learners' political awareness, the issue of learner universality, and the influence of culture on learner autonomy. The study included 46 college students. It is concluded that it will be extremely difficult to make the needed behavior changes. (Contains 33 references.) (KFT) ED452698 Learner Autonomy: Learning from the Student&apos;s Voice. 2001-00-00 38 N/A 2001 -1

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Yes Disabilities Disability Identification Discipline Educational Legislation Eligibility Federal Legislation Individualized Education Programs Legal Responsibility Preschool Children Preschool Education Professional Development Related Services (Special Education) Special Education Student Evaluation Student Placement Walsh, Sharon Smith, Barbara J. Taylor, Ross C. Guides - Non-Classroom Individuals with Disabilities Education Act Amendments 1997 Council for Exceptional Children, Arlington, VA. English This booklet is one of a series designed to assist early childhood general educators, early childhood special educators, related service providers, parents, administrators, and others in understanding what the Individuals with Disabilities Education Act (IDEA) now requires for young children with disabilities ages birth through 5 years and their families. This guide addresses the IDEA provisions under Part B as they relate to children ages 3 through 5 years old and their families, and, at a state's discretion, to 2-year-old children with disabilities who will turn 3 during the school year. Presented in a question and answer format, specific sections of the booklet address: (1) general education requirements for preschoolers with disabilities; (2) identification, evaluation, and eligibility; (3) Individualized Education Programs (IEP) or Individualized Family Service Plans; (4) IEP team members; (5) IEP content; (6) student placement in the least restrictive environment; (7) procedural safeguards; (8) challenging behavior; and (9) accountability. A pullout chart is included at the end of the guide that summarizes evaluation procedures, IEP procedures, personnel development procedures, and discipline procedures. (CR) ED448569 IDEA Requirements for Preschoolers with Disabilities: IDEA Early Childhood Policy and Practice Guide. 2000-09-00 Special Education Programs (ED/OSERS), Washington, DC. ISBN-0-86586-365-2 Administrators Parents Practitioners Teachers 62 Council for Exceptional Children, Associations of Service Providers Implementing IDEA Reforms in Education (ASPIIRE), 1110 North Glebe Road, Arlington, VA 22201-5704; Tel: 877-232-4332 (Toll Free); Fax: 703-264-1637. For full text: http://www.ideapractices.org. N/A 2000 -1

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Yes Cognitive Processes Higher Education Multiple Choice Tests Responses Test Items Test Wiseness Undergraduate Students Stough, Laura M. Reports - Research Speeches/Meeting Papers English The types and frequency of markings students made on multiple choice tests were studied as an indication of students' metacognitive test-taking strategies. Also studied was whether instruction in test-taking strategies affected students' fluency and flexibility of strategy use as demonstrated through the marks they made on tests. Participants were 90 undergraduates in 16 sections of a learning strategies course. Students were tested on three occasions in the semester. Answer indication and option elimination marks were most commonly made, with option elimination marks most commonly associated with high test scores before test-taking strategy instruction. After strategy instruction, and perhaps as a result of increasing the number of markings students made overall, none of the categories of markings were significantly correlated with high test scores. Following test-taking strategy instruction, both the fluency and the flexibility of types of markings increased, although flexibility decreased when students were tested several weeks after instruction. There was a difference in the pattern of markings of successful versus unsuccessful test takers. Option elimination, answer change, and selective item markings were evidently used by the student as metacognitive aids. (Contains 10 tables and 22 references.) (SLD) ED454282 The Effects of Test-Taking Strategy Instruction on the Processing of Test Items. 1992-02-00 29 N/A 1992 -1

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Yes Civil War (United States) Class Activities Classroom Techniques Cultural Context Curriculum Enrichment Government Role Intermediate Grades Junior High Schools Learning Activities Lesson Plans Regional Characteristics Slavery Social History Student Educational Objectives Guides - Classroom - Teacher English More Americans lost their lives in the Civil War than in any other conflict. The question is how the United States arrived at the point at which the South seceded and some families were so fractured that brother fought brother. A complex series of events led to the Civil War. The lessons in this unit are designed to help students develop a foundation on which to understand the basic disagreements between the North and the South before the Civil War. In these lessons, through the examination of primary source documents from the mid-1800's--photographs, census information, and other archival documents--students can gain an appreciation of everyday life in the North and the South, changes occurring in the lives of ordinary Americans, and some of the major social and economic issues of the years just before the Civil War. The lesson plan contains guiding questions and material on how to prepare to teach the lesson. It also contains suggested activities for the following lessons: Lesson 1: Important Enough To Fight About; Lesson 2: Making a Living; Lesson 3: Take My Census, Please; Lesson 4: Cities North and South; Lesson 5: The Lives of African-Americans: A Debate against Slavery; Lesson 6: Presenting Life before the Civil War; and Extending the Lesson. The lesson plan provides detailed information and ideas for teaching each lesson; cites learning objectives; gives appropriate grade levels and approximate length of time required for each lesson; and outlines national standards for social studies, geography, civics and government, and language arts covered in the lessons. Lists 13 related Internet links to Web sites. (NKA) ED455518 Before Brother Fought Brother: Life in the North and South, 1847-1861. 2001-00-00 National Endowment for the Humanities (NFAH), Washington, DC. Council of the Great City Schools, Washington, DC. Practitioners Teachers 18 For full text: http://edsitement.neh.gov/lessonplans.html. N/A 2001 -1

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Yes Assistive Devices (for Disabled) Elementary Secondary Education Inclusive Schools Knowledge Base for Teaching Regular Education Teachers Self Evaluation (Individuals) Social Development Student Characteristics Student Needs Teacher Competencies Teacher Education Programs Teacher Surveys Singh, Delar K. Reports - Research Speeches/Meeting Papers English This paper discusses the outcomes of a study that investigated the knowledge base and professional readiness of 50 regular education teachers for the inclusion of learners who have physical disabilities. Members of the sample were regular elementary and secondary teachers who were enrolled in a graduate teacher education program at a private university. Findings indicate: (1) 50 percent of the teachers reported that they do not feel competent and adequately prepared to include students with physical disabilities in their classrooms; (2) 94 percent of the teachers believed that they need training in assistive and adaptive equipment for educating students with physical disabilities in their classrooms; (3) 66 percent of the regular education teachers had some knowledge about the environmental adaptations needed by students with physical disabilities and showed awareness of the need for wide walkways and special classroom furniture for students with mobility impairments; (4) regular education teachers did not have adequate knowledge about the disability-specific characteristics and health care needs of children with physical disabilities, with 96 percent undecided about what hydrocephalus is; and (5) 72 percent of teachers showed awareness that students with physical disabilities need help in creating and maintaining friendships. (Contains 14 references and 14 figures.) (CR) ED455635 Are General Educators Prepared To Teach Students with Physical Disabilities? 2001-04-20 27 N/A 2001 -1

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Yes Adult Education Comparative Education Cost Effectiveness Developed Nations Developing Nations Education Work Relationship Educational Certificates Educational Finance Educational Research Employment Opportunities Foreign Countries Global Approach Human Capital Inplant Programs Job Skills Job Training Labor Force Development Labor Market Labor Relations Lifelong Learning Nonformal Education Outcomes of Education Partnerships in Education Postsecondary Education Secondary Education Skill Development Student Certification Supply and Demand Underemployment Unemployment Vocational Education Wages Descy, Pascaline, Ed. Tessaring, Manfred, Ed. Books Collected Works - General European Centre for the Development of Vocational Training, Thessaloniki (Greece). English These three volumes comprise the background publication of the second report on vocational education and training (VET) research in Europe. The two parts of Volume 1 contain 10 papers; Volume 2 contains 11 papers in two parts; and there are 10 papers in the two parts and annex of Volume 3. In Volume 1 are the following: &quot;Steering, Networking, and Profiles of Professionals in VET&quot; (Lassnigg); &quot;Financing VET&quot; (Green et al.); &quot;How to Improve the Standing of Vocational Compared to General Education&quot; (Lasonen, Manning); &quot;Certification and Legibility of Competence&quot; (Bouder et al.); &quot;Changing Institutional and Political Role of Nonformal Learning&quot; (Bjornavold); &quot;Problems Raised by the Changing Role of Trainers in a European Context&quot; (Brugia, de Blignieres); &quot;Lifelong Learning&quot; (Cheallaigh); &quot;Training for New Jobs&quot; (Onstenk); &quot;Vocational Training and Innovative Practices in the Environmental Sector&quot; (Loos); and &quot;Company-Based Learning in the Context of New Forms of Learning and Differentiated Training Paths&quot; (Dehnbostel, Dybowski). Volume 2 contains these papers: &quot;Globalization, Division of Labor, and Training Needs from a Company View&quot; (Dejonckheere, Van Hootegem); &quot;Training, Mobility, and Regulation of the Wage Relationship&quot; (Hanchane); &quot;Employment and Training Practices of Small and Medium-Sized Enterprises&quot; (Trouve); &quot;Human Resource Development in Europe&quot; (Nyhan); &quot;Reporting on Human Capital&quot; (Westphalen); &quot;Vocational Training Research on the Basis of Enterprise Surveys&quot; (Bellmann); &quot;Skills Market&quot; (Planas et al.); &quot;Economic Performance of Education and Training&quot; (Barrett); &quot;Unemployment and Skills from a Dynamic Perspective&quot; (Bollens); &quot;Overqualification&quot; (Buchel); and &quot;Forecasting Skill Requirements at National and Company Levels&quot; (Wilson). Volume 3 and its Annex contain these papers: &quot;Training and Individual Performance&quot; (Pfeiffer); &quot;Effect of National Institutional Differences on Education/Training to Work Transitions in Europe&quot; (Hannan et al.); &quot;Education and Labor Market Change&quot; (Hannan, Werquin); &quot;Selection, Social Exclusion, and Training Offers for Target Groups&quot; (Vranken, Frans); &quot;Training and Employment Perspectives for Lower Qualified People&quot; (Brandsma); &quot;Research on VET at the Crossroads of Transition in Central and Eastern Europe&quot; (Strietska-Ilina); &quot;VET Research in Other European and Non-European Countries&quot; (Lauterbach et al.); &quot;Research on VET in the Current Research Framework of the European Commission&quot; (Van den Brande); &quot;Synopsis of Selected VET-Related Projects Undertaken in the Framework of the Leonardo da Vinci I Program&quot;; and &quot;Targeted Socioeconomic Research.&quot; (YLB) ED455388 Training in Europe: Second Report on Vocational Training Research in Europe, 2000. Background Report. Volumes 1-3. CEDEFOP Reference Series. 2001-00-00 92-896 0035-7 1544 Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706-4391 (Three volume set: $25). Tel: 800-274-4447 (Toll Free). For full text: http://www2.trainingvillage.gr/etv/publication/systeme.asp. N/A 2001 -1

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Yes Academic Standards Accountability Alternative Assessment Case Studies Disabilities Educational Assessment Educational Practices Elementary Secondary Education Inclusive Schools School Districts Standardized Tests State Standards Student Evaluation Testing Elliot, Stephen N. Braden, Jeffery P. White, Jennifer L. Books Guides - Non-Classroom Council for Exceptional Children, Arlington, VA. English This book is about the assessment and inclusion of all students, including those with disabilities, in statewide and district assessment programs. It addresses aspects of assessment such as testing practices, test content, legal guidelines, technical aspects of tests, students' learning objectives, and instructional programs. Throughout the book, the cases of three students are featured: a fourth grader with reading difficulties, an eighth grader with learning disabilities, and an eleventh grader with Down syndrome. Students like these have often been excluded from state and district tests or, if tested, their scores may not have been reported. The five chapters address the following topics: (1) educational assessment today; (2) characteristics of good assessments; (3) understanding and using large-scale assessments; (4) inclusive assessment tactics such as testing accommodations and alternate assessments; and (5) best practices for inclusive assessment programs and educational accountability. Six appendices provide information on calculating the standard error of measurement, the Iowa Tests of Basic Skills, the Stanford Achievement Test (9th Edition), Terra Nova, and the Code of Fair Testing Practices in Education. A glossary of assessment and testing terms is also provided. (Contains 64 references.) (DB) ED458746 Assessing One and All: Educational Accountability for Students with Disabilities. 2001-00-00 ISBN-0-86586-375-X 197 Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5704 (Stock no. P5360: CEC members, $39.95; nonmembers, $49.95). Tel: 888-232-7733 (Toll Free); e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org/. N/A 2001 -1

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Yes Acculturation Bilingual Education Programs Bilingual Teachers Cubans Elementary Secondary Education Federal Aid Haitians Hispanic Americans Immigrants Limited English Speaking Refugees Silva, Helga Reports - Descriptive Florida Nicaragua Cuban American National Foundation, Washington, DC. English This report describes the impact on the Dade County, Florida, public school system of the 125 Cuban (and some Haitian) refugees arriving in the Mariel exodus. In September 1980 the school system had to absorb 13,000 new refugee students. Preparing for the students included hiring many bilingual teachers, reopening schools that had closed, establishing special entrant schools and programs, and obtaining funding. In the first year overcrowding was a drastic problem, with as many as 60 students in some classes. Many of the students were not well prepared, with median scores of 33% in basic reading skills and 24% in mathematics tests in Spanish. A further problem was the Marxist education the children had received in Cuba, which meant that there were extreme differences in the educational material they had covered and the methodology they were accustomed to. In general, it is reported, the schools were successful in accomodating these students, although some students &quot;fell through the cracks&quot; and others--mostly older unaccompanied minors--were never enrolled in the schools. The report concludes with a description of ongoing concerns, including the lack of an adequate Federal government response to the crisis and related experiences with Nicaraguan refugees. Included are a bibliography, appendices outlining costs of the refugee program, recommended instruction materials for students with limited English proficiency, a listing of programs for limited English proficient students, and a comparison of elementary school programs for students classified independent in English versus those limited in English. (CG) ED261136 The Children of Mariel From Shock to Integration: Cuban Refugee Children in South Florida Schools. 1985-00-00 Department of Education, Washington, DC. Policymakers Researchers Practitioners 71 Cuban American National Foundation, 1000 Thomas Jefferson St., N.W. Washington, DC. 20007 ($2.00). N/A 1985 -1

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Yes Acculturation Canada Natives Cultural Pluralism Educational Policy Ethnic Groups Foreign Countries Immigrants Language Planning Minority Groups Native Language Instruction Public Policy Regional Planning Second Language Instruction Trend Analysis Cobarrubias, Juan, Ed. Reports - Research Opinion Papers Collected Works - Proceedings Canada Laval Univ., Quebec (Quebec). International Center for Research on Bilingualism. English The papers related to Canadian language policy at an international conference are presented: &quot;Language Policy in Canada: Current Issues&quot; (Juan Cobarrubias); &quot;Multiculturalism and Language Policy in Canada&quot; (Jim Cummins, Harold Troper); &quot;Defining Language Policy in a Nationalistic Milieu and in a Complex Industrialized Region: the Quebec Case&quot; (Jean-Denis Gendron); &quot;The Impact of Minority on Language Policy and the Impact of Language Policy on Minority in Quebec&quot; (Don Cartwright); &quot;Facts and Fancies in Language Education of Ethnocultural Minorities&quot; (Bruce Bain); &quot;Language Education for Northern Canadian Native Students: A Case Study of Fort Albany, Ontario&quot; (Kelleen Toohey); and &quot;Multiculturalism as De-acculturation&quot; (Claudia Persi-Haines, Ian Pringle). (MSE) ED263761 Language Policy in Canada: Current Issues. A Selection of the Proceedings of the Papers Dealing with Language Policy Issues in Canada at the Conference &quot;Language Policy and Social Problems&quot; (Curacao, Venezuela, December, 1983). Publication B-150. 1985-00-00 ISBN-2-89219-159-9 Policymakers 99 N/A 1985 -1

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Yes Academic Achievement Academic Education Academic Standards Consciousness Raising Educational Assessment Educational Opportunities High School Seniors High Schools Integrated Curriculum Reports - Descriptive Woodrow Wilson National Fellowship Foundation, Princeton, NJ. English Educational institutions, families, and communities are not meeting the educational needs of more than 50 percent of the students enrolled in public and private schools in the United States. In 1997, only 43 percent of high school seniors reported themselves to be in demanding &quot;academic&quot; programs, compared with 45 percent in &quot;general education&quot; and 12 percent in vocational education programs. While a high school education was sufficient for the demands faced by earlier generations, children of the 21st century will need at least 2 years of postsecondary education. To address the problems students and, consequently, society experience arising from lack of coordination between elementary, secondary, and postsecondary education, the Triple-A Program was designed to improve alignment, raise achievement, and provide more (and more rigorous) alternatives. About 18 states already have created K-16 or P-16 councils to start integrating teaching and learning across the years. Appendices include acknowledgements; a list of meetings, guests, and speakers; lists of programs to improve alignment, to improve achievement, and that provide education alternatives; a list of papers and other materials prepared for the National Commission on the High School Senior Year; and a list of notes. (RT) ED459516 Raising Our Sights: No High School Senior Left Behind. Final Report, National Commission on the High School Senior Year. 2001-10-00 Policymakers Practitioners 56 Senior Year Report, The Woodrow Wilson National Fellowship Foundation, CN 5281, Princeton, NJ 08543-5281 ($8). Tel: 609-452-7007; e-mail: senioryearreport@woodrow.org; Web site: http://www.woodrow.org. N/A 2001 -1

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Yes College Students Communicative Competence (Languages) English (Second Language) Foreign Countries Interviews Language Proficiency Language Tests Longitudinal Studies Oral Language Second Language Instruction Second Language Learning Student Evaluation Test Validity Nakamura, Yuji Valens, Mark Journal Articles Reports - Research Japan English This article presents the results of a pilot longitudinal study that attempted to develop a method to take subjective, qualitative observations about the English language speaking skills of Japanese English language learners and transform them into objective, quantitative measures. The following considerations must be addressed in the course of constructing this measure: What are the appropriate expectations of proficiency of a given student? Which skills should be mastered, to what level, and in what order? Are the instruments used valid measures, encompassing all the proper variables? Are the raters evaluating the students consistently? How can results be compared from speech to speech, class to class, year to year? Three types of tests are used: monologue speaking test (presentation); a dialogue speaking test (interview); and a multilogue speaking test (discussion and debate). (KFT) ED453689 Teaching and Testing Oral Communication Skills. Journal of Humanities and Natural Sciences n111 p43-53 Mar 2001 2001-03-00 13 N/A 2001 -1

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Yes Adolescents American Indians Asian Americans Birth Weight Births to Single Women Blacks Child Abuse Child Health Child Welfare Children Crime Delinquency Demography Dropout Rate Early Parenthood Economic Status Elementary Secondary Education Foster Care Health Insurance Homeless People Incidence Infant Mortality Minority Groups Poverty Race Racial Differences Racial Discrimination Racial Relations Residential Patterns Social Indicators Social Life Special Needs Students State Surveys Statistical Surveys Tables (Data) Trend Analysis Violence Well Being Youth Problems Numerical/Quantitative Data Reports - Descriptive Minnesota Kids Count Minnesota, Minneapolis. Children's Defense Fund-Minnesota, St. Paul. English This Kids Count data book examines trends in the well-being of Minnesota's African-American, American Indian, Asian, and Latino children. The statistical portrait is based on 22 indicators of child well-being: (1) attitudes about race; (2) housing patterns; (3) future plans; (4) social involvement; (5) park usage; (6) negative treatment; (7) bias crimes; (8) income and poverty; (9) working families; (10) housing; (11) healthy births; (12) births to teens; (13) health care; (14) children with special needs; (15) children planning to attend college; (16) school attendance; (17) basic standards test results; (18) graduation rates; (19) children involved in fights; (20) physical abuse; (21) out-of-home placements; and (22) injuries. Following an introductory section and a summary of state racial demographics, five sections of the data book examine indicators in the areas of social climate, economics and housing, health, education, and safety. Data are presented in tables, figures, and as summary information. Each section concludes with examples of current projects giving hope for future statistical improvement. Following the presentation of indicator data, a small section of additional tables chart a wide variety of additional indicators of child well-being by race, on an &quot;as available&quot; basis. The data book concludes with information on resources and data notes. (SD) ED462182 All Kids Count! Assessing the Well-Being of African-American, American Indian, Asian, and Latino Children. 2001-00-00 Annie E. Casey Foundation, Baltimore, MD. Minneapolis Foundation, MN. 105 Congregations Concerned for Children--Child Advocacy Network, Joint Religious Legislative Coalition, 122 West Franklin Avenue, Minneapolis, MN 55404. Tel: 888-870-1402 (Toll Free); Tel: 612-870-3670. For full text: http://www.cdf-mn.org/PDF/Publications/AllKidsCount.pdf. N/A 2001 -1

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Yes Educational Change Educational Environment Educational Objectives Educational Policy Educational Practices Educational Research Elementary Secondary Education Professional Development School Choice School Effectiveness School Restructuring Teacher Effectiveness Teacher Influence Teacher Participation Conti, Scott D. Ellsasser, Christopher W. Griffin, Gary A. Information Analyses Columbia Univ., New York, NY. Teachers Coll. National Center for Restructuring Education, Schools and Teaching. National Partnership for Excellence and Accountability in Teaching, Washington, DC. English The first wave of school improvement, largely perceived later as a failure, responded to Sputnik-era fears the United States was falling behind other nations, and focused on minor reforms of the educational system. Larry Cuban distinguishes the first-order changes of the first wave from the more fundamental changes implied in second wave efforts. The current third wave of school restructuring focuses on choice, implementing more challenging standards, and achieving better school outcomes. A series of reports in 1983-84 crystallized a national consensus for change in educational practice, best exemplified by the &quot;A Nation at Risk&quot; report in 1983. The literature indicates educational problems are systemic, schools are not fundamentally sound, and schools will not undertake reforms without internal and external changes. Common assumptions in restructuring literature include the need to promote teacher participation, professional development, learning about the change process, and changes in school culture. A trend in restructuring literature is the perceived importance of teacher empowerment in focusing restructuring work directly on effective teaching and learning. Restructuring requires new types of leadership from both principals and teachers, a slow, complex, and chaotic process. Major school restructuring studies from 1991-98 are described with brief summaries of major conclusions. Taken together, these studies indicate restructuring can effectively improve school conditions, capacities, cultures, and student learning, and they highlight the need for a constructivist approach tailored to particular circumstances. Studies demonstrate that when conditions, structures, and cultures promote their influence, teachers respond by focusing on the teaching and learning process, particularly where supportive leaders exist to facilitate the reform process. (Contains 86 references.) (TEJ) ED450451 School Restructuring: A Literature Review. 2000-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 74 Full text: http://www.npeat.org/publications.htm. N/A 2000 -1

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Yes Academic Achievement Bilingual Education Bilingual Students Communication Skills Cultural Awareness Elementary Secondary Education English (Second Language) Foreign Countries Immersion Programs Language Acquisition Language Minorities Language of Instruction Language Proficiency Language Usage Parents Public Opinion Second Language Learning Brown, Zoe Ann Hammond, Ormond W. Onikama, Denise L. Information Analyses Pacific Resources for Education and Learning, Honolulu, HI. English This publication reviews research findings on selected aspects of home and school language usage in the Pacific region, which is a multilingual context with English as the common language. Patterns of indigenous and English language vary considerably across geographical areas. Traditional cultures and languages are changing rapidly. The wide variation in language environments leads to educational policies and practices that use a complex array of English and vernacular language. Language minority students lag behind others in overall school performance. Parents may overuse English, their weaker language at home, because they worry about insufficient exposure, though they should really communicate in their stronger language. Homes provide a rich environment for language learning. Public sentiment affects language usage in the Pacific. Current research supports use of students' vernacular language in school and highlights the advantage of proficiency in two languages. Research also suggests there are two types of language proficiency (basic interpersonal communication skills and cognitive academic language proficiency). Instructional models for teaching English language learners include structured immersion, transitional bilingual, bilingual immersion, and two-way bilingual programs. Schools should work to include families and home cultures, help children learn new rules of communication, and integrate school and community. (Contains 103 references.) (SM) ED465284 Language Use at Home and School: A Synthesis of Research for Pacific Educators. Research Series. 1997-09-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 31 Pacific Resources for Education and Learning, 828 Fort Street Mall, Suite 500, Honolulu, HI 96813-4321. Tel: 808-533-6000; Fax: 808-533-7599; e-mail: askprel@prel.hawaii.edu; Web site: http://www.prel.hawaii.edu N/A 1997 -1

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Yes Accreditation (Institutions) Alternative Teacher Certification Beginning Teacher Induction Educational Policy Elementary Secondary Education Faculty Development Higher Education Preservice Teacher Education Student Financial Aid Teacher Competencies Teacher Persistence Teacher Recruitment Teacher Salaries Teacher Selection Teaching Conditions Teaching Skills Reichardt, Robert Reports - Descriptive Mid-Continent Research for Education and Learning, Aurora, CO. English This brief addresses four areas of opportunity to influence teacher quality. These areas of opportunity are used to create a framework to help state and district policymakers comprehensively address teacher quality. There are a number of policy levers or strategies that can be used as part of a comprehensive approach to improving teacher quality. They include: preservice teacher education (scholarships, loans, and loan-forgiveness as incentives to enter teacher training, licensure/certification requirements, accreditation of teacher preparation programs, and models of exemplary practices and programs); recruitment and selection (effective communication, teacher mobility policies, and alternate approaches to entering teaching); inservice teacher education (professional learning, induction programs, compensation and quality teaching, and re-certification); and retention (working conditions and compensation and retention). Overall, an approach that addresses each stage of a teacher's career is the best strategy for improving teacher quality. Standards supporting high levels of teacher knowledge, skills, and effectiveness are essential. Feedback should be continually gathered to monitor and adjust teacher quality policies. Compensation, working conditions, and opportunities to grow are key to building and maintaining a quality teacher workforce. (Contains 13 references.) (SM) ED459172 Toward a Comprehensive Approach to Teacher Quality. Policy Brief. 2001-11-00 Office of Educational Research and Improvement (ED), Washington, DC. Policymakers 13 Mid-Continent Research for Education and Learning, 2550 South Parker Road, Suite 500, Aurora, CO 80014-1678. Tel: 303-337-0990; Fax: 303-337-3005. N/A 2001 -1

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Yes Adolescents Alcohol Abuse Counseling Theories Drug Abuse Family Counseling Family Involvement Family Role Mental Health Programs Models Program Descriptions Theory Practice Relationship Snyder, Wendy, Ed. Ooms, Theodora, Ed. Collected Works - General Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. American Association for Marriage and Family Therapy, Alexandria, VA. Research and Education Foundation. English At the request of the Substance Abuse and Mental Health Services Administration (SAMHSA), the Research and Education Foundation of the American Association of Marriage and Family Therapy organized a series of 12 panels that focused on family issues in adolescent treatment. In these workshops, panelists discussed the importance of involving the adolescents family members in the treatment and presented innovative approaches for doing so. This monograph follows up on these conference panels to further clarify issues and treatment models and to explain the steps necessary to implement a family-centered approach to adolescent treatment. The monograph is designed for alcohol and other drug abuse and mental health professionals, paraprofessionals, administrators, and policymakers who want to learn more about family-centered treatment. An introduction explores the origins of the interest in family-centered treatment and presents specific examples of family-centered programs. Part 1 presents a brief overview of family systems theory and practice. Part 2 focuses on some specific aspects of family-centered clinical practice. Part 3 examines the administrative, organizational, financing, and training issues related to implementing a family-centered approach to adolescent treatment and outlines strategies for addressing these issues. Part 4 presents a checklist to guide the efforts of those who wish to implement a family-centered approach in their programs. Part 5 provides a selection of annotated references to help whose who are interested in learning more about specific aspects of family-centered treatment. Appendixes include references for resource organizations related to family-centered adolescent treatment and brief biographies of the authors who contributed to the monograph. (GCP) ED465940 Empowering Families, Helping Adolescents: Family-Centered Treatment of Adolescents with Alcohol, Drug Abuse, and Mental Health Problems. Technical Assistance Publication Series. 1999-00-00 Administrators Policymakers Practitioners 205 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345 (No. BKD81). Tel: 800-729-6686 (Toll Free); Web site: http://www.samhsa.gov. N/A 1999 -1

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Yes Cultural Differences Cultural Influences Diversity (Student) Elementary Education Elementary School Teachers Ethnicity Language Minorities Limited English Speaking Self Efficacy Teacher Attitudes Teacher Effectiveness Tasan, Andrea P. Reports - Research Speeches/Meeting Papers Connecticut English This study investigated teacher efficacy in the context of diversity, focusing on: whether elementary school teachers' feelings of efficacy would differ according to their students' language backgrounds; whether the teachers' feelings of efficacy in teaching standard English speaking students would relate to their feelings of efficacy in teaching non-English speaking students; and whether, if teachers' feelings of efficacy differed by student language background, those differences would vary according their own ethnic identities, their participation in diversity training, and the interaction between their own ethnic identities and their participation in diversity training. Data from surveys of 234 public elementary teachers across Connecticut indicated that there was a clear connection between student language background and teacher efficacy. The results also suggested that teacher efficacy is more fluid than previous research has indicated, so it can be influenced by teacher preparation and professional development. No differences in teacher efficacy by student language background were found on the basis of teacher ethnicity. The results indicated that diversity training did not affect teacher efficacy favorably. (Contains 47 references.) (SM) ED453201 Teacher Efficacy and Diversity: Implications for Teacher Training. 2001-04-14 24 N/A 2001 -1

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Yes Adult Education Adult Students Computer Mediated Communication Computer Uses in Education Coordination Curriculum Design Curriculum Development Curriculum Evaluation Developing Nations Distance Education Educational Cooperation Educational Media Educational Planning Educational Resources Elementary Secondary Education Faculty Development Group Discussion Group Dynamics Higher Education Independent Study Instructional Design International Organizations Management Development Medical Education Nursing Education Online Courses Online Systems Student Evaluation Teacher Student Relationship Teaching Methods Vocational Education World Wide Web Collected Works - Proceedings Wisconsin Univ. System, Madison. English These proceedings contain 90 papers that address important human factors in distance education from several perspectives, provide insights into how those factors contribute to successful outcomes, and describe practical methods for implementing similar approaches in other settings. They include &quot;Is Your E-Everything Accessible to Everyone?&quot; (Anderson et al.); &quot;Social Dynamics of Online Learning&quot; (Baker, Woods); &quot;Self-Directed Executive Education Courses&quot; (Beatty et al.); &quot;Managing the Development of Technology- Based Courses&quot; (Bennett et al.); &quot;Substituting for Yourself&quot; (Bergmann, Bergmann); &quot;Online Learning in K-12 Schools&quot; (Blomeyer, Hemphill); &quot;Faculty Preparation&quot; (Brown, Henderson); &quot;Management and Delivery of Technical BS Degree Completion and MS Degree Programs to Distance Learners&quot; (Cockrell, Pearson); &quot;PJs or Uniforms? Reaching Those Who Can't Reach You&quot; (Coyne, Fitzner); &quot;Design Issues, Standards, and Technology&quot; (Culver); &quot;Statewide Brokerage House for Online Education&quot; (Deau et al.); &quot;Faculty Development Models in Distributed Learning&quot; (Greer); &quot;Multipoint Videoconferencing&quot; (Hayden et al.); &quot;Building a Highly Accessible Web-Based Training Course&quot; (Hedenblad, Rafferty); &quot;Indepth Look at Strategies for Mentoring Online Adult Learners&quot; (Jiang et al.); &quot;Helping Faculty Develop Online Courses at a Distance&quot; (Kahrhoff, Li); &quot;Instructional Methods in Online High School Courses&quot; (Keller, Cakir); &quot;Instructional Strategies for Distance Education&quot; (King et al.); &quot;Online Education Investment Strategy&quot; (Kraenzel); &quot;Pedagogy, Multimedia, and Distance Education&quot; (Krug); &quot;Third Generation Online Courseware&quot; (Kryczka, Hughes); &quot;Learning by 'Doing' and 'Experiencing'&quot; (Lim); &quot;Providing Direct Service Distance Education to Students with Disabilities&quot; (Magnuson, Kuehn); &quot;Designing the Blend for Audiences in Developing Countries&quot; (Miller); &quot;Games to Teach By&quot; (Mungai et al.); &quot;Development of a Software Tool for Multi-institutional Faculty with Minimal Computer Experience&quot; (Namuth, Guru); &quot;Building Effective Virtual Teams Using Selection Interviews and Peer Assessment&quot; (Newman); &quot;Delivering Interdisciplinary, Competency-Based Professional Education Online&quot; (Olson, Tribby); &quot;Concentric Model for Evaluating Internet-Based Distance Learning Programs&quot; (Osika, Camin); &quot;Strategic Planning Process Model for the Implementing of Distance Education in Higher Education&quot; (Pisel); &quot;Designing a Blended-Delivery Course for Higher-Order Cognitive and Affective Learning&quot; (Powell, Pisel); &quot;Designing Web-Based Case Simulations for Medical Students&quot; (Relan); &quot;Administrative Strategies for the Online Classroom&quot; (Rhoda et al.); &quot;Assessment in Online Courses&quot; (Runyon, Von Holzen); &quot;Becoming a Learning Community&quot; (Santo); &quot;Cooperative Design Fostering Diversity and Interactivity&quot; (Sarlin); &quot;Effectively Using Self-Assessments in Online Learning&quot; (Schulze, O'Keefe); &quot;Writing for the Web Using 'Just-in-Time' and Performance Support Strategies&quot; (Sheen et al.); &quot;Increasing the Quality and Efficiency of Web-Based Course Production&quot; (Stein); &quot;Creating Course Evaluations for E-Learning&quot; (Stoll, Ellis-Brye); &quot;Institutional Responses to Plagiarism in Online Classes&quot; (Stover, Kelly); &quot;Assessing Career Impacts of an Internet Degree Program for RNs&quot; (Taube et al.); &quot;Creating Virtual Communities to Support Online Instructors&quot; (Tompkins et al.); &quot;Evaluation of Student Satisfaction with Distance Learning Courses&quot; (Wagner et al.); &quot;Experiential Learning Activities in Distance Education&quot; (Westera); &quot;Are You Practicing What Research Is Preaching for Distance Learning?&quot; (Wijekumar); and &quot;Instructor and Student Perceptions/Attitudes on the Design of Instruction for the Internet and ITV&quot; (Zheng, Smaldino). (YLB) ED471207 Distance Learning, 2002: Proceedings of the Annual Conference on Distance Teaching and Learning (18th, Madison, Wisconsin, August 14-16, 2002). 2002-08-00 468 Distance Teaching & Learning Proceedings, University of Wisconsin-Madison, 1050 University Avenue, B136 Lathrop, Madison, WI 53706-1386 ($27). Tel: 608-265-4159; Fax: 608-265-7848; e-mail: distel@education.wisc.edu. Audio and PowerPoint files available for most presentations on web site: (http://www.uwex.edu/disted/conference/DL2002/DL2002Web/index.htm l). N/A 2002 -1

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Yes Access to Information Creative Thinking Critical Thinking Curriculum Development Grade 4 Instructional Development Intermediate Grades Skill Development Teacher Developed Materials Thinking Skills Web Based Instruction World Wide Web Coleman, Connie King, Jeff Ruth, Mary Helen Stary, Erin Dissertations/Theses Tests/Questionnaires English This report describes a program, utilizing both critical and creative thinking skills, to enhance the educational process through the use of technology. The targeted population consisted of fourth grade students in a growing middle class community located in northern Illinois. The lack of higher-order thinking skills was documented through teacher-made inventories, teacher-made content area tests, and a thinking skills rubric. Data revealed that students lacked skills related to higher-order thinking, the ability to explain problem-solving strategies, and the ability to transfer knowledge to new situations. Educators consistently fail to provide explicit instruction in higher-order thinking skills and resist change in teaching practices and curriculum to include the needed instruction. Reviews of curricula and instructional strategies revealed a curricular under-emphasis on information pertaining to higher-order thinking skills. A review of solution strategies, combined with an analysis of the problem setting, resulted in the selection of one intervention: implementation of a teacher-constructed program with an increased emphasis on higher-order thinking processes. The World Wide Web-based project provided students with unlimited access to information and activities using the higher-order thinking skills of application, analysis, synthesis, and evaluation. Post intervention data indicated an increase in student use of higher-order thinking skills. Recommendations by the researchers include making the project school-wide and having one person coordinate the program. (Contains 37 references.) (Author/MES) ED459702 Developing Higher-Order Thinking Skills through the Use of Technology. 2001-12-00 54 N/A 2001 -1

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Yes Class Activities Curriculum Development Foreign Countries Language Arts Middle Schools Program Descriptions Program Effectiveness Program Implementation Visual Literacy Begoray, Deborah L. Reports - Evaluative Speeches/Meeting Papers Canada English &quot;Viewing and Representing in the Middle Years&quot; was a 2-year project to investigate the development of visual literacy in the classrooms of 3 Canadian middle school teachers. These teachers tried a large variety of approaches and were generally optimistic about the increased use of visual materials to make classrooms more inclusive. They also reported some ambivalence about using viewing and representing approaches as part of their curriculum. The investigation reveals some of the complex web of factors that will influence the implementation of an expanded notion of literacy. A list of instructional approaches to visual literacy in language arts at the school is attached. (Contains 31 references.) (Author/RS) ED467283 Visual Literacy across the Middle School Curriculum: A Canadian Perspective. 2002-04-00 34 N/A 2002 -1

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Yes Attachment Behavior Attention Deficit Disorders Child Health Children Counties Elementary Education Health Insurance Infants Mental Health Mental Health Programs Parent Child Relationship Public Policy Social Indicators Well Being Tyson, Terry Weidel, Carol Cranley, M. Martha Numerical/Quantitative Data Reports - Descriptive Wisconsin Wisconsin Council on Children and Families Inc., Madison. English This Wiskid special report, the third in a series focusing on areas of child well-being in Wisconsin, focuses on issues related to childrens mental health. The first part of the report features the following articles: (1) Infant Mental Health: From Parenting to Policymaking (Raquel L. Reyes), introducing the concept of infant mental health and discussing the importance of attachment as a positive basis for brain maturation; (2) Culturally Competent Care for Children in the Mental Health System (Pahoua Yang), presenting six essential elements to achieving cultural competence in mental health practice; (3) Educating Children with Mental Health Needs in the Public School System: Personal Reflections of an Educator (Lynette I. Fassbender), discussing the needs of students with mental illness and current school services; (4) May I Have Your Attention Please: ADHD and ADD (Nan Brien), discussing the use of medication to treat children with ADHD and ADD symptoms; and (5) Defining Parity (Shel Gross), outlining the case for legislation to accomplish parity in insurance coverage for mental health and alcohol and other drug abuse disorders. County and statewide data are then presented for the following indicators related to child well-being: (1) 2000 child population; (2) 2000 births; (3) child poverty; (4) Healthy Start participation; (5) Badger Care [state health insurance] eligibility; (6) hospitalization rates; (7) juvenile arrest rate; (8) children in out-of-home care; (9) child Medicaid recipients; (10) percent mothers with high school degree; (11) low birthweight infants; (12) teen mothers; and (13) prenatal care. The report concludes with information on county data sources. (Contains 24 endnotes.) (KB) ED472747 Children&apos;s Mental Health: From Parenting to Policymaking. A Wiskids Count Special Report, 2002. 2002-00-00 Annie E. Casey Foundation, Baltimore, MD. 51 Wisconsin Council on Children and Families, Inc., 16 North Carroll Street, Suite 600, Madison, WI 53703. Tel: 608-284-0580; Fax: 608-284-0583; Web site: http://www.wccf.org. N/A 2002 -1

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Yes Dropout Characteristics Dropout Research Foreign Countries Longitudinal Studies National Surveys School Holding Power Marks, Gary N. Fleming, Nicole Reports - Research Australia Australian Council for Educational Research, Victoria. English This report examines early school leaving in Australia. It draws in the most recent and extensive set of national data in early school leavers. It focuses on students who leave school before the beginning of Year 11 using a national representative longitudinal survey of Australian youth who were in Year 9 in 1995. The first part of the investigation examines the social and demographic characteristics of early school leavers. The second part reports on their reasons for early school leaving. The third part of the study models leaving school with social background, demographic, school and attitudinal factors. Particular attention is paid to the influence of individual schools on early school leaving. The final part of the study examines the post-school activities of early school leavers focusing in their labor force participation. (Contains 17 references and 9 tables.) (Author/GCP) ED470595 Early School Leaving in Australia: Findings from the 1995 Year 9 LSAY Cohort. Longitudinal Surveys of Australian Youth Research Report. 1999-08-00 Australian Dept. of Employment, Education, Training and Youth Affairs, Canberra. ISBN-0-86431-328-4 47 Australian Council for Educational Research Customer Service, Private Bag 55, Camberwell, VIC 3124 (Code A115LSA; $30.25 Australian). Tel: 03 9835 7447; Fax: 039835 7499; e-mail: sales@acer.edu.au; Web site: http://www.acer.edu.au. N/A 1999 -1

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Yes Psychology Research Tools Scholarly Journals Social Science Research McCutcheon, Lynn E., Ed. Collected Works - Serials ISSN-1527-7143 English &quot;North American Journal of Psychology&quot; publishes scientific papers of general interest to psychologists and other social scientists. Articles included in volume 3 issue 1 (March/April 2001) are: &quot;Sense of Humor in Black and White&quot;; &quot;Convergent Validity of the Situational Outlook Questionnaire&quot;; &quot;Alcohol Consumption and Consequences in a Sample of University Undergraduates&quot;; &quot;Psychology and Religion: Indicators of Integration&quot;; &quot;Descriptions of Religious Experience among U.S. Christians and Malaysian Muslims&quot;; &quot;The Best Laid Plans of Mice and Men: The Role of Decision Confidence in Outcome Success&quot;; &quot;Disposition toward Thinking Critically: A Comparison of Preservice Teachers and Other University Students&quot;; &quot;An Interview with Robert Sternberg about Learning Disabilities&quot;;&quot;Interdisciplinarity and the Cross-Training of Clinical Psychologists: Preparing Graduates for Hybrid Careers&quot;; &quot;Validity Comparison of the General Ability Measure for Adults with the Wonderlic Personnel Test.&quot; Articles included in volume 3 issue 2 (June/July 2001) are: &quot;Parental Disciplinary History and Current Level of Empathy and Moral Reasoning among Late Adolescents&quot;; &quot;An Interview with Russell Eisenman&quot;; &quot;Differential Processes of Emotion Space over Time&quot;; &quot;Healthy Perfectionism and Positive Expectations about Counseling&quot;; &quot;Attitudes toward Perpetration of Sexual Abuse Against Children&quot;; &quot;Self-Protective Pessimism: Optimistic Bias in Reverse&quot;; &quot;Lost Letter Technique: Returned Responses to Battered and Abused Women, Men, and Lesbians&quot;; &quot;Stability of Self-Esteem as Moderator of the Relationship between Level of Self-Esteem and Depression&quot;; &quot;Life after College: Psychology Students&quot; Perceptions of Salary, Business Hiring Criteria, and Graduate Admission Criteria.&quot; Articles included in volume 3 issue 3 (December 2001) are: &quot;Boundaries in the Mind: Past Research and Future Directions&quot;; &quot;Religion&quot;s Role in the Terroristic Attack of September 11, 2001&quot;; &quot;Adolescent Substance Abuse: An Empirical Examination of the Covalent Security Attribution Model of User and Nonuser Groups&quot;; &quot;Conjunctive Forms and Conditional Inference in Questions and Statements&quot;; &quot;Monitoring Children&quot;s Behavior in a Remote Community before and Six Years after the Availability of Broadcast TV&quot;; &quot;Effects of a Health and Relationship Education Program on Drug Behaviors&quot;; &quot;Attribution and Reciprocity on International Relations: The Attribution Reciprocity Model&quot;; &quot;Self-Definition in Psychotherapy: Is It Time to Revisit Self-Perception Theory?&quot; (GCP) ED473169 North American Journal of Psychology, 2001. North American Journal of Psychology v3 n1-3 2001 2001-00-00 Practitioners 549 NAJP, 240 Harbor Dr., Winter Garden, FL 34787 ($30 per annual subscription). Tel: 407-877-8364; Web site: http://najp.8m.com. N/A 2001 -1

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Yes Advisory Committees Annotated Bibliographies Cooperative Programs Coordination Education Work Relationship Educational Cooperation Error Correction Error Patterns Health Education Health Promotion Interdisciplinary Approach Interprofessional Relationship Malpractice Medical Education Medical Services Nurses Partnerships in Education Patients Physicians Postsecondary Education Professional Continuing Education Safety Collected Works - Proceedings Legal/Legislative/Regulatory Materials Reports - Evaluative National Advisory Council on Nurse Education and Practice, Rockville, MD. Council on Graduate Medical Education. English Results of a joint meeting between national advisory councils in medicine and nursing on physician-nurse collaboration to enhance patient safety are reported. Recommendations on which participants reached consensus are organized by these Institute of Medicine (IOM) themes: establish a national focus to create leadership through research and protocols to enhance the knowledge base about safety; identify and learn from errors through immediate, strong mandatory reporting efforts; raise standards and expectations for improvements in safety; and create safety systems inside health care organizations through implementation of safe practices at the delivery level. A summary of collaborative activities follows. The issues as outlined by speakers at the meeting are organized by IOM themes. Seven manuscripts are &quot;Putting Patients First: Improving Patient Safety Through Collaborative Education&quot; (Wakefield); &quot;Managing Error for System Improvement&quot; (Kaplan, Battles); &quot;Preventing Patient Injuries&quot; (James); &quot;Collaborative Education to Improve Public Safety&quot; (Conway-Welch); &quot;Learning to Improve Complex Systems of Care&quot; (Headrick); &quot;Using Clinical Computing to Enhance Physician and Nurse Collaboration and to Improve Patient Safety&quot; (Gardner); and &quot;Collaborative Education to Improve Public Safety&quot; (Swankin). Three annotated bibliographies are appended: nurse-physician collaboration in practice (71 items); interdisciplinary (interprofessional) education (88); and medical errors and error prevention (79). (YLB) ED468611 Collaborative Education To Ensure Patient Safety. 2000-12-20 Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Health Professions. 151 Health Resources and Services Administration Information Center, P.O. Box 2910, Merrifield, VA 22116. Tel: 1-888-Ask-HRSA; Fax: 703-821-2098; e-mail: ask@hrsa.gov; Web site: http://www.ask.hrsa.gov. For full text: http://www.bhpr.hrsa.gov/dn/nacnep. N/A 2000 -1

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Yes Algebra Cognitive Processes Computer Uses in Education Educational Change Innovation Mathematics Curriculum Mathematics Instruction Secondary Education Koedinger, Kenneth R. Reports - Research Speeches/Meeting Papers English There is a significant gap between theories of general psychological functions on one hand (e.g., memory) and theories of mathematical content knowledge on the other (e.g., content of algebra). To better guide the design of ground breaking and demonstrably better mathematics instruction, we need instructional principles and associated design methods to fill this gap in a way that is not only consistent with psychological and content theories but prompts and guides us beyond what those theories can do. Toward this goal, I reflect on lessons from past and current Cognitive Tutor mathematics projects. From this experience, I have abstracted four instructional bridging principles, Situation-Abstraction, Action-Generalization, Visual-Verbal, and Conceptual-Procedural, and associated methods for applying them. I illustrate these in the context of the design of the successful Cognitive Tutor Algebra course (now in more than 800 schools) and the on-going research and development of a Cognitive Tutor course for 6th grade mathematics. (Author) ED471749 Toward Evidence for Instructional Design Principles: Examples from Cognitive Tutor Math 6. 2002-00-00 30 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2002 -1

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Yes Computer Software Computer Uses in Education Concept Formation Geometric Concepts Mathematical Logic Mathematics Education Secondary Education Jiang, Zhonghong Reports - Research Speeches/Meeting Papers English This study investigated the actual learning processes of two preservice teachers as they explored geometry problems with dynamic geometry software and the effects of using the software on developing their mathematical reasoning and proof abilities. A constructivist teaching experiment was designed and implemented for the investigation. Through participating in the study, the subjects developed a new learning style--exploring problem situations through a learning process characterized by initial conjecture, investigation--more thoughtful conjecture, verification (or proof)--proof (or verification). They changed their conceptions of mathematics and mathematics teaching as well. The Geometer's Sketchpad (a dynamic geometry software package) was found to be an excellent teaching and learning tool that can enhance students' mathematical reasoning and proof abilities. (Author) ED471758 Developing Preservice Teachers&apos; Mathematical Reasoning and Proof Abilities in the Geometer&apos;s Sketchpad Environment. 2002-00-00 14 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2002 -1

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Yes Concept Formation Educational Strategies Elementary Secondary Education Innovation Mathematics Education Problem Solving Pirie, Susan E. B. Reports - Research Speeches/Meeting Papers English In 2001, at Snowbird, Utah, members of the [mu]-group from the University of British Columbia, under the guidance of Dr. Susan Pirie, engaged in an innovative, continuous session of linked papers which consider the notion and nature of mathematical understanding and reviewed a number of different theories and approaches to this phenomenon. We presented, discussed and contrasted a variety of key ideas in this area and considered their usefulness and applicability in analyzing the mathematical actions of pupils working in school classrooms. We also presented in detail how we undertake our video analysis and for this, the reader is referred to the paper by Pirie in last year's proceedings entitled &quot;Analysis, Lies and Video-tape.&quot; This year we intend to use a slightly differently structured session to enable even greater audience participation, especially by those who are unable to attend the entire session. We will still be show-casing the collaborative work of the teachers and mathematics educators who are members of the [mu]-group, but we will offer an interactive symposium space in which to discuss three papers and three posters, all presented together in one long session. Participants will be invited to examine the presented research, and to enter into dialogue with the authors both as a group and individually. As part of a SSHRC funded project into the effects of Problem Posing on ways of understanding mathematics, [mu]-group members have taken a common mathematical prompt: &quot;If the answer is 72, what is the question?&quot; to a wide variety of students and explored the mathematical understanding revealed as the students grappled with posing problems from their own, individual, mathematical perspectives that fit the provided situation. Each researcher presented the problem as they saw fit to their students, given the students' level of mathematical knowledge and sophistication Our session as a whole will encompass papers and posters presented in interactive ways by: Susan Pirie, with a review of the group's theoretical position and methodological stance; Katharine Borgen, whose work is with Grade 9 students tackling mathematics in English which is their second language; Lionel LaCroix, who has taken the common prompt out of the classroom to an industrial-trades worker of 25 years experience of using mathematics in the workplace; Donna Jenner, who has taught and studied Grade 2/3 students working individually and in small groups. Shelley Saltzman, who has worked with a small group of Grade 4 students with learning difficulties in mathematics; Shevy Levy, who approached pairs of students of a wide variety of ages; Amy Bamford, who challenged her Grade 12, enriched curriculum class. Lyndon Martin will act as a discussant for the session. (Author) ED471760 Problem Posing: What Can It Tell Us about Students&apos; Mathematical Understanding? 2002-00-00 33 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2002 -1

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Yes Educational Change Elementary Education Instructional Effectiveness Knowledge Base for Teaching Mathematics Education Teacher Attitudes Wilkins, Jesse L. M. Reports - Research Speeches/Meeting Papers English This study investigated 407 in-service elementary teachers' level of mathematical content knowledge, attitude toward mathematics, beliefs about effective instruction, use of reform-orientated instruction and modeled the relationship among these variables. Upper elementary teachers (grades 3-5) were found to have greater content knowledge and more positive attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers' beliefs about effective instruction, but primary level teachers were found to use reform- oriented instruction more frequently than upper elementary teachers. Overall, it was found that teachers with higher content knowledge were less likely to believe in the effectiveness of reform-oriented instruction and less likely to use such instruction in their classrooms. However, teachers with more positive attitudes towards mathematics were more likely to believe in the effectiveness of reform-oriented instruction and use it in their classroom. Findings from this study have implications for the goals and objectives of elementary mathematics methods courses. (Author) ED471775 The Impact of Teachers&apos; Content Knowledge and Attitudes on Instructional Beliefs and Practices. 2002-00-00 10 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2002 -1

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Yes Arithmetic Elementary Education Mathematics Education Parent Materials Parent Participation Parent Role Parents as Teachers Civil, Marta Guevara, Cristi Allexsaht-Snider, Martha Reports - Research Speeches/Meeting Papers English The study examines ethnically and linguistically diverse parents' learning in an eight-week Math for Parents course on fractions, decimals and percentages. Analysis of classroom observations, interviews, focus groups, written feedback, videotapes, and task-based/clinical interviews provided rich data yielding findings about both parents' affective and cognitive learning as well as their understandings of how to support their children's learning of mathematics. The research points to an appreciation among the parents for the importance of learning mathematics with understanding. It also raises some questions concerning the goals of mathematical learning experiences for parents. (Author) ED471778 Mathematics for Parents: Facilitating Parents&apos; and Children&apos;s Understanding in Mathematics. 2002-00-00 12 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2002 -1

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Yes Academic Achievement Black Students College Applicants College Bound Students Diversity (Student) Interpersonal Relationship Low Income Groups Outcomes of Education Postsecondary Education Racial Differences Secondary Education Teacher Expectations of Students Teacher Student Relationship Wimberly, George L. Reports - Research ACT, Inc., Iowa City, IA. English This study used data from the National Educational Longitudinal Study (NELS) to analyze critical issues affecting the preparation and diversity of the postsecondary applicant pool. Participants were 14,914 respondents, including 1,685 African Americans, who completed all four waves of the NELS. Overall, about two-thirds of all students expected to earn at least a college degree, and just over 10 percent expected no education beyond high school. There was a gap between the education expectations of African American students and their postsecondary participation 2 years past high school. Although 88 percent expected to attend college or earn a college or advanced degree, only 56 percent were moving toward that goal. Significantly more white students than black students were in the process of moving toward that goal. School experiences differed by race. In schools attended by African Americans, fewer students were on a college preparatory track or took advanced placement courses, and the college-going rates were lower than those in predominantly white high schools. Three of five school relationship characteristics positively impacted African American students' educational expectations and postsecondary participation: school personnel expectations, teachers talking with students, and school extracurricular participation. Students (primarily white) who formed good school relationships had higher educational expectations and postsecondary participation. (Contains 40 bibliographic references.) (SM) ED475196 School Relationships Foster Success for African American Students. ACT Policy Report. 2002-00-00 30 ACT, P.O. Box 168, 2201 N. Dodge Street, Iowa City, Iowa 52243-0168. Tel: 319-337-1110; Web site: http://www.act.org/research/reports/index.html. N/A 2002 -1

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Yes Art Education Higher Education Interdisciplinary Approach Photography Science and Society Science Curriculum Science Instruction Technology Stamovlasis, Dimitrios Reports - Descriptive Speeches/Meeting Papers English This paper addresses contemporary concerns with the disintegration of meaning and fragmentation of knowledge. It appeals to interdisciplinary curricula, where an effort is made to reveal the interactive relationships among different fields of knowledge. The paper proposes Photography as an interdisciplinary theme, which involves Chemistry, Physics, Technology, and Art and gives an outline of the relations and the patterns that connect these fields. Teaching Photography can provide links across disciplines and in addition it would provide a context for experimental work and problem solving. In a photography experiment, STES (Science, Technology, Environment, and Society) oriented curricula could find the basis for developing a dynamic interplay between Science Technology and Art. The proposed interdisciplinary teaching appeals mostly to higher levels of education, universities, colleges, or professional schools. (Contains 14 references.) (Author/YDS) ED466364 Teaching Photography: An Interdisciplinary Theme for Science, Technology, and Art. 2001-00-00 9 N/A 2001 -1

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Yes Foreign Countries Mental Disorders Mental Health Prevention Program Descriptions Psychological Patterns Quality of Working Life Well Being Work Environment Morrow, Lou, Ed. Verins, Irene, Ed. Willis, Eileen, Ed. Reports - Evaluative Australia English In Australia, there is increasing attention being paid to the promotion of mental health and the prevention of serious mental disorder by policymakers, funders, academics and service providers. This has required a shift in thinking to focus on health and well being, not just on illness and treatment. The National Action Plan for Promotion, Prevention and Early Intervention for Mental Health 2000 is a national framework endorsed by the National Mental Health Working Group and the National Public Health Partnership. The Action Plan 2000 identifies the important relationship between work and emotional and social well being and regards it as a priority area for action. The present edited volume on mental health and work seeks to address this significant issue from a variety of perspectives. It is hoped that this volume will increase knowledge and understanding of the inextricable relationship between work and mental health and influence the development and implementation of effective strategies to promote mental health and prevent mental disorders. The original intent for this book was to consider the workplace as a target for universal approaches to mental health promotion and to record a range of successful national programs. What emerged from discussion was a need to consider work more broadly than workers and workplaces, and to therefore consider mental health and its promotion in the context of work in more depth. What has resulted is a rich archive of contemporary issues surrounding work in Australia, as well as seminal work from abroad. (Contains references at the end of each chapter.) (GCP) ED472573 Mental Health and Work: Issues and Perspectives. 2002-00-00 ISBN-0-958-72285-4 373 Auseinet, Southern CAMHS, Flinders Medical Center, Bedford Park, South Australia, 5042. E-mail: auseinet@flinders.edu.au. For full text: http://auseinet.flinders.edu.au/resources/auseinet/mhw/index.php. N/A 2002 -1

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Yes Cross Cultural Studies Cultural Differences Developmentally Appropriate Practices Early Childhood Education Educational Technology Electronic Journals Hypermedia Models Mothers Outcomes of Education Parent Teacher Cooperation Personal Narratives Play Preschool Curriculum Research Problems Katz, Lilian G., Ed. Rothenberg, Dianne, Ed. Preece, Laurel Collected Works - Serials Multilingual/Bilingual Materials ISSN-1524-5039 English Spanish Early Childhood Research and Practice (ECRP), a peer-reviewed Internet-only journal sponsored by the Early Childhood and Parenting (ECAP) Collaborative at the University of Illinois at Urbana-Champaign, covers topics related to the development, care, and education of children from birth to approximately age 8. The journal emphasizes articles reporting on practice-related research and on issues related to practice, parent participation, and policy. Also included are articles and essays that present opinions and reflections. The first part of this issue of ECRP features commentary (James Lonigan) on a study of preschool models and later school success (Rebecca Marcon) that was published in the Spring 2002 issue of ECRP. Marcon's reply to this commentary is also featured, along with an introduction to the discussion (Lilian G. Katz). The second part of the journal issue presents five articles as follows: (1) &quot;The Gift of Time: Enactments of Developmental Thought in Early Childhood Practice&quot; (M. Elizabeth Graue, Janice Kroeger, and Christopher Brown); (2) &quot;Instant Video Revisiting for Reflection: Extending the Learning of Children and Teachers&quot; (Seong B. Hong and Jane T. Broderick); (3) &quot;Understanding the Relationships among American Primary-Grade Teachers and Korean Mothers: The Role of Communication and Cultural Sensitivity to the Linguistically Diverse Classroom&quot; (Heayoung Yang and Mary Benson McMullen); (4) &quot;Preschool Teachers' Play Experiences Then and Now&quot; (Annette Sandberg and Ingrid Pramling Samuelsson); and (5) &quot;Applying an Analytic Writing Rubric to Children's Hypermedia 'Narratives'&quot; (Michael S. Mott, Cynthia Etsler, and Deondra Drumgold). The issue concludes with both English and Spanish-language versions of an article describing a project on bones undertaken by 5-year-olds in a bilingual school in Mexico City. (HTH) ED475621 Early Childhood Research &amp; Practice: An Internet Journal on the Development, Care, and Education of Young Children, Spring 2003. Early Childhood Research & Practice: An Internet Journal on the Development, Care, and Education of Young Children, 2003 v5 n1 Spr 2003 2003-00-00 162 For full text: http://ecrp.uiuc.edu/v5n1/index.html. N/A 2003 -1

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Yes Adult Education Bilingual Teachers Cultural Differences Cultural Pluralism Delinquency Prevention Educational Cooperation High Risk Students Mexican Americans Minority Group Children Rural Youth School Community Relationship Secondary Education Special Education Teachers Substance Abuse Teacher Education Violence French, Laurence Armand Reports - Descriptive English Two cases of youth violence in southwestern New Mexico, one involving an Anglo youth and one a Mexican American youth, highlight the diversity of the area and the biased treatment of Mexican American youth. New Mexico demographics suggest a link between diversity and high rates of crime and violence. National reports clearly report the extent of substance abuse, school dropouts, and delinquency among the nation's youth, especially minority youth. A contemporary response has been better use of public schools in promoting community-based solutions in rural areas, especially within minority communities where the cultural lifestyle differs from that of the dominant Anglo-American society. The realization of a crisis with at-risk youth in New Mexico, especially within ethnic communities, led to proactive initiatives to curb the problem. One such program prepares bilingual special education teachers to identify at-risk youth within their classrooms and to intervene to address problems. Ultimately, the focus on teacher preparation should impact student achievement, which in turn should eventually decrease or eliminate youth violence. A second proactive initiative provides services to under-educated Mexican American women in rural southwestern New Mexico. Designed to break the cycle of poverty and welfare in the region, this program is a culturally specific approach to violence reduction. Both programs utilize a coordinated team approach involving universities, public schools, the criminal justice system, community health facilities, community organizations, and families. (TD) ED473206 Aggressive Behavior among Rural Minority Youth: Concerns for Schools and the Community. 2002-00-00 15 N/A 2002 -1

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Yes Comparative Education Cross Cultural Studies Elementary Education Foreign Countries Fractions Instructional Materials Mathematics Education Textbook Research Lo, Jane-Jane Cai, Jinfa Watanabe, Tad Reports - Research Speeches/Meeting Papers China Japan Taiwan English In this study, we examined the introduction of ratio and proportion concepts in six textbook series from four different regions, China, Japan, Taiwan and U.S. When analyzing the definition of ratio and equal ration as well as the types of ratio and proportion application problems included in each textbook series, we found similarities and differences among these textbook series both within and across regions. Future studies will be needed to examine these differences further. (Author) ED476629 A Comparative Study of the Selected Textbooks from China, Japan, Taiwan and the United States on the Teaching of Ratio and Proportion Concepts. 2001-00-00 13 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. N/A 2001 -1

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Yes Classroom Environment Curriculum Development Elementary Education Instructional Effectiveness Mathematics Instruction Professional Development Teacher Attitudes Teacher Education Programs Teacher Educators Becker, Joanne Rossi Reports - Descriptive Reports - Research Speeches/Meeting Papers English This project investigated the efficacy of classroom coaching in improving instruction in elementary mathematics classrooms. The coaches involved in this study were participants in a professional development program. The program includes three major aspects: (1) an intensive 3-week summer institute focusing on mathematics content, pedagogical content knowledge, and leadership skills; (2) summer lab schools for children organized and run by participants who provide professional development for team teachers who teach the classes; and (3) comprehensive follow-up activities including workshops with leading national and international mathematics educators. This report documents how coaches worked, how they interpreted their roles, and how they affected the teachers with whom they worked. (KHR) ED476637 Classroom Coaching: An Emerging Method of Professional Development. 2001-00-00 11 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. N/A 2001 -1

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Yes Breastfeeding Child Health Developed Nations Developing Nations Health Services Immunization Programs Infant Mortality Infants Mortality Rate Neonates Costello, Anthony Francis, Victoria Byrne, Ali Puddephatt, Claire Numerical/Quantitative Data Reports - Descriptive Save the Children, Westport, CT. English There has been little change in newborn mortality in the past 20 years, even through proven, cost-effective solutions exist to save many of these young lives. This report reviews the most recent data on the newborn, revealing the alarming poor health and quality of health care for mothers and newborns in virtually all impoverished countries. The report identifies infections, complications of prematurity, and birth asphyxia and injuries as the primary causes of newborn mortality, with low birth weight an important secondary factor. Another major cause of neonatal deaths in developing countries is identified as poor maternal health, especially during pregnancy. The report argues that many of these neonatal deaths can be prevented with three cost-effective solutions that do not depend on highly technical training or sophisticated equipment: (1) tetanus toxoid immunization; (2) skilled health care at delivery; and (3) immediate and exclusive breastfeeding. Further, the report maintains that policymakers, nongovernmental organizations, health care professionals, and community leaders need to collaborate in strengthening existing health care delivery systems to provide expectant mothers and their babies the care they need. A key part to this effort is advocating for and creating policies that address newborns' special needs. The report's appendices include tables providing information on newborn health status and on newborn health services and practices, by country, and as well as each country's rank on the Human Development Index, a composite indicator of development status that includes life expectancy at birth, educational achievement, and real gross domestic product per capita. (Contains 84 endnotes.) (KB) ED458972 State of the World&apos;s Newborns: A Report from Saving Newborn Lives. 2001-00-00 ISBN-1-888393-05-X 59 Save the Children, Department of Public Affairs and Communications, 54 Wilton Road, Westport, CT 06880. Tel: 203-221-4000; Fax: 203-226-6709; Web site: http://www.savethechildren.org. N/A 2001 -1

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Yes Adjustment (to Environment) Computer Attitudes Counseling Counselor Client Relationship Foreign Countries Information Networks Information Technology Internet Telecommunications Harun, Lily Mastura Hj. Reports - Research Speeches/Meeting Papers Malaysia English The advent of information and communication technology has opened a new era in the counseling profession. This study shares the views of computer literate respondents about their willingness to participate in e-counseling sessions. The results showed that the respondents are generally reserved about using e-counseling services and still insist that the physical presence of the counselor is important in the counseling process. The findings however do indicate that the e-counseling method is favorable to the needs of young people aged between 25 to 35 years old. Counselors are offered techniques for overcoming the apprehension of e-counseling consumers. (Contains 34 references.) (GCP) ED474645 E-Counseling: The Willingness To Participate. 2001-08-00 11 N/A 2001 -1

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Yes Action Research Elementary Secondary Education Information Sources Language Arts Student Research Teacher Education Sherman, Thomas F. Lundquist, Margaret Collected Works - General Dissertations/Theses Reports - Research English The papers in this compilation are the result of K-12 action research projects and were submitted in partial fulfillment for a variety of degrees from Winona State University (Minnesota). The compilation contains the following nine papers: &quot;Will Playing Background Music in My Classroom Help Increase Student Spelling Scores?&quot; (Jonathan L. Wright); &quot;Using Writers' Workshop to Improve Writing Skills&quot; (Margaret M.F. Kraske); &quot;The Effects of the 'Read Naturally Program' on Middle School Students' Oral Reading Fluency and Reading Comprehension Skills in a Residential Treatment Setting&quot; (Julie Swannette Onken); &quot;Effects of Visual Phonics to Improve Reading Fluency and Decrease Reading Error Rate in a Remedial Reading Program&quot; (Michelle Breitsprecher); &quot;Will Incorporating the Building Blocks Reading and Writing Approach into a Kindergarten Curriculum Increase Literacy Assessment Scores?&quot; (Karmen Beyer); &quot;Literature Circles&quot; (Colleen Hansen Egle); &quot;Will Students Be Able to Obtain Information More Quickly and Accurately from a Hard Copy of 'USA Today' or Its Internet Site?&quot; (Todd Francis Gasner); &quot;Will Students Benefit from Spending More Class Time on Spelling and Spending More Class Time on Varied Approaches to Learning Spelling Words in Class throughout the Week?&quot; (Jeffrey Michael Anderson); and &quot;Using an Author's Chair in a Kindergarten Classroom&quot; (Tara Bradford). (NKA) ED478113 Compilation of K-12 Action Research Papers in Language Arts Education. 2002-12-20 410 N/A 2002 -1

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Yes Academic Achievement Change Strategies Educational Change Educational Environment Educational Policy Elementary Secondary Education Parent Participation Poverty Public Schools School Community Relationship School Culture School Districts Urban Schools Porter, Kathleen Soper, Stephanie Reports - Evaluative National Clearinghouse for Comprehensive School Reform, Washington, DC. English This report reviews efforts to reform urban schools, focusing on initiatives in Tennessee and California as examples from which distric leaders may draw useful lessons. The report suggests that comprehensive school reform (CSR) offers promise to struggling urban schools by focusing on transforming the academic climate, school culture, and curriculum to meet the particular needs of students and teachers. Schools most likely to engage in CSR are those that need radical reform (i.e., high poverty schools facing incoherent organization, poor leadership, ill-qualified teachers, racial tension, conflicting reform efforts, and limited resources). The report examines the attempts and failures of piecemeal reform (e.g., class size reduction), then goes on to discuss CSR as an integrated approach to urban school reform. Four aspects of urban school reform that can either foster success of CSR or derail it are: the school's vision and reform plan, the school's community capacity, support from the school community, and aligned policies and priorities. The paper concludes that schools and districts should be encouraged to complete a thorough needs assessment to determine their own strengths and weaknesses and to find the strategy that best fits their needs, culture, and climate. CSR offers the chance to make positive curricular, academic, discipline, and policy changes with the most potential to improve students' chances of success. (Contains 18 references.) (SM) ED480452 Closing the Achievement Gap: Urban Schools. CSR Connection. 2003-07-00 Office of Elementary and Secondary Education (ED), Washington, DC. 13 NCCSR, 2121 K Street, N.W. Suite 250, Washington, DC 20037-1801. Tel: 877-766-4277 (Toll Free); Fax: 877-308-4995 (Toll Free); e-mail: AskNCCSR@goodschools.gwu.edu; Web site: http://www.goodschools.gwu.edu. N/A 2003 -1

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Yes Caregiver Child Relationship Child Behavior Child Welfare Children Depression (Psychology) Experiments Federal Legislation Followup Studies Foster Care Foster Children Life Events Models Outcomes of Treatment Program Descriptions Program Effectiveness Program Evaluation Program Implementation State Programs Well Being Reports - Descriptive Reports - Evaluative Adoption and Safe Families Act 1997 Adoption Assistance and Child Welfare Act 1980 Westat, Inc., Rockville, MD. Chicago Univ., IL. Chapin Hall Center for Children. James Bell Associates, Inc., Arlington, VA. English This report presents an evaluation of family preservation programs in Kentucky, New Jersey, and Tennessee, and a county program in Philadelphia County, Pennsylvania. Key goals of these programs were reducing foster care placement, maintaining child safety, and improving family functioning. The statewide programs employed the Homebuilders program model, and the county program used a broader, home-based service model. Volume 1 of the report describes the study implementation, the study sites, and families in the Homebuilders model sites. Volume 2, which includes an executive summary, examines services and outcomes for both types of programs, analyzes attrition, and presents conclusions. In the evaluation, families were randomly assigned to a family preservation program or to regular service of the child welfare system. Information on parenting practices, family functioning, child well-being, and caseworker-caregiver interaction was collected through interviews. Information on family functioning was assessed at the beginning of services, at the close of Homebuilder services, and 1 year after services began. Administrative data provided information on childrens placements, reentries, and subsequent abuse/neglect allegations up to 18 months after experiment entry. Staff attitudes and characteristics were collected through questionnaires. Discussions with personnel of provider agencies provided information about services, policies, staffing, training, and the service context. Findings revealed that the experimental group received more services and more intensive services than the control group in all four states. There were no significant group differences on family-level placement rates, proportion of time in substitute care, case closings, or subsequent maltreatment. There were a few child and family functioning items in which the experimental group displayed better outcomes than the control group at the end of Homebuilders services, but these results did not occur in more than one state. There were very few differences at the 1-year follow-up. The report's discussion focuses on implications and highlights the need to rethink the functions, target group, and characteristics of services and to examine the issues of program specialization, length, and intensity. Each report section contains references or endnotes. Volume 3 of the report comprises 11 appendices, which include the screening protocol, worker safety checklist, secondary analyses for chapters in volume 2, and study instruments.(KB) ED480610 Evaluation of Family Preservation and Reunification Programs: Final Report. 2002-12-00 487 Human Services Policy, Room 404E, Assistant Secretary for Planning and Evaluation/DHHS, 200 Independence Ave., SW, Washington, DC 20201. Tel: 877-696-6775 (Toll Free); Tel: 202-619-0257; Fax: 202-690-6562; Web site: http://aspe.hhs.gov. For full text: http://aspe.hhs.gov/hsp/evalfampre94/final. N/A 2002 -1

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Yes Action Research Educational Games Grade 4 Instructional Effectiveness Intermediate Grades Reading Comprehension Social Studies Vocabulary Development Worksheets Klepper, Jenney Renee Dissertations/Theses Reports - Research Tests/Questionnaires English Past research shows the imperative nature of students having a high knowledge of vocabulary, particularly as it relates to their level of reading comprehension. This is especially true in the areas of science and social studies because of the nature of the subjects and their corresponding texts. Students' ability to retain and recall vocabulary knowledge is, therefore, also critical. Educators use many different strategies and methods as means to these ends. One game frequently used for a review of information and to help students retain information is a modified version of the game BINGO. The researcher asked the question, therefore, whether or not this strategy is more effective than a simple &quot;fill in the blank&quot; worksheet review. In this study, the researcher compared the test scores of two different groups of fourth grade students. Both groups studied social studies vocabulary words in the same manner, the difference being that at set times throughout the study, one group reviewed the words using an independent worksheet review and the other used a modified BINGO game review. The hypothesis was that students participating in the modified BINGO game review of the vocabulary words would show no difference in test scores, at the .05 level of significance, when compared to those students who participated in the worksheet review. Both the control (worksheet) and experimental (BINGO) groups studied the same vocabulary words throughout the four weeks of the study. The students learned 4 each day (16 for each week) and then reviewed those 16 words on the fifth day of each week. After two weeks, a teacher-made test was given to both groups and the groups were then switched, each receiving the opposite treatment. Another test was given on the second set of 32 words at the end of the second half of the study. When the results of the test scores were analyzed using a paired t-test it was found that although the experimental group (the group using the BINGO game review) did achieve a higher average score, the research was not statistically significant based on the .05 level of significance. Therefore, the researcher retained the original hypothesis. Appendixes contain permission letters, a sample review worksheet, and a sample vocabulary test. (Contains 24 references, 1 table, and 3 figures.) (Author/RS) ED479379 A Comparison of Fourth Grade Students&apos; Testing Scores Between an Independent Worksheet Review and a Bingo Game Review. 2003-07-00 44 N/A 2003 -1

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Yes Civil Rights Computer Software Culture Indigenous Knowledge Indigenous Populations Information Management Multimedia Materials Preservation Resource Materials Hunter, Jane Koopman, Bevan Sledge, Jane Reports - Descriptive Speeches/Meeting Papers English Indigenous communities are beginning to realize the potential benefits digital technologies can offer with regard to the documentation and preservation of their histories and cultures. However, they are also coming to understand the opportunities for knowledge misuse and misappropriation of their knowledge which may accompany digitization. In this paper we describe a set of open source software tools designed to enable indigenous communities to protect unique cultural knowledge and materials preserved through digitization. The software tools described here enable authorized members of communities to define and control the rights, accessibility and reuse of their digital resources; uphold traditional laws pertaining to secret/sacred knowledge or objects; prevent the misuse of indigenous heritage in culturally inappropriate or insensitive ways; ensure proper attribution to the traditional owners; and enable indigenous communities to describe their resources in their own words.Hopefully the deployment of such tools will contribute to the self-determination and empowerment of indigenous communities through the revitalization of their cultures and knowledge which colonization, western laws, western cultures and globalization have eroded. Includes 12 figures. (Contains 20 references.) (Author) ED482117 Software Tools for Indigenous Knowledge Management. 2003-00-00 16 For full text: http://www.archimuse.com/mw2003/papers/hunter/hunter.html/. N/A 2003 -1

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Yes Charts Foreign Countries Illustrations Indonesian Instructional Materials Reading Materials Resource Materials Second Language Instruction Second Language Learning Uncommonly Taught Languages Workbooks Rafferty, Ellen Collins, James T. Barnard, Erlin Susanti Hiple, David Guides - Classroom - Learner Guides - Classroom - Teacher Indonesia Hawaii Univ., Manoa. Second Language Teaching and Curriculum Center. English Indonesian The selection of reading texts for second language learners of Indonesian for this volume were based on the desire to provide level-appropriate material, to reflect the diversity of contemporary Indonesian society, and to pique the interest of university students. Included materials are from government publications, Jakarta newspapers, provincial newspapers, news magazines, sensational magazines, women's magazines, popular and serious literature as well as personal letters, postcards, memos, and invitations. Although students will learn about Indonesian culture from these readings, the primary objective of this volume is to improve the students' reading proficiency by teaching strategies for reading in a second language. Thus the goal of this volume is to develop independent readers of Indonesian. Student-centered activities are broken up by periodic classroom checks to ensure that all groups are understanding the exercises. The lessons are designed to be completed in class; only the homework exercises are to be completed outside the classroom. The lessons are presented in order of increasing difficulty. The lessons are based on schema Theory which teaches top-down reading strategies, demanding spontaneous interaction between the reader and the text. A more indepth discussion of this theory is provided. The reading packet contains photocopies of several types of authentic written or printed materials the learner of Indonesian might encounter in everyday life in Indonesia, such as handwritten letters, advertisements, press articles, maps, and official notices. (KFT) ED451705 Nah, Baca! Authentic Indonesian Readings. Volume 2: Teachers&apos; Edition [and] Student Workbook [and] Reading Packet. 1999-00-00 Department of Education, Washington, DC. Practitioners Students Teachers 499 NFLRC Publications, University of Hawaii, 1859 East-West Road #106, Honolulu, HI 96822-2322 ($40 for whole set). Tel: 808-956-9851; Web site: http://www.LLL.hawaii.edu/nflrc ($20.00). N/A 1999 -1

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Yes Attitude Change Graduate Students Graduate Study Higher Education Instructional Leadership Leadership Qualities Teacher Attitudes Teacher Leadership Whitsett, Glee Riley, Jack Reports - Research Speeches/Meeting Papers English This study examined shifts in perceptions of the meaning of leadership and necessary leadership skills held by 18 teachers in a graduate program on teacher leadership. Participants were queried twice regarding their definitions of leadership; once at the outset of their degree program and again 1 year later. In between, they took classes in leadership and mentor training, professional standards, school climate, legal and fiscal management, public relations and community resources, and parent and family involvement. Two Likert-scale surveys examined their perceptions of the importance of 11 leadership skills and of the extent to which they attained growth in each skills. Results found little variation in the relative importance participants assigned to the skills. Confidence emerged as the most important skill, followed by two skills that involved the participation of others in tasks undertaken by the teacher leader. Participants varied more widely in their assessment of personal growth in leadership skills. They perceived the greatest growth in knowledge of educational issues and understanding leadership styles. Initially, most participants defined leadership under the figurehead category. Midway through the program, half of them changed to define leadership in terms of the cheerleader/team player category. (Contains 15 references.) (SM) ED482549 Defining and Applying Leadership: Perceptions of Teacher Leader Candidates. 2003-11-06 21 N/A 2003 -1

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Yes Behavioral Science Research College Freshmen Computer Science Experience Females Gender Issues Higher Education Males Questionnaires Sex Differences Sex Stereotypes Student Attitudes Beyer, Sylvia Rynes, Kristina Chavez, Michelle Hay, Kelly Perrault, Julie Reports - Research Speeches/Meeting Papers English A study examined gender differences in stereotypes, experience, and confidence for computer science (CS) first-year students. Questionnaires were distributed to freshmen students (n=241: 161 females, 80 males) in a required university seminar course. Overall, participants possessed very stereotypical attitudes of CS majors. Findings showed that men reported having more experience with computers than did women, and they also enjoyed working with computers more than did women. (Contains 27 references, 1 table, and 1 figure.) (Author/BT) ED479756 Why Are So Few Women in Computer Science? 2002-06-00 National Science Foundation, Arlington, VA. 6 N/A 2002 -1

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Yes Cultural Awareness Cultural Context Curriculum Enrichment Curriculum Guides Females Higher Education Islam Islamic Culture Muslims Religion Studies Secondary Education Social Studies Bigelow, Bill Childs, Sandra Diamond, Norm Dickerson, Diana Haaken, Jan Guides - Classroom - Learner Guides - Classroom - Teacher English The curriculum delineated in this guide is aimed at multiple settings, outlining units on current affairs, globalization, religious and cultural identities, women and gender roles, social theory and social analysis, discrimination, and resistance to commodification. It is adaptable for age groups ranging from middle school through college. The guide notes that as an Islamic practice, &quot;veiling&quot; is a matter of degree ranging from the colorful head scarf to the black face and full body veil; veiling may have had its origin in the protection, honor, and distinction of women in Byzantine and Persian societies, and spread by conquering Muslims who assimilated the practice. It is the context that provides much of the meaning--nothing can be understood in and of itself, apart from its social context. Following a &quot;Memoir of Joan Hawkinson Bohorfoush&quot; and an Introduction, there are four lessons: Lesson (1) &quot;Covered Women, Uncovered Stereotypes&quot;; Lesson (2) &quot;Listening to &quot;Scarves of Many Colors&quot;; Lesson (3) &quot;International Tribunal on Women and the Veil&quot;; and Lesson (4) &quot;Student as Interviewer&quot;. Each lesson presents an overview, cites materials needed, suggests a step-by-step procedure for classroom implementation, and provides student handouts. Contains an annotated list of interviews, books, magazines, and movies that deal with Muslim women and the practice of covering. (BT) ED479848 Scarves of Many Colors: Muslim Women and the Veil. A Memorial Curriculum in Honor of the Life and Work of Joan Hawkinson Bohorfoush. 2000-00-00 Practitioners Students Teachers 51 Teaching for Change, P.O. Box 73038, Washington, DC 20056-3038 ($15). Tel: 800-763-9131 (Toll Free); Web site: http://www.teachingforchange.org/. N/A 2000 -1

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Yes Early Childhood Education Infants Toddlers Low Income Groups Program Effectiveness Program Descriptions Child Caregivers Day Care Centers Child Development Classroom Observation Techniques Love, John M. Constantine, Jill Paulsell, Diane Boller, Kimberly Ross, Christine Raikes, Helen Brady-Smith, Christy Brooks-Gunn, Jeanne Reports - Research Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Mathematica Policy Research, Princeton, NJ. English Early Childhood Education In 1994, the Secretary's Advisory Committee on Services for Families with Infants and Toddlers set forth a vision for Early Head Start programs in declaring that all child care settings used by Early Head Start families, whether or not the program provides the care directly, must meet the high standards of quality embodied in the Head Start Program Performance Standards. As part of the national Early Head Start Research and Evaluation project, extensive data on the child care settings used by Early Head Start and control group families for their children at three ages (14, 24, and 36 months) was collected. This report describes the patterns of child care use by Early Head Start families and the impacts that program participation had on families' child care use and the quality of care used. A high proportion of Early Head Start families placed their children in child care during the evaluation period, with higher levels of child care use among those in center-based sites: overall, nearly two-thirds of 3-year-old Early Head Start children spent at least 30 hours per week in some kind of child care arrangement. Early Head Start children attending classrooms in Early Head Start centers consistently experienced good-quality care across the three ages. Using a measure of caregiver-child interactions developed for this evaluation (the Child- Caregiver Observation System, C-COS), it was found that in about half the observation periods coded, Early Head Start caregivers were observed talking with the focus child; the frequency of caregiver talk was greater in Early Head Start than in community centers when children were 3 years old. Very high percentages of Early Head Start parents reported being satisfied with their recent primary child care arrangement--they liked how much attention the child received, how much he or she was learning, its safety features, and how &quot;good&quot; they thought the provider was with children. These results demonstrate the highly important role Early Head Start programs have played in responding to the vision of the Advisory Committee on Services for Families with Infants and Toddlers. The following are appended: (1) Supplementary Tables; and (2) Procedures for Training and Establishing Reliability on the Classroom Observation Quality Measures. (Contains 8 tables and 30 figures.) ED484318 The Role of Early Head Start Programs in Addressing the Child Care Needs of Low-Income Families with Infants and Toddlers: Influences on Child Care Use and Quality. US Department of Health and Human Services Head Start Bureau 2004-02-00 144 N/A 2004 -1 ERIC

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Yes Black Students College Preparation Diversity (Student) Hispanic American Students Parents Planning Postsecondary Education Secondary Education Urban Schools Noeth, Richard J. Wimberly, George L. Reports - Research ACT, Inc., Iowa City, IA. English This study examined the postsecondary planning of African American and Hispanic high school seniors in five large urban school districts. Just prior to graduation in 2001, students from 23 high schools completed surveys and focus groups about their college planning. Students' educational expectations were high. Nearly all expected to earn at least a bachelor's degree, and most expected to earn graduate or professional degrees. Over 80 percent had been accepted to college, and 90 percent viewed college as an important means to future jobs and career goals. Maternal influence was a significant factor for most students. Nearly three-quarters reported that friends and peers were very or somewhat helpful in college planning. For those with a father or male guardian present, 43 percent considered him very helpful, and 19 percent considered him somewhat helpful. Nearly three-quarters said their teachers and counselors were very or somewhat helpful in college planning. Nearly all students believed their high school courses were very or somewhat helpful in planning. More than two-thirds believed information from the ACT Assessment was very or somewhat helpful in postsecondary planning. Of those who used college planning software, 61 percent found such programs helped in the planning. College costs and financial aid availability were major issues for students. Concludes with recommendations to schools on how to meet the postsecondary planning needs of their students. (Contains 90 references.) (SM) ED475197 Creating Seamless Educational Transitions for Urban African American and Hispanic Students. ACT Policy Report. 2002-00-00 57 ACT, P.O. Box 168, 2201 N. Dodge Street, Iowa City, Iowa 52243-0168. Tel: 319-337-1110; Web site: http://www.act.org/research/reports/index.html. N/A 2002 -1

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Yes Income Educational Finance Public Education Expenditures Poverty Research Methodology Socioeconomic Status Trend Analysis Educational Attainment Behr, Todd Christofides, Constantinos Neelakantan, Pattabiraman Numerical/Quantitative Data Reports - Research National Education Association, Washington, DC. English Elementary Secondary Education The effects of education on people's income are well documented in the economics literature, and the benefits of investing in human capital--in terms of both higher earnings and of other economic and social benefits--are popular research topics for economists and other social scientists. The present study explores the effects of public education expenditures on the distribution of income among people living in the 50 states and the District of Columbia. The study's basic premise is that, since a state's income level depends on its residents' educational level then the income distribution within each state is dependent on the distribution of educational levels among its residents. There are, of course, other factors contributing to income level dispersion within a state, and these variables' effects are also considered. This reports chapters are: (1) Income and Poverty Trends and Distribution; (2) Methodology; (3) Empirical Results; and (4) Conclusions. There are two appendixes of summary and supporting tables and a bibliography that combines both referenced and non-referenced citations. The Trends and Distribution chapter discusses income distributions across the fifty states and the District of Columbia and compares other statistical characteristics, such as differences in public education spending. National trends in income equality from 1970 to 2000 are discussed, as well as trends in other state socioeconomic variables. (Contains 3 figures and 15 tables.) ED490830 The Effects of State Public K-12 Education Expenditures On Income Distribution. NEA Research Working Paper National Education Association Research Department 2004-04-00 National Education Association, Washington, DC. 37 National Education Association Research Department, 1201 16th St., NW, Washington, DC 20036. Tel: 800-229-4200; Fax: 770-280-4134; Web site: http://www.nea.org/books. N/A 2004 -1 ERIC

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Yes Classroom Communication College Faculty Discourse Analysis Educational Research Foreign Countries Hearing Impairments High Risk Students Higher Education Literacy Mathematics Program Descriptions Psycholinguistics Secondary Education Student Needs Testing Collected Works - Serials ISSN-0212-4068 Interuniversity Association for Experimental Pedagogical Investigation, Barcelona (Spain). Spanish This journal, which deals with topics in educational research, includes articles written in Spanish (translated here) such as the following: &quot;Management of the Competence of Professional Action (CAP)]&quot; (Benito Echeverria Samanes); &quot;Concepts and Beliefs of Andalusian Secondary School Teachers on Mathematics Assessments&quot; (Francisco Gil Cuadra, Luis Rico Romero, and Antonio Fernando Cano); &quot;Dimensionality of a Scale to Measure the Attitude toward the Environment for Secondary School Students&quot; (Pedro Alvarez Suarez, Emilia Inmaculada De la Fuente Solana, and Juan Garcia Garcia); &quot;Evaluation of the Needs of Youths with Hearing Difficulties during the Transition into the Working Environment&quot; (Mario de Miguel Diaz and Marisa Pereira Gonzalez); &quot;The Productivity of Studies on the Evaluation of Spanish Educational Programs (1975-2000)&quot; (Jorge Exposito Lopez and Antonio Fernandez Cano); &quot;Study and Characterization of Classroom Discourse: The Application of Multiple Correspondence and Other Analyses&quot; (Ma Angeles Rebollo Catalan); &quot;Pedagogic Training and Professional Education of University Lecturers&quot; (Ma Cruz Sanchez Gomez and Ana Garcia-Valcarcel Munoz-Repiso); &quot;The 'Success-For-All Program': Description and Results of a Program of Pedagogic Intervention with At-Risk Children&quot; (Miguel A. Santo Rego and Robert E. Slavin); and &quot;Impact of a Program for the Development of Psycholinguistic Skills on Learning How to Read and Write.&quot; (AS) ED482645 Revista de Investigacion Educativa, 2002 (Journal of Educational Research, 2002). Revista de Investigacion Educativa v20 n1 2002 2002-00-00 260 Asociacion Interuniversitaria de Investigacion (AIDIPE), Dpto. de Metodos de Investigacion y Diagnostico en Educacion, Facultad de Pedagogia, Paseo del Valle de Hebron, 171, 2 planta, 08035 Barcelona, Spain. Web site: http://www.uv.es/aidipe/. N/A 2002 -1

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Yes Adult Education Classroom Environment Computational Linguistics Computer Uses in Education Conversational Language Courses Elementary Secondary Education English (Second Language) Family Literacy Foreign Countries Higher Education Internet Interpersonal Communication Listening Skills Literacy Education Online Courses Reading Skills School Community Relationship Teaching Methods Textbooks Writing Instruction Rosenthal, Marilyn, Ed. Beall, Kathleen R., Ed. Collected Works - Serials Malaysia ISSN-1098-6553 English These four issues contain the following articles: &quot;Corpus Linguistics: Discovering How We Use Language&quot; (John Rosenthal); &quot;Conversation Class: More than 'Just Talking'&quot; (David Kehe and Peggy Kehe); &quot;The Peace Project: A Personal Path to Overcoming Intolerance&quot; (Stephanie Jones-Vo); &quot;Developing the Reading Skills of Adults Learning English&quot; (Miriam Burt and Joy Kreeft Peyton); &quot;Developing Listening Skills with Authentic Materials&quot; (Lindsay Miller); &quot;Bring the Community into the Classroom&quot; (Kathleen Olson); &quot;Malaysia Promotes Excellence in English&quot; (Vinodini Murugesan); &quot;Your Online Companion: ESL Textbook Websites&quot; (Owen Murray and Nevitt Reagan); &quot;Dave Sperling's Guide to the Internet's Best Writing Resources&quot; (Dave Sperling); &quot;Online TESL/TEFL Training&quot; (Thomas Nixon);&quot;Binational Centers: Teaching English and Building Friendships in the Americas&quot; (William Ancker); &quot;Family Literacy and ESL&quot; (David L. Red); &quot;Effective Ways of Building Vocabulary Knowledge&quot; (Paul Nation); &quot;Cryptograms in the EFL/ESL Classroom&quot; (Lee Oakes and Marilyn Rosenthal); and &quot;Creating Congenial Classrooms&quot; (Kirsten Schaetzel). The issues also contain editor's notes, letters to the editor, news briefs, conference calendars, reviews, catalog showcase, and regular columns. (SM) ED482778 ESL Magazine, 2003. ESL Magazine v6 n1-4 Jan/Feb-Jul/Aug 2003 2003-00-00 Administrators Practitioners Teachers 130 ESL Magazine, 220 McKendree Avenue, Annapolis, MD 21401 (first year subscription, $16.95; individual issues, $3.95). Tel: 410-570-0746; Fax: 630-214-2888. N/A 2003 -1

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Yes Bilingual Education Computer Uses in Education Cultural Awareness Dialects Elementary Secondary Education English (Second Language) Faculty Development Grammar Higher Education Immersion Programs Pronunciation Scores Second Language Instruction Second Language Learning Spanish Student Diversity Student Evaluation Student Participation Study Abroad Teaching Methods Ward, Daniel, Ed. Collected Works - Serials California ISSN-1537-7350 English Articles are included on such issues as the following: heritage languages; the psychology of language; the Voice of America broadcasts; dual language programs; linguistic autobiography in the language classroom; pronunciation; electronic education; dialects; world languages; bilingual education; language travel; language structure; conceptual metaphor for language learners; language teacher training; medical language; study abroad; misleading test scores in California; English-as-a-Second-Language (ESL) grammar teaching; student participation in classroom decision making; world languages; second language reading; dual languages; computerized testing of ESL students at a community college; world English; faculty development to help new teachers work with culturally and linguistically diverse students; succeeding in multicultural classrooms; workplace languages; language acquisition; young ESL learners; Spanish destinations; adapting ESL teaching in light of corpus knowledge; and Spanish immersion programs. (SM) ED482779 Language Magazine: The Journal of Communication &amp; Education, 2003. Language Magazine: The Journal of Communication & Education v2-3 Jan-Dec 2003 2003-00-00 532 Language Media LLC, 8533 Sunset Boulevard, Suite 202, Los Angeles, CA 90069. Tel: 310-657-767; Fax: 310-657-7760; Web site: http://www.languagemagazine.com. N/A 2003 -1

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Yes Academic Standards Early Childhood Education Educational Objectives Evaluation Criteria Listening Skills Mathematics Skills Preschool Education Primary Education Reading Skills Speech Skills State Standards Student Evaluation Writing Skills Guides - Classroom - Teacher Pennsylvania Pennsylvania State Dept. of Education, Harrisburg. English This document presents the Pennsylvania Early Childhood Learning Continuum Indicators, the developmental steps that a learner performs to demonstrate knowledge as stated in the state's Academic Standards. The indicators are not academic standards themselves, but focus on preschool through Grade 2 skills in reading, writing, speaking and listening, and mathematics. Based on child development theory and authentic observations of the steps young children move through to reach the academic standards, the measurable indicators provide educators with information concerning what learners should know and be able to do across a continuum of age or grade ranges. Included in the document are suggestions for using the indicators and suggestions for implementation. Indicators related to reading, writing, speaking, and listening include the areas of reading independently; reading critically in all content areas; reading, analyzing, and interpreting literature; types of writing; quality of writing; speaking and listening; characteristics and functions of the English language; and research. Mathematics indicators are in the areas of numbers, number systems, and number relationships; computation and estimation; measurement and estimation; mathematical reasoning and connections; mathematical problem solving and communication; statistics and data analysis; probability and predictions; algebra and functions; geometry; trigonometry; and calculus concepts. (KB) ED482871 Early Childhood Learning Continuum Indicators: The Continuum of Skills that an Early Childhood Learner Needs in Order To Achieve the Pennsylvania Academic Standards by Grade Three. 2000-00-00 Practitioners Teachers Administrators 65 Pennsylvania Department of Education, 333 Market Street, Harrisburg, PA 17126-0333. Tel: 717-787-5820; Fax: 717-787-7222; Web site: http://www.pde.state.pa.us. For full text: http://www.pde.state.pa.us/nclb/lib/nclb/earlychildhoodcontinuum.pdf. N/A 2000 -1

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Yes Age Differences Bachelors Degrees Census Figures Doctoral Degrees Educational Attainment Elementary Secondary Education Graduation Higher Education Racial Differences Regional Characteristics Sex Differences Bauman, Kurt J. Graf, Nikki L. Numerical/Quantitative Data Reports - Research Bureau of the Census (DOC), Washington, DC. Economics and Statistics Administration. English This report, part of a series that offers population and housing data collected by Census 2000, presents data on the educational attainment of people over age 25 years in the United States, describing education distributions for the country, including regions, states, counties, and places with populations of 100,000 or more. Overall, U.S. education levels were high and rising in 2002. Age differences in educational attainment were large, with the middle-aged population having the highest levels of education. Women's educational levels were close to those of men. The &quot;Asian alone&quot; race group led in attaining bachelor's degrees and advanced degrees. Large differences among races existed at all levels of education. Regional educational differences shifted during the 1990s, and no one region could lay claim to having the best-educated population. States with low high school completion rates were catching up to the rest of the states. Higher percentages of college graduates lived in suburban counties and counties with colleges. Places with universities attracted the greatest concentration of people with doctoral degrees. Sex differences in education varied along the age spectrum. (SM) ED482415 Educational Attainment: 2000. Census 2000 Brief. 2003-08-00 13 U.S. Department of Commerce, Economics and Statistics Administration, U.S. Census Bureau, Washington, DC 20233. Tel: 301-457-4100; e-mail: webmaster@census.gov; Web site: http://www.census.gov. N/A 2003 -1

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No Females Distance Education Lifelong Learning Video Technology Males Barriers Sex Stereotypes Gender Discrimination Foreign Countries Adult Education Affirmative Action Computer Mediated Communication Evaluation Bentley, Maree Bentley, Karen Reports - Descriptive Australia Commonwealth of Learning English Adult Education Sensitivity to someone's gender is crucial, not only in life, but also in learning. In developing countries where the opportunities for face-to-face education are often limited, open and distance learning (ODL) can provide basic education, skills training and lifelong learning. Appropriate ODL materials are especially important for women who live in countries where they are seen principally as homemakers and carers of children, and where their social and cultural norms make attending face-to-face classes difficult. ODL can provide such women, their partners and their children with the key to the world of learning. Producers of ODL materials must ensure that this key works for both sexes. To encourage participation by both sexes, learning materials must take into consideration barriers that might exclude either. This guide will bring these barriers to the reader's attention and suggest some strategies that encourage successful participation by both sexes. (Contains 1 table and a list of print and web resources.) ED503330 Producing Gender-Sensitive Materials for Open and Distance Learning. Knowledge Series: A Topical, Start-Up Guide to Distance Education Practice and Delivery Commonwealth of Learning 2005-00-00 6 Commonwealth of Learning. 1055 West Hastings Suite 1200, Vancouver BC V6E 2E9, Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: info@col.org; Web site: http://www.col.org N/A http://oasis.col.org/bitstream/handle/11599/99/KS2005_Gender.pdf 2005 -1 ERIC APR2020

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No Open Universities Distance Education Educational Quality Quality Control Educational Technology Electronic Learning Program Development Guides Program Effectiveness Higher Education Educational Environment Audits (Verification) Standards Evaluation Methods Self Evaluation (Groups) Case Studies Program Descriptions Web Sites Foreign Countries Kirkpatrick, Denise Reports - Descriptive Malaysia United States Commonwealth of Learning English Higher Education Postsecondary Education Assuring the quality of education provision is a fundamental aspect of gaining and maintaining credibility for programmes, institutions and national systems of higher education worldwide. Despite a long and generally successful track record, open and distance learning (ODL) is still required to prove that the quality of student learning is at least equivalent to face-to-face teaching. A comprehensive quality assurance (QA) system can help accomplish this. QA is designed to prove and improve the quality of an institution's methods, and educational products and outcomes. In ODL this includes developing and producing learning materials, academic programmes, services and support, as well as standards of student learning. A systematic and consistent QA system helps to establish an institution's good reputation and image. It includes defined standards of achievement, documented procedures for all identified processes, established ways of responding to issues and clear accountability for outcomes. The result is greater public confidence, more satisfied students, efficient processes, and staff who are confident in their jobs. Students are more likely to experience better quality instruction, learning materials and interactions with the institution and its staff, leading to enhanced learning outcomes. Satisfied students are more likely to choose that institution again or to recommend it to others. This publication summarizes common QA procedures for internal institutional audits, describes the differences between QA in ODL environments and QA in conventional education, presents the framework for managing ODL quality, and describes characteristics of prerequisites and of a quality QA system in new and established institutions. Case studies of QA at the University of New England (U.S.) and Open University (Malaysia) are also presented. (Contains a list of websites.) ED503331 Quality Assurance in Open and Distance Learning. Knowledge Series: A Topical, Start-Up Guide to Distance Education Practice and Delivery Commonwealth of Learning 2005-00-00 6 Commonwealth of Learning. 1055 West Hastings Suite 1200, Vancouver BC V6E 2E9, Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: info@col.org; Web site: http://www.col.org N/A http://oasis.col.org/bitstream/handle/11599/103/KS2005_QA.pdf 2005 -1 ERIC APR2020

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Yes Resource Allocation Employment Level Economic Progress Educational Finance Educational Equity (Finance) Public Education Local Government State Government Expenditures Financial Policy Sims, Richard G. Numerical/Quantitative Data Reports - Evaluative National Education Association, Washington, DC. Research Div. English Elementary Secondary Education Recent court decisions and state studies indicate that none of the states measure up on even rough measures of adequacy and equity in school funding. Because of tax and spending limits, some states have school funding systems that are equitable, but hardly adequate. One way to address this problem is for states to get on a path toward achieving adequacy and equity by increasing education spending by a small percentage each year. However, given the compelling need to balance state budgets, governors and legislators frequently confront the difficult choice of cutting spending or raising taxes. A major aspect of this knotty fiscal dilemma is the effect such a fiscal policy decision will have on employment levels in the state. This study employs a set of state-specific dynamic computable general equilibrium (CGE) models to evaluate the employment effects of a fiscal policy decision relating to education-related taxing and spending. Specifically, the study looks at the consequences of an increase in education spending by 2 percent and an equal increase in state residents' consumer taxes. The analysis considers the development impacts of education as an economic &quot;industry,&quot; employing resources and producing an output. It also considers effects that are unique to educational spending, such as its role in regional amenity enhancement (i.e., the value that the increased quality of life from better-supported schools has in attracting a productive and efficient workforce). The study finds that the number of jobs created by increasing education spending is larger than the number of jobs lost from increasing taxes to support that spending. The study reveals that such a strategy has significant net positive near- and long-term employment effects for each of the 50 states. The following are appended: (1) Education Expenditures of State and Local Governments, by State; (2) The Economic Model; and (3) Detailed Results of 50-State Analyses. (Contains 6 tables, 3 boxes, and 2 figures.) ED490872 School Funding, Taxes, and Economic Growth: An Analysis of the 50 States. NEA Research Working Paper National Education Association Research Department 2004-04-00 30 National Education Association Research Department, 1201 16th St., NW, Washington, DC 20036. Tel: 800-229-4200; Fax: 770-280-4134; Web site: http://www.nea.org/books. N/A 2004 -1 ERIC

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Yes College Freshmen Qualitative Research Early Intervention Institutional Research Writing Evaluation Student Attitudes Community Colleges Protocol Analysis Outcomes of Education Learning Strategies Learner Engagement School Holding Power Expectation Student Surveys Classroom Environment Student Evaluation Swing, Randy L., Ed. Books Collected Works - General National Resource Center for The First-Year Experience and Students in Transition English Higher Education Postsecondary Education This second volume of &quot;Proving and Improving&quot; collects essays from the First-Year Assessment Listserv, which is hosted by the Policy Center on the First Year of College and the National Resource Center. Like the first volume, this one brings together the nation's leading experts and practitioners of assessment in the first college year. They offer overviews of commercially available instruments and provide case studies of qualitative assessment strategies. The monograph also includes a comprehensive introduction by Randy Swing, describing strategies for implementing an effective assessment effort, and a typology of assessment instruments that allows readers to identify and compare instruments geared to the issues and programs they want to assess. This volume commences with a Preface (Mary Stuart Hunter); Overview of Essays (Randy L. Swing); and Introduction to First-Year Assessment (Randy L. Swing). It then divides into six parts and 37 articles, as follows. Part 1, &quot;Institutional Records,&quot; contains: (1) Introducing the Data Audit and Analysis Toolkit (Karen Paulson); (2) Your First Stop for Information: The Office of Institutional Research (Karen Webber Bauer); (3) Using EnrollmentSearch to Track First-Year Success (John P. Ward); (4) Using Archived Course Records for First-Year Program Assessment (Debora L. Scheffel and Marie Revak); and (5) Freshman Absence-Based Intervention at The University of Mississippi (Catherine Anderson). Part 2, &quot;Student Voices,&quot; contains: (6) Basics of Focus Groups (Libby V. Morris); (7) Looking at the First-Year Experience Qualitatively and Longitudinally (Marcia J. Belcheir); (8) Using &quot;Think Alouds&quot; to Evaluate Deep Understanding (Lendol Calder and Sarah-Eva Carlson); (9) The Promise Audit: Who's Promising What to Students (Marian Allen Claffey and Ned Scott Laff); (10) A Case Study on Developing Faculty Buy-In for Assessment (Lissa Yogan); and (12) The First-Year Prompts Project: A Qualitative Research Study Revisited (Elizabeth Hodges and Jean M. Yerian). Part 3, &quot;End of Program/Course Evaluations,&quot; contains: (13) Using Interactive Focus Groups for Course and Program Assessments (Barbara J. Millis); and (14) The College Classroom Environment Scale (Roberta Jessen and Judith Patton). Part 4, &quot;Surveys,&quot; contains: (15) The CIRP Freshman Survey and YFCY: Blending Old and New Tools to Improve Assessment of First-Year Students (Linda J. Sax and Shannon K. Gilmartin); (16) Survey Data as Part of First-Year Assessment Efforts: Using the Cooperative Institutional Research Program (CIRP) Annual Freshman Survey (J. Daniel House); (17) What Students Expect May Not Be What They Get: The PEEK (Perceptions, Expectations, Emotions and Knowledge about College) (Claire Ellen Weinstein, Cynthia A. King, Peggy Pei-Hsuan Hsieh, Taylor W. Acee and David R. Palmer); (18) Assessing Student Expectations of College: The College Student Expectations Questionnaire (Robert M. Gonyea); (19) The College Student Experiences Questionnaire: Assessing Quality of Effort and Perceived Gains in Student Learning (Michael J. Siegel); (20) The Community College Student Experience Questionnaire (Patricia H. Murrell); (21) Knowing How to Learn is as Important as Knowing What to Learn: The Learning and Study Strategies Inventory (Clarie Ellen Weinstein, Angela L. Julie, Stephanie B. Corliss, YoonJung Cho, and David R. Palmer); (22) The Retention Management System: Assessing for Early Intervention (Lana Low and Beth Richter); (23) The Study Behavior Inventory (Leonard B. Bliss); (24) The College Success Factors Index (Edmond C. Hallberg and Garrick Davis); (25) The National Survey of Student Engagement: Benchmarks of Effective Educational Practice (John Hayek); (26) Benchmarking Effective Educational Practice in Community Colleges (Kay M. McClenney); (27) What Matters in First-Year Seminars (Randy L. Swing); (28) Looking at High-Risk Behaviors (John Pryor); and (29) A More Precise Approach to Assessing Student Satisfaction (Julie L. Bryant). Part 5, &quot;Cognitive Tests,&quot; contains: (30) Critical Thinking Assessment: Challenges and Options (Marc Cutright); (31) Evaluating General Education Outcomes: College BASE-lining Your First-Year Students (Pamela A. Humphreys); (32) CAAP General Education Assessment Program (David A. Lutz); and (33) The Cognitive Level and Quality Writing Assessment Instrument (Teresa L. Flateby). Part 6, &quot;Trait Inventories,&quot; contains: (34) Hope Scale: A Measurement of Willpower and Waypower (Jerry Pattengale); (35) What are Learning Styles? Can We Identify Them? What is Their Place in an Assessment Program? (Linda Suskie); (36) Assessing the First-Year of College: Some Concluding Thoughts (Tracy L. Skipper and Marla Mamrick); and (37) Typology of Instruments (Randy L. Swing). [Individual chapters have references.] ED503169 Proving and Improving. Volume ll: Tools and Techniques for Assessing the First College Year. The First-Year Experience Monograph Series No. 37 National Resource Center for The First-Year Experience and Students in Transition 2004-00-00 ISBN-1-8892-7144-6 241 National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://www.sc.edu/fye/publications/index.html N/A http://www.sc.edu/fye/publications/monograph/monographs/ms037.html 2004 -1 ERIC

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Yes Professional Associations Literacy Education Reading Instruction Writing Instruction Teaching Methods Preservice Teacher Education Professional Development Politics of Education Cultural Pluralism Special Needs Students Elementary Secondary Education Adolescents Young Adults Technology Uses in Education Childrens Literature Dugan, Jo Ann R., Ed. Linder, Patricia E., Ed. Sampson, Mary Beth, Ed. Brancato, Barrie A., Ed. Collected Works - Proceedings Speeches/Meeting Papers College Reading Association English Elementary Secondary Education Higher Education Postsecondary Education This Yearbook begins with Robert J. Rickelman's presidential speech, &quot;Predicting the Whether: Lessons Learned from the Past,&quot; which focused on looking at the &quot;History of the College Reading Association&quot; in order to predict some possible (the &quot;whether&quot;) courses for the future of the organization. The author relied extensively on the &quot;History of the College Reading Association: 1958-1998&quot; (Alexander &amp; Strode, 1999) as well as his own personal experiences from the past 25 years as a member and leader within the organization. The papers comprising this Yearbook that follow Rickelman's presidential address are: (1) Fast Start: Successful Literacy Instruction That Connects Schools and Homes (Nancy Padak and Tim Rasinski); (2) Preparing Elementary Teachers in Reading: Will University-Based Programs Move Forward or be &quot;Left Behind&quot; (James V. Hoffman); (3) Latino Children's Literature Is Mainstream (Becky Chavarria-Chairez); (4) Reflections, Remembrances and Resonances (Albert J. Mazurkiewicz); (5) Sharing Storybooks: A Study with Families from Diverse Cultural Backgrounds (Jacqueline Lynch); (6) The Effects of Visualization Instruction on First Graders' Story Retelling (Tracy Zimmerman); (7) Tuning into the Sounds of Language: Teaching Phonemic Awareness through Rhymes, Songs, Poetry and Children's Literature (JoAnn R. Dugan, Barrie A. Brancato, and Jocelynn L. Smrekar); (8) Teaching Fluently: Exploring Teaching Practices in Divergent Certification Programs (Catherine Zeek and Carole Walker); (9) Reading and Auditory Processing: A Collaborative Project (Daniel H. Sisterhen, Martha J. Larkin, Cathleen Doheny, and Donna M. Harkins); (10) Learner-Centered Teachers' Approaches to Literacy Instruction: Are They &quot;Best Practice?&quot; (Barbara Combs); (11) Author Study Inquiry Promotes &quot;Theory into Practice&quot; for Teaching Literacies (Linda S. Wold); (12) The Value of Interactive Writing as an Intervention for the Literacy Acquisition of Struggling First-Grade Students (Barbara K. O'Connor); (13) Engaging Preservice Teachers in Reading, &quot;Sticky Note&quot; Style: An Analysis and Practical Implications (Christene A. McKeon, Michelle L. Lenarz, and Linda C. Burkey); (14) Impacting Literacy Politics, Policies, and Legislation: Moving from Inactive Idlers and Reactive Regretters to Proactive Professionals (Francine Falk-Ross, Mona W. Matthews, Mary Beth Sampson, Barbara J. Fox, Jill Lewis, Maryann Mraz, Jill Reddish, D. Ray Reutzel, and Loraine T. Pace); (15) An Intervention Program for Helping Pre-Certified Teachers Succeed on the Teacher Licensing Exams (Agnes Marie Imburgin Stryker); (16) Preparing Preservice Teachers to Show Evidence of P-12 Pupil Learning (Jane F. Rudden and Lillie S. West); (17) How Preservice Teachers Score an Informal Reading Inventory: Strengths and Weaknesses (Jerry L. Johns and Susan K. L'Allier); (18) Becoming Teachers of Writing: A Model of Professional Development for Primary Teachers (Ruth A. Oswald and Kristine Lynn Still); (19) Early Childhood Teachers' Beliefs and Practices Toward Children's Subvocalizations During Reading (Carla Baker Deniz); (20) Someplace Special: Images of the Library Experience in Children's Literature (Suzanne S. Monroe); (21) SOLVE: An Innovative Assessment Tool for Facilitating Mathematics and Reading Literacy Among Diverse Learners (Rosalind Duplechain, Jill Reddish, and Elaine Roberts); (22) Student Led Literature Discussion Groups With High School ESL Students in Korea: The Journey (Donald D. Pottorff); (23) Dialogue with Caregivers: Perceptions of a Reading Clinic (Donna M. Harkins, Ronald S. Reigner, John M. Ponder, and Gary O. Gregg); (24) Follow the Reader: What Happens to Students Who Have Been Tutored in a University Reading Clinic? (Nancy G. Kennedy and Rita M. Bean); (25) Reading Between the Lines: Middle School Readers Uncover Messages in Magazine Advertisements (Roberta Linder and Francine Falk-Ross); (26) Recommended Procedures for Reading Mathematics in Current and Past Content/Secondary Reading Textbooks (Daniel L. Pearce and Nancy G. Reynolds); (27) Struggling Adolescent Readers: Just Because They're in a Developmental Reading Class Doesn't Mean They Need Phonics (Carol D. Wickstrom); (28) Summer Reading Programs: Perceptions of a University Freshman Reading Experience (Staci Stone, Bonnie Higginson, and Laura Liljequist); (29) Reading Professionals Learn On-Line: Using Threaded Discussions to Learn about Threaded Discussions (Judy S. Richardson, Charlene Fleener, and Linda Thistlewaite); and (30) Using Assistive Technology to Teach Content Area Literacy Strategies to Students with Disabilities (Kathleen Puckett and William Brozo). (Individual papers contain tables, figures, references, and appendices.) ED512604 Celebrating the Power of Literacy. The Twenty-Sixth Yearbook: A Peer Reviewed Publication of The College Reading Association [Papers from the College Reading Association Conference, 2004] College Reading Association 2004-00-00 ISBN-1-8836-0432-X 496 College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Tel: 903-468-6069; Web site: http://www.collegereadingassociation.org N/A 2004 -1 ERIC

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Yes Age Differences Educational Attainment English (Second Language) Immigrants Language Skills Wages Young Children Bleakley, Hoyt Chin, Aimee Reports - Research English Because research on the effect of language skills on earnings is complicated by the endogeneity of language skills, this study exploited the phenomenon that younger children learn languages more easily than older children to construct an instrumental variable for language proficiency. Data came from the 1990 U.S. Census, specifically the Integrated Public Use Microsample Series files. The sample included people arriving between 1960-74 who had been in the United States for 16-20 years and were age 25-38 in 1990. The sample was divided into three mutually exclusive language categories: non-English-speaking countries of birth, countries of birth with English as an official language that had English as the predominant language, and other countries of birth with English as an official language. Results found a significant positive effect of English proficiency on wages among adults who immigrated to the United States as children. Much of this impact appeared to be mediated through education. Differences between non-English-speaking origin countries and English-speaking ones that might make immigrants from the latter a poor control group for non-language age-at-arrival effects did not drive these findings. (Contains 33 references.) (SM) ED473464 Language Skills and Earnings: Evidence from Childhood Immigrants. 2002-10-01 54 N/A 2002 -1

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Yes Academic Accommodations (Disabilities) Adult Basic Education Compliance (Legal) Disabilities Secondary Education Student Educational Objectives Teaching Methods Vocational Education Beech, Marty Guides - Non-Classroom Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services. English This manual is a guide to providing accommodations and modifications for students with disabilities enrolled in vocational and adult general education programs in Florida. The first chapter briefly describes the programs available to students with disabilities, explains the difference between &quot;accommodations&quot; and &quot;modifications,&quot; and discusses issues of legal compliance, eligibility, and the decision-making process. The second chapter describes instructional strategies for various groups including needs assessment, classroom organization, teaching techniques, and assessment practices (including accommodations, alternate assessment procedures, and exemptions). Chapter 3, on accommodations, examines general factors, assistive technology options, instruction and assessment (by subject area), accommodations in the learning and work environment, and accommodations in job requirements. The following chapter addresses the use of modifications including the impact of modifications and use of modified occupational completion points. The fifth chapter offers guidance for getting started in providing accommodations and modifications. Appendices include excerpts from State Board of Education Rules and a list of resources. (Contains 38 references.) (DB) ED473735 Accommodations and Modifications for Students with Disabilities in Vocational Education and Adult General Education. 2002-00-00 Community Practitioners 78 Florida State Dept. of Education, Clearinghouse Information Center, Rm. 628 Turlington Bldg., 325 W. Gaines St., Tallahassee, FL 32399-0400. Tel: 850-488-1879; Fax: 850-487-2679; e-mail: cicbiscs@mail.doe.state.fl.us. For full text: http://www.firn.edu/doe/commhouse. N/A 2002 -1

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Yes Superintendents Educational Development College Presidents Educational History Educational Change Change Agents Biographies Career Development Legislators Teaching Experience Authors Professional Recognition Recognition (Achievement) Professional Identity Elementary Secondary Education Scholarship Steiner, Bernard C. Historical Materials Reports - Descriptive Connecticut Maryland Rhode Island United States Wisconsin Department of the Interior, Bureau of Education (ED) English Adult Education Elementary Education Higher Education Henry Barnard was &quot;one of the men who revitalized the American common-school system&quot;, and as such, he is clearly worthy of a biography. Not only was his service a noted one to elementary education, but as college president and as the organizer of the United States Bureau of Education his activity also touched other parts of the country's educational development. If he left untouched any field of instruction in those various activities of his career, he certainly claimed the whole universe of education as his province through his editorship of the American Journal of Education. His great saying is worthy of remembrance that the country should have &quot;schools good enough for the best and cheap enough for the poorest.&quot; This bulletin chronicles the life of Henry Barnard. Chapters include: (1) Early years and education (1811-1830); (2) Teaching, travel and law (1830-1837); (3) Member of the Connecticut Legislature (1837-1840); (4) Secretary of the Connecticut Board of Commissioners of Common Schools (1838-1842); (5) State superintendent of schools in Rhode Island (1843-1849); (6) State superintendent of education in Connecticut (1850-1855); (7) The American Journal Education (1855-1860) and the chancellorship of the University of Wisconsin (1858-1860); (8) Authorship (1860-1866) and presidency of St. John's College, Annapolis, Maryland (1866-67); (9) United States Commissioner of Education (1867-1870); and (10) Last years (1870-1900). &quot;Reminiscences of Henry Barnard&quot; by David N. Camp is appended. [Best copy available has been provided.] ED541144 Life of Henry Barnard: The First United States Commissioner of Education, 1867-1870. Bulletin, 1919, No. 8 Bureau of Education, Department of the Interior 1919-00-00 128 Bureau of Education, Department of the Interior. N/A 1919 -1 ERIC

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Yes Fathers Parent Participation Early Childhood Education Federal Programs Disadvantaged Youth Demonstration Programs Program Development Program Effectiveness Sustainability Program Evaluation Burwick, Andrew Bellotti, Jeanne Nagatoshi, Charles Reports - Research Tests/Questionnaires California Colorado Connecticut Florida Georgia Illinois Indiana Massachusetts Michigan New Jersey New York Pennsylvania Puerto Rico South Dakota Texas Vermont Wisconsin Administration for Children, Youth, and Families (DHHS), Head Start Bureau English Early Childhood Education Father involvement enhances children's well-being. A growing body of research supports this conclusion, showing that children with involved fathers exhibit greater school readiness, increased cognitive development, higher levels of empathy, and other positive characteristics (Administration for Children and Families 2004a). Research also indicates that many low-income fathers are present and involved in the lives of their young children (Vogel et al. 2003). As the importance of fathers' involvement in raising children has become clear, policymakers' interest in effective strategies for engaging fathers in early childhood programs also has grown. In February 2001, the Administration on Children, Youth and Families (ACYF) partnered with the Office of Child Support Enforcement (OCSE) to fund 21 Early Head Start fatherhood demonstration projects. Selected through a competitive process, the demonstration grantees were funded for three years to develop and implement creative practices that would lead to increased involvement of fathers in Early Head Start and in the lives of their children. ACYF also commissioned an evaluation by Mathematica Policy Research, Inc. (MPR) to track the progress of grantees, focusing on the strategies they adopted and the challenges they faced. The first phase of the evaluation resulted in two reports, highlighting the demonstration programs' planning and implementation process and documenting lessons regarding staffing structures, making programs father-friendly, recruiting fathers and designing services for them, and creating partnerships with child support agencies. In this report, the authors present findings from the third year of the demonstration, focusing on the evolution of program practices, perceived results of the demonstration, and sustainability of father involvement projects. Appended are: (1) Staff Survey (Director Version); and (2) Father/Father-Figure Information Form. Individual sections contain footnotes. (Contains 10 tables and 4 figures.) ED543022 Paths to Father Involvement: The Early Head Start Fatherhood Demonstration in Its Third Year. Final Report US Department of Health and Human Services, Head Start Bureau 2004-10-00 90 US Department of Health & Human Services, Head Start Bureau. Available from: Head Start Information and Publication Center. 1133 15th Street NW Suite 450, Washington, DC 20005. Tel: 866-763-6481; Tel: 202-737-1030; Fax: 202-737-1151; Web site: http://transition.acf.hhs.gov/programs/ohs N/A 2004 -1 ERIC

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Yes Fathers Parent Participation Child Development Well Being Fatherless Family Parent Child Relationship Early Childhood Education Federal Programs Disadvantaged Youth Reports - Descriptive Administration for Children, Youth, and Families (DHHS), Head Start Bureau English Early Childhood Education Nearly 30 years ago, leading child psychologist Michael E. Lamb reminded us that fathers are the &quot;forgotten contributors to child development.&quot; Since then, much work has been done to explore the ways fathers uniquely contribute to the healthy development of their children. Scholars now know that boys and girls who grow up with an involved father, as well as an involved mother, have stronger cognitive and motor skills, enjoy elevated levels of physical and mental health, become better problem-solvers, and are more confident, curious, and empathetic. They also show greater moral sensitivity and self-control. As they grow, well-fathered children are substantially less likely to be sexually involved at an early age, have babies out of wedlock, or be involved in criminal or violent behavior. They are much more likely to stay in school, do well there, and go to college. Fathers can help Head Start programs become more effective in achieving positive outcomes for children. Head Start programs can help to strengthen the parenting partnership, and help fathers to be more effective in their children's lives. These five &quot;Building Blocks for Father Involvement&quot; will support Head Start programs in their efforts to promote father involvement. &quot;Building Block 1&quot; provides up-to-date research on the essential role that fathers play in the healthy development of their children. It is important that Head Start staff and parents understand the importance of the parenting partnership and why fathers are essential to children's well-being. This knowledge will help them to better meet the needs of families and children. (Contains 11 resources and 46 endnotes.) ED543023 Building Blocks for Father Involvement: Building Block 1--Appreciating How Fathers Give Children a Head Start US Department of Health and Human Services, Head Start Bureau 2004-06-00 23 US Department of Health & Human Services, Head Start Bureau. Available from: Head Start Information and Publication Center. 1133 15th Street NW Suite 450, Washington, DC 20005. Tel: 866-763-6481; Tel: 202-737-1030; Fax: 202-737-1151; Web site: http://transition.acf.hhs.gov/programs/ohs N/A 2004 -1 ERIC

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Yes Foreign Countries Educational History Conferences (Gatherings) Exhibits Instructional Materials Educational Resources International Education Teaching Methods Educational Practices Program Descriptions Urban Areas Organizations (Groups) Public Agencies Bibliographies Child Welfare Health Promotion Child Health Early Childhood Education Elementary Secondary Education Visual Aids Public Education American Indian Education Womens Education African American Education Vocational Education Adult Education Postsecondary Education Higher Education Educational Administration School Statistics Ryan, W. Carson, Jr. Historical Materials Reports - Descriptive Department of the Interior, Bureau of Education (ED) English Adult Education Early Childhood Education Elementary Secondary Education High Schools Higher Education Kindergarten Postsecondary Education Secondary Education Two Year Colleges The purpose of this bulletin is to present, for the benefit of school officials and others interested in education, a brief description of the education exhibits at the Panama-Pacific International Exposition, held in San Francisco during 1915. Exhibits described herein are almost entirely limited to those that are educational in the narrower sense of the word--having to do with schools or methods, processes, and systems of education. About half the exhibits in the Palace of Education and Social Economy were devoted to education; a few not relating wholly to education had educational aspects that have been discussed in part in this bulletin. Contents include: (1) Four United States Government agencies; (2) State exhibits from 12 States and 1 Territory; (3) Two city exhibits; (4) Entries from 5 foreign nations; and (5) Exhibits of 15 organizations and institutions. The present bulletin is intended to afford a general statement of these education exhibits. A detailed report of the exhibits in agricultural and rural education is given separately, in Bulletin No. 2, 1916. An index and bibliography are included. (Contains 9 footnotes.) [For Bulletin No. 2, see ED541766. Best copy available has been provided.] ED541765 Education Exhibits at the Panama-Pacific International Exposition, San Francisco, California, 1915. Bulletin, 1916, No. 1 Bureau of Education, Department of the Interior 1916-00-00 115 Bureau of Education, Department of the Interior. N/A 1916 -1 ERIC

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Yes Public Schools Public Education Educational History Population Trends United States History Private Schools Educational Administration Educational Legislation State Legislation School Organization School Buildings Superintendents War State Departments of Education Governance Income Resource Allocation Politics of Education School Districts Taxes Urban Schools Schools of Education African American Education Special Schools Rural Schools School Libraries Agricultural Education Industrial Education High Schools Enrollment Trends Attendance Patterns Costs Weeks, Stephen B. Historical Materials Reports - Descriptive Alabama Department of the Interior, United States Bureau of Education (ED) English Elementary Secondary Education Just 60 years ago the State of Alabama made its first formal essay toward a State-supported and State-administered public-school system. During this period there have been many ups and downs of educational fortune, but there has been progress. This bulletin describes the main characteristics of the educational experience of Alabama over the last 60 years. This is the second in the series of brief histories of education in some of the States of the Union which the author has prepared for the bureau for the purpose of providing accurate information for the future historian, and the still more important purpose of helping those who are now working for the improvement of education in the States. An addendum, bibliography, and index are included. Individual sections contain footnotes. (Contains 5 tables.) [Best copy available has been provided.] ED541810 History of Public School Education in Alabama. Bulletin, 1915, No. 12. Whole Number 637 United States Bureau of Education, Department of the Interior 1915-00-00 212 United States Bureau of Education, Department of the Interior. N/A 1915 -1 ERIC

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Yes Educational History High Schools Program Development Vocational Education Educational Administration Technical Education Industry Coates, Charles Penney Historical Materials Reports - Descriptive Washington Department of the Interior, Bureau of Education (ED) English The records of the first manual-training high school in the world are still buried in the archives of Washington University, and yet this institution was of incalculable significance for the extension and influence of manual training. The scope of this bulletin from the beginning to the end consists of an extended historical comment on the endeavors of a small group of men to solve a problem precipitated by the industrial revolution--an economic upheaval which quickly brought substitution of machine precision for physical dexterity and which hastened the decay of the apprentice system. This bulletin contains the following chapters: (1) Founding of the Manual Training of Washington University; (2) History of the School, 1880-1915; (3) The Eternal Economy of the School: Administration &amp; The Faculty; (4) Educational Background of the First Manual-Training High School; and (5) Influence of the Manual Training School of Washington University upon American Education. Appendix: An Ordinance Establishing a Manual Training School in the Polytechnic Department of Washington University. (An Index and Illustrations are included. Individual chapters contain footnotes.) [Best copy available has been provided.] ED540427 History of the Manual Training School of Washington University (St. Louis Manual Training School). Bulletin, 1923, No. 3 Bureau of Education, Department of the Interior 1923-00-00 101 Bureau of Education, Department of the Interior. N/A 1923 -1 ERIC

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Yes Foreign Countries Educational History National Surveys Teacher Education Programs Educational Improvement Educational Policy Public School Teachers Teacher Supply and Demand Educational Principles Problems Educational Trends Educational Practices Comparative Education Elementary School Teachers Secondary School Teachers Teacher Qualifications African American Teachers African American Education Racial Differences International Education Schools of Education State Schools Two Year Colleges Teacher Education Curriculum Inservice Teacher Education Preservice Teacher Education Practicums Rural Education Teacher Educators Evenden, E. S. Historical Materials Reports - Research United States Department of the Interior, Office of Education (ED) English Adult Education Elementary Education Elementary Secondary Education High Schools Higher Education Junior High Schools Postsecondary Education Secondary Education Two Year Colleges The Seventy-first Congress authorized a survey of the education of teachers on a Nation-wide scope. The board of consultants and the associate director were appointed in July 1930. The Survey was organized and its scope determined by October of that year. The next 2 years were spent in gathering data and the time since then in preparing, editing, and publishing the findings. The Survey report is contained in six volumes. The first five volumes contain the results of the special investigations with the interpretations and recommendations of the Survey staff members responsible for each study. This volume, the sixth in the series, combines a summary of the studies plus an interpretation of the teacher-training situation in this country. It is divided into five chapters, as follows: (1) Introduction--Scope and Purpose of the Survey; (2) Raising the Level of Education of American Teachers; (3) Making the Preparation of Teachers More Professional; (4) Controlling the Demand for and Supply of Public-School Teachers; and (5) The Education of Teachers in the United States--Principles and Problems. (Contains 50 footnotes, 7 tables, and 4 figures.) [Best copy available has been provided.] ED543654 National Survey of the Education of Teachers. Bulletin, 1933, No. 10. Volume VI: Summary and Interpretation Office of Education, United States Department of the Interior 1935-00-00 267 Office of Education, United States Department of the Interior. N/A 1935 -1 ERIC

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Yes Standardized Tests Examiners Accountability Grade 2 Grade 5 Scores Test Score Decline Supervisory Methods Supervision Testing Problems Testing Robustness (Statistics) Geographic Regions Foreign Countries Academic Achievement Cheating Mathematical Formulas Performance Based Assessment Bertoni, Marco Brunello, Giorgio Rocco, Lorenzo Reports - Research Italy ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Grade 2 Primary Education Elementary Education Early Childhood Education Grade 5 Intermediate Grades Middle Schools We use a natural experiment to show that the presence of an external examiner has both a direct and an indirect negative effect on the performance of monitored classes in standardized educational tests. The direct effect is the difference in the test performance between classes of the same school with and without external examiners. The indirect effect is the difference in performance between un-monitored classes in schools with an external examiner and un-monitored classes in schools without external monitoring. We find that the overall effect of having an external examiner in the class is to reduce the proportion of correct answers by 5.5 to 8.5%--depending on the grade and the test--with respect to classes in schools with no external monitor. The direct and indirect effects range between 4.3 and 6.6% and between 1.2 and 1.9% respectively. Using additional supporting evidence, we argue that the negative impact of the presence of an external examiner on measured test scores is due to reduced cheating (by students and/or teachers) rather than to the negative effects of anxiety or distraction from having a stranger in the class. [This research was sponsored in part by the Ministry of italian Universities under contract 2009MAATFS_002.] ED545601 When the Cat Is Near, the Mice Won&apos;t Play: The Effect of External Examiners in Italian Schools. CEP Discussion Paper No. 1191 Centre for Economic Performance 2013-02-00 37 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2013 -1 As Provided APR2020

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Yes Racial Segregation College Environment Friendship African American Students Background Racial Relations Affirmative Action Colleges Reputation Longitudinal Studies College Freshmen Racial Factors Surveys Educational Attainment Parent Background Family Income College Entrance Examinations White Students Hispanic American Students Asian American Students Gender Differences Statistical Analysis Arcidiacono, Peter Aucejo, Esteban Hussey, Andrew Spenner, Kenneth Reports - Evaluative North Carolina SAT (College Admission Test) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education This paper examines sorting into interracial friendships at selective universities. We show significant friendship segregation, particularly for blacks. Indeed, black friendships are no more diverse in college than in high school despite the colleges blacks attend having substantially smaller black populations. We show that part of the reason for the segregation patterns is large differences in academic background coupled with students being more likely to form friendships with those of similar academic backgrounds. Within a school, stronger academic backgrounds make interracial friendships with blacks less likely and friendships with Asians more likely. These results suggest that affirmative action admission policies at selective universities which drive a wedge between the academic characteristics of different racial groups may result in increased within school segregation. ED545604 Racial Segregation Patterns in Selective Universities. CEP Discussion Paper No. 1219 Centre for Economic Performance 2013-05-00 29 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2013 -1 As Provided APR2020

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Yes Racial Differences Gender Differences Enrollment Rate College Bound Students African American Students Educational Attainment Family Characteristics Cognitive Ability Evidence Models Measurement Techniques Measurement Objectives Maximum Likelihood Statistics Skill Analysis Statistical Distributions Factor Analysis Achievement Gap College Students Least Squares Statistics Statistical Analysis Aucejo, Esteban Reports - Evaluative National Assessment of Educational Progress National Longitudinal Survey of Youth Youth Risk Behavior Survey ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Secondary Education High Schools Higher Education Postsecondary Education The sizable gender gap in college enrolment, especially among African Americans, constitutes a puzzling empirical regularity that may have serious consequences on marriage markets, male labor force participation and the diversity of college campuses. For instance, only 35.7 percent of all African American undergraduate students were men in 2004. Reduced form results show that, while family background covariates cannot account for the observed gap, proxy measures for non-cognitive skills are crucial to explain it. Moreover, a sequential model of educational attainment indicates that males have actually higher preferences for education than females after controlling for latent factors (i.e. cognitive and non-cognitive skills). The model also shows that cognitive skills strongly affect the decision to move from one school level to the next, especially after finishing high school, but cannot account for disparities between genders. On the contrary, the substantial differences in the distribution of non-cognitive skills between males and females make these abilities critical to explain the gender gap in educational attainment across and within races. Appendices present 12 tables and 1 figure. ED545606 Explaining Cross-Racial Differences in the Educational Gender Gap. CEP Discussion Paper No. 1220 Centre for Economic Performance 2013-05-00 50 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2013 -1 As Provided APR2020

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Yes STEM Education Institutional Characteristics Universities Minority Group Students Evidence College Graduates Majors (Students) Student Records Graduation Rate Racial Distribution Scores Achievement Rating Academic Persistence Academic Ability Student Characteristics Costs Computation Statistical Analysis Campuses Educational Environment Statistical Data Statistical Distributions Nonmajors Arcidiacono, Peter Aucejo, Esteban Hotz, V. Joseph Reports - Research California SAT (College Admission Test) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education The low number of college graduates with science degrees--particularly among underrepresented minorities--is of growing concern. We examine differences across universities in graduating students in different fields. Using student-level data on the University of California system during a period in which racial preferences were in place, we show significant sorting into majors based on academic preparation, with science majors at each campus having on average stronger credentials than their non-science counterparts. Students with relatively weaker academic preparation are significantly more likely to leave the sciences and take longer to graduate at each campus. We show the vast majority of minority students would be more likely to graduate with a science degree and graduate in less time had they attended a lower ranked university. Similar results do not apply for non-minority students. ED545609 University Differences in the Graduation of Minorities in STEM Fields: Evidence from California. CEP Discussion Paper No. 1223 Centre for Economic Performance 2013-06-00 Searle Freedom Trust 49 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2013 -1 As Provided APR2020

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Yes Affirmative Action Admission Criteria Public Colleges Data Analysis Student Records Enrollment Trends College Applicants Graduation Rate Statistical Distributions Institutional Characteristics Minority Group Students State Legislation Student Characteristics Racial Distribution Whites Mathematical Formulas Policy Analysis School Holding Power Academic Persistence Student Placement Prediction School Policy Arcidiacono, Peter Aucejo, Esteban Coate, Patrick Hotz, V. Joseph Reports - Evaluative California Proposition 209 (California 1996) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education Proposition 209 banned the use of racial preferences in admissions at public colleges in California. We analyze unique data for all applicants and enrollees within the University of California (UC) system before and after Prop 209. After Prop 209, graduation rates increased by 4.4%. We present evidence that certain institutions are better at graduating more-prepared students while other institutions are better at graduating less-prepared students and that these matching effects are particularly important for the bottom tail of the qualification distribution. We find that Prop 209 led to a more efficient sorting of minority students and the sorting effects explain over 20% of the graduation rate increase. Further, universities appear to have responded to Prop 209 by investing more in their students, explaining between 30-45% of the graduation rate increase. An appendix contains: (1) Table 9: Characteristics of UC Applicants, Admits, and Enrollees by Race, Pre-Prop 209 and Change Post Prop 209; and (2) Table 10: Estimates Using the Baseline Method for Under-Represented Minorities, Whites and Asian Americans. ED545614 Affirmative Action and University Fit: Evidence from Proposition 209. CEP Discussion Paper No. 1224 Centre for Economic Performance 2013-06-00 40 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2013 -1 As Provided APR2020

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Yes Foreign Countries Class Rank Progress Monitoring Effect Size Robustness (Statistics) Statistical Significance Academic Achievement Achievement Gains Achievement Rating Matched Groups Self Concept Models Behavior Theories Measurement Techniques Ability Identification Peer Influence Error of Measurement Self Concept Measures Student Records Data Analysis Gender Differences Family Income Environmental Influences Competition Parent Influence Elementary Secondary Education Longitudinal Studies Statistical Analysis Murphy, Richard Weinhardt, Felix Reports - Research United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Secondary Education We find an individual's rank within their reference group has effects on later objective outcomes. To evaluate the impact of local rank, we use a large administrative dataset tracking over two million students in England from primary through to secondary school. Academic rank within primary school has sizable, robust and significant effects on later achievement in secondary school, conditional on national test scores. Moreover we find boys gain four times more in later test scores from being top compared to girls. We provide evidence for a mechanism using matched survey data, which shows that rank affects an individual's self-concept. The paper discusses other potential channels but concludes that malleable non-cognitive skills such as confidence and belief in own ability are most likely to generate these results. We put forward a basic model where rank effects costs and effort allocation when faced with multiple tasks. We believe this is the first large-scale study to show large and robust effects of rank position on objective outcomes of that have consequences in the labour market. The following are appended: (1) Model; (2) Peer Effects; and (3) Measurement Error in Test Scores. Five tables are also included in the appendices. ED545617 The Importance of Rank Position. CEP Discussion Paper No. 1241 Centre for Economic Performance 2013-09-00 55 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2013 -1 As Provided APR2020

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Yes Institutional Autonomy Foreign Countries Educational Attainment Nontraditional Education School Organization Low Achievement Educational Administration Academic Ability Charter Schools Comparative Education Free Schools Educational Change Machin, Stephen Silva, Olmo Information Analyses Reports - Research Reports - Evaluative Sweden United Kingdom United States London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Secondary Education In this paper, we survey the UK-based literature on school structures and school autonomy to identify settings in which alternative and more autonomous school arrangements can improve the educational attainments of pupils in the bottom tail of the achievement distribution. We also present new evidence on the effect of school academies on the age-16 GCSE attainment of students of different abilities up to 2009, before the Coalition Government changed the nature of the Labour academy programme. Within the UK education system, academies enjoy substantial autonomy in terms of management of their staff, taught curriculum, length of the school day and other aspects of their day-to-day functioning. Our results show that schools that converted to academies between 2002 and 2007 improved their overall age-16 GCSEs results by further raising the attainments of students in the top half of the ability distribution, and in particular pupils in the top 20% tail. Conversely, we find little evidence that academies helped pupils in the bottom 10% and 20% of the ability distribution. Finally, we find little evidence that late converters (2008 and 2009) had any beneficial effects on pupils of any ability. We conclude our research by comparing the experience of UK academies to that of US charter schools and Swedish free schools, and by providing some insights into the reasons why UK academies did not serve &quot;the tail&quot; as is the case for some US charter schools. An appendix presents Table 1: Academies and GCSE Performance--Teh Effect of Academy Conversion on Pupils of Different Abilities. ED545625 School Structure, School Autonomy and the Tail. Special Paper No. 29 Centre for Economic Performance 2013-03-00 18 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2013 -1 As Provided APR2020

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Yes Educational Resources Evidence Outcomes of Education Intervention Early Intervention Expenditures Expenditure per Student Early Childhood Education Elementary Secondary Education Measurement Techniques Investment Comparative Education Developing Nations Developed Nations Educational Research Research Methodology Economic Impact Institutional Characteristics Benchmarking Models Foreign Countries Gibbons, Stephen McNally, Sandra Information Analyses Reports - Research United Kingdom Program for International Student Assessment Trends in International Mathematics and Science Study ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Early Childhood Education Elementary Secondary Education This report provides an overview and discussion of the past decade of academic evidence on the causal effects of resources in schooling on students' outcomes. Early evidence lacked good strategies for estimating the effects of schools resources, leading many people to conclude that spending more on schools had no effect. More recent evidence using better research designs finds that resources do matter, but the range of estimates of the impacts is quite wide. The review devotes special attention to differences across the early years, primary and secondary phases. Theoretical work has indicated that interventions early in a child's life may be more productive than interventions later on. However, although there are more examples of good quality studies on primary schooling, the existing body of empirical work does not lead to a conclusive case in favour of early interventions. Three appendices present: (1) Differences in characteristics between high and low-resource schools; (2) Benchmarking and Comparing the Size and Strength of Effects Across Different Studies; and (3) An illustration of the theoretical model (one in which events in one period depend on events in previous periods) used by Nobel-laureate, James Heckman in his argument for the efficacy of early investment in children over investment at a later stage. [This work was commissioned by Ofsted as part of the &quot;Access and Achievement in Education--20 Years On&quot; project.] ED545636 The Effects of Resources across School Phases: A Summary of Recent Evidence. CEP Discussion Paper No. 1226 Centre for Economic Performance 2013-06-00 39 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2013 -1 As Provided APR2020

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Yes Economic Factors Crime Behavior Problems Social Influences Social Indicators Cohort Analysis Research Design Birth Rate Socioeconomic Influences Data Analysis Information Sources Background Pregnancy Migration Participation Statistical Analysis Gender Differences Robustness (Statistics) Child Rearing Parenting Skills Generational Differences Risk Mothers Parent Role Foreign Countries Chevalier, Arnaud Marie, Olivier Reports - Research East Germany West Germany ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English We study the link between parental selection and children criminality in a new context. After the fall of the Berlin Wall, East Germany experienced an unprecedented temporary drop in fertility driven by economic uncertainty. We exploit this natural experiment to estimate that the children from these (smaller) cohorts are 40 percent more likely to commit crimes. We show that women who gave birth at this period were negatively selected. Investigation of the underlying mechanisms reveals that emotional attachment and risk attitudes play important roles in the fertility-crime relationship. Finally, results for siblings support a causal interpretation of our findings. [This research was partially funded by a grant from the Graduate School of Business and Economics (GSBE), Maastricht University.] ED545637 Economic Uncertainty, Parental Selection and the Criminal Activity of the &quot;Children of the Wall.&quot; CEP Discussion Paper No. 1256 Centre for Economic Performance 2014-01-00 The British Academy 57 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2014 -1 As Provided APR2020

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Yes Foreign Countries Rural Education Literacy Numeracy School Effectiveness Educational Quality Academic Achievement Reading Tests Mathematics Tests Scores Family (Sociological Unit) Children Adolescents Surveys Interviews School Surveys Teachers Grade 1 Grade 2 Grade 3 Grade 4 Multivariate Analysis Outcomes of Education Disadvantaged Schools Rural Schools Boone, Peter Fazzio, Ila Jandhyala, Kameshwari Jayanty, Chitra Jayanty, Gangadhar Johnson, Simon Ramachandrin, Vimala Silva, Filipa Zhan, Zhaoguo Reports - Research Guinea-Bissau ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Grade 1 Primary Education Elementary Education Early Childhood Education Grade 2 Grade 3 Grade 4 Intermediate Grades We conducted a survey covering 20% of villages with 200-1000 population in rural Guinea-Bissau. We interviewed household heads, care-givers of children, and their teachers and schools. We analysed results from 9,947 children, aged 7-17, tested for literacy and numeracy competency. Only 27% of children were able to add two single digits, and just 19% were able to read and comprehend a simple word. Our unannounced school checks found 72% of enrolled children in grades 1-4 attending their schools, but the schools were poorly equipped. Teachers were present at 86% of schools visited. Despite surveying 351 schools, we found no examples of successful schools where children reached reasonable levels of literacy and numeracy for age. Our evidence suggests that interventions that raise school quality in these villages, rather than those which target enrolment, may be most important to generate very sharp improvements in children's educational outcomes. [Additional financial support for this research was provided by Effective Intervention, a UK charity.] ED545652 The Surprisingly Dire Situation of Children&apos;s Education in Rural West Africa: Results from the CREO Study in Guinea-Bissau. CEP Discussion Paper No. 1201 Centre for Economic Performance 2013-04-00 National Bureau of Economic Research 37 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2013 -1 As Provided APR2020

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Yes Art Education Elementary Secondary Education Financial Support Philanthropic Foundations Public Schools Urban Schools Donaldson, Lynn Pearsall, Erika Reports - Research Chicago Community Trust, IL. English This report presents data from a study of arts education in the Chicago Public Schools (CPS). Information came from surveys of principals in all six CPS regions; data on arts offerings in high schools available from the University of Chicago Consortium on Chicago School Research; and surveys of outside arts providers. There was substantial disparity among elementary schools in the provision of arts education and students' exposure to various arts disciplines. One-third of elementary schools had no arts performance groups available to students. Depending on the school, high school students could have 4 or 102 arts classes available. A large array of arts providers brought arts education in all four disciplines to CHP students during the school day. Over 60 percent of elementary and high schools engaged outside arts providers to bring programs to their students. Little coordination existed to link schools with appropriate outside art providers. More than 250 foundations, corporations, academic institutions, and government agencies were funding the in-school arts programs of outside providers. Elementary and secondary school principals reported different needs for arts education within their institutions. Elementary principals sought programs and staff, while secondary principals wanted equipment and space. The executive summary of the full report is attached. (SM) ED474178 Arts Education in the Chicago Public Schools. A Survey. Full Report [and] Executive Summary. 2002-00-00 109 Chicago Community Trust, 111 East Wacker Drive, Suite 1400, Chicago, IL 60601. Tel: 312-372-3356; Fax: 312-580-7411; Web site: http://www.cct.org. N/A 2002 -1

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Yes Foreign Countries Correlation Knowledge Level Health Life Style Diseases Age Differences Adolescents Dropouts Academic Persistence Health Behavior Public Health Interviews Followup Studies Surveys High School Graduates Comparative Analysis Physicians Regression (Statistics) Socioeconomic Influences Educational Attainment Gender Differences Marital Status Geographic Location Compulsory Education Influences Death Parents Johnston, David W. Lordon, Grace Shields, Michael A. Suziedelyte, Agne Reports - Research United Kingdom ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English High Schools Secondary Education We investigate if there is a causal link between education and health knowledge using data from the 1984/85 and 1991/92 waves of the UK Health and Lifestyle Survey (HALS). Uniquely, the survey asks respondents what they think are the main causes of ten common health conditions, and we compare these answers to those given by medical professionals to form an index of health knowledge. For causal identification we use increases in the UK minimum school leaving age in 1947 (from 14 to 15)and 1972 (from 15 to 16) to provide exogenous variation in education. These reforms predominantly induced adolescents who would have left school to stay for one additionally mandated year. OLS estimates suggest that education significantly increases health knowledge, with a one-year increase in schooling increasing the health knowledge index by 15% of a standard deviation. In contrast, estimates from instrumental-variable models show that increased schooling due to the education reforms did not significantly affect health knowledge. This main result is robust to numerous specification tests and alternative formulations of the health knowledge index. Further research is required to determine whether there is also no causal link between higher levels of education--such as post-school qualifications--and health knowledge. An appendix entitled, &quot;Sensitivity of results to alternative definitions of health knowledge index,&quot; is included. [This paper was produced as part of the Centre's Education Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.] ED558041 Education and Health Knowledge: Evidence from UK Compulsory Schooling Reform. CEP Discussion Paper No. 1297 Centre for Economic Performance 2014-09-00 31 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2014 -1 As Provided APR2020

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Yes Marijuana Academic Achievement Foreign Countries Grades (Scholastic) Age Differences Mathematics Skills College Students Public Policy Ethnicity Citizenship Tourism Retailing Business Administration Education Course Evaluation Marie, Olivier Zölitz, Ulf Reports - Research Belgium Germany Netherlands ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education This paper investigates how legal cannabis access affects student performance. Identification comes from an exceptional policy introduced in the city of Maastricht which discriminated legal access based on individuals' nationality. We apply a difference-in-difference approach using administrative panel data on over 54,000 course grades of local students enrolled at Maastricht University before and during the partial cannabis prohibition. We find that the academic performance of students who are no longer legally permitted to buy cannabis increases substantially. Grade improvements are driven by younger students, and the effects are stronger for women and low performers. In line with how THC consumption affects cognitive functioning, we find that performance gains are larger for courses that require more numerical/mathematical skills. We investigate the underlying channels using students' course evaluations and present suggestive evidence that performance gains are driven by improved understanding of material rather than changes in students' study effort. [This paper was produced as part of the Centre's Education Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.] ED558043 &quot;High&quot; Achievers? Cannabis Access and Student Performance. CEP Discussion Paper No. 1340 Centre for Economic Performance 2015-03-00 44 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2015 -1 As Provided APR2020

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Yes Evidence Academic Achievement Performance Based Assessment International Education Teacher Effectiveness Educational Quality Educational Resources Educational Policy Educational Finance Educational Assessment Educational Indicators Educational Improvement National Curriculum Basic Skills Accountability Professional Autonomy Class Size Free Schools Elementary Secondary Education Foreign Countries McNally, Sandra Reports - Evaluative United Kingdom London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Secondary Education England's performance in international tests of student achievement continues to be disappointing. Further improvement is essential not only for students' themselves but also for economic growth. This briefing considers the impact of Academies, school spending and teacher quality. Research evidence suggests that it is right to protect school budgets but too early to judge the Coalition's Academies policy. Although there was a large improvement in the first 200 schools (about 4 years after conversion), those schools were disadvantaged and underperforming (unlike the more recent academies) and the current programme is much larger scale. There is broad agreement that high quality teaching matters hugely for student achievement, but there is no magic national formula to bring this about. ED558044 Schools: The Evidence on Academies, Resources and Pupil Performance. Paper No. EA023 Centre for Economic Performance 2015-03-00 11 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2015 -1 As Provided APR2020

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Yes Foreign Countries Higher Education Global Approach Foreign Students College Students Crowding Enrollment Trends Enrollment Projections College Admission Admission Criteria Machin, Stephen Murphy, Richard Reports - Research Numerical/Quantitative Data United Kingdom ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education We investigate the rapid influx of overseas students into UK higher education and the impact on the number of domestic students. Using administrative data since 1994/5, we find no evidence of crowd out of domestic undergraduate students and indications of increases in the domestic numbers of postgraduate students as overseas enrolments have grown. We interpret this as a cross-subsidisation and establish causal findings using two methods. Firstly, we use the historical share of students from a sending country attending a university department as a shift-share instrument to predict enrolment patterns. Secondly, we use a change in Chinese visa regulations and exchange rates in combination with strong subject preferences as a predictor of overseas student growth. The following are appended: (1) Additional Figures and Tables; and (2) Data Description. [This paper was produced as part of the Centre's Education &amp; Skills Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.] ED558047 Paying out and Crowding out? The Globalisation of Higher Education. CEP Discussion Paper No. 1299 Centre for Economic Performance 2014-09-00 Sutton Trust 47 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2014 -1 As Provided APR2020

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Yes Attendance Patterns Scores Public Schools Standardized Tests State Policy Reading Tests Mathematics Tests Reading Achievement Mathematics Achievement Academic Ability Low Achievement Elementary School Students School Schedules Records (Forms) Databases Statistical Analysis Grade 3 Grade 4 Grade 5 Racial Differences Gender Differences Age Differences Regression (Statistics) Aucejo, Esteban M. Romano, Teresa Foy Reports - Research North Carolina ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Education Grade 3 Primary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools While instructional time is viewed as crucial to learning, little is known about the effectiveness of reducing absences relative to increasing the number of school days. In this regard, this paper jointly estimates the effect of absences and length of the school calendar on test score performance. Using administrative data from North Carolina public schools, we exploit a state policy that provides variation in the number of days prior to standardized testing and find substantial differences between these effects. Extending the school calendar by ten days increases math and reading test scores by only 0.8% and 0.2% of a standard deviation, respectively; a similar reduction in absences would lead to gains of 5.8% and 3% in math and reading. We perform a number of robustness checks including utilizing u data to instrument for absences, family-year fixed effects, separating excused and unexcused absences, and controlling for a contemporaneous measure of student disengagement. Our results are robust to these alternative specifications. In addition, our findings indicate considerable heterogeneity across student ability, suggesting that targeting absenteeism among low performing students could aid in narrowing current gaps in performance. Four tables and one figure are appended. ED558050 Assessing the Effect of School Days and Absences on Test Score Performance. CEP Discussion Paper No. 1302 Centre for Economic Performance 2014-09-00 38 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2014 -1 As Provided APR2020

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Yes Gender Discrimination Gender Bias Grades (Scholastic) Grading Academic Achievement Student Behavior Teacher Behavior Course Selection (Students) Scores Foreign Countries Secondary School Students Grade 6 Student Records Grade 9 High School Students Grade 11 Standardized Tests Models Hypothesis Testing Grade Repetition Longitudinal Studies Terrier, Camille Reports - Research France ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Secondary Education Grade 6 Intermediate Grades Middle Schools Elementary Education Grade 9 Junior High Schools High Schools Grade 11 This paper tests if gender-discrimination in grading affects pupils' achievements and course choices. I use a unique dataset containing grades given by teachers, scores obtained anonymously by pupils at different ages, and their course choice during high school. Based on double-differences, the identification of the gender bias in grades suggests that girls benefit from a substantive positive discrimination in math but not in French. This bias is not explained by girls' better behavior and only marginally by their lower initial achievement. I then use the heterogeneity in teachers' discriminatory behavior to show that classes in which teachers present a high degree of discrimination in favor of girls are also classes in which girls tend to progress significantly more than boys, during the school year but also during the next four years. Teachers' biases also increase the relative probability that girls attend a general high school and chose science courses. The following are appended: (1) Do teachers' characteristics affect the gender bias?; (2) Estimation of the gender bias if the blind and non-blind scores do not measure the same abilities; and (3) Measure of the omitted variable bias affecting ? and a[subscript 2]. [This paper was produced as part of the Centre's Education Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.] ED558053 Giving a Little Help to Girls? Evidence on Grade Discrimination and Its Effect on Students&apos; Achievement. CEP Discussion Paper No. 1341 Centre for Economic Performance 2015-03-00 50 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2015 -1 As Provided APR2020

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Yes Foreign Countries Statistical Analysis Educational Development Educational Change Educational Policy Public Policy Comparative Education Academic Achievement Achievement Rating Educational Attainment Outcomes of Education Policy Analysis Equal Education Evidence Statistical Data School Statistics School Effectiveness Elementary Secondary Education Postsecondary Education Educational Assessment Educational Indicators Machin, Stephen McNally, Sandra Wyness, Gill Reports - Research Numerical/Quantitative Data United Kingdom United Kingdom (Scotland) Program for International Student Assessment Trends in International Mathematics and Science Study London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Secondary Education Postsecondary Education Education is an area that is highly devolved in the UK, and the fact that all four constituent countries have pursued very different policies in the recent past provides a good testing ground to undertake a comparative review of the merits or otherwise of the education reforms that have taken place. There is, of course, an important policy context to such an analysis. Examining the performance of children educated in the devolved Scottish system in comparison to those educated in England, Wales and Northern Ireland has potential to offer a unique and valuable insight into the impact of Scottish devolution in a high profile area of public policy. When deciding whether or not to seek independence from the UK, the Scottish electorate will need to consider how a devolved Scotland has fared in educating its nation under its own terms--and hence how they might fare when taking ownership of other policy areas. In examining the key differences in attainment bearing in mind these differences, this report will help answer this question. ED545665 Education in a Devolved Scotland: A Quantitative Analysis. Report to the Economic and Social Research Council. CEP Special Paper No. 30 Centre for Economic Performance 2013-05-00 35 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2013 -1 As Provided APR2020

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Yes Community Colleges Tables (Data) Graphs Student Characteristics Intellectual Disciplines Academic Achievement Teacher Characteristics School Personnel Educational Finance Strategic Planning Trustees Governing Boards Geographic Location Enrollment Gender Differences Racial Differences Ethnic Groups Age Differences Reports - Descriptive Texas (Houston) Houston Community College System, Office of Institutional Research English Two Year Colleges Higher Education Postsecondary Education Since its opening in 1971, more than 2.1 million students have improved their lives through education and training obtained from Houston Community College. An open-admission public institution, HCC awards associate degrees and certificates in academic studies and career and technology programs. HCC is committed to meeting the needs of its diverse communities, providing academic courses for transfer to four-year institutions, terminal degrees and certificates in more than 70 fields of work; as well as, continuing education and corporate training, lifelong learning and enrichment programs, and adult education. The Houston Community College (HCC) 2015-2016 Fact Book provides statistical information about the college district. Data presented in this publication may differ slightly from statistics found in other reports. Such variances may result from differences methodology including the source of information used, the reporting period covered (semester, academic year), or the student base included (semester credit, continuing education, adult education and literacy). The source of the information in each table and graph is cited, along with the date generated, the reporting period, and the students included. A glossary of terms is provided. ED570490 Houston Community College 2015-2016 Fact Book. Revised Houston Community College, Office of Institutional Research 2016-09-30 81 Houston Community College, Office of Institutional Research. P.O. Box 667517 MC 1147, Houston, TX 77266. Tel: 713-718-8625; Fax: 713-718-2031; Web site: http://www.hccs.edu/oir N/A 2016 -1 As Provided APR2020

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Yes Females Illiteracy Age Differences Males Urban Areas Census Figures Whites African Americans Incidence Evening Programs Adult Education Reading Instruction Older Adults Immigrants Counties Historical Materials Reports - Descriptive Kentucky United States Department of the Interior, United States Bureau of Education (ED) English This bulletin provides a statement showing in some detail the amount of illiteracy in the United States among men, women, and children over 10 years of age according to the Federal Census of 1910; also a brief statement of an experiment which has been conducted for nearly two years in one of the mountain counties of eastern Kentucky having a large number of illiterates in its population, to ascertain if it were possible to teach these illiterate grown-up men and women and older children to read and write, and whether other men, women, and children with very meager education would respond to the opportunity to learn more of the arts of the school. The success of this experiment, made under very difficult circumstances, has been so great as to inspire the hope that, with the cooperation of schools, churches, philanthropic societies, cities, counties, States, and the Nation, the great majority of the five and one-half million illiterates over 10 years of age in the United States may, in a few years, be taught to read and write, and something more; while millions of those whose school days were very few and who are little above the line of total illiteracy may be helped and make good to some extent their deficiencies due to lack of opportunity in childhood. (Contains 8 diagrams, 14 plates, and 1 footnote.) [Best copy available has been provided.] ED543143 Illiteracy in the United States and an Experiment for Its Elimination. Bulletin, 1913, No. 20. Whole Number 530 United States Bureau of Education, Department of the Interior 1913-00-00 42 United States Bureau of Education, Department of the Interior. N/A 1913 -1 ERIC

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Yes Foreign Countries Economic Climate Job Layoff Parents Academic Achievement Parent Child Relationship Unemployment Tenure Statistical Analysis Children Adolescents Fathers Mothers Gender Differences Ruiz-Valenzuela, Jenifer Reports - Research Spain (Barcelona) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English This paper studies the effect of parental job loss on children's school performance during the Great Recession in Spain, using an original panel dataset for students observed since the beginning of the crisis in a school in the province of Barcelona. By using fixed effects, this paper is more likely to deal with the problem of selection into troubled firms which is prevalent in the literature. Fixed effect estimates show that students experience a negative and significant decrease on average grades of about 13% of a standard deviation after father's job loss. The impact of paternal job loss is not homogeneous across students, but it is largely concentrated among children whose fathers suffer long unemployment spells after job loss and students in already disadvantaged families in terms of the father's education level. These results suggest that paternal job loss is a mechanism through which further inequalities might develop during and after a deep economic crisis. The following are appended: (1) The impact of parental job loss on grades. A simple theoretical framework; and (2) More details on the data. ED574307 Job Loss at Home: Children&apos;s School Performance during the Great Recession in Spain. CEP Discussion Paper No. 1364 Centre for Economic Performance 2015-06-00 50 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2015 -1 As Provided APR2020

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Yes Student Financial Aid Graduation Foreign Countries Cost Effectiveness Eligibility Family Income Grades (Scholastic) Academic Degrees Probability Student Records Undergraduate Students Computation Correlation Academic Achievement Murphy, Richard Wyness, Gill Reports - Evaluative United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education Inequalities do not end once students enter higher education. Yet, the majority of papers on the effectiveness of higher education aid examine its impact on college enrolment. In this paper, we provide evidence on the causal impact of means-tested but otherwise unconditional financial aid on the outcomes of students who have already enrolled in college. To do so, we exploit a unique non-salient financial aid program which varies both across and within institutions, and for which eligibility is a highly non-linear function of parental income. Using student-level administrative data collected from 9 English universities, we study the effects of aid receipt on college completion rates, annual course scores, and degree quality. Our findings suggest that each £1,000 of financial aid awarded increases the chances of gaining a good degree by around 3.7 percentage points, driven by increases in annual rates of completion and course scores. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.] ED574313 Testing Means-Tested Aid. CEP Discussion Paper No. 1396. Revised Centre for Economic Performance 2016-08-00 45 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2016 -1 As Provided APR2020

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Yes Incentives College Faculty Teacher Researchers Time Management Career Development Teacher Persistence Research Skills Teacher Competencies Foreign Countries Experimental Groups Control Groups Student Records College Students Teacher Effectiveness Teacher Characteristics Statistical Analysis De Philippis, Marta Reports - Research Italy ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education This paper evaluates the behavioural responses of multitask agents to the provision of incentives skewed towards one task only. In particular it studies the case of strong research incentives for university professors and it analyzes their effects on the way university faculty members allocate effort between teaching and quantity and quality of research and on the way they select into different types of universities. I first obtain different individual level measures of teaching and research performance. Then, I estimate a difference in difference model, exploiting a natural experiment that took place at Bocconi University, which heavily strengthened incentives towards research in 2005. I find evidence that teaching and research efforts are substitutable in the professors' cost function: the impact of research incentives is positive on research activity and negative on teaching performance. The effects are driven by career concerns rather than by the monetary incentives and are stronger for low ability researchers. Moreover, under the new incentive regime lower ability researchers tend to leave the university. Since I estimate that teaching and research ability are positively correlated, this implies that also bad teachers tend to leave the university. These results are consistent with a model of incentives where agents allocate effort between two substitute tasks and ability is multidimensional. An appendix shows how the author solved the model (for internal solutions) and shows the equilibrium effort level. ED574314 Multitask Agents and Incentives: The Case of Teaching and Research for University Professors. CEP Discussion Paper No. 1386 Centre for Economic Performance 2015-11-00 45 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2015 -1 As Provided APR2020

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Yes STEM Education Secondary School Curriculum Secondary School Students Access to Education Enrollment Academic Persistence Educational Quality Institutional Characteristics Foreign Countries Secondary School Science Probability Gender Differences College Science Academic Degrees De Philippis, Marta Reports - Research United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Secondary Education Higher Education Postsecondary Education Increasing the number of Science, Technology, Engineering and Math (STEM) university graduates is considered a key element for long-term productivity and competitiveness in the global economy. Still, little is known about what actually drives and shapes students' choices. This paper focusses on secondary school students at the very top of the ability distribution and explores the effect of more exposure to science on enrolment and persistence in STEM degrees at the university and on the quality of the university attended. The paper overcomes the standard endogeneity problems by exploiting the different timing in the implementation of a reform that induced secondary schools in the UK to offer more science to high ability 14 year-old children. Taking more science in secondary school increases the probability of enrolling in a STEM degree by 1.5 percentage point and the probability of graduating in these degrees by 3 percentage points. The results mask substantial gender heterogeneity: while girls are as willing as boys to take advanced science in secondary school--when offered--the effect on STEM degrees is entirely driven by boys. Girls are induced to choose more challenging subjects, but still the most female-dominated ones. An appendix provides supplementary tables. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.] ED574315 STEM Graduates and Secondary School Curriculum: Does Early Exposure to Science Matter? CEP Discussion Paper No. 1443 Centre for Economic Performance 2016-08-00 45 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2016 -1 As Provided APR2020

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Yes Preschool Education Educational Finance Foreign Countries Outcomes of Education Elementary Education Equal Education School Districts Educational Attainment Educational Policy Preschool Children Elementary School Students Correlation Statistical Analysis Blanden, Joanne Del Bono, Emilia McNally, Sandra Rabe, Birgitta Reports - Research United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Preschool Education Early Childhood Education Elementary Education This paper studies the effect of free pre-school education on child outcomes in primary school. We exploit the staggered implementation of free part-time pre-school for three-year-olds across Local Education Authorities in England in the early 2000s. The policy led to small improvements in attainment at age five, with no apparent benefits by age 11. We argue that this is because the expansion of free places largely crowded out privately paid care, with small changes in total participation, and was achieved through an increase in private provision, where quality is lower on average than in the public sector. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.] ED574316 Universal Pre-School Education: The Case of Public Funding with Private Provision. CEP Discussion Paper No. 1352 Centre for Economic Performance 2015-05-00 Nuffield Foundation (England) 52 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2015 -1 As Provided APR2020

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Yes Foreign Countries Public Schools School Based Management Institutional Autonomy Educational History Educational Change School Turnaround Politics of Education Elementary Secondary Education Comparative Analysis Educational Policy Student Characteristics Socioeconomic Influences Enrollment Trends Government Role Databases Student Records Eyles, Andrew Machin, Stephen Silva, Olmo Reports - Research United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Secondary Education The English education system has undergone a large restructuring programme through the introduction of academy schools. The most salient feature of these schools is that, despite remaining part of the state sector, they operate with more autonomy than the predecessor schools they replace. Two distinct time periods of academy school introduction have taken place, under the auspices of different governments. The first batch was initiated in the 2002/03 school year by the Labour government of the time and was directly aimed at turning around badly performing schools. The second batch involved a mass academisation process following the change of government in May 2010 and the Academies Act of that year and resulted in increased heterogeneity of new academies. This paper compares the two batches of introduction with the aim of getting a better understanding of their similarities and differences. To do so, we study what types of schools were more likely to change to academy status in the two programmes, and the impact of this change on the quality of new pupil enrolments into the new types of school. Whilst we do point out some similarities, these are the exception rather than the norm. For the most part, our analysis reveals a number of marked dissimilarities between the two programmes in terms of both the characteristics of schools that become academies and the subsequent changes in intakes. Additional tables are appended. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.] ED574317 Academies 2: The New Batch. CEP Discussion Paper No. 1370 Centre for Economic Performance 2015-09-00 42 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2015 -1 As Provided APR2020

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Yes Foreign Countries Elementary Schools Educational Change Institutional Autonomy Educational Policy School Statistics National Surveys Academic Achievement National Competency Tests Control Groups Experimental Groups Comparative Analysis Achievement Tests Achievement Gap Educational Practices Freedom Expenditures Leadership Effectiveness Faculty Mobility School Effectiveness Eyles, Andrew Machin, Stephen McNally, Sandra Reports - Research United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Education The change of government in 2010 provoked a large structural change in the English education landscape. Unexpectedly, the new government offered primary schools the chance to have &quot;the freedom and the power to take control of their own destiny&quot;, with better performing schools given a green light to convert to become an academy school on a fast track. In England, schools that become academies have more freedom over many ways in which they operate, including the curriculum, staff pay, the length of the school day and the shape of the academic year. However, the change to allow primary school academisation has been controversial. In this paper, we study the effect for the first primary schools that became academies. While the international literature provides growing evidence on the effects of school autonomy in a variety of contexts, little is known about the effects of autonomy on primary schools (which are typically much smaller than secondary schools) and in contexts where the school is not deemed to be failing or disadvantaged. The key finding is that schools did change their modes of operation after the exogenous policy change, but at the primary phase of schooling, academisation did not lead to improved pupil performance. An appendix provides information on the way in which the sample of pupils and schools are selected for the analysis of primary academies and on issues related to the school income and expenditure data analysed in the paper. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.] ED574318 Unexpected School Reform: Academisation of Primary Schools in England. CEP Discussion Paper No. 1455 Centre for Economic Performance 2016-11-00 50 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2016 -1 As Provided APR2020

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Yes Foreign Countries Educational Change Educational Practices Educational Development Educational Policy Secondary Education Institutional Autonomy School Based Management Institutional Characteristics School Statistics Student Characteristics National Surveys Academic Achievement Comparative Analysis Control Groups Experimental Groups Robustness (Statistics) School Effectiveness Eyles, Andrew Machin, Stephen Reports - Research United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Secondary Education We study the origins of what has become one of the most radical and encompassing programmes of school reform seen in the recent past amongst advanced countries--the introduction of academy schools to English secondary education. Academies are state schools that are allowed to run in an autonomous manner which is free from local authority control. Almost all academies are conversions from already existent state schools and so are school takeovers that enable more autonomy. Our analysis shows that this first round of academy conversions that took place in the 2000s generated significant improvements in the quality of pupil intake and in pupil performance. There is evidence of heterogeneity as improvements only occur for schools experiencing the largest increase in their school autonomy relative to their predecessor state. Analysis of mechanisms points to changes in head teachers and management structure as key factors underpinning these improvements in pupil outcomes. An appendix contains the Data Description. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.] ED574319 The Introduction of Academy Schools to England&apos;s Education. CEP Discussion Paper No. 1368 Centre for Economic Performance 2015-08-00 68 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2015 -1 As Provided APR2020

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Yes Literacy Teaching Methods Literacy Education Reading Instruction Phonics Children Educational Policy Age Differences Reading Difficulties Comparative Analysis Foreign Countries School Districts Reading Programs Elementary School Students Communication Skills Language Skills Reading Skills Experimental Groups Control Groups Regression (Statistics) Machin, Stephen McNally, Sandra Viarengo, Martina Reports - Research United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Education Significant numbers of people have very low levels of literacy in many OECD countries and, because of this, face significant labour market penalties. Despite this, it remains unclear what teaching strategies are most useful for actually rectifying literacy deficiencies. The subject remains hugely controversial amongst educationalists and has seldom been studied by economists. Research evidence from part of Scotland prompted a national change in the policy guidance given to schools in England in the mid-2000s about how children are taught to read. We conceptualise this as a shock to the education production function that affects the technology of teaching. In particular, there was phasing in of intensive support to some schools across Local Authorities: teachers were trained to use a new phonics approach. We use this staggered introduction of intensive support to estimate the effect of the new &quot;teaching technology&quot; on children's educational attainment. We find there to be effects of the teaching technology (&quot;synthetic phonics&quot;) at age 5 and 7. However, by the age of 11, other children have caught up and there are no average effects. There are long-term effects only for those children with a higher initial propensity to struggle with reading. An appendix contains the following tables: (1) Communication, Language and Literacy at Age 5; (2) Local Authorities in Treatment and Control Groups; (3) Heterogeneity in Estimated Treatment Effects by Non-Native Speaker Status and Free School Meals Eligibility--Different Cohorts for the EDRp v Control; (4) Age 11 Results With and Without Imputation; (5) Heterogeneity in Estimated Treatment Effects by Language Type (i.e. Latin Script v Non-Latin Script) and Free School Meals Eligibility; (6) Heterogeneous Effects for Boys and Girls; (7) Heterogeneity by Subject; and (8) Heterogeneity by Subject: Threshold Effects. [Support was provided by the British Academy and the Royal Society in the framework of the Newton International Fellowship.] ED574320 &quot;Teaching to Teach&quot; Literacy. CEP Discussion Paper No. 1425 Centre for Economic Performance 2016-04-00 42 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2016 -1 As Provided APR2020

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Yes Foreign Countries Child Care Educational Quality Quality Control Preschool Children National Standards Standardized Tests Teacher Qualifications Correlation Elementary School Students Early Childhood Education Preschool Education Access to Education Databases Student Records Kindergarten Classification Blanden, Jo Hansen, Kirstine McNally, Sandra Reports - Research United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Education Early Childhood Education Preschool Education Kindergarten Primary Education Childcare quality is often thought to be important for influencing children's subsequent attainment at school. The English Government regulates the quality of early education by setting minimum levels of qualifications for workers and grading settings based on a national Inspectorate (OfSTED). This paper uses administrative data on over two million children to relate performance on national teacher assessments at ages 5 and 7 to the quality characteristics of the nursery they attended before starting school. Results show that staff qualifications and childcare quality ratings have a weak association with teacher assessments at school, based on comparing children who attended different nurseries but attended the same primary school. Our results suggest that although children's outcomes are related to the nursery they attend, which nurseries are good cannot be predicted by staff qualifications and OfSTED ratings; the measures of quality that Government has focused on. Supplementary tables are appended. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.] ED574321 Quality in Early Years Settings and Children&apos;s School Achievement. CEP Discussion Paper No. 1468 Centre for Economic Performance 2017-02-00 Nuffield Foundation (England) 50 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2017 -1 As Provided APR2020

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Yes Pervasive Developmental Disorders Autism Predictor Variables Young Children Early Intervention Disability Identification Longitudinal Studies Disabilities Comparative Analysis Regression (Statistics) Individual Characteristics Infants Self Control Sleep Communication Skills Language Skills Cognitive Ability Psychomotor Skills Social Development Interaction Toddlers Clinical Diagnosis Interviews Parent Attitudes Observation Coding Child Health Child Development Children Surveys Jeans, Laurie M. Santos, Rosa Milagros Laxman, Daniel J. McBride, Brent A. Dyer, W. Justin Journal Articles Reports - Research Bayley Scales of Infant Development Early Childhood Longitudinal Survey EISSN- English Early Childhood Education Current clinical diagnosis of Autism Spectrum Disorders (ASD) occurs between 3 and 4 years of age, but increasing evidence indicates that intervention begun earlier may improve outcomes. Using secondary analysis of the Early Childhood Longitudinal Study-Birth Cohort data set, the current study identifies early predictors prior to the diagnosis of ASD at 4 years for approximately 100 children. Children with ASD were compared with children with other disabilities and children who were typically developing. Multinomial logistic regression analyses identified limited unique characteristics (e.g., self-regulation and sleep patterns) at the 9-month time point. A majority of the differences in communication and language, mental/cognitive function, motor function, social interaction, and self-regulation were found at the 2-year time point. Implications for research and practice are presented. [This paper was published in &quot;Journal of Early Intervention&quot; (EJ1040301).] ED576193 Early Predictors of ASD in Young Children Using a Nationally Representative Data Set Grantee Submission Journal of Early Intervention v35 n4 p303-331 Dec 2013 2013-12-00 Institute of Education Sciences (ED) Office of Special Education Programs (ED/OSERS) 29 T http://dx.doi.org/10.1177/1053815114523319 2013 -1 As Provided APR2020 Yes R324A120174 CFDA84325D

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Yes Mothers Fathers Child Rearing Parent Participation Depression (Psychology) Children Disabilities Developmental Delays Infants Young Children Longitudinal Studies Surveys Structural Equation Models Correlation Play Literacy Autism Pervasive Developmental Disorders Socioeconomic Status Symptoms (Individual Disorders) Laxman, Daniel J. McBride, Brent A. Jeans, Laurie M. Dyer, William J. Santos, Rosa M. Kern, Justin L. Sugimura, Niwako Curtiss, Sarah L. Weglarz-Ward, Jenna M. Journal Articles Reports - Research Early Childhood Longitudinal Survey EISSN- English This study examined the longitudinal association between fathers' early involvement in routine caregiving, literacy, play, and responsive caregiving activities at 9 months and maternal depressive symptoms at 4 years. Data for 3,550 children and their biological parents were drawn from the Early Childhood Longitudinal Study-Birth Cohort data set. Analyses in a structural equation modeling framework examined whether the association between father involvement and maternal depressive symptoms differed for families of children with autism spectrum disorder (ASD) and for families of children with other disabilities or delays from families of children who were typically developing. Results indicated that father literacy and responsive caregiving involvement were associated with lower levels of depressive symptoms for mothers of children with ASD. These findings indicate that greater father involvement may benefit families of children with ASD and highlight the need to support and encourage service providers to work with fathers. ED576222 Father Involvement and Maternal Depressive Symptoms in Families of Children with Disabilities or Delays Grantee Submission Maternal and Child Health Journal v19 p1078-1086 2015 2015-00-00 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 9 T http://dx.doi.org/10.1007/s10995-014-1608-7 2015 -1 As Provided APR2020 Yes R324A120174 T32HD007489 P30HD003352

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Yes Marriage Marital Satisfaction Program Effectiveness Marriage Counseling Counseling Effectiveness Family Environment Low Income Groups Workshops Access to Education Family Violence Psychological Patterns Stress Variables Family Relationship Family Structure Children Socioeconomic Influences Surveys Statistical Analysis Questionnaires Gubits, Daniel Lowenstein, Amy E. Harris, Jorgen Hsueh, JoAnn Reports - Research MDRC English The Supporting Healthy Marriage (SHM) evaluation was launched in 2003 to test the effectiveness of a skills-based relationship education program designed to help low-and modest-income married couples strengthen their relationships and to support more stable and more nurturing home environments and more positive outcomes for parents and their children. This paper presents the results of an exploratory analysis that examines whether SHM program impacts vary by six subgroup-defining characteristics. SHM was a voluntary, yearlong, marriage education program for lower-income, married couples who had children or were expecting a child. The program provided group workshops based on structured curricula; supplemental activities to build on workshop themes; and family support services to address participation barriers, connect families with other services, and reinforce curricular themes. The study's random assignment design compared outcomes for families who were offered SHM's services with outcomes for a similar group of families who were not offered SHM's services but could access other services in the community. The study's main impact reports limited subgroup analysis to three potential moderators of impacts 12 months and 30 months after couples entered the study: couples' level of marital distress, family incometo-poverty level, and race/ethnicity. This paper explores whether the impacts of the SHM program on marital quality and stability outcomes differ according to six additional subgroup-defining characteristics at the 12- and 30-month follow-up points: (1) length of marriage at study entry; (2) experience of abuse or neglect in the family of origin; (3) psychological distress at study entry; (4) whether the extended family respects and values the couple's marriage; (5) presence of a stepchild in the household; and (6) presence of a young child (under 3) in the household. Key findings included: (1) No consistent pattern of differences in impacts was found for any of the six subgroup characteristics examined in this paper; and (2) Some variation in SHM's early impacts was found for two of the six subgroup characteristics, but these differences tended to fade over time and were no longer statistically significant by the 30-month follow-up point. The general consistency of impacts observed across subgroups may not be surprising, since SHM was designed to meet the needs of low-income couples with diverse backgrounds and was not tailored to any particular group of couples within this broad population. However, across the subgroup analyses presented here and in the 12- and 30-month impact reports, there is some evidence that couples at higher risk for poor marital outcomes and marital instability may be more likely to benefit from SHM. While these findings should be viewed with caution because they could have occurred by chance, the results point to potential areas for further investigation in terms of effectively targeting services. Two appendices provide: (1) Characteristics of Couples at Study Entry, by Subgroup; and (2) Estimated Impacts on Primary 12-Month and 30-Month Outcomes, by Subgroup. [MDRC and its subcontractors--Abt Associates, Child Trends, Optimal Solutions Group, and Public Strategies, Inc.--are conducting the Supporting Healthy Marriage evaluation under a contract with the Office of Planning, Research and Evaluation in the Administration for Children and Families (ACF), U.S. Department of Health and Human Services (HHS).] ED545455 Do the Effects of a Relationship Education Program Vary for Different Types of Couples? Exploratory Subgroup Analysis in the Supporting Healthy Marriage Evaluation. OPRE Report 2014-22 Administration for Children & Families 2014-03-00 Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation 90 Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/ N/A 2014 -1 ERIC APR2020 HHS223030034

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Yes Number Concepts Number Systems Literature Reviews Educational Research Fundamental Concepts Correlation Social Sciences Behavioral Sciences Whitacre, Ian Henning, Bonnie Atabas, Sebnem Speeches/Meeting Papers Reports - Research Information Analyses English We review research literature concerning &quot;number sense&quot; from several related fields. Whereas other authors have pointed to difficulty defining &quot;number sense&quot; or to some degree of inconsistency in the literature, we argue instead that this is a case of polysemy: There are 3 different constructs that go by the same name. In this article, we clarify the research literature concerning &quot;number sense&quot; by naming and defining these 3 constructs, identifying similarities and differences between them, and contrasting themes in each body of literature by drawing upon a sample of 124 research articles that focus on &quot;number sense.&quot; [For complete proceedings, see ED581294.] ED581305 Disentangling the Research Literature on &quot;Number Sense&quot;: Three Constructs, One Name North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017) 2017-10-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2017 -1 As Provided APR2020

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Yes Foreign Countries Achievement Gains Academic Achievement Charter Schools Secondary Schools Secondary School Students Expulsion Suspension Low Achievement School Effectiveness Institutional Autonomy Statistical Analysis Machin, Stephen Sandi, Matteo Reports - Research Numerical/Quantitative Data United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Secondary Education This paper studies whether pupil performance gains achieved by autonomous schools--specifically academy schools in England--can be attributed to the strategic exclusion of poorly performing pupils. In England there have been two phases of academy school introduction, the first in the 2000s being a school improvement programme for schools serving disadvantaged pupil populations, the second a mass academisation programme in the 2010s which by contrast enabled better performing schools to become academies. Overall, on average across both programmes, exclusion rates are higher in academy schools. When the two programmes are considered separately, the earlier programme featured a much higher increase in the incidence of permanent exclusion. However, a number of simulated counterfactual experiments based on the statistical estimates show that rather than being used as a strategic means of manipulation to boost measured school performance, the higher rate of exclusion is instead a feature of the rigorously enforced discipline procedures that the pre-2010 academies adopted. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.] ED583695 Autonomous Schools and Strategic Pupil Exclusion. CEP Discussion Paper No. 1527 Centre for Economic Performance 2018-01-00 83 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2018 -1 As Provided APR2020

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Yes Foreign Countries High Schools Educational Change Time on Task Prosocial Behavior Student Behavior High School Students Statistical Analysis Volunteers Student Interests Politics Well Being Regression (Statistics) Krekel, Christian Reports - Research Germany ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English High Schools Secondary Education We study whether raising instructional time can crowd out student pro-social behaviour. To this end, we exploit a large educational reform in Germany that has raised weekly instructional hours for high school students by 12.5% as a quasi-natural experiment. Using a difference-in-differences design, we find that this rise has a negative and sizeable effect on volunteering, both at the intensive and at the extensive margin. It also affects political interest. There is no similar crowding out of scholastic involvement, but no substitution either. Impacts seem to be driven by a reduction in available leisure time as opposed to a rise in intensity of instruction, and to be temporary only. Robustness checks, including placebo tests and triple differencing, confirm our results. [This paper was produced as part of the Centre for Economic Performance's Wellbeing Programme. The project was funded by the German Ministry for Education and Science.] ED583697 Can Rising Instructional Time Crowd out Student Pro-Social Behaviour? Unintended Consequences of a German High School Reform. CEP Discussion Paper No. 1495 Centre for Economic Performance 2017-08-00 69 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2017 -1 As Provided APR2020

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Yes Foreign Countries Educational Policy Expenditure per Student Expenditures Teacher Shortage Skill Development Teaching Skills Access to Education Higher Education Enrollment Trends Part Time Students Foreign Policy Elections Politics of Education Elementary Secondary Education Vocational Education McNally, Sandra Wyness, Gill Reports - Evaluative United Kingdom London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education Elementary Secondary Education The UK's overall school budget has been protected in real terms but does not provide for funding per pupil to increase in line with inflation. Because pupil numbers are increasing, large falls in expenditure per pupil are expected over the next few years unless more funding is allocated. The situation facing post-16 education is a lot worse. A more widespread adoption of grammar schools is very likely to increase socio-economic segregation by school type and is unlikely to lead to any increase in average educational attainment in the country. Although increasing intermediate skills among young people and adults is needed, many concerns have been raised about the how apprenticeship policy is being implemented. This includes an emphasis on quantity over quality and differences in the provision of training opportunities for large employers compared with small and medium-sized enterprises. ED583698 Education and Skills: The UK Policy Agenda. Election Analyses Series. Paper No. CEPEA041 Centre for Economic Performance 2017-06-00 13 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2017 -1 As Provided APR2020

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Yes Time Factors (Learning) School Schedules Elementary School Students Reading Achievement Reading Tests Mathematics Achievement Mathematics Tests Correlation Scores Grade 4 Disadvantaged Youth Charter Schools Public Schools Foreign Countries Educational History Educational Change Socioeconomic Influences Standardized Tests Institutional Characteristics Educational Environment Student Characteristics Barrios F., Andrés Bovini, Giulia Reports - Research Chile ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Education Grade 4 Intermediate Grades As hours per day are inherently a limited resource, increasing daily instruction time reduces the amount of time pupils can dedicate to other activities outside school. We study how the effect of longer school days on achievement varies across students and schools. We exploit a large-scale reform of school schedules that substantially increased daily instruction time in Chilean primary schools. We show that the average effect of one additional year of exposure to the longer school day on reading and on mathematics test scores at the end of grade 4 masks substantial heterogeneity. Students from disadvantaged backgrounds benefit more from longer schedules, indicating that returns to time spent at school are larger the scarcer the learning opportunities available at home. Added instruction time yields higher gains in charter than in public schools, suggesting that more autonomy on administrative and pedagogical decisions may increase the effectiveness of other school inputs. [This paper was produced as part of the Centre's Education and Skills Programme.] ED583701 It&apos;s Time to Learn: Understanding the Differences in Returns to Instruction Time. CEP Discussion Paper No. 1521 Centre for Economic Performance 2017-12-00 51 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2017 -1 As Provided APR2020

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Yes Foreign Countries Higher Education Educational Finance Finance Reform Outcomes of Education Undergraduate Study Public Colleges Public Schools Longitudinal Studies Enrollment Relocation College Choice Course Selection (Students) Academic Achievement Education Work Relationship Labor Market Azmat, Ghazala Simion, Stefania Reports - Research Numerical/Quantitative Data United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education This paper investigates the impact of changes in the funding of higher education in England on students' choices and outcomes. Over the last two decades--through three major reforms in 1998, 2006 and 2012--undergraduate university education in public universities moved from being free to students and state funded to charging substantial tuition fees to all students. This was done in conjunction with the government offering generous means-tested maintenance grants and loans. Using detailed longitudinal micro-data that follows all students attending state schools in England (more than 90 percent of all school-aged children) from lower education to higher education, we document the socio-economic distributional effects of the 2006 and 2012 policy reforms on a comprehensive set of outcomes, including enrolment, relocation decisions, selection of institution, program of study, and performance within university. For a subset of students, we track them after completing higher education, allowing us to study the labour market effects of the policy reforms. Despite the substantial higher education funding reforms, we do not find large aggregate effect on student enrolment or on other margins. Moreover, the small negative impacts found on enrolment were largely borne on those in higher parts of the wealth distribution--reducing the enrolment gap across socioeconomic groups. [This paper was produced as part of the Centre's Education and Skills Programme.] ED583702 Higher Education Funding Reforms: A Comprehensive Analysis of Educational and Labour Market Outcomes in England. CEP Discussion Paper No. 1529 Centre for Economic Performance 2018-02-00 57 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2018 -1 As Provided APR2020

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Yes Resource Materials Guidance School Readiness Parent Participation Child Development Family School Relationship Partnerships in Education Parents as Teachers Seitzinger Hepburn, Kathy Reports - Evaluative Georgetown University Center for Child and Human Development English The purpose of this tool kit is to provide guidance, resource materials and references that will assist communities in working with families as primary partners in their child's development and school readiness. By recognizing and building the capacity of parents as their child's first educator and engaging parents as decision makers for their child and leaders in the agencies and organizations that serve them, communities can strengthen families and support young children being ready for school. ED485897 Families as Primary Partners in their Child&apos;s Development and School Readiness Annie E. Casey Foundation 2004-12-00 Annie E. Casey Foundation, Baltimore, MD. 162 N/A 2004 -1 ERIC

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Yes Foreign Countries Educational History Civics Role of Education Secondary School Curriculum Elementary School Curriculum High School Students Public Schools Citizenship Education Educational Principles Educational Philosophy Citizenship Citizenship Responsibility Teaching Methods Bibliographies Instructional Materials Public Policy Government Role Community Services Social Services Guides Public Agencies Private Agencies Voluntary Agencies Behavior Standards Safety Public Health Recreation Economic Opportunities Visual Environment Communications Transportation Migration Law Enforcement Barnard, J. Lynn Carrier, F. W. Dunn, Arthur William Kingsley, Clarence D. Historical Materials Reports - Descriptive Department of the Interior, United States Bureau of Education (ED) English Elementary Education Elementary Secondary Education High Schools Secondary Education For good citizenship men and women must not only have good will but an abiding interest in the welfare of the community. They must also have a working knowledge of social agencies, good judgment as to methods of social activities, and a more or less comprehensive understanding of fundamental principles of social life and progress. Much can be done in childhood and in the elementary grades of the school to create interest and give a certain amount of concrete knowledge of particular social activities and agencies, but not until boys and girls have reached the years of adolescence, the high-school age and they begin to gain any very full understanding of abstract principles of social, civic, and governmental life. Instruction in this subject in the high school is therefore of utmost importance. For use in the high schools many textbooks and manuals have been prepared on this subject, some good and some not so good but there is still need for good manuals on the subject of community civics that will help teachers to treat the subject in an inductive way and to relate it properly to other subjects and to the past, present, and future life of the students. This manuscript offers such help. This bulletin contains three parts: (1) Aims and Methods in Teaching Community Civics; (2) Suggested Treatment of the Elements of Welfare; and (3) Bibliographical suggestions. [Prepared by a special committee of the Commission on the Reorganization of Secondary Education National Education Association. Best copy available has been provided.] ED541852 The Teaching of Community Civics. Bulletin, 1915, No. 23. Whole Number 650 United States Bureau of Education, Department of the Interior 1915-00-00 56 United States Bureau of Education, Department of the Interior. N/A 1915 -1 ERIC

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Yes Family Relationship Adolescents Parent Attitudes Adolescent Development Research Methodology Parent Child Relationship Adolescent Attitudes Behavior Problems De Los Reyes, Andres Ohannessian, Christine McCauley Racz, Sarah J. Reports - Evaluative EISSN- English Family relationships play an essential role in adolescent development. When studying relationship domains (e.g., quality, conflict, communication), researchers typically rely on adolescents and their parents as informants. However, across research teams, domains, and measurement methods, researchers commonly observe discrepant estimates of family relationships between informants' reports. In this article, we review theoretical models for understanding these discrepant reports, summarize research on how the degree of discrepancy between reports informs our understanding of adolescent development, and highlight directions for research. [This is the advance online version of an article published in &quot;Child Development Perspectives.&quot;] ED587107 Discrepancies between Adolescent and Parent Reports about Family Relationships Grantee Submission 2019-04-00 Institute of Education Sciences (ED) National Science Foundation (NSF) 21 T https://doi.org/10.1111/cdep.12306 2019 -1 As Provided APR2020 Yes R324A180032 SES1461392 SES1461394

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Yes Fuels Educational Finance Educational History School Construction Teacher Student Ratio African American Students Whites Teachers Teacher Effectiveness Enrollment Educational Quality African American Education Income Maurer, Stephan E. Reports - Research Numerical/Quantitative Data ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English This paper studies the effect of oil wealth on the provision of education in the early 20th century United States. Using information on the location and discovery of major oil fields, I find that oil wealth increased local revenue and education spending. The quality of white teachers increased, and oil-rich counties were more likely to participate in the Rosenwald school building program for blacks. In addition, student-teacher ratios for black school children declined substantially. However, I do not find increased school enrollment rates for either race. [This paper was produced as part of the Centre's Labour Markets Programme.] ED583703 Oil Discoveries and Education Spending in the Postbellum South. CEP Discussion Paper No. 1526 Centre for Economic Performance 2018-01-00 55 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2018 -1 As Provided APR2020

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Yes Scores Teacher Effectiveness Teaching Skills Elementary School Teachers Value Added Models Student Development Educational Practices Parent Surveys Student Characteristics Teacher Characteristics Institutional Characteristics Outcomes of Education Academic Ability Teacher Role Family Characteristics Thinking Skills Predictive Validity College Bound Students Salary Wage Differentials Sustainability Achievement Gains Achievement Rating Foreign Countries Statistical Analysis Flèche, Sarah Reports - Research United Kingdom ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Education Secondary Education High Schools Schooling can produce both cognitive and non-cognitive skills, both of which are important determinants of adult outcomes. Using very rich data from a UK birth cohort study, I estimate teacher value added (VA) models for both pupils' test scores and non-cognitive skills. I show that teachers are equally important in the determination of pupils' test scores and non-cognitive skills. This finding extends the economics literature on teacher effects, which has primarily focused on pupils' test scores and may fail to capture teachers' overall effects. In addition, the large estimates reveal an interesting trade-off: teacher VA on pupils' test scores are weak predictors of teacher VA on non-cognitive skills, which suggests that teachers recourse to different techniques to improve pupils' cognitive and non-cognitive skills. Finally, I find that teachers' effects on pupils' non-cognitive skills have long-run impacts on adult outcomes such as higher education attendance, employment and earnings, conditional on their effects on test scores. This result indicates that long-run outcomes are improved by a combination of teachers increasing pupils' test scores and non-cognitive skills and has large policy implications. ED583855 Teacher Quality, Test Scores and Non-Cognitive Skills: Evidence from Primary School Teachers in the UK. CEP Discussion Paper No. 1472 Centre for Economic Performance 2017-03-00 National Institute on Aging (DHHS/NIH) John Templeton Foundation What Works Centre for Wellbeing (United Kingdom) 64 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2017 -1 As Provided APR2020 R01AG0400640

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Yes Faculty Mobility Academic Achievement Secondary School Students Institutional Characteristics Regression (Statistics) Trend Analysis Beginning Teachers Experienced Teachers Student Characteristics Effect Size School Statistics Foreign Countries Gibbons, Stephen Scrutinio, Vicenzo Telhaj, Shqiponja Reports - Research United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Secondary Education Recent research has established that teachers matter for student achievements, albeit because of dimensions of 'teacher quality' that are largely unexplained. A less closely investigated issue is whether teacher turnover directly harms student academic achievement. In this paper, we examine whether teacher turnover affects academic achievement of 16 year old state secondary school students using a unique data set of linked students and teachers in England. Identification comes from either: a school fixed effects design which exploits year-on-year variation in turnover in different subject groups, within schools; or student fixed effect design that where the variation comes from the cross sectional variation in turnover in different subjects, in the same school, experienced by a student. Both methods give similar results, suggesting that a higher teacher entry rate reduces students' test scores, albeit by small amounts. ED583870 Teacher Turnover: Does It Matter for Pupil Achievement? CEP Discussion Paper No. 1530 Centre for Economic Performance 2018-02-00 39 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2018 -1 As Provided APR2020

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Yes Teaching Assistants Classroom Techniques Literacy Education Program Evaluation Computer Assisted Instruction Instructional Effectiveness Preschool Children Foreign Countries Information Technology Intervention Reading Instruction Reading Improvement Reading Tests Gender Differences Johnson, Helen McNally, Sandra Rolfe, Heather Ruiz-Valenzuela, Jenifer Savage, Robert Vousden, Janet Wood, Clare Reports - Evaluative Numerical/Quantitative Data United Kingdom ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) Education Endowment Foundation (EEF) (United Kingdom) English Higher Education Postsecondary Education Many students still leave school without a good grasp of basic literacy, despite the negative implications for future educational and labour market outcomes. We evaluate a programme that involves changing how resources are used within classrooms to reinforce the teaching of literacy. Specifically, the programme involves training teaching assistants to deliver a tightly structured package of materials to groups of young children. Further, we compare the effectiveness of computer-aided instruction using available software with the paper equivalent. We implement the experiment in the context of a Randomised Control Trial in English schools. Both interventions have a short-term impact on children's reading scores, although the effect is bigger for the paper intervention and more enduring in the subsequent year. This paper shows how teaching assistants can be used to better effect within schools, and at a low cost. ED586312 Teaching Assistants, Computers and Classroom Management: Evidence from a Randomised Control Trial. CEP Discussion Paper No. 1562 Centre for Economic Performance 2018-08-00 45 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2018 -1 As Provided APR2020

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Yes Mathematics Education Citations (References) Professional Personnel Proximity Geographic Location Authors Collaborative Writing Writing for Publication Journal Articles Correlation Barriers Head, Keith Li, Yao Amber Minondo, Asier Reports - Research Numerical/Quantitative Data ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Using data on academic citations, career and educational histories of mathematicians, and disaggregated distance data for the world's top 1000 math departments, we study how geography and ties affect knowledge flows among scholars. The ties we consider are co-authorship, past colocation, advisor-mediated relationships, and alma mater relationships (holding a Ph.D. from the institution where another scholar is affiliated). Logit regressions using fixed effects that control for subject similarity, article quality, and temporal lags, show linkages are strongly associated with citation. Controlling for ties generally halves the negative impact of geographic barriers on citations. Ties matter more for less prominent and more recent papers and show no decline in importance in recent years. The impact of distance--controlling for ties--has fallen and is statistically insignificant after 2004. [This paper was produced as part of the Centre for Economic Performance's Trade Programme.] ED586314 Geography, Ties and Knowledge Flows: Evidence from Citations in Mathematics. CEP Discussion Paper No. 1554 Centre for Economic Performance 2018-06-00 62 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2018 -1 As Provided APR2020

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Yes Foreign Countries Institutional Characteristics Secondary Schools Secondary School Students Academic Achievement Public Schools Private Schools Elementary Schools School Personnel Educational Administration Admission Criteria Tests Class Size Single Sex Schools Gender Differences Teacher Competencies Religion Religious Education Harry, Latisha Reports - Research Trinidad and Tobago EISSN- English Secondary Education Elementary Education There is a common perception that private schools achieve higher than public schools. However, recent studies have found that the performance disparity between school types can be accounted for by differences in the population of students attending the different types of schools. Using raw data from the 2015 Secondary Entrance Assessment exam, this paper estimates the effect on academic achievement in Trinidad as a result of attending privately managed public primary schools (assisted schools) relative to traditional public schools (government schools). Controlling for demographic, personnel and administrative differences, the analysis finds no meaningful difference in academic achievement between students in assisted schools versus students in government schools. ED586316 The Effects of School Type on Academic Performance-Evidence from the Secondary Entrance Assessment Exam in Trinidad Online Submission 2016-04-00 35 N/A 2016 -1 As Provided APR2020

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Yes Foreign Countries College Students Wages Outcomes of Education Academic Degrees Longitudinal Studies National Surveys Individual Characteristics Family Characteristics Institutional Characteristics Classification Naylor, Robin Smith, Jeremy Telhaj, Shqiponja Reports - Research United Kingdom ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education We investigate the extent to which graduate returns vary according to the class of degree achieved by UK university students and examine changes over time in estimated degree class premia. Using a variety of complementary datasets for individuals born in Britain around 1970 and aged between 30 and 40, we estimate an hourly wage premium for a &quot;good&quot; (relative to a &quot;lower&quot;) class of degree of 7% to 9%, implying a wide spread around the average graduate premium. We also estimate the premium for a good relative to a lower degree for different cohorts (those born between the mid-1960s and early-1980s) and find evidence that the premium for a good degree has risen over time as the proportions of cohorts participating in higher education have increased. Tables and a list of university types are appended. ED574326 Graduate Returns, Degree Class Premia and Higher Education Expansion in the UK. CEP Discussion Paper No. 1392 Centre for Economic Performance 2015-11-00 27 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2015 -1 As Provided APR2020

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Yes Educational Policy Educational Improvement Change Strategies School Choice Heuristics School Based Management Public Schools Institutional Autonomy Foreign Countries Parent Attitudes Preferences Decision Making Reputation Institutional Characteristics Attitude Measures Statistical Analysis Bertoni, Marco Gibbons, Stephen Silva, Olmo Reports - Evaluative United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Education policy worldwide has sought to incentivize school improvement and facilitate pupil-school matching by introducing reforms that promote autonomy and choice. Understanding the way in which families form preferences during these periods of reform is crucial for evaluating the impact of such policies. We study the effects on choice of a recent shock to the English school system--the academy programme--which gave existing state schools greater autonomy, but provided limited information on possible expected benefits. We use administrative data on school applications for three cohorts of students to estimate whether academy conversion changes schools' popularity. We find that families--particularly non-poor, White British ones--rank converted schools higher on average. Expected changes in composition, effectiveness and other school policies cannot explain this updating of preferences. Instead, the patterns suggest that families combine the signal of conversion with prior information on quality, popularity and proximity as a heuristic for assessing a school's expected future performance. The following are appended: (1) Robustness checks; and (2) Estimating Academies' Effectiveness using Legacy Enrolled Pupils. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.] ED574363 What&apos;s in a Name? Expectations, Heuristics and Choice during a Period of Radical School Reform. CEP Discussion Paper No. 1477 Centre for Economic Performance 2017-04-00 52 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2017 -1 As Provided APR2020

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Yes Mediation Theory Case Studies Longitudinal Studies Measurement Techniques Error of Measurement Simulation Comparative Analysis Models Predictor Variables Cain, Meghan K. Zhang, Zhiyong Bergeman, C.S. Reports - Research EISSN- English This paper serves as a practical guide to mediation design and analysis by evaluating the ability of mediation models to detect a significant mediation effect using limited data. The cross-sectional mediation model, which has been shown to be biased when the mediation is happening over time, is compared to longitudinal mediation models: sequential, dynamic, and cross-lagged panel. These longitudinal mediation models take time into account but bring many problems of their own, such as choosing measurement intervals and number of measurement occasions. Furthermore, researchers with limited resources often cannot collect enough data to fit an appropriate longitudinal mediation model. These issues were addressed using simulations comparing four mediation models each using the same amount of data but with differing numbers of people and time points. The data were generated using multilevel mediation models, with varying data characteristics that may be incorrectly specified in the analysis models. Models were evaluated using power and Type I error rates in detecting a significant indirect path. Multilevel longitudinal mediation analysis performed well in every condition, even in the misspecified conditions. Of the analyses that used limited data, sequential mediation had the best performance and therefore offers a viable second choice when resources are limited. [This paper was published in &quot;Educational and Psychological Measurement.&quot;] ED588330 Time and Other Considerations in Mediation Design Grantee Submission 2018-00-00 Department of Education (ED) 25 T http://dx.doi.org/10.1177/0013164417743003 2018 -1 As Provided APR2020 Yes R305D140037

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Yes Memory Reading Comprehension Adults Reading Difficulties Short Term Memory Adult Literacy Foreign Countries Reading Fluency Vocabulary Age Talwar, Amani Greenberg, Daphne Li, Hongli Reports - Research United States Canada EISSN- English This study explored the relations between reading comprehension and two memory capacities, short-term memory (STM) and working memory (WM), for adults who read between the third and eighth grade levels. With a sample of 407 adults from two countries, we computed correlations among measures and conducted hierarchical regression and commonality analyses for reading comprehension. Reading comprehension had moderate positive correlations with STM and WM. Additionally, STM and WM jointly accounted for approximately 19% of the reading comprehension variance and uniquely contributed approximately 4% and 7% of the variance, respectively. The predictive utility of memory to reading comprehension was greatly reduced after controlling for age, word reading, fluency, and oral vocabulary. WM appears to be a slightly stronger predictor of reading comprehension than STM for struggling adult readers. However, the overall contributions of memory capacities to reading comprehension are much smaller than those of reading-related skills. [This is the online version of an article published in &quot;Journal of Research in Reading.&quot;] ED587171 Does Memory Contribute to Reading Comprehension in Adults Who Struggle with Reading? Grantee Submission 2018-08-29 Institute of Education Sciences (ED) 38 T https://doi.org/10.1111/1467-9817.12258 2018 -1 As Provided APR2020 Yes R305C120001

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Yes Kindergarten English Language Learners School Readiness Academic Achievement Socioeconomic Status Educational Policy Intervention Educational Attainment Minority Group Students Barriers Children Longitudinal Studies Surveys Preschool Education Educational Experience Family Environment Ansari, Arya Crosnoe, Robert Reports - Descriptive Early Childhood Longitudinal Survey EISSN- English Kindergarten Primary Education Early Childhood Education Preschool Education The transition into kindergarten often serves as the basis for long-term disparities in educational attainment because initially small differences in early learning widen throughout the K-12 educational system. Given the long-standing disparities in their academic achievement related to being of low socioeconomic status and a racial/ethnic minority, the large and growing population of English language learners constitutes an important population in which to study the transition into formal schooling. The purpose of this book chapter is to describe the vulnerabilities faced by English language learners during this transitional period and the implications of this transition for their short- and long-term educational success. Throughout this chapter, we highlight how this transition into kindergarten may be amenable to policy intervention, its role in inequality, and how researchers, policy-makers, and practitioners can capitalize on the many strengths of these children and their families to facilitate a successful transition to school. [This paper was published in: A. Mashburn, J. LoCasale-Crouch, &amp; K. Pears (Eds.), &quot;Kindergarten Transition and Readiness: Promoting Cognitive, Social-Emotional, and Self-Regulatory Development&quot; (pp. 185-204) Cham, Switzerland: Springer.] ED587214 The Transition into Kindergarten for English Language Learners Grantee Submission 2018-10-18 Institute of Education Sciences (ED) 37 N/A http://doi.org/10.1007/978-3-319-90200-5_8 2018 -1 As Provided APR2020 Yes R305B130013 R305A150027

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Yes 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 &quot;INSPIRE&quot; is an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education. &quot;INSPIRE&quot; 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 &quot;INSPIRE&quot; 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 &quot;INSPIRE&quot; students. Results of the secondary study indicated no statistically significant difference between the &quot;INSPIRE&quot; 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 &quot;INSPIRE: Infusing Innovative STEM Practices into Rigorous Education&quot; Grantee Submission 2018-08-00 Office of Innovation and Improvement (ED), Investing in Innovation (i3) 34 N/A 2018 -1 As Provided APR2020 U411C130073

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Yes Career Development Adult Learning Partnerships in Education Adult Educators Researchers Program Effectiveness Program Design Program Implementation Basic Skills Vocational Education Academic Support Services Academic Advising At Risk Students Literacy Education Adult Basic Education Access to Education Prins, Esther Clymer, Carol Foreman, Sheri Suarez Needle, Mark Raymond, Becky Toso, Blaire Willson Reports - Research Reports - Research-practitioner Partnerships Speeches/Meeting Papers Illinois (Chicago) Texas (Houston) Florida (Miami) EISSN- English Adult Education Adult Basic Education Elementary Education This paper reports findings from a researcher-practitioner partnership (2015-18) that examined how adult education providers in Chicago, Houston, and Miami are designing and implementing career pathways (CP) programming, particularly for immigrants and adults with limited education. This Institute of Education Sciences-funded study was the first to map the landscape of CP in these cities. The study employed a sequential, mixed-methods design that included a survey of 106 adult education providers, focus groups with 18 providers, and qualitative case studies of six organizations (two per city). The study examined the key features of CP in each city, the measurement of student outcomes, which policies and practices shape CP programming and coordination across provider systems, how selected programs design and implement CP programming, and which programmatic features, policies, and other factors contribute to student success. We found that 83% of responding agencies offered CP programs and another 11% were developing them. However, many CP classes are new, and adult education agencies are still discerning how to design, implement, and evaluate them. Both new and established programs are responding to changes related to funders and state and federal policies. The findings underscore the great variation in CP design and implementation, as well as common and distinctive features that are promising strategies for supporting student success. [Paper published by the New Prairie Press at Kansas State University.] ED591423 Career Pathways Programming for Adult Learners in Three U.S. Cities Grantee Submission Paper presented at the Adult Education Research Conference (Victoria, British Columbia, Canada, 2018) 2018-00-00 Institute of Education Sciences (ED) 11 T 2018 -1 As Provided APR2020 Yes R305H150047

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Yes 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, &amp; 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 &quot;make a dice&quot; 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 &quot;Behavioral Research Methods.&quot;] 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 https://doi.org/10.3758/s13428-018-01192-z 2018 -1 As Provided APR2020 Yes R305A140151

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Yes Predictor Variables Reading Comprehension Young Children Autism Pervasive Developmental Disorders Curriculum Based Assessment Reading Skills Emergent Literacy Decoding (Reading) Reading Difficulties Language Impairments Diagnostic Tests Observation Intelligence Tests Cognitive Development Achievement Tests Severity (of Disability) Knight, Erin Blacher, Jan Eisenhower, Abbey Reports - Research Autism Diagnostic Observation Schedule Wechsler Preschool and Primary Scale of Intelligence Woodcock Johnson Tests of Achievement EISSN- English Relationships between early literacy measures (i.e., curriculum-based measurement) and advanced literacy measures (i.e., reading comprehension) were examined in young children with autism spectrum disorders (ASDs). Participants in this study were 167 children between the ages of 4 and 7 years (M = 5 years 8 months), who were assessed at 2 time points during 1 school year. Results indicated that, compared to other measures of early literacy skills, curriculum-based measurements (CBMs) accurately assessed skills in students with ASD. Furthermore, early literacy skills predicted reading comprehension approximately six months later in this sample. The reading development of children with ASD compared to typically developing children appears to be similar in the predictive capacity of decoding skills on later reading skills and dissimilar in the variability and range of skills. CBM tools can provide educators with information about the early reading skills of children with ASD to help address reading and language difficulties seen in this population. Impact and Implications: This article examines the relationship between brief early literacy measures (i.e., curriculum-based measurements) and standardized measures of reading comprehension in a young sample of children with autism spectrum disorder (ASD). The results suggest that these short measures of early reading skills accurately predicted later reading comprehension in this sample. These measures can provide critical information about the early reading skills of children with ASD and can be used to help address common reading difficulties seen in this population. [This is the online version of an article published in &quot;School Psychology Quarterly.&quot;] ED590529 Predicting Reading Comprehension in Young Children with Autism Spectrum Disorder Grantee Submission 2018-08-13 Institute of Education Sciences (ED) 11 T http://dx.doi.org/10.1037/spq0000277 2018 -1 As Provided APR2020 Yes R324A110086

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Yes Student Needs Student Behavior Likert Scales Measurement Social Development Emotional Development Interpersonal Competence Usability Identification At Risk Students Stakeholders Construct Validity Test Reliability Psychometrics Briesch, Amy M. Chafouleas, Sandra M. Cintron, Dakota W. McCoach, D. Betsy Reports - Research EISSN- English Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous assessment of those factors influencing use of a particular approach to identifying and supporting the social, emotional, and behavioral needs of students. As the measure was intended for use with a range of school-based stakeholders, a first necessary step involved establishing the measurement invariance of the instrument. Participants in the current study included 1,112 district administrators, 431 building administrators, and 1,355 teachers who were asked to identify the approach used within their school district to identify and support the social, emotional, and behavioral needs of students, and then to complete the URP-NEEDS in reference to this identified approach. Results supported the measurement invariance of the URP-NEEDS across stakeholder groups. In addition, measurement invariance was found across self-identified approaches to social, emotional, and behavioral risk identification within the district administrator and teacher groups. Impact and Implications Statement: Findings of the current study indicate that the URP-NEEDS may be useful in drawing comparisons across groups of stakeholders (e.g., teachers, administrators) regarding perceived facilitators and barriers to implementing a particular approach to identifying and supporting the social, emotional, and behavioral needs of students. Such information could be used to either inform changes to procedures (e.g., to enhance feasibility) or systems (e.g., to strengthen consultative supports), or to more efficiently target efforts to enhance user understanding and motivation in order to maximize future potential for usage. [This paper was published in &quot;School Psychology Quarterly.&quot;] ED590941 Factorial Invariance of the Usage Rating Profile for Supporting Students&apos; Behavioral Needs (URP-NEEDS) Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 38 T https://doi.org/10.1037/spq0000309 2018 -1 As Provided APR2020 Yes R305A140543

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Yes Foreign Countries Paying for College Higher Education Tuition Costs Economically Disadvantaged Access to Education Socioeconomic Influences Fees Government Role Foreign Students College Attendance Undergraduate Study Graduate Study Educational Change Student Financial Aid Taxes Competition Politics of Education Wyness, Gill Reports - Evaluative United Kingdom London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education The United Kingdom (UK) has dramatically increased the supply of graduates over the last four decades. The university system has successfully produced a huge increase in mass higher education over the last 40 years to meet an increased demand for skilled workers. It is one of the UK's most successful export industries in terms of attracting foreign students and is second only to the US in terms of scientific prestige. The coalition government's efforts to transfer the financial burden of higher education away from the taxpayer and towards graduates, and create a more efficient, competitive sector, have not yet materialised. In fact, the current system has almost no price variation and is almost as expensive as the one it replaced. This report discusses the costs and growth of higher education in the UK. ED558054 Paying for Higher Education. Paper No. EA026 Centre for Economic Performance 2015-03-00 11 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2015 -1 ERIC APR2020

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Yes STEM Education Transitional Programs Mentors High School Students Two Year College Students Undergraduate Students Community Colleges Inclusion Educational Environment Crowe, Mary L., Ed. Guerrant, Bessie, Ed. Books Reports - Evaluative Collected Works - General EISSN- English High Schools Secondary Education Two Year Colleges Higher Education Postsecondary Education &quot;Mentoring through the Transitions: Voices on the Verge&quot; highlights the individuals, programs, and institutions succeeding in assisting STEM students through critical junctures such as high school to college, community college to four-year institution, and four-year institution to graduate school and beyond. It features the authentic voices of those who have participated or built inclusive, supportive environments for all. Titles included in this book: (1) Introduction (Mary L. Crowe and Bessie Guerrant); (2) Career Mentoring: Everyone Wins (Amy L. Chang); (3) A Society's Role in Changing the Climate (C. Brooke Bruthers); (4) College Is an Option for Me (Michelle Carnicle); (5) Mentoring Is Fun (Jena Lipham); (6) Wind-STEP Is Everything (James Cotter); (7) A Greater Level of Balance (Esther Goldthwaite); (8) It Is Not About the 10-Page Lit Review (Niccole Villa Cerveny); (9) Climate in the Classroom (Nicola Plowes); (10) Students Are an Asset (Thomas B. Higgins); (11) Mentors for Classroom Roles (Michael Newsom); (12) I Am Your Insider (Chryssa Michelle Maloney); (13) The Light at the End of the Tunnel (Angelica Rose Galvan); (14) A World of Gray Possibilities (Kendell M. Pawelec); (15) Solving the Maze (Joshua McCausland); (16) Revamping a Course to Change the Climate (Miriam Segura-Totten); (17) Celebrating the Process (Anastasia Lin); (18) The Language of the Universe (Joseph L. Graves Jr.); (19) Curiosity Opens Doors (Monica Gerber); (20) A Student Changed My Approach (Crystal Scott); (21) This Class Is an Oasis (Louise Temple); (22) Students Helping Students (Lauren Dorn); (23) The Golden Ticket (Shelly Brown-Jeffy); (24) My STEM Family (Jarvia Meggett); (25) Chutes and Ladders (Claudia Benitez-Nelson); (26) The Value of Building Personal Relationships (Paul L. Beasley); (27) Freedom and Responsibility (Aisha N. Conwell); (28) Personal Responsibility (James N. MacLeod); (29) Sometimes Structures Are Not Enough (Bessie Guerrant); and (30) It Is Not Rocket Science (Sandra Gregerman). [Book published by the Council on Undergraduate Research. Abstract modified to meet ERIC guidelines.] ED592380 Mentoring through the Transitions: Voices on the Verge Grantee Submission 2018-00-00 National Science Foundation (NSF) 978-0-941933-02-5 72 N/A https://www.cur.org/assets/1/7/CUR_Transitions_Finalv2.pdf 2018 -1 ERIC APR2020 IOS1249925

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Yes Foreign Countries Paying for College Student Costs Tuition Fees Educational Quality Enrollment Management Equal Education Enrollment Rate Educational Policy Policy Analysis Barriers Family Income Age Differences Census Figures School Statistics Debt (Financial) Loan Repayment Incidence Finance Reform Funding Formulas Federal Aid Educational Finance Statistical Analysis Murphy, Richard Scott-Clayton, Judith Wyness, Gill Reports - Research United Kingdom (England) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education Despite increasing financial pressures on higher education systems throughout the world, many governments remain resolutely opposed to the introduction of tuition fees, and some countries and states where tuition fees have been long established are now reconsidering free higher education. This paper examines the consequences of charging tuition fees on university quality, enrolments, and equity. To do so, we study the English higher education system which has, in just two decades, moved from a free college system to one in which tuition fees are among the highest in the world. Our findings suggest that England's shift has resulted in increased funding per head, rising enrolments, and a narrowing of the participation gap between advantaged and disadvantaged students. In contrast to other systems with high tuition fees, the English system is distinct in that its income-contingent loan system keeps university free at the point of entry, and provides students with comparatively generous assistance for living expenses. We conclude that tuition fees, at least in the English case supported their goals of increasing quality, quantity, and equity in higher education ED583874 The End of Free College in England: Implications for Quality, Enrolments and Equity. CEP Discussion Paper No. 1501, Revised February 2018 (Replaces October 2017 Version) Centre for Economic Performance 2018-02-00 38 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2018 -1 As Provided APR2020

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Yes Career Readiness College Readiness Regression (Statistics) High School Students Comparative Analysis Outcomes of Education Academic Achievement Achievement Tests Standardized Tests State Standards State Policy Statistical Significance Statistical Analysis Mokher, Christine Leeds, Daniel Harris, Julie Reports - Research Florida Florida Comprehensive Assessment Test EISSN- English High Schools Secondary Education The Florida College and Career Readiness Initiative (FCCRI) was a statewide policy requiring college readiness testing and participation in college readiness courses for high school students. We used regression discontinuity to compare outcomes for students scoring just above and below test score cutoffs for assignment to FCCRI. We also examined impacts for students from a wider range of academic performance by using a before-after regression analysis to compare outcomes for targeted students before and after their schools implemented the FCCRI. The FCCRI increased the likelihood of enrolling in nondevelopmental courses for some targeted students, although results differ by academic performance. However, smaller differences in the likelihood of passing nondevelopmental courses suggest that some students were not prepared for these courses. [This paper was published in &quot;Educational Evaluation and Policy Analysis&quot; v40 n2 p219-242 2018 (EJ1178836).] ED593089 Adding It Up: How the Florida College and Career Readiness Initiative Impacted Developmental Education Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 62 T http://dx.doi.org/10.3102/0162373717744891 2018 -1 As Provided APR2020 Yes R305E120010

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Yes College Readiness Career Readiness High School Students Grade 11 Community Colleges Student Placement Low Achievement State Standards Teacher Attitudes Teacher Role Vocational Education Mokher, Christine G. Rosenbaum, James E. Gable, Alexis Ahearn, Caitlin Jacobson, Louis Reports - Research Florida EISSN- English High Schools Secondary Education Grade 11 Two Year Colleges Higher Education Postsecondary Education States and districts across the country have experimented with various college and career readiness initiatives designed to help students complete the postsecondary education they need to succeed in the labor market. Yet how do teachers view their students' likely college capabilities following these efforts? Can the reforms help work-bound students who are unlikely to attend college? Or are there other strategies that educators and school leaders could use to better support these students? We examine these questions using the case of Florida, which is one of the pioneering states to implement a comprehensive, statewide alignment reform geared towards improving college and career readiness. The Florida College and Career Readiness Initiative (FCCRI) required high schools to administer the statewide community college placement test to mid-performing students in their junior year, and those scoring below college-ready were required to take a senior-year &quot;college readiness and success&quot; (CRS) course. We conducted a statewide survey of 225 teachers of CRS courses to learn more about the effectiveness of the reform according to those on the front-line tasked with implementing it. The findings provide insight from Florida's experience that may inform other states about where the reform is most effective, which students are poorly served, and how they might be better helped. [This paper was published in &quot;Phi Delta Kappan&quot; v100 n4 p40-43 2018 (EJ1197908).] ED593093 Ready for What? Confusion around College and Career Readiness Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 12 T http://dx.doi.org/10.1177/0031721718815672 2018 -1 As Provided APR2020 Yes R305E120010

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Yes Teacher Evaluation Peer Evaluation Observation Feedback (Response) Elementary School Teachers Foreign Countries Program Effectiveness Academic Achievement Teacher Influence Faculty Development Murphy, Richard Weinhardt, Felix Wyness, Gill Reports - Research United Kingdom (England) Ohio (Cincinnati) ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Education It is well established that teachers are the most important in-school factor in determining student outcomes. However, to date there is scant robust quantitative research demonstrating that teacher training programs can have lasting impacts on student test scores. To address this gap, we conduct and evaluate a teacher peer-to-peer observation and feedback program under Randomized Control Trial (RCT) conditions. Half of 181 volunteer primary schools in England were randomly selected to participate in the two year program. We find that students of treated teachers perform no better on national tests a year after the program ended. The absence of external observers and incentives in our program may explain the contrast of these results with the small body of work which shows a positive influence of teacher observation and feedback on pupil outcomes. [Support for this research was provided by the German Science Foundation.] ED593175 Who Teaches the Teachers? A RCT of Peer-to-Peer Observation and Feedback in 181 Schools. CEP Discussion Paper No. 1565 Centre for Economic Performance 2018-08-00 47 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2018 -1 As Provided APR2020

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Yes Educational Vouchers Political Attitudes Public Opinion Educational Policy Policy Formation Educational Change Educational Finance School Choice Parent Attitudes Religious Factors Race Ethnicity Surveys Secondary Education Federal Aid Taxes Quinn, Rand Cheuk, Tina Reports - Evaluative University of Pennsylvania, Consortium for Policy Research in Education (CPRE) Stanford University, Graduate School of Education (GSE) English Secondary Education Expanding school vouchers is a central component of the Trump Administration's education agenda. However, the extent to which the Administration can fully realize this policy goal may hinge, in part, on the level of public support or opposition for the voucher method of reform and on the particular components of any proposed voucher system. In this policy brief, we report on a randomized survey experiment we conducted to identify how two key dimensions of school voucher systems--source of funding and scope of coverage--affect public opinion across various sectors of the American public. ED586964 School Vouchers in the Trump Era: How Political Ideology and Religion Shape Public Opinion. CPRE Policy Briefs Consortium for Policy Research in Education 2018-01-00 14 Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org N/A 2018 -1 As Provided APR2020

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Yes Sequential Approach Serial Ordering Teaching Methods Cognitive Processes Intervention Grade 1 Elementary School Students Memory Cognitive Development Gadzichowski, K. M. Peterson, M. S. Pasnak, R. Bock, A. M. Fetterer-Robinson, S. O. J. M. Schmerold, K. L. Reports - Research EISSN- English Early Childhood Education Elementary Education Grade 1 Primary Education &quot;Patterning&quot; is a cognitive intervention that is unknown to psychologists, but has nevertheless been taught for half a century in nearly all kindergartens and many preschools in English-speaking countries. Patterning is the understanding that a certain rule governs the sequence of items in a series. At the simplest level, if the series has been red, tan, red, tan, red, tan, the next item should be red. More advanced patterns--&quot;growing&quot; geometric patterns and complex patterns of letters, numbers, and objects--have also been studied. Patterning is thought by educators to be a key cognitive ability that promotes academic achievement. However, its relative position in the hierarchy of cognitive developments is unknown. The present study showed that it is closely related to both transitivity and seriation, and that size transitivity problems best expressed the common factor that predicted patterning scores. [This article was published in &quot;Psychology&quot; v9 p2073-2082 2018.] ED593799 A Place for Patterning in Cognitive Development Grantee Submission 2018-08-09 Institute of Education Sciences (ED) 10 T https://doi.org/10.4236/psych.2018.98118 2018 -1 As Provided APR2020 Yes R305A170114

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No Mathematics Achievement Numbers At Risk Students Kindergarten Grade 1 Test Reliability Correlation Numeracy Screening Tests Test Validity Elementary School Students Clarke, Ben Strand Cary, Mari G. Shanley, Lina Sutherland, Marah Reports - Research EISSN- English Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 This manuscript presents the results from a study to investigate the technical characteristics of two versions of a number line assessment (NLA 0-20 and NLA 0-100). The sample consisted of 60 kindergarten and 46 first grade students. Both number line versions had sufficient alternate form and test-retest reliability. The NLA 0-20 had low and the NLA 0-100 had low to moderate correlations with math achievement. Results indicated that the NLA 0-100 explained a small, but unique portion of the variance in first grade mathematics performance when controlling for performance on the Assessing Student Proficiency in Early Number Sense (ASPENS) a set of early numeracy screening measures. We discuss study results related to the utility of adding number line assessment tasks to mathematics screening batteries and propose additional areas of research. [This article was published in &quot;Assessment for Effective Intervention&quot; (EJ1243106).] ED593859 Exploring the Promise of a Number Line Assessment to Help Identify Students At-Risk in Mathematics Grantee Submission Assessment for Effective Intervention v45 n2 p151-160 Mar 2020 2020-03-00 Institute of Education Sciences (ED) Office of Special Education and Rehabilitative Services (ED) 11 T https://doi.org/10.1177/1534508418791738 2020 -1 As Provided APR2020 Yes R324A110286 R305A170044 H327S140019

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Yes Crime Crime Prevention Foreign Countries Educational Change Dropout Prevention Age Differences Educational Improvement Laws Program Effectiveness Gender Differences Bell, Brian Costa, Rui Machin, Stephen Reports - Research Australia United States ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Prior research shows reduced criminality to be a beneficial consequence of education policies that raise the school leaving age. This paper studies how crime reductions occurred in a sequence of state-level dropout age reforms enacted between 1980 and 2010 in the United States. These reforms changed the shape of crime-age profiles, reflecting both a temporary incapacitation effect and a more sustained, longer run crime reducing effect. In contrast to the previous research looking at earlier US education reforms, crime reduction does not arise solely as a result of education improvements, and so the observed longer run effect is interpreted as dynamic incapacitation. Additional evidence based on longitudinal data combined with an education reform from a different setting in Australia corroborates the finding of dynamic incapacitation underpinning education policy-induced crime reduction. ED593178 Why Does Education Reduce Crime? CEP Discussion Paper No. 1566 Centre for Economic Performance 2018-08-00 64 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2018 -1 As Provided APR2020

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Yes Teacher Effectiveness Teaching Methods Student Centered Learning Classroom Environment Interaction Classroom Techniques Prior Learning Correlation Urban Schools Tests Scores Student Characteristics Racial Differences Special Education Mathematics Achievement Peer Influence Aucejo, Esteban M. Coate, Patrick Fruehwirth, Jane Cooley Kelly, Sean Mozenter, Zachary Reports - Research ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English This paper studies how the effectiveness of teachers varies by classroom composition. We combine random assignment of teachers to classrooms with rich measures of teacher effectiveness based on a popular observational protocol, Framework for Teaching, to overcome key endogeneity concerns related to measurement and matching. We find that complementarities between classroom composition and teaching practice play a significant role in student achievement. We identify two main mechanisms that are driving this result: (1) negative interactions between challenging and/or student-centered practices and heterogeneity in classroom prior achievement, and (2) positive interactions between classroom management skills and average classroom prior achievement. Our findings illustrate the multidimensional nature of teacher effectiveness and have important implications for prescribing teaching practice and evaluating teachers. Simulations show that teacher rankings change substantially simply from within-school classroom reallocations, suggesting the need for caution when using popular teaching evaluation rubrics in high-stakes settings. ED593179 Teacher Effectiveness and Classroom Composition. CEP Discussion Paper No. 1574 Centre for Economic Performance 2018-09-00 Institute of Education Sciences (ED) The British Academy 56 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2018 -1 As Provided APR2020 Yes R305A170269

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Yes Charter Schools Public Schools Expenditure per Student Educational Finance Academic Achievement Resource Allocation Teacher Student Ratio Elementary Secondary Education Ridley, Matthew Terrier, Camille Reports - Research Massachusetts ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Elementary Secondary Education The fiscal and educational consequences of charter expansion for non-charter students are central issues in the debate over charter schools. Do charter schools drain resources and high-achieving peers from non-charter schools? This paper answers these questions using an empirical strategy that exploits a 2011 reform that lifted caps on charter schools for underperforming districts in Massachusetts. We use complementary synthetic control instrumental variables (IV-SC) and differences-in-differences instrumental variables (IV-DiD) estimators. The results suggest greater charter attendance increases per-pupil expenditures in traditional public schools and induces them to shift expenditure from support services to instruction and salaries. At the same time, charter expansion has a small positive effect on non-charter students' achievement. ED593183 Fiscal and Education Spillovers from Charter School Expansion. CEP Discussion Paper No. 1577 Centre for Economic Performance 2018-09-00 Walton Family Foundation 81 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2018 -1 As Provided APR2020

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Yes Randomized Controlled Trials Classroom Techniques Teacher Attitudes Elementary School Teachers Elementary School Students Intervention Urban Schools Elementary Schools Kindergarten Grade 1 Grade 2 Grade 3 Interpersonal Competence Program Effectiveness Outcomes of Education Prosocial Behavior Positive Behavior Supports Hierarchical Linear Modeling Prevention Student Behavior Behavior Problems Emotional Disturbances Emotional Problems Reinke, Wendy M. Herman, Keith C. Dong, Nianbo Journal Articles Reports - Research EISSN- English Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 This group randomized controlled trial (RCT) evaluated the efficacy of Incredible Years Teacher Classroom Management Program (IY TCM) on student social behavioral and academic outcomes among a large diverse sample of students within an urban context. Participants included 105 teachers and 1817 students in kindergarten to third grade. Three-level hierarchical linear models (HLM) were conducted to examine the overall treatment effects student behavior and academic outcomes. In addition, multi-level moderation analyses were conducted to examine whether the treatment effects on child outcomes differed by demographic variables and pretest measures of social emotional and disruptive behavior and academics. Findings indicate that IY TCM improved student emotional regulation (d=-0.14), prosocial behavior (d=0.13), and social competence (d=0.13). In addition, students initially lower on measures of social and academic competence demonstrated significant improvements in comparison to similar peers in control classrooms. Practical significance of the findings and implications for schools and policy makers are discussed. ED593906 The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial Grantee Submission Prevention Science v19 p1043-1054 2018 2018-00-00 Institute of Education Sciences (ED) 12 T https://doi.org/10.1007/s11121-018-0932-3 2018 -1 As Provided APR2020 Yes R305A100342

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Yes Neurosciences Health Education High School Students Health Behavior Student Attitudes Knowledge Level Cognitive Processes Beliefs Instructional Effectiveness Outcomes of Education Babinski, Leslie M. Murray, Desiree W. Wilson, Wilkie A. Kuhn, Cynthia M. Malone, Patrick S. Journal Articles Reports - Research ISSN-1054-139X English High Schools Secondary Education Purpose: The purpose of this pilot study was to evaluate the potential of an innovative high school neuroscience-based health course for implementation feasibility and impact on student outcomes. Methods: Thirteen teachers from two high schools participated in this quasi-experimental pilot study including 395 students (202 in the intervention classes and 193 in the comparison classes). Students completed pre/post online surveys assessing their knowledge, beliefs, and behaviors. Our analysis strategy for multi-item measures was to estimate the effects of the intervention on latent change scores in structural equation models (SEM). Results: Students in the neuroscience health classes showed a significant increase in neuroscience knowledge as compared to students in the comparison group (difference estimate in proportion correct metric, adjusted for covariates = 0.04; 95% CI [0.01, 0.06]). However, none of the other primary outcomes showed a significant difference between conditions. Teachers in the intervention group were observed implementing the neuroscience and health components more often than the self-regulation and growth mindset components. Students in the neuroscience group were more likely to mention the importance of caring for their brain and its link to health behaviors. Conclusions: Findings demonstrate that information about the link between health behaviors and brain functioning can be successfully integrated into a high school health education course, although effects on student health beliefs and behaviors were not observed. Additional development work should focus on clarifying the theoretical mechanisms of change, integrating the neuroscience content with self-regulation and growth mindset, and providing additional professional development for teachers. ED593918 Impact of a Neuroscience-Based Health Education Course on High School Students&apos; Health Knowledge, Beliefs, and Behaviors Grantee Submission Journal of Adolescent Health v63 p489-496 2018 2018-00-00 Institute of Education Sciences (ED) 8 T https://doi.org/10.1016/j.jadohealth.2018.05.016 2018 -1 As Provided APR2020 Yes R305A120659

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Yes 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 &quot;CHildren in Action: Motor Program for PreschoolerS&quot; (&quot;CHAMPPS&quot;), 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 https://js.sagamorepub.com/palaestra/article/view/9525 2018 -1 As Provided APR2020 Yes R324A150074

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Yes 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. &quot;Arousal reappraisal,&quot; 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 &quot;Emotion Review&quot;.] 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 2018 -1 As Provided APR2020 Yes R305A150036 HD084772

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Yes Genetics Educational Attainment Employment Secondary Schools Institutional Characteristics Postsecondary Education Socioeconomic Status Educational Environment Adolescents Longitudinal Studies Trejo, Sam Belsky, Daniel W. Boardman, Jason D. Freese, Jeremy Harris, Kathleen Mullan Herd, Pam Sicinski, Kamil Domingue, Benjamin W. Journal Articles Reports - Research National Longitudinal Study of Adolescent Health EISSN- English Secondary Education Postsecondary Education Genetic variants identified in genome-wide association studies of educational attainment have been linked with a range of positive life course development outcomes. However, it remains unclear whether school environments may moderate these genetic associations. We analyze data from two biosocial surveys that contain both genetic data and follow students from secondary school through mid- to late life. We test if the magnitudes of the associations with educational and occupational attainments varied across the secondary schools that participants attended or with characteristics of those schools. Although we find little evidence that genetic associations with educational and occupational attainment varied across schools or with school characteristics, genetic associations with any postsecondary education and college completion were moderated by school-level socioeconomic status. Along similar lines, we observe substantial between-school variation in the average level of educational attainment students achieved for a fixed genotype. These findings emphasize the importance of social context in the interpretation of genetic associations. Specifically, our results suggest that though existing measures of individual genetic endowment have a linear relationship with years of schooling that is relatively consistent across school environments, school context is crucial in connecting an individual's genotype to his or her likelihood of crossing meaningful educational thresholds. ED592673 Schools as Moderators of Genetic Associations with Life Course Attainments: Evidence from the WLS and Add Health Grantee Submission Sociological Science v5 p513-540 Aug 2018 2018-08-02 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) National Institute on Aging (DHHS/NIH) 28 T http://doi.org/10.15195/v5.a22 2018 -1 As Provided APR2020 Yes R305B140009 R01HD073342 R01HD060726 P01HD31921 R01AG04186801A1 P30AG017266

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Yes Teacher Attitudes Program Implementation College Readiness Career Readiness State Policy Mathematics Teachers English Teachers English Language Learners Students with Disabilities Rural Urban Differences Instructional Program Divisions Elementary Secondary Education Educational Legislation Federal Legislation Common Core State Standards Special Education Teachers Educational Resources Faculty Development Alignment (Education) School Districts Preschool Education Suburban Schools Educational Environment Predictor Variables Course Content Teaching Methods Edgerton, Adam K. Desimone, Laura M. Journal Articles Reports - Research Texas Ohio Kentucky Every Student Succeeds Act 2015 EISSN- English Elementary Secondary Education Early Childhood Education Preschool Education Using state-representative teacher surveys in three states--Texas, Ohio, and Kentucky--we examine teachers' implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers. [This article was published in &quot;AERA Open&quot; (EJ1210488).] ED593919 Teacher Implementation of College- and Career-Readiness Standards: Links among Policy, Instruction, Challenges, and Resources Grantee Submission AERA Open v4 n4 Oct-Dec 2018 2018-00-00 Institute of Education Sciences (ED) 22 T http://doi.org/10.1177/2332858418806863 2018 -1 As Provided APR2020 Yes R305C150007

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Yes Preschool Children Individualized Education Programs Literacy Probability Child Behavior Learner Engagement Emergent Literacy Early Intervention Decision Making Response to Intervention Behavioral Science Research Preschool Teachers Observation Context Effect Teacher Behavior Incidence Greenwood, Charles R. Beecher, Constance Atwater, Jane Petersen, Sarah Schiefelbusch, Jean Irvin, Dwight Journal Articles Reports - Research EISSN- English Early Childhood Education Preschool Education A gap exists in the information needed to make intervention decisions with preschool children who are unresponsive to instructional intervention. &quot;Multi-Tiered System of Supports/Response to Intervention&quot; (MTSS/RTI) progress monitoring is helpful in indicating when an intervention change is needed but provides little information on what to change. Ecobehavioral observation data may provide this support through information on a child's academic and other behaviors, given the opportunity to learn. We sought to investigate this hypothesis and develop benchmarks for decision making. Teachers (N = 39) and two representative age-cohorts of preschool children (N = 117, 51% boys) were observed using an ecobehavioral, momentary time sample observation system (the &quot;Code for Interactive Recording of Children's Learning Environments&quot; [CIRCLE]). Results provided insights into the content and amount of academic instruction children received, the responsiveness of children to instruction, and how context/teacher and child behaviors relationships were moderated by children's level of &quot;Get Ready to Read&quot; (GRTR) literacy and Individualized Education Plan (IEP) status risk. Implications are discussed. [This article was published in &quot;Topics in Early Childhood Special Education&quot; (EJ1166779).] ED593949 An Ecobehavioral Analysis of Child Academic Engagement: Implications for Preschool Children Not Responding to Instructional Intervention Grantee Submission Topics in Early Childhood Special Education v37 n4 p219-233 2018 2018-00-00 Office of Special Education Programs (ED/OSERS) National Center for Special Education Research (ED) 15 T http://dx.doi.org/10.1177/0271121417741968 2018 -1 As Provided APR2020 Yes H327A110052 R324A170048

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Yes Community Colleges Enrollment Trends Full Time Students Student Characteristics Online Courses Dual Enrollment Enrollment Projections Two Year College Students High School Students Vocational Education Adult Literacy College Credits Educational Finance Student Financial Aid Adult Education Job Skills Economic Development Apprenticeships Success Fees Tuition Human Resources Accountability College Admission Graduation Rate Student Diversity College Readiness Career Readiness Governance Workplace Learning Noncredit Courses College Transfer Students State Programs Federal Programs Partnerships in Education Racial Differences Ethnicity Gender Differences Reports - Descriptive Numerical/Quantitative Data Iowa Department of Education, Division of Community Colleges and Workforce Preparation English Two Year Colleges Higher Education Postsecondary Education High Schools Secondary Education Adult Education Since 1998, the Iowa Department of Education's Division of Community Colleges and Workforce Preparation (Division) has compiled and published &quot;The Annual Condition of Iowa's Community Colleges,&quot; commonly known as the &quot;Condition Report.&quot; The intent of this report is to provide clear, objective data about Iowa's community colleges for policymakers, governing bodies, and other community college stakeholders. This year's &quot;Condition Report&quot; contains seven sections designed to tell a cohesive story about the programs and services offered by Iowa's 15 community colleges. These sections focus on the following broad themes: (1) The role and history of Iowa's community colleges; (2) Programs that serve diverse student populations and meet Iowa's workforce needs; (3) Academic Year 2017-18 (AY17-18) enrollment; (4) Student success and institutional performance; (5) College costs and affordability; (6) Community programs and services; and (7) Operational systems and infrastructure. [The following were contributing authors to this report: Vladimir Bassis, Joe Collins, Kelli Diemer, Lisa Gard, Alex Harris, Pradeep Kotamraju, Dan Li, Paula Nissen, Chris Russell, Jayne Smith, Eric St. Clair, and Amy Vybiral. For the 2017 report, see ED583844.] ED593375 The Annual Condition of Iowa&apos;s Community Colleges, 2018 Division of Community Colleges and Workforce Preparation, Iowa Department of Education 2018-00-00 154 Division of Community Colleges and Workforce Preparation, Iowa Department of Education. Grimes State Office Building, 400 East 14th Street, Des Moines, IA 50319-0146. Tel: 515-281-3125; Fax: 515-281-6544; Web site: http://educateiowa.gov/ N/A 2018 -1 ERIC APR2020

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Yes Community Colleges Enrollment Full Time Students Part Time Students Two Year College Students Declining Enrollment Minority Group Students Vocational Education Dual Enrollment High School Students Student Characteristics Online Courses College Credits Academic Education Enrollment Projections Reports - Descriptive Numerical/Quantitative Data Iowa Iowa Department of Education, Division of Community Colleges and Workforce Preparation English Two Year Colleges Higher Education Postsecondary Education High Schools Secondary Education The Iowa Department of Education collects enrollment information from all 15 community colleges. This report summarizes several aspects of community college enrollment as reported for the 2018 fall semester/quarter. Some highlights of this report include: (1) Fall 2018 enrollment decreased less than one percent to 89,894 students; (2) Part-time enrollment remained larger than full-time enrollment and reached an all-time high of 63.3 percent of total fall enrollment; (3) Minorities comprised 22.6 percent of fall enrollment; (4) Total credit hours registered decreased 1.3 percent to 772,764 credit hours; (5) Average course load for full-time students is 13.9 which is slightly higher than last fall, and average course load for part-time students remained unchanged; (6) Students with no program of study comprised 37.6 percent of total fall enrollment, followed by college parallel programs (32.9 percent) and Career Technology Education (CTE) programs (27.6 percent); (7) Number of high school students participating in joint enrollment grew 2.9 percent to 35,943 students; and (8) The majority of high school students (98.1 percent) participated in joint enrollment through contracted courses between high schools and community colleges. ED593376 Fall Enrollment: Iowa Community Colleges, 2018 Division of Community Colleges and Workforce Preparation, Iowa Department of Education 2018-00-00 20 Division of Community Colleges and Workforce Preparation, Iowa Department of Education. Grimes State Office Building, 400 East 14th Street, Des Moines, IA 50319-0146. Tel: 515-281-3125; Fax: 515-281-6544; Web site: http://educateiowa.gov/ N/A 2018 -1 ERIC APR2020

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Yes 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 &quot;Assessment for Effective Intervention&quot; (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 2018 -1 As Provided APR2020 Yes R305A140185

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Yes College Graduates Labor Market Outcomes of Education Job Skills Literacy Numeracy Occupations Adults Educational Attainment Majors (Students) Employment Level Gender Differences Fogg, Neeta Harrington, Paul Khatiwada, Ishwar Reports - Research Program for the International Assessment of Adult Competencies (PIAAC) ISSN- Educational Testing Service (ETS), Center for Research on Human Capital and Education English Higher Education Postsecondary Education In this paper, the second in the &quot;Impact of Human Capital in the American Labor Market&quot; series, the authors reveal that there are large groups of college graduates who lose out on the seemingly automatic earnings premium from their degree, and that their failure is related to a lack of skills. One of every five bachelor's degree holders among employed college graduates ages 21 to 65 lacks some important skills in literacy. For numeracy, the number is one in three. Furthermore, the authors determined that access to college labor market, or CLM, occupations is critical. Working in an occupation that utilizes the skills, knowledge, and abilities that are typically developed with a college education reaps large earnings premiums. But those who wind up mal-employed--working in jobs that do not require those types of skills--get no premium at all. This report amplifies a crucial message emanating from a wider series of reports by the ETS Center for Research on Human Capital and Education: the importance of human capital and the cost to a large number of individuals--and to society itself--when levels of it are lacking. Specifically, this report examines the relationship between Programme for the International Assessment of Adult Competencies (PIAAC), an assessment measuring achievement for countries across the world, measures of human capital traits and the earnings of 21- to 65-year-old employed college graduates in the United States. It begins with an examination of the basic demographic characteristics of employed college graduates, level of college degree completion, college major field of study, literacy and numeracy proficiencies, access to college level jobs, and intensity of employment (weekly hours of work). The next section contains a descriptive analysis of the mean earnings of college graduates by key characteristics including college degree and major, literacy and numeracy proficiencies, and access to employment in CLM occupations. Following the descriptive analysis, the report presents findings from human capital earnings functions designed to estimate the independent effect of human capital traits and other covariates on the earnings of employed college graduates in the United States. [This report was co-produced by Education Research and Development, Educational Testing Service.] ED595423 Skills and the Earnings of College Graduates. The Impact of Human Capital in the American Labor Market Series ETS Center for Research on Human Capital and Education 2019-03-00 104 ETS Center for Research on Human Capital and Education. Available from: Educational Testing Service. Rosedale Road Mailstop 13E, Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; Web site: https://www.ets.org/research/report/opportunity/ N/A 2019 -1 ERIC APR2020

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Yes STEM Education Longitudinal Studies Ethnography Entrepreneurship Community Programs Prediction Disadvantaged Community Involvement Middle School Students Power Structure Educational Opportunities Technology Uses in Education Calabrese Barton, Angela Tan, Edna Journal Articles Reports - Research North Carolina Michigan EISSN- English Junior High Schools Middle Schools Secondary Education The maker movement has evoked interest for its role in breaking down barriers to STEM learning. However, few empirical studies document how youth are supported over time, in STEM-rich making projects or their outcomes. This longitudinal critical ethnographic study traces the development of 41 youth maker projects in two community-centered making programs. Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities' rich culture knowledge and wisdom onto their making, while also troubling and negotiating the historicized injustices they experience. The authors also discuss how community engagement legitimized a practice of co-making, which supported equity-oriented goals and outcomes. [This article was published in &quot;American Educational Research Journal&quot; (EJ1185388).] ED593404 A Longitudinal Study of Equity-Oriented STEM-Rich Making among Youth from Historically Marginalized Communities Grantee Submission American Educational Research Journal v55 n4 p761-800 Aug 2018 2018-08-00 National Science Foundation (NSF) 40 T https://doi.org/10.3102/0002831218758668 2018 -1 As Provided APR2020 DRL1421116

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No Gender Differences Educational Technology Technology Uses in Education Educational Policy Foreign Countries Geographic Regions Computer Use Intention Student Attitudes Student Motivation Cultural Differences Elementary Secondary Education Undergraduate Study Vocational Education Adult Education Borokhovski, Eugene Pickup, David El Saadi, Lina Rabah, Jihan Tamim, Rana M. Information Analyses Africa Asia Europe North America South America Commonwealth of Learning (COL) (Canada) English Elementary Secondary Education Higher Education Postsecondary Education Adult Education This publication addresses the intersection of gender and information and communication technologies (ICT) as reflected in the primary research literature and in educational practices and policies of the Commonwealth, the USA and Scandinavian countries. It summarises outcomes of two large-scale systematic reviews, namely: a meta-analysis of empirical research on gender-based differences in perception and actual use of ICT in education; and a systematic review of policy documents that address issues and solutions related to gender and ICT. [For this report's bibliography, &quot;Research Studies and Policies Included in the Report 'Gender and ICT: Meta-Analysis and Systematic Review,'&quot; see ED595037.] ED593415 Gender and ICT: Meta-Analysis and Systematic Review Commonwealth of Learning 2018-00-00 978-1-894975-93-3 72 Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: info@col.org; Web site: http://www.col.org N/A http://oasis.col.org/bitstream/handle/11599/3089/2018_Borokhovski-Pickup-ElSaadi-Rabah-Tamim_Gender-ICT-Meta-Analysis_.pdf?sequence=4&isAllowed=y 2018 -1 As Provided APR2020

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Yes Mathematics Instruction Curriculum Implementation Algebra Elementary School Mathematics Mathematical Logic Thinking Skills Mathematical Concepts Elementary School Students Elementary School Teachers Mathematics Teachers Blanton, Maria Brizuela, Bárbara M. Stephens, Ana Knuth, Eric Isler, Isil Gardiner, Angela Murphy Stroud, Rena Fonger, Nicole Stylianou, Despina Reports - Research EISSN- English Elementary Education In this chapter, we discuss the algebra framework that guides our work and how this framework was enacted in the design of a curricular approach for systematically developing elementary-aged students' algebraic thinking. We provide evidence that, using this approach, students in elementary grades can engage in sophisticated practices of algebraic thinking based on generalizing, representing, justifying, and reasoning with mathematical structure and relationships. Moreover, they can engage in these practices across a broad set of content areas involving generalized arithmetic; concepts associated with equivalence, expressions, equations, and inequalities; and functional thinking. [This paper was published in: C. Kieran (Ed.) &quot;Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds: The Global Evolution of an Emerging Field of Research and Practice&quot; (p27-49). Hamburg, Germany: Springer International.] ED593617 Implementing a Framework for Early Algebra Grantee Submission 2018-00-00 National Science Foundation (NSF) Institute of Education Sciences (ED) 21 T https://doi.org/10.1007/978-3-319-68351-5_2 2018 -1 As Provided APR2020 Yes 1219605 1219606 1154355 1415509 R305A140092

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Yes Grade 9 High School Freshmen Student Needs Prevention Positive Behavior Supports Skill Development Educational Environment Expectation Behavior Problems Positive Reinforcement Classroom Environment Classroom Techniques Educational Practices Data Use Teamwork Leadership McGrath Kato, Mimi Flannery, Brigid Triplett, Danielle Saeturn, Sun Reports - Descriptive Oregon EISSN- English Grade 9 High Schools Junior High Schools Middle Schools Secondary Education Freshman year has been identified as a very important year in high school. It has been shown more than any other year to determine whether a student will complete high school or drop out. Schools who examine grade-level data on a regular basis often find that freshmen students receive the most office discipline referrals and most failing grades, and also struggle with attendance. This chapter will discuss three key areas within the PBIS framework that, when amplified for 9th graders, provide the additional support needed during this transition year: increased teaching of school wide expectations, increased use of acknowledgement systems, and increased consistency of classroom systems. The implementation of additional practices are also described, including: developing freshmen-specific leadership and data based decision making systems, identifying and teaching a specific set of needed knowledge and skills for 9th graders, and utilizing upperclassmen for universal supports. [This paper was published in: K. B. Flannery, P. Hershfeldt, &amp; J. Freeman (Eds.), &quot;Lessons learned on implementation of PBIS in high schools: Current trends and future directions.&quot;] ED594542 Investing in Freshmen: Providing Preventive Support to 9th Graders Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 17 T 2018 -1 As Provided APR2020 Yes R305A150010

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Yes Predictor Variables Program Implementation Positive Behavior Supports Fidelity Intervention Sustainability Evidence Based Practice Structural Equation Models School Districts McIntosh, Kent Mercer, Sterett H. Nese, Rhonda N.T. Strickland-Cohen, M. Kathleen Kittelman, Angus Hoselton, Robert Horner, Robert H. Reports - Research EISSN- English In this 3-year prospective study, we tested the extent to which school-, practice-, and district-level variables predicted sustained implementation for schools in various stages of implementation of school-wide positive behavioral interventions and supports (SWPBIS) Tier 1 (universal) systems. Staff from 860 schools in 14 U.S. states completed a research-validated measure of factors associated with sustained implementation of school interventions during Year 1 of this study. Analyses included multi-group structural equation modeling of school and district implementation fidelity data. Results indicated that adequate implementation fidelity and better Team Use of Data for decision making in Study Year 1 were the strongest predictors of sustained implementation in Year 3. In addition, the number of other schools in the district adopting SWPBIS was a similarly strong predictor. A critical mass of schools implementing was also predictive, especially for schools earlier in implementation. School characteristics were not predictive, except for grade levels served, which was an inconsistent predictor by stage. [This paper was published in &quot;Educational Researcher&quot; v47 n5 p307-316 2018 (EJ1185017).] ED594580 Factors Predicting Sustained Implementation of a Universal Behavior Support Framework Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 31 T http://dx.doi.org/10.3102/0013189X18776975 2018 -1 As Provided APR2020 Yes R324A120278

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Yes Logical Thinking Metacognition Reading Comprehension Accuracy Content Area Reading Science Education Reading Tests Reading Strategies Cues Evaluative Thinking College Students Wiley, Jennifer Jaeger, Allison J. Taylor, Andrew R. Griffin, Thomas D. Reports - Research Illinois (Chicago) ACT Assessment EISSN- English Higher Education Postsecondary Education The main goal of the present research was to test whether the presence of analogies would affect the relative accuracy of metacognitive judgments about learning from expository science texts, and whether any effect would depend on the type of cues that readers used as the basis for their judgments of comprehension. In a series of experiments, students read texts that either contained or did not contain analogies; were asked to judge how well they understood each text; took comprehension tests for each topic; and were asked to self-report the basis for their judgments. Relative metacomprehension accuracy was computed as the intra-individual correlation between judgments and test performance. Results showed that the presence of analogies can lead to poor relative metacomprehension accuracy for students who fail to use situation-model-based cues to judge their understanding of text. [This paper was published in &quot;Learning &amp; Instruction&quot; v55 p113-123 2018.] ED594995 When Analogies Harm: The Effects of Analogies on Metacomprehension Grantee Submission 2018-00-00 National Science Foundation (NSF) Institute of Education Sciences (ED) 49 T https://doi.org/10.1016/j.learninstruc.2017.10.001 2018 -1 As Provided APR2020 Yes DUE1535299 R305A160008 R305B070460

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Yes Nonverbal Communication Mathematical Logic Problem Solving Geometry Inhibition College Students Validity Speech Communication Walkington, Candace Woods, Dawn Nathan, Mitchell J. Chelule, Geoffrey Wang, Min Reports - Research Speeches/Meeting Papers EISSN- English Higher Education Postsecondary Education Gestures are associated with powerful forms of mathematical understanding. However, determining the causative role of gestures has been more elusive. In the present study, we inhibit students' gestures by restraining their hands, and examine how this impacts their problem-solving when presented with geometric conjectures to prove. We find no effect for gesture inhibition across a variety of measures. [This paper was published in: &quot;ICLS 2018 Proceedings,&quot; p1591-1592. ISLS.] ED594276 The Effect of Inhibiting Hand Gestures on Mathematical Reasoning Grantee Submission Paper presented at the International Conference of the Learning Sciences (ICLS) (2018) 2018-00-00 Institute of Education Sciences (ED) 2 T 2018 -1 As Provided APR2020 Yes R305A160020

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Yes Nonverbal Communication Mathematical Logic Cognitive Processes Geometry Cooperation Simulation Validity Preservice Teachers Teachers Methods Courses Mathematics Instruction Video Games Walkington, Candace Chelule, Geoffrey Woods, Dawn Nathan, Mitchell J. Speeches/Meeting Papers Reports - Research EISSN- English Higher Education Postsecondary Education Gestures have been shown to play a key role in mathematical reasoning and be an indicator that mathematical reasoning is &quot;embodied&quot; -- inexorably linked to action, perception, and the physical body. Theories of extended cognition accentuate looking beyond the body and mind of an individual, thus here we examine how gestural embodied actions become distributed over multiple learners confronting mathematical tasks. We identify several ways in which gesture can be used collaboratively and explore patterns in how collaborative gestures seem to arise in a learning environment involving a motion capture game for geometry. Learners use collaborative gestures to extend mathematical ideas over multiple bodies as they explore, refine, and extend each other's reasoning. [This paper was published in: &quot;ICLS 2018 Proceedings,&quot; p552-559. ISLS.] ED594277 Collaborative Gesture as a Case of Distributed Mathematical Cognition Grantee Submission Paper presented at the International Conference of the Learning Sciences (ICLS) (2018) 2018-00-00 Institute of Education Sciences (ED) 8 T 2018 -1 As Provided APR2020 Yes R305A160020

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Yes Sleep Academic Achievement Standardized Tests Cognitive Tests Adolescents Attention Deficit Hyperactivity Disorder Cognitive Processes Cognitive Ability Short Term Memory Reading Processes Reading Achievement Mathematics Achievement Performance Achievement Tests Middle School Students Grade 8 Cusick, Caroline N. Isaacson, Paul A. Langberg, Joshua M. Becker, Stephen P. Reports - Research Wechsler Individual Achievement Test EISSN- English Junior High Schools Middle Schools Secondary Education Elementary Education Grade 8 Objectives/Background: Objectives were to (1) examine previous night's sleep in relation to next day performance on standardized academic achievement and neurocognitive assessments in adolescents, and (2) explore whether previous night's sleep is differentially associated with testing performance for adolescents with and without attention-deficit/hyperactivity disorder (ADHD). Participants/Methods: Participants were 300 adolescents (ages 12-14 years; 55% male). Approximately half (53.6%) were diagnosed with ADHD. Adolescents provided ratings of their previous night's sleep quality, sleep duration, and number of night wakings and were administered standardized tests of processing speed and working memory, as well as word reading, numerical operations, and math fluency academic achievement. Results: In analyses controlling for sex, race, medication use, time of testing, and ADHD group status, more night wakings the previous night were associated with significantly lower numerical operations and math fluency achievement scores and marginally lower working memory scores. Previous night's sleep was not associated with processing speed or reading achievement. ADHD status did not moderate sleep in relation to academic/neurocognitive performance. Participants reporting =2 night wakings the previous night had slightly over half a standard deviation lower scores on average compared to participants reporting 0 night wakings. Conclusions: This preliminary study suggests that previous night's wakings are associated with poorer mathematics performance the next day, regardless of ADHD status. This may be due to the detrimental effect of interrupted and fragmented sleep on attention and executive control. These findings have implications for clinicians and educators when considering contextual factors that may impact academic and neurocognitive testing performance. [This paper was published in &quot;Sleep Medicine&quot; v52 p75-79 2018.] ED594278 Last Night&apos;s Sleep in Relation to Academic Achievement and Neurocognitive Testing Performance in Adolescents with and without ADHD Grantee Submission 2018-00-00 Institute of Education Sciences (ED) National Institute of Mental Health (DHHS/NIH) 17 T http://dx.doi.org/10.1016/j.sleep.2018.07.014 2018 -1 As Provided APR2020 Yes R305A160126 K23MH108603

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Yes Postsecondary Education Transitional Programs Educational Planning English Language Learners Bilingual Students Students with Disabilities Individualized Education Programs Expectation Educational Attainment High School Graduates Special Education Longitudinal Studies Student Experience Trainor, Audrey A. Newman, Lynn Garcia, Elisa Woodley, Heather Homonoff Traxler, Rachel Elizabeth Deschene, D. Nicole Reports - Research National Longitudinal Transition Study of Special Education Students EISSN- English Postsecondary Education High Schools Secondary Education Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities, based on secondary analysis of the National Longitudinal Transition Study (NLTS) 2012. Results demonstrated that these students' experiences were similar to other students with disabilities except that, according to parents, the transition component of the individualized education program (IEP) was likely to be developed by school personnel, with little input from students and family members, and necessary information about careers and financial aid was lacking. These findings underscore the intersectional identities and related experiences of this population and the implications for policy, transition education, and school services. [This is the online version of an article published in &quot;Career Development and Transition for Exceptional Individuals&quot; (EJ1202788).] ED593641 Postsecondary Education-Focused Transition Planning Experiences of English Learners with Disabilities Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 38 T http://doi.org/10.1177/2165143418811830 2018 -1 As Provided APR2020 Yes R305A170259

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Yes Theory of Mind Reading Comprehension Perspective Taking Cognitive Processes Children Narration Inferences Prediction Dore, Rebecca A. Amendum, Steven J. Golinkoff, Roberta Michnick Hirsh-Pasek, Kathy Journal Articles Reports - Research EISSN- English Theory of mind is the understanding that other people have mental states that drive their actions and that those mental states can be different from one's own. Without understanding theory of mind and being able to take others' perspectives, it could be difficult for children to read and understand narrative texts. This paper posits that children's understanding of others' minds may be a potential missing piece in current accounts of reading comprehension. Indeed, the typical progression of children's theory of mind abilities across childhood is closely aligned with the development of narrative processing skills. Furthermore, emerging evidence shows that both narrative processing and theory of mind are predictive of children's reading comprehension, both concurrently and longitudinally. We present a possible explanation for why such a link exists and propose a causal framework of this relation in which increased ToM leads to increased understanding of and inferencing about characters' mental states. Understanding characters' mental states then leads to better reading comprehension. The framework makes novel, testable predictions and provides directions for future research. [This article was published in &quot;Educational Psychology Review&quot; (EJ1186656).] ED593731 Theory of Mind: A Hidden Factor in Reading Comprehension? Grantee Submission Educational Psychology Review v30 p1067-1089 2018 2018-00-00 Institute of Education Sciences (ED) 23 T https://doi.org/10.1007/s10648-018-9443-9 2018 -1 As Provided APR2020 Yes R305B130012 R305A150435

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Yes Factor Analysis Correlation Language Tests Standardized Tests Literacy Semantics Syntax Word Frequency Vocabulary Skills Computer Assisted Testing Goodwin, Amanda P. Petscher, Yaacov Reynolds, Dan Lantos, Tess Gould, Sara Tock, Jamie Journal Articles Reports - Descriptive EISSN- English The history of vocabulary research has specified a rich and complex construct, resulting in calls for vocabulary research, assessment, and instruction to take into account the complex problem space of vocabulary. At the intersection of vocabulary theory and assessment modeling, this paper suggests a suite of modeling techniques that model the complex structures present in vocabulary data in ways that can build an understanding of vocabulary development and its links to instruction. In particular, we highlight models that can help researchers and practitioners identify and understand construct-relevant and construct-irrelevant aspects of assessing vocabulary knowledge. Drawing on examples from recent research and from our own three-year project to develop a standardized measure of language and vocabulary, we present four types of confirmatory factor analysis (CFA) models: single-factor, correlated-traits, bi-factor, and tri-factor models. We highlight how each of these approaches offers particular insights into the complex problem space of assessing vocabulary in ways that can inform vocabulary assessment, theory, research, and instruction. Examples include identifying construct-relevant general or specific factors like skills or different aspects of word knowledge that could link to instruction while at the same time preventing an overly-narrow focus on construct-irrelevant factors like task-specific or word-specific demands. Implications for theory, research, and practice are discussed. [This article was published in &quot;Education Sciences&quot; (EJ1201002).] ED594283 When Complexity Is Your Friend: Modeling the Complex Problem Space of Vocabulary Grantee Submission Education Sciences v8 Article 169 2018 2018-00-00 Institute of Education Sciences (ED) 15 T http://dx.doi.org/10.3390/educsci8040169 2018 -1 As Provided APR2020 Yes R305A150199

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Yes Older Workers Job Skills Employment Patterns International Assessment Literacy Labor Force Retirement Yamashita, Takashi Cummins, Phylls A. Arbogast, Annabelle Millar, Roberto Reports - Research Program for the International Assessment of Adult Competencies (PIAAC) EISSN- English A growing segment of the U.S. workforce -- older workers -- face challenges such as a greater chance of being unemployed for a longer period of time than younger workers and skill obsolescence in contemporary societies. In an age of fast-paced economic and technological change, ongoing investment in human capital in the form of skill training represents a potential strategy for improving older workers' employment prospects. However, empirical evidence is lacking on the relationship between basic skill competencies and employment outcomes for older workers in general. This study analyzed nationally representative data of adults aged 45-65 (n = 2,169) from the Program for the International Assessment of Adult Competencies (PIAAC). Literacy skills were used as the main measure of competencies. Results from multinomial logistic regression identified statistically significant positive associations between literacy skills and employment among older workers. Implications for research, policy, and practice are discussed. [This paper was published in &quot;Adult Education Quarterly&quot; v68 n3 p235-250 Aug 2018 (EJ1184844).] ED594300 Adult Competencies and Employment Outcomes among Older Workers in the U.S.: An Analysis of the Program for the International Assessment of Adult Competencies Grantee Submission 2018-08-01 Institute of Education Sciences (ED) National Center for Education Statistics (ED) 27 T https://doi.org/10.1177/0741713618773496 2018 -1 As Provided APR2020 Yes R305A170183

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Yes 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 &quot;Clinical Gerontologist.&quot;] 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 https://doi.org/10.1080/07317115.2018.1468378 2018 -1 As Provided APR2020 Yes R305A170183

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Yes Program Evaluation Bilingual Education English (Second Language) English Language Learners Bilingual Students Academic Achievement Student Improvement Student Characteristics Enrollment Trends Reading Tests Educational Indicators Educational Attainment Language Proficiency Mathematics Achievement Reading Achievement Faculty Development Graduation Rate Elementary Secondary Education Spanish Racial Differences Ethnicity Language Usage Reports - Research Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Secondary Education Texas state law requires that specialized linguistic programs be provided for students who are English language learners (EL). These programs are intended to facilitate ELs' integration into the regular school curriculum and ensure access to equal educational opportunities. This evaluation report summarizing the performance of students who participated in the district's bilingual and ESL programs during the 2017-2018 school year. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as EL, demographic characteristics of students served by these programs, and a count of how many students exited EL status. The report also summarizes the professional development activities of staff involved with the bilingual and ESL programs. [For the 2016-2017 program evaluation, see ED596671.] ED596672 Bilingual &amp; English as a Second Language Program Evaluation Report, 2017-2018. Research Educational Program Report Houston Independent School District 2018-10-23 32 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2018 -1 ERIC APR2020

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Yes Reaction Time Educational Testing Psychological Testing Models Goodness of Fit Statistics Simulation Statistical Distributions Sinharay, Sandip Reports - Research EISSN- English Response-time models are of increasing interest in educational and psychological testing. This paper focuses on the lognormal model for response times (van der Linden, 2006), which is one of the most popular response-time models, and suggests a simple person-fit statistic for the model. The distribution of the statistic under the null hypothesis of no misfit is proved to be a chi-squared distribution. A simulation study and a real data example demonstrate the usefulness of the suggested statistic. [This paper was published in &quot;Journal of Educational Measurement&quot; v55 n4 p457-476 2018 (EJ1198338).] ED595168 A New Person-Fit Statistic for the Lognormal Model for Response Times Grantee Submission 2018-08-10 Institute of Education Sciences (ED) 32 T https://onlinelibrary.wiley.com/doi/full/10.1111/jedm.12188 2018 -1 As Provided APR2020 Yes R305D170026

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Yes Foreign Countries High School Students Social Media Internet Media Literacy Social Cognition Interpersonal Competence World Problems Social Problems Age Differences Gender Differences Geographic Location School Location Institutional Characteristics Language of Instruction Telecommunications Handheld Devices Sangeetha, N. Vanitha, J. Journal Articles Reports - Research India ISSN-2320-2653 English High Schools Secondary Education Electronic media has a powerful impact on everyone's life today, particularly younger generation of students. They are addicted to electronic media especially the 'monster', Internet, mainly through mobile phones. They are totally immersed in the mobile phones being unaware of what is happening around them at that particular moment. Recently, we came across students who played deadly online games like 'The Blue Whale Challenge' and 'Momo' which ended in taking the life of students. This could have been avoided if the students had avoided the use of internet and if their parents were &quot;media literate&quot;. This was the background of this proposal. The students should spend more time on studies so that they can score good marks, improve their knowledge and understand about the society. The students should be aware of what is happening in and around the society they live in. This can be done by reading daily newspapers and most importantly electronic media like Television, Radio and internet connected mobile phones in a purposeful way. The social problems like honor killings, gender inequality, sanitation and cleanliness, pollution etc and their happenings are easily and quickly available to them. The students should use this opportunity and update themselves and analyze the good and bad effects of each. This proposal studies the impact of electronic media in relation to social awareness among high school students in Coimbatore District. ED597831 A Study on the Impact of Electronic Media in Relation to Social Awareness among High School Students in Coimbatore District Online Submission Shanlax International Journal of Education v7 n3 p16-25 Jun 2019 2019-06-00 10 N/A 2019 -1 As Provided APR2020

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Yes Civil Rights Legislation Federal Legislation Racial Discrimination Financial Support Federal Aid Grants Public Schools United States History Equal Education Civil Rights Law Enforcement Court Litigation Cole, Jared P. Reports - Descriptive Civil Rights Act 1964 Title VI Lau v Nichols Bakke v Regents of University of California Library of Congress, Congressional Research Service (CRS) English Title VI of the Civil Rights Act of 1964 prohibits federally funded programs, activities, and institutions from discriminating based on race, color, or national origin. In its current form, Title VI remains largely unchanged since its adoption. Unlike the Civil Rights Act's better known and more heavily litigated provisions, Title VI is concerned specifically with the use of &quot;public funds,&quot; designed to ensure that federal dollars not be &quot;spent in any fashion which encourages, entrenches, subsidizes, or results in racial discrimination.&quot; And to fulfill that broad mandate, Title VI takes a distinctive approach to policing discrimination by making the promise of nondiscrimination a condition of the federal government's financial support. Title VI consequently prohibits all federally funded programs, activities, and institutions from discriminating based on race, color, or national origin. Although that prohibition accompanies nearly all grants and contracts awarded by the federal government, much of Title VI's doctrine has been shaped by its use in the public schools. That doctrinal story has accordingly centered on one agency in particular: the Office for Civil Rights (OCR) in the U.S. Department of Education (ED). As this report explains, Title VI continues to play a central part in OCR's mission of protecting civil rights on campuses at all educational levels, and in institutions both public and private. This report begins by briefly tracing Title VI to its historical and conceptual roots in the federal spending power, and explains how the early understanding of that power shaped the various legislative proposals that ultimately became Title VI. The report then examines the central doctrinal question behind the statute: what exactly Title VI outlawed by prohibiting &quot;discrimination&quot; among federally funded programs, and what agencies are therefore allowed to do in order to enforce that prohibition. The report then turns to ED's OCR, briefly reviewing how that agency goes about the day-to-day work of enforcing Title VI in schools, and concludes by surveying two recent developments related to Title VI, along with some considerations should Congress wish to revisit this landmark civil rights law. ED597849 Civil Rights at School: Agency Enforcement of Title VI of the Civil Rights Act of 1964. CRS Report R45665, Version 5 Congressional Research Service 2019-04-04 Policymakers 27 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2019 -1 ERIC APR2020

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No Statistical Inference Simulation Causal Models Research Methodology Competition Statistical Distributions Observation Computation Mathematics Dorie, Vincent Hill, Jennifer Shalit, Uri Scott, Marc Cervone, Daniel Reports - Research EISSN- English Statisticians have made great progress in creating methods that reduce our reliance on parametric assumptions. However this explosion in research has resulted in a breadth of inferential strategies that both create opportunities for more reliable inference as well as complicate the choices that an applied researcher has to make and defend. Relatedly, researchers advocating for new methods typically compare their method to at best 2 or 3 other causal inference strategies and test using simulations that may or may not be designed to equally tease out flaws in all the competing methods. The causal inference data analysis challenge, &quot;Is Your SATT Where It's At?&quot;, launched as part of the 2016 Atlantic Causal Inference Conference, sought to make progress with respect to both of these issues. The researchers creating the data testing grounds were distinct from the researchers submitting methods whose efficacy would be evaluated. Results from 30 competitors across the two versions of the competition (black box algorithms and do-it-yourself analyses) are presented along with post-hoc analyses that reveal information about the characteristics of causal inference strategies and settings that affect performance. The most consistent conclusion was that methods that flexibly model the response surface perform better overall than methods that fail to do so. Finally new methods are proposed that combine features of several of the top-performing submitted methods. [This paper will be published in &quot;Statistical Science.&quot;] ED591944 Automated versus Do-It-Yourself Methods for Causal Inference: Lessons Learned from a Data Analysis Competition Grantee Submission 2018-07-27 Institute of Education Sciences (ED) 36 T http://doi.org/10.1214/18-STS667 2018 -1 As Provided APR2020 Yes R305D110037 R305B120017

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Yes Mental Disorders Screening Tests School Health Services Barriers Access to Health Care Student School Relationship Adolescents Mental Health Stress Variables Symptoms (Individual Disorders) High School Students Well Being Stress Management Moffa, Kathryn Dowdy, Erin Furlong, Michael J. Reports - Research California Strengths and Difficulties Questionnaire EISSN- English High Schools Secondary Education Approximately one out of every three or four youths worldwide will meet the criteria for a formal mental health disorder in their lifetime (Costello, Mustillo, Keller, &amp; Angold, 2004). Considering that approximately half of all mental disorders have onset by 14 years of age (World Health Organization, 2014), it is important to be mindful of how to identify, treat, and prevent symptoms in early adolescence. Recognizing the barriers to accessing private mental health care (e.g., geographic location, cost, and stigma), and coupled with findings that most youths do not seek help when they experience psychosocial distress (Christina et al., 2000), schools are ideal locations in which to implement efforts to prevent and respond to youths' mental health needs (Manassis et al., 2010). This recommendation for school-based services is aligned with findings that many school associated negative developmental outcomes are linked with psychological distress, including difficulties with social relationships, lack of initiative with schoolwork, and low academic achievement (Fröjd et al., 2008). Robust research findings indicate that youths' feelings of school belonging (a) can mitigate negative developmental outcomes (Lester, Waters, &amp; Cross, 2013), (b) protect against psychological distress (Gratis, 2013; Pittman &amp; Richmond, 2007), and (c) are associated with a range of positive psychological and educational developmental outcomes (Allen &amp; Bowles, 2012). As such, it is possible that considering school belonging as part of schoolwide mental health screening could contribute unique information in support of prevention and intervention strategies to improve adolescents' mental health. Though previous research indicates that school belonging is positively associated with academic achievement (Furrer &amp; Skinner, 2003) and positive mental health indicators (Pittman &amp; Richmond, 2007; Vieno, Perkins, Smith, &amp; Santinello, 2005), the potential additive predictive effects of students' school belonging when included within a school-based, universal complete mental health screening framework has not yet been thoroughly investigated. [This paper was published in: K. Allen (Ed.) and C. Boyle (Ed.), &quot;Pathways to Belonging&quot; (p65-81). Leiden, Netherlands: Brill.] ED591945 Does Including School Belonging Measures Enhance Complete Mental Health Screening in Schools? Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 14 T 2018 -1 As Provided APR2020 Yes R305A160157

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Yes Teacher Evaluation Student Evaluation Mathematics Tests Scores Testing Error of Measurement Outcomes of Education Educational Policy State Policy Individual Differences Teacher Student Relationship Grading Aucejo, Esteban Romano, Teresa Taylor, Eric S. Reports - Research North Carolina ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Performance evaluation may change employee effort and decisions in unintended ways, for example, in multitask jobs where the evaluation measure captures only a subset of (differentially weights) the job tasks. We show evidence of this multitask distortion in schools, with teachers allocating effort across students (tasks). Teachers are evaluated based on student test scores; students who fail the test are retested 2-3 weeks later; and only the higher of the two scores is used in the teachers' evaluations. This retesting feature creates a sharp difference in the returns to teacher effort directed at failing versus passing students, even though both barely failing and barely passing students have arguably equal educational claim on (returns to) teacher effort. Using RD methods, we show that students who barely fail the end of school-year &quot;t&quot; math test, and are then retested, score higher one year later (&quot;t&quot;+1) compared to those who barely pass. This difference in scores occurs during the four years of the retest policy, but not in the years before or after. We find no evidence that the results arise from retesting &quot;per se,&quot; or from changes in students' own behavior alone. The results suggest teachers give more effort to some students (tasks) simply because of the evaluation system incentives. ED597311 Does Evaluation Distort Teacher Effort and Decisions? Quasi-Experimental Evidence from a Policy of Retesting Students. CEP Discussion Paper No. 1612 Centre for Economic Performance 2019-04-00 Jacobs Foundation 48 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2019 -1 As Provided APR2020

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Yes Parent Influence Human Capital Cultural Differences Foreign Countries Parent Background Socioeconomic Status Educational Attainment Immigration Achievement Tests Secondary School Students Achievement Gap Employment Level Language Usage Family Environment Books De Philippis, Marta Rossi, Federico Reports - Research Asia Europe New Zealand Australia United States Program for International Student Assessment ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Secondary Education This paper studies the contribution of parental influence in accounting for cross-country gaps in human capital achievements. We argue that the cross-country variation in unobserved parental characteristics is at least as important as the one in commonly used observable proxies of parental socio-economic background. We infer this through an indirect empirical approach, based on the comparison of the school performance of second-generation immigrants. We document that, within the same host country or even the same school, students whose parents come from high-scoring countries in the PISA test do better than their peers with similar socioeconomic backgrounds. Differential selection into emigration does not explain this finding. The result is larger when parents have little education and have recently emigrated, suggesting the importance of country-specific cultural traits that parents progressively lose as they integrate in the new host country, rather than of an intergenerational transmission of education quality. Unobserved parental characteristics account for about 15% of the cross-country variance in test scores, roughly doubling the overall contribution of parental influence. ED597312 Parents, Schools and Human Capital Differences across Countries. CEP Discussion Paper No. 1617 Centre for Economic Performance 2019-05-00 46 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2019 -1 As Provided APR2020

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Yes Beliefs Value Judgment Young Children Age Differences Cues Parents Childrens Attitudes Child Development Dore, Rebecca A. Woolley, Jacqueline D. Hixon, John G. Reports - Research EISSN- English Children learn about the world through others' testimony, and much of this knowledge likely comes from parents. Furthermore, parents may sometimes want children to share their beliefs about topics on which there is no universal consensus. In discussing such topics, parents may use explicit belief statements (e.g., &quot;Evolution is real&quot;) or implicit belief statements (e.g., &quot;Evolution happened over millions of years&quot;). But little research has investigated how such statements affect children's beliefs. In the current study, 4- to 7-year-olds (N = 102) were shown videos of their parent providing either &quot;Explicit&quot; (&quot;Cusk is real&quot;) or &quot;Implicit&quot; (&quot;I know about cusk&quot;) belief testimony about novel entities. Then, children heard another speaker provide either &quot;Denial&quot; (&quot;Cusk isn't real&quot;) or &quot;Neutral&quot; (&quot;I've heard of cusk&quot;) testimony. Children made reality status judgments and consensus judgments (i.e., whether people agree about the entity's existence). Results showed that explicit and implicit belief statements differentially influenced children's beliefs about societal consensus when followed by a denial: explicit belief statements prevented children from drawing the conclusion that there is societal consensus that the entity does not exist. This effect was not related to age, indicating that children as young as 4 use these cues to inform consensus judgments. On the reality status task, there was an interaction with age, showing that only 4-year-olds were more likely to believe in an entity after hearing explicit belief statements. These findings suggest that explicit belief statements may serve as important sources of both children's beliefs about novel entities and societal consensus. [This paper was published in &quot;Journal of Cognition and Development&quot; (EJ1203967).] ED593735 &quot;I Believe in Cusk&quot;: The Effect of Explicit Belief Statements on Children&apos;s Reality Status Judgments and Beliefs about Consensus Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 22 T https://doi.org/10.1080/15248372.2018.1545657 2018 -1 As Provided APR2020 Yes R305B130012

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Yes Data Analysis Statistical Bias Sample Size Correlation Research Design Hierarchical Linear Modeling Comparative Analysis Enders, Craig K. Hayes, Timothy Du, Han Reports - Research EISSN- English Literature addressing missing data handling for random coefficient models is particularly scant, and the few studies to date have focused on the fully conditional specification framework and &quot;reverse random coefficient&quot; imputation. Although it has not received much attention in the literature, a joint modeling strategy that uses random within-cluster covariance matrices to preserve cluster-specific associations (Yucel, 2011) is a promising alternative for random coefficient analyses. This study is apparently the first to directly compare these procedures. Analytic results suggest that both imputation procedures can introduce bias-inducing incompatibilities with a random coefficient analysis model. Problems with fully conditional specification result from an incorrect distributional assumption, whereas joint imputation uses an underparameterized model that assumes uncorrelated intercepts and slopes. Monte Carlo simulations suggest that biases from these issues are tolerable if the missing data rate is 10% or lower and the sample is comprised of at least 30 clusters with 15 observations per group. Further, fully conditional specification tends to be superior with intraclass correlations that are typical of cross-sectional data (e.g., ICC = 0.10), whereas the joint model is preferable with high values typical of longitudinal designs (e.g., ICC = 0.50). [This paper was published in &quot;Multivariate Behavioral Research&quot; v53 n5 p695-713 2018.] ED599399 A Comparison of Multilevel Imputation Schemes for Random Coefficient Models: Fully Conditional Specification and Joint Model Imputation with Random Covariance Matrices Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 55 T https://doi.org/10.1080/00273171.2018.1477040 2018 -1 As Provided APR2020 Yes R305D150056

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Yes Federal Legislation Veterans Veterans Education Student Financial Aid Educational Finance Eligibility Disadvantaged Training Tutoring Fees Certification Tuition Training Allowances Pilot Projects Counseling Vocational Rehabilitation Employment Programs Work Study Programs Military Personnel War Student Loan Programs Postsecondary Education Higher Education Dortch, Cassandria Reports - Descriptive G I Bill Library of Congress, Congressional Research Service (CRS) English Adult Education Postsecondary Education Higher Education The U.S. Department of Veterans Affairs (VA), previously named the Veterans Administration, has been providing veterans educational assistance (GI Bill®) benefits since 1944. This report describes the GI Bills enacted prior to 2008. Although participation in some programs has ended or is declining, the programs' evolution and provisions inform current policy. The Post-9/11 GI Bill (Title 38 U.S.C., Chapter 33), enacted in 2008, is described in CRS Report R42755, &quot;The Post-9/11 Veterans' Educational Assistance Act of 2008 (Post-9/11 GI Bill): A Primer&quot; (see ED597878). Individuals currently participate in five GI Bills enacted prior to 2008: (1) Montgomery GI Bill-Active Duty (MGIB-AD) (provides a monthly allowance primarily to veterans and servicemembers who enter active duty after June 30, 1985); (2) Montgomery GI Bill-Selected Reserve (MGIB-SR) (provides a lower monthly allowance than the MGIB-AD to reservists who enlist, re-enlist, or extend an enlistment after June 30, 1985); (3) Reserves Educational Assistance Program (REAP) (will discontinue paying benefits in 2019; provides a monthly allowance that is higher than the MGIB-SR but lower than the MGIB-AD to reservists with active duty service); (4) Post-Vietnam Era Veterans' Educational Assistance Program (VEAP) (provides a monthly allowance to veterans who first entered active duty service on or after January 1, 1977, and before July 1, 1985); and (5) Survivors' and Dependents' Educational Assistance (DEA) program (provides benefits to the spouse and children of servicemembers who, as a result of service, are seriously disabled, die, or are detained). This report provides a description of the eligibility requirements, eligible programs of education, benefit availability, and benefits. It also provides some summary statistics, comparisons between the programs, and brief discussions of related programs. ED597856 GI Bills Enacted Prior to 2008 and Related Veterans&apos; Educational Assistance Programs: A Primer. CRS Report R42785, Version 12. Updated Congressional Research Service 2017-10-06 56 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2017 -1 ERIC APR2020

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Yes Student Loan Programs Debt (Financial) Loan Default Federal Legislation Courts Loan Repayment Legal Problems Standards Financial Problems Higher Education Lewis, Kevin M. Reports - Descriptive Library of Congress, Congressional Research Service (CRS) English Higher Education Postsecondary Education As overall student loan indebtedness in the United States has increased over the years, many borrowers have found themselves unable to repay their student loans. Ordinarily, declaring bankruptcy is a means by which a debtor may discharge--that is, obtain relief from--debts he is unable to repay. However, Congress, based upon its determination that allowing debtors to freely discharge student loans in bankruptcy could threaten the student loan program, has limited the circumstances in which a debtor may discharge a student loan. Under current law, a debtor may not discharge a student loan unless repaying the student loan would impose an &quot;undue hardship&quot; upon the debtor and his dependents. This report provides a comprehensive overview of the various legal issues related to whether--and under what circumstances--a debtor may discharge a student loan in bankruptcy. The report begins by providing general background on bankruptcy law and the principles governing the discharge of outstanding debt. In so doing, the report explains how and why the Bankruptcy Code generally makes student loans nondischargeable absent an &quot;undue hardship.&quot; The report then describes the various legal standards that courts have applied when determining whether a particular debtor is entitled to an undue hardship discharge. The report closes by describing various potential considerations for Congress, including ways in which Congress could alter the Bankruptcy Code's current treatment of student loans. ED597860 Bankruptcy and Student Loans. CRS Report R45113, Version 5. Updated Congressional Research Service 2019-07-18 51 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2019 -1 ERIC APR2020

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No Classroom Techniques Intervention Student Behavior Consultation Programs Behavior Problems Teacher Response Benchmarking Best Practices Elementary School Teachers Elementary School Students Attention Deficit Hyperactivity Disorder Owens, Julie Sarno Evans, Steven W. Coles, Erika K. Holdaway, Alex S. Himawan, Lina K. Mixon, Clifton S. Egan, Theresa E. Reports - Research Ohio Florida EISSN- English Elementary Education In the context of best practices consultation with high needs teachers, we examined (1) relations between teachers' appropriate response to student rule violations and rates of rule violations, and (2) rates of student misbehavior among teachers who do and do not achieve various benchmarks of integrity and/or growth in skills. Participants were 48 teachers, 48 target students with or at risk for ADHD (one per teacher) and remaining students in each classroom. Teachers received up to eight consultation sessions on classroom management and implementation of a daily report card (DRC) with the target student. We observed classwide rule violations, target student rule violations, and DRC violations, as well as the percent of rule violations to which the teacher provided an appropriate response. Teachers who responded to a higher percentage of rule violations had fewer classwide rule violations (rs=-0.32 to -0.53) and target student rule violations (rs=-0.22 to -0.51) at baseline, Months 1 to 2, and Months 3 to 4 of consultation. Teachers who reached the minimum benchmark of 51% appropriate response and who demonstrated greater growth in appropriate responding witnessed fewer rule violations than teachers who did not achieve these benchmarks. Implications for pre-service training, professional development, and consultation are discussed. [This is the online version of an article published in &quot;Journal of Emotional and Behavioral Disorders.&quot;] ED598694 Consultation for Classroom Management and Targeted Interventions: Examining Benchmarks for Teacher Practices That Produce Desired Change in Student Behavior Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 14 T https://doi.org/10.1177/1063426618795440 2018 -1 As Provided APR2020 Yes R324A120272

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Yes Parent Attitudes Satisfaction Individualized Education Programs Young Children Autism Pervasive Developmental Disorders Program Effectiveness Parent School Relationship Family Income Teaching Experience Socioeconomic Status Special Education Predictor Variables Student Characteristics Teacher Characteristics Cognitive Development Correlation Family Characteristics Slade, Nicole Eisenhower, Abbey Carter, Alice S. Blacher, Jan Journal Articles Reports - Research Massachusetts (Boston) California Autism Diagnostic Observation Schedule Wechsler Preschool and Primary Scale of Intelligence EISSN- English We examined parents' satisfaction with multiple aspects of their children's individualized education programs (IEPs). Parents (n= 142) raising children ages 4 to 8 years old with autism spectrum disorder (ASD) reported their satisfaction with four aspects of their children's IEPs: (a) content of the IEP document, (b) services provided, (c) perceived level of agreement between the IEP document and the services actually provided, and (d) effectiveness of the IEP team. For each domain, just over half of families reported moderate to high satisfaction, whereas 61% of parents were dissatisfied with at least one of the four facets. Overall IEP satisfaction was positively associated with parent-school disconnectedness and family financial resources but was unrelated to child characteristics. Contrary to expectation, IEP satisfaction was negatively associated with teachers' years of experience. Findings demonstrate the importance of parent-school relationships and highlight socioeconomic disparities in special education satisfaction. [This article was published in &quot;Exceptional Children&quot; (EJ1173878).] ED598698 Satisfaction with Individualized Education Programs among Parents of Young Children with ASD Grantee Submission Exceptional Children v84 n3 p242-260 2018 2018-00-00 Institute of Education Sciences (ED) 19 T https://doi.org/10.1177/0014402917742923 2018 -1 As Provided APR2020 Yes R324A110086

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Yes Secondary School Curriculum High School Students Health Education Economics Education Quality of Life Well Being Foreign Countries Gender Differences Occupational Aspiration Values Education Interpersonal Competence Social Development Emotional Development Outcomes of Education Secondary School Students Lordan, Grace McGuire, Alistair Reports - Research United Kingdom ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Secondary Education From 2020 the health and relationships aspects of Personal, Social, Health and Economic Education will be compulsory in UK schools for adolescents. However less is known about how it can be taught in an effective manner. We examine, through a randomised trial, the impact of an evidenced based health related quality of life (HRQoL) curriculum called &quot;Healthy Minds&quot; that ran in 34 high schools in England over a four-year period. We find robust evidence that &quot;Healthy Minds&quot; positively augments many physical health domains of treated adolescents. We also find some evidence that &quot;Healthy Minds&quot; positively affects behaviour, but has no significant impact on emotional wellbeing. We find notable gender effects, strongly favouring boys. We also present evidence that &quot;Healthy Minds&quot; changes career aspirations, with those exposed to treatment being less likely to choose competitive work and more likely to choose work that involves &quot;people-skills&quot;. Overall our work illustrates the potential for later childhood interventions to promote HRQoL and develop the career aspirations of adolescents. ED597314 Widening the High School Curriculum to Include Soft Skill Training: Impacts on Health, Behaviour, Emotional Wellbeing and Occupational Aspirations. CEP Discussion Paper No. 1630 Centre for Economic Performance 2019-07-00 63 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2019 -1 As Provided APR2020

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Yes Migration Skilled Workers Wages Labor Market Costs Occupational Mobility Employment Opportunities Education Work Relationship Educational Attainment Amior, Michael Reports - Evaluative ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Better-educated workers form many more long-distance job matches, and they move more quickly following local employment shocks. I argue this is a consequence of larger dispersion in wage offers, independent of geography. In a frictional market, this generates larger surpluses for workers in new matches, which can better justify the cost of moving - should the offer originate from far away. The market is then &quot;thinner&quot; but better integrated spatially. I motivate my hypothesis with new evidence on mobility patterns and subjective moving costs; and I test it using wage returns to local and long-distance matches over the jobs ladder. [This paper supersedes an earlier (2015) version entitled &quot;Why are Higher Skilled Workers More Mobile Geographically? The Role of the Job Surplus&quot; (CEP Discussion Paper 1338). Additional support was provided by the Royal Economic Society.] ED597335 Education and Geographical Mobility: The Role of The Job Surplus. CEP Discussion Paper No. 1616, Title and Content Revised June 2019 (Replaced May 2019 Version) Centre for Economic Performance 2019-06-00 67 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2019 -1 As Provided APR2020

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Yes Kindergarten Mathematics Instruction Educational Quality Classroom Observation Techniques Generalizability Theory Reliability Preschool Teachers Interrater Reliability Mantzicopoulos, Panayota French, Brian F. Patrick, Helen Reports - Research EISSN- English Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education Research Findings: We evaluated the score stability of the Mathematical Quality of Instruction (MQI), an observational measure of mathematics instruction. Three raters each scored, independently, 100 video-recorded lessons taught by 20 kindergarten teachers in the spring. Using generalizability theory analyses, we decomposed the MQI's score stability into potential sources of variation (teachers, lessons, raters, and their interactions). The 13-item (three-domain) Ambitious Mathematics Instruction scale and the Whole Lesson scale each explained about one-third of the variance attributed to differences in the main construct of interest (teachers' instructional strategies). The MQI's Errors and Imprecision scale was not relevant at the kindergarten level; there were virtually no errors and/or ambiguities observed across the 100 mathematics lessons. In a series of Decision studies, we examined improvements in reliability with combinations of up to 6 raters and 8 lessons. Only the Richness of Mathematics domain scores and the Whole Lesson scores achieved acceptable reliabilities. Practice or Policy: The findings have important implications for the use of observation measures to document teachers' mathematics practices in the early years of school. [This article was published in &quot;Early Education and Development&quot; v29 n6 p893-908 2018 (EJ1185244 ).] ED597739 The Mathematical Quality of Instruction (MQI) in Kindergarten: An Evaluation of the Stability of the MQI Using Generalizability Theory Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 38 T http://dx.doi.org/10.1080/10409289.2018.1477903 2018 -1 As Provided APR2020 Yes R305A140664

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Yes Educational Assessment Educational Legislation Elementary Secondary Education Federal Legislation Accountability Student Evaluation Educational Policy Formative Evaluation Summative Evaluation Norm Referenced Tests Criterion Referenced Tests Diagnostic Tests Predictive Measurement Standardized Tests Achievement Tests Test Validity Test Reliability Culture Fair Tests Test Bias High Stakes Tests Common Core State Standards Skinner, Rebecca R. Lomax, Erin Reports - Descriptive Elementary and Secondary Education Act Every Student Succeeds Act 2015 Elementary and Secondary Education Act Title I Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education Federal education legislation continues to emphasize the role of assessment in elementary and secondary schools. Perhaps most prominently, the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA; P.L. 114-95), requires the use of test-based educational accountability systems in states and specifies the requirements for the assessments that states must incorporate into state-designed educational accountability systems. These requirements are applicable to states that receive funding under Title I-A of the ESEA. As student assessments continue to be used for accountability purposes under the ESEA as well as in many other capacities related to federal programs (e.g., for identifying students eligible to receive extra services supported through federal programs), this report provides Congress with a general overview of assessments and related issues. It discusses different types of educational assessments and uses of assessment in support of the aims of federal policies. The report aims to explain basic concepts related to assessment in accessible language, and it identifies commonly discussed considerations related to the use of assessments. The report provides background information that can be helpful to readers as they consider the uses of educational assessment in conjunction with policies and programs. This report accompanies CRS Report R45049, &quot;Educational Assessment and the Elementary and Secondary Education Act,&quot; by Rebecca R. Skinner (see ED597862), which provides a more detailed examination of the assessment requirements under the ESEA. ED597861 Basic Concepts and Technical Considerations in Educational Assessment: A Primer. CRS Report R45048, Version 4. Updated Congressional Research Service 2017-12-19 31 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2017 -1 ERIC APR2020

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Yes Educational Assessment Educational Legislation Elementary Secondary Education Federal Legislation Accountability State Aid Student Evaluation Reading Tests Mathematics Tests Science Tests Computer Assisted Testing Academic Achievement State Standards Special Needs Students Students with Disabilities English Language Learners Parent Rights Test Preparation Skinner, Rebecca R. Lomax, Erin Reports - Descriptive Elementary and Secondary Education Act Elementary and Secondary Education Act Title I Every Student Succeeds Act 2015 No Child Left Behind Act 2001 Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA; P.L. 114-95), specifies the requirements for the state assessments that states must incorporate into their state accountability systems to receive funding under Title I-A. Title IA of the ESEA authorizes aid to local educational agencies (LEAs) for the education of disadvantaged children. Title I-A grants provide supplementary educational and related services to low-achieving and other students attending elementary and secondary schools with relatively high concentrations of students from low-income families. As a condition of receiving Title I-A funds, states, LEAs, and public schools must comply with numerous requirements related to standards, assessments, and academic accountability systems. All states currently accept Title I-A funds. For FY2017, the program was funded at $15.5 billion. While many of the assessment requirements of the ESEA have not changed from the requirements put into place by the No Child Left Behind Act (NCLB; P.L. 107-110), the ESSA provides states some new flexibility in meeting them. The purpose of this report is to describe the general assessment requirements of the ESEA as amended and discuss the new flexibility states have in meeting these requirements. The report also discusses some issues related to the changes enacted by ESSA regarding the use of assessments in accountability systems that are receiving attention as they are implemented. More specifically, this report examines issues related to assessment of student growth, assessment of students with disabilities and English learners, the use of computer adaptive assessments, student assessment participation requirements, and testing burden. While these changes have the potential to add flexibility and nuance to state accountability systems, states face the challenge of implementing them in such a way as to maintain the validity and reliability of the required assessments. ED597862 Educational Assessment and the Elementary and Secondary Education Act. CRS Report R45049, Version 4. Updated Congressional Research Service 2017-12-19 29 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2017 -1 ERIC APR2020

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Yes Physical Activities Class Activities Context Effect Intervention Program Implementation Educational Resources Calvert, Hannah G. Lane, Hannah G. Bejarano, Carolina M. Snow, Kelli Hoppe, Kate Alfonsin, Nicole Turner, Lindsey Carlson, Jordan A. Reports - Research EISSN- English Classroom-based physical activity (CBPA) is increasingly recommended as a method to support children's physical activity, health, and academic performance. Many adoption-ready programs exist to aid in the implementation of CBPA in schools; yet, implementation rates remain low. The purpose of this study was to evaluate the extent to which resources provided by adoption-ready CBPA programs addressed theory-based implementation contextual factors to support implementation. Existing CBPA programs (N = 37)were identified through Internet searches and all materials (e.g., implementation guides) provided by each program were coded for their inclusion of 51 implementation factors based on the Consolidated Framework for Implementation Research (CFIR). Analyses were conducted to compare inclusion of implementation factors across CFIR Domains and by three program groupings: free (yes/no), research evidence (yes/no), and targeted to teacher only (vs. school). Programs covered a mean of 25.9 per cent (SD=18.7 per cent) of the 14 Inner Setting implementation factors, 34.2 per cent (SD=18.0 per cent) of the 6 Characteristics of Individuals implementation factors, and 34.8 per cent (SD= 24.3 per cent) of the 8 Process implementation factors. Programs with research evidence covered more implementation factors than programs without research evidence (43.7 vs. 25.9 per cent; p &lt; 0.05). Although numerous adoption-ready CBPA programs are available and have many strengths, their inclusion of theory-based factors that support or inhibit implementation is generally low. Consideration of such factors, including organizational climate and teacher-level behavior change, is likely critical to supporting ongoing school-wide implementation of CBPA. Research is needed to develop and test effective strategies for addressing these factors to support more widespread CBPA implementation. [This is the online version of an article published in &quot;Translational Behavioral Medicine.&quot;] ED596987 An Evaluation of the Coverage of Theoretically Based Implementation Factors in Disseminated Classroom Physical Activity Programs Grantee Submission 2018-00-00 Institute of Education Sciences (ED) National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) (NIH) 11 T http://doi.org/10.1093/tbm/iby134 2018 -1 As Provided APR2020 Yes R305A150277 F32DK115146

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Yes College Entrance Examinations Aptitude Tests Test Preparation Outcomes of Education Instructional Effectiveness Regression (Statistics) Computation Educational Research Carmichael, Ryan Information Analyses SAT (College Admission Test) EISSN- English Higher Education Postsecondary Education All studies with randomized controlled experiments (scientific studies) on the effectiveness of SAT test preparation courses were analyzed to find SAT prep's true effectiveness (the average point change to average course hours ratio). The scientific studies complete with both known average point change and known average course length (complete scientific studies) revealed a ratio of ?+3.29? points per hour with the independent complete scientific studies yielding +6.42 points per hour and the College Board/ETS complete scientific studies yielding +2.84 points per hour. Next, a regression analysis was performed on each data set in order to gauge the strength of the course hours variable at predicting point change outcomes across studies with substantively different treatments. The independent complete scientific studies yielded the largest regression correlation (78.37%) and the most recommendable and practical equation found by the present study (5.04x + 10.5 = y). The historical context was then analyzed and reconciled with the above findings. ED600458 Calculating SAT Test Prep Course Return on Investment: A Reanalysis of the Systematic Scientific Literature Review Online Submission 2019-11-18 26 N/A 2019 -1 As Provided APR2020

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Yes Educational Legislation Federal Legislation Public Agencies Federal Government Educational Research Technical Assistance National Competency Tests Kuenzi, Jeffrey J. Stoll, Adam Reports - Descriptive National Assessment of Educational Progress Library of Congress, Congressional Research Service (CRS) English The Education Sciences Reform Act (ESRA, Title I of P.L. 107-279) established the Institute of Education Sciences (IES) as an independent research arm of the Department of Education (ED). The IES Director, appointed by the President with the advice and consent of the Senate, serves a six-year term and is advised by a technical panel composed primarily of educational researchers, the National Board of Educational Sciences (NBES). Along with ESRA, P.L. 107-279 enacted two additional acts--the Educational Technical Assistance Act (ETAA, Title II of P.L. 107-279) and the National Assessment of Educational Progress Authorization Act (NAEPAA, Title III of P.L. 107-279). ETAA authorizes the Secretary of Education to make grants to local entities for the purpose of supporting varied technical assistance activities and to states for statewide, longitudinal data systems. NAEPAA authorizes the Commissioner of Education Statistics to carry out a national assessment, state assessments, and a long-term trend assessment in reading and mathematics. This report provides a concise description of programs and authorities established by ESRA, ETAA, and NAEPAA as amended. It is organized in a manner that aligns with the legislation, P.L. 107-279, which enacted these three measures. The report concludes with a discussion of recent legislative action. ED597863 The Education Sciences Reform Act. CRS Report R43398, Version 7. Updated Congressional Research Service 2017-07-05 16 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2017 -1 ERIC APR2020

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Yes Student Financial Aid Educational Legislation Federal Legislation Higher Education Student Loan Programs Federal Aid Educational Finance Work Study Programs Resource Allocation Funding Formulas Grants Fountain, Joselynn H. Reports - Descriptive Higher Education Act 1965 Perkins Loan Program Library of Congress, Congressional Research Service (CRS) English Higher Education Postsecondary Education Three need-based student financial aid programs authorized under Title IV of the Higher Education Act of 1965 (HEA)--Federal Supplemental Educational Opportunity Grant (FSEOG) program, the Federal Work-Study (FWS) program, and the Federal Perkins Loan program--are collectively referred to as the &quot;campus-based&quot; programs. These programs are considered campus-based because federal funds are awarded directly to institutions of higher education (IHEs) that administer the programs and provide institutional funds to match the federal funds they receive for them. The campus-based programs are unique in that the mix and amount of aid awarded to students are determined according to institution-specific award criteria, rather than according to non-discretionary award criteria such as those applicable to Pell Grants and Direct Loans. The campus-based programs are among the oldest of the federal financial aid programs. As federal aid has largely transitioned to a system that allows for &quot;portability&quot; in receipt of student aid, meaning that most forms of aid are made available to students at whichever participating institution a student chooses to attend, the campus-based programs have come to play a relatively smaller role in the federal student aid effort. As lawmakers consider reauthorization of the HEA, several issues related to the campus-based programs may be considered. These include the extent to which the campus-based programs provide types of aid to students that are not provided via other postsecondary aid programs, whether the current formula for allocating funds to institutions is optimal, and the potential role of the campus-based aid programs in a redesigned federal aid system. This report begins with a brief discussion of the history of each of the campus-based programs and the formula used to allocate funds among IHEs participating in them. This is followed by a discussion of institutional and student participation in the programs relative to participation in other federal aid programs. The report concludes with a discussion of issues related to the campus-based programs that might garner attention as the 115th Congress considers reauthorization of the HEA. [For a more complete description of the campus-based programs and trends in participation, see &quot;Campus-Based Student Financial Aid Programs Under the Higher Education Act,&quot; ED593484.] ED597864 The Campus-Based Financial Aid Programs: Background and Issues. CRS Report R45024, Version 3. Updated Congressional Research Service 2017-11-21 26 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2017 -1 ERIC APR2020

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No Journalism Education National Surveys Mass Media Student Participation Journalism Enrollment Presidents Race Ethnicity Poverty Criticism Trust (Psychology) Elementary Secondary Education Elementary School Teachers Secondary School Teachers Kurtz, Holly Lloyd, Sterling Harwin, Alex Reports - Research Numerical/Quantitative Data Editorial Projects in Education (EPE), Education Week Research Center English Elementary Secondary Education Elementary Education Secondary Education In December 2018, the Education Week Research Center, with the assistance of the Journalism Education Association, conducted an online survey of nearly 500 K-12 journalism educators to learn more about the current status of the programs in which they work. This report examines survey results regarding President Trump's criticism of the media, student interest in journalism, challenges related to censorship and student press freedom, and student trust and confidence in the mass media. ED597740 Journalism Education: Results of a National Survey Editorial Projects in Education 2019-03-00 39 Editorial Projects in Education, Inc.. 6935 Arlington Road Suite 100, Bethesda, MD 20814. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: library@epe.org; Web site: http://www.edweek.org/rc/collections/otherreports.html?intc=main-footer N/A https://www.edweek.org/media/journalism-education-survey-report-education-week.pdf 2019 -1 As Provided APR2020

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Yes Reading Difficulties Reading Programs Program Evaluation High School Students Program Implementation Fidelity Reading Teachers Faculty Development Reading Instruction Intervention Loadman, William E. Moore, Raeal J. Ren, Weijia Zhu, Jing Zhao, Jing Lomax, Richard Reports - Research Numerical/Quantitative Data Ohio ISSN- Office of Elementary and Secondary Education (ED) Ohio State University English High Schools Secondary Education From October 2006 to June 2011, the Ohio Department of Youth Services (ODYS) implemented Scholastic's Read 180 program in the seven DYS high schools. Read 180, a daily 90-minute structured reading program, is composed of five components -- whole group, individualized learning, computer activities, small group, and wrap up. The program was offered to students randomly assigned to treatment conditions; these students were then assigned to the appropriate high school based on levels of offense. To be eligible, a student had to have a score below grade level (approximately 1000 Lexile points), but above &quot;below basic&quot; level (a Lexile score of 200 or less) at baseline on the Scholastic Reading Inventory (SRI). In the five years of program implementation, this resulted in 1982 youth (1058 Read 180 assigned, 924 traditional English assigned) housed at ODYS, which is a part of the targeted intervention portion of this evaluation. To assess the fidelity of the Read 180 implementation, professional development attendance records, number of minutes in Read 180 instruction, evaluation team observational records, and Scholastic in-class assessments and feedback were collected. PD attendance and number of minutes in Read 180 instruction were the sole data sources for evaluating the fidelity of the professional development and instructional models, respectively. ODYS's targeted intervention implementation study centers on four over-arching evaluation questions: (1) What was the level of implementation and facility level variability of professional development/support for coaches, Read 180 teachers/Aids, and principals in Years 1 through 5? (2) What was the level of implementation and facility level variability of classroom instruction in Years 1 through 5? (3) How did the level of implementation and variability of professional development/support for coaches, Read 180 teachers/Aids, and principals differ across Years 1 through 5? and (4) How did the level of implementation and variability of classroom instruction differ across Years 1 through 5? This report is an addendum to Ohio's Year 4 Striving Readers program evaluation report and contains data gathered and analyzed in year 5 of the project. The narrative here focuses on an update to the targeted intervention -- both program implementation and impact, with the whole school evaluation omitted. The Year 4 report discusses more contextual information (e.g., measures used, psychometric analysis of the primary outcome). ED601053 Striving Readers Year 5 Project Evaluation Report: Ohio. An Addendum to the Year 4 Report Ohio State University 2011-12-00 72 Ohio State University. Web site: https://research.osu.edu/ N/A 2011 -1 ERIC APR2020 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/81693

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Yes American Indian Education Elementary Secondary Education Educational Legislation Federal Legislation Federal Indian Relationship Equal Education Disabilities Alaska Natives Federal Programs Educational Finance Public Schools Academic Achievement Dortch, Cassandria Reports - Descriptive Indian Self Determination Education Assistance Act Education Amendments 1978 Elementary and Secondary Education Act Title I Elementary and Secondary Education Act Title II Elementary and Secondary Education Act Title III Elementary and Secondary Education Act Title IV Elementary and Secondary Education Act Title VI Elementary and Secondary Education Act Title VIII Individuals with Disabilities Education Act Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education The federal government provides elementary and secondary education and educational assistance to Indian children, either directly through federally funded schools or indirectly through educational assistance to public schools. The Bureau of Indian Education (BIE) in the U.S. Department of the Interior (DOI) oversees the federally funded BIE system of elementary and secondary schools. The BIE system is funded primarily by the BIE but also receives considerable funding from the U.S. Department of Education (ED). The public school systems of the states receive federal funding from ED, the BIE, and other federal agencies. Federal Indian education programs are intended to serve Indian children who are members of, or, depending on the program, are at least second-degree descendants of members of, one of the 567 tribal entities recognized and eligible for funding and services from the Bureau of Indian Affairs (BIA) by virtue of their status as Indian tribes. This report provides a brief history of federal Indian education programs, a discussion of students served by these programs, an overview of programs and their funding, and brief discussions of selected issues in Indian education. [This is a substantially revised version of a report originally written by Roger Walke.] ED597865 Indian Elementary-Secondary Education: Programs, Background, and Issues. CRS Report RL34205, Version 15. Updated Congressional Research Service 2017-06-16 46 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2017 -1 ERIC APR2020

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Yes Natural Disasters Federal Aid Elementary Secondary Education Postsecondary Education Federal Legislation Educational Legislation Disabilities Higher Education Emergency Programs Veterans Education Grants Compliance (Legal) Student Financial Aid Vocational Rehabilitation Federal Programs Granovskiy, Boris Hegji, Alexandra Reports - Descriptive Elementary and Secondary Education Act Individuals with Disabilities Education Act Higher Education Act 1965 Rehabilitation Act 1973 Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education Postsecondary Education Higher Education Adult Education The majority of federal assistance for disaster management is made available from the Federal Emergency Management Agency (FEMA), as authorized under the Robert T. Stafford Disaster Relief and Emergency Assistance Act (Stafford Act: P.L. 93-288). The public assistance available under the Stafford Act largely provides funds for disaster relief activities such as debris removal, emergency protective measures, and the repair, replacement, or restoration of public facilities damaged during the disaster. On several occasions, Congress has also enacted legislation to create temporary targeted assistance programs to support Department of Education (ED) administered programs at the elementary, secondary, and postsecondary education levels. Such assistance was authorized to meet the needs of students, schools, and states during specific disasters. For example, temporary programs have provided funds to restart school operations, reopen schools, and re-enroll students. In addition to the assistance authorized by the Stafford Act and temporary targeted assistance programs, a wide range of disaster aid is provided by ED under statutory authority that specifically refers to disaster assistance, as well as under general assistance provisions. The first part of this report briefly describes recent education-related developments in response to numerous disasters in 2017, 2018, and 2019. It then describes education-related federal assistance provided by FEMA in the aftermath of disasters generally. This is followed by an examination of education-related disaster recovery and issues related to elementary and secondary education, postsecondary education, and various ED-administered programs typically serving adult learners. The report also includes an appendix summarizing education-related disaster appropriations administered by ED from between 2005 and 2010. [This report draws largely on a previous report authored by Cassandria Dortch, Rebecca R. Skinner, and David P. Smole.] ED597867 Education-Related Regulatory Flexibilities, Waivers, and Federal Assistance in Response to Disasters and National Emergencies. CRS Report R42881, Version 17. Updated Congressional Research Service 2019-07-31 43 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2019 -1 ERIC APR2020

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Yes Faculty Development Individualized Instruction Writing Instruction Data Use Decision Making Elementary School Teachers Curriculum Based Assessment Teacher Workshops Coaching (Performance) Teacher Effectiveness Teacher Characteristics Teaching Skills Fidelity Outcomes of Education Elementary School Students Program Effectiveness Feasibility Studies Pilot Projects Lembke, Erica S. McMaster, Kristen L. Smith, R. Alex Allen, Abigail Brandes, Dana Wagner, Kyle Journal Articles Reports - Research EISSN- English Elementary Education Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development (PD) system that provides tools, learning opportunities, and ongoing collaborative supports for teachers to implement DBI in early writing. They describe the theoretical framework that has guided this work, the teacher population with whom they worked, their approach to assessing important teacher outcomes, and their development process. They highlight key findings that align with their theory of change, and discuss implications for further research and teacher preparation. [This article was published in &quot;Teacher Education and Special Education&quot; (EJ1176448).] ED598822 Professional Development for Data-Based Instruction in Early Writing: Tools, Learning, and Collaborative Support Grantee Submission Teacher Education and Special Education v41 n2 p106-120 2018 2018-00-00 Institute of Education Sciences (ED) 15 T https://doi.org/10.1177/0888406417730112 2018 -1 As Provided APR2020 Yes R324A130144

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No Student Placement Severe Disabilities Students with Disabilities Inclusion Decision Making Barriers Outcomes of Education Student Needs Influences Educational Change Federal Programs Educational Legislation Federal Legislation Equal Education Disabilities Agran, Martin Jackson, Lewis Kurth, Jennifer A. Ryndak, Diane Burnette, Kristin Jameson, Matt Zagona, Alison Fitzpatrick, Heather Wehmeyer, Michael Reports - Research Individuals with Disabilities Education Act EISSN- English Placement decisions for students with severe disabilities have often been based less on the students' unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices. [This is the online version of an article published in &quot;Research and Practice for Persons with Severe Disabilities.&quot;] ED598980 Why Aren&apos;t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 10 T https://doi.org/10.1177/1540796919878134 2019 -1 As Provided APR2020 Yes R324A180024

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Yes Grammar Language Proficiency Second Language Learning Second Language Instruction Peer Teaching Scaffolding (Teaching Technique) Teaching Methods Intervention Comparative Analysis Grade 11 Secondary School Students Pretests Posttests Learning Activities Educational History Program Descriptions Student Attitudes Scores Language Tests Educational Benefits English (Second Language) Sociocultural Patterns Communicative Competence (Languages) Abune, Addisu Alehegn Reports - Research ISSN- English Grade 11 High Schools Secondary Education The main purpose of this study was to examine the effect of Peer Scaffolding on students' grammar proficiency development. The recently developed model under study--Peer scaffolding--is based on Vygotsky's and Leentevo's Scaffolding instruction. To put the model into practice an intervention program was designed and implemented. The program had two components Experimental and Control group. The sample consisted of 102 grade eleven students in two classes at Tillili Preparatory and General Secondary School. The classes were randomly assigned into experimental and control groups. A non equivalent group pre-test-post-test quasi-experimental design was employed with 52 experimental and 49 control participants. Two grammar proficiency tests (one pre test and one post test) were designed. Both experimental and control groups were involved in similar scaffolding grammar proficiency activities for two months. The experimental group learned grammar activities using the peer scaffolding instruction. The control group, on the other hand, learned grammar the same exercise within the same period of time working with the teacher who was not trained in peer scaffolding. At the post intervention phase, the other tests followed by the social validity questionnaires were administered. The findings revealed that the Experimental group showed greater pre- to post-intervention improvement in grammar proficiency and show the intervention as socially valid. Thus, the study corroborated the efficacy of Peer Scaffolding intervention as feasible tool to enhance grammar proficiency development. ED599080 Effects of Peer Scaffolding on Students&apos; Grammar Proficiency Development Online Submission International Journal of English Literature and Culture v7 n5 p105-120 Aug 2019 2019-08-00 16 N/A 2019 -1 As Provided APR2020

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Yes Higher Education Accreditation (Institutions) Educational History Government Role Federal Government Public Agencies Educational Legislation Federal Legislation Hegji, Alexandra Reports - Descriptive Higher Education Act 1965 Library of Congress, Congressional Research Service (CRS) English Higher Education Postsecondary Education Historically, accreditation in higher education developed as a part of the evolution of the American higher education system, at a time when it was becoming problematic that no single point of control or central body existed to set educational standards. In the late 19th century, there was no consensus on the content of the educational programs offered by postsecondary educational institutions or the distinctions between educational offerings at secondary and postsecondary institutions. Because the boundaries were unclear, the first voluntary association of postsecondary institutions was formed in 1895 to define the difference between high school and college and to develop some guidelines and procedures for peer review as a condition for membership. Over time, a number of regional associations formed whose membership was contingent on accreditation. The associations established separate accrediting bodies or commissions that were responsible for developing standards and passing on the institutional qualifications for membership. By the early 1970s, all but a small percentage of degree-granting institutions of higher education were either accredited or applicants for accreditation. This report provides an overview of accreditation of higher education in the United States including a description of the accrediting agencies, the accreditation process, the federal role in accreditation, and additional issues for consideration. ED597874 An Overview of Accreditation of Higher Education in the United States. CRS Report R43826, Version 7. Updated Congressional Research Service 2017-03-23 29 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2017 -1 ERIC APR2020

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Yes Students with Disabilities Elementary Secondary Education Postsecondary Education Transitional Programs College Readiness Special Education Eligibility Accessibility (for Disabled) Academic Accommodations (Disabilities) Definitions Access to Education Equal Education Preschool Education Disabilities Educational Legislation Federal Legislation Civil Rights Legislation Student Rights Student Placement Student Evaluation Public Education Dragoo, Kyrie E. Cole, Jared P. Reports - Descriptive Individuals with Disabilities Education Act Americans with Disabilities Act 1990 Rehabilitation Act 1973 (Section 504) Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education Postsecondary Education Early Childhood Education Preschool Education Often the biggest transition for students with disabilities and their families is from the supports and services provided in the preschool-12th grade (P-12) public education system to a college or university. At the P-12 level, three main federal laws impact students with disabilities: the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), and the Americans with Disabilities Act (ADA). For students receiving special education under the IDEA or receiving accommodations and services under Section 504, transitioning from the P-12 public education system to an institution of higher education (IHE) may affect how the school assesses their disability, their eligibility for receiving accommodations or services, and the supports, services, and accommodations available to them. This report examines those laws' impact on students with disabilities in three key respects: how they define disability; how they determine eligibility for services and protections; and how they ensure students with disabilities receive the accommodations and services they need to participate in all levels of education. [JD Hsin originally co-authored this report.] ED597875 Laws Affecting Students with Disabilities: Preschool through Postsecondary Education. CRS Report R45595, Version 5 Congressional Research Service 2019-03-13 32 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2019 -1 ERIC APR2020

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Yes Grade 4 Elementary School Students Intervention Pretests Posttests Randomized Controlled Trials Reading Comprehension Reading Fluency Scores Vocabulary Word Recognition Al Otaiba, Stephanie Petscher, Yaacov Wanzek, Jeanne Lan, Patrick Rivas, Brenna Reports - Research EISSN- English Grade 4 Intermediate Grades Elementary Education This article summarizes findings from a two-year randomized control trial, focusing on a subset of 194 fourth graders with reading comprehension scores at or below the 15th percentile. Students in the treatment condition received an average of 94 daily 30-min sessions of small group intervention implemented with fidelity by well-trained research staff. Standardized measures of word identification, vocabulary, and comprehension, and an oral reading fluency measure were administered pre- and post-testing. Results indicated no statistically significant differences between students in the treatment or business-as-usual conditions; effect sizes for comprehension were small (0.14 and 0.19); a quantile regression, however, revealed slightly larger effect sizes for students at the 0.25 to 0.50 quantiles. The effect sizes for word identification, fluency, and vocabulary were less than 0.05. We discuss implications of the study, as well as limitations and directions for future research. We conclude with recommendations for intensifying interventions. [This paper was published in &quot;Learning Disabilities Research &amp; Practice&quot; v33 n3 p156-167 2018 (EJ1187548).] ED591994 I&apos;m Not Throwing Away My Shot: What Alexander Hamilton Can Tell Us about Standard Reading Interventions Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 32 T https://doi.org/10.1111/ldrp.12179 2018 -1 As Provided APR2020 Yes R324A150269 R324A160132

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Yes General Education Elementary School Teachers Classroom Techniques Positive Reinforcement Student Behavior Positive Behavior Supports Incidence Floress, Margaret T. Jenkins, Lyndsay N. Reinke, Wendy M. McKown, Lorena Journal Articles Reports - Research Illinois EISSN- English Elementary Education Many studies have demonstrated that when teachers are trained to increase their use of praise, student misbehavior improves; however, few studies have examined teachers' natural use of praise and no study has examined the relation between teachers' natural use of praise and classroom behavior. The purpose of the current study was to examine general education teachers' natural use of praise in elementary classrooms. One hundred forty direct behavioral observation hours were used to collect praise rates and student behavior across 28 general education classrooms (kindergarten to fifth grade). Across all grade levels, results suggest that teachers' use of praise was low (grade-level mean rates ranging from 0.38 per minute in the fourth grade to 0.75 per minute in kindergarten) and teachers used general praise more frequently than behavior-specific praise (BSP). A significant, negative relation was found between off-task behavior and BSP (r = -0.37, p = 0.05), indicating that teachers who used more BSP tended to have less off-task behavior in their classrooms. Implications for training teachers to increase their use of BSP as a universal strategy are discussed. [This article was published in &quot;Behavioral Disorders&quot; (EJ1185394).] ED592000 General Education Teachers&apos; Natural Rates of Praise: A Preliminary Investigation Grantee Submission Behavioral Disorders v43 n4 p411-422 2018 2018-00-00 Institute of Education Sciences (ED) 12 T https://doi.org/10.1177/0198742917709472 2018 -1 As Provided APR2020 Yes R305A100342 R305A130375 R305A130143

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Yes Federal Aid Grants Institutionalized Persons Eligibility Student Financial Aid Higher Education Correctional Institutions Correctional Education Barriers Educational Legislation Federal Legislation College Students Dortch, Cassadria James, Nathan Reports - Descriptive Pell Grant Program Higher Education Act Title IV Library of Congress, Congressional Research Service (CRS) English Higher Education Postsecondary Education In 1994, Congress passed and President Clinton signed the Violent Crime Control and Law Enforcement Act of 1994 (P.L. 103-322), which, among other things, made prisoners ineligible for Pell Grants. However, concerns about the financial and social costs of the growing prison population combined with concerns about the recidivism rate of released prisoners have led some policymakers to reconsider whether prisoners should be allowed to use Pell Grants to help cover the cost of postsecondary coursework. Pell Grants are intended to assist in making the benefits of postsecondary education available to eligible students who demonstrate financial need. Under Department of Education (ED) regulations, any student who is &quot;serving a criminal sentence in a federal or state penitentiary, prison, jail, reformatory, work farm, or other similar correctional institution&quot; is not eligible to receive a Pell Grant. However, in 2015 ED used its authority under the Higher Education Act (HEA) to create the Second Chance Pell Experiment to determine if access to Pell Grants would increase the enrollment of incarcerated individuals in high-quality postsecondary correctional education programs. Under the experiment, participating institutions of higher education, in partnership with federal and/or state correctional institutions, award Pell Grants to students who are otherwise Pell-eligible except for being incarcerated in a federal or state institution. The experiment is expected to conclude in 2020. This report provides a discussion of issues policymakers might consider if Congress takes up legislation to allow individuals incarcerated in federal and state facilities to receive Pell Grants. Before discussing these issues, the report offers a brief examination of relevant data on the prison population and the educational participation and attainment of incarcerated adults. This is followed by an overview of the history of the prohibition on allowing incarcerated individuals to receive Pell Grants, and a brief discussion of who is eligible for Pell Grants. ED597876 Prisoners&apos; Eligibility for Pell Grants: Issues for Congress. CRS Report R45737, Version 2 Congressional Research Service 2019-05-20 Policymakers 24 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2019 -1 ERIC APR2020

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Yes Federal Legislation Veterans Veterans Education Student Financial Aid Educational Legislation Change Dortch, Cassandria Reports - Descriptive G I Bill Library of Congress, Congressional Research Service (CRS) English Adult Education The GI Bills® provide financial assistance to individuals, whose eligibility is based on their or a family member's experience in the uniformed services, while enrolled in approved programs of education or training programs. Throughout the 114th Congress, the House and the Senate committees on veterans' affairs have held several GI Bill oversight and legislative hearings. Congress has shown an interest in ensuring the GI Bills help veterans and their dependents realize the goal of attaining successful careers. This report discusses each of the measures enacted in the 114th Congress that made changes to GI Bill programs. It presents a thematic discussion of the primary changes adopted, initially offering contextual information on prior provisions and issues being addressed by amendments. It then describes the amendments. One amendment terminates the Reserve Educational Assistance Program (REAP). Several enacted provisions enhance GI Bill benefits. Several other provisions are designed to improve the processes and standards for approving and reviewing programs of education at which GI Bill benefits may be used by making the standards more rigorous and giving some participants more time before their programs are disapproved. Finally, one of the provisions enacted reduces benefit costs in order to help pay for the provisions that would increase other benefit costs. [For related reports, see ED597878 and ED597856.] ED597877 GI Bill Legislation Enacted in the 114th Congress. CRS Report R44586, Version 9. Updated Congressional Research Service 2017-03-02 17 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2017 -1 ERIC APR2020

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Yes Federal Legislation Veterans Veterans Education Student Financial Aid Educational Finance Eligibility Training Tutoring Fees Certification Tuition Training Allowances Vocational Rehabilitation Employment Programs Work Study Programs Military Personnel Student Loan Programs Postsecondary Education Higher Education Apprenticeships On the Job Training Costs Travel Dortch, Cassandria Reports - Descriptive G I Bill Library of Congress, Congressional Research Service (CRS) English Adult Education Postsecondary Education Higher Education The U.S. Department of Veterans Affairs (VA), previously named the Veterans Administration, has been providing veterans educational assistance (GI Bill®) benefits since 1944. The benefits have been intended, at various times, to compensate for compulsory service, encourage voluntary service, prevent unemployment, provide equitable benefits to all who served, and promote military retention. In general, the benefits provide grant aid to eligible individuals enrolled in approved educational and training programs. The newest GI Bill was enacted on June 30, 2008, as the Post-9/11 Veterans' Educational Assistance Act of 2008 (Post-9/11 GI Bill), Title V of the Supplemental Appropriations Act, 2008 (P.L. 110-252). This report provides a detailed description of the Post-9/11 GI Bill. The first section describes participant eligibility criteria. The second section indicates a participant's entitlement to benefits and the period during which the benefits must be used. The third section describes the eligible programs of education. The subsequent section explains the eligible benefit payments. The final sections illustrate key links to other programs administered by the U.S. Department of Veterans Affairs and current data on obligations and participation. ED597878 The Post-9/11 GI Bill: A Primer. CRS Report R42755, Version 17. Updated Congressional Research Service 2018-08-01 28 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2018 -1 ERIC APR2020

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Yes Educational Finance Financial Support Elementary Secondary Education State Aid State Government Local Government School Districts Public Schools Federal Aid Government Role Federal Government Grants Court Litigation Budgeting Educational Policy Educational Equity (Finance) Resource Allocation Skinner, Rebecca R. Riddle, Wayne Reports - Descriptive Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education The funding of public elementary and secondary schools in the United States involves a combination of local, state, and federal government revenues. State and local governments generally provide over 90% of the revenue available for public elementary and secondary education on an annual basis, with the federal government providing the remainder. As such, there is consistent congressional interest in understanding how the majority of available funds are provided to local educational agencies (LEAs) and, ultimately, to public schools. This report intends to provide context for consideration of the comparatively small but important role of the federal assistance programs in financing public education, discuss some of the ways that state and local finance policies and practices intersect with federal involvement, and explain selected key concepts in this field. The report provides a basic overview of the mechanisms used by states and LEAs to fund public education and an introduction to core school finance concepts. It then focuses on state school finance programs, the varieties of policies under which states provide funds to LEAs, and the local units of government that administer public K-12 education. The next section considers LEA programs to finance individual public schools. The report concludes with a review of recent efforts to collect and report data on the level of expenditures per pupil at individual public schools within LEAs, a topic that has garnered increasing interest among policymakers in recent years. ED597879 State and Local Financing of Public Schools. CRS Report R45827, Version 2 Congressional Research Service 2019-07-23 24 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2019 -1 ERIC APR2020

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Yes Fractions Mathematics Instruction Mathematical Concepts Numeracy Mathematics Skills Grade 4 Elementary School Students Competence Namkung, Jessica M. Fuchs, Lynn S. Koziol, Natalie Journal Articles Reports - Research Wide Range Achievement Test ISSN-1041-6080 English Elementary Education Grade 4 Intermediate Grades The purposes of this study were to (a) explore whether early fractions understanding at 4th grade is differentially challenging for students with versus without adequate whole-number competence and (b) identify specific whole-number skill associated with difficulty in fractions understanding. Based on initial whole-number competence, 1,108 4th graders were classified as having (a) adequate whole-number competence (n = 775), (b) less severe whole-number difficulty (n = 201), and (c) severe whole-number difficulty (n = 132). At the end of 4th grade, they were assessed on fractions understanding and further classified as with versus without difficulty in fractions understanding. Multi-level logistic regression indicated that compared to students with adequate whole-number competence, those with less severe whole-number difficulty were almost 5 times as likely to experience difficulty with fractions understanding whereas those with severe whole-number difficulty were about 32 times as likely to experience difficulty with fractions understanding. Students with severe whole-number difficulty were about 7 times as likely to experience difficulty with fractions understanding compared to those with less severe whole-number difficulty. Among students with adequate whole-number competence, the pretest whole-number skill distinguishing those with versus without difficulty in fractions understanding was basic division facts (i.e., 2-digit dividend ÷ 1-digit divisor) and simple multiplication (i.e., 3-digit × 1-digit without regrouping). The role of whole-number competence in developing initial fractions understanding and implications for instruction are discussed. ED600566 Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill? Grantee Submission Learning and Individual Differences v61 p151-157 2018 2018-00-00 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 7 T https://doi.org/10.1016/j.lindif.2017.11.018 2018 -1 As Provided APR2020 Yes R324C100004 R24HD075443 HD15052

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No Bullying Victims Intervention Student Behavior School Policy Educational Environment Parent Role Teacher Role Data Collection Student School Relationship Student Responsibility Behavior Modification Positive Behavior Supports Coping Student Participation Social Development Sprick, Jessica Jenson, William R. Sprick, Randy Coughlin, Cristy Books Guides - Non-Classroom ISSN- English Bullying is a pervasive problem that negatively affects all students, including those who bully, those who are targeted, and bystanders. This resource allows you to take a multitiered approach that encompasses universal procedures, strategies for intervening with students who bully, and strategies for intervening with students who are targeted. Evaluate your existing bullying procedures and policies to determine whether your school is using an effective and comprehensive approach. The universal procedures in &quot;Bullying Solutions&quot; explain how to: (1) Structure settings, policies, and procedures to prevent bullying from occurring and ensure a coordinated and effective response to bullying incidents; (2) Teach students, families, and staff about bullying; (3) Effectively observe and monitor student behavior, and collect data on incidents of bullying; (4) Interact positively with students to increase engagement, school connectedness, and responsible student behavior; and (5) Correct students fluently when bullying occurs. 35 Intervention Strategies for Students Who Bully: These strategies are for use with individual students or groups who exhibit bullying behavior and includes: (1) Setting event strategies that target situations or conditions that increase the likelihood of bullying; (2) Antecedent strategies that address events, times, places, people, and activities that occur immediately before the student's bullying behavior; (3) Teaching strategies that provide the student with positive replacement behaviors; (4) Positive consequence strategies that provide incentives and motivation for the student to use replacement behaviors; and (5) Corrective consequence strategies that increase the consistency and efficacy of corrective consequences that are implemented when bullying occurs. 10 Intervention Strategies for Students Who are Targeted: &quot;Bullying Solutions&quot; includes 10 strategies specifically designed to support students who are targets of bullying. This resource provides suggestions for helping these students: (1) Know how to recognize, respond to, and report bullying; (2) Increase engagement in school; (3) Develop needed social or coping skills; and (4) Receive assessment or referral for other services (e.g., mental health or other supports). ED603107 Bullying Solutions: Universal and Individual Strategies Ancora Publishing 2017-00-00 978-1-59909-062-7 Administrators Counselors Support Staff 720 Ancora Publishing. 21 West 6th Avenue, Eugene, OR 97401. Tel: 866-542-1490; Fax: 541-345-1507; e-mail: info@ancorapublishing.com; Web site: https://www.ancorapublishing.com/ N/A https://ancorapublishing.com/product/bullying-solutions-universal-and-individual-strategies/ 2020 -1 As Provided APR2020

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Yes High School Graduates Gender Differences College Attendance Racial Differences College Graduates Graduation Income Wages Young Adults Durham, Rachel E. Connolly, Faith Reports - Research-practitioner Partnerships Reports - Evaluative Maryland (Baltimore) Baltimore Education Research Consortium (BERC) English High Schools Secondary Education Higher Education Postsecondary Education This brief is the sixth in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates over six years. BERC established a partnership with Baltimore's Promise and the Maryland Longitudinal Data System (MLDS), which has made it possible to examine both college and earnings outcomes among City Schools graduates. The author's chose a single class, graduates in 2009, to examine college experiences and workforce activity. This brief explores whether college degree completion, median annual earnings, and earning a livable wage differ by gender and race. [Support from Baltimore's Promise allowed BERC to complete this research.] ED602765 Differences among Young Adults Six Years after Graduation by Race and Gender. Launching into Adulthood Baltimore Education Research Consortium 2018-04-00 2 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 2020 -1 ERIC APR2020

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Yes High School Graduates College Attendance Wages Urban Schools College Graduates Graduation Family Income Socioeconomic Status Special Education Students with Disabilities Low Income Groups Young Adults Durham, Rachel E. Connolly, Faith Reports - Research-practitioner Partnerships Reports - Evaluative Maryland (Baltimore) Baltimore Education Research Consortium (BERC) English High Schools Secondary Education Higher Education Postsecondary Education This brief is the seventh in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates over six years. BERC established a partnership with Baltimore's Promise and the Maryland Longitudinal Data System (MLDS) that has made it possible to examine both college and earnings outcomes among City Schools graduates. This brief considers graduates six years after high school, and whether college enrollment, degree completion, median annual earnings, and the percent earning a livable wage differ according to education service receipt in 12th grade. Specifically, the authors compare outcomes for graduates whose family income made them eligible for free or reduced-price meals (&quot;lower-income&quot;), graduates who received special education services, and the average for the graduating cohort as a whole. As background, about 60% of the cohort were from lower income families and 12% received special education services in 12th grade. [Support from Baltimore's Promise allowed BERC to complete this research.] ED602766 Differences among Young Adults Six Years after Graduation by Education Service Receipt in High School. Launching into Adulthood Baltimore Education Research Consortium 2018-04-00 2 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 2020 -1 ERIC APR2020

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Yes Foreign Countries Private Schools Educational Trends Enrollment Trends Adult Students Out of State Students Special Needs Students Second Language Learning French Immersion Programs English Language Learners Canada Natives Educational Finance Graduation Rate Public Schools Numerical/Quantitative Data Canada British Columbia Teachers' Federation (BCTF) (Canada) English Adult Education Higher Education Postsecondary Education This fact sheet reports on independent schools in British Columbia, including enrollment in independent schools, student composition in independent schools compared to public schools, public funding, and graduation rates. [For the 2018 edition of this fact sheet, see ED586101.] ED602767 Independent Schools in British Columbia. Updated. Education Facts British Columbia Teachers' Federation 2019-03-00 2 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 2020 -1 ERIC APR2020

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Yes Elementary Secondary Education Educational Finance Costs Expenditures Federal Aid School Construction Public Schools Federal Legislation Educational Legislation Educational Facilities Improvement Grants Financial Support Tax Credits Shohfi, Kyle D. Reports - Evaluative Elementary and Secondary Education Act Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education A 2014 study conducted by the National Center for Education Statistics within the U.S. Department of Education (ED) found that 53% of public elementary and secondary schools need to spend money on repairs, renovations, and modernizations to put their onsite buildings in good overall condition. The study estimated that the nationwide spending necessary to reach this standard would be approximately $197 billion, or about $4.5 million per school that needs improvements. This report provides a description of and background for selected provisions in the Rebuild America's Schools Act of 2019 (H.R. 865/S. 266), which would provide federal funding for public school construction. H.R. 865 was ordered to be reported by the House Committee on Education and Labor on February 26, 2019. As no action has been taken on the identical companion bill S. 266 since it was introduced in the Senate, this report addresses H.R. 865. ED597885 The Rebuild America&apos;s Schools Act of 2019 (H.R. 865/S. 266): In Brief. CRS Report R45767, Version 2 Congressional Research Service 2019-06-12 11 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2019 -1 ERIC APR2020

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Yes Colleges College Students Minority Group Students Educational Legislation Higher Education Federal Legislation Financial Support Educational Finance Low Income Students Eligibility American Indian Education Tribally Controlled Education Alaska Natives Hawaiians Asian American Students Pacific Islanders Black Colleges African American Students Masters Programs Hispanic American Students Graduate Study Endowment Funds Hegji, Alexandra Reports - Descriptive Higher Education Act Title III Higher Education Act Title IV Higher Education Act 1965 Library of Congress, Congressional Research Service (CRS) English Higher Education Postsecondary Education Minority-serving institutions (MSIs) are institutions of higher education that serve high concentrations of minority students who, historically, have been underrepresented in higher education. Many MSIs have faced challenges in securing adequate financial support, thus affecting their ability to develop and enhance their academic offerings and ultimately serve their students. Federal higher education policy recognizes the importance of such institutions and targets financial resources to them. Funding for MSIs is channeled through numerous federal agencies, and several of these funding sources are available to MSIs through grant programs authorized under the Higher Education Act of 1965, as amended (HEA; P.L. 89-329). Over the years, HEA programs that support MSIs have expanded and now include programs for institutions serving a wide variety of student populations. In FY2016, MSI programs under the HEA were appropriated approximately $817 million, which helped fund more than 929 grants to institutions. This report describes the several programs devoted to financially assisting MSIs under the HEA. This report does not attempt to describe all HEA programs for which an MSI may be eligible; rather, it aims to describe those programs that are directed specifically toward one or more types of MSIs. This report first discusses how the various HEA MSI programs are funded. It then provides a description of each program, organized by the type of MSI to which the program is available. Included in each program description is a discussion of eligibility criteria for program participation; a description of authorized uses of financial awards; and administrative procedures, including a description of how funds are allocated among multiple institutions either via a competitive award process or a formula-based grant. ED597886 Programs for Minority-Serving Institutions under the Higher Education Act. CRS Report R43237, Version 15. Updated Congressional Research Service 2017-09-12 52 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2017 -1 ERIC APR2020

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Yes Transfer of Training Reading Skills Second Language Learning Native Language Linguistic Theory Language Proficiency Correlation Multilingualism Longitudinal Studies Literacy Education Intervention African Languages English (Second Language) Comparative Analysis Teaching Methods Phonological Awareness Phoneme Grapheme Correspondence Grade 1 Grade 2 Elementary School Students Official Languages Foreign Countries Kim, Young-Suk Grace Piper, Benjamin Journal Articles Reports - Research Kenya EISSN- English Early Childhood Education Elementary Education Grade 1 Primary Education Grade 2 The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined &quot;bidirectional&quot; influences of literacy skills in multilingual contexts, and whether the nature of relations varied as a function of literacy instruction environment. To do so, we used longitudinal data from a randomized controlled trial of a literacy intervention for children in Grades 1 and 2, learning to read in Kiswahili and English, two official languages in Kenya. Children in the treatment condition received explicit and systematic instruction on literacy (e.g., phonological awareness, phoneme-grapheme correspondences) in Kiswahili and English, whereas children in the control condition did not. Overall results supported bidirectionality of relations, such that children's literacy skills in the two languages were reciprocally related over time. However, directionality of relations differed as a function of language and literacy instruction condition, such that the relation from English to Kiswahili was found across intervention conditions, but the relation from Kiswahili to English was found only among children who had received explicit instruction in Kiswahili reading. These results are discussed in light of theory and practice for language and literacy acquisition in multilingual contexts. [This article was published in &quot;Reading and Writing&quot; (EJ1210814).] ED602694 Cross-Language Transfer of Reading Skills: An Empirical Investigation of Bidirectionality and the Influence of Instructional Environments Grantee Submission Reading and Writing v32 p839-871 2019 2019-00-00 USAID 33 T https://doi.org/10.1007/s11145-018-9889-7 2020 -1 As Provided APR2020 AID623M1100001

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Yes Classroom Techniques Foreign Countries Test Reliability Test Validity Voice Disorders Speech Professional Identity Prevention Teacher Characteristics Apaydin, Çigdem Journal Articles Reports - Research Turkey ISSN-2501-1111 English The aim of this study was to test the validity and reliability of the Teachers' Correct Use of their Voices Scale (TCUVS) in classroom management and to try to explain the factors of the scale using the second order factor analysis. The participants of the study were 1095 teachers working at various educational levels in the province of Antalya, Turkey in the 2018-2019 academic year. Exploratory and confirmatory factor analysis was used in the development of the TCUVS. The scale developed as a result of the first order factor analysis consists of seven dimensions (voice health problems, voice protection, the harmony between voice and body, correct use of voice, correct use of speech voice, directing voice, voice distortion) and 31 items. The results of the second-order confirmatory factor analysis conducted to better evaluate the results of the seven-dimensional first-order confirmatory factor analysis and to summarize the dimensions of the scale showed that the model with two factors (voice problems and professional use of voice) and six sub-dimensions (voice protection, the harmony between voice and body, correct use of voice, correct use of speech voice, directing voice, voice distortion) better fits the data statistically. A moderate relationship was found between the factors of voice problems and professional use of voice. It can be said that the internal consistency of the dimensions of the TCUVS was strong; the confirmatory factor analysis goodness of fit criteria and combined reliability level were adequate; and only the rate of mean variance explained was found to be limited. Therefore, the fit of the model to the data was found sufficient. ED602727 Second-Order Factor Analysis of Teachers&apos; Correct Use of Their Voices Scale in Classroom Management (TCUVS) Online Submission European Journal of Education Studies v6 n11 p164-179 2020 2020-00-00 16 N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Graduation Rate Secondary School Students Gender Differences Public Schools Canada Natives English Language Learners Place of Residence Numerical/Quantitative Data Canada British Columbia Teachers' Federation (BCTF) (Canada) English Secondary Education This fact sheet reports on graduation rates in British Columbia, including changes in secondary student graduation rates, graduation rates for Aboriginal and non-Aboriginal students, graduation rates for students in English Language Learner programs, and differences between graduation rates of non-resident and resident students. [For the 2018 edition of this fact sheet, see ED586100.] ED602768 Graduation Rates in British Columbia. Updated. Education Facts British Columbia Teachers' Federation 2019-03-00 2 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 2020 -1 ERIC APR2020

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Yes High School Students Grade 11 Private Schools Foreign Countries Statistical Inference Problem Based Learning Data Use Evidence Probability Student Attitudes Sampling Mathematics Instruction Statistical Distributions Setyani, Geovani Debby Kristanto, Yosep Dwi Journal Articles Reports - Research Indonesia ISSN-2549-3639 English High Schools Secondary Education Grade 11 Drawing inference from data is an important skill for students to understand their everyday life, so that the sampling distribution as a central topic in statistical inference is necessary to be learned by the students. However, little is known about how to teach the topic for high school students, especially in Indonesian context. Therefore, the present study provides a teaching experiment to support the students' informal inferential reasoning in understanding the sampling distribution, as well as the students' perceptions toward the teaching experiment. The subjects in the present study were three 11th-grader of one private school in Yogyakarta majoring in mathematics and natural science. The method of data collection was direct observation of sampling distribution learning process, interviews, and documentation. The present study found that that informal inferential reasoning with problem-based learning using contextual problems and real data could support the students to understand the sampling distribution, and they also gave positive responses about their learning experience. ED602769 A Case Study of Promoting Informal Inferential Reasoning in Learning Sampling Distribution for High School Students Online Submission SJME (Supremum Journal of Mathematics Education) v4 n1 p64-77 Jan 2020 2020-01-00 14 N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Canada Natives American Indian Students Public Schools Academic Achievement Elementary Secondary Education Postsecondary Education Student Characteristics Achievement Tests Graduation Rate Student Attitudes Child Custody Numerical/Quantitative Data Canada Ministry of Education (British Columbia) English Elementary Secondary Education Postsecondary Education This report provides information about the performance of Aboriginal students (including adults) in public schools. Readers should notice that there are changes to historical and trend data. Once a student has self-identified as being of Aboriginal ancestry, the student is included in all report outcomes for Aboriginal students. This approach ensures a consistent methodology for identifying Aboriginal students across years, as students may self-identify as Aboriginal on some enrollments and not on others. The sections of this report include the following: (1) Introduction; (2) Student and District Context (Kindergarten-Grade 12), 2014/15-2018/19; (3) Foundation Skills Assessment (FSA) Grades 4 and 7, 2014/15-2018/19; (4) Required Examinations Results, 2014/15-2018/19; (5) Transitions, 2013/14-2018/19; (6) School Completion, 2014/15-2018/19; (7) Education Experiences of Children in Care, 2013/14-2017/18; (8) Post-Secondary Transitions, 2014/15-2017/18; (9) Student Learning Survey Results, 2014/15-2018/19; and (10) Glossary. [For the previous report, &quot;Aboriginal Report 2013/14-2017/18: How Are We Doing?,&quot; see ED596480.] ED602770 Aboriginal Report 2014/15-2018/19: How Are We Doing? British Columbia Ministry of Education 2019-11-00 47 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 2020 -1 ERIC APR2020

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Yes Rural Education Academic Achievement Federal Programs Elementary Secondary Education Educational Legislation Federal Legislation Rural Schools Disadvantaged Schools Low Income Students School Districts Eligibility Certification Federal Aid Grants Program Implementation Kuenzi, Jeffrey J. Reports - Descriptive Elementary and Secondary Education Act Title V Every Student Succeeds Act 2015 Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education The Rural Education Achievement Program (REAP) is authorized by Part B of Title V of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA, P.L. 114-95) in 2015. Congress created this program to address the unique needs of rural schools that disadvantage them relative to non-rural schools. To compensate for the challenges facing rural schools, REAP awards two types of formula grants. The Small, Rural School Achievement (SRSA) program provides funds to rural local educational agencies (LEAs) that serve small numbers of students. The Rural and Low-Income School (RLIS) program provides funds to rural LEAs that serve high concentrations of low-income students, regardless of the LEA's size. Funds appropriated for REAP are divided equally between the SRSA and RLIS programs. The ESSA reauthorization of the REAP statute made major changes to the program by: (1) updating the locale codes used for determining the eligibility of LEAs; (2) clarifying that LEAs within educational service agencies are to be considered for SRSA eligibility; (3) extending to RLIS the alternative state certification option for meeting the rural criterion that already existed for SRSA; and (4) giving LEAs the option to choose which program to receive funds under if eligible for both SRSA and RLIS. This report discusses the challenges facing rural schools and the manner in which REAP attempts to address these challenges. ED597892 The Rural Education Achievement Program: Title V-B of the Elementary and Secondary Education Act. CRS Report R44906, Version 2. Updated Congressional Research Service 2017-07-26 14 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2017 -1 ERIC APR2020

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Yes Students with Disabilities High School Graduates Postsecondary Education Secondary Education Equal Education Educational Legislation Federal Legislation Graduation Rate Student Financial Aid College Students Transitional Programs Special Education Higher Education Enrollment Civil Rights Access to Education Dragoo, Kyrie E. Reports - Descriptive Individuals with Disabilities Education Act Every Student Succeeds Act 2015 Higher Education Act 1965 Rehabilitation Act 1973 (Section 504) Americans with Disabilities Act 1990 National Postsecondary Student Aid Study (NCES) National Longitudinal Transition Study of Special Education Students Library of Congress, Congressional Research Service (CRS) English High Schools Secondary Education Postsecondary Education Higher Education Elementary Secondary Education The skills, knowledge, and credentials obtained through education are widely believed to be connected to positive occupational and economic outcomes. In recent decades, considerable attention has been devoted to improving educational attainment levels of students with disabilities. This report discusses policies aiming to promote educational attainment and examines trends in high school graduation and college enrollment for students with disabilities. It begins with a discussion of the laws related to the education of students with disabilities at the secondary and postsecondary levels. Subsequent sections discuss the existing data on transition-aged students with disabilities, what is currently known about such students, and federal legislation and other factors that may have contributed to changes in students with disabilities' high school graduation rates and postsecondary enrollment over time. The report offers a brief overview of what is currently known about the U.S. population of students with disabilities in secondary and postsecondary education. It focuses on data gathered in conjunction with federal programs and federally funded studies of nationally representative samples of students with disabilities. The report provides an overview of the education and civil rights laws that aim to support students with disabilities as they work toward completing high school and potentially transition into further educational pursuits. ED597893 Students with Disabilities Graduating from High School and Entering Postsecondary Education: In Brief. CRS Report R44887, Version 2. Updated Congressional Research Service 2017-07-10 16 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2017 -1 ERIC APR2020

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Yes Foreign Countries Preservice Teachers Student Attitudes Educational Attitudes Educational Practices Student Promotion Comparative Education Testing Transitional Programs Sekerci, Reyhan Journal Articles Reports - Research Turkey Germany United States United Kingdom (England) Japan South Korea ISSN-0975-1122 English Higher Education Postsecondary Education The purpose of this study is to determine the views and approaches of preservice teachers on the comparison of the Turkish education system and the inter-grade transition systems of other countries. In the study using qualitative research methods and techniques, the preservice teachers were asked to present their views and suggestions on the comparison of the Turkish education system and the inter-grade transition systems of other countries. The data were collected via documentation technique. Education systems of five countries were introduced to the preservice teachers and they tried to interpret and explain these conditions in the light of the theoretical knowledge they learned in the course of comparative education. The documents were used as data documents of the study. As a result of the study, the inter-grade transition systems of the countries were compared and some suggestions were made concerning the Turkish education system. ED602729 The Views of Preservice Teachers on the Comparison of the Turkish Education System and the Inter-Grade Transition Systems of Some Countries Online Submission International Journal of Educational Sciences v25 n1-3 p18-24 2019 2019-00-00 7 N/A 2020 -1 As Provided APR2020

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Yes Second Language Learning Second Language Instruction English (Second Language) Intervention Faculty Development Teacher Attitudes Reading Instruction Peer Evaluation Reading Processes Reflection Feedback (Response) Language Teachers Independent Study Semitic Languages Native Language Foreign Countries Knowledge Base for Teaching College Preparation Language of Instruction Ahmad, Zulfiqar Journal Articles Reports - Research Tests/Questionnaires Saudi Arabia ISSN-2576-2974 English Higher Education Postsecondary Education Secondary Education Most research on peer observation as a professional development intervention in EFL contexts focuses either on teachers' perceptions about its usefulness or the methodical frameworks. There are a few studies which report realtime incidence of a peer observed lesson. To fill this gap, the present study arranged a peer observation for a reading lesson on top-down processing skills to reflect upon the strengths and weaknesses of the lesson as well as develop the reading literacy of the students. The peer observation method included a pre-observation stage with the teacher and the observer deciding on the modalities of observation. The second stage was the lesson which was peer observed followed by the post-lesson reflection stage. The results obtained through teachers' reflection on different aspects of the lesson and the peer observer's report revealed that most stages and activities of the lesson went as planned except for the final where issues of activity management, teacher feedback, and coherent lesson progression came up to the fore. The study has significance for EFL practitioners interested in initiating selfdirected professional development through peer observation in particular and for researchers of professional development studies in general. ED602730 Peer Observation as a Professional Development Intervention in EFL Pedagogy: A Case of a Reading Lesson on Developing the Top-Down Processing Skills of the Preparatory Year Students Online Submission International Linguistics Research v3 n1 p1-15 2020 2020-00-00 15 N/A 2020 -1 As Provided APR2020

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No Grammar Written Language Deafness Students with Disabilities Writing Evaluation Language Acquisition Developmental Stages Language Tests Writing Instruction Test Construction Elementary School Students Intermediate Grades Nouns Verbs Form Classes (Languages) Student Evaluation Kilpatrick, Jennifer Renée Wolbers, Kimberly A. Reports - Research Tests/Questionnaires EISSN- English Elementary Education Intermediate Grades Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a Systemic Functional Grammar (SFG) approach to language analysis to provide teachers with a new way to evaluate deaf students' writing. This project consisted of two studies. The first study focused on determining whether SFG analysis could be helpful for teachers of the deaf. The second study focused on mapping a trajectory of the written language development of deaf students and the development of written language inventory for teachers of the deaf. This inventory, along with additional evaluation tools, has the potential to impact both objective setting and instruction. [This is the online version of an article published in &quot;Psychology in the Schools.&quot;] ED602731 Beyond the Red Pen: A Functional Grammar Approach to Evaluating the Written Language of Deaf Students Grantee Submission 2019-06-00 Institute of Education Sciences (ED) 24 T http://doi.org/10.1002/pits.22289 2020 -1 As Provided APR2020 Yes R324A120085

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Yes Community Colleges College Mathematics College English Student Placement State Legislation Educational Legislation Program Implementation Two Year College Students Access to Education Educational Change Remedial Programs Alignment (Education) Organizational Communication Student Rights Hern, Katie Reports - Research California Campaign for College Opportunity English Higher Education Postsecondary Education Two Year Colleges A new law, Assembly Bill 705 (Irwin), is driving dramatic changes to how the California Community Colleges place students into English and math courses. In fall 2019, AB 705 began requiring the colleges to use students' high school grades as the primary means of placement; restricting colleges from denying students access to transferable college-level courses; and giving students the right to begin in courses where they have the best chance of completing the English and math requirements for a bachelor's degree. This report--a collaboration between the Campaign for College Opportunity and the California Acceleration Project--analyzes early AB 705 implementation efforts across California's community college system. It is a follow-up to the regional analysis of 47 colleges in the Central Valley, the Inland Empire, and greater Los Angeles that was published in September 2019. This report examines fall course schedules and websites from 114 of the state's community colleges to identify bright spots and problems in implementation, with particular focus on the extent to which college course offerings are aligned with the AB 705 standard of &quot;maximizing&quot; student completion of transfer-level English and math courses. The report includes findings from an examination of the websites of a subset of colleges to analyze the messages students are receiving about placement when a substantial number of remedial sections remain on the schedule. The analysis reveals that colleges have approximately doubled the proportion of transfer-level classes they offer. There also has been dramatic growth in the number of colleges offering corequisite remediation--that is, curricular models in which students receive additional support while enrolled in transferable college-level classes. Despite this progress, the report identifies several areas of weak implementation that will need further attention from the colleges, the California Community Colleges Chancellor's Office (Chancellor's Office), and possibly the State Legislature. [The Campaign for College Opportunity commissioned the California Acceleration Project (CAP) to conduct this analysis. For &quot;Getting There: Are California Community Colleges Maximizing Student Completion of Transfer-Level Math and English? A Regional Progress Report on Implementation of AB 705,&quot; see ED598343.] ED602771 Getting There II: A Statewide Progress Report on Implementation of AB 705. Are California Community Colleges Maximizing Student Completion of Transfer-Level Math and English? Campaign for College Opportunity 2019-12-00 29 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 2020 -1 ERIC APR2020

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Yes Foreign Countries Social Media Media Literacy Nursing Education Nursing Students Professionalism Student Attitudes College Students Oducado, Ryan Michael F. Sales, Mhonica R. Magarzo, Aira Joy P. Panes, Patricia Mae A. Lapastora, Joreem Theus P. Reports - Research Journal Articles Philippines ISSN- English Higher Education Postsecondary Education Background: As future professionals, nursing students are expected to exhibit online professionalism and to be responsible users of social media. However, the rapid sharing of information on social media exposes nursing students to the risk and danger of spreading unprofessional behaviors like breaches of privacy and confidentiality. Objective: This study looked into the nursing students' perceptions and attitude toward responsible use of social media. Methods: A descriptive cross-sectional research design was utilized and participated by 298 nursing students in a College of Nursing in Iloilo City, Philippines. The Responsible Use of Social Media Attitude Scale (RUSMAS) created by the researchers was used to collect the data. Results: Findings indicated that nursing students widely use social media and that nursing students had good perceptions and had positive attitude toward responsible use of social media. A significant difference was found in the attitude of nursing students when grouped according to year level. Conclusion: Social media continue to gain interest among nursing students and using it responsibly must be continuously upheld. Academic nursing institutions should develop approaches promoting social media literacy in nursing education. ED602772 Perceptions and Attitude on Using Social Media Responsibly: Toward Social Media Literacy in Nursing Education Online Submission Belitung Nursing Journal v5 n3 p116-122 May-Jun 2019 2019-00-00 8 T 2020 -1 As Provided APR2020

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Yes Disabilities Educational Legislation Equal Education Federal Legislation Infants Toddlers Grants Early Intervention Students with Disabilities Special Education Elementary Secondary Education Federal Aid Access to Education Civil Rights Expenditures Compliance (Legal) Resource Allocation Dragoo, Kyrie E. Reports - Descriptive Individuals with Disabilities Education Act Individuals with Disabilities Education Act Part C Individuals with Disabilities Education Act Part B Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education Part C (Infants and Toddlers with Disabilities) of the Individuals with Disabilities Education Act (IDEA, P.L. 108-446) authorizes a formula grant program for infants and toddlers with disabilities (ages birth through two) and their families. A general purpose of these grants is to aid states in developing and implementing &quot;a statewide, comprehensive, coordinated, multidisciplinary, interagency system that provides early intervention services for infants and toddlers with disabilities and their families.&quot; In 2018, approximately 389,000 infants and toddlers received early intervention services under Part C of the IDEA. The IDEA is primarily thought of as the nation's special education law, and Part B, which focuses on providing special education and related services to children with disabilities between the ages of 3 and 21 years old, is the largest part of the IDEA both in terms of populations served and funding level. However, the IDEA covers more than special education. The IDEA consists of four parts. Part A contains the general provisions, including the purposes of the act and definitions. The aforementioned largest part, Part B, contains provisions relating to the education of school aged children (the grants-to-states program) and the state grants program for preschool children with disabilities (Section 619). Part C, the focus of this report, authorizes state grants for programs serving infants and toddlers with disabilities. Finally, Part D contains the requirements for various national activities designed to improve the education of children with disabilities. Appendix A provides a more detailed summary of each of the four parts. This report describes the IDEA, Part C state requirements, services for infants and toddlers with disabilities, and procedural safeguards. Additionally, it discusses funding, expenditure requirements, and compliance. [Mariam Ghavalyan assisted in the updating of this report.] ED597894 The Individuals with Disabilities Education Act (IDEA), Part C: Early Intervention for Infants and Toddlers with Disabilities. CRS Report R43631, Version 11. Updated Congressional Research Service 2019-08-09 28 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2019 -1 ERIC APR2020

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Yes Nutrition Food Service Lunch Programs Breakfast Programs Child Health Adults Child Care After School Programs Summer Programs Elementary Secondary Education Financial Support Government Role Federal Government State Government Local Government Federal Legislation Eligibility Billings, Kara Clifford Aussenberg, Randy Alison Reports - Descriptive Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education The federal child nutrition programs provide assistance to schools and other institutions in the form of cash, commodity food, and administrative support (such as technical assistance and administrative funding) based on the provision of meals and snacks to children. The programs provide financial support and/or foods to the institutions that prepare meals and snacks served outside of the home (unlike other food assistance programs such as the Supplemental Nutrition Assistance Program (SNAP, formerly the Food Stamp Program) where benefits are used to purchase food for home consumption). Though exact eligibility rules and pricing vary by program, in general the amount of federal reimbursement is greater for meals served to qualifying low-income individuals or at qualifying institutions, although most programs provide some subsidy for all food served. Participating children receive subsidized meals and snacks, which may be free or at reduced price. Sections in this report discuss how program-specific eligibility rules and funding operate. This report describes how each program operates under current law, focusing on eligibility rules, participation, and funding. The section describes some of the background and principles that generally apply to all of the programs; subsequent sections go into further detail on the workings of each. ED597895 School Meals Programs and Other USDA Child Nutrition Programs: A Primer. CRS Report R43783, Version 25. Updated Congressional Research Service 2019-02-11 38 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2019 -1 ERIC APR2020

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Yes Foreign Countries College Applicants College Students College Graduates Student Characteristics Student Attitudes Apprenticeships Continuing Education Educational Indicators Reports - Descriptive Numerical/Quantitative Data Canada Colleges Ontario (Canada) English Higher Education Postsecondary Education Adult Education This report shares data relating to Ontario student and graduate profiles for 2018 in the following areas: (1) College activity; (2) Numbers of Ontario college applicants, students and graduates; (3) Learner demographics and characteristics; (4) Apprentices; (5) Continuing education students; (6) Graduates; (7) Perceptions; and (8) Key performance indicators. Among the highlighted findings are: (1) Each year, more than 500,000 students and clients are served by Ontario's colleges of applied arts and technology (CAATs). Of this group, more than 200,000 are full-time students; (2) There were 191,359 distinct applicants for the 2016-17 academic year; (3) Fifty-nine percent of new fall 2017 entrants to Ontario post-secondary institutions enrolled in a college; (4) Last year, more than 99,000 people graduated from college post-secondary programs; and (5) Eighty-three percent of 2015-16 graduates in the labour force were working six months after graduation. ED603108 Student and Graduate Profiles 18. Environmental Scan 2018 Colleges Ontario 2018-00-00 42 Colleges Ontario. 20 Bay Street Suite 1600, Toronto, Canada M5J 2N8. Tel: 647-258-7670; Fax: 647-258-7699; Web site: http://collegesontario.org N/A 2020 -1 ERIC APR2020

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Yes Foreign Countries College Applicants College Students College Graduates Student Characteristics Student Attitudes Apprenticeships Continuing Education Educational Indicators Reports - Descriptive Numerical/Quantitative Data Canada Colleges Ontario (Canada) English Higher Education Postsecondary Education Adult Education This report shares data relating to Ontario student and graduate profiles for 2018 in the following areas: (1) College activity; (2) Numbers of Ontario college applicants, students and graduates; (3) Learner demographics and characteristics; (4) Apprentices; (5) Continuing education students; (6) Graduates; (7) Perceptions; and (8) Key performance indicators. Among the highlighted findings are: (1) Each year, more than 500,000 students and clients are served by Ontario's colleges of applied arts and technology (CAATs). Of this group, more than 240,000 are full-time post-secondary students; (2) There were 196,798 distinct applicants for the 2017-18 academic year; (3) Fifty-eight per cent of new fall 2018 entrants to Ontario post-secondary institutions enrolled in a college; (4) Colleges reported more than 99,000 post-secondary graduates in 2016-17; and (5) Eighty-six per cent of 2016-17 graduates in the labour force were working six months after graduation. ED603109 Student and Graduate Profiles. 2019 Environmental Scan Colleges Ontario 2019-00-00 40 Colleges Ontario. 20 Bay Street Suite 1600, Toronto, Canada M5J 2N8. Tel: 647-258-7670; Fax: 647-258-7699; Web site: http://collegesontario.org N/A 2020 -1 ERIC APR2020

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Yes Talent Older Adults Social Change Retirement Employment Unemployment Job Training Career Change Technical Assistance Labor Force Adult Learning Experiential Learning Grants Program Descriptions Occupations Personnel Selection Decision Making Aging (Individuals) Money Management Workplace Learning Snyder, Phyllis, Ed. Barth, Michael C., Ed. Collected Works - General Reports - Evaluative Council for Adult and Experiential Learning (CAEL) English Adult Education People aged 55 and older are one of the fastest growing demographic groups in much of the developed world. While they have seen tremendous changes in technology and everyday living over their lifetime, some of the biggest societal changes are those that they themselves are helping to make. In the U.S., these mature individuals can expect to live several decades beyond the traditional retirement age of 65-67, and they will likely be able to do so in much better health compared to earlier generations. While a percentage of these individuals will choose full-time retirement in their mid-sixties, a large and growing percentage will want or need to have paid work. Within this group are very diverse interests and needs. Some mature workers will want to stay in their current jobs as long as possible, while others may want to migrate to a different kind of job as a way to transition to full-time retirement (for example, they may wish to find a job with shorter hours, less stress, or fewer physical demands). Some mature workers may want to find something to do in this next stage of their work lives that is completely different than anything they have done in the past. Some in pursuit of such &quot;encore careers&quot; may want anything new, while others may seek to do something they have always dreamed of or something that gives back to the community. Still other mature workers may find that their lifelong jobs have disappeared. Facing unexpected unemployment, they will need to find a replacement job that may be in another industry. In 2009, the U.S. Department of Labor supported a three-year Aging Worker Initiative (AWI). This initiative acknowledged the importance of mature workers to the economy and the need to provide them with a different kind of help in preparing for new jobs and careers. The AWI funded 10 sites to test new models of serving mature workers. Over the course of this three-year initiative, the Council for Adult and Experiential Learning (CAEL) has provided technical assistance to these sites under a grant from The Atlantic Philanthropies. The Council on Competitiveness assisted as well during the first two years of the initiative. The experiences of the 10 sites have underscored for us the importance of supporting the labor force participation of mature individuals in a deliberate way. As this initiative comes to a close, CAEL invited leading experts on the mature workforce to help us showcase the work of the AWI grantees alongside their own research findings. Collectively, the papers commissioned for this publication address the factors that are causing more mature individuals to continue working, the range of occupations currently held by mature workers, the value of the mature workforce to our economy, the factors that most influence employer retention and hiring as they face changing workforce demographics, the difficulties workers face as they make often irreversible decisions about when to retire, and public sector strategies that support mature workers. ED603110 Tapping Mature Talent: Policies for a 21st Century Workforce. A Tapping Mature Talent Publication Council for Adult and Experiential Learning 2013-00-00 The Atlantic Philanthropies 120 Council for Adult and Experiential Learning. 55 East Monroe Street Suite 1930, Chicago, IL 60603. Tel: 312-499-2600; Fax: 312-499-2601; e-mail: cael@cael.org; Web site: http://www.cael.org N/A 2020 -1 ERIC APR2020

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Yes Foreign Countries Academic Standards Accountability Accreditation (Institutions) Administrative Organization Audits (Verification) Students with Disabilities Diversity (Institutional) Educational Finance Educational Innovation Educational Policy Educational Quality Educational Resources Governance Grievance Procedures Needs Assessment Quality Assurance Risk Risk Assessment Reputation Higher Education Partnerships in Education Budgets Portfolios (Background Materials) Human Resources Access to Information Sustainable Development Advertising Occupational Safety and Health Disabilities 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 describes the progress made over the course of 2018-19 to advance national action to assure the quality of higher education in Australia. It informs The Hon Dan Tehan MP, 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 30 June 2019. Prepared according to parliamentary reporting requirements, the report describes TEQSA's achievements against the objectives and actions set out in the &quot;TEQSA Corporate Plan 2018-22&quot; and in TEQSA's &quot;2018-19 Portfolio Budget Statements.&quot; [For the 2017-2018 report, see ED592418.] ED602732 TEQSA Annual Report 2018-2019 Australian Government Tertiary Education Quality and Standards Agency 2019-09-30 144 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 2020 -1 ERIC APR2020

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Yes Elementary School Students Teacher Attitudes Active Learning Scientific Research Foreign Countries Science Process Skills Skill Development Problem Solving Student Centered Learning Sarigöz, Okan Journal Articles Reports - Research Turkey EISSN- English Elementary Education Research-oriented learning is a learning approach enabling students to do scientific research, work actively in the process, revise, reinforce, learn by living and doing, take responsibility, boost their self-confidence, put what they have learned into practice and solve the problems they have encountered in their daily lives. The aim of this re-search is to determine the views of primary school teachers about research-oriented learning approach by considering some demographic variables. The sample of the re-search constitutes 253 primary school teachers working under Provincial Directorate of National Education in the city centre of Antalya in 2015-2016 school years. General screening models, one of the descriptive screening methods, and mixed model were used in the research. Validity and reliability studies of 22-item 'Survey of Research-Oriented Learning Approach' used in the research were conducted and Cronbach's Alpha internal reliability coefficient was calculated as 0.89. As a consequence of the research, the result has been reached that according to the primary school teachers, research-oriented learning approach develops students' problem solving skills and lets students enter in to a certain process, but purposes and gains about subjects are not determined by teachers. Moreover, such results have been reached in the research that depending on demo-graphic variables, there is no a statistically significant difference of opinions regarding the approach between female and male primary school teachers according to gender variable. ED602733 An Analytical Study of Primary School Teachers&apos; Views towards Research Oriented Learning Approach Online Submission Journal of Academic Social Science Studies n48 p293-304 Sum 2016 2016-00-00 12 N/A 2020 -1 As Provided APR2020

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Yes Higher Education College Students College Faculty Educational Finance Foreign Students Foreign Countries Universities Proprietary Schools Vocational Education School Personnel Courses Institutional Characteristics College Admission Attendance Student Characteristics Undergraduate Students Intellectual Disciplines Graduate Students Accreditation (Institutions) Enrollment Full Time Students Part Time Students Public Colleges Numerical/Quantitative Data Reports - Evaluative Australia ISSN-2207-5909 Australian Government Tertiary Education Quality and Standards Agency (TEQSA) English Higher Education Postsecondary Education The &quot;Statistics report on TEQSA-registered higher education providers 2019&quot; (the Statistics Report) is the sixth 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 (the Department). The Statistics Report provides high-level information across three key areas: providers, students, and academic staff. This update of the Report focuses on data relating to 2017, with the exception of onshore international students, which includes 2018 data. Where available, data relating to 2013, 2014, 2015 and 2016 has been included to enable trend reporting. The explanatory notes and glossary at the back of the Statistics Report provide further contextual information on the data and presentation. [For the 2018 report, see ED592405.] ED602734 Statistics Report on TEQSA Registered Higher Education Providers, 2019 Australian Government Tertiary Education Quality and Standards Agency 2019-10-00 56 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 2020 -1 ERIC APR2020

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Yes Early Childhood Education Social Development Emotional Development Teaching Methods School Culture Parent Participation Academic Standards Faculty Development Student Evaluation Elementary Secondary Education Early Childhood Teachers Teacher Education Early Intervention Regenstein, Elliot Reports - Descriptive Classroom Assessment Scoring System American Enterprise Institute (AEI) English Early Childhood Education Elementary Secondary Education In the paper, Elliot Regenstein discusses how early childhood education (ECE) uses social and emotional learning (SEL). He believes K-12 schools should analyze how ECE incorporates SEL into their curriculum. In the best ECE programs, SEL is an integral part of the teaching strategy and an area in which performance is carefully measured. At the same time, more research is need on early childhood's SEL implementation and impacts. In conclusions he discusses the five main takeaways for K-12 leaders on early childhood's use of SEL are: (1) Create a culture in which SEL is central; (2) Active parental involvement is essential; (3) Treat SEL as measureable and hold it to that standard; (4) Train teachers to measure SEL; and (5) Be aware that early childhood's SEL work is a work in progress. ED602773 How Early Childhood Education Uses Social and Emotional Learning American Enterprise Institute 2019-12-00 9 American Enterprise Institute. 1150 Seventeenth Street NW, Washington, DC 20036. Tel: 202-862-5800; Fax: 202-862-7177; Web site: http://www.aei.org N/A 2020 -1 ERIC APR2020

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Yes Listening Comprehension Listening Skills Vocabulary Reading Comprehension Oral Language Writing Skills Reading Skills Grammar Short Term Memory Attention Knowledge Level Cognitive Ability Language Skills Foreign Countries Kindergarten Grade 1 Teaching Methods Emergent Literacy Kim, Young-Suk Grace Pilcher, Heather Reports - Research South Korea EISSN- English Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 One's ability to listen and comprehend spoken language of multiple utterances (i.e., listening comprehension) is one of the necessary component skills in reading and writing development. In this chapter, we review theoretical frameworks and empirical evidence of listening comprehension development and improvement, and propose a direct and mediated model of listening comprehension. A review of correlational and intervention studies indicates that many language and cognitive skills contribute to listening comprehension, including working memory, attention, vocabulary, syntactic knowledge, inferencing, theory of mind, and comprehension monitoring. Although limited in number, studies indicate that these skills are malleable. We conclude that listening comprehension instruction should be an integral part of reading and writing instruction, incorporating these multiple language and cognitive skills. Instruction on these components can be incorporated into existing instruction such as bookreading or reading comprehension instruction. [This chapter was published in R. Schiff and M. Joshi (Eds.), &quot;Handbook of Interventions in Learning Disabilities&quot; (p159-174). New York, NY: Springer.] ED602774 What Is Listening Comprehension and What Does It Take to Improve Listening Comprehension? Grantee Submission 2016-00-00 Institute of Education Sciences (ED) 28 T 2020 -1 As Provided APR2020 Yes R305A130131 R305F100027

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Yes Foreign Countries Foreign Students Tuition Public Schools Income School Districts Elementary Secondary Education Educational Finance Educational Equity (Finance) Kuehn, Larry Vaitekonyte, Jolanta Reports - Research Canada British Columbia Teachers' Federation (BCTF) (Canada), Research Department English Elementary Secondary Education The amount of tuition paid by international students to British Columbia (BC) public school districts in the 2017-18 school year reached $256,829,094. That is an increase by nearly $15 million compared to last year. This represents about 5% of total district revenues provincially, but the bulk of gains are concentrated in just 10 districts in Metro Vancouver and Greater Victoria. K-12 International student tuition charges are $14,000 to $15,000 a year, depending on school district. The number of international students attending BC public schools, as reported by the BC Ministry of Education was 16,412 in 2017-18. The financial inequalities between school districts created by international tuition are produced because most of the non-resident students end up in districts in the Metro Vancouver area and Southern Vancouver Island. The influx of these additional funds combined with provincial funding allows some school districts to offer more services to their students than others. ED602775 International Students--Tuition Revenue--and Inequity--Continues to Grow. BCTF Research Report British Columbia Teachers' Federation 2019-01-00 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 2020 -1 ERIC APR2020

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No Credentials Educational Certificates Job Skills Skill Development Program Development Employment Qualifications Learning Modules Educational Technology Technology Uses in Education Models Governance Information Storage Recognition (Achievement) Distance Education Rossiter, Darien Tynan, Belinda Guides - Non-Classroom Reports - Descriptive Commonwealth of Learning (COL) (Canada) English Many organisations are experimenting with micro-credentials, while others are emerging to collect, publish and offer credentials. The decision to engage with these new forms of credentials will be influenced by many factors, as described in this guide. Each organisation will need to assess their own level of maturity as new and innovative forms of credentialing continue to evolve. The organisational appetite for change, its culture and readiness, and the availability of resources to support all the stakeholders involved in the journey should inform each implementation strategy and accompanying operational planning activities. ED603111 Designing &amp; Implementing Micro-Credentials: A Guide for Practitioners. Knowledge Series: A Topical Start-Up Guide to Distance Education Practice and Delivery Commonwealth of Learning 2019-08-00 Practitioners 12 Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: info@col.org; Web site: http://www.col.org N/A http://oasis.col.org/bitstream/handle/11599/3279/2019_KS_MicroCredentials.pdf 2020 -1 As Provided APR2020

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Yes Language Planning Databases Photography Correlation History Public Officials College Faculty Teacher Attitudes Student Attitudes Language Attitudes Policy Formation Cross Cultural Studies Foreign Countries Policy Analysis Turkic Languages Hungarian Russian Official Languages English (Second Language) Signs Bilingualism Multilingualism Laws Second Languages Historic Sites Retailing Buildings Corporations Naming Sanitation Preferences Mambetaliev, Askar Journal Articles Reports - Research Kyrgyzstan Hungary (Budapest) ISSN-2335-2019 English Higher Education Postsecondary Education The purpose of this study was to find the main factors that guide language policies and discover correlations between top-down and bottom-up ideologies in the context of Hungary and Kyrgyzstan. To accomplish this, the study created a database of relevant official documents, photos of linguistic landscapes and qualitative data. The study analyzed the documented top-down decisions from historical perspectives, and then compared them with the data collected from interviews and surveys, and from the collection of photos. The participants included both high-ranking political figures, professors, students and random citizens. Results showed that the official policies often do not comprehensively match with the people's beliefs, attitudes and desires. Findings also imply that using either document analysis, or the method of linguistic landscape, or qualitative methods alone, might not sufficiently validate the results in the absence of each other, since errors may top up from various discrepancies between top-down and bottom-up arrangements, as well as from overt and covert ideologies. ED603112 A Comparative Study of the Gap between De-Jure and De-Facto Language Policies: The Case of Kyrgyzstan and Hungary Online Submission Sustainable Multilingualism v15 p48-69 2019 2019-00-00 22 T 2020 -1 As Provided APR2020

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No Technology Uses in Education Distance Education Educational Innovation Educational Technology Technological Advancement Educational Benefits Blended Learning Place Based Education Citizen Participation Scientific Research Computation Thinking Skills Handheld Devices Ferguson, Rebecca Reports - Descriptive Commonwealth of Learning (COL) (Canada) English This guide explores how pedagogy and vision underpin successful TEL [technology-enabled learning] innovation, as well as the other building blocks that are needed. It also outlines recent pedagogical innovations in TEL that can be trialled in any classroom where learners have access to smartphones and the Internet. ED603113 Pedagogical Innovations for Technology-Enabled Learning. Knowledge Series: A Topical, Start-Up Guide to Distance Education Practice and Delivery Commonwealth of Learning 2019-07-00 Teachers 8 Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: info@col.org; Web site: http://www.col.org N/A http://oasis.col.org/bitstream/handle/11599/3201/2019_KS_Pedagogical%20Innovations_TEL.pdf 2020 -1 As Provided APR2020

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Yes Counseling Services Poverty Programs Caseworker Approach Counselor Client Relationship International Cooperation Program Development Counseling Techniques Community Development Community Involvement Intergenerational Programs Guidance Programs Staff Development Cultural Awareness Physical Environment Luesse, Hiershenee B. Luesse, Joseph E. Reports - Descriptive EISSN- English This report presents best practices in wraparound care from three perspectives: the research perspective as reflected in empirical studies and non-empirical literature, professional knowledge and values generated from interviews with industry leaders, as well as consumer insights from clients of the Comprehensive Case Management program. The report incorporates information from a range of disciplines, such as behavioral economics, behavioral science, trauma-informed care, and executive skill building to provide an overview of the state of the field. It is our goal not to provide everything there is to know, but rather to extract practical lessons that can be integrated into wraparound work with individuals and that can be used to guide the improvement and expansion of services. At the end of the report, we have assembled some resources that can help organizations refine and/or implement program changes and celebrate program successes. [This report was prepared by 8RES, LLC for Part of the Solution (POTS).] ED602741 State of the Field: Wraparound Services Online Submission 2019-08-00 New York Community Trust 43 N/A 2020 -1 As Provided APR2020

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Yes Interlanguage Indo European Languages Language Processing Interference (Language) Language Usage Syntax Phonetics Morphology (Languages) Learning Motivation Speech Communication Language Research Case Studies Second Language Learning Grammar Teaching Methods Second Language Instruction Transfer of Training Error Analysis (Language) Foreign Countries Islam, A. K. M. Mazharul Dissertations/Theses - Masters Theses Tests/Questionnaires Bangladesh EISSN- English This study has investigated the interlanguage features in spoken language of four foreigner learners of Bangla. Data has been collected through interviews which were recorded and analyzed. The analysis of the respondents' language has been made in terms of phonetic, morphological and syntactic aspects. The language deviations may be attributed to different factors such as L1 interference to some extent, and other aspects related to psychological processing, motivation and language use. ED602744 Interlanguage: A Case Study of Foreigner Learners of Bangla Online Submission M.A. Thesis, University of Dhaka 2011-09-30 60 N/A 2020 -1 As Provided APR2020

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Yes Coaching (Performance) Program Effectiveness Student Participation Partnerships in Education Colleges School Community Programs At Risk Students Student Adjustment College Students Transitional Programs Minority Group Students Low Income Students Program Implementation Costs Disproportionate Representation Interpersonal Communication Student Recruitment High School Graduates College Attendance Barriers College Readiness Student Financial Aid Grade Point Average Academic Achievement College Credits High School Seniors Racial Differences Ethnicity Gender Differences Institutional Characteristics Linkow, Tamara Bumgarner, Erin Didriksen, Hayley Lack, Kelly Nichols, Austin Dastrup, Emily Dastrup, Samuel Gamse, Beth Reports - Research Massachusetts (Boston) Abt Associates, Inc. Boston Foundation, Success Boston College Completion Initiative Corporation for National and Community Service English Higher Education Postsecondary Education High Schools Secondary Education Access to middle class jobs increasingly requires a college degree or credential. Individuals with postsecondary education have competitive advantage in the labor market: even when a job does not explicitly require a degree, a candidate with a degree will tend to be hired over an equally qualified candidate without one. Low-income students, in particular, along with first-generation students and racial/ethnic minorities, are underrepresented in postsecondary education Massachusetts is faced with an aging workforce where nearly half of the labor market is 45 or older. In Boston, the six-year college graduation rate for the city's 2011 public high school graduates who enrolled in college was 52 percent. This rate improves upon the 39 percent seven-year rate for 2000 graduates, yet likely is not sufficient to meet the predicted demand for a college-educated workforce. One-on-one coaching from experienced counselors when students are completing their senior year in high school and beginning college can help them succeed. A core strategy of the city-wide &quot;Success Boston&quot; initiative is one-on-one transition coaching. The coaching model is implemented across a network of nonprofit organizations (that provide coaching) in partnership with institutions of higher education. Transition coaching offers students sustained, proactive, and responsive support in their first two years after high school. This report refers to the transition coaching program as Success Boston Coaching (SBC). The report is designed to answer four main research questions about implementation and impact: (1) What is the effect of SBC on student success in college?; (2) How, if at all, do the impacts of SBC vary by student characteristics and features of the coaching?; (3) How is SBC implemented across partner organizations and partner colleges? and (4) What resources are necessary to implement SBC? This report focuses on the effectiveness of coaching on students' persistence and achievement early in college, answering the first and second research questions. [For the previous report, &quot;Success Boston: Coaching for Completion. 2015-16 Implementation Report,&quot; see ED582088. For the companion report, &quot;The Story of Scaling Up: Highlights from the Interim Report on the Impact of Success Boston's Coaching for Completion,&quot; see ED602749.] ED602748 The Story of Scaling Up: Interim Report on the Impact of Success Boston&apos;s Coaching for Completion Abt Associates 2019-10-00 Corporation for National and Community Service (CNCS), Social Innovation Fund (SIF) 110 Abt Associates. 4550 Montgomery Avenue Suite 800 North, Bethesda, MD 20814. Tel: 301-347-5000; Fax: 301-634-1801; Web site: http://abtassociates.com N/A 2020 -1 ERIC APR2020

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Yes Foreign Countries College Students Student Mobility College Transfer Students School Policy Transfer Policy College Admission Admissions Officers Attitudes Registrars (School) Universities Two Year Colleges Reports - Research Tests/Questionnaires Canada British Columbia Council on Admissions and Transfer (BCCAT) (Canada) English Higher Education Postsecondary Education Two Year Colleges A visiting student is a student who moves from their home institution where he or she is registered usually in a degree program, to take a specified number of courses or credits at another institution. Students may or may not hold a letter of permission. Most of these students later return to the home institution and request transfer credit for the courses taken elsewhere. The rationale for the study involves gaining an enhanced picture of student mobility and credit transfer. Visiting students often fall into the same general category as those who are assessed in studies of student mobility or credit transfer; they are a smaller group, and less easily identifiable. Providing models for policy and/or practice can assist all institutions in identifying trends and efficiencies across the British Columbia (BC) post-secondary system, thus helping students as well as administrators and faculty. This report describes various policies and practices related to visiting students at post-secondary institutions in BC and at key institutions across Canada. The report focuses on Canada and on BC in particular. The study analyzes policies and practices at different types of institutions: research-intensive universities, teaching-intensive universities, institutes, and colleges. Both public and private BC institutions were included in the study. [This report was prepared by I.S. Education Consulting.] ED602776 Visiting Students: A Survey of Institutional Policies and Practices in British Columbia Post-Secondary Education British Columbia Council on Admissions and Transfer 2015-03-00 23 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 2020 -1 ERIC APR2020

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Yes Foreign Countries College Students Student Mobility College Transfer Students Public Colleges College Credits Foreign Students Gender Differences Institutional Characteristics Student Characteristics Intellectual Disciplines Enrollment Reports - Research Canada British Columbia Council on Admissions and Transfer (BCCAT) (Canada) English Higher Education Postsecondary Education This project focuses on the student practice of &quot;stepping out&quot; to earn transfer credits at a second or additional (&quot;host&quot;) institution, while continuing in a program at their first (&quot;home&quot;) institution. It is based on data from a cohort of students who graduated in 2015/2016 from any of the 21 public institutions in British Columbia that report to the British Columbia Central Data Warehouse (CDW). Since there is limited research on visiting students in a domestic context, this report aimed to understand both general themes and a variety of research questions related to the following areas: (1) Volume of transfer credits being imported to the home institution, generally, as well as by course and student disciplines; (2) The number and type of host institutions at which the imported credits were earned; (3) The level of credits being transferred; (4) Domestic/international status of students requesting credit; (5) Identifiable patterns to the courses transferred, such as semester of enrollment, number of semesters that transfer courses are taken in, and common disciplines resulting in assigned or unassigned transfer credit; and (6) Whether the student attended the host institution, either previously or in the future. This project follows up on a previous report on the policies and practices related to visiting students at British Columbia (BC) post-secondary institutions. [For the earlier report, &quot;Visiting Students: A Survey of Institutional Policies and Practices in British Columbia Post-Secondary Education,&quot; see ED602776. This report was prepared by Plaid Consulting.] ED602777 Stepping Out: A Look at the Mid-Program Transfer Patterns of BC Post-Secondary Students British Columbia Council on Admissions and Transfer 2020-01-00 36 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 2020 -1 ERIC APR2020

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No Vocational Education Outcomes of Education Education Work Relationship Income Program Effectiveness Dual Enrollment Apprenticeships Reports - Research University of Wisconsin-Madison, Institute for Research on Poverty English Career and Technical Education (CTE) programs focus on learning and building skills directly related to work and labor market demands, often for a particular sector or occupation. Previously referred to by names such as manual arts or vocational education, CTE takes place at the secondary (high school), postsecondary (college), and adult education levels. Programs are provided in educational institutions and real-world settings, with the latter including apprenticeships, on-the-job training, and a variety of intensive program models often geared toward opportunity youth (defined as young people between ages 16 and 24 who are neither enrolled in school nor working, constituting approximately one in nine 16- to 24-year-olds in the United States today). This brief highlights what research can tell us about these programs and their effects. ED598093 What Do We Know about Career and Technical Education? Fast Focus. Research/Policy Brief. No. 38-2019 Institute for Research on Poverty 2019-04-00 4 Institute for Research on Poverty. Publications Department, 1180 Observatory Drive, Madison, WI 53706-1393. Tel: 608-262-6358; Fax: 608-265-3119; e-mail: irppubs@ssc.wisc.edu; Web site: http://www.irp.wisc.edu N/A https://www.irp.wisc.edu/wp/wp-content/uploads/2019/04/FF38-2019.pdf 2019 -1 As Provided APR2020

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Yes Fathers Child Development Parent Role Parent Participation Research Persistence Child Rearing Children Adolescents Intervention Inclusion Outcomes of Treatment Sampling Mental Health Fabiano, G. A. Caserta, A. Reports - Research EISSN- English Fathers make important and unique contributions to positive child development. In spite of these findings the research literature has lagged in the study of the role and impact of fathers on child development and in the development of effective approaches and interventions for fathers. Parameters for additional study include the inclusion of fathers in treatment outcome studies, the engagement of fathers within studies once included, the retention of fathers in interventions and studies once engaged, and the appropriate measurement of father-related outcomes. A systematic review of 64 studies indicated that there is evidence fathers have been included within multiple studies aimed at improving parenting, but that there are relatively fewer studies of other targeted outcomes such as co-parenting. A set of recommendations for future directions in the next generation of father-focused studies in the child and adolescent psychology literature is presented, with an emphasis on improving study of the parameters of inclusion, engagement, retention, and measurement of outcomes. [This paper was published in &quot;Journal of Clinical Child and Adolescent Psychology&quot; v47 p847-862 2018.] ED598217 Future Directions in Father Inclusion, Engagement, Retention, and Positive Outcomes in Child and Adolescent Research Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 41 T https://doi.org/10.1080/15374416.2018.1485106 2018 -1 As Provided APR2020 Yes R305A150230

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Yes Literacy English (Second Language) Second Language Learning Program Evaluation Faculty Development Coaching (Performance) Elementary School Teachers English Language Learners Grants College Faculty Curriculum Development Program Development School Districts Science Instruction Literacy Education Academic Language Language Proficiency Second Language Instruction Intervention Best Practices Standards Teaching Methods Outcomes of Education Oral Language Phonological Awareness Educational Quality Self Esteem Elementary School Students Academic Achievement Grade 3 Grouping (Instructional Purposes) Individualized Instruction Vocabulary Development Visual Aids Comparative Analysis Wolf, Rebecca Latham, Gavin Armstrong, Clayton Ross, Steven Laurenzano, Mary Daniels, Cecilia Eisinger, Jane Reilly, Joseph Reports - Research Tests/Questionnaires Texas Johns Hopkins University, Center for Research and Reform in Education (CRRE) English Elementary Education Higher Education Postsecondary Education Early Childhood Education Grade 3 Primary Education The English Language and Literacy Acquisition--Validation (ELLA-V) study was a five-year evaluation of a program that provided professional development, coaching, and curricula that targeted English-as-a-second-language (ESL) instruction for teachers of K-3 English learners (ELs). ELLA-V was implemented in 10 school districts in Texas in the 2013-14 through 2016-17 school years. The project was federally funded by a grant from the U.S. Department of Education's Investing in Innovation (i3) Fund (PR/Award Number U411B120047). Professors at Texas A&amp;M University were the recipients of the grant and developed the professional development, the coaching program, and the curricula. Researchers at the Center for Research and Reform in Education (CRRE) at Johns Hopkins University were contracted to conduct the independent evaluation. The evaluation of ELLA-V was a multi-site cluster randomized trial designed to meet the What Works Clearinghouse (WWC) standards for rigorous education research (WWC, 2017). The study used a mixed method design to estimate program impacts on student and teacher outcomes and document the fidelity of implementation and perceived quality of the program. [This report was published at the Center for Research and Reform in Education (ED594703). Principal Investigators were Rafael Lara-Alecio, Beverly Irby, and Fuhui Tong. Cindy Guerrero and Laura Cajiao-Wingenbach were Lead Coordinators.] ED598313 English Language and Literacy Acquisition-Validation (ELLA-V) i3 Evaluation (Valid 22). Final Report Grantee Submission 2018-08-00 Office of Innovation and Improvement (ED), Investing in Innovation (i3) 86 Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: https://education.jhu.edu/crre/ T 2018 -1 As Provided APR2020 U411B120047

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No Computer Assisted Testing Student Evaluation Introductory Courses Psychology Undergraduate Students Semantics Scoring Natural Language Processing Prediction Instructional Effectiveness Guerrero, Tricia A. Wiley, Jennifer Reports - Research Speeches/Meeting Papers EISSN- English Higher Education Postsecondary Education Teachers may wish to use open-ended learning activities and tests, but they are burdensome to assess compared to forced-choice instruments. At the same time, forced-choice assessments suffer from issues of guessing (when used as tests) and may not encourage valuable behaviors of construction and generation of understanding (when used as learning activities). Previous work demonstrates that automated scoring of constructed responses such as summaries and essays using latent semantic analysis (LSA) can successfully predict human scoring. The goal for this study was to test whether LSA can be used to generate predictive indices when students are learning from social science texts that describe theories and provide evidence for them. The corpus consisted of written responses generated while reading textbook excerpts about a psychological theory. Automated scoring indices based in response length, lexical diversity of the response, the LSA match of the response to the original text, and LSA match to an idealized peer were all predictive of human scoring. In addition, student understanding (as measured by a posttest) was predicted uniquely by the LSA match to an idealized peer. [The paper was published in: &quot;Proceedings of the 20th International Conference on Artificial Intelligence in Education,&quot; p.133-143). Cham, Switzerland: Springer.] ED603114 Using &quot;Idealized Peers&quot; for Automated Evaluation of Student Understanding in an Introductory Psychology Course Grantee Submission Paper presented at the International Conference on Artificial Intelligence in Education (20th, 2019) 2019-00-00 Institute of Education Sciences (ED) National Science Foundation (NSF) 13 T https://doi.org/10.1007/978-3-030-23204-7_12 2020 -1 As Provided APR2020 Yes R305A160008

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Yes Foreign Countries Natural Resources Water Ecology Conservation (Environment) Environmental Education Teacher Attitudes Elementary School Teachers Science Teachers Social Studies Aköz, Osman Genç, Hasan Avci, Dilek Erduran Çeliker, Huriye Denis Journal Articles Reports - Research Turkey ISSN-2501-1111 English Elementary Education Several problems such as the deterioration in water regime, climate's getting harsh, desertification and the decrease in agricultural productivity have been experienced in and around Lake Avlan which was dried in 1970's entirely for the purpose of opening new cultivation areas. Upon the deterioration, the gates of the regulators were closed by the Ministry of Environment upon the written demand from almost 3000 people from the vicinity by the organization of a mayor and 37 village headmen. Lake Avlan is the first wetland on which a decision of restoration has been taken upon the demand from the people in the vicinity, including the villagers who were given a piece of land from the lake. When the things experienced with the case are taken into consideration, it is observed that the perception of education on environment has changed and the importance of education on environment increased. The education for environment is aimed to raise individuals who are aware of local, regional, national and global problems; who approach these problems with concern and sensitivity; who spend effort voluntarily for thesolution of such problems; and those whose ecological culture, environmental moral and environmental consciousness is high (Atasoy&amp;Ertürk, 2008). The aim of this study is to identify the views of the teachers who work in the schools in the vicinity of Lake Avlan on the lake. The participants of the study are 14 teachers as 9 males and 5 females. The study was designed as a case study, which is one of the methods of qualitative research. The data used in the study were collected by giving interviews to the teachers and were analyzed using content analysis technique. The findings revealed that the teachers rendered superficial information on the social and socioeconomic structure of the Lake Avlan; that they bear confusing ideas about the physical form of the lake and that the information they provide is not sufficient. They all share the idea that Lake Avlan has not been preserved and based upon each participant'sexplanations, the study reached the same conclusion. ED603115 An Investigation of the Views on the Lake of the Teachers Who Work in the Vicinities of Lake Avlan, Turkey Online Submission European Journal of Education Studies v6 n9 p239-255 2019 2019-00-00 17 N/A 2020 -1 As Provided APR2020

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Yes Coaching (Performance) Program Effectiveness Student Participation Partnerships in Education Colleges At Risk Students Student Adjustment College Students Transitional Programs Minority Group Students Low Income Students Program Implementation Costs Disproportionate Representation Interpersonal Communication Student Recruitment High School Graduates College Attendance Barriers College Readiness Student Financial Aid Grade Point Average Academic Achievement College Credits High School Seniors Racial Differences Ethnicity Gender Differences Institutional Characteristics Linkow, Tamara Bumgarner, Erin Lack, Kelly Nichols, Austin Reports - Research Massachusetts (Boston) Abt Associates, Inc. Boston Foundation, Success Boston College Completion Initiative Corporation for National and Community Service English Higher Education Postsecondary Education High Schools Secondary Education The Success Boston initiative was launched in 2008 specifically to improve Boston public high school graduates' access to and success in college, particularly for members of groups traditionally underrepresented in college degree attainment. Higher college graduation rates, in turn, are expected to increase students' access to employment in such local industries as technology, financial services, higher education, and health care that routinely require advanced training. The Success Boston initiative unites several organizations in a concerted effort to improve college completion rates for Boston public school graduates. The partners focus on boosting college persistence and ultimately improving college completion rates for these graduates through a purposeful combination of program, policy, and practice-based activities. It funds and supports the nonprofit organizations that provide one of the core programs within the overall initiative: one-on-one transition coaching, or Success Boston Coaching (SBC). Through this program, students can access one-on-one coaching, starting as early as the last year of high school and continuing for the first two years after high school graduation. This brief highlights findings from the &quot;Success Boston The Story of Scaling Up: Impact of Success Boston's Coaching to Completion&quot; report, which answers two key research questions: (1) What is the effect of SBC on student success in college?; and (2) How, if at all, do the impacts of SBC vary by student characteristics and features of the coaching? The analyses estimate that SBC students have better early college outcomes than do their carefully matched peers not participating in SBC. Additionally, SBC students are more likely to complete FAFSA renewals for their second year of college. [For &quot;The Story of Scaling Up: Interim Report on the Impact of Success Boston's Coaching for Completion,&quot; see ED602748.] ED602749 The Story of Scaling Up: Highlights from the Interim Report on the Impact of Success Boston&apos;s Coaching for Completion Abt Associates 2019-10-00 Corporation for National and Community Service (CNCS), Social Innovation Fund (SIF) 20 Abt Associates. 4550 Montgomery Avenue Suite 800 North, Bethesda, MD 20814. Tel: 301-347-5000; Fax: 301-634-1801; Web site: http://abtassociates.com N/A 2020 -1 ERIC APR2020

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No Emotional Intelligence Psychometrics Test Bias Computer Assisted Testing Children Gender Differences Ethnicity Elementary School Students Kindergarten Test Validity Measures (Individuals) Dunya, Beyza Aksu McKown, Clark Smith, Everett Reports - Research EISSN- English Elementary Education Early Childhood Education Kindergarten Primary Education Emotion recognition (ER) involves understanding what others are feeling by interpreting nonverbal behavior, including facial expressions. The purpose of this study is to evaluate the psychometric properties of a web-based social ER assessment designed for children in kindergarten through third grade. Data were collected from two separate samples of children. The first sample included 3,224 children and the second sample included 4,419 children. Data were calibrated using Rasch dichotomous model. Differential item and test functioning were also evaluated across gender and ethnicity. Across both samples, we found consistent item fit, unidimensional item structure, and adequate item targeting. Analyses of differential item functioning (DIF) found six out of 111 items displaying DIF across gender and no items demonstrating DIF across ethnicity. The analyses of person measure calibrations with and without DIF items yielded no evidence of differential test functioning (DTF) across gender and ethnicity groups in both samples. [This is the online version of an article published in &quot;Journal of Psychoeducational Assessment.&quot;] ED602750 Psychometric Properties and Differential Item Functioning of a Web-Based Assessment of Children&apos;s Emotion Recognition Skill Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 16 T https://doi.org/10.1177/0734282919881919 2020 -1 As Provided APR2020 Yes R305A110143

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Yes Hispanic American Students Access to Education Advanced Placement Programs Suburban Schools Work Ethic Student Placement Interpersonal Relationship High School Seniors Track System (Education) Student Attitudes Social Capital Borg, Susan Combs, Julie P. Onwuegbuzie, Anthony J. Bustamante, Rebecca M. Journal Articles Reports - Research Texas EISSN- English High Schools Secondary Education This qualitative, collective case study describes the perceptions of academically successful Hispanic students regarding their access to Advanced Placement (AP) courses in 4 suburban Texas high schools. A multistage, purposeful sampling scheme was used to select 28 participants for 4 focus groups. Six participants from the focus groups participated in interviews. The conceptual framework focused on Coleman's (1988) theory of social capital. Classical content analysis revealed 4 major themes: (a) future, (b) course placement, (c) educational work ethic, and (d) relationships. The theme of relationships varied the most with discussion of the value of relationships with counselors, peers, parents, teachers, and other family members. Participants had both positive and negative experiences with two subcategories, counselors and teachers, who influenced their opinions about their placement in courses. Implications for researchers and practitioners are provided. ED602778 Hispanic Student Access to Advanced Placement Courses Online Submission Enrollment Management Journal p12-37 Fall 2011 2011-00-00 26 N/A 2020 -1 As Provided APR2020

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Yes Elementary School Students Grade 5 Student Evaluation Formative Evaluation Knowledge Level Scientific Concepts Astronomy Misconceptions Science Process Skills Foreign Countries Science Activities Yilmaz, Gul Bulunuz, Mizrap Journal Articles Reports - Research Tests/Questionnaires Turkey ISSN-2501-1111 English Elementary Education Grade 5 Intermediate Grades Middle Schools The aim of this study is to determine the effect of formative assessment based learning on students' conceptual understanding levels regarding basic astronomical concepts. The study was conducted in a public primary school with 24 5th graders. The study group was applied a 3 phased teaching process based on formative assessment for the duration of 4 lesson periods. The conceptual understanding levels of students were specified by using 4 formative assessment probes prior to and after the process. Findings were presented and assessed in forms of percentage and frequency together with sample student answers. Prior to the teaching process it was determined that conceptual understanding levels of students regarding basic astronomy were rather low and students had developed various misconceptions. The reason for formation of day and night &quot;is the exchange of location of the Sun and the Moon,&quot; the reason for lunar phases &quot;is the Moon being a light source and radiating light from its different parts in different periods,&quot; the reason for different seasons to emerge &quot;is the distance change of Earth from the Sun, in terms of coming closer and moving away&quot; were some frequently observed misconceptions. After the activities the conceptual understanding levels of students showed increase. It was, nevertheless, challenging for them to explain their correct answers. This indicates the necessity of more studies to be conducted in order to develop scientific reasoning skills of students. This study recommends teachers to use formative assessment based education, which proved to be effective in teaching basic astronomical concepts, in science classes actively. ED602779 Evaluating the Effect of Formative Assessment Based Learning on Students&apos; Understanding Regarding Basic Astronomical Concepts Online Submission European Journal of Education Studies v6 n5 p212-235 2019 2019-00-00 24 T 2020 -1 As Provided APR2020

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No Stress Variables Stress Management Acceleration (Education) Intervention High School Freshmen Grade 8 Grade 9 Advanced Placement Programs Teaching Methods Student Motivation Student Evaluation Planning Program Effectiveness Student Needs Social Development Emotional Development School Personnel Training Coaching (Performance) Peer Evaluation Coping Learner Engagement Parenting Styles Family Environment O'Brennan, Lindsey Suldo, Shannon Shaunessy-Dedrick, Elizabeth Dedrick, Robert Parker, Janise Lee, Jon Ferron, John Hanks, Camille Reports - Research EISSN- English High Schools Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools Grade 9 High school students in accelerated classes face heightened school-related stressors but have access to few specialized supports. This article describes the development and initial application of the Motivation, Assessment, and Planning (MAP) intervention, developed to meet the needs of freshmen in Advanced Placement (AP) and International Baccalaureate (IB) curricula. MAP is grounded in motivational interviewing and designed to evoke behavior change following one to two individual meetings with a coach. This study used a multimethod, multisource approach to evaluate the applicability and acceptability of MAP as a Tier 2 support for 9th-grade students completing AP/IB coursework. Quantitative and qualitative acceptability data from 49 AP/IB students, 7 coaches, and 3 potential end-users of MAP were examined. Results indicate MAP was perceived as an acceptable intervention for addressing the social-emotional needs of high-achieving students taking AP/IB classes. Findings and directions for further research of MAP are discussed. [This paper was published in &quot;Gifted Child Quarterly&quot; v64 n1 p19-40 2020 (EJ1237739).] ED602780 Supports for Youth in Accelerated High School Curricula: An Initial Study of Applicability and Acceptability of a Motivational Interviewing Intervention Grantee Submission 2020-00-00 Institute of Education Sciences (ED) 62 T http://dx.doi.org/10.1177/0016986219886933 2020 -1 As Provided APR2020 Yes R305A150543

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Yes Foreign Countries English (Second Language) Second Language Instruction Language Teachers Refugees Secondary School Teachers Secondary School Students Barriers Stress Variables Fear Teaching Experience Classroom Environment Code Switching (Language) Bilingualism Teacher Competencies Cultural Awareness Student Needs Teacher Responsibility Gözpinar, Halis Journal Articles Reports - Research Turkey EISSN- English Secondary Education The need within the Turkish education system to educate the overwhelmingly large influx of refugees is becoming an ever pressing issue. This present paper examines the challenges and experiences of Turkish secondary school English as a Foreign Language (EFL) teachers and newly arrived refugee students towards the current refugee-oriented education. It also aims to gain suggestions from them to improve education, particularly language education. This study was based on qualitative research. It used an ethnographic approach and provided information by using multiple sources of data in a culturally inclusive and multilingual environment. The participants were eighteen EFL teachers from five different schools and eight refugee students. The results indicated that most of the teachers had fears, stress and insufficient experience. They also agreed that EFL classrooms were unique, neutral and safer places to encourage and increase the active participation of refugee students. ED603116 Challenges and Experiences of EFL Teachers and Newly Arrived Refugee Students: An Ethnographic Study in Turkey Online Submission MIER Journal of Educational Studies, Trends & Practices v9 n2 p147-164 Nov 2019 2019-11-00 18 N/A 2020 -1 As Provided APR2020

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No Faculty Development Teacher Competencies Secondary School Teachers Active Learning Questioning Techniques Skill Development Pedagogical Content Knowledge Teaching Skills Parent Participation Educational Policy Foreign Countries Inservice Teacher Education Program Implementation Evidence Based Practice Classroom Techniques Teacher Collaboration Communities of Practice Place Based Education Moon, Bob Guides - General Africa Commonwealth of Learning (COL) (Canada) English Secondary Education Developed by Bob Moon, this Blueprint and Toolkit provides the guidance and supporting resources for a programme of around 12-15 weeks' duration and includes a detailed framework that can be adapted to the context of a particular country, region, district or school. It targets institutions wishing to implement school-based teacher development (SBTD) more rigorously to improve the performance of schools and raise the achievement of children and young people. The resource is available as OER and is, therefore, accessible to policy makers and other implementers of teacher development systems. ED603117 A Blueprint and Toolkit for School-Based Teacher Development: Secondary Commonwealth of Learning 2019-08-00 84 Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: info@col.org; Web site: http://www.col.org N/A http://oasis.col.org/handle/11599/3282 2020 -1 As Provided APR2020

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Yes Higher Education Student Loan Programs Student Financial Aid Federal Regulation Eligibility Credit (Finance) Parents Debt (Financial) Loan Repayment Loan Default Federal Legislation Educational Legislation Federal Programs College Students Smole, David P. Reports - Descriptive Federal Direct PLUS Loan Program Federal Direct Student Loan Program Library of Congress, Congressional Research Service (CRS) English Higher Education Postsecondary Education The William D. Ford Federal Direct Loan (Direct Loan) program makes several types of federal student loans available to individuals to assist them with financing postsecondary education expenses. This report presents a comprehensive overview of the terms and conditions that apply to federal student loans made through the Direct Loan program. It begins by providing background information on the history of the Direct Loan program. This is followed by a brief description of the various types of loans that are offered through the program. The report then presents a thorough description of the terms and conditions for loans made through the Direct Loan program. In identifying and describing loan terms and conditions, it focuses on provisions applicable to loans that are currently being made or that have been made in recent years. Emphasis is placed on discussing Direct Loan program provisions that are related to borrower eligibility, amounts that may be borrowed, interest rates and fees, procedures for loan repayment, repayment relief, the availability of loan discharge and loan forgiveness benefits, and the consequences of defaulting. The final section of the report provides a summary of the methods that are used to ensure that borrowers are informed about the terms and conditions of the loans they obtain and their obligation to repay them. This report has been prepared as a resource for Members of Congress, congressional committees, and congressional staff to support them in their legislative, oversight, and representational roles related to federal student loan policy. It is intended to provide a thorough, but nonexhaustive, description of loan terms and conditions and borrower benefits. It is not intended to be relied upon by borrowers as a resource for validating individual eligibility for specific borrower benefits. ED603118 Federal Student Loans Made through the William D. Ford Federal Direct Loan Program: Terms and Conditions for Borrowers. CRS Report R45931, Version 3 Congressional Research Service 2019-09-24 108 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 ERIC APR2020

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Yes Majors (Students) Associate Degrees Higher Education Institutional Cooperation Required Courses College Transfer Students Two Year College Students Foreign Countries Information Dissemination Web Sites Guides Articulation (Education) McQuarrie, Fiona Reports - Evaluative Canada United States British Columbia Council on Admissions and Transfer (BCCAT) (Canada) English Higher Education Postsecondary Education Two Year Colleges Flexible pre-major agreements (FPMs) have been a feature of the British Columbia (BC) Transfer System since the early 2000s. A flexible pre-major is a discipline-specific transfer agreement whose content and structure is developed by an articulation committee and accepted by participating institutions. FPMs consist of &quot;a set of flexible requirements that is (1) deliverable by sending institutions and acceptable to receiving institutions; and (2) deemed to fulfill the lower level requirements for the major [in that specific discipline]. At present, there are seven active FPMs in the BC Transfer System, in the disciplines of Anthropology, Biology, English, Economics, Mathematics, Psychology, and Sociology. This report explores how participants in the BC Transfer System can facilitate the effective functioning of the currently active FPM agreements. The report first reviews the current operations and status of FPMs in the BC Transfer System, and identifies operational issues that policy and practice will need to address. It then reviews research from other jurisdictions on transfer arrangements similar to FPMs, to identify policies or practices around these arrangements that could be adapted for FPMs. It then examines how information on FPMs is communicated on the BC Transfer Guide website, and on the websites of programs and institutions that currently participate in FPM agreements. Finally, it presents recommendations for how the participants in the BC Transfer System can best support FPM agreements. ED602753 Moving Forward with Flexible Pre-Majors in the BC Transfer System British Columbia Council on Admissions and Transfer 2019-06-00 33 British Columbia Council on Admissions and Transfer. 709-555 Seymour Street, Vancouver, BC V6B 3H6, Canada. Tel: 604-412-7700; Fax: 604-683-0576; e-mail: info@bccat.ca; Web site: http://www.bccat.ca N/A 2020 -1 ERIC APR2020

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Yes Community Colleges Nursing Education Two Year College Students Educational Resources Equipment Enrollment Financial Support State Aid Student Attrition Full Time Equivalency Academic Persistence Nursing Students Educational Finance Grants Graduation Rate Admission Criteria Resource Allocation Weber, Sheneui Adams, Gary Mrizek, Jeff Fong, Brenda Nonoyama, Atsuko Reports - Research Numerical/Quantitative Data California California Community Colleges, Chancellor's Office English Higher Education Postsecondary Education Two Year Colleges Seventy-seven California community colleges offer nursing programs with a total enrollment of 12,960 full-time equivalent students in 2017-18, a decrease of 7.4% from the previous fiscal year. Seventy-two colleges received grants to expand or maintain enrollment by 1,439 students. The colleges are using these funds to provide support for nursing program enrollment and equipment needs. The equipment purchased is only intended to be used for increasing the number of nursing students served. Colleges with nursing programs receive funding through general apportionment. This apportionment funding is based upon the number of full-time equivalent students in each program at each college. This report presents information on categorical funding beyond this apportionment funding awarded through an application process to the Chancellor's Office for nursing programs in fiscal year 2017-18. Also included in this report is a summary on Nursing Program Support provided in the Budget Act of 2017 to expand or maintain community college nursing enrollments and improve student retention [required by Provision (23) of Item 6870-101-0001 of the Budget Act of 2017. For the 2018 report, see ED596543.] ED602754 Nursing Educational Programs Report 2019 California Community Colleges, Chancellor's Office 2019-04-23 42 California Community Colleges Chancellor's Office. 1102 Q Street, Sacramento, CA 95814. Tel: 916-327-5887; Fax: 916-327-5889; e-mail: whom@cccco.edu; Web site: http://www.cccco.edu N/A 2020 -1 ERIC APR2020

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Yes High School Students Advanced Placement Programs Stress Variables Correlation Predictor Variables Coping Learner Engagement Stress Management Family Influence School Role Mental Health Grade Point Average Tests Scores Achievement Motivation Parent Child Relationship Parenting Styles Resilience (Psychology) Peer Influence Suldo, Shannon M. Shaunessy-Dedrick, Elizabeth Ferron, John Dedrick, Robert F. Reports - Research EISSN- English High Schools Secondary Education Research has shown that students in Advanced Placement (AP) classes and International Baccalaureate (IB) programs experience higher levels of stress compared to students in general education classes. Elevated stress can serve as a risk factor for students' academic and mental health problems. Given the documented stress of these students, additional investigations are needed to more fully understand how students experience these curricula and the factors associated with positive student outcomes. Thus, we set out to identify factors associated with success among AP/IB students, with an emphasis on exploring potentially malleable factors that could be targeted with existing or newly developed interventions. Data were collected via self-report measures and school records from 2379 students (grades 9-12) enrolled in AP or IB in 20 school programs in one state. We examined the relationships among 34 predictors (e.g., stressors, coping styles, student engagement, family factors, school factors, and demographic features) of success. Success was represented by five outcomes in two domains: mental health (life satisfaction, psychopathology, school burnout) and academic (GPA, AP/IB exam scores). Better outcomes in both domains were associated with higher levels of achievement motivation and cognitive engagement, as well as lower levels of parent-child conflict, stress from major life events, and use of avoidance coping strategies. Higher levels of affective engagement, use of approach coping, and authoritative parenting were robust predictors of positive mental health outcomes and unrelated (in multivariate analyses) to academic outcomes. Findings have implications for subsequent development of intervention efforts targeting factors associated with student success. [This paper was published in &quot;Gifted Child Quarterly&quot; v62 n4 p350-373 2018 (EJ1190983).] ED602781 Predictors of Success among High School Students in Advanced Placement and International Baccalaureate Programs Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 62 T http://dx.doi.org/10.1177/0016986218758443 2020 -1 As Provided APR2020 Yes R305A100911

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No Help Seeking Self Efficacy Personality Traits Student Attitudes Teacher Role Grade 9 Advanced Placement Programs Correlation Standards Program Effectiveness Gender Differences Academic Achievement Learner Engagement Student Characteristics Goal Orientation Context Effect High School Students Parker, Janise S. Shum, Kai Zhuang Suldo, Shannon M. Shaunessy-Dedrick, Elizabeth Ferron, John Dedrick, Robert F. Reports - Research EISSN- English Grade 9 High Schools Junior High Schools Middle Schools Secondary Education This study explored how adaptive help seeking was related to academic self-efficacy, perfectionism (maladaptive and adaptive), attitudes towards help seeking (perceived benefits and perceived threats), and teacher emotional support among 311 grade 9 students in Advanced Placement and International Baccalaureate classes. Significant bivariate links emerged between adaptive help-seeking and all six potential correlates. Regression analyses indicated that teacher emotional support, adaptive perfectionism (high personal standards), and perceived benefits were significant, positive predictors of adaptive help seeking. Gender also was a significant predictor, as boys had lower levels of adaptive help seeking compared to girls. Furthermore, gender moderated the association between perceived benefits and adaptive help-seeking; perceived benefits were particularly highly associated with boys' adaptive help seeking from classroom teachers. Strategies for explicating the benefits of adaptive help seeking, promoting adaptive perfectionism, and fostering teacher emotional support are provided, as well as limitations and future directions for research. [This paper was published in &quot;Psychology in the Schools&quot; v56 n5 p652-669 2019 (EJ1211093).] ED602782 Predictors of Adaptive Help Seeking across Ninth Grade Students Enrolled in Advanced Placement and International Baccalaureate Courses Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 41 T https://doi.org/10.1002/pits.22223 2020 -1 As Provided APR2020 Yes R305A150543

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Yes School Districts Preschool Education Program Effectiveness Grade 3 Reading Achievement Mathematics Achievement Reading Tests Mathematics Tests Scores Longitudinal Studies Economically Disadvantaged Achievement Gap Achievement Tests Pei, Lai Kwan Reports - Research Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Early Childhood Education Preschool Education Elementary Education Grade 3 Primary Education The goal of HISD [Houston Independent School District] prekindergarten programs is to offer the youngest learners strong foundations built on solid concept, as well as individual and group discovery. The program curriculum focuses on beginning literacy, numeracy, social emotional development as well as supporting the individual linguistic and cultural needs of the children served. The purpose of this report was to investigate the persistence of educational effects of HISD prekindergarten programs on students' performance on the third grade STAAR (English and Spanish) reading and mathematics tests. The findings suggested that economically-disadvantaged students who attended HISD programs obtained higher mean scale scores, and had higher percentages of students who met the 2015 STAAR (English and Spanish) Level II: Satisfactory (Phase-In 1) standard on both third grade reading and mathematics tests than their non-HISD prekindergarten peers in the district. The findings also suggested that the achievement gap between economically-disadvantaged students and non-economically-disadvantaged students in the HISD prekindergarten cohort was smaller than that in the non-HISD prekindergarten cohort on the 2015 third grade STAAR (English) reading and mathematics tests. ED603119 HISD Prekindergarten Programs Longitudinal Effects Study: 2014-2015 Third Grade STAAR Reading and Mathematics Performance. Research Educational Program Report Houston Independent School District 2016-05-06 21 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 As Provided APR2020

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No Educational Change Leadership Responsibility Evidence Based Practice Success Change Strategies Ethics Decision Making Educational Policy Tienken, Christopher H. Books Guides - Non-Classroom English Although educational reform is intended for positive change, sometimes it misses the mark. However, when school leaders capitalize on the positive aspects of reforms they can strategize to ensure the best outcomes for students. Christopher Tienken, professor and international speaker, shares his insights on how to identify both positive and negative aspects of education reform to maximize the benefits for students. This book introduces a practical framework for interpreting educational reform within an evidence-based practice, and provides thoughtful ways to finesse results out of challenging policies. Designed for use on the ground level, this book features: (1) Seven specific creative compliance strategies to maximize student and educator success; (2) Case studies that illustrate how to critique reforms and take action; (3) Reflective questions to guide evaluation and application; and (4) Ethical decision-making checklist. Analyzing both successful and unsuccessful reform ideas from the past, this book champions creative compliance and how to lead innovatively/judiciously. [Foreword by Joshua Starr.] ED603120 Cracking the Code of Education Reform: Creative Compliance and Ethical Leadership Corwin 2019-09-00 978-1-5443-6821-4 Administrators 176 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.sagepub.com/en-us/nam/cracking-the-code-of-education-reform/book267334 2020 -1 As Provided APR2020

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Yes Career Development Physics Doctoral Degrees Barriers College Faculty Private Sector Government Employees Gender Differences Comparative Analysis Work Experience Employment Success Social Influences Family Work Relationship Work Environment Interpersonal Competence Problem Solving Work Ethic Mentors Peer Relationship Educational Experience Educational Background Social Support Groups Achievement Need Organizational Culture Networks Personality Traits Scientists Porter, Anne Marie Reports - Research American Institute of Physics, Statistical Research Center English Higher Education Postsecondary Education Using data from the 2011 PhD Plus 10 Study of mid-career physics PhD recipients, researchers explored the supporting factors and barriers to success experienced by PhD physicists throughout their careers. The study examined the career experiences of respondents working in three different sectors (academia, government, and the private sector) and compared experiences between men and women. This report presents the data in two sections: (1) Career Success Factors and (2) Career Barriers. PhD physicists in mid-career have encountered a wide range of experiences that have helped or hindered their success during the past 10-15 years of their careers. Their experiences reveal that personal, social, organizational, and societal factors all play roles in professional careers, and the impact of these factors depends on whether one pursues a career in the private sector, academia, or government. ED602755 Physics PhDs Ten Years Later: Success Factors and Barriers in Career Paths. Results from the PhD Plus 10 Study AIP Statistical Research Center 2019-12-00 36 AIP Statistical Research Center .One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3100; e-mail: stats@aip.org; Web site: http://www.aip.org/statistics N/A 2020 -1 ERIC APR2020

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Yes College Faculty Women Faculty Science Teachers Physics Astronomy Science Departments Beginning Teachers Experienced Teachers Tenure Nontenured Faculty Educational Attainment Disproportionate Representation Teacher Surveys Helba, Cynthia Porter, Anne Marie Nicholson, Starr Ivie, Rachel Reports - Research American Institute of Physics, Statistical Research Center English Higher Education Postsecondary Education The Academic WorkForce Survey has been conducted every two years since 1986. Between March and June 2018, researchers contacted 797 physics and astronomy departments (including 39 astronomy-only departments) that award a bachelor's degree or higher in physics or astronomy. Responses were received from 720 institutions, a 90% response rate. This Focus On series uses data from the 2018 Academic WorkForce Survey, in addition to the 2014 and 2010 surveys. This is due to the difference in data collected in each two-year cycle of the survey. This report provides results regarding the number of women among newly hired physics faculty, the number of female professors in physics departments, and the number of women in astronomy departments. ED602756 Women Among Physics and Astronomy Faculty: Results from the 2018 Academic WorkForce Survey. Focus On AIP Statistical Research Center 2019-12-00 8 AIP Statistical Research Center .One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3100; e-mail: stats@aip.org; Web site: http://www.aip.org/statistics N/A 2020 -1 ERIC APR2020

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No Problem Solving Cancer Screening Tests Prevention Health Promotion Information Technology Adults Scores Technological Literacy Sahoo, Shalini Millar, Roberto J. Yamashita, Takashi Cummins, Phyllis Reports - Research Program for the International Assessment of Adult Competencies (PIAAC) EISSN- English Objectives: Routine cancer screening is widely recognized as an effective preventive strategy to reduce cancer mortality -- the second leading cause of death in the U.S. However, cancer screening requires a complex array of tasks such as seeking up-to-date guidelines, making appointments, planning hospital visits, and communicating with health care professionals. Importantly, modern health care largely relies on technology to disseminate the latest information and administer the system. Yet, little is known about the technology-related skills that are relevant to regular cancer screening. This study examined the association between problem-solving skills in the technology-rich environment (PSTRE) and cancer screening in later life. Methods: Using 2012/2014 Program for International Assessment of Adult Competencies data, binary logistic regressions with survey weights were used to estimate the association between PSTRE and four cancer screening behaviors among the corresponding target populations aged between 45 to 74 years old (n = 1,374 for cervical screening; n = 1,373 for breast screening; n = 1,166 for prostate screening; n = 2,563 for colon screening). Results: Results showed that greater PSTRE scores (0 - 500 points) were significantly and positively associated with prostate cancer screening (OR = 1.005, p &lt; 0.05) among men, but not with colon (men and women) or cervical or breast (women) cancer screenings. Conclusions: Improvement in PSTRE may promote specific cancer screening behaviors. Our findings inform future policy discussions and interventions that seek to improve cancer screening among a vulnerable section of older populations. [This paper will be published in &quot;European Journal of Cancer Prevention.&quot;] ED602757 Problem-Solving in Technology-Rich Environments and Cancer Screening in Later Life Grantee Submission 2020-01-15 Institute of Education Sciences (ED) 23 T 2020 -1 As Provided APR2020 Yes R305A170183

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No Access to Education Civil Rights Equal Education School Law Educational Legislation Court Litigation Educational History Interdisciplinary Approach Constitutional Law Politics of Education Educational Change Educational Philosophy Behaviorism Misconceptions Desegregation Litigation School Desegregation Affirmative Action Race College Admission Admission Criteria Higher Education Gender Discrimination Special Education Inclusion Discipline Kaufman, Michael J. Books Reports - Evaluative Texas (San Antonio) Brown v Board of Education ISSN- English Higher Education Postsecondary Education In &quot;Badges and Incidents,&quot; Michael J. Kaufman undertakes an interdisciplinary investigation of American education law and pedagogy. By weaving together the invaluable insights of law, education, history, political science, economics, psychology, and neuroscience, this book illuminates the ways in which the design of the American educational system does not reflect how human beings live and learn. It examines the principles of the nation's Founders and demonstrates how a distorted presentation of the Founders' views curtailed the development of a truly democratic educational system. The influence of this distortion on several critical Supreme Court decisions is exposed, and these decisions have largely failed to facilitate the educational system the Founders envisioned. By placing contemporary challenges in context and endorsing social constructivist pedagogy as the best path forward, Kaufman's study will prove invaluable to advocates of equity in education, helping them navigate a contentious political climate with an eye toward future reform efforts. &quot;Badges and Incidents&quot;: (1) Combines a variety of interdisciplinary perspectives to demonstrate key principles in constructing an authentically democratic education system; (2) Includes in-depth analyses of key Supreme Court decisions affecting education in America; and (3) Links historical events and movements to present-day phenomena. ED602783 Badges and Incidents: A Transdisciplinary History of the Right to Education in America. Cambridge Studies on Civil Rights and Civil Liberties Cambridge University Press 2019-12-00 978-1-3165-1043-8 242 Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: https://www.cambridge.org N/A https://www.cambridge.org/us/academic/subjects/law/human-rights/badges-and-incidents-transdisciplinary-history-right-education-america?format=HB 2020 -1 ERIC APR2020

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Yes Low Income Students Access to Education Socioeconomic Influences College Attendance At Risk Students Intervention Student Needs Stakeholders Equal Education Student Financial Aid Educational Finance Lepe, Marco Weissman, Evan Reports - Descriptive MDRC English Higher Education Postsecondary Education From 2017 to 2019, MDRC's College Promise Success Initiative (CPSI) worked with College Promise programs nationwide, helping transform perceptions about college affordability and access while aiming to increase rates of enrollment and completion. Staff from the programs in CPSI met at the end of 2019 and shared insights on effectively designing College Promise programs that make equity a central principle in serving students. These lessons for policymakers and practitioners are captured in this Issue Focus. ED602784 Looking Ahead toward Equity: The College Promise Success Initiative MDRC 2020-01-00 Ascendium Education Group, Inc. 4 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2020 -1 As Provided APR2020

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Yes Educational Facilities Design School Buildings Educational Environment Secondary School Teachers Teacher Attitudes Work Environment Classroom Techniques Charter Schools Foreign Countries Educational History Student Attitudes Elementary Schools Secondary Schools Dilworth, Jacqueline Marthe-Claire Dissertations/Theses Tests/Questionnaires Nevada Europe North America EISSN- English Secondary Education Elementary Education This action research project examines the design and architecture of schools historically through the present, asking the question if classroom and school environments change the way students and teachers work. A survey was given to students Secondary Charter School in Northern Nevada and a focus group of teachers was asked how their classes and school affected them and gave suggestions to improve them. Both students and teachers are not as affected by their classes as they are by other students and teachers themselves. This action research project demonstrated that while class and school environment is important, teachers and how they teach as well as their classroom management, affects the learning environment more. ED602785 School Architecture: Its Effects on Students and Teachers Online Submission Master of Arts Action Research Project, Sierra Nevada College 2009-07-00 75 N/A 2020 -1 As Provided APR2020

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No Individualized Instruction Equal Education Children Technology Integration At Risk Students Classroom Techniques Personal Autonomy Curriculum Design Sense of Community Social Justice France, Paul Emerich Books Guides - Classroom - Teacher English For teacher and consultant Paul France, at first technology-powered personalized learning seemed like a panacea. But after three years spent at a personalized learning start-up and network of microschools, he soon realized that such corporate-driven individualized learning initiatives do more harm than good, especially among our most vulnerable students. The far-superior alternative? A &quot;human-centered&quot; pedagogy that prioritizes children over technology. First, let's be clear: &quot;Reclaiming Personalized Learning&quot; is not yet-another ed tech book. Instead it's a user's guide to restoring equity and humanity to our classrooms and schools through personalization. One part polemical, eleven parts practical, the book describes how to: (1) Shape whole-class instruction, leverage small-group interactions, and nurture a student's inner-dialogue; (2) Cultivate awareness within and among students, and build autonomy and authority; (3) Design curriculum with a flexible frame and where exactly the standards fit; (4) Humanize assessment and instruction, including the place of responsive teaching; and (5) Create a sense of belonging, humanize technology integration, and effect socially just teaching and learning--all central issues in equity. The truth is this: there's no one framework, there's no one tool that makes learning personalized--what personalized learning companies with a vested interest in profits might tempt you to believe. It's people who personalize learning, and &quot;people not technology&quot; must be at the center of education. The time is now for all of us teachers to reclaim personalized learning, and this all-important book is our very best resource for getting started. [Foreword by Carol Ann Tomlinson.] ED603121 Reclaiming Personalized Learning: A Pedagogy for Restoring Equity and Humanity in Our Classrooms Corwin 2019-10-00 978-1-5443-6066-9 Teachers 344 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.sagepub.com/en-us/nam/reclaiming-personalized-learning/book266719 2020 -1 As Provided APR2020

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Yes Educational Legislation Elementary Secondary Education Federal Legislation Federal Aid Disadvantaged Youth Educational Finance Budgets Resource Allocation Public Schools Accountability Grants Academic Achievement Educational Assessment Migrant Education At Risk Students Expenditure per Student Professional Development English Language Learners Immigrants Second Language Instruction English (Second Language) Charter Schools Magnet Schools Family Involvement Rural Education Minority Group Students American Indian Students Hawaiians Alaska Natives Educational Administration Skinner, Rebecca R. Reports - Descriptive Numerical/Quantitative Data Every Student Succeeds Act 2015 Elementary and Secondary Education Act No Child Left Behind Act 2001 Elementary and Secondary Education Act Title I Elementary and Secondary Education Act Title II Elementary and Secondary Education Act Title III Elementary and Secondary Education Act Title IV Elementary and Secondary Education Act Title V Elementary and Secondary Education Act Title VI Elementary and Secondary Education Act Title VII Elementary and Secondary Education Act Title VIII Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education The primary source of federal aid to elementary and secondary education is the Elementary and Secondary Education Act (ESEA)--particularly its Title I-A program, which authorizes federal aid for the education of disadvantaged students. This report provides a brief overview of major provisions of the ESEA. It is organized by title and part of the act. Annual appropriations for ESEA programs are provided through the Departments of Labor, Health and Human Services, and Education, and Related Agencies (LHHS-ED) Appropriations Act, and are shown in this report based on the most recent data available from the U.S. Department of Education, Budget Service for FY2017 through FY2019. Table 2 provides ESEA appropriations for FY2016 and FY2017 to depict the transition from the ESEA as amended by the NCLB to the ESEA as amended by the ESSA. Table 3 provides authorizations of appropriations included in the ESEA as amended by the ESSA. The Appendix provides a list of selected acronyms used in the report. ED603122 The Elementary and Secondary Education Act (ESEA), as Amended by the Every Student Succeeds Act (ESSA): A Primer. CRS Report R45977, Version 2 Congressional Research Service 2019-10-17 44 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 ERIC APR2020

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Yes High School Graduates College Attendance Urban Schools Employment Level Socioeconomic Status Low Income Groups Durham, Rachel E. Connolly, Faith Reports - Research-practitioner Partnerships Reports - Evaluative Maryland (Baltimore) Baltimore Education Research Consortium (BERC) English High Schools Secondary Education Higher Education Postsecondary Education This brief is the first in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates. A partnership with Baltimore's Promise and the Maryland Longitudinal Data System made it possible to examine both college and earnings outcomes for Baltimore City Public Schools (City Schools) graduates. The authors chose a single class, graduates in 2009, to examine college experiences and workforce activity. In this brief the authors explore City Schools graduates' destinations during the fall after high school, in college and the formal workforce. [Support from Baltimore's Promise allowed BERC to complete this research.] ED602758 College and Work Activity during the First Fall after Graduation. Launching into Adulthood Baltimore Education Research Consortium 2018-04-00 1 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 2020 -1 ERIC APR2020

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Yes High School Graduates Wages Income College Attendance College Graduates Associate Degrees Bachelors Degrees Educational Attainment Durham, Rachel E. Connolly, Faith Reports - Research-practitioner Partnerships Reports - Evaluative Maryland (Baltimore) Baltimore Education Research Consortium (BERC) English High Schools Secondary Education Higher Education Postsecondary Education Two Year Colleges This brief is the second in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates over six years. BERC established a partnership with Baltimore's Promise and the Maryland Longitudinal Data System, which has made it possible to examine both college and earnings outcomes among Baltimore City Public Schools graduates. The question addressed in this brief is, how much were graduates earning six years after high school graduation? Was it enough to make a livable wage? And how many of those who went to college and completed degrees were earning a livable wage? The authors chose a single class, graduates in 2009, to examine college experiences and workforce activity six years later. [Support from Baltimore's Promise allowed BERC to complete this research.] ED602759 Salaries and Wages of Baltimore City Graduates Six Years after Earning a High School Diploma. Launching into Adulthood Baltimore Education Research Consortium 2018-04-00 2 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 2020 -1 ERIC APR2020

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Yes High School Graduates College Attendance Salaries Income Employment Level Bachelors Degrees Associate Degrees Educational Certificates Durham, Rachel E. Connolly, Faith Reports - Research-practitioner Partnerships Reports - Evaluative Maryland (Baltimore) Baltimore Education Research Consortium (BERC) English High Schools Secondary Education Higher Education Postsecondary Education Two Year Colleges This brief is the third in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates over six years. A partnership with Baltimore's Promise and the Maryland Longitudinal Data System made it possible to examine both college and earnings outcomes for Baltimore City Public Schools (City Schools) graduates. The authors chose a single class, graduates in 2009, to examine college experiences and workforce activity. In this brief the authors focus on the 29% of City Schools graduates who enrolled immediately into a 4-year college the fall after high school. [Support from Baltimore's Promise allowed BERC to complete this research.] ED602760 First Fall Four-Year College Enrollees: Earnings and Livable Wages after Six Years. Launching into Adulthood Baltimore Education Research Consortium 2018-04-00 2 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 2020 -1 ERIC APR2020

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No Business Schools Business Administration Education Educational Trends Educational Change Futures (of Society) Educational Innovation Business Education Teachers Deans College Presidents Educational Practices Research Marketing Models Case Studies Lorange, Peter Books Guides - Non-Classroom English Higher Education Postsecondary Education Facing questions about the status and legitimacy of business schools, many of the world's leading institutions are now experimenting with new business models. In &quot;The Business School of the Future,&quot; former president of International Institute for Management Development (IMD), Peter Lorange reveals how the era of virtual technology, and the shift away from conservatism in classical academic institutions, heralds the arrival of a new kind of accessible and scalable business school. Drawing on his expansive and expert experience as a professor, leader and founder of academic institutions across the US and Europe, Lorange discusses the pedagogical and bureaucratic aspects of education and includes five case studies of institutes practicing the cutting-edge approaches discussed in the book (CEIBS, IMD, Singapore Management University, IE Madrid and Hult). This guide to designing the business school of the future, incorporating industry innovations, will appeal to business school deans, educators, policymakers and commentators. This guide: (1) Draws from the author's long career as head of several world-leading business schools; (2) Provides a guide to designing the business school of the future, including discussion of cutting-edge approaches in the field; and (3) Includes five case studies of innovative institutions. ED602786 The Business School of the Future Cambridge University Press 2020-01-00 978-1-1084-2971-9 Administrators Policymakers Practitioners 288 Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: https://www.cambridge.org N/A https://www.cambridge.org/us/academic/subjects/management/management-general-interest/business-school-future?format=HB 2020 -1 As Provided APR2020

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No Language Acquisition Second Language Learning Second Language Instruction Educational Theories Linguistic Theory Psycholinguistics Teaching Methods Skill Development Individual Differences State of the Art Reviews Cognitive Processes Educational Research Language Research Action Research Neurolinguistics Communication Skills Listening Skills Reading Comprehension Short Term Memory Language Aptitude Learning Motivation Age Differences Grammar Morphology (Languages) Instructional Design Language Proficiency Technology Uses in Education Bilingual Education Policy Native Language Instruction Language Minorities Acculturation Study Abroad Immersion Programs Teacher Education Educational Trends Schwieter, John W., Ed. Benati, Alessandro, Ed. Books Collected Works - General Guides - Classroom - Learner English Providing a comprehensive survey of cutting-edge work on second language learning, this &quot;Handbook,&quot; written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are covered and organised thematically across sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. This state-of-the-art volume will interest researchers in second language studies and language education, and will also reach out to advanced undergraduate and graduate students in these and other related areas. This book: (1) Covers an exhaustive range of research and provides refreshing insights from top experts regarding new directions; (2) Puts specific focus on language learning in a wide range of settings, providing readers with a broad overview of multiple contexts; and (3) Addresses a growing need and interest to better understand theories of language learning and the instructional interventions that facilitate such learning. It includes the following chapters: Introduction (John W. Schwieter and Alessandro Benati); (1) Formal linguistic approaches to adult L2 acquisition and processing (Jason Rothman, Fatih Bayram, Ian Cunnings and Jorge González Alonso); (2) Cognitive approaches to second language acquisition (Nick C. Ellis and Stefanie Wulff); (3) The qualitative science of Vygotskian sociocultural psychology (Rémi A. Van Compernolle); (4) Theoretical frameworks in L2 acquisition (John Truscott and Michael Sharwood Smith); (5) Qualitative classroom methods (Peter I. De Costa, Wendy Li and Hima Rawal); (6) Experimental studies in L2 classrooms (Charlene Polio and Jongbong Lee); (7) Action research: developments, characteristics, and future directions (Anne Burns); (8) Classroom observational research (Nina Spada); (9) Psycholinguistic and neurolinguistic methods (Leah Roberts); (10) Interaction in L2 learning (Jaemyung Goo); (11) Speaking (Dustin Crowther and Susan M. Gass); (12) Second language listening: current ideas, current issues (John Field); (13) Contemporary perspectives on L2 upper-register text processing (Elizabeth B. Bernhardt and Cici Malik Leffell); (14) Language learning through writing: theoretical perspectives and empirical evidence (Rosa M. Manchón and Olena Vasylets); (15) Working memory in language learning and processing (Zhisheng Wen and Shaofeng Li); (16) Language aptitudes in L2 acquisition (Gisela Granena); (17) Language learner motivation: what motivates motivation researchers? (Stephen Ryan); (18) A new look at age: young and old L2 learners (Carmen Muñoz); (19) Identity (Ron Darvin and Bonny Norton); (20) Pedagogical interventions to L2 grammar instruction (Alessandro Benati and John W. Schwieter); (21) Task-based language learning (Michael H. Long, Jiyong Lee and Kyoko Kobayashi Hillman); (22) Task and syllabus design for morphologically-complex languages (Roger Gilabert and Joan Castellví); (23) Proficiency guidelines and frameworks (David Little); (24) Technology-mediated language learning (Carol Chapelle); (25) Content-based L2 teaching (Hossein Nassaji and Eva Kartchava); (26) Conceptions of L2 learning in critical language pedagogy (Graham Crookes); (27) Bilingual education and policy (Christine Hélot and Ofelia García); (28) Heritage language instruction (Kim Potowski and Sarah J. Shin); (29) Minority languages at home and abroad: education and acculturation (Aline Ferreira, Viola G. Miglio and John W. Schwieter); (30) Study abroad and immersion (Jane Jackson and John W. Schwieter); (31) Teacher education: past, present, and future (Peter Swanson); and (32) Future directions in language learning and teaching (Susan M. Gass). ED602787 The Cambridge Handbook of Language Learning. Cambridge Handbooks in Language and Linguistics Cambridge University Press 2019-08-00 978-1-1084-2043-3 Researchers Students 830 Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: https://www.cambridge.org N/A https://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/cambridge-handbook-language-learning?format=HB 2020 -1 ERIC APR2020

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Yes Mentors Males School Community Programs Grade 2 Grade 5 Grade 7 Reading Programs Reading Motivation Program Effectiveness Age Differences Community Involvement Volunteers Role Models Books Reading Material Selection Program Attitudes Muñiz, Deborah L. Reports - Research Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Early Childhood Education Elementary Education Grade 2 Primary Education Grade 5 Intermediate Grades Middle Schools Grade 7 Junior High Schools Secondary Education Houston Real Men Read, chaired by Texas District XIII Senator Rodney Ellis and spearheaded by Houston Independent School District (HISD) IV Board Trustee Paula M. Harris, is a mentoring program in which men from the Houston community committed one hour of their time, once a month, to read to second, fifth, and seventh-grade students. The reading dates were November 15 and December 20, 2012, as well as January 17, February 21, and May 16, 2013. This program reinforced three fundamental principles: reading is fun, the community cares, and a commitment to education can ensure success. An estimated 318 mentors were assigned to 47 participating schools. This brief was designed to summarize the results from the Houston Real Men Read mentor and student surveys. Responses indicated that overall mentors and students enjoyed participating in the program. The responses of mentors and students also indicated that the book selection could be improved. Program personnel may want to consider the types of books that students indicated they liked reading the most in the book selection process for the upcoming school year. ED603123 Houston Real Men Read: What Was the Experience of Mentors and Students during the Fifth Year of the Real Men Read Program, 2013? Evaluation Brief. Volume 7, Issue 2 Houston Independent School District 2013-08-13 6 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 As Provided APR2020

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Yes Mentors Males School Community Programs Grade 2 Grade 5 Grade 7 Reading Programs Reading Motivation Program Effectiveness Reading Achievement Age Differences Community Involvement Volunteers Standardized Tests Achievement Tests Role Models Books Reading Material Selection Program Attitudes Muñiz, Deborah L. Reports - Research Texas (Houston) Stanford Achievement Tests Houston Independent School District (HISD), Department of Research and Accountability English Early Childhood Education Elementary Education Grade 2 Primary Education Grade 5 Intermediate Grades Middle Schools Grade 7 Junior High Schools Secondary Education Houston Real Men Read is chaired by Texas Senator Rodney Ellis and spearheaded by the Houston Independent School District (HISD) Board Trustee Paula M. Harris. Houston Real Men Read is a mentoring program in which men from the Houston community committed one hour, once a month, to read to second, fifth, and seventh-grade students. The program reinforced three fundamental principles: reading is fun, the community cares, and a commitment to education can ensure success. An estimated 200 mentors were assigned to 48 participating schools. This brief was designed to summarize the results from the Houston Real Men Read mentor survey. Responses indicated that overall mentors enjoyed participating in the program. Also, the reading performance of participating schools was higher than the district at second and seventh grades. ED603124 Houston Real Men Read: What Was the Experience of Mentors during the Sixth Year of the Program, 2014? Evaluation Report. Volume 8, Issue 1 Houston Independent School District 2014-08-00 4 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 As Provided APR2020

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Yes High School Graduates Educational Attainment Wages Salaries College Attendance Racial Differences Minority Groups Parent Background Grade Point Average Durham, Rachel E. Connolly, Faith Reports - Research-practitioner Partnerships Reports - Evaluative Maryland (Baltimore) Baltimore Education Research Consortium (BERC) English High Schools Secondary Education Higher Education Postsecondary Education This brief is the fourth in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates six years later. A partnership with Baltimore's Promise and the Maryland Longitudinal Data System made it possible to examine both college and earnings outcomes for Baltimore City Public Schools graduates. The authors chose a single class, graduates in 2009, to examine college experiences and workforce activity. In this brief the authors focus on the 26% of City Schools graduates who were not enrolled in a college nation-wide and were not found working for a Maryland employer during the fall after high school. [Support from Baltimore's Promise allowed BERC to complete this research.] ED602761 Those Neither in College nor Work the First Fall after Graduation: Earnings and Livable Wages after Six Years. Launching into Adulthood Baltimore Education Research Consortium 2018-04-00 2 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 2020 -1 ERIC APR2020

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Yes Unions Resistance to Change Educational Change Foreign Countries Global Approach Conferences (Gatherings) Teacher Workshops Public Education Achievement Tests International Assessment Educational Policy Collected Works - General Canada Program for International Student Assessment British Columbia Teachers' Federation (BCTF) (Canada) English In May 2019, the British Columbia Teachers' Federation (BCTF) hosted a one-day seminar entitled &quot;Questioning the Organisation for Economic Co-operation and Development (OECD) Education 2030 Program.&quot; The seminar provided a space to critically explore the Education 2030 program and the general approach to global standards through international tests. Seminar participants then attended the &quot;OECD Education 2030 9th Informal Working Group meeting and B.C. Education Conference,&quot; hosted by the BC Ministry of Education in Vancouver. This publication is a collection of reflections on these two events by teachers, union leaders and academics. Taken together, the papers disrupt efforts to position BC as an exemplar of the type of reform promoted by the OECD. Through presentations and discussions focused on the OECD program, and looking specifically at the BC curriculum, participants questioned efforts to position BC as an exemplar of the type of reform promoted by the OECD. By thinking across these spaces, the papers work to question a &quot;global&quot; agenda and ask about the effects of a policy logic whereby the &quot;local&quot; has no choice but to adapt or be left behind in the global race towards well-being. How can the narrative being told about &quot;who&quot; students and teachers are, &quot;what&quot; they need to know, and how teaching and learning happen be disrupted? How can the assumptions behind this narrative be challenged? How can local knowledges and processes be mobilized and supported? How can solidarity be built amongst teachers nationally and internationally to speak back to emerging spaces of global governance? ED602762 &quot;Navigating&quot; Transformation: Education 2030, Teachers&apos; Unions, and Spaces of Resistance. BCTF Research Report British Columbia Teachers' Federation 2019-10-00 52 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 2020 -1 ERIC APR2020

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Yes High School Graduates College Attendance College Graduates Graduation Wages Income Institutional Characteristics School Choice Selective Admission Vocational Schools Charter Schools Traditional Schools Young Adults Durham, Rachel E. Connolly, Faith Reports - Research-practitioner Partnerships Reports - Evaluative Maryland (Baltimore) Baltimore Education Research Consortium (BERC) English High Schools Secondary Education Higher Education Postsecondary Education This brief is the fifth in Baltimore Education Research Consortium's (BERC's) &quot;Launching into Adulthood&quot; series, which examines the trajectories of Baltimore graduates over six years. BERC established a partnership with Baltimore's Promise and the Maryland Longitudinal Data System (MLDS), which has made it possible to examine both college and earnings outcomes among Baltimore City Public Schools (City Schools) graduates. In this brief the authors examine patterns of college enrollment, degree completion, earnings and making a livable wage by the type of high school from which students earned their diploma. As in each of these briefs, the authors chose graduates in 2009 to examine outcomes six years later. [Support from Baltimore's Promise allowed BERC to complete this research.] ED602763 Differences in Earnings Six Years after Graduation by High School Type. Launching into Adulthood Baltimore Education Research Consortium 2018-04-00 2 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 2020 -1 ERIC APR2020

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No Information Seeking Cognitive Development Child Development Comprehension Inquiry Questioning Techniques Nonverbal Communication Individual Differences Preschool Children Parent Child Relationship Mothers Language Acquisition Epistemology Classification Butler, Lucas Payne, Ed. Ronfard, Samuel, Ed. Corriveau, Kathleen H., Ed. Books Collected Works - General English Questioning others is one of the most powerful methods that children use to learn about the world. How does questioning develop? How is it socialized? And how can questioning be leveraged to support learning and education? In this volume, some of the world's leading experts are brought together to explore critical issues in the development of questioning. By collecting interdisciplinary and international perspectives from psychology and education, &quot;The Questioning Child&quot; presents research from a variety of distinct methodological and theoretical backgrounds. It synthesizes current knowledge on the role of question-asking in cognitive development and charts a path forward for researchers and educators to understand the pivotal function that questioning plays in child development and education. This book: (1) Includes contributions from interdisciplinary researchers in psychology and education; (2) Features theoretical and empirical investigations that represent state-of-the-art research in the field; and (3) Provides a comprehensive framework for understanding this area of research. This book contains the following chapters: (1) Questions about questions: framing the key issues (Lucas Payne Butler, Samuel Ronfard, and Kathleen H. Corriveau); (2) Questions in development (Peter Carruthers); (3) The point, the shrug, and the question of clarification (Paul L. Harris); (4) The quest for comprehension and learning: children's questions drive both (Henry M. Wellman); (5) Children's question-asking across cultural communities (Maureen Callanan, Graciela Solis, Claudia Castañeda, and Jennifer Jipson); (6) The development of information-requesting gestures in infancy and their role in shaping learning outcomes (Kelsey Lucca); (7) Developmental changes in question asking (Angela Jones, Nora Swaboda, and Azzurra Ruggeri); (8) Understanding developmental and individual differences in the process of inquiry during the preschool years (Candice M. Mills and Kaitlin R. Sands); (9) 'Why are there big squares and little squares?' How questions reveal children's understanding of a domain (Dave Neale, Caroline Morano, Brian N. Verdine, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek); (10) Children's questions in social and cultural perspective (Mary Gauvain and Robert L. Munroe); (11) Mothers' use of questions and children's learning and language development (Imac Maria Zambrana, Tone Kristine Hermansen, and Meredith L. Rowe); (12) Teaching and learning by questioning (Deanna Kuhn, Anahid S. Modrek, and William A. Sandoval); (13) Asking 'why?' and 'what if?' The influence of questions on children's inferences (Caren M. Walker and Angela Nyhout); (14) What makes a good question? Towards an epistemic classification (Jonathan Osborne and Emily Reigh); and (15) The questioning child: a path forward (Samuel Ronfard, Lucas Payne Butler, and Kathleen H. Corriveau). ED602788 The Questioning Child: Insights from Psychology and Education Cambridge University Press 2020-02-00 978-1-1084-2891-0 Teachers Researchers 344 Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: https://www.cambridge.org N/A https://www.cambridge.org/us/academic/subjects/psychology/developmental-psychology/questioning-child-insights-psychology-and-education?format=HB 2020 -1 ERIC APR2020

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Yes Foreign Countries Adults Help Seeking Barriers Mental Health Health Services Test Validity Test Reliability Social Influences Trust (Psychology) Self Disclosure (Individuals) Social Bias Knowledge Level Topkaya, Nursel Sahin, Ertugrul Journal Articles Reports - Research Turkey ISSN-2146-7242 English The Barriers to Seeking Psychological Help Scale (BSPHS) was originally developed to measure factors that kept college students from seeking mental health assistance. However, the underutilization of mental health services among adults is also common, and understanding the factors that inhibit adults from seeking help for mental health issues is necessary. One important first step to increasing the use of mental health services among this population is to identify the barriers preventing them from using such services through valid and reliable scales. However, no validated and reliable scale currently exists in the Turkish language to measure the barriers to seeking psychological help among adults. Thus, the purpose of this cross-sectional study was to examine the underlying factor structure and reliability of the BSPHS among Turkish adults. A convenience sample of 208 (134 female, 74 male, M=35.58) Turkish adults completed the BSPHS and a demographic information form. Confirmatory factor analyses were performed to test the underlying factor structure of the BSPHS using three competing models. Reliability analysis was also used to examine mean inter-item correlation and item-total correlations, as well as to estimate Cronbach alpha reliability. The results of this study suggest that the BSPHS has a similar five-factor structure as suggested by Topkaya, Sahin, and Meydan (2017). Reliability analyses also suggested that all subscales of the BSPHS had adequate mean inter-item correlation, item-total correlations, as well as Cronbach alpha reliability. Therefore, the BSPHS can be used to measure the factors that inhibit Turkish adults from seeking psychological help. Future studies can examine convergent, divergent, and predictive validity and test-retest reliability of the BSPHS among Turkish adults. ED602789 Confirmatory Factor Analysis and Reliability of the Barriers to Seeking Psychological Help Scale among Turkish Adults Online Submission Turkish Online Journal of Educational Technology v2 spec iss p78-85 Dec 2019 2019-12-00 11 N/A 2020 -1 As Provided APR2020

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Yes Vocational Education Federal Legislation Educational Legislation Secondary Education Postsecondary Education Land Grant Universities Agricultural Education Technical Education Grants Federal Aid Tech Prep Educational Assessment Granovskiy, Boris Reports - Descriptive Morrill Act 1862 Morrill Act 1890 Smith Hughes Act Vocational Education Act 1963 Vocational Education Amendments 1968 Carl D Perkins Vocational Education Act 1984 Carl D Perkins Vocational and Applied Technology Education Act 1990 Carl D Perkins Vocational and Technical Education Act 1998 Library of Congress, Congressional Research Service (CRS) English Secondary Education Postsecondary Education Higher Education The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV; P.L. 109-270) is the most recent federal law supporting career and technical education (CTE) services offered within the states at the secondary and postsecondary education levels. CTE, which has historically been known as vocational education, comprises organized educational activities that provide individuals with the knowledge and skills needed to prepare for the labor market in general and for careers in current or emerging professions in particular. The stated purpose of Perkins IV is to support the development of career and technical, as well as academic, skills among secondary and postsecondary education students enrolled in CTE programs. This report is divided into four major sections. The first section provides an overview of career and technical education, including student participation levels. This is followed by a brief legislative history of the federal government's involvement in CTE. The third section discusses Perkins IV in detail, including an overview of appropriations levels and state performance. The final section summarizes some of the more significant findings from the National Assessment of Career and Technical Education, which was completed in 2015. ED603125 Carl D. Perkins Career and Technical Education Act of 2006: An Overview. CRS Report R44542, Version 3. Updated Congressional Research Service 2016-06-20 33 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 ERIC APR2020

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Yes School Districts Kindergarten Preschool Children Early Childhood Education Low Income Students Academic Achievement Achievement Tests Standardized Tests Reading Tests Scores Phonemic Awareness Program Evaluation Corkin, Danya M. Reports - Research Texas (Houston) Stanford Achievement Tests Houston Independent School District (HISD), Department of Research and Accountability English Early Childhood Education Elementary Education Kindergarten Primary Education The AVANCE Head Start program provides comprehensive early childhood education and family support services to low-income families with children 3 to 5 years of age. One of the main purposes of Head Start is to help children from low-income backgrounds succeed in kindergarten and beyond. This report examines the academic performance of AVANCE Houston Inc. students, including those dually enrolled in the Houston Independent School District (HISD), by comparing their HISD kindergarten academic performance to the performance of demographically similar peers. Specifically, this study provides a comparison of the 2012-2013 Aprenda 3 and Stanford 10 test scores of 329 kindergarten students who were enrolled in AVANCE Houston Inc. in 2011-2012 to the scores of kindergarten students who were enrolled in HISD prekindergarten that were matched by age, gender, ethnicity, economic status, limited English proficiency (LEP), and special education status using Propensity Score Matching analysis (PSM; Rosenbaum &amp; Rubin, 1983). Findings suggest that the performance of kindergarteners who attended AVANCE was comparable to the performance of kindergarteners who attended HISD prekindergarten after controlling for these demographic variables. Student performance on the Texas Primary Reading Inventory (TPRI) and Tejas LEE was also assessed to determine the percentage of AVANCE students entering the district as developed in their phonemic awareness, a predictor of success in learning to read (University of Texas System/Texas Education Agency, 2010). ED603126 The 2012-2013 HISD Kindergarten Academic Performance of the 2011-2012 AVANCE Prekindergarten Cohort. Evaluation Report. Volume 7, Issue 2 Houston Independent School District 2013-05-00 12 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries College Students Help Seeking Mental Health Barriers Depression (Psychology) Anxiety Disorders Stress Variables Self Efficacy Measures (Individuals) Self Concept Measures Scores Topkaya, Nursel Sahin, Ertugrul Barut, Yasar Journal Articles Reports - Research Turkey Beck Depression Inventory Self Efficacy Scale ISSN-2146-7242 English Higher Education Postsecondary Education Research has consistently shown that barriers to seeking psychological help are multidimensional and negatively associated with formal help-seeking. However, studies examining the negative effects of barriers to seeking psychological help among diverse samples are scarce. Thus, the purpose of this study is to examine the negative effects of barriers to seeking psychological help among Turkish college students, in particular investigating the association between such barriers and depression, anxiety, stress, and self-efficacy. Participants included 529 college students (M=21.48, 63% female) recruited from various faculties in a university in the Central Black Sea Region of Turkey. They completed the Depression Anxiety Stress Scale-21, the General Self-Efficacy Scale, the Barriers to Seeking Psychological Help Scale, and a personal information form. One-way multivariate analyses of variance (MANOVA) and hierarchical multiple regression analyses were performed. One-way ANOVA results showed that students who had previously sought psychological help had significantly higher depression, anxiety, and stress scores than other students and male participants had higher general self-efficacy scores than female participants. Hierarchical multiple regression analyses also revealed that the dimensions of barriers to seeking psychological help were positively correlated with depression, anxiety, and stress and negatively correlated with general self-efficacy after controlling for gender and previous help-seeking experience. Reducing barriers related to seeking formal psychological help may help to foster psychological well-being among Turkish college students. ED602790 Negative Effects of Barriers to Seeking Psychological Help and Their Association with Depression, Anxiety, Stress, and Self-Efficacy among College Students Online Submission Turkish Online Journal of Educational Technology v1 spec iss p609-616 Nov 2017 2017-11-00 10 N/A 2020 -1 As Provided APR2020

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Yes Student Loan Programs Educational Finance African American Students College Students Loan Default Racial Differences Ethnicity Loan Repayment Postsecondary Education White Students Hispanic American Students Public Colleges Private Colleges Two Year Colleges Proprietary Schools Nonprofit Organizations Bachelors Degrees Income Associate Degrees Educational Certificates Miller, Ben Reports - Evaluative Beginning Postsecondary Students Longitudinal Study Center for American Progress English Higher Education Postsecondary Education Two Year Colleges In 2017, the U.S. Department of Education released groundbreaking data showing that half of Black or African American borrowers who first entered college in the 2003-04 academic year defaulted on their student loans within 12 years. New federal data released this fall show that these numbers have not improved: Black or African American borrowers who started college in 2011-12, almost a decade later, have continued to face high default rates. The data come from the latest update to the Beginning Postsecondary Students Longitudinal Study (BPS). This study tracks students who first entered college in the 2011-12 academic year for six years, through 2017. The data add a significant new element to policymakers and researchers' understanding of student loan repayment. This is the first time a U.S. Department of Education longitudinal study tracked undergraduate students who began college after 2007, when Congress started creating more generous income-driven repayment (IDR) plans. Thus far, IDR is the main solution that policymakers have devised to help struggling borrowers. These plans reduce monthly payments by capping them at a set share of income. The BPS data show that roughly one-fifth of borrowers in repayment at the end of the six-year tracking period were using IDR. While differences in the overall usage of IDR by race are small, one-third of Black or African American borrowers in repayment in 2017 with a bachelor's degree were using IDR, a much higher rate than other borrowers with the same level of education. Continued high default rates, despite the use of IDR, suggest either that outcomes would be much worse without it or that there must be other solutions to better serve borrowers most at risk of default. Unfortunately, the data cannot indicate which hypothesis is correct. This report provides a closer look at what the new data can tell about default and repayment, especially for Black borrowers. ED602791 The Continued Student Loan Crisis for Black Borrowers Center for American Progress 2019-12-02 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 2020 -1 ERIC APR2020

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Yes School Districts Economically Disadvantaged Grade 3 Longitudinal Studies Followup Studies Mathematics Achievement Reading Achievement Mathematics Tests Reading Tests Achievement Tests Scores Academic Achievement Outcomes of Education Pei, Lai Kwan Reports - Research Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Early Childhood Education Elementary Education Grade 3 Primary Education The goal of Head Start is to develop the cognitive and social-emotional skills of children from low-income families to prepare them to succeed in kindergarten and beyond. Presently, Houston Independent School District (HISD) collaborates with four federally-funded Head Start agencies: AVANCE, Gulf Coast Community Services Association (GCCSA), Harris County Department of Education (HCDE), and Neighborhood Centers, Inc. (NCI). Each Head Start agency provides, not only high-quality educational programs to 3- or 4-year-old low income children, but also offers access to health, dental, and other support services in order to meet families' needs. The purpose of this report was to explore the lasting impact of Head Start on students' performance on the third grade STAAR reading and mathematics tests. The findings suggested that economically-disadvantaged students who attended Head Start programs obtained higher mean scale scores, and had higher percentages of students who met the 2015 STAAR Level II: Satisfactory (Phase-In 1) standard on both third grade reading and mathematics tests than their peers in the district. Among the four Head Start agencies, NCI had the highest percentage of students who met the 2015 STAAR Level II: Satisfactory (Phase-In 1) standard on the third grade reading and mathematics tests, and obtained the highest mean scale scores on the 2015 STAAR reading and mathematics tests. ED603127 Head Start Program Longitudinal Effects Study: Third Grade Follow-Up, 2014-2015 Third Grade STAAR Reading and Mathematics Performance. Evaluation Report. Volume 9, Issue 2 Houston Independent School District 2016-02-10 12 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 As Provided APR2020

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No Elementary Education Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Literacy Education Reading Instruction Writing Instruction Reading Skills Writing Skills Teaching Methods Learning Activities Instructional Design Instructional Materials Evidence Based Practice Grouping (Instructional Purposes) Skill Development Educational Technology Fisher, Douglas Frey, Nancy Akhavan, Nancy Books Guides - Classroom - Teacher English Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Students learn to read and write best when their teachers balance literacy instruction. But how do you strike the &quot;right&quot; balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential? The answer lies in the intentional design of learning activities, purposeful selection of instructional materials, evidence-based teaching methods, and in strategic groupings of students based on assessment data. Together, these create the perfect balance of high impact learning experiences that engage and excite learners. In this hands-on essential guide, best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you define that balance for your students, lighting the path to implementing balanced literacy in your classroom. Their plan empowers you to integrate evidence-based approaches that include: (1) Instructional materials comprised of both informational and narrative texts; (2) The best uses of instructional delivery modes, including direct and dialogic instruction; (3) Grouping patterns that work best to accomplish learning aims for different learners at different stages; (4) Instruction in foundational skills and meaning making, including oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing; and (5) Technology used as a tool for increasing learning of a specific literary process. All the tips and tools you need to realize the goal of balanced literacy learning are included, with classroom videos that show strategies in action. Tap your intuition, collaborate with your peers, and put the research-based strategies embedded in this roadmap to work in your classroom to implement or deepen a strong, successful balanced literacy program. Grow as a reading and writing teacher while leading your students to grow as readers and writers. ED603128 This Is Balanced Literacy, Grades K-6 Corwin 2019-09-00 978-1-5443-6094-2 Teachers 272 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.sagepub.com/en-us/nam/this-is-balanced-literacy-grades-k-6/book266872 2020 -1 As Provided APR2020

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Yes Technology Transfer Scheduling Higher Education College Administration Administrators Computer Software Educational Technology Computer Simulation Hamilton, Clovia Journal Articles Reports - Research EISSN- English Higher Education Postsecondary Education Technology commercialization managers are often faced with (1) training inventors on intellectual property (IP) laws and IP policies, (2) evaluating invention disclosures for patentability and marketability, (3) drafting and implementing invention marketing plans, and (4) working closely with patent counsel on patent prosecution. This study begins with the fact that expediency is important because the amount of time taken to evaluate invention disclosures and file patent applications often conflicts with inventors' desire to publish their findings. Yet, very few technology transfer managers use project management job scheduling tools to minimize processing time. Next, this study describes the development of a novel job scheduling tool for university technology transfer using simulated annealing in R programming. A description of experimentation follows and the test results follow. Next, the discussion provides that the primary implication for technology managers is that the tasks involved in technology transfer can be scheduled quite easily and speedily with this proposed job scheduling tool. A limitation to the study is that a hypothetical set of TTO staff job tasks was scheduled. Also, faculty inventors' tasks are not included. Thus, future research should include further experimentation in actual university technology transfer offices using the job tasks that their specialists need to schedule in real time. ED602792 Novel Job Scheduling Tool for University Technology Transfer Online Submission Applied Management Journal v20 p19-37 2019 2019-00-00 19 N/A 2020 -1 As Provided APR2020

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Yes Urban Areas Urban Universities Urban Schools Transportation Utilities Sanitation Maintenance Public Libraries Financial Support Public Schools Sustainability Facility Improvement Conservation (Environment) Public Housing Shaviro, Charles Gallagher, Laird Bowles, Jonathan Dvorkin, Eli Reports - Evaluative Numerical/Quantitative Data New York (New York) Center for an Urban Future English Higher Education Postsecondary Education In March 2014, the Center for an Urban Future documented an array of challenges and vulnerabilities resulting from the New York City's aging infrastructure in their &quot;Caution Ahead&quot; report (see ED555648). And it identified a minimum investment of $47.3 billion over the next five years to bring the city's core infrastructure to a state of good repair. The current study provides a five-year update to the Center's assessment of New York City's aging infrastructure vulnerabilities. It concludes that Mayor Bill de Blasio administration's record infrastructure investments have resulted in real progress in several areas, but also finds that capital needs across many city agencies have grown significantly--and not just in high-profile areas like the subways and New York City Housing Authority (NYCHA). The Center's new analysis shows that some of the problems that were documented five years ago have only gotten worse, and that the new stressors like climate change have only added to the overall price tag to bring the city's core infrastructure to a state of good repair. ED602793 Caution Ahead: Five Years Later. Assessing Progress and Challenges for New York City&apos;s Aging Infrastructure Center for an Urban Future 2019-08-00 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 2020 -1 ERIC APR2020

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Yes Foreign Countries Educational Environment High Schools High School Students Athletics Teacher Attitudes Student Attitudes High School Teachers Physical Education Teachers Intellectual Disciplines Negative Attitudes Sentürk, Halil Evren Mutlu, Tonguç Osman Journal Articles Reports - Research Turkey ISSN-2324-805X English High Schools Secondary Education Sport High Schools that activate in Turkey and where students who are skilled at sports have their secondary education are found to be suitable place to study on. In this study, it is aimed to study perception of teachers working and students studying in these institutions regarding learning climate. 342 teachers and 557 students that participated in the study voluntarily are considered to be the best universe taking part in the study in daily basis. In terms of data collection tool, Camur's &quot;Learning Climate Scale&quot; with its Turkish adaptation in the year 2006 is used by considering its sub-dimensions. The participants are reached through sharing prepared research form in on-line social media sport high school groups. In order to find out learning climate perception of both teachers and students, determining statistics is used where, t-test and one-way variance analysis is used for comparing independent samples based on demographic features, and in order to find the relationships in the study, Pearson r relationship analysis is applied. In the end of the analyses made, it is found out that physical education and sports teachers have negative impression about learning climate in sport high schools (n=120, mean=3,304). Teachers of other fields working at sport high schools displayed highly negative impression (n=222, mean=2,828). Students studying at these institutions on the other hand displayed lesser levels of negative impression when compared to teachers (n=557, mean=3,637). As a result, when sport high schools are investigated based on learning climate, it is concluded that; both teachers and students do not meet at an appropriate education environment due to current status in those schools. ED602794 An Investigation on Learning Climate at Sport High Schools Online Submission Journal of Education and Training Studies v7 n9 p90-96 Sep 2019 2019-09-00 7 T 2020 -1 As Provided APR2020

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Yes Apprenticeships Job Training Government Role Federal Government Federal Aid Program Development Educational Finance Standards Incentives Public Agencies On the Job Training Collins, Benjamin Reports - Descriptive Library of Congress, Congressional Research Service (CRS) English Apprenticeship is a job training strategy that combines on-the-job training with related instruction, typically provided in a classroom setting. This report answers frequently asked questions about apprenticeship and the federal activities that support this training approach. This Frequently Asked Questions (FAQ) report focuses on the Registered Apprenticeship system, through which the U.S. Department of Labor (or a recognized state apprenticeship agency) certifies a program as meeting federal requirements related to duration, intensity, and benefit to the apprentice. Historically, the federal role in apprenticeship has primarily involved regulation and oversight. In recent years, federal funds have been made available to support the development and expansion of apprenticeship programs. There are also several established federal funding streams in which apprenticeship is an allowable, but not required, use of funds. ED603129 Apprenticeship in the United States: Frequently Asked Questions. CRS Report R44174, Version 3. Updated Congressional Research Service 2016-01-29 8 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 As Provided APR2020

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No Interpersonal Communication Classroom Communication Classroom Environment Learning Activities Creative Teaching Creativity Lesson Plans Tests Zwiers, Jeff Books Guides - Classroom - Teacher English The &quot;communication effect&quot; is what happens when we saturate our classrooms with authentic communication, which occurs when students use language to build up ideas and do meaningful things. For starters, authentic communication deepens and increases language development, learning of content concepts and skills, rigor and engagement, empathy and understanding of others' perspectives, agency and ownership of core ideas across disciplines, and social and emotional skills for building strong relationships. And these are just the starters. With &quot;The Communication Effect,&quot; Dr. Jeff Zwiers challenges teachers in Grades 3 and up to focus less on breadth and more on depth by grounding instruction and assessment in authentic (rather than pseudo-) communication. This book provides: (1) Ideas for cultivating classroom cultures in which authentic communication thrives; (2) Clear descriptions and examples of the three features of authentic communication: (1) building up key ideas (claims and concepts); (2) clarifying terms and supporting ideas; and (3) creating and filling information gaps; (3) Over 175 suggestions for using the three features of authentic communication to enhance twenty commonly used instructional activities across disciplines; (4) Additional examples of not-so-commonly-used activities that embody the three features; and (5) Suggestions for improving four different types of teacher creativity needed to design effective lessons, activities, and assessments that maximize authentic communication. Our students deserve to get the most out of each minute of each lesson. Authentic communication can help. As you read &quot;The Communication Effect&quot; and apply its ideas, you will see how much better equipped and inspired your students are to grow into the amazing and gifted people that they were meant to become. ED603130 The Communication Effect: How to Enhance Learning by Building Ideas and Bridging Information Gaps Corwin 2019-11-00 978-1-5443-7555-7 Teachers 208 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.sagepub.com/en-us/nam/the-communication-effect/book268785 2020 -1 As Provided APR2020

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Yes Higher Education Art Education Interdisciplinary Approach Program Effectiveness Artists Student Behavior Skill Development Grade 7 Grade 8 Learner Engagement Student Motivation Academic Achievement Teacher Attitudes Technology Uses in Education College School Cooperation Teaching Methods Film Production Electronic Publishing Web Sites Video Games Photography Technological Literacy Media Literacy Video Technology Computer Literacy Dretzke, Beverly J. Yap, Shannen Reports - Evaluative Tests/Questionnaires Illinois (Chicago) University of Minnesota, Center for Applied Research and Educational Improvement (CAREI) English Higher Education Postsecondary Education Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Grade 8 Transforming Education Through the Arts and Media (TEAM) is an arts integration program based on the concept of the 21st century transliterate learner who acquires knowledge and interacts across a range of tools, platforms, and media. Over a period of four years, TEAM was implemented in seventh- and eighth-grade classrooms by the Center for Community Arts Partnerships (CCAP) at Columbia College Chicago in collaboration with Chicago Public Schools (CPS). The purpose of this report is to present TEAM's successes and challenges and to share insights regarding strategies to ensure that teachers will continue to utilize media arts integration on their own when they are no longer collaborating with teaching artist partners. Pre- and post-residency surveys were administered each year to teachers to gather information on how they used media arts and technology in their classrooms, their capacity to integrate media arts and technology, their perceptions of their students' growth in media arts skills, and their perceptions of the teacher-teaching artist collaboration. Pre- and post-residency surveys were also administered to students. ED602795 Transforming Education through the Arts and Media (TEAM): Final Evaluation Report Center for Applied Research and Educational Improvement 2015-02-00 70 Regents of the University of Minnesota on behalf of the Center for Applied Research and Educational Improvement, 1954 Buford Avenue Suite 425, St. Paul, MN 55455. Tel: 612-624-0300; Fax: 612-625-3086; e-mail: carei@umn.edu; Web site: https://www.cehd.umn.edu/carei/ N/A 2020 -1 ERIC APR2020

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Yes Secondary School Students Early Adolescents Science Experiments Foreign Countries Hands on Science Science Process Skills Heat Physics Instructional Effectiveness Competency Based Education Student Evaluation Curriculum Development Science Instruction Skill Development Nguyen, Van Bien Vylaychit, Xayparseut Nguyen, Anh Thuan Journal Articles Reports - Research Laos EISSN-2149-360X English Secondary Education How to help teachers to design teaching plan for raising student's competency at secondary school in Laos is now of great concern. On the other hand, teachers teach sciences almost by lecturing theoretical only. They rarely explain the problems based on actual phenomena that occur in pupils' daily life nor do experiment during the class. Thus, one of the vital concerns for Lao's science education is that the summative and formative assessment for science learning are both only focused on evaluating the pupils' knowledge. To develop experimental competence, we developed and evaluated a practical science course &quot;Heat and temperature&quot; with hands on activities and realistic application, using action research approach. For measuring experimental competence, the framework for practical assessment from some previous researchers was adapted and used. In this paper, we describe the process and experiences of how to develop the course with comprehensive worksheets and hands on equipment. We also interpret the way to gather evidence of experimental competence during the course. As a result, the course with hands-on activities and realistic application can significantly develop the following indicators of experimental competence: &quot;Make logical reasoning to find out what to investigate&quot;, &quot;Identify which physics quantity should be measured or which phenomena should be observed&quot;, &quot;Describe experimental design&quot;, &quot;Collect experimental data&quot;, &quot;Interpret experimental data&quot;. ED602796 Developing of Experimental Competence of Laos Pupils in Secondary School Science Classroom Online Submission Journal for the Education of Gifted Young Scientists v7 n3 p595-608 Sep 2019 2019-09-00 14 N/A 2020 -1 As Provided APR2020

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No Educational Change Change Strategies Success Values Innovation Teacher Role Educational Quality Lichtman, Grant Books Guides - Non-Classroom Reports - Descriptive English Our rapidly evolving world is dramatically impacting how we view schools. Fortunately, we have the knowledge to not only survive, but thrive during rapid change. Other organizations have faced these evolutionary disruptions for centuries. &quot;Thrive: How Schools Will Win the Education Revolution&quot; translates this knowledge for educators. Written by Grant Lichtman, a thought leader on the transformation of education, this book will help administrators understand: (1) The most important concepts in creating long-term success: value, strategy, and innovation; (2) The Five Big Tools of strategic change, to build both a comfort and capacity for change; and (3) The reality of competing in an evolving marketplace. Families are choosing from a growing menu of learning options. Your school needs a value proposition that shouts, &quot;We are your best choice!&quot; As an educator, you have an important role to play in winning the education revolution and making your school irresistible to your community. [Foreword by Yong Zhao.] ED603131 Thrive: How Schools Will Win the Education Revolution Corwin 2019-10-00 978-1-5443-8124-4 Administrators 224 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.sagepub.com/en-us/nam/thrive/book269544#description 2020 -1 As Provided APR2020

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Yes Student School Relationship Nontraditional Students Data Use Program Effectiveness Administrator Surveys Student Surveys Teacher Surveys Program Improvement State Colleges College Faculty Academic Support Services Student Needs State Universities Prior Learning Community Colleges Adults Glancey, Kathleen Reports - Research Georgia (Atlanta) Louisiana California Council for Adult and Experiential Learning (CAEL) English Higher Education Postsecondary Education Two Year Colleges The adult learner is often defined by age (25 years or older) as an easy way to distinguish this group from students who head to college straight out of high school. But age is insufficient as a defining factor. The growing popularity of other terms like nontraditional student--and more recently, terms like post-traditional student or today's student--indicate that who we are talking about is any student not enrolled full time, not coming straight from high school, and/or not free of dependents or financial obligations. Council for Adult and Experiential Learning (CAEL) developed the Adult Learner 360 to provide institutions with a method to assess the perceived quality and effectiveness of an institution's programs, services, and policies for adult learners. The purpose of the Adult Learner 360, as it was with the ALFI Toolkit, is to provide data that can guide an institution's decisions about where to focus improvement efforts. This report examines the experiences of three institutions that used data to guide their decisions on building programs and services for their current and prospective adult students. Atlanta Metropolitan State College, Northwestern State University in Louisiana, and Shasta College in California all developed new approaches for their adult students by learning from the results of the Adult Learner 360, data tools designed by and offered through CAEL. The questions in the Adult Learner 360, also based on CAEL's Ten Principles for Effectively Serving Adults, provide a framework for institutions to develop programs and policies that help adults reach their educational goals. [This report was written with editorial assistance from Rebecca Klein-Collins.] ED603132 Adept at Adapting: Adult Learner 360 Case Studies on How Institutions Listen to Students, Faculty, and Staff to Redesign Services for Adult Learners Council for Adult and Experiential Learning 2018-07-00 20 Council for Adult and Experiential Learning. 55 East Monroe Street Suite 1930, Chicago, IL 60603. Tel: 312-499-2600; Fax: 312-499-2601; e-mail: cael@cael.org; Web site: http://www.cael.org N/A 2020 -1 ERIC APR2020

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Yes Labor Force Development Prior Learning Community Colleges Education Work Relationship Experiential Learning College Credits Credentials Adult Students Partnerships in Education Skill Development Federal Legislation Student Evaluation Advisory Committees Educational Attainment Reports - Descriptive Pennsylvania (Philadelphia) Virginia Florida (Miami) Washington (Seattle) Council for Adult and Experiential Learning (CAEL) ECMC Foundation English Higher Education Postsecondary Education Two Year Colleges Adult Education Within the next few years the majority of jobs in the U.S. will require some type of postsecondary credential. However, less than half of adults in this country currently possess a credential beyond high school. Though they may not have a college degree to show for it, most adults have likely gained significant and valuable learning through their lifetime. Fortunately, there is a tool that accelerates adults' entry into and through postsecondary education by building on what they already know. Prior Learning Assessment, or (PLA), is the process through which non-collegiate learning (such as knowledge and skills gained on the job or in the military) is evaluated for college credit. Recognizing what adults already know by awarding credit for this learning can lead them to a postsecondary credential more quickly and in a less costly way. Unfortunately, PLA has historically been a construct of higher education with little connection to other entities, such as the public workforce system, that engage adults in skill development. In early 2017 CAEL (the Council for Adult and Experiential Learning), through a grant from the ECMC Foundation, undertook a pilot project to do just that. The project, launched in four communities across the county, established local strategies and processes to increase the pipeline of adult learners and support college credential completion by leveraging shorter-term, non-credit training provided by the public workforce system. This paper provides an overview of why PLA-related partnerships between the workforce system and community colleges are important when it comes to increasing credential attainment and provides considerations--surfaced through the pilot project--for other communities interested in undertaking similar work. [For a related report, &quot;Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes,&quot; see ED524753.] ED603133 Linking Public Workforce Systems and Community Colleges through Prior Learning Assessment: Learnings from a National Pilot Project Council for Adult and Experiential Learning 2018-00-00 15 Council for Adult and Experiential Learning. 55 East Monroe Street Suite 1930, Chicago, IL 60603. Tel: 312-499-2600; Fax: 312-499-2601; e-mail: cael@cael.org; Web site: http://www.cael.org N/A 2020 -1 ERIC APR2020

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Yes Federal Regulation State Regulation Student Loan Programs Student Financial Aid Program Implementation Legal Problems State Legislation Negligence Deception Disclosure Lewis, Kevin M. Vanatko, Nicole Reports - Descriptive Library of Congress, Congressional Research Service (CRS) English As the federal government's role in the student loan industry has expanded over time, the United States has contracted with student loan servicers to help it administer its growing student loan portfolio. These servicers perform a variety of functions, including (1) communicating with borrowers regarding repayment; (2) disclosing information about student loan terms to borrowers; (3) applying payments to outstanding loan balances; (4) processing applications for enrollment in repayment plans; and (5) processing requests for loan forbearance and deferment. Several federal statutes and regulations--along with an array of contractual provisions--may affect how these servicers conduct these various functions on the government's behalf with respect to federal student loans. This report analyzes the regulation of servicers of federal student loans. After providing necessary background information regarding the federal student loan programs, the report describes federal law governing student loan servicers. The report then discusses how some states and borrowers have tried to enact or enforce state laws to regulate servicers of federal student loans. Then, the report analyzes the legal issues implicated by the interaction of federal and state servicing laws, including whether (and, if so, to what extent) federal servicing regulation preempts the states from creating or enforcing servicing laws of their own. The report concludes by identifying relevant legal considerations for Congress. ED603134 Federal and State Regulation of Student Loan Servicers: A Legal Overview. CRS Report R45917, Version 2 Congressional Research Service 2019-09-17 Policymakers 34 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 ERIC APR2020

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Yes Computer Assisted Testing Scoring Semantics Evaluation Methods Documentation Natural Language Processing Holistic Approach Expertise Sample Size Li, Haiying Cai, Zhiqiang Graesser, Arthur Journal Articles Reports - Research EISSN- English In this study we developed and evaluated a crowdsourcing-based latent semantic analysis (LSA) approach to computerized summary scoring (CSS). LSA is a frequently used mathematical component in CSS, where LSA similarity represents the extent to which the to-be-graded target summary is similar to a model summary or a set of exemplar summaries. Researchers have proposed different formulations of the model summary in previous studies, such as pregraded summaries, expert-generated summaries, or source texts. The former two methods, however, require substantial human time, effort, and costs in order to either grade or generate summaries. Using source texts does not require human effort, but it also does not predict human summary scores well. With human summary scores as the gold standard, in this study we evaluated the crowdsourcing LSA method by comparing it with seven other LSA methods that used sets of summaries from different sources (either experts or crowdsourced) of differing quality, along with source texts. Results showed that crowdsourcing LSA predicted human summary scores as well as expert-good and crowdsourcing-good summaries, and better than the other methods. A series of analyses with different numbers of crowdsourcing summaries demonstrated that the number (from 10 to 100) did not significantly affect performance. These findings imply that crowdsourcing LSA is a promising approach to CSS, because it saves human effort in generating the model summary while still yielding comparable performance. This approach to small-scale CSS provides a practical solution for instructors in courses, and also advances research on automated assessments in which student responses are expected to semantically converge on subject matter content. ED596109 Computerized Summary Scoring: Crowdsourcing-Based Latent Semantic Analysis Grantee Submission Behavior Research Methods v50 p2144-2164 2018 2018-00-00 Institute of Education Sciences (ED) 18 T https://doi.org/10.3758/s13428-017-0982-7 2018 -1 As Provided APR2020 Yes R305C120001

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Yes Science Education Critical Thinking Persistence Engineering Education Risk Science Experiments Executive Function Hands on Science Preschool Children Intervention Poverty Disadvantaged Youth Preschool Education Teaching Methods Bustamante, Andres S. Greenfield, Daryl B. Nayfeld, Irena Journal Articles Reports - Research EISSN- English Early Childhood Education Preschool Education Early childhood science and engineering education offer a prime context to foster approaches-to-learning (ATL) and executive functioning (EF) by eliciting children's natural curiosity about the world, providing a unique opportunity to engage children in hands-on learning experiences that promote critical thinking, problem solving, collaboration, persistence, and other adaptive domain-general learning skills. Indeed, in any science experiment or engineering problem, children make observations, engage in collaborative conversations with teachers and peers, and think flexibly to come up with predictions or potential solutions to their problem. Inherent to science and engineering is the idea that one learns from initial failures within an iterative trial-and-error process where children practice risk-taking, persistence, tolerance for frustration, and sustaining focus. Unfortunately, science and engineering instruction is typically absent from early childhood classrooms, and particularly so in programs that serve children from low-income families. However, our early science and engineering intervention research shows teachers how to build science and engineering instruction into activities that are already happening in their classrooms, which boosts their confidence and removes some of the stigma around science and engineering. In this paper, we discuss the promise of research that uses early childhood science and engineering experiences as engaging, hands-on, interactive platforms to instill ATL and EF in young children living below the poverty line. We propose that early childhood science and engineering offer a central theme that captures children's attention and allows for integrated instruction across domain-general (ATL, EF, and social-emotional) and domain-specific (e.g., language, literacy, mathematics, and science) content, allowing for contextualized experiences that make learning more meaningful and captivating for children. [This article was published in the journal &quot;Education Sciences&quot; (EJ1200532).] ED596341 Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills Grantee Submission Education Sciences v8 Article 144 2018 2018-00-00 Institute of Education Sciences (ED) 13 T https://doi.org/10.3390/educsci8030144 2018 -1 As Provided APR2020 Yes R305B150014

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Yes Home Schooling School Choice Geographic Location Racial Differences Ethnicity Educational Trends Elementary Secondary Education Tax Credits Scholarships Money Management McDonald, Kerry Reports - Research Cato Institute English Elementary Secondary Education Over the past 50 years, homeschooling has grown from a fringe act to a widely accepted education model reflective of a diverse American population. Many parents choose homeschooling to avoid the constraints of the conventional classroom and to embrace education in a broader, often more pluralistic way. According to the National Center for Education Statistics, the U.S. homeschooling population more than doubled between 1999 and 2012, from 850,000 to 1.8 million children, or 3.4 percent of the K-12 student population. Federal data show that the homeschooling population dipped slightly between 2012 and 2016, but state-level data reveal that some states with robust education choice programs saw rising numbers of homeschoolers during that time. This paper offers an overview of homeschooling trends and a glimpse at the current homeschooling population while arguing that educational freedom creates momentum for families to seek alternatives to conventional mass schooling. ED602797 Homeschooling and Educational Freedom: Why School Choice Is Good for Homeschoolers. Briefing Paper Number 124 Cato Institute 2019-09-04 8 Cato Institute. 1000 Massachusetts Avenue NW, Washington, DC 20001-5403. Tel: 202-842-0200; Fax: 202-842-3490; e-mail: subscriptions@cato.org; Web site: http://www.cato.org N/A 2020 -1 ERIC APR2020

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No Foreign Countries English Multilingualism Sociolinguistics Language Variation Bilingualism Code Switching (Language) Semantics Geographic Regions Global Approach Vowels Language Role Language Planning Language Usage Form Classes (Languages) Intonation Black Dialects Language Skills Interference (Language) Sign Language Hickey, Raymond, Ed. Books Collected Works - General South Africa English South Africa is a country characterised by great linguistic diversity. Large indigenous languages, such as isiZulu and isiXhosa, are spoken by many millions of people, as well as the languages with European roots, such as Afrikaans and English, which are spoken by several millions and used by many more in daily life. This situation provides a plethora of contact scenarios, all of which have resulted in language variation and change, and which forms the main focus of this insightful volume. Written by a team of leading scholars, it investigates a range of sociolinguistic factors and the challenges that South Africans face as a result of multilingualism and globalisation in both education and social interaction. The historical background to English in South Africa provides a framework within which the interfaces with other languages spoken in the country are scrutinised, whilst highlighting processes of contact, bilingualism, code-switching and language shift. This book: (1) Provides insights into the nature of language contact, and the changes that this can trigger; (2) Explores the challenges South Africans face as a result of multilingualism and globalisation in both education and social interaction; and (3) Provides a neat one volume synopsis of English in South Africa, that can be used in courses on English as a world language. This book contains the following chapters: (1) English in South Africa -- contact and change (Raymond Hickey); (2) South Africa in the linguistic modelling of world Englishes (Edgar Schneider); (3) South African English, the dynamic model and the challenge of Afrikaans influence (Ian Bekker); (4) The historical development of South African English: semantic features (Ronel Wasserman); (5) Regionality in South African English (Deon du Plessis, Ian Bekker and Raymond Hickey); (6) Does editing matter? Editorial work, endonormativity and convergence in written Englishes in South Africa (Haidee Kotze); (7) Language contact in Cape Town (Tessa Dowling, Kay McCormick and Charlyn Dyers); (8) Internal push, external pull: the reverse short front vowel shift in South African English (Alida Chevalier); (9) Youth language in South Africa: the role of English in South African Tsotsitaals (Heather Brookes); (10) Econo-language planning and transformation in South Africa: from localisation to globalisation (Russell Kaschula); (11) Multilingualism in South African education: a southern perspective (Kathleen Heugh and Christopher Stroud); (12) Present-day Afrikaans in contact with English (Bertus van Rooy); (13) Shift varieties as a typological class? A consideration of South African Indian English (Raymond Hickey); (14) Language use and language shift in post-Apartheid South Africa (Dorrit Posel and Jochen Zeller); (15) English prepositions in isiXhosa spaces: evidence from code-switching (Silvester Ron Simango); (16) Aspects of sentence intonation in Black South African English (Sabine Zerbian); (17) The development of cognitive-linguistic skills in multilingual learners: a perspective of Northern Sotho-English children (Carien Wilsenach); and (18) Linguistic interference in interpreting from English to South African sign language (Ella Wehrmeyer). ED602798 English in Multilingual South Africa: The Linguistics of Contact and Change. Studies in English Language Cambridge University Press 2020-01-00 978-1-1084-2534-6 274 Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: https://www.cambridge.org N/A https://www.cambridge.org/us/academic/subjects/languages-linguistics/african-and-caribbean-language-and-linguistics/english-multilingual-south-africa-linguistics-contact-and-change?format=HB 2020 -1 ERIC APR2020

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Yes Veterans Clubs Accountability Work Ethic Unemployment Best Practices Communities of Practice Models Employer Attitudes Careers Recruitment Barriers Case Studies Meetings Advisory Committees Program Descriptions Information Sources Employment Opportunities Mentors Females Disabilities Guidelines Personnel Selection Labor Force Networks Miller, Andrew Sorenson, Brian Reports - Descriptive Illinois (Chicago) Council for Adult and Experiential Learning (CAEL) English As trained leaders for whom accountability and a strong work ethic are second nature, Chicagoland veterans are uniquely equipped to meet the demands of today's jobs. That veterans typically possess the skills and character needed to excel in the civilian workplace makes reports on the state of veteran unemployment more troubling. Through the Commercial Club of Chicago Veterans Working Group (VWG), some of the city's top employers are working together to share best practices and advance new ideas to help reverse this trend and support veterans in finding meaningful careers. The VWG's success is an outstanding example of a community's potential to effect change when diverse stakeholders are empowered to share challenges, leverage each other's strengths, and develop a community of practice. The goal of this publication is to recognize the efforts that VWG members have taken to improve their veteran recruitment, training and retention practices, and to create a blueprint for the successful replication of the VWG model in other communities throughout the country. ED603135 Promoting Veteran Career Success through Employer Partnership: A Case Study of the Commercial Club of Chicago Veterans Working Group Council for Adult and Experiential Learning 2017-00-00 Robert R. McCormick Foundation 24 Council for Adult and Experiential Learning. 55 East Monroe Street Suite 1930, Chicago, IL 60603. Tel: 312-499-2600; Fax: 312-499-2601; e-mail: cael@cael.org; Web site: http://www.cael.org N/A 2020 -1 ERIC APR2020

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Yes School Districts Preschool Education Grade 3 Academic Achievement Reading Achievement Mathematics Achievement Scores Economically Disadvantaged Reading Tests Mathematics Tests Achievement Tests Outcomes of Education Program Evaluation Spikes, Sara Reports - Research Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Early Childhood Education Preschool Education Elementary Education Grade 3 Primary Education The Houston Independent School District (HISD) currently offers free, full-day prekindergarten programs to all eligible students within the district's attendance boundaries. This evaluation compares the academic achievement of third-grade students who were previously enrolled in HISD prekindergarten programs during the 2011-2012 school year to their non-HISD Pre-K peers. Findings in this study suggest that a positive relationship may exist between students' enrollment in an HISD Pre-K program and their academic achievement on the 2016 STAAR English and Spanish reading and mathematics assessments. The relationship of HISD Pre-K on students' achievement varied when demographic characteristics were taken into account. Findings also show that economically-disadvantaged students who attended HISD prekindergarten programs experienced higher academic achievement than their economically-disadvantaged peers who did not attend HISD Pre-K. ED603136 Effects of HISD Prekindergarten Programs on Third-Grade Students&apos; Academic Achievement, 2015-2016. Evaluation Report Houston Independent School District 2017-01-20 20 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 As Provided APR2020

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Yes Veterans Federal Legislation Educational Legislation Student Financial Aid Higher Education Program Effectiveness Federal Aid Eligibility Expenditures College Students Bass, Elizabeth Reports - Descriptive G I Bill Congressional Budget Office English Higher Education Postsecondary Education Beginning August 1, 2009, the Post-9/11 GI Bill extended educational benefits to service members who were on active duty in the military on or after September 11, 2001. This GI Bill (officially the Post-9/11 Veterans Educational Assistance Act of 2008), the latest version of a law that helps veterans pay for higher education, provides more extensive benefits than have ever been offered to current and former service members, enabling them to transfer its benefits to certain family members and to enroll in a wide array of educational and training programs. In March 2019, the Department of Veterans Affairs (VA) reported that in 2018 it spent about $10.7 billion on 700,000 beneficiaries of the Post-9/11 GI Bill. At the request of the House Budget Committee, the Congressional Budget Office (CBO) analyzed data from VA to understand the law's cost, the types of educational programs beneficiaries enrolled in, and the institutions they attended. CBO also reviewed research related to some of the law's stated purposes, such as motivating people to join or stay in the military and using the educational benefits as part of readjusting to civilian life. This analysis primarily describes spending in 2016, with some information from 2017 and some historical data from 2009 onward. ED603137 The Post-9/11 GI Bill: Beneficiaries, Choices, and Cost Congressional Budget Office 2019-05-00 24 Congressional Budget Office. Ford House Office Building 4th Floor, Second and D Streets SW, Washington, DC 20515-6925. Tel: 202-226-2809; e-mail: publications@cbo.gov; Web site: http://www.cbo.gov N/A 2020 -1 ERIC APR2020

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No Legal Education (Professions) Educational Development Job Skills Skill Development Role Playing Educational Games Computer Simulation Active Learning Student Projects Design Apprenticeships Experiential Learning Curriculum Development Technology Uses in Education Educational Innovation Information Literacy Ethical Instruction Denvir, Catrina, Ed. Books Collected Works - General English Over the last decade, cost pressures, technology, automation, globalisation, de-regulation, and changing client relationships have transformed the practice of law, but legal education has been slow to respond. Deciding what learning objectives a law degree ought to prioritise, and how to best strike the balance between vocational and academic training, are questions of growing importance for students, regulators, educators, and the legal profession. This collection provides a range of perspectives on the suite of skills required by the future lawyer and the various approaches to supporting their acquisition. Contributions report on a variety of curriculum initiatives, including role-play, gamification, virtual reality, project-based learning, design thinking, data analytics, clinical legal education, apprenticeships, experiential learning and regulatory reform, and in doing so, offer a vision of what modern legal education might look like. Following the foreword by Julian Webb and the introduction by Catrina Denvir, this book contains the following chapters: (1) Do lawyers need to learn to code? A practitioner perspective on the 'poly-technic' future of legal education (Alexander Smith and Nigel Spencer); (2) Experiential legal education: Stepping back to see the future (Jeff Giddings and Jacqueline Weinberg); (3) Skills swap? Advising technology entrepreneurs in a student clinical legal education program (Ian Walden and Patrick Cahill); (4) Scaling the gap: Legal education and data literacy (Catrina Denvir); (5) Bringing ODR to the legal education mainstream: Findings from the field (Genevieve Grant and Esther Lestrell); (6) Design comes to the law school (Margaret Hagan); (7) Developing 'nextgen' lawyers through project-based learning (Anna Carpenter); (8) Same as it ever was? Technocracy, democracy and the design of discipline-specific digital environments (Paul Maharg); (9) Ludic legal education from Cicero to Phoenix (Wright Andrew Moshirnia); (10) The gamification of written problem questions in law: Reflections on the 'serious games at Westminster' project (Paresh Kathrani); (11) Virtually teaching ethics: experiencing the discrepancy between abstract ethical stands and actual behaviour using immersive virtual reality (Sylvie Delacroix and Catrina Denvir); (12) Paths to practice: regulating for innovation in legal education and training (Julie Brannan and Rob Marrs); and (13) 'Complicitous and contestatory': A critical genre theory approach to reviewing legal education in the global, digital age (Jane Ching and Paul Maharg). ED602799 Modernising Legal Education Cambridge University Press 2020-01-00 978-1-1084-7575-4 Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: https://www.cambridge.org N/A https://www.cambridge.org/us/academic/subjects/law/legal-skills-and-practice/modernising-legal-education?format=HB 2020 -1 ERIC APR2020

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Yes Educational Quality Infants Toddlers Early Childhood Education Child Care Young Children Caregivers Parents Educational Policy Caring Context Effect Teaching Methods Autism Pervasive Developmental Disorders Equal Education Community Colleges Foreign Countries Access to Education Higher Education Partnerships in Education Caregiver Attitudes Professional Development Boldt, Gail, Ed. Collected Works - General Jamaica Bank Street College of Education English Early Childhood Education Higher Education Postsecondary Education Two Year Colleges Much of the policy-and practice-focused research on infant-toddler care and education has been concerned with the issue of program quality. That is, what elements constitute a quality program for infants and toddlers that ensures their ongoing developmental success? Researchers have sought to identify the structural and process indicators necessary for young children to receive the kinds of responsive interactions that contribute to positive developmental outcomes. Paradoxically, while a lot is known about what constitutes high-quality care and education for infants and toddlers, most policies ignore the research by regulating a bare minimum of requirements for programs. This situation has resulted in significant variation in what infant-toddler programming looks like, where it is located, and who gets access to high-quality programs. This special themed issue of the &quot;Occasional Paper Series&quot; seeks to highlight and challenge assumptions about infant-toddler care and education. All the pieces in the issue can be grouped around two main themes: (1) the centrality of relationship-based care; and (2) the tensions between local/contextual and larger-scale systems-level approaches. The papers call to everyone in the early education field to advocate forcefully for infant-toddler education, for the communities in which it takes place, and for the workforce that facilitates children's development and family members' ability to work outside the home. This collection offers a vision of new pathways and resources that the field might utilize to address the under-resourcing and inadequate attention given to policy and practice addressing the zero to three space. ED602800 Promise in Infant-Toddler Care and Education. Occasional Paper Series 42 Bank Street College of Education 2019-10-00 133 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 2020 -1 ERIC APR2020

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No Educational Trends Technology Uses in Education Independent Study Internet Instructional Design Electronic Learning Children Futures (of Society) Mitra, Sugata Books Reports - Descriptive English Educators have been trying to harness the &quot;promise&quot; of technology in education for decades, to no avail, but we have learned that children in groups--when given access to the Internet--can learn anything by themselves. In this groundbreaking book, you will glimpse the emerging future of learning with technology. It turns out the promise is not in the technology itself; it is in the self-directed learning of the children who use it. In 1999, Sugata Mitra conducted the famous &quot;Hole in the Wall&quot; experiment that inspired three TED Talks and earned him the first million-dollar TED prize for research in 2013. Since then, he has conducted new research around self-organized learning environments (SOLE), building &quot;Schools in the Cloud&quot; all over the world. This new book shares the results of this research and offers: (1) examples of thriving Schools in the Cloud in unlikely places; (2) Mitra's predictions on the future of learning; (3) how to design assessments for self-organizing learning; (4) how to build your own School in the Cloud; and (5) clips from the documentary, &quot;The School in the Cloud.&quot; [Foreword by John Hattie.] ED603138 The School in the Cloud: The Emerging Future of Learning. Corwin Teaching Essentials Corwin 2019-09-00 978-1-5063-8917-2 Teachers 224 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.sagepub.com/en-us/nam/the-school-in-the-cloud/book257918 2020 -1 As Provided APR2020

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Yes Federal Legislation Veterans Veterans Education Military Personnel Tuition Fees Housing Eligibility Costs Postsecondary Education Educational Finance Institutional Characteristics Higher Education Enrollment Rate Expenditure per Student Armed Forces Bass, Elizabeth Reports - Evaluative G I Bill Congressional Budget Office English Adult Education Postsecondary Education Higher Education The Post-9/11 GI Bill provides educational benefits to service members and veterans who served on active duty on or after September 11, 2001. This GI Bill (officially the Post-9/11 Veterans Educational Assistance Act of 2008), which covers tuition, fees, housing, and related educational expenses, is managed by the Veterans Benefits Administration (VBA), part of the Department of Veterans Affairs. Partial benefits are available after 90 days of active-duty service, and many members of the National Guard and reserves have met that threshold because they have been activated for extended periods in support of military operations in Iraq and Afghanistan. Those with longer active-duty service receive greater benefits. This report focuses on the reserve component's use of Post-9/11 GI Bill benefits in 2016 and the cost of those benefits. (Throughout this report, &quot;reserve component&quot; refers collectively to the non-active-duty part of the U.S. military, which encompasses the National Guard and reserves.) In 2016, about 78,500 members of the reserve component used the program, and the total cost to VBA for those benefits was about $1 billon. About half of that amount was for tuition and fees; most of the remainder was for housing allowances. The cost of providing education benefits to the reserve component under the Post-9/11 GI Bill is higher than it was under earlier laws. Whereas the Montgomery GI Bill--Selected Reserve program and the Reserve Educational Assistance Program (REAP) have been available only to members of the reserve component, the Post-9/11 GI Bill may be used by both the reserve and regular components. The report compares the way members of the reserve and regular components use their benefits. Overall, there were few variations in how members of the reserve component and other veterans used their benefits, but there was a difference in how much those benefits cost. ED603139 Use of the Post-9/11 GI Bill by the National Guard and Reserves Congressional Budget Office 2019-12-00 12 Congressional Budget Office. Ford House Office Building 4th Floor, Second and D Streets SW, Washington, DC 20515-6925. Tel: 202-226-2809; e-mail: publications@cbo.gov; Web site: http://www.cbo.gov N/A 2020 -1 ERIC APR2020

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No Feedback (Response) Video Technology Evidence Based Practice Paraprofessional School Personnel Students with Disabilities Severe Disabilities Elementary Education Training Program Implementation Fidelity Cues Prompting Positive Reinforcement Delay of Gratification Staff Development Coaching (Performance) Program Effectiveness Brock, Matthew E. Barczak, Mary A. Dueker, Scott A. Reports - Research EISSN- English Elementary Education Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. [This is the online first version of an article published in &quot;Focus on Autism and Other Developmental Disabilities.&quot;] ED602802 Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students with Severe Disabilities Grantee Submission 2020-00-00 Institute of Education Sciences (ED) 12 T https://doi.org/10.1177/1088357620902492 2020 -1 As Provided APR2020 Yes R324B160009

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Yes American Indians American Indian History American Indian Education Tribes American Indian Culture Lesson Plans History Instruction Reading Materials American Indian Reservations Canada Natives Cultural Activities Curriculum Elementary Secondary Education Instructional Materials Reservation American Indians United States History Racial Bias Leadership Civil Rights Religion Land Settlement Walter, Rosly, Ed. Guides - Classroom - Teacher Maine EISSN- American Friends Service Committee (AFSC) English Elementary Secondary Education This guide provides information and instructional materials on the history and culture of the Wabanakis of Maine and the Maritime Provinces (Canada). The Wabanakis include the Penobscot, Passamaquoddy, Maliseet, Micmac and Abenaki peoples. The book is divided into four major sections. The first section provides background information on the history and culture of the Wabanaki peoples and the changes that occurred before and after European contact. The second section includes the following lesson plan groupings: How We Look at Others; Mi'kmaq; Time and Place; Legends; Wabanaki Life 500 Years Ago; Wabanaki and European Interaction: 1600-1800; An Invisible People: 1880-1950; and Contemporary Life. Each lesson plan includes suggested grade level, objectives, words to know, background materials, background notes, materials to use in class, and procedures. This section also includes additional instructional materials to supplement lesson plans. The third section includes reading materials on Wabanaki legends; stories from or about different periods in history; interviews with 30 Wabanaki people from New England and the Maritimes reflecting their family life, educational experiences, culture, and traditional values; and children's essays depicting Wabanaki life. The fourth section includes fact sheets containing information on Wabanaki territories; material culture; political, social, and spiritual life; and colonial life before the Revolutionary War. This section also includes information on Wabanaki games, doll making, designs, songs, language, projects with natural materials, finger weaving, constructing a wigwam, and recipes. The book also includes a list of additional resources: periodicals; Native governments, organizations, associations and institutions; museums; and reservation communities. Contains a bibliography with 104 references, photographs, illustrations, and an index. [This revised edition was prepared for and published by the Wabanaki Program of the American Friends Service Committee. It replaces ED393621.] ED602803 The Wabanakis of Maine and the Maritimes: A Resource Book about Penobscot, Passamaquoddy, Maliseet, Micmac and Abenaki Indians with Extensive Resources for All Educational Levels, Including Sample Lesson Plans. 2nd Edition Online Submission 2001-00-00 Teachers 516 N/A 2020 -1 As Provided APR2020

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No Instructional Development Learner Engagement Lesson Plans Instructional Effectiveness Educational Strategies Individualized Instruction Elementary Secondary Education Wilhelm, Jeffrey D. Bear, Rachel Fachler, Adam Books Guides - Classroom - Teacher English Elementary Secondary Education With so many demands and so much content available for teachers, we need to put a higher value on an often-overlooked skill: planning learning experiences that will both engage and inspire our students, by design, over time. &quot;Planning Powerful Instruction&quot; is your go-to guide for transforming student outcomes through stellar instructional planning. Its seven-step framework--the EMPOWER model--gives you techniques proven to help students develop true insight and understanding. You'll have at your fingertips: (1) the real reasons why students engage--and what you must do to ensure they do; (2) a framework to help you create, plan, and teach the most effective units and lessons in any subject area; (3) more than 50 actionable strategies to incorporate right away; (4) suggestions for tailoring units for a wide range of learners; and (5) downloadable, ready-to-go tools for planning and teaching. Whether you are a classroom teacher, an instructional leader, or a pre-service teacher, &quot;Planning Powerful Instruction&quot; will forever change the way you think about how you teach and the unique value you bring to your learners. ED603140 Planning Powerful Instruction, Grades 6-12: 7 Must-Make Moves to Transform How We Teach--and How Students Learn. Corwin Literacy Corwin 2019-11-00 978-1-5443-4286-3 Teachers 296 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.sagepub.com/en-us/nam/planning-powerful-instruction-grades-6-12/book263018 2020 -1 As Provided APR2020

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No Foreign Countries Comparative Education Formative Evaluation Student Evaluation Educational Assessment Educational Benefits Evidence Based Practice Student Centered Learning Heritage, Margaret Harrison, Christine Books Guides - Classroom - Teacher United Kingdom United States English Twenty years after the publication of &quot;Inside the Black Box,&quot; the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. &quot;The Power of Assessment for Learning: Twenty Years of Research and Practice in UK &amp; US Classrooms&quot; examines the practices and processes of formative assessment over time in both countries, evaluates the benefits accrued to teaching and learning, and considers future developments in growing and sustaining AfL practice. It features: (1) Key AfL ideas, approaches, and supports; (2) Vignettes of classroom practice that illustrate AfL in action in the U.K. and U.S.; and (3) Practice-based evidence to enrich understanding of AfL from both the teacher's and the student's perspective. Focused on student-centeredness and rich with classroom examples, this book is a 'sounding board' for educators to explore and reflect on their own AfL practices and beliefs. [Foreword written by Dylan Wiliam.] ED603141 The Power of Assessment for Learning: Twenty Years of Research and Practice in UK and US Classrooms Corwin 2019-12-00 978-1-5443-6146-8 Teachers 144 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.sagepub.com/en-us/nam/the-power-of-assessment-for-learning/book265206 2020 -1 As Provided APR2020

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Yes Student Motivation Extracurricular Activities Second Language Learning Second Language Instruction English (Second Language) Business English Foreign Countries Barriers Language Proficiency Required Courses English for Special Purposes Student Needs Multilingualism Universities Language Tests Labor Market Blended Learning Distance Education Personal Autonomy Feedback (Response) Employers Ennis, Michael Joseph Reports - Research Italy EISSN- English Higher Education Postsecondary Education One of the greatest challenges faced by university language centers in Italy is finding ways to motivate students to complete extracurricular language courses offered to help them meet their language proficiency requirements for graduation. It was hypothesized that the root of the problem was that the existing course offerings focus too narrowly on the most urgent need of meeting language requirements, and that one solution might be to shift from the teaching of languages for general purposes to the teaching of languages for specific purposes. This chapter examines this approach from the perspective of the widely recognized, but seldom empirically studied, link between ESP and motivation vis-à-vis the satisfaction of learner needs. After an analysis of some of the unfulfilled needs of students at the trilingual Free University of Bozen-Bolzano, the present paper relies upon both qualitative and quantitative data to report the impact of a pilot Business English track of courses which has been introduced in order to increase student participation and sustain their motivation by meeting four specific needs: 1) their need for Business English in order to gain a competitive advantage in an internationalized labor market; 2) their dual need to pass an internationally recognized English language exam in order certify their English proficiency and demonstrate to employers their specific skills in Business English; 3) their need for blended and distance learning options as well as negotiable assignment submission deadlines in order to grant them the flexibility, agency, and autonomy their active lives as students demand; 4) their need for continuous assessment in order to provide the feedback, support, and structure they need to complete such a course. [This chapter was published in: E. Bonetto, M. J. Ennis, &amp; D. Unterkofler (Eds.), &quot;Teaching Languages for Specific and Academic Purposes in Higher Education -- English, Deutsch, Italiano&quot; (pp. 243-264). Bozen-Bolzano, Italy: Bozen-Bolzano University Press.] ED603142 Motivating Learners by Meeting Their Needs: The Introduction of a Business English Track at the unibz Language Centre Online Submission 2020-00-00 22 N/A 2020 -1 As Provided APR2020

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No Foreign Countries Higher Education Climate Change Conservation (Environment) College Role Research Social Problems Equal Education Data Scientists Financial Support Sciences Access to Education Student Financial Aid Data Collection Reports - Descriptive Canada Canadian Association of University Teachers (CAUT) English Higher Education Postsecondary Education Like other Canadians, the Canadian Association of University Teachers (CAUT) members are alarmed by the existential threat that climate change represents to the world. They believe leadership from Canadian governments is crucial along with meaningful changes from institutions and individual efforts. The post-secondary education (PSE) sector has a critical role to play in mitigating and adapting to climate change through research and teaching. The majority of Canadians believe that universities and colleges will help solve climate change and 95 percent agree that research conducted at post-secondary institutions helps solve problems Canada will face over the next decades. This report discusses the following actions that need to take place to address these problems: (1) expand science and research; (2) address education inequality; and (3) close data gaps and improve access to government data. ED602804 Up-to-the-Task: Academic &amp; Research Staff Are Ready to Solve Canada&apos;s Emerging Problems. Submission to the Pre-Budget Consultations in Advance of the 2020 Budget Canadian Association of University Teachers 2019-08-00 5 Canadian Association of University Teachers. 2705 Queensview Drive, Ottawa, ON K2B 8K2, Canada. Tel: 613-820-2270; Fax: 613-820-7244; e-mail: acppu@caut.ca; Web site: http://www.caut.ca N/A https://www.caut.ca/sites/default/files/caut-submission-2020-pre-budget-consultations-2019-08.pdf 2020 -1 ERIC APR2020

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Yes Academically Gifted Self Efficacy Educational Technology Technology Uses in Education Arts Centers Science Teaching Centers Gender Differences Institutional Characteristics Age Differences Parent Background Educational Attainment Family Income Technological Literacy Problem Solving Design Foreign Countries Bayra, Engin Kaya, Zeki Journal Articles Reports - Research Turkey ISSN-2146-7463 English The main purpose of this study is to determine the gifted students' self-efficacy of educational technology for technology and design. It is also aimed to find out whether there is a statistically significant difference in terms of the gender, the special talent area, the type of school, the grade level, the education level and income rate of families, and the preference of using information and communication technologies. In this study quantitative method was preferred and descriptive screening model was used since it was aimed to determine the students' self-efficacy. The research was conducted with 1.376 pupils who were students in twelve Science and Art Centers in different regions of Turkey. As a data collection tool, &quot;The Self-Efficacy of Educational Technologies for Technology and Design Scale&quot; developed by Author (2019) was used. The scale was prepared in 5-point Likert type and consisted of 4 sub-factors with 20 items. It was found that the four-factor structure explained 52.45% of the total variance for the concept to be measured. Cronbach's Alpha internal consistency coefficient value of the scale was a =0.89. According to the Confirmatory Factor Analysis (CFA) results, the items of the scale were grouped under the title of sub-factors as &quot;Technology and Design&quot;, &quot;Problem Solving&quot;, &quot;Appropriate Tool Selection and the Use of Technology&quot;. The scale was found to be highly compatible in terms of current compliance values. According to the results of the research, it was found that the gifted students' self-efficacy of educational technology for technology and design was at &quot;Good&quot; (x-bar=3.86 / x-bar=77.26). In addition, while there was no significant difference in terms of the gifted students' self-efficacy of educational technologies for technology and design according to the gender variable, statistically significant difference was found according to the special talent area, the type of school, the grade level, the education level and income rate of their families, and the preference of using information and communication technologies. According to the results of the research, it is observed that gifted students were at &quot;Good&quot; level in terms of the results of the sub factors &quot;the Use of Technology&quot;, &quot;the Problem Solving Skills and the Appropriate Tool Selection and the Technology and Design&quot;. By the way it can be said that the individualized education program and individual talent recognition program that special talented individuals follow in Science and Art Centers generally meet the efficiency gains. ED602805 Gifted Students&apos; Self-Efficacy of Educational Technology for Technology and Design Online Submission Journal of Educational and Instructional Studies in the World v10 n1 p1-17 Feb 2020 2020-02-00 17 N/A 2020 -1 As Provided APR2020

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Yes Money Management Children State Programs Paying for College Family Programs Data Use Incentives Long Range Planning Taxes Investment Infants Expectation Academic Aspiration Nathenson, Robert A. Sirinides, Phil Jones-Laymen, Amanda Reports - Research Pennsylvania University of Pennsylvania, Consortium for Policy Research in Education (CPRE) English Higher Education Postsecondary Education In 2019 the Pennsylvania Treasury launched a state-wide children's savings account (CSA) initiative, Keystone Scholars. Keystone Scholars provides $100 in college savings to eligible families - all children born or adopted in Pennsylvania after January 1, 2019. In this introductory research brief, we describe how CSAs are an important tool for families to increase educational expectations and asset accumulation, particularly for college savings, offer a preliminary look into college savings accounts in Pennsylvania, and explore how the Pennsylvania Treasury is using data-driven insights to encourage college savings of Pennsylvanian households. ED603143 Keystone Scholars: A State-Wide Pennsylvania Child Savings Accounts Initiative. CPRE Policy Briefs Consortium for Policy Research in Education 2019-08-01 8 Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org N/A 2020 -1 As Provided APR2020

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Yes Reading Instruction Literacy Education Grade 3 State Legislation Educational Legislation Educational Policy State Policy Program Effectiveness Reading Achievement Prevention Intervention Reports - Descriptive Tennessee Indiana Nevada Mississippi Council of Chief State School Officers (CCSSO) Center on Enhancing Early Learning Outcomes (CEELO) English Early Childhood Education Elementary Education Grade 3 Primary Education Recognizing the critical importance of early literacy, the Council of Chief State School Officers (CCSSO) and the Center on Enhancing Early Learning Outcomes (CEELO) have both worked intensively with states on birth through third grade improvement strategies across literacy and other learning domains. Third grade reading laws are one strategy that many states have employed to address early literacy challenges; at least 26 states have passed third grade reading laws over the past 20 years. This brief is intended to give an overview of the current status of state third grade reading laws and policies, with the goal of supporting states' early literacy goals. A closer look at third grade reading implementation approaches in four states with high levels of recent growth, Tennessee, Indiana, Nevada, and Mississippi, suggests deeper lessons for states beyond the specifics of a law. ED603144 Third Grade Reading Laws: Implementation and Impact Council of Chief State School Officers 2019-07-00 Bellwether Education Partners 36 Council of Chief State School Officers. One Massachusetts Avenue NW Suite 700, Washington, DC 20001. Tel: 202-336-7016; Fax: 202-408-8072; e-mail: pubs@ccsso.org; Web site: http://www.ccsso.org N/A 2020 -1 ERIC APR2020

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Yes Veterans Entrepreneurship Small Businesses Employment Experience Labor Force Employment Patterns Employee Assistance Programs Public Agencies Transitional Programs Federal Aid Federal Programs Dilger, Robert Jay Lowry, Sean Reports - Evaluative Library of Congress, Congressional Research Service (CRS) English Adult Education Several federal agencies, including the Small Business Administration (SBA), provide training and other assistance to veterans seeking civilian employment. For example, the Department of Defense (DOD), in cooperation with the SBA, Department of Labor, Department of Veterans Affairs, and several other federal agencies, operates the Transition Goals Plans Success program (Transition GPS), which provides employment information and entrepreneurship training to exiting military servicemembers to assist them in transitioning from the military to the civilian labor force. The SBA provides services to more than 100,000 veterans each year through its various management and technical assistance training partners (e.g., Small Business Development Centers, Women's Business Centers [WBCs], Service Corps of Retired Executives [SCORE], and Veterans Business Outreach Centers [VBOCs]). This report opens with an examination of the economic circumstances of veteran-owned businesses drawn from the Bureau of the Census's 2012 Survey of Business Owners (SBO). It then provides a brief overview of veterans' employment experiences, comparing unemployment and labor force participation rates for veterans, veterans who have left the military since September 2001, and nonveterans. The report also describes employment assistance programs offered by several federal agencies to assist veterans in their transition from the military to the civilian labor force and examines, in greater detail, the SBA's veteran business development programs, the SBA's efforts to assist veterans' access to capital, and the SBA's veteran contracting programs. It also discusses the SBA's Military Reservist Economic Injury Disaster Loan program and P.L. 114-38, the Veterans Entrepreneurship Act of 2015, which authorized and made permanent, under specified circumstances, the SBA's recent practice of waiving the SBAExpress loan program's one time, up-front loan guarantee fee for veterans (and their spouse). ED603145 SBA Veterans Assistance Programs: An Analysis of Contemporary Issues. CRS Report R42695, Version 74. Updated Congressional Research Service 2019-08-27 Policymakers 34 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 ERIC APR2020

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No Churches State Church Separation Christianity Educational History World History Religious Education Religion Clergy Astronomy Catholics Foreign Countries Females Womens Education Private Financial Support Politics of Education Poverty Disadvantaged Youth Unions Pacific Islanders Adult Education Protestants Land Settlement Civil Rights Ludlow, Morwenna, Ed. Methuen, Charlotte, Ed. Spicer, Andrew, Ed. Books Collected Works - General Europe United Kingdom (England) Germany Denmark United Kingdom (London) United Kingdom (Wales) United Kingdom (Scotland) Africa India New Zealand China Italy English Adult Education This volume brings together the work of a wide range of scholars to explore the long and complex history of the relationships between churches and education. Christianity has always been involved in education, from the very earliest teaching of those about to be baptised, to present-day churches' involvement in schools and higher education. Christianity has a core theological concern for teaching, discipleship and formation, but the dissemination of Christian ideas and positions has not necessarily been an explicitly didactic process. Educational projects have served not only to support but also to question and even reconfigure particular versions of the Christian message, and the recipients of education have also both received and subverted the teaching offered. Under the editorship of Morwenna Ludlow, this volume explores the ways in which churches have sought to educate, catechise and instruct the clergy and laity, adults and children, men and women, boys and girls. The book features: (1) Explores the long and complex history of the relationship between the Church and education; (2) Features a wide range of leading scholars in the field; and (3) Contains contributions on a diverse range of historical, social and regional contexts, including the early Quaker movement, the Ma¯ori education system in the nineteenth century and British Sunday Schools in the early twentieth century. After an introduction by the editor, Morwenna Ludlow, the following chapters are in the volume: (1) Education and Pleasure in the Early Church: Perspectives from East and West (Presidential Address) (Morwenna Ludlow And Sophie Lunn-Rockliffe); (2) Dialogue in The Monastery: Hagiography as a Pedagogical Model (Lucy K. Pick); (3) 'Instructing Readers' Minds in Heavenly Matters': Carolingian History Writing and Christian Education (Robert A. H. Evans); (4) Penitential Manuscripts and the Teaching of Penance in Carolingian Europe (Eleni Leontidou); (5) Educating the Local Clergy, c.900-c.1150 (Sarah Hamilton); (6) Prelacy, Pastoral Care and the Instruction of Subordinates in Late Twelfth-Century England (Rebecca Springer); (7) 'I Found This Written in the Other Book': Learning Astronomy in Late Medieval Monasteries (Seb Falk); (8) Peter Canisius and the Development of Catholic Education in Germany, 1549-97 (Ruth Atherton); (9) Nature and Nurture in the Early Quaker Movement: Creating the Next Generation of Friends (Alexandra Walsham); (10) Convent Schooling for English Girls in the 'Exile' Period, 1600-1800 (Caroline Bowden); (11) Preachers or Teachers? Parish Priests and Their Sermons in the Late Enlightenment Habsburg Empire (Alena A. Fidlerová); (12) Danish Catechism in Action? Examining Religious Formation in and Through Erik Pontoppidan's &quot;Menoza&quot; (Laurel Lied); (13) 'The Glory of the Age We Live in': Christian Education and Philanthropy in Eighteenth-Century London Charity Schools (W. M. Jacob); (14) Catechizing at Home, 1740-1870: Instruction, Communication and Denomination (Mary Clare Martin); (15) Saving Souls on a Shoestring: Welsh Circulating Schools in a Century of Change (Paula Yates); (16) The Political Dimension of the Education of the Poor in the National Society's Church of England Schools, 1811-37 (Nicholas Dixon); (17) Schools for the Poor in Mid-Nineteenth-Century Devon: Towards an Explanation of Variations in Local Development (Frances Billinge, Gail Ham, Judith Moss, and Julia Neville); (18) They 'Come for a Lark': Ragged School Union Teaching Advice in Practice, 1844-70 (Laura M. Mair); (19) Religious and Industrial Education in the Nineteenth-Century Magdalene Asylums in Scotland (Jowita Thor); (20) Scottish Presbyterianism and the National Education Debates, 1850-62 (Ryan Mallon); (21) Exporting Godliness: The Church, Education and 'Higher Civilization' in the British Empire from the Late Nineteenth Century (Mark Chapman); (22) Conversion and Curriculum: Nonconformist Missionaries and the British and Foreign School Society in the British West Indies, Africa and India, 1800-50 (Inge Dornan); (23) The Rise, Success and Dismantling of New Zealand's Anglican-Led Ma¯ori Education System, 1814-64 (Paul Moon); (24) 'The One for the Many': Zeng Baosun, Louise Barnes and the Yifang School for Girls at Changsha, 1893-1927 (Kennedy Prize) (Jennifer Bond); (25) British World Protestant Children, Young People, Education and the Missionary Movement, c.1840s--1930s (Hugh Morrison); (26) 'In Perfect Harmony with the Spirit of the Age': The Oxford University Wesley Guild, 1883-1914 (Martin Wellings); (27) Churches and Adult Education in the Edwardian Era: Learning from the Experiences of Hampshire Congregationalists (Roger Ottewill); (28) 'The Catechism Will Save Society, without the Catechism There Is No Salvation': Secularization and Catholic Educational Practice in an Italian Diocese, 1905-14 (Fabio Pruneri); (29) 'War to the Knife'? The Anglican Clergy and Education at the End of the First World War (Mark Smith); (30) Fighting the Tide: Church Schools in South Buckinghamshire, 1902-44 (Grant Masom); (31) British Sunday Schools: An Educational Arm of the Churches, 1900-39 (Caitriona McCartney); (32) Western Establishment or Chinese Sovereignty? The Tientsin Anglo-Chinese College during the Restore Educational Rights Movement, 1924-7 (President's Prize) (Marina Xiaojing Wang); and (33) The British Council of Churches' Influence on the 'Radical Rethinking of Religious Education' in the 1960s and 1970s (Jonathan Doney). ED602806 Churches and Education. Studies in Church History. Volume 55 Cambridge University Press 2019-08-00 978-1-1084-8708-5 628 Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: https://www.cambridge.org N/A https://www.cambridge.org/us/academic/subjects/religion/church-history/churches-and-education?format=HB#bookPeople 2020 -1 ERIC APR2020

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Yes Early Childhood Education Educational Finance Federal Aid Budgets Taxes Expenditures Block Grants Home Visits Preschool Education Disabilities Educational Legislation Equal Education Federal Legislation Child Care American Indian Education Food Service Tax Credits Welfare Services Social Services Elementary Secondary Education Lynch, Karen E. Reports - Descriptive Individuals with Disabilities Education Act Part C Elementary and Secondary Education Act Title I Library of Congress, Congressional Research Service (CRS) English Early Childhood Education Preschool Education Elementary Secondary Education The federal government has a long history of investing in early childhood care and education. As early as the 1930s, the government was supporting nursery schools for low-income children. Over time, the federal role in early childhood care and education has evolved, and today's federal investments in this area come in many forms. This report begins with information on current and historical funding levels for a selection of early childhood care and education programs and tax provisions. Table 1 presents information on the FY2017 Obama Administration's budget request for such programs, while Table 2 provides a seven-year funding history (FY2010-FY2016) for these early childhood care and education programs and tax provisions. The funding section is followed by a series of program summaries (Table 3 has a comparison of basic characteristics for selected programs). The program summaries have been organized into three categories: (1) targeted programs that exclusively or primarily provide early childhood services; (2) tax provisions that support the child care expenses of working families; and (3) certain broad-based and flexible programs that may be used to support early childhood care and education. Appendix A of this report provides some additional information on early childhood programs that do not currently receive federal funding. Appendix B presents a list of abbreviations and acronyms used throughout the report. ED603146 Early Childhood Care and Education Programs: Background and Funding. CRS Report R40212, Version 23. Updated Congressional Research Service 2016-05-16 Policymakers 24 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 ERIC APR2020

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Yes Equal Education Educational Improvement Educational Strategies Student Improvement Academic Achievement Elementary Secondary Education Educational Legislation Federal Legislation Evidence Based Practice Educational Objectives Stakeholders Educational Equity (Finance) Progress Monitoring Layland, Allison Reports - Descriptive Every Student Succeeds Act 2015 Council of Chief State School Officers (CCSSO) English Elementary Secondary Education The Every Student Succeeds Act of 2015 (ESSA) provides state education agencies (SEA) with more flexibility to rethink how to identify and address low school performance while elevating the role of local education agencies (LEAs) in supporting schools in need of improvement. As states pursue plans to support schools with the most need for improvement, three frameworks are particularly promising in addressing the problems of inequity and low performance: (1) Commitment to Equity; (2) School Improvement Systems; and (3) Rapid School Improvement Practices and Indicators. These three resources, each a framework of sorts, offer strategies and practices that could drive dramatic improvement for all schools, especially those with the greatest gaps and disparities. This paper identifies connections among the three frameworks and offers specific recommendations that leverage these connections in an equity-conscious approach to improve school and student performance. An equity-conscious approach to school improvement would inform the most effective strategies to be employed at each level of the education system and would guide the successful implementation of these strategies so each student can receive the instruction, services, and supports necessary for success. ED603147 Connecting Commitments, Principles, and Practices to Strategically Address Equity and Improvement Council of Chief State School Officers 2019-11-00 32 Council of Chief State School Officers. One Massachusetts Avenue NW Suite 700, Washington, DC 20001. Tel: 202-336-7016; Fax: 202-408-8072; e-mail: pubs@ccsso.org; Web site: http://www.ccsso.org N/A 2020 -1 ERIC APR2020

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Yes Foreign Countries Mathematics Instruction Science Instruction Physics College Students Experiments Teaching Methods Instructional Program Divisions College Science College Mathematics Student Attitudes Nguyen, Van Bien Tran, Ngoc Chat Krause, Eduard Le, Hai My Ngan Journal Articles Reports - Research Tests/Questionnaires Vietnam EISSN- English Higher Education Postsecondary Education This article presents a part of the Inter-Tetra project. This study firstly reviews the literature on conceptions of experiments in didactics of math and didactics of physics to design questionnaires to survey the conceptions of experiments in teaching physics and teaching math in Vietnam. Thereafter, the survey has been conducted among the math and physics pedagogical students in the Hanoi National University of Education (HNUE). The results of the survey have revealed the similarities and differences of the concepts of an experiment in teaching math and physics. In addition, this study also discusses the causes and consequence of the similar and dissimilar concepts of experiments. ED602807 Conceptions of Experiments in Teaching Mathematics and Teaching Physics in Vietnam Online Submission Didaktik der Physik p117-123 2019 2019-00-00 7 N/A 2020 -1 As Provided APR2020

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No Screening Tests Identification At Risk Students High School Freshmen Advanced Placement Programs Mental Disorders Symptoms (Individual Disorders) Stress Variables Academic Achievement Grade 9 Emotional Problems Reliability Satisfaction Grades (Scholastic) Positive Behavior Supports Acceleration (Education) Academically Gifted Suldo, Shannon M. Storey, Elizabeth O'Brennan, Lindsey M. Shaunessy-Dedrick, Elizabeth Ferron, John M. Dedrick, Robert F. Parker, Janise Reports - Research EISSN- English High Schools Secondary Education Grade 9 Junior High Schools Middle Schools High school freshmen in accelerated courses have known risk and resiliency factors that should be considered within systematic efforts to monitor and promote student academic and emotional well-being. This study created and evaluated a multi-method approach to identify students in Advanced Placement (AP) or International Baccalaureate (IB) courses with signs of risk mid-year in terms of stress, affective engagement, and academic performance. A total of 304 ninth grade students enrolled in AP/IB coursework and five AP/IB teachers at two public high schools in a Southeastern state took part in the screening. Using the researcher-developed screening approach, a total of 117 students (38.5%) met criteria for risk in at least one academic or emotional area. These results were compared to those obtained using a teacher nomination form, which had been developed collaboratively by the teachers and researchers, that specified signs of emotional and academic risk. The teacher nomination procedure resulted in the identification of 39.3% of the at-risk student population (average sensitivity rate = 35.7% across teachers). Sensitivity of teacher nominations was higher when identifying academic risk (average = 59.9%) as compared to emotional risk (average = 27.9% and 39.6% of students with low school satisfaction and high stress, respectively). Findings support the collection of data from students (surveys of stress and school satisfaction) and school records (course grades) when identifying AP/IB students to consider for targeted services within a multi-tiered system of supports. [This paper was published in &quot;School Mental Health&quot; v11 p210-227 2019 (EJ1229729).] ED602808 Identifying High School Freshmen with Signs of Emotional or Academic Risk: Screening Methods Appropriate for Students in Accelerated Courses Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 53 T http://dx.doi.org/10.1007/s12310-018-9297-9 2020 -1 As Provided APR2020 Yes R305A150543

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No Test Items Cheating Reaction Time Identification Educational Testing Statistical Analysis Statistical Distributions Sinharay, Sandip Reports - Research EISSN- English Benefiting from item preknowledge (e.g., McLeod, Lewis, &amp; Thissen, 2003) is a major type of fraudulent behavior during educational assessments. This paper suggests a new statistic that can be used for detecting the examinees who may have benefitted from item preknowledge using their response times. The statistic quantifies the difference in speed between the compromised items and the non-compromised items of the examinees. The distribution of the statistic under the null hypothesis of no preknowledge is proved to be the standard normal distribution. A simulation study is used to evaluate the Type I error rate and power of the suggested statistic. A real data example demonstrates the usefulness of the new statistic that is found to provide information that is not provided by statistics based only on item scores. [This is the in press version of an article published in &quot;Applied Psychological Measurement.&quot;] ED602809 Detection of Item Preknowledge Using Response Times Grantee Submission 2019-11-19 Institute of Education Sciences (ED) 30 T https://journals.sagepub.com/home/apm 2020 -1 As Provided APR2020 Yes R305D170026

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Yes Educational Legislation Elementary Secondary Education Federal Legislation Legislators Voting Skinner, Rebecca R. Loane, Shannon S. Reports - Descriptive Numerical/Quantitative Data Elementary and Secondary Education Act Every Student Succeeds Act 2015 No Child Left Behind Act 2001 Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education The Elementary and Secondary Education Act (ESEA) was initially enacted in 1965 (P.L. 89-10). Since then, there have been 13 major reauthorizations of the ESEA, with the most recent reauthorization occurring in 2015 with the Every Student Succeeds Act (ESSA, P.L. 114-95). This report provides information on the votes taken in the House and Senate in the committees of jurisdiction and on the House and Senate floors prior to and following conference proceedings for the ESEA of 1965 and subsequent major reauthorizations. The report also provides vote information on comprehensive ESEA reauthorization bills that were considered in the committees of jurisdiction or on the House or Senate floors following the enactment of the No Child Left Behind Act of 2001 (NCLB; P.L. 107-110) but prior to the consideration of the ESSA. During the 112th and 113th Congresses, both committees with jurisdiction over the ESEA ordered ESEA reauthorization bills to be reported. In the 113th Congress, an ESEA reauthorization bill was considered on the House floor. ED603148 House and Senate Floor and Committee Action to Reauthorize the Elementary and Secondary Education Act: 1966 to Present. CRS Report R43761, Version 5. Updated Congressional Research Service 2016-02-19 Policymakers 11 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 As Provided APR2020

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Yes Elementary Secondary Education Educational Legislation Federal Legislation Criteria Accountability School Effectiveness Sustainability Educational Improvement Educational Principles State Standards Guides - General Every Student Succeeds Act 2015 Council of Chief State School Officers (CCSSO) English Elementary Secondary Education Much has been written about requirements in the Every Student Succeeds Act (ESSA) related to school classification, particularly with respect to approaches for determining if a school should be identified for support. However, less attention has been given to methods for determining when a school's performance is sufficient to exit such identification. Exit criteria offer clear goals to schools and districts that are connected to the state's accountability system and reflect improvement expectations that should be sustained over time. If exit criteria are incoherently or unintentionally specified, they can lead to unattainable targets, inaccurate interpretations of whether schools need the same intensity of support, or distractions associated with managing perceptions instead of improvement. Accordingly, the focus of this brief is to discuss principles to inform exit criteria and to provide guidance to help state leaders apply these principles. The essential question we attempt to address in this brief is, &quot;How can we recognize sustainable and scalable school improvement when we see it?&quot; Because this is a timely and important issue to state education leaders, we explicitly frame this topic in the context of school accountability systems developed in response to ESSA. In fact, we will focus most directly on approaches to inform exit standards for the categories of Comprehensive Support and Improvement (CSI) and Additional Targeted Support and Improvement (ATSI) given the explicit statutory requirements for these categories, detailed in the next section. We believe the principles addressed in this document have broad implications for accountability and support practices that transcend the policies and practices of ESSA. ED603149 Evidence of Improvement: Guidelines to Inform Exit Criteria for ESSA State Accountability Systems Council of Chief State School Officers 2019-07-00 12 Council of Chief State School Officers. One Massachusetts Avenue NW Suite 700, Washington, DC 20001. Tel: 202-336-7016; Fax: 202-408-8072; e-mail: pubs@ccsso.org; Web site: http://www.ccsso.org N/A 2020 -1 As Provided APR2020

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No Gifted Education Preschool Education Elementary Secondary Education Psychology Student Motivation Social Environment Interpersonal Relationship Well Being Classroom Techniques Student Evaluation Academically Gifted Educational Principles Learning Reports - Descriptive American Psychological Association English Early Childhood Education Preschool Education Elementary Secondary Education Teaching and learning are intricately linked to social and behavioral factors of human development, including cognition, motivation, social interaction, and communication. Psychological science can also provide key insights on effective instruction, classroom environments that promote learning, and appropriate use of assessment, including data, tests, and measurement, as well as research methods that inform the practice of serving gifted students. This publication presents a gifted education supplement to a list of the most important principles from psychology--the &quot;Top 20&quot;--that would be of greatest use in the context of preK-12 classroom teaching and learning, as well as the implications of each principle as applied to classroom practices for gifted students. The first eight principles relate to cognition and learning and address the question &quot;How do students think and learn?&quot; The next four (9-12) discuss the question &quot;What motivates students?&quot; The following three (13-15) pertain to the social context and emotional dimensions that affect learning and focus on the question &quot;Why are social context, interpersonal relationships, and emotional well-being important to student learning?&quot; The next two principles (16-17) relate to how context can affect learning and address the question &quot;How can the classroom best be managed?&quot; Finally, the last three principles (18-20) examine the question &quot;How can teachers can assess student progress?&quot; Each principle is named and described, relevant supporting literature is provided, and its relevance for the gifted classroom is discussed. Gifted children, like all children, are best taught when the Top 20 principles included in this document are in place and supported by the administration and faculty. [This report was published by the American Psychological Association's Center for Psychology in Schools and Education.] ED602810 Top 20 Principles from Psychology for PreK-12 Creative, Talented, and Gifted Students&apos; Teaching and Learning American Psychological Association 2017-00-00 49 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/ed/schools/teaching-learning/top-principles-gifted.pdf 2020 -1 ERIC APR2020

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Yes Educational Innovation High Schools High School Students Intervention Grants At Risk Students Student Characteristics Student Development Federal Legislation Federal Aid Educational Research Evidence Based Practice Campbell, Neil Quirk, Abby Reports - Descriptive American Recovery and Reinvestment Act 2009 Center for American Progress English High Schools Secondary Education In 1998, Angela Jerabek, a guidance counselor at a high school outside Minneapolis, grew frustrated watching too many ninth-graders fail courses year after year. Her principal encouraged her to come up with a new strategy to address the problem, knowing that failed classes too often lead students to drop out of high school. By the next school year, Jerabek had developed Building Assets, Reducing Risks (BARR)--a research-based program that &quot;empowers educators to analyze real-time data and build upon individual strengths to support academic, social, and emotional success for every student.&quot; Despite resounding and impressive success at Jerabeck's St. Louis Park High School for more than a decade, the program did not expand beyond that one school. In 2010, when BARR won a grant from the first Investing in Innovation (i3) competition, that changed as the program expanded to a suburban Los Angeles high school and two rural high schools in Maine. Nine years after receiving its first i3 grant, Building Assets, Reducing Risks is now the first program to have climbed through all three levels of the i3 competition. This issue brief speaks to a need in the United States to increase investments in educational research and development, and maintains that the i3/Education Innovation and Research (EIR) model can continue to play a part in identifying, evaluating, and scaling promising innovations. [This issue brief is part of the Moonshot for Kids project, a joint initiative from the Center for American Progress and the Thomas B. Fordham Institute.] ED602811 Lessons Learned from the Investing in Innovation Program Center for American Progress 2019-11-05 8 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 2020 -1 ERIC APR2020

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Yes State Agencies Veterans Federal Legislation Agency Cooperation Veterans Education Compliance (Legal) Program Implementation Program Termination Inspection Educational Quality Professional Development Accountability Resource Allocation Correspondence Study Accreditation (Institutions) Flight Training Certification Dortch, Cassandria Reports - Descriptive G I Bill Library of Congress, Congressional Research Service (CRS) English Adult Education The Department of Veterans' Affairs (VA), previously named the Veterans Administration, has been providing veterans' educational assistance (GI Bill®) benefits since 1944. Since 1947, State Approving Agencies (SAAs) have been an important component in the administration of GI Bill benefits, along with the VA, educational institutions, and training establishments. This report provides an overview of state approving agencies (SAAs). It highlights their roles and responsibilities in the administration of GI Bill benefits and the processes through which they fulfill those roles. Because work processes and responsibilities are variable and subject to regular adjustment, the descriptions herein are accurate as of the date of publication. Additionally, in a limited number of instances the report identifies some divergent depictions of work processes from difference sources, but it does not attempt to evaluate or reconcile differences in the accounts. ED603150 The Role of State Approving Agencies in the Administration of GI Bill Benefits. CRS Report R44728, Version 2. Updated Congressional Research Service 2016-12-29 Policymakers 35 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 ERIC APR2020

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Yes Cataloging Library Services Library Materials Archives Academic Libraries Program Evaluation Banks, Joy M. Reports - Research Council on Library and Information Resources English Higher Education Postsecondary Education From 2008 to 2014, the Council on Library and Information Resources (CLIR) administered the Cataloging Hidden Special Collections and Archives program, which granted funds to catalog &quot;hidden&quot; collections of high scholarly value. Generously supported by The Andrew W. Mellon Foundation, the program awarded more than $27.4 million to academic, cultural heritage, and other collecting institutions. To assess the program's impact, CLIR conducted a comprehensive analysis of final reports from all 128 projects funded through the program. This report describes the methods and findings of the analysis, including cataloging outputs, as well as impact on hiring, policies and procedures, communication tools, and research and outreach. The findings of this report are divided into four sections: an overview of project demographics, a summary of project outputs, a discussion of other outcomes, and an examination of the lasting impact of the program. ED603151 The Foundations of Discovery: A Report on the Assessment of the Impacts of the Cataloging Hidden Collections Program, 2008-2019 Council on Library and Information Resources 2019-09-00 Andrew W. Mellon Foundation 38 Council on Library and Information Resources. 1755 Massachusetts Avenue NW Suite 500, Washington, DC 20036. Tel: 202-939-4750; Fax: 202-939-4765; Web site: http://www.clir.org/ N/A 2020 -1 ERIC APR2020

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Yes Academic Achievement English Language Learners Public Schools Language Arts Mathematics Language Proficiency Graduation Rate Institutional Characteristics Student Characteristics Student Needs Student Placement Access to Education Faculty Development Academic Support Services Family Involvement Special Education Compliance (Legal) Elementary Secondary Education Screening Tests Language Usage Educational Legislation Federal Legislation Reports - Evaluative Tests/Questionnaires Rhode Island (Providence) Every Student Succeeds Act 2015 Council of the Great City Schools English Elementary Secondary Education The purpose of this report is to help improve the academic achievement of English learners (ELs) in Providence Public Schools (PPSD) and to help the district meet the detailed requirements laid out in the Settlement Agreement that PPSD entered with the U.S. Department of Justice (DOJ). Knowing that the Council of the Great City Schools had conducted a comprehensive review of Providence's EL program in 2012, Chris Maher, who was the Providence superintendent in 2018, asked the organization for assistance in recommending ways that the district could come into compliance with DOJ requirements and improve the achievement of the district's ELs. Consequently, the Council paid special attention to the district's instructional, fiscal, and staffing issues in order to improve EL programs in the district, incorporating best practices in EL programming from across the country. This report begins with an overview of the project, including general and summary information on the DOJ Settlement Agreement. Chapter II presents a demographic overview of Providence, and the enrollment of Providence Public Schools, focusing on English learners. Chapter III presents EL achievement data as well as overall academic achievement in PPSD. Chapter IV presents findings and recommendations in each of the nine areas examined, and Chapter V presents a brief synopsis of the report and its major themes. The Council's analysis and recommendations in this report are organized along nine specific areas that are outlined in the DOJ Settlement Agreement: (1) Vision and Shared Responsibility for ELs; (2) Registration: Identification and Placement; (3) EL Access to Curriculum and Services; (4) Staffing and Professional Development; (5) EL Instructional Program Support and Monitoring; (6) Family and Community Engagement and Communication; (7) English Learners in Special Education; (8) EL Data Reporting and DOJ Agreement Compliance; and (9) Budget and Finance. ED603152 Raising the Achievement of English Learners in Providence Public Schools. Report of the Strategic Support Team of the Council of the Great City Schools Council of the Great City Schools 2019-09-00 192 Council of the Great City Schools. 1301 Pennsylvania Avenue NW Suite 702, Washington, DC 20004. Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org N/A 2020 -1 ERIC APR2020

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No English Language Learners Bilingual Students Family Involvement Equal Education Student Diversity Educational Change Elementary Schools Middle Schools Language Usage Evidence Based Practice Student Needs Leadership Responsibility Helman, Lori Books Guides - Non-Classroom ASCD English Elementary Education Junior High Schools Middle Schools Secondary Education Within today's multilingual communities, a growing percentage of students are emergent bilinguals--bringing to school a home language other than English and thus poised to become bilingual as they acquire the new language. As a result, school leaders need to have essential background knowledge and a wealth of strategies at their fingertips to ensure that all students are prepared for college, career, and civic engagement. In &quot;Learning in a New Language,&quot; author Lori Helman offers educational leaders a comprehensive and accessible guide to best practices for supporting students from culturally and linguistically diverse backgrounds in a school environment that embraces equity. Helman discusses: (1) Changing demographics that require educational leaders to enlarge and enhance their approaches; (2) The importance of engaging families in forming a cohesive school community that contributes to student success; (3) Fundamental approaches to creating equity for linguistically diverse students in the school change process; (4) The role of language in academic learning and what makes learning in a new language unique; (5) Evidence-based strategies for literacy and content-area classrooms; and (6) Practical tips for where to start in supporting emergent bilinguals in the classroom, and presents dozens of online resources for further exploration. The responsibilities of educational leaders continue to expand as they work toward managing school sites and ensuring equity of student opportunity and achievement. Helman provides a one-stop resource for the foundational knowledge and practical guidance needed to strategically take on these responsibilities. ED602812 Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals ASCD 2019-00-00 978-1-4166-2866-8 Administrators 176 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/Default.aspx?TabID=55&ProductId=237263582 2020 -1 As Provided APR2020

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Yes Postsecondary Education Minority Group Students Enrollment Trends Undergraduate Students Disproportionate Representation Educational Attainment Inclusion Higher Education Educational Legislation Federal Legislation Undocumented Immigrants Access to Education Young Adults García, Rosa M. Reports - Descriptive Higher Education Act 1965 Deferred Action for Childhood Arrivals (DACA) Center for Law and Social Policy (CLASP) English Postsecondary Education Higher Education In recent years, historically underrepresented students have become a larger segment in higher education. Higher Education Act (HEA) reauthorization is an opportunity to increase educational attainment levels; close equity gaps and address racial disparities in student outcomes; and ensure the federal government, states, and institutions transform their policies and practices to respond to changing demographics. This fact sheet, by Rosa García, states why the reauthorization of the Higher Education Act (HEA) must address the needs of students of color and immigrant youth. ED602813 The Changing Face of Postsecondary Students. CLASP Priorities for the Higher Education Act Center for Law and Social Policy, Inc. (CLASP) 2019-02-00 5 Center for Law and Social Policy. 1015 15th Street NW Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org N/A 2020 -1 As Provided APR2020

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Yes State Policy Early Childhood Education Child Care Educational Quality Child Development Well Being Low Income Groups Racial Differences Ethnicity Leadership Responsibility Policy Formation State Aid Certification Nutrition Food Early Intervention Preschool Education Home Visits Grants Poverty Access to Education Schmit, Stephanie Reports - Descriptive Center for Law and Social Policy (CLASP) English Early Childhood Education Preschool Education This brief outlines the important role state policymakers can play to ensure equity in their states' early education efforts. High-quality child care and early education is critical for child development and family economic security--and it can have a particularly positive impact on the wellbeing of families with low incomes. CLASP's action agenda describes key state early education programs, significant challenges such as racial disparities and underinvestment, and recommendations for how state leaders can meaningfully improve policies and programs. ED602814 Child Care and Early Education Equity: A State Action Agenda Center for Law and Social Policy, Inc. (CLASP) 2019-05-00 9 Center for Law and Social Policy. 1015 15th Street NW Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org N/A 2020 -1 ERIC APR2020

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Yes Police Professional Personnel Fire Protection Emergency Medical Technicians Emergency Programs State Government Federal Government Local Government Death Disabilities Injuries Compensation (Remuneration) Fringe Benefits Law Enforcement Eligibility Clergy Terrorism Student Financial Aid Family (Sociological Unit) Spouses Children Higher Education Szymendera, Scott D. Reports - Descriptive Library of Congress, Congressional Research Service (CRS) English Higher Education Postsecondary Education The Public Safety Officers' Benefits (PSOB) program provides cash benefits to federal, state, and local law enforcement officers; firefighters; employees of emergency management agencies; and members of emergency medical services agencies who are killed or permanently and totally disabled as the result of personal injuries sustained in the line of duty. The Public Safety Officers' Educational Assistance (PSOEA) program, a component of the PSOB program, provides higher-education assistance to the children and spouses of public safety officers killed or permanently disabled in the line of duty. Both programs are administered by the PSOB Office of the Department of Justice (DOJ), Bureau of Justice Assistance (BJA). Congress appropriates funds for these programs in the annual Departments of Commerce and Justice, Science, and Related Agencies Appropriations Act. For FY2020, the one-time lump-sum PSOB benefit is $365,670 and the monthly full-time attendance PSOEA assistance is $1,248. In FY2018, the DOJ approved 318 claims for PSOB death benefits, 59 claims for PSOB disability benefits, and 642 claims for PSOEA benefits. This report discusses the PSOB program, the PSOEA program, the PSOB and PSOEA appeals process, and budget and appropriations. ED603153 Public Safety Officers&apos; Benefits (PSOB) and Public Safety Officers&apos; Educational Assistance (PSOEA) Programs. CRS Report R45327, Version 4. Updated Congressional Research Service 2020-02-03 13 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 ERIC APR2020

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Yes Educational Legislation Federal Legislation Higher Education Educational Finance Paying for College Student Financial Aid Federal Aid Grants Student Loan Programs Need Analysis (Student Financial Aid) Eligibility Loan Repayment Federal Programs Accountability Minority Group Students Student Costs Black Colleges Community Colleges Hegji, Alexandra Collins, Benjamin Reports - Descriptive Higher Education Act 1965 Pell Grant Program Perkins Loan Program Library of Congress, Congressional Research Service (CRS) English Higher Education Postsecondary Education Two Year Colleges The Higher Education Act of 1965 (HEA; P.L. 89-329, as amended) authorizes programs and activities to provide support to individuals who are pursuing a postsecondary education and to institutions of higher education (IHEs). During the 116th Congress, the House Committee on Education and Labor marked up and ordered to be reported the College Affordability Act (H.R. 4674), which would provide for the comprehensive reauthorization of most HEA programs. This report organizes the changes proposed by H.R. 4674 into seven themes: (1) expanding the availability of financial aid to postsecondary students; (2) instituting borrower-focused student loan reforms; (3) modifying educational, financial, and other institutional accountability requirements for receipt of federal funds; (4) revising public accountability, transparency, and consumer information requirements; (5) expanding academic and personal supports to specific student populations; (6) increasing financial support to IHEs, focusing on minority-serving institutions; and (7) creating new grant programs for states and IHEs to reduce students' postsecondary costs. ED603154 H.R. 4674, the College Affordability Act: Proposed Reauthorization of the Higher Education Act, Summary of Major Provisions. CRS Report R46176, Version 1 Congressional Research Service 2020-01-07 Policymakers 27 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 ERIC APR2020

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No Culture Social Class Race Equal Education Guidelines Discussion Behavior Bias Educational Change CampbellJones, Brenda Keeny, Shannon CampbellJones, Franklin Books Guides - Classroom - Teacher ASCD English Advancing equity in our schools and society requires deep thought and honest conversations about tough topics. These conversations about emotionally charged subjects, including race, class, and culture, can be daunting. Authors Brenda CampbellJones, Shannon Keeny, and Franklin CampbellJones, experts in research and equitable practices, guide you through a meaningful framework for thinking about, preparing for, and having such critical conversations. They invite you to ponder your own cultural identity and assumptions, reflect and deeply consider values and beliefs, and then understand how these factors affect your conversations and interactions with others. They provide essential information about the types of conversations and behaviors we all consciously and subconsciously exhibit and witness, with authentic stories and experiences from people who have used the authors' framework to enrich their communities. As you explore the information and activities in this book that are specifically designed to help you scaffold new ideas into practice, you and your colleagues will examine biases and begin to build equitable experiences for all students. The book's field-tested approach enables every educator to grow professionally by using the power of conversation to develop trust, ask powerful questions, really hear the answers--and learn together in ways that strengthen and invigorate the school and community. ED602815 Culture, Class, and Race: Constructive Conversations That Unite and Energize Your School and Community ASCD 2020-00-00 978-1-4166-2832-3 Teachers 135 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=238130739 2020 -1 As Provided APR2020

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No Language Arts Social Change Discussion (Teaching Technique) Secondary School Students Secondary School Teachers Social Problems Critical Thinking Reflection Inquiry Schieble, Melissa Vetter, Amy Martin, Kahdeidra Monét Books Guides - Classroom - Teacher English Secondary Education Learn how to foster critical conversations in English language arts classrooms. This guide encourages teachers to engage students in noticing and discussing harmful discourses about race, gender, and other identities. The authors take readers through a framework that includes knowledge about power, a critical learner stance, critical pedagogies, critical talk moves, and vulnerability. The text features in-depth classroom examples from six secondary English language arts classrooms. Each chapter offers specific ways in which teachers can begin and sustain critical conversations with their students, including the creation of teacher inquiry groups that use transcript analysis as a learning tool. This book features: (1) Strategies that educators can use to facilitate conversations about critical issues; (2) In-depth classroom examples of teachers doing this work with their students; (3) Questions, activities, and resources that foster self-reflection; (4) Tools for engaging in transcript analysis of classroom conversations; and (5) Suggestions for developing inquiry groups focused on critical conversations. [Foreword by Rebecca Rogers.] ED602816 Classroom Talk for Social Change: Critical Conversations in English Language Arts Teachers College Press 2020-02-14 978-0-8077-6349-0 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/classroom-talk-for-social-change-9780807763483 2020 -1 As Provided APR2020

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Yes Educational Legislation Federal Legislation Vocational Education Equal Education Statewide Planning Program Administration State Programs Program Implementation Educational Finance Accountability Educational Quality Disproportionate Representation Special Needs Students Lufkin, Mimi Reports - Descriptive Center for Law and Social Policy (CLASP) English Passage of the &quot;Strengthening Career &amp; Technical Education for the 21st Century Act&quot; (Perkins V), which reauthorizes federal legislation funding career and technical education (CTE), brings the opportunity to improve the quality and accessibility of CTE for adults with low incomes; English learner adults; out-of-school youth; and adults with barriers to obtaining family-sustaining jobs. If implemented well, high-quality CTE programs of study that prepare students for high-skill, high-wage, in-demand careers can serve as an equity lever and pathway to economic and social mobility. This brief by Mimi Lufkin outlines factors states should consider to advance equity as they embark on the development of their Perkins V state plans. ED602817 Special Populations in Perkins V State Plans: Guidance for States Center for Law and Social Policy, Inc. (CLASP) 2019-10-11 12 Center for Law and Social Policy. 1015 15th Street NW Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org N/A 2020 -1 As Provided APR2020

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No Instructional Leadership Theory Practice Relationship Program Implementation Educational Strategies Evidence Based Practice Communities of Practice Staff Meetings Teacher Evaluation School Visitation DeWitt, Peter M. Books Guides - General English Instructional Leadership is one of the most researched and discussed leadership practices, but most school leaders don't know where to begin or how to balance this role with all of their other responsibilities. Peter DeWitt's &quot;Instructional Leadership&quot; provides practical tools for delivering lasting improvement through small, manageable changes over time. This step-by-step, how-to guide presents the six driving forces of instructional leadership--implementation, focus on learning, student engagement, instructional strategies, efficacy, and evaluation of impact--within an easy-to-follow, multi-stage implementation model. It also includes: (1) Practical strategies grounded in research; (2) &quot;Entry point&quot; sections highlighting the best places to start; (3) Help working with PLCs, faculty meetings, teacher observations, and walkthroughs; and (4) Study questions. As a leader, you are the guide for your teachers, staff, and students. Let this book guide you to a vision of instructional leadership that really works. ED603155 Instructional Leadership: Creating Practice out of Theory Corwin 2020-02-00 978-1-5443-8141-1 176 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.sagepub.com/en-us/nam/instructional-leadership/book269532 2020 -1 As Provided APR2020

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Yes Private Colleges College Administration Administrators Department Heads Deans College Presidents Faculty Mobility Administrator Characteristics Career Choice Occupational Aspiration McBain, Lesley Reports - Evaluative Numerical/Quantitative Data Tests/Questionnaires Council of Independent Colleges English Higher Education Postsecondary Education Chief academic officers (CAOs) of independent colleges and universities are the principal leaders of their institutions' academic programs. As such, they oversee the core teaching, research, and academic service functions of their colleges and universities. They also often serve as the seconds-in-command of their institutions after the president; this may entail oversight of programs and functions that are not strictly academic in nature. For more than a decade, the Council of Independent Colleges (CIC) has pursued a research agenda that in part supports professional development for leaders of small and mid-sized private independent colleges and universities. This has included a study of CIC chief academic officers' demographic characteristics, institutional roles, and career aspirations (Hartley and Godin 2010) using data from the American Council on Education's (ACE) census of chief academic officers conducted in 2008 (Eckel et al. 2009). Given current changes in the higher education landscape--especially in the small and mid-sized independent college sector--re-examining the demographics, institutional roles, and career plans of chief academic officers at CIC institutions became a research priority. This study extends Hartley and Godin's work but focuses only on chief academic officers at CIC member institutions surveyed in February-March 2019 using the instrument provided by ACE. In addition, previous CIC-specific data from the last ACE census of chief academic officers conducted in 2013 were used to examine trends over time. A total of 241 usable responses were collected from the CIC membership (totaling 652 institutions at the time the survey was conducted for a 37 percent response rate). Because this number is lower than previous CIC chief academic officers' responses in previous iterations of the survey (356 in 2009 and 331 in 2013, respectively), the results are interpreted with caution. The first chapter of this report examines both institutional and individual demographics of CIC chief academic officers. Institutions are examined by full-time equivalent (FTE) student enrollment, geographic region, and Basic Carnegie Classification, while CAOs' demographics are analyzed according to age, race, gender, academic field of study, and other characteristics. The second chapter explores the pathways taken to the chief academic officer position as well as career alterations along the way. The third chapter discusses chief academic officers' duties and responsibilities as well as their relationships with others in the executive cabinet including the president. The fourth chapter investigates their next career steps and potential presidential aspirations. The final chapter discusses implications of the study results and offers suggestions for next steps in research and practice. Appendixes contain more detailed tables and a copy of the survey instrument. [Additional contributions were made by Harold V. Hartley, III, Kerry E. Pannell, and Katherine M. Whatley. This report was made possible in part through the support of the American Academic Leadership Institute (AALI).] ED603156 A Study of Chief Academic Officers at Independent Colleges and Universities, 2009-2019 Council of Independent Colleges 2019-10-00 100 Council of Independent Colleges. 1 Dupont Circle NW Suite 320, Washington DC 20036-1142. Tel: 202-466-7230; e-mail: cic@cic.nche.edu; Web site: http://www.cic.edu N/A 2020 -1 As Provided APR2020

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Yes College Students Student Needs Leadership Responsibility Cooperation Goal Orientation Policy Formation Educational Policy Higher Education Agency Cooperation Social Services Nongovernmental Organizations Labor Force Development Paying for College Hunger Access to Health Care Food Housing State Government Government Role Walizer, Lauren Reports - Descriptive Center for Law and Social Policy (CLASP) English Higher Education Postsecondary Education Across the country, governors and other state officials understand the vital role college plays in workforce preparation to increase the competitiveness of their state economies. However, neither students' and families' incomes nor Pell Grants and other student aid have kept up with the cost of college, making affordability a significant barrier to college completion and successful entry into the workforce. In fact, college students struggle to afford costs beyond tuition -- too often they struggle to meet their basic needs for housing, food, and health care. Key support programs like Medicaid, Supplemental Nutrition Assistance Program (SNAP), child care subsidies, and Temporary Assistance for Needy Families (TANF) provide financial or other supports that could help students and their families meet those needs. States have limited flexibility to alter and improve some public benefit rules in order to improve student access to these programs. This brief by Lauren Walizer discusses what CLASP has learned from working with states to enact such changes and develop a comprehensive and collaborative strategy to dedicate themselves to this work long-term. ED602818 State Strategies for Addressing College Students&apos; Basic Needs Center for Law and Social Policy, Inc. (CLASP) 2020-01-00 6 Center for Law and Social Policy. 1015 15th Street NW Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org N/A 2020 -1 As Provided APR2020

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Yes Student Financial Aid Low Income Students State Policy Educational Policy Social Services Access to Education Postsecondary Education Graduation Student Needs Hunger Employment Services Family Programs Welfare Services Federal Programs Federal Aid Child Care Block Grants Grants Health Insurance Tax Credits College Students Eligibility Duke-Benfield, Amy Ellen Sponsler, Brian Reports - Descriptive Temporary Assistance for Needy Families Child Care and Development Block Grants Center for Law and Social Policy (CLASP) Education Commission of the States English Postsecondary Education Higher Education This report--written by Amy Ellen Duke-Benfield and Brian Sponsler--provides an overview of current public benefit policies and encourages states to look beyond traditional financial aid sources and free college programs to better support student success among students with low incomes. The brief calls for adopting states to adopt policies that streamline access to public benefit programs such as Supplemental Nutrition Assistance Program (SNAP), SNAP E&amp;T (Employment &amp; Training), Temporary Assistance for Needy Families (TANF), and child care assistance to increase postsecondary attendance and completion among students with low incomes. ED602819 Leveraging Public Benefits to Improve States&apos; Postsecondary Access and Completion Center for Law and Social Policy, Inc. (CLASP) 2019-07-00 15 Center for Law and Social Policy. 1015 15th Street NW Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org N/A 2020 -1 As Provided APR2020

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Yes Low Income Students Education Work Relationship Educational Legislation Federal Legislation Higher Education Career Development Postsecondary Education Minority Group Students Labor Force Development Federal Aid Grants Eligibility Labor Legislation García, Rosa M. Reports - Descriptive Higher Education Act 1980 Pell Grant Program Workforce Investment Act 1998 Center for Law and Social Policy (CLASP) English Higher Education Postsecondary Education In today's globally competitive economy, low-income students, students of color, opportunity youth, and adult learners need a postsecondary education and work-based learning opportunities to secure family-sustaining jobs and careers. Since the Great Recession, the economy has added 11.6 million jobs. Ninety-nine percent of them have gone to workers with at least some college education. People without postsecondary credentials will have greater difficulty accessing good jobs in the future. Millions of college students do not fit the &quot;traditional&quot; student profile of a full-time student transitioning directly from high school to a four-year college or university. These students are often juggling work and/or family obligations and need flexible schedules and high-quality education delivery systems that meet their needs. The Higher Education Act (HEA) can promote connections to work by supporting linkages to career pathways that help low-income youth and adults obtain postsecondary credentials that lead to family-sustaining jobs with the potential for career advancement. This fact sheet, by Rosa García, states Center for Law and Social Policy, Inc.'s (CLASP's) priorities in connecting low-income students to good jobs and careers through the reauthorization of the Higher Education Act (HEA). ED602820 Connections to Work. CLASP Priorities for the Higher Education Act Center for Law and Social Policy, Inc. (CLASP) 2019-02-00 2 Center for Law and Social Policy. 1015 15th Street NW Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org N/A 2020 -1 As Provided APR2020

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Yes Student Financial Aid Federal Government Federal Aid Educational Legislation Federal Legislation Higher Education Public Agencies Performance Institutional Characteristics Governmental Structure Accountability Hegji, Alexandra Hogue, Henry B. Reports - Descriptive Higher Education Act 1965 Higher Education Act Title IV Library of Congress, Congressional Research Service (CRS) English Higher Education Postsecondary Education The Office of Federal Student Aid (FSA), within the U.S. Department of Education (ED), is established as a performance-based organization (PBO) pursuant to Section 141 of the Higher Education Act (HEA). This report begins by discussing the HEA provisions that distinguish FSA from other types of federal agencies. This is followed by a discussion of the legislative history of the creation of FSA as a PBO and of HEA Title IV programmatic changes that may affect its operations. Next, the report describes the current operations and structure of FSA. Finally, it discusses several issues related to FSA's operations and how they may relate to its structure as a PBO. The issues presented have received recent congressional and stakeholder attention and have been identified in reviews of FSA's operations. Appendix A provides a bibliography of recent Government Accountability Office (GAO) and ED Office of Inspector General (IG) reports relating to FSA's operations. Appendix B provides a list of selected acronyms used in this report. ED603157 The Office of Federal Student Aid as a Performance-Based Organization. CRS Report R46143, Version 2 Congressional Research Service 2019-12-30 Policymakers 65 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 ERIC APR2020

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Yes State Aid Grants Educational Finance Educational Legislation Elementary Secondary Education Federal Legislation Funding Formulas Resource Allocation Skinner, Rebecca R. Reports - Research Elementary and Secondary Education Act Title I Library of Congress, Congressional Research Service (CRS) English Elementary Secondary Education The Elementary and Secondary Education Act (ESEA) was comprehensively reauthorized by the Every Student Succeeds Act (ESSA; P.L. 114-95) on December 10, 2015. The Title I-A program is the largest grant program authorized under the ESEA and is funded at $14.4 billion for FY2015. It is designed to provide supplementary educational and related services to lowachieving and other students attending pre-kindergarten through grade 12 schools with relatively high concentrations of students from low-income families. Under current law, the U.S. Department of Education (ED) determines Title I-A grants to local educational agencies (LEAs) based on four separate funding formulas: (1) Basic Grants; (2) Concentration Grants; (3) Targeted Grants; and (4) Education Finance Incentive Grants (EFIG). The four Title I-A formulas have somewhat distinct allocation patterns, providing varying shares of allocated funds to different types of states. Thus, for some states, certain formulas are more favorable than others. This report provides final FY2015 state grant amounts under each of the four formulas used to determine Title I-A grants. ED603158 FY2015 State Grants under Title I-A of the Elementary and Secondary Education Act (ESEA). CRS Report R44097, Version 4. Updated Congressional Research Service 2016-04-31 Policymakers 10 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 ERIC APR2020

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No Equal Education Instructional Leadership Racial Bias School Administration Access to Education Disadvantaged Learning Experience School Districts Guidelines Teaching Methods Educational Experience Race Administrator Attitudes Policy Formation Educational Policy Elementary Secondary Education Instructional Improvement Educational Change Educational Opportunities Roegman, Rachel Allen, David Leverett, Larry Thompson, Scott Hatch, Thomas Books Guides - Non-Classroom English Elementary Secondary Education Why are equity visits such a critical first step to increasing opportunity and access for our under-served students? Because they take instructional rounds to a new level, providing a powerful lens for investigating the intersections of equity and instruction. After all, how can we possibly deliver equitable learning experiences. That is where &quot;Equity Visits&quot; will prove absolutely indispensable to district and school administrators. It details how to combine a strong focus on instruction with explicit, intentional efforts to address systemic inequities. Inside you will find: (1) A range of data collection activities and tools to target central issues of equity in your school; (2) Clear guidelines on how to investigate the ways instructional practices, structures, and beliefs lead to inequitable educational experiences--and how these are often masked in the day-to-day life of schools and districts; (3) A frank discussion of how to make race and racism an explicit part of investigating and addressing educational inequities; (4) Voices of school and district leaders who have taken crucial first steps to become &quot;equity warriors&quot;; and (5) Recommendations on how to develop policies, initiatives, and practices to confront those inequities. Few dispute that instructional improvement must be a central focus of educational leadership, but for too long achieving educational equity has been absent from the conversation. Here is your opportunity to ensure equity occupy a central spot in data collection and analysis, and be explicitly discussed at all levels of your school or district organization. In short, essential reading and doing for all administrators! [Foreword by Edward Fergus.] ED603159 Equity Visits: A New Approach to Supporting Equity-Focused School and District Leadership Corwin 2019-09-00 978-1-5443-3813-2 Administrators 192 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.sagepub.com/en-us/nam/equity-visits/book262908 2020 -1 As Provided APR2020

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Yes Low Income Students Paying for College Debt (Financial) Minority Group Students Undocumented Immigrants Policy Formation Access to Education Eligibility Associate Degrees Bachelors Degrees Nontraditional Students Investment Federal State Relationship Work Experience Programs Educational Equity (Finance) Public Colleges García, Rosa M. Reports - Descriptive Center for Law and Social Policy (CLASP) English Higher Education Postsecondary Education Two Year Colleges This brief on debt-free college by Rosa García looks at federal and state policies through an anti-poverty, racial equity lens. The brief calls on federal and state lawmakers to prioritize low-income students, students of color, and immigrants in federal-state partnerships and College Promise programs by ensuring that low-income students can attain postsecondary credentials without incurring student loan debt. ED602821 Debt-Free College: Principles for Prioritizing Low-Income Students Center for Law and Social Policy, Inc. (CLASP) 2019-02-00 6 Center for Law and Social Policy. 1015 15th Street NW Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org N/A 2020 -1 As Provided APR2020

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Yes Teacher Supply and Demand Teacher Shortage Teacher Certification Needs Assessment Teacher Employment Noninstructional Responsibility Administrators Specialists Paraprofessional School Personnel Allied Health Personnel Secondary School Science Secondary School Mathematics Social Studies English Instruction Second Language Instruction Special Education English Teachers English (Second Language) Johnson, Amy F. Morris, Lisa Reports - Research Maine University of Southern Maine, Maine Education Policy Research Institute English Secondary Education Like most states, Maine is facing staffing shortages. Recent Maine Education Policy Research Institute (MEPRI) studies have documented--both quantitatively and qualitatively--some of the challenges that schools face in filling teacher positions. In this report the authors focus on the supply of educators and assess the feasibility of using administrative data from the certification system to identify shortage areas. Specifically, they combine certification and staff data to quantify the number of certificate holders who are working in their endorsement area, working in education outside of their endorsement area, or not working in Maine's education sector (i.e. potentially available for hire) to get a rough sense of demand and supply. They give special attention to teacher shortage areas including math, science, special education, world languages and English language acquisition. ED602822 Feasibility Study of Assessing the Supply and Demand for Educators in Maine Center for Education Policy, Applied Research, and Evaluation 2019-12-00 Maine State Legislature University of Maine System (UMS) 37 Center for Education Policy, Applied Research, and Evaluation. University of Southern Maine, 37 College Avenue, Gorham, ME 04038. Tel: 888-800-5044; Tel: 207-780-5044; Fax: 207-228-8143; e-mail: cepare@usm.maine.edu; Web site: http://usm.maine.edu/cepare N/A 2020 -1 ERIC APR2020

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Yes College Freshmen Student Attitudes Student Surveys National Surveys First Generation College Students Learner Engagement Self Efficacy Mathematics Skills Student Motivation Hispanic American Students Asian American Students Scientific Literacy Racial Differences Gender Differences Study Habits Academic Persistence Two Year College Students Educational Attitudes Age Differences Help Seeking Career Development Student Characteristics Career Counseling Money Management Community Colleges Public Colleges Private Colleges Numerical/Quantitative Data Reports - Research Tests/Questionnaires Ruffalo Noel Levitz (RNL) English Higher Education Postsecondary Education Two Year Colleges This annual report from Ruffalo Noel Levitz goes beyond the usual metrics of standardized test scores and high school transcripts to explore a wide range of non-cognitive attitudes and motivations that influence student retention and college completion rates. The report is based on student survey responses drawn from a sizable sample of incoming undergraduates in 2014. Highlights from findings include: (1) First-generation incoming freshmen tend to experience greater enjoyment in going to college, but their verbal confidence tends to trail behind the verbal confidence of non-first-generation freshmen; (2) Incoming freshmen age 25 and above tend to be less confident in their math skills compared to traditional-age freshmen, but tend to be more tolerant of other students' opinions; (3) Hispanic incoming freshmen tend to bring a higher commitment to their educational goals, while incoming Asian freshmen tend to bring a better grasp of scientific ideas, compared to freshmen from other racial/ethnic groups; (4) Male incoming freshmen tend to bring less determination to finish college and weaker study habits compared to female incoming freshmen; and (5) Incoming freshmen at two-year institutions have an almost equal desire to finish college as freshmen at four-year institutions. In addition, freshmen at two-year institutions tend to feel more confident with learning new vocabulary. [For &quot;National Freshman Attitudes Report, 2014: Special Focus on Career Decision-Making toward the Goal of College Completion. Ninth Annual National Research Study,&quot; see ED570985.] ED602823 2015 National Freshman Attitudes Report for Four-Year and Two-Year Institutions. Tenth Annual National Research Study Ruffalo Noel Levitz 2015-00-00 20 Ruffalo Noel Levitz. 1025 Kirkwood Parkway SW, Cedar Rapids, IA 52404. Tel: 800-876-1117; e-mail: ContactUs@RuffaloNL.com; Web site: https://www.ruffalonl.com/ N/A 2020 -1 ERIC APR2020

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No Social Work Teaching Methods Group Activities Competency Based Education Steinberg, Dominique Moyse Books Guides - Classroom - Teacher Council on Social Work Education (CSWE) English Building on the foundation laid in &quot;Teaching a Methods Course in Social Work With Groups&quot; by Roselle Kurland and Robert Salmon (CSWE Press, 1998), this book provides a guide to teaching social work with groups. Group work is used increasingly in the field even as its education declines, leaving many instructors required to teach the subject without enough training. This book fills the gap by providing a framework for teaching essential method content over one semester as well as integrating central content into an existing practice class. This edition adds to the earlier work of Kurland and Salmon by elaborating on existing content with additional concepts, examples, and work materials, plus adding new content on emerging models, planning, evidence, and conflict. Each chapter begins with references to the CSWE Educational Policy and Accreditation Standards competencies addressed, and chapter-based bibliographies make the recommended further reading easily accessible. ED603160 Teaching Group Work Content in Social Work Education Council on Social Work Education 2019-09-00 978-0-87293-175-6 Teachers 264 Council on Social Work Education. 1701 Duke Street Suite 200, Alexandria, VA 22314. Tel: 703-683-8080; Fax: 703-683-8099; e-mail: info@cswe.org; Web site: http://www.cswe.org N/A https://www.cswe.org/Bookstore/Books/Teaching-Group-Work-Content-in-Social-Work-Educati 2020 -1 As Provided APR2020

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No Guides Teaching Methods Philosophy Elementary School Students Secondary School Students Critical Thinking Creative Thinking Questioning Techniques Prior Learning Gaut, Berys Gaut, Morag Books Guides - Non-Classroom English Elementary Education Secondary Education Co-written by a professor of philosophy and an experienced teacher, &quot;Philosophy for Older Children&quot; is a concise, practical guide which explains how to conduct philosophical enquiries with children from the age of nine upwards. This book contains detailed plans for conducting 24 philosophical enquiries, which have all been successfully tried, tested and enjoyed with children between the ages of nine and sixteen. Employing the authors' distinctive structured method, each enquiry provides not only a stimulus and questions but also possible answers and reasons, designed to enhance children's critical and creative thinking skills. Exploring a range of stimulating philosophical questions such as those about happiness, obligations to the poor, the environment, freedom, equality, dreams, numbers and colours, each step-by-step enquiry plan includes: (1) the philosophical topic and aim of the enquiry; (2) guidance on how to conduct the enquiry; (3) a stimulus, consisting of a story or activity; (4) questions to ask the children; (5) possible answers and reasons; (6) a summary; (7) additional questions to take the enquiry further; and (8) suggestions for philosophical readings on the topic. &quot;Philosophy for Older Children&quot; presupposes no prior knowledge of philosophy or how to teach it, making it an outstanding resource for any primary or secondary teacher, or parent, looking to explore philosophy with children in an enjoyable and engaging way. ED603161 Philosophy for Older Children: A Practical Guide David Fulton Publishers 2020-02-18 978-1-1385-5060-5 136 David Fulton Publishers. Available from: Taylor & Francis Group. 210650 Toebben Drive, Independence, KY 41051. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: bkorders@taylorandfrancis.com; Web site: http://www.routledge.com/teachers N/A https://www.routledge.com/Philosophy-for-Older-Children-A-Practical-Guide/Gaut-Gaut/p/book/9781138550629 2020 -1 As Provided APR2020

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Yes Educational Media Educational Television Childrens Literature Video Games Engineering Low Income Groups Knowledge Level Physical Sciences Scientific Concepts Family Programs Cost Effectiveness Program Effectiveness Hands on Science Parent Child Relationship Learning Activities Handheld Devices Native Language Learner Engagement Multimedia Materials Preschool Children Grindal, Todd Silander, Megan Gerard, Sarah Maxon, Tiffany Garcia, Elisa Hupert, Naomi Vahey, Phil Pasnik, Shelley Reports - Research Minnesota (Minneapolis) Massachusetts (Boston) New York (New York) Arizona (Phoenix) California (San Francisco) Education Development Center, Inc. (EDC) SRI Education English This study's goal was to understand the extent to which providing access to media resources focused on critical science and engineering concepts can help children living in low-income households learn. The resources examined were from the PBS KIDS multi-platform property &quot;The Cat in the Hat Knows a Lot About That!&quot; Researchers found that exposure to these resources had meaningful impacts on 4- to 5-year-old children's physical science knowledge and their ability to engage with science and engineering practices. ED603162 Early Science &amp; Engineering: The Impact of &quot;The Cat in the Hat Knows a Lot about That!&quot; on Learning Education Development Center, Inc. 2019-11-00 Department of Education (ED) 121 Education Development Center, Inc. 43 Foundry Avenue, Waltham, MA 02453. Tel: 617-969-7100; Fax: 617-969-5979; e-mail: contact@edc.org; Web site: http://ltd.edc.org N/A 2020 -1 As Provided APR2020 U295A150003

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Yes Student Satisfaction College Students Two Year College Students Community Colleges Public Colleges Private Colleges Enrollment Influences Student Financial Aid Academic Advising College Environment College Choice Student Attitudes Tuition Paying for College Reports - Research Numerical/Quantitative Data Ruffalo Noel Levitz (RNL) English Higher Education Postsecondary Education Two Year Colleges This national report reflects the current state of college student satisfaction at four-year institutions, two-year public colleges, and career and private institutions. It examines the satisfaction and priorities of more than 578,000 college students across the United States. The report details what students identified as their biggest issues with their college experience, as well as positive trends in student satisfaction. Topics include: (1) Trends in overall student satisfaction and likelihood to re-enroll; (2) Factors that influenced student enrollment; (3) The value of college tuition; (4) Student satisfaction with financial aid and billing; (5) The importance of academic advising services; and (6) Perceptions of campus climate. Campuses can use this report to understand the current frustrations of college students and identify ways to address perception issues among students. This report identifies the top concerns of students by educational sector, while also offering recommendations for addressing those concerns. ED602824 National Student Satisfaction and Priorities Report. 2015-16 National Research Report Ruffalo Noel Levitz 2016-00-00 12 Ruffalo Noel Levitz. 1025 Kirkwood Parkway SW, Cedar Rapids, IA 52404. Tel: 800-876-1117; e-mail: ContactUs@RuffaloNL.com; Web site: https://www.ruffalonl.com/ N/A 2020 -1 ERIC APR2020

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No Graduate Study Graduate Students Psychology Student Attrition Masters Programs Doctoral Programs Departments Institutional Characteristics Statistical Data Michalski, Daniel S. Cope, Caroline Fowler, Garth A. Reports - Research Numerical/Quantitative Data American Psychological Association (APA), Office of Graduate and Postgraduate Education and Training English Higher Education Postsecondary Education The 2016 Graduate Study in Psychology Summary Report reflects data collected from nearly 500 departments and programs offering master's and doctoral degrees in psychology and related training. Participating departments and programs are listed in the annual &quot;Graduate Study in Psychology&quot; book; published each August as a joint effort of the APA Office of Graduate and Postgraduate Education and Training and the APA Office of Publications and Databases. The 2016 book and this report represent data from the 2013-2014 academic year and aggregate these data on program-level attrition rates by subfield at both the master's and doctoral levels. Where meaningful, descriptive statistics are reported by type of department (e.g., university-based, professional school) and/or institution type (e.g., public, not-for-profit), as reported by the department. Tables and figures contained in this report are reflective of the self-reporting of participants. As such, analyses are drawn from the subset of those departments and may not be generalizable to the population of graduate departments with psychology offerings. Where indicated, some data are reported at the departmental level and others at the program level. Information on master's programs housed within doctoral departments or part of doctoral degrees (i.e., non-terminal master's degrees) is included in doctoral department data. Master's-level information in departments where the master's is the highest degree offered and some terminal-level master's program information are presented by that level of training. ED602825 Summary Report: Student Attrition. Graduate Study in Psychology 2016 American Psychological Association 2016-03-00 12 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/education/grad/survey-data/student-attrition.pdf 2020 -1 ERIC APR2020

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Yes National Surveys Parent Surveys Parent Participation Parents as Teachers Science Activities Young Children Low Income Groups Parent Attitudes Early Childhood Education Science Education Self Efficacy Gender Differences Technology Uses in Education Silander, Megan Grindal, Todd Hupert, Naomi Garcia, Elisa Anderson, Kea Vahey, Philip Pasnik, Shelley Reports - Research Education Development Center, Inc. (EDC) SRI Education English Early Childhood Education This report presents the results of a first-of-its-kind national survey of parents, who were asked about the types of early science educational activities they do with their young children. It also includes a follow-up qualitative study, focused on low-income families, which sought to illuminate parents' survey responses. The purpose of the study was to provide new insights on the ways in which parents help their young children learn, as well as new information on parents' beliefs and practices related to early science learning and the use of learning media. Selected key findings: (1) Nearly all parents, regardless of income or education level, think it is important to help their young children learn, especially social skills, literacy, and mathematics; (2) Most parents say they are confident about their ability to teach their young children literacy, math, and social skills, but fewer parents are confident about science learning; and (3) Seven of 10 parents say that knowing what young children need to learn about science, and having ideas for doing science with everyday materials, would help them. ED603163 What Parents Talk about When They Talk about Learning: A National Survey about Young Children and Science Education Development Center, Inc. 2018-03-00 Department of Education (ED) 122 Education Development Center, Inc. 43 Foundry Avenue, Waltham, MA 02453. Tel: 617-969-7100; Fax: 617-969-5979; e-mail: contact@edc.org; Web site: http://ltd.edc.org N/A 2020 -1 As Provided APR2020 U295A150003

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Yes Student Financial Aid Tuition Grants College Bound Students Undergraduate Students Educational Legislation Eligibility College Choice Program Administration Financial Aid Applicants Graduation Rate Enrollment Black Colleges Private Colleges Fees Shohfi, Kyle D. Reports - Descriptive District of Columbia Library of Congress, Congressional Research Service (CRS) English High Schools Secondary Education Higher Education Postsecondary Education To address concerns about the public postsecondary education offerings available to District of Columbia residents, the District of Columbia College Access Act of 1999 (P.L. 106-98) established the District of Columbia Tuition Assistance Grant (DCTAG) program. The program is meant to provide college-bound DC residents with a greater array of choices among institutions of higher education by providing grants for undergraduate education. Grants for study at public institutions of higher education (IHEs) nationwide offset the difference between in-state and out-of-state tuition and fees, up to $10,000 per year and a cumulative maximum of $50,000. Students may also receive grants of up to $2,500 per year and a cumulative maximum of $12,500 for undergraduate study at Historically Black Colleges and Universities (HBCUs) nationwide and private, nonprofit IHEs in the Washington, DC, metropolitan area. This report first discusses the history of the DCTAG program and the events and legislation leading up to its enactment. It then describes the program's administration, including recipient eligibility and the amount of award available based on the type of institution attended, award interaction with federal student aid, and funding. Next, the report presents DCTAG performance data, such as the types of institutions DCTAG recipients primarily attend and the types of students served by the program (e.g., the number of grants received, by DC ward). Finally, the report provides an analysis of grant benefits and discusses the extent to which DCTAG awards may be bridging the gap between in-state and out-of-state tuition ED603164 The District of Columbia Tuition Assistance Grant (DCTAG) Program. CRS Report R41313, Version 17. Updated Congressional Research Service 2019-10-21 Policymakers 21 Congressional Research Service. Web site: https://crsreports.congress.gov/ N/A 2020 -1 As Provided APR2020

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Yes Sex Education Public Schools Comprehensive School Health Education State Standards Course Content Interpersonal Relationship State Legislation Shapiro, Sarah Brown, Catherine Reports - Descriptive Center for American Progress English State sex education standards in public schools vary widely. According to a study from the National Institutes of Health, only about half of adolescents receive school instruction about contraception before they first have sex. Only 20 states require information on condoms or contraception, and only 20 states and the District of Columbia require sex and/or HIV education to be medically, factually, and technically accurate. Meanwhile, 27 states require lessons that stress abstinence, and 18 states require instruction that teaches students to engage in sexual activity only within marriage. This issue brief describes the current state of sex education standards, with a particular focus on the inclusion of consent and the development of healthy relationships in states' instruction standards. ED602826 Sex Education Standards across the States Center for American Progress 2018-05-09 7 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 2020 -1 ERIC APR2020

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Yes Sex Education State Standards State Legislation Comprehensive School Health Education Sexuality Interpersonal Relationship LGBTQ People Educational Change Curriculum Information Technology Course Content Telecommunications Safety Brown, Catherine Quirk, Abby Reports - Research Center for American Progress English Far too often, young people do not receive honest and clear information about how to ask for and receive consent and how to promote healthy intimate relationships. Last May, the Center for American Progress (CAP) published an issue brief highlighting that, of the 24 states that mandate sex education, only 11 states and Washington, D.C., included references to healthy relationships, consent, or sexual assault in their sex education standards. Since then, momentum has grown to modernize sex education standards. Although CAP's previous brief explored only the 24 states with mandated sex education, progress has occurred in additional states, so this brief considers all of the United States. Last year, for example, six states--Colorado, Illinois, Maryland, Missouri, Oklahoma, and Rhode Island--added language about consent or healthy relationships to their standards. Other states are taking additional steps to modernize their standards by making instruction LGBTQ-inclusive or adding information about the consequences of sharing explicit images online or through text message. This issue brief first outlines the shifting landscape of sex education in the United States and then highlights how students and newly elected female lawmakers are leading the way on this issue. [For the earlier brief, &quot;Sex Education Standards Across the States,&quot; see ED602826.] ED602827 Momentum Is Building to Modernize Sex Education Center for American Progress 2019-05-29 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 2020 -1 ERIC APR2020

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Yes Academic Persistence School Holding Power Educational Indicators Benchmarking Undergraduate Students Academic Probation Public Colleges Private Colleges Two Year Colleges Reports - Research Numerical/Quantitative Data Ruffalo Noel Levitz (RNL) English Higher Education Postsecondary Education Two Year Colleges This biennial report from Ruffalo Noel Levitz allows colleges and universities to compare persistence, progression, and retention rates for several high-priority student populations. The report is based on a web-based poll of campus officials in the fall of 2014 in which respondents reported official census data from the 2013-14 academic year and fall 2014. The report begins with term-to-term persistence rates for the first two years of college, followed by progression rates such as the number of credit hours completed vs. attempted in terms one and two. Also included are retention rates for three groups: FTIC, second-year students, and conditionally-admitted students. Highlights from the findings include: (1) Persistence from term one to term two--the first benchmark in this study--was 91 percent at the median for four-year private institutions, 90 percent for four-year public institutions, and 80 percent for two-year public institutions, with higher rates reported by institutions with higher selectivity; (2) Progression benchmarks (i.e., indicators of successful persistence) showed the median proportion of students on academic probation at the end of term two ranged from 5 percent at private institutions with greater selectivity to 15 percent at two-year public institutions; and (3) For four-year institutions, fall-to-fall retention for conditionally-admitted students at private institutions was 63 percent at the median vs. 67 percent at public institutions. In this report, the authors have identified several performance indicators of retention which can guide a retention committee's planning efforts. The data in this report indicate that fewer students are placed on probation after term two compared to the end of term one. In addition, for all institutions, and especially among those with lower selectivity, more must be done to engage students during the second year. Assessing the needs of second-year students, developing &quot;sophomore slump&quot; strategies, re-orienting these students to available support services, and assisting second-year students with integrating career decisions and choosing a major are all important components of a successful overall retention program. Analyzing these data along with data on the amount of time students spend working, the number of classes they are enrolled in at other institutions, current GPA, and the amount of time they spend studying can inform appropriate strategy development and highlight potential impacts on student success. [For the 2013 report, see ED571022.] ED602828 2015 Student Retention Indicators Benchmark Report for Four-Year and Two-Year Institutions. Report on Undergraduate Trends in Enrollment Management. Higher Ed Benchmarks Ruffalo Noel Levitz 2015-00-00 16 Ruffalo Noel Levitz. 1025 Kirkwood Parkway SW, Cedar Rapids, IA 52404. Tel: 800-876-1117; e-mail: ContactUs@RuffaloNL.com; Web site: https://www.ruffalonl.com/ N/A 2020 -1 ERIC APR2020

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Yes Investment Fund Raising Higher Education Outcomes of Education Private Financial Support Expenditures Salaries Fringe Benefits Reports - Research Numerical/Quantitative Data Council for Advancement and Support of Education English Higher Education Postsecondary Education It is a well-established principle that being asked to contribute has a significant effect on the frequency and level of philanthropic behavior. This brief summarizes data from the Council for Advancement and Support of Education (CASE) Voluntary Support of Education (VSE) survey about advancement investment, specifically fundraising and advancement management functions (referred to as &quot;fundraising&quot; throughout this report) and their combined effect on charitable giving at a set of institutions studied since 2010. The report states the following findings: (1) In 2018, 101 institutions reported on both advancement investment and private philanthropic support; (2) In general, higher investment yields higher returns; (3) Adjusted for inflation, advancement investment per full-time equivalent (FTE) employee increased 17.8 percent over the 30 institutions and nine years studied; and (4) Even when plotted in three-year averages, aiming to smooth variation caused by capital campaigns, significant gifts, and economic factors, the result is the same. Increased investment yields greater outcomes. Fundraising outcomes are the results of multifaceted relationships between institutions and supporters. These relationships arise for many reasons and in varying economic environments. Since institutions cannot control the economic circumstances in which they raise money, they focus on what is within their sphere of influence-- specifically, the relationships they have with contributors. [This report was also prepared by AMAtlas.] ED603165 Advancement Investment and Fundraising Results: A Nine-Year Study of 30 Higher Education Institutions in the United States. Research Brief No. 4 Council for Advancement and Support of Education 2019-09-00 8 Council for Advancement and Support of Education. 1307 New York Avenue NW Suite 1000, Washington, DC 20005-4701. Tel: 202-328-2273; Fax: 202-387-4973; Web site: http://www.case.org N/A 2020 -1 ERIC APR2020

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No Social Work Counselor Training Guides Case Studies Vignettes Teaching Methods Competence Justice Diversity Dialogs (Language) Racial Bias Power Structure Supervision Clinical Experience Counselor Educators Finch, Jeanne Bertrand Williams, Ovita F. Mondros, Jacqueline B. Franks, Cheryl L. Books Guides - Classroom - Teacher Council on Social Work Education (CSWE) English Higher Education Postsecondary Education Building on the first and second editions, this substantially revised text maintains the commitment to support field instructors in their task of educating students while also addressing current issues confronting social work field education. In addition to updating case scenarios and adding educational tools throughout the text, this edition provides resources to help field instructors apply practice competencies in their teaching. The authors introduce a justice-based framework for field education that centers challenging dialogues on diversity-related content in supervision as a foundation to undoing racism and oppressive practices. The aim is to enable field instructors and students to identify issues of diversity, difference, and oppression in their practice; apply their understanding; and progress in their abilities to advance justice. ED603166 Learning to Teach, Teaching to Learn: A Guide for Social Work Field Education, 3rd Edition Council on Social Work Education 2019-09-01 978-0-87293-203-6 Teachers Council on Social Work Education. 1701 Duke Street Suite 200, Alexandria, VA 22314. Tel: 703-683-8080; Fax: 703-683-8099; e-mail: info@cswe.org; Web site: http://www.cswe.org N/A https://www.cswe.org/Bookstore/Books/Learning-to-Teach,-Teaching-to-Learn-A-Guide-for 2020 -1 As Provided APR2020

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No Teaching Methods Counselor Training Social Work Ethics Standards Information Technology Technology Integration Technological Literacy Case Studies Professional Associations Check Lists Competence Guidelines Hitchcock, Laurel Iverson Sage, Melanie Smyth, Nancy J. Books Guides - Classroom - Teacher Council on Social Work Education (CSWE) English This book was written to help social work educators make pedagogically sound, rational, practical, and ethical decisions about integrating technology into their social work programs and across the curriculum. It covers a range of essential topics, from understanding digital literacy skills to ethical implications for technology in social work practice, from using technology in the traditional classroom to fully online teaching environments. Case studies, practical examples, and technology tips are integrated into each chapter, and checklists show how technology is integrated with the Council on Social Work Education's EPAS competencies, the NASW's Code of Ethics, and other social work practice standards and guidelines. Appendices provide a wealth of practical materials. ED603167 Teaching Social Work with Digital Technology Council on Social Work Education 2019-03-18 978-0-87293-195-4 Teachers Council on Social Work Education. 1701 Duke Street Suite 200, Alexandria, VA 22314. Tel: 703-683-8080; Fax: 703-683-8099; e-mail: info@cswe.org; Web site: http://www.cswe.org N/A https://www.cswe.org/Bookstore/Books/Teaching-Social-Work-With-Digital-Technology 2020 -1 As Provided APR2020

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Yes College Freshmen Student Motivation Academic Persistence Student Attrition At Risk Students National Surveys Student Surveys Graduation Rate Student Needs Needs Assessment Academic Advising Educational Planning Counseling Services Reading Centers Student Financial Aid Numerical/Quantitative Data Reports - Research Ruffalo Noel Levitz (RNL) English Higher Education Postsecondary Education As they start college, the vast majority of incoming freshmen exude a strong desire to complete a degree, but many also express early concerns and attitudes that reduce their motivation and put them at risk for attrition. This report looks beyond standardized test scores and high school transcripts to explore a wide range of these noncognitive, motivational attributes that influence completion. The study is based on a national sample of nearly 100,000 freshmen who filled out a 100-item, college completion risk survey in 2015 at 308 colleges and universities across the United States. [For &quot;2015 National Freshman Attitudes Report for Four-Year and Two-Year Institutions. Tenth Annual National Research Study,&quot; see ED602823.] ED602829 2016 National Freshman Motivation to Complete College Report. Eleventh Annual Study of Freshman Attitudes Ruffalo Noel Levitz 2016-00-00 16 Ruffalo Noel Levitz. 1025 Kirkwood Parkway SW, Cedar Rapids, IA 52404. Tel: 800-876-1117; e-mail: ContactUs@RuffaloNL.com; Web site: https://www.ruffalonl.com/ N/A 2020 -1 ERIC APR2020

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Yes Student Satisfaction Adult Students Student Experience College Students Two Year College Students Nontraditional Students Enrollment Influences Colleges Community Colleges Student Attitudes Access to Education Paying for College College Instruction Feedback (Response) Reports - Research Ruffalo Noel Levitz (RNL) Council for Adult and Experiential Learning (CAEL) English Adult Education Higher Education Postsecondary Education Two Year Colleges The 2015-16 National Adult Learners Satisfaction-Priorities Report examines key findings for adult learners, including: (1) Trends in adult learner satisfaction and their likelihood to recommend their program to others; (2) Which factors contributed to the adult learner's decision to enroll; (3) Aspects of the student experience that matter to adult learners, grouped into clusters of related items; and (4) A closer look at the items within those clusters, with identification of strengths and challenges from the student perspective. These results come from the Adult Learner Inventory™ (ALI), an assessment instrument completed by students while they are currently enrolled at an institution. ED602830 2015-16 National Adult Learners Satisfaction-Priorities Report with Results from Four-Year and Two-Year Institutions Ruffalo Noel Levitz 2016-00-00 12 Ruffalo Noel Levitz. 1025 Kirkwood Parkway SW, Cedar Rapids, IA 52404. Tel: 800-876-1117; e-mail: ContactUs@RuffaloNL.com; Web site: https://www.ruffalonl.com/ N/A 2020 -1 As Provided APR2020

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Yes Early Childhood Education Young Children Child Development Developmentally Appropriate Practices Social Development Emotional Development Teaching Methods Physical Development Child Health Language Acquisition Literacy Education Mathematics Education Science Education Art Education Creativity State Standards Adults Educational Environment Inclusion Student Diversity Students with Disabilities English Language Learners Behavior Problems School Readiness Self Concept Self Control Interpersonal Competence Psychomotor Skills Safety Nutrition Language Skills Listening Skills Speech Skills Phonological Awareness Reading Skills Writing Skills Mathematics Skills Science Process Skills Music Visual Arts Dramatic Play Motion Infants Toddlers Preschool Children Communication Skills Guides - Non-Classroom Reports - Descriptive Nebraska Nebraska Department of Education English Early Childhood Education The Early Learning Guidelines: Nebraska's Birth to Five Learning and Development Standards (hereafter referred to as the Guidelines) is a resource to provide information about young children's learning and development. The Guidelines are intended to assist adults in planning and providing meaningful learning experiences and environments for children in their care. The Guidelines provide information about what children can typically be expected to know and do by the age of five; and what adults can do to provide experiences and environments that support learning across the following developmental and learning domains: (1) Social and Emotional Development; (2) Approaches to Learning; (3) Health and Physical Development; (4) Language and Literacy Development; (5) Mathematics; (6) Science; and (7) Creative Arts. All of these individual learning and developmental domains are considered to be equally important and should be integrated across many activities within the daily routine. Each domain can be addressed every day in the natural environment that surrounds the child, through the materials provided for the child's exploration, and the support that adults provide the child. Nearly 15 years ago, Nebraska published the first version of the Early Learning Guidelines. Since then, families, educators, and other related service professionals have used the Guidelines with many children in a variety of settings. In 2017-2018, the Nebraska Department of Education (NDE), the Head Start-State Collaboration Office, the Nebraska Department of Health and Human Services (DHHS), and numerous early childhood community partners began the process to thoroughly revise the Nebraska Early Learning Guidelines. This new revision is aligned with: (1) National Education Goals Panel School Readiness Domains; (2) Head Start Child Development and Early Learning Framework; (3) Teaching Strategies GOLD; (4) Nebraska Department of Education K-12 Standards; (5) Nebraska Department of Education Rule 11 regulations; and (6) Nebraska Child Care Regulations. Updates to this document include more emphasis on meeting the diverse needs of children, new formatting for understanding the birth to five continuum of development, current research based recommendations, and updated strategies to support teaching with intent throughout the day. These guidelines offer ideas as early childhood educators think about the many ways to promote the growth, learning, and well-being of Nebraska's youngest children. [For the Parents' Companion Piece, see &quot;Early Learning Foundations: A Parent's Companion Piece to the Early Learning Guidelines (Birth through 5 Years Old),&quot; ED602834.] ED602831 Early Learning Guidelines: Nebraska&apos;s Birth to Five Learning and Development Standards. Revised Nebraska Department of Education 2018-05-00 129 Nebraska Department of Education. P.O. Box 94987, 301 Centennial Mall South, Lincoln, NE 68509. Tel: 402-471-2295; Web site: http://www.education.ne.gov N/A 2020 -1 ERIC APR2020

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Yes Data Analysis Outcomes of Education Educational Improvement Educational Quality Educational Policy Privacy Trust (Psychology) State Policy Academic Achievement Teacher Effectiveness Elementary Secondary Education School Districts Reports - Descriptive Idaho Texas Tennessee Georgia Wisconsin Kentucky Data Quality Campaign English Elementary Secondary Education The most effective state efforts to improve student outcomes do not exist in a silo; they cut across multiple policy priorities to make data work for students. And while their crosscutting data initiatives can still be strengthened, some states are supporting schools with efforts that reach across the Data Quality Campaign's (DQC) Four Policy Priorities to Make Data Work for Students. As state leaders seek to use data to improve school quality and support student success, they must push past solutions that address only one policy priority and tackle changes that solve multiple policy implementation challenges. DQC's Four Policy Priorities identify how states can transform the use of data from a tool of compliance to one that empowers people and fuels continuous improvement: (1) Measure what matters; (2) Make data use possible; (3) Be transparent and earn trust; and (4) Guarantee access and protect privacy. This report highlights state initiatives that reach across policy priorities to take a step forward in using data to make sure that all students excel. The following states are states to watch--and emulate--as leaders seek to make data work for students: Idaho, Texas, Tennessee, Georgia, Wisconsin, and Kentucky. ED603168 Time to Act: Connecting Policy to Practice to Make Data Work for Students Data Quality Campaign 2019-00-00 5 Data Quality Campaign. 1250 H Street NW Suite 825, Washington, DC 20005. Tel: 202-393-4372; Fax: 202-393-3930; e-mail: info@dataqualitycampaign.org; Web site: http://www.dataqualitycampaign.org N/A 2020 -1 As Provided APR2020

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Yes Educational Indicators Elementary School Students Secondary School Students Academic Achievement Enrollment Academic Failure Grade Point Average Kindergarten Grade 4 Grade 8 Grade 9 Secondary School Mathematics Mathematics Achievement Scores Graduation Rate Attendance Discipline Suspension National Competency Tests Urban Schools Preschool Education Reading Achievement Advanced Placement Programs Palacios, Moses Vignola, Eric Lyons, Renata Hart, Ray Casserly, Michael Reports - Research Numerical/Quantitative Data National Assessment of Educational Progress Council of the Great City Schools English Elementary Education Secondary Education Early Childhood Education Kindergarten Primary Education Grade 4 Intermediate Grades Grade 8 Junior High Schools Middle Schools Grade 9 High Schools Preschool Education Over the years, the nation's large urban school districts have consistently learned from the progress of their peer districts across the country. In 2002, the board of directors of the Council of the Great City Schools (Council) authorized what became known as the Performance Measurement and Benchmarking Project to develop and implement key performance indicators across the member school districts in operations, business services, finances, human resources, and technology. These performance indicators in operations have evolved over the years and are now reported annually by the Council in its &quot;Managing for Results in America's Great City Schools&quot; series. Because of that information gap, the board of directors took the next step in authorizing the development of &quot;Academic&quot; Key Performance Indicators (KPIs) in October 2014. To put the board's wishes into place, teams of educators from Council member districts came together to begin drafting initial indicators in general instruction, special education, English language learners, and a number of academic cost indicators. Based on the pilot, data-collection surveys and the indicators themselves were further refined, and all Council member districts were asked to participate in a full-scale pilot of the Academic Key Performance Indicators in 2016. A third pilot was conducted in 2017 and included the collection of data across three school years. The 2019 report presents an updated set of data through school year 2017-18. This report presents a number of different ways that member districts can analyze the data themselves by disaggregating results, showing trends, and combining variables. This report focuses on the data collection and analysis of the following Academic KPIs: (1) Pre-K enrollment relative to Kindergarten enrollment; (2) Percent of 4th and 8th graders proficient in reading and math on the National Assessment of Educational Progress (NAEP); (3) Algebra I completion rates for credit by grade 9; (4) Ninth grade course failure rates -at least one core course; (5) Ninth graders with B average (GPA) or better; (6) Absentee rates by grade level; (7) Suspension rates; (8) Instructional days missed per 100 students due to suspensions; (9) AP participation rates; (10) AP-equivalent participation rates; (11) AP exam pass rates; (12) Four-year graduation rate; (13) National Assessment of Educational Progress Achievement, 2019; and (14) National Assessment of Educational Progress Trends, 2009 to 2019. This report illustrates the current use of the performance indicators as viable measures of student achievement outcomes across all member districts. [For the 2018 report, see ED593592.] ED603169 Academic Key Performance Indicators, 2019 Report Council of the Great City Schools 2019-12-00 291 Council of the Great City Schools. 1301 Pennsylvania Avenue NW Suite 702, Washington, DC 20004. Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org N/A 2020 -1 ERIC APR2020

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Yes Undergraduate Students Student Attitudes Academic Persistence Academic Aspiration Career Exploration Intention Gender Differences Academic Advising Help Seeking Transfer Students Numerical/Quantitative Data Reports - Research Ruffalo Noel Levitz (RNL) English Higher Education Postsecondary Education What needs and concerns do second-year college students have that may be impeding their success? This report goes beyond the usual predictive indicators of GPAs and credits earned to explore a wide range of student attitudes, needs, and motivations that influence college completion, with separate findings for second-year students attending four-year vs. two-year, public vs. private institutions. The report is based on student survey responses drawn from a sizable sample of second-year undergraduates in 2013 and 2014. Although second-year college students often receive less attention than first-year students, the data reveal distinct student needs and experiences. Highlights from the findings include: (1) The vast majority of second-year students in this study--94 percent overall, across private and public sectors--indicated they were strongly dedicated to finishing college, yet only 74 percent reported being able to concentrate and keep their thoughts organized during an exam; (2) Half to two-thirds of the second-year student respondents indicated they would like help with exploring career options and with preparing a written academic plan for graduation; (3) 16 percent of the study's respondents from four-year public institutions were either uncertain about their plans to continue at their institution or were planning to transfer; and (4) Survey responses from male, second-year students indicate they were less likely than female students to be receptive to assistance from advisors and student services personnel, regardless of the type of assistance offered. ED602832 Attitudes of Second-Year College Students That Influence College Completion. 2015 Report from Ruffalo Noel Levitz Ruffalo Noel Levitz 2015-00-00 20 Ruffalo Noel Levitz. 1025 Kirkwood Parkway SW, Cedar Rapids, IA 52404. Tel: 800-876-1117; e-mail: ContactUs@RuffaloNL.com; Web site: https://www.ruffalonl.com/ N/A 2020 -1 ERIC APR2020

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Yes Public Schools School Schedules Urban Schools Suburban Schools Rural Schools Elementary Schools Middle Schools High Schools School Size School Location Institutional Characteristics Goldring, Rebecca Reports - Research Numerical/Quantitative Data Wyoming Idaho Colorado New Mexico Oregon South Dakota Arizona Oklahoma Nevada Montana Minnesota North Dakota Missouri California National Center for Education Statistics (ED) English Elementary Education Junior High Schools Middle Schools Secondary Education High Schools The School Questionnaire was administered as part of the 2017-18 National Teacher and Principal Survey (NTPS), which is a state and nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The selected school samples include about 10,600 traditional and charter public schools and 4,000 private schools. This Data Point examines the characteristics of public schools in the United States where students attend classes fewer than 5 days per week. In an effort to attract high-quality teachers and to reduce costs, some schools and districts have been reducing the student school week to four days. Despite the increased use of this strategy, there is little substantive research that examines the effect of a shortened school week on students. Skeptics have indicated concerns with lack of access to meals, the impact on families' child care needs, and student performance. ED602833 Shortened School Weeks in U.S. Public Schools. Data Point. NCES 2020-011 National Center for Education Statistics 2020-02-00 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 2020 -1 ERIC APR2020 Yes http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020011

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Yes Early Childhood Education Child Development School Readiness Parent Role Infants Toddlers Preschool Children Social Development Emotional Development Child Health Physical Development Language Acquisition Literacy Education Communication Skills Reading Skills Writing Skills Mathematics Skills Creativity Art Education Science Process Skills Teaching Methods Developmentally Appropriate Practices Developmental Stages Guides - Non-Classroom Reports - Descriptive Nebraska Nebraska Department of Education English Early Childhood Education This resource provides parents with widely held expectations for their child's development prior to kindergarten and ways parents can encourage their child's growth. Although a child's growth and development follows a general pattern, all children grow at different rates. Some children will be doing things earlier or later than others. There's no need to hurry your child along as time will go by quickly enough. The Early Learning Guidelines breaks a child's development into 7 categories. Throughout this resource, there will be helpful explanations, and suggestions to provide ways to encourage your child's growth and development in each of those areas to better prepare them for school. A directory of family resources is also provided. [This guide was also produced by the Nebraska Early Childhood Interagency Coordination Council (ECICC) and by Head Start State Collaboration. Funding was received from the US American Recovery and Reinvestment Act, US DHHS, Administration for Children and Families. For the main report, &quot;Early Learning Guidelines: Nebraska's Birth to Five Learning and Development Standards. Revised,&quot; see ED602831.] ED602834 Early Learning Foundations: A Parent&apos;s Companion Piece to the Early Learning Guidelines (Birth through 5 Years Old) Nebraska Department of Education 2013-00-00 Administration for Children and Families (DHHS) 20 Nebraska Department of Education. P.O. Box 94987, 301 Centennial Mall South, Lincoln, NE 68509. Tel: 402-471-2295; Web site: http://www.education.ne.gov N/A 2020 -1 ERIC APR2020 90SC0040101

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No Ethnic Studies Educational Change Preschool Education Elementary Secondary Education Transformative Learning Multicultural Education Curriculum Student Diversity Sleeter, Christine E. Zavala, Miguel Books Reports - Evaluative English Early Childhood Education Preschool Education Elementary Secondary Education This timely and compelling book conceptualizes Ethnic Studies not only as a vehicle to transform and revitalize the school curriculum but also as a way to reinvent teaching. Drawing on Sleeter's research review on the impact of Ethnic Studies commissioned by the National Education Association (NEA), the authors show how the traditional curriculum's Eurocentric view of the world affects diverse student populations. The text highlights several contemporary exemplars of curricula--from classroom level to district or state-wide--illustrating core concepts in Ethnic Studies across a variety of disciplines and grade levels. A final chapter considers how research on P-12 ethnic studies can be conceptualized and conducted in ways that further both advocacy and program sustainability. &quot;Transformative Ethnic Studies in Schools&quot; is essential reading for educators working to transform schools by rehumanizing learning spaces for all students. The book features: (1) Explores how the traditional curriculum is not ideologically neutral and the effect that has on both students of color and White students; (2) Situates Ethnic Studies within anti-racist movements to decolonize schooling; (3) Illustrates the transformative potential of contemporary Ethnic Studies projects; (4) Draws on the insights of Ethnic Studies teachers, researchers, and activists from across the United States; and (5) Updates and expands on NEA's synthesis of the research on the academic and social value of Ethnic Studies. [Series foreword by James A. Banks.] ED602835 Transformative Ethnic Studies in Schools: Curriculum, Pedagogy, and Research. Multicultural Education Series Teachers College Press 2020-02-07 978-0-8077-6346-9 176 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/transformative-ethnic-studies-in-schools-9780807763452 2020 -1 As Provided APR2020

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No Evidence Based Practice Speech Language Pathology Speech Impairments Speech Therapy Articulation (Speech) Intervention Group Therapy Outcomes of Treatment Roepke, Elizabeth Greenwell, Tamar Brosseau-Lapré, Françoise Information Analyses Reports - Research ISSN- NCS Pearson, Inc. English Clinical Question: Would a school-age child with speech sound disorder (SSD) benefit more from individual drill therapy (Quick Articulation!) or traditional school-based group therapy as measured by improved speech accuracy? Method: Systematic Review. Study Sources: ASHAWire, Google Scholar, PubMed, and Scopus. Search Terms: speech sound disorder AND service delivery, school-age, intervention intensity, individual OR group. Number of Included Studies: 5. Primary Results: (1) Individual therapy sessions, at least twice a week, benefit school-age children with speech sound disorders; and (2) A dose of at least 50 trials per target, per session is recommended. Conclusions: There is limited research on the optimal intervention intensity for children with speech sound disorders (SSD). The evidence available suggests that high-frequency (Allen, 2013) individual sessions with a dose of at least 50, but preferably 70 or more, trials per session (Williams, 2012) may be most effective in treating this population. In addition, the majority of published studies report intervention intensity of two to three group sessions a week and an average of 50 perception or 77 production trials per session (Sugden, Baker, Munro, Williams, &amp; Trivette, 2018). Therefore, we suggest that a Quick Articulation! model, treating children individually two or three times a week for 50-100 focused trials rather than in groups, may be appropriate for children with SSD. However, clinical decisions regarding treatment intensity would benefit from further research in this area. ED603170 Service Delivery for Children with Speech Sound Disorders: Evidence for the Quick Articulation! Model. EBP Briefs. Volume 14, Issue 2 EBP Briefs (Evidence-based Practice Briefs) 2019-11-00 12 NCS Pearson, Inc. 5601 Green Valley Drive Bloomington, MN 55437. Tel: 800-627-7271; Fax: 800-232-1223; Web site: https://www.pearsonclinical.com/language/ebp-briefs.html T https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/ebp-briefs/EBP_V14A2_FNL.pdf 2020 -1 As Provided APR2020

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No Stuttering Outcomes of Treatment Program Effectiveness Participant Characteristics Research Reports Speech Skills Evidence Based Practice Behavior Modification Age Groups Murza, Kimberly A. Vanryckeghem, Martine Nye, Chad Subramanian, Anu Reports - Research Information Analyses ISSN- NCS Pearson, Inc. English Clinical Question: For individuals who stutter (P), which behavioral treatment approaches (I, C) are most effective in promoting fluent speech (O)? Method: Systematic Review and Meta-Analysis. Study Sources: CINAHL, CINAHL Plus (with Full Text), ERIC, MEDLINE, PsycINFO, and ProQuest Dissertations &amp; Theses Full Text. The authors also conducted an ancestry search from all studies meeting the inclusion criteria previously described. Search Terms: stutt* OR stamm* AND treat* OR interven* OR therap* AND single subject OR multiple baseline. Number of Included Studies: 19. Primary Results: A total of 19 studies representing 74 participants met the inclusion criteria and yielded an average mean baseline reduction (MBLR) of stuttering behavior by 67%. An overall improvement of nonstuttered speech behavior represented by the percentage of non-overlapping data points (PND) resulted in a 49% improvement representing 19 participants. Analyses suggest that a fluency shaping program or assertiveness training program, in one form or another lead to fluency improvement. The question remains if participant characteristics (i.e., age, stuttering severity, level of social anxiety, using coping behaviors, presence of negative speech-associated cognition, among others), are variables to account for when considering a treatment approach. Conclusions: These data are consistent with previous meta-analysis and systematic review stuttering intervention group results indicating that, for the vast majority of the participants, treatment has a positive effect on their speech and support for a range of treatment procedures exists. Further research is needed to determine which participant characteristics are important to consider when determining the best treatment approach for an individual. ED603171 Effects of Stuttering Treatment: A Systematic Review of Single-Subject Experimental Design Studies. EBP Briefs. Volume 13, Issue 4 EBP Briefs (Evidence-based Practice Briefs) 2019-02-00 18 NCS Pearson, Inc. 5601 Green Valley Drive Bloomington, MN 55437. Tel: 800-627-7271; Fax: 800-232-1223; Web site: https://www.pearsonclinical.com/language/ebp-briefs.html T https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/ebp-briefs/EBP_V13A4_1A_FNL.pdf 2020 -1 As Provided APR2020

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Yes Foreign Countries Indigenous Populations Canada Natives Teacher Attitudes Public Schools Culturally Relevant Education Curriculum Cultural Awareness Multicultural Education Educational Resources Teacher Competencies History Civil Rights Knowledge Base for Teaching Faculty Development Information Sources Program Effectiveness Racial Bias Numerical/Quantitative Data Reports - Research Canada Canadian Teachers' Federation English As part of the Canadian Teachers' Federation's (CTF) ongoing work on education-related Aboriginal issues, CTF conducted a survey to seek out the perspectives of classroom teachers on diverse topics related to Aboriginal education with a view to informing practice and policy. CTF received nearly 1,900 responses to the online survey from teachers in public elementary and secondary schools across the country. The survey, which was distributed through CTF's Member teacher organizations, was conducted in November and December 2015. Two thirds of teachers surveyed report they incorporate some issues, content, or perspectives related to Aboriginal people into their current teaching practice. Among these respondents, half reported they do this occasionally, while one third do so regularly. By far, the most frequently cited approach to introducing Aboriginal education into the school curriculum is by integrating it into courses such as Cultural Studies, History, or Geography. While the majority of teachers indicated they felt Aboriginal culture was represented in their school's curriculum, 41% said that it was somewhat represented while only 13% felt it was significantly represented in the curriculum. Among the opinions expressed by teachers were a need to connect Aboriginal content to curricular outcomes. A number of respondents expressed the need for a balance in the curriculum between teaching Aboriginal content and perspectives and teaching about other cultures in a multicultural society. ED602836 CTF Survey on Teachers&apos; Perspectives on Aboriginal Education in Public Schools in Canada. Summary Report Canadian Teachers' Federation 2015-00-00 34 Canadian Teachers' Federation. 2490 Don Reid Drive, Ottawa, ON K1H 1E1, Canada. Tel: 866-283-1505; Tel: 613-232-1505; Fax: 613-232-1886; Web site: http://www.ctf-fce.ca N/A 2020 -1 ERIC APR2020

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Yes School Readiness Kindergarten Educational Policy School Districts Board of Education Policy Parents Access to Information Reading Lists School Entrance Age Parent Role Web Sites Child Development State Standards Child Health Social Development Emotional Development Daily Living Skills Language Acquisition Learning Readiness Family School Relationship Guides - Non-Classroom Reports - Descriptive Nebraska Nebraska Department of Education English Early Childhood Education Elementary Education Kindergarten Primary Education This booklet is in response to commonly asked questions from parents about preparing for, and entering kindergarten. Some questions parents ask are about district policy. Nebraska has over 200 individual school districts, each having their own board, superintendent, and policies. The Nebraska Department of Education provides guidance and assistance to these districts. Understanding what is state law (such as the entrance age) and what is district policy (such as the early entry assessment procedure) can be confusing. Parents are encouraged to talk with school teachers and administrators for specific guidance. A reading list of books about school parents can read with their children, and a list od web-based supports for school readiness are also provided. [This guide was also produced by the Nebraska Early Childhood Interagency Coordination Council (ECICC). Funding was received from the US American Recovery and Reinvestment Act, US DHHS, Administration for Children and Families and the Nebraska Head Start-State Collaboration Office. For &quot;Early Learning Guidelines: Nebraska's Birth to Five Learning and Development Standards. Revised,&quot; see ED602831. For &quot;Early Learning Foundations: A Parent's Companion Piece to the Early Learning Guidelines (Birth through 5 Years Old),&quot; see ED602834.] ED602837 Ready for Success: What Families Want to Know about Starting School in Nebraska Nebraska Department of Education 2012-00-00 Administration for Children and Families (DHHS) Parents 16 Nebraska Department of Education. P.O. Box 94987, 301 Centennial Mall South, Lincoln, NE 68509. Tel: 402-471-2295; Web site: http://www.education.ne.gov N/A 2020 -1 ERIC APR2020 90SC0040101

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No Adults Patients Head Injuries Neurological Impairments Memory Mnemonics Language Impairments Evidence Based Practice Outcomes of Treatment Speech Language Pathology Intervention Davis, Emily Wolff, Jennifer Murdock, Rebecca Lopez, Myrelsa J. Murphy, Kimberly A. Information Analyses Reports - Research ISSN- NCS Pearson, Inc. English Clinical Question: For adult patients with cognitive linguistic impairment because of traumatic brain injury (TBI), is the use of internal and/or external memory strategies beneficial to memory outcomes compared to alternative or no treatment? Method: Systematic Review. Study Sources: Comprehensive EBSCOhost database search (i.e., ERIC, Academic Search Complete, Psychology and Behavioral Sciences Collection, Education Source), speechBITE, Cochrane Library, PubMed, PsycINFO, PsycBITE, and the ASHA Practice Portal. Search Terms: traumatic brain injury OR TBI AND intervention OR treatment OR therapy, cognit*, memory, internal strateg* OR external strateg*. Number of Included Studies: 11. Primary Results: The use of internal and external strategies to facilitate positive memory outcomes for TBI patients is supported. A variety of internal and external strategies have been studied with consistent positive results. Conclusion: Both internal and external strategies should be considered for use as compensatory techniques for memory impairments in adults with traumatic brain injuries. The evidence presented in this paper explores a variety of internal and external strategies, and outcomes have revealed an overall positive effect. These strategies have important implications for clinical decision-making for improving patient quality of life after TBI. ED603172 The Utilization of Internal and External Memory Strategies in Evidence-Based Practice. EBP Briefs. Volume 14, Issue 1 EBP Briefs (Evidence-based Practice Briefs) 2019-11-00 13 NCS Pearson, Inc. 5601 Green Valley Drive Bloomington, MN 55437. Tel: 800-627-7271; Fax: 800-232-1223; Web site: https://www.pearsonclinical.com/language/ebp-briefs.html T https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/ebp-briefs/EBP_V14A1_FNL.pdf 2020 -1 As Provided APR2020

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Yes Integrity Quality Assurance Accreditation (Institutions) Accountability Educational Malpractice Standards Higher Education Expertise Advocacy Policy Formation Institutional Cooperation Cheating Plagiarism Deception Observation Reports - Descriptive Council for Higher Education Accreditation English Higher Education Postsecondary Education Academic corruption in its different forms is not a new phenomenon. The Council for Higher Education Accreditation (CHEA) has been active in addressing this area for a number of years. In cooperation with UNESCO, it issued an &quot;Advisory Statement on Discouraging Degree Mills&quot; (see ED603204). The document was prepared for the 2009 UNESCO World Conference on Higher Education and had an impact on the Communiqué the Conference adopted. As academic corruption expanded further, far beyond degree and accreditation mills alone, CHEA's International Quality Group (CIQG), working closely with UNESCO's International Institute for International Planning (IIEP), issued another publication, an &quot;Advisory on Combatting Corruption and Enhancing Integrity in Higher Education&quot; (see ED603202) in 2016. As follow-up to the Advisory, CHEA/CIQG raised awareness about its findings through webinars, articles and Policy Briefs. Finally, based on the findings and recommendations of a CIQG commissioned worldwide &quot;Survey on Policies and Actions of Accreditation and Quality Assurance Bodies to Counter Corruption in Higher Education&quot; (see ED597946), CIQG is taking steps to encourage additional action by quality assurance bodies to fight academic corruption. The major findings of the 2019 survey are: (1) There is evidence of significant corruption in higher education; (2) Awareness of academic corruption is greater in some regions or countries than others; and (3) Most current quality assurance methods are unlikely to uncover academic corruption. Based on the evidence demonstrated by the Survey that quality assurance/accreditation bodies, with a few exceptions, play a limited role in combatting academic corruption, the purpose of this Inventory is to provide ideas and suggestions to quality assurance bodies to further engage and assume greater responsibility in this area. The Inventory is based on the recommendations provided in the Survey, the Advisory Statement and suggestions from additional experts. ED603173 Combatting Academic Corruption and Enhancing Integrity: Inventory of Key Questions for Quality Assurance and Accreditation Organizations Council for Higher Education Accreditation 2019-08-00 12 Council for Higher Education Accreditation. One Dupont Circle Suite 510, Washington, DC 20016. Tel: 202-955-6126; Fax: 202-955-6129; e-mail: chea@chea.org; Web site: http://www.chea.org N/A 2020 -1 ERIC APR2020

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Yes Adult Learning Adult Students Student Motivation Barriers College Graduates College Freshmen Student Attitudes Student Attrition Graduation Rate Academic Support Services Reports - Research Numerical/Quantitative Data Ruffalo Noel Levitz (RNL) English Adult Education Higher Education Postsecondary Education As they begin taking classes, most incoming adult learners express a strong desire to complete a degree, but many also harbor concerns and attitudes that reduce their motivation and put them at risk for attrition. This report explores a wide range of these noncognitive, motivational attributes that influence completion. The study is based on a national sample of 5,000 first-year adult learners who filled out a 74-item, college completion risk survey in 2014 or 2015 at 50 colleges and universities across the United States. [For the companion report, &quot;2016 National Freshman Motivation to Complete College Report. Eleventh Annual Study of Freshman Attitudes,&quot; see ED602829.] ED602839 2016 Report: Motivation of Adult Learners for Completing a College Degree. Companion Study to 2016 Report on Freshman Motivation/Completion Ruffalo Noel Levitz 2016-00-00 16 Ruffalo Noel Levitz. 1025 Kirkwood Parkway SW, Cedar Rapids, IA 52404. Tel: 800-876-1117; e-mail: ContactUs@RuffaloNL.com; Web site: https://www.ruffalonl.com/ N/A 2020 -1 As Provided APR2020

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Yes Adult Students Undergraduate Students Graduate Students Enrollment Influences School Registration Access to Education College Environment College Admission Student Financial Aid Academic Advising Student Satisfaction Instructional Effectiveness College Instruction Reports - Research Numerical/Quantitative Data Ruffalo Noel Levitz (RNL) English Adult Education Higher Education Postsecondary Education Learn how adult students rate key aspects of their college experience. This report includes data on: (1) Factors that lead to adult students enrolling in their programs; (2) Instructional strengths and challenges; (3) Instructional and advising effectiveness; (4) Registration processes and access to courses; (5) Campus climate; and (6) Admissions and financial aid. The report features results for all adult students in the study as well as breakdowns for those in undergraduate or graduate courses. It is part of the National Satisfaction and Priorities Reports series, which features additional reports on traditional-aged students and online learners. ED602840 National Adult Student Priorities Report. 2014-2015 Research Report Ruffalo Noel Levitz 2015-00-00 12 Ruffalo Noel Levitz. 1025 Kirkwood Parkway SW, Cedar Rapids, IA 52404. Tel: 800-876-1117; e-mail: ContactUs@RuffaloNL.com; Web site: https://www.ruffalonl.com/ N/A 2020 -1 As Provided APR2020

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Yes Online Courses Electronic Learning Educational Technology College Students Enrollment Trends Student Satisfaction Student Attitudes Student Experience Institutional Characteristics National Surveys Reports - Research Numerical/Quantitative Data Ruffalo Noel Levitz (RNL) English Higher Education Postsecondary Education Online learning has become a staple of higher education, with millions of students enrolling every year in at least one online course. It attracts a wide range of students at the undergraduate and graduate level, across all institution types and with a variety of educational goals. Many campuses have stepped up their online offerings to meet this demand. This national report examines responses from more than 118,322 online students enrolled in undergraduate and graduate courses, recording their satisfaction and priorities in key areas such as: (1) Factors that lead to online students enrolling in their courses; (2) Institutional perceptions; (3) Enrollment services; (4) Instruction (5) Student services. [For the 2014-15 report, see ED570979.] ED602841 National Online Learners Satisfaction and Priorities Report. 2015-16 Research Report Ruffalo Noel Levitz 2016-00-00 12 Ruffalo Noel Levitz. 1025 Kirkwood Parkway SW, Cedar Rapids, IA 52404. Tel: 800-876-1117; e-mail: ContactUs@RuffaloNL.com; Web site: https://www.ruffalonl.com/ N/A 2020 -1 ERIC APR2020

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Yes Educational Quality Higher Education Accountability Accreditation (Institutions) Educational Indicators Academic Achievement Social Justice Equal Education Freedom of Speech Academic Standards Credentials Education Work Relationship Job Skills Role of Education Reports - Descriptive Speeches/Meeting Papers Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG) English Higher Education Postsecondary Education The issue of quality in higher education has been a staple of conversation for centuries. In the current environment, this conversation is complex, involving many constituents and, at times, contentious. To explore and address the central question of quality, the Council for Higher Education Accreditation (CHEA) has initiated a &quot;National Quality Dialogue,&quot; a series of national and regional meetings, interviews with key leaders in higher education and a research and publications series. The Dialogue involves a framing and exploring of academic quality in relation to the future of higher education and accreditation. Both higher education and accreditation are currently subject to unprecedented public scrutiny and pressures to change. Public scrutiny of the success of higher education has intensified and comes from many quarters: media, government, students, research and policy centers and foundations. Higher education is diversifying, with emerging new types of providers and credentialing of educational experiences, beyond traditional, degree-granting colleges and universities. Emerging diversification includes a dynamic and changing student population, alternative approaches to teaching and learning and variation in how higher education is structured and operates. This paper briefly explores five major national quality conversations, offering descriptions of the thinking of five significant actors in the quality space: (1) higher education and accreditation, (2) research and policy institutes and foundations, (3) alternative providers (and alternative credentials), (4) the federal government and (5) employers. The intent is to make clear the essential thrust of thinking in each of the conversations and what drives them. The conversations are not mutually exclusive. Although they differ in some key respects, they are similar in a number of instances. This paper asks the following questions: (1) What can be learned that strengthens quality in higher education; (2) Where might the conversations lead going forward; and (3) What role might accreditation play? Developing a future dialogue on quality involves acknowledgment of the similarities in each of these conversations, as well as how each differs from the other. ED603174 Conversations about Quality in Higher Education: What Are They and Where Do We Take Them? An Exploratory Paper from the Council for Higher Education Accreditation. CHEA/CIQG Publication Series Council for Higher Education Accreditation 2019-10-00 16 CHEA International Quality Group. Available from: Council for Higher Education Accreditation. One Dupont Circle Suite 510, Washington, DC 20016. Tel: 202-955-6126; Fax: 202-955-6129; e-mail: chea@chea.org; Web site: https://www.chea.org/about-ciqg N/A 2020 -1 ERIC APR2020

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Yes Administrators Deans Educational Quality Colleges Higher Education Performance Institutional Characteristics Leadership Role College Students Student Experience Academic Support Services Student Personnel Services Success Information Dissemination Guides - Non-Classroom Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG) English Higher Education Postsecondary Education This &quot;Toolkit&quot; is intended to assist CEOs and CAOs to make the case for quality for their institutions: framing, affirming, advocating for quality. The materials (1) provide key questions about quality and (2) offer suggestions for responses that can be tailored to individual colleges and universities. The &quot;Toolkit&quot; is one means of conceptualizing the quality and performance of a college or university to demonstrate the value of efforts to serve students and society. The material here may be used, e.g., to address the importance of quality and the value of an institution to governing boards, faculty, students, the community, employers, and government officials at all levels. ED603175 Toolkit for CEOs and CAOs: Making the Case for Quality--Purpose and Background. CHEA/CIQG Publication Series Council for Higher Education Accreditation 2019-10-00 Administrators 8 CHEA International Quality Group. Available from: Council for Higher Education Accreditation. One Dupont Circle Suite 510, Washington, DC 20016. Tel: 202-955-6126; Fax: 202-955-6129; e-mail: chea@chea.org; Web site: https://www.chea.org/about-ciqg N/A 2020 -1 ERIC APR2020

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No Graduate Study Graduate Students Psychology Tuition Student Financial Aid Masters Programs Doctoral Programs Departments Institutional Characteristics Teaching Assistants Research Assistants Fellowships Statistical Data Cope, Caroline Michalski, Daniel S. Fowler, Garth A. Reports - Research Numerical/Quantitative Data American Psychological Association (APA), Office of Graduate and Postgraduate Education and Training English Higher Education Postsecondary Education The 2016 Graduate Study in Psychology Summary Report reflects data collected from nearly 500 departments and programs offering master's and doctoral degrees in psychology and related training. Participating departments and programs are listed in the annual &quot;Graduate Study in Psychology&quot; book; published each August as a joint effort of the APA Office of Graduate and Postgraduate Education and Training and the APA Office of Publications and Databases. This report represents data from the 2013-2014 academic year and aggregates these data in the following areas: survey participation; median annual tuition for the current year and over time; type of financial aid offered, average stipend and availability of tuition remission. Where meaningful, descriptive statistics are reported by institution type (public/private) as reported by the department. Tables and figures contained in this report are reflective of the self-reporting of participants. As such, analyses are drawn from the subset of those departments and may not be generalizable to the population of graduate departments with psychology offerings. ED602842 Summary Report: Tuition and Financial Aid. Graduate Study in Psychology 2016 American Psychological Association 2016-07-00 9 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/education/grad/survey-data/tuition-financial-aid-report.pdf 2020 -1 ERIC APR2020

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No Graduate Study Graduate Students Psychology Demography Student Characteristics Departments Institutional Characteristics Gender Differences Racial Differences Ethnicity Statistical Data Cope, Caroline Michalski, Daniel S. Fowler, Garth A. Reports - Research Numerical/Quantitative Data American Psychological Association (APA), Office of Graduate and Postgraduate Education and Training English Higher Education Postsecondary Education The 2017 Graduate Study in Psychology Summary Report reflects data collected from more than 500 departments and programs offering master's and doctoral degrees in psychology and related training. Participating departments and programs are listed in the annual &quot;Graduate Study in Psychology&quot; book, published each August as a joint effort of the APA Office of Graduate and Postgraduate Education &amp; Training and the APA Office of Publications and Databases. The 2017 book and this report represent data from the 2014-2015 academic year and aggregate these data in the areas of gender and race/ethnicity. Where meaningful, descriptive statistics are reported by type of department (e.g., university-based, professional school) and/or institution type (e.g., public, not-for-profit), as reported by the department. Tables and figures contained in this report are reflective of the self-reporting of participants. As such, analyses are drawn from the subset of those departments and may not be generalizable to the population of graduate departments with psychology offerings. Where indicated, some data are reported at the departmental level and others at the program level. ED602843 Summary Report: Student Demographics. Graduate Study in Psychology 2017 American Psychological Association 2016-12-00 10 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/education/grad/survey-data/2017-student-demographics.pdf 2020 -1 ERIC APR2020

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Yes Educational Philosophy Educational Objectives Content Analysis Psychological Patterns Comparative Analysis Cross Cultural Studies Moral Values Political Attitudes Chinese Greek English Information Sources Educational Theories Asian Culture Western Civilization Lee, Jeong-Kyu Reports - Evaluative EISSN- English The purpose of this study is to investigate the educational philosophy and the happiness principle of Plato and Mencius. To discuss the study systematically, three research questions are stated. First, what is the educational philosophy of Plato and Mencius? Second, what is the happiness principle of Plato and Mencius? Third, what are significant similarities and differences between Plato and Mencius? In order to defend the research questions, a descriptive content analysis method will be utilized with a cross culturally comparative approach. As for the limitations of the study, the principles and aims of education are mainly discussed from a standpoint of educational philosophy. The principles of happiness are also reviewed in the aspect of moral and political theories. This article is mainly focused on the Works of Mencius, and on the Republic of Plato. The author in this article intends to use modern English second resources as well as the classical Chinese and Greek primary languages. Finally, the researcher concludes this study with the suggestion of future research. The significance of the study is to provide the basic theories and worthy resources in contemporary education, especially moral or happiness education, for educational theorists and practitioners in the world in the aspect of the mutual understanding of the Eastern and the Western cultures. ED603176 Educational Philosophy and Happiness Principle of Plato and Mencius Online Submission 2020-02-21 38 N/A 2020 -1 As Provided APR2020

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Yes Curriculum Based Assessment State Standards Academic Standards Alignment (Education) Elementary School Students Primary Education Literacy Language Arts Language Tests Phonemes Alphabets Reading Fluency Vocabulary Development Multiple Choice Tests Reading Comprehension Reading Tests Alonzo, Julie Reports - Evaluative Ohio EISSN- English Elementary Education Early Childhood Education Primary Education This manuscript presents the results of an analysis between the easyCBM® literacy assessments, Grades K-3, and Ohio's Learning Standards related to literacy at those grade levels. Results indicate some alignment at each grade level, with the greatest degree of alignment in Grade 3. ED603177 The Alignment between easyCBM® Literacy Assessments and Ohio&apos;s Learning Standards Online Submission 2019-12-21 18 N/A 2020 -1 As Provided APR2020

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Yes Preschool Education Cross Cultural Studies Parent Attitudes Parent Aspiration Cultural Differences Educational Experience Positive Attitudes Educational Attitudes Cultural Background Futures (of Society) Foreign Countries Dogrul, Hikmet Akay, Cenk Journal Articles Reports - Research Turkey Syria ISSN-2149-0821 English Early Childhood Education Preschool Education This study aims to examine and compare the opinions and expectations of Turkish and Syrian parents about pre-school education. The descriptive method was used in the study. The sample of the study consisted of 410 parents (220 Turkish and 190 Syrian). The data of the study were collected by using a Personal Information Form, Questionnaire for Determining Opinion and Expectation for Pre-school Education, and Open-ended Question Form. Frequency and percentage calculation was done in the analysis of the quantitative data and the content analysis for the qualitative data. It is concluded that opinions of Turkish and Syrian parents on pre-school education are mostly similar though they come from different cultural backgrounds and educational experiences; however, there is differentiation in their expectations of pre-school education. Their opinions on preschool education indicate that preschool education should be compulsory and will have positive reflections on the child's future education. ED603178 Comparison between Syrian and Turkish Parents&apos; Opinions and Expectations about Pre-School Education Online Submission Journal of Social Sciences v6 n36 p119-139 Apr 2019 2019-04-00 21 N/A 2020 -1 As Provided APR2020

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Yes Online Courses Blended Learning Educational Technology Technology Uses in Education Open Educational Resources Postsecondary Education Community Colleges Two Year College Students White Students African American Students Hispanic American Students Asian American Students Pacific Islanders Racial Differences Ethnicity College Credits Program Effectiveness Academic Achievement Costs Effect Size Reports - Evaluative What Works Clearinghouse (ED) Abt Associates, Inc. English Postsecondary Education Higher Education Two Year Colleges Online instruction, including online instruction that is blended with traditional in-person instruction, offers students more flexibility in the timing of their coursework and may deepen students' understanding of the material. By leveraging online courseware, colleges have the potential to expand college access, reduce costs, recruit a more diverse student population, and accelerate instruction under some conditions. Carnegie Mellon University's (CMU's) &quot;Open Learning Initiative&quot; (&quot;OLI&quot;) provides online courses and learning materials to instructors and learners at low or no cost that can be presented in blended or purely online formats. &quot;OLI&quot; courses feature learning activities with immediate feedback for students and a dashboard for instructors to monitor student progress. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;OLI&quot; on course completion rates and academic achievement. The WWC identified 12 studies of &quot;OLI,&quot; three of which meet WWC standards. The evidence presented in this report includes studies of the impacts of &quot;OLI&quot; on community college students, including students who were White, Black, Hispanic, and Asian or Pacific Islander. [For &quot;Open Learning Initiative (OLI). What Works Clearinghouse Intervention Snapshot,&quot; see ED602846. For &quot;Open Learning Initiative (OLI). What Works Clearinghouse Intervention Brief,&quot; see ED602845.] ED602844 Open Learning Initiative (OLI). What Works Clearinghouse Intervention Report What Works Clearinghouse 2020-01-00 11 What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc T 2020 -1 ERIC APR2020 Yes EDIES16C0024 https://ies.ed.gov/ncee/wwc/InterventionReport/698

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Yes Online Courses Blended Learning Educational Technology Technology Uses in Education Open Educational Resources Postsecondary Education Community Colleges Two Year College Students White Students African American Students Hispanic American Students Asian American Students Pacific Islanders Racial Differences Ethnicity College Credits Program Effectiveness Academic Achievement Costs Effect Size Reports - Evaluative What Works Clearinghouse (ED) Abt Associates, Inc. English Postsecondary Education Higher Education Two Year Colleges Online instruction, including online instruction that is blended with traditional in-person instruction, offers students more flexibility in the timing of their coursework and may deepen students' understanding of the material. By leveraging online courseware, colleges have the potential to expand college access, reduce costs, recruit a more diverse student population, and accelerate instruction under some conditions. Carnegie Mellon University's (CMU's) &quot;Open Learning Initiative&quot; (&quot;OLI&quot;) provides online courses and learning materials to instructors and learners at low or no cost that can be presented in blended or purely online formats. &quot;OLI&quot; courses feature learning activities with immediate feedback for students and a dashboard for instructors to monitor student progress. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;OLI&quot; on course completion rates and academic achievement. The WWC identified 12 studies of &quot;OLI,&quot; three of which meet WWC standards. The evidence presented in this report includes studies of the impacts of &quot;OLI&quot; on community college students, including students who were White, Black, Hispanic, and Asian or Pacific Islander. [For the intervention report, see ED602844. For the intervention snapshot, see ED602846.] ED602845 Open Learning Initiative (OLI). What Works Clearinghouse Intervention Brief What Works Clearinghouse 2020-01-00 4 What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc T 2020 -1 ERIC APR2020 Yes EDIES16C0024 https://ies.ed.gov/ncee/wwc/InterventionReport/698

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Yes Foreign Countries Preservice Teachers Student Attitudes History Instruction Educational History Preservice Teacher Education Discourse Analysis Figurative Language Bolat, Yavuz Journal Articles Reports - Research Tests/Questionnaires Turkey EISSN- English Higher Education Postsecondary Education The Turkish History Education course provides information about the historical backgrounds of the program development, the personalities, institutions, works and laws that are stamped on educational and intellectual processes in the Turkish society to the prospective teachers. Classroom teacher needs to be aware of their own education and training as an important part of basic academic education. This requirement entails teaching Turkish Education History course at the undergraduate level. These forms of perception of teacher education candidates to Turkish Education History course is a matter worth investigating in terms of reaching the goals of the course. Metaphors are frequently used in educational areas and reflect participants' thought on the subject. The purpose of this study which class teacher candidates participated in is to determine the perceptions of classroom teacher candidates regarding Turkish Education History course through metaphors. The study group of research includes 108 class teacher candidates who are taking this course and studying at Mustafa Kemal University in 2016-2017 academic years. The data of research was collected through forms which include inscription like &quot;Turkish Education History course is like/similar to…………because……..&quot; In this qualitative study, the data obtained from the participant responses were evaluated according to the metaphor analysis. According to the analysis made, 66 different metaphors developed by the classroom teacher candidates have been identified. These metaphors have brought six different categories: knowledge, value, education, individual utility, structure and transfer. While information category is the category with the greatest number of metaphors, the tree metaphor is the metaphor most frequently used by participants. ED603179 Perceptions of Classroom Teacher Candidates to the Turkish Education History Course: A Metaphor Analysis Online Submission Mustafa Kemal University Journal of Social Sciences Institute v14 n38 p12-28 2017 2017-00-00 17 N/A 2020 -1 As Provided APR2020

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Yes Technology Uses in Education Information Technology Information Storage Internet Test Construction Construct Validity Test Reliability Preservice Teachers Foreign Countries Factor Structure Factor Analysis Motivation Item Analysis Korucu, Agâh Tugrul Karakoca, Aydin Journal Articles Reports - Research Turkey EISSN- English Higher Education Postsecondary Education In this research, it is aimed to develop a scale for the use of cloud technologies in education. The sample group of the study consists of 415 preservice teachers who are studying at universities in Konya. For the validity and reliability analyses of the scale, the sample group consisting of 415 units was randomly allocated (n[subscript 1]=208 and n[subscript 2]=207) sub-samples, the first sample was used for explanatory factor analysis and the second sample was used for confirmatory factor analysis. As a result of the explanatory factor analysis of the data obtained from the first group, 6-item scale consists of motivation and interaction sub-dimensions. Interaction dimension of total variability alone explains 35.89% and motivation dimension explains 33.56%. Factor loads for the sub-dimensions ranged between 0.74 and 0.83. The internal consistency coefficient was 0.83 for Cronbach alpha, 0.77 for motivation subscale and 0.79 for interaction subscale. For the second sample, it was found that the model formed by the two-factor structure of the scale was appropriate according to the fit indices obtained from the confirmatory factor analysis results. As a result, Cloud Technologies Usage scale was found to be a valid and reliable measurement tool. ED603180 Development and Validation of the Cloud Technologies Usage in Education Scale Online Submission Bartin University Journal of Faculty of Education v9 n1 p69-82 2020 2020-00-00 14 N/A 2020 -1 As Provided APR2020

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Yes Online Courses Blended Learning Educational Technology Technology Uses in Education Open Educational Resources Postsecondary Education Community Colleges Two Year College Students White Students African American Students Hispanic American Students Asian American Students Pacific Islanders Racial Differences Ethnicity College Credits Program Effectiveness Academic Achievement Costs Effect Size Reports - Evaluative What Works Clearinghouse (ED) Abt Associates, Inc. English Postsecondary Education Higher Education Two Year Colleges Online instruction, including online instruction that is blended with traditional in-person instruction, offers students more flexibility in the timing of their coursework and may deepen students' understanding of the material. By leveraging online courseware, colleges have the potential to expand college access, reduce costs, recruit a more diverse student population, and accelerate instruction under some conditions. Carnegie Mellon University's (CMU's) &quot;Open Learning Initiative&quot; (&quot;OLI&quot;) provides online courses and learning materials to instructors and learners at low or no cost that can be presented in blended or purely online formats. &quot;OLI&quot; courses feature learning activities with immediate feedback for students and a dashboard for instructors to monitor student progress. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;OLI&quot; on course completion rates and academic achievement. The WWC identified 12 studies of &quot;OLI,&quot; three of which meet WWC standards. The evidence presented in this report includes studies of the impacts of &quot;OLI&quot; on community college students, including students who were White, Black, Hispanic, and Asian or Pacific Islander. Findings on &quot;OLI&quot; from three studies that meet WWC standards are shown herein. For each outcome reviewed by the WWC, an effectiveness rating, the improvement index, and the number of studies and students that contributed to the findings are presented. Findings on credit accumulation are based on one study with 605 students. Findings on academic achievement are based on three studies with 795 students. [For the intervention report, see ED602844. For the intervention brief, see ED602845.] ED602846 Open Learning Initiative (OLI). What Works Clearinghouse Intervention Snapshot What Works Clearinghouse 2020-01-00 1 What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc T 2020 -1 ERIC APR2020 Yes EDIES16C0024 https://ies.ed.gov/ncee/wwc/InterventionReport/698

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Yes Early Childhood Education Readiness Child Care Measurement Psychometrics Measurement Techniques Educational Quality Educational Improvement Individual Characteristics Institutional Characteristics Stress Variables Beliefs Attitudes Social Influences Change Professional Development Participation Leadership Halle, Tamara Partika, Anne Nagle, Kerensa Reports - Research Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) Child Trends English Early Childhood Education Researchers and policymakers in the early care and education (ECE) field are interested in understanding the factors that contribute to successful quality improvement (QI) initiatives in ECE settings. They also want to learn about factors leading to improved outcomes for children and families through successful QI initiatives. The purpose of this brief is to provide a framework for understanding readiness within the ECE field and to share examples of how ECE researchers are currently attempting to capture the dimensions of readiness--and factors that support readiness--using different data collection methods and standardized measurement tools. The authors identified measures of readiness being used in ECE research and evaluation through a series of discussions with ECE researchers and evaluators who are working on various QI projects in states and nationally. The authors also identified measures of readiness through follow-up online literature searches. The review of measures highlights several insights about the current state of readiness measures used in ECE studies of quality improvement initiatives: (1) Although the definition of readiness is composed of two components (willingness and capacity), the authors found only one measure that captures both elements; (2) Eight readiness measures have been developed explicitly for use in early care and education settings and with the ECE workforce; (3) Several readiness measures have been adapted from other fields. The psychometric properties of any new or modified readiness measures should be assessed within the ECE context; and (4) There appear to be fuzzy boundaries between direct measures of readiness and factors associated with readiness (collectively referred to in this brief as factors affecting readiness). More work is needed both conceptually and empirically to distinguish readiness from other related constructs. ED602847 Measuring Readiness for Change in Early Care and Education. OPRE Research Brief 2019-63 Administration for Children & Families 2019-08-00 36 Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/ N/A 2020 -1 ERIC APR2020 HHSP23320095631WC

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No Individualized Instruction Writing Instruction Students with Disabilities Deafness Writing Strategies Grade 3 Grade 4 Grade 5 Children American Sign Language Interaction Direct Instruction Literacy Language Proficiency Space Utilization Classroom Environment Elementary School Students Dostal, Hannah M. Wolbers, Kimberly A. Kilpatrick, Jennifer Reneé Journal Articles Reports - Research ISSN-1756–5839 English Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Interactive Writing (IW) is a powerful support for language and literacy development; however, its emphasis on using oral language to construct written language can present challenges for deaf/Deaf and hard of hearing (d/Dhh) students due to their unique and diverse language experiences. Teachers (n = 14) using Strategic and Interactive Writing Instruction (SIWI) with grade 3-5 d/Dhh students in a variety of settings were observed using a space referred to as 'the language zone' to address the unique language and literacy needs of d/Dhh students. The language zone is the designated space in a classroom where the creation, translation and revision of ideas is made visible. Researchers developed a flowchart with three tiers to document the three purposes for which the teachers use the space. Accompanying scenarios provide concrete examples of three distinct ways in which the language zone can be used. Teachers can use this language zone flow chart as a tool to recognize, analyze and select instructional moves that have the potential to positively impact the language and literacy proficiencies of d/Dhh students. ED603181 The Language Zone: Differentiating Writing Instruction for Students Who Are d/Deaf and Hard of Hearing Grantee Submission Writing & Pedagogy v11 n1 p1-22 2019 2019-00-00 Institute of Education Sciences (ED) 22 T https://doi.org/10.1558/wap.30045 2020 -1 As Provided APR2020 Yes R324A120085

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Yes Critical Thinking Thinking Skills Skill Development Secondary School Students Problem Based Learning Economics Instructional Effectiveness Foreign Countries Grade 9 Teaching Methods Lapuz, April Mercy E. Fulgencio, Marlon N. Journal Articles Reports - Research Philippines ISSN-2643-9670 English Secondary Education Grade 9 High Schools Junior High Schools Middle Schools Problem-based learning (PBL) is a pedagogy where students gain knowledge about a subject through solving an ill-structured problem. Critical thinking skills (CTS) are the capacity to think about what to do or what to consider by an individual. This study sought to decide if using Problem-based Learning (PBL) improves the critical thinking skills (CTS) of the students in a secondary school in the subject of economics. This research used an experimental design. Twenty-seven (27) students were purposively selected from a secondary school in Zambales, Philippines for the school year 2017-2018. Results proved that there was a significant difference in the test scores before and after the intervention. We found PBL to be effective in improving the critical thinking skills of the students based on the result of the mean analysis, standard deviation, and t-test. The researchers recommend that problem-based learning may improve the level of critical thinking skills of the students and improve the teaching-learning process. ED603182 Improving the Critical Thinking Skills of Secondary School Students Using Problem-Based Learning Online Submission International Journal of Academic Multidisciplinary Research v4 n1 p1-7 Jan 2020 2020-01-00 7 N/A 2020 -1 As Provided APR2020

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No Teacher Attitudes Early Reading Reading Instruction Phonics Primary Education Elementary Education Special Education Teachers College Faculty Teacher Educators Teacher Education Programs Elementary School Teachers Literacy Education Teaching Methods Cues Time Beginning Reading Books Phoneme Grapheme Correspondence Teacher Competencies Knowledge Level Reading Comprehension Phonemic Awareness Reading Fluency Vocabulary Development Word Recognition Reading Materials Independent Reading Phonemes Syllables Kurtz, Holly Lloyd, Sterling Harwin, Alex Chen, Victor Furuya, Yukiko Reports - Research Numerical/Quantitative Data Editorial Projects in Education (EPE), Education Week Research Center English Early Childhood Education Elementary Education Primary Education Higher Education Postsecondary Education In fall of 2019, the EdWeek Research Center set out to gain a clearer sense of nationwide teacher and teacher education perceptions and practices by sending out two surveys about topics related to early reading instruction, especially as it related to phonics. One survey was taken by 674 K-2 and elementary special education teachers who indicated that they had taught children how to read. The other was taken by 533 postsecondary instructors who indicated that they had taught courses on how to teach students to read. This report examines survey findings. ED603183 Early Reading Instruction: Results of a National Survey Editorial Projects in Education 2020-00-00 Education Writers Association 42 Editorial Projects in Education, Inc.. 6935 Arlington Road Suite 100, Bethesda, MD 20814. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: library@epe.org; Web site: http://www.edweek.org/rc/collections/otherreports.html?intc=main-footer N/A https://www.edweek.org/media/ed%20week%20reading%20instruction%20survey%20report-final%201.24.20.pdf 2020 -1 As Provided APR2020

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Yes Preschool Teachers Child Caregivers Teacher Competencies Caregiver Attitudes Parenting Skills Knowledge Level Child Care Centers Family Environment Outcomes of Education Caronongan, Pia Moiduddin, Emily Atkins-Burnett, Sally Niland, Katherine Kharsa, Miranda Information Analyses Reports - Research Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) Mathematica Policy Research, Inc. English Early Childhood Education Preschool Education Although the first three years of a child's life are a distinct developmental period, little information is available about the specific knowledge, skills, and other attributes (that is, competencies) that are essential to the practice of teaching and caring for infants and toddlers (I/T) and are needed to support optimal development. Identifying the competencies essential to a given profession may help to provide a common language and lens for assessing job performance and provide a clear structure for professional growth and development. The goal of this review was to examine what is known about the links between I/T teacher or caregiver competencies and outcomes in several areas (child, family, teacher/caregiver, classroom, and/or program). Specifically, the authors aimed to answer the following research questions: (1) What competencies of I/T teachers and caregivers have been examined in the literature?; (2) What does evidence say about associations between I/T teacher and caregiver competencies and child, family, teacher/caregiver, classroom, and/or program outcomes?; and (3) Where are the gaps in the knowledge base pertaining to connections between I/T teacher/caregiver competencies and outcomes? This review suggests that the knowledge base pertaining specifically to links between I/T teacher or caregiver competencies and outcomes is currently limited in scope. Although many studies focus on describing competencies, the literature search yielded only 30 studies conducted in the United States in or after 2008 that examined associations between I/T teacher or caregiver competencies and outcomes. Although there is variation in the competencies and outcomes addressed in the studies reviewed, there are several gaps in the recent knowledge base pertaining to connections between teacher/caregiver competencies and outcomes: (1) The available research specific to I/T teachers and caregivers in group settings does not yet fully support the content included in existing competency frameworks targeted to this population; and (2) Much of the existing literature simultaneously examines the contributions of multiple competencies within a particular domain (e.g., a combination of knowledge, skills, or other attributes that support children's socioemotional development) to outcomes. ED602848 Competencies of Infant and Toddler Teachers and Caregivers: A Review of the Literature. OPRE Report 2019-94 Administration for Children & Families 2019-10-00 68 Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/ N/A 2020 -1 ERIC APR2020 HHSP233201500035I HHSP23337021T

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Yes Scholarship Communication (Thought Transfer) Peer Evaluation Access to Information Faculty Publishing Electronic Publishing Electronic Libraries Faculty Evaluation Research Universities Copyrights Organizational Change King, C. Judson Reports - Evaluative University of California, Berkeley. Center for Studies in Higher Education English Higher Education Postsecondary Education Movement to fully open-access electronic scholarly publication has been hampered by the conflicting interests of universities, private publishers, researchers themselves, and those who fund research. The situation interacts strongly with traditions regarding peer review and the ways in which researchers establish stature within their fields. Progress to date has led to seemingly awkward and probably transient systems of dual publication or dual publication status, including green, gold, and hybrid open access. There are also efforts to establish pay-to-publish as the standard model to replace pay-to-read. The ultimate situation should be immediate open-access electronic posting of results of all research, with pre-posting peer reviews solicited by the author rather than a journal editor, following any institutional policies regarding the type and amount of pre-publication peer review. There could then also be publications and/or web sites that harvest among posted articles selectively for further attention and may be fee-based, but open-access would be the primary and recognized form of publication. There are several things that research universities can do to encourage this transition. One is to provide or arrange for services to facilitate preparation and posting of articles and books in open-access repositories. Another is to make the contents of repositories readily discoverable in searches. The provost should be a central actor toward these ends, since faculty matters, the library, institutional publishing services, and often computing typically report to the provost. A provost can encourage policies for reviews of faculty members that do not consider pre-publication peer reviews and measures of journal quality and which instead give more attention to cumulative and integrated accomplishments than to individual papers. Shared governance provides useful ways of working with the faculty to promote recognition of the value of online, open-access publication. Engaging the interests and support of the most intellectually respected and senior faculty members can be particularly helpful. ED602849 Scholarly Communication and Peer Review: Moving towards Utopia. Research &amp; Occasional Paper Series: CSHE.4.19 Center for Studies in Higher Education 2019-07-00 9 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2020 -1 As Provided APR2020

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No Academically Gifted Equal Education Disproportionate Representation Screening Tests Talent Identification Socioeconomic Status Access to Education Racial Differences Ethnicity Poverty Disadvantaged Youth Geographic Location School District Size Geographic Regions Elementary Secondary Education Teacher Competencies Kurtz, Holly Lloyd, Sterling Harwin, Alex Chen, Victor Furuya, Yukiko Reports - Research Numerical/Quantitative Data Editorial Projects in Education (EPE), Education Week Research Center English Elementary Secondary Education In the spring of 2019, the EdWeek Research Center conducted a survey of more than 1,200 K-12 gifted and talented teachers and coordinators to learn more about how districts and schools define, identify, serve, and instruct students in gifted and talented programs. A major objective was to gain a better understanding of the extent to which districts are experiencing and addressing issues related to the over or under-representation of specific student groups in gifted education. The findings suggest that gifted programs likely face serious equity-related challenges. ED603184 Gifted Education: Results of a National Survey Editorial Projects in Education 2019-00-00 Jack Kent Cooke Foundation 60 Editorial Projects in Education, Inc.. 6935 Arlington Road Suite 100, Bethesda, MD 20814. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: library@epe.org; Web site: http://www.edweek.org/rc/collections/otherreports.html?intc=main-footer N/A https://www.edweek.org/media/2019/11/25/gt%20survey%20report-final%2011.25.19.pdf 2020 -1 As Provided APR2020

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No Alternative Assessment Evaluation Methods Student Evaluation Spanish Speaking English Language Learners At Risk Students Mathematics Skills Learning Problems Language Usage Test Bias Elementary School Students Grade 1 Learning Disabilities Cho, Eunsoo Fuchs, Lynn S. Seethaler, Pamela M. Fuchs, Douglas Compton, Donald L. Reports - Research Wechsler Abbreviated Scale of Intelligence Wide Range Achievement Test EISSN- English Elementary Education Early Childhood Education Grade 1 Primary Education We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathematics measures and domain-general (language, reasoning) measures in English, and completed DA in their assigned language condition. At year's end, they were assessed on calculation and word-problem solving outcomes in English. Results from multi-group path models indicated that Spanish-DA mitigates the impact of ELs' language dominance on DA performance. Moreover, ELs' language dominance moderated DA's predictive validity differentially depending on DA language and type of outcome. Spanish-DA showed higher predictive validity in Spanish-dominant ELs than English-dominant ELs when predicting calculations but not word-problem solving. English-DA was predictive for both outcomes, regardless of ELs' language dominance. [This paper will be published in &quot;Journal of Learning Disabilities.&quot;] ED603185 Dynamic Assessment for Identifying Spanish-Speaking English Learners&apos; Risk for Mathematics Disabilities: Does Language of Administration Matter? Grantee Submission 2019-10-09 Department of Education (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 42 T 2020 -1 As Provided APR2020 Yes R324A090039 2P20HD075443 2R01HD053714 HD15052

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Yes Competency Based Education Student Centered Learning Learner Engagement Outcomes of Education Student Characteristics Online Courses Vocational Education High School Students Instructional Program Divisions Individualized Education Programs College Entrance Examinations Scores Rural Schools State Standards Program Implementation Mastery Learning Student Evaluation Lecture Method Grading Social Development Emotional Development Educational Change Parent Attitudes Teacher Attitudes Student Attitudes Skill Development Shakman, Karen Foster, Brandon Khanani, Noman Marcus, Jill Cox, Josh Reports - Research Tests/Questionnaires Maine SAT (College Admission Test) Education Development Center, Inc. (EDC) English High Schools Secondary Education Higher Education Postsecondary Education Student-centered learning encompasses four overlapping and complementary principles (JFF, 2014): competency-based progression, personalization, flexibility in where and when learning takes place, and facilitation of key skills and dispositions such as agency and ownership. To date, few studies have attempted to quantitatively characterize implementation of student-centered learning in order to investigate the relationship between variability in implementation and student outcomes--particularly outcomes among high-need student subgroups (Steele, Lewis, Santibañez, et al., 2014). Education Development Center (EDC) partnered with 10 districts in rural Maine that were in the process of implementing the state's requirement that students graduate with a proficiency-based diploma, to study students' exposure to student-centered, proficiency-based education and the relationship between exposure and student academic performance and engagement. Using Latent Profile Analysis, a statistical technique used to uncover hidden subgroups (i.e., latent profiles) based on the similarity with which a group of individuals responds to a set of survey questions, we found that three distinct proficiency-based education (PBE) exposure profiles existed, in similar proportions across all the participating schools and within every school. Analyses of district level administrative data showed that having an IEP was associated with higher exposure to PBE practices but that other student characteristics, including free and reduced-price lunch status and gender were not associated with more exposure to PBE practices. We also observed a positive relationship between exposure to PBE practices and increased levels of student engagement, and a negative association between exposure to PBE practices and SAT scores. Finally, qualitative analyses revealed that implementation to date has largely focused on identifying graduation standards and implementing new proficiency-based grading practices, with traditional classroom practices still fairly commonplace. [The Education Development Center (EDC) conducted this study as part of the Student-Centered Learning Research Collaborative's initial cycle of research.] ED603186 &quot;In Theory It&apos;s a Good Idea&quot;: Understanding Implementation of Proficiency-Based Education in Maine Education Development Center, Inc. 2018-00-00 Nellie Mae Education Foundation 119 Education Development Center, Inc. 43 Foundry Avenue, Waltham, MA 02453. Tel: 617-969-7100; Fax: 617-969-5979; e-mail: contact@edc.org; Web site: http://ltd.edc.org N/A 2020 -1 As Provided APR2020

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Yes Liberal Arts Higher Education Universities Educational Change Educational History Fallon, Daniel Reports - Evaluative University of California, Berkeley. Center for Studies in Higher Education English Higher Education Postsecondary Education Driven by a shift in the political economy towards knowledge and information, and by the emergence of mass higher education, the historic central value of the liberal arts to the contemporary university is endangered. This essay presents an analysis of the current status of the university and asserts the value of the liberal arts to the covenant that sustains it. A history of the origin of the contemporary university, along with its dependence upon the liberal arts, is outlined. Finally, a definition of the liberal arts for the contemporary university is proposed, along with suggestions for models that could incorporate it. The argument concludes with a plea for anchoring university life in commitment to a modern understanding of the value of the liberal arts for faculty, students, and society. ED602850 The Origins and Continued Centrality of the Liberal Arts. Research &amp; Occasional Paper Series: CSHE.5.2019 Center for Studies in Higher Education 2019-07-00 8 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2020 -1 As Provided APR2020

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No STEM Education Primary Education Preschool Education Developmentally Appropriate Practices Learner Engagement Executive Function 21st Century Skills Interdisciplinary Approach Equal Education Access to Education Student Diversity Information Dissemination State Standards Statewide Planning Teacher Education Teacher Competencies Principals Leadership Responsibility Professional Development Curriculum Development Teaching Methods Evaluation Methods Zinth, Jennifer Weyer, Matt Atchison, Bruce Reports - Descriptive Iowa Nevada Education Commission of the States English Early Childhood Education Elementary Education Primary Education Preschool Education States have often introduced programs supporting science, technology, engineering and math in the secondary grades. Yet the evidence of STEM's positive impact on young children's development makes a compelling case for engaging learners in pre-K through third grade in consistent, authentic and high-quality STEM experiences. High-quality P-3 STEM learning need not -- and should not -- be viewed as an add-on to an already crowded set of learning objectives. Instead, states can integrate early STEM opportunities to advance developmentally appropriate practice and young learners' growth in literacy and numeracy, executive function and 21st century skills. This Policy Guide, informed by experts in early education and STEM fields, identifies policies and actions a state can adopt to bring STEM opportunities to the early grades. ED602851 Enhancing STEM in P-3 Education. Policy Guide Education Commission of the States 2020-01-00 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 2020 -1 ERIC APR2020

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Yes Computer Assisted Instruction Educational Technology Remedial Mathematics Two Year Colleges Colleges Two Year College Students College Students Public Colleges Program Effectiveness Teaching Methods Mathematics Achievement Academic Persistence Graduation Rate Conventional Instruction Lecture Method Gender Differences Age Differences Scores College Entrance Examinations Boatman, Angela Reports - Research Tennessee ACT Assessment Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR) Columbia University, Community College Research Center MDRC English Higher Education Postsecondary Education Two Year Colleges Under a hybrid emporium instructional model, students primarily learn content and skills at their own pace through a computer-based platform; during class time, faculty serve more as tutors facilitating individual learning rather than as traditional lecturers. This study evaluates the adoption of this technology-centered instructional model in developmental math courses at public two- and four-year colleges in Tennessee. Using nine years of student enrollment and transcript data (2006-07 to 2015-16) provided by the Tennessee Board of Regents, this paper examines the effects of technology-centered instruction in developmental math courses on students' course pass rates, persistence rates, and completion rates, compared to students' outcomes in traditional lecture-based developmental math courses. While much of the prior research on the effects of technology-centered instruction has applied to students from a wide range of academic backgrounds, the primary objective of this paper is to discern whether technology-centered instruction is helpful (or harmful) for students who are academically underprepared for college. Using a difference-in-differences analytic model to exploit variations in institutions' timelines in adopting the hybrid emporium model, I find that, for community college students, being assigned to a technology-centered developmental math course led to lower pass rates in their first college-level math course, fewer cumulative credits earned over time, and a lower likelihood of earning an associate degree within six years, as compared to students assigned to traditional developmental math courses. At four-year colleges, the adoption of this new instructional model resulted in a higher percentage of students passing their developmental math courses and thus spending fewer terms in developmental math. However, the pass rates of these students in their first college-level math courses were lower than those of students who were assigned to traditional developmental math courses. The magnitude of the effects varied by gender, age, and ACT math score. ED602852 Computer-Based Math Remediation: Evidence from Technology-Centered Instruction in Two-Year and Four-Year Colleges. A CAPR Working Paper Center for the Analysis of Postsecondary Readiness 2019-11-00 Institute of Education Sciences (ED) 51 Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org N/A 2020 -1 As Provided APR2020 Yes R305C140007

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No Individualized Instruction Teacher Attitudes Elementary Secondary Education Teacher Surveys National Surveys Program Implementation Technology Uses in Education Faculty Development Educational Practices Elementary School Teachers Secondary School Teachers Educational Improvement Kurtz, Holly Lloyd, Sterling Harwin, Alex Chen, Xinchun Furuya, Yukiko Reports - Research Numerical/Quantitative Data Editorial Projects in Education (EPE), Education Week Research Center English Elementary Secondary Education Elementary Education Secondary Education To better understand the practices that teachers employ to personalize instruction and the attitudes or experiences that shape those strategies, the EdWeek Research Center surveyed nearly 600 pre-K-12 teachers. The nationally-representative survey, conducted in July and August of 2019, gauges teachers' overall attitudes on the personalized learning movement. It also examines their views and experiences regarding several key factors affecting implementation: technology's role, professional development and support, and day-to-day classroom practices. ED603187 Personalized Learning: Results of a National Survey Editorial Projects in Education 2019-12-00 Chan Zuckerberg Initiative 31 Editorial Projects in Education, Inc.. 6935 Arlington Road Suite 100, Bethesda, MD 20814. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: library@epe.org; Web site: http://www.edweek.org/rc/collections/otherreports.html?intc=main-footer N/A https://www.edweek.org/media/personalized-learning-national-survey-education-week-research-center.pdf 2020 -1 As Provided APR2020

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Yes Computer Simulation Artificial Intelligence Role Playing Teaching Methods Preservice Teachers Preservice Teacher Education Skill Development Responses Intervention Bullying Instructional Effectiveness Interpersonal Communication Computer Mediated Communication Communication Skills Nonverbal Communication Undergraduate Students Classroom Techniques Elementary Education Education Majors Video Technology Schussler, Deborah Frank, Jennifer Lee, Tsan-Kuang Mahfouz, Julia Journal Articles Reports - Research EISSN- English Higher Education Postsecondary Education Elementary Education Nearly one in three students in the United States today is negatively impacted by bullying. Teachers can play a critical role in stopping bullying-related violence, but many struggle with how to engage students in difficult conversations. Traditional classroom-based pedagogy used to teach communication skills (e.g., modeling &amp; role-play) is inefficient and limited in scope. Recent advances in Artificial Intelligence have resulted in the development of virtual pedagogical agents designed to simulate authentic conversations and can be leveraged to teach vital communication skills. This exploratory study examines the effectiveness of a &quot;virtual role-play&quot; (VRP) tool developed to help teacher candidates effectively respond to classroom bullying by providing them with opportunities to engage in repeated, authentic practice conversations. We hypothesized that practice in simulated conversations provided by VRP would improve teacher candidates' communication skills by improving their fluency in responding to classroom bullying. Our findings revealed that the repeated practice afforded by VRP improved candidates' fluency by helping them focus on more refined word choice, reducing their reliance on written notes, and improving their nonverbal skills. Implications regarding use of VRP to prepare candidates to communicate in bullying situations are discussed. [This article was published in &quot;Journal of Technology and Teacher Education&quot; (EJ1130990).] ED603188 Using Virtual Role-Play to Enhance Teacher Skills in Responding to Bullying Grantee Submission Journal of Technology and Teacher Education v25 n1 p91-120 2017 2017-00-00 Institute of Education Sciences (ED) 30 T http://www.learntechlib.org/p/173571 2020 -1 As Provided APR2020 Yes R305A150391

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Yes Employment Qualifications Doctoral Programs Graduate Students Career Readiness Educational Quality Foreign Countries Computer Assisted Testing Educational Technology Evaluation Methods Creativity Skill Development Administrator Qualifications Career Guidance Lifelong Learning Higher Education Barriers Child Rearing Parenting Styles Cultural Influences Textbook Preparation Textbooks English (Second Language) Phenomenology Teaching Methods Architectural Education Individualized Instruction Student Development Competence Business English Educational Research Multicultural Education Cultural Awareness Teacher Competencies Marine Education Student Projects Specialists Special Education Teachers Crisis Management Disabilities Outcomes of Education Geographic Regions Teacher Education Mathematics Instruction Information Technology History Multimedia Instruction Second Language Instruction Self Determination Adolescents Agricultural Occupations Behavior Language Usage Academic Language German Code Switching (Language) Islam Languages Computer Software Dictionaries Verbs Finno Ugric Languages Internet Archives Philosophy Novels Time Vowels Migration Grammar Translation Writing (Composition) Collected Works - Proceedings Slovakia Russia Kazakhstan Poland Czech Republic Croatia ISSN-2603-4107 NORDSCI English Higher Education Postsecondary Education This volume includes two sections of the 2018 NORDSCI international conference proceedings: (1) Education and Educational Research; and (2) Language and Linguistics. Education and Educational Research includes 22 papers relating to scientific topics in the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 13 papers covering scientific topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. ED603189 NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1 NORDSCI 2018-00-00 978-619-7495-01-0 333 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 ERIC APR2020

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Yes American Indian Education American Indians Alaska Natives Early Intervention Tribes Culturally Relevant Education Language Usage Test Construction Instructional Materials American Indian Culture Early Childhood Education Reports - Research Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) English Early Childhood Education The American Indian and Alaska Native Head Start Family and Child Experiences Survey 2015 (AI/AN FACES 2015) is the first national descriptive study of children and families enrolled in Head Start programs operated by federally recognized tribes. AI/AN FACES 2015 was informed by a workgroup comprised of Region XI Head Start directors, researchers from universities and Mathematica Policy Research (which conducted the study), and federal officials from the Administration for Children and Families. The workgroup members, in particular the Region XI Head Start directors, urged that the study capture the cultural experiences in the classroom in addition to using more common measures of classroom experiences. An observational measure of culture and language in Native classrooms did not exist, so the study team collaborated with workgroup members to develop an observational measure of Native culture and language in the classroom. The Native Culture &amp; Language in the Classroom Observation (NCLCO) records the types of culturally significant materials that surround children in Region XI Head Start classrooms and can capture information on materials' use. The workgroup provided suggestions and feedback on types of items to include in the NCLCO, as well as examples of each item type listed in the final measure. [Written by the AI/AN FACES 2015 Workgroup.] ED602853 Introducing the Native Culture &amp; Language in the Classroom Observation (NCLCO). OPRE Report 2019-85 Administration for Children & Families 2019-11-00 2 Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/ N/A 2020 -1 ERIC APR2020

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Yes Colleges Higher Education College Students Foreign Students Student Needs Interpersonal Relationship Identification (Psychology) Acculturation Language Usage Religion Student Experience College Environment Leisure Time Housing Transportation Food Student Satisfaction College Role Student Attitudes Immigration Academic Support Services Expectation Geographic Regions Racial Discrimination Skinner, Makala Luo, Ning Mackie, Chris Reports - Research World Education Services (WES) English Higher Education Postsecondary Education Amid increased global competition for student enrollments and decreased international student interest in the U.S., Stateside HEIs [higher education institutions] are beginning to grasp the importance of international student experiences on their campuses. In the face of such pressures, some institutions are recognizing how current international students can potentially be their greatest asset: If the students have positive experiences, they can be effective brand ambassadors. To provide insight into international student experiences, WES [World Education Services] Research conducted a survey of 1,921 current students and recent graduates and consulted with 24 current students through an online focus group. The resulting report, based on data collected in 2019, provides an overview of student perceptions regarding: (1) Relationships with fellow students, faculty, and administrative staff; (2) Issues of identity and acculturation, including language and religion; (3) Daily life on and off campus, including housing, student activities, transportation, food, and more; and (4) Overall satisfaction with their experience at their institution and in the U.S. The report also includes recommendations for how institutions can better serve international students. ED602854 Are U.S. HEIs Meeting the Needs of International Students? Report 11 World Education Services 2019-11-00 43 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 2020 -1 As Provided APR2020

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Yes Alumni Donors Private Financial Support Higher Education Educational Finance Philanthropic Foundations Corporate Support Research Student Financial Aid College Athletics Departments Reports - Research Council for Advancement and Support of Education English Higher Education Postsecondary Education According to 2018 research conducted by APM Research Lab, the research arm of the nonprofit public radio organization American Public Media, most Americans believe that government funding for higher education has increased or at least held firm over the last ten years. That is not the case, however. According to the Center on Budget and Policy Priorities (CBPP), inflation-adjusted state funding of higher education declined $9 billion over the past decade. Philanthropic support of higher education comes from a range of sources, including corporations, foundations, religious organizations, parents of former and current students, friends of the institutions and alumni. Giving to higher education institutions by any source is increasingly important given declines in funding from other sources, such as from the states. This brief specifically examines alumni giving. It is part of a series based on data collected in Council for Advancement and Support of Education's Voluntary Support of Education (VSE) survey for fiscal 2018-the 2017-18 academic year. ED603190 Voluntary Support of Education: Trends in Alumni Giving. Research Brief Council for Advancement and Support of Education 2019-04-00 12 Council for Advancement and Support of Education. 1307 New York Avenue NW Suite 1000, Washington, DC 20005-4701. Tel: 202-328-2273; Fax: 202-387-4973; Web site: http://www.case.org N/A 2020 -1 ERIC APR2020

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Yes Program Effectiveness Mathematics Instruction Elementary School Mathematics Mathematics Achievement Effect Size Mathematics Curriculum Achievement Gains Diagnostic Tests Institutional Characteristics Student Characteristics Computer Assisted Testing Educational Technology Swain, Matthew Randel, Bruce Norman Dvorak, Rebecca Reports - Research EISSN- Human Resources Research Organization (HumRRO) English Elementary Education The purpose of this study was to evaluate the impact of using a combination of three Curriculum Associates' mathematics products: (a) &quot;i-Ready® Diagnostic,&quot; (b) &quot;i-Ready® Instruction,&quot; and (c) &quot;Ready® Mathematics Core Curriculum&quot; over use of &quot;i-Ready Diagnostic&quot; alone at grades K-5. Use of all three products in combination is referred to as the &quot;Blended Core Mathematics&quot; implementation. It was hypothesized student achievement on the &quot;i-Ready Diagnostic&quot; would be higher for students using &quot;Blended Core Mathematics&quot; with fidelity over use of &quot;i-Ready Diagnostic&quot; only. The Human Resources Research Organization (HumRRO), in collaboration with Century Analytics, implemented a quasi-experimental design (QED) at the level of rigor required to achieve a What Works Clearinghouse (WWC) rating of &quot;Meets WWC Group Design Standards with Reservations.&quot; Propensity score matching was used to identify a set of comparison schools and students demographically similar to &quot;Blended Core Mathematics&quot; treatment schools. To examine impact, hierarchical-linear modeling (HLM) was conducted separately at each grade with student-level baseline mathematics achievement and school-level baseline mathematics achievement and select school demographics as covariates. Results suggested students in the &quot;Blended Core Mathematics&quot; schools who were using the program as intended performed statistically significantly better than students in schools using &quot;i-Ready Diagnostic&quot; only. The effect sizes for four of the six grades (K, 1, 2, and 5) were greater than 0.25, which is considered a large effect in educational research (Lipsey et al., 2012). The following are appended: (a) Ready Blended Core Mathematics logic model; and (b) Complete HLM coefficients. [This report was prepared for Curriculum Associates.] ED603191 An Impact Evaluation of the &quot;Blended Core Mathematics&quot; Program for Elementary Grades. Final Report. No. 029 Online Submission 2019-09-18 22 N/A 2020 -1 As Provided APR2020

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Yes Predictor Variables Immigrants Skilled Workers Careers Success Individual Characteristics Educational Attainment Work Experience Employees Employment Level Barriers Job Satisfaction Employment Qualifications Employment Services Foreign Countries Age Differences Gender Differences Place of Residence Occupations Reports - Research Canada World Education Services (WES) English WES [World Education Services] conducted a survey-based study to examine predictors of skilled immigrants' career success. The authors examined the demographic characteristics of skilled immigrants as well as their experience and education, and studied how these factors affect their labour market outcomes. This report looked at: (1) Demographic characteristics, prior education, sector, years of experience, education level, and more; and (2) The extent to which employed respondents are doing work that is broadly commensurate with their previous education and experience. The report also includes the implications of these findings and identifies evidence gaps that require further research. [Ilene Hyman and Michelle Goldberg contributed to the data analysis, synthesis, and writing of this report.] ED602857 Who Is Succeeding in the Canadian Labour Market? Predictors of Career Success for Skilled Immigrants World Education Services 2019-00-00 34 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 2020 -1 As Provided APR2020

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No Preschool Children Spanish Speaking English (Second Language) Second Language Learning Program Effectiveness Oral Language Language Skills Vocabulary Receptive Language Expressive Language Listening Comprehension Preschool Education Intervention Language of Instruction Bilingual Education Early Intervention Story Reading Recall (Psychology) Grammar Spencer, Trina D. Moran, Meghan Thompson, Marilyn S. Petersen, Douglas B. Restrepo, M. Adelaida Reports - Research Clinical Evaluation of Language Fundamentals EISSN- English Early Childhood Education Preschool Education The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. Participants were 3-5 year old children (n = 81) who were learning English and whose home language was Spanish. Across the school year, classroom teachers in the treatment group delivered large group lessons in English to the whole class twice per week. For a Tier 2 intervention, teachers delivered small group lessons four days a week, alternating the language of intervention daily (Spanish, then English). Group post-test differences were statistically significant with moderate to large effect sizes favoring the treatment group on all English proximal measures and on three of the four Spanish proximal measures. Treatment group advantages were observed on Spanish and English norm-referenced standardized measures of language (except vocabulary), and a distal measure of language comprehension. [This paper was published in &quot;AERA Open&quot; v6 n1 p1-16 Jan-Mar 2020.] ED602858 Early Efficacy of Multitiered Dual Language Instruction: Promoting Preschoolers&apos; Spanish and English Oral Language Grantee Submission 2020-00-00 Institute of Education Sciences (ED) 55 T 2020 -1 As Provided APR2020 Yes R305A140093

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Yes School Counseling College Students Mental Health Access to Health Care School Health Services Health Needs Guidance Centers Counseling Effectiveness Counseling Services Student Needs Enrollment School Size Suicide Trauma Violence Substance Abuse Depression (Psychology) Anxiety Stress Variables Eating Disorders Psychological Patterns Family Environment Interpersonal Relationship Reports - Evaluative Numerical/Quantitative Data Pennsylvania State University, Center for Collegiate Mental Health (CCMH) English Higher Education Postsecondary Education The 2019 Annual Report summarizes data contributed to the Center for Collegiate Mental Health (CCMH) during the 2018-2019 academic year, beginning July 1, 2018 and ending on June 30, 2019. De-identified data were contributed by 163 college and university counseling centers, describing 207,818 unique college students seeking mental health treatment, 4,059 clinicians, and 1,580,951 appointments. The following are key findings and implications contained in this year's report: (1) To better measure comparable staff levels and related impacts across counseling centers nationally, CCMH developed the Clinical Load Index (CLI) during the 2018-2019 year with support from the Association for University and College Counseling Center Directors (AUCCCD) and International Accreditation of Counseling Services (IACS). The CLI provides each counseling center with a standardized and comparable score that can be thought of as &quot;clients per standardized counselor&quot; (per year) or the &quot;standardized caseload&quot; for the counseling center; and (2) Findings demonstrated that higher CLI scores are associated with the following: (1) Institutions with larger enrollments and counseling centers that serve more unique students; (2) The provision of significantly lower treatment dosages (fewer appointments with more days between appointments); and (3) Significantly less improvement in depression, anxiety, and general distress by students receiving treatment. [Additional support for this research comes from the collaborative efforts of approximately 600 university and college counseling centers and the Penn State University Counseling and Psychological Services. For the 2018 report, see ED592771.] ED602859 Center for Collegiate Mental Health (CCMH) 2019 Annual Report. Publication No. STA 20-244 Center for Collegiate Mental Health 2020-01-00 Association for University and College Counseling Center Directors (AUCCCD) Titanium Software, Inc. Pennsylvania State University, Student Affairs 36 Center for Collegiate Mental Health. Tel: 814-865-1419; e-mail: CCMH@psu.edu; Web site: http://ccmh.psu.edu/ N/A 2020 -1 ERIC APR2020

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Yes Grade 2 Coaching (Performance) Reading Instruction Elementary School Teachers Program Implementation Program Effectiveness Reading Achievement Elementary School Students Professional Development Administrator Attitudes Teacher Attitudes Reading Tests Capacity Building Emergent Literacy Young Children Time Management Reports - Evaluative New York (New York) Gates MacGinitie Reading Tests New York City Department of Education, Research and Policy Support Group (RPSG) English Early Childhood Education Elementary Education Grade 2 Primary Education The Universal Literacy initiative's goal is to have all students reading on grade level by the end of the second grade, by 2026. The initiative takes a research-based, capacity-building approach by training educators to become Reading Coaches, who work with K-2 teachers individually and in groups on how to effectively teach children to read. Working in partnership with the Early Literacy team, researchers conducted evaluation activities for the initiative. The main purposes of the SY 2017-18 Year 2 (Y2) evaluation were to: (1) Track metrics about the initiative's reach; (2) Learn about the initiative's implementation, in order to: (a) Provide formative results that the program team can use to inform planning and improvement; and (b) Document successes and challenges related to implementation and sustainability; and (3) Analyze early impacts, including the extent to which the presence of a reading coach influences the reading scores of Grade 2 students. ED603192 Universal Literacy: Year 2 Evaluation Summary Report, SY 2017-18 New York City Department of Education 2020-00-00 24 New York City Department of Education. 52 Chambers Street, New York, NY 10007. e-mail: RPSGResearch@schools.nyc.gov; Web site: http://schools.nyc.gov/default.htm N/A 2020 -1 ERIC APR2020

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Yes Faculty Mobility Minority Group Teachers Barriers Teacher Persistence Minority Group Students Disproportionate Representation Educational Change Educational Strategies Case Studies Teacher Attitudes Administrator Attitudes Elementary Secondary Education School Districts Teacher Administrator Relationship Dixon, Davis Griffin, Ashley Teoh, Mark Reports - Evaluative Education Trust English Elementary Secondary Education Studies consistently show that teachers of color matter for all students, and especially for students of color. Yet, the proportion of teachers of color in the workforce continues to lag far behind the share of students of color in our schools. Recruiting teachers of color only gets them into the building. We must pay equal, if not more, attention to their retention to make long-lasting change in the diversity of the workforce. This is why Teach Plus and The Education Trust set out to learn why teachers of color are leaving schools, what teachers of color believe would help solve the turnover problem, and what strategies exist in schools and school systems that are intentionally working to bring about change. &quot;If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover&quot; examines the challenges teachers of color face as they navigate the profession and zeroes in on the solutions adopted by schools working to retain faculty of color. [This report was co-published with Teach Plus.] ED603193 If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover Education Trust 2019-00-00 32 Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/ N/A 2020 -1 As Provided APR2020

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Yes Accountability Access to Education Higher Education College Students Educational Legislation Federal Legislation Equal Education Standards Low Income Students Minority Group Students Evidence Based Practice Elliott, Kayla C. Jones, Tiffany Reports - Descriptive Higher Education Act 1965 Education Trust English Higher Education Postsecondary Education As Congress considers reauthorizing the Higher Education Act (HEA), there is an opportunity to implement a holistic accountability system that invests in equity, holds campuses responsible, and protects students and families. Recent efforts to increase access to higher education have narrowed gaps in enrollment for students from low-income families and students of color, but gaps in degree attainment persist. Fortunately, research has consistently shown that, with concentrated and concerted efforts, with the support of willing leaders and alignment of policy and resources, institutions can close completion gaps for low-income students and students of color. Ed Trust advocates a holistic approach to accountability that will help ALL of higher education serve ALL students better. In this report, Ed Trust makes five recommendations to help Congress achieve this goal. ED603194 Creating Accountability for College Access and Success: Recommendations for the Higher Education Act and Beyond Education Trust 2019-00-00 9 Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/ N/A 2020 -1 ERIC APR2020

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Yes Teacher Education Programs Reading Instruction Program Evaluation Undergraduate Study Graduate Study Teaching Methods Alternative Teacher Certification Teacher Effectiveness Program Improvement Phonological Awareness Reading Fluency Phonics Vocabulary Development Reading Comprehension Educational Quality Knowledge Base for Teaching National Competency Tests Reports - Research Mississippi Utah Arkansas Delaware Florida Idaho Louisiana Minnesota New Hampshire Ohio Oklahoma Vermont Wisconsin National Assessment of Educational Progress National Council on Teacher Quality English Higher Education Postsecondary Education New data and analysis from the National Council on Teacher Quality finds significant progress on the science of reading instruction in teacher preparation. For the first time since NCTQ began publishing program ratings in its 2013 Teacher Prep Review, the number of programs in the nation to embrace reading science has crossed the halfway mark, with 51 percent of 1,000 evaluated traditional elementary teacher preparation programs across the country now earning an A or B grade for their coverage of the key components of the science of reading--up from just 35 percent seven years ago. [A list of &quot;Teacher Prep Review&quot; sponsors can be found on page 2 of the PDF.] ED602860 2020 Teacher Prep Review: Program Performance in Early Reading Instruction National Council on Teacher Quality 2020-00-00 20 National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org N/A 2020 -1 As Provided APR2020

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Yes Student Diversity College Admission Affirmative Action Holistic Approach Disproportionate Representation Minority Group Students College Applicants Admission Criteria Enrollment Influences Eligibility Campuses Undergraduate Students Race Enrollment Management Research Universities Public Colleges High School Graduates Bleemer, Zachary Reports - Evaluative California (Berkeley) California (Los Angeles) California (San Diego) California (Irvine) California (Riverside) California (Santa Barbara) University of California, Berkeley. Center for Studies in Higher Education English Higher Education Postsecondary Education High Schools Secondary Education There is considerable interest in the impact of policy alternatives to race-based affirmative action (AA) on under-represented minority (URM) university enrollment. Widely-implemented alternatives include percent plans, which guarantee admission to top high school students, and holistic review, in which applications are evaluated on a comprehensive set of merits. This study estimates each policy's URM enrollment effect at the University of California (UC). Difference-in-difference estimates show that AA increased annual UC URM enrollment by more than 700 students (12%), and by more than 60% at the Berkeley and UCLA campuses. Three years after UC's AA program ended in 1998, UC guaranteed admission to the top 4 percent of students from each California high school under its Eligibility in the Local Context program. Extrapolation from a regression discontinuity design shows that ELC increased total URM enrollment among applicants annually by about 250, or 3.5%, primarily at three UC campuses. ELC largely ceased impacting UC enrollment after a 2012 reform, but triple-difference estimates show that several campuses' simultaneous switches to holistic review prevented URM enrollment decline. Six UC campuses have implemented holistic review, with an event study suggesting that each implementation increased URM enrollment at that campus by about 10%, though some enrollees were pulled from other UC campuses. While AA had a larger effect on URM enrollment than percent plans or holistic review, the latter policies have substantively mitigated URM enrollment declines at some UC campuses following AA's prohibition. [The author received additional financial support for this study from the Institute for Research on Labor and Employment.] ED602861 Diversity in University Admissions: Affirmative Action, Percent Plans, and Holistic Review. Research &amp; Occasional Papers Series: CSHE.6.2019 Center for Studies in Higher Education 2019-07-00 University of California, Office of the President 24 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2020 -1 As Provided APR2020

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Yes Hispanic American Students African American Students Access to Education Equal Education Advanced Courses Elementary Secondary Education Barriers Racial Bias Ethnicity State Policy School Districts Leadership Responsibility Success Disproportionate Representation Minority Group Students Academically Gifted Advanced Placement Programs State Government Government Role Patrick, Kayla Socol, Allison Morgan, Ivy Reports - Evaluative North Carolina New York Maryland Education Trust English Elementary Secondary Education In this report, the authors examine the many ways Black and Latino students are locked out of the advanced coursework opportunities that can set them up for success in college and careers. Herein, they paint a picture at both national and state levels of how these students are denied access to meaningful advanced coursework opportunities, from elementary to middle to high school. They also diagnose the particular types of barriers standing in their way and offer actionable solutions for state, district, and school leaders to address those barriers. In some instances, the problem is that Black and Latino students attend a school without any advanced courses; in others, they attend a school that enrolls too few students in advanced coursework overall, or one with inequitable course assignment, meaning Black and Latino students in particular are being denied access to courses. Also, within a particular state, the problems are often different for Black students than Latino students. In all cases, the authors argue that unearthing these barriers to opportunity will help state leaders pursue targeted solutions that will actually move the needle for both groups of students. ED603195 Inequities in Advanced Coursework: What&apos;s Driving Them and What Leaders Can Do Education Trust 2020-01-00 32 Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/ N/A 2020 -1 ERIC APR2020

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Yes Money Management Public Agencies Federal Government Outreach Programs Reports Futures (of Society) Financial Needs College Readiness Career Readiness Access to Information Disadvantaged Retirement Youth Older Adults Decision Making Public Policy Children Young Adults Program Descriptions Reports - Research Financial Literacy and Education Commission (FLEC) English Since its establishment in 2003, the Financial Literacy and Education Commission (FLEC) has coordinated the federal government's efforts in promoting financial literacy, education and capability. The FLEC manages its activities collaboratively, focusing on direct education and outreach, supporting practitioners, and promoting research and evaluation. The Strategy for Assuring Financial Empowerment (SAFE) Report 2016 highlights the actions taken by FLEC in the past year. Continuing its strategic focus of &quot;Starting Early for Financial Success,&quot; the FLEC has concentrated on reaching children, youth and young adults at the early stages of life to help them prepare for their financial futures. This work and this 2016 Report have been organized into three broad categories: financial capability and college and career readiness for young people; starting early for financial stability and long-term savings and investing; and research and evaluation. In each of these sections, recent federal financial education materials and actions are described. Special attention is focused on historically underserved communities that have lacked access to financial literacy materials and education. Following these sections, this report provides other updates on FLEC's work for the last year and the plan for the year ahead. ED603196 Strategy for Assuring Financial Empowerment (SAFE) Report US Financial Literacy and Education Commission 2016-00-00 26 US Financial Literacy and Education Commission. Web site: http://mymoney.gov/ N/A 2020 -1 ERIC APR2020

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Yes Teaching Methods Educational Technology Mathematics Instruction Computer Assisted Instruction College Students Developmental Studies Programs Blended Learning Instructional Materials Acceleration (Education) Individualized Instruction Educational Innovation Power Structure Teacher Student Relationship Remedial Mathematics Boatman, Angela Kramer, Jenna W. Reports - Research Tests/Questionnaires Tennessee Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR) Columbia University, Community College Research Center MDRC English Higher Education Postsecondary Education Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework. Prior research has shown that instructional environment and classroom experience influence student development and outcomes. Consequently, when courses transition to technology-driven instruction, a logical concern on the part of faculty and administrators is the effect on the quality of the academic experience among students. Under a hybrid emporium model, students primarily receive instruction from a computer-based platform rather than from a faculty member delivering content in front of the classroom. This paper examines how students experience a newly adopted, hybrid emporium model for developmental math coursework. We conducted focus groups with students at six public colleges in Tennessee and find that students enrolled in hybrid emporium developmental math courses reported that the instructional model contributes to lowered barriers to math by increasing cognitive and social accessibility. In spite of prior academic challenges, students perceived math content and their faculty to be more accessible in the computer-driven model than in traditional lecture classes. We discuss these findings in light of recent research suggesting technology-driven instruction does not improve math performance. ED602862 Content and Connections: Students&apos; Responses to a Hybrid Emporium Instructional Model in Developmental Mathematics. A CAPR Working Paper Center for the Analysis of Postsecondary Readiness 2019-11-00 Institute of Education Sciences (ED) 43 Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org N/A 2020 -1 As Provided APR2020 Yes R305C140007

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No Childrens Rights Reading Advocacy Access to Education Educational Quality Reading Instruction Equal Education Guidelines Literacy Education School Libraries Family Involvement Community Involvement Independent Reading Faculty Development Educational Finance Wicht, Sarah Guides - Non-Classroom International Literacy Association (ILA) English Literacy and access to quality literacy instruction and resources is an issue of equity and an issue of social justice. Being literate represents the difference between inclusion in and exclusion from society. Examining how literacy experiences are being provided to children is critical to fulfilling this basic human right. This guide--written specifically for teachers and reading/literacy specialists, administrators, school and public librarians, families and caregivers, and policymakers--includes several recommended action items for those in each of the aforementioned groups as well as suggestions for how to accomplish the actions and ensure the rights to read are met across the globe. This guide can be used individually or as a conversation starter with colleagues and members of the reader's community. [For a supporting document, &quot;The Case for Children's Rights to Read,&quot; see ED602868.] ED602863 Advocating for Children&apos;s Rights to Read: A Manual for Enacting the Rights in Classrooms, Communities, and the World International Literacy Association 2019-00-00 Teachers Administrators Media Staff Policymakers Parents 18 International Literacy Association. 258 Chapman Road Suite 203, Neward, DE 19702. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: https://www.literacyworldwide.org N/A https://www.literacyworldwide.org/docs/default-source/resource-documents/ila-childrens-rights-to-read-advocacy-manual.pdf 2020 -1 ERIC APR2020

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Yes Physical Education Training Aquatic Sports Males Preadolescents Psychomotor Skills Performance Exercise Physiology Foreign Countries Athletes Gül, Mine Alagöz, Ipek Gül, Gazanfer Kemal Journal Articles Reports - Research Turkey ISSN-2501-1235 English Purpose: The aim of this study is the effect of core stabilization training (CST) at male swimmers in 10-13 ages on 50 m backstroke swimming time (ST), Biering Sorenson (BS) test, Flexor (FE) and Lateral Endurance test (LE) and Stork (SD) balance test parameters. Methods: 14 volunteer male swimmers who swim at the Yesilvadi Galatasaray Sports School were randomized to Experiment1 (D1) (n = 7) (age 11.57 ± 1.272 years, height 1.53 ± 0.04 m and weight 39.62). ± 3.55 kg) and Experiment2 (D2) (n = 7) (age 11.43 ± 1.272 years, height 1.53 ± 0.04 m and weight 41.43 ± 4.11 kg) after first measurements via the random method and 7 volunteered males were divided into the control group (F) (n = 7) (age 12 ± 1,155 years, height 1.53 ± 0.04 m and weight 41.43 ± 4.11 kg) and included in the study. CSA was applied to the D1 group athletes before swimming training 3 days a week (plank, side plank, reverse arm, reverse leg, reverse crunch, supine bridge, &quot;V&quot; sitting). The D2 group had only club swimming training and the K group had no training. The data were analyzed by Paired-Samples T Test and ANOVA test in SPSS 22.0 package program and the significance level was determined as p&gt; 0.05. Results: Statistically significant difference detected in D1 group 50 m (ST) (p=0,012), BS (p=0,001), LE-right (p=0,04) and LE-left (p=0,022), FE values (p=0,004). Significant difference detected in D2 group 50 m ST (p=0,015) and BS test (p=0,000) result (p&lt;0.05). No difference found in K group all parameters (p&gt;0.05). As the result of final measurement results, significant difference detected at LE-right measurement between D1 group and D2 group, and LE-right and LE-left measurements among K group (p&lt;0.05). Conclusions: As a result, it can be said that 8-week core and swimming trainings provide improvement in swimming point and endurance parameters and performance improvement can be achieved by applying to swimmers in 10-12 ages. ED603197 Effect of Core Stabilization Training Applied to 10-13 Age Swimmers on the Swimming Time and Some Motoric Characteristics Online Submission European Journal of Physical Education and Sport Science v6 n1 p12-24 2020 2020-00-00 13 N/A 2020 -1 As Provided APR2020

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Yes Preschool Children African American Students Hispanic American Students Access to Education State Programs Enrollment Disproportionate Representation Equal Education Benchmarking Barriers Gillispie, Carrie Reports - Research Education Trust English For this report, The Education Trust conducted a first-of-its-kind analysis examining race and ethnicity in state-funded preschool programs across the country. Education Trust analyzed two aspects of these programs: the percentage of a state's Black and Latino 3- and 4-year-olds enrolled by quality of the program and the representation of Black and Latino children in state-funded preschool programs relative to their representation in the state overall. Of the 26 states analyzed, no state provides high quality and high access for Black and Latino 3- and 4-year-olds. Findings include: (1) Far too few Black and Latino children have access to high-quality state-funded preschool programs; (2) Latino children have particularly low access to high-quality state preschool programs; (3) In 11 of 26 states, Latino children are underrepresented in state-funded preschool programs. In three of those states, so are Black children; (4) Access is lower for Black and Latino 3-year-olds than for Black and Latino 4-year-olds; and (5) Far too few state-funded preschool programs collect and report race and ethnicity data. ED603198 Young Learners, Missed Opportunities: Ensuring That Black and Latino Children Have Access to High-Quality State-Funded Preschool Education Trust 2019-11-00 28 Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/ N/A 2020 -1 ERIC APR2020

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Yes Apprenticeships Adults Incentives Foreign Countries Vocational Education Workplace Learning Continuing Education Adult Education Access to Education Secondary Education Nonformal Education Labor Market Standards Employment Qualifications Late Adolescents Prior Learning Work Experience Program Length Public Policy Employers Reports - Research Australia Austria Denmark Germany Norway Switzerland United Kingdom (England) Estonia Finland France Hungary Luxembourg Spain Sweden Cedefop - European Centre for the Development of Vocational Training English Adult Education Secondary Education This report is the result of an explorative study, carried out at a time when interest in apprenticeship for adults was on the rise and research and evidence on the topic was scarce and fragmented. It has explored the topic from a conceptual and theoretical point of view, reviewing relevant existing research. It has also considered a practical perspective, exploring policies EU countries and four non-EU countries have in place in relation to apprenticeship for adults. It is the first report that addresses the topic from an EU-wide perspective. Largely based on data collected in 2017-18, the report includes findings from a literature review and field work. It confirms that adults increasingly participate in apprenticeship training, often due to policy interventions and measures that have removed barriers to such participation and provided incentives. The study also confirms that EU countries are fundamentally divided into two main apprenticeship function groups, with two different approaches in aiding participation of adults in apprenticeship. ED602864 Apprenticeship for Adults: Results of an Explorative Study Cedefop - European Centre for the Development of Vocational Training 2019-00-00 978-92-896-2914-0 100 Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu N/A 2020 -1 As Provided APR2020

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Yes Career Guidance Nonformal Education Informal Education Foreign Countries Coordination Program Validation Reports - Research Austria Czech Republic Finland France Iceland Ireland Italy Netherlands Poland Portugal United Kingdom (Scotland) ISSN-1831-5860 Cedefop - European Centre for the Development of Vocational Training English Validation and guidance help individuals, organisations and Member States adapt to career challenges and create successful lifelong learning systems. However, little is known about how they are linked in practice and how this connection can be made more efficient. Building on Cedefop's expertise in the two areas, this study -- based on analysis of 13 practices from 12 countries -- explores how coordination between career guidance and validation of non-formal and informal learning can be improved. Results point to three factors: (a) comprehensiveness: provision of adequate information and guidance before a decision to undergo validation is taken, throughout the entire validation process, as well as after it; (b) coherence: use of common qualifications or competence standards, occupational standards or other reference frameworks in all the stages of the practice to identify, document and assess skills; and (c) quality of staff, resources, competences, and tools used. The study concludes with policy recommendations on how to improve the link between guidance and validation. ED602865 Coordinating Guidance and Validation. Cedefop Research Paper. No 75 Cedefop - European Centre for the Development of Vocational Training 2019-00-00 978-92-896-2911-9 110 Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu N/A 2020 -1 As Provided APR2020

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Yes Visual Impairments Vision Tests Partnerships in Education Health Services Health Needs Student Participation Academic Achievement Barriers School Districts School Nurses Referral Reports - Research Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English The Houston Independent School District (HISD)'s campus-based vision screening program is designed to identify students who experience vision impairments, communicate the potential needs to students and their parents/guardians, and provide service alternatives for students to receive vision care, including services that are offered free of charge. Through a partnership between the Houston Department of Health and Human Services (HDHHS) and the Houston Independent School District (HISD) that began in 2009, vision examinations, consultations, and fittings for corrective eyewear are provided at no cost to students during special clinic events that are held throughout the school year. Services are provided through HISD, OneSight and See to Succeed (known as Kids Vision Partnership), and various community organizations. The services are led by the Houston Department of Health and Human Services and supported by the Houston Health Foundation. Vision health may enable students to fully engage in the academic opportunities the district offers. As a supplement to the district's vision health services that are offered through campus-based vision screenings, the goal of the Vision Partnership is to enhance HISD students' achievement by ensuring that their basic vision and vision-related health needs are met. This report provides information on the district's campus-based vision screenings, participants' academic performance, as well as three aspects of the Vision Partnership program: student participation, barriers to program participation, and the academic performance of students served by the program. ED603199 Vision Partnership, 2014-2015. Research Educational Program Report Houston Independent School District 2015-09-06 37 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes School Districts Visual Impairments Vision Tests Partnerships in Education Health Services Health Needs Student Participation Barriers Academic Achievement School Nurses Referral Reports - Research Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English The Houston Independent School District (HISD)'s campus-based vision screening program is designed to identify students who experience vision impairments, communicate the potential needs to students along with their parents/guardians, and provide service alternatives for students to receive vision care, including services that are offered free of charge. Through a partnership between the Houston Department of Health and Human Services (HDHHS) and the HISD that began in 2009, vision examinations, consultations, and fittings for corrective eyewear are provided at no cost to students during special clinic events that are held throughout the school year. The services are led by the HDHHS and are supported by the Houston Health Foundation. Community partners include University of Houston, San Jacinto College, Kids Vision for Life (The Essilor Foundation), and the Berkley Eye Center. Services are provided through HISD, OneSight, and See to Succeed (known as Kids Vision Partnership). Vision health may enable students to fully engage in the academic opportunities offered by the district. As a supplement to the district's vision health services that are offered through campus-based vision screenings, the goal of the Vision Partnership is to enhance HISD students' achievement opportunities by ensuring that their basic vision and vision-related health needs are met. This report provides information on the district's campus-based vision screenings, as well as three aspects of the Vision Partnership program: student participation, barriers to program participation, and the academic performance of students served by the program. ED603200 Vision Partnership, 2015-2016. Research Educational Program Report Houston Independent School District 2017-01-25 29 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Foreign Countries Vocational Education Educational Indicators Labor Market Demography Educational Attainment Labor Force Development Employment Services Adult Vocational Education Educational Finance Governance Vocational Education Teachers Qualifications Informal Education Nonformal Education Educational Quality Quality Assurance Incentives Apprenticeships Career Guidance Reports - Research Numerical/Quantitative Data Romania Cedefop - European Centre for the Development of Vocational Training English Adult Education This short description contributes to better understanding of vocational education and training (VET) in Romania by providing an insight into its main features and highlighting system developments and current challenges. Romanian VET offers diverse paths for learners. It comprises professional and technological programmes, regularly updated to combat low participation in lifelong learning and early leaving from education and training. As many EU countries, Romania has an ageing population. This has an impact on VET, with an 8.5% decrease in the number of VET upper secondary schools since 2012/13. Efforts are being made to increase student participation, enable access to VET, and improve its quality and its relevance to the labour market. Recent system developments include the introduction of a dual VET form: it complements the work-based learning tradition in school-based programmes and aims at making VET a more attractive option for learners, while adapting training better to employer needs. ED602866 Vocational Education and Training in Romania. Short Description Cedefop - European Centre for the Development of Vocational Training 2019-00-00 978-92-896-2854-9 78 Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Refugees Job Skills Employment Qualifications Job Training Human Capital Labor Market Labor Needs Vocational Education Needs Safety Civil Rights Social Values Reports - Research European Union Australia Cedefop - European Centre for the Development of Vocational Training English Creating labour mobility opportunities allowing refugees to move lawfully from first asylum countries to receiving countries, based on their skills and qualifications and recipient labour market needs, is a policy idea that deserves to be explored and tested. The conceptual framework presented in this report sketches the potential, the key elements and main issues to be addressed in creating such opportunities through a skills-based complementary pathway to protection. The central element of a skills-based pathway is matching refugees' skills and qualifications and labour market needs in a potential receiving country that offers adult refugees a clear perspective of employment with a clear route to self-reliance. The process must also safeguard political, social and economic sustainability in the receiving country, creating a triple win situation: for the refugees themselves, for the first asylum countries and for the receiving countries. ED602867 Creating Lawful Opportunities for Adult Refugee Labour Market Mobility: A Conceptual Framework for a VET, Skills and Qualifications-Based Complementary Pathway to Protection Cedefop - European Centre for the Development of Vocational Training 2019-00-00 978-9-2896-2888-4 92 Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu N/A 2020 -1 As Provided APR2020

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No Childrens Rights Reading Civil Rights Access to Education Access to Information Reading Material Selection Reading Interests Recreational Reading Time on Task Reading Instruction Reports - Research International Literacy Association (ILA) English According to the latest data from UNESCO, there remain 750 million people around the world who cannot read and write. Two thirds of them are female. In 2018, the ILA Board of Directors convened a task force charged with developing a worldwide campaign around children's rights to read--and what needs to be done to ensure these fundamental rights. This task force is composed of International Literacy Association (ILA) members from Australia, Ireland, Japan, Russia, and the United States. Their work yielded a list of 10 rights, of equal importance, that every child deserves. In this report, it offers a glimpse into how and why the task force selected each of the 10 rights. Also included in the report is a reference list of the literature the task force drew upon when crafting the rights and recommend reviewing these resources for yourself. ED602868 The Case for Children&apos;s Rights to Read International Literacy Association 2018-00-00 26 International Literacy Association. 258 Chapman Road Suite 203, Neward, DE 19702. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: https://www.literacyworldwide.org N/A https://literacyworldwide.org/docs/default-source/resource-documents/the-case-for-childrens-rights-to-read.pdf 2020 -1 ERIC APR2020

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Yes Governance Preschool Education Elementary Secondary Education Higher Education Educational Research Data Data Collection Information Storage Databases Public Education Data Analysis Accountability State Standards Quality Control Moore, Colleen Reports - Evaluative California California State University, Sacramento. Education Insights Center English Early Childhood Education Preschool Education Elementary Secondary Education Higher Education Postsecondary Education The Education Insights Center produced a series of reports culminating in recommendations for the structure and governance of a preschool through higher education and into the workforce (known as a P20W data system). This brief follows up on that series, with a focus on data quality; the brief was informed by the author's experience using California's existing education and workforce data systems to conduct research, as well as conversations with 14 researchers and other experts who have significant experience using those data to conduct research, to develop data tools for educators and the public, and for operational purposes. [This report is an addendum to the series: California Education Policy, Student Data, and the Quest to Improve Student Progress.] ED603201 Use Drives Quality: Considering Data Quality Issues in California&apos;s Pursuit of a Cradle-to-Career Data System. Policy Brief Education Insights Center 2020-01-00 7 Education Insights Center. 6000 J Street, Tahoe Hall 3063, Sacramento, CA 95819. Tel: 916-278-3888; Fax: 916-278-3907; e-mail: edinsights@csus.edu; Web site: http://edinsightscenter.org N/A 2020 -1 ERIC APR2020

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Yes Integrity Educational Quality Higher Education Quality Assurance Prevention Educational Malpractice Ethics Deception Educational Administration Conflict of Interest College Admission Student Recruitment Testing Accreditation (Institutions) Credentials Theses Credibility College Faculty Access to Information Daniel, John Reports - Descriptive Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG) United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France), International Institute for Educational Planning (IIEP) English Higher Education Postsecondary Education Alarmed by the increasing frequency of press reports on corrupt practices in the higher education sector, the UNESCO International Institute for Educational Planning (IIEP) and the International Quality Group of the US Council for Higher Education Accreditation (CHEA/CIQG) joined forces to convene an expert meeting in Washington, DC, on 30/31 March 2016. Corruption in higher education is a dynamic phenomenon. The Expert Group is publishing this Advisory Statement as a wake-up call to higher education to fight academic corruption more aggressively. The sector's quality assurance systems must take a leading role in this battle. Against this background the discussion naturally began by looking at the crucial role that quality assurance should play in combatting corruption and enhancing academic integrity. It became clear, however, that although effective quality assurance is a central element in addressing a growing problem, it cannot do the job alone. Corruption affecting the integrity of universities' academic operations occurs both upstream and downstream from the work of quality assurance bodies. Upstream it can infect government and society generally, downstream it can be present at all levels in higher education institutions. Action on a broad front is needed to attack the problem. The aim of this Advisory Statement is to provide some guidelines to the various stakeholders for effective international practice in combatting corruption in higher education -- with a special focus on the role that quality assurance should play. It includes a matrix that lists some of the major issues for action and indicates which stakeholders should address them. In the matrix, alongside the regulation of higher education systems and public awareness, five key academic functions are included: the organization of teaching, admissions, examinations and assessment, degree awarding and certification, and research theses/publications. [For related reports: &quot;Combatting Academic Corruption and Enhancing Integrity: Inventory of Key Questions for Quality Assurance and Accreditation Organizations,&quot; ED603173.] ED603202 Advisory Statement for Effective International Practice: Combatting Corruption and Enhancing Integrity: A Contemporary Challenge for the Quality and Credibility of Higher Education Council for Higher Education Accreditation 2016-07-00 25 CHEA International Quality Group. Available from: Council for Higher Education Accreditation. One Dupont Circle Suite 510, Washington, DC 20016. Tel: 202-955-6126; Fax: 202-955-6129; e-mail: chea@chea.org; Web site: https://www.chea.org/about-ciqg N/A 2020 -1 ERIC APR2020

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Yes American Indians Alaska Natives American Indian Education Early Intervention Early Childhood Education Culturally Relevant Education Language of Instruction Native Language Language Maintenance Cultural Maintenance Tribes Reports - Descriptive Tests/Questionnaires Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) Mathematica English Early Childhood Education The American Indian and Alaska Native Head Start Family and Child Experiences Survey 2015 (AI/AN FACES 2015) is the first national descriptive study of children and families enrolled in Head Start programs operated by federally recognized tribes (known as Region XI AI/AN Head Start). Region XI programs incorporate their unique history, community traditions, and beliefs into their operations and integrate language and culture into the delivery of services to children and families. AI/AN FACES 2015 was informed by a workgroup comprised of Region XI Head Start directors, researchers from universities and Mathematica Policy Research (which conducted the study), and federal officials from the Administration for Children and Families (which funded the study). The Native Culture &amp; Language in the Classroom Observation (NCLCO) records the types of culturally significant materials that surround children in Region XI Head Start programs and classrooms and can capture information on materials' use. Following an overview of the NCLCO, this report contains the survey used in the NCLCO. [This report was written by the AI/AN FACES 2015 Workgroup, comprised of the following members: Jessica Barnes-Najor, Meryl Barofsky, Sara Bernstein, Patty Brown, Ann Cameron, Angie Godfrey, Jacki Haight, Lizabeth Malone, Laura McKechnie, Michelle Sarche, and Maria Woolverton.] ED602869 Native Culture &amp; Language in the Classroom Observation (NCLCO). OPRE Report 2019-84 Administration for Children & Families 2019-06-00 8 Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/ N/A 2020 -1 ERIC APR2020 HHSP23320095642WC HHSP23337052T

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Yes Early Childhood Education Elementary Secondary Education Postsecondary Education Public Education Educational Finance Access to Education School Readiness Achievement Gap College Readiness Career Readiness Educational Environment Graduation Rate Academic Achievement Enrollment Educational Indicators Reports - Evaluative Numerical/Quantitative Data Illinois Advance Illinois English Early Childhood Education Elementary Secondary Education Postsecondary Education The 2019 edition of &quot;The State We're In&quot; measures Illinois' educational performance from early childhood through postsecondary. It tracks how students have performed over the past decade and how that performance compares with students in other states. To assess how well Illinois educates its students, the report tracks roughly 80 metrics grouped into three categories: early education, K-12, and postsecondary. These metrics not only assess student learning outcomes but also measure learning conditions, leading indicators for student growth. Data for each metric shows: (1) Current performance; (2) Past performance; (3) Leading states and Illinois' comparative national rank where available; and (4) Equity gaps by race and ethnic origin, as well as income status where available. To put Illinois' performance in the context of the nation, this report ranks how well the state's early childhood, K-12 education, and postsecondary systems serve students relative to other states. For each of these three systems, overall rankings are provided for learning conditions, student learning outcomes, and equity in student learning outcomes. [For the previous report, &quot;Every Student Counts. The State We're in: 2016-2017. A Report on Public Education in Illinois,&quot; see ED573267.] ED602870 The State We&apos;re In: 2019. A Report on Public Education in Illinois Advance Illinois 2019-00-00 21 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 2020 -1 ERIC APR2020

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Yes Physical Education Teachers Intention Faculty Mobility Job Satisfaction Teacher Motivation Leadership Effectiveness Quality of Working Life School Administration Foreign Countries Athletic Coaches Eren, Muhammed Ömer Dokuzoglu, Gökhan Journal Articles Reports - Research Turkey ISSN-2501-1111 English In this study, internal marketing and turnover intention were discussed, and the effect of internal marketing on physical education and sports teachers' turnover intentions. The internal marketing scale and the turnover intention scale, previously developed, were used as data collection tools. In the study, 201 physical education teachers participated. First reliability analysis and then descriptive statistics, correlation, and regression analyses were performed on the obtained data. At the end of the study, it has been understood that internal marketing had an effect on turnover intention, in other words, internal marketing practices can help decrease teachers' turnover intentions. ED603203 Can Internal Marketing Help to Reduce Physical Education and Sports Teachers&apos; Turnover Intention? Online Submission European Journal of Education Studies v6 n12 p227-234 2020 2020-00-00 8 N/A 2020 -1 As Provided APR2020

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Yes Academic Degrees Deception Higher Education Educational Quality Quality Assurance Credentials Accreditation (Institutions) Global Approach Validity Identification Educational Finance Legal Problems Reports - Descriptive Council for Higher Education Accreditation United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France) English Higher Education Postsecondary Education Degree mills harm students and society. Students who are unknowing victims of degree mills are harmed when they invest a considerable amount of money for credits or credentials that cannot be used for, e.g., transfer to another institution, entry to graduate school or employment. Society is harmed when fraudulent credentials are issued in areas that put public health and safety at risk, e.g., engineering or the health-related professions. The international work of legitimate higher education providers -- reliable evaluation of credentials, successful transfer of credit, reconciling differences in degree structure -- is undermined by degree mills. A small group of higher education, accreditation and quality assurance and credential evaluation experts came together in 2008 to explore the challenge and problem of &quot;degree mills&quot; or bogus providers of higher education, particularly as these operations affect the growing internationalization of higher education. Seeking to stimulate an international dialogue, the group developed a series of suggestions for effective practice in this area. The statement that emerged is intended for academic staff and administrators, accreditation and quality assurance professionals, credential evaluators, national governments and international organizations concerned with quality in higher education in an international setting. It is also intended to guide students, particularly from developing countries, in seeking opportunities for international education. The suggestions offered here are intended to promote an international dialogue leading to eff ective international practice to address this important issue. To ignore degree mills is to undermine the capacity of countries to meet expanding demands for access while assuring high-quality education. ED603204 Toward Effective Practice: Discouraging Degree Mills in Higher Education Council for Higher Education Accreditation 2009-00-00 Administrators Students 16 Council for Higher Education Accreditation. One Dupont Circle Suite 510, Washington, DC 20016. Tel: 202-955-6126; Fax: 202-955-6129; e-mail: chea@chea.org; Web site: http://www.chea.org N/A 2020 -1 ERIC APR2020

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Yes Marketing Physical Education Physical Education Teachers Teacher Attitudes Secondary School Teachers Correlation School Culture Team Sports Rating Scales Teacher Characteristics Foreign Countries Dokuzoglu, Gökhan Eren, Muhammed Ömer Journal Articles Reports - Research Turkey ISSN-2501-1111 English Secondary Education Internal marketing is the practices that satisfy the demands and needs of the employees and satisfy them. Organizational commitment is a concept related to the integration of an employee with his or her organization. This study focused on educational organizations and examined the effect of internal marketing on education and organizational commitment of sports teachers from me. Data were collected from secondary school's physical education and sports teachers, using two scales. Correlation and regression analysis were used in the analysis of the data. As a result of the analysis, it has been found that internal marketing practices in schools increase the organizational commitment of teachers. ED603205 The Effect of Internal Marketing on Physical Education and Sports Teachers&apos; Organizational Commitment Online Submission European Journal of Education Studies v6 n12 p125-133 2020 2020-00-00 9 N/A 2020 -1 As Provided APR2020

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Yes Well Being Children Child Health Metropolitan Areas Hispanic American Students Mexican Americans Race Ethnicity Equal Education Population Trends Counties Poverty Citizenship Prenatal Care Mortality Rate Public Schools Early Parenthood Adolescents Immigrants Low Income Students Access to Health Care Employment Level Neighborhoods Census Figures One Parent Family Child Care School Funds Graduation Rate Davis, Cassie Reports - Descriptive Numerical/Quantitative Data Texas (Laredo) Center for Public Policy Priorities (CPPP) English Located on the U.S.-Mexico border, Webb County is an international trading center, bursting with culture and opportunities. But the county's future success depends on whether every Webb County child has access to opportunities that help them reach their full potential. Ensuring the well-being of all Webb County's children--across neighborhood, income, immigration status, race and ethnicity--is essential for each child's well-being and that of the community. Unfortunately, Webb County is not doing as well as Texas overall on many indicators of children's health, education and financial security--revealing a pattern of underinvestment in children's futures. This Webb County report is part of a larger series of reports in the Texas Kids Count project that focuses on equity in child well-being across Texas and in several of its major metro areas. [Texas Kids Count is a project of the Center for Public Policy Priorities. Additional funding for this paper was provided by Methodist Healthcare Ministries of South Texas, Inc.] ED602871 State of Texas Children 2019: Child Well-Being in Webb County Center for Public Policy Priorities 2019-10-00 Annie E. Casey Foundation 16 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 2020 -1 ERIC APR2020

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Yes Bilingual Education English (Second Language) English Language Learners Bilingual Students Academic Achievement Student Improvement Student Characteristics Enrollment Trends Reading Tests Educational Indicators Language Proficiency Mathematics Achievement Reading Achievement Faculty Development Graduation Rate Elementary Secondary Education Spanish Racial Differences Ethnicity Language Usage Reports - Evaluative Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Secondary Education The Houston Independent School District (HISD) currently offers two bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELs). These programs facilitate ELs' integration into the regular school curriculum and ensure access to equal educational opportunities. Bilingual programs are offered in elementary schools and selected middle schools for language-minority students who need to enhance their English-language skills. Beginning in prekindergarten, the bilingual programs provide ELs with a carefully structured sequence of basic skills in their native language, as well as gradual skill development in English through ESL methodology. The native language functions to provide access to the curriculum while the student is acquiring English. Instruction in the native language assures that students attain grade-level cognitive skills without falling behind academically. ESL programs are also offered to language-minority students at all grade levels who need to develop and enhance their English-language skills. ESL programs provide intensive English instruction in all subjects, with a focus on listening, speaking, reading, and writing, through use of ESL methodology. The state of Texas requires an annual evaluation of bilingual and ESL programs in all school districts where these services are offered [TAC § 89.1265]. This report includes the following information: (1) academic progress of ELs; (2) levels of English proficiency among ELs; (3) the number of students exited from bilingual and ESL programs; and (4) frequency and scope of professional development provided to teachers and staff serving ELs. [For the 2017-2018 program evaluation, see ED596672.] ED602872 Bilingual &amp; English as a Second Language Program Evaluation Report, 2018-2019. Research Educational Program Report Houston Independent School District 2019-09-26 36 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Educational Finance Budgeting Resource Allocation Educational Equity (Finance) Finance Reform Accountability Funding Formulas Program Implementation School Districts Academic Achievement Educational Quality Chang, Betty Guides - General Education Resource Strategies English Student-Based Budgeting (SBB)--also called weighted student funding, fair student funding, student-based allocations, or student-centered funding--is a school funding system where schools receive dollars based on the number of enrolled students and their individual needs (such as English language learners, or students from high-poverty backgrounds), and often includes giving school leaders more control over their budgets. SBB differs from the traditional funding system used in most American school districts, where resources are distributed to schools in the form of staff and dollars designated for specific purposes. As a result, principals in traditional systems have limited flexibility over their resources. Many districts also provide little transparency as to why schools get what they get, which makes it difficult to assess how equitably the funding system allocates resources. In contrast, SBB is designed to promote the three pillars of a high-performing funding system: (1) Equity; (2) Transparency; and (3) Flexibility. As of 2018, as many as 16 major urban school systems use SBB. This report examines what districts need to consider to ensure that SBB is fully integrated into their overall system strategy. It is intended to help district leaders assess whether SBB is the right strategic move for their district. ED603206 Transforming School Funding for Equity, Transparency, and Flexibility: An Introduction to Student-Based Budgeting Education Resource Strategies 2018-09-00 Walton Family Foundation Administrators 20 Education Resource Strategies. 480 Pleasant Street Suite C-200, Watertown, MA 02472. Tel: 617-607-8000; Fax: 617-600-6613; e-mail: info@erstrategies.org; Web site: http://www.erstrategies.org N/A 2020 -1 ERIC APR2020

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Yes Foreign Countries Self Determination Adolescent Attitudes Adolescents Young Adults Values Aspiration Socioeconomic Status Well Being Secondary School Students College Students Psychological Needs Lukina, Antonida Finogenova, Olga Eflova, Zinaida Peterson, Irina Reut, Galina Speeches/Meeting Papers Reports - Research Russia ISSN- English Secondary Education Higher Education Postsecondary Education Growing up and social self-determination of Russian youth (teenagers from 16 to 20 years old) takes place in a difficult time of the cultural and social changes. Modern Russian society is very heterogeneous: the level of social stratification is very high, there are significant territorial and ethno-cultural differences, and there are dynamic changes in the different social groups' value orientations. In the modern Russian society co-exist three different systems of values: 1. Traditional &quot;Soviet&quot; values are coming from the third generation (grandparents); 2. Christian values that are being actively implemented; 3. Modern individualistic values are coming from the media and the life realities. The formation of a stable system of value orientations, when self-determination occurs and life plans are formed, happens in early youth. Most researchers consider life self-determination as a multidimensional and multi-stage process. The crucial role in the process of life self-determination belongs to the system of values, life aspirations of the individual, to understand which means to create &quot;portrait of the future.&quot; The purpose of our study: to study the peculiarities of life aspirations and value orientations of young people in different socio-economic conditions. The methodological and theoretical basis of the study is the studies of Russian psychologists S. L. Rubinstein and B. F. Lomov, as well as the studies of E. Erickson, K. Levin, K. Rogers, R. Burns, and E. Fromm. They described the internal structure of the self-determination process, the formation of human identity in the changing world. Our research hypothesizes that the social status of respondents, the place of their education (secondary school, vocational college, higher education institution), their national and ethnic affiliation, a region of residence, gender, the family cultural capital have a significant impact on the nature of life aspirations. Testing the hypothesis, we surveyed respondents in different socio-cultural conditions (students of schools, universities, vocational colleges); the reviews also recorded their gender affiliation, place of residence and family cultural capital. In total, more than 200 respondents in different socio-economic conditions were interviewed, correlation analysis of the results was carried out, essential links and differences between the respondents were established. Our research is based on the adapted methodology - the questionnaire of life aspirations by R.Ryan and E.Deci. We considered adding four more scales: Family, Work, Freedom, and Power. The technique allows evaluating the importance of different values for the individual, as well as the various values, and the power of motivation. We hope that this study will be useful both for researchers and practitioners designing a system of educational work with young people. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603207 Values of the Self-Determination of Young People (Teenagers) Who Are in Various Educational Situations NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Mathematics Achievement School Districts Elementary Schools Middle Schools High Schools Incentives Awards Performance Based Assessment Attendance Educational Strategies Merit Pay Fellowships Program Effectiveness Principals Reading Achievement Science Achievement Social Studies Writing Achievement Academic Achievement School Turnaround Administrators Tutoring Graduation Rate Reports - Evaluative Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Education Junior High Schools Middle Schools Secondary Education High Schools In 2010-2011, the Houston Independent School District (HISD) launched the Apollo 20 Program in four high schools and five middle schools in the district as a &quot;turnaround&quot; initiative with an emphasis on improving student performance in math. The key strategies of the turnaround initiative included having effective principals and effective teachers on the campus, more instructional time, using data to drive instruction, creating a campus culture of high expectations, and providing in--school tutoring. The tutoring was implemented using &quot;fellows&quot; with a ratio of approximately two students to one fellow. In 2011-2012, the program expanded to 11 elementary schools and added a reading component in one of the middle schools. Incentive programs were designed to support the efforts of the fellows, principals, academic program managers, and school support officers of the Apollo 20 campuses. With three years of implementation, the results are mixed as to whether or not the Apollo 20 Incentive Program has any impact on the Apollo 20 Program itself. In general, the total dollar amounts awarded to fellows and principals increased in the second year mostly due to the addition of the elementary campuses. However, the total dollar amounts awarded to fellows and principals decreased in the third year. When analysis is focused on the high school and middle school campuses, there appears to be a decrease in the total amounts awarded to high school fellows and principals, but an increase in total amounts awarded to middle schools. ED602873 2012-2013 Apollo 20 Incentive Program Payout Report. Research Educational Program Report Houston Independent School District 2014-03-07 26 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Mathematics Achievement School Districts Elementary Schools Middle Schools High Schools Incentives Awards Performance Based Assessment Attendance Educational Strategies Merit Pay Tutoring Fellowships Program Effectiveness Principals Administrators School Turnaround Graduation Rate Reports - Evaluative Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Education Junior High Schools Middle Schools Secondary Education High Schools In 2010-2011, the Houston Independent School District (HISD) launched the Apollo 20 Program in four high schools and five middle schools in the district as a &quot;turnaround&quot; initiative with an emphasis on improving student performance in math. The key strategies of the turnaround initiative included having effective principals and effective teachers on the campus, more instructional time, using data to drive instruction, creating a campus culture of high expectations, and providing in-school tutoring. The tutoring was implemented using &quot;fellows&quot; with a ratio of approximately two students to one fellow. In 2011-2012, the program expanded to 11 elementary schools and added a reading component in one of the middle schools. In 2013-2014 one school closed but nine additional schools were added to the program. Incentive programs were designed to support the efforts of the fellows, principals, academic program managers, and school support officers of the Apollo 20 campuses. After four years of implementation, the results are mixed as to whether or not the Apollo 20 Incentive Program has any impact on the Apollo 20 Program itself. In general, the total dollar amounts awarded to fellows and principals increased in the second year mostly due to the addition of the elementary campuses. However, the total dollar amounts awarded to fellows and principals decreased in the third year. In 2013-2014, the incentive awards paid increased again with the addition of more schools. ED602874 2013-2014 Apollo 20 Incentive Program Payout Report. Research Educational Program Report Houston Independent School District 2014-11-07 27 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Doctoral Programs Academic Achievement Excellence in Education Graduates Career Development College Faculty Employment Opportunities Schools of Education Program Descriptions Foreign Countries Case Studies Doctoral Students Outcomes of Education Hanesová, Dana Kosová, Beata Speeches/Meeting Papers Reports - Research Slovakia ISSN- English Higher Education Postsecondary Education At present there is an animated discussion in the well-known universities offering doctoral (PhD) studies about the future of their graduates. What kind of a job should they be prepared for? Should PhD studies continue to develop the academic excellence of their graduates and thus to prepare them for an academic career? Or should the universities re-orientate their PhD study aims to preparing the students for employment in jobs outside academia? Should the PhD studies have a broad aim or be narrowly specialized? What is the most appropriate response to these questions in case of PhD studies in educational sciences? The authors of this article argue for retaining a high quality of academic and methodological approach, and developing the thinking and research skills of PhD students. On the other hand, they suggest that, at the same time, such focus of the PhD education should be combined with enhancing carefully selected generic skills that can be useful for the PhD graduates to be able to find (predominantly educational) jobs outside academia. The study presents a process of projecting a new doctoral school at the Faculty of Education, Matej Bel University in Slovakia, implementing a combined-aims approach in educational sciences. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603208 Aiming at Academic Excellence, or Learning for Employment (A Case Study of a Doctoral School) NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 9 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Higher Education Barriers Foreign Countries Educational Trends Trend Analysis Global Approach Educational Change Futures (of Society) Competition Access to Information Information Technology Mobility Industry School Business Relationship Decision Making Educational Finance College Administration Institutional Autonomy Administrative Organization Educational Development Nadirova, Gulnar Speeches/Meeting Papers Reports - Research Kazakhstan ISSN- English Higher Education Postsecondary Education University education throughout the world undergoes a fundamental transformation in terms of its role in society, the system of functioning, economic structure, and value. At present, many countries observe and discuss the crisis of universities. There is an opinion that The University from a purely educational institution is transformed into a business structure with all its specific rules and goals for achieving a commercial result. The main trends could be traced based on numerous analyzes, both internal and external, carried out in many countries and regions of the world. These analytical projects allow highlighting the most common development trends in this area and the challenges that some universities, perhaps even the most successful ones are already facing, but almost all other educational institutes will inevitably feel them in the near future. Is Kazakhstan's higher education system ready for these global changes? Is there a basis that will allow the universities of our country to withstand the onslaught of new demands and tests that will require new generations of young people as consumers and clients of educational services? Can Kazakh citizens count on domestic education in the future competition in the labor market? All these and other issues are of strategic importance because the social, economic and political development of our country directly depends on the answers. We chose five parameters from many others to analyze the development trends of modern higher education in Kazakhstan in local and global dimensions. (1) The democratization of access to knowledge; (2) The content of educational markets and financing; (3) Digital technologies; (4) Global mobility; and (5) Integration with industry. These are the main trends that, according to experts, will determine the progressive development of universities around the world in the next 10-15 years. Understanding of the challenges and the need for reforms aimed at radical restructuring of the existing system, awareness of responsibility to the citizens of the country - these factors are present, hence the constant desire for reforms, steps forward, sometimes throwing in search of creative solutions. On the other hand, inadequate funding, weak management, reluctance to move away from traditional and therefore convenient ways, often negates many of the positive impulses and plans of the Ministry of Education and Science, which does not want to let the stirrups of power out of their hands, thus limiting the vital independence of universities in decision-making. However, there is still a hope for the survival of Kazakhstan universities in the new models. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603209 Challenges for Kazakhstan University Education NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 9 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Mathematics Achievement Reading Achievement School Districts Elementary Schools Middle Schools High Schools Incentives Awards Performance Based Assessment Attendance Educational Strategies Merit Pay Tutoring Fellowships Program Effectiveness Principals Administrators School Turnaround Graduation Rate Reports - Evaluative Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Education Junior High Schools Middle Schools Secondary Education High Schools The Apollo 20 Program is a &quot;turnaround&quot; initiative with an emphasis on improving student performance in math. The key strategies of the turnaround initiative include having effective principals and effective teachers on the campus, more instructional time, using data to drive instruction, creating a campus culture of high expectations, and providing in-school tutoring. The tutoring was implemented using &quot;fellows&quot; with a ratio of two to three students per fellow. The initiative began in four high schools and five middle schools in 2010, expanding to include 11 elementary schools in 2011. In 2013, one school closed and nine additional schools were added to the program. The same 28 schools that participated in 2013-2014 also participated in 2014-2015. Incentive programs were designed to support the efforts of the fellows, principals, School Support Officers, and Academic Program Managers of the Apollo campuses. The program for fellows had an incentive for monthly perfect attendance and a separate incentive for student performance calculated at the end of the school year. For the 2014-2015 program year, the Apollo 20 Incentive Program awarded a grand total of $1,336,560.03 to fellows, principals, School Support Officers, and Academic Program Managers. The percentage of fellows receiving an attendance incentive decreased slightly while the total attendance incentive amount increased. The number of fellows receiving a student performance award increased, but the total amount decreased slightly because of corrections made to the campus budgets. Total principal award amounts increased in 2014-2015 compared to 2013-2014. The total amount paid to the School Support Officers decreased slightly from 2013-2014 to 2014-2015, and the amount paid to Academic Program Managers has decreased each year since 2011-2012. ED602875 2014-2015 Apollo 20 Incentive Program Payout Report. Research Educational Program Report Houston Independent School District 2015-12-11 29 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Mathematics Achievement School Districts Elementary Schools Middle Schools High Schools Incentives Awards Performance Based Assessment Attendance Educational Strategies Merit Pay Fellowships Tutoring Program Effectiveness Principals Reports - Evaluative Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Education Junior High Schools Middle Schools Secondary Education High Schools The Apollo 20 Program is a &quot;turnaround&quot; initiative with an emphasis on improving student performance in math. The key strategies of the turnaround initiative include having effective principals and effective teachers on the campus, more instructional time, using data to drive instruction, creating a campus culture of high expectations, and providing in-school tutoring. The tutoring was implemented using &quot;fellows&quot; with a ratio of two to three students per fellow. The initiative began in four high schools and five middle schools in 2010, expanding to include 11 elementary schools in 2011. In 2013, one school closed and nine additional schools were added to the program. The same 28 schools that participated in 2013-2014 also participated in 2014-2015 and 2015-2016. Incentive programs were designed to support the efforts of the fellows, principals, School Support Officers, and Academic Program Managers of the Apollo campuses although only fellows received incentive awards in the 2015-2016 school year. The incentives in previous years for principals, Academic Program Managers, and School Support Officers were all based on campus-level performance indicators while the program for fellows had an incentive for monthly perfect attendance and a separate incentive for student performance calculated at the end of the school year. For the 2015-2016 program year, the Apollo 20 Incentive Program awarded $248,550.00 in attendance incentives and $770,931.73 in student performance incentives for a grand total of $1,019,481.73. While the percentage of fellows receiving the attendance incentive stayed the same as compared to the 2014-2015 school year, the total amount awarded increased by almost $10,000. The number and percentage of fellows receiving the student performance incentive increased slightly, but the total amount awarded decreased by more than $200,000. ED602876 Apollo 20 Payout Report, 2015-2016. Research Educational Program Report Houston Independent School District 2016-11-11 25 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Males Underachievement Minority Group Students African American Students Hispanic American Students Program Evaluation Program Implementation Intervention School Districts College Readiness Career Readiness Mentors Student Attitudes Progress Monitoring Program Effectiveness Mathematics Achievement Academically Gifted At Risk Students Special Education Native Language English Spanish Economically Disadvantaged Reports - Research Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English The purpose of this evaluation was to determine the effectiveness of the Ascending to Men (ATM) program using ATM students', mentors', and program managers' perceptions and experiences and ATM students' academic performance on the State of Texas Assessments of Academic Readiness (STAAR). ATM is a mentoring-based program designed to support boys of color in the Houston Independent School District (HISD) for college and career readiness. The premise of this program is that mentoring is a viable intervention and support option for effecting changes in the behavior, attitudes, and academic performance of underachieving students. Some highlights from this evaluation include: (1) During the 2018-2019 school year, ATM students had, on average, 779.9 weekly mentoring contact hours; (2) ATM students had positive feedback on the ATM program, including the mentoring sessions, activities and events and discussed its positive effect on school attendance, disciplinary issues, academic performance, and outlook; (3) Close monitoring, reporting, student tracking, and consistent programming may have contributed; and (4) A higher percentage of ATM students compared to the district met the Approaches Grade Level Student standard on the 2019 STAAR Algebra 1, Biology, and U.S. History End-of-Course (EOC) exams. substantially to the effectiveness of ATM. ED602877 Ascending to Men: Implementation, Perceptions, Experiences, and Participants&apos; Academic Performance, HISD, 2018-2019. Research Educational Program Report Houston Independent School District 2019-10-11 51 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes American Indians Alaska Natives American Indian Education Early Intervention Early Childhood Education Culturally Relevant Education Language of Instruction Native Language Language Maintenance Cultural Maintenance Geographic Regions At Risk Students Poverty Tribes Family Environment Parent Attitudes Cultural Activities Barnes-Najor, Jessica Sarche, Michelle Abramson-Martin, Lisa Amaya-Thompson, Jennifer Camerson, Ann Godfrey, Angie Kaufman, Carol Petticrew, Ethan Richardson, Micker Sauve, Michelle Shuey, Debra Reports - Research Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) English Early Childhood Education The 2015 American Indian and Alaska Native (AI/AN) Head Start Family and Child Experiences Survey (FACES)--also referred to as AI/AN FACES 2015--is the first national study of Region XI Head Start children, families, and programs. Members of the AI/AN FACES 2015 workgroup discussed and provided input on the AI/AN FACES 2015 design, implementation, and dissemination of findings, and worked to ensure that Native voices were at the forefront. During the nearly two years of extensive planning that preceded AI/AN FACES 2015, the workgroup added questions regarding children's experience of Native language and culture into the AI/AN FACES 2015 protocol. This report includes data from survey items informed by the workgroup about Native language and cultural experiences at home and in the community. In this brief, the authors address two questions: (1) What Native language experiences did AI/AN children in Region XI Head Start have at home and in their community?; and (2) What Native cultural experiences did AI/AN children in Region XI Head Start have at home and in their community? To answer these questions, parent survey data for AI/AN children only are examined in this report. The data presented in this brief inform our understanding of the Native language and cultural experiences that AI/AN children in Region XI Head Start have at home and in their communities. They tell the story of Region XI Head Start children's Native language and cultural experiences through the eyes of their parents. ED602878 Home and Community Native Language and Cultural Experiences among AI/AN Children in Region XI Head Start: Findings from the American Indian and Alaska Native Head Start Family and Child Experiences Survey 2015. OPRE Report 2019-87 Administration for Children & Families 2019-06-00 15 Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/ N/A 2020 -1 ERIC APR2020 90PH0027

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Yes Annual Reports Vocational Education Educational Policy Stakeholders Educational Research Institutional Cooperation Foreign Countries Lifelong Learning Labor Market Apprenticeships Program Implementation Publications Information Technology Adult Learning Job Skills Needs Assessment Audits (Verification) Reports - Descriptive Europe ISSN-2443-6410 Cedefop - European Centre for the Development of Vocational Training English Adult Education Helping to make vocational education and training (VET) fit for future challenges while meeting those of today: this principle best encapsulates Cedefop's work and achievements in 2018. Policy discourse throughout the year reflected the growing recognition that devising employment, social and education and training policies in different silos is no longer an option. Neither is striving for excellence, innovation, and competitiveness at the expense of inclusion. It takes concerted and forward-looking approaches to tackle the multiple challenges and their complexity to the benefit of Europe's economy and social fabric. Throughout the year, Cedefop collaborated with its sister agencies, Eurofound and the ETF, to share and pool expertise to the benefit of their stakeholders, notably in the work on skills, qualification frameworks, and policy monitoring. Joint events and publications highlighted throughout this report bear witness to this collaboration. In a similar vein, the joint Cedefop-European Economic and Social Committee (EESC) policy-learning forum called for coordinated approaches and collaboration among governments, social partners, and civil society organisations to devise effective pathways for low-skilled adults to upgrade their qualifications. The end of the year was marked by two important developments that will guide Cedefop's work in 2019 and the years to come: (1) the vision for VET 2030 agreed by the Commission's Advisory Committee on Vocational Training, to which Cedefop contributed, which will inform the Commission's work on future cooperation in VET; and (2) the adoption of Cedefop's new regulation to replace the one dating from 1975 when the Agency was established. [For the 2017 report, see ED586325.] ED602879 Cedefop Annual Report, 2018 Cedefop - European Centre for the Development of Vocational Training 2018-00-00 978-92-896-2878-5 60 Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu N/A 2020 -1 ERIC APR2020

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Yes Holistic Approach Lifelong Learning Community Centers Interdisciplinary Approach Foreign Countries Community Education Well Being Outreach Programs Partnerships in Education Early Intervention Vocational Education Reports - Descriptive Europe Cedefop - European Centre for the Development of Vocational Training English This briefing paper aims to inform European Institutions as well as national policy and decision makers on the issue of integrated and holistic approach to lifelong learning. It also provides the context at a high level and share a few recommendations on ways to establish lifelong learning systems at local, regional and national level. It helps raising awareness about the main highlights and existing practice in order to make any necessary decisions or complete any similar ongoing work in this respect. The paper elaborates on the current context of learning in Europe, bringing a few examples of recent developments of community based services in education. [This briefing paper was written in partnership with the Educational Disadvantage Centre, Institute of Education, Dublin City University as co-authors. Joint publication with Lifelong Learning Platform.] ED602880 Implementing a Holistic Approach to Lifelong Learning: Community Lifelong Learning Centres as a Gateway to Multidisciplinary Support Teams Cedefop - European Centre for the Development of Vocational Training 2019-08-00 European Union (EU) (Belgium) 16 Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu N/A 2020 -1 ERIC APR2020

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Yes Program Evaluation Program Implementation Educational Improvement Accountability Best Practices School Districts School Turnaround Academic Achievement Elementary School Students Middle School Students High School Students Standardized Tests State Standards Teacher Leadership Teacher Effectiveness Faculty Development Formative Evaluation Summative Evaluation Curriculum Development Library Services Campuses Early Childhood Education Mathematics Instruction Fine Arts Emergent Literacy Sciences Social Studies Principals Nurses Special Education Educational Facilities Design Intervention College Readiness Career Readiness Health Services Medical Services Alignment (Education) Emotional Development Social Development Academic Support Services School Counselors Reports - Research Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Education Junior High Schools Middle Schools Secondary Education High Schools Early Childhood Education This report describes the Achieve 180 Program in Year 2. The 53 participating schools received Texas Education Agency campus accountability ratings of &quot;Improvement Required&quot; (IR), &quot;Not Rated,&quot; or &quot;Former Improvement Required&quot; at the end of the 2017-2018 school year. The 2018-2019 Achieve 180 Program's centralized support was based on six pillars of best practice for school improvement and is delineated in this report. Achieve 180 Implementation Rubric Dashboard ratings were calculated by the Achieve 180 Program administrators in consultation with other district and school administrators to depict the level of implementation fidelity achieved for each Achieve 180 Program centralized support provided at each participating school in 2018-2019. The implementation ratings are included in this report. Also included are full versions of the Achieve 180 Program End of Year summary reports from Houston Independent School District (HISD) administrators that enumerate the program's massive implementation strategies and activities, accomplishments, insights, and recommendations for program improvement. Descriptions of the 2018-2019 (Year 2) Achieve 180 Program participants, interventions, and related findings are provided in this Part A report. ED602881 Achieve 180 Program Evaluation, Part A: Implementation Findings 2018-2019. Research Educational Program Report Houston Independent School District 2019-09-20 240 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Program Evaluation Bilingual Education Second Language Learning Second Language Instruction English Language Learners Language Minorities School Districts Language Proficiency Language Tests Scores Academic Achievement Faculty Development Mathematics Achievement Standardized Tests Achievement Tests Native Language Spanish English Reports - Evaluative Numerical/Quantitative Data Texas (Houston) Stanford Achievement Tests Houston Independent School District (HISD), Department of Research and Accountability English The Houston Independent School District (HISD) currently offers five bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELLs). These programs are intended to facilitate ELL students' integration into the regular school curriculum and to ensure access to equal educational opportunities. This evaluation report summarizes the performance of students who participated in the district's bilingual and ESL programs during the 2012-2013 school year. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as ELL, demographic characteristics of students served by these programs, and a count of how many students exited ELL status. The report also summarizes the professional development activities of staff involved with the bilingual and ESL programs ED602882 Bilingual &amp; English as a Second Language Program Evaluation, 2012-2013. Research Educational Program Report Houston Independent School District 2013-09-11 37 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Second Language Instruction Second Language Learning English Language Learners School Districts Language Minorities Elementary School Students Secondary School Students Academic Achievement Language Proficiency Language Tests Standardized Tests Scores Reading Achievement Mathematics Achievement Reports - Research Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Education Secondary Education The Houston Independent School District offers two different English as a Second Language (ESL) programs for language minority students. One of these is a Content-Based ESL program where ESL methodology is used to deliver English instruction across a variety of subject areas. The second is a Pullout ESL program where students attend special intensive language classes for part of the day, separate from their regular all-English classes. Content-Based ESL is mainly used in the elementary grades, while Pullout-ESL is primarily a secondary-level program. This report summarizes the performance of students who were in these two ESL programs during the 2018-2019 school year. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English State of Texas Assessments of Academic Readiness (STAAR), STAAR End-of-Course (EOC), and the Texas English Language Proficiency Assessment System (TELPAS). ED602883 English as a Second Language Student Performance Report: English STAAR and TELPAS, 2018-2019. Research Educational Program Report Houston Independent School District 2019-09-10 19 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Citizenship Education Voting Citizen Participation Civics Government Role Board of Education Role Teacher Role Family Role Cooperation Youth Teacher Attitudes Student Diversity Social Studies Barriers Political Issues Ideology Equal Education Social Bias Gender Bias Racial Bias Social Media Freedom of Speech Educational Policy Family Involvement Educational Innovation Reports - Research CIRCLE (The Center for Information and Research on Civic Learning and Engagement) English Each new generation must become active, informed, responsible, and effective citizens. As a teacher who was surveyed for this report said, &quot;civic education is essential if we are to continue as a free democratic society. Not to educate the next generation will ensure the destruction of our American way of life as we know it.&quot; Data show that many young Americans are reasonably well informed and active. For instance, 45% of citizens between the ages of 18 and 29 voted in the 2012 election. In a national survey conducted for this Commission, 76% of people under the age of 25 who voted could correctly answer at least one (out of two) factual questions about where the presidential candidates stood on a campaign issue and state their own opinion on that issue. On the other hand, more than half of young people did not vote, and on some topics, most young people were misinformed. This research, like many other studies, finds that young people from disadvantaged backgrounds are far less likely to be informed and to vote. These shortcomings cannot be attributed to the schools alone, since families, friends, political campaigns, election officials, the mass media, social media, and community-based organizations are among the other important influences on young people. In fact, this research shows that while schools matter, civic education must be a shared responsibility. The outcomes are acceptable only when all the relevant institutions invite, support, and educate young people to engage in politics and civic life. Breaking outdated and comfortable patterns will require new ideas and the active support of all sectors of society. This report is intended to engage Americans in a new discussion, leading to experiments, partnerships, and reforms. It provides recommendations that emerged from the Commissioners' deliberations, which were informed by an in-depth analysis of prior research and extensive original research conducted during and after the 2012 election, and a summary of the new research. No single reform listed here is a panacea, but combining several of them would help build a supportive environment for youth civic learning and engagement. The main body of the report explains whether each of these recommendations is based on extensive experience and evaluation data or is a new idea that the Commissioners advocate on a pilot basis. ED602884 All Together Now: Collaboration and Innovation for Youth Engagement. The Report of the Commission on Youth Voting and Civic Knowledge Center for Information and Research on Civic Learning and Engagement (CIRCLE) 2013-10-00 William T. Grant Foundation Robert R. McCormick Foundation Spencer Foundation S.D. Bechtel, Jr. Foundation 60 Center for Information and Research on Civic Learning and Engagement (CIRCLE). Jonathan M. Tisch College of Citizenship and Public Service, Lincoln Filene Hall, Tufts University, Medford, MA 02155. Tel: 617-627-4781; Fax: 617-727-3401; Web site: http://civicyouth.org/ N/A 2020 -1 ERIC APR2020

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Yes Foreign Countries Apprenticeships Vocational Education Employment Qualifications Role of Education Educational Policy Governance Mentors Program Design Partnerships in Education Program Implementation Reports - Evaluative Cyprus Cedefop - European Centre for the Development of Vocational Training English This report presents key findings and suggestions to improve apprenticeship for learners and employers and increase its attractiveness for economy and society in Cyprus. Based on information provided by apprentices, teachers, institutional actors, social partners and policymakers, the review examines the country's new modern apprenticeship, which provides an alternative education pathway for students who have completed compulsory education or a preparatory apprenticeship. Improvements have been and are being made to the new modern apprenticeship, but national policy-makers need to decide which role they want apprenticeships to play in the Cypriot education and training system. This publication is the final report of Cedefop's review of apprenticeship in Cyprus, carried out between January 2017 and June 2018 at the request of the Ministry of Education and Culture. This review of apprenticeship is one of several carried out by Cedefop at the request of various Members States. ED602885 Apprenticeship Review: Cyprus. Adding Value: Rethinking Apprenticeships. Thematic Country Reviews Cedefop - European Centre for the Development of Vocational Training 2019-00-00 978-9-2896-2885-3 88 Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu N/A 2020 -1 As Provided APR2020

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Yes Second Language Instruction Second Language Learning English Language Learners Language Minorities Language Tests Standardized Tests Scores Elementary School Students Secondary School Students Language Proficiency Reading Achievement Mathematics Achievement School Districts Reports - Research Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Education Secondary Education The Houston Independent School District offers two different English as a Second Language (ESL) programs for language minority students. One of these is a Content-Based ESL program where ESL methodology is used to deliver English instruction across a variety of subject areas. The second is a Pullout ESL program where students attend special intensive language classes for part of the day, separate from their regular all-English classes. Content-Based ESL is mainly used in the elementary grades, while Pullout-ESL is primarily a secondary-level program. The report summarizes the performance of students who were in these two ESL programs during the 2017-2018 school year. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English STAAR, STAAR EOC, and the TELPAS. ED602886 ESL Student Performance: English STAAR and TELPAS, 2017-2018. Research Educational Program Report Houston Independent School District 2018-10-23 23 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Youth Programs Program Effectiveness Job Training Counseling Mentors Leadership Training At Risk Persons Service Learning Alumni Individual Development Skill Development Construction Industry Building Trades Family Environment Dropouts Peer Influence Adults Social Influences Caring Expectation Role Models Citizen Participation Career Development Godsay, Surbhi Kiesa, Abby Kawashima-Ginsberg, Kei Henderson, Whitney Levine, Peter Reports - Research CIRCLE (The Center for Information and Research on Civic Learning and Engagement) English This study tells the story of the transformation of a substantial group of young people. Today they are exemplary civic leaders. A significant number of them hold public office or are church leaders, such as pastors. More than one third are professional educators or youth workers. Almost all are leaders in their families, workplaces, and communities. It is a remarkable outcome because just a few years ago they were on a very different track. Almost all had dropped out of high school or been expelled. Many were victims of violence, and a substantial minority had been members of gangs and/or convicted of crimes. Many had been homeless. Most predicted they would be dead by now. Their life trajectories, and indeed their identities, changed as a result of enrolling in local YouthBuild programs--a combination of education, community service in the form of building homes, job training, personal counseling and mentoring, and leadership development--and joining the national pipeline for young leaders that YouthBuild USA organizes for the alumni of the local programs. For the most part, these young people entered YouthBuild for practical reasons, such as the desire to obtain a GED and job skills. They found YouthBuild a radical alternative to the institutions and communities that they had known so far, characterized by caring and love (explicitly named as such), high expectations for achievement and service to others, opportunities for leadership within and beyond the program, and supportive relationships with adults and peers. Most of the young leaders report that those elements continued from their earliest days in a local program through to their advanced work in the YouthBuild USA leadership system. This study is based on a survey of 344 alumni and detailed intensive interviews with a diverse sample of 54 of those survey respondents. The Center for Information and Research on Civic Learning and Engagement (CIRCLE) conducted this study in cooperation with selected YouthBuild alumni. The graduates helped design the survey and the interview protocol and actually interviewed their peers. CIRCLE has analyzed the survey data and audio tapes of the interviews. This is a highly rigorous and intensive study, using a mixed-methods methodology appropriate to the topic. It has quantitative, qualitative, and observational aspects, and a dimension of community-based participatory research. ED602887 Pathways into Leadership: A Study of YouthBuild Graduates Center for Information and Research on Civic Learning and Engagement (CIRCLE) 2012-00-00 John S. and James L. Knight Foundation 64 Center for Information and Research on Civic Learning and Engagement (CIRCLE). Jonathan M. Tisch College of Citizenship and Public Service, Lincoln Filene Hall, Tufts University, Medford, MA 02155. Tel: 617-627-4781; Fax: 617-727-3401; Web site: http://civicyouth.org/ N/A 2020 -1 ERIC APR2020

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Yes Secondary School Teachers Preservice Teachers Technological Literacy Foreign Countries Student Attitudes Teacher Education Programs Computer Literacy Computer Software Electronic Mail Multimedia Materials Comparative Analysis Departments Video Technology Gender Differences Audio Equipment Ownership Moyenga, Moussa Usta, Ertugrul Journal Articles Reports - Research Burkina Faso ISSN-2468-4929 English Secondary Education Higher Education Postsecondary Education The purpose of this research was to evaluate the level of Burkina Faso secondary pre-service teachers' technology skills. To reach the aim of the research quantitative research method has been used. Data was collected from 534 pre-service teachers of different departments with 429 male and 105 female from Burkina Faso secondary school teachers education in two institutes, the High Education School of Norbert Zongo University and Institute of Sciences of Ouaga II University on October 2017. Data were transferred to SPSS 22 for statistical descriptives test; t-test and ANOVA tests were applied. According to the results, Burkina Faso secondary pre-service teachers technology skills were so moderate in general and more particularly in basic computer operation (create, save copy and delete files etc...) in use of productivity software (MS Word, Excel, Power Point) and electronic communication (use of e-mail). But their level were low on multimedia (technique of integrating on same medium data of different natures as sound, text video and images...) and electronic references. Comparative analyzes in relation to some variables results indicted a significant difference between the gender; male were competent than female. Meaningful difference has been found between the pre-service teachers' education level. The results showed that pre-service teachers with personal computers were more competent than those without computer. According to the fields of study the result showed significant differences. Technical department pre-service teachers were more competent compare to science, literature and sport department. ED602046 Burkina Faso Secondary School Pre-Service Teachers Technology Skills Online Submission Pedagogical Research v4 n1 Article em0028 2019 2019-00-00 7 N/A 2019 -1 As Provided APR2020

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No Psychometrics High School Students Advanced Placement Programs Attitude Measures Factor Structure Measurement Techniques Error of Measurement Scores Factor Analysis Structural Equation Models Academic Achievement Grade Point Average Grade 9 Grade 10 Grade 11 Grade 12 Questionnaires Multiple Regression Analysis Academically Gifted Test Validity Test Reliability Dedrick, Robert F. Shaunessy-Dedrick, Elizabeth Suldo, Shannon M. Ferron, John M. Journal Articles Reports - Research ISSN-0016-9862 English High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Grade 10 Grade 11 Grade 12 In two studies (ns = 312 and 1,149) with 9- to 12-grade students in pre-International Baccalaureate (IB) and IB Diploma programs, we evaluated the reliability, factor structure, measurement invariance, and criterion-related validity of the scores from the School Attitude Assessment Survey-Revised (SAAS-R). Reliabilities of the five SAAS-R subscale scores were good (as &gt; 0.80) for pre-IB (Grades 9-10) and IB students (Grades 11-12). Study 1 model fit indices for the five-factor SAAS-R model from confirmatory factor analyses showed greater misfit than those previously reported by McCoach and Siegle. In contrast, Study 2 fit indices for the five-factor model with pre-IB and IB students were similar to values reported by McCoach and Siegle. Tests of measurement invariance in Study 2 using multigroup confirmatory factor analysis identified three items within the Motivation/Self-Regulation subscale that differed in their item intercepts (i.e., uniform differential item functioning) with pre-IB students endorsing these items more strongly compared with IB students. Based on these results along with evidence of criterion-related validity as reflected in the moderate statistical relations between the SAAS-R subscales and students' GPAs, the SAAS-R shows promise as a research tool that can be used to examine the psychological factors associated with pre-IB and IB students' academic achievement. EJ1047515 Psychometric Properties of the School Attitude Assessment Survey-Revised with International Baccalaureate High School Students Gifted Child Quarterly v59 n1 p38-54 Jan 2015 2015-01-00 Institute of Education Sciences (ED) 17 SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com N/A http://dx.doi.org/10.1177/0016986214559596 2015 -1 As Provided APR2020 Yes R305A100911

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Yes Educational Technology Technology Uses in Education Writing Instruction Teaching Methods Deafness Hearing Impairments Computer Mediated Communication Elementary School Students Expository Writing Technology Integration Cooperative Learning Saulsburry, Rachel Kilpatrick, Jennifer Renée Wolbers, Kimberly A. Dostal, Hannah Journal Articles Reports - Descriptive EISSN- English Elementary Education Technology--in the form of digital tools incorporated into writing instruction--can help teachers motivate and engage young children, and it may be especially critical for students who do everything they can to avoid writing. Technology may bolster student involvement, foster the engagement of reluctant or struggling writers, and support writing instruction. However, it does even more. A look at the use of technology in two classes shows how technology can create authentic writing opportunities and impact young writers' choices. Not only do students in these classes engage with their assignment, but they also interact with their audience, explore the purpose of their assignment, and understand their assignment's impact. We feature these classrooms because the technology the teachers selected was either inexpensive or free and easy to learn and use. Just as importantly, these technological tools assist more than one part of the writing process; they are useful in planning, organizing, and sharing the finished writing product with the intended readers. [This article was published in &quot;Odyssey&quot; (EJ1064118).] ED602764 Getting Students Excited about Learning: Incorporating Digital Tools to Support the Writing Process Grantee Submission Odyssey v16 p30-34 2015 2015-00-00 Institute of Education Sciences (ED) 5 T 2020 -1 As Provided APR2020 Yes R324A120085

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No Rating Scales Test Construction Test Validity Stress Variables High School Students Acceleration (Education) Secondary School Curriculum Advanced Placement Programs Item Analysis Factor Analysis Factor Structure Test Reliability Construct Validity Interviews Focus Groups Grade Point Average Attendance Mental Health Life Satisfaction Anxiety Suldo, Shannon M. Dedrick, Robert F. Shaunessy-Dedrick, Elizabeth Roth, Rachel A. Ferron, John Journal Articles Reports - Research Florida ISSN-0734-2829 English High Schools Secondary Education High school students in accelerated curricula face stressors beyond typical adolescent developmental challenges. The Student Rating of Environmental Stressors Scale (StRESS) is a self-report measure of environmental stressors appropriate for students in Advanced Placement (AP) and International Baccalaureate (IB) courses. We developed the StRESS in parallel with a new measure of coping designed for this same population. Items were derived from sentiments expressed during focus groups and individual interviews with 177 students, 72 parents, and 47 teachers. Multiple iterations of expert review and item analyses focusing on conceptual clarity and comprehensiveness resulted in 75 items reflecting stressors across domains, including school, home, and peers. High school students in AP or IB (N = 727) completed the 75-item inventory. Exploratory factor analyses and additional item review indicated a five-factor solution with 32 items. Cronbach's alpha reliabilities ranged from 0.67 to 0.88. Five additional items representing a composite of Major Life Events also were included. The five factors and Major Life Events composite had test-retest reliabilities greater than 0.70. These scores were related to multiple conceptualizations of stress, as well as academic outcomes (GPA and attendance) and mental health (life satisfaction and anxiety), thus supporting the construct validity of the StRESS scores. Further support for the five-factor structure of the StRESS was provided by results of a confirmatory factor analysis (standardized root mean square residual = 0.051, root mean square error of approximation = 0.048, comparative fit index = 0.900) with a separate sample of 2,193 AP and IB students. EJ1063628 Development and Initial Validation of the Student Rating of Environmental Stressors Scale: Stressors Faced by Students in Accelerated High School Curricula Journal of Psychoeducational Assessment v33 n4 p339-356 Jul 2015 2015-07-00 Institute of Education Sciences (ED) 18 SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com T http://dx.doi.org/10.1177/0734282914552164 2015 -1 As Provided APR2020 Yes R305A100911

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Yes Geography Instruction Test Items Knowledge Level Taxonomy Correlation Social Studies Foreign Countries Public Colleges Cognitive Processes Thinking Skills Skill Development College Freshmen Multiple Choice Tests Preservice Teachers Student Reaction Ilhan, Ali Journal Articles Reports - Research Turkey ISSN-2501-1111 English Higher Education Postsecondary Education The aim of the study was to determine whether there is a relationship between students' answers to geography questions framed according to the factual and conceptual levels of the knowledge dimension of the Revised Bloom's Taxonomy. The study used a correlational survey design. The data were gleaned from the answers that 52 students studying social studies teaching at the faculty of education of a state university in the Eastern Black Sea Regions in the 2018-2019 academic year gave to 14 questions framed based on the factual and conceptual knowledge levels of the Revised Bloom's Taxonomy. The data collection instrument designed within the scope of the study was administered to the students twice at a 40-day interval through the test-retest method. The reliability of the measurement instrument was tested using the Pearson product-moment correlation coefficient (PPMCC) and found to be 0.82. The research hypotheses were tested using the nonparametric chi-square goodness of fit test and chi-square test of independence. First, the frequency and percentage distributions of students' answers to the factual and conceptual questions were computed. The rate of those who answered the factual knowledge questions correctly ranged from 51.9% to 100%, while the rate of those who answered the conceptual knowledge questions correctly ranged from 5.8% to 78.8%. The results of the chi-square goodness of fit test run to test whether students' answers differ in the factual and conceptual knowledge levels showed that there was a statistically significant difference between the observed and expected values [x[superscript 2] (1, n = 447) = 0.0, p = 0.00]. The results of the chi-square test of independence run to find out whether there is a significant relationship in students' answers to the factual and conceptual knowledge questions showed a significant relationship between students' answers to the factual knowledge questions and those to the conceptual knowledge questions [X[superscript 2](1, n = 447), p = 0.00, Cramer's V = 0.24]. These results show that the students were able to give correct answers to the factual knowledge questions that require a basic level of knowledge of geography, while they had difficulty answering the conceptual knowledge questions that require higher-order learning activities and skills. Therefore, geography classes should incorporate activities aimed at the upper levels of the knowledge and cognitive process dimensions to help students develop higher-order thinking skills. It is hoped that this study will contribute to further research. ED602888 Evaluating Student Answers to Geography Questions Framed According to the Factual and Conceptual Knowledge Levels of the Revised Bloom&apos;s Taxonomy Online Submission European Journal of Education Studies v6 n9 p42-68 2019 2019-00-00 27 N/A 2020 -1 As Provided APR2020

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Yes Metacognition Foreign Countries Correlation Undergraduate Students Young Adults Stress Management Coping Attention Control Ozcan, Neslihan Arici Journal Articles Reports - Research Turkey (Istanbul) ISSN-2501-1111 English Higher Education Postsecondary Education The aim of this study is to examine the mediator role of the cognitive flexibility and mindfulness in the relationship between perceived stress and distress tolerance in university students. The sample of the study consisted of 417 students (306 females: 73,4%, 111 males: 26,6%) at Faculty of Healthy Sciences in Istanbul Medeniyet University in Turkey. Sample's mean of age came to 19,88 (Sd=1.93). The Perceived Stress Scale, Distress Tolerance Scale, Cognitive Flexibility Scale, and Mindfulness Scale have been used. As part of this study, the mediating role of cognitive flexibility and mindfulness in the relationship between perceived stress and distress tolerance has been tested using the Serial Mediator Model. The results have indicated that those with a higher level of perceived stress experience lower degrees of cognitive flexibility and that, given cognitively less flexible individuals experience less mindfulness, thus, lower levels of mindfulness are associated with a decrease in distress tolerance. Moreover, the model in its entirety proved statistically significant (F(3, 420)=33.87, p&lt;0.001), accounting for 19,4% of the total variance. The findings have been discussed in line with relevant literature on the issue and recommendations on their possible application have been given. ED602889 The Mediator Role of Cognitive Flexibility and Mindfulness in Relationship between Perceived Stress and Distress Tolerance among University Students Online Submission European Journal of Education Studies v6 n9 p316-332 2019 2019-00-00 17 N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Indigenous Populations Indigenous Knowledge Child Rearing Parenting Styles Cultural Influences Climate Rural Areas Parent Attitudes Attitude Change Social Values Yakovleva, Anastasia Speeches/Meeting Papers Reports - Research Russia ISSN- English Yakut people or Sakha (self-designation) are a Siberian indigenous ethnic group in North East Asia, inhabiting the Sakha Republic in Russia. Their language belongs to the Turkic family, and it is generally believed that they originated from Central Asia and migrated to the north about a thousand years ago. The article attempts to examine the traditional Yakut family, its child rearing practices and modern tendencies of parenting in the context of the complex ethnogenetic phenomenon. Research suggests that the Sakha people were formed through a long period of adaptation to extreme climatic conditions in the region of permafrost. The Yakut family was inherently multi-generational: the need of several generations to live together in one household was caused by the harsh climate. The elderly lived with their grown children - that cohabitation facilitated housekeeping, saved resources and played an integral part in parenting practices. Additional factors included socioeconomic hardships and the communal nature of the traditional Yakut society. All these elements promoted early development of positive qualities in children, such as self-reliance, tolerance and acceptance, hospitality and respect for elders. The child was treated as an equal as soon as he or she started participating in the family activities, first entrusted with small tasks, then with permanent duties. To examine the contemporary changes, modern rural families were interviewed. The study reveals a change in parental attitudes with signs of encouraging childish qualities in adolescent children and the desire to promote a prolonged childhood. The traditional parenting model &quot;to live with and be a part of my child's adult life&quot; is replaced with &quot;let my child have less hardships than I had&quot;, lifting the requirement of taking care of the elders in the family. Despite the differences, the core values of the traditional family remain relatively unchanged, mainly its child-centric characteristic and the instilled values. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603210 Child Rearing in the North: The Traditional Sakha Family and Modern Trends NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Spatial Ability Phenomenology Architecture History Teaching Methods Architectural Education Studio Art Student Projects Aesthetics Manoliu, Raluca Speeches/Meeting Papers Reports - Descriptive ISSN- English In recent years, major schools of architecture have considered that teaching architectural history has become obsolete, for it could not possibly respond to the crisis our contemporary buildings and cities are facing, a crisis that derives, as increasing research demonstrates, from breaking apart architecture from its user, the human being. Architectural history represents, simplistically expressed, the account of centuries of interaction between human beings and the spaces they created. This paper will present a novel pedagogical methodology that uses a phenomenological approach in teaching the history of architecture, its purpose being to progressively and intuitively help students realize spatial perception is not a high abstraction, a complicated notion, but an objective biopsychological human feature they can access at any time and use to feel, understand and create spaces that will become places imbued with meaning. Contemporary architectural pedagogy is preponderantly focused on cultivating spatial intelligence through a series of conceptual studio projects and theoretical courses dealing mainly with abstract notions. Even architectural phenomenology, when and where it is taught, remains at a theoretical level. Pedagogy focused on conceptual architecture creates architects with highly skilled aptitudes to produce only geometrically feasible and sound spaces, spaces that are not necessarily places to be inhabited in the sense Husserl, Heidegger, Merleau-Ponty, Norberg-Schulz, Alvar Aalto, Juhani Pallasmaa, Tadao Ando or Kengo Kuma would have meant them to be. In such a conceptually-driven studio culture, using historical architectural precedents, analyzing them and extracting the essential, objective and unchanging principles they hold, and using those principles discovered though analysis in joint studio projects, has proved to offer interesting and unexpected benefits in students' ability to sense space, to understand the inherent qualities of various types of spaces and to subsequently make use of the acquired spatial experience in their projects, the results being architectural places, not just architectural spaces. Though studying the different ways in which physical spaces have been artfully created and used, programmatically speaking, throughout the history of architecture, students are given the opportunity to understand how those spaces and their interrelations objectively affect humans as conscious beings, regardless of the culture they come from or the language they speak, and offer them a deeper understanding of the spatial &quot;alphabet&quot; some architects write dry prose with, while others create profound, meaningful poetry. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603211 Developing Spatial Aesthesis through Phenomenological Approaches to Teaching Architectural History NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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No Writing Skills Emergent Literacy Reading Difficulties Screening Tests Disability Identification Writing Evaluation Child Development Writing Instruction Early Childhood Education Childrens Writing Preschool Children At Risk Persons Thomas, Leiah J. G. Gerde, Hope K. Piasta, Shayne B. Logan, Jessica A. R. Bailet, Laura L. Zettler-Greeley, Cynthia M. Reports - Research EISSN- English Early Childhood Education Early writing is a foundational skill related to young children's literacy development and later reading and writing achievement. Examining children's early writing skills, particularly for those who have been identified as at-risk for later literacy difficulties, is critical to understanding potential differences in the early writing of these children and supports children need as their writing skills develop. Yet, we have an unclear understanding of the writing skills of young children at risk for literacy difficulties. In this study, we comprehensively assessed the early writing skills of 3- to 5.5-year old children (n = 128) to characterize the writing of young children identified as at-risk for later literacy difficulties and to compare the early writing skills of these children to their non-at risk peers. Results indicated that children who are considered at risk for later literacy difficulties lag behind their peers in a range of early writing skills, including name writing, letter writing, invented spelling, and story composition in preschool. Findings also suggest that early literacy screeners may identify children experiencing writing difficulties in addition to early reading challenges. Given the generally low writing ability of preschool-aged children, practical implications are discussed. [This paper was published in &quot;Early Childhood Research Quarterly&quot; Jan 2020.] ED602890 The Early Writing Skills of Children Identified as At-Risk for Literacy Difficulties Grantee Submission 2020-01-22 Institute of Education Sciences (ED) 40 T https://doi.org/10.1016/j.ecresq.2020.01.003 2020 -1 As Provided APR2020 Yes R305A160261

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Yes High School Students Acceleration (Education) Advanced Placement Programs Student Records Grade Point Average Achievement Tests Scores Risk Stress Variables Difficulty Level Outcomes of Education Case Studies Measurement Techniques Student Attitudes Mental Health Life Satisfaction Burnout Well Being Academic Achievement Mental Disorders Academic Support Services Identification Time Management Suldo, Shannon M. O'Brennan, Lindsey M. Storey, Elizabeth D. Shaunessy-Dedrick, Elizabeth Reports - Research EISSN- English High Schools Secondary Education Although Advanced Placement and International Baccalaureate (AP/IB) students may not be the most obvious group of adolescents in need of extra supports, this population has salient and unique risk factors in need of specialized services, such as elevated perceived stress levels. The heightened academic demands placed on these students is an inescapable byproduct of the curriculum. To further examine the variability in student outcomes and determine what intrapersonal and environmental features promote positive outcomes among AP/IB students, the research team examined a large, diverse sample of 1,150 students in AP classes (from 10 schools) and more than 1,200 students from IB programs (from 10 schools; Suldo et al., in press). In this cross-sectional study, data were collected from self-report measures and school records from a total of 2,379 AP/IB students in grades 9-12. The authors examined five student outcomes in two domains: mental health (life satisfaction, psychopathology, school burnout) and academic (GPA, AP/IB exam scores). The sizable percentages of students with low emotional well-being as seen on measures of life satisfaction, mental health problems, or academic burnout, and/or academic challenges as reflected in end-of-year performance that is below AP/IB program standards, illustrate that students in accelerated curricula need supports despite their history of academic success that led to enrollment in AP/IB classes. In this article, the authors discuss the specific needs of this underserved group and outline strategies to consider in universal and targeted supports tailored to the specific risk and protective factors that research has identified are particularly relevant to AP/IB students. [This paper was published in &quot;Communiqué&quot; v46 n6 p18-21 2018 (EJ1172633).] ED602891 &quot;But I&apos;ve Never Had to Study or Get Help Before!&quot;: Supporting High School Students in Accelerated Courses Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 11 N/A https://www.nasponline.org/publications/periodicals/communique/issues/volume-46-issue-6 2020 -1 As Provided APR2020 Yes R305A150543

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Yes Creativity Job Skills Professionalism 21st Century Skills Problem Solving Decision Making Management Development Foreign Countries Economic Impact Administrators Mironova, Margarita D. Mardanshina, Rimma M. Khusainova, Anisa A. Kudryavtseva, Marina G. Kalganova, Gulnara F. Speeches/Meeting Papers Reports - Research Russia ISSN- English The paper focuses on the management professionalism concept in the framework of a new type of economy, the &quot;creative economy&quot;. In accordance with the skill-based approach accounting for the general professionalism model applicable to most occupations, a range of creative management abilities have been specified. It is creativity that turns into a professionally important feature of a modern manager which can be developed by occupational training educational programs and relevant training courses such as the Theory of Inventive Problem Solving and the Theory of Management Decision-Making. They enhance understanding that internal factors and environment-related factors are essential to improving creative abilities. The creative class theory directly interrelates the development of this new social stratum with the economic success of regions. Under modern civilizational development, small regions can have greater economic power, since there is already no need for large material and human resources; another change in the economy is associated with the transition from firms' competition for markets to competition of cities for creative professionals. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603212 Building Up Creativity as a Professional Skill of the Modern Manager NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 6 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Vision Tests Vision Visual Impairments Screening Tests Partnerships in Education Student Needs Health Needs Assistive Technology Access to Health Care Elementary Secondary Education Program Effectiveness Standardized Tests Scores At Risk Students Minority Group Students Females Racial Differences Ethnicity Gender Differences Transportation Clinics Academic Achievement Student Participation Economically Disadvantaged Student Characteristics Special Education Limited English Speaking Academically Gifted Age Differences Barriers Reports - Research Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Secondary Education The Vision Partnership is an alliance between the Houston Independent School District (HISD) and One Sight Vision Partnership that began in 2009 to address the vision and vision-related health needs of students who cannot afford eye care services. Campus-based vision screenings are offered to district students at all grade levels at no cost. In addition, through the Vision Partnership follow-up evaluations, consultations, corrective eye wear, and fittings for corrective eye wear are provided to students at no cost during special events that are held throughout the school year at multiple clinics in non-academic community locations. This may enable students to fully engage in the academic opportunities the district offers. The goal of the Vision Partnership is to enhance student achievement by ensuring that the basic vision and vision-related health needs of HISD students are met. Key findings reported include: (1) Campus-based vision screenings were provided to 89,650 students in 2012-2013 and 92,894 students in 2013-2014, an increase of 3.6 percent; (2) From the 2009-2010 school year to the 2013-2014 school year, an estimated 17,077 HISD students have received services through the Vision Partnership program, including 2,999 in 2013-2014; (3) A total of 117 or 41.8 percent of HISD's 280 schools had students participate in vision clinics provided through the Vision Partnership program, 17 (12.7 percent) fewer schools than the 134 schools that participated in 2012-2013; (4) Vision-screened students who received vision correction met the passing standards in reading at higher rates than did students district wide at grades 3, 6, 7 and 8 in 2013-2014; (5) Vision Partnership participants who received vision correction met the passing standards at higher rates than did students district wide in reading at grades 3, 5, and 6 in 2013-2014; and (6) Vision-screened students and Vision Partnership participants who received vision correction met the passing standards at higher rates than did students districtwide in mathematics at grades 6 and 7 and in writing at grade 7 in 2013-2014. ED603213 Vision Partnership, 2013-2014. Research Educational Program Report Houston Independent School District 2015-02-27 49 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Academic Achievement Electronic Learning Middle School Students High School Students Online Courses Achievement Tests Advanced Placement Programs Conventional Instruction Student Characteristics Instructional Effectiveness Mislevy, Jessica Schmidt, Rebecca Puma, Michael Ezekoye, Andrew Saucedo, Daniela Reports - Research Numerical/Quantitative Data Virginia Advanced Placement Examinations (CEEB) Regional Educational Laboratory Appalachia (ED) SRI International English Junior High Schools Middle Schools Secondary Education High Schools The Virginia Department of Education's Virtual Virginia (VVA) program delivers more than 90 supplemental online courses to more than 10,000 middle and high school students each year. The department partnered with Regional Educational Laboratory (REL) Appalachia to examine the relationship between students' participation in a subset of 31 VVA online courses and their performance on end-of-course Virginia Standards of Learning (SOL) and Advanced Placement (AP) exams during the 2015/16 and 2016/17 school years. Relying on administrative records available through the Virginia Longitudinal Data System, REL Appalachia researchers conducted descriptive analyses and regression analyses with statistical controls. After controlling for demographic and prior achievement differences, students in face-to-face courses were more likely to score higher and demonstrate proficiency on SOL and AP exams than students taking the same courses through VVA across most subject areas. Because the study design was correlational, additional research is needed to determine whether the difference in performance is due to the characteristics of the students in online courses, aspects of the VVA program itself, or some other factor such as students' reasons for enrolling in the course or the supports available in their local schools. ED602892 Comparing the Achievement of Students in Virtual Virginia and Face-to-Face Courses Regional Educational Laboratory Appalachia 2020-02-00 135 Regional Educational Laboratory Appalachia. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/appalachia/index.asp T 2020 -1 As Provided APR2020 Yes EDIES17C0004

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Yes Foreign Countries Presidents Discourse Analysis Speeches Content Analysis Speech Acts Rhetoric Persuasive Discourse Teaching Methods Language Usage Classroom Communication Public Speaking Medriano, Ramon S., Jr. De Vera, Presley V. Journal Articles Reports - Research Philippines EISSN- English Anchored on Foucauldian Discourse Analysis, this study traced and analyzed evidence of &quot;dominance construction&quot; in spoken corpus, wherein the subject corpora are political speeches of Philippine President Rodrigo Roa Duterte (PRRD). Discourse segments from the speeches were extracted using content analysis meant to isolate those exhibiting characteristics of &quot;monologic discourse&quot; (Freire's criteria). Monologic discourses were equivalently ascribed as discourse vehicles of dominance construction. On these primordially identified and isolated discourse segments revolved the core analyses of the study. The speech acts feature and rhetoric strategies inherent in the monologic discourse segments were explored. To intensify the investigation, contrastive analysis was further used to determine definitive patterns in the way rhetoric strategies and speech acts would characterize monologic discourses if they were found in varied political speech types entailing different types of audiences and different purposes for delivering a speech. As to the findings, a considerable volume of monologic discourses were observed across PRRD's different types of speech, thus giving evidence that PRRD uses political speeches to peddle his dominance construction. Moreover, inherent in his monologic discourses are seemingly consistent patterns and characteristics, such the use of certain types of illocutionary acts (i.e. assertive, commissive, verdictive, directive, declarative, and expressive). PRRD's monologic discourses are also laced with his ample use of rhetoric strategies that cleverly combines &quot;ethos, logos, and pathos&quot; (based on the Aristotelian typology of rhetoric strategies). However, a quantitative analysis that measured the rates in which these rhetoric strategies appear in the speeches reveals that PRRD uses them in different proportions. Ethos is mostly manifested, while Pathos is least manifested. A quasi-quantitative co-occurrence analysis was employed to determine patterns of association between PRRD's use of rhetoric strategies and illocutionary acts, which thenceforth revealed some degree in which some rhetoric strategies do coincide with the use of certain types of illocutionary acts although the study waives to declare this as strongly conclusive because the extent of association can range only from very low to moderate. The study projects a pedagogical significance, especially for the benefit of language teachers and literature teachers. It arouses interest in using political speeches as discourses that can be tackled for class discussions, or even for purposes of literary criticism. Students must be exposed to authentic uses of language and its reproduction of power differentials and how this phenomenon is subconsciously conveyed in verbal communication. ED602893 Dominance Construction in Monologic Political Discourse Based on Selected Public Speeches of President Rodrigo Roa Duterte Online Submission 2020-00-00 11 N/A 2020 -1 As Provided APR2020

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Yes Individualized Instruction Student Development Migrants Rural Schools Individual Development Zhirkova, Zoya S. Spiridonova, Maya E. Vinokurova, Antonina A. Reports - Research Speeches/Meeting Papers ISSN- English Relevance of this article is a problem of creation of a trajectory of individual development of students by means of differentiation and individualization of training is caused by the fact that the organization of training in an individual educational trajectory demands a special technique and technology. The practical solution of this task was implemented in the conditions of nomadic and small rural schools of the Arctic, taking into account specific features of pupils and a harkter of training. Results of creation of own educational trajectory of pupils of development of languages (Even and English) and ethno-cultures are given in the article. The purpose of the article consists in creation of conditions of creation of a trajectory of individual development of students by means of the differentiated, individual training. The personal focused approach giving an opportunity to consider a problem in a complex is leading in a research. The organization of personal focused education of pupils allows each pupil to exercise the opportunities and the rights to development of subject matters. The main plan of a research consists in consideration of an individual trajectory of education as result of realization of personal potential of pupils in his development through own activity. Materials of article introduces practical value for development of the theory of personal - focused training; can be used when developing concepts of creation of a trajectory of individual development of students as factor of realization of personal potential of pupils of his further formation through own activity. Results of a research can be used for methodological justification of educational programs of subjects and ethno-cultural education. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603214 Ensuring of Differentiation and Individualization of Training as a Condition of Creation of a Trajectory of Individual Development of the Students of Arctic Schools NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018 2018-00-00 5 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Marine Education Foreign Countries Educational Legislation Higher Education College Graduates Navigation Engineering Economics Transportation Tests Employment Job Skills Education Work Relationship Program Descriptions Place of Residence Outcomes of Education Matuszak, Zbigniew Tomaszewska, Iwona Ewa Speeches/Meeting Papers Reports - Research Poland ISSN- English Higher Education Postsecondary Education In Poland there is a Higher Education Act introduced in October 2011, which imposes an obligation to monitor the careers of graduates. Career Office Maritime Academy in Szczecin conducted a first pilot research, which aimed to prepare the mandatory tests and tame the graduates for a new trial, which are cyclic test of careers of graduates: Navigation, Mechanical and Transport Engineering and Economics. The first research was conducted among graduates who have passed engineer or master exam by the end of 2012. The paper presents the methodology of the research careers of graduates of the Maritime Academy in Szczecin in 2016. The paper presents research tools and research results. Career situation of the graduates of the Mechanical Department is characterized. Sectors of the economy and positions on which graduates found employment after graduation are presented. The paper shows assessment of the skills acquired during the studies at the Maritime Academy of Szczecin by the graduates in their professional work. The paper also provides a subjective evaluation of the studies by the respondents. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603215 Notes on the Report of the Professional Fate of the Mechanical Department Graduates of the Maritime Academy in Szczecin NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 10 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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No Mental Health Intervention School Health Services Access to Health Care Social Development Emotional Development Cognitive Restructuring Behavior Modification Behavior Problems Learner Engagement Barriers High School Students Adolescents Well Being Prevention Mental Disorders Coping Student School Relationship Interpersonal Relationship Extracurricular Activities Advanced Placement Programs Inquiry Student Motivation Planning At Risk Students Program Effectiveness Suldo, Shannon Parker, Janise Shaunessy-Dedrick, Elizabeth O'Brennan, Lindsey Reports - Research EISSN- English High Schools Secondary Education This chapter reviews youth mental health interventions that promote behavioral, emotional, and cognitive engagement among school-aged youth within a three-tier framework. We first summarize empirical relationships between positive indicators of student engagement (e.g., subjective well-being; SWB) and negative indicators (e.g., internalizing and externalizing symptoms of psychopathology) of mental health. Then, we describe interventions that can be implemented in the school context to target the specified mental health indicators. At Tier 1, universal schoolwide and classwide prevention strategies that promote students' SWB and emotional health and demonstrate positive improvements on student engagement are reviewed. At Tier 2, we describe how selective mental health interventions utilizing a motivational interviewing approach can promote students' engagement. At Tier 3, we present cognitive-behavioral therapy as an evidenced-based approach to treating externalizing and internalizing symptoms that pose barriers to student engagement. We illustrate interventions within each tier through providing a case study based on our work with adolescents enrolled in in rigorous accelerated high school courses. [This chapter was published in J. Fredricks, A. Reschly, and S. Christenson (Eds.), &quot;Handbook of Student Engagement Interventions: Working with Disengaged Youth&quot; (p199-216). Cambridge, MA: Elsevier.] ED602894 Mental Health Interventions Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 43 T https://www.elsevier.com/books/handbook-of-student-engagement-interventions/fredricks/978-0-12-813413-9 2020 -1 As Provided APR2020 Yes R305A150543

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Yes Educational Technology Technology Uses in Education Deans College Administration Administrator Role Technology Integration Educational Finance Costs Teacher Role College Faculty Educational Needs Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education The wonders of the information technology (IT) revolution have landed hard and fast on college campuses bringing with them a myriad of challenges for academic leaders. A group of Chief Academic Officers met to discuss the challenges of technology on their campuses. They identified three categories that have implications for organization and planning: 1) Finances and Economic Capacity, 2) Priority Setting and Assessment of Value and 3) The Role of the Faculty. ED602895 Brief 1: The Technology Challenge on Campus from the Perspective of Chief Academic Officers. New England Resource Center for Higher Education Publications. Paper 25 New England Resource Center for Higher Education 2000-01-01 Policymakers Administrators 4 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Early Childhood Education Child Care State Programs Parent Education Child Health Wellness Integrated Services Family Programs Program Effectiveness State Aid State Legislation Grants Wang, Jianjun Reports - Research California Proposition 10 (California 1998) EISSN- First 5 Kern English Early Childhood Education Adult Education This report delineates evaluation findings from 43 programs that received over $8 million of state investment through Proposition 10 to support early childhood services in Kern County, California during Fiscal Year 2018-2019. To address results-based accountability of the state investment from a 50 cent-per-pack tax on cigarette and other tobacco products, this report incorporates qualitative analyses of in-depth success stories and statistical reports of quantitative data from extensive assessments of program effectiveness and service integration. A five-chapter structure is adopted to support dissemination of the multilevel findings: Chapter 1 highlights features of the impact of grant administration at the Commission level; Chapter 2 provides program-specific findings in Child Health, Family Functioning, and Child Development; Chapter 3 describes results of partnership collaboration to strengthen the system building for service integration; Chapter 4 includes longitudinal results from the Core Data Elements (CDE) survey and Family Stability Rubric (FSR) to summarize the ongoing service improvements. This report ends with Chapter 5: Conclusions and Future Directions to review past recommendations and introduce new recommendations for next year. Netdraw, Quanteda in R, SAS and SPSS packages are employed to support data visualization, text analytics, and statistical computing. The report includes two appendices, 31 figures, 78 tables, and 129 reference items. [For the First 5 Kern Annual Report: Fiscal Year 2017-2018,&quot; see ED593233.] ED602896 First 5 Kern Annual Report: Fiscal Year 2018-2019 Online Submission 2020-02-05 130 N/A 2020 -1 As Provided APR2020

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Yes Individualized Instruction Competency Based Education Foreign Countries Instructional Effectiveness Second Language Learning Cognitive Processes Spiridonova, Maya E. Sleptsova, Galina N. Speeches/Meeting Papers Reports - Research Russia ISSN- English Relevance of this article are questions of the differentiated approach in a specification of the purposes, tasks, contents and ways of the organization of teaching and educational process to training and formations of key competences of students on the basis of accounting of individual abilities and requirements. The purpose of article consists in a possibility of the differentiated approach in concrete educational institution and technology of implementation of individual approach to students according to the level of their abilities and opportunities for the purpose of definition of their vocational guidance, the maximum development of each personality at all grade levels. The leader in this research is individual approach to students according to the level of their abilities and opportunities for the purpose of definition of their vocational guidance, the maximum development of each personality at all grade levels. Materials of article provides practical value for formation of competences and to improvement of quality of education. Results of a research can be used for methodological justification and in development of individual training programs of training. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603216 Formation of Key Competences of Students on the Basis of the Individual and Differentiated Approaches NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Active Learning Student Projects Specialists Comparative Education Foreign Countries Program Administration Universities Competency Based Education Innovation Standards Betta, Jan Boronina, Liudmila Senuk, Zinaida Baliasov, Aleksandr Speeches/Meeting Papers Reports - Evaluative Poland Russia ISSN- English Higher Education Postsecondary Education One of the most important component of innovative economy is forming of effectively functioning the work market. This is particularly true for countries with developing economy, that requires the formation of new pedagogical paradigms. The universities face a global challenge - to rebuild the educational process, taking into account the challenges and requirements of modern production. A successful preparing of future specialists, who are able to independent, creative, solving problems and strive toward their goals achieving is a practice-oriented project management education. It should consist in the work on educational project of different level of sophistication, using adapted educational attempts. Studying in this ideology, students acquire the experience of team work required in professional activity, such as team work, practice of presentation and defending of their ideas and responsibility of solutions adapted. Such an approach is actively applied in many leading universities in the world. The main task of the authors is to carry out a comparative analysis of educational design practices in different areas of training (engineering, management, public administration, organization of work with youth) in two leading universities in Poland and Russia -- Wroclaw University of Science and Technology and Ural Federal University. Used research methods are general and particular document's analysis, data integration, benchmarking, constructive congruency and case study. It is established that project competences are universals and recommended in national learning standards at all levels and streams of education. Regardless of corporative specificity, project management affects education matters, resources of educational process and pedagogical technologies. Project education of students has a systemic, infiltrating, successional and interdisciplinary character. Specificities of project learning, its social and corporative heterogeneity, are addicted many factors. Among them, the most important are project learning content, specificity of national project background, level of adaptivity in regional practices and different methodological approaches to project management--from the classical to agile one. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603217 Project-Based Learning in Training of a New Generation of Specialists: A Corporative Analysis NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 9 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Deans Administrator Attitudes Remedial Programs Remedial Instruction College Students Developmental Studies Programs Competency Based Education Faculty Development Academic Advising Alignment (Education) Best Practices College Readiness Reports - Evaluative University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education Perhaps more than most academic issues, remedial education evokes fervent emotions and unyielding opinions. Consensus is hard to reach even about the nomenclature, with remedial conveying a sense of deficiency in need of correction pitted against the developmental approach that focuses on change and growth. On campus, the many aspects of the controversy often get voiced in questions rather than answers: What can we do to help these students? Why were these students accepted? Who should and who will teach in these remedial programs? Should we in higher education, at the beginning of the twenty-first century, still be talking about this issue? ED602897 Brief 15: Developing Students--Associate Academic Deans Weigh In. New England Resource Center for Higher Education Publications. Paper 39 New England Resource Center for Higher Education 2002-11-01 Administrators 6 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Tenure Job Performance Personnel Policy Department Heads Administrator Attitudes Faculty Evaluation College Faculty Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education Within any college and university, it is in the academic department where most of the work is accomplished in educating students and carrying out the institution's academic mission. Department chairs are at the front lines of policy implementation. At a recent meeting members of [New England Resource Center for Higher Education's] NERCHE's Department Chairs Think Tank weighed in on what they have learned from their experiences with post-tenure review (PTR) policies. ED602898 Brief 4: Department Chairs Discuss Post-Tenure Review. New England Resource Center for Higher Education Publications. Paper 28 New England Resource Center for Higher Education 2001-01-01 Policymakers Administrators 5 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Equal Education School Policy College Admission Higher Education Affirmative Action Minority Group Students White Students Student Rights Court Litigation Student Diversity College Role School Responsibility Reports - Evaluative Michigan University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education The United States Supreme Judicial Court is currently deliberating the University of Michigan Affirmative Action lawsuits involving three white students who claim they were discriminated against because of race-conscious admissions policies. Organizations, such as the Center for Individual Rights, which sponsored the Michigan plaintiffs, and the Center for Equal Opportunity, have spearheaded drives to evaluate affirmative action programs in light of equal protection under the law. Viewed in this light, these policies appear to be unfair to white candidates. Examined more closely, concerns about equitability are missing from arguments about fairness. NERCHE's Multicultural Affairs Think Tank members discussed the changed environment brought about by these lawsuits and its implications for colleges and universities. ED602899 Brief 16: In Search of Equity--An Institutional Response. New England Resource Center for Higher Education Publications. Paper 40 New England Resource Center for Higher Education 2003-04-01 Administrators 6 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Adaptive Testing Computer Assisted Testing Mathematics Test Construction Student Evaluation Undergraduate Students Yu, Eliseeva Dina Fedosov, A. Yu. Mnatsakanyan, Olga L. Grigoreva, Svetlana V. Dmitrieva, Tatiana V. Reports - Research Speeches/Meeting Papers Russia ISSN- English Higher Education Postsecondary Education Building the process of education effectively and qualitatively taking into account educational needs and students' individual characteristics is possible by developing of the special technics of education, in terms of which a student not only will repeat the actions of a teacher but first of all will use different interactive and adaptive educational technologies. The modern computer technologies because of high crucible carrier size and high processing speed allow to enlarge the borders of materials used in an educational process because of highly developed ways of analysis of a dialogue with a user and considerably adopt transfer of knowledge to a concrete learner. The teaching technique of computer testing suggests realization of new approaches to a building of teaching courses by special organization of information block of a discipline in the form of sections and modules, structuring of test materials due to the module division in accordance with information structure of learning material, division of module testing material into the groups of test questions and tasks in keeping with the content and arrangement of groups in order of difficulty of testing materials, appliance of consistent approach allowing to realize several sorts of adaptiveness while testing students' knowledge. We offered the consistent approach, allowing to realize practically several types of adaptiveness while estimating knowledge by computer testing. (1) The changing of strategy of examination depending on the student's answers, legalized by means of special structure of examining algorithm. (2) Testing on assignment, which is divided into the training, realized independently for the estimation of knowledge by a student himself, and control, realized under the supervision of a teacher for the objective estimation of real knowledge, and progress check and final check are important and particular case. (3) Testing on profoundness of the examination -- to the examination level. (4) The testing by volume of the checked material subdivided depending on material volume (the module, the section or several sections (progress check), all discipline (final check). The given possibilities are provided with the organization of the information and testing material for subsections of a course and are considered in the testing algorithms. The offered approach maximally takes into account essential characteristics of computer process of an examination and allows to build an individual path of training students by using various interactive means. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603218 Application of Adaptive Computer Testing as a Means of Interactive Learning for Building an Individual Educational Trajectory of a Student NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 17 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Foreign Countries Career Guidance Career Counseling Career Development Lifelong Learning Labor Market Mentors Outplacement Services (Employment) Employees Matulcíková, Marta Breveníková, Daniela Speeches/Meeting Papers Reports - Research Slovakia ISSN- English The present paper is based on the concept of life-long guidance with focus on the labor market, employability, professional orientation and career development. In career development, an important role is played by career counseling provided by employers, namely in the classification of career guidance services provided in the private sector. The aim of the paper is to characterize selected career-related guidance services activities provided by employers. It is based on the analysis of theoretical sources and practical applications of career counseling services, resorts, and sectors providing services, their legislative and institutional support from the aspect of national and European institutions. Apart from the methods of analysis, synthesis, induction, and deduction, also informal interviews and questionnaire methods were used in data analysis. Empirical research was conducted in the area of career guidance provided by employers. Two types of methods were used to process collected data: manual processing and automated processing. Our intention is to deal with career guidance services as an important element of the life-long education in the light of the research project on &quot;The preparation of the content and structure of subject disciplines focused on the business knowledge and skills in graduates from selected Medical Services fields of study&quot;. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603219 Career Guidance Services in Employer Entities and Life-Long Education NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 9 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Educational Finance Financial Support Institutional Cooperation Higher Education Partnerships in Education College School Cooperation Grants School Community Relationship Government Role Budgets Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education This brief was derived from the discussions of [New England Resource Center for Higher Education's] NERCHE's think tank for coordinators of GEAR UP school-college partnerships. The insights of these coordinators point to the principle that it is the quality of the relationships among the partners that determines the effectiveness of multi-institutional collaborations. This means then that those who support and invest in multi-institutional collaborations should also focus on supporting the process of partnership building. But what does this mean in practical terms? It means being strategic right from the beginning in the design of grant structures, and throughout the relationship with the grantees. This brief provides examples of the kinds of structures and purposeful actions that build effective partnerships. The examples and the recommendations that follow are intended primarily for project funders but are relevant for all those involved in higher education collaborations. Both the funders and the grantees need to advocate for partnership building as a sound investment strategy. ED602900 Brief 5: For Funders of Multi-Institutional Collaborations in Higher Education--Support Partnership Building. New England Resource Center for Higher Education Publications. Paper 29 New England Resource Center for Higher Education 2001-02-01 Policymakers Administrators 6 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Inquiry Community Colleges Two Year College Students Student Personnel Workers Data Collection Decision Making Accountability College Faculty Teacher Role Administrator Role Deans Educational Change Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education Two Year Colleges The Community College Student Success Think Tank, part of the Community College Student Success Project, funded by Lumina Foundation for Education, brings student and academic affairs officers together with institutional researchers to reflect on trends and issues surrounding data-driven decision making in community colleges. Participants consider various forms of accountability data, processes and analyses to bring about institutional transformation. At a recent meeting, Think Tank members discussed ways to create a culture of inquiry at community colleges. ED602901 Brief 18: Creating a Culture of Inquiry. New England Resource Center for Higher Education Publications. Paper 42 New England Resource Center for Higher Education 2005-04-01 Administrators 6 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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No Autism Pervasive Developmental Disorders Mothers Parent Attitudes Self Efficacy Toddlers Parent Role Early Intervention Socialization Parent Child Relationship Personal Autonomy Schertz, Hannah H. Lester, Jessica Nina Erden, Emine Safran, Selin Githens, Penny Reports - Research EISSN- English In this qualitative study, 11 mothers of toddlers with autism participated in interviews to investigate how they perceived their roles and their competency to support toddlers' social learning in the context of both professional-implemented and parent-mediated early intervention models. The authors conducted a thematic analysis with multiple layers of independent coding. Four resulting themes highlighted challenges and contributors to parent self-efficacy. First, related to child characteristics, challenges were most prominent in the early period as participants adjusted to the diagnosis and reached to connect when social challenges emerged. Second, having a peripheral role in early intervention challenged participants' confidence in their abilities, while receiving guidance to assume an active leadership role supported their sense of efficacy for facilitating toddlers' social learning. In a third theme, participants described specific and general examples of their expertise. Fourth, participants considered the transactional context of parent-child interaction and largely viewed their toddlers' independent wills, natures, and preferences as strengths upon which to build social engagement. The results support the need for early interventionists to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. [This paper will be published in &quot;Autism: The International Journal of Research and Practice.&quot;] ED602902 Challenges and Contributors to Self-Efficacy for Parents of Toddlers with Autism Grantee Submission 2020-00-00 Institute of Education Sciences (ED) 38 T 2020 -1 As Provided APR2020 Yes R324A120291

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Yes Second Language Learning Second Language Instruction English (Second Language) Introductory Courses Management Systems Databases Textbooks Universities Course Content Specialists Learning Processes Language of Instruction Interdisciplinary Approach Foreign Countries Guides Technical Education Odinokaya, M. Pyatnitsky, A. Petrov, M. Speeches/Meeting Papers Reports - Research Russia ISSN- English Higher Education Postsecondary Education The article deals with the approach to the development of the manual &quot;Professionally Oriented Introductory Course&quot; Databases &quot;in English&quot; on the discipline &quot;Foreign Language in Professional Activity&quot; on the basis of the principles of subject-language integrated learning which is being studied at the Technical University and acquiring special relevance in connection with the growing role of foreign-language communication in the professional activity of modern specialists. Particular attention is paid to the fact that the structure of the textbook is described, its content and other aspects of its development and practical use are given. It is also revealed the essence and content of &quot;Professionally Oriented Introductory Course&quot; Databases &quot;in English&quot; on the discipline &quot;Foreign Language in Professional Activity&quot; at the present stage. The article presents an example of the use of modern interactive technology of CLIL's integrated subject-language training using the LMS MOODLE educational platform, and also the characteristics of this platform that contribute to the effective development of professional and linguistic competencies of students are disclosed. The authors mark that subject-language education occupies a certain niche in technical university practice, which is formed by individual teachers who equally possess both their professional discipline and a foreign language. The key is the provision on the obligatory, in our opinion, conditions for the successful implementation of an integrated learning process that includes a foreign language and professional disciplines-the integration of teachers from different scientific fields. The application of this manual to the training of future engineers, as shown by the results of our study, positively affects the results of students' training. The research maintains that in general, the subject-language integrated learning is a useful and popular direction conducive to the creation of conditions for the productive mastering of professionally relevant information of disciplines of various cycles with the help of a foreign language, creating conditions for self-realization and self-development of a person. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603220 Designing Textbook &quot;Professionally Oriented Introductory Cource &quot;Databases&quot; in English&quot; within CLIL Framework in Technical University NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Business English Second Language Learning Second Language Instruction Linguistic Theory Social Change Student Mobility Teaching Methods Creativity Barriers Language Teachers Learning Motivation Instructional Innovation Figurative Language Language Tests Translation English for Special Purposes Technology Uses in Education Larisa, Naumenko Speeches/Meeting Papers Reports - Descriptive Tests/Questionnaires ISSN- English Political, socio-economic, ideological matters of a new century set special requirements to immediate change of traditional approach to studying foreign languages. Academic mobility, integration in world scientific-educational space, creation of optimal educational system and programs allow efficiently solve the tasks aiming at qualitative approach to education. Preparation of contemporary young people to live in a constantly changing world is a major goal of modern education. The idea of this education focuses on potential abilities of students and their realization to their advantage. Education should develop the mechanism of innovative activity, find creative ways of settling life-important issues, and serve as a stimulus to turn creativity in the norm of life. Language teaching professionals are confronted with a lot of challenges these days, because language teaching has gone through important changes in the last few decades as a result of several conditioning factors: progress in general Linguistics, Pedagogy and Psychology, new findings of second language acquisition theories and important sociological transformations, namely the growing nature of a globalized world with the rapid widespread of new technologies. Learners are growing up with technology, and it is a natural and integrated part of their lives. For these learners the use of technology is a way to bring the outside world into the classroom. And some of these learners will in turn become teachers themselves. All this proves that language teaching does not exist in the abstract but it is influenced by a wide range of individual matters and sociological and pedagogical variables of different nature. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603221 Livening up Business English Language Classes NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes College Faculty Diversity (Faculty) Teacher Orientation Tenure Department Heads Mentors Faculty Development Teacher Collaboration Part Time Faculty Adjunct Faculty Family Work Relationship Faculty Recruitment Rewards Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education Ten years ago higher education scholars predicted a major faculty turnover in the late 1990s and into the twenty-first century--a prediction based on demographic data on an aging faculty. The turnover is under way, accelerated by early retirement policies. Currently blocks of faculty positions are opening up at regional colleges and universities, and new faculty are being hired in groups, rather than a few at a time. In larger universities, the impact of this kind of hiring is felt most acutely at the department level. At small institutions, the effects can be institution wide. Throughout this academic year, [New England Resource Center for Higher Education's] NERCHE's Department Chairs, Chief Academic Officers, and Associate Deans Think Tanks have examined changes in faculty demographics and discussed the structures and policies that campuses need to orient and retain new faculty. ED602903 Brief 7: Preparing for the Next Wave of Faculty. New England Resource Center for Higher Education Publications. Paper 31 New England Resource Center for Higher Education 2001-05-01 Administrators 6 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Partnerships in Education Accountability Colleges Educational Finance Educational Administration Deans College Faculty Administrator Role Misconceptions Administrator Responsibility Incentives Budgeting Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education There is rarely a perception in colleges and universities that everyone owns the financial plan. Deans, department chairs, and division heads are most concerned with their own budgets, rather than the aggregate. Mythologies about how the academic and financial sides of the house operate create artificial divisions and compromise the development of shared responsibility. Driven by myth, each side tends to view the other as a threat to its values and priorities. These views often stereotype the other in ways that become self-fulfilling prophesies. For example, Chief Financial Officers (CFOs) believe that academics are inefficient and that CFOs, with their particularly keen grasp of reality, are better suited to set institutional priorities. They believe that, as in the for-profit world, finance is the language and measurement of success, and everyone should be fluent. And from the academic side of the house comes the conviction that those who work in finance are unable to comprehend the essence of higher education and that CFOs will arbitrarily take away needed resources. In a recent discussion NERCHE's [New England Resource Center for Higher Education] Chief Financial Officers Think Tank approached the task of finding ways for the CFO to help dismantle these myths and build partnerships with academic administrators. ED602904 Brief 11: Partnering for Accountability--The Role of the Chief Financial Officer at an Academic Institution. New England Resource Center for Higher Education Publications. Paper 35 New England Resource Center for Higher Education 2002-01-01 Administrators 6 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Global Approach Citizenship Education Higher Education Role of Education Terrorism Critical Thinking Data Analysis Consciousness Raising Cultural Awareness Faculty Development World Problems Academic Freedom College Role Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education Immediately after the events of September 11, the US was stunned by horror and disbelief, angry at the perpetrators of such awful violence, puzzled by the country's inability to recognize itself in the eyes of the world, and eager to learn more about other cultures from which it felt so alien. Our college campuses reflected this range of responses. At their first meetings of the academic year, members of NERCHE's Think Tanks, who represent faculty and administrators in New England, and SAGES (Senior Academics Guiding Educational Strategies), retired presidents and provosts, described their reactions and the range of responses campus. ED602905 Brief 12: Global Citizenship--A Role for Higher Education. New England Resource Center for Higher Education Publications. Paper 36 New England Resource Center for Higher Education 2002-03-01 Administrators 5 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Meta Analysis Qualitative Research Research Methodology Social Science Research Educational Research Check Lists Chrastina, Jan Speeches/Meeting Papers Reports - Descriptive Information Analyses ISSN- English Primarily focused on answering questions why and how, this qualitative research relates to human being and behavior and could bring understanding of socially constructed phenomena, including people's needs, experiences, behavior, motives, desires and expectations. Meta-synthesis is an important method that provides valuable insights into the qualitative research area. The aim of this methodological paper is to describe both the main conceptual background and the creation process of meta-synthesis (according to individual steps/phases) in the field of social science and educational research. The content of the paper includes the description of the 7-step procedure's preparation (deciding the phenomenon of interest; deciding what is relevant; careful reading and re-reading: translating studies into one another; synthesizing the translation; expressing the synthesis), checklists for validation of the conclusions/findings obtained from analytical process (QUARI: the Qualitative Appraisal and the Review Instrument; CASP: Clinical Appraisal Skills Program in particular), and the SPIDER model: comprehensive search, appraisal of reports of qualitative primary studies, classification of studies, and findings synthesis. Methods of studying relevant literature (scientific articles), a content analysis and a critical comparison of knowledge were used. The output is presented as a short methodological review focused on the meta-synthesis method application to social sciences and educational research activities. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603222 Meta-Synthesis of Qualitative Studies: Background, Methodology and Applications NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 9 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Multicultural Education Cultural Awareness Second Language Learning Second Language Instruction Personality Traits Teaching Methods College Faculty Language Teachers Cultural Pluralism Intercultural Communication Conflict International Cooperation Intergroup Relations Foreign Countries College Students Geographic Regions Cross Cultural Studies Semantics Information Technology Turkic Languages English (Second Language) Russian Sleptsova, Galina Ushnitskaya, Victoria Speeches/Meeting Papers Reports - Research Russia ISSN- English Higher Education Postsecondary Education The article deals with the pedagogical problem of multicultural education as a factor influencing the formation of cross-cultural competence of the personality. A definition &quot;cross-cultural competence&quot; is given in the article. Pedagogical conditions of formation of cross-cultural competence of bachelors-teachers are considered. The main results of the conducted research on formation of crosscultural competence among bachelors - teachers in the process of teaching of foreign language are reflected. The relevance of the appeal to multicultural education is defined by multiculturalism and polyethnicity of the Russian society. We live in an era of active global interactions within the extending sociocultural space, in a world of linguistic and cultural diversity, where different peoples and national cultures interact intensively. Processes of interaction of national cultures, the international cooperation are followed not only by progressive, but also negative tendencies. Issues of interethnic relations are becoming particularly difficult in the system of international cooperation, the problem of interethnic conflicts, the preservation of the uniqueness and identity of national cultures becomes aggravated. In these conditions the problem of developing of culture of interethnic relations, harmonizing ethnic relations, multicultural education of young people with a stable outlook and tolerant consciousness capable of understanding, accepting and respecting the culture of other peoples and finding effective ways to reduce interethnic conflicts is particular importance. Efforts are necessary to find effective solutions of these problems, and not only at the world, state, but also interpersonal level. One of the possible solutions to this problem is the formation of cross-cultural competence of the individual as a means of nurturing of his personality. Since the teacher is a key figure in formation of the worldview of young generation, the task of forming cross-cultural competence of future teachers comes to the forefront in the education system. By cross-cultural competence we mean the ability of a person to freely navigate in the multicultural world, to achieve understanding in other languages and cultures in the process of cross-cultural interaction. Technology of formation of cross-cultural competence of the bachelor-teacher is based on the principles of social and cultural peculiarities, dialogue, value enrichment of the content of teaching in a foreign language with the values of the national culture and the culture of the learned language. The effectiveness of the process of formation of cross-cultural competence of bachelors-teachers are provided by the following pedagogical conditions: the implementation of education of spiritual culture and the development of national consciousness in multicultural education in the system of higher education; realization of technology of valuable semantic enrichment of the content of foreign language teaching with the values of national culture and culture of the learned language; a learning of foreign language on a basis of comparative cross-cultural analysis realized in a polylogue of the Yakut, Russian and English cultures. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603223 Multicultural Education as a Factor of Formation of Cross-Cultural Competence among Bachelors-Teachers NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 7 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Mental Disorders Access to Health Care Student Needs Student Personnel Services Higher Education College Students Civil Rights Legislation Disabilities Federal Legislation Legal Responsibility School Community Relationship Reports - Descriptive Americans with Disabilities Act 1990 University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education One of higher education's crowning achievements is that colleges and universities are currently educating many groups of people who have been denied access to this resource in the past. A growing percentage of the new population of students arrives on campus with unique mental health needs, which until now campuses have been largely unprepared to accommodate. This new student profile may be more familiar to Student Affairs' offices, but the educational implications extend to the whole campus. Members of NERCHE's (New England Resource Center for Higher Education) Student Affairs Think Tank discussed this topic at one of their meetings and offer the following insights. ED602906 Brief 9: Practices and Policies for Dealing with Students with Mental Health Issues. New England Resource Center for Higher Education Publications. Paper 33 New England Resource Center for Higher Education 2001-10-01 Administrators 5 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Department Heads Deans Educational Strategies College Faculty College Outcomes Assessment Inclusion Teacher Administrator Relationship Participative Decision Making Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education Assessment, with a capital &quot;A&quot;, has become in the academy a politically loaded buzzword that closes many more doors than it opens. Assessment, with a small &quot;a&quot;, however, is a necessary part of any attempt to find the best path forward in environments that change. At meetings this spring, Members of NERCHE's Departments Chairs Think Tank and Associate Academic Deans Think Tank discussed this controversial issue, focusing on ways to foster climates in which faculty and administrators are collaborative partners in assessment with the intention of strengthening teaching and learning. ED602907 Brief 13: The Critical Connection--Department Chairs&apos; and Associate Deans&apos; Strategies for Involving Faculty in Outcomes Assessment. New England Resource Center for Higher Education Publications. Paper 37 New England Resource Center for Higher Education 2002-05-01 Administrators 6 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Higher Education Student Personnel Services Student Personnel Workers Graduate Study Educational Assessment Interdisciplinary Approach Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education The Student Affairs profession has changed significantly. Is graduate training keeping up? Do young Student Affairs professionals know what to expect once they get to campus? Members of NERCHE's (New England Resource Center for Higher Education) Student Affairs Think Tank met to discuss the relationship between graduate training and the workplace. ED602908 Brief 8: Graduate Preparation of Student Affairs Staff--What&apos;s Needed. New England Resource Center for Higher Education Publications. Paper 32 New England Resource Center for Higher Education 2001-05-01 Administrators 5 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Second Language Learning Second Language Instruction Teaching Methods Multimedia Instruction Instructional Design Student Evaluation Higher Education Student Attitudes College Students Teacher Attitudes College Faculty Instructional Effectiveness Information Technology Technological Literacy Evaluation Criteria Educational Quality Instructional Materials Self Esteem Feedback (Response) Public Speaking Information Retrieval Zhigadlo, Valentin Odinokaya, Maria Sheredekina, Oksana Speeches/Meeting Papers Reports - Evaluative ISSN- English Higher Education Postsecondary Education The article reveals the issue of the conditions for the effective use of multimedia educational presentations for teaching a foreign language in a non-linguistic institution. Particular attention is paid to the analyzed and summarized basic requirements for the development and design of modern multimedia educational presentations in the domestic and foreign higher education system. The article also examines the issues of evaluating multimedia educational presentations, namely the evaluation of a multimedia educational presentation from the perspective of students presenting the educational presentation; from the position of the teacher, who evaluates the educational presentation and from the position of students listening to the presentation. The article emphasizes the effectiveness of the use of interactive learning technologies with the aim of forming the universal competencies that they need in the future for personal and professional communication. The essence and content of the evaluation headings is revealed, helping to make certain expectations of students and teachers, since the evaluation criteria for a multimedia presentation are developed in advance and presented to students, allowing to form a focused feedback from the teacher. In conclusion, the conclusion is made that the use of multimedia presentations during the teaching of a foreign language in a non-linguistic institution is a tool that contributes to the expansion of the possibilities for independent work of students and the formation of self-esteem in students. Multimedia educational technologies become not only the main teaching and methodological material for organizing independent work of students of a non-linguistic high school, but also the main means of informational support for public speaking students, stimulating students to learn a foreign language. It is established that the certain principles of constructing a multimedia educational presentation, such as the high quality of teaching material in a strict academic style, and the development of a clear algorithm of the report; high quality of artistic design of the educational material; technical design and previous information retrieval of educational information using interactive technology and the Internet as a whole will contribute to the self-organization and self-development of the student, in particular, to the expansion of his scientific horizon. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603224 Use of Multimedia Training Presentations in Teaching a Foreign Language in a Non-Linguistic University NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Social Support Groups Psychological Patterns Mental Health Special Education Teachers Teacher Role Intervention Stress Management Foreign Countries Teamwork Volunteers Disabilities Hudcová, Bianka Stecová, Anežka Chrastina, Jan Speeches/Meeting Papers Reports - Research Czech Republic ISSN- English Regarding the growing frequency of crisis situations in society, an improvement of special educators' skills in providing psychosocial first aid (PFA) to people with disability in crisis situations needs to be taken into account. The goal of the study was to ascertain the special educator`s role when providing PFA in selected crisis situations, as delineated by volunteers of Community-based psychosocial intervention teams. In conducting the study, a qualitative approach was used with a multi-case study of the descriptive-exploratory character being the main method of the procedure conceptualization. The data was collected by means of combining a semi-structured interview and a projective technique -- sorting out picture cards. A thematic analysis method was employed for data analyzing. Volunteers giving PFA to people with disabilities have faced significant difficulties. A specific approach in providing PFA to people with disabilities is necessary. Thus, strengthening of the special educator`s role is required in the given field. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603225 Psychosocial First Aid for People with Disabilities in Crisis Situations -- The Role of a Special Education Teacher NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 7 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes General Education Higher Education Undergraduate Study Liberal Arts Educational Change Change Strategies Committees Curriculum Development Program Implementation Faculty Development Program Evaluation Janice S. Green Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education The process of reviewing and renewing a program of general education is complex, challenging, and often frustrating. This paper is presented with the aim of facilitating the process from inception to successful conclusion. Practical guidelines and suggestions, derived from long experience as faculty member, academic administrator, and consultant, are offered to assist those responsible for reviewing, evaluating, developing, and implementing general education curricula. Emphasis is placed on collaborative practices, ongoing open communication, thorough planning, and reliable information. It is assumed throughout, that pitfalls can be avoided, obstacles circumvented, and a climate of civility maintained despite the difficulty and scope of the task. ED602909 Reviewing and Renewing General Education: A Practical Guide. Working Paper 24 New England Resource Center for Higher Education 2000-04-01 18 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Benchmarking Deans Educational Administration School Policy Data Collection Institutional Cooperation Higher Education Best Practices Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education Benchmarking is a widespread practice in all industries today. Higher education is no exception. One need only look at annual rankings in &quot;U.S. News and World Report&quot; to appreciate power of benchmarking in a market-driven society that is seeking the best value in education. To the public, and even to leaders in higher education, measures such as these amount to an externally imposed evaluation. The impact of benchmarking on an institution can be significant. But is it worth it? Chief Financial Officers from the New England area offer their views. ED602910 Brief 2: Benchmarking from the Perspective of Chief Financial Officers. New England Resource Center for Higher Education Publications. Paper 26 New England Resource Center for Higher Education 2000-04-01 Policymakers Administrators 5 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Higher Education Institutional Cooperation Educational Change Change Strategies Expertise Financial Support Accountability Time Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education The New England Resource Center for Higher Education's (NERCHE) Civic Engagement Cluster is a multi-institutional model for strengthening civic engagement in higher education across ten institutions simultaneously. Reflecting NERCHE's mission to promote community, collaboration, and change in higher education, the Cluster is based on the premise that significant change can be accomplished most effectively through collaboration and communication across institutions. The purpose of this Brief is to pass on some key lessons learned in the pilot year of this project about laying the groundwork for collaboration and improving institutional practice. ED602911 Brief 10: Lessons on Supporting Change through Multi-Institutional Projects. New England Resource Center for Higher Education Publications. Paper 34 New England Resource Center for Higher Education 2001-11-01 Administrators 5 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Ethnic Groups Migrants Multicultural Education Alignment (Education) Cultural Maintenance Indigenous Populations Geographic Regions Culturally Relevant Education Zhirkova, Zoya S. Yakushkina, M. S. Shaposhnikova, Tatiana D. Speeches/Meeting Papers Reports - Research Russia ISSN- English Relevance of the article of a problem of formation of regional educational space of the Sakha (Yakutia) Republic as private question investigated by authors is caused by existence of more global problem of threat of real disappearance of a unique circumpolar Arctic civilization, it's culture and traditions as a result of action of processes of globalization, need of her preservation. The purpose of this article consists in attraction attention of scientists to this problem, identification of ways of her decision. In the article the education using the ethnocultural potential of traditions of peoples of the North is considered as the factor stabilizing disintegration processes. The leader in a research is the culturological approach giving the chance to consider a problem in a complex. According to conceptual approach, the most ancient people of the Earth which have lodged around the North Pole have created the circumpolar civilization possessing community of many leading parameters of culture of survival in the conditions of permafrost and which is characterized by unity in variety of ethnic communities. Development of any education system happens in a social and economic context of the concrete administrative territory with inherent in her culturally - historical, ethnocultural traditions, a way of life, national peculiarities. The main plan of a research consists in consideration of education with use of potential of ethnocultural traditions of the population both a factor of development of the region in general, and preservations of a unique circumpolar civilization of the people of the Arctic, in particular. Materials of article are of practical value for the multinational countries with multiethnic features, for development of the theory of poly-cultural education; can be used when developing concepts of creation of educational space of the region as factor of stabilization and his further development. Results of a research can be used for methodological justification of programs of development of ethnocultural education, in development of administrative concepts for the sphere of ethnocultural education. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603226 Role of Regionalization of Education in Formation of Circumpolar Educational Space of Northern Territories of Russia NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 6 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Information Technology History Computer Science Cultural Differences Philosophy Ideology Innovation Computers Computer Use Foreign Countries Miloslavov, Aleksei Kuzmina, Olga Speeches/Meeting Papers Reports - Research USSR ISSN- English At present, in the literature that is are devoted to social life, it has become commonplace to claim that we live in the era of the &quot;digital revolution&quot;. Our paper deals with computer science in the period from the late 40's to early 60's of the twentieth century, which is considered from the point of view of &quot;intellectual history&quot;. We concern ourselves with, in the main, two problems. First is self-consciousness of members of the computer science community in relation to other spheres of scientific and engineering-practical activity, including the question about the correlation of theoretical and applied components in the structure of the knowledge. Secondly, we tell about interactions of a new sphere of professional activity have been occurred in this period with various social practices - scientific, industrial, political and so on. Based on the texts that reflect the incipience of computer science in the West and in the Soviet Union, we reveal some features of the &quot;philosophy&quot; of the early period of the digital revolution in the context of the existence of two ideological systems. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603227 The Early Period of the &quot;Digital Revolution&quot; from the Point of View of Intellectual History NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 9 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Accountability Educational Assessment Institutional Research Higher Education Institutional Evaluation Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education Assessment and accountability are embedded in the context in which most colleges and universities operate. In the current climate, one is deeply entwined with the other. Originally, assessment in higher education meant assessing students. The broader appeal of the concept quickly claimed the attention of a multitude of constituents within the academy, each with a different goal in mind -- from program review to public relations. Those whose relationship to the academy was once or twice removed, such as trustees, accreditors, and legislators, saw assessment as a simple and cost effective means to report information about the effectiveness of complex organizational processes as a way to hold institutions accountable. Especially in times of economic upheaval, &quot;accountability&quot; held much promise for those watching the bottom line. ED602912 Brief 3: Making Assessment Work. New England Resource Center for Higher Education Publications. Paper 27 New England Resource Center for Higher Education 2000-07-01 Policymakers Administrators 6 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Student Financial Aid Access to Education Equal Education Barriers Competition Disadvantaged Youth Student Recruitment Academic Persistence Merit Scholarships Student Needs Eligibility Socioeconomic Influences School Holding Power College Role Government Role State Aid Federal Aid Higher Education Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education [New England Resource Center for Higher Education's] NERCHE's think tank members recently participated in a discussion of the competitive forces driving change in higher education. The discussion, facilitated by The Futures Project: Policy for Higher Education in a Changing World (www.futuresproject.org), revealed tremendous concern among faculty and administrators in New England about safeguarding the principles of equal access and equal educational opportunity during a time of accelerating competition for students. This is a crucial time for a reevaluation of barriers to full educational opportunity in this country. We need policies both at the institutional level and the state and federal levels to reverse the widening educational and economic divide. ED602913 Brief 6: The Merit Aid Question--How Can We Attract Promising Students While Preserving Educational Opportunity for All? New England Resource Center for Higher Education Publications. Paper 30 New England Resource Center for Higher Education 2001-03-01 Policymakers Administrators 6 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Faculty Promotion Tenure College Faculty Scholarship Decision Making Rewards Institutional Mission Job Satisfaction Faculty Workload Faculty Development Teacher Role Public Service O'Meara, KerryAnn Reports - Research University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. This paper examines how four colleges and universities with exemplary programs for assessing service as scholarship implemented these policies within colleges of education. Case studies suggest that policies to assess service as scholarship can increase consistency among an institution's service mission, faculty workload, and reward system; expand faculty's views of scholarship; boost faculty satisfaction; and strengthen the quality of an institution's service culture. ED602914 Scholarship Unbound: Assessing Service as Scholarship in Promotion and Tenure Decisions. New England Resource Center for Higher Education Publications. Working Paper 25 New England Resource Center for Higher Education 2001-01-01 33 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Acting Theater Arts Drama Teacher Competencies Teaching Methods Learning Prediction Foreign Countries College Faculty Teacher Attitudes Matuszak, Alla Tsalko, Elena Matuszak, Zbigniew Speeches/Meeting Papers Reports - Research Russia ISSN- English Higher Education Postsecondary Education The requirements to future specialists in professional education accentuate the qualities of their adaptability, constant self-improvement, capacity to adjust to the new demand in the profession. These qualities are especially important for students of pedagogy and art preparing for the career of actors-instructors, i.e. instructors teaching children acting in school theatres. The actors-instructors' ability to competently foresee the tendencies in their profession, to prognosticate the ways to teach their pupils seems most effective on the basis of teaching pedagogical forecasting to students. Pedagogical forecasting is viewed as the scientifically grounded activities aimed at investigating possible transformations, development trends and prospects of objects in pedagogy and education. Three aspects of pedagogical forecasting are applied in the activities of future actors-instructors: forecasting students' own leaning, forecasting and designing classes in the process of pedagogical practical training (quazi-professional activities) and teaching forecasting to pupils during practical training in schools. The present paper introduces the concept and structure of pedagogical forecasting in the activities of future actors-instructors. The levels of pedagogical forecasting in the activities of future actors-instructors are described. The criteria to measure the prognostic competency of future actors-instructors are shown. The model of pedagogical forecasting in the activities of future actors-instructors is introduced. The experimental research conducted in a higher school in the Urals in 2013-2017 illustrates the system of activities to prepare future actors-instructors to apply pedagogical forecasting in their profession. The process of future actors-instructors training to organize pedagogical forecasting is shown. The methodology to analyze the pedagogical forecasting in the activities of a future actor-instructor includes case study, educational experimentation. Data collecting and processing is based on conversational interviewing. The data collecting method is carried out to study the higher school staff opinions about the actual level of future actors-instructors' pedagogical forecasting. Statistical data processing was performed in the MS Excel 2010 environment. A comparison of the distribution of nominative variables was made using the X[superscript 2] Pearson Fitting Criterion with a sample size (n [greater than or equal to] 100). [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189.] ED603228 Teaching Pedagogical Forecasting to Future Actors-Instructors NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Mathematics Instruction Secondary School Mathematics Educational Technology Technology Uses in Education Sciences Mathematical Models Teaching Methods Smirnov, Eugeny Uvarov, Artiom Smirnov, Nikita Speeches/Meeting Papers Reports - Research ISSN- English Secondary Education In present article the possibilities of synergy revealing of mathematical education in secondary school on the basis of modern achievements in science adaptation are investigated. The technology is based on the study of &quot;problem zones&quot; of the development of school mathematics with synergetic effects manifestation on the basis of visual modelling of founding environment using computer and mathematical resources. The technology of modern achievements in science adaptation to school mathematics (chaos &quot;area&quot; of lateral surface of Schwarz cylinder, fuzzy sets and fuzzy logic, fractal geometry, coding theory, etc.) on the basis of phased mathematical modelling and computer-aided design with the manifestation of nonlinear synergetic effects is developed. The founding cluster of generalized construct of modern knowledge, consisting of 4 implementation stages: &quot;initial level&quot; of the essence development of generalized construct for intuitive visual level, &quot;functional stage&quot; of awareness and correction of the features, options, and terms of limit process, &quot;operational stage&quot; of awareness and generality of temporal and functional sequence of learning activity of generalized essence of the construct, assessment stage of empirical verification of results, quantitative and qualitative analysis of teaching actions by means of mathematical modelling and computer-aided design, &quot;integrative stage&quot; aimed at the ability to translate the situation of entity's development into the processes of modelling, generalization and transfer. Each stage is integrated with two spirals of founding by means of processes equipment of essence deployment for generalized construct: motivation and applied maintenance of essence development, mathematical and computer modelling of synergetic effects manifestation and attributes. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1,&quot; see ED603189. Funding for this research was provided by the Russian Science Foundation.] ED603229 Technology of Synergy Revealing in Teaching of Mathematics NORDSCI Paper presented at the NORDSCI International Conference (Helsinki, Finland, Jul 17, 2018) 2018-00-00 12 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Colleges Problems Higher Education Educational Objectives Achievement Rating Institutional Evaluation O'Meara, KerryAnn Meekins, Matthew Information Analyses Reports - Research University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education Americans love ranking systems. Whether we are ranking the hottest celebrities, the top ten singles, the top chef, or the next design star, ranking seems to be built into the American psyche as a symptom of our competitive, aspirational nature, and our desire to quickly understand the value of things. This desire has fueled a veritable ranking industry with respect to institutions of higher education. There is great diversity in what ranking systems purport to rank. Beyond the well-known U.S. News and World Report (USNWR) &quot;Best Colleges&quot; lists are those that rank specific institutional types, such as flagship, land-grant, and international universities. Others aim to provide information to consumers about how a particular college or university rates on anything from &quot;value,&quot; broadly defined, to institutional commitment to sustainability, gender balance within the student population, and salaries of recent graduates, to the perceived quality of its athletic facilities, the popularity of its website, or its status as a party school. The ranking industry has become very influential in higher education, raising questions about the relationship between dominant ranking systems and the purposes and goals of institutions of higher education. Whose interests do the most widely-used rankings systems serve, and why? What purposes and ideologies are they not representing? Questions such as these led the first author of this paper to develop a graduate course on ranking systems in higher education. The second author was first a student, then a speaker in the course. The purpose of this article is to present the authors' critique of the main weaknesses and contributions of dominant ranking systems, to consider some of the positive and/or neutral roles that they are serving, and to offer three examples of purposes and goals of higher education the authors believe are not being fulfilled. ED602915 Inside Rankings: Limitations and Possibilities. NERCHE Working Paper: 2012 Series, Issue 1 New England Resource Center for Higher Education 2012-03-00 23 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes College Faculty Beginning Teachers Tenure Faculty Workload Faculty Development Educational Environment Collegiality Family Work Relationship Accountability Cooperation Interdisciplinary Approach Teacher Attitudes Reports - Descriptive University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education The message of new faculty is not new, but their power may be. As the demand for new faculty increases due to retirements and increased enrollments in systems and institutions around the country, large cohorts of tenure-track faculty are being hired. Early-career faculty want what they've wanted for many years now: clarity surrounding the tenure process, a workload that is meaningful and manageable, professional development for research and teaching, a hospitable campus climate, a collegial workplace, work-family balance, equity, transparency, and fairness. Many young teacher scholars are interested in collaboration over competition, research that is organized around problems rather than disciplines, and a multidisciplinary work environment shaped by interaction between researchers and users. At the same time, colleges and universities are facing pressures from outside to change what they do, how they do it, and how they measure it--much of this in line with the values and concerns of new faculty cohorts. ED602916 Brief 17: New Faculty: A Catalyst for Change. New England Resource Center for Higher Education Publications. Paper 41 New England Resource Center for Higher Education 2003-05-01 Administrators 6 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Nonprofit Organizations Low Income Groups Nongovernmental Organizations Access to Education Educational Quality Educational Opportunities Foreign Countries Elementary Education Success Governance Accountability Institutional Autonomy Preschool Education Rossignoli, Serena Riggall, Anna Information Analyses Zambia India Bangladesh Pakistan Afghanistan Sudan Liberia Spain Chad Argentina Bolivia Brazil Chile Colombia Dominican Republic Ecuador Guatemala El Salvador Haiti Honduras Nicaragua Panama Paraguay Peru Uruguay Venezuela Education Development Trust (United Kingdom) English Elementary Education Early Childhood Education Preschool Education This report examines four not-for-profit school chains, run by non-governmental organisations (NGOs) in low-income contexts. These are Fe y Alegría, the Bangladesh Rural Advancement Committee (better known by its acronym BRAC), Gyan Shala and Zambia Open Community Schools. Three of these organisations offer education at no cost (Fe y Alegría, BRAC and Zambia Open Community Schools), while the other charges very low fees (Gyan Shala). All four examples are large-scale operations running multiple schools, sometimes in multiple countries. All reach large numbers of pupils. The aim of this report is to provide insight for policymakers and others preoccupied with fulfilling: (a) the continuing and still urgent need to achieve Education for All; and (b) the pressing quest for improved quality and learning opportunities for those in school. The evidence is clear: huge numbers of children and young people still do not have access to education. Increasingly, it is apparent that even when they are in school, many students are not learning and are not leaving with even the most fundamental skills of reading, writing and basic calculation. Certain groups remain particularly vulnerable -- those in rural and challenging geographical locations, girls, children with disabilities, and children from ethnic minority groups. Each of the four school groups focused on offers its own interesting story. Collectively they provide an important and optimistic perspective on the apparently intractable challenges of achieving universal access and enhancing quality in education in developing countries. This review summarises the contribution these school chains have made to education improvements and suggests some of the key reasons behind their achievements. ED603230 Innovation and Achievement: The Work of Four Not-for-Profit School Groups Education Development Trust 2019-00-00 978-1-909437-99-9 Policymakers 48 Education Development Trust. Highbridge House, 16-18 Duke Street, Reading Berkshire, England RG1 4RU, United Kingdom. Tel: +44-1189-021-000; e-mail: enquiries@educationdevelopmenttrust.com; Web site: https://www.educationdevelopmenttrust.com/ N/A 2020 -1 ERIC APR2020

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Yes State Aid Educational Finance Poverty Educational Equity (Finance) Resource Allocation Katz, Nicole Reports - Research Education Resource Strategies English The correlation between socioeconomic status and academic achievement does not just apply to individual students--the concentration of poverty in schools matters, too. Schools with concentrated poverty require more state funding in order to best serve their students. But it is not just about how much; to be equitable, states must spend enough money on these schools and spend it well. In this paper, we identify four levels of funding equity, assess where states fall on the spectrum, and highlight the importance of strategic resource allocation in achieving equity for all students. ED603231 State Education Funding: The Poverty Equation Education Resource Strategies 2019-10-00 6 Education Resource Strategies. 480 Pleasant Street Suite C-200, Watertown, MA 02472. Tel: 617-607-8000; Fax: 617-600-6613; e-mail: info@erstrategies.org; Web site: http://www.erstrategies.org N/A 2020 -1 As Provided APR2020

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Yes School Districts Vision Health Services Vision Tests Academic Achievement Student Participation Achievement Tests Reading Tests Mathematics Tests Standardized Tests Visual Impairments Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Elementary School Students Spikes, Sara Reports - Research Numerical/Quantitative Data Houston Independent School District (HISD), Department of Research and Accountability English Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 During the 2016-2017 school year, the Vision Partnership program provided vision services to approximately 3,353 students enrolled in the Houston Independent School District. This evaluation brief describes HISD students' participation in campus-based screenings and the Vision Partnership, and the academic achievement of students served by the program in the 2015-2016 school year. Students' academic achievement was measured on the 2016 and 2017 spring 3-8 STAAR [State of Texas Assessments of Academic Readiness] reading and mathematics assessments. Results indicate that a higher proportion of students enrolled in grade levels not required by the Texas Department of State Health Services to be screened failed their campus-based vision screen when compared to the results of peers enrolled in mandatory grade levels. Academic achievement data indicated that higher percentages of fourth- and seventh- grade students met the Approaches Grade Level Standard on the 2017 STAAR reading and mathematics assessments when compared to their performance on the 2016 STAAR assessments. ED603232 Title I, Part A Vision Partnership, 2016-2017. Evaluation Report Houston Independent School District 2018-02-21 10 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 As Provided APR2020

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Yes Rating Scales Test Construction Test Validity High School Students Acceleration (Education) Secondary School Curriculum Advanced Placement Programs Item Analysis Factor Analysis Factor Structure Test Reliability Construct Validity Interviews Focus Groups Grade Point Average Attendance Mental Health Life Satisfaction Anxiety Stress Variables Suldo, Shannon M. Dedrick, Robert F. Shaunessy-Dedrick, Elizabeth Roth, Rachel A. Ferron, John Reports - Research Florida EISSN- English High Schools Secondary Education High school students in accelerated curricula face stressors beyond typical adolescent developmental challenges. The Student Rating of Environmental Stressors Scale (StRESS) is a self-report measure of environmental stressors appropriate for students in Advanced Placement (AP) and International Baccalaureate (IB) courses. We developed the StRESS in parallel with a new measure of coping designed for this same population (Suldo, Dedrick, Shaunessy-Dedrick, Fefer, &amp; Ferron, in press). Items were derived from sentiments expressed during focus groups and individual interviews with 177 students, 72 parents, and 47 teachers. Multiple iterations of expert review and item analyses focusing on conceptual clarity and comprehensiveness resulted in 75 items reflecting stressors across domains, including school, home, and peers. High school students in AP or IB (N = 727) completed the 75-item inventory. Exploratory factor analyses and additional item review indicated a five-factor solution with 32 items. Cronbach alpha reliabilities ranged from 0.67 to 0.88. Five additional items representing a composite of Major Life Events also were included. The five factors and Major Life Events composite had test-retest reliabilities greater than 0.70. These scores were related to multiple conceptualizations of stress, as well as academic outcomes (GPA and attendance) and mental health (life satisfaction and anxiety), thus supporting the construct validity of the StRESS scores. Further support for the five-factor structure of the StRESS was provided by results of a confirmatory factor analysis (standardized root mean square residual = 0.051, root mean square error of approximation =0.048, comparative fit index = 0.900) with a separate sample of 2,193 AP and IB students. [This article is published in the &quot;Journal of Psychoeducational Assessment&quot; v33 n4 p339-356 2015 (EJ1063628).] ED602917 Development and Initial Validation of the Student Rating of Environmental Stressors Scale (StRESS): Stressors Faced by Students in Accelerated High School Curricula Grantee Submission 2015-00-00 Institute of Education Sciences (ED) 36 T https://journals.sagepub.com/doi/10.1177/0734282914552165 2020 -1 As Provided APR2020 Yes R305A100911

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Yes Student Attitudes High School Students Work Ethic High Achievement Acceleration (Education) Stress Variables Coping Goal Orientation Social Support Groups Personality Traits Advanced Placement Programs Student Motivation Achievement Need Trust (Psychology) Shaunessy-Dedrick, Elizabeth Suldo, Shannon Roth, Rachel Fefer, Sarah Reports - Research Tests/Questionnaires Florida EISSN- English High Schools Secondary Education In this qualitative study, we investigated 15 successful and 15 struggling high school students' perceived stressors, coping strategies, and intrapersonal and environmental factors students perceive to influence their success in college-level courses. We found that students' primary sources of stress involved meeting numerous academic demands and seeking a balance between academic goals, social needs, and extracurricular activities. The most frequently described and commonly used effective coping responses involved time and task management, seeking temporary diversions, and cognitive reappraisal. Students perceived a strong work ethic and high achievement motivation as personal traits aligned with success, and support from a broad network of peers, parents, and teachers as environmental factors that are also related to optimal performance in rigorous accelerated high school programs. [This paper was published in &quot;High School Journal&quot; v98 n2 p109-137 2015 (EJ1051363).] ED602918 Students&apos; Perceptions of Factors That Contribute to Risk and Success in Accelerated High School Courses Grantee Submission 2015-00-00 Institute of Education Sciences (ED) 58 T https://muse.jhu.edu/article/566178 2020 -1 As Provided APR2020 Yes R305A100911

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Yes Vision Tests Vision Visual Impairments Screening Tests Partnerships in Education Student Needs Health Needs Assistive Technology Access to Health Care Elementary Secondary Education Program Effectiveness Standardized Tests Scores At Risk Students Minority Group Students Females Racial Differences Ethnicity Gender Differences Transportation Clinics Academic Achievement Student Participation Economically Disadvantaged Student Characteristics Special Education Limited English Speaking Academically Gifted Age Differences Barriers Reports - Research Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Secondary Education The Vision Partnership is an alliance between the Houston Independent School District (HISD) and One Sight Vision Partnership that began in 2007 to address the vision and vision-related health needs of students who cannot afford eye care services. Vision screenings, consultations, and fittings for corrective eyewear are provided at no cost to students or their families during special events that are held throughout the school year at multiple clinics in non-academic community locations. Services are provided through the One Sight Vision Clinic, which is a part of an ongoing collaboration between One Sight, a Luxottica Group Foundation, See to Succeed, an initiative of VisionQuest 20/20; the Houston Department of Health and Human Services (HDHHS); various community organizations; and the district. The goal of the Vision Partnership is to enhance student achievement by ensuring that the basic vision and vision-related health needs of HISD students are met. This report provides information on three aspects of the program: student participation, barriers to program participation, and the academic performance of students served by the program. Because of limitations to the student-level participation and vision-related outcome data, this report is strictly descriptive and is not intended to be used to make causal inferences of the program's effectiveness at improving student performance in academic achievement. ED603233 Vision Partnership, 2012-2013. Research Educational Program Report Houston Independent School District 2014-06-05 25 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Institutional Advancement Higher Education Social Media Benchmarking College Presidents Alumni Fund Raising Marketing Video Technology Administrator Attitudes School Attitudes Technology Uses in Education Deans College Administration Reputation Stoner, Michael Reports - Research Council for Advancement and Support of Education mStoner, Inc. English Higher Education Postsecondary Education The Council for Advancement and Support of Education (CASE) and mStoner conducted a survey of how schools, colleges and universities use various digital tools and techniques in alumni relations, communications, fundraising, and marketing. The study focused on how higher ed is adopting various digital tools and integrating them into advancement more broadly. The resulting white paper covers how advancement tools, practices, and attitudes are evolving toward integrated, digitally enabled advancement. Key findings from the white paper include: (1) 60 percent of institution's CMOs and CAOs report to the CEO. At 21 percent of institutions, the person acting as CMO reports to the CAO, and at 17 percent of institutions, there's another reporting structure in place. At 2 percent of institutions, the CAO reports to the CMO; (2) 57 percent of institutions report that they have one of more staff members who manage social media; (3) At 65 percent of institutions, &quot;create, sustain, improve brand image&quot; is one of the most important goals for social media; and (4) 65 percent of respondents say they are &quot;somewhat successful&quot; at using social media to achieve their goals. ED603234 Digital Advancement 2018: How Advancement Tools, Practices, and Attitudes Are Evolving toward Integrated, Digitally Enabled Advancement Council for Advancement and Support of Education 2019-00-00 16 Council for Advancement and Support of Education. 1307 New York Avenue NW Suite 1000, Washington, DC 20005-4701. Tel: 202-328-2273; Fax: 202-387-4973; Web site: http://www.case.org N/A 2020 -1 ERIC APR2020

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Yes Vocational Education Foreign Countries Educational Change Qualifications Continuing Education Labor Market Employment Population Trends Economic Climate Unemployment Educational Attainment Secondary Education Workplace Learning Individualized Instruction Competency Based Education Apprenticeships Educational Finance Governance Vocational Education Teachers Job Skills Nonformal Education Informal Education Quality Assurance Incentives Educational Counseling Reports - Descriptive Finland Cedefop - European Centre for the Development of Vocational Training English Adult Education Secondary Education Seamless and future-oriented: in essence, this is Finland's vision for lifelong learning in a world where adapting to new jobs and tasks and trends in society is becoming the norm. To make it a reality requires the support of the entire education and training system. This renewed emphasis on learning as a continuous process throughout life and the need for future-proof education and training policies are priorities of Finland's 2019 Presidency of the Council of the European Union. For Europe to remain competitive and inclusive also requires sufficient investment in human capital. This is highlighted by the intention of the Finnish presidency to bring together education and finance ministers, sending a strong signal to policy-makers. This short description, drawn up in close collaboration with Cedefop's national ReferNet partner, aims to offer a glimpse of Finland's VET, its successes and challenges, to a wider European audience. Our overall aim is to help readers understand VET in its specific country context; this is a prerequisite to supporting policy learning, building bridges between VET systems, and encouraging learner and teacher mobility across Europe. ED602919 Vocational Education and Training in Finland. Short Description Cedefop - European Centre for the Development of Vocational Training 2019-00-00 978-92-896-2905-8 76 Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Barriers STEM Education Rural Schools Females Gender Bias Equal Education Educational Environment Social Attitudes Government Role Community Role Self Esteem Secondary School Students Parents Secondary School Teachers Social Influences Equal Opportunities (Jobs) Occupations Student Attitudes Student Interests Coaching (Performance) Teacher Attitudes Administrator Attitudes Family Influence Cultural Influences Public Schools Curriculum School Role Social Change Siddiqa, Nasrin Reports - Research Bangladesh Brookings Institution, Center for Universal Education English Secondary Education As one of the world's fastest-growing economies, Bangladesh aims to become a middle-income country by 2021 and a high-income country by 2041. To attain these goals, the country must face global challenges head on by strengthening existing industries and preparing itself for industries that have yet to emerge. To do this, it must tap the full potential of its human capital. Although Bangladesh made strides in access to education during the Millennium Development Goals era, poor girls continue to fall behind despite their ambitions to lead the country to change--a gap that affects their work outcomes once they leave school. The skills that Bangladesh's youth need to thrive in a world of rapid technological advancement will require a response by policymakers and practitioners alike. This policy paper unveils the barriers to educational opportunities for rural girls in Bangladesh, focusing specifically on science, technology, engineering, and mathematics (STEM) education. It reflects upon a survey of 500 rural secondary-level schoolgirls, 100 parents, and 75 teachers from 30 rural schools of the district of Gazipur. The study identified barriers to STEM education at three levels--individual, institutional, and societal--that revealed both systemic and socio-cultural issues that actors in policy and practice can tackle. It provides clear recommendations for action and examples of practices that have started to fill the gap globally. If Bangladesh is to accomplish its goals and tap the potential of all its youth for rapid development, breaking the barriers to STEM education for all children is a key place to start. [This report was co-authored with Amanda Braga.] ED602920 Barriers to STEM Education for Rural Girls: A Missing Link to Innovation for a Better Bangladesh. Echidna Global Scholars Program, Policy Paper Center for Universal Education at The Brookings Institution 2019-10-00 Echidna Giving 23 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 2020 -1 As Provided APR2020

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No Educational Innovation Adolescents Students with Disabilities Underachievement Teaching Methods Educational Technology Technology Uses in Education History Instruction Biology Science Instruction High School Students Program Implementation Fidelity Program Effectiveness Design Knowledge Level Conventional Instruction Special Education Jaciw, Andrew P. Zacamy, Jenna D'Apice, Hannah Lin, Li Kwong, Connie Schellinger, Adam M. Reports - Research Numerical/Quantitative Data California Virginia Empirical Education Inc. English Secondary Education High Schools Empirical Education Inc. is the independent evaluator of SRI International's 2014 Investing in Innovation (i3) Development grant called Redesigning Secondary Courses to Improve Academic Outcomes for Adolescents with Disabilities and Other Underperforming Adolescents. The goal of the grant is to develop &quot;Enhanced Units&quot; that combine research-based content enhancement routines, collaboration strategy, and technology components for secondary U.S. History and biology classes. This report presents findings of a randomized control trial (RCT) during the 2017-18 school year. The RCT measured the impact of &quot;Enhanced Units&quot; on higher order content skills (as measured through unit tests) in high school biology and U.S. History classes in three districts in Virginia and California. SRI, the Center for Applied Special Education Technology (CAST), and their research and practitioner partners developed &quot;Enhanced Units&quot; (EU) with the goal of integrating research-based content enhancement routines with technological enhancements to improve student content learning and higher order reasoning, especially for students with disabilities or other learning challenges. This study also documents the extent to which the core components of EU were implemented with fidelity. The authors provide descriptive results on classroom practices (as measured by teacher surveys) and contextual factors that support or hinder implementation (as described during teacher interviews). Future improvements to EU should focus on answering the question: &quot;What is/are the best way(s) for teachers to present SIM routines to their students, particularly for students with learning challenges through SIM intervention?&quot; ED603235 Effectiveness of &quot;Enhanced Units&quot;: A Report of a Randomized Experiment in California and Virginia. Research Report Empirical Education Inc. 2019-12-00 Office of Innovation and Improvement (ED), Investing in Innovation (i3) 100 Empirical Education Inc. 425 Sherman Avenue Suite 210, Palo Alto, CA 94306. Tel: 650-328-1734; Fax: 650-328-1794; e-mail: contact@empiricaleducation.com; Web site: http://www.empiricaleducation.com N/A https://www.empiricaleducation.com/pdfs/EUfr.pdf 2020 -1 ERIC APR2020 U411C140003

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Yes Ethnic Diversity Minority Groups Racial Bias Equal Education Equal Opportunities (Jobs) Income Employees Labor Force Development State Policy Public Policy Barriers Immigrants Job Training Educational Attainment Apprenticeships Educational Certificates English Language Learners Personnel Selection Geographic Location Neighborhoods Internet Wages Access to Health Care Postsecondary Education Career Development High Schools Student Financial Aid Tuition Correctional Education Racial Segregation Elementary Secondary Education Educational Finance Disproportionate Representation Community Colleges Vocational Education Employers Social Services Family Programs Federal Programs Welfare Services Block Grants Federal Aid Child Care Grants Johnson, Melissa Bashay, Molly Bergson-Shilcock, Amanda Reports - Descriptive New York (New York) Temporary Assistance for Needy Families Child Care and Development Block Grants ISSN- National Skills Coalition English Postsecondary Education High Schools Secondary Education Elementary Secondary Education Higher Education Two Year Colleges The ethnic and racial diversity of the residents of the United States of America is one of the country's unique strengths; however, Black, Latinx, Pacific Islander, Native, and certain Asian American workers face wide racial inequities in educational attainment, employment, and income. Additional workforce policies are needed now to counter decades of intentional, structurally racist policies and advance racial equity in educational attainment, employment, and income. As long as these disparities exist, the country is undercutting its own economic competitiveness. Racial workforce diversity is a key driver of America's economic growth as it is one of the most important predictors of business sales revenue, customer numbers, and profitability. This report builds the case for creating a racially inclusive workforce and recommends both state and federal workforce development policies that advance racial equity. It recognizes that the challenges faced by people of color with deep generational roots in the United States and the challenges faced by immigrants sometimes differ; however, the policy agenda included here aims to address inequities for people of color from both immigrant and non-immigrant backgrounds. This report also acknowledges that workforce training and education is a crucial component, &quot;but not the sole answer,&quot; to addressing the vast employment, income, and wealth inequities between people of color and White Americans in the U.S. This report outlines a list of initial ideas to counter structural racism by proactively advancing racial equity in postsecondary education, training, and employment. [Michael Richardson and Brooke DeRenzis contributed to this report.] ED603236 The Roadmap for Racial Equity: An Imperative for Workforce Development Advocates National Skills Coalition 2019-09-00 Annie E. Casey Foundation Kresge Foundation 68 National Skills Coalition. 1250 Connecticut Avenue NW Suite 200, Washington, DC 20036. Tel: 202-223-8991; e-mail: info@nationalskillscoalition.org; Web site: https://www.nationalskillscoalition.org/ N/A 2020 -1 ERIC APR2020

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Yes Special Education School Choice Students with Disabilities Barriers Parents Intervention Funding Formulas Stakeholders Cooperation Educational Innovation Administrative Organization Inclusion Access to Information Educational Quality Rating Scales Teacher Competencies Faculty Development McKittrick, Lanya Lake, Robin Sharma, Roohi Reports - Descriptive Louisiana (New Orleans) Center on Reinventing Public Education (CRPE) English The Center on Reinventing Public Education has long focused on making school choice work. Parents of children with disabilities face greater barriers to choosing schools for their children. This brief is the first installment in a series of reports examining how parents of children with disabilities experience the process of choosing schools. The goal is to identify barriers and help school system leaders develop interventions that can guide parents to overcome them. New Orleans has systems in place to provide information to parents and to assist with the process of enrolling children in schools. However, many of the barriers identified intersect with the challenges facing the city's school system as a whole--such as the need to increase the overall quality of options available to families, and to recruit, train, and support educators to meet a broad range of student needs. ED602921 Special Education and School Choice in New Orleans Center on Reinventing Public Education 2019-05-00 Walton Family Foundation 7 Center on Reinventing Public Education. University of Washington Bothell Box 358200, Seattle, WA 98195. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org T 2020 -1 ERIC APR2020

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Yes Foreign Countries Vocational Education Barriers Females Access to Education Equal Education Labor Market Social Attitudes Cultural Influences Job Skills Employment Qualifications Equal Opportunities (Jobs) Dropouts Career Guidance Scholarships Educational Policy Government Role Nongovernmental Organizations Educational Finance Paudel, Anil Reports - Research Nepal Brookings Institution, Center for Universal Education English Technical and vocational education and training (TVET) is widely considered an important tool in strengthening the school-to-work transition, reducing poverty, and achieving economic growth. However, significant barriers prevent girls in Nepal from realizing such opportunities. This paper, drawing from field research and desk review, identifies three major factors--education, the labor market, and social norms--underlying why girls are not able to leverage TVET to their advantage. Overall, an underemphasis and underinvestment in TVET by families, schools, government, and the private sector pose the greatest challenge to improving girls' participation in TVET and thus to girls' transitions to work. Based on my study and professional experience working to enhance the right of children to education, this paper provides policy recommendations for government, private sector, and nongovernmental organizations to improve girls' participation in TVET in order to improve their labor market outcomes and life prospects. The recommendations are concentrated in three different areas: improving girls' &quot;access&quot; to TVET programs, enabling their &quot;completion&quot; of TVET programs, and facilitating their &quot;transition&quot; to work. Increasing investment in TVET--along with creating a gender-transformative approach that enables females to participate more fully in both TVET programs and the labor market--would meaningfully help to realize the promises of education in Nepal. ED602922 Girls&apos; Transitions to Work through Higher-Quality TVET Programs in Nepal. Echidna Global Scholars Program, Policy Paper Center for Universal Education at The Brookings Institution 2019-10-00 Echidna Giving 31 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 2020 -1 As Provided APR2020

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Yes Educational Legislation Federal Legislation Elementary Secondary Education Achievement Tests Standardized Tests Economically Disadvantaged Budgets Resource Allocation School Districts Academic Achievement Faculty Development Salaries Teacher Salaries Achievement Gains Teacher Persistence Elementary School Students High School Students Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Low Income Students Educational Finance Federal Aid Early Childhood Education At Risk Students Expenditures Spanish Speaking Administrator Attitudes Parent Attitudes Reports - Research Numerical/Quantitative Data Texas (Houston) Elementary and Secondary Education Act Title II Elementary and Secondary Education Act Title I Stanford Achievement Tests Houston Independent School District (HISD), Department of Research and Accountability English Elementary Secondary Education Elementary Education High Schools Secondary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Grade 8 Grade 9 Grade 10 Grade 11 Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2002 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the No Child Left Behind Act of 2001 (NCLB). Both funds focus on enhancing student achievement, Title I, Part A through providing supplemental support for students to meet rigorous academic requirements, and Title II, Part A through providing supplemental programs for professional development for principals and teachers to support students' high achievement. In 2013-2014, Title I, Part A funds were allocated for ten HISD centralized programs and Title II, Part A supported eight HISD centralized programs; three of the programs received funds from both sources, for a total of 15 HISD centralized programs. This report documents the contributions of the 2013-2014 centralized programs in partial fulfillment of state and federal law that requires the district to account for funds received through ESEA. ED603237 Title I, Part A and Title II, Part A Centralized Programs, 2013-2014. Research Educational Program Report Houston Independent School District 2015-06-25 90 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Federal Legislation Elementary Secondary Education Educational Legislation Economically Disadvantaged Budgets Resource Allocation School Districts Academic Achievement Faculty Development Salaries Teacher Salaries Achievement Tests Achievement Gains Standardized Tests Teacher Persistence Elementary School Students High School Students Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Low Income Students Educational Finance Federal Aid Early Childhood Education At Risk Students Expenditures Spanish Speaking Administrator Attitudes Parent Attitudes Reports - Research Numerical/Quantitative Data Texas (Houston) Elementary and Secondary Education Act Title I Elementary and Secondary Education Act Title II Stanford Achievement Tests Houston Independent School District (HISD), Department of Research and Accountability English Elementary Secondary Education Elementary Education High Schools Secondary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Grade 8 Grade 9 Grade 10 Grade 11 Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2002 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the No Child Left Behind Act of 2001 (NCLB). Both funds focus on enhancing student achievement, Title I, Part A through providing supplemental support for students to meet rigorous academic requirements, and Title II, Part A through providing supplemental programs for professional development for principals and teachers to support students' high achievement. In 2012-2013, Title I, Part A funds were allocated for nine HISD centralized programs and Title II, Part A supported five HISD centralized programs; three of the programs received funds from both sources, for a total of 11 HISD centralized programs. This report documents the contributions of the 2012-2013 centralized programs in partial fulfillment of state and federal law that requires the district to account for funds received through ESEA. ED603238 Title I, Part A and Title II, Part A Centralized Programs, 2012-2013. Research Educational Program Report Houston Independent School District 2014-03-28 84 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2014 -1 ERIC APR2020

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Yes Special Education School Choice Students with Disabilities Barriers Intervention Access to Education Stakeholders Cooperative Planning Agency Cooperation Individualized Education Programs Expertise Access to Information Charter Schools Public Schools McKittrick, Lanya Lake, Robin Sharma, Roohi Reports - Descriptive District of Columbia Center on Reinventing Public Education (CRPE) English The Center on Reinventing Public Education has long focused on making school choice work. Parents of children with disabilities face greater barriers to choosing schools for their children. This brief is the first installment in a series of reports examining how parents of children with disabilities experience the process of choosing schools. The goal is to identify barriers and help school system leaders develop interventions that can guide parents to overcome them. Washington, D.C., has systems in place to improve the school choice process for families--most notably the collaboration among stakeholders. Many of the challenges identified are known to the parent support organizations; stakeholders are working to make progress in these areas. ED602923 Special Education and School Choice in Washington, D.C. Center on Reinventing Public Education 2019-12-00 Walton Family Foundation 6 Center on Reinventing Public Education. University of Washington Bothell Box 358200, Seattle, WA 98195. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org T 2020 -1 ERIC APR2020

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Yes Educational Finance Outcomes of Education Foreign Countries Bond Issues Educational Innovation Investment Program Effectiveness Philanthropic Foundations Out of School Youth Educational Quality Intervention Developing Nations Educationally Disadvantaged Womens Education Data Use Government Role Gustafsson-Wright, Emily Boggild-Jones, Izzy Reports - Research India Brookings Institution, Center for Universal Education English With a flourishing social enterprise ecosystem and an appetite among NGOs and policymakers for testing new solutions, India is playing a leading role in its use of innovative financing for development. One such innovative tool is an impact bond, which is a type of outcome-based financing structure where upfront capital is given to service providers by investors. While evidence on outcome-based financing in education, and impact bonds specifically, is still emerging, there are key lessons to be drawn for the application of such tools to education in India. Three impact bonds have been contracted in India to date, with two in the education sector. In the first-- the Educate Girls Development Impact Bond (DIB)--the UBS Optimus Foundation provided upfront capital to Educate Girls to get out-of-school girls into the classroom and improve learning outcomes for boys and girls. After three years, the DIB had overachieved its enrollment and learning targets, and the investment was repaid by the Children's Investment Fund Foundation (CIFF). The second project in education, the Quality Education India (QEI) DIB brings together four service providers--Gyan Shala, Kaivalya Education Foundation, the Society for All Round Development, and Educational Initiatives (Mindspark)/Pratham Infotech Foundation--to implement a range of interventions with the goal of improving learning outcomes over a four-year period through 2022. UBS Optimus Foundation provided upfront capital for the interventions, and if metrics are successfully achieved, the Michael and Susan Dell Foundation, together with a group of outcome funders convened by the British Asian Trust, will pay for the outcomes. This study seeks to place these two education DIBs in the context of the Indian education landscape, and to investigate the overall potential and limitations of outcome-based financing for education in India. While impact bonds are by no means the solution to all the challenges the education system faces, judicious use of the tool has the potential to focus financing on impact, promote effective interventions and service providers, and reinforce the use of data and evidence in decisionmaking. [Support for this report was provided by the British Asian Trust.] ED602924 Paying for Education Outcomes at Scale in India Center for Universal Education at The Brookings Institution 2019-11-00 33 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 2020 -1 As Provided APR2020

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Yes Educational Legislation Federal Legislation Elementary Secondary Education Achievement Tests Standardized Tests Economically Disadvantaged Budgets Resource Allocation School Districts Academic Achievement Faculty Development Salaries Teacher Salaries Achievement Gains Teacher Persistence Elementary School Students High School Students Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Low Income Students Educational Finance Federal Aid Early Childhood Education At Risk Students Expenditures Spanish Speaking Administrator Attitudes Parent Attitudes Reports - Research Numerical/Quantitative Data Texas (Houston) Elementary and Secondary Education Act Title II Elementary and Secondary Education Act Title I Stanford Achievement Tests Houston Independent School District (HISD), Department of Research and Accountability English Elementary Secondary Education Elementary Education High Schools Secondary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Grade 8 Grade 9 Grade 10 Grade 11 Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2002 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the No Child Left Behind Act of 2001 (NCLB). Both funds focus on enhancing student achievement: Title I, Part A provides supplemental support for students to meet rigorous academic requirements, and Title II, Part A provides supplemental programs for professional development for principals and teachers to support students' academic progress. In 2014-2015, Title I, Part A funds were allocated for 11 HISD centralized programs and Title II, Part A supported 13 HISD centralized programs; four of the programs received funds from both sources, for a total of 20 HISD centralized programs. This report documents the contributions of the 2014-2015 centralized programs in partial fulfillment of state and federal law that requires the district to account for funds received through ESEA. ED603239 HISD Title I, Part A and Title II, Part A Centralized Programs, 2014-2015. Research Educational Program Report Houston Independent School District 2016-06-27 100 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Educational Legislation Federal Legislation Elementary Secondary Education Achievement Tests Standardized Tests Economically Disadvantaged Budgets Resource Allocation School Districts Academic Achievement Faculty Development Salaries Teacher Salaries Achievement Gains Teacher Persistence Elementary School Students High School Students Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Low Income Students Educational Finance Federal Aid Early Childhood Education At Risk Students Expenditures Spanish Speaking Administrator Attitudes Parent Attitudes Reports - Research Numerical/Quantitative Data Texas (Houston) Elementary and Secondary Education Act Title II Elementary and Secondary Education Act Title I Stanford Achievement Tests Houston Independent School District (HISD), Department of Research and Accountability English Elementary Secondary Education Elementary Education High Schools Secondary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Grade 8 Grade 9 Grade 10 Grade 11 Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2002 reauthorization of the &quot;Elementary and Secondary Education Act of 1965&quot; (ESEA), also known as the &quot;No Child Left Behind Act of 2001&quot; (NCLB). ESEA was reauthorized in 2015 as the &quot;Every Student Succeeds Act&quot; (ESSA). Both funds focus on enhancing student achievement: Title I, Part A provides supplemental support for students to meet rigorous academic requirements, and Title II, Part A provides supplemental programs for professional development for principals and teachers to support students' academic progress. In 2015-2016, Title I, Part A funds were allocated for 11 HISD centralized programs and Title II, Part A supported 11 HISD centralized programs; three of the programs received funds from both sources, for a total of 19 HISD centralized programs. This report documents the contributions of the 2015-2016 centralized programs in partial fulfillment of state and federal law that requires the district to account for funds received through ESEA. ED603240 HISD Title I, Part A and Title II, Part A Centralized Programs, 2015-2016. Research Educational Program Report Houston Independent School District 2017-05-22 91 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Foreign Countries Enrollment Social Influences College Applicants College Attendance Neighborhoods Geographic Location Decision Making Enrollment Influences Fernandez, Andrés Barrios Reports - Research Chile ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education This paper investigates whether the decision to attend university depends on university enrollment of close neighbors. I create a unique dataset combining detailed geographic information and educational records from different public agencies in Chile, and exploit the quasi-random variation generated by the rules that determine eligibility for student loans. I find that close neighbors have a large and significant impact on university enrollment of younger applicants. Potential applicants are around 11 percentage points more likely to attend university if a close neighbor enrolled the year before. This effect is particularly strong in areas with low exposure to university and among individuals who are more likely to interact; the effect decreases both with geographic and social distance and is weaker for individuals who have spent less time in the neighborhood. I also show that the increase in university attendance translates into retention and university completion. These effects are mediated by an increase in applications rather than by an improvement on applicants' academic performance. This set of results suggests that policies that expand access to university generate positive spillovers on close peers of the direct beneficiaries. ED602925 Should I Stay of Should I Go? Neighbors&apos; Effects on University Enrollment. CEP Discussion Paper No. 1653 Centre for Economic Performance 2019-10-00 89 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2020 -1 As Provided APR2020

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No Educational Technology Technology Uses in Education Teaching Methods Generational Differences Online Courses Student Attitudes Social Media Professional Development Video Games Self Efficacy Homework Video Technology Program Design Course Organization Cultural Differences Interpersonal Communication Teacher Attitudes Technology Integration Elementary Secondary Education Higher Education Blended Learning Telecommunications Handheld Devices Large Group Instruction Bastiaens, Theo, Ed. Marks, Gary, Ed. Collected Works - Proceedings Association for the Advancement of Computing in Education English Elementary Secondary Education Higher Education Postsecondary Education The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. &quot;E-Learn 2014: World Conference on E-Learning&quot; took place in New Orleans, Louisiana from October 27-30, 2014. The following award papers were presented at the conference: (1) Adapting Teaching/Learning Strategies for the Multigenerational Online Classroom (Darlene Baker and Angela Schmidt); (2) Perceptions of School Children of Using Social Media for Learning (Robert Blair, David Millard, and John Woollard); (3) Lessons Learned from a Two Year Implementation Project: Sustaining Student Gains with Online On-Demand Professional Development (Kelly Glassett and Steven Shaha); (4) Video Game Genres and What Is Learned from Them (Eddie Gose and Micheal Menchaca); (5) Students' Learning Outcomes and Self-Efficacy Perception in a Flipped Classroom (Mohamed Ibrahim and Rebecca Callaway); (6) Using a Design Pattern Framework to Structure Online Course Content: Two Design Cases (Priscilla Norton and Dawn Hathaway); (7) Convergence and Divergence: Accommodating Online Cross-Culture Communication Styles (Susan Simkowski and Bradley E. Wiggins); and (8) Faculty's Perceptions toward the Relationships between Pedagogical Use of Emerging Technologies and Classroom Technology Infusion (Weichieh Wayne Yu, Chunfu Charlie Lin, Jenny Wang, Chia-Hao Chang, and Mei-Hsin Ho). ED602926 E-Learn 2014: World Conference on E-Learning. Proceedings (New Orleans, Louisiana, October 27-30, 2014) Association for the Advancement of Computing in Education 2014-00-00 978-1-939797-12-4 Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org T https://www.learntechlib.org/awards/ELEARN/2014/ 2020 -1 ERIC APR2020

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Yes Educational Legislation Federal Legislation Elementary Secondary Education Achievement Tests Standardized Tests Economically Disadvantaged Budgets Resource Allocation School Districts Academic Achievement Faculty Development Salaries Teacher Salaries Achievement Gains Teacher Persistence Elementary School Students High School Students Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Low Income Students Educational Finance Federal Aid Early Childhood Education At Risk Students Expenditures Spanish Speaking Administrator Attitudes Parent Attitudes Reports - Research Numerical/Quantitative Data Texas (Houston) Elementary and Secondary Education Act Title II Elementary and Secondary Education Act Title I Stanford Achievement Tests Houston Independent School District (HISD), Department of Research and Accountability English Elementary Secondary Education Elementary Education High Schools Secondary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Grade 8 Grade 9 Grade 10 Grade 11 Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2015 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as Every Student Succeeds Act (ESSA). Both funds focus on enhancing student achievement: Title I, Part A provides supplemental support for students to meet rigorous academic requirements, and Title II, Part A provides supplemental programs for professional development for principals and teachers to support students' academic progress. In 2016-2017, Title I, Part A funds were allocated for nine (9) HISD centralized programs and Title II, Part A supported nine (9) HISD centralized programs; two of the programs received funds from both sources, for a total of 16 HISD centralized programs. This report documents the contributions of the 2016-2017 centralized programs in partial fulfillment of state and federal law that requires the district to account for funds received through ESEA. ED603241 HISD Title I, Part A and Title II, Part A Centralized Programs, 2016-2017. Research Educational Program Report Houston Independent School District 2018-04-17 84 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Elementary Secondary Education Educational Legislation Federal Legislation Disadvantaged Youth Economically Disadvantaged Underachievement Academic Standards Professional Development Student Needs Academic Support Services Achievement Gains Budgets Resource Allocation Financial Support Program Effectiveness Academic Achievement Faculty Development Reports - Research Numerical/Quantitative Data Texas (Houston) Elementary and Secondary Education Act Title I Elementary and Secondary Education Act Title II Elementary and Secondary Education Act Title IV Houston Independent School District (HISD), Department of Research and Accountability English Elementary Secondary Education Title I, Part A, Title II, Part A, and Title IV, Part A funds are provided to the Houston Independent School District (HISD) through the 2015 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the Every Student Succeeds Act (ESSA). All three funds focus on enhancing student achievement: Title I, Part A provides supplemental support for students to meet rigorous academic requirements; Title II, Part A provides supplemental programs for professional development for principals and teachers to support students' academic progress; and Title IV, Part A funds are used to provide all students with access to a well-rounded education, improve school conditions for student learning (Health and Safety), and support the use of technology to improve the academic achievement and digital literacy of all students. In 2017-2018, Title I, Part A funds were allocated for seven HISD centralized programs, Title II, Part A funds supported eight HISD centralized programs, and Title IV, Part A funds supported three programs. In addition, three programs were supported by multiple funding sources. This report documents the contributions of the 2017-2018 centralized programs in partial fulfillment of state and federal laws that require the district to account for funds received through ESSA. ED603242 HISD Title I, Part A, Title II, Part A and Title IV, Part A Centralized Programs, 2017-2018. Research Educational Program Report Houston Independent School District 2019-03-22 100 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Violence Delinquency Correctional Institutions Institutionalized Persons Youth Males, Mike Reports - Descriptive California (San Francisco) Center on Juvenile and Criminal Justice (CJCJ) English Violent youth crimes fell by 64 percent between 2008 and 2018 (Figure 1). For the last three years, the San Francisco Police Department (SFPD) has failed to specify the offense type for nearly 90 percent of youth arrests in San Francisco (CJCJ, 2018). However, arrest data over the last ten years show declines in violent arrests across all age groups, with youth accounting for the largest drop (SFPD, 2019). In June 2019, the San Francisco Board of Supervisors passed an ordinance which outlines a plan to close the county's juvenile hall by the end of 2021 (BOS, 2019). The decision is based on the unprecedented decline in San Francisco youth crime over the past decade which has resulted in a concurrent decline in the juvenile hall population (Tucker, 2019). Today, with a design capacity of 150, San Francisco's juvenile hall houses less than 30 youth (SFJPD, 2019). ED602927 A Decade of Declines in Violence among San Francisco Youth. Fact Sheet Center on Juvenile and Criminal Justice 2019-07-00 2 Center on Juvenile and Criminal Justice. 54 Dore Street, San Francisco, CA 94103. Tel: 415-621-5661; e-mail: cjcj@cjcj.org; Web site: http://www.cjcj.org N/A 2020 -1 ERIC APR2020

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Yes School Administration School Effectiveness Academic Achievement Measurement Techniques Public Schools Foreign Countries Student School Relationship Teacher Selection Incentives Compensation (Remuneration) Work Ethic School Culture Parent School Relationship Teacher Motivation International Assessment Leaver, Clare Lemos, Renata Scur, Daniela Reports - Descriptive Numerical/Quantitative Data Brazil Program for International Student Assessment ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Why do some students learn more in some schools than others? One consideration receiving growing attention is school management. To study this, researchers need to be able to measure school management accurately and cheaply at scale, and also explain any observed relationship between school management and student learning. This paper introduces a new approach to measurement using existing public data, and applies it to build a management index covering 15,000 schools across 65 countries, and another index covering nearly all public schools in Brazil. Both indices show a strong, positive relationship between school management and student learning. The paper then develops a simple model that formalizes the intuition that strong management practices might be driving learning gains via incentive and selection effects among teachers, students and parents. The paper shows that the predictions of this model hold in public data for Latin America, and draws out implications for policy. ED602928 Measuring and Explaining Management in Schools: New Approaches Using Public Data. CEP Discussion Paper No. 1656 Centre for Economic Performance 2019-10-00 75 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2020 -1 As Provided APR2020

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Yes Student College Relationship Educational Attainment Socioeconomic Status Gender Differences College Choice Course Selection (Students) Education Work Relationship Income Foreign Countries College Students Campbell, Stuart Macmillan, Lindsey Murphy, Richard Wyness, Gill Reports - Research United Kingdom ISSN-2042-2695 London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) English Higher Education Postsecondary Education This paper examines inequalities in the match between student quality and university quality using linked administrative data from schools, universities and tax authorities. We analyse two measures of match at the university-subject (course) level, based on student academic attainment, and graduate earnings. We find that students from lower socio-economic groups systematically undermatch for both measures across the distribution of attainment, with particularly stark socio-economic gaps for the most undermatched. While there are negligible gender gaps in academic match, high-attaining women systematically undermatch in terms of expected earnings, largely driven by subject choice. ED602929 Inequalities in Student to Course Match: Evidence from Linked Administrative Data. CEP Discussion Paper No. 1647 Centre for Economic Performance 2019-08-00 Nuffield Foundation (United Kingdom) 47 Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk N/A 2020 -1 As Provided APR2020

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No Foreign Countries Electronic Learning Technological Literacy Technology Uses in Education Teacher Competencies Preservice Teacher Education Computer Assisted Testing Elementary School Curriculum Secondary School Curriculum Curriculum Development National Curriculum Professional Continuing Education National Competency Tests Bourgeois, Ania Birch, Peter Davydovskaia, Olga Reports - Descriptive European Union Albania Bosnia and Herzegovina Switzerland Iceland Liechtenstein Montenegro Macedonia Norway Serbia Turkey European Commission (Belgium), Education, Audiovisual and Culture Executive Agency (EACEA) Eurydice (Belgium) English Higher Education Postsecondary Education Elementary Education Secondary Education Adult Education This Eurydice report sheds light on two different but complementary perspectives of digital education: the development of digital competences relevant to learners and teachers on the one hand, and the pedagogical use of technologies to support, improve and transform learning and teaching on the other. The report covers different areas of digital education starting by an overview of school curricula and learning outcomes related to digital competence. The development of teacher-specific competences during initial teacher education and throughout their career is addressed as well as the assessment of students' digital competences and the use of digital technologies for assessment. Finally, the report gives some insight into current national strategies and policies on digital education at school. The annexes add specific information by country, on school curricula, teacher competence frameworks, top-level strategies and agencies supporting digital education at school. The report covers digital education at primary and general secondary levels for the school year 2018/19 in all 28 EU Member States, as well as Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey, 43 education systems in total. ED603243 Digital Education at School in Europe. Eurydice Report Education, Audiovisual and Culture Executive Agency, European Commission 2019-09-20 978-9-2949-2998-3 156 Education, Audiovisual and Culture Executive Agency, European Commission. Available from EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/ N/A http://dx.doi.org/10.2797/66552 2020 -1 As Provided APR2020

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Yes Elementary Secondary Education Income Expenditures Educational Finance Public Schools Expenditure per Student Tables (Data) National Surveys Public Education Salaries Fringe Benefits Student Personnel Services Academic Support Services School Administration School Maintenance Student Transportation Food Service Resources Cornman, Stephen Q. Zhou, Lei Howell, Malia R. Young, Jumaane Reports - Research Numerical/Quantitative Data National Public Education Financial Survey National Center for Education Statistics (ED) US Census Bureau English Elementary Secondary Education Higher Education Postsecondary Education This set of tables introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2017. Specifically, this report includes the following school finance data: (1) revenue and expenditure totals; (2) revenues by source; (3) expenditures by function and object; (4) current expenditures; and (5) current expenditures per pupil. The finance data used in this report are from the National Public Education Financial Survey (NPEFS), a component of the Common Core of Data (CCD). The CCD is the primary National Center for Education Statistics (NCES) database on public elementary and secondary education in the United States. ED603244 Revenues and Expenditures for Public Elementary and Secondary Education: FY 17. Finance Tables. NCES 2020-301 National Center for Education Statistics 2020-02-00 23 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 2020 -1 ERIC APR2020 Yes EDIES111J0007 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020301

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Yes Young Children Measures (Individuals) Well Being Family (Sociological Unit) Child Health Child Development Learning Social Development Emotional Development Family Environment Social Environment Social Indicators Social Services Child Care Early Childhood Education Reports - Research Center for the Study of Social Policy English Early Childhood Education This report provides the results of a national scan of measures being used by early childhood systems and initiatives to gauge the well-being of young children and their families. The purpose of the project was to better understand the state of the field and to identify opportunities to drive improvements in measurement that could help contribute to better early childhood outcomes. Over the past decade, the authors have seen the rapid spread of early childhood systems and initiatives. Each of these efforts has developed its own set of measures to understand and assess children's well-being and to observe changes over time. The authors reviewed 39 such measure sets, attempting to include as many of the initiatives as possible touching on early childhood and a significant, but by no means exhaustive or representative, sample of state and local early childhood systems. Even this limited scan produced more than 500 measures for review. The authors classified each of the measures in three ways: (1) Domains; (2) Categories; and (3) Concepts. The document is organized as follows: (1) Conclusions; (2) Summary tables; (3) Methodology in the metrics scan; and (4) Detailed listing of all the measures reviewed. [This report was prepared by National Institute for Children's Health Quality (NICHQ).] ED602930 Metrics for Early Childhood Systems: A National Scan Center for the Study of Social Policy 2018-09-00 Robert Wood Johnson Foundation 52 Center for the Study of Social Policy. 1575 Eye Street NW Suite 500, Washington, DC 20005. Tel: 202-371-1565; Fax: 202-371-1472; e-mail: info@cssp.org; Web site: http://www.cssp.org N/A 2020 -1 ERIC APR2020

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Yes Nontenured Faculty College Faculty Teacher Participation Teacher Role Teaching Conditions Women Faculty Gender Bias Minority Group Teachers Racial Bias Barriers Teacher Recruitment Teacher Selection Job Security Teacher Salaries Teacher Employment Benefits Resources Teacher Promotion Teacher Evaluation Faculty Development Academic Freedom Unions Participative Decision Making School Policy School Community Relationship LaFave, Allison Lewis, Damani Smith, Sarah Reports - Evaluative Tests/Questionnaires University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education In 2006, the Carnegie Foundation for the Advancement of Teaching developed an elective classification for community engagement for institutions of higher education. To receive the classification, campuses must complete an application and respond to questions by providing evidence that demonstrates a commitment to sustaining and increasing their community engagement efforts (Welch &amp; Saltmarsh, 2013). Many of the application questions relate to policies and practices that affect faculty careers. For example, the 2015 Community Engagement Classification application asked institutions to describe relevant professional development opportunities and ways in which faculty community engagement is incentivized, recognized, and rewarded. These questions are important, as research has shown that faculty members are central to campus community engagement efforts (O'Meara, Sandmann, Saltmarsh, &amp; Giles, 2011). Yet, the 2015 Community Engagement Classification application failed to capture the contributions of and supports for non-tenure-track faculty (NTTF), an ever-growing segment of the faculty population (Burgan, 2006; Hoeller, 2014). This is not surprising, as few institutions collect data about their NTTF or have adequate structures to support their careers (Kezar, 2012; New Faculty Majority [NFM], 2014). However, until the classification application requests this information, it is impossible to know what role NTTF play in the larger institutional commitment to community engagement. If the institutionalization of community engagement is heavily dependent upon faculty, then future advancement of community engagement will be increasingly dependent on NTTF as well. This paper seeks to answer two key questions. First, unless campuses facilitate and encourage the full participation of NTTF, can institutions truly maximize their community engagement potential? Second, if fair treatment of faculty is a form of community engagement in and of itself, do institutions that subject their NTTF to unfair wages and working conditions deserve the community engagement classification? ED602931 Non-Tenure-Track Faculty and Community Engagement: How the 2020 Carnegie Community Engagement Classification Application Can Encourage Campuses to Support Non-Tenure-Track Faculty and Their Community Engagement. NERCHE Working Paper: 2016 Series, Issue 1 New England Resource Center for Higher Education 2016-05-00 32 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Social Justice Equal Education Higher Education Access to Education Public Policy Social Problems Social Bias Educational Policy Gibbs, Gael F. Speeches/Meeting Papers Reports - Evaluative Australia English Higher Education Postsecondary Education Improving social equity in the Australian university sector is a complex and ill-defined problem that is underwritten by the diversity of values and interests inherent in our pluralistic society. It displays all hallmarks of being a 'wicked problem' (Rittel and Webber 1973), including having resisted resolution through federal policy initiatives for more than a quarter a century. This paper utilises the theoretical framework of 'wicked problems' to identify a gap in the current understanding of social equity in Australian universities and contribute to a re-framing of the conversation about social equity. Following Krause (2012), this paper proposes improving social equity in the Australian university sector as an ill-defined and under-theorised problem associated with high stakes, national policymaking and funding and theorises problem formulation as a critical generative process in problem resolution. Using discourse analysis this paper demonstrates how the problem of improving social equity in the Australian university sector has been formulated in an increasingly reductive way in contemporary federal higher education policies, from the Dawkins era (late 1980s) to the Bradley era (current). It explains how a one-dimensional understanding of social equity as the proportional representation of specific population subgroups has precipitated a limited approach to problem formulation and resolution. Correspondingly, it shows that the concept of social equity has been diminished through reductive reformulation of key concepts such as 'access', conceived in the Dawkins era policies as a means for the achievement of a fair opportunity for success but currently understood, in Bradley era policies, to constitute the sole provision of universities that is to be fairly distributed. Finally, this paper calls for the development a more comprehensive, complex and nuanced formulation of the problem of improving social equity in the Australian university sector and suggests re-framing (Jerneck &amp; Olsson, 2011) as a tool capable of recognizing, acknowledging and addressing the pluralism and multiplicity which underwrite the 'wicked dynamics' (Krause 2012) of the problem. ED603245 Understanding Social Equity in Australian Universities as a Wicked Problem Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Teaching Methods Skill Development Experiential Learning Foreign Countries Secondary Education Adult Education Vocational Education Teacher Attitudes Teaching Conditions Job Skills Communities of Practice Barriers Schulz, Christine Speeches/Meeting Papers Reports - Evaluative Australia English Secondary Education Adult Education This paper provides discussion of learning experienced by Applied Learning Educators in a workplace context where everyday teaching activities can involve undertaking unfamiliar tasks to the extent that the concept of 'crossing boundaries', or acting outside 'comfort zones' becomes 'normalised'. This perspective arises from consideration of extensive interviews with Applied Learning Educators who work in the Victorian Certificate of Applied Learning (VCAL), a senior years' pathway in Victoria. The pathway is available in settings of schools, Adult Community Education (ACE) and Technical and Further Education (TAFE) and designed to support the engagement of young people in education and their subsequent transition into further study or meaningful work. VCAL Educators use Applied Learning pedagogy in the development of curriculum content that promotes employability skills, connectedness to community and has grounding in student interests and needs. Subsequently student learning in VCAL occurs in and out of classrooms. Applied Learning Educators frequently navigate institutional boundaries in the process of negotiating and developing partnerships with industry and community organisations to enable learning to be undertaken in meaningful and relevant environments. In this paper Boundary Crossing is used as a concept for discussing the wide-ranging nature of VCAL educators' everyday practice as they respond to the needs of the cohort and requirements of the curriculum. Collegial learning is considered using the notion of Communities of Practice. ED603246 Applied Learning Educators Breaching Boundaries Storming Barriers Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 14 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Vocational Education Higher Education Postsecondary Education Adult Education Secondary Education Workplace Learning Educational Policy Lifelong Learning Employment Level Reports - Descriptive Finland Cedefop - European Centre for the Development of Vocational Training English Higher Education Postsecondary Education Adult Education Secondary Education Finnish vocational education and training is competence-based and learner-oriented. A personal competence development plan is drawn up for each learner. It charts and recognises the skills previously acquired by the learner and outlines any further competences the learner needs and how they can be acquired in different learning environments. Vocational education and training (VET) supports lifelong learning and learners' development as human beings and members of society. It provides learners with knowledge and skills necessary in further studies and promotes employment. Communication and interaction competence, mathematics and science competence and citizenship and working life competence are included in all IVET programmes. In Finland, VET is an attractive choice. The government is currently undertaking vocational education and training (VET) system reform, which aims to renew VET legislation and the financing system, and to promote learning at the workplace. All VET programmes ensure eligibility for higher education studies. National qualification requirements ensure standardised vocational competence and are the basis for evaluating learning outcomes. The Finnish National Agency for Education develops them in broad cooperation with stakeholders (employer organisations, trade and student unions). Representatives from enterprises contribute to development of national qualification requirements; they also organise and plan workplace training and competence tests, as well as assessing the tests. ED602932 Spotlight on VET: Finland Cedefop - European Centre for the Development of Vocational Training 2019-00-00 978-92-896-2895-2 6 Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu N/A 2020 -1 ERIC APR2020

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Yes Scholarship Theory Practice Relationship College Faculty Teacher Researchers Community Involvement Seminars Incentives Annual Reports Faculty Organizations Governance Grants Information Dissemination Strategic Planning Saltmarsh, John Wooding, John McLellan, Kat Reports - Descriptive Speeches/Meeting Papers Massachusetts University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education The purpose of the &quot;Bringing Theory to Practice&quot; May 15th seminar was to examine and explore a wide range of faculty rewards (including promotion criteria, awards, faculty development support, and policies at various levels) that provide incentives and recognition to faculty for undertaking community-engaged scholarship (CES). The central problem the seminar addressed is that most universities lack a system of incentives and supports for faculty who undertake (or are considering) community-engaged scholarship addressing broad social impact. Thirty individuals participated in the seminar, primarily faculty and administrators from the five campuses in the University of Massachusetts system representing a range of disciplines and various levels of faculty rank. The seminar offered an opportunity to examine what is being done to reward community engagement across the campuses of the University of Massachusetts system within the context of national efforts and change initiatives, and in light of some emergent campus discussions. This paper briefly describes the seminar structure and findings and concludes with recommendations. ED602933 The Challenges of Rewarding New Forms of Scholarship: Creating Academic Cultures That Support Community-Engaged Scholarship. A Report on a &quot;Bringing Theory to Practice&quot; Seminar Held May 15, 2014. NERCHE Working Paper: 2014 Series, Issue 2 New England Resource Center for Higher Education 2014-09-00 16 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 ERIC APR2020

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Yes Ethics College Faculty Undergraduate Students Intellectual Disciplines Majors (Students) Moral Issues Conflict of Interest School Responsibility Teacher Responsibility Course Selection (Students) McDonald, Fiona Howell, Jennifer Lewis, Bridget Speeches/Meeting Papers Reports - Evaluative English Higher Education Postsecondary Education This paper raises questions about the ethical issues that arise for academics and universities when under-graduate students enrol in classes outside of their discipline - classes that are not designed to be multi-disciplinary or introductory. We term these students 'accidental tourists'. Differences between disciplines in terms of pedagogy, norms, language and understanding may pose challenges for accidental tourists in achieving desired learning outcomes. This paper begins a discussion about whether lecturers and universities have any ethical obligations towards supporting the learning of these students. This examination illustrates the challenges faced by lecturers some of whom, we theorise, may experience a form of moral distress facing a conflict between personal beliefs and organisational requirements. It also critically examines the role and responsibilities of universities towards students and towards their staff. This paper indicates the need for greater reflection about this issue, especially given the many constraints facing lecturers and universities. ED603247 A Little Learning Is a Dangerous Thing? The Ethics of Teaching Accidental Tourists in Higher Education Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Grading Academic Achievement Teacher Expectations of Students Grade Inflation Mathematics Teachers Mathematics Tests Algebra Mathematics Achievement Teacher Characteristics Predictor Variables Secondary School Students Grade 8 Grade 9 Academic Standards Institutional Characteristics Outcomes of Education Instructional Effectiveness Gershenson, Seth Reports - Research North Carolina Thomas B. Fordham Institute Thomas B. Fordham Foundation English Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools Grade 9 High Schools We know from previous survey research that teachers who hold high expectations for all of their students significantly increase the odds that those young people will go on to complete high school and college. One indicator of teachers' expectations is their approach to grading--specifically, whether they subject students to more or less rigorous grading practices. Unfortunately, &quot;grade inflation&quot; is pervasive in U.S. high schools, as evidenced by rising GPAs even as SAT scores and other measures of academic performance have held stable or fallen. The result is that a &quot;good&quot; grade is no longer a clear marker of knowledge and skills. Authored by American University's Seth Gershenson, &quot;Great Expectations: The Impact of Rigorous Grading Practices on Student Achievement&quot; examines to what extent teachers' grading standards affect student success. Specifically, this report investigates the following questions: (1) How do the grading standards of an Algebra I teacher affect content mastery, as measured by student performance on the end-of-course Algebra I exam? (2) Do the grading standards of an Algebra I teacher impact students' longer-term performance in subsequent math courses like geometry and Algebra II, and their likelihood of graduating from high school? and (3) Does the impact of an Algebra I teacher's grading standards vary by student, school, or teacher characteristics? Likewise, what school and teacher characteristics predict teachers' grading standards? To address these questions, Gershenson analyzed administrative data for all eighth and ninth grade Algebra I students in North Carolina's public schools from 2006 to 2016. The analysis yielded six major findings. Among them: Students of all racial/ethnic groups learn more from teachers with high grading standards, and these standards tend to be higher in schools serving more advantaged students. Moreover, the impact of rigorous grading practices can improve student performance in subsequent math classes up to two years later. [Foreword and Executive Summary by Amber M. Northern and Michael J. Petrilli.] ED603248 Great Expectations: The Impact of Rigorous Grading Practices on Student Achievement Thomas B. Fordham Institute 2020-02-00 Carnegie Corporation of New York 48 Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/ N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Vocational Education Secondary Education Postsecondary Education Adult Education Workplace Learning Lifelong Learning Employment Level Reports - Descriptive Romania Cedefop - European Centre for the Development of Vocational Training English Secondary Education Postsecondary Education Adult Education In Romania, vocational education and training (VET) is provided at upper secondary and post-secondary levels. The first two years of upper secondary education are compulsory for all learners. Enrolment in upper secondary education and training, including VET (grade 9), requires grades from national exams in mathematics and the Romanian language, a lower secondary diploma, and a final mark transcript for all subjects. Some VET schools also have entry exams. To enrol in tertiary education, upper secondary graduates need to pass baccalaureate exams. Initial VET is under the responsibility of the Ministry of National Education. The National Centre for Technical and Vocational Education and Training Development coordinates the creation of training standards for qualifications validated by sectoral committees (coordinated by the National Authority for Qualifications) and approved by the ministry. Social partners participate in the committees and support VET implementation. Continuing VET development is under the responsibility of the Ministry of Labour and Social Justice. Adult vocational training is offered by authorised private and public providers taking into account the needs of employers and basic skills needs of adults. Investments to support the institutional development of education and training are still few. The main challenges are unequal access to education and training and the high rate of early leaving from it; this particularly affects children in rural areas, from poor communities, and Roma. The 2015-20 Strategy to reduce early school leaving was developed to address these challenges, and a mechanism will be established for early warning and intervention that will help detect young learners at risk of leaving school. Another challenge is to reduce youth unemployment by supporting skills acquisition and securing smooth and sustainable transitions from education and training to the labour market. In November 2018, the labour ministry developed a list of elementary occupations giving unskilled adults access to participation in programmes leading to qualifications at EQF level 1, such as six-month apprenticeship programmes. ED602934 Spotlight on VET: Romania Cedefop - European Centre for the Development of Vocational Training 2019-00-00 6 Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu N/A 2020 -1 ERIC APR2020

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Yes Correctional Institutions Institutionalized Persons Juvenile Justice Youth Community Programs Racial Differences Gender Differences Age Differences Delinquency Placement Urban Areas Macallair, Daniel Males, Mike Washburn, Maureen Reports - Research California (San Francisco) Center on Juvenile and Criminal Justice (CJCJ) English In June 2019, the San Francisco Board of Supervisors voted to close the city's juvenile hall, setting in motion a planning process that will culminate in the transfer of all remaining youth out of the facility and into community-led alternatives by the end of 2021. This analysis is the first in a series by the Center on Juvenile and Criminal Justice (CJCJ) to assist in planning for the closure of the juvenile hall. CJCJ has conducted a comprehensive review of the juvenile hall population using official data gathered from more than 200 annual and monthly reports issued by the San Francisco Juvenile Probation Department (SFJPD) from 1990 through November 2019, monthly tabulations compiled by the Board of State and Community Corrections and Division of Juvenile Justice (DJJ), and case tabulations by San Francisco's Community Assessment and Referral Center (CARC). The detailed data provided by these official sources offer vital information on population trends within the city's juvenile justice system and aid in developing an effective system of alternatives to detention. As rising costs and falling population trends have come to light, community leaders and youth advocates have galvanized support for the closure of the juvenile hall. Now, San Francisco is poised to reinvest millions of dollars into local alternatives, such as diversion programs, community-based services, or small, temporary shelters for youth. Planning for this reinvestment of city resources requires a clear understanding of the youth population that will need to be served following the closure of the juvenile hall. ED602935 Closing San Francisco&apos;s Juvenile Hall: An Analysis of the Youth Population. Research Report Center on Juvenile and Criminal Justice 2019-12-00 5 Center on Juvenile and Criminal Justice. 54 Dore Street, San Francisco, CA 94103. Tel: 415-621-5661; e-mail: cjcj@cjcj.org; Web site: http://www.cjcj.org N/A 2020 -1 ERIC APR2020

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Yes Foreign Countries Constructivism (Learning) Learning Theories Technology Education Design Course Descriptions Private Schools Information Technology 21st Century Skills Mellis, Scott Carvalho, Lucila Thompson, Katherine Speeches/Meeting Papers Reports - Evaluative Australia English This research applies a conceptual framework to the development of a classroom resource: design process folios. The conceptual framework is comprised of three overlapping lenses that account for the syllabus from the New South Wales Board of Studies (BOS), social constructivism theory and 21st Century learning needs. The use of this framework in design for learning provided a structured approach for the improvement of teaching and learning, aligning both the mandated curriculum as well as theories of learning. The aim for developing this resource was to provide opportunities for meaningful and engaging experiences for learners. In this paper, we report on the application of this conceptual framework to the analysis of a school-developed folio. The folios were comprised of engaging learning materials and tasks that make use of ICTs to support learning of design processes by Stage 4 Technology students in an Australian Independent School. The experience of the lead author was that the folio was an effective and engaging way to deliver design projects. The school-developed folios have an inherent quality: they can be continually refined and improved to reflect changes in society, technology and the curriculum. Analysis of the folios suggested that these resources can be seen as systems that evolve and this has applications to other curriculum areas that engage project based learning approaches. ED603249 Applying 21st Century Constructivist Learning Theory to Stage 4 Design Projects Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Student Leadership Parent Attitudes Student Attitudes Educational Experience Secondary School Students Parent Aspiration Learner Engagement Student Motivation Parent Child Relationship Longitudinal Studies Program Descriptions Parent Participation Developmental Stages Social Development Emotional Development Foreign Countries Leadership Training Nontraditional Education Plunkett, Margaret Dyson, Michael Scheider, Peter Speeches/Meeting Papers Reports - Research Australia English Secondary Education The School for Student leadership (SSL) provides a unique educational experience for Australian Year 9 secondary school students at a time when parental expectations may not necessarily be in alignment with student engagement and motivation. Yet there are often concerns amongst both students and their parents about spending time outside 'traditional' educational settings and the potential impact on development and achievement. This paper discusses part of a longitudinal project between Monash University Gippsland and the SSL, investigating how parents and students experience their involvement with the school through focused reflection over time. Initial findings suggest that parents have broader concerns than their adolescent children but that both acknowledge significant positive developmental changes. Interestingly, there was no concern expressed in relation to missing a term of traditional academic schooling by either parents or students, with suggestions that the social-emotional development that occurred far outweighed the loss of a term of schooling. The project will continue to conduct followup research to determine whether the reported benefits are sustained over time. ED603250 A Unique Educational Experience for Adolescents: What Do Students and Parents Love and Fear about the School for Student Leadership? Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Educational Technology Educational Innovation Technology Uses in Education Teaching Methods Educational Finance Computers Educational Objectives Learning Processes Skill Development Program Effectiveness Vegas, Emiliana Ziegler, Lauren Zerbino, Nicolas Reports - Descriptive Brookings Institution, Center for Universal Education English The Center for Universal Education (CUE) at the Brookings Institution studies innovations that can rapidly improve education progress, including innovations that use education technology. If the education sector stays on its current trajectory, by 2030 half of all children and young people around the world will lack basic secondary-level skills needed to thrive. To change this dire prediction, rapid non-linear progress must be made, or what CUE calls &quot;leapfrogging.&quot; Technology can help education leapfrog in a number of ways. This brief is the second in a series of Leapfrogging in Education snapshots that provide analyses of CUE's global catalog of education innovations. Of the nearly 3,000 global innovations CUE cataloged, more than one half involve the use of technology, which suggests strong interest in its use and application in aiding educators around the world. This brief answers questions such as: Who implements and funds ed-tech innovations? Who benefits from ed-tech innovations? Where in the world are ed-tech innovations? What kind of hardware is used in ed-tech innovations? What are the goals of ed-tech innovations? How do ed-tech innovations support the learning process? What are the competencies and skills developed by education technology innovations? and How effective are ed-tech innovations? [For the first brief in this series, see ED597321.] ED602936 How Ed-Tech Can Help Leapfrog Progress in Education Center for Universal Education at The Brookings Institution 2019-11-00 BHP Foundation LEGO Foundation HP, Inc. 18 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 2020 -1 ERIC APR2020

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Yes Educational Innovation Educational Change Teaching Methods Teacher Role Lifelong Learning 21st Century Skills Equal Education Global Approach Blended Learning Problem Solving Foreign Countries Experiential Learning Creative Activities Multiple Literacies Multilingualism Bilingual Education Game Based Learning Educational Quality Educational Environment Communities of Practice Istance, David Paniagua, Alejandro Reports - Descriptive South Africa New Zealand Nigeria Canada Peru Germany Greece Brookings Institution, Center for Universal Education English This report follows up on the book &quot;Leapfrogging Inequality: Remaking Education to Help Young People Thrive,&quot; published in 2018 by the Center for Universal Education (CUE) at the Brookings Institution. The book argued the importance of education leapfrogging--creating transformative shifts rather than incremental evolution by harnessing the power of innovation to advance a breadth of skills. This report focuses on the teaching and learning element of the leapfrog framework, especially on pedagogical approaches and the role of teachers, but draws on the others as relevant. The overall goal of the report is to deepen insights on how to leapfrog. Specifically, this report focuses on what might be done to address the learning crisis and to transform education systems to meet the demands of tomorrow. The report's value-added is its sharp pedagogical focus and its twin themes: (1) Pedagogical innovation is critical and is at the heart of the ambition to leapfrog education systems; and (2) It is critical to learn from the experiences of existing transformative approaches. The report first reviews the nature of the problem and argues that the global lifelong learning agenda calls for serious reimagining of the education landscape. It then argues that pedagogy, and specifically innovative pedagogies, must be central to any systematic transformation if leapfrogging is to be achieved. The report identifies six clusters of such pedagogies which, alone or in combination, would underpin such a transformation. It then examines factors that enable the successful implementation of innovative pedagogies, homing in on the support and empowerment of teachers, as well as structural changes in the design of schools to include hybrid models, combining both formal and nonformal. Finally, the report concludes by reflecting on the depth of transformation that this vision implies for education systems, and how to think about fruitful near-term approaches for scaling up innovative pedagogies. ED602937 Learning to Leapfrog: Innovative Pedagogies to Transform Education Center for Universal Education at The Brookings Institution 2019-09-00 BHP Foundation LEGO Foundation 80 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 2020 -1 ERIC APR2020

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Yes Pacific Islanders Indigenous Populations Ethnic Groups Story Telling Teacher Persistence Teacher Recruitment Teacher Characteristics Information Technology Teacher Attitudes Teaching Experience School Community Relationship Foreign Countries Cultural Awareness Teacher Student Relationship Cultural Maintenance Teacher Education Programs Bunda, Tracey Wurm, Jackie Speeches/Meeting Papers Reports - Evaluative Australia English Higher Education Postsecondary Education The paper draws on research --- &quot;Tellin' the stories of teachers: Tellin' the stories of teaching&quot; project --- that forms part of the national More Aboriginal and Torres Strait Islander Teachers Initiative. This Initiative aims to increase the number and retention of Aboriginal and Torres Strait Islander peoples in the profession. A problematic is therefore raised from the outset -- how can the number of Aboriginal and Torres Strait Islander teachers be increased and what conditions promote retention? &quot;Tellin' the stories of teachers: Tellin' the stories of teaching&quot; creates a digital and historical archive of 15 Aboriginal and Torres Strait Islander peoples presenting perspectives as students, graduate teachers and experienced academics. This collection of voices interpolates a teacher's work and life with what it means to be an Aboriginal and/or Torres Strait Islander person. The paper uses critical theoretical frames to analyse the data/stories of the project participants to extrapolate out the following key themes: (1) Valuing Aboriginal and Torres Strait Islander traditions in education; (2) Building better foundations through critical engagement; (3) Agency for Aboriginal and Torres Strait Islander knowledge transmission; and (4) Embodying Aboriginal and Torres Strait Islander Community in our work and life. ED603251 Aboriginal and Torres Strait Islander Teachers -- &quot;Tellin&apos; the Stories of Teachers: Tellin&apos; the Stories of Teaching&quot; Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 14 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Second Language Learning Anxiety Student Attitudes Teacher Behavior Academic Achievement English (Second Language) Correlation Likert Scales Measures (Individuals) Teaching Styles High School Students Adolescents Teacher Student Relationship Expectation Classroom Communication Hasan, Diana C. Speeches/Meeting Papers Reports - Research Indonesia Foreign Language Classroom Anxiety Scale English High Schools Secondary Education This study investigated the interrelationship between students' foreign language anxiety, perceptions of teachers' classroom behaviour and their achievement in English as a Foreign Language (EFL). The participants were eight teachers and their Year 10 and 11 students (N=344) from two different schools, International Standard School (ISS) and non-International Standard School (Non-ISS). The students completed the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) and Student-reported Teacher Style Scale (TSS) by Watt and Richardson (see Spearman, and Watt, 2013); teacher completed Teacher Style Scale (TSS). The result indicated that students who perceived their teacher positively exhibited low anxiety and showed better achievement. Teachers perceived themselves to be more structured, have better relatedness and clearer expectations than their students perceived. ED603252 An Exploration of Interrelationships among Students&apos; Foreign Language Anxiety, Their Perception on Teachers&apos; Classroom Behaviour and Students&apos; Achievement in Learning English as a Foreign Language Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 37 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes School Districts Elementary Secondary Education Educational Legislation Federal Legislation Program Implementation Evidence Based Practice Educational Improvement Educational Strategies State Departments of Education Government Role State Government Community Involvement Educational Policy Rural Schools Urban Schools Rentner, Diane Stark Lober, Nancy Reports - Research Every Student Succeeds Act 2015 George Washington University, Center on Education Policy (CEP) English Elementary Secondary Education In the spring of 2019, the Center on Education Policy (CEP) at the George Washington University conducted interviews with leaders from five school districts that differed in key characteristics. The aim was to learn about districts' efforts to implement the requirements of the Every Student Succeeds Act (ESSA) for using evidence-based approaches to improve low-performing schools. Under ESSA, states have more power than under previous iterations of the Elementary and Secondary Education Act to identify which schools are low-performing, and school districts have greater latitude to decide on strategies to improve these schools. This report summarizes the findings from those district interviews. A companion CEP publication issued in April 2019, State Leader Interviews: How States Are Responding to ESSA's Evidence Requirements for School Improvement, describes findings from interviews with state officials about how states are implementing ESSA's evidence requirements. [For the companion report, see ED597203.] ED602938 District Leader Interviews: How School Districts Are Responding to ESSA&apos;s Evidence Requirements for School Improvement Center on Education Policy 2019-08-00 William and Flora Hewlett Foundation 15 Center on Education Policy. 2100 Pennsylvania Avenue NW Suite 310, Washington, DC 20052. Tel: 202-944-9050; Fax: 202-994-8859; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org N/A 2020 -1 ERIC APR2020

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Yes Child Care Centers Child Caregivers Standards Fringe Benefits Employment Practices Compensation (Remuneration) Professional Development Staff Utilization Teamwork Decision Making Problem Solving Physical Environment Safety Work Environment Early Childhood Teachers Personnel Policy Noninstructional Responsibility Models Well Being Adults Meacham, Deborah, Ed. Guides - Non-Classroom Tests/Questionnaires University of California, Berkeley. Center for the Study of Child Care Employment American Federation of Teachers English Early Childhood Education When the Model Work Standards were first crafted more than two decades ago, they were built on the premise that quality child care jobs are the cornerstone of high-quality services for children and families. The intent of these standards is to make it possible for those who choose teaching young children as a career to reasonably and responsibly support themselves and their families without having to hold second jobs, be dependent on another wage earner, or rely on other income supports. It is also the intent that early educators feel pride in their career choice, rather than the need to defend it to others or question it themselves. In short, these standards are about rights, raises, and respect for the early care and education workforce. The following standards cover nine topic areas. Taken as a whole, they describe a high-quality work environment for early educators in center-based child care programs. The nine areas include: (1) Wages; (2) Benefits; (3) Employment Policies and Practices; (4) Payment for Professional Responsibilities; (5) Professional Development; (6) Staffing and Teaching Supports; (7) Communication and Team Building; (8) Decision Making and Problem Solving; and (9) Health, Safety, and Physical Setting. [This report is co-released by the Center for the Study of Child Care Employment and the American Federation of Teachers Educational Foundation.] ED602939 Model Work Standards for Teaching Staff in Center-Based Child Care. Third Edition Center for the Study of Child Care Employment 2019-00-00 Heising-Simons Foundation Administrators Teachers 71 Center for the Study of Child Care Employment. Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way #5555, Berkeley, CA 94720. Tel: 510-643-7091; Web site: https://cscce.berkeley.edu/ N/A 2020 -1 ERIC APR2020

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Yes High School Students Evolution Science Instruction Foreign Countries Grade 12 Biology Genealogy Theories Seoh, Kah Huat Robin Subramaniam, Ramanathan Hoh, Yin Kiong Speeches/Meeting Papers Reports - Research Singapore English High Schools Secondary Education Grade 12 Diverse alternative conceptions embedded in the minds of learners of biology impede their learning of evolution. Our study aimed to find out the acceptance level of the theory of evolution in high school students in Singapore, characterise how students describe human evolution, and measure the prevalence of common alternative conceptions in the same group of students, through a survey consisting of several multiple-choice questions about their understanding, as well as an open-ended question that allowed students to freely describe how humans have evolved. Student responses were first coded based on the grounded theory approach and then sorted into different categories. The results revealed that a very significant proportion of the students doubted that evolution has ever taken place. Context analyses of their open-ended responses revealed that students preferred to first describe the lineage or taxa of the ancestral organism, followed by trait polarity (both trait gain and trait loss), and subsequently describing trait types. For relatively short evolutionary time, trait loss descriptions were more frequent whereas for relatively long evolutionary time, trait gain descriptions were more likely. Certain types of alternative conceptions, particularly transmogrificationist types of conceptions, were also found to be more prevalent in students' answers, where students grossly overestimates the potential of evolution to drive changes over time. These findings, which were in line with the findings of the literature, further highlight that despite much work done in the education of evolution, students continued to develop alternative conceptions when attempting to understand the theory. As such, there is a need to revise textbooks, curricula, and lesson delivery, especially with respect to the education of human evolution, in order to help students overcome some of these alternative conceptions. ED603253 High School Students&apos; Understanding of Human Evolution Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Numeracy Mathematics Teachers Professional Identity Mathematics Instruction Pedagogical Content Knowledge Learning Theories Social Influences Bennison, Anne Goos, Merrilyn Speeches/Meeting Papers Reports - Evaluative Australia English Numeracy is identified in the Australian Curriculum (Australian Curriculum Assessment and Reporting Authority, 2012) as one of seven general capabilities that are to be developed across all curriculum areas, making the development of students' numeracy capabilities the responsibility of all teachers. As mathematics is the discipline that underpins numeracy, teachers must be able to identify the mathematics inherent in their own learning area and design appropriate learning activities in the context of this learning area. If they are to do this they must see themselves not only as teachers of their learning area but also as teachers of numeracy, in other words, develop an identity as a teacher of numeracy. An understanding of how teachers form and develop a numeracy teacher identity will assist in supporting them to develop effective strategies for numeracy learning in their learning area. This paper extends a framework for numeracy teacher identity (Bennison &amp; Goos, 2013) developed through a literature review of teacher identity and explores how the development of numeracy teacher identity could be investigated empirically. The paper argues that an understanding of how the characteristics identified in the numeracy teacher identity framework interact and contribute to the development of numeracy teacher identity can be gained through a sociocultural approach that uses an adaptation of Valsiner's (1997) zone theory as the theoretical framework. The characteristics of the knowledge, affective, social and life history domains of the numeracy teacher identity framework are mapped onto the Zone of Proximal Development (ZPD), Zone of Free Movement (ZFM) and Zone of Promoted Action (ZPA). To illustrate how empirical data can be analysed through this theoretical framework two hypothetical case studies are described and the hypothetical data are mapped onto the ZPD, ZFM and ZPA to gain an understanding of each hypothetical teacher's numeracy teacher identity. ED603254 Exploring Numeracy Teacher Identity: An Adaptation of Valsiner&apos;s Zone Theory Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Evidence Based Practice Educational Improvement Elementary Secondary Education Educational Legislation Federal Legislation Program Implementation Educational Policy Disadvantaged Schools Educational Strategies Intervention Rentner, Diane Stark Ferguson, Maria Kober, Nancy Reports - Research Every Student Succeeds Act 2015 George Washington University, Center on Education Policy (CEP) English Elementary Secondary Education This report summarizes the results of a project by the Center on Education Policy (CEP) that explored how education leaders, practitioners, and the research community might work together more effectively to advance the use of evidence in school improvement. In particular, the project focused on how to support states and school districts as they implement the evidence requirements of the Every Student Succeeds Act (ESSA). Under ESSA, states have more flexibility than under previous federal law to identify which schools are low-performing, and districts have more latitude to decide on strategies to improve these schools. This report, the third in a series, analyzes information across the three main project activities: (1) a meeting of policy experts, researchers, and state and local education leaders hosted in July 2019 by CEP and the National Academy of Education; (2) interviews about the ESSA evidence requirements with leaders in seven states; and (3) interviews about the ESSA evidence requirements with leaders in five school districts. [For &quot;State Leader Interviews: How States Are Responding to ESSA's Evidence Requirements for School Improvement,&quot; see ED597203 and &quot;District Leader Interviews: How School Districts Are Responding to ESSA's Evidence Requirements for School Improvement,&quot; see ED602938.] ED602940 A Stronger Future for Evidence-Based School Improvement in ESSA Center on Education Policy 2019-12-00 William and Flora Hewlett Foundation 14 Center on Education Policy. 2100 Pennsylvania Avenue NW Suite 310, Washington, DC 20052. Tel: 202-944-9050; Fax: 202-994-8859; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org N/A 2020 -1 ERIC APR2020

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Yes Summer Programs Access to Education Equal Education Empowerment Parents Children Partnerships in Education Advocacy Educational Opportunities Gross, Betheny DeArmond, Michael Reports - Descriptive Colorado (Denver) Center on Reinventing Public Education (CRPE) English Out-of-school time, especially in the summer, offers students an opportunity to explore new passions, build friendships and relationships, and experiment with independence. Taking field trips, visiting museums, and going to camp can all boost students' learning and social development. But engagement in and access to these vital opportunities are not equitable. Many parents, especially those who are new to the country or living in historically underserved communities, are unfamiliar with these opportunities or their potential value to their children. And these opportunities can often be expensive, costing anywhere from a few hundred dollars to even thousands of dollars, making it difficult if not impossible for less affluent children to participate. Even when interest and resources are not a barrier, information about when and where the opportunities exist and how to enroll children are often fragmented and difficult to find, leaving parents to rely on their informal social networks or their own legwork to track down information. In 2017 ReSchool Colorado launched a set of initiatives to expand access to out-of-school learning opportunities for children in the Denver area. This brief seeks to provide an initial, formative assessment of lessons learned in the first year of the initiatives, focusing on the core issues of families' expectations for out-of-school time, availability of programs across communities, and equitable access. ED602941 Expanding Access to Out-of-School Learning: Lessons from Year 1 at ReSchool Colorado Center on Reinventing Public Education 2019-04-00 Chan Zuckerberg Initiative 11 Center on Reinventing Public Education. University of Washington Bothell Box 358200, Seattle, WA 98195. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org T 2020 -1 ERIC APR2020

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Yes Police Education Police Models Professional Education Educational Change Ryan, Cheryl Maree Speeches/Meeting Papers Reports - Research English Meaning 'has territory … and contested boundaries' (Stronach &amp; Maclure, 1997, p.93), which can be created, lost, and recreated. Drawing on this notion of meaning, I undertake three readings to explore the meaning of professional learning in police education, with reference to research from my doctoral thesis. I grapple with and negotiate boundaries within each reading and across the three readings. The first reading constructs the current 'paradigm shift'. In the second reading I challenge and deconstruct my first reading, revealing artifice, ignorance, and nostalgia as contributing to the metaphysics of presence. The third reading unfreezes and remobilises meaning through the interdependent notion of 'certain uncertainty'. These concepts 'lean' on each other so that meaning is made between rather than within the words. ED603255 Deconstructing Boundaries and Meaning within/across Professional Learning Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Professional Development Group Discussion Early Childhood Teachers Foreign Countries Child Care Young Children Television Viewing Communities of Practice Transformational Leadership Psychological Patterns Evaluative Thinking Reflection Nailon, Di Thomas, Damon Emery, Sherridan Stephenson, Elspeth Kinnear, Virginia Speeches/Meeting Papers Reports - Research Tests/Questionnaires Australia English Early Childhood Education Focused conversation is an approach used to lead group inquiry into topics of concern or interest. Four levels of questions guide participants through objective, reflective, interpretive and decisional levels of conversation. Over the past several years focused conversation was adopted in Australia to facilitate National Quality Framework related professional learning and development with early childhood educators. The research reported here used an attitude analysis from Systemic Functional Linguistics to examine the role of evaluative stance in a facilitated focused conversation with a coordination team in a Family Day Care Service. The analysis targeted the reflective and interpretive levels of a focused conversation around the use of television with young children in home based care. These levels are designed to encourage the expression of personal feelings about, and evaluation of an issue. The analysis showed that the coordination team members moved from negative discussions to a more positive systems-oriented approach to solving issues surrounding the topic. Outcomes of the study have the potential to contribute to the use of focused conversation in leading communities of practice in early childhood and other sectors of education. ED603256 Examining Focused Conversation for Leading Professional Learning and Development in Early Childhood: Highlighting the Role of Evaluative Stance Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Teacher Surveys Teacher Attitudes National Curriculum Item Analysis Goal Orientation Teaching Methods Achievement Tests Foreign Countries Factor Analysis Harbaugh, Allen G. Thompson, Greg Speeches/Meeting Papers Reports - Research Australia English This is a methodological paper describing when and how manifest items dropped from a latent construct measurement model (e.g., factor analysis) can be retained for additional analysis. Presented are protocols for assessment for retention in the measurement model, evaluation of dropped items as potential items separate from the latent construct, and post hoc analyses that can be conducted using all retained (manifest or latent) variables. The protocols are then applied to data relating to the impact of the NAPLAN test. The variables examined are teachers' achievement goal orientations and teachers' perceptions of the impact of the test on curriculum and pedagogy. It is suggested that five attributes be considered before retaining dropped manifest items for additional analyses. (1) Items can be retained when employed in service of an established or hypothesized theoretical model. (2) Items should only be retained if sufficient variance is present in the data set. (3) Items can be retained when they provide a rational segregation of the data set into subsamples (e.g., a consensus measure). (4) The value of retaining items can be assessed using latent class analysis or latent mean analysis. (5) Items should be retained only when post hoc analyses with these items produced significant and substantive results. These suggested exploratory strategies are presented so that other researchers using survey instruments might explore their data in similar and more innovative ways. Finally, suggestions for future use are provided. ED603257 Alternate Destinies for Survey Items Destined for the Island of Misfit Toys: An Analysis of Teachers&apos; Perceptions of NAPLAN Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Autism Pervasive Developmental Disorders Child Safety Prevention Parent Role At Risk Persons Children Adolescents Adults Sexuality Bullying Internet Work Environment School Safety Intervention Story Telling Family Environment Accident Prevention Child Abuse Sexual Abuse Ziegert, Amanda Guides - Non-Classroom Organization for Autism Research English No parental instinct is as intense and fundamental as protecting one's child from harm. For parents of children with autism, safety risks become magnified because of challenges resulting from fixations with narrow interests, limited situational awareness, and sensory and communication issues. So why should parents expect to do it all alone? We wrote &quot;A Guide to Safety&quot; with a lot of help from parents, first responders, educators, and community members, who shared their strategies and resources to address safety threats that commonly arise during childhood, adolescence, and adulthood. This autism safety resource will educate parents about how to prevent and mitigate emergency events, safety threats that may affect their child in the future, and how to teach safety habits that will build a foundation for safety in adulthood. [Contributing writers were Dwight Good, Deborah Hammer, Scott Lillard, and Colin Weiss. This publication is a product of the collaborative effort between the Organization for Autism (OAR) and Danya International, Inc. (Danya).] ED602942 Life Journey through Autism: A Guide to Safety Organization for Autism Research 2014-00-00 146 Organization for Autism Research. 2000 North 14th Street Suite 710, Arlington, VA 22201. Tel: 866-366-9710; Tel: 703-243-9710; Fax: 703-243-9751; e-mail: info@researchautism.org; Web site: http://www.researchautism.org N/A 2020 -1 As Provided APR2020

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Yes Statistical Analysis Hierarchical Linear Modeling Cognitive Psychology Neurosciences Bayesian Statistics Causal Models Experiments Hypothesis Testing Vuorre, Matti Bolger, Niall Journal Articles Reports - Research EISSN- English Statistical mediation allows researchers to investigate potential causal effects of experimental manipulations through intervening variables. It is a powerful tool for assessing the presence and strength of postulated causal mechanisms. Although mediation is used in certain areas of psychology, it is rarely applied in cognitive psychology and neuroscience. One reason for the scarcity of applications is that these areas of psychology commonly employ within-subjects designs, and mediation models for within-subjects data are considerably more complicated than for between-subjects data. Here, we draw attention to the importance and ubiquity of mediational hypotheses in within-subjects designs, and we present a general and flexible software package for conducting Bayesian within-subjects mediation analyses in the R programming environment. We use experimental data from cognitive psychology to illustrate the benefits of within-subject mediation for theory testing and comparison. ED602943 Within-Subject Mediation Analysis for Experimental Data in Cognitive Psychology and Neuroscience Grantee Submission Behavioral Research Methods v50 p2125-2143 2018 2018-00-00 Institute of Education Sciences (ED) 19 T https://doi.org/10.3758/s13428-017-0980-9 2020 -1 As Provided APR2020 Yes R305A150467

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Yes Early Childhood Education Child Care Family Environment Caregivers Models Policy Professional Development Work Environment Employers Community Role Early Childhood Teachers Income Parents Interpersonal Communication Family Involvement Meacham, Deborah, Ed. Guides - Non-Classroom Tests/Questionnaires University of California, Berkeley. Center for the Study of Child Care Employment American Federation of Teachers English Early Childhood Education When the Model Work Standards were first crafted more than two decades ago, they were built on the premise that quality child care jobs are the cornerstone of high-quality services for children and families. The intent of these standards is to make it possible for those who choose family child care as a career to reasonably and responsibly support themselves and their families without having to hold second jobs, be dependent on another wage earner, or rely on other income supports. It is also the intent that family child care providers feel pride in their career choice, rather than the need to defend it to others or question it themselves. In short, these standards are about rights, raises, and respect for family child care providers. The Model Work Standards are divided into five categories: (1) Model Contract and Program Policies; (2) Professional Development; (3) Family Child Care Work Environment; (4) Provider as Employer; and (5) Community Support for Promoting Careers in Family Child Care. The Model Work Standards are intended to be used: (1) by family child care providers as a vehicle for immediately beginning to improve their work environment and job conditions; (2) in local communities, where representatives of family child care programs and support agencies can identify cooperative ventures to improve the child care infrastructure; and (3) with policymakers and funders to raise awareness about the amount of resources that will be necessary to make lasting, comprehensive improvements in the nation's child care system. [This report is co-released by the Center for the Study of Child Care Employment and the American Federation of Teachers Educational Foundation.] ED602944 Model Work Standards for Early Educators in Family Child Care. Third Edition Center for the Study of Child Care Employment 2019-00-00 Heising-Simons Foundation Practitioners Policymakers Community 59 Center for the Study of Child Care Employment. Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way #5555, Berkeley, CA 94720. Tel: 510-643-7091; Web site: https://cscce.berkeley.edu/ N/A 2020 -1 ERIC APR2020

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Yes Leadership Responsibility Teacher Role Teacher Participation Principals Administrator Role Participative Decision Making Cultural Pluralism Holistic Approach Educational Administration Leadership Styles Rogers, Bev Speeches/Meeting Papers Reports - Evaluative English This paper focuses on the importance of educational leadership in cultivating the conditions for a space for dialogue with teachers, which is linked more to working with teachers, to theorise and critically examine what they do. Such a dialogic teacher 'public space' is linked to teachers acting 'in concert' as respected partners in the educational process, through the courage to exercise judgement, in a space where the views and contributions of each teacher matter. I employ the resources of Bourdieu and Arendt, to provide both conceptual lenses and thinking tools which are helpful for gaining a glimpse of 'an elsewhere, of an otherwise' in educational leadership, at a time when being critical is difficult and conceived of as a form of heresy. Current leadership models are dominated by business management concepts which obscure the educative character of the work of school principals. The managerial approaches of neo-liberal educational reform have brought with them an assertion of 'technical rationality' in school management where the emphasis is on techniques and procedures and organisational practices. This culture of technical rationality has enabled a new form of administrative evil which has the hallmarks of Arendt's 'dark times'. Arendt's notions of public space, plurality, thinking and judgement, throughout her major works, provide philosophical resources for challenging current views of transformational leadership. Using Arendt's notion of public space, along with her views on thinking and judgement, I propose a more democratic, dialogic view of educational leadership which recognises plurality, and identifies educational leadership in relationships, as acting 'in concert' with teachers to engage the collective responsibility for education of young people in 'renewing a common world'. Arendt identifies the responsibility for judgement, thinking and action in the company of others that accompanies this possibility. ED603258 &apos;Doing Educational Leadership&apos;: Cultivating Plurality in a Teacher &apos;Public Space&apos; Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 17 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Preservice Teacher Education Preservice Teachers Cultural Awareness Indigenous Populations Intercultural Communication Cross Cultural Training Experiential Learning Educational Policy Buckskin, Joanne Reports - Research Speeches/Meeting Papers Australia English Higher Education Postsecondary Education In order to develop Teacher quality The NSW Department of Education and Training and the New South Wales Aboriginal Education Consultative Group developed the Enhanced Teacher Training Program (ETTP) the purpose of the ETTP was to enhance selected non-Aboriginal teachers knowledge and understanding of Aboriginal history and cultures, and to develop their cross-cultural communication skills. With more informed cross cultural understandings it was expected that the participants would develop appropriate classroom management and pedagogical strategies for working in schools with high Aboriginal student populations. The aim of this study was to investigate the experiences of the seven non-Aboriginal preservice teachers undertaking the year-long program. A qualitative research methodology was applied to this study to investigate the prospective teachers' cross cultural experiences, the methods utilised to gather the data included focus groups, participatory observation, semi-structured interviews, email communication and document analysis. The findings revealed that research, theory and practice are inextricably intertwined and non-Aboriginal teachers' cross-cultural learning was enriched through experiential learning opportunities throughout diverse setting within the Illawarra Aboriginal community. Furthermore partnerships between universities, the NSW DET and highly-committed individuals were critical to ensuring Aboriginal Education policy translates effectively into practice. ED603259 Enhanced Teacher Training Program Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes 21st Century Skills Foreign Countries Educational Testing Assessment Literacy Test Construction International Programs International Cooperation Curriculum Development Alignment (Education) Care, Esther Kim, Helyn Reports - Descriptive Nepal Cambodia Mongolia Congo Gambia Zambia Brookings Institution, Center for Universal Education English This framework marks the first in a series of five reports detailing the work of the Optimizing Assessment for All (OAA) project at Brookings to strengthen education systems' capacity to integrate 21st century skills (21CS) into teaching and learning, using assessment as a lever for changing classroom practices. In a world of rapid advancement and change, people and societies need a new mixture of skills to thrive. It is no longer accepted that education devoted mainly to the memorization of facts will prepare people to be thoughtful, productive, and engaged citizens. Rather, people of all ages need a broad set of skills, including cognitive, social, and technological, to evaluate and apply knowledge in ways that meet the new demands of a changing social and economic landscape. These skills, such as critical thinking, problem solving, collaboration, information literacy, and communication, among others, are often broadly referred to as 21CS or transversal competencies. Countries around the world are including 21CS in their national education goals and policies, signaling their commitment to addressing the changing needs of their learners. However, countries are faced with challenges on how to implement these policies due to disconnects between different parts of the education systems; lack of understanding on how teaching and learning 21CS looks in the classroom; and limited measurement expertise in the area of 21CS assessment. Between December 2017 and April 2020, the Optimizing Assessment for All (OAA) project will address these challenges by strengthening education systems' capacity to integrate 21CS into their teaching and learning, using assessment as a lever for changing classroom practices and building that capacity. The OAA project has emphasized developing existing capacity and resources and changing mindsets to cultivate and support a new generation of assessment specialists within the participating countries and regions. OAA has worked in two regions--Asia and sub-Saharan Africa--and three focus countries within each region have participated in a capacity-building approach for designing, developing, and piloting classroom-based assessments of 21CS. [Support was provided by Porticus.] ED602945 Optimizing Assessment for All: Framework for Understanding Project Goals and Scope Center for Universal Education at The Brookings Institution 2020-01-00 23 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 2020 -1 ERIC APR2020

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Yes Foreign Countries Mathematical Models Preservice Teachers Preservice Teacher Education Mathematics Teachers Teaching Skills Cultural Differences Mathematics Achievement Algebra Mathematical Concepts Teaching Methods Teacher Competencies Ural, Alattin Journal Articles Reports - Research United Kingdom (England) Turkey ISSN-2501-1111 English Higher Education Postsecondary Education This study aims to compare mathematical modelling abilities of prospective mathematics teachers. 38 Turkish prospective mathematics teachers studying at the Department of Primary Mathematics Education and 26 English prospective mathematics teachers studying at Initial Mathematics Teacher Education Program of the Graduate School of Education attended the study. Two mathematical modelling problems were given to the students. The stages of mathematical modelling given by Berry and Houston (1995) were used to examine the participants' mathematical modelling abilities. What the Turkish and English students did in each of these stages was presented separately for both problems categorically and with the percentage tables and to what extent the students were successful in these stages was shown. The achievement scores of Turkish and English students were compared with independent groups t-test. The results showed that almost all of the participants were quite inadequate especially at the point of setting the mathematical model. This result indicates that mathematics teacher candidates had difficulty in transferring algebraic concepts such as function, equation, inequality to real-life problems. On the other hand, it can be said that English participants' abilities were better than that of Turkish participants. ED602946 Comparing of Mathematics Teachers Candidates&apos; Mathematical Modelling Skills: Turkey and England Samples Online Submission European Journal of Education Studies v6 n10 p1-15 2020 2020-00-00 15 N/A 2020 -1 As Provided APR2020

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Yes Inclusion Instructional Materials Foreign Countries Ethnic Groups Muslims Religious Factors Christianity English (Second Language) Language Teachers Curriculum Development Teacher Student Relationship College Students Culturally Relevant Education Student Diversity Diversity (Faculty) Cultural Background Warouw, Maya Ikasari, Wipsar Siwi Dona Reports - Research Speeches/Meeting Papers Indonesia English Higher Education Postsecondary Education Inclusion in the Indonesian context means the participation of minority ethnic and religious groups within the dominant Javanese and Muslim society. The issues of ethnic and religious inclusion are discussed in a case study: teaching materials in tertiary education context. This case study looks into how Minahasan ethnic group and Christian affiliated English lecturers in Manado adapt the content of ELT materials in relation to their multiethnic students with different religious backgrounds. Their awareness of the importance of teaching materials adaptation and better interaction between lecturers and students enhance better understanding of what should be done regarding their students' ethnic and religious backgrounds. In relation to the issues of inclusion explained above, this case study explores how within the dominant Javanese and Muslim society of Indonesia, a region where Minahasan and Christian majority still prevails. This study shows how local Minahasan and Christian ELT teachers perceive the appropriate and relevant cultural values contained in teaching materials and implement the materials adaptation for their multiethnic students in university context. ED603260 Ethnic and Religious Inclusion in Teaching Materials in Tertiary Education: A Case Study in Indonesian University Setting Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 6 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Student Evaluation Evaluation Methods Academic Achievement Item Response Theory Scoring Mathematics Achievement Achievement Tests Science Achievement Science Tests Foreign Countries Elementary Secondary Education Mathematics Tests International Assessment Data Analysis Provasnik, Stephen Dogan, Enis Erberber, Ebru Zheng, Xiaying Reports - Research Numerical/Quantitative Data Trends in International Mathematics and Science Study National Center for Education Statistics (ED) American Institutes for Research (AIR) English Elementary Secondary Education Large-scale assessment programs, such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS), employ item response theory (IRT) and marginal estimation methods to estimate student proficiency in specific subjects such as mathematics, science, or reading. Each of these subjects is defined by a framework that specifies the subject's content areas and, within each content area, the topics that are covered. The purpose of this report is to introduce a method for analyzing student achievement at the topic level using data from TIMSS assessments. Reporting topic-level scores in large-scale assessments, such as TIMSS, would be tremendously valuable from both a policy and pedagogical perspective. Topic-level scores could allow one to pinpoint areas in which students are excelling or struggling more specifically than is possible when one looks at just content area scores. Analysis of topic-level scores could reveal the strengths and weaknesses of students in relation to the intended and actualized curricula. TIMSS collects and reports contextual information about both the intended curriculum at the topic level and which topics teachers report that students have been taught. Trends in topic-level scores across years and between countries could also help more fully realize the promise of monitoring system-level performance in an &quot;actionable&quot; way. ED603261 Estimating Student Achievement at the Topic Level in TIMSS Using IRT-Based Domain Scoring. Methodological Report. NCES 2020-038 National Center for Education Statistics 2020-02-00 24 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 2020 -1 ERIC APR2020 Yes EDIES12D0002 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020038

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Yes Student Attitudes Turkish Learning Activities Middle School Students Grade 5 Grade 6 Grade 7 Grade 8 Instructional Program Divisions Grade Point Average Gender Differences Foreign Countries Reading Skills Writing Skills Language Skills Cin Seker, Zeynep Journal Articles Reports - Research Turkey ISSN-2501-1111 English Junior High Schools Middle Schools Elementary Education Grade 5 Intermediate Grades Grade 6 Grade 7 Secondary Education Grade 8 In this study, it was aimed to determine the attitudes of secondary school students towards Turkish course activities according to various variables. In order to determine the sample of the study, deviant case sampling, which is one of the purposeful sampling methods, was used. With the mentioned sampling method, the sample of the study consists of three middle schools which are located in the city center of Erzurum and 2018 TEOG success ranking of which are the high grade, middle and low grade. 400 students participated in total. Of these, 96 were 5th graders, 88 were 6th graders, 105 were 7th graders and 111 were 8th graders. The screening model was used in the study. In order to determine the attitudes of the students, who compose the sample of the study, towards Turkish lesson activities, &quot;Attitude Scale towards Activities of Turkish Course&quot; developed by Çerçi and Derman (2016) was used. Obtained data were analyzed by SPSS 22.0 package program. As a result of the study, it was determined that secondary school students' attitudes towards Turkish course did not differ according to school level, it significantly differentiated according to the class level, the grade point average of the 5th grade students was higher than the average of the upper grade students, there was a significant difference in favor of the students who had higher grade point average compared to the Turkish course average, The grade point average of the students with high Turkish course average was higher than those with a lower grade point average and according to the gender, the difference between girl and boy students was significant in favor of girls. The results of the study were discussed with the studies in the field literature which examine the attitudes of secondary schools students towards Turkish course, reading, speaking and writing skills and suggestions were made. ED602947 Examination of Attitudes of Secondary School Students towards Turkish Course Activities Online Submission European Journal of Education Studies v6 n3 p64-78 2019 2019-00-00 15 N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Hidden Curriculum Likert Scales Teacher Education Test Construction Construct Validity Test Reliability Factor Analysis Ipekel, Ilknur Izgi Sahin, Harun Journal Articles Reports - Research Speeches/Meeting Papers Turkey ISSN-2501-1111 English The purpose of this research is to prepare a valid and reliable measurement tool in order to determine the acquisition of teacher candidates under the hidden curriculum in teacher training process. The research is a field study of descriptive quality. In the development of the scale, firstly the related literature has been examined and a pool of 66 items has been formed. Subsequently, expert opinion was received for scope validity. A draft consisting of 43 items was obtained in the line with the expert opinion. After necessary permissions were obtained, it was applied to Akdeniz University Faculty of Education for the pilot application of the scale. The scale was applied to 259 teacher candidates in the fourth year of study at Akdeniz University Faculty of Education by the researcher on May 6-17, 2019. Factor analysis was performed by using SPSS package program for construct validity of the scale. KMO (Kaiser-Meyer-Olkin) sampling and Bartlett Sphericity test were applied before factor analysis. As a result, the valid and reliable &quot;Hidden Curriculum Scale in Teacher Education&quot; was developed. [This study has been presented as a summary paper at the International Symposium on Academic Studies in Education and Social Sciences on 13-15 June 2019 in Ankara.] ED602948 Hidden Curriculum Scale in Teacher Education: A Scale Development Study Online Submission European Journal of Education Studies v6 n4 p323-338 2019 2019-00-00 16 N/A 2020 -1 As Provided APR2020

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Yes Preservice Teachers Preservice Teacher Education Elementary School Teachers Mathematics Instruction Multiplication Division Fractions Error Patterns Pedagogical Content Knowledge Coskun, Sumeyra Dogan Journal Articles Reports - Research ISSN-2501-1111 English Higher Education Postsecondary Education Elementary Education The current study aims to examine meanings and error types associated with pre-service elementary teachers' semi-structured problems for the multiplication and division of fractions. A total of 83 junior pre-service elementary teachers were recruited in the spring semester of the 2016-2017 academic year. A researcher-developed Problem Posing Test consisting of eight items was used to collect the data of this study. The findings indicated that the pre-service elementary teachers were not proficient in posing appropriate problems for the multiplication and division of fractions. Furthermore, while the most frequent error type found was a failure in expressing the multiplication operation in the question root for the multiplication of fractions, it was assigning natural number meaning to fractions for the division of fractions. ED602949 An Examination of Meanings and Error Types Associated with Pre-Service Elementary Teachers&apos; Posed Problems for the Multiplication and Division of Fractions Online Submission European Journal of Education Studies v6 n4 p99-113 2019 2019-00-00 15 N/A 2020 -1 As Provided APR2020

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Yes Problem Solving Academic Achievement Student Motivation Learning Motivation Mathematics Skills Geometry Learner Engagement Cooperative Learning Self Control Middle School Students Grade 8 Foreign Countries Experimental Groups Control Groups Christidamayani, Agatha Puri Kristanto, Yosep Dwi Journal Articles Reports - Research Indonesia ISSN-2655-920x English Junior High Schools Middle Schools Secondary Education Elementary Education Grade 8 Posing high-quality problems is a critical skill to be possessed by students in learning mathematics. However, it is still limited in literature in answering whether problem posing learning model effective in improving students' learning achievement and motivation. Therefore, the present study aims to investigate the effect of problem posing learning model in the topics of cube and cuboid on students' learning achievement and motivation. This study employs quasi experimental design with 20 students in experimental group and 24 students in control group. The study found that the problem posing learning model has insignificant effect on the students' learning achievement but has a positive and significant effect of the learning model on the students' learning motivation. Further analysis showed that the learning model also has a significant and positive effect on every aspect of students learning motivation, namely students' interests, enthusiasm, diligence, collaboration, and self-control. ED602950 The Effects of Problem Posing Learning Model on Students&apos; Learning Achievement and Motivation Online Submission Indonesian Journal on Learning and Advanced Education v2 n2 p100-108 Jul 2020 2020-07-01 9 T 2020 -1 As Provided APR2020

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Yes Educational Technology Decision Making Higher Education Media Selection Best Practices Evaluation Methods Information Sources Research Utilization Evidence Based Practice Needs Assessment Stakeholders Evaluation Criteria Hollands, Fiona M. Escueta, Maya Reports - Research Tests/Questionnaires Columbia University, Teachers College (TC) English Higher Education Postsecondary Education This study investigates the decision-making inputs, processes, and practices around the acquisition of technology to facilitate teaching and learning at institutions of higher education. The goals of this study were four-fold: to understand the factors and sources that influence decisions about educational technology (EdTech) acquisition and use in higher education; to provide transparency regarding the steps and stakeholders involved in the EdTech decision-making process in higher education; to identify and showcase best practices in EdTech decision-making; and to identify ways in which education researchers, higher education decision-makers, EdTech providers and funders can collaborate to serve the best interests of learners. Findings are based on interviews with fifty-two EdTech decision-makers in for-profit, nonprofit, public and private institutions of higher education. Findings indicate that decision-makers' most common sources of on-going EdTech information are colleagues at their own or other institutions of higher education, vendors, professional associations or consortia, and consultants. Peer-reviewed research was mentioned infrequently. The most common medium for gathering information on EdTech products and trends is network events such as conferences and consortium meetings. Many interviewees reported conducting their own investigations or research on EdTech products with results often being used for continuous improvement of instruction or for deciding whether to continue or scale up use of the EdTech product or strategy. A number of recommendations are offered for EdTech decision-makers, researchers, vendors, and funders, including efforts to foster sharing of EdTech pilot studies and investigations. [This report was prepared by the Center for Benefit-Cost Studies of Education, Teachers College, Columbia University. Support was provided by Jefferson Education Accelerator (JEA). &quot;EdTech Decision-Making in Higher Education&quot; is based on a study by Working Group B for the EdTech Efficacy Research Academic Symposium, May 3-4, 2017, Washington, D.C.] ED602951 EdTech Decision-Making in Higher Education Online Submission 2017-05-00 146 N/A 2020 -1 As Provided APR2020

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Yes Acoustics Hearing Impairments Assistive Technology Listening Skills Measurement Techniques Children Early Adolescents Observation Auditory Stimuli Verbal Communication Word Recognition Reaction Time McGarrigle, Ronan Gustafson, Samantha J. Hornsby, Benjamin W. Y. Bess, Fred H. Journal Articles Reports - Research Tennessee ISSN-0196-0202 English Objectives: Increased listening effort in school-age children with hearing loss (CHL) could compromise learning and academic achievement. Identifying a sensitive behavioral measure of listening effort for this group could have both clinical and research value. This study examined the effects of signal-to-noise ratio (SNR), hearing loss, and personal amplification on 2 commonly used behavioral measures of listening effort: dual-task visual response times (visual RTs) and verbal response times (verbal RTs). Design: A total of 82 children (aged 6-13 years) took part in this study; 37 children with normal hearing (CNH) and 45 CHL. All children performed a dual-task paradigm from which both measures of listening effort (dual-task visual RT and verbal RT) were derived. The primary task was word recognition in multi-talker babble in three individually selected SNR conditions: Easy, Moderate, and Hard. The secondary task was a visual monitoring task. Listening effort during the dual-task was quantified as the change in secondary task RT from baseline (single-task visual RT) to the dual-task condition. Listening effort based on verbal RT was quantified as the time elapsed from the onset of the auditory stimulus to the onset of the verbal response when performing the primary (word recognition) task in isolation. CHL completed the task aided and/or unaided to examine the effect of amplification on listening effort. Results: Verbal RTs were generally slower in the more challenging SNR conditions. However, there was no effect of SNR on dual-task visual RT. Overall, verbal RTs were significantly slower in CHL versus CNH. No group difference in dual-task visual RTs was found between CNH and CHL. No effect of amplification was found on either dual-task visual RTs or verbal RTs. Conclusions: This study compared dual-task visual RT and verbal RT measures of listening effort in the child population. Overall, verbal RTs appear more sensitive than dual-task visual RTs to the negative effects of SNR and hearing loss. The current findings extend the literature on listening effort in the pediatric population by demonstrating that, even for speech that is accurately recognized, school-age CHL show a greater processing speed decrement than their normal-hearing counterparts, a decrement that could have a negative impact on learning and academic achievement in the classroom. ED603262 Behavioral Measures of Listening Effort in School-Age Children: Examining the Effects of Signal-to-Noise Ratio, Hearing Loss, and Amplification Grantee Submission Ear and Hearing v40 n2 p381-392 2019 2019-00-00 Institute of Education Sciences (ED) 12 T https://doi.org/10.1097/AUD.0000000000000623 2020 -1 As Provided APR2020 Yes R324A110266

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Yes Systems Approach Educational Change Policy Formation Educational Improvement Leadership Objectives Goal Orientation School Role Accountability Leadership Effectiveness Teacher Leadership Educational Administration Educational Policy Evidence Based Practice Computers Engineering Urban Planning Strategic Planning Health Institutional Cooperation Teacher Effectiveness Administrator Effectiveness Foreign Countries Ndaruhutse, Susy Jones, Charlotte Riggall, Anna Information Analyses Canada United Arab Emirates United Kingdom (England) Finland United Kingdom (London) New York (New York) Brazil Vietnam Education Development Trust (United Kingdom) English This report focuses on systems thinking and its place in education transformation. It reflects on key published literature and on specific outputs from the Education Development Trust's own programme of research. The report offers an overview of the evolution of systems thinking and the relevance for policymakers and practitioners as they tackle the 'learning crisis'. Drawing on the evidence obtained from published literature and on specific outputs from the Education Development Trust's own programme of research, the report identifies and details six important accelerators that are seem as core capabilities for policymakers to develop for rapid school improvement at scale, and which address common binding constraints in education systems. They are: (1) Vision and leadership; (2) Coalitions for change; (3) Delivery architecture including school collaboration; (4) Data for collective accountability and improvement; (5) Teacher and school leadership effectiveness; and (6) Evidence-informed policy and learning. Some reforms are comprehensive and may use all six accelerators; others may be more focused and only use one or two. A framework is offered to support systems thinking for education reform at scale. For policymakers and practitioners, the challenge with any framework is its implementation and the wider set of tensions that a framework alone cannot fully address. Outlined here are five of those tensions: (1) The need to fix the learning crisis while not forgetting about those who are not able to access education; (2) Looking at education as a system while at the same time recognising that education is part of a bigger system with interdependencies; (3) The desire to be evidence-informed yet the reality of operating in a political, economic, social and cultural context that at times has conflicting priorities; (4) The theory of education system reform versus the reality of the capacity of the system to implement that reform; and (5) The need to balance the focus on the system with a wider understanding of personal agency and community responsibility for education. The main advantage of systems thinking is that it expands the ranges of choices available for solving problems by broadening thinking and helping the articulation of problems in new and creative ways. ED603263 Why Systems Thinking Is Important for the Education Sector Education Development Trust 2019-00-00 978-1-912610-01-3 56 Education Development Trust. Highbridge House, 16-18 Duke Street, Reading Berkshire, England RG1 4RU, United Kingdom. Tel: +44-1189-021-000; e-mail: enquiries@educationdevelopmenttrust.com; Web site: https://www.educationdevelopmenttrust.com/ N/A 2020 -1 ERIC APR2020

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No Low Income Groups Preschool Children Attention Eye Movements Poverty Educational Television Video Technology Visual Stimuli Educational Media Auditory Stimuli Early Intervention Preschool Education Vocabulary Development Flynn, Rachel M. Wong, Kevin M. Neuman, Susan B. Kaefer, Tanya Journal Articles Reports - Research ISSN-1748-2798 English Early Childhood Education Preschool Education Educational screen media is increasingly salient in the lives of young children. Research affirms preschool-aged children can learn content from media when they attend to it, however less is known about how specific screen-based pedagogical supports (SBPS) might draw children's attention. Using eye-tracking methodology, the current study examines specific SBPSs that engage children's attention. The sample consisted of 106 3- to 5-year-olds from a poverty-impacted neighborhood. Participants viewed 12 video clips of Sesame Street that used four different SBPSs to support vocabulary: visual effects, visual + sound effects, explicit definitions, and explicit definitions + repetitions. Results indicated that children attended significantly more to the SBPSs with definitions. Findings also revealed differences in screen composition. Children attended more to people than objects, and attended more to on-screen conversations than conversations cut between screens. This study demonstrates the importance for educational media to use appropriate SBPSs and on-screen compositions to engage children. ED602952 Children&apos;s Attention to Screen-Based Pedagogical Supports: An Eye-Tracking Study with Low-Income Preschool Children in the United States Grantee Submission Journal of Children and Media v13 n2 p180-200 2019 2019-00-00 Institute of Education Sciences (ED) 22 T https://doi.org/10.1080/17482798.2019.1575887 2020 -1 As Provided APR2020 Yes R305A150143

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No Vocabulary Development Educational Media Preschool Children Content Analysis Selection Word Lists Technology Uses in Education Emergent Literacy Video Technology Teaching Methods Definitions Visual Aids Attention Cues Danielson, Katie Wong, Kevin M. Neuman, Susan B. Journal Articles Reports - Research ISSN-1748-2798 English Children are spending an increasing amount of time in front of screens. However, little is known about the content of educational media, particularly in relation to vocabulary instruction. Since vocabulary is an important predictor of later reading comprehension, it warrants a thorough investigation on how it is taught in educational media. This study presents a content analysis of vocabulary instruction in a weighted sample of all educational programs on the media marketplace for young children. We examine the time spent on vocabulary in educational media, the words selected, and the screen-based pedagogical supports (SBPS) that facilitate vocabulary learning in videos. We found that few sophisticated words were selected for instruction, and identified 11 SBPSs used during vocabulary instruction in our weighted sample. These findings provide a more holistic understanding of the content of vocabulary instruction in educational media for young children. ED602953 Vocabulary in Educational Media for Preschoolers: A Content Analysis of Word Selection and Screen-Based Pedagogical Supports Grantee Submission Journal of Children and Media v13 n3 p345-362 2019 2019-00-00 Institute of Education Sciences (ED) 19 T https://doi.org/10.1080/17482798.2019.1585892 2020 -1 As Provided APR2020 Yes R305A150143

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No Intervention Cognitive Development Thinking Skills Program Effectiveness Sustainability Cognitive Ability At Risk Students Child Development Program Implementation Fidelity Early Intervention Elementary Secondary Education Preschool Education Pasnak, Robert Journal Articles Reports - Descriptive ISSN-2324-805X English Elementary Secondary Education Early Childhood Education Preschool Education This essay is a distillations of decades of efforts at cognitive intervention by many educators. Three likely outcomes for cognitive interventions are described. Recommendations for when interventions can most effectively be conducted, and what children are most likely to respond most favorably are also advanced. Finally, the general nature of the subject matter of successful cognitive interventions, and parameters that are most likely to produce good internalization and application of whatever is conveyed by the intervention are also described. ED602954 Principles for Successful Cognitive Interventions Grantee Submission Journal of Education and Training Studies v7 n12 p47-52 Dec 2019 2019-12-00 Institute of Education Sciences (ED) 5 T https://doi.org/10.11114/jets.v7i12.4599 2020 -1 As Provided APR2020 Yes R305A170114

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Yes Racial Bias Educational Policy Higher Education Equal Education Racial Differences Achievement Gap Affirmative Action College Admission Admission Criteria Government Role Federal Government State Government Black Colleges Tribally Controlled Education Student Loan Programs College Environment Jones, Tiffany Nichols, Andrew Howard Reports - Evaluative Education Trust English Higher Education Postsecondary Education In the context of a long history of racial exclusion, policies designed to address racial inequalities continue to face strong opposition. This is especially true in the higher education sector, where there is strong resistance to efforts specifically designed to rectify racial discrimination (e.g., race-based affirmative action). This report maintains that only race-conscious policies can achieve racial equity in higher education. These are the policies that explicitly address race in their design and provide higher education access, opportunity, or support to students of color and the colleges and universities serving them. Data on Black students make a strong case for why policies that try to mask race by focusing on other factors, such as income, are not sufficient to close gaps for students of color. Black and White students, even with the same income, have vastly different experiences and circumstances that affect access to higher education and outcomes. Black students, compared with White students from the same socioeconomic backgrounds, enroll at less selective colleges, earn bachelor's degrees at lower rates, and default on loans much more frequently. This summary presents three arguments that explain why race-conscious policies in higher education are necessary. It concludes with a list of 10 strategies to help leaders and policymakers utilize, design and implement race-conscious policies in higher education. [For the main report, see ED603265.] ED603264 Hard Truths: Why Only Race-Conscious Policies Can Fix Racism in Higher Education. Executive Summary Education Trust 2020-01-00 Policymakers 2 Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/ N/A 2020 -1 ERIC APR2020

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Yes Racial Bias Educational Policy Higher Education Equal Education Racial Differences Achievement Gap Affirmative Action Low Income Groups Policy Formation College Admission Admission Criteria Government Role Federal Government State Government Black Colleges Tribally Controlled Education Student Loan Programs College Environment Educational Opportunities Minority Group Students Educational Strategies Social Mobility Program Effectiveness Jones, Tiffany Nichols, Andrew Howard Reports - Evaluative Education Trust English Higher Education Postsecondary Education Despite the popular belief that affirmative action gives Black and Latino students an unfair advantage, these students are still underrepresented at the nation's selective colleges and at two- and four-year public colleges and universities in the vast majority of states. The truth is, it isn't enough to just believe that racial inequality is a problem; it is what policymakers, advocates, and citizens do about it that matters most. The Education Trust in its work, reveals the racial disparities that exist in higher education and promotes policy solutions that address racial inequality specifically and explicitly. The Trust works closely with advocates who are fighting to end racism in higher education. These advocates often ask three questions: (1) How can they respond to opponents who prefer not to focus on race? (2) Why can't policy makers just focus on income (or socioeconomic status) since people of color are more likely to be low income? and (3) How can they advance race-conscious policies in their institutions and their states? This report answers those questions and provides arguments for why race-conscious policies that are designed to eliminate racism are necessary. Data that explains why a focus on income alone may not close gaps in opportunity and outcomes for students of color, particularly Black students and families are shared. Strategies are offered to assist leaders and policymakers in design and implementation of race-conscious policies in higher education. The report also discusses the unique role the U.S. higher education system can play in eliminating racial inequality and injustice within and beyond education. [For the executive summary, see ED603264.] ED603265 Hard Truths: Why Only Race-Conscious Policies Can Fix Racism in Higher Education Education Trust 2020-01-00 Lumina Foundation Policymakers 20 Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/ N/A 2020 -1 ERIC APR2020

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Yes Recall (Psychology) Metacognition Personality Traits Response Style (Tests) Undergraduate Students Memory Difficulty Level Recognition (Psychology) Error Patterns Learning Processes Metcalfe, Janet Schwartz, Bennett L. Bloom, Paul A. Reports - Research New York (New York) EISSN- English Higher Education Postsecondary Education Theories of study time allocation and of curiosity suggest that people are most engaged with and want to devote their time to materials that are not completely mastered but also are not so difficult that they might be impossible. Their curiosity is thought to be triggered by items that are almost known, or are in what is sometimes called theregion of proximal learning. Answers that are on the tip-of-the-tongue (TOT)--not immediately recallable but nevertheless evoking a feeling of imminent recall--seem, intuitively, to be materials that have this characteristic of being almost, but not quite, fully known. We therefore, hypothesized that people would be particularly curious to see the answers to questions for which the answers were on the tips of their tongues. To test the TOT curiosity hypothesis, we gave participants 82 general information questions and quickly asked whether the answers were or were not on the tips of their tongues and whether they wanted to see the answers later. Overwhelmingly, items that were accompanied by a TOT feeling were those which evoked participants' curiosity, regardless of whether the feeling occurred in conjunction with an error of commission, an error of omission, or even with the correct answer. [This is the online version published in &quot;Cognitive Research: Principles and Implications.&quot;] ED602955 The Tip-of-the-Tongue State and Curiosity Grantee Submission 2017-00-00 Institute of Education Sciences (ED) 8 T http://doi.org/10.1186/s41235-017-0065-4 2020 -1 As Provided APR2020 Yes R305A150467

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Yes Foreign Countries Educational Policy Early Childhood Education Preschool Curriculum Preschool Children Equal Education Gender Issues Females Gender Bias Sex Fairness Role Models Family Environment Parent Aspiration Sex Stereotypes Educational Change Change Agents Subramanian, Samyukta Reports - Research India Brookings Institution, Center for Universal Education English Early Childhood Education Preschool Education The Delhi government in India recently launched its preschool curriculum for the city's 10,897 communitybased preschool centers. The draft National Education Policy of India, made public in June 2019, dedicates its first chapter to the importance of early childhood care and education and the need to extend the right to education to every child who is three to six years old. It is in this context that this paper urges the government to ensure that gender sensitivity is embedded in every initiative of early childhood education (ECE) in India from here onward. Based on interviews with mothers of preschool children in underresourced communities and with teachers as well as observations of government-supported preschool centers, this paper builds the current narrative of the preschool child's ecosystem; notes the lack of gender-sensitive pedagogy in this space; and makes recommendations for what a gender-transformative approach in ECE in India should entail for men and boys, girls and women, so that India can strive for a more gender-equitable society in the years to come. ED602956 India&apos;s Policy on Early Childhood Education: Lessons for a Gender-Transformative Early Childhood in India. Echidna Global Scholars Program, Policy Paper Center for Universal Education at The Brookings Institution 2019-10-00 Echidna Giving 25 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 2020 -1 As Provided APR2020

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Yes Psychomotor Skills Hearing Impairments Athletes Males Adults Video Games Experimental Groups Control Groups Physical Activities Kaya, Mustafa Saritas, Nazmi Reports - Research Journal Articles ISSN-2324-805X English It is aimed to compare the effects of the two different methods as balance training and wii fit balance games based on game technology on the balance functions of hearing-impaired individuals. 36 male born deaf individuals between the ages of 18-22 and playing sports actively have participated in the study. The first group consisted of the ones having balance training, the second group consisted of those playing technological games, and the third group (control group) consisted of individuals having no balance training. The first group was given balance training 3 days a week for 8 weeks. The second group was made to play 30-minute wii fit three days a week for 8 weeks. Statistical difference was between the group playing technological games and control group, and between the group having balance training and control group (p&lt;0.01). A statistical difference was found in dynamic balance values after the study. In the after values, a statistical difference occurred between the control group and the group having balance training and the group playing technological games (p&lt;0.05). In dynamic balance values, a statistical difference occurred in before and after values of the group having balance training and the group playing technological games (p&lt;0.01). As a result of the study comparing the effects of the balance training and game technology based wii fit methods on hearing impaired individuals, it is considered that both practices will be efficient for hearing impaired individuals to improve movements and balance values and to increase daily life activities. ED603266 A Comparison of the Effects Balance Training and Technological Games on Balance in Hearing-Impaired Individuals Online Submission Journal of Education and Training Studies v7 n3S p48-53 Mar 2019 2019-03-00 6 N/A 2020 -1 As Provided APR2020

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Yes Racquet Sports Psychomotor Skills Children Females Clubs Athletes Training Recreational Activities Program Effectiveness Skill Development Foreign Countries Psychological Patterns Student Motivation Gül, Mine Imre, Rüya Gül, Gazanfer Kemal Eskiyecek, Canan Gülbin Journal Articles Reports - Research Turkey ISSN-2501-1235 English Aim: The aim of this study is to examine the effects of fun tennis training on some motoric features and tennis skills of 8-10 age group girls who have just started tennis. Method: 16 club athletes and 8 students' volunteers, consisting of female athletes from Izmit Tennis Club, participated in the study. Motoric test measurements were taken from all athletes before the first measurements. Then, by random method club athletes experiment1 (E1), experiment2 (E2) and control (C) group, 24 athletes in total participated in the research. The training sessions were applied 3 days a week and 60 minutes a day for 8 weeks. Entertaining tennis training for E1 group, traditional club technical training program for E2 group and mini tennis training within the scope of sportive activities for Izmit Youth Services and Sports District Directorate were given to C group. Measurement data Parametric tests were accepted in SPSS 22.0 program and ANOVA analyzes and Pared Sample T Test results were taken to evaluations. Findings: Significant differences were found (p &lt; 0.05) in results of E1 group 30s Push-up (p = 0.02), 30s Sit-up (p = 0.03), Ball Throwing (p = 0.001), Standing Long Jump (p = 0.004), Vertical Jump (p = 0.006) and T Test (p = 0.015) results at the end of the trainings. There was a significant difference in Dyer Board (p = 0.017), Dewitt Dugan (p = 0.011) and Wall Catch coordination tests (p = 0.021) in tennis skill tests (p &lt; 0.05). While there was no significant difference in E2 and C groups in motor feature tests (p&gt; 0.05), there was a significant difference in tennis skill tests in E2 group as a result of T test (p = 0.001) (p &lt; 0.05). As a result of the intergroup analysis, there was a development in favor of the E1 group in terms of mean differences, but no significant difference was found (p&gt; 0.05). As a result of the T test in tennis skill tests, the E1 group improved compared to the C group (p = 0.037). Result: It has been determined that fun tennis exercises applied to 8-10 age group girls have an impact on selected motor skills like push-up, sit-up, ball throwing, standing long jump and vertical jump skills and tennis skills. In order to provide infrastructure development for athletes, it can be said that performance improvements can be achieved by practicing coordinated skills together with tennis skills in training programs. ED603267 The Effect of Fun Tennis Training on Some Motoric Features and Tennis Skill in 8-10 Year Old Children Online Submission European Journal of Physical Education and Sport Science v6 n2 p1-14 2020 2020-00-00 14 T 2020 -1 As Provided APR2020

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No Memory Error Correction Feedback (Response) Experiments Questioning Techniques Responses College Students Correlation Knowledge Level Metacognition Evaluative Thinking Metcalfe, Janet Eich, Teal S. Journal Articles Reports - Research New York (New York) EISSN- English Higher Education Postsecondary Education In five experiments, we examined the conditions under which participants remembered true and false information given as feedback. Participants answered general information questions, expressed their confidence in the correctness of their answers, and were given true or false feedback. In all five experiments, participants hyper'corrected' when they had made a mistake; that is, they remembered better the correct feedback to errors made with high compared to low confidence. However, in none of the experiments did participants hyper'correct' when false feedback followed an initially correct response. Telling people whether the feedback was right or wrong made little difference, suggesting that people already knew whether the feedback was true or false and differentially encoded the true feedback compared to the false feedback. An exception occurred when false feedback followed an error: participants hyper'corrected' to this false feedback, suggesting that when people are wrong initially, they are susceptible to further incorrect information. These results indicate that people have some kind of privileged access to whether their answers are right or wrong, above and beyond their confidence ratings, and that they behave differently when trying to remember new &quot;corrective&quot; information depending upon whether they, themselves, were right or wrong initially. The likely source of this additional information is knowledge about the truth of the feedback, which they rapidly process and use to modulate memory encoding. ED602957 Memory and Truth: Correcting Errors with True Feedback versus Overwriting Correct Answers with Errors Grantee Submission Cognitive Research: Principles and Implications v4 Article 4 2019 2019-00-00 Institute of Education Sciences (ED) 18 T https://doi.org/10.1186/s41235-019-0153-8 2020 -1 As Provided APR2020 Yes R305A150467

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Yes Play Learning Urban Environment Municipalities Caregiver Child Relationship Space Utilization Program Development Urban Programs Early Childhood Education Robinson, Jenny Perlman Reports - Descriptive Pennsylvania (Philadelphia) Brookings Institution, Center for Universal Education English Early Childhood Education Playful Learning Landscapes seeks to transform everyday spaces into playful learning opportunities to maximize &quot;the other 80 percent&quot; of time that children spend outside school. It lies at the intersection of the growing Child Friendly City movement and a global development agenda that calls for access to high-quality early childhood education for all. A joint project of Temple University's Infant and Child Laboratory and the Brookings Institution, Playful Learning Landscapes is a broad umbrella initiative that marries community involvement and learning sciences with placemaking in order to design carefully curated playful experiences in everyday spaces. As it focuses on learning outcomes, particularly for children and families from under-resourced communities, Playful Learning Landscapes offers a new way to involve families in the kinds of experiences that enrich relationships and enhance children's development. This report documents the scaling journey to date of Philadelphia Playful Learning Landscapes (PPLL) and the lessons learned, to help inform further expansion in Philadelphia and with adaptation and adoption by other cities and countries. Lessons are targeted toward city-level actors--policymakers, implementers, researchers, and funders in Philadelphia and beyond--who wish to expand and sustain evidence-based approaches that foster learning and caregiver-child interactions in public spaces and everyday spaces where people regularly go and can be easily engaged. The aim is to move beyond supporting the replication of a single installation, to shaping the mainstream practices of business, government, and other organizations to incorporate playful learning principles and design into their own work. ED602958 Philadelphia Playful Learning Landscapes: Scaling Strategies for a Playful Learning Movement Center for Universal Education at The Brookings Institution 2019-10-00 William Penn Foundation Policymakers Researchers 36 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 2020 -1 ERIC APR2020

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No Hearing Impairments Fatigue (Biology) Listening Elementary School Students Measures (Individuals) Parent Attitudes Teacher Attitudes Student Attitudes Validity Comparative Analysis Risk Bess, Fred H. Davis, Hilary Camarata, Stephen Hornsby, Benjamin W. Y. Journal Articles Reports - Research EISSN- English Elementary Education Purpose: Listening-related fatigue is an understudied construct that may contribute to the auditory, educational, and psychosocial problems experienced by children with unilateral hearing loss (UHL). Herein, we present an overview of listening-related fatigue in school-age children with hearing loss (CHL), with a focus on children with UHL. Method: Following a review of research examining listenin-grelated fatigue in adults and CHL, we present preliminary findings exploring the effects of unilateral and bilateral hearing loss on listening-related fatigue in children. For these exploratory analyses, we used data collected from our ongoing work developing and validating a tool, the Vanderbilt Fatigue Scale, for measuring listening-related fatigue in children. Presently, we are assessing 3 versions of the fatigue scale--child self-report, parent proxy, and teacher proxy. Using these scales, data have been collected from more than 900 participants. Data from children with unilateral and bilateral hearing loss and for children with no hearing loss are compared with adult Vanderbilt Fatigue Scale data. Results: Results of our literature review and exploratory analyses suggest that adults and CHL are at increased risk for listening-related fatigue. Importantly, this increased risk was similar in magnitude regardless of whether the loss was unilateral or bilateral. Subjective ratings, based on child self-report and parent proxy report, were consistent, suggesting that children with unilateral and bilateral hearing loss experienced greater listening-related fatigue than children with no hearing loss. In contrast, results based on teacher proxy report were not sensitive to the effects of hearing loss. Conclusions: Children with UHL are at increased risk for listening-related fatigue, and the magnitude of fatigue is similar to that experienced by children with bilateral hearing loss. Problems of listening-related fatigue in school-age CHL may be better identified by CHL themselves and their parents than by teachers and specialists working with the children. [This article was published in &quot;Language, Speech, and Hearing Services in Schools&quot; (EJ1240101).] ED603268 Listening-Related Fatigue in Children with Unilateral Hearing Loss Grantee Submission Language, Speech, and Hearing Services in Schools v51 p84-97 Jan 2020 2020-01-00 Institute of Education Sciences (ED) National Institute on Deafness and Other Communication Disorders (NIDCD) 14 T https://doi.org/10.1044/2019_LSHSS-OCHL-19-0017 2020 -1 As Provided APR2020 Yes R324A150029 R21DC012865

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Yes Fatigue (Biology) Children Hearing Impairments Definitions Incidence Academic Achievement Stress Variables Listening Measures (Individuals) Scores Assistive Technology Identification Bess, Fred H. Hornsby, Benjamin W. Y. Journal Articles Reports - Research EISSN- English Fatigue is a common phenomenon in our society, and it can have a major impact on an individual's performance and wellbeing. Parents and teachers have long believed that children with hearing loss (CHL) are at increased risk for fatigue. One could easily speculate that toward the end of a school day, CHL may be &quot;physically and mentally spent&quot; as a result of focusing so intently on a teacher's speech, as well as conversations with other students. Moreover, the increased listening effort, stress, and subsequent fatigue experienced by CHL could jeopardize the ability to learn in a noisy classroom environment, thus increasing the risk for problems in school. Only recently, however, have we begun to see empirical studies supporting the notion that CHL experience more fatigue than children with normal hearing (CNH). This review was developed to enhance the awareness of fatigue among those audiologists interested in serving CHL. To this end, we have presented an overview on fatigue in CHL, including its importance, definitions, prevalence, consequences, and recent developments. The complexity and multifaceted nature of fatigue has been highlighted and the need for additional research on fatigue in CHL is emphasized. ED603269 The Complexities of Fatigue in Children with Hearing Loss Grantee Submission Perspectives on Hearing and Hearing Disorders in Childhood p25-39 Sep 2014 2014-09-00 Institute of Education Sciences (ED) 16 T http://doi.org/10.1044/hhdc24.2.25 2020 -1 As Provided APR2020 Yes R324A110266

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Yes Preservice Teacher Education Foreign Countries Teacher Education Curriculum Curriculum Development Teacher Attitudes Educational Quality Teacher Educators Teacher Education Programs Ulubey, Özgür Basaran, Semra Journal Articles Reports - Research Turkey EISSN- English Higher Education Postsecondary Education The aim of this study is to evaluate the initial teacher training programs updated in 2018 in Turkey. In the study, the basic interpretive research design was used. Participants of the study were 32 faculty members from different programs in a faculty of education of a university in the western part of Turkey. Data were collected via face to face interviews using semistructured interview form. Findings of the study generally revealed that 2018 initial teacher training programs were not prepared in line with curriculum development principles. The faculty members think that the changes in the programs cannot meet the needs of qualified teacher training. They recommended updating the teacher training programs in line with the curriculum development principles, increasing the weekly course hours, adding the implementation hours in the courses and adding the school experience course back to the programs. [Paper presented at the International Congress on Curriculum and Instruction (6th, Kars, Turkey, Oct 11-13, 2018.] ED602959 Evaluation of 2018 Initial Teacher Training Programs Online Submission International Journal of Curriculum and Instructional Studies (IJOCIS) v9 n2 p263-300 2019 2019-00-00 22 N/A 2020 -1 As Provided APR2020

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No Preschool Children Preschool Education Student Diversity Vocabulary Development Low Income Students Teaching Methods Repetition Time Factors (Learning) Memory Instructional Effectiveness Early Intervention At Risk Students Video Technology Expressive Language Receptive Language Intelligence Tests Vocabulary Verbal Ability Samudra, Preeti G. Wong, Kevin M. Neuman, Susan B. Journal Articles Reports - Research Peabody Picture Vocabulary Test EISSN- English Early Childhood Education Preschool Education Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy--repeated viewing of educational media--in a sample of low-income preschoolers. One hundred thirty one preschoolers were randomly assigned to view an educational media clip teaching three vocabulary words in one of three conditions: (a) once, (b) three times in immediate succession (massed repetition), or (c) three times with views spaced 1 hour apart (spaced repetition). Children completed a target vocabulary assessment both immediately after the final view and 1 week later. Results indicate that certain types of word knowledge were supported by repetition, particularly spaced repetition. Children also effectively retained the vocabulary knowledge they acquired from educational media over a 1-week period in all conditions. This suggests that educational media is a strong platform for teaching low-income preschoolers new words, and that spaced repetition might further support low-income preschoolers' vocabulary learning. [This article was published in &quot;Journal of Cognitive Education and Psychology&quot; (EJ1238295).] ED602960 Promoting Low-Income Preschoolers&apos; Vocabulary Learning from Educational Media: Does Repetition Support Memory for Learned Word Knowledge? Grantee Submission Journal of Cognitive Education and Psychology v18 n2 p160-173 2019 2019-00-00 Institute of Education Sciences (ED) 14 T http://dx.doi.org/10.1891/1945-8959.18.2.160 2020 -1 As Provided APR2020 Yes R305A150143

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Yes Second Language Instruction Second Language Learning Languages for Special Purposes Higher Education Teaching Methods Needs Assessment Task Analysis Curriculum Development Collaborative Writing Communication Skills Technology Uses in Education Reading Skills Textbooks Academic Language Writing Strategies Learning Motivation Grammar Blended Learning Business English Bonetto, Elena, Ed. Ennis, Michael Joseph, Ed. Unterkofler, Dietmar, Ed. Collected Works - Proceedings EISSN- English Higher Education Postsecondary Education The international symposium &quot;Teaching Languages for Specific and Academic Purposes&quot; aimed to bring together university instructors and researchers of LSP and LAP in order to share and explore approaches, methods, and practices which have emerged within diverse contexts. Topics include needs analyses, TBLT, curriculum development, collaborative reflective writing, correction codes, specific communication skills and competences, institutional challenges, technology and digital literacies, word lists, reading skills, textbooks, L1 transfer, academic writing styles in L1 versus L2, assessment, and motivation. [The proceedings were published by Bozen-Bolsano University Press.] ED603270 Teaching Languages for Specific and Academic Purposes in Higher Education -- English, Deutsch, Italiano. International Symposium (Bozen-Bolzano, Italy, June 29, 2018) Online Submission 2020-00-00 978-8-8604-6154-4 341 T 2020 -1 As Provided APR2020

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Yes Semitic Languages Second Language Learning Second Language Instruction Instructional Innovation Visual Aids Teaching Methods Instructional Effectiveness Material Development Media Selection Learning Processes Freehand Drawing Foreign Countries Safitri, Eka Sa'dudin, Ihsan Journal Articles Reports - Research Indonesia ISSN-2086-9282 English This study presents one of the learning instruments used in teaching Arabic, namely using visual media. This visual media is used as a solution for learning Arabic in the industrial era 4.0 which is easier to receive material with visual media. In practice, this visual media research is not only on media that can be seen, but researchers see several things that must be considered in using visual media including the type of visual media to be used, the principles of its use, how to present it, the mechanism of its creation and selection visual media that can be used for learning maharatul kalam. This visual media is used so that students are more enthusiastic and educators are more able to innovate in learning maharatul kalam. There is also a research method used is a description-analysis with literature review. Among the visual media that can be used to teach maharatul kalam is images, posters, flannel boards, bulletin boards and wall clocks. The results of the study from this study indicate that in using visual-based learning media there are various kinds of rules that aim to realize learning effectiveness. The use of visual media is more interesting for students to continue the learning process because the visual influence has more impact on the ease of understanding the material. There are principles that must be considered when using visual media in learning that is prioritizing simplicity, clear and easy to read. ED603271 The Use of Visual Media in Maharatah al-Kalam Learning Online Submission Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab v11 n1 p72-89 Jun 2019 2019-06-00 18 N/A 2020 -1 As Provided APR2020

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No Preschool Teachers Elementary School Teachers Secondary School Teachers Teacher Attitudes Educational Technology Technology Uses in Education Educational Innovation Access to Computers Age Differences Geographic Location Student Characteristics Computers Computer Software Urban Schools Disadvantaged Schools Poverty Gender Differences Attitudes Internet Social Media Cooperation Barriers Geographic Regions Technology Integration Computer Use Interpersonal Communication Parent Teacher Cooperation Student Evaluation Teacher Competencies School District Size Kurtz, Holly Lloyd, Sterling Harwin, Alex Reports - Research Numerical/Quantitative Data Editorial Projects in Education (EPE), Education Week Research Center English Early Childhood Education Preschool Education Elementary Education Secondary Education In March 2019, the EdWeek Research Center conducted an online survey of 700 pre-K-12 teachers to learn more about how they experience and perceive ed-tech innovation. Results suggest that K-12 schools, while not innovation deserts, have plenty of room to grow when it comes to meaningful and positive changes to the ways in which they use technology. ED603272 Teachers and Ed-Tech Innovation: Results of a National Survey Editorial Projects in Education 2019-05-00 46 Editorial Projects in Education, Inc.. 6935 Arlington Road Suite 100, Bethesda, MD 20814. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: library@epe.org; Web site: http://www.edweek.org/rc/collections/otherreports.html?intc=main-footer N/A https://www.edweek.org/media/ed-tech-innovation-national-survey-education-week-research-center-2019.pdf 2020 -1 As Provided APR2020

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No Vocabulary Development Spanish Mandarin Chinese Content Analysis Teaching Methods Preschool Children School Readiness Flow Charts Video Technology Bilingualism Second Language Learning Linguistic Theory Learning Theories Native Language Transfer of Training Educational Television Programming (Broadcast) Linguistic Input Word Lists English (Second Language) Wong, Kevin M. Neuman, Susan B. Journal Articles Reports - Research ISSN-1523-5882 English Educational media is ubiquitous in the lives of young children, promising high-quality programming to equip them with vocabulary knowledge and school readiness. To meet the needs of preschool-aged dual-language learners (DLLs), many educational programs are marketed to promote vocabulary learning in two languages. In this study, we use a content analysis to examine (1) the extent to which these programs focus on vocabulary in two languages, (2) dual-language instructional supports used in media; and (3) the quality of words taught on screen. We analyzed 50 episodes from five leading dual-language educational programs. Using a flow chart and an iteratively-developed codebook, we identified vocabulary clips and screen-based pedagogical supports used in these programs. Results indicate there were strikingly few vocabulary clips in the videos analyzed. Moreover, most of the clips were of simple vocabulary words taught primarily in English rather than Spanish or Mandarin. The most prevalent screen-based pedagogical supports included repetitions, visual supports, and demonstrations. However, there were noteworthy differences in the types of supports by program and language. Findings suggest that the dual-language appeal of programs may serve more as a marketing tool than an instructional tool for vocabulary development. Implications for research in dual-language vocabulary instruction are discussed. [This article was published in &quot;Bilingual Research Journal&quot; (EJ1214856).] ED602961 Learning Vocabulary on Screen: A Content Analysis of Pedagogical Supports in Educational Media Programs for Dual-Language Learners Grantee Submission Bilingual Research Journal v42 n1 p54-72 2019 2019-00-00 Institute of Education Sciences (ED) 20 T https://doi.org/10.1080/15235882.2018.1561551 2020 -1 As Provided APR2020 Yes R305A150143

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No Child Care Early Childhood Education Databases Information Management Data Early Intervention Objectives Barriers State Government Local Government Reference Materials - Bibliographies Reports - Descriptive Child Care & Early Education Research Connections National Center for Children in Poverty University of Michigan, Inter-University Consortium for Political and Social Research (ICPSR) English Early Childhood Education Research Connections conducted a comprehensive search of its collection for resources focused on integrated data systems in early childhood education. Key words used in the search were &quot;integrated data,&quot; &quot;coordinated data,&quot; &quot;linked data,&quot; and &quot;data systems.&quot; This Key Topic Resource List includes an overview and listing of selected resources from the literature. Resources of various types--including reports and papers, fact sheets and briefs, summaries, and reviews--are included. Selection criteria focused relatively recent resources (from the years 2000-2014) that addressed issues or provided examples of efforts to create capacity to link administrative data related to young children and the services they receive at the individual (child, family, program or setting) level on an ongoing basis. The development of integrated data systems is still in its infancy, and the research on integrated early childhood data systems is limited and largely descriptive of state efforts to create these data systems. Based on the search results, resources are grouped into the following categories: Goals and rationale for the development of integrated early childhood data systems; Challenges, guidance, and tools for creating integrated early childhood data systems; State and local examples of integrated data systems; Inventories of state and local data. ED602962 Early Care and Education Integrated Data Systems: A Key Topic Resource List Child Care & Early Education Research Connections 2014-10-00 Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) 9 Child Care & Early Education Research Connections. National Center for Children in Poverty, 215 West 125th Street 3rd Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail: contact@researchconnections.org; Web site: http://www.cceerc.org N/A https://www.researchconnections.org/childcare/resources/28505/pdf 2020 -1 As Provided APR2020

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Yes Hospitality Occupations Tourism Employment Qualifications Certification Program Evaluation Educational Quality National Standards Foreign Countries Job Skills Self Management Communication Skills Research Skills Business Skills Teamwork Professionalism Kovac, Tatjana Reports - Research Slovenia EISSN- English Purpose: The purpose of this research was to identify opportunities for Event Managers to gain certification and recognition for their knowledge, skills and competences. Design/methodology/approach: A survey was done to evaluate the learning, skills and knowledge gaps for educators in Event Management. To assess the quality of an Educational Program of Event Management an expert model was developed by computer program, called Dexi. Findings: The survey showed some gaps in formal and informal educational programs of Event Management in Slovenia, and some suggestions to improve the quality of that field and how to train the teachers who train Event Managers follow. Originality/value/Implications: Based on survey findings, a proposal was made for Slovenian National Vocational Standards for Event Management. To assess the quality of an Educational Program an adequate tool was developed; the prototype of the expert model to evaluate the quality in education of Event Management. Dexi (Decision Expert) software was used to create the expert model. The results of the research, the proposed of National Qualification Standard and the model for evaluating training programs for event management can all contribute a lot to the quality of the national education system. [This paper was published in &quot;Education and Information Technologies.&quot;] ED603273 New Perspectives and Evaluation of Training for Event Management Online Submission 2019-11-00 14 N/A 2020 -1 As Provided APR2020

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Yes Undergraduate Students Student Research Educational Quality Research Projects Program Evaluation Educational Research Best Practices Guidelines Program Effectiveness Institutional Research Self Evaluation (Groups) Strategic Planning Community Colleges Educational Assessment Organizational Change Consortia Professional Associations Foreign Countries Hensel, Nancy, Ed. Collected Works - General California (San Diego) United Arab Emirates Australia United States EISSN- English Higher Education Postsecondary Education Two Year Colleges &quot;Characteristics of Excellence in Undergraduate Research&quot; (&quot;COEUR&quot;) is based on the collective experience, over many years, of Council on Undergraduate Research members who have engaged undergraduate students in research, developed undergraduate research programs, mentored new faculty to include undergraduate research in their teaching repertoire, and coached institutions in the development of undergraduate research programs. Several undergraduate research experts have contributed essays to this publication that illuminate how &quot;COEUR&quot; can be used by departments, colleges, and universities to evaluate undergraduate research programs. Roger Rowlett, Linda Blockus, and Susan Larson have drawn on an extensive knowledge base to design an instrument to assist institutions to self-assess the maturity of their undergraduate research programs. [This report was produced by the Council of Undergraduate Research.] ED603274 Characteristics of Excellence in Undergraduate Research Online Submission 2012-00-00 0-941933-49-0 72 N/A 2020 -1 As Provided APR2020

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No Program Evaluation Mathematics Teachers Science Teachers Mathematics Achievement Science Achievement Reading Achievement Reading Teachers Outcome Measures Achievement Tests Elementary Schools Middle Schools Student Characteristics Program Effectiveness Teacher Characteristics White Students African American Students Lunch Programs Racial Differences Gender Differences Scores Lazarev, Val Schellinger, Adam Zacamy, Jenna Newman, Denis Reports - Research Alabama ACT Assessment Empirical Education Inc. English Higher Education Postsecondary Education Elementary Education Junior High Schools Middle Schools Secondary Education Empirical Education Inc. conducted a quasi-experiment investigating the impact of the Alabama Math, Science, Technology Initiative (AMSTI) training. The study compared classes of fully-trained AMSTI teachers to classes taught by teachers with no AMSTI training within the same schools. The outcome measure was the ACT Aspire in math, science, and reading from spring 2017. In the current study, we compared student achievement for classes of fully-trained AMSTI teachers to classes of teachers with no AMSTI training within the same school. The study used data from the state student information system, aggregated at the class level, including 2016-17 demographic data and spring 2017 ACT Aspire outcomes, as well as training records from the AMSTI database. This report describes the research questions addressed, the research methodology used, the data that was collected from the state, the results of the study, and potential areas for improvement and follow-on research. ED603275 Efficacy of the Alabama Math, Science, Technology Initiative (AMSTI) on Math, Science, and Reading Achievement: A Report of a Quasi-Experiment in Alabama. Research Report Empirical Education Inc. 2019-12-00 Alabama State Department of Education (ALSDE) 28 Empirical Education Inc. 425 Sherman Avenue Suite 210, Palo Alto, CA 94306. Tel: 650-328-1734; Fax: 650-328-1794; e-mail: contact@empiricaleducation.com; Web site: http://www.empiricaleducation.com N/A https://empiricaleducationinc.app.box.com/s/8gliiarhhqdbnt1v3hkl2y00spbmnjmb 2020 -1 ERIC APR2020

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No Early Childhood Education Home Visits School Readiness Child Care Reference Materials - Bibliographies Child Care & Early Education Research Connections National Center for Children in Poverty University of Michigan, Inter-University Consortium for Political and Social Research (ICPSR) English Early Childhood Education Research Connections conducted a comprehensive search of its collection for resources focused on the relationship between early childhood education and care and home visiting. This Key Topic Resource List includes an overview and listing of selected resources from the literature. Resources of various types, including, reports and papers, fact sheets and briefs, summaries, and reviews are included. Selection criteria included policy relevance and relatively recent publication (since 2003). Based on the search results, resources are grouped into the following categories: Overview of home visiting; Home visiting as part of an early childhood program or system; Home visiting as a method for promoting school readiness; Home-based child care and home visiting. Within each category, resources are organized according to publisher type and publication date. Research Connections' descriptions are included for each resource and for journal articles, the author's abstract is included. ED602963 Early Care and Education and Home Visiting: A Key Topic Resource List Child Care & Early Education Research Connections 2014-08-00 Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) 8 Child Care & Early Education Research Connections. National Center for Children in Poverty, 215 West 125th Street 3rd Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail: contact@researchconnections.org; Web site: http://www.cceerc.org N/A https://www.researchconnections.org/childcare/resources/28115/pdf 2020 -1 As Provided APR2020

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No Young Children Homeless People Early Childhood Education Trauma Family Needs Access to Education Child Care Incidence At Risk Persons Community Services Electronic Libraries Educational Policy Research Reports Park, Soo Stephens, Samuel A. Reference Materials - Bibliographies Child Care & Early Education Research Connections National Center for Children in Poverty University of Michigan, Inter-University Consortium for Political and Social Research (ICPSR) English Early Childhood Education Research Connections conducted a comprehensive search of its collection for resources focused on supporting children 0 to 6 years experiencing homelessness through early childhood education programs. Key words used in the search were homeless children and families, homeless children, housing instability, homeless preschool children, children experiencing homelessness, and trauma. This Research-to-Policy Resource List includes an overview and listing of selected resources from the literature from the years 2000-2014. Resources of various types--reports, research articles, and reviews--are included. Based on the search results, resources are grouped into the following categories: Prevalence of Homelessness among Young Children; Experience and Impact of Homelessness for Young Children; Access to Early Care and Education for Children Experiencing Homelessness; Early Care and Education Programs and Practices that Support Children Experiencing Homelessness; and Addressing Trauma Associated with Homelessness for Young Children. ED602964 Research-to-Policy Resource List: Early Care and Education Supports for Young Children Experiencing Homelessness Child Care & Early Education Research Connections 2015-07-00 Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) 7 Child Care & Early Education Research Connections. National Center for Children in Poverty, 215 West 125th Street 3rd Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail: contact@researchconnections.org; Web site: http://www.cceerc.org N/A https://www.researchconnections.org/childcare/resources/30267/pdf 2020 -1 As Provided APR2020

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No School Safety Teacher Attitudes Teacher Surveys Elementary School Teachers Secondary School Teachers Educational Facilities Improvement Mental Health Interpersonal Competence Training Rural Urban Differences Weapons Peer Relationship Teacher Student Relationship Poverty Educational Strategies Intellectual Disciplines Family Involvement Psychological Needs Teacher Role Special Education Trauma Kurtz, Holly Lloyd, Sterling Harwin, Alex Blomstrom, Olivia Reports - Research Numerical/Quantitative Data Editorial Projects in Education (EPE), Education Week Research Center English Elementary Education Secondary Education If students and teachers do not feel safe, it is difficult for learning to occur. But how safe do they really feel? And what do teachers think would improve that sense of safety? Is it another security camera, an additional active shooter drill? A social-emotional learning program? Resources for student mental health? What are schools doing now to make schools safer? In the eyes of teachers, how adequate are their efforts? In April of 2019, the Education Week Research Center set out to address such questions with an online survey of nearly 700 PreK-12 teachers. The objective of the survey was to examine the intersection between multiple factors with the potential to make schools safe. These factors include both &quot;hardening&quot; measures such as reinforced doors and armed teachers, as well as solutions related to students social-emotional skills and mental health. ED603276 Safety and Social-Emotional Learning: Results of a National Survey Editorial Projects in Education 2019-00-00 NoVo Foundation 66 Editorial Projects in Education, Inc.. 6935 Arlington Road Suite 100, Bethesda, MD 20814. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: library@epe.org; Web site: http://www.edweek.org/rc/collections/otherreports.html?intc=main-footer N/A https://www.edweek.org/media/safety-and-sel-national-survey-education-week-research-center-2019.pdf 2020 -1 ERIC APR2020

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Yes Electronic Learning Educational Innovation Educational Trends Technology Uses in Education Educational Technology Open Educational Resources Game Based Learning Online Courses Integrated Learning Systems Handheld Devices Design Blended Learning Learning Analytics Computer Simulation Artificial Intelligence Joosten, Tanya Lee-McCarthy, Kate Harness, Lindsey Paulus, Ryan Reports - Research Online Learning Consortium (OLC) English Underrepresented students enrolled in postsecondary educational institutions in the U.S. are faced with key barriers and challenges that have created an equity gap. By considering the needs of underrepresented students, faculty and institutions are able to implement digital course ware solutions to take a step towards closing the equity gap and improving student learning, course completion, persistence, and degree completion. Along with the imperative to improve student outcomes and close the equity gap, digital learning innovations have the potential to improve instruction and learning effectiveness by facilitating effective pedagogies of and to improve the efficiency in higher education. The report is a systematic review of relevant data about core and emerging learning technologies that are being applied in the field and the potential impact on student success. It provides a summary of 10 of the most prominent trends in digital learning today. [The work was undertaken on behalf of the Every Learner Everywhere project of WCET (the WICHE Cooperative for Educational Technologies).] ED603277 Digital Learning Innovation Trends Online Learning Consortium 2020-02-00 34 Online Learning Consortium, Inc. PO Box 1238, Newburyport, MA 01950. Tel: 617-716-1414; e-mail: publications@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org N/A 2020 -1 ERIC APR2020

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Yes Performance Information Dissemination Access to Information Electronic Publishing Wages Outcomes of Education Labor Market Colleges Federal Legislation Reports Postsecondary Education Higher Education Vocational Education Wilson, Bryan Reports - Descriptive ISSN- National Skills Coalition English Postsecondary Education Higher Education There is growing interest in providing students and others with information about the performance of postsecondary education and training programs. Currently, if one wants to know how many students get jobs and what those jobs pay, one cannot find comparable information for programs across the nation. Consumer reports, which display information about programs and their outcomes -- such as the percentage of students who complete their programs and find jobs, and average earnings of graduates -- can help students, policymakers, and others make more informed decisions. To their credit, the U.S. Department of Education (ED) through its College Scorecard and the sponsors of the College Transparency Act (CTA) now being considered by Congress, are attempting to address this information gap by providing online consumer reports. The President recently issued an executive order that the College Scorecard should report outcomes at the program-level. As these initiatives continue and evolve, it is important to align consumer reports with the characteristics and goals of today's students and postsecondary programs. For consumer reports to meet the needs of today's students, many of whom enroll in subbaccalaureate occupational programs, it's critical that the reports show labor market outcomes shortly after students graduate. If enacted by Congress, CTA could address these issues. In the meantime, to ensure that students and policymakers have comparable information about programs' immediate outcomes, the College Scorecard consumer pages should include a measure of earnings shortly after graduation. Three recommendations are made that would provide consumers and others information on postsecondary programs' immediate labor market outcomes, and level the playing field of consumer reports. Down sides of current consumer reports, and improving consumer reports are also discussed. ED603278 Consumer Reports for Today&apos;s Postsecondary Students National Skills Coalition 2020-00-00 Arnold Ventures Bill and Melinda Gates Foundation 12 National Skills Coalition. 1250 Connecticut Avenue NW Suite 200, Washington, DC 20036. Tel: 202-223-8991; e-mail: info@nationalskillscoalition.org; Web site: https://www.nationalskillscoalition.org/ N/A 2020 -1 ERIC APR2020

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No Child Care Program Effectiveness Public Policy Access to Education Costs Parents Decision Making Infants Preschool Education Low Income Groups Block Grants Early Childhood Education Educational Quality Outcomes of Education Reference Materials - Bibliographies Child Care & Early Education Research Connections National Center for Children in Poverty University of Michigan, Inter-University Consortium for Political and Social Research (ICPSR) English Early Childhood Education Preschool Education This document presents a compilation of selected Research Connections resources focused on subsidized child care and quality, including a summary of issues addressed in the literature and a listing of resources about the relationships among child care subsidies, program quality, and child outcomes, as well as resources on policy considerations related to balancing quality, access, and affordability. Research questions on child care subsidies and quality include: (1) Do parents who use child-care subsidies select higher quality care than subsidy-eligible parents who do not? (2) What is the relationship between subsidy density and the quality of infant and preschool classrooms? (3) What is the impact of child care subsidy receipt on child outcomes? and (4) How do parents rate the quality of subsidized care they use? ED602965 Subsidized Child Care and Quality: A Key Topic Resource List Child Care & Early Education Research Connections 2014-02-00 Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) 11 Child Care & Early Education Research Connections. National Center for Children in Poverty, 215 West 125th Street 3rd Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail: contact@researchconnections.org; Web site: http://www.cceerc.org N/A https://www.researchconnections.org/childcare/resources/26943/pdf 2020 -1 ERIC APR2020

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Yes Elementary Secondary Education Educational Legislation Federal Legislation State Departments of Education School Districts Educational Improvement School Turnaround Program Implementation Institutional Role Change Agents Capacity Building Accountability Progress Monitoring Agency Cooperation Educational Change Dunn, Lenay Ambroso, Eric Reports - Evaluative Alabama Colorado Kentucky Georgia Louisiana Every Student Succeeds Act 2015 Center on School Turnaround at WestEd English Elementary Secondary Education The Every Student Succeeds Act (ESSA), passed in 2015, signaled a major shift in the roles of states and districts in supporting school improvement. Under ESSA, state education agencies (SEAs) and local education agencies (LEAs) have more responsibility and flexibility in developing and implementing plans, informed by local context, to support the bottom 5 percent of schools, high schools with graduation rates of less than 67 percent, and schools with chronically struggling subgroups of students. The purpose of this brief from the Center on School Turnaround (CST) at WestEd is to provide examples of how states and districts are working together to improve low-performing schools under ESSA. This brief includes a description of state and district roles in school improvement based on an analysis of 23 state ESSA plans. It also provides examples, based on interviews, of how 10 states are carrying out those roles. ED602966 Balancing Act: State and District Roles in School Improvement under ESSA Center on School Turnaround at WestEd 2019-09-00 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 2020 -1 ERIC APR2020 S283B120015

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Yes College Entrance Examinations Peer Evaluation Educational Legislation Federal Legislation Accountability Evaluation Methods Language Arts Mathematics Achievement Science Achievement English Language Learners Language Proficiency Reading Achievement Academic Achievement Student Evaluation Test Construction Test Validity Test Reliability Testing Accommodations Students with Disabilities Special Needs Students Academic Standards Information Dissemination High School Students Reports - Descriptive Montana Nebraska North Dakota Oklahoma West Virginia Wisconsin Wyoming Elementary and Secondary Education Act Every Student Succeeds Act 2015 ACT Assessment Center on Standards and Assessments Implementation (CSAI) WestEd English High Schools Secondary Education In order to comply with the regulations put forth by the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), states are required to submit evidence associated with their statewide accountability systems to the United States Department of Education (ED) for peer review. Some states have elected to incorporate the ACT assessment into statewide assessment systems, to be used for accountability purposes. As of August 2019, seven states identified ACT as a component of their state assessment system in their peer review submissions: Montana, Nebraska, North Dakota, Oklahoma, West Virginia, Wisconsin, and Wyoming. All seven of these states have received feedback from ED regarding use of the ACT as a statewide assessment, or as an assessment option for districts, and whether each state's peer review submission meets all statutory requirements. The Center on Standards and Assessment Implementation (CSAI) reviewed the feedback provided to these seven states to understand how utilization of this assessment for accountability purposes meets ED requirements. The information included in this brief outlines ED's feedback to these seven states in the decision letters sent to each state regarding their use of the ACT assessment as part of a statewide system. [For the 2017 edition of this report, see ED588466.] ED602967 State Use of ACT--Peer Review Results. CSAI Update Center on Standards and Assessments Implementation 2019-09-00 Department of Education (ED) 16 Center on Standards and Assessments Implementation at WestEd. 730 Harrison Street, San Francisco, CA 94107. Fax: 415-615-3200; e-mail: CSAI@wested.org; Web site: http://csai-online.org N/A 2020 -1 ERIC APR2020 S283B050022A

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Yes Manufacturing Industry Workplace Literacy Technological Literacy Job Skills Labor Force Development Job Training Federal Legislation Reports - Research ISSN- National Skills Coalition American Institutes for Research (AIR) English Adult Education American jobs are undergoing massive technological transformation, with even entry-level workers now expected to use all manner of digital devices and equipment. Nowhere is this more true than in the manufacturing sector, which directly employs more than one in ten U.S. workers and indirectly supports millions more. To succeed in this rapidly transforming environment, workers need broad-based digital problem-solving skills that equip them to learn a wide variety of today's technologies and navigate continued changes in the future. This digital literacy includes both the capacity to use technology and the cognitive skills necessary to navigate it successfully. Data from a respected international assessment, administered by National Center for Education Statistics at the U.S. Department of Education, show that a full 16 percent of currently employed American manufacturing workers have no digital skills, and an additional 19 percent have very limited skills. Another one third (36 percent) have a basic level of proficiency, while just 29 percent have the advanced skills necessary to be most adaptable to changing technology. Nearly one in six manufacturing workers (16 percent) fall into in the category of workers with no digital skills. For advanced and precision manufacturing to continue to thrive in the United States, workers will need to equip themselves with in-demand digital skills - and businesses will need to invest in helping their employees build such skills. Congress can take action by investing in upskilling for individual workers and jobseekers, and supporting industry-led training partnerships. ED603279 Manufacturing Workers Need Investment in Their Digital Skills. Digital Skills Series National Skills Coalition 2020-02-20 Walmart Foundation 2 National Skills Coalition. 1250 Connecticut Avenue NW Suite 200, Washington, DC 20036. Tel: 202-223-8991; e-mail: info@nationalskillscoalition.org; Web site: https://www.nationalskillscoalition.org/ N/A 2020 -1 ERIC APR2020

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Yes Postsecondary Education Credentials Racial Bias Equal Education Vocational Education Educational Attainment Minority Group Students Adult Learning Nontraditional Students Educational Certificates Certification State Aid Quality Assurance Duke-Benfield, Amy Ellen Wilson, Bryan Kaleba, Kermit Leventoff, Jenna Reports - Descriptive Alabama Iowa New Jersey Tennessee Virginia Washington Colorado Florida Louisiana Oregon Rhode Island West Virginia ISSN- National Skills Coalition English Postsecondary Education Adult Education In order to build an inclusive economy State leaders have recognized the critical importance of postsecondary attainment in meeting economic and equity goals. Nearly every state has, or is considering a postsecondary education attainment goal, which sets a threshold for the number of people within that state who hold some type of postsecondary credential at 55 percent or higher. These goals can drive policies that help more individuals attain postsecondary degrees and credentials that attract business and lead residents to good jobs. States are increasingly recognizing that they will be unable to achieve these goals without focusing on student populations that have traditionally been underserved by higher education and other training strategies. Thirty states have set goals to close racial equity gaps or increase attainment for people of color, and a number of states have developed policies to expand access to degrees and credentials for adult learners and other non-traditional students. Non-degree credentials (NDCs), such as certificates, industry certifications, apprenticeship certificates, and occupational licenses are a key component of state credential attainment goals, helping workers obtain better jobs and serving to reconnect them to further postsecondary education and training opportunities. NDCs are already a significant part of the education and training landscape. Quality assurance is particularly important given the role that NDCs play in providing opportunities for people of color and other underrepresented groups who have been historically underserved by postsecondary education and training. In this paper, National Skills Coalition (NSC) lays out the importance of building robust quality assurance systems for NDCs. The paper proposes a consensus definition of quality NDCs and criteria developed in consultation with twelve leading states, that states can adopt for their own quality assurance systems. These criteria should allow policymakers to be comfortable supporting these programs with public funds, students to be confident about selecting high-quality training, and employers to understand which programs are effectively preparing students for careers. The quality NDC criteria can also help states address racial and other equity gaps by providing more pathways into quality postsecondary education and training and good jobs for people of color. In conclusion, NSC provides a range of policy recommendations for states to consider to support increased attainment of quality NDCs. ED603280 Expanding Opportunities: Defining Quality Non-Degree Credentials for States National Skills Coalition 2019-09-00 Lumina Foundation 32 National Skills Coalition. 1250 Connecticut Avenue NW Suite 200, Washington, DC 20036. Tel: 202-223-8991; e-mail: info@nationalskillscoalition.org; Web site: https://www.nationalskillscoalition.org/ N/A 2020 -1 ERIC APR2020

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No Early Childhood Education Federal Programs Child Care Partnerships in Education Educational Objectives Low Income Groups Educational Quality Program Design Program Implementation Reference Materials - Bibliographies Child Care & Early Education Research Connections National Center for Children in Poverty University of Michigan, Inter-University Consortium for Political and Social Research (ICPSR) English Early Childhood Education Research Connections conducted a comprehensive search of its collection for resources focused on Early Head Start/Head Start-Child Care Partnerships (EHS/HS-CC Partnerships). This Key Topic Resource List (KTRL) includes an overview of EHS/HS-CC Partnerships, as well as tools and studies to better support positive outcomes of these partnerships. Key words used in the search were &quot;early head start-child care partnership,&quot; &quot;head start-child care partnership,&quot; &quot;early head start partnership,&quot; and &quot;early childhood collaboration.&quot; From the many results, Research Connections selected a limited number of resources of various types including reports and papers, executive summaries, and reviews. Selection criteria included topic relevance, with a particular focus on Head Start and Early Head Start Partnerships, and relatively recent publication (from 2000-2014). Based on the search results, resources are grouped into the following categories: Guidance and tools for EHS/HS-CC Partnerships; State and local examples of EHS/HS-CC Partnerships; Examples of EHS/HS-CC partnerships with family child care; and Evaluating EHS/HS-CC partnerships. ED602968 Early Head Start/Head Start -- Child Care Partnerships: A Key Topic Resource List Child Care & Early Education Research Connections 2014-11-00 Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) 8 Child Care & Early Education Research Connections. National Center for Children in Poverty, 215 West 125th Street 3rd Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail: contact@researchconnections.org; Web site: http://www.cceerc.org N/A https://www.researchconnections.org/childcare/resources/28582/pdf 2020 -1 As Provided APR2020

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Yes Memory Cognitive Processes Neurology Feedback (Response) College Students Brain Stimuli Diagnostic Tests Brain Hemisphere Functions Recall (Psychology) Bloom, Paul A. Friedman, David Xu, Judy Vuorre, Matti Metcalfe, Janet Journal Articles Reports - Research New York (New York) ISSN-1053-8100 English Higher Education Postsecondary Education This article investigates the relations among the tip-of-the-tongue (TOT) state, event related potentials (ERPs) to correct feedback to questions, and subsequent memory. ERPs were used to investigate neurocognitive responses to feedback to general information questions for which participants had expressed either being or not being in a TOT state. For questions in which participants were unable to answer within 3 s, they indicated whether they were experiencing a TOT state and then were immediately provided with the correct answer. Feedback during a TOT state, as opposed to not knowing the answer, was associated with enhanced positivity over centro-parietal electrodes 250-700 ms post-feedback, and this enhanced positivity mediated a positive relationship between TOTs and later recall. Although effects of increased semantic access during TOT states cannot be ruled out, these results suggest that information received during TOT states elicits enhanced processing--suggestive of curiosity--leading to enhanced learning of studied material. ED602969 Tip-of-the-Tongue States Predict Enhanced Feedback Processing and Subsequent Memory Grantee Submission Consciousness and Cognition v63 p206-217 2018 2018-00-00 Institute of Education Sciences (ED) National Institute on Aging (DHHS/NIH) 12 T https://doi.org/10.1016/j.concog.2018.05.010 2020 -1 As Provided APR2020 Yes R305A150467 AG005213

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Yes Job Skills 21st Century Skills Labor Force Development Partnerships in Education Investment Adult Education Vocational Education Federal Aid Grants Data Use Community Colleges School Business Relationship Workplace Learning Family Programs Welfare Services Federal Programs Immigrants Policy Formation Reports - Descriptive Pell Grant Program Temporary Assistance for Needy Families Development Relief and Education for Alien Minors Act ISSN- National Skills Coalition English Adult Education Higher Education Postsecondary Education Two Year Colleges Over half of jobs in the U.S. require training beyond high school but not a four-year degree. These skilled jobs are the backbone of America's economy, and filling them is critical to America's success in the 21st century. Every day, in communities coast to coast, working people, students, and families are looking for opportunities to get ahead. Too many of them have limited access to training, and businesses are struggling to hire skilled workers for jobs in growing industries like healthcare, medical technology, IT and software, and advanced manufacturing -- as well as tradespeople like plumbers and electricians. The impact of technology and automation is only going to exacerbate this challenge. The nation's skill challenge is deepened by the ongoing effects of policies that have caused racial disparities in educational attainment, employment, and income. Skills policies have a crucial role in helping to remedy these effects, especially as the American workforce continues to diversify and racial workforce diversity continues to be a driver of economic growth. Congress has recently taken important, bipartisan steps to reauthorize the Perkins Career and Technical Education Act and increase investments in adult education, apprenticeship, and other workforce programs. This publication details key steps identified by the National Skills Coalition's 2020 legislative agenda. Policymakers can employ these steps to ensure that the federal government partners with businesses and organizations working in communities across the country to elevate job skills to a level of national prominence and attention. ED603281 Skills for Good Jobs Agenda 2020 National Skills Coalition 2020-00-00 Policymakers 4 National Skills Coalition. 1250 Connecticut Avenue NW Suite 200, Washington, DC 20036. Tel: 202-223-8991; e-mail: info@nationalskillscoalition.org; Web site: https://www.nationalskillscoalition.org/ N/A 2020 -1 ERIC APR2020

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Yes Higher Education Public Colleges Tuition Fees Full Time Equivalency Enrollment Trends In State Students Out of State Students Two Year Colleges Research Universities Institutional Characteristics Undergraduate Students Graduate Students Reports - Research Numerical/Quantitative Data Alaska Arizona California Colorado Guam Hawaii Idaho Montana Nevada New Mexico North Dakota Oregon South Dakota Utah Washington Wyoming Northern Mariana Islands Western Interstate Commission for Higher Education (WICHE) English Higher Education Postsecondary Education Two Year Colleges This report provides comprehensive data about the tuition and fee prices published by public higher education institutions in the Western Interstate Commission for Higher Education (WICHE) region for 2019-2020, including changes in tuition and fee rates over the past one-, five-, and 10-year periods. In addition to total tuition and fees, the report displays the average mandatory fees for each institution, state, and the region over the past one-, five-, and 10-years, as well as what percent of total tuition and fees they represent. The regional average tuition and fees for resident undergraduates increased $205 (2.2 percent) from $9,519 in 2018-2019 to $9,724 in 2019-2020. Adjusted for inflation, average tuition and fees increased $3 compared to 2018-19 rates. Average tuition and fees for resident, in-district students at public two-year institutions in the WICHE region (excluding California and Alaska) were $4,012 in 2019-2020. This was a $122 increase (3.1 percent) from 2018-2019 rates. When adjusted for inflation, the 2019-2020 in-district rate increased by $40 (1.0 percent) compared to 2018-2019. [This publication was prepared by the Policy Analysis and Research Unit.] ED603282 Tuition &amp; Fees in Public Higher Education in the West, 2019-2020. Detailed Data Tables Western Interstate Commission for Higher Education 2019-11-00 68 Western Interstate Commission for Higher Education. P.O. Box 9752, Boulder, CO 80301-9752. Tel: 303-541-0200; Fax: 303-541-0291; Web site: http://wiche.edu N/A 2020 -1 ERIC APR2020

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No Response to Intervention Individualized Instruction Early Childhood Education Formative Evaluation Curriculum Based Assessment Progress Monitoring Performance Based Assessment Early Intervention Reading Difficulties Reference Materials - Bibliographies Reports - Descriptive Child Care & Early Education Research Connections National Center for Children in Poverty University of Michigan, Inter-University Consortium for Political and Social Research (ICPSR) English Early Childhood Education Research Connections conducted a comprehensive search of its collection for resources focused on using ongoing assessment to guide individualized supports for children's learning in early childhood education programs serving children 0 to 6 years. Since there are multiple terms used to describe this process, key words used in the search were &quot;response to intervention,&quot; &quot;recognition and response,&quot; &quot;ongoing assessment,&quot; &quot;individualize,&quot; &quot;differentiated instruction,&quot; &quot;tailored instruction,&quot; &quot;formative assessment,&quot; &quot;curriculum-based assessment,&quot; &quot;progress monitoring,&quot; &quot;early childhood assessment,&quot; and &quot;tailored teaching.&quot; This Key Topic Resource List includes an overview and listing of selected resources from the literature from the years 2000-2014. Resources of various types--reports, research articles, and reviews--are included. Based on the search results, resources are grouped into the following categories: Rationale, concepts, and framework; Implementation processes and challenges; and Outcomes for children's learning. ED602970 Response to Intervention and Other Approaches for Using Ongoing Assessment to Guide Individualized Instruction in Early Education: A Key Topic Resource List Child Care & Early Education Research Connections 2014-11-00 Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) 8 Child Care & Early Education Research Connections. National Center for Children in Poverty, 215 West 125th Street 3rd Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail: contact@researchconnections.org; Web site: http://www.cceerc.org N/A https://www.researchconnections.org/childcare/resources/28627/pdf 2020 -1 As Provided APR2020

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Yes Rural Schools Beginning Teachers Beginning Teacher Induction Faculty Workload Mentors Teacher Responsibility Teaching Conditions Barriers Teacher Qualifications Intellectual Disciplines Minority Group Teachers Racial Bias Professional Isolation Social Isolation Teacher Education Programs Educational Resources Faculty Development Leadership Training Youth Mobility Hayes, Lindsey Lachlan-Haché, Lisa Williams, Haidee Reports - Descriptive Center on Great Teachers and Leaders at American Institutes for Research English Beginning teachers need strong support systems. In addition to adjusting to the demands of the teaching profession, beginning teachers are often required to teach heavy classloads, manage the most challenging classrooms, and take on non-teaching responsibilities in addition to their regular teaching assignments. Although beginning teachers face similar challenges in every type of school, these challenges are often amplified in rural schools, which frequently have a higher proportion of beginning teachers than their urban or suburban neighbors. Challenges for beginning teachers in rural schools are even further amplified by the fact that these teachers are more likely to have to juggle a greater number of responsibilities to meet the needs of their small school communities. Strong mentoring and induction supports have been linked with improvements in teacher retention, instructional practice, teacher working conditions, and even student achievement. However, in rural schools, mentoring and induction programs must be designed and implemented with the unique challenges of the local context in mind. This brief outlines 10 common challenges encountered by rural schools when implementing mentoring and induction programs along with strategies to address the challenges and examples from the field. The challenges described in this brief are as follows: (1) The demand for qualified mentors is greater than the supply; (2) Beginning teachers are not matched with a mentor in their subject area or teaching role; (3) Beginning teachers may teach multiple courses, grade levels, and subjects; (4) Teachers of color may be less likely to receive sufficient mentoring and induction support; (5) Beginning teachers feel professionally isolated; (6) Beginning teachers feel personally isolated; (7) A lack of educator preparation options makes it difficult to create a smooth preservice to inservice transition for beginning teachers; (8) Youth from rural areas frequently leave their communities in search of other career opportunities; (9) Rural schools lack resources to provide consistent, coherent professional development experiences for beginning teachers; and (10) Teachers need pathways for leadership and professional growth. ED602971 10 Mentoring and Induction Challenges in Rural Schools and How to Address Them Center on Great Teachers and Leaders 2019-08-00 Department of Education (ED) 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 2020 -1 ERIC APR2020 S283B120021

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Yes Neurosciences Cognitive Processes Scientific Research Preservice Teacher Education Undergraduate Study Educational Psychology Behavior Modification Special Education Literacy Education Numeracy Misconceptions Learning Problems Sleep Nutrition Exercise Motivation Psychological Patterns Puberty Boon, Helen J. Speeches/Meeting Papers Reports - Evaluative English Higher Education Postsecondary Education In recent years there has been an increasing trend in education to seek answers for best pedagogical practice in cognitive neuroscience research. This paper reviews current cognitive neuroscience research findings and critically discusses what they can potentially add to educators' pedagogy. It argues that there is a need for the development of pre-service teacher modules on the application of cognitive neuroscience research to education so that teachers can meaningfully and accurately employ any implied pedagogy. Appropriate pre-service teacher modules need to be placed within the context of major focus areas in undergraduate teacher preparation degrees; for example within educational psychology, behaviour management, special education, literacy and numeracy teaching. This is vital for non-science secondary teachers as well as those who upon entering the profession are often too busy to engage critically with the latest neuroscience research or to evaluate the many emerging textbooks that are proclaiming to be based upon the latest cognitive neuroscience findings. In this way teachers will be able to guard against &quot;neuromyths&quot; and &quot;brain-based&quot; learning claims and pedagogy that might, ultimately, be detrimental to student learning and wellbeing. ED603283 Neuroscience for Old Pedagogy Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Preservice Teachers Knowledge Level Animals Elementary School Teachers Ecology Sustainable Development Biodiversity Biology Geography Eija, Yli-Panula Eila, Matikainen Speeches/Meeting Papers Reports - Research Finland English Higher Education Postsecondary Education Elementary Education This study investigated the consciousness of the pre service teachers of nesting animals in certain ecosystems. The study group included primary school and subject teacher students. The students were asked to name 10 different nesting animal species in each ecosystem drawing. Spruce dominated coniferous forest got the highest number of animals mentioned by ST students. The lowest mean of the named animals was in the fen by PT students. Pre service teachers mentioned mammals more often than other animals like birds, reptiles &amp; amphibians &amp; fish or invertebrates. ST students named more birds than PT students, and ST students were able to name more animals at the species level. In many of the answers only mammals were included only mammals in the savannah. Usually 4 animals were named to the tropical rainforest. The most common nesting animals in the answers were mammals like lion, giraffe, zebra, hyena and antelope in the savannah. The biggest variety of nesting animal groups was in the fen where the most common named animals were elk, mosquito, frog, crane and capercaillie. The named animals were the same than in an earlier study, where the students were asked to name animals living and moving in the ecosystems. This indicates that certain animals are remembered, commonly known, and will therefore be named. This study reveals that the consciousness of taxonomy is limited and should be improved. Consciousness of animals is important for future teachers to be able to teach biodiversity and sustainable development. ED603284 Pre Service Teachers&apos; Ability to Name Nesting Animals in Ecosystems -- A Perspective of Biodiversity Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Depression (Psychology) Autism Pervasive Developmental Disorders Comorbidity Adolescents High School Students Symptoms (Individual Disorders) Emotional Response Behavior Problems Parent Role Teacher Role Behavior Change Intervention Suicide Hedges, S. White, T. Smith, L. Reports - Descriptive University of North Carolina at Chapel Hill, Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) English High Schools Secondary Education &quot;Autism at-a-Glance&quot; is a series of practitioner and family-friendly documents created by the Center on Secondary Education for Students with ASD (CSESA) designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents with ASD. The purpose of the &quot;Autism at-a-Glance&quot; series is to provide a current summary of topics relevant to high school students with ASD as well as practical tips and resources for school and community personnel and family members. This &quot;Autism at-a-Glance&quot; was designed to support high school staff and family members in understanding and recognizing symptoms of depression, and how those symptoms may present in adolescents on the autism spectrum. ED602972 Depression in Adolescents with ASD. Autism at-a-Glance Center on Secondary Education for Students with Autism Spectrum Disorder 2014-05-00 Institute of Education Sciences (ED) Teachers Parents 4 Center on Secondary Education for Students with Autism Spectrum Disorder. Available from: Frank Porter Graham Child Development Institute, 517 South Greensboro Road, Carrboro, NC 27510. Tel: 919-843-2291; e-mail: fpg_csesa@unc.edu; Web site: http://csesa.fpg.unc.edu/ N/A 2020 -1 As Provided APR2020 Yes R324C120006

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Yes Infants Toddlers Preschool Children Child Care Child Development Professional Development Child Caregivers Compensation (Remuneration) Costs Federal Aid State Aid Income Stakeholders Early Intervention Preschool Teachers Expertise Educational Quality Caregiver Child Relationship Experiential Learning Mentors Wages Sharrock, Emily Parkerson, Courtney Reports - Research Bank Street College of Education English Early Childhood Education Preschool Education This report asserts that every child--regardless of race, income, or opportunity--should have consistent access to high-quality learning experiences from birth and provides a roadmap toward change at scale, including the development of residency programs and improved compensation for the infant/toddler workforce. ED602973 Investing in the Birth-to-Three Workforce: A New Vision to Strengthen the Foundation for All Learning. Faculty and Staff Papers and Presentations Bank Street College of Education 2020-01-27 Carnegie Corporation of New York 75 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 2020 -1 As Provided APR2020

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Yes Achievement Gap Teacher Shortage Disadvantaged Schools Program Implementation Program Design Mentors Equal Education Teacher Effectiveness Readiness Teacher Persistence Beginning Teacher Induction Experienced Teachers Educational Resources Accountability Teacher Education Teaching Conditions State Programs School Districts Minority Group Teachers Mizrav, Etai Lachlan-Haché, Lisa Reports - Evaluative Texas Colorado (Denver) South Carolina Center on Great Teachers and Leaders at American Institutes for Research English This Special Issues Brief from the Center on Great Teachers and Leaders (GTL Center) outlines the unique characteristics of high-need schools, supports state and district leaders as they consider their role in implementing initiatives with a focus on equity, and explores how programs can be customized to meet the unique circumstances of a high-need school context. We illustrate how to take these factors into account when designing and implementing mentoring and induction programs in high-need schools, the challenges that practitioners may face when implementing such programs in these schools, and the unintended consequences--most notably, the widening of achievement gaps--that may occur if these programs are not designed to meet the specific needs and challenges of high-need school contexts. By addressing these challenges and leveraging mentoring and induction programs to tackle teacher shortages and improve equitable access in high-need schools head on, these schools can create the stabilizing supports required to keep effective teachers. Although this paper focuses on mentoring and induction, the discussion applies to the implementation of all teacher quality programs in high-need schools. ED602974 Flipping the Readiness Paradigm: Tailoring Programs to Address the Achievement Gap and Teacher Shortages in High-Need Schools. Special Issues Brief Center on Great Teachers and Leaders 2019-09-00 Department of Education (ED) 16 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 2020 -1 As Provided APR2020 S283B120021

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Yes Learner Engagement Disadvantaged Schools STEM Education Grade 10 Grade 11 Grade 12 Thematic Approach Curriculum Development Universities Foreign Countries Secondary School Students Faculty Development Secondary School Teachers English Curriculum Secondary School Science Secondary School Mathematics Student Interests Partnerships in Education College School Cooperation Mestan, Kemran Harvey, Andrew Speeches/Meeting Papers Reports - Research Australia English Grade 10 High Schools Secondary Education Grade 11 Grade 12 Higher Education Postsecondary Education This paper reports on an evaluation of a distinctive university-school partnership program, Curriculum Bridges. Curriculum Bridges aims to develop the enthusiasm and capacity of students from disadvantaged schools in the fields of science, technology, engineering and mathematics (STEM). These objectives are sought by developing a theme in the curriculum across subjects in years 10, 11 and 12. In the pilot phase, the curricula of English, Maths and Biology were linked together through the theme of 'understanding and curing disease'. These curricula were developed by the school teachers, who received training in the 'backward design' approach. The model also integrates into the curriculum university on-campus activities and excursions. UniBridges was originally implemented in three schools in 2011 and is ongoing. Our evaluation found that UniBridges has increased student engagement and participation in STEM fields. However, the aims of the program could be advanced by adjusting various elements, such as expanding teacher professional development, especially in regard to curriculum design. The findings from this evaluation can be used to assist in replicating the program in other schools. ED603285 Increasing School Engagement through Theme-Based Curriculum Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Ideology Instructional Leadership Teacher Leadership Power Structure Educational Philosophy Transformational Leadership Role of Education Rogers, Bev Reports - Evaluative Opinion Papers Speeches/Meeting Papers English Arendt was a severe critic of modernity and the tendency, in mass society, for people to be susceptible to whatever ideology is presented and whatever means is demanded without thinking. Arendt used the term 'dark times' to refer to the loss of individual thought, the loss of memory and respect for humanity, and people's inability to see what was going on in front of them. For Arendt, the common world we share exists as a result of the differences we reveal in dialogue--a world of inclusion and respect for the past and hope for the future and for inventing new and better ways for living together. In such a world there needs to be a plurality of people and a plurality of ideas--one 'vision', one dominant idea, one ideological explanation, neither requires nor permits exchange or contestation. When one idea prevails … 'all dissent is silenced or seen as obstructive'. In this situation, children do not learn from adults 'that the political world must have room for all people'. In this paper, I identify why the resources of Hannah Arendt are useful to consider an alternative vision for &quot;educational&quot; leadership, which is linked to the cultivation of a dialogic teacher 'public space', where the diverse views and contributions of each teacher matter. Hannah Arendt identifies the capacity for humans to make a difference in the world and the responsibility for judgement, thinking and action in the company of others that accompanies this possibility. For Arendt, this possibility involves the awareness of other perspectives and the plurality of the human condition. Arendt's approach to her work was informed by her belief that 'people are individually and collectively responsible for attempting to understand what is going on in the human world'. ED603286 Why Arendt? Employing Hannah Arendt&apos;s Concepts of Plurality, Thinking and Judgement to Inform a Reconsideration of &quot;Educational&quot; Leadership Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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No Regional Planning Competition Economic Progress Labor Force Development Strategic Planning Industry Automation Data Analysis Community Development Job Skills Policy Formation Employment Opportunities Metropolitan Areas Global Approach Influence of Technology Economic Change Population Growth Income Escobari, Marcela Seyal, Ian Morales-Arilla, José Shearer, Chad Reports - Research Tennessee (Nashville) Missouri (Saint Louis) Indiana Idaho (Boise) Brookings Institution English The United States has posted more than 100 consecutive months of net job gains since the economic recovery began in 2010, making this the longest expansion in seven decades. Yet, for many, wage growth has lagged, leaving many families economically insecure. Meanwhile, job and economic growth continue to accrue in select corners of the nation, leading to disparate economic and social outcomes across the country. This uneven progress reflects, in part, a nation grappling with an accelerating pace of change. Powerful new technologies have enhanced people's and firms' ability to achieve unprecedented productivity and have made the global economy more interconnected than ever. At the same time, these forces are making some skills and knowledge obsolete. As demand for specific knowledge and skills rises, the people and places that can meet these demands thrive, while others lose ground. The main objectives of this report are to: (1) Review the main underlying causes of structural change in the national labor market--from automation to digitalization to global competition--and the nature of the policy responses to date in addressing these challenges; (2) Propose a tailored approach to helping policymakers and companies bring economic growth to their regions by applying data-driven network analytics to reveal industry and city growth patterns within the U.S.; and (3) Demonstrate how the network analytics approach can inform local economic development strategies that foster growth and good jobs through four city-specific case studies: Nashville, TN; St. Louis, MO; South Bend, IN; and Boise, ID. [This report is a collaboration between the Center for Universal Education and the Metropolitan Policy Program at Brookings. Support from the MasterCard Center for Inclusive Growth.] ED602975 Growing Cities That Work for All: A Capability-Based Approach to Regional Economic Competitiveness Brookings Institution 2019-05-00 52 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/2019/05/GrowingCitiesthatWorkforAll-FINALforWeb.pdf 2020 -1 ERIC APR2020

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Yes Job Skills Employment Qualifications Job Training Skilled Workers Unskilled Workers Lifelong Learning Equal Education Change Strategies Technological Advancement Wages Poverty Low Income Groups Career Change Labor Turnover Occupational Mobility Labor Force Development Economic Development Mobility Self Efficacy Barriers Industry At Risk Persons Educational Attainment Child Rearing English Language Learners Escobari, Marcela Seyal, Ian Meaney, Michael Reports - Research Brookings Institution, Center for Universal Education Brookings Institution, Global Economy and Development English Every person deserves the opportunity for dignified employment that provides living wages and potential for advancement. However, for many in America today, this is far from reality, as they are caught in a cycle of low-wage work, earning poverty wages, and unable to move up in the economy. Local leaders, firms, and workers need to adapt quickly to keep pace with rapid technological innovation and its transformative impact on the U.S. economy. Using reskilling as a focal point, this report aims to provide policymakers with tools to do so by answering the following questions: (1) Who are the nation's low-wage workers, and what are their prospects?; (2) Where are the local opportunities for mobility, and how can policymakers expand them and help low-wage workers transition?; and (3) How can the reskilling infrastructure adapt to the future, foster inclusion, and address the needs of any worker seeking upward mobility? Combined with the previous report, &quot;Growing Cities that Work for All,&quot; this report illustrates the trends affecting low-wage work and the implications for leaders aiming to improve worker mobility. [For &quot;Growing Cities that Work for All,&quot; see ED602975. Support from Google.org and MasterCard Center for Inclusive Growth.] ED602976 Realism about Reskilling: Upgrading the Career Prospects of America&apos;s Low-Wage Workers. Workforce of the Future Initiative Center for Universal Education at The Brookings Institution 2019-12-00 Policymakers 92 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 2020 -1 ERIC APR2020

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Yes Inclusion Educational Policy Secondary School Teachers Guidelines Elementary Education Teacher Effectiveness Educational Quality Teacher Attitudes Faculty Development Barriers Foreign Countries Children Childrens Rights International Law Treaties Students with Disabilities Educational Legislation Educational Practices Malak, Md. Saiful Begum, Hosne Ara Habib, Md. Ahsan Shaila, Mahmuda Roshid, Mohammod Moninoor Speeches/Meeting Papers Reports - Research Bangladesh United Nations Convention on the Rights of the Child English Secondary Education Elementary Education Bangladesh is a signatory country of major international declarations of inclusive education (IE). Over the past two decades, it has enacted policies and legislation in favour of IE. Contemporary literature suggests that having legitimised guidelines does not always ensure practices that are aligned with the principles of IE. This paper aims to analyse how the policies and legislation reflect the notion of IE in the context of Bangladesh. Moreover, to understand the practice of IE, it also looks at two major projects, Primary Education Development Program (PEDP) and Teaching Quality Improvement in Secondary Education Project (TQI-SEP), being implemented in the country over last 7 years. The study was mainly supported by literature, and policy documents and guidelines. A systematic review approach was used to understand the notion of IE and its specific implementation pattern. Results suggest that IE policies in Bangladesh are predominantly borrowed from several international treaties and they seem to be little understood among practitioners and classroom teachers within the context of Bangladesh. Further, the result also shows that teachers' attitudes towards IE and limited professional development are major barriers to implementing IE at school level. The findings imply that the policy guidelines in relation to the context of IE in Bangladesh tend to be low-leverage tools. Further research is needed to understand IE practice at classroom level. ED603287 Inclusive Education in Bangladesh: Policy and Practice Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 15 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Reflective Teaching Secondary School Teachers Ethnic Groups Professional Development Cultural Context Journal Writing Partnerships in Education International Cooperation Program Effectiveness Marzuki, Andi Armawadjidah Speeches/Meeting Papers Reports - Research Indonesia English Secondary Education This paper describes research into the efficacy of the Reflective Practice (RP) training for teachers in Sulawesi, Indonesia by the Decentralized Basic Education Project of the Organization for Economic Co-operation and Development (OECD) and United State Aid for International Development (USAID) through teacher professional development training called Better teaching and Learning Training (BTL). Reflective Practice (RP) is a discursive mode of teacher professional development which aims to encourage teachers, both as practitioners and educators, to commit to their own professional development through inquiry into different practices and ways of thinking. To sustain RP, teachers need to demonstrate autonomy and develop critical thinking skills. However I argue that RP as a discourse contains certain imposed ideological assumptions that may be inapplicable in a different socio-cultural context, such as that of the Bugis people of Sulawesi. The conception of RP within BTL, how teachers learn and apply RP and also the problems that they have during the training are presented and elaborated in this paper, and result from my own reflection as part of BTL team training. I conclude that it is necessary to contextualize this practice to a more local based approach. ED603288 Reflecting the Reflective Journal Training in South Sulawesi, Indonesia: The Case of Secondary Teachers from Bugis Ethnic Group Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 17 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Principals Administrator Attitudes Social Development Emotional Development Elementary Secondary Education Curriculum Implementation School Districts Barriers Student Evaluation State Standards Educational Policy Educational Trends Educational Benefits Rural Urban Differences Teacher Competencies Benchmarking Educational Environment Atwell, Matthew N. Bridgeland, John M. Reports - Research Civic Hart Research Associates English Elementary Secondary Education This report builds on and updates many of the findings from the original nationally representative survey of Pre-K to 12 principals in 2017. The central messages of this 2019 update are: (1) principals continue to see social and emotional learning (SEL) skills as highly teachable and a priority in their schools; (2) more schools are implementing specific SEL benchmarks by significant percentages; and (3) principals and teachers are assessing SEL skills at much higher rates than just two years ago. At the same time, the survey shows that more work is needed to ensure SEL is systemic across schools and districts and for principals to think existing assessments are useful. The most significant findings in the report, compared to survey data in 2017, are: (1) the percent of principals that believe social and emotional skills should definitely be included in state education standards has nearly doubled since 2017 and, all told, 87 percent of principals believe state standards probably should explicitly include SEL; (2) the percent of principals that believe a formal curriculum is necessary for teachers to successfully develop students' social and emotional skills has jumped from 43 percent in 2017 to 70 percent; and (3) while schools have made a great deal of progress implementing social and emotional learning, small town and rural schools continue to lag significantly behind the rest of the country. Most of all, this report shows that the movement to embed social and emotional learning into every classroom and school in America has reached a tipping point. Principals stand ready to bring systemic, school-wide SEL to their schools, but they need greater support from leaders at the state and district levels to ensure every student has access to a high-quality education that nourishes their social and emotional skills along with academic learning. [For the 2017 report, see ED579088.] ED602977 Ready to Lead: A 2019 Update of Principals&apos; Perspectives on How Social and Emotional Learning Can Prepare Children and Transform Schools. A Report for CASEL Civic 2019-00-00 Collaborative for Academic, Social, and Emotional Learning (CASEL) S.D. Bechtel, Jr. Foundation Einhorn Family Charitable Trust Ewing Marion Kauffman Foundation Overdeck Family Foundation Raikes Foundation Spencer Foundation Wallace Foundation 32 Civic. 1110 Vermont Avenue Suite 900, Washington, DC 20005. Tel: 202-898-0310; Web site: https://www.civicllc.com/education N/A 2020 -1 ERIC APR2020

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No Foster Care College Readiness Self Concept Child Welfare Caseworkers Attitudes College Attendance Academic Ability At Risk Students Predictor Variables Probability Institutional Characteristics Individual Characteristics Torres-García, Adrianna Okpych, Nathanael J. Courtney, Mark E. Reports - Research California Chapin Hall at the University of Chicago English High Schools Secondary Education Higher Education Postsecondary Education This memo adds to the growing literature on the transition to college for young people in foster care, focusing specifically on issues of preparedness to enter higher education. First, the authors assess the extent to which youths' perceptions of their own educational preparedness and their child welfare workers' perceptions of their educational preparedness each predict the likelihood that youth will enroll in college. Next, the memo compares youths' perceptions and their child welfare workers' perceptions, examining youth and worker agreement about how ready the youth is to pursue their educational goals. Finally, the authors investigate the extent to which foster youth enter colleges that align with their academic proficiency, identifying cases where foster youth may have attended colleges that did and did not align with their proficiency. [For related publications, see &quot;Memo from CalYOUTH: Early Findings on the Impact of Extended Foster Care on Foster Youths' Postsecondary Education Enrollment and Persistence&quot; (ED597313) and &quot;Youth and Caseworker Perspectives on Older Adolescents in California Foster Care: Youths' Education Status and Services&quot; (ED602993).] ED602978 Memo from CalYOUTH: Youths&apos; and Child Welfare Workers&apos; Perceptions of Youths&apos; Educational Preparedness Chapin Hall at the University of Chicago 2019-02-00 20 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://www.chapinhall.org/wp-content/uploads/CalYouth-Youths-Educational-Preparedness-Brief.pdf 2020 -1 ERIC APR2020

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Yes Geographic Isolation Literacy National Competency Tests Numeracy Indigenous Populations Educationally Disadvantaged Rural Schools Enrollment Trends Scores Equal Education Accountability Outcomes of Education Attendance Guenther, John Speeches/Meeting Papers Reports - Research Australia National Assessment Program Literacy and Numeracy English For five years, a national testing program has been conducted in Australia. The National Assessment Program provides a basis for measuring improvement against the goals of the 2008 Melbourne Declaration on Educational Goals for Young Australians and subsequently the National Education Agreement, which embodies a range of Council of Australian Governments (COAG) goals and targets, including Closing the Gap targets. After five years it might be expected that the data would show some change. The Cooperative Research Centre for Remote Economic Participation's Remote Education Systems has used existing publicly available data drawn from the MySchool website to determine what has happened for schools in very remote Australia. The analysis shows that for very remote schools attendance rates have not changed significantly over the five years. Reading scores at any year have not changed significantly. Numeracy scores have declined significantly for year 3 in schools with greater than 80 per cent Aboriginal and Torres Strait Islander students. The broader aim of the paper is to question what the findings might mean for the provision of an advantageous education for remote Aboriginal and Torres Strait Islander students. It raises questions about issues of accountability, equity and how success might be better defined. ED603289 Towards Educational Advantage in Very Remote Australia. An Analysis of 2012 NAPLAN Data: What Does It Tell Us about Remote Education in the Last Five Years? Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Asian Culture Mathematics Instruction Mathematics Achievement Cultural Influences Family Attitudes Story Telling Social Influences Identification (Psychology) Immigrants Mok, Angel Speeches/Meeting Papers Reports - Research Australia China English This paper challenges the prevailing understandings of homogenous Chineseness in the context of children's mathematics learning in Sydney. Recent research which examines the influence of culture on student's mathematics performance tends to see Chinese as one homogenous group. Research data collected from six Chinese families living in Sydney, however, suggests a contradictory view on Chineseness. Through the use of narrative inquiry as storytelling of lived experiences, it was found that families have different interpretations of Chineseness and hence, different representations of their identities. Their hybrid identities shift over time and in different social situations. While they see mathematics as important for their children's future, there do not seem to be clear links between their perceptions of identities and their children's mathematics learning in Australia. Data gathered in the interviews with the six families were first analysed with themes derived from the literature on identity and Chinese students' performance in mathematics before they were written in the form of narratives. Interpreting data with different analysis crystallises the experiences of the participants. This paper also provides some insights into how the researcher's own narrative can provide a special lens in the interpretation of that of the participants' in an ethnographic study. ED603290 Listening to Their Stories -- Chinese Families Sharing Their Lived Experiences in Australia and Their Children&apos;s Mathematics Learning Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 14 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Educational Change Educational Improvement Board of Education Role School Districts State Government Government Role Change Strategies School Turnaround Teacher Role Leadership Responsibility Student Needs Evidence Based Practice Principals Supervisors Administrator Role Hitt, Dallas Hambrick Meyers, Coby V. Reports - Descriptive Center on School Turnaround at WestEd English This paper presents states and districts with guidelines and recommendations for improving systems that support instructional practices. Because the quality of teaching is the most important school-based factor for student learning, a focus on instruction is essential for turning around struggling schools and districts and cultivating conditions that enable and inspire effective teaching and learning. The Center on School Turnaround (CST) at WestEd designed a project to examine the practices of two districts that are improving instruction within their multiple turnaround schools. The CST research team conducted interviews, using protocols defined in the &quot;Four Domains for Rapid School Improvement: A Systems Framework&quot; [see ED584107], to understand how these districts enacted two key instructional transformation practices -- diagnosing and responding to student learning needs and providing rigorous, evidence-based instruction. The paper is organized in three parts. Part I defines instructional transformation in a turnaround context and presents guidance for districts on enacting the diagnostic and instructional improvement practices that are key to instructional transformation. Part II describes how educators in two key district leadership roles can make pivotal contributions to instructional transformation. Part III offers suggestions on how, and at what points, state education agencies can best apply its expertise, resources, and perspectives to support districts' instructional transformation efforts. ED602979 How Districts and States Can Support Instructional Transformation in the Turnaround Context. The Center on School Turnaround Four Domains Series Center on School Turnaround at WestEd 2019-00-00 Department of Education (ED) 19 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 2020 -1 As Provided APR2020 S283B120015

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Yes Classification Colleges School Community Relationship Academic Degrees Institutional Characteristics Enrollment Public Colleges Private Colleges Administrators Leadership Service Learning School Community Programs College Faculty College Students Role Community Role Barriers School Culture Noel, Jana Earwicker, David P. Reports - Research University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE) English Higher Education Postsecondary Education The Community Engagement Classification is an elective classification offered by the Carnegie Foundation for the Advancement of Teaching. In order to be classified, campuses provide evidence documenting engagement through an application process. Campuses were classified in 2006, 2008, and 2010, and will be classified on five-year cycles from 2015 onward. (Information about the classification can be found on the Carnegie Foundation website.) This mixed-methods, two-part study sought to discover how institutions that received the Carnegie Community Engagement Classification in 2010 approached their application process and to examine the longer term outcomes of that process. How did they undertake a &quot;full inventory&quot; of their community engagement efforts, and what were the outcomes of undertaking such an inventory, beyond receiving the Classification? The study had two purposes: (a) To document the strategies and methods used by successful applicants for the 2010 Carnegie Community Engagement Classification, and (b) to document the cultural shifts experienced by institutions as they developed their successful applications for this Classification. ED602980 Gathering Data and Documenting Impact: 2010 Carnegie Community Engagement Classification Application Approaches and Outcomes. NERCHE Working Paper: 2014 Series, Issue 1 New England Resource Center for Higher Education 2014-02-00 16 New England Resource Center for Higher Education. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125-3393. Tel: 617-287-7740; Fax: 617-287-7747; Web site: https:scholarworks.umb.edu/nerche N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Personal Narratives Educational Philosophy Educational Development Interviews Educational History Memory Biographies Peeler, Eleanor Speeches/Meeting Papers Reports - Descriptive Australia English The intent of this paper is to stress the importance of narrative and story, and to share the experience of opening the windows of memory to look into the past and uncover fascinating and valuable histories as portrayed in a current study. The longitudinal study of an educator follows his life story and his role in education. Set in Victoria, it explores the founding of the State's education system and highlights progressive developments. The life story reveals the history of the system and evolving philosophies that influenced the life of the subject. The study considers the philosophies and how they influenced the subject's thinking and actions. Using windows as a metaphor, Part 1 of the paper includes discussion regarding the appropriacy of narrative as a research tool, considers the notion of memory and introduces the research subject. Part 2 gives insights into three distinct periods and the part played by three men who guided Victoria's educational development and growth throughout the twentieth century. In relation to each is a brief discussion of their influence on the career of the research subject. ED603291 Windows into the Past: Narrative Insights into Education Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Metacognition Psychological Patterns Trauma Clinical Diagnosis Aggression Behavior Problems Teacher Attitudes Teacher Student Relationship Student Behavior Classroom Techniques Faculty Development Altruism Foreign Countries Burrows, Leigh Speeches/Meeting Papers Reports - Research Australia English The case is presented of a teacher who is severely tested by a student diagnosed with relational trauma whose aggressive behaviours regularly catalyse intense emotions in herself and her other students. Through her own mindfulness practice she gradually develops the capacity to create a steady, firm yet loving connection with him. As a result he gradually begins to contain his own behavior and reduce his apparent need to relive his own hurts over and over again. Other students in the class are shown to also benefit from her more calm and centred responses. Background information on the 'soles of the feet' meditation and excerpts from the teacher's reflective journal is shared, highlighting the potential value of including mindfulness in teacher professional learning programs to assist teachers to respond with flexibility and compassion to the emotional energy of students with trauma-related conditions. ED603292 Transforming Anger in the Classroom into Wisdom through Mindfulness: A Case Study Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Undergraduate Students Learning Strategies Structural Equation Models Path Analysis Metacognition Anxiety Prediction Psychological Patterns Positive Attitudes Academic Achievement Student Attitudes Foreign Countries Questionnaires Correlation Leung, Man-Tak Wong, Ka-Yin Speeches/Meeting Papers Reports - Research Hong Kong Motivated Strategies for Learning Questionnaire English Higher Education Postsecondary Education The present study aims to examine the mediating effects of achievement emotions between action control and learning strategies. Two hundreds and twenty-six undergraduates (125 males and 101 females) participated to complete a questionnaire consisting of three scales. To analyze the data, path analyses and structural equation modeling were used. Two structural equation models could be validly confirmed. The first model indicates action orientation (disengagement and initiation) can be desirable predictor on positive achievement emotions (enjoyment, hope and pride), and subsequently to all learning strategies (rehearsal, elaboration, organization, critical thinking and metacognitive self-regulation). The second model indicates state orientation (preoccupation, hesitation and volatility) can be desirable predictor on both activating negative achievement emotions (anxiety and shame) and deactivating negative achievement emotions (hopelessness and boredom), and subsequently to learning strategies differently. Anxiety and shame positively predict rehearsal, elaboration and metacognitive self-regulation, whereas hopelessness and boredom negatively predict all learning strategies. The present study may be the first one establishing a structural model integrating action control, achievement emotions and learning strategies, and validating the instruments for investigating Chinese undergraduates. The additive value is to provide new perspectives for state-oriented students to reduce hopelessness and boredom for better learning. ED603293 The Structural Model on the Roles of Achievement Emotions between Action Control and Learning Strategies of Undergraduates in Hong Kong Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 19 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Resource Allocation Strategic Planning School Turnaround Talent Development Time Management Unions Instructional Improvement School Community Relationship Educational Resources Educational Equity (Finance) Teacher Effectiveness Instructional Leadership Student Needs Data Use Community Schools School Culture Disadvantaged Schools Federal Legislation Educational Legislation Elementary Secondary Education School Districts Willis, Jason Krausen, Kelsey Caparas, Ruthie Taylor, Tia Reports - Descriptive Elementary and Secondary Education Act Title I Elementary and Secondary Education Act Title II Center on School Turnaround at WestEd English Elementary Secondary Education In 2017, the Center on School Turnaround at WestEd published the &quot;Four Domains for Rapid School Improvement: A Systems Framework&quot; [see ED584107] a framework to assist states, districts, and schools to improve student achievement in the lowest-performing schools. The framework immediately garnered national attention by outlining four areas of focus -- Turnaround Leadership, Instructional Transformation, Talent Development, and Culture Shift -- that research and experience suggest are central to rapid school improvement. These practices complement a growing national focus on improvement for the lowest-performing schools and greater support for persistently underperforming student groups. Despite national attention on the need for school turnaround, many school districts across the United States are struggling to fund even the basic costs of school district operations, despite increases in funding. The fact is, revenues are not keeping pace with expenditures in many school districts across the country. As a result, the fiscal circumstances in local school districts and state education systems are increasingly challenging as costs for pensions, special education, employee healthcare, and other cost pressures continue to rise. Yet the need to support vulnerable student populations and struggling schools remains high. This paper outlines strategies for how school districts can maximize the use of existing resources to support the practices outlined in the &quot;Four Domains.&quot; ED602981 Resource Allocation Strategies to Support the Four Domains for Rapid School Improvement. The Center on School Turnaround Four Domains Series Center on School Turnaround at WestEd 2019-00-00 Department of Education (ED) 28 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 2020 -1 As Provided APR2020 S283B120015

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Yes Attention Control Cognitive Processes Semantics Memory Brain Stimuli Cues Recall (Psychology) Xu, Judy Friedman, David Metcalfe, Janet Reports - Research EISSN- English While much research shows that early sensory and attentional processing is affected by mind wandering, the effect of mind wandering on deep (i.e., semantic) processing is relatively unexplored. To investigate this relation, we recorded event-related potentials (ERPs) as participants studied English-Spanish word pairs, one at a time, while being intermittently probed for whether they were 'on task' or 'mind wandering.' Both perceptual processing, indexed by the P2 component, and deep processing, indexed by a late, sustained slow wave maximal at parietal electrodes, was attenuated during periods preceding participants' mind wandering reports. The pattern when participants were on-task, rather than mind-wandering, is similar to the subsequent memory or difference in memory (Dm) effect. These results support previous findings of sensory attenuation during mind wandering, and extend them to a long-duration slow wave by suggesting that the deeper and more sustained levels of processing are also disrupted. [This paper was published in &quot;Neuroreport&quot; v29 n5 p380-384 Mar 2018.] ED602982 Attenuation of Deep Semantic Processing during Mindwandering: An Event-Related Potential Study Grantee Submission 2018-03-21 National Institute on Aging (DHHS/NIH) Institute of Education Sciences (ED) 10 T http://doi.org/10.1097/WNR.0000000000000978 2020 -1 As Provided APR2020 Yes AG005213 R305A150467

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Yes Student Research High School Students Low Income Students Grade 9 Observation Student Attitudes Perspective Taking Teacher Evaluation Foreign Countries Mayes, Eve Speeches/Meeting Papers Reports - Research Australia English High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Observers of teachers' practice in their classrooms have typically been adults: academic researchers analysing professional practice, school executive members assessing teacher quality and colleagues engaged in professional development and school reform initiatives. This paper discusses observations of teachers' practice from a different vantage point: students. In 2011, two Year 9 students observed a teacher in her classroom. This student research event was part of a broader four-year Students-as-Co-Researchers initiative investigating teaching and learning in a low socio-economic high school receiving targeted funding. In 2013, these students were invited to remember and re-construct the 2011 research event in various configurations. This paper examines the affective flows at work in re-positioning students and teachers using the concepts of the &quot;assemblage&quot; (Deleuze &amp; Guattari, 1980/1987), subjectivity as &quot;lines&quot; (Deleuze &amp; Parnet, 2006/1977) and &quot;rhizoanalysis&quot; (Deleuze &amp; Guattari, 1980/1987). It is argued that lines of flight -- ruptures in thought and experimentation in practice -- escaped in and through the 2011 research event and the 2013 research assemblages for both the students, the teacher and the researcher. Alternative ways of speaking, relating, teaching, learning and becoming prompted by these encounters in the classroom, the staffroom and the school are considered for their potential to convert the &quot;education assemblage&quot; (Youdell, 2011, p. 137). ED603294 Students Researching Teachers&apos; Practice: Lines of Flight and Temporary Assemblage Conversions in and through a Students-as-Co-Researchers Event Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes School Libraries Teaching Methods Librarians Teachers Students Leaders Educational Environment Attitudes Foreign Countries Space Utilization Classroom Environment Librarian Teacher Cooperation Teacher Collaboration Willis, Jill Bland, Derek Hughes, Hilary Burns, Rayleigh-Elliot Speeches/Meeting Papers Reports - Research Australia English Agile learning spaces have the potential to afford flexible and innovative pedagogic practice. However there is little known about the experiences of teachers and learners in newly designed learning spaces, and whether the potential for reimagined pedagogies is being realised. This paper uses data from a recent study into the experiences of teacher-librarians, teachers, students and leaders of seven Queensland school libraries built with Building the Education Revolution (BER) funding, to explore the question, &quot;how does the physical environment of school libraries influence pedagogic practices?&quot; This paper proposes that teachers explored new pedagogies within the spaces when there was opportunity for flexibility and experimentation and the spaces sufficiently supported their beliefs about student learning. The perspectives of a range of library users were gathered through an innovative research design incorporating student drawings, videoed library tours and reflections, and interviews. The research team collected qualitative data from school libraries throughout 2012. The libraries represented a variety of geographic locations, socioeconomic conditions and both primary and secondary campuses. The use of multiple data sources, and also the perspectives of the multiple researchers who visited the sites and then coded the data, enabled complementary insights and synergies to emerge. Principles of effective teacher learning that can underpin school wide learning about the potential for agile learning spaces to enhance student learning, are identified. The paper concludes that widespread innovative use of the new library spaces was significantly enhanced when the school leadership fostered whole school discussions about the type of learning the spaces might provoke. This research has the potential to inform school designers, teachers and teacher-librarians to make the most of the transformative potential of next generation learning spaces. ED603295 Reimagining School Libraries: Emerging Teacher Pedagogic Practices Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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No Recall (Psychology) Memory Learning Processes Error Patterns Error Correction Semantics Cues Undergraduate Students Metcalfe, Janet Huelser, Barbie J. Journal Articles Reports - Research New York (New York) ISSN-0028-3932 English Higher Education Postsecondary Education Many recent studies have shown that memory for correct answers is enhanced when an error is committed and then corrected, as compared to when the correct answer is provided without intervening error commission. The fact that the kind of errors that produced such a benefit, in past research, were those that were semantically related to the correct answer suggested that the effect may occur because the error provides a semantic stepping stone to the correct answer: the Semantic Mediation hypothesis. This hypothesis seems at odds with the finding that amnesicsgenerate answers, again including those studied by Tulving and his colleagues--who purportedly have spared semantic/implicit memory-experience enormous difficulties when they commit errors. Accordingly, the present experiments investigated whether the error-generation benefit seen in typicals was attributable Semantic Mediation or to Episodic Recollection. In Experiment 1, we used polysemous materials to create Congruent (e.g., wrist-palm) and Incongruent (e.g., tree-palm) cues for target words (e.g., HAND). In the Congruent condition, participants generated errors that were semantically related to the target (e.g., finger), and which could have provided a semantic mediator. In the Incongruent condition they generated errors that were &quot;unrelated&quot; to the target (e.g., coconut), and which, therefore, should not have provided a semantic mediator. The Congruent and Incongruent conditions both produced an error-generation benefit--contradicting the Semantic Mediation hypothesis. Experiment 2 showed that the error-generation benefit only occurred when the original error was also recollected on the final memory test. Indeed, in the Incongruent condition, when the error was not, itself, recalled, error generation resulted in a deficit in memory for the correct response. These results point to episodic/explicit, rather than semantic/implicit memory, as the locus of the 'learning from errors' benefits. ED602983 Learning from Errors Is Attributable to Episodic Recollection Rather than Semantic Mediation Grantee Submission Neuropsychologia v138 Article 107296 2020 2020-00-00 Institute of Education Sciences (ED) 8 T https://doi.org/10.1016/j.neuropsychologia.2019.107296 2020 -1 As Provided APR2020 Yes R305A150467

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No Early Parenthood Mentors Early Intervention Family Programs Parenting Skills Child Rearing Individual Development Program Effectiveness Educational Attainment Employment Level Reading Stress Variables Parent Child Relationship Self Efficacy Social Support Groups Stress Management Home Visits Job Placement Racial Differences Ethnicity Youth Burkhardt, Tiffany Dasgupta, Denali Schlecht, Colleen Carreon, Erin Pacheco-Applegate, Aida Reports - Research Illinois (Chicago) Chapin Hall at the University of Chicago English The Chicago Young Parents Program (CYPP) is a two-generation pilot program, combining youth employment and mentoring with comprehensive Head Start programming for participants' children and their families. CYPP was designed to improve parenting, personal growth, and family self-sufficiency through education and employment. This study was designed to assess the three-year pilot and provide insights and recommendations for bringing the program to full implementation. Data sources included administrative program data, surveys, interviews, and focus groups. The program changed over the three years, thus findings varied in the three cohorts. Overall, CYPP participants showed progress in the three primary outcomes: education/employment, parenting skills, and personal growth. Furthermore, each program component seemed to influence multiple outcomes, and each outcome was influenced by multiple program components. CYPP helped participants make progress towards or achieve their education and career goals. The program also strengthened participants' parenting skills, increasing parental responsiveness and the frequency of reading with their children. Parental distress decreased during participation in CYPP, and, for Cohort 2, parent-child interactions improved. Improvements in parenting were associated with generalized self-efficacy and social support. In addition, social support was associated with reduced stress, reduced parental distress, and increased self-efficacy. Participants who were progressing towards or met their educational goal showed greater improvement in generalized self-efficacy, emotional awareness, and parent-child interactions, than those who did not enroll or were in danger of dropping out. The mentorship role--including leading Friday enrichment sessions, conducting home visits, and supporting participants--was key to the success of CYPP. Mentors helped participants identify their goals and assisted with strategies to make progress towards those goals, maintained participant engagement with the program, and connected participants with resources. Recommendations for future implementation of the program include informing participants about the value of each program component, consistently measuring outcomes, and adding process measures. [Chicago Department of Family and Support Services funded this evaluation.] ED602984 Chicago Young Parents Program Evaluation: Implementation Evaluation &amp; Follow-Up Study Chapin Hall at the University of Chicago 2020-01-00 94 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://www.chapinhall.org/wp-content/uploads/CYPP-Final-report.pdf 2020 -1 As Provided APR2020

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Yes Trust (Psychology) Professional Identity College Faculty Teacher Attitudes Teacher Administrator Relationship Foreign Countries Leadership Effectiveness College Administration Professional Autonomy Academic Freedom Work Environment Pimlott, Joanne Speeches/Meeting Papers Reports - Descriptive Australia English Higher Education Postsecondary Education Doctoral research was undertaken in 2012 to explore how academics construct and manage their sense of identity in the context of a dominant managerial discourse. The qualitative case study explored perceptions and experiences associated with the construction and reconstruction of academic identity within Australian universities. Eight academics each took part in two, hour-long, in-depth interviews held on separate occasions. Appreciative Inquiry techniques enabled academics to express strongly held views and values regarding academic work in the current tertiary environment. The study revealed that many aspects of the prevailing managerial climate have negative effects on the potential for ideas and strategies to be aired in ways that permitted what mattered to academics to be expressed. Respect, trust and open communication were seen as central to discourse leading to innovation but these were seen by participants as being at risk in a climate that even unintentionally is focused on performance and compliance to the needs of the system. An absence of or sense of reduced trust between academics and management was a noteworthy theme and research finding. The findings showed that the use of a process such as Appreciative Inquiry could be a catalyst to bring about positive change or innovation, to build important social capital and to develop strategies around more diverse academic roles. ED603296 Trust, Identity and Discourse: Implications for Academic Leadership in Australian Universities. Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Electronic Learning Blended Learning Foreign Countries Attitude Change Positive Attitudes Predictor Variables Prior Learning Learning Motivation Student Experience Preservice Teachers Zhu, Yue Au, Wing Yates, Greg C. R. Speeches/Meeting Papers Reports - Research Australia English Higher Education Postsecondary Education In spite of the trend toward online learning in higher education in Australia, few research examined university students' online learning attitude changes and the factors which could predict their attitude changes. The paper aimed to investigate 120 Australian university students' attitudes toward online learning in a blended course. The factors, such as prior attitudes, prior experiences, and motivation, were examined with the participants' online learning attitudes by the end of the course. Two phases in the study included the pre- and post-test and course participation (developed from the data of the students' weekly reports and online forum transcripts) in Phase One and interviews in Phase Two. It was found that the students became more positive toward online learning by the end of the course. The predictors for their online learning attitudes by the end of the course were their prior online learning attitudes and motivation in learning. ED603297 University Students&apos; Attitudes toward Online Learning in a Blended Course Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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No Program Evaluation Child Care Centers Early Childhood Education Parent Education Program Implementation Home Visits Kindergarten School Readiness Immunization Programs Emergent Literacy Infants Nutrition Social Development Emotional Development Basic Skills Enrollment Best Practices Huang, Lee Ann Burkhardt, Tiffany Schlecht, Colleen Rapoport, Erin Devorah Reports - Research Illinois (Chicago) Chapin Hall at the University of Chicago English Early Childhood Education Adult Education Elementary Education Kindergarten Primary Education To ensure that all children in the Altgeld-Riverdale community are succeeding by third grade, BPI (Business and Professional People for the Public Interest) launched the Altgeld-Riverdale Early Learning Initiative in 2012. The goal of the initiative is to establish a community-based system that can support the developmental needs of the community's youngest residents across a spectrum of capacities. Chapin Hall's evaluation of the Altgeld-Riverdale Early Learning Initiative consisted of two main components: the Altgeld-Riverdale Parenting Program Evaluation and the Altgeld-Riverdale Early Learning Coalition Evaluation. Chapin Hall researchers developed a multicomponent evaluation to assess both the Early Learning Coalition and the parenting program. Each component was designed to provide BPI with necessary information to gauge if the Initiative is being implemented as designed and if initial outcomes are sufficiently robust to support long-term, sustainable changes in the community. All data collection activities were conducted between August 2014 and February 2018. Findings revealed the following: (1) The parenting program is an essential support for families with young children in the community and should be maintained; and (2) The Early Learning Coalition is a critical strategy to bring service providers together to focus on ways to positively impact the first eight years of children's lives in the Altgeld-Riverdale community. Findings and recommendations in this report can help Coalition members and BPI prepare for the future of the Coalition's innovative efforts in this community. [Funding for this study was provided by BPI.] ED602985 Altgeld-Riverdale Early Learning Initiative Evaluation Final Report Chapin Hall at the University of Chicago 2018-04-00 142 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://www.chapinhall.org/wp-content/uploads/FINAL-Altgeld-Riverdale-Early-Learning-Initiative-Final-Evaluation-Report-April-2018.pdf 2020 -1 ERIC APR2020

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No Educational Technology Technology Uses in Education Technology Integration Internet Web Sites Game Based Learning Access to Computers Social Networks Mentors Grade 9 Females Success Engineering Career Awareness Online Courses Self Evaluation (Individuals) English (Second Language) Second Language Instruction Speech Skills Writing Skills Instructional Design Cultural Differences Telecommunications Handheld Devices Collaborative Writing Encyclopedias Electronic Publishing Information Literacy Science Education Inquiry Decision Making Foreign Countries Motivation Computer Games Herrington, Jan, Ed. Viteli, Jarmo, Ed. Leikmaa, Marianna, Ed. Collected Works - Proceedings Africa Europe Turkey Association for the Advancement of Computing in Education English Grade 9 High Schools Junior High Schools Middle Schools Secondary Education The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. &quot;EdMedia 2014: World Conference on Educational Multimedia &amp; Technology&quot; took place in Tampere, Finland from June 23-26, 2014. The following award papers were presented at the conference: (1) Designing a Web-Portal Supporting the Social Inclusion of a Specific User Group. A Case Study of the LITERACY-Portal (Dominik Hagelkruys and Renate Motschnig); (2) Using a Game-Based Approach to Design a Rich Media Learning Environment (Min Liu, Jason Rosenblum, Lucas Horton, and Jina Kang); (3) Design and Implementation of Strategies and Artifacts to Support Ubiquitous Computing in and outside the Classroom: A Reflective Case Study (Alan Amory); (4) Using Social Networking to Mentor 9th-grade Girls for Academic Success and Engineering Career Awareness (Patricia Carlson); (5) Case Study of an Online English Language Course That Emphasizes Self-Assessment of Speaking and Writing (Goh Kawai and Akio Ohnishi); (6) Pedagogical Design and Pedagogical Usability of Web-based Learning Environments: Comparative Cultural Implications between Africa and Europe (Adewunmi Ogunbase); (7) Evaluating the Nature Tour Mobile Learning Application (Jenni Rikala); (8) Guiding Students in Collaborative Writing of Wikipedia Articles -- How to Get Beyond the Black Box Practice in Information Literacy Instruction? (Eero Sormunen and Tuulikki Alamettälä); (9) Development of a Gaming Instructional Material and Design Framework for &quot;Exploration Activities&quot; in Science (Hodaka Taguchi and Toshiki Matsuda); (10) Serious Game Gademavo: How to Enhance Students' Ability in Taking Decisions in a Complex World (Anne-Dominique Salamin); and (11) Gaming Motivations and Characteristics of Turkish MMOFPS Players (Muhterem Dindar and Yavuz Akbulut). ED602986 EdMedia 2014: World Conference on Educational Media &amp; Technology (Tampere, Finland, June 23-26, 2014) Association for the Advancement of Computing in Education 2014-00-00 978-1-9397-9708-7 Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org T http://www.editlib.org/j/eDMeDIa/v/2014/n/1/ 2020 -1 ERIC APR2020

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Yes Teaching (Occupation) Preservice Teachers Career Choice Foreign Countries Young Adults Females Test Validity Test Reliability Religious Factors Social Values Teaching Experience Motivation Job Security Suryani, Anne Watt, Helen M. G. Richardson, Paul W. Speeches/Meeting Papers Reports - Research Indonesia (Jakarta) English Higher Education Postsecondary Education The paper examines future teachers' motivations for choosing a teaching career and their perceptions about the profession in the Indonesian context. Data were obtained from 802 fourth-year undergraduate teacher education students at two public and two private universities in Jakarta and Yogyakarta, Indonesia. The mean age of participants was 21.61 years (SD=2.31), consisting of mainly women (83.16 %). Following translations and piloting, participants completed a paper-based questionnaire adapted from the Factor Influencing Teaching Choice (FIT-Choice; Watt &amp; Richardson, 2007) with factors added to adjust to the Indonesian setting: &quot;religion influences,&quot; &quot;second job (time for casual work),&quot; &quot;tuition fee for teacher education (cheaper),&quot; &quot;admission into teacher education (less competitive),&quot; &quot;time for teacher education studies (shorter)&quot; and &quot;media dissuasion,&quot; and Professional Engagement and Career Development Aspiration scales (PECDA; Watt &amp; Richardson, 2008); and the Religious Commitment Inventory-10 (RCI-10; Worthington Jr., et. al., 2003). The translated Indonesian adaptation of the instruments was valid and reliable. &quot;Social utility value&quot; was rated high; &quot;make social contribution,&quot; &quot;prior teaching and learning experiences,&quot; &quot;work with children/adolescents,&quot; &quot;intrinsic career value&quot; and &quot;religion influences&quot; were the main reasons for choosing a teaching career, followed by job security and &quot;second job&quot;. Teaching was perceived as a highly expert career, with high social status, and salary was rated above the midpoint. The findings significantly contribute to the international literature on choosing a teaching career, adding to the comparisons of previous FIT-Choice studies in Australia, the United States, the Netherlands, Germany, Norway, Croatia, Switzerland, Turkey, and China. ED603298 Teaching as a Career: Perspectives of Indonesian Future Teachers Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 17 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Technology Uses in Education Learning Processes Memory Cognitive Psychology Cultural Capital Woolcott, Geoff Speeches/Meeting Papers Reports - Evaluative English This paper examines technology and its place in modern education in the context of human cultural accumulation processes, where memories, formed as a result of the interaction of novel information with long-term memory, may be stored externally and also transmitted across generations. The learning of technology, considered in a broad sense as environmental manipulation, is tied to cultural accumulation processes and historical practice, but the application of technology across knowledge domains reflects its use prior to the development of subjects as taught in modern educational institutions. Although the use and effectiveness of technology in education is an important issue for the modern teacher, there is little in the way of effective scientific frameworks that allow the modern teacher to compare educational approaches and their effectiveness in teaching practice, and much less in the way of frameworks that can, in turn, be applied to assessing the use and effectiveness of technology. This paper explores the development of such a framework, based in a little-used view of information and suggests how this framework may be used to examine the role of technology in human learning and memory and to examine its intersection with education and teaching. ED603299 Technology and Education: A Broad Perspective Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Early Childhood Teachers Apprenticeships State Programs Teacher Education Programs Student Characteristics Program Effectiveness Early Childhood Education Student Attitudes Employer Attitudes Professional Identity Faculty Mobility Well Being Barriers Educational Change Teaching Skills Teacher Characteristics Copeman Petig, Abby Chávez, Raúl Austin, Lea J. E. Reports - Research California University of California, Berkeley. Center for the Study of Child Care Employment English Early Childhood Education Adult Education A number of apprenticeship programs, collectively referred to as the Service Employees International Union (SEIU) Early Educator Apprenticeships, have recently been undertaken in California. The programs were supported by two California Apprenticeship Initiative grants, four Workforce Accelerator Fund grants, and in-kind donations from individual program sponsors. The program sponsors contracted with local institutions of higher education to offer special courses targeted toward current early educators and individuals new to the ECE field, and provided apprentices with stipends or wage increases associated with meeting certain criteria. All apprentices across programs received a set of academic and professional supports throughout their participation in the programs, including ongoing coaching and mentoring, tutoring, individual advising, and courses located in community settings. Apprentices also received financial assistance for Child Development Permit application fees, participated in no-cost college courses, and received textbooks and laptops used in their coursework. The Center for the Study of Child Care Employment (CSCCE) employed a mixed-methods approach to evaluate the apprenticeship program. The data collection took place between January and April, 2019. The evaluation consisted of online surveys of previous and active apprentices; focus group discussions with active apprentices; and interviews and focus group discussions with key program informants. The evaluation sought to answer these research questions: (1) Who has participated/is participating in these programs; (2) What impact(s) do participants perceive as a result of their participation in the program; (3) What impact do sponsors/employers perceive as a result of their implementation of these programs; (4) What elements/aspects of the program were most beneficial to participants, employers, and families; (5) What challenges did participants face in participating in the apprenticeship program; and (6) What challenges did employers/sponsors face in implementing the apprenticeship program? The evaluation findings add to the growing evidence that apprenticeship programs present a promising approach to improving the knowledge, skills, and professional identity of early educators. The evaluation revealed the numerous ways in which the strategies employed by the apprenticeship programs--namely access supports like paying for the cost of education and holding classes in community-based locations, academic supports, and peer supports--removed barriers and supported success. Apprentices participating in this evaluation benefited from flexible course scheduling to coordinate with their work and family commitments, support from dedicated staff to ease the transition into college coursework and expectations, and a network of other early educators similarly committed to advancing their credentials and working together to improve their practice with children and families. Further, the apprentices reported gains in their knowledge and enhancements to their practices. [For the main report, see ED602988. The California SEIU Early Educator Apprenticeship Program evaluation is a project of the Service Employees International Union Education and Support Fund (ESF) with grant funding from the California Apprenticeship Initiative and Workforce Accelerator Fund.] ED602987 Strengthening the Knowledge, Skills, and Professional Identity of Early Educators: The Impact of the California SEIU Early Educator Apprenticeship Program. Executive Summary Center for the Study of Child Care Employment 2019-00-00 6 Center for the Study of Child Care Employment. Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way #5555, Berkeley, CA 94720. Tel: 510-643-7091; Web site: https://cscce.berkeley.edu/ N/A 2020 -1 ERIC APR2020

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Yes Early Childhood Teachers Apprenticeships State Programs Teacher Education Programs Student Characteristics Program Effectiveness Early Childhood Education Student Attitudes Employer Attitudes Professional Identity Faculty Mobility Well Being Barriers Educational Change Teacher Employment Educational Attainment Income Teaching Skills Teacher Characteristics Copeman Petig, Abby Chávez, Raúl Austin, Lea J. E. Reports - Research California University of California, Berkeley. Center for the Study of Child Care Employment English Early Childhood Education Adult Education Educational expectations are rising across the field of early childhood care and education (ECE) as a growing body of research demonstrates the critical importance of early educator knowledge and skills in promoting children's development and learning. Many ECE professionals eager to advance in their careers do not pursue further education because of barriers. In 2019, the Center for the Study of Child Care Employment (CSCCE) conducted an evaluation of the Service Employees International Union (SEIU) Early Educator Apprenticeship Programs. The evaluation aimed to identify the benefits and challenges experienced by the participants and their workplaces and to inform the next iteration of these and other emerging ECE apprenticeship programs. A mixed-method approach was used to evaluate the apprenticeship program. This methodology included online surveys sent to all previous and current apprentices; interviews and focus group discussions with key program informants; and focus group discussions with current apprentices. Evaluators also reviewed administrative data about the programs and participants, including demographic information, the number of permits earned, and so forth. CSCCE sought to answer the following questions: (1) What are the demographics of those who have or are currently participating in these programs; (2) What impact(s) do participants perceive as a result of their participation in the program; (3) What impact(s) do sponsors/employers perceive as a result of their implementation of these programs; (4) What elements/aspects of these programs were most beneficial to participants, employers, and families; (5) What challenges did participants face in participating in the apprenticeship program; and (6) What challenges did employers/sponsors face in implementing the apprenticeship program? Fifteen themes emerged from the interviews and focus group discussions with apprentices and stakeholders regarding the programs' impacts. The vast majority of apprentices completing the online survey indicated that the apprenticeship programs in which they participated were helpful in enhancing their knowledge, skills, and practice related to early childhood education. Apprentices completing the survey identified areas of their classroom practice that the program helped improve, including engaging families in classroom, program, or school activities; integrating curriculum; and observing, assessing, and documenting to inform their teaching and children's learning. [For the executive summary, see ED602987. The California SEIU Early Educator Apprenticeship Program evaluation is a project of the Service Employees International Union Education and Support Fund (ESF) with grant funding from the California Apprenticeship Initiative and Workforce Accelerator Fund.] ED602988 Strengthening the Knowledge, Skills, and Professional Identity of Early Educators: The Impact of the California SEIU Early Educator Apprenticeship Program Center for the Study of Child Care Employment 2019-00-00 47 Center for the Study of Child Care Employment. Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way #5555, Berkeley, CA 94720. Tel: 510-643-7091; Web site: https://cscce.berkeley.edu/ N/A 2020 -1 ERIC APR2020

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Yes Refugees High School Students Foreign Countries Student Experience Peer Influence Self Concept Behavior Standards Social Behavior Adolescents Sense of Community English (Second Language) Racial Discrimination Social Environment Differences Bullying Smith, Casey Halbert, Kelsey Speeches/Meeting Papers Reports - Research Australia Somalia Kenya English High Schools Secondary Education Educational institutions in Australia face complex challenges in providing inclusive learning experiences for a growing number of North African refugee students. This paper explores the school experiences of five North African refugee students who volunteered to participate in semi-structured interviews in 2012. A qualitative intrinsic case study approach was employed to investigate participant experiences with their Australian peers. This included peer influence on defining social norms and the articulation of race, religion and social differences. Foucault's theories of discourse, the subject, disciplinary practices and normalisation, have been utilised as tools to drive the exploration of students' experiences. Participants encountered 'difference' in the Australian schooling context that affected their ability to connect to the social discourse and the disciplinary systems of school. Participants indicated that their knowledge of themselves, and others, had developed from a point of 'difference' and isolation, to ways of 'seeing' the characteristics of the 'Australian' student and the diversity within their 'white' peers and teachers. Exploring this discursive negotiation illuminates the taken-for-granted ways these students come to know the role of student, friend and school in facilitating membership and belonging. ED603300 &quot;They Look Like Paper&quot;: Refugee Students Experiencing and Constructing &apos;the Social&apos; at a Queensland High School Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Video Technology Recall (Psychology) Reflection Decision Making Personal Autonomy Foreign Countries Teacher Attitudes English (Second Language) College Faculty Teaching Methods Interviews Nguyen, Nga Thanh McFadden, Amanda Tangen, Donna Beutel, Denise Speeches/Meeting Papers Reports - Research Vietnam English Higher Education Postsecondary Education Video stimulated recall interviewing is a research technique in which subjects view a video sequence of their behaviour and are then invited to reflect on their decision-making processes during the videoed event. Despite its popularity, this technique raises methodological issues for researchers, particularly novice researchers in education. The paper reports that while stimulated recall is a valuable technique for investigating decision making processes in relation to specific events, it is not a technique that lends itself as a universal technique for research. This paper recounts one study in educational research where stimulated recall interview was used successfully as a useful tool for collecting data with an adapted version of SRI procedure. ED603301 Video-Stimulated Recall Interviews in Qualitative Research Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Case Studies Foreign Countries Educational Experience School Choice High School Students Student Characteristics Student Attitudes Parents Occupations Educational Attitudes Occupational Aspiration Decision Making English Native Language English (Second Language) Second Language Learning Student Behavior Public Schools Private Schools Galliott, Natal'ya Graham, Linda J. Sweller, Naomi Speeches/Meeting Papers Reports - Research Australia English Secondary Education High Schools This paper reports findings from an empirical study examining the influence of student background and educational experiences on the development of career choice capability. Secondary school students attending years 9-12 (N = 706) in New South Wales (NSW), Australia, were invited to participate in an online survey that sought to examine factors influencing their career choices. The survey included questions relating to student demographics, parental occupation, attitudes to school and to learning, student aspirations, and students' knowledge of the further education or skills required to achieve their desired goal. We found no significant differences in the proportions of students who were &quot;uncertain&quot; of their future career aspirations with respect to their socio-educational background. There were, however, significantly more students struggling with career decision making from an English-speaking background in comparison to households where children spoke a language other than English. Those students were proportionally present in government and non-government schools and had some behavioural and attitudinal characteristics in common. ED603302 Who Struggles Most in Making a Career Choice and Why? Findings from a Cross-Sectional Survey of High-School Students Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Accountability Racial Bias Racial Differences Loan Repayment Student Financial Aid College Students Risk Management Black Colleges Educational Policy Grants Need Analysis (Student Financial Aid) Hillman, Nicholas Reports - Research University of California, Los Angeles. Civil Rights Project / Proyecto Derechos Civiles English Higher Education Postsecondary Education Since both colleges and students have very different resources and starting points, good policy should strengthen the ability of campuses and students to succeed and not punish them for taking important chances despite limited resources and greater challenges. Policymakers are interested in using student loan repayment rates as an accountability metric for colleges. But applying an overly simplistic accountability metric that fails to account for these differences is likely to reinforce existing inequalities. Using College Scorecard data, this paper finds federal risk-sharing policies based on loan repayment rates -- even if well-intended -- are likely to reinforce racial and economic inequality. High repayment rate colleges disproportionately enroll white students and those whose average family income is nearly four times larger than the low repayment rate colleges ($87,350 versus $18,790, respectively). Three in four of the nation's lowest repayment rate colleges are for-profit institutions. Approximately one in three Historically Black College and Universities (HBCUs) and Predominantly Black Institutions (PBIs) are in the group of colleges with the lowest repayment rates. Colleges charging high net price, and those where large shares of students borrow or are first-generation, have lower repayment rates. The paper offers policy alternatives that would promote equity-based accountability through very different policy instruments including: (1) performance development grants; (2) need-based aid for colleges; (3) comprehensive repayment outreach; and (4) technical assistance labs. ED602989 How Accountability Can Increase Racial Inequality: The Case of Federal Risk-Sharing Civil Rights Project - Proyecto Derechos Civiles 2019-01-00 27 Civil Rights Project / Proyecto Derechos Civiles. 8370 Math Sciences, P.O. Box 951521, Los Angeles, CA 90095-1521. Tel: 310-267-5562; Fax: 310-206-6293; e-mail: crp@ucla.edu; Web site: http://www.civilrightsproject.ucla.edu N/A 2020 -1 ERIC APR2020

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Yes Academic Advising Community Colleges Educational Technology Educational Change Two Year College Students College Students Colleges Technology Uses in Education Environmental Influences Social Influences Political Influences Economic Factors Cultural Influences Educational Environment Interpersonal Relationship State Policy National Organizations Educational Resources School Policy Klempin, Serena Pellegrino, Lauren Reports - Research Columbia University, Community College Research Center English Higher Education Postsecondary Education Two Year Colleges Academic advising plays a critical role in student engagement and persistence at community colleges, and colleges are increasingly adopting advising technologies to increase their capacity to support students. However, much remains unknown about the process of planning for and implementing technology-mediated advising redesigns. To explore these reforms' complex dynamics, we adapted Urie Bronfenbrenner's ecological systems theory of human development, conceiving of the student advising experience as embedded in three interrelated contexts: the external environment (the political, economic, and cultural environment outside the institution), the institutional environment (where changes in practice are implemented), and the interpersonal environment (where advising interactions occur). Using interview data collected from a diverse group of stakeholders at two community colleges and two broad-access four-year institutions, we identified several dynamics that have implications for practitioners, funders, and policymakers looking to enact technology-mediated advising reforms. External dynamics included involvement in national college completion organizations and initiatives, state policies related to college completion, and state and local economic conditions. Institutional dynamics included resource constraints, the degree to which advising policies and procedures were centralized, and approaches to managing institutional change. Finally, interpersonal dynamics included individual advising approaches, advising capacity, and reactions to technology. ED602990 A Complex Ecosystem: A Qualitative Investigation into Dynamics Affecting the Implementation of College Advising Redesigns. CCRC Working Paper No. 117 Community College Research Center, Teachers College, Columbia University 2020-01-00 Bill and Melinda Gates Foundation 64 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 2020 -1 As Provided APR2020

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Yes Foreign Countries Parenting Styles Learning Motivation Independent Study Learning Strategies Undergraduate Students Parent Influence Measures (Individuals) Structural Equation Models Path Analysis Leung, Man-Tak Lee, Wing-Shan Speeches/Meeting Papers Reports - Research Hong Kong Academic Motivation Scale English Higher Education Postsecondary Education Present study, was conducted to explore the impact of parenting on self-regulated learning with mediating effect for learning motivation. The sample of the study consisted of 210 students which was conveniently sampled from universities in Hong Kong. Designed Questionnaire was used to collect the data. Confirmatory factor analysis was conducted to evaluate the construct validity of the questionnaires, whereas reliability was indicated by Cronbach's alpha. Path analysis and structural equation modeling was conducted as well to investigate the relationship between parenting styles, learning motivation and self-regulated learning of the samples, and also examine the mediating effect of learning motivation. It is found that parenting styles are significantly associated with learning motivation, while learning motivation are significantly associated with self-regulated learning. There is an indirect effect of parenting styles on students' self-regulated learning through learning motivation. Results of structure equation modeling reveal that the proposed model fit the data well: X[superscript 2](168) = 466.90, X[superscript 2]/df =2.78, RMSEA = 0.09, CFI = 0.91, GFI = 0.83. And permissive and &quot;Guan&quot; parenting showed an obvious impact on learning motivation and in turn affect student's self-regulated learning. Since the study was adopted in Hong Kong only, it may have limitation in generalization of result to Asian Countries, and be less effective for external validation. The main contribution for the present study, however, attempts to confirm the conformation of Hong Kong parenting styles as a cosmopolitan city and its association with learning motivation and self-regulated learning, and such relationship may not have been examined before. It also provides practical implications to Hong Kong parents to fully aware the importance of complex structural relationships among learning strategies among parenting, learning motivation and self-regulated learning, such that children could be implemented to enhance self-regulated learning behaviors and academic performance. ED603303 The Structural Model of Parenting Styles as Antecedent on Learning Motivation and Self-Regulated Learning for Undergraduates in Hong Kong Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 22 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes School Libraries Elementary School Students Secondary School Students Foreign Countries Educational Facilities Design Space Utilization Physical Environment Student Participation Childrens Attitudes Imagination Bland, Derek Hughes, Hilary Willis, Jill Burns, Raylee Elliott Speeches/Meeting Papers Reports - Research Australia English Elementary Education Secondary Education The Federal Government's recent Building the Education Revolution program resulted in, among other features, the creation of over 600 new school libraries in Queensland alone. This paper reports on a component of a research project carried out with students in six primary schools and one secondary school that benefitted from the program, investigating the influences of these new physical environments on learning and teaching. In particular, this paper discusses one missing voice from the design process--that of the students who would be key users of the newly-created spaces in those schools. While opportunities for real involvement in design were minimal for most potential users of the new spaces, students' imagined possibilities for school libraries, as submitted to the research project, suggest that students could have contributed different perspectives to enhance learning engagement through imaginative design elements. The findings of the project have relevance for teachers and teacher librarians in reconsidering the ways in which the new learning spaces are used as well as informing school designers in planning engaging school facilities. The findings may be extrapolated to the design and planning of general classrooms and other learning environments. ED603304 Reimagining School Libraries: Children&apos;s Perspectives and New Opportunities Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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Yes Indigenous Populations Foreign Countries Cultural Awareness Experiential Learning Online Courses Workshops Indigenous Knowledge Culturally Relevant Education Community Involvement Program Development Higher Education Riley, Lynette Howard-Wagner, Deirdre Mooney, Janet Kutay, Cat Speeches/Meeting Papers Reports - Research Australia English Higher Education Postsecondary Education This paper is an account of Aboriginal community engagement in relation to the design and development of a Project being undertaken through an Office for Learning and Teaching (OLT) grant to develop Indigenous Online Cultural Teaching &amp; Sharing (Kinship On-line Project), which is an on-line cultural education workshop based around Aboriginal Kinship systems used in Australia. The Project is built on an existing face-to-face interactive presentation based on the theme of Australian Aboriginal Kinship systems developed by Lynette Riley. The on-line cultural education workshop is being designed as an experiential learning environment for two reasons. Firstly, there is a long denial of Aboriginal knowledges and their importance in contemporary Australia. Secondly, the experiential format is used in Aboriginal learning and is therefore an appropriate way of conveying these knowledge systems. The Project reflects where possible Aboriginal knowledge sharing processes, bringing this into mainstream teaching of humanities and social science related to subjects, such as sociology, law, education and social work. Aboriginal knowledge sharing has been adapted to this experiential learning environment via software design. The paper outlines the community engagement process for the Kinship On-line Project in the context of Indigenous methodological, epistemological and ethical considerations by juxtaposing Indigenous and western ways of teaching and research and exploring in greater detail the differences between them. ED603305 The Kinship On-Line Project and Aboriginal Community Engagement Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 17 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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No World History Case Studies Advanced Placement Programs Global Approach Citizenship Teaching Methods History Instruction Empathy Thinking Skills High School Students Student Attitudes Attitude Change Perspective Taking Outcomes of Education Ryter, Di Speeches/Meeting Papers Reports - Research ISSN- English High Schools Secondary Education World history has become increasingly important and often a required course for students in the United States. This case study provided detailed descriptions of International Baccalaureate History students' display of historical understandings, academic humility, and global citizenship. Findings of this study have implications for pedagogical and curricular approaches to teaching world history through multiple perspectives. ED603306 Academic Humility and Global Citizenship: International Baccalaureate Students&apos; Historical Understanding AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 50 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 2020 -1 As Provided APR2020

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Yes Public Education Futures (of Society) Leadership Effectiveness Barriers Leadership Styles Higher Education Financial Support Foreign Countries Educational Change Enrollment Trends Educational Finance Transformational Leadership Decision Making Universities Expenditures Women Administrators Gender Differences College Administration Odhiambo, George O. Speeches/Meeting Papers Reports - Evaluative Kenya English Higher Education Postsecondary Education This paper discusses some of the key challenges and points of tension pertaining to leadership in higher education in Kenya. Effective leadership approaches are discussed including the context of why effective leadership is more important in Kenyan public higher education now than ever. The paper considers whether recent changes in higher education in Kenya--notably the increase in student populations; rapid increase in the number of public higher education institutions; major changes in the labour market and the steady reduction in the funding of public higher education institutions-pose fundamental challenges for the pattern of leadership and management in the institutions. Given the complex context within which higher education leaders in Kenya now work and the challenges posed by these recent changes, this paper reviews what might constitute effective leadership practices within the higher education context. The paper argues that public higher education institutions in Kenya need to develop new models of leadership to make sense of the highly complex political, economic and cultural landscapes of the modern world in general and Kenyan society in particular. In addition, the paper suggests that Adair's (1973) Action Centered dimensions of leadership could be applicable and that transformational leadership with its emphasis on distributed leadership styles and collegial decision making may offer such model. ED603307 The Future of Public Higher Education Leadership Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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No Metropolitan Areas Socioeconomic Status Income School Segregation School Desegregation Neighborhoods School Districts Poverty Elementary Schools Middle Schools High Schools Racial Segregation Taylor, Kendra Frankenberg, Erica Speeches/Meeting Papers Reports - Research Alabama ISSN- English Elementary Education Junior High Schools Middle Schools Secondary Education High Schools Political boundaries have historically been used to both segregate and integrate populations by social characteristics. Researchers have investigated the concentration of poverty, yet less attention has been given to the concentration of affluence, despite growing income segregation of the affluent from middle and low-income households. While the concentration of affluence may seem benign comparatively, there is reason to investigate processes of the concentration of affluence in the education context. Affluent and white enclave schools within diverse districts, through various mechanisms, have been shown to contribute to destabilizing desegregation. This study examines political boundaries and the concentration of affluence in two diverse metropolitan school districts through spatial analysis and an aspatial segregation index, exploring the link between boundaries and segregation processes. ED603311 Concentrated Affluence, Segregation, and Boundaries in the Metropolitan South AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No Foreign Countries Citizenship Inclusion Teacher Educators Indigenous Populations Refugees Immigrants Beginning Teachers Teacher Attitudes Identification (Psychology) Pruyn, Marc Cary, Lisa Speeches/Meeting Papers Reports - Research Australia ISSN- English Higher Education Postsecondary Education A goal of the citizenship component of our national curriculum in Australia posits that we ought to nurture our &quot;common bonds&quot; in order to further &quot;social cohesion&quot;; even as we recognize and celebrate our differences. However, we attempting this within complex and challenging regional and international contexts. With racial vilification; debates and protests around immigration policies; political and religious extremism; nationalistic resurgences; international military engagements; and, mainstream political debate around possible revocation of citizenship, a careful examination of these bonds, and how to nurture them, is very needed. We are attempting to examine democratic citizenship in our context by focusing on the question: &quot;What, indeed, does it mean to 'be an Australian' and a 'citizen' in these times?&quot; ED603312 &quot;Citizenship&quot; in Troubling Times: Belonging, Exclusion, and Self-Determination 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 2020 -1 As Provided APR2020

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No Disproportionate Representation Access to Education Teaching Methods Service Learning Program Effectiveness Undergraduate Students Grade Point Average Academic Persistence Graduation Minority Group Students Correlation Success Predictor Variables At Risk Students Low Income Students First Generation College Students Song, Wei Lopez, Isabel Furco, Andrew Maruyama, Geoffrey M. Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Underrepresented students have been identified as being less likely to attain a college degree than their majority counterparts. Experiential pedagogies, specifically service-learning (SL), offer students an opportunity to engage in community work and improve skills that might contribute to their educational success in college. The present study aimed to investigate the impact of SL courses on students' academic outcomes (fourth-year cumulative GPA) and persistence in college (fourth-year cumulative units earned, retention, and graduation), with a focus measuring service-learning's impact on underrepresented students. Results showed that SL participation university-wide was positively related to underrepresented students' cumulative GPA, retention, and graduation, but was not related to units earned. Relations of SL with academic outcomes, however, were not consistent across colleges. In some colleges, SL had negative relations with underrepresented students' academic outcomes and persistence. This finding suggests that higher education institutions should identify potential obstacles in particular SL courses that limit underrepresented students' capacity to optimize educational outcomes. Overall, this study provides additional empirical evidence regarding the potential educational benefits and limitations of SL for underrepresented and non-underrepresented students. ED603313 An Examination of the Impact of Service-Learning on Underrepresented College Students&apos; Academic Outcomes AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 Department of Education (ED) 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 2020 -1 As Provided APR2020 P116140033

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No Graduate Students Preservice Teachers Reading Processes Reading Skills Listening Skills Reading Assignments Critical Reading Reflection Empathy Hall, Maureen Patricia Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education This case study involved a deep reading intervention, creating a way to bridge theories of contemplative practice and mindfulness into classroom practice. Participants were graduate students enrolled in Reading Literacy and Content Methods, a capstone course for teacher licensure before their practicums. The students were led through a deep reading intervention comprised of an eight-week daily deep reading practice. Each week, students would practice deep reading processes in class such as secularized Lectio Divina, deep listening and deep listening. Then, students independently engaged in a singular practice of deep reading on the assigned course material, picking one or two paragraphs on which to focus and reflect on daily. Using a Deep Reading Reflective Online Journal, students provided reflections on their experiences with deep reading, along with their insights into their own learning processes. The assigned reading materials for the deep reading practice included research articles from neuroscience, education, and psychology, as well as poetry and fiction. These reading assignments all held relevance to the larger topic of holistic education and were tied to course objectives in terms of understanding reading and reading processes. As Birkerts (1994) pointed out, deep reading is the slowed and intentional reading of material with reflection on how it relates to the self and others. Foundational skills for developing as a productive member of society and as a learner are developed through this practice of deep reading (e.g., Kidd &amp; Castano, 2013), and these skills are further developed through both individual and group activities such as deep listening and deep dialogue. Deep reading teaches human beings how best to create a narrative self, and, when coupled with focused conversation, how best to create a community for learning -a &quot;new neighborhood&quot; (Waxler &amp; Hall, 2011) where students and teachers can negotiate meaning together. Qualitative findings distilled in the students' online journals evidenced a development of understanding of others' experiences, compassion, and feelings of community with one another. The daily reflection enabled the students to come to class already knowing their own insights into the reading and the experience. This allowed them to engage in deep listening to others by allocating their attention to what was being said, rather than preparing a response to what was being said. Deep reading requires human beings to call upon and develop attentional skills to be thoughtful, fully aware, and to participate in a democratic society. The creation of community is needed more than ever in our society, and deep reading coupled with generative dialogue, holds promise for creating embodied spaces for teaching and learning and for the development of empathetic and engaged human beings to come together in community with one another and to deepen understanding of themselves and others. Deep reading, as an embodied practice, holds promise for learners to make meaning as whole persons immersed in the embodied nature of language. Deep reading, as other embodied contemplative practices, requires persons to go inside, to seek meaning, to know themselves, and to connect to others (Barbezat &amp; Bush, 2014). ED603314 Deep Reading: Knowing the Self and Understanding Others AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 33 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 2020 -1 As Provided APR2020

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No Educational Technology Democratic Values Risk Personal Autonomy Classroom Techniques Social Media Critical Thinking Transformative Learning Grade 10 High School Students Waghid, Yusef Waghid, Faiq Waghid, Zayd Speeches/Meeting Papers Reports - Research ISSN- English Grade 10 High Schools Secondary Education Too much is being made of educational technology often valorizing it as a savior of pedagogical relations. The reasoning is: If educational technology 'is used' in teacher training, then teachers possessing such capacities and skills could just be the panacea education systems require to respond to the challenges of learning, teaching, and management in the modern era. We are less optimistic if educational technology is perceived as an instrumental impetus for change in educational contexts. Consequently, our understanding and situatedness within educational technology (means) -- as opposed to using or applying educational technology -- is aimed at cultivating practices (ends) that open up possibilities for new ways of democratic action that include, rhizomatic thinking, deliberation and disruptive risk taking. ED603315 Cultivating Democratic Educational Technology within Pedagogical Encounters AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No Teacher Collaboration Culturally Relevant Education Language Usage Urban Schools Secondary School Teachers Second Language Learning Teacher Competencies Bilingual Students Hispanic American Students English Language Learners Program Effectiveness Transformative Learning Teamwork Professional Development Mentors Leadership Responsibility Teacher Leadership Inquiry Goal Orientation Feedback (Response) Dray, Barbara J. Brancard, Ruth Speeches/Meeting Papers Reports - Research ISSN- English Secondary Education Purpose: Findings from a multi-year project entitled, Teachers Working Together to develop and implement culturally and linguistically responsive practices (TWT-CLRP) conducted at a large urban 6-12 school that predominantly served Latino emerging bilingual learners will be shared. All teachers shifted practices and adopted an ethos that all teachers are language teachers. A school-wide model of collaborative professional learning that utilized collaborative inquiry will be shared. Theoretical Framework: In 2009, Lucas, Villegas, &amp; Freedson-Gonzales first conceptualized the tenets for linguistically responsive teacher education, later Lucas and Villegas (2011) further developed a Framework for Preparing Linguistically Responsive Teachers (LRT) and articulated the qualities of linguistically responsive teachers. Their work served as a roadmap in developing a schoolwide initiative entitled Teachers Working Together to develop and implement culturally and linguistically responsive practices (TWT-CLRP) in which ALL teachers from across the content areas in a 6-12 school that predominantly serves emergent bilinguals from Latino backgrounds was implemented. Yet, after the first year of its' implementation, we found minimal shifts in teacher practice (García, 2013). What was missing was closer attention to the practices of transformative learning (Mezirow, 2000; King, 2009; Drago-Severson, 2009) alongside the core competencies laid out by Lucas &amp; Villegas (2011). In her work with building administrators across the country, Drago-Severson (2009) has developed four pillars for supporting transformative learning in schoolwide professional learning: one - establishing teams, two - providing adults with leadership roles, three - engaging in collegial inquiry, and four- mentoring. Each of these features, guided the development of a new model for structuring the TWT-CLRP project because what we learned in year one of its' implementation is that process is equally if not more important than content (García, 2013). Drago-Severson (2009) further delineates the key elements of transformative professional learning to include: (a) allocating time, support, and parameters to focus on a specific task; (b) clarifying purpose and product of collaboration; (c) inviting team members to discuss work together; (d) establishing strategic, specific, measurable, attainable, results-oriented (SMART) goals that are time bound; (e) giving and learning from feedback that is relevant to practice; and (f) securing time for celebrating improvements by conveying that a difference is being made. Thus as we re-envisioned the implementation of the TWT-CLRP for years two and three of the project, we worked collaboratively with the administration and instructional coaches to design and implement the TWT-CLRP collaborative professional learning initiative by ratcheting up the infrastructure to support transformative learning of LRT practices across the content areas. Results &amp; Significance: In this paper we will discuss how these key features of transformative learning guided the re-envisioning of the TWT-CLRP collaborative professional learning initiative to support ALL teachers in becoming language teachers. Results from multiple data sources will be shared that demonstrated stronger adoption and implementation of LRT practices and above all that teachers across ALL content areas adopted an ethos that &quot;ALL teachers are language teachers.&quot; ED603316 ALL Teachers Are Language Teachers: Transforming Teachers&apos; Practices through Collaborative Professional 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) 2017-04-28 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 2020 -1 As Provided APR2020

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No Intervention Teaching Methods Visualization Thinking Skills Art Museums Primary Sources Imagination Learner Engagement Outcomes of Education Learning Activities Criticism Visual Literacy Preservice Teachers Art Teachers Student Attitudes Oliver, Kristi L. Speeches/Meeting Papers Reports - Research Massachusetts ISSN- English Higher Education Postsecondary Education Elementary Education Secondary Education &quot;It's not what you look at that matters, it's what you see.&quot; - Henry David Thoreau This study utilized an intervention of deep looking through implementation of Visual Thinking Strategies (VTS) using artwork and artifacts in area museums/galleries (Yenawine, 2014). Techniques for working with primary sources, objects, artifacts, artwork, and visual culture will be modeled (Feldman, 1970; 1992) Professors and teachers gained strategies for working with K-12 students and undergraduate and graduate students for analyzing artifacts and artwork for greater understanding and narrative construction. Rooted in inquiry, VTS allowed for sustained investigation of objects to generate discussion, imagination, the creation of narratives and increased student engagement (Church, Morrison, &amp; Ritchart, 2011). Easily aligned to the backwards design model for developing curriculum, essential and guiding questions were incorporated to create meaningful connections to intended student learning outcomes. Session participants were trained in strategies for assisting students with deep looking, stimulating class discussion about what they were observing, connecting these ideas with evidence, communicating effectively with others while considering alternate views, and using both reasoning and their imagination to construct a variety of interpretations. Strategies for choosing appropriate objects and artworks, linking learning activities to a variety of subject areas and concept and holding productive discussions were practiced by participants. Participants experienced a more formal process (Elkins, 1996) for analyzing of visual art. They learned to decode works of art and culture and thereby enhanced skills in visual literacy and communication. The steps for this analysis included: describing, analyzing, interpreting, exploring context, and judging/critique. Hands-on exploration and artwork was used to create a visual narrative of the artifact/object rooted in the information gathered using VTS and thinking strategies. Participants created a written narrative or poem that described the artwork/ artifact, the process involved with VTS, and their related experience. ED603317 Deep Seeing: Using Visual Thinking Strategies to Inspire Narratives AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No Mathematics Instruction Teaching Methods Video Games Middle School Students Instructional Design Guidelines Fractions Computer Games Williams-Pierce, Caroline Cassie-Marie Speeches/Meeting Papers Reports - Descriptive ISSN- English Junior High Schools Middle Schools Secondary Education In this proposal, I share a synthesized framework that incorporates mathematics education with game design principles. This framework was used to design a videogame that supported mathematical play with fractions, and I share excerpts of middle school students playing the game to validate the synthesized framework. ED603318 Designing Provocative Objects for Mathematical Play AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No Online Systems Program Development Program Implementation State Policy Educational Policy Student Evaluation Accountability Achievement Tests Academic Standards Educational Change Common Core State Standards Disclosure Access to Information Usability Efficiency Databases Web Sites Mathematics Education Science Achievement Elementary Secondary Education Blank, Rolf K. Speeches/Meeting Papers Reports - Research ISSN- English Elementary Secondary Education Objectives: A team of education researchers is leading a three-year project to develop and implement an online system for reporting and research on state student assessment policies across all states (Indicator 12). Theoretical Framework In the past five years as more rigorous standards have been adopted by many states, a key issue for state policy-makers is how to support an assessment system that is consistent with the standards, and will include assessment instruments that provide for reliable public accountability as well as information useful to teachers and leaders for guiding curriculum and instruction. Historically, content analyses of state achievement tests have yielded concerns about their academic rigor, as the items tend to assess lower-level cognitive skills (such as recall, recognition, and application of procedures) as opposed to higher-level cognitive skills (such as analysis, evaluation, and synthesis of ideas) (Darling-Hammond, et al., 2013; Resnick, et al., 2003). Even in the NCLB era, with its emphasis on accountability, researchers have found state tests generally assess lower-level cognitive skills. The lack of testing instruments and items assessing more advanced analysis and knowledge were one of the key drivers toward the policy reforms in state content standards and assessments, with the most prominent reform being the CCSS-M and NGSS. Methodology for Reporting System: A key issue for the design study was how to track states use of innovative features of the assessments being provided through the multi-state consortia-Smarter Balanced and PARCC, including performance tasks (with multiple steps and explanation of work), measuring student learning of content and math practices, use of adaptive testing, benchmark testing, and formative classroom assessment. A detailed list of the policy measures and system characteristics planned for the online reporting system was outlined in a Design Paper in 2015 and reviewed with advisers. A second key step in the methodology was engaging state education department leaders to participate in the project. Data and Analysis: In the 2015-16 school year, the state policies reporting system was implemented with 23 states participating. Key advantages of the online system are ease of access and completion for multiple respondents, maintaining an ongoing reporting function and updates, and greater efficiency in reporting, editing, and displaying information including access to a variety of users. The two tables at the end of the paper demonstrate two examples of measures and types of cross-state data on state policies that are being reported and disseminated from the project. Results of Research Included in the analysis and reporting on policies are indicators of content topics by grade and subject, levels of cognitive demand included across grades, grade-level progression of topics and analysis of types of assessment items. Scientific and Scholarly Importance: In succeeding years, the state policies online system and database will be used to measure change in policies. The system will provide state-by-state and national analyses and will be the primary source for track state policies on student assessments. A public website will provide access to annual reports, trends analysis, and information for requesting the database for users. ED603319 Developing and Implementing an Online System for Reporting State Assessment Policies in Mathematics and Science AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No Educational Theories Organizational Theories Psychological Patterns Emotional Experience Affective Behavior Power Structure Theory Practice Relationship Crawford, Megan James, Christopher R. Oplatka, Izhar Speeches/Meeting Papers Reports - Evaluative ISSN- English Educational institutions are places of affective intensity, and feelings and how they are expressed have significant implications for organising in those settings. However, research into role of affect in organising in schools and colleges has only recently caught the attention of education researchers. Consequently, affect does not have the central place in educational organisational theory it merits. We contend that educational organisational theory will be inappropriately limited if affect is not given a more central place, particularly in relation to organisational dynamics and the effect of affect on organising practices. However, giving it that more central place is challenging because researching affect in schools is highly problematic. In the paper, we explain the problematic nature of researching feelings and consider the nature of emotions. Through that analysis we reveal the conceptual complexity of emotions as an analytic construct, establish the role of feelings in in initiating actions and thereby establishing its link with power in organisational interactions. A central but complex and problematic role for feelings in educational organisational theory and practice is thus established. We go on to argue for an affective paradigm in educational organisational theory and practice, and consider the nature and value of emotion as an analytical construct. ED603320 Developing Educational Organizational Theory: This Time with Feelings AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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Yes Foreign Countries Graduate Students Doctoral Programs Student Attitudes Student Experience Graduate Study Educational Improvement Offices (Facilities) Supervision Social Isolation Boon, Helen J. Speeches/Meeting Papers Reports - Research Australia English Higher Education Postsecondary Education Established models of doctoral education in Australia are generally based on an apprenticeship model, where doctoral students learn from their advisors. However, these are slowly being reconsidered in light of low completion rates. This study investigated doctoral students' perceptions of their candidature by way of focus group interviews. The participants represented 17.9% of the doctoral students enrolled at a university. Three research questions constituted the interview schedule protocol: (1) What are some of the positives of your experience since you enrolled in the doctoral program? (2) What are some of the negatives of your experience since you enrolled in the doctoral program? and (3) What are some of your recommendations for the future? Content analysis was employed to analyse interview transcripts and generate themes arising from each research question. The frequency with which such themes were cited were categorised by their incidence across the 18 schools represented in the study and across the whole sample of students to assess their prevalence. Key themes most often generated related to: (1) Generic skill courses; (2) Personal office space; (3) Supervision; (4) Social and academic/research culture; and (5) Communications. Results are discussed in relation to the future of doctoral education in Australia in an increasingly globalised competitive education sector. ED603321 The Doctoral Experience: A Bit of a Curate&apos;s Egg Australian Association for Research in Education Paper presented at the Annual Meeting of the Australian Association for Research in Education (AARE) (Adelaide, Australia, 2013) 2013-00-00 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://www.aare.edu.au N/A 2020 -1 As Provided APR2020

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No Brain Teaching Methods Cognitive Ability Cognitive Processes Perceptual Development Motion Emotional Response Educational Environment Student Motivation Jensen, Eric McConchie, Liesl Books Guides - Classroom - Teacher English The more you know about the brains of your students, the better you can be at your profession. Brain-based teaching gives you the tools to boost cognitive functioning, decrease discipline issues, increase graduation rates, and foster the joy of learning. This innovative, new edition of the bestselling &quot;Brain-Based Learning&quot; by Eric Jensen and master teacher and trainer Liesl McConchie provides an up-to-date, evidence-based learning approach that reveals how the brain naturally learns best in school. Based on findings from neuroscience, biology, and psychology, you will find: (1) In-depth, relevant insights about the impact of relationships, the senses, movement, and emotions on learning; (2) Savvy strategies for creating a high-quality learning environment, complete with strategies for self-care; and (3) Teaching tools to motivate struggling students and help them succeed that can be implemented immediately. This rejuvenated classic with its easy-to-use format remains &quot;the&quot; guide to transforming your classroom into an academic, social, and emotional success story. ED603322 Brain-Based Learning: Teaching the Way Students Really Learn. Third Edition (Revised Edition) Corwin 2020-03-00 978-1-5443-6454-4 Teachers 240 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.sagepub.com/en-us/nam/brain-based-learning/book267771#description 2020 -1 As Provided APR2020

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No Teaching Methods Student Characteristics Mathematics Instruction Teacher Characteristics Self Efficacy Elementary Education Learning Activities Educational Resources Instructional Design Kobett, Beth McCord Karp, Karen S. Books Guides - Classroom - Teacher English Elementary Education We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students' misconceptions. But what if instead of focusing on what students don't know or haven't mastered, we identify their mathematical strengths and build next instructional steps on students' points of power? Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students' mathematics learning: identify teaching strengths, discover and leverage students' strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing: (1) Downloadable resources, activities, and tools; (2) Examples of student work within Grades K-6; and (3) Real teachers' notes and reflections for discussion. It's time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student's mathematical strengths by emphasizing what makes them each unique and powerful. ED603323 Strengths-Based Teaching and Learning in Mathematics: Five Teaching Turnarounds for Grades K-6. Corwin Mathematics Series Corwin 2020-03-00 978-1-5443-7493-2 Teachers 272 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.sagepub.com/en-us/nam/strengths-based-teaching-and-learning-in-mathematics/book268892 2020 -1 As Provided APR2020

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No Teaching Methods Brain Cognitive Processes Neurology Intelligence Metacognition Social Development Cognitive Development Affective Behavior Student Behavior Competence Interpersonal Relationship Academic Achievement Brain Hemisphere Functions Short Term Memory Wilson, Donna Conyers, Marcus Books Guides - Classroom - Teacher English This is the second edition of the seminal text designed to empower educators with an innovative and inspiring conceptual framework for effective teaching. This bestseller is grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice: neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition. Updated and expanded to include new sections on social and emotional learning, this edition offers a firm foundation for implementing current rigorous standards. The authors draw on their experience working with tens of thousands of educators worldwide to drive the book's focus on practical application. Essential ideas are reinforced through vignettes, examples, inspirational stories from teachers, strategies, reflective questions, and current research on how people learn. New for the Second Edition: (1) An exploration of how guiding students to develop social, emotional, cognitive, affective, and behavioral competencies can improve their personal relationships, peer and teacher interactions, and academic outcomes; (2) An examination of recent advances in understanding how brain plasticity extends over the life span, how working memory supports students to tackle more complex learning tasks, and how teaching students about growth mindsets can power learning; (3) A synthesis of the science behind the power of positivity, learning potential, metacognition, the social aspects of cognition, and the Body-Brain System for classroom and school applications; and (4) An expanded reference list with relevant new publications. [Foreword by Robert Calfee.] ED603324 Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice. Second Edition Teachers College Press 2020-04-10 978-0-8077-6377-3 Teachers 224 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/five-big-ideas-for-effective-teaching-9780807763766 2020 -1 As Provided APR2020

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No Social Justice Young Children Ethnic Studies Lesson Plans Student Projects Research Teacher Education Consciousness Raising Humanization Social Change Early Childhood Education Primary Education Diversity Learning Activities Whites Minority Groups Kindergarten Race Identification (Psychology) Gender Differences Sexual Identity Asian Americans Grade 1 Democracy Agarwal-Rangnath, Ruchi, Ed. Books Collected Works - General English Elementary Education Early Childhood Education Primary Education Kindergarten Grade 1 Bringing together an inspirational group of educators, this book provides key insights into what it means to implement social justice ideals with young children. Each chapter highlights a teacher's experience with a specific aspect of social justice and ethnic studies, including related research, projects and lesson plans, and implications for teacher education. The text engages readers in critical dialogue, drawing from works within ethnic studies to think deeply about ideals such as humanization, representation, and transformation. Finding ways to integrate acceptance of difference and social justice content into the primary grades is a complex and challenging endeavor. These teacher stories are ones of courage and commitment, inspiring the possibility of radical change. The book features: (1) Guidance for teachers who want to teach for social justice, including lesson plans and strategies; (2) Examples of what ethnic studies looks like in early childhood classrooms; (3) Dialogue questions to prompt critical thinking and professional conversation; (4) Windows into classrooms that foster valuing of self and respect for diversity of color, ethnicity, and gender; (5) Activities to tap into personal strengths and enrich teaching, including yoga and song; and (6) Connections to relevant research. Chapter in this volume include: (1) Introduction (Ruchi Agarwal-Rangnath); (2) Teaching to Heal, Healing to Teach: Ethnic Studies as a Healing Endeavor in and out of the Classroom (Farima Pour-Khorshid); (3) Creating Something Beautiful (Amalia Medina-Glover); (4) Little Children Have Big Hearts: Teaching for Equity and Justice in K-2 Classrooms (Cami Touloukian); (5) Mindfulness and Yoga (Ruby Vyas); (6) What It Means to Teach for Social Justice as a White Educator (Emily Starr Bean); (7) Ethnic Studies in a Transitional Kindergarten Classroom: Learning about Race and Identity (Vilma Serrano); (8) Exploring Gender (Dale Weiss); (9) Teaching Your Community (Roxanne Cano); (10) Changing the Narrative: Asian American Ethnic Studies in My 1st-Grade Classroom (Judy Yu); and (11) Creating a Democratic Classroom (Rosamund Looney). [Foreword by Patrick Camangian.] ED603325 Planting the Seeds of Equity: Ethnic Studies and Social Justice in the K-2 Classroom Teachers College Press 2020-03-13 978-0-8077-6359-9 Teachers 128 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/planting-the-seeds-of-equity-9780807763582 2020 -1 ERIC APR2020

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No Elementary Secondary Education Teaching Methods History Instruction United States History Social Studies Lesson Plans Educational Resources Indigenous Knowledge Indigenous Populations Social Bias Schmitke, Alison Sabzalian, Leilani Edmundson, Jeff Books Guides - Classroom - Teacher English Elementary Secondary Education The Lewis and Clark Corps of Discovery is often presented as an exciting adventure story of discovery, friendship, and patriotism. However, this same period in U.S. history can be understood quite differently when viewed through an anticolonial lens and the Doctrine of Discovery. How might educators critically interrogate the assumptions that underlie this adventure story through their teaching? This book challenges dominant narratives and packaged curriculum about Lewis and Clark to support more responsible social studies instruction. The authors provide a conceptual framework, ready-to-use lesson plans, and teaching resources to address oversimplified versions of the Lewis and Clark expedition. Indigenous perspectives, along with contemporary issues, are embedded in each lesson to encourage active and critical engagement with history and the legacies of conquest those living in what is now called the United States have inherited. Book features: (1) Offers a new look at social studies curriculum about the Corps of Discovery--and Manifest Destiny--through the Doctrine of Discovery; (2) Includes examples of how Indigenous peoples have long engaged in philosophical, legal, and political challenges to the principles of the Doctrine; (3) Provides social studies lesson plans for elementary and secondary classrooms; and (4) Offers useful curriculum materials to help teachers present a deeper examination of this topic. ED603326 Teaching Critically about Lewis and Clark: Challenging Dominant Narratives in K-12 Curriculum Teachers College Press 2020-04-03 978-0-8077-6371-1 Teachers 216 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/teaching-critically-about-lewis-and-clark-9780807763704 2020 -1 As Provided APR2020

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No Foreign Countries Educational Policy Educational Trends Trend Analysis Barriers Policy Analysis Employment Labor Market Vocational Education Strategic Planning Educational Development Labor Needs Enrollment Trends Achievement Tests Secondary School Students International Assessment Job Training Economic Factors Educational Finance Expenditures Population Distribution Poverty Elementary Secondary Education Preschool Education Higher Education Reports - Descriptive Azerbaijan Program for International Student Assessment European Training Foundation (ETF) (Italy) English Elementary Secondary Education Secondary Education Early Childhood Education Preschool Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Azerbaijan. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. ED603327 Azerbaijan: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/70A0886C718AB188C12580E6005261B8_Azerbaijan%202016.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Educational Policy Policy Analysis Educational Trends Trend Analysis Employment Job Training Vocational Education Labor Market Economic Factors Population Distribution Barriers Enrollment Trends Achievement Tests Secondary School Students International Assessment Educational Attainment Poverty Secondary Education Unemployment Expenditures Educational Finance Educational Development Elementary Secondary Education Preschool Education Strategic Planning Reports - Descriptive Algeria Program for International Student Assessment European Training Foundation (ETF) (Italy) English Secondary Education Elementary Secondary Education Early Childhood Education Preschool Education This paper provides an overview of key policy developments in education, training, and employment in Algeria. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy and institutional setting; and labour market and employment trends, challenges, policy and institutional setting. ED603328 Algeria: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/D6884B436866CDAAC12580E60052AACB_Algeria%202016.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Educational Policy Educational Trends Trend Analysis Barriers Policy Analysis Employment Labor Market Strategic Planning Educational Development Labor Needs Educational Attainment Achievement Tests International Assessment Secondary School Students Enrollment Trends Job Training Vocational Education Poverty Unemployment Economic Factors Population Distribution Reports - Descriptive Armenia Program for International Student Assessment European Training Foundation (ETF) (Italy) English Secondary Education This paper provides an overview of key policy developments in education, training, and employment in Armenia. The paper contains sections that review the country's key demographic and economic characteristics; education trends, challenges, policy and institutional setting; and labour market and employment trends, challenges, policy and institutional setting. ED603329 Armenia: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/BCD61E4C784BEEB1C12580E6005287D5_Armenia%202016.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Achievement Tests International Assessment Secondary School Students Educational Policy Educational Trends Trend Analysis Barriers Policy Analysis Employment Labor Market Strategic Planning Economic Factors Poverty Unemployment Educational Development Enrollment Trends Educational Attainment Job Training Vocational Education Labor Needs Population Distribution International Cooperation Higher Education Educational Cooperation Elementary Secondary Education Reports - Descriptive Belarus European Union Program for International Student Assessment European Training Foundation (ETF) (Italy) English Secondary Education Higher Education Postsecondary Education Elementary Secondary Education This report provides an overview of key policy developments in education, training, and employment in Belarus. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy and institutional setting; and labour market and employment trends, challenges, policy and institutional setting. ED603330 Belarus: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/7F5D62282C53860DC12580E600523ED0_Belarus%202016.pdf 2020 -1 ERIC APR2020

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No Foreign Countries International Assessment Achievement Tests Secondary School Students Educational Finance Expenditures Educational Policy Educational Trends Trend Analysis Policy Analysis Barriers Employment Unemployment Enrollment Trends Economic Factors Population Trends Educational Attainment Vocational Education Job Training Labor Market Labor Needs Poverty Educational Development Strategic Planning Technical Education Reports - Descriptive Egypt Program for International Student Assessment European Training Foundation (ETF) (Italy) English Secondary Education This report provides an overview of key policy developments in education, training, and employment in Egypt. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. ED603331 Egypt: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/D0CEE2F12BD31483C12580E6005211D2_Egypt%202016.pdf 2020 -1 ERIC APR2020

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No Instructional Materials Instructional Effectiveness Academic Standards Alignment (Education) Science Materials Evaluation Criteria Expertise Elementary Secondary Education Guidelines Science Education Bintz, Jody Gardner, April Lynn Mohan, Audrey Speeches/Meeting Papers Reports - Research Tests/Questionnaires ISSN- BSCS Science Learning English Elementary Secondary Education Instructional materials are an important resource in US classrooms. They represent the intersection of standards, subject matter knowledge and practice, and pedagogy. In light of the Framework for K-12 Science Education (National Research Council, 2012) and the subsequently released Next Generation Science Standards (Next Generation Science Standards [NGSS] Lead States, 2013), decision-makers need reliable information about the quality of instructional materials in science and the extent to which they embody the NGSS. This paper describes the development process and results of the &quot;Guidelines for the Evaluation of Science Instructional Materials.&quot; ED603332 Developing Guidelines for the Evaluation of Instructional Materials in Science AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 National Science Foundation (NSF) 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 2020 -1 As Provided APR2020 DGE1445675

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No Individualized Instruction Personality Traits Design Elementary School Students Middle School Students After School Programs Clubs Educational Environment Problem Based Learning Learning Motivation Toprani, Dhvani Ashok Yan, Shulong Borge, Marcela Speeches/Meeting Papers Reports - Research Pennsylvania ISSN- English Elementary Education Junior High Schools Middle Schools Secondary Education Recent trends in education have emphasized the importance of customizing education for learners (Collins and Halverson, 2009). The current paper aims to explore the effects of one factor that can play an important role in customizing education: curiosity (Luce and Hsi, 2015). We explore how students express curiosity within design learning environments. We analyze the data based on microanalysis of critial curiosity rich episodes within a design learning environment at an after-school club with K-8 students. Design based learning is less explored with younger children. The broader goal of this study is to contribute in the development of an effective learning-environment that capitalizes on the use of learner's curiosity for creating meaningful learning experiences. ED603333 Exploring the Expression of Curiosity in Design Learning Environments AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No Elementary School Science Time Management Science Instruction Time on Task Educational Indicators Science Activities Class Activities Extracurricular Activities Harty, Ardice Dorph, Rena Speeches/Meeting Papers Reports - Research Tests/Questionnaires ISSN- English Elementary Education Objectives: Among the 14 indicators identified in Monitoring Progress, this paper focuses on: the adequacy of instructional time (Indicator 2) and opportunities (Indicator 3) for science learning in grades K-5. This paper considers these two indicators together since they form the basis for opportunities to learn science in elementary school. Theoretical Framework: This paper provides a discussion of the history, challenges, and policy implications of measuring time and resources. The paper begins with a summary of the status of elementary science education that relates to these two indicators from state-based and national studies. We also explore the historical and policy circumstances that have led to limited science learning offerings. We describe the types and frequency of instructional practices used in elementary school classrooms and the issues related to measuring and tracking these indicators. For example, in elementary schools, time is seldom allocated specifically for science learning, and teachers are often required to focus on Language Arts and Mathematics. Similarly, opportunities for school-based but out of classroom experiences, such as afterschool programs, vary widely and are often dependent on the availability of additional resources. Without a way to collect information in a nationally representative way, policymakers have had little motivation to improve science learning opportunities. Findings from a statewide study of these opportunities provide evidence for our arguments. Methodology: Because adequate and additional opportunities for science learning have been closely correlated with achievement and interest in science among elementary and middle-school students, and with ensuring access to high-paying and secure jobs, the need to provide equal access is widely accepted among policymakers. To ensure that schools, districts, and states are providing adequate science learning experiences, we have developed a set of indicators that will track progress towards these goals. Scholarly and Scientific Significance: One of the major challenges of any monitoring system is determining how best to define what, specifically, we mean by &quot;time&quot; and &quot;opportunities&quot; and how best to collect this information. For example, with the issue of time, research has demonstrated that it is not just &quot;total number of minutes&quot; across a week or a year that matters: we also need to understand the quality of the instruction that occurs during that time. Do students engage with practices of science? Do they integrate science with other core subjects? For science learning opportunities, how do those opportunities augment what occurs in the regular classroom? Results: To answer these questions, we created new items designed for implementation in a national survey. These items were pilot tested with teachers and principals in California. Final revisions for the items with occur in 2016. In addition to national survey-based data collection methods, we also will present suggestions for how districts can use event-based methods to understand opportunities for science learning in their own sites. We end our paper with considerations of the policy implications of the monitoring system. The audience will be asked to reflect on how the different approaches can benefit states, districts, and schools. ED603334 Monitoring Adequate Time and Opportunities for Science Learning in Elementary 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) 2017-04-28 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 2020 -1 As Provided APR2020

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No Foreign Countries Achievement Tests International Assessment Secondary School Students Educational Policy Educational Trends Trend Analysis Policy Analysis Barriers Employment Unemployment Labor Market Labor Needs Economic Factors Strategic Planning Educational Development Educational Attainment Job Training Vocational Education Enrollment Trends Educational Finance Expenditures Reports - Descriptive Georgia Republic Program for International Student Assessment European Training Foundation (ETF) (Italy) English Secondary Education This report provides an overview of key policy developments in education, training, and employment in Georgia. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. ED603335 Georgia: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/233AD94A2CEBED50C12580E60051DF39_Georgia%202016.pdf 2020 -1 ERIC APR2020

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No English Language Learners Educational Policy Public Schools Achievement Tests State Standards Second Language Learning English (Second Language) High School Teachers High School Students Teacher Role Teaching Experience Teacher Attitudes School Districts Educational Change Program Implementation Fones, Aliza Speeches/Meeting Papers Reports - Research Washington ISSN- English High Schools Secondary Education Purpose: Public schools in Washington State have a growing and increasingly diverse English Learner (EL) student population that is subject to the standards and accountability outlined in the No Child Left Behind Act (NCLB). For high school ELs in particular, academic standards and their corresponding assessments, along with the necessary task of developing adequate English language proficiency to be academically successful, represent formidable challenges that act not only as benchmarks of achievement, but as gatekeepers for these young people's futures (Bunch &amp; Panayotova, 2008; Kanno &amp; Varghese, 2010). This qualitative study investigates the roles and experiences of high school English Language Learner (ELL) teachers in the context of changing district-wide ELL policies. The research questions guiding this study are: 1) how are high school ELL teachers experiencing and implementing district policy regarding the instruction of English Learners?; and, 2) how are the roles of high school ELL teachers shifting in response to changes in district level policy regarding programs of instruction for ELs? Perspective: I employed a theoretical and conceptual framework that addressed the layers and complexity of district policy, the service models of ELL programs at high schools within a district, and ELL teachers' roles and agency in implementation of the policy. I situated ELL programs and instruction within the broad theoretical framing of contexts of reception, language education policy and its implications for ELL programs and the role of ELL teachers as implementers of ELL program policy. Methods: This study includes aspects of qualitative design (Merriam, 2009; Patton, 2002); case study (Yin, 2009); and policy analysis (Goertz, 2006; McNeil &amp; Coppola, 2006). I selected two comprehensive high schools within a large, urban district known for its large and linguistically diverse ELL population. This design allowed me to compare the ELL programs and service models at each school as well as the roles, practice and experiences of ELL teachers across different settings. Data Sources: Data for this year-long study include multiple semi-structured interviews with district and high school administrators, ELL teachers and content area teachers who co-taught with ELL teachers, classroom observations, and building and district meeting observations (including collection of photos and artifacts), and district policy documents. Results: Initial findings indicate that within the district, ELL service models are implemented differently, which has implications for the roles of ELL teachers. In each case, ELL teachers took on roles and responsibilities beyond the classes they taught. Additionally, ELL teachers' roles and practice were mediated by their collaboration with other teachers and administrators, as well as district support and resources (such as training and curriculum). Significance: The implications of district policy implementation for high school ELs are significant, and the context of increased standardization presents an important new perspective from which to study ELL teachers, their roles and their practice. This study contributes to timely understanding of the way that the implementation of district policy affects the teaching roles and practice of high school ELL teachers. ED603336 High School English Language Learner (ELL) Teachers and the Implementation of ELL Program Policy AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No Foreign Countries International Assessment Achievement Tests Secondary School Students Educational Trends Educational Policy Policy Analysis Trend Analysis Employment Unemployment Labor Market Labor Needs Educational Attainment Educational Finance Expenditures Economic Factors Population Trends Barriers Vocational Education Job Training Educational Development Strategic Planning Poverty Arabs Jews Minority Groups Reports - Descriptive Israel Program for International Student Assessment European Training Foundation (ETF) (Italy) English Secondary Education This report provides an overview of key policy developments in education, training, and employment in Israel. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. ED603337 Israel: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 20 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/BFA5DAAEDAB2D15DC12580E60051B824_Israel%202016.pdf 2020 -1 ERIC APR2020

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No Value Added Models Computation Teacher Evaluation Accountability Educational Policy Educational Change Validity Bias Amrein-Beardsley, Audrey Geiger, Tray Speeches/Meeting Papers Reports - Research ISSN- English Contemporary teacher evaluation systems are built upon multiple measures including, primarily, teacher-level value-added and observational estimates. While researchers have conducted examinations of these systems and indicators, researchers have not investigated how using these systems might distort the validity of the inferences being drawn, especially when one indicator is trusted over the other. In this conceptual piece, we introduce three ideas predicated by Campbell's Law (1976), and defined by how those with power within such systems (e.g., principals, administrators, others who observe teachers) might (1) artificially inflate or (2) deflate teachers' observational estimates when used alongside teachers' value-added estimates. We also discuss how said professionals might (3) artificially conflate teachers' observational and value-added estimates to purposefully (albeit perhaps naïvely) exaggerate perceptions of validity, as per the engineering of inflated correlation coefficients between these indicators over time. Correspondingly, we call scholars to engage in further research surrounding these validity-relevant issues. ED603338 Potential Sources of Invalidity When Using Value-Added Estimates: Artificial Inflation, Deflation, and Conflation AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 53 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 2020 -1 As Provided APR2020

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No Art Activities Teaching Methods Psychometrics Evaluation Methods Tests Students with Disabilities Performance Test Validity Test Construction Theater Arts Deception Cognitive Development Psychomotor Skills Communication Skills Interpersonal Competence Special Education Teachers Elementary School Students Spencer, Kevin Wayne O'Rourke, Susan Kelley, Frances Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education The development and initial psychometric investigation of the Hocus Focus Analytics (HFA) scale, an instrument to measure student growth and outcomes using an arts-integrated teaching approach, is reported. A 15-item measure consisting of five subscales (cognitive, motor, communication, social skills and creativity) was developed to measure students with disabilities (n = 31) performance on four different magic tricks. The performance of each trick was assessed by the students' teachers (n = 4) at four different times for a total of 124 completed assessments using the HFA scale. Results of the present study offer initial support for the psychometric properties of the HFA scale. The authors discuss the importance of using an instrument to measure student progress through a multidisciplinary, arts-integrated curriculum and future research implications. ED603339 Development of an Arts-Integrated Assessment Instrument AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No Parents Donors Fund Raising Private Financial Support Foreign Countries Case Studies College Students College Administration Administrators Higher Education Institutional Advancement Mone, Jinrui Speeches/Meeting Papers Reports - Research Tests/Questionnaires China ISSN- English Higher Education Postsecondary Education Since philanthropic support from alumni and their families is an important source of revenue for colleges and universities, identifying ways to connect with Chinese students and cultivate philanthropic support from their parents will be an essential component of fundraising efforts. In this study, I attempt to investigate how Chinese parent donors are connected to American universities that their children attend. The concept of &quot;guanxi,&quot; an important aspect of building and sustaining relationships in China, serves as the focus for understanding the ways that Chinese parents build a philanthropic &quot;guanxi&quot; with American universities; in addition, the study would provide insight into the ways that university development officers can build and cultivate &quot;guanxi&quot; with the Chinese parents. ED603340 East Meets West: Chinese Parent Donors Build a Philanthropic &quot;Guanxi&quot; with American Universities AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No Mathematics Achievement Achievement Gap Urban Schools Minority Group Students Learner Engagement Teaching Methods Mathematics Instruction Conventional Instruction Culturally Relevant Education Racial Differences Racial Bias Mathematical Models Middle School Students High School Students Critical Thinking Identification (Psychology) Hann, Tristan Speeches/Meeting Papers Reports - Evaluative ISSN- English Junior High Schools Middle Schools Secondary Education High Schools Against a backdrop of the broader conversation around the mathematical achievement disparities of urban, minority students, the author reviews salient literature pertaining to student engagement as a means of identifying effective mathematical practices in engaging traditionally marginalized groups of students in their study of mathematics. First, a background of issues within traditional mathematics instruction will frame mathematics engagement and the role it plays in supporting mathematical achievement of students. This article attempts to identify trends in mathematical practices that have shown promise in increasing engagement for urban minority students. The literature revealed student positioning, ensuring curriculum relevancy, utilizing mathematical modeling, negotiating political discourses and identity narratives, and democratizing knowledge to positively impact students' willingness to engage in mathematical practice. ED603341 Mathematics Engagement: Effective Practices for Urban Minority 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) 2017-04-28 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 2020 -1 As Provided APR2020

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No Acculturation Multicultural Education Middle Schools Critical Theory Cultural Influences Immigrants Hispanic American Students Teacher Attitudes Cultural Pluralism African American Students Consciousness Raising Culturally Relevant Education Tokenism Asian Culture Lash, Cristina L. Speeches/Meeting Papers Reports - Research California ISSN- English Junior High Schools Middle Schools Secondary Education This paper offers a new way of understanding critical multicultural education through the lens of bi-directional assimilation (Alba &amp; Nee, 2003), which better captures the connection between the pedagogical strategy of multiculturalism, and nation-building in a pluralist society. Bi-directional assimilation is a process of ethnic change experienced by &quot;both&quot; mainstream institutions (e.g., schools) &quot;and&quot; immigrant communities, whereby the ethnic distance between them is reduced. I argue that critical multicultural education can be reframed as a mechanism of bi-directional assimilation in schools, as it allows for ethnic change at the institutional and group level. In order to illustrate the relationship between bi-directional assimilation, multicultural education, and nation-making, I draw on findings from an ethnographic study of Castro Middle School -- a socially and culturally diverse school in California. My analysis shows how critical multicultural education can produce a model of Americanness that is more ethnically similar to minority students and more pluralist in nature. By contrast, hegemonic multiculturalism has the effect of distancing ethnic minority students from the national core group. ED603342 Rethinking Assimilation within Multicultural 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) 2017-04-28 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 2020 -1 As Provided APR2020

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No Vocational Education Graduation Rate School Districts Longitudinal Studies Potential Dropouts At Risk Students High School Students Student Participation Correlation Wills, Theodore W. Wolford, Tonya E. Goldberg, Amber Speeches/Meeting Papers Reports - Research Pennsylvania (Philadelphia) ISSN- English High Schools Secondary Education Career and Technical Education (CTE) programs not only prepare students for the workplace, but they have also been associated with better academic outcomes, including graduation rates (e.g., Castellano et al., 2012). This study is a longitudinal examination of the 2011-2012 first-time 9th grade cohort in the School District of Philadelphia. Across four years, analyses show that participation in CTE was associated with higher graduation outcomes, controlling for academic, behavioral and demographic factors known to influence graduation. Further, this protective effect extends to students who enter 10th grade with the most powerful predictors of failure. These findings support the position that CTE is a viable strategy to improve graduation rates in large, economically challenged urban school districts. ED603343 Effects of Career and Technical Education on Graduation Rates: A Longitudinal Study from the School District of Philadelphia AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No Well Being Equal Education Excellence in Education Moral Values Educational Change Futures (of Society) Instructional Leadership Educational Environment Vignettes Educational Strategies Foreign Countries Case Studies Elementary Secondary Education Fullan, Michael Gallagher, Mary Jean Books Guides - Non-Classroom California Australia Canada English Elementary Secondary Education Develop equity, excellence, &quot;and&quot; well-being across the whole system! The world is troubled! We need to combine a moral imperative and a system transformation to survive for the better. Education is crucial to our future but needs to play a more direct role in shaping our future. &quot;The Devil is in the Details&quot; shows how we can re-think the education system and its three levels of leadership-local, middle, and top-so that each level can contribute to dramatic turnaround for education and society. The focus is on examining details to ensure effective actions are taken, rather than assuming large pronouncements and policies will drive change. Readers will find: (1) Details and analysis about successful systems in California, Ontario, and Australia; (2) Ideas for how leaders at all levels can take steps to begin; and (3) Vignettes, actions and strategies that illustrate how to address equity, excellence and well-being. With the goal of transforming the culture of learning to develop greater equity, excellence, and student wellbeing, this book will help you liberate the system and maintain focus. ED603344 The Devil Is in the Details: System Solutions for Equity, Excellence, and Student Well-Being Corwin 2020-03-00 978-1-5443-1797-7 216 SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://www.uk.sagepub.com N/A https://us.corwin.com/en-us/nam/the-devil-is-in-the-details/book260738 2020 -1 As Provided APR2020

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No Semantics Problem Solving Retention (Psychology) Cognitive Ability Memory Prior Learning Short Term Memory Learning Processes Task Analysis Individual Differences Undergraduate Students Models Teaching Methods Phye, Gary D. Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Within the context of complex cognitive processing and educational interventions, Woolfolk (2016) makes reference to problem solving acquisition, problem solving retention, and problem solving transfer. In each of the aforementioned types of problem solving activities, problem identification and problem representation (reflecting procedural knowledge) are critical cognitive competencies reflecting individual differences. A case is made for including an individual differences approach (longitudinal cohort) in combination with experimental and quasi-experimental data collection designs in the systematic study of problem solving, of which cognitive flexibility is critical. Problem solving can be approached from two quite different perspectives. On the one hand, an instructional perspective focuses on the teaching of new knowledge. On the other hand, once appropriate knowledge has been acquired and is a permanent part of a person's knowledge base, the focus changes to a consideration of how to assess a person's ability to use that knowledge strategically in a new or novel problem solving situation (Presenter B, 1992, 2001, 2005, Under review) that may require flexibility in thinking. This is essentially an assessment or measurement issue. While a better understanding of retrieval processing under various instructional conditions is very important, it does not enhance our understanding of the cognitive competencies that successful problem solvers' bring to the task, including searching the appropriate knowledge base. In the current problem solving literature what has been lost is the question, &quot;where have I seen this or read about it&quot;? The decision to include evidence from both episodic and semantic memory search is that the first stage in the problem solving process is problem identification. This initiates a search of autobiographical memory for any declarative or procedural knowledge that furthers the second stage problem representation. This requires not only a search of semantic memory for prior knowledge, but a search that is also based on successful problem solvers' going &quot;back in time&quot; and taking advantage of episodic memory encoding (autobiographical memory), as well as semantic memory encoding. Implications for instruction will be elaborated at the presentation. ED603345 Individual Differences Assessment of Prior Knowledge (Both Semantic and Episodic) as Predictor of Cognitive Flexibility AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No International Organizations Nongovernmental Organizations Equal Education Barriers Educational Development Educational Needs Educational Finance Global Approach Educational Objectives Donors Devereaux, Rebecca Elizabeth Speeches/Meeting Papers Reports - Research ISSN- English This case study explored why, after 25 years of international, political, and financial attention focused on Education for All, inequitable educational opportunity persisted in some developing regions of the world. INGOs [international nongovernmental organizations] offer some perspective in understanding systemic hindrances preventing global &quot;aspirational&quot; goals to consistently and equitably take root at the local level. Institutional isomorphism and rational choice theories provided the theoretical foundation for the study, while media analyses and 29 staff interviews revealed both organizational perspectives and structural challenges that sometimes prevented CRS [Catholic Relief Services] from responding holistically to local development needs. Findings suggest CRS and donors might both benefit from re-evaluating the application/negotiation phase of proposal funding, to better plan programming/interventions that will account for local relevance, capacity, and will. ED603346 Exploring How International Nongovernmental Organizations Address Education 2030: A Case Study of Catholic Relief Services AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No Foreign Countries Secondary School Students International Assessment Achievement Tests Educational Policy Educational Trends Trend Analysis Barriers Employment Unemployment Policy Analysis Educational Development Strategic Planning Expenditures Educational Finance Educational Attainment Job Training Vocational Education Poverty Economic Factors Population Distribution Labor Market Labor Needs Enrollment Trends Job Skills Reports - Descriptive Ukraine Program for International Student Assessment European Training Foundation (ETF) (Italy) English Secondary Education This report provides an overview of key policy developments in education, training, and employment in Ukraine. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. ED603347 Ukraine: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/E201181549549F06C12580E600507A8E_Ukraine%202016.pdf 2020 -1 ERIC APR2020

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No Foreign Countries International Assessment Achievement Tests Secondary School Students Educational Policy Educational Trends Policy Analysis Barriers Employment Trend Analysis Labor Market Labor Needs Unemployment Strategic Planning Educational Development Educational Attainment Job Training Vocational Education Poverty Economic Factors Technical Education Enrollment Trends Migration Informal Education Political Influences Educational Finance Expenditures College Graduates Elementary Secondary Education Reports - Descriptive Palestine Program for International Student Assessment European Training Foundation (ETF) (Italy) English Secondary Education Higher Education Postsecondary Education Elementary Secondary Education This report provides an overview of key policy developments in education, training, and employment in Palestine. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. ED603348 Palestine: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/8E2A5A5B9817CE61C12580E60050EF05_Palestine%202016.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Achievement Tests International Assessment Secondary School Students Educational Policy Educational Trends Trend Analysis Policy Analysis Barriers Employment Unemployment Labor Market Labor Needs Job Training Educational Development Strategic Planning Educational Attainment Vocational Education Poverty Economic Factors Expenditures Educational Finance Population Distribution Enrollment Trends Reports - Descriptive Jordan Program for International Student Assessment European Training Foundation (ETF) (Italy) English Secondary Education This report provides an overview of key policy developments in education, training, and employment in Jordan. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. ED603349 Jordan: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/95AC225CF1A1764FC12580E60051967F_Jordan%202016.pdf 2020 -1 ERIC APR2020

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No Higher Education Technology Integration Educational Technology Technology Uses in Education Educational Innovation Technological Advancement Educational Change Educational Trends Blended Learning Barriers Technological Literacy Instructional Design Teaching Methods Achievement Gap Access to Computers Equal Education Electronic Learning Handheld Devices Learning Analytics Computer Simulation Artificial Intelligence Integrated Learning Systems Information Technology Alexander, Bryan Ashford-Rowe, Kevin Barajas-Murphy, Noreen Dobbin, Gregory Knott, Jessica McCormack, Mark Pomerantz, Jeffery Seilhamer, Ryan Weber, Nicole Reports - Research EDUCAUSE English Higher Education Postsecondary Education For 17 years, the New Media Consortium convened panels of experts from higher education and posed three key questions for them to discuss: (1) What is on the five-year horizon for higher education institutions?; (2) Which trends and technology developments will drive educational change?; and (3) What are the critical challenges and how can we strategize solutions? The resulting Horizon Report series charts the five-year impact of innovative practices and technologies for higher education across the globe. This year, for the first time, EDUCAUSE led this conversation and guided the 98-person global panel to review recent literature and discuss their experiences and forecasts regarding technology adoption and educational change. This report profiles six key trends, six significant challenges, and six developments in educational technology for higher education. These three sections of this report constitute a reference and technology planning guide for educators, higher education leaders, administrators, policymakers, and technologists. [For the &quot;NMC Horizon Report: 2018 Higher Education Edition,&quot; see ED594367.] ED603350 EDUCAUSE Horizon Report: 2019 Higher Education Edition EDUCAUSE 2019-00-00 978-1-933046-02-0 Administrators Policymakers 44 EDUCAUSE. 4772 Walnut Street Suite 206, Boulder, CO 80301-2538. Tel: 303-449-4430; Fax: 303-440-0461; e-mail: info@educause.edu; Web site: http://www.educause.edu N/A https://library.educause.edu/-/media/files/library/2019/4/2019horizonreport.pdf?la=en&hash=C8E8D444AF372E705FA1BF9D4FF0DD4CC6F0FDD1 2020 -1 ERIC APR2020

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No Public Schools Grade 3 Grade 4 Grade 5 Elementary School Students Literacy Education Reading Achievement Teaching Methods Program Effectiveness Racial Differences Ethnicity Disadvantaged Youth Age Differences Low Income Students English Language Learners Reports - Research Numerical/Quantitative Data Wisconsin (Milwaukee) Empirical Education Inc. English Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools &quot;Learning A-Z&quot; contracted with Empirical Education to study the effectiveness of &quot;Raz-Plus&quot; in Milwaukee Public Schools during the 2016-17 school year. &quot;Raz-Plus&quot; is a literacy program that includes leveled books, skills practice, and digital activities and assessments. This study focused on 3rd, 4th, and 5th grade students and examined the impact of &quot;Raz-Plus&quot; usage on student performance, as measured by the STAR Reading (STAR) assessment. The following questions were investigated: (1) Do students in classes of teachers who actively use &quot;Raz-Plus&quot; perform better on the STAR test than comparable students in classes whose teachers did not use &quot;Raz-Plus?&quot;; (2) Is the impact of &quot;Raz-Plus&quot; different for students with different characteristics?; and (3) Are differences in &quot;Raz-Plus&quot; usage associated with differences in student performance? A positive impact of &quot;Raz-Plus&quot; on the STAR test was seen. The impacts were significant for several student subgroups, including non-white students, economically disadvantaged students, and ELL students. Moreover, several &quot;Raz-Plus&quot; usage metrics were found to have positive associations with student outcomes on the STAR assessment. [This case study was conducted on behalf of Milwaukee Public Schools with the technical assistance of Empirical Education.] ED603351 Effectiveness of Learning A-Z&apos;s &quot;Raz-Plus&quot; in Milwaukee Public Schools. District Data Study Empirical Education Inc. 2019-10-00 7 Empirical Education Inc. 425 Sherman Avenue Suite 210, Palo Alto, CA 94306. Tel: 650-328-1734; Fax: 650-328-1794; e-mail: contact@empiricaleducation.com; Web site: http://www.empiricaleducation.com N/A https://empiricaleducation.com/blog/findings-from-research-on-learning-a-z-raz-plus/ 2020 -1 ERIC APR2020

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Yes Reading Achievement Reading Skills Reading Comprehension Self Efficacy Reading Habits Racial Differences Ethnicity Achievement Gap Grade 4 Gender Differences Geographic Location Grade 8 Reading Motivation Student Evaluation Cooperative Learning Learning Activities Knowledge Level O'Reilly, Tenaha Sands, Anita Wang, Zuowei Dreier, Kelsey Sabatini, John Reports - Evaluative National Assessment of Educational Progress ISSN- Educational Testing Service (ETS), Center for Research on Human Capital and Education English Elementary Education Grade 4 Intermediate Grades Grade 8 Junior High Schools Middle Schools Secondary Education America is in a reading crisis. The authors of this new report point out, two in three American fourth-graders are performing below proficient in the National Assessment of Education Progress (NAEP)--known as the &quot;Nation's Report Card.&quot; There's another troubling component to this crisis. Important segments of society are being left behind. The Educational Testing Service (ETS) Center for Research on Human Capital and Education has issued a series of reports aimed at identifying key problems in children's achievement struggles in America's educational system and proposing ways to address them. This report begins with an overview of America's reading crisis, discussing the scope of the problem and providing context for the troubling results that are seen. The authors then direct attention to a discussion of skill-based explanations for low reading and comprehension ability, and then goes on to describe how some students can be caught in a maladaptive cycle when it comes to developing reading skills. A series of actionable recommendations are then proposed for policymakers, educators, and assessment designers to consider in support of development of student reading skills. Among the things looked at is how to stimulate students' desire to read, thus increasing their chances of continually developing their reading skills. ED603352 Curbing America&apos;s Reading Crisis: A Call to Action for Our Children. Policy Report ETS Center for Research on Human Capital and Education 2019-11-00 Policymakers 32 ETS Center for Research on Human Capital and Education. Available from: Educational Testing Service. Rosedale Road Mailstop 13E, Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; Web site: https://www.ets.org/research/report/opportunity/ N/A 2020 -1 ERIC APR2020

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Yes Reading Skills Writing Skills Literacy Educational Attainment Academic Degrees Human Capital Job Skills Credentials Adults Measurement Techniques Correlation Wages Standardized Tests High School Graduates High School Equivalency Programs Scores Fogg, Neeta Harrington, Paul Ishwar Khatiwada Kirsch, Irwin Sands, Anita Hanover, Larry Reports - Research Numerical/Quantitative Data Program for the International Assessment of Adult Competencies (PIAAC) ISSN- Educational Testing Service (ETS), Center for Research on Human Capital and Education English High Schools Secondary Education Adult Education High School Equivalency Programs Diploma and degree completion have become the fundamental standard for judging the performance of secondary and postsecondary educational institutions. Increasingly, leaders of education and workforce policy and programs assume that these measures of attainment effectively serve as indicators of adequate levels of essential literacy and numeracy skills. This report questions the soundness of such an assumption. A study by researchers from Drexel University's Center for Labor Markets and Policy and Educational Testing Service's Center for Research on Human Capital and Education finds that literacy skills of working adults are not as closely connected to levels of educational attainment as widely thought. Using Programme for the International Assessment of Adult Competencies (PIAAC) data on the literacy proficiencies of adults in the United States, the study finds that diploma and degree attainment is a less than satisfactory proxy for skills. These findings are important for policymakers and researchers. Relying on educational attainment as a measure of human capital (a proxy for skills) distorts understanding of the level of human capital that individuals and society in fact have. This raises critical questions about the desirability of public policies that focus on educational credentials without equal focus on the levels of skills associated with those credentials. ED603353 If You Can&apos;t Be with the Data You Love: And the Risks of Loving the Data You&apos;re With. Policy Report ETS Center for Research on Human Capital and Education 2019-09-00 Policymakers Researchers 40 ETS Center for Research on Human Capital and Education. Available from: Educational Testing Service. Rosedale Road Mailstop 13E, Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; Web site: https://www.ets.org/research/report/opportunity/ N/A 2020 -1 ERIC APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Educational Policy Higher Education Labor Market Employment Public Policy Employment Patterns Reports - Descriptive Lebanon European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Lebanon. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. ED603354 Lebanon: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/A5C1FD46A96C7D58C12580E600517539_Lebanon%202016.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Educational Policy Vocational Education Educational Change Postsecondary Education Apprenticeships Employment Qualifications Economic Factors Social Influences Labor Force Development Educational Finance Institutional Characteristics Human Capital Barriers Secondary Education Educational Attainment Gender Differences Employment Level Enrollment Trends Low Achievement Lifelong Learning Unemployment Reports - Descriptive Morocco European Training Foundation (ETF) (Italy) English Postsecondary Education Secondary Education This report provides an overview of key policy developments in education, training, and employment in Morocco. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. ED603355 Morocco: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/219F2D787DF91A26C12580E60051181C_Morocco%202016.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Educational Policy Higher Education Labor Market Employment Public Policy Employment Patterns Reports - Descriptive Tunisia European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Tunisia. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. ED603356 Tunisia: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/3DAA62B4504B9E0DC12580E60050AF67_Tunisia%202016.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Achievement Tests International Assessment Secondary School Students Educational Policy Educational Trends Trend Analysis Barriers Policy Analysis Employment Labor Market Strategic Planning Educational Development Labor Needs Educational Attainment Enrollment Trends Job Training Vocational Education Poverty Economic Factors Unemployment Population Trends Elementary Secondary Education Higher Education Reports - Descriptive Armenia Program for International Student Assessment European Training Foundation (ETF) (Italy) English Secondary Education Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Armenia. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy and institutional setting; and labour market and employment trends, challenges, policy and institutional setting. [For the 2016 report, see ED603329.] ED603357 Armenia: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/13DB918208786070C125824A003EB370_Armenia%202017.pdf 2020 -1 As Provided APR2020

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No Foreign Countries International Assessment Achievement Tests Secondary School Students Educational Trends Educational Policy Trend Analysis Policy Analysis Enrollment Trends Barriers Employment Unemployment Educational Attainment Vocational Education Educational Development Poverty Economic Factors Strategic Planning Labor Market Labor Needs Population Distribution Job Training Expenditures Educational Finance Reports - Descriptive Algeria Program for International Student Assessment European Training Foundation (ETF) (Italy) English Secondary Education This report provides an overview of key policy developments in education, training, and employment in Algeria. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy and institutional setting; and labour market and employment trends, challenges, policy and institutional setting. ED603358 Algeria: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/036F2BBBD29D051EC125824A003ED8B5_Algeria%202017.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Achievement Tests Secondary School Students International Assessment Educational Policy Educational Trends Trend Analysis Barriers Policy Analysis Employment Labor Market Educational Development Strategic Planning Labor Needs Poverty Unemployment Educational Attainment Vocational Education Educational Finance Expenditures Population Distribution Economic Factors Enrollment Trends Job Training Refugees Elementary Secondary Education Reports - Descriptive Lebanon Program for International Student Assessment European Training Foundation (ETF) (Italy) English Secondary Education Elementary Secondary Education This report provides an overview of key policy developments in education, training, and employment in Lebanon. It contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy and institutional setting; and labour market and employment trends, challenges, policy and institutional setting. ED603359 Lebanon: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/B19455DDEADF7D0CC125824A003DCFB8_Lebanon%202017.pdf 2020 -1 ERIC APR2020

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Yes Empowerment Job Skills Program Effectiveness Cost Effectiveness Labor Legislation Labor Force Development Laborers Labor Education Public Policy Government Role Labor Market Skill Development Socioeconomic Status Low Income Global Approach Qualifications Power Structure Foreign Countries Individual Power Unions Adult Learning Program Evaluation Keep, Ewart Reports - Evaluative United Kingdom ISSN-1466-1535 University of Oxford (United Kingdom), Centre on Skills, Knowledge and Organisational Performance (SKOPE) English Adult Education This article explores the efficacy and cost effectiveness of New Labour's skills-based policies to help low paid workers adjust to the pressures generated by globalisation, of which the leading example was Train to Gain (T2G). It also analyses the more general issue of how, why and under what circumstances education, training and skills can help imbue low paid workers with greater bargaining power within the labour market. ED603360 Empowering Individual Workers through Skills -- A New Labour Project Revisited. SKOPE Research Paper No. 129 Centre on Skills, Knowledge and Organisational Performance (SKOPE) 2019-10-00 44 Centre on Skills, Knowledge and Organisational Performance (SKOPE). 15 Norham Gardens, Oxford, UK OX2 6PY. Tel: +44-1865-611030 e-mail: skope@education.ox.ac.uk; Web site: http://www.skope.ox.ac.uk/ N/A 2020 -1 As Provided APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Educational Policy Higher Education Labor Market Employment Public Policy Employment Patterns Reports - Descriptive Azerbaijan European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Azerbaijan. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. [For the 2016 report, see ED603327.] ED603361 Azerbaijan: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/2B776E61D817370FC125824A003E9361_Azerbaijan%202017.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Higher Education Labor Market Employment Public Policy Employment Patterns Reports - Descriptive Belarus European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Belarus. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. [For the 2016 report, see ED603330.] ED603362 Belarus: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/22E6B461F72890B6C125824A003E7377_Belarus%202017.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Educational Policy Higher Education Labor Market Employment Public Policy Employment Patterns Reports - Descriptive Egypt European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Egypt. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. [For the 2016 report, see ED603331.] ED603363 Egypt: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/3D6A3E047D816F2BC125824A003E55BA_Egypt%202017.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Educational Policy Public Policy Higher Education Labor Market Employment Employment Patterns Reports - Descriptive Israel European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Israel. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. [For the 2016 report, see ED603337.] ED603364 Israel: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/32625C933D15C05BC125824A003E1A72_Israel%202017.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Educational Policy Higher Education Labor Market Employment Public Policy Employment Patterns Reports - Descriptive Jordan European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Jordan. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. [For the 2016 report, see ED603349.] ED603365 Jordan: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/09DD1F19E255D2F3C125824A003DFBC3_Jordan%202017.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Educational Policy Higher Education Labor Market Employment Public Policy Employment Patterns Reports - Descriptive Ukraine European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Ukraine. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy and institutional setting; and labour market and employment trends, challenges, policy and institutional setting. ED603366 Ukraine: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/0F98B951900DC7F3C125824A003D05B0_Ukraine%202017.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Educational Policy Higher Education Labor Market Employment Public Policy Employment Patterns Reports - Descriptive Georgia Republic European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Georgia. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy and institutional setting; and labour market and employment trends, challenges, policy and institutional setting. ED603367 Georgia: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/A07E788AAC06EBDBC125824A003E3996_Georgia%202017.pdf 2020 -1 ERIC APR2020

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Yes Tuition Fees Community Colleges Trend Analysis Comparative Analysis Educational Finance Educational Trends Federal Aid State Aid Enrollment Online Courses Numerical/Quantitative Data Reports - Evaluative Iowa Iowa Department of Education, Division of Community Colleges and Workforce Preparation English Higher Education Postsecondary Education Two Year Colleges The annual community college tuition and fees report provides information about tuition and fees charged at each of Iowa's 15 community colleges. This report also provides trends in tuition and fees among Iowa's community colleges, sources of general operating revenue, and comparisons among states and institutions. For fiscal year (FY) 2020, average in-state tuition for students attending Iowa's community colleges is $173.65 per credit hour, a 3.1 percent increase from last year. Average mandatory fees are $14.92 per credit hour, up 5.4 percent from last year. Therefore, the average total in-state cost of enrollment (tuition plus fees) is $188.57 per credit hour, which represents a 3.3 percent increase from last year. Tuition and fees accounted for approximately 51.6 percent of community colleges' unrestricted operating revenue during FY 2018, the latest year for which data are available. This percentage has gradually increased since FY 2009 when tuition and fees accounted for 49.6 percent. During this 10-year period, state general aid as a percentage of total college revenues declined slightly from 37.7 percent in FY 2009 to 34.9 percent in FY 2018. Nationally, provisional data from the Integrated Postsecondary Education Data System (IPEDS) suggest that Iowa's in-state cost of enrollment in FY 2018 (the latest year available) ranked in the 86th percentile. Regionally, the average IPEDS total in-state enrollment costs per credit hour during FY 2018 were higher in South Dakota and Minnesota than in Iowa. Iowa Code stipulates that the highest tuition charged by Iowa's community colleges must be less than the lowest tuition charged at Iowa's public universities. In FY 2020, the highest community college in-state tuition for 24 credit hours ($4,488.00) is 41.6 percent less than the lowest public university in-state tuition for the same number of credit hours ($7,680.00). [For the 2019 report, see ED593317.] ED603368 Tuition and Fees: Iowa Community Colleges, Fiscal Year 2020 Division of Community Colleges and Workforce Preparation, Iowa Department of Education 2019-00-00 16 Division of Community Colleges and Workforce Preparation, Iowa Department of Education. Grimes State Office Building, 400 East 14th Street, Des Moines, IA 50319-0146. Tel: 515-281-3125; Fax: 515-281-6544; Web site: http://educateiowa.gov/ N/A 2020 -1 ERIC APR2020

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Yes Test Items Error of Measurement Item Response Theory Factor Analysis Mathematical Formulas Multivariate Analysis Wang, Chun Zhang, Xue Reports - Research EISSN- English The relations among alternative parameterizations of the binary factor analysis (FA) model and two-parameter logistic (2PL) item response theory (IRT) model have been thoroughly discussed in literature (e.g., Lord &amp; Novick, 1968; Takane &amp; de Leeuw, 1987; McDonald, 1999; Wirth &amp; Edwards, 2007; Kamata &amp; Bauer, 2008). However, the conversion formulas widely available are mainly for transforming parameter estimates from one parameterization to another. There is a lack of discussion about the standard error (SE) conversion among different parameterizations, when SEs of IRT model parameters are often of immediate interest to practitioners. This paper provides general formulas for computing the SEs of transformed parameter values, when these parameters are transformed from FA to IRT models. These formulas are suitable for unidimensional 2PL, multidimensional 2PL, and bi-factor 2PL models. A simulation study is conducted to verify the formula by providing empirical evidence. A real data example is given in the end for an illustration. [This paper was published in &quot;Multivariate Behavioral Research&quot; v54 p307-321 2019.] ED603369 A Note on the Conversion of Item Parameters Standard Errors Grantee Submission 2019-00-00 Institute of Education Sciences (ED) National Science Foundation (NSF) 37 T 2020 -1 As Provided APR2020 Yes R305D170042 SES165932

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Educational Policy Higher Education Labor Market Employment Public Policy Employment Patterns Reports - Descriptive Tunisia European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Tunisia. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. [For the 2016 report, see ED603356.] ED603370 Tunisia: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/698A8F63FC944904C125824A003D38B5_Tunisia%202017.pdf 2020 -1 ERIC APR2020

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Yes Deafness Hearing Impairments Emergent Literacy English English Instruction Literacy Education Children Reading Instruction Phonological Awareness Alphabets Vocabulary Development Reading Tests Standardized Tests Factor Analysis Correlation Reading Skills Webb, Mi-young L. Lederberg, Amy R. Branum-Martin, Lee Connor, Carol M. Reports - Research EISSN- English Better understanding the mechanisms underlying developing literacy has promoted the development of more effecting reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological awareness, alphabetic knowledge, word reading, and vocabulary skills, in DHH children who have auditory access to speech. One hundred and sixty-seven DHH children (M[subscript age] = 60.43 months) were assessed with a battery of early literacy measures. Forty-six percent used at least one cochlear implant; 54% were fitted with hearing aids. About a fourth of the sample was acquiring both spoken English and sign. Scores on standardized tests of phonological awareness and vocabulary averaged at least one standard deviation below the mean of the hearing norming sample. Confirmatory factor analyses showed that DHH children's early literacy skills were best characterized by a complex three-factor model in which phonological awareness, alphabetic knowledge, and vocabulary formed three separate, but highly correlated constructs, with letter-sound knowledge and word reading skills relating to both phonological awareness and alphabetic knowledge. This supports the hypothesis that early reading of DHH children with functional hearing is qualitatively similar to that of hearing children. [This paper was published in &quot;Journal of Deaf Studies and Deaf Education&quot; v20 n2 p343-355 2015 (EJ1077584).] ED603371 Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children Grantee Submission 2015-00-00 Institute of Education Sciences (ED) 46 T http://dx.doi.org/10.1093/deafed/env024 2020 -1 As Provided APR2020 Yes R324E060035 R324A110101

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Yes Student Motivation Identification (Psychology) Learning Activities Intervention Program Implementation Fidelity Grade 8 Middle School Teachers Middle School Students Faculty Development Grades (Scholastic) Student Attitudes Teacher Characteristics Classroom Environment Student Participation Academic Failure Grade 7 Student Characteristics Training Horowitz, Eric Sorensen, Nicholas Yoder, Nicholas Oyserman, Daphna Journal Articles Reports - Research Illinois (Chicago) ISSN-0361-476X English Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education Grade 7 Classroom activities aimed at changing students' identity-based motivation (IBM) improve student outcomes by helping students experience school as the path to their adult future identities and their difficulties along the way as signals of the importance of schoolwork. One way to scale these effects would be to have teachers deliver IBM activities. Hence, we asked if, after brief two-day training, teacher-delivered IBM intervention could meet fidelity standards and if attaining more fidelity matters. We trained all eighth-grade teachers in two middle schools (N?=?211 students). We used Dane and Schneider's (1988) five-component fidelity model and Durlak and DuPre's (2008) empirically derived threshold and practical maximum standards for fidelity. We found that most classrooms (88%) and students (89%) received IBM intervention at-or-above threshold standard, implying that teacher-based IBM delivery is viable. Moreover, investing in improving fidelity is worthwhile; above-threshold fidelity improved core grade-point-average and reduced risk of course failure. ED603372 Teachers Can Do It: Scalable Identity-Based Motivation Intervention in the Classroom Grantee Submission Contemporary Educational Psychology v54 p12-28 2018 2018-00-00 Institute of Education Sciences (ED) 17 T https://doi.org/10.1016/j.cedpsych.2018.04.004 2020 -1 As Provided APR2020 Yes R305A140281

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No Bayesian Statistics Item Response Theory Measurement Models Computer Software Simulation Comparative Analysis Zhang, Xue Tao, Jian Wang, Chun Shi, Ning-Zhong Journal Articles Reports - Research EISSN- English Model selection is important in any statistical analysis, and the primary goal is to find the preferred (or most parsimonious) model, based on certain criteria, from a set of candidate models given data. Several recent publications have employed the deviance information criterion (DIC) to do model selection among different forms of multilevel item response theory models (MLIRT). The majority of the practitioners use WinBUGS for implementing MCMC algorithms for MLIRT models, and the default version of DIC provided by WinBUGS focused on the measurement-level parameters only. The results herein show that this version of DIC is inappropriate. This study introduces five variants of DIC as a model selection index for MLIRT models with dichotomous outcomes. Considering a multilevel IRT model with three levels, five forms of DIC are formed: first-level conditional DIC computed from the measurement model only, which is the index given by many software packages such as WinBUGS; second-level marginalized DIC and second-level joint DIC computed from the second-level model; and top-level marginalized DIC and top-level joint DIC computed from the entire model. We evaluate the performance of the five model selection indices via simulation studies. The manipulated factors include the number of groups, the number of second-level covariates, the number of top-level covariates, and the types of measurement models (one-parameter vs. two-parameter). Considering the computational viability and interpretability, the second-level joint DIC is recommended for MLIRT models under our simulated conditions. [This article was published in &quot;Journal of Educational Measurement&quot; (EJ1208645).] ED603373 Bayesian Model Selection Methods for Multilevel IRT Models: A Comparison of Five DIC-Based Indices Grantee Submission Journal of Educational Measurement v56 n1 p3-27 Spr 2019 2019-00-00 Institute of Education Sciences (ED) 26 T https://doi.org/10.1111/jedm.12197 2020 -1 As Provided APR2020 Yes R305D170042

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Yes Item Response Theory Models Test Items Goodness of Fit Error of Measurement Bayesian Statistics Zhang, Xue Wang, Chun Tao, Jian Journal Articles Reports - Research EISSN- English Testing item-level fit is important in scale development to guide item revision/deletion. Many item-level fit indices have been proposed in literature, yet none of them were directly applicable to an important family of models, namely, the higher order item response theory (HO-IRT) models. In this study, chi-square-based fit indices (i.e., Yen's Q[subscript 1], McKinley and Mill's G[superscript 2], Orlando and Thissen's S-X[superscript 2], and S-G[superscript 2]) were extended to HO-IRT models. Their performances are evaluated via simulation studies in terms of false positive rates and correct detection rates. The manipulated factors include test structure (i.e., test length and number of dimensions), sample size, level of correlations among dimensions, and the proportion of misfitting items. For misfitting items, the sources of misfit, including the misfitting item response functions, and misspecifying factor structures were also manipulated. The results from simulation studies demonstrate that the S-G[superscript 2] is promising for higher order items. ED603374 Assessing Item-Level Fit for Higher Order Item Response Theory Models Grantee Submission Applied Psychological Measurement v42 n8 p644-659 2018 2018-00-00 Institute of Education Sciences (ED) 17 T https://doi.org/10.1177%2F0146621618762740 2020 -1 As Provided APR2020 Yes R305D170042

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No Reading Skills Finger Spelling Kindergarten Grade 1 Grade 2 Elementary School Students Deafness Hearing Impairments Factor Analysis Correlation Oral Language Phonological Awareness Sign Language Language Acquisition English Reading Processes Language Processing Auditory Perception Comparative Analysis Measures (Individuals) Articulation (Speech) Achievement Tests Language Tests American Sign Language Lederberg, Amy R. Branum-Martin, Lee Webb, Mi-young Schick, Brenda Antia, Shirin Easterbrooks, Susan R. Connor, Carol MacDonald Reports - Research Woodcock Johnson Tests of Achievement Expressive One Word Picture Vocabulary Test Clinical Evaluation of Language Fundamentals EISSN- English Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n=101), those who were visual learners and acquiring sign (n=131), and those who were acquiring both (n=104). Children were enrolled in kindergarten, first, or second grade. Within-group and between-group confirmatory factor analysis showed that there were both similarities and differences in the abilities that underlie reading in these three groups. For all groups, reading abilities related to both language and the ability to manipulate the sublexical features of words. However, the groups differed on whether these constructs were based on visual or spoken language. Our results suggest that there are alternative means to learning to read. Whereas all DHH children learning to read rely on the same fundamental abilities of language and phonological processing, the modality, levels, and relations among these abilities differ. [This paper was published in &quot;Journal of Deaf Studies and Deaf Education&quot; v24 n4 p408-423 2019.] ED603375 Modality and Interrelations among Language, Reading, Spoken Phonological Awareness, and Fingerspelling Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 62 T 2020 -1 As Provided APR2020 Yes R324C120001

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No Positive Behavior Supports School Districts Adoption (Ideas) Evidence Based Practice Public Schools School District Size School Location Student Characteristics Predictor Variables Elementary Secondary Education Kittelman, Angus McIntosh, Kent Hoselton, Robert Reports - Research EISSN- English Elementary Secondary Education Recent research in implementation science has focused on identifying factors that predict adoption of evidence-based practices in schools. Less attention has focused on examining the adoption of practices within districts. This study included a sequential cohort of 552 districts in 25 U.S. states adopting an evidence-based framework, school-wide positive behavioral interventions and supports (PBIS). We examined schools within districts reporting on PBIS fidelity during their first five years of PBIS initiatives. Latent change score and multi-level growth modeling were used to examine and predict the percent of district adoption of PBIS over time. Results showed a significant increase in the rate of district adoption over the first 4 years of the initiative, with a decrease in growth between years 4 and 5. District size, proportion of students receiving free or reduced lunch, and districts located in cities and towns were found to be significant predictors of the percent of schools adopting PBIS. Implications for future implementation research and strategies for increasing the adoption of PBIS are discussed. [This paper was published in &quot;Journal of School Psychology&quot; v76 p159-167 2019.] ED603376 Adoption of PBIS within School Districts Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 27 T 2020 -1 As Provided APR2020 Yes R324A170034

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No Grade 8 Educational Environment Context Effect Identification (Psychology) Self Concept Student Motivation Student Behavior Poverty Minority Group Students Public Schools Evaluation Methods Student Attitudes Grade Point Average Predictor Variables Student Characteristics Horowitz, Eric Oyserman, Daphna Dehghani, Morteza Nicholas, Sorensen Journal Articles Reports - Research Illinois (Chicago) ISSN-0140-1971 English Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education Introduction: Despite the assumed importance of school-focused possible identities for academic motivation and outcomes, interventions rarely assess the effect of the intervention on possible identities. This may be due to difficulty coding open-ended text at scale but leaves open a number of questions: 1) how do school-focused possible identities change over the course of the school year, 2) whether these changes are associated with changes in school outcomes, and 3) whether a machine coding approach is viable. Methods: In Study 1 (n = 247 Chicago 8th-graders) we assess fall-to-spring change in school-focused possible identities. We test whether a change in school-focused possible identities predicts 8th-grade academic outcomes. We include robustness checks. Then we examine school context effects. In Study 2 (n = 1006 Chicago 8th-graders) we address the problem of coding at scale, using a separate data set to train a machine-learning algorithm. Results: On average, school-focused possible identities decline over the school year. But nearly a third of students have increasing school-focused possible identity scores. This increase is associated with improved grades. School context influences whether linked strategies matter. Our machine-learning algorithm accurately classifies school-focused possible identities in our original sample and this school-focused classification reliably predicts academic trajectories. Conclusions: Change in school-focused possible identities is normative over the course of the school year, interventions should take this into account. On average, students have fewer school-focused possible identities by spring. This decline is associated with declining academic trajectories. However, when school-focused possible identities increase, so do grades. Whether strategies matter is context-dependent. ED603377 Do You Need a Roadmap or Can Someone Give You Directions: When School-Focused Possible Identities Change so Do Academic Trajectories Grantee Submission Journal of Adolescence v79 p26-38 2020 2020-00-00 Institute of Education Sciences (ED) 13 T https://doi.org/10.1016/j.adolescence.2019.12.013 2020 -1 As Provided APR2020 Yes R305A140281

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No Prevention Intervention Middle School Students Comparative Analysis Gender Differences Racial Differences Risk Student Behavior Group Dynamics Coping Student Attitudes Psychological Patterns Grade 7 Groups Student Characteristics Attendance Patterns Pas, Elise T. Kaiser, Lauren Rabinowitz, Jill Lochman, John E. Bradshaw, Catherine P. Reports - Research Alabama Maryland EISSN- English Junior High Schools Middle Schools Secondary Education Elementary Education Grade 7 The extent to which youth attend Tier 2 evidence-based intervention is an important dimension of implementation. This study examined attendance patterns of 369 middle schoolers involved in a randomized trial testing the impact of Coping Power, an evidence-based Tier 2 preventive intervention. We conducted latent profile analysis to examine student attendance at the 25 Coping Power sessions and found three attendance patterns: 69.9% had &quot;high and stable&quot; attendance, 19.5% of youth had &quot;moderate and modestly&quot; declining attendance, and 10.6% had &quot;poor and sharply declining&quot; attendance. We then examined whether students of a particular gender and race or in single-gender/race intervention groups were more likely to demonstrate certain attendance patterns and whether there were mean differences across attendance patterns on student behavioral risk, affect, and group engagement; group characteristics (e.g., group behavioral norms); and individual contacts with the group leader. Analyses indicated students with the &quot;poor and sharply declining&quot; attendance pattern had higher early-session negative affect than students with the other two attendance patterns and were less likely to be in gender-balanced groups than students with &quot;moderate and modestly declining&quot; attendance. Students with &quot;moderate and modestly declining&quot; attendance spent more time in contacts with group leaders than students with &quot;high and stable&quot; attendance. Students with high attendance were in groups with the highest early-session group attendance rates. Implications of these findings for adaptation and tailoring of the Tier 2 Coping Power program are discussed. [This paper will be published in &quot;Journal of Applied School Psychology.&quot;] ED603378 Identifying Factors Associated with Patterns of Student Attendance and Participation in a Group Tier 2 Preventive Intervention: Implications for Adaptation Grantee Submission 2020-00-00 Institute of Education Sciences (ED) 46 T http://doi.org/10.1080/15377903.2020.1714860 2020 -1 As Provided APR2020 Yes R305A140070

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Yes Elementary School Students Elementary School Mathematics Grade 3 Grade 4 Grade 5 Number Concepts Fractions Algebra Mathematics Tests Test Construction Psychometrics Field Tests Public Schools Mathematics Achievement Scoring Test Items Item Response Theory Test Reliability Predictive Validity Scaling Schoen, Robert C. Anderson, Daniel Riddell, Claire M. Bauduin, Charity Reports - Research Tests/Questionnaires Florida Florida State University, Learning Systems Institute (LSI) English Elementary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools This report provides a description of the development process, field testing, and psychometric properties of the fall 2015 grades 3-5 Elementary Mathematics Student Assessment (EMSA), a student mathematics test designed to be administered in a whole-group setting to students in grades 3, 4, and 5. The test was administered to 2,614 participating grade 3, 4, and 5 students in 266 classrooms located in 10 public school districts in Florida during fall 2015. Focused on number (including whole number and fractions), operations, and algebraic thinking, the student assessment was designed to serve as a baseline measure of student achievement for use as a covariate in a randomized controlled trial evaluating the impact of a teacher professional development program on student learning. [This report was prepared by the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM) within the Learning Systems Institute.] ED603379 Elementary Mathematics Student Assessment: Measuring the Performance of Grade 3, 4, and 5 Students in Number (Whole Numbers and Fractions), Operations, and Algebraic Thinking in Fall 2015. Research Report No. 2018-24 Online Submission 2018-05-00 Florida Department of Education 128 N/A 2020 -1 As Provided APR2020 3712355B5C001 3712356B6C001 3712357B7C004

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No STEM Education Institutional Cooperation Space Exploration Space Sciences Higher Education Faculty Development College Faculty Teacher Competencies Preservice Teachers Preservice Teacher Education Professional Personnel Minority Groups Huling, Leslie Resta, Virginia Journal Articles Reports - Research EISSN- English Higher Education Postsecondary Education As the call for reform in STEM education has continued to increase over the past twenty- five years, new challenges arise for colleges and universities to seek high-quality professional development strategies and opportunities for faculty to upgrade and enhance their STEM teaching methodologies. Against this backdrop, the authors discuss what constitutes high- quality professional development and examine a large-scale three-year case study, involving a collaborative effort among NASA MUREP Educator Institutes for preservice-teachers and STEM education faculty from minority serving institutions. The authors analyze the resulting impacts of this professional development on various aspects of the professional practices of participating university faculty. [This article was published in &quot;SRATE Journal&quot; (EJ1243647).] ED603380 A NASA/University Faculty Development Partnership: Equipping Educators to Promote Equity in STEM Education Grantee Submission SRATE Journal v29 n1 p1-13 Win 2020 2019-00-00 National Aeronautics and Space Administration (NASA) 14 T 2020 -1 As Provided APR2020 NNX15AU89A

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Yes Foreign Countries Graduate Study Multicultural Education Preservice Teacher Education Course Evaluation Program Effectiveness Schools of Education Expectation Instructional Materials Educational Quality Course Objectives Erbas, Yahya Han Journal Articles Reports - Research Turkey ISSN-1308-9501 English Higher Education Postsecondary Education The contents of multicultural teacher education courses are essential as well as an examination of which philosophies, theories, and approaches are taught in multicultural courses, in order to support teachers' awareness regarding pluralism. This qualitative case study aimed to examine the effectiveness of a course that designed to teach theoretical and practical foundations of multicultural education. For this study, the researcher gathered data and investigated a stand-alone graduate course referred to as MULT-500 Multicultural Education in a school of education at a Turkish university. For this study, a focus group interview, fieldnotes, the course syllabus, and transcriptions of the final interviews serve as the sources for the findings. The results of the study indicated that some of the participants' expectations of this course were satisfactorily met, but it is worth noting that not all of their expectations were met. Although some participants thought that the course materials (books, articles, etc.) that was used for the course have the high quality, some of them believed that the course materials and the assignments should be more related to Turkish schools and curricula concepts. Additionally, participants believed that course provided the new terms with regard to multiculturalism; however, the lack of multicultural experiences in the classrooms, which was not supported throughout the course, was one the major concerns of participants. ED603381 Investigation of the Effectiveness of a Stand-Alone Graduate-Level Multicultural Education Course in a Public University in Turkey Online Submission International Journal of Educational Researchers v10 n1 p42-59 2019 2019-00-00 18 N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Community Colleges Supervision Supervisor Supervisee Relationship Organizational Climate Job Satisfaction School Personnel College Faculty Riego de Dios, Erin E. Journal Articles Reports - Research Philippines ISSN-2643-900X English Higher Education Postsecondary Education Two Year Colleges This study aimed to analyze the supervisory relationship, organizational climate and satisfaction of employees in a local community college. The researcher used a descriptive-correlational design with the survey as the instrument and considered 60 respondents using a convenience sampling technique. An adopted and modified instrument was used to gather data. For the statistical treatment, the study used SPSS 22 to analyze the gathered data with the use of the following tools: frequency, percentage, weighted mean, t-test, ANOVA and Pearson-r. The study generated the following results: the respondents answered, &quot;Agree&quot; that they have a good and suitable supervisory relationship, organizational climate and overall satisfaction. In addition, there are significant findings observed in supervisory relationships and organizational climate when grouped according to demographic profiles. Furthermore, relationship exist between some of the demographic profiles of the respondents, supervisory relationship, organizational climate and overall satisfaction. With the forgoing results, the researcher recommended important suggestions for this study. ED603382 Supervisory Relationship, Organizational Climate and Satisfaction of Employees in a Local Community College Online Submission International Journal Academic Management Science Research v4 n2 p164-170 Feb 2020 2020-02-00 7 N/A 2020 -1 As Provided APR2020

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No School Desegregation Educational Benefits Educational Policy Public Policy Educational Trends School Segregation Desegregation Effects Federal Government Elementary Secondary Education Educational Legislation Federal Legislation Academic Achievement Scores School Holding Power Problem Solving Cultural Pluralism Self Efficacy Educational Finance Neighborhood Integration Neighborhood Schools Housing School Districts Kahlenberg, Richard D. Potter, Halley Quick, Kimberly Numerical/Quantitative Data Reports - Evaluative Every Student Succeeds Act 2015 Elementary and Secondary Education Act Title I The Century Foundation English Elementary Secondary Education At a time when democracy is fractured along the fault lines of race, ethnicity, and religion, and when social mobility has stalled, high-quality integrated public schools could take us on a better path forward. Racial and socioeconomic school integration has proven to be one of the most powerful strategies known to educators to improve the lives of students and reduce national division. To close the gap between the dire need for action and the absence of federal leadership, this report proposes a number of policy ideas for members of Congress to consider. The first part of this report reviews the research on the powerful academic, cognitive, civic, socioemotional, and economic benefits of school integration. The second part outlines the evidence showing rising school segregation, and the relatively weak medicine the federal government currently brings to the problem; this section, however, also details some pockets of hope: a growing number of school districts that are taking steps to reduce segregation, as well as a few emerging federal and state proposals. The third and final part lays out long-term, medium-term, and short-term sets of policy initiatives that could make school integration a true federal priority, and, ultimately, a cornerstone in the renewal of the federal Elementary and Secondary Education Act, known as the Every Student Succeeds Act (ESSA). This reports describes: (1) the benefits of school integration; (2) the current state of school integration; and (3) a federal agenda for school integration. ED603383 A Bold Agenda for School Integration Century Foundation 2019-04-08 19 Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org N/A https://production-tcf.imgix.net/app/uploads/2019/04/05130945/School_Integreationfinalpdf.pdf 2020 -1 ERIC APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Educational Policy Higher Education Labor Market Employment Public Policy Employment Patterns Reports - Descriptive Moldova European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Moldova. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. [For the 2016 report, see ED603394.] ED603384 Moldova: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/81676A09FCBF8D1DC125824A003DAEF6_Moldova%202017.pdf 2020 -1 ERIC APR2020

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Yes Game Based Learning Learning Activities Student Motivation Student Satisfaction Instructional Effectiveness Educational Technology Foreign Countries College Seniors Preservice Teachers Preservice Teacher Education Elective Courses Karatas, Erinç Journal Articles Reports - Research Turkey EISSN-2147-1037 English Higher Education Postsecondary Education This is an action research study which attempts to solve some issues using gamification in learning environments. This study focuses on motivations of prospective teachers regarding courses rather the course content itself. During 2012-2013 academic year, gamification in education was practiced in the elective course &quot;Innovative Technologies&quot; offered by CEIT (Computer Education and Instructional Technology) program. The researcher e-mailed a questionnaire with 7 open-ended questions to identify prospective teachers' opinions about the gamified learning implemented. The responses from 15 participants regarding these four themes were analyzed individually. Four themes emerged in relation to the research problem: the general level of satisfaction, benefits, challenges and suggestions. According to the findings, the general level of course satisfaction is quite high. These prospective students stated that the use of gamified learning activities had increased their motivation both individually and as group. However, for several reasons, a small number of them were observed to be demotivated. ED603385 Gamified Learning Activities in a Teacher Education Course Online Submission Ahi Evran University Journal of Kirsehir Education Faculty v19 n1 p379-405 Apr 2018 2018-04-00 27 N/A 2020 -1 As Provided APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Educational Policy Higher Education Labor Market Employment Public Policy Employment Patterns Reports - Descriptive Morocco European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Morocco. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. [For the 2016 report, see ED603355.] ED603386 Morocco: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/A4DF5F096AC6FA39C125824A003D905D_Morocco%202017.pdf 2020 -1 ERIC APR2020

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No Charter Schools Racial Integration School Desegregation Socioeconomic Status Federal Government Equal Education State Policy Student Diversity Grants Federal Programs State Programs Desegregation Plans Demography Educational Finance Educational Policy Federal Aid State Aid Selective Admission Low Income Students Potter, Halley Nunberg, Miriam Reports - Evaluative The Century Foundation English As schools of choice, charter schools typically have the flexibility to enroll students from across an area, rather than being bound to a neighborhood attendance zone. And as schools usually created from scratch, charters can build diversity into their design, choosing educational models designed to appeal to a wide range of families. In practice, however, charter schools by and large have not realized their potential for integration. This report examines the main lever that currently exists for the federal government to shape charter school enrollment: the Charter Schools Program (CSP), a large federal grant program exclusively for charter schools. School integration is not part of the defined purpose of CSP, and several aspects of the program actively work against integration. This report begins with a brief background on CSP, then identifies opportunities and obstacles for charter school integration that currently exist in the program, and finally makes recommendations for changes to CSP that could result in charter schools playing a larger part in helping to integrate America's schools. ED603387 How Can the Federal Government Support Integration in Charter Schools? Century Foundation 2019-04-29 8 Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org N/A https://production-tcf.imgix.net/app/uploads/2019/04/26153205/Potter_Fedgov_FinalPDF1.pdf 2020 -1 ERIC APR2020

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Yes Motivation Leisure Time Gender Differences Student Welfare Student Attitudes Foreign Countries College Students Recreational Activities Self Concept Student Characteristics Majors (Students) Males Özdemir, Ali Selman Journal Articles Reports - Research Turkey (Ankara) ISSN-2501-1111 English Higher Education Postsecondary Education The aim of the study to determine the intrinsic leisure motivation level of university students and to evaluate the relationship and differences between some variables. 739 university students from different fields participated in the study and the data were collected with &quot;Intrinsic Leisure Motivation Scale&quot; developed by Weissinger and Bandalos (1995), adapted to Turkish which consists of 5 sub-dimensions and 23 items by Özdemir, Ayyildiz Durhan and Karaküçük (2020). Descriptive statistics, independent one-sample test, one-way ANOVA test and Tukey (HSD-LSD) test were used for data analysis. In this study, the intrinsic consistency coefficient of 0.83 for Competence-Challenge, 0.86 for Self-Determination, 0.77 for Commitment, 0.71 for Identification and 0.70 for Amotivation were obtained. As a result of the analysis, it was found that the intrinsic leisure motivation scores of the university students were above the average values (111.71 ± 21.00) for this sample group. The lowest average (13.76 ± 4.32) was obtained. Significant relationships and differences were determined according to gender, the field of study, school year and perceived welfare levels of the participants. According to this, a significant difference was found in favor of men according to the Identification sub-dimension and in favor of women according to Amotivation sub-dimension. When the differences between the learning fields and the measurement tool were examined, it was observed that sports science students showed higher ILM in all significant differences than the students in other learning fields. In the perceived welfare variable, it was found that the participants who perceived welfare levels as normal had higher levels of intrinsic leisure motivation than the other participants. At the same time, it can be said that the motivation for intrinsic leisure time increases as the school year increases. As a result of the research, it can be stated that the level of intrinsic leisure motivation of university students is high and variables such as gender, education field and year, perceived welfare level differ. ED603388 Exploring Intrinsic Leisure Motivations of University Students Online Submission European Journal of Education Studies v7 n1 p52-65 2020 2020-00-00 14 N/A 2020 -1 As Provided APR2020

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No Vocational Education Educational Finance Governance Educational Policy Educational Assessment Foreign Countries Evaluation Methods Sustainability Educational Strategies Management Information Systems Dorléans, Marie Reports - Research European Union European Training Foundation (ETF) (Italy) English The methodology presented in this paper offers an approach for assessing the robustness of a country's vocational education strategy from the governance and financing standpoints. The analysis may serve as an input for decisions on financial assistance. Developed on the basis of the European Commission's Budget Support Guidelines 2017 -- Annex 3, which focuses on assessing the credibility of sector policies, and tailored to vocational education, this methodology can be used to identify strengths, risks and areas for improvement in governance and financing, as well as an input to policy dialogue between the European Union and partner countries. It may also be used as a method for measuring policy progress over time in these two areas. ED603389 Assessing Governance and Financing of Vocational Education Strategies: A Methodology European Training Foundation 2019-00-00 48 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/2020-01/assessing_vet_governance_and_financing_methodology.pdf 2020 -1 As Provided APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Higher Education Vocational Education Educational Policy Public Policy Labor Market Employment Employment Patterns Reports - Descriptive Palestine European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in Palestine. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. [For the 2016 report, see ED603348.] ED603390 Palestine: Education, Training and Employment Developments 2017 European Training Foundation 2018-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/7A219EACA087548BC125824A003D5F6B_Palestine%202017.pdf 2020 -1 ERIC APR2020

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Yes Elementary Secondary Education Student Projects Public Schools Models Networks Systems Approach Participative Decision Making Professional Development Coaching (Performance) Transformative Learning Learner Engagement Critical Thinking Problem Solving Equal Education Empowerment Technology Uses in Education Educational Change Partnerships in Education Adams, Julie Duncan Grand, DeAnna Reports - Descriptive ISSN- Learning Policy Institute English Elementary Secondary Education Historically, deep learning opportunities have occurred in schools attended by this country's most advantaged students, and there have been few successful efforts to systemically create the structures and policies necessary to ensure every student has access to this type of learning. The New Tech Network, a network of more than 200 elementary, middle, and high schools across 25 states, breaks from this norm. It focuses on systemic change and has instantiated deeper learning practices in many geographically, politically, and socioeconomically diverse school settings. This case study describes how New Tech Network has spread its practices to many traditionally structured, public school districts across the United States. This report suggests that the following practices allow the effective transfer of the network's school model and pedagogies: (1) New Tech Network helps partner schools incorporate its core values for student learning into their structures and practices to ensure a shared vision of deeper learning; (2) When a school joins the network, New Tech Network uses a systematic planning and design process that seeks to involve all key stakeholders in the development and implementation of its deeper learning model; (3) New Tech Network facilitates professional learning for adults that is experiential and project-based, mirroring the student learning in New Tech Network schools; (4) New Tech Network provides ongoing supports for educators and school leaders through coaching and professional learning that reinforce the key tenets of New Tech Network and build local capacity; and (5) New Tech Network continuously improves its practices to better meet the needs of educators and school systems in geographically, economically, politically diverse settings. ED603391 New Tech Network: Driving Systems Change and Equity through Project-Based Learning. Deeper Learning Networks Series Learning Policy Institute 2019-10-02 William and Flora Hewlett Foundation 66 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 ERIC APR2020

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No Paying for College Student Financial Aid Data Use Outreach Programs Taxes State Agencies Low Income Students College Attendance Access to Information Agency Cooperation Shared Resources and Services Family Programs Federal Programs Welfare Services Eligibility Health Insurance Children Costs Adan, Sara Reports - Evaluative California Michigan Texas Temporary Assistance for Needy Families Social Security Childrens Health Insurance Program The Century Foundation English Higher Education Postsecondary Education While college costs have risen significantly in the past few decades, some of those cost increases can be partially mitigated by financial aid for low-income families. But many low- and moderate-income families vastly overestimate the cost of college, leading them to assume that enrolling their children in college, particularly a four-year school, is not a realistic option, or that aid is not available even if they do decide to enroll. More must be done to lower the cost of college. But as the federal government and state governments pursue those efforts, this report explores how states could simultaneously do more to generate and send to families personalized estimates of college costs--after aid--for their students. First, it reviews the college costs and financial aid information gap that families encounter. Second, it reviews how states have leveraged existing data in other social policy areas to provide information and even make eligibility determinations. Third, it analyzes key considerations in designing an outreach initiative that leverages state tax information. Finally, it looks across three states--California, Michigan, and Texas--to determine how such an initiative would work in practice, basing assessments on research from existing state agency information data sharing practices and interviews with financial aid, higher education, and taxation state workers in each of the selected states. ED603392 How States Can Deliver a More Effective College Affordability Message Century Foundation 2019-10-22 12 Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org N/A https://production-tcf.imgix.net/app/uploads/2019/10/18122306/FinalPDF_Adan.pdf 2020 -1 ERIC APR2020

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Yes Early Childhood Education Skill Development Preschool Education School Readiness Competence Early Childhood Teachers Social Development Emotional Development Cognitive Development Language Skills Literacy Education Mathematics Skills Science Process Skills Physical Development Teacher Competencies Developmentally Appropriate Practices Observation Student Evaluation Inclusion Student Needs Family Involvement Faculty Development Meloy, Beth Schachner, Abby Reports - Descriptive ISSN- Learning Policy Institute English Early Childhood Education Preschool Education The purpose of the Early Childhood Essentials Framework is to synthesize and communicate the essential skills and competencies children should be acquiring before they enter kindergarten and the related skills and competencies early childhood educators must cultivate in order to provide high-quality early learning experiences that will set all children on the path to success in school and in life. The unique goals of this framework are to clearly convey the link between early educator competencies, early education practice, and the school readiness and success of all children and to acknowledge the foundational conditions necessary for children and educators to achieve these essential skills and competencies. This framework provides a baseline of knowledge to help decision-makers think critically about how to improve the early learning programs they oversee. [Report originally published October 15, 2019. Document last revised November 20, 2019.] ED603393 Early Childhood Essentials: A Framework for Aligning Child Skills and Educator Competencies Learning Policy Institute 2019-11-20 David and Lucile Packard Foundation 48 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 ERIC APR2020

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No Foreign Countries Demography Economics Educational Trends Elementary Secondary Education Vocational Education Educational Policy Higher Education Labor Market Employment Public Policy Employment Patterns Reports - Descriptive Moldova European Training Foundation (ETF) (Italy) English Elementary Secondary Education Higher Education Postsecondary Education This report provides an overview of key policy developments in education, training, and employment in the Republic of Moldova. The paper contains sections that review the country's key demographic and economic characteristics; education and training trends, challenges, policy, and institutional setting; and labour market and employment trends, challenges, policy, and institutional setting. ED603394 Republic of Moldova: Education, Training and Employment Developments 2016 European Training Foundation 2017-00-00 16 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/m/158E8181CC7FB661C12580E60051544E_Moldova%202016.pdf 2020 -1 ERIC APR2020

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No Charter Schools Geographic Location State Policy Educational Policy Barriers Access to Education Selective Admission Transportation Lunch Programs Disclosure Enrollment Student Diversity English Language Learners Students with Disabilities Potter, Halley Nunberg, Miriam Reports - Evaluative The Century Foundation English The relationship between charter schools and school integration has been complicated from the start. This report analyzes charter school policies and enrollment trends in each state to attempt to answer the fundamental question, How well do states support integration in charter schools? The centerpiece of the analysis is a series of state profiles--with key findings, recommendations, enrollment data, and policy information for each state. (These profiles are available at charterdiversity.org.) The narrative text provided in this report explains the methodology used to create those profiles and provides a summary of some national trends. The policy analysis in this report reveals that most states lack basic protections to ensure that all students, including marginalized groups, have access to charter schools in the admissions and enrollment process. ED603395 Scoring States on Charter School Integration Century Foundation 2019-04-04 20 Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org N/A https://production-tcf.imgix.net/app/uploads/2019/03/03102619/potter_scoring-states2.pdf 2020 -1 ERIC APR2020

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Yes Networks Student Interests Educational Environment Holistic Approach Student Needs Student Diversity Teaching Methods Leadership Responsibility Cooperative Planning Educational Quality Teacher Attitudes Professional Development Design Institutional Cooperation Equal Education Transformative Learning Bradley, Kathryn Hernández, Laura E. Reports - Descriptive ISSN- Learning Policy Institute English Big Picture Learning is a school network that is driven by a singular vision: to engage every student in individualized learning experiences that focus on their interests and curiosities. To this end, the network partners with schools and districts to transform teaching and learning environments in ways that ensure students will graduate from high school with the knowledge, relationships, dispositions, and abilities that make them more likely to thrive in college, career, and civic participation. Big Picture Learning nurtures learning environments that are centered on students and their varied needs and interests. In doing so, they meet the holistic needs of a diverse student population and cultivate school cultures grounded in relationship building, personalization, and student voice. This report highlights how Big Picture Learning has instantiated its approach across varied settings. The report begins with a description of the network's approach and how it designs its schools to implement deeper learning. The report then describes the systems and structures that have enabled Big Picture Learning to spread its learning approach in a high-quality manner. In describing these findings, the report highlights how Big Picture Learning and its leaders have consistently been responsive to communities and local conditions, allowing network-affiliated schools to take on a distinct character while maintaining fidelity to its deeper learning focus. The authors find that: (1) Big Picture Learning maintains a vision for deeper learning and equity that guides all aspects of school design, practice, and culture and supports schools in spreading its approach in high-quality ways; (2) Big Picture Learning collaborates with stakeholders to implement deeper learning, ensuring that its approach is feasible, sustainable, and engaged with the community; (3) Big Picture Learning has developed and implemented multifaceted and experiential professional learning supports to build the capacity of leaders and educators to implement deeper learning; and (4) Big Picture Learning is a learning organization that has evolved its practices and structures to improve the quality of its approach and the spread of deeper learning. ED603396 Big Picture Learning: Spreading Relationships, Relevance, and Rigor One Student at a Time. Deeper Learning Networks Series Learning Policy Institute 2019-10-15 William and Flora Hewlett Foundation 70 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 ERIC APR2020

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No English Language Learners School Choice Charter Schools Student Diversity Student Characteristics Academic Achievement Access to Information Family Role Institutional Autonomy Student Needs Accountability Elementary Secondary Education Preschool Education Language Usage Family Environment Family Needs Decision Making Leadership Responsibility State Government Federal Government Local Government Williams, Conor P. Reports - Evaluative The Century Foundation English Elementary Secondary Education Early Childhood Education Preschool Education American public schools today are perhaps more linguistically and culturally diverse than at any other point in American history. Nearly one in ten U.S. students is currently classified as an English learner (EL). This report explores the intersection between ELs and charter schools and provides ideas for helping policymakers use charters as sources of educational opportunity for a larger number of EL students. It begins with a look at the current experiences of ELs in charters, including things such as demographics and academic performance. It then explores in more depth three issue areas: (1) improving the information multilingual families get about school choice systems and options; (2) using charters' school-level autonomy to develop school models that meet ELs' unique needs; and (3) developing meaningful charter accountability for improving ELs' performance. The analysis and ensuing policy recommendations build upon the most current research on ELs, school choice, and charter schools, as well as dozens of interviews with charter leaders (and other stakeholders) in communities across the country, often during visits to their schools. ED603397 English Learners and School Choice: Helping Charter Schools Serve Multilingual Families. Policies for Delivering on Charter Schools&apos; Equity Potential Century Foundation 2019-04-29 Walton Family Foundation Policymakers 22 Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org N/A https://production-tcf.imgix.net/app/uploads/2019/04/26151837/Williams_EL_FInalPDF.pdf 2020 -1 ERIC APR2020

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Yes Access to Education Equal Education Experienced Teachers Teacher Certification Minority Group Students Beginning Teachers School Location Enrollment Teacher Effectiveness White Students Achievement Gap Educational Policy Disadvantaged Schools Disproportionate Representation Teacher Distribution Public Schools Elementary Schools Secondary Schools Cardichon, Jessica Darling-Hammond, Linda Yang, Man Scott, Caitlin Shields, Patrick M. Burns, Dion Reports - Evaluative ISSN- Learning Policy Institute English Elementary Education Secondary Education Decades of research show that fully certified and experienced teachers matter for student achievement. Yet, providing all students with equitable access to such teachers has long been a struggle in U.S. schools. This report analyzes data from the U.S. Department of Education's two most recent years of the biannual Civil Rights Data Collection (CRDC)--2014 and 2016. These data shed light on the extent to which inequities in opportunities to learn exist at the state and national levels, and they can inform the appropriate remedies. To examine historically underserved students' access to certified and experienced teachers, this report divides schools within the CRDC into five groups based on the percentage of students of color enrolled. The analysis looks at two groups: schools serving the highest proportion of students of color and schools serving the lowest proportion of students of color. Ultimately, this report analyzes the extent to which schools with high and low enrollment of students of color have certified and experienced teachers. This analysis, which includes national and state information, demonstrates that students of color consistently have less access to certified and experienced teachers than their white peers. Specifically, this report finds: (1) Students in schools with a high proportion of students of color have less access to certified teachers than those in schools with a low proportion of students of color; (2) Students in schools with high enrollment of students of color have less access to certified teachers than their white peers regardless of locale; and (3) Students in schools with high student of color enrollment have less access to experienced teachers. The report concludes with key policy strategies for supporting teachers and increasing student access to certified and experienced teachers. ED603398 Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers Learning Policy Institute 2020-02-10 Sandler Foundation William and Flora Hewlett Foundation 36 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 ERIC APR2020

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Yes Community Colleges Enrollment Student Characteristics Graduation Rate Costs Tuition Fees Student Financial Aid Vocational Education Governance Labor Force Development College Readiness Career Readiness Experiential Learning College Credits Adult Education Literacy Education College Admission College Attendance Developmental Studies Programs Noncredit Courses College Transfer Students Economic Development Partnerships in Education Community Involvement State Programs Federal Programs Human Resources Educational Finance Gender Differences Racial Differences Ethnicity Socioeconomic Status Reports - Descriptive Numerical/Quantitative Data Iowa Iowa Department of Education, Division of Community Colleges and Workforce Preparation English Higher Education Postsecondary Education Two Year Colleges Adult Education Since 1998, the Iowa Department of Education's Division of Community Colleges and Workforce Preparation (division) has compiled and published &quot;The Annual Condition of Iowa's Community Colleges,&quot; commonly known as the &quot;Condition Report.&quot; The intent of this report is to provide clear, objective data about Iowa's community colleges for policymakers, governing bodies and other community college stakeholders. This year's Condition Report contains seven sections designed to tell a cohesive story about the programs and services offered by Iowa's 15 community colleges. These sections focus on the following broad themes: (1) The Evolution of Iowa's Community Colleges (Section 1); (2) Programs that Meet Student and Workforce Needs (Section 2); (3) College Admission and Enrollment (Section 3); (4) Student Success and Institutional Performance (Section 4); (5) College Costs and Affordability (Section 5); (6) Programs that Serve Local Communities (Section 6); and (7) Systems and Infrastructure (Section 7). In addition, the report contains an executive summary that provides a snapshot of the data highlights, stories and pictures to highlight student successes and a conclusion to summarize the year in review. [The following were contributing authors to this report: Vladimir Bassis, Elizabeth Campbell, Joe Collins, Lisa Gard, Alex Harris, Dan Li, Paula Nissen, Chris Russell, Jayne Smith, Eric St. Clair, Pat Thieben, Kristy Volesky, Amy Vybiral, and Mike Williams. For the 2018 report, see ED593375.] ED603399 The Annual Condition of Iowa&apos;s Community Colleges, 2019 Division of Community Colleges and Workforce Preparation, Iowa Department of Education 2019-00-00 150 Division of Community Colleges and Workforce Preparation, Iowa Department of Education. Grimes State Office Building, 400 East 14th Street, Des Moines, IA 50319-0146. Tel: 515-281-3125; Fax: 515-281-6544; Web site: http://educateiowa.gov/ N/A 2020 -1 ERIC APR2020

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No Parent Participation Empowerment Coaching (Performance) Early Intervention Autism Pervasive Developmental Disorders Program Implementation Evidence Based Practice Barriers Social Development Communication Skills Young Children Program Effectiveness Pellecchia, Melanie Beidas, Rinad S. Mandell, David S. Cannuscio, Carolyn C. Dunst, Carl J. Stahmer, Aubyn C. Journal Articles Reports - Research Pennsylvania (Philadelphia) EISSN- English Adult Education Background: Parent-mediated early interventions (EI) for children with autism spectrum disorder (ASD) can result in significant improvements in children's cognitive ability, social functioning, behavior, and adaptive skills, as well as improvements in parental self-efficacy and treatment engagement. The common component to efficacious parent- mediated early interventions for ASD is clinician use of parent coaching and occurs when a clinician actively teaches the parent techniques to improve their child's functioning. Available evidence suggests that community- based EI clinicians rarely coach parents when working with families of these children, although specific barriers to coaching are unknown. This consistent finding points to the need to develop strategies to improve the use of parent coaching in community EI programs. The purpose of this community-partnered study is to iteratively develop and pilot test a toolkit of implementation strategies designed to increase EI clinicians' use of parent coaching. Methods: This study has four related phases. Phase 1: examine how EI clinicians trained in Project ImPACT, an evidence-based parent-mediated intervention, coach parents of children with ASD. Phase 2: identify barriers and facilitators to clinician implementation of parent coaching by administering validated questionnaires to, and conducting semi-structured interviews with, clinicians, parents, and agency leaders. Phase 3: partner with a community advisory board to iteratively develop a toolkit of implementation strategies that addresses identified barriers and capitalizes on facilitators to improve clinician implementation of evidence-based parent coaching. Phase 4: pilot test the feasibility and effectiveness of the implementation strategy toolkit in improving EI clinicians ' use of parent coaching with nine EI clinicians and parent-child dyads using a multiple-baseline-across-participants single-case design. Discussion: Completion of these activities will lead to an in-depth understanding of EI clinicians' implementation of parent coaching in usual practice following training in an evidence-based parent-mediated intervention, barriers to their implementation of parent coaching, a toolkit of implementation strategies developed through an iterative community-partnered process, and preliminary evidence regarding the potential for this toolkit to improve EI clinicians' implementation of parent coaching. These pilot data will offer important direction for a larger evaluation of strategies to improve the use of parent coaching for young children with ASD. ED603400 Parent Empowerment and Coaching in Early Intervention: Study Protocol for a Feasibility Study Grantee Submission Pilot and Feasibility Studies v6 Article 22 2020 2020-00-00 Institute of Education Sciences (ED) 12 T https://doi.org/10.1186/s40814-020-00568-3 2020 -1 As Provided APR2020 Yes R324B180017

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No Mixed Methods Research Intervention Equal Education Discipline Racial Bias Program Evaluation Program Implementation Faculty Development Teacher Attitudes Adoption (Ideas) Rating Scales Fidelity Bastable, Eoin Meng, Paul Falcon, Sarah McIntosh, Kent Reports - Research EISSN- English Educators have shown reluctance to implement interventions aimed at improving racial equity in school disciplinary practice. Mixed methods were applied to assess and improve the acceptability of a new intervention designed to reduce racial disparities in school discipline. A descriptive concurrent parallel design was used to assess educators' perceptions of the acceptability of the intervention. Quantitative findings from professional development workshops introducing the intervention (n = 118 educators) were corroborated with qualitative findings from a separate sample of four teachers who implemented it in their classrooms. Quantitative findings indicated that the intervention was acceptable to a broad range of potential implementers, and qualitative findings were used to modify the intervention to further improve its acceptability. The strengths, limitations, and implications of embedding mixed method approaches to assess intervention acceptability are also discussed. [This paper will be published in &quot;Behavior Disorders.&quot;] ED603401 Using an Embedded Mixed Methods Design to Assess and Improve Intervention Acceptability of an Equity-Focused Intervention: A Methodological Demonstration Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 35 T https://doi.org/10.1177%2F0198742919880486 2020 -1 As Provided APR2020 Yes R324A170034

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No Early Childhood Education School Segregation School Desegregation School Districts Change Strategies Educational Policy Access to Education Public Education Preschool Education Student Diversity Urban Schools Low Income Groups Private Schools Early Intervention At Risk Students Infants Toddlers Preschool Children Child Care Centers Enrollment Trends Racial Differences Ethnicity Potter, Halley Reports - Evaluative New York (New York) The Century Foundation English Early Childhood Education Preschool Education In 2014, a study by the Civil Rights Project at UCLA found that New York State had the most segregated schools in the country, more segregated than the school systems in the deep south. In recent years, however, attention to and action on school integration in New York has grown. Through groups such as Teens Take Charge, IntegrateNYC, and the Alliance for School Integration and Desegregation, students and parents have been speaking up in support of integration. New integration plans have been successfully implemented in several community school districts. And earlier this year, the New York City School Diversity Advisory Group, a high-level panel of experts and community members convened by the mayor, issued two reports with sweeping recommendations for changes to the city's school policies and practices that, if enacted, would represent the most robust desegregation efforts ever undertaken in New York City. At the same time, the past few years have also seen growing attention to investments in early childhood education in the city. Mayor de Blasio made Pre-K for All, and subsequently 3-K for All, signature policies of his administration, expanding free, full-day public preschool to serve thousands of children and families. Although the work on school integration and early education both have equity and opportunity as their core concerns, these two initiatives have been largely separate thus far. This report attempts to give direction for some of that work, beginning with a discussion of why diversity in early education matters in the first place, followed by a summary of what we know about the demographics of early childhood education nationally. The subsequent sections give an overview of the early childhood system in New York City, covering children from birth up to age five; discuss the opportunities and challenges that the system presents for integration; and offer broad policy recommendations for the steps needed to provide more of the youngest New Yorkers with access to integrated learning environments. ED603402 Creating Integrated Early Childhood Education in New York City Century Foundation 2019-10-28 15 Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org N/A https://production-tcf.imgix.net/app/uploads/2019/10/28114707/halley_integratededu_fn1.pdf 2020 -1 ERIC APR2020

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Yes High School Students High School Teachers Educational Quality Teacher Effectiveness Educational Environment School Culture School Safety Social Development Emotional Development Positive Behavior Supports Instruction Academic Achievement Teacher Student Relationship Inquiry Active Learning Individualized Instruction Scaffolding (Teaching Technique) Faculty Development Communities of Practice Cooperative Learning Educational Objectives Ancess, Jacqueline Rogers, Bethany Duncan Grand, DeAnna Darling-Hammond, Linda Reports - Research New York (New York) ISSN- Learning Policy Institute English High Schools Secondary Education This case study of Bronxdale High School in New York was written to illustrate what a successful school serving diverse learners looks like and does when its practices are consistent with knowledge rooted in the sciences of learning and development. Most enter the school achieving well below proficiency levels on standardized tests; however, city data show students outperforming their peers and city averages in credit accrual, 4- and 6-year graduation rates, and enrollment in postsecondary education. Bronxdale's School Quality Review evaluation rated the school as &quot;excellent&quot; in rigorous instruction, teaching and learning effectiveness, teacher collaboration and development, and high expectations for students. Although the proliferation of local gangs makes the neighborhood unsafe, Bronxdale students note that they feel safe in their school. Recently, the New York City Department of Education designated Bronxdale as a model site for restorative practices--a school that other city school leaders visit in order to learn. This case explores the constellation of factors that have allowed Bronxdale to achieve these successes. Those factors include: (1) a compelling vision of students and school as a caring, safe, collaborative community, coupled with structures that build the trust and skills that make this possible; (2) the integration of inquiry instruction with social-emotional supports; (3) educative discipline that puts restorative practices into action; and (4) a faculty and leadership committed to &quot;teaching the way that students learn best,&quot; continuously learning together in a community of practice. [Document last revised September 26, 2019.] ED603403 Teaching the Way Students Learn Best: Lessons from Bronxdale High School Learning Policy Institute 2019-10-00 Chan Zuckerberg Initiative 88 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 ERIC APR2020

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Yes Foreign Countries Middle School Students Computer Science Education Programming Coding Computation Thinking Skills Problem Solving Scores Gunbatar, Mustafa Serkan Turan, Baris Journal Articles Reports - Research Turkey EISSN- English Junior High Schools Middle Schools Secondary Education The aim of the study was to determine the effect of the programming instruction process carried out by using mBlock programming tool on the students' computational thinking skills. The study design was one group pretest-post-test experimental design. Study group was consisted of 82 students enrolled to a secondary school in Edremit district of Van province / Turkey. 39 of the participants were female and 43 of them were male. Participants were 6th grade students in three different classes. Instruction process was leaded in 2017-2018 academic year. MBlock tool was used in computer programming instruction process. Teaching sessions were two hours per week, 12 weeks in total. In the instruction process &quot;concepts of software, the problem concept, algorithm concept, algorithm steps belonging to a problem, geometrical shapes in the flow chart, mBlock characters, events &amp; control blocks, coordinate axis &amp; scene section, perception blocks, operator blocks, and variable concepts&quot; were handled respectively. Exercises about these subjects were done. Data were collected by Computational Thinking Levels Scale (CTLS) developed by Korkmaz, Çakir &amp; Özden (2015). CTLS has five sub-dimensions, namely, Creativity, Algorithmic thinking, Collaboration, Critical thinking, and Problem solving. The collected data were corresponding to the normal distribution. The data were analyzed through paired samples t tests. According to the findings, post-test scores of the CTLS were statistically higher than the pre-test scores. In addition to this, all scores for sub dimensions statistically differ in favor of post-tests except problem solving dimension. In other words, the development of higher order thinking skills such as computational thinking can be provided with programming courses where block based tools used. In 2018, Problem Solving and Programming Unit were added to Information Technology and Software curriculum in 5th and 6th grades in Turkey. In light of the findings, it seems that the decision taken by Turkish Ministry of Education is correct. ED603404 The Effect of Block-Based Programming on the Computational Thinking Skills of Middle School Students Online Submission Turkish Online Journal of Educational Technology v2 spec iss p335-339 Dec 2019 2019-12-00 5 N/A 2020 -1 As Provided APR2020

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Yes Student Diversity Curriculum Development Evaluation Methods School Culture Educational Research Educational Technology Advocacy Second Language Learning World Views Cooperative Learning Student Projects Teaching Methods Authentic Learning Anxiety Language Skills Academic Language Cultural Influences German Interdisciplinary Approach Study Abroad Burke, Brigid M., Ed. Collected Works - Proceedings Central States Conference on the Teaching of Foreign Languages (CSCTFL) English The 2020 Central States Conference on the Teaching of Foreign Languages, held in collaboration with the Minnesota Council on the Teaching of Languages and Cultures, took place at the Hyatt Regency Hotel in downtown Minneapolis, March 12-14, 2020. The conference theme, &quot;Room for All at the Table&quot; focused on celebrating the rich diversity of learners and how to appeal to them and meet their needs. Attendees chose from 26 workshops, and more than 200 sessions focused on diversity, activities and strategies, curriculum development, assessment, culture, research, technology, advocacy, and more as part of their professional learning. The Central States Conference Report 2020, &quot;Room for All at the Table,&quot; supports the concept of including diverse learners in language learning environments. In this volume, authors present ways educators can support diverse learners to learn world languages and expand their world view. [For the 2019 report, see ED598292.] ED603405 Room for All at the Table: 2020 Report of the Central States Conference on the Teaching of Foreign Languages Central States Conference on the Teaching of Foreign Languages 2020-00-00 160 Central States Conference on the Teaching of Foreign Languages. 239 Tonkin Drive, Ishpeming, MI 49849. e-mail: csctfl.exec.director@gmail.com; Web site: https://csctfl.wildapricot.org/page-1860386 T 2020 -1 ERIC APR2020

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No Proprietary Schools Educational Policy Government Role Educational Malpractice Federal State Relationship Accreditation (Institutions) Student Recruitment Incentives Federal Aid Debt (Financial) Loan Default Taxes Consumer Education Federal Programs Educational Legislation Higher Education Federal Legislation Veterans Quotas Employment Colleges Federal Regulation Shireman, Robert Reports - Descriptive Higher Education Act Title IV G I Bill The Century Foundation English Higher Education Postsecondary Education For-profit colleges do not always recruit aggressively; nor do they always shortchange students. But the problem of colleges systematically overpromising and underdelivering, when it does happen, has largely been a for-profit phenomenon. The abuses have been the most widespread and most damaging when they have been fueled by government grants and loans. A cycle has been created: federal money stokes scandals, regulations are adopted in response, the regulations are then relaxed, and the scandals repeat. This report discusses nine of the levers that Congress and the executive branch have used, and should fine-tune and/or reinstate, in order to root out abuses and to steer colleges toward practices and outcomes that are in the best interests of students and taxpayers. [This report is adapted from testimony that the author presented before the U.S. House of Representatives' Subcommittee on Higher Education and Workforce Development, Committee on Education and Labor; and the House's Subcommittee on Economic Opportunity, Committee on Veterans Affairs on April 24, 2019, in San Diego, California.] ED603406 The Policies That Work--and Don&apos;t Work--to Stop Predatory For-Profit Colleges Century Foundation 2019-05-20 18 Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org N/A https://production-tcf.imgix.net/app/uploads/2019/05/20105707/Shireman_9policies_FinalPDF1.pdf 2020 -1 ERIC APR2020

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No Educational Indicators Employment Human Capital Vocational Education Job Training Labor Market International Cooperation Statistical Data Educational Attainment Higher Education Unemployment Trend Analysis Labor Force Nonparticipants Out of School Youth Dropouts Educational Finance Expenditures Secondary School Students Population Distribution Self Employment Foreign Countries Cross Cultural Studies Badescu, Mircea Reports - Research Numerical/Quantitative Data European Training Foundation (ETF) (Italy) English Higher Education Postsecondary Education Secondary Education These Key Indicators on Education, Skills and Employment (KIESE) are a collection of statistics that are part of a broader set of indicators proposed by the European Training Foundation (ETF) to enable an assessment of developments in the field of human capital in the partner countries. They include data on vocational education and training (VET), skills, employment and labour market outcomes. The indicators are compiled annually for all ETF partner countries and are used in various ETF documents and publications. This document presents the main findings and results from 2019. One important objective of this report is to provide an overview of trends and developments in partner countries, and also to raise awareness on the use of indicators to drive the policy cycle. This report is divided into four parts: (1) the indicators and their definitions; (2) key findings for 2019; (3) data availability and quality; and (4) indicators. [For the 2018 report, see ED593382.] ED603407 Key Indicators on Education, Skills and Employment, 2019 European Training Foundation 2019-10-15 48 European Training Foundation. Villa Gualino Viale Settimio Severo 65, I-10133 Torino, Italy. Tel: +39-011-630-2222; Fax: +39-011-630-2200; e-mail: info@etf.europa.eu; Web site: https://www.etf.europa.eu/en N/A https://www.etf.europa.eu/sites/default/files/2019-12/kiese_2019.pdf 2020 -1 ERIC APR2020

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No Positive Behavior Supports Intervention Educational Change Evidence Based Practice Adoption (Ideas) Decision Making Kittelman, Angus Strickland-Cohen, M. Kathleen Pinkelman, Sarah E. McIntosh, Kent Reports - Research EISSN- English There is a dearth of research examining school and district factors associated with the abandonment of evidence-based practice in schools. In this mixed-methods study, we surveyed 23 school personnel working with 30 schools that abandoned and then readopted school-wide positive behavioral interventions and supports (SWPBIS). Our aims were to identify critical features abandoned and perceived reasons for abandonment and readoption of SWPBIS practices. SWPBIS features most often abandoned included data-based decision making and school-wide acknowledgement systems. Lack of staff buy-in was the most commonly reported reason for abandonment, and a new school administrator was the most commonly reported reason for readoption. Implications for research and how schools could safeguard against abandonment of evidence-based practices are discussed. [This is the advance online version of a paper published in &quot;Journal of Positive Behavior Interventions&quot; (EJ1244498).] ED603408 Variables Contributing to Abandonment and Readoption of SWPIBS Grantee Submission 2020-00-00 Institute of Education Sciences (ED) 28 T http://dx.doi.org/10.1177/1098300719888748 2020 -1 As Provided APR2020 Yes R324A180027

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No College Entrance Examinations Standardized Tests Culture Fair Tests Race Family Income College Admission Student Records Legal Problems Low Income Minority Groups Ethics Correlation Scores College Applicants College Attendance Graduation Rate Criticism Majors (Students) Advantaged Access to Education Higher Education Racial Differences Soares, Joseph A., Ed. Books Collected Works - General California North Carolina ACT Assessment SAT (College Admission Test) English Higher Education Postsecondary Education This update to &quot;SAT Wars&quot; provides new evidence in the case against standardized college entry tests, including the experiences of test-optional colleges. &quot;The Scandal of Standardized Tests&quot; sheds significant light on key problems such as: (1) Are the tests stronger proxies for race and family income today than they were 20 years ago?; (2) Does going test-optional promote racial and economic diversity?; (3) Are there any differences in academic records between students admitted without test scores and those with them?; (4) How does testing figure into race-sensitive admissions legal controversies?; (5) Why is the College Board's &quot;environmental dashboard&quot; inadequate as a way to create a fair playing field?; (6) How are the odds of attending and graduating from college stacked against low-income youths and racial minorities?; and (7) What does the FBI Varsity Blues sting tell us about college admissions in America? Book features include: (1) Provides 25 years of data on California showing how the correlation of test scores with race has grown over time while their predictive powers have declined; (2) Shows how the disparate results of SAT/ACT scores by race provide grounds for a constitutional challenge to the use of those tests; (3) Provides an overview of our current national situation regarding college applications, attendance, and graduation rates according to family income and college major; (4) Offers a devastating critique of the College Board's &quot;adversity index&quot;; and (5) Includes a national balance sheet on the experiences of test-optional colleges. Following the preface and Introduction: &quot;Toss That Test&quot; by Joseph A. Soares, this book contains the following chapters: (1) Norm-Referenced Tests and Race-Blind Admissions: The Case for Eliminating the SAT and ACT at the University of California (Saul Geiser); (2) Wealth's Influence on College Enrollment and Completion (Paul Fain); (3) How the SAT Creates Built-in Headwinds: An Educational and Legal Analysis of Disparate Impact (William C. Kidder and Jay Rosner); (4) The &quot;Landscape&quot; or &quot;Dashboard Adversity Index&quot; Distraction: A Clumsy Attempt at Damage Control (Joseph A. Soares); (5) The SAT/ACT Optional Admissions Growth Surge: More Colleges Conclude &quot;Test Scores Do Not Equal Merit&quot; (Robert Schaeffer); (6) Wake Forest's Ten Years of Test-Optional Admissions: A Review of Students Who Did Not Submit Versus Those Who Did (Michael DeWitt and Philip Handwerk); and (7) Defining Access: How Test-Optional Works (Steven T. Syverson, Valerie W. Franks, and William C. Hiss). The book includes Final Thoughts: The FBI Sting and Moments that Define a Profession by Jon Boekkenstedt. An index is also provided. ED603409 The Scandal of Standardized Tests: Why We Need to Drop the SAT and ACT Teachers College Press 2020-04-10 978-0-8077-6332-2 224 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/the-scandal-of-standardized-tests-9780807763322 2020 -1 ERIC APR2020

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Yes Process Approach (Writing) Second Language Learning Second Language Instruction Writing Instruction Teaching Methods Writing Skills Action Research Instructional Effectiveness English (Second Language) Foreign Countries Writing Processes Connected Discourse Student Attitudes Brainstorming Revision (Written Composition) Martínez, Jesús López-Díaz, Alexander Pérez, Elica Journal Articles Reports - Research Dominican Republic ISSN-2636-2139 English Writing is, at times, neglected by both teachers and students. Far too often, courses involve an emphasis on speaking skills and direct grammar instruction. These courses, however, pay little attention to writing skills and, most specifically, academic writing. In fact, while addressing writing, teachers may have different approaches, one of which is process writing. The current study explores the implementation of process writing as a tool for developing students' writing skills in the context of paragraph writing. Students went through four lessons, and a pretest-posttest format was used to conduct research and evaluate data. Action Research was the paradigm used to structure this study. Lastly, the researchers concluded that process writing is conducive to stronger writing skills resulting in more organized and structured paragraphs. ED603410 Using Process Writing in the Teaching of English as a Foreign Language Online Submission Revista Caribeña de Investigación Educativa v4 n1 p49-61 2020 2020-00-00 13 N/A 2020 -1 As Provided APR2020

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Yes Educational Research Social Influences Cultural Influences Foreign Students Interaction Cultural Differences Foreign Countries Online Courses Large Group Instruction Conventional Instruction Emotional Intelligence Asians College Students Doctoral Programs Graduate Students Teaching Assistants Student Participation Local Government Government Role Teacher Attitudes College Faculty Multilingualism Language of Instruction National Standards Legal Responsibility Educational Innovation Language Skills Churches Private Schools Religious Education Sustainability Quality Control Competence Business English Nouns Morphology (Languages) Vocabulary Identification (Psychology) Language Usage Grammar Syntax Russian Journalism Linguistics International Relations Form Classes (Languages) Dialects Dictionaries Finno Ugric Languages Artificial Intelligence Collected Works - Proceedings Russia China Estonia Romania Slovakia Hungary ISSN-2603-4107 NORDSCI English Higher Education Postsecondary Education This volume includes two sections of the 2019 NORDSCI international conference proceedings: (1) Education and Educational Research; and (2) Language and Linguistics. Education and Educational Research includes 11 papers covering scientific topics in the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 11 papers covering scientific topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. ED603411 NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2 NORDSCI 2019-00-00 978-619-7495-05-8 213 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2019 -1 ERIC APR2020

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Yes Community Colleges Two Year College Students Enrollment Trends Full Time Students Part Time Students Minority Group Students College Credits Dual Enrollment High School Students Student Characteristics Online Courses Enrollment Projections Declining Enrollment Academic Education Numerical/Quantitative Data Reports - Descriptive Iowa Iowa Department of Education, Division of Community Colleges and Workforce Preparation English Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education The Iowa Department of Education collects enrollment information from all 15 community colleges. This report summarizes several aspects of community college enrollment. Some highlights of this report include: (1) Fall 2019 enrollment decreased 1.7 percent to 88,375 students; (2) Part-time enrollment remained larger than full-time students and reached the all times record high 64.3 percent of total fall enrollment; (3) Minorities comprised 23.6 percent of fall enrollment; (4) Total credit hours registered decreased 2.4 percent to 754,124 credit hours; (5) Average course load for both full-time students (13.9 credits) and part-time students (5.5 credits) remained unchanged; (6) Students in college parallel programs comprised 41.3 percent of total fall enrollment, followed by students with no program of study (29.6 percent) and CTE programs (27.3 percent); (7) For the first time in history the number of high school students participating in joint enrollment decreased (less than one percent) to 35,734 students; and (8) The majority of high school students (99.4 percent) participated in joint enrollment through contracted courses between high schools and community colleges. [For the 2018 report, see ED593376.] ED603412 Fall Enrollment: Iowa Community Colleges, 2019 Division of Community Colleges and Workforce Preparation, Iowa Department of Education 2019-00-00 22 Division of Community Colleges and Workforce Preparation, Iowa Department of Education. Grimes State Office Building, 400 East 14th Street, Des Moines, IA 50319-0146. Tel: 515-281-3125; Fax: 515-281-6544; Web site: http://educateiowa.gov/ N/A 2020 -1 ERIC APR2020

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Yes Educational Change Teaching Methods Student Centered Learning Student Centered Curriculum Disadvantaged Youth Thinking Skills Outcomes of Education Models Communities of Practice Minority Group Students Low Income Students Interdisciplinary Approach Experiential Learning Inquiry English (Second Language) Second Language Instruction Cooperative Learning Technology Uses in Education Experimental Schools Program Design Faculty Advisers Teacher Student Relationship Looping (Teachers) Educational Legislation School Community Relationship Inservice Teacher Education Principals Instructional Improvement Learner Engagement Flexible Scheduling School Districts Leadership Training Active Learning Student Projects Internship Programs Public Schools Equal Education Hernández, Laura E. Darling-Hammond, Linda Adams, Julie Bradley, Kathryn Reports - Research ISSN- Learning Policy Institute English Many educators have created successful innovative models but have had difficulty sustaining, re-creating, and scaling these models. Classrooms and schools characterized by student-centered learning practices typically deviate from the norms of transmission teaching and the many structures and procedures that David Tyack and Larry Cuban called the &quot;grammar of schooling.&quot; As a result, these schools have confronted institutional and normative obstacles as they seek to implement and spread high-quality models and practices with fidelity. This study investigates several networks of schools that had successfully instantiated, sustained, and spread progressive educational practices in ways that advance equity and produce greater success for traditionally marginalized students. It then considered the systems and structures that practitioners have used to anticipate and overcome the challenges that often accompany efforts to enact and spread deep changes to teaching and learning. This report examines three school networks, all of which engage students in inquiry-based learning that has resulted in positive outcomes for students, most of whom are students of color from low-income families: (1) Big Picture Learning, which offers an experiential and interest-based learning approach grounded in personalized, transdisciplinary courses of study and workplace learning that typically takes place in internships; (2) The Internationals Network for Public Schools, which serves newcomers with an &quot;activitybased&quot; pedagogical model that features collaborative, inquiry-based learning for English learners who have had widely variable levels of education before coming to the United States; and (3) New Tech Network, which offers a whole school model grounded in interdisciplinary, project-based learning that is technology supported, including resources for both teachers and students to facilitate collaborative learning. [With DeAnna Duncan Grand, Martens Roc, and Peter Ross. For the research brief, see ED603414.] ED603413 Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale. Deeper Learning Networks Series Learning Policy Institute 2019-10-00 William and Flora Hewlett Foundation 102 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 ERIC APR2020

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Yes Educational Change Teaching Methods Student Centered Learning Student Centered Curriculum Disadvantaged Youth Thinking Skills Outcomes of Education Models Communities of Practice Minority Group Students Low Income Students Interdisciplinary Approach Experiential Learning Inquiry English (Second Language) Second Language Instruction Cooperative Learning Technology Uses in Education Experimental Schools Program Design Faculty Advisers Teacher Student Relationship Looping (Teachers) Educational Legislation School Community Relationship Inservice Teacher Education Principals Instructional Improvement Learner Engagement Flexible Scheduling School Districts Leadership Training Active Learning Student Projects Internship Programs Public Schools Equal Education Hernández, Laura E. Darling-Hammond, Linda Reports - Research ISSN- Learning Policy Institute English One of the mysteries of education reform is how leaders and educators can successfully instantiate, sustain, and spread student-centered pedagogical practices from a few schools to many others. Advocates for &quot;deeper learning&quot; grapple with this mystery as they seek to transform teaching and learning to prepare students to meet the demands of the 21st century and to close the opportunity gap between advantaged and disadvantaged groups. While research suggests that deeper learning strategies that support critical thinking and problem-solving can yield improved student outcomes, implementing these strategies is not easy, as they require reimagining school environments and changing traditional approaches to teaching. This brief highlights how three networks of schools engaged in deeper learning have managed this feat. It describes the systems and structures the networks have used to instantiate their equitable deeper learning models in diverse public school settings to serve students in more personalized and productive ways. [For the full report, see ED603413.] ED603414 Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale. Research Brief Learning Policy Institute 2019-10-00 William and Flora Hewlett Foundation 12 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 As Provided APR2020

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Yes Early Childhood Education Early Childhood Teachers Preservice Teacher Education Labor Force Development Case Studies Apprenticeships Educational Policy Child Caregivers Undergraduate Students Child Development Financial Support Coaching (Performance) Community Colleges Theory Practice Relationship Curriculum Development Mentors Student Teaching Practicums Teacher Certification Gardner, Madelyn Melnick, Hanna Meloy, Beth Barajas, Jessica Reports - Research California New Jersey ISSN- Learning Policy Institute English Early Childhood Education Higher Education Postsecondary Education Two Year Colleges A number of states are considering policy proposals to update credential or degree requirements for early educators. Practitioners, policy experts, and researchers have expressed concern, however, that well-intentioned policies to raise educator qualifications without sufficient supports may have negative consequences for the adequacy; stability; and racial, ethnic, cultural, and linguistic diversity of the early childhood education (ECE) workforce and may result in a shortage of educators. Early educators enrolled in higher education often encounter challenges paying for school and balancing school, work, and family commitments. Higher education processes and systems are complex and difficult for educators to efficiently navigate. In many states, educator qualifications vary by ECE program and are not based on a coherent career ladder, creating barriers for educators seeking to advance. College students of color and students from low-income households are disproportionately likely to encounter these challenges. Furthermore, many of the programs in which educators enroll do not focus specifically on preparing students for teaching, and many do not require supervised student teaching despite broad acceptance of clinical practice as an element of high-quality teacher preparation. This report offers practitioners and policymakers an opportunity to learn from promising programs that recruit and prepare diverse cohorts of educators to teach in programs serving children birth to age 5 in California--a state that is actively considering investments to develop its ECE workforce. It provides case studies of three distinct approaches to early educator preparation that offer innovative, affordable pathways to preparation for diverse candidates: the Family Child Care Apprenticeship program; the Education/Child Development Program at Skyline College, a traditional community college; and EDvance, a pathway preparation program at San Francisco State University that supports students earning a B.A. in ECE. The report identifies shared features of these approaches and, building on insights from policies enacted at scale in New Jersey that supported similar initiatives, outlines recommendations for policies to better support the ECE workforce and ultimately strengthen early learning systems. [For the research brief, see ED603416.] ED603415 Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce Learning Policy Institute 2019-12-00 David and Lucile Packard Foundation Heising-Simons Foundation Practitioners Policymakers 157 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 ERIC APR2020

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Yes Early Childhood Education Early Childhood Teachers Preservice Teacher Education Labor Force Development Case Studies Educational Policy Apprenticeships Community Colleges Theory Practice Relationship Child Caregivers Undergraduate Students Child Development Teacher Certification Gardner, Madelyn Melnick, Hanna Meloy, Beth Barajas, Jessica Reports - Research California New Jersey ISSN- Learning Policy Institute English Early Childhood Education Higher Education Postsecondary Education Two Year Colleges High-quality early childhood education (ECE) begins with well-prepared, highly qualified educators. This brief offers practitioners and policymakers an opportunity to learn from promising programs that recruit and prepare racially, ethnically, culturally, and linguistically diverse cohorts of educators to teach in programs serving children birth to age 5. It provides case studies of three distinct approaches to early educator preparation that offer innovative, affordable pathways for candidates who reflect the communities they serve, and it identifies their shared features. Building on insights from policies enacted at scale in New Jersey that supported similar initiatives, this brief provides recommendations for policies to better support the ECE workforce and strengthen early learning systems. [For the full report, see ED603415.] ED603416 Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce. Research Brief Learning Policy Institute 2019-12-00 David and Lucile Packard Foundation Heising-Simons Foundation Practitioners Policymakers 12 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 As Provided APR2020

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Yes Early Childhood Education Early Childhood Teachers Teacher Education Programs Educational Policy Labor Force Development Child Care Centers Apprenticeships Family Environment Child Development Community Colleges Bachelors Degrees Experiential Learning Teacher Certification Gardner, Madelyn Melnick, Hanna Melroy, Beth Barajas, Jessica Reports - Research California New Jersey ISSN- Learning Policy Institute English Early Childhood Education Higher Education Postsecondary Education Two Year Colleges High-quality early childhood education (ECE) begins with well-prepared, highly qualified educators. This brief offers practitioners and policymakers an opportunity to learn from promising programs that recruit and prepare racially, ethnically, culturally, and linguistically diverse cohorts of educators to teach in programs serving children birth to age 5 in California--a state that is actively considering investments to further develop its ECE workforce. It provides case studies of three distinct approaches to early educator preparation that offer innovative, affordable pathways for candidates who reflect the communities they serve and identifies their shared features. Building on insights from policies enacted at scale in New Jersey that supported similar initiatives, this brief provides recommendations for policies to better support California's ECE workforce and strengthen its early learning system. [Report originally published December 10, 2019. Document last revised January 16, 2020. For the full report, &quot;Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce,&quot; see ED603415.] ED603417 Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce in California. Research Brief Learning Policy Institute 2019-01-16 David and Lucile Packard Foundation Heising-Simons Foundation Practitioners Policymakers 12 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 As Provided APR2020

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Yes STEM Education Educational Technology Technology Uses in Education Teaching Methods Skill Development Elementary Secondary Education Cooperation Thinking Skills Science Process Skills Feedback (Response) Design Computation Evaluation Methods Student Projects Interdisciplinary Approach Models Evidence Based Practice Information Analyses Minnesota Florida California Indiana Washington Texas (Austin) Department of Education (ED), Office of Educational Technology Digital Promise English Elementary Secondary Education To help teachers implement new, research-based approaches for leveraging technology to improve science, technology, engineering and mathematics (STEM) learning, a systematic review of the research literature on the impact of integrating innovative digital technology in STEM and computer science curricula and classrooms was conducted. For purposes of the review, this report defined digital technology broadly to include various forms of computing devices and software applications, including sensors connected to computing devices, digital immersive environments, cellular devices and mobile applications, as well as collaborative technologies. The research review identified nine dimensions of effective STEM learning practices enabled by technology, which are described in this report. The purpose of the STEM spotlights is not to advocate for technology for its own sake, but rather to illustrate meaningful, research-based STEM learning experiences that can be supported with digital tools in classrooms across the country. An appendix provides additional detail on the methodology used for the research review. ED603418 Innovation Spotlights: Nine Dimensions for Supporting Powerful STEM Learning with Technology Office of Educational Technology, US Department of Education 2019-00-00 30 Office of Educational Technology, US Department of Education. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 202-401-1444; Fax: 202-401-3941; Web site: http://www2.ed.gov/about/offices/list/os/technology/index.html N/A 2020 -1 ERIC APR2020

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No Charter Schools American Sign Language English Bilingual Education Students with Disabilities Deafness Hearing Impairments Individualized Education Programs Best Practices Inclusion Academic Achievement Graduation Rate Employment Patterns Sense of Community Educational Benefits Batamula, Christi Reports - Descriptive New Mexico (Albuquerque) The Century Foundation English Albuquerque Sign Language Academy (ASLA), a charter school in New Mexico, is a dual language English-American Sign Language (ASL) school, and half of the students at ASLA are deaf or hard of hearing, while the other half are hearing. Many students at the school also have disabilities other than or in addition to being deaf or hard of hearing, with 56 percent of students qualifying for an Individualized Education Program (IEP), compared to 17 percent in the local school district. The racial, ethnic, and socioeconomic diversity of the student body is a microcosm of Albuquerque. ASLA's focus on diversity of ability and language, and commitment to welcoming all students, has resulted in the school serving a cross-section of students from the area in a way that few public schools do nationally. ASLA strives to incorporate best practices for serving students with disabilities while addressing the unique concerns of deaf and hard of hearing students and their families. Research has repeatedly shown that, for students with most disabilities, inclusive learning environments--in contrast to segregated classrooms--provide many benefits, including increased achievement, improved attendance and graduation rates, and higher rates of employment after graduation. Moreover, inclusive classrooms also promote benefits for students without disabilities, such as reduced prejudiced and increased sense of belonging ED603419 Albuquerque Sign Language Academy: A Dual Language Approach to Serving Students with Diverse Backgrounds and Abilities Century Foundation 2019-04-25 10 Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org N/A https://production-tcf.imgix.net/app/uploads/2019/04/23152359/ASLA_FinalPDF.pdf 2020 -1 ERIC APR2020

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Yes English Language Learners Public Schools Networks Secondary School Students Immigrants Student Needs Student Diversity Bilingual Students Program Effectiveness Cooperative Planning Partnerships in Education Teaching Methods Performance Based Assessment Teamwork School Culture Leadership Qualities Professional Development Competence Sustainability Roc, Martens Ross, Peter Hernández, Laura E. Reports - Descriptive ISSN- Learning Policy Institute English Secondary Education All too often in U.S. schools, English learners are segregated into classrooms that are on the margins of our educational system. In these learning spaces, English learners are often asked to engage with remedial content and face low expectations. Whereas some schools seemingly maintain limited goals and expectations for English learners, the Internationals Network for Public Schools sees potential and has high expectations. Internationals is a network of 27 schools situated within public school districts across the nation that serves secondary students who are recent immigrants and English learners. To meet these expectations, Internationals has developed a school model that emphasizes rigorous academics, linguistic dignity, and bilingualism. Internationals' students are further supported by school structures that address their social and emotional needs, including regular access to social workers, counselors, and wraparound services. This report highlights how Internationals has managed to re-create, sustain, and spread its complex and equity-oriented model across the country, even in the face of the challenges that arise when seeking to create substantive changes to teaching and learning. The report begins with a description of the network's model and how it designs schools with structures--such as mixed-age classes, teaching looping, interdisciplinary team collaboration, and advisories--to bring its vision and commitments to life. In addition, it identifies the systems and structures that have enabled Internationals to re-create its model in a high-quality manner. The report suggests that: (1) Internationals works collaboratively with local practitioners to establish its schools, helping ensure that its deeper learning model is feasible and sustainable; (2) Internationals cultivates a culture of professional learning in which teachers and leaders learn about and experience Internationals' model and hone their abilities to implement the model in collaborative and ongoing ways; and (3) Internationals partners with school districts and external partners to deepen and sustain local investment, to expand the network's approach, and to further develop teacher capacity. ED603420 Internationals Network for Public Schools: A Deeper Learning Approach to Supporting English Learners. Deeper Learning Networks Series Learning Policy Institute 2019-10-02 William and Flora Hewlett Foundation 54 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 ERIC APR2020

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Yes Case Studies Correlation Program Implementation Academic Achievement Literacy Education Elementary School Students Kindergarten Grade 1 Grade 2 Emergent Literacy Reading Fluency Reading Tests Scores Language Acquisition Program Descriptions Scheduling Teacher Attitudes Administrator Attitudes Achievement Gains Program Effectiveness Teaching Methods Race Ethnicity Gender Differences Faculty Development Language Skills Reading Comprehension Native Language Individualized Instruction Elementary Secondary Education Educational Legislation Federal Legislation English Instruction Student Characteristics English Language Learners Special Education Minority Group Students Weston-Sementelli, Jennifer L. Saxton, Emily Anguiano, Carlos Espel, Emma V. Meyer, Stephen Reports - Research Every Student Succeeds Act 2015 Dynamic Indicators of Basic Early Literacy Skills (DIBELS) RMC Research Corporation English Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 Grade 2 Elementary Secondary Education RMC Research used a case study approach to document implementation of &quot;Imagine Language &amp; Literacy&quot; and a correlational design to examine the relationship between student program usage and student academic achievement outcomes for students in grades K-2. &quot;Imagine Language &amp; Literacy&quot; is a digital education program targeting literacy skills developed by Imagine Learning. The study was conducted during the 2018/19 academic year at eight schools in two school districts in the Southeastern United States. The case study approach involved interviews with administrators, focus groups with teachers, and observations of &quot;Imagine Language &amp; Literacy&quot; in six schools to gather detailed information about implementation. For all study schools, RMC Research and Imagine Learning collected usage data and administrative data including demographic information and scores on the formative Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next assessment for all students in grades K-2 to examine the relationship between student program usage and student academic achievement. Findings focus on implementation factors and the relationship between the amount of instruction received in &quot;Imagine Language &amp; Literacy&quot; and spring DIBELS Next scores. Teachers and administrators reported that the professional development provided by Imagine Learning was sufficient to begin implementation and that students enjoyed engaging with the program. Due to technology and scheduling difficulties, fewer than 60% of students in each grade level participated for the recommended number of minutes per week. Extent of participation in &quot;Imagine Language &amp; Literacy&quot; was related to performance on the DIBELS Next assessment for students in kindergarten and grade 1 with an increase of 125 (grade 1) to 167 (kindergarten) total minutes of participation associated with a one-point increase on DIBELS Next scores. No relationship was found between level of participation and DIBELS Next scores for students in grade 2. [The report was prepared for Imagine Learning.] ED603421 Study of &quot;Imagine Language &amp; Literacy&quot; in Grades K-2 RMC Research Corporation 2020-01-00 55 RMC Research Corporation. 1000 Market Street Building 2, Portsmouth, NH 03801. Tel: 603-422-8888; Fax: 603-436-9166; Web site: https://www.rmcresearchcorporation.com N/A 2020 -1 As Provided APR2020

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No Test Construction Elementary School Mathematics Elementary School Teachers Knowledge Base for Teaching Primary Education Test Items Difficulty Level Scoring Faculty Development Program Effectiveness Error of Measurement Test Reliability Pedagogical Content Knowledge Schoen, Robert C. Yang, Xiaotong Tazaz, Amanda M. Bray, Wendy S. Farina, Kristy Reports - Research Florida EISSN- Florida State University English Elementary Education Early Childhood Education Primary Education The &quot;2016 Knowledge for Teaching Early Elementary Mathematics&quot; (2016 K-TEEM) test measures teachers' mathematical knowledge for teaching early elementary mathematics. The 2016 K-TEEM is the third version of the K-TEEM (Schoen, Bray, Wolfe, Tazaz, &amp; Nielsen, 2017). In this report, we present results of the first large-scale field test of the 2016 K-TEEM test with 383 practicing educators. The report contains information about the development process used for the test, a description of the sample, descriptions of the procedures used for data entry, scoring of responses, and analysis of data, recommended scoring procedures, and findings regarding the distribution of test scores, standard error of measurement, reliability estimates, and suggestion for additional validation efforts to be conducted in the future. ED603422 Development and Initial Field Test of the 2016 K-TEEM (Knowledge for Teaching Early Elementary Mathematics) Test. Research Report No. 2019-01 Grantee Submission 2019-10-00 Institute of Education Sciences (ED) 75 N/A http://doi.org/10.33009/fsu.1581610055 2020 -1 As Provided APR2020 Yes R305A120781

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No Community Colleges Educational Resources State Aid Educational Finance Federal State Relationship Costs Educational Policy Policy Formation Expenditures Attendance Evaluation Methods Reports - Evaluative The Century Foundation English Higher Education Postsecondary Education Two Year Colleges In the United States, where social mobility has been considered a birthright, community colleges are essential to that promise. But America's 1,000 community colleges, which educate 9 million students, are routinely under-resourced and often fall short of their promise. Part of the responsibility lies with K-12 institutions, which do not adequately prepare students for college, and part of the fault lies with the two-year sector, which often fails to provide enough structure and guidance to undergraduates. And part of the fault must be laid at the feet of four-year colleges and universities, which make transferring from community colleges difficult to understand and challenging to achieve. In this report, the authors recommend that states immediately begin to increase community college funding in order to boost opportunities for students. The authors also call for the creation of a new federal-state partnership for community colleges in which states must agree to do their part in order to qualify for new federal investments in two-year institutions. This report proceeds in three parts. The first lays out the stakes--why it is important to establish the true cost of a community college education and provide two-year institutions with the resources they need. The second part examines the four key steps that K-12 costing-out studies take; outlines four critical differences between pre-collegiate and community college education; and delineates eight concrete recommendations that provide a framework for how this research should be conducted in the future. The third part of the report articulates a plan for how policy leaders could use new empirical evidence provided by a community college costing-out study to inform policymaking. [This report was prepared by the Century Foundation Working Group on Community College Financial Resources.] ED603423 Recommendations for Providing Community Colleges with the Resources They Need Century Foundation 2019-04-25 Policymakers 33 Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org N/A https://production-tcf.imgix.net/app/uploads/2019/04/25171942/recommendation_commcollege_2019.pdf 2020 -1 ERIC APR2020

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Yes Educational Attainment Socioeconomic Status Physical Activity Level Adults Foreign Countries Gender Differences Body Height Body Weight Aksoy, Yener Ziyagil, Mehmet Akif Journal Articles Reports - Research Turkey EISSN- English This study aims to investigate the effects of education and socio-economic status on regular physical activity levels in 1350 males and 1350 female participants at the age range of 14-95 years. Turkish version of Physical Activity Stages of Change Questionnaire (Cengiz, Asci &amp; Ince, 2010) was used for data collection in different age groups for both genders. Socioeconomic status information composed of monthly household income and final educational level of a participant. Results of this study showed that the mean body height and weight were significantly differentiated depending on male participants' educational status and monthly income level. There were significant differences in female participants' body height and body weight depending on their educational status. Only significant difference was observed in the mean of female's body height depending on monthly income level. The physical activity level of uneducated participants was highest in males and females. Significant negative correlations were observed between physical activity and educational status in males (r=-,108, p&lt;0.01) and females (r=-,129, p&lt;0.01). It can be concluded that physical activity level in both genders was affected by educational status not monthly income level. Basically, increasing awareness level of individuals about the effects of physical and sport activities on fitness and health level is only related to educational level of male and female individuals. ED603424 Education Level and Socioeconomic Status Related Differences in Regular Physical Activity Levels of Adults Online Submission Online Journal of Recreation and Sport v8 n3 p23-33 Jul 2019 2019-07-00 12 N/A 2020 -1 As Provided APR2020

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No Adaptive Testing Test Items Item Response Theory Maximum Likelihood Statistics Computation Error of Measurement Statistical Bias Wang, Chun Chen, Ping Jiang, Shengyu Reports - Research EISSN- English Many large-scale educational surveys have moved from linear form design to multistage testing (MST) design. One advantage of MST is that it can provide more accurate latent trait [theta] estimates using fewer items than required by linear tests. However, MST generates incomplete response data by design; hence questions remain as to how to calibrate items using the incomplete data from MST design. Further complication arises when there are multiple correlated subscales per test, and when items from different subscales need to be calibrated according to their respective score reporting metric. The current calibration-per-subscale method produced biased item parameters, and there is no available method for resolving the challenge. Deriving from the missing data principle, we showed when calibrating all items together, the Rubin's (1976) ignorability assumption is satisfied such that the traditional single-group calibration is sufficient. When calibrating items per subscale, we proposed a simple modification to the current calibration-per-subscale method that helps reinstate the missing-at-random assumption and therefore corrects for the estimation bias that is otherwise existent. Three mainstream calibration methods are discussed in the context of MST, they are the marginal maximum likelihood estimation (MML), the expectation maximization (EM) method, and the fixed parameter calibration (FPC). An extensive simulation study is conducted and a real data example from NAEP is analyzed to provide convincing empirical evidence. [This report was published in &quot;Journal of Educational Measurement.&quot;] ED603425 Item Calibration Methods with Multiple Sub-Scale Multistage Testing Grantee Submission 2019-00-00 Institute of Education Sciences (ED) National Science Foundation (NSF) 40 T https://doi.org/10.1111/jedm.12241 2020 -1 As Provided APR2020 Yes R305D170042 R305D160010 SES165932

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Yes English (Second Language) Second Language Learning Second Language Instruction Singing Teaching Methods Multimedia Instruction Metalinguistics Films College Students Affective Behavior Self Esteem Positive Attitudes Learning Motivation Computer Assisted Instruction Language Proficiency Educational Benefits Foreign Countries Telecommunications Handheld Devices Educational Games Student Attitudes Achievement Gains Lin, Grace Hui Chin Reports - Research Taiwan EISSN- English Higher Education Postsecondary Education Communicative multimedia is becoming a significant tool of improving metalinguistic knowledge (Lai, 2015, 2016). This research applied three basic examples of song, movie (Hung &amp; Higginsb, 2015, 2016; King, 2002, 2010; Sanne, 1994, 2006; Tillmana, 1997, 2006) and game pedagogies (Tsai, 2017) for discussing cognitive consequences of Taiwanese university students. The relaxing methods of language learning by media applications (Kuurea, 2015, 2016) are associated with the theories of an affective domain. Lots of educators mention the affective domain and emotional factors have a substantial impact upon language learning. This mixed method research by qualitative and quantitative explorations was conducted for two years. Students' self-esteem, positive attitudes, and higher motivation were stimulated by the computer assisted language learning (CALL). The suggested pedagogies had raised students' language proficiencies, since learning motivation has been taken into considerations for holistic language abilities. Two hundreds and twenty-five college English learners at three schools were benefited from the vividly dynamic pedagogies. This study has implied the alternative devices and computer assisted language learning can contribute to language proficiency levels. ED603426 English Teaching and Learning Pedagogies by Songs, Movies, Games and Cell Phones Online Submission 2020-01-02 978-620-0-58506-6 60 N/A 2020 -1 As Provided APR2020

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Yes Sharing Behavior Graduate Students Student Attitudes Case Studies Measures (Individuals) Foreign Countries Factor Analysis Self Efficacy Prosocial Behavior Organizational Culture Areekkuzhiyil, Santhosh Reports - Research India EISSN- English Higher Education Postsecondary Education The present study has been carried out with the objective of identifying the various factors determining the knowledge sharing practices of graduate students. The study is an empirical one and employed cross-sectional study design. The data required for the study has been collected from a representative sample of 400 graduate students studying in various higher education institutions in the state of Kerala by administering the knowledge sharing practices scale. The study identifies the various factors determining their knowledge sharing practices by employing factor analysis. [This paper was published in &quot;Journal of Extension and Research&quot; v19 n1&amp;2 p75-89 2019.] ED603427 Factors Determining the Knowledge Sharing Practices among Graduate Students in Kerala: An Empirical Analysis Online Submission 2019-00-00 12 N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries Vocational High Schools High School Students Student Attitudes Gender Differences Age Differences Self Concept Practicums Sarigöz, Okan Journal Articles Reports - Research Turkey ISSN-1694-528X English High Schools Secondary Education Vocational high schools are schools that provide practical training in various branches depending on the Ministry of Education, and train qualified students especially for schools to work transition. The main objective of vocational high schools that is got accepted in to them by taking various exams after secondary school is to train students for higher education and try to satisfy the need for personnel in public and private sector by training qualified personnel's. The aim of this study is to try to determine secondary education students' views and opinions about Professional practice by taking variables of gender, class level and type of school demographic in to consideration. Research sample consists of 311 students that study in secondary public schools in city center of Adana in 2014-2015 school year. In the study, 'General Scanning Model' which is one of the descriptive survey models was applied. Validity and reliability of 'Survey of Professional Practice' which is used in the study and consist of 20 points were tested and Cronbach's Alpha internal reliability coefficient was calculated as 0.75. According to the results of the study, while there is no significant relationship between the students in vocational high schools concerning Professional practice, gender and class level, significant relationship between the students studying in different departments on the basis of department was determined. Also, in the study, it was concluded that professional practice helps renew the students' information and obtain new information, but professional practice doesn't influence much about communication. ED603428 A Study on the Views of Secondary School Students toward Professional Practice Online Submission Uluslararasi Hakemli Sosyal Bilimler E-Dergisi n53 p210-221 Jan-Feb 2016 2016-00-00 12 N/A 2020 -1 As Provided APR2020

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Yes Anxiety Speech Communication English (Second Language) Second Language Learning Second Language Instruction Learning Strategies College Students Elementary Secondary Education Prior Learning Student Attitudes Self Esteem Grammar Language Proficiency Educational Strategies Language Usage Foreign Countries Alwis, Oshani Reports - Research Sri Lanka EISSN- English Higher Education Postsecondary Education Elementary Secondary Education In this research study, it is aimed to explore the causes of anxiety, specific situations that causes anxiety and the strategies which might be used by students of University College of Ratmalana, Colombo, Sri Lanka to overcome anxiety in speaking English as a second language. When analyzing this context, different educational scenarios may consider such as English knowledge of the students who have transferred from secondary education to territory education, students who have not gained a sufficient basic English knowledge through primary education and the students who have not improved their English knowledge at the secondary education. The research study followed a group of 30, selected male and female students in the University College of Ratmalana, Colombo, Sri Lanka to assess the causes of anxiety in speaking English as a second language. To collect the data, a questionnaire was designed by the researcher with six direct questions. As per this results obtained the common causes of anxiety in speaking English among the students were 'lack of confidence' about the English language, 'lack of proper knowledge about the grammar rules' and 'lack of opportunity to practice' the language. In this study, it is suggested several recommendations for educators and students to solve the problem of students' anxiety. Educators might consider focusing and promoting strategies of continuous practice of English language and self-evaluation methods to access language proficiency. ED603429 Anxiety in Speaking English among Tertiary Level Learners of English as a Second Language Online Submission 2020-02-14 8 N/A 2020 -1 As Provided APR2020

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No College Students Paying for College Costs Student Costs Tuition Student Financial Aid Educational Finance Tuition Grants Scholarships Federal Aid State Aid Tribally Controlled Education Family Financial Resources Parent Financial Contribution Debt (Financial) Granville, Peter Miller, Kevin Mishory, Jen Reports - Research Numerical/Quantitative Data Michigan The Century Foundation English Higher Education Postsecondary Education A changing economy in Michigan means that education beyond high school, whether it's a degree or training for a specific skill or job, is more important than ever. But in Michigan, low- and middle-income families are seeing college costs continue to rise--for many, rising beyond their reach. Michigan has some of the highest public tuition levels in the nation--partly due to sharp cuts in state funding per student--while it also has experienced the nation's worst wage declines of the twenty-first century. Without a strong financial aid system to make up for the widening gap between the cost of college and what families can afford to pay, many college-ready residents forgo education, or they take on significant debt that dampens the economic benefits of their degree. Understanding the nature of this affordability crisis is critical to building a holistic state strategy to address it. This report is the first in a series on the finance of Michigan higher education. The series is a part of a multi-state project looking at higher education finance and affordability efforts across the country. ED603430 Michigan&apos;s College Affordability Crisis Century Foundation 2019-09-05 Lumina Foundation 26 Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org N/A https://production-tcf.imgix.net/app/uploads/2019/09/09095321/Michigan_final3.pdf 2020 -1 ERIC APR2020

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No Middle School Teachers Teacher Burnout Stress Variables Faculty Workload Urban Schools Teacher Effectiveness Racial Differences Gender Differences Low Income Groups Self Efficacy Collegiality Student Behavior Classroom Environment Bottiani, Jessika H. Duran, Chelsea A. K. Pas, Elise T. Bradshaw, Catherine P. Reports - Research Classroom Assessment Scoring System EISSN- English Junior High Schools Middle Schools Secondary Education Stress and burnout are pervasive among public school teachers and amplified in urban schools, where job demands are often high and resources low. Relatively little is known about factors contributing to stress and burnout among urban school teachers specifically, or how these aspects of teacher occupational wellbeing relate to their use of effective classroom practices. Rather than utilizing objective measures, extant research has relied heavily on teacher report of antecedents and consequences, in addition to self-reporting stress and burnout, which have also rarely been examined together in tandem. To address this and other gaps in the literature, the current study examined the interplay of job demands and resources, stress and burnout, and effective classroom practices (operationalized as warm-demanding teaching). Two discrete observational measures, in addition to teacher self-report, were collected from a sample of 255 teachers in 33 low-income, urban middle schools. Findings indicated that White teachers, female teachers, and teachers in low-income schools reported higher stress and burnout. Teachers reporting more self-efficacy, affiliation with colleagues, and student emphasis on their academics (i.e., more resources) reported lower stress and burnout; furthermore, adding resources to the model attenuated associations between student disruptive behaviors and stress and burnout. In turn, stress was associated with lower levels of observed demanding teaching (instructional dialogue); however, surprisingly, burnout was related to higher levels of observed teacher warmth (sensitivity). We discuss these findings in light of prior research and consider implications for future research and professional development for teachers. [This paper was published in &quot;Journal of School Psychology,&quot; v77 p36-51 2019.] ED603431 Teacher Stress and Burnout in Urban Middle Schools: Associations with Job Demands, Resources, and Effective Classroom Practices Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 51 T https://doi.org/10.1016/j.jsp.2019.10.002 2020 -1 As Provided APR2020 Yes R324A110107 R305A180111 R305B170021 R305A150221

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No High School Students Student Attitudes Educational Environment Physical Environment Observation School Safety Lunch Programs Bullying Teacher Student Relationship Bottiani, Jessika H. Lindstrom Johnson, Sarah McDaniel, Heather L. Bradshaw, Catherine P. Reports - Research Maryland EISSN- English High Schools Secondary Education Students often have differing perceptions of their school's climate. Although these subjective perceptions can be meaningful outcome predictors, discrepancies create challenges for those seeking to globally characterize or intervene to improve the climate of a school. Trained, outside observers can provide insights on perceptible and ostensibly malleable aspects of the school; however, the extent to which these outside observations help us to understand differences in students' report of school climate has not been examined. To study this, we examined convergence and divergence between independent observers' assessments and students' shared perceptions of school climate at the classroom- and school-levels. Data come from the Maryland Safe and Supportive Schools Initiative (MDS3), which included 20,647 students and observations of 303 teachers in 50 high schools. Students responded to survey items regarding safety, engagement, and environment; independent observers assessed teachers' classroom practices and the school physical environment. A three-level model partitioned variance to the individual, classroom, and school levels. Most of the variance in students' climate perceptions was between students, with classroom and school intraclass correlation coefficients (ICCs) ranging from 0.01 to 0.20; however, observations explained large percentages of between-school variation in climate (58% to 91%). Findings suggest the potential utility of outside observations for explaining school-level variation in school climate to inform decision-making and future research. [This is the in press version of an article published in &quot;American Journal of Community Psychology&quot; 2019.] ED603432 Triangulating School Climate: Areas of Convergence and Divergence across Multiple Levels and Perspectives Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 39 T http://dx.doi.org/10.1002/ajcp.12410 2020 -1 As Provided APR2020 Yes R305A150221

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No Debt (Financial) Socioeconomic Status Racial Differences Educational Policy African Americans Equal Education Socioeconomic Background Racial Discrimination Higher Education Paying for College Student Loan Programs Student Financial Aid Educational Finance Educational Equity (Finance) Proprietary Schools Financial Support Loan Default Access to Education Parent Role Family Income Educational Attainment Labor Market Economically Disadvantaged African American Students Resource Allocation Kahn, Suzanne Huelsman, Mark Mishory, Jen Information Analyses Reports - Evaluative The Century Foundation English Higher Education Postsecondary Education This report compiles the research on racial disparities both in the use of student debt and in higher education outcomes, specifically focusing on disparities between white students and Black students. In order to do so, the authors bring together two streams of research that are often siloed: research from experts on higher education access and success alongside research from economists, sociologists, and others who specialize in race inequality and, in particular, the racial wealth gap. The report highlights the need for higher education policies that get students of color both into and through college in order to realize the wage benefits of a college degree. It also underscores the need to take into account the structural inequalities and discrimination that shape every step of the experience of students of color both in college--from paying for college to accessing academic opportunities--and in the job market after leaving school with or without a postsecondary credential. Section 1 describes how historic policy decisions, both in higher education and in the economy more broadly, have contributed to these structural racial inequities. Section 2 examines key findings across disciplines from researchers who have studied student debt with a racial lens. The report concludes by discussing what policy changes could help break the cycle connecting student debt and the racial wealth gap. This report is followed by an appendix that looks more closely at the data sets used by researchers in different disciplines and an annotated bibliography. [This report was co-produced by the Roosevelt Institute and Demos.] ED603433 Bridging Progressive Policy Debates: How Student Debt and the Racial Wealth Gap Reinforce Each Other Century Foundation 2019-09-00 42 Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org N/A https://rooseveltinstitute.org/wp-content/uploads/2019/08/RI_Student-Debt-and-RWG-201909.pdf 2020 -1 ERIC APR2020

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No Personality Traits Inquiry Teaching Methods Learning Activities Goodwin, Bryan Silver, Harvey F. Kreisman, Susan Perini, Matthew J. Books Guides - Classroom - Teacher McREL International English Cognitive science and teacher observations make it pretty clear: A strong sense of curiosity is the key for student engagement and developing a lifelong passion for learning. But how can teachers help students nurture their curiosity so that they ultimately take charge of their own learning? &quot;Tools for Igniting Curiosity&quot; answers that question with tools that capitalize on key levers proven to pique student curiosity--levers such as mysteries, controversy, missing information, personal experiences, and emotions. The book's 21 tools--ready made classroom activities--are arranged in alignment with the cognitive path that students follow as they become initially interested in a topic, engage with new content and ideas, and then develop deeper, more sophisticated and applicable knowledge: Sparking Students' Curiosity --&gt; Fanning the Flame --&gt; Creating an Inner Fire. &quot;Tools for Igniting Curiosity&quot; is part of the award-winning Tools for Today's Educators series and stems from the same partnership that produced the best-selling &quot;Tools for Classroom Instruction That Works,&quot; which revolutionized educators' practice by building upon the &quot;what&quot; and &quot;why&quot; of research on best instructional strategies and diving into the how of classroom-ready teaching activities. ED603434 Tools for Igniting Curiosity: Classroom-Ready Techniques for Increasing Engagement and Inspiring the Love of Learning McREL International 2019-00-00 978-1-58284-218-9 Teachers 108 McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org N/A https://store.mcrel.org/catalog/book/tools-igniting-curiosity 2020 -1 As Provided APR2020

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Yes Home Visits Information Storage Information Management Young Children Spreadsheets Printed Materials Data Collection Early Intervention Epstein, Dale Reports - Descriptive Early Childhood Data Collaborative (ECDC) English At state and local levels, home visiting programs may use one of several mechanisms to collect and store data from families and clients who participate in home visiting services. States that are interested in integrating home visiting data with other early childhood data must often navigate the different ways in which home visiting data are stored and accessed and understand whether or how those systems are able to interact with other early childhood data systems. The purpose of this resource is to (1) discuss common ways home visiting data are stored at the state and local levels; and (2) provide recommendations for how data integration leaders can navigate these data storage systems when integrating home visiting data with other early childhood data. ED603435 Navigating Data Systems When Integrating Home Visiting Data Early Childhood Data Collaborative 2020-02-24 Heising-Simons Foundation 5 Early Childhood Data Collaborative. e-mail: info@ecedata.org; Web site: http://www.ecedata.org N/A 2020 -1 As Provided APR2020

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Yes Young Children Home Visits Information Management Data Collection Early Intervention Information Storage Maps Lin, Van-Kim Reports - Descriptive Guides - General Minnesota Early Childhood Data Collaborative (ECDC) English Integrating data across early childhood programs allows program staff and administrators, policymakers, and researchers to have a comprehensive picture of early childhood programs. While some states have taken significant steps to integrate data across many early childhood programs, home visiting data have seldom been included in these data integration efforts. The administration of home visiting models is complex, which poses challenges for data integration. A state's home visiting models may be administered by a variety of organizations (e.g., private organizations, nonprofits, public agencies) and at different levels (state or local). Their data may be housed in vendor data systems, in paper or electronic form at individual programs, or in the state's integrated data system. In addition, home visiting data may be recorded and tracked at the child, family, or program level, depending on the requirements of the model and lead organizations. Data integration between home visiting and other early childhood data is a large undertaking, and state leaders may need a way to organize the information they gather to support this process. Organizing the data makes it possible for state leaders to understand what home visiting data currently exist and how they are linked. States can accomplish this by developing an inventory of existing home visiting data that shows where the data are housed and whether they are already linked or integrated with any other early childhood data. States can then use this inventory to develop a &quot;map&quot; for how these home visiting data can be linked together and eventually integrated with other early childhood data. The purpose of this resource is to provide a guide that states can use to develop a map of home visiting and other early childhood data. Specifically, this resource outlines how to (1) compile a list of home visiting programs in a state; (2) identify available home visiting data and linkages; and (3) create a data map. ED603436 Identifying Home Visiting Data to Integrate with Other Early Childhood Data Early Childhood Data Collaborative 2019-10-16 Heising-Simons Foundation Policymakers 7 Early Childhood Data Collaborative. e-mail: info@ecedata.org; Web site: http://www.ecedata.org N/A 2020 -1 As Provided APR2020

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Yes Instructional Leadership Faculty Development Educational Change Common Core State Standards Educational Strategies School Districts Mathematics Instruction Communities of Practice Program Design Program Effectiveness Lotan, Rachel A. Burns, Dion Reports - Research California ISSN- Learning Policy Institute English The teaching profession requires continuous learning, and in 2014, a new model of professional learning was introduced in California by the Instructional Leadership Corps (ILC), a group of expert teachers who organize local professional development to spark iterative changes in practice. In the four years following its launch, the ILC connected with more than 100,000 educators through an approach that supports school-based learning and develops teacher leaders as well as instructional leadership among administrators. It has begun to transform California's statewide capacity to implement the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). These new standards are moving instruction away from a transmission curriculum that often featured scripted lessons and multiple choice tests toward higher-order critical thinking skills acquired through student engagement in inquiry and problem-solving--a shift that requires major transformations in how teachers teach and students learn. In this study, the authors sought to discover how ILC teams in different settings gained traction and began to transform professional learning opportunities in their communities and regions, often addressing long-standing problems of practice and inequities in children's access to high-quality instruction. Given that practitioner-led professional learning has often failed to gain a toehold in districts in which teacher leaders are appointed but not integrated into the work of the schools, they wanted to understand what has enabled the work of the ILC to grow and become rooted in various communities. They examined the strategies used by ILC leaders both in conducting professional development and in connecting their work to the broader efforts of their districts and counties. They also examined the perceived impacts on practice for teacher participants. The authors studied the work of ILC teams at four very different sites: (1) Madera Unified School District; (2) East Side Alliance; (3) Consejo Valley Unified School District; and (4) North Orange County. ED603437 The Instructional Leadership Corps: Teachers Leading Sustainable Professional Learning in Their Communities Learning Policy Institute 2019-10-00 S.D. Bechtel, Jr. Foundation 142 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 ERIC APR2020

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Yes Cultural Awareness Emotional Intelligence Asians Foreign Students Student Adjustment College Students Foreign Countries Metacognition Self Control Comparative Analysis Student Motivation Correlation Measures (Individuals) Chkhikvadze, Tinatin Pilishvili, Tatyana Karabuschenko, Natalya Magomedova, Ekaterina Speeches/Meeting Papers Reports - Research Russia China Mongolia Vietnam South Korea ISSN- English Higher Education Postsecondary Education Emotional and cultural intelligence are very important for foreign students during cross-cultural adjustment. Asian students from China, Vietnam, South Korea and Mongolia face different problems during their stay in People's Friendship University of Russia (RUDN University). In this intercultural context of living and studying they learn to communicate and interpret facial expressions not only of Russian people, but also students from all over the world. The main purpose of this study was to investigate differences in Emotional and cultural intelligence among Asian students from China, Vietnam, South Korea and Mongolia, who study in Russia. We used two questionnaires: Emotional Intelligence Test developed by D.V. Lusin and Cultural Intelligence Scale developed by S.Ang et al. We conducted Kruskal-Wallis H-test, Mann-Whitney U-test and Spearman's rho test. Results indicate the following. Vietnamese students have the highest level of cultural intelligence and its metacognitive, cognitive and behavioral dimensions and lowest level of emotional intelligence namely expression and emotion control, managing their own emotions and intrapersonal emotional intelligence. Chinese students have the highest level of emotional intelligence and all its aspects. Mongolian and Chinese students have the highest level of emotion control. Mongolian students have lowest level of cultural intelligence namely in its metacognitive, and behavioral dimensions. South Korean students have the lowest level of cultural intelligence motivation dimension. Emotional intelligence has negative weak correlation with cognitive dimension of cultural intelligence. Cultural intelligence correlates positively with understanding others emotions, emotion control, interpersonal emotional intelligence and negatively with expression control, intrapersonal emotional intelligence, emotion control. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603438 Cultural and Emotional Intelligence among Asian Students in Russia NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 7 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Home Visits Early Intervention Young Children Data Collection Information Storage Information Management Governance Policy Formation State Policy Kane, Maggie King, Carlise Reports - Descriptive North Carolina Utah Early Childhood Data Collaborative (ECDC) English While home visiting services are an important component of the early childhood (EC) landscape, few states include home visiting data in their early childhood integrated data systems (ECIDS). An ECIDS links together data from different early care and education programs to generate data used to support program and policy decisions. One reason for the lack of home visiting data in many ECIDS is that home visiting programs are often housed in departments of health, while ECIDS and other EC programs, such as preschool and child care assistance programs, are typically overseen by departments of education, human services, and social services. Effectively integrating home visiting data into states ECIDS requires strong data governance. Governance bodies have authority to oversee the maintenance, integration, appropriate use, and confidentiality of data. This resource discusses the importance of developing data governance bodies that include home visiting programs in order to facilitate comprehensive integration and use of data to inform early childhood policies. It includes examples of state data governance structures and recommendations for how home visiting leaders can be engaged in data governance. ED603439 Including Home Visiting Programs in Early Childhood Data Governance Bodies Early Childhood Data Collaborative 2020-02-04 Heising-Simons Foundation 6 Early Childhood Data Collaborative. e-mail: info@ecedata.org; Web site: http://www.ecedata.org N/A 2020 -1 As Provided APR2020

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Yes Dialects Uncommonly Taught Languages Figurative Language Foreign Countries Morphology (Languages) Nouns Grammar Diachronic Linguistics Native Speakers Phonology Vorobeva, Victoria Novitskaya, Irina Speeches/Meeting Papers Reports - Research Russia ISSN- English This paper presents results of a study aiming at identifying unique features in the system of morphological markers of the noun in four idioms of Eastern Khanty (Vakh, Vasyugan, Surgut and Salym). The analysis focuses on the paradigms of three nominal categories: number, possession, and case. It draws on the linguistic data obtained from various grammars of Khanty written over the period from the nineteenth century to the present time. The analysis also incorporates the field data obtained during research trips to the speakers of the Vakh-Vasyugan idiom. The findings point to the fact that the differences are either morphological or phonological, and are sometimes of debatable nature. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603440 Unique Features of the Nominal Morphological Systems in the Eastern Dialects of Khanty NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 9 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Morphology (Languages) Contrastive Linguistics Language Research Dialects Uncommonly Taught Languages Nouns Grammar Foreign Countries Vorobeva, Victoria Novitskaya, Irina Ichkineeva, Dilara Speeches/Meeting Papers Reports - Research Russia ISSN- English This study presents findings resulting from a comparative analysis of the system of nominal morphological markers attested by various researchers in the Surgut dialect and in the badly described Salym dialect. The analysis focused on the morphological markers that form paradigms of three nominal categories: case, number and possession. It aimed at systematizing the linguistic data of Surgut and Salym Khanty. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603441 An Outline of Noun Morphology in Surgut and Salym Khanty NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 9 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Teaching Methods Multilingualism Teacher Attitudes College Faculty Second Language Learning Decision Making 21st Century Skills Universities Agricultural Colleges Foreign Countries Prior Learning Teacher Collaboration Goodness of Fit Models College Students Teacher Student Relationship Saltanat, Meiramova Kellen, Kiambati Speeches/Meeting Papers Reports - Research Kazakhstan ISSN- English Higher Education Postsecondary Education Language skills are the ultimate 21st century social skill, linked to creativity, problem solving, and the ability to effectively communicate. Knowledge of teachers' beliefs is central to understanding teachers' decision-making in the classroom. In an interconnected and globalized world, foreign language is a global competency, and multilingualism is an essential social skill. Multilingualism plays a significant role in developing the intercultural skills necessary for global talent in a globalized workplace, for an effective and engaged cosmopolitan global citizen, and it is an essential tool in addressing complex global issues. In this study a sample of 151 faculty members participated in the study. A self-administered questionnaire was used to collect primary data. The secondary data were collected from the documents in the ministry of Education. Study revealed that faculty beliefs affect multilingualism. The value of R[superscript 2] of 0.45 indicates that 45% of the variations in multilingualism in learning is explained by faculty beliefs in general. This means that the universities need to take into consideration the multilingualism while teaching in institutions of higher learning. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603442 Faculty Beliefs about Multilingualism and a Multilingual Pedagogical Approach NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 14 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Public Policy Discourse Analysis Foreign Countries Critical Theory Language Research Language Usage Journalism Political Attitudes Risk Public Officials International Cooperation Group Membership Vlad, Eduard Speeches/Meeting Papers Reports - Descriptive United Kingdom European Union ISSN- English Methodologically, this is an attempt at transcending the already fuzzy borders between Discourse Analysis and Critical Discourse Analysis, also borrowing the prevailing idea in Critical Theory and Cultural Studies that culture is ideological and political, and thus a site of struggle. The article, while starting from language-based approaches enriched by CDA's contributions, aims, by means of hedging language devices, at connecting and interpreting a number of puzzling facts, occurrences, statements and coincidences to be observed in the public space in the immediate contexts of the June 23rd, 2016 British EU referendum. These have to do with discourse, politics, hedge funds, financial transactions and a number of people associated with them. Who were the real winners of the original Brexit Affair? The article acknowledges the theoretical relevance of leading CDA theorists, while relying on online resources, especially those of such investigative journalists as Cam Simpson, Gavin Finch and Kit Chellel. Why would anyone charge anyone with major misdeeds and risk going to court, when the 'hedging' of the Brexit affair (or business) in the current article might prompt everyone to draw their own conclusions? [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603443 Hedging, Critical Discourse Analysis and the Original Brexit Affair NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Faculty Development Teacher Leadership Conferences (Gatherings) Educational Change Instructional Leadership Thinking Skills Teaching Methods Program Design Teacher Workshops Rural Schools Hispanic American Students Limited English Speaking Second Language Instruction English (Second Language) Low Income Students High Achievement Science Education Alignment (Education) Mathematics Education Mentors Academic Language Elementary School Teachers Secondary School Teachers Active Learning Program Effectiveness Self Efficacy Professionalism School Community Relationship Common Core State Standards State Standards Lotan, Rachel A. Burns, Dion Darling-Hammond, Linda Reports - Research California ISSN- Learning Policy Institute English The Instructional Leadership Corps (ILC) is a California collaborative teacher professional learning project in which expert teachers organize local professional development to spark iterative changes in practice. Launched in 2014, ILC is a joint effort of the California Teachers Association (CTA), the National Board Resource Center (NBRC), and the Stanford Center for Opportunity Policy in Education (SCOPE). The ILC changes the paradigm for teacher learning from one dependent on outside consultants, who often conduct one-shot workshops before they leave for the next district, to one that engages local professionals who have been trained and supported to lead ongoing learning within their own districts--and, in many cases, to carry that learning to other schools and districts in their region. In this study, the authors sought to discover how ILC teams in different settings gained traction and began to transform professional learning opportunities in their communities and regions, often addressing long-standing problems of practice and inequities in children's access to high-quality instruction. Given that practitioner-led professional learning has often failed to gain a toehold in districts where teacher leaders are appointed but not integrated into the work of the schools, we wanted to understand what has enabled the work of the ILC to grow and become rooted in various communities. They examined the strategies used by ILC leaders both in conducting professional development and in connecting their work to the broader efforts of their districts and counties. They also examined the perceived impacts on practice for teacher participants. The authors interviewed ILC leaders; participating teachers; and school, district, and county administrators. They observed professional learning workshops, statewide conferences, and conferences organized by ILC teams. They also observed classrooms of teachers who participated in workshops led by ILC leaders. [For the research brief, see ED603446.] ED603444 The Instructional Leadership Corps: Entrusting Professional Learning in the Hands of the Profession Learning Policy Institute 2019-02-00 S.D. Bechtel, Jr. Foundation 73 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 ERIC APR2020

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Yes Local Government Government Role Case Studies Comparative Analysis Educational Administration Laws School Administration School Maintenance Elementary Secondary Education Educational Finance Foreign Countries Professional Development Public Administration Social Change Social Systems Government School Relationship Lääne, Sulev Grauberg, Indrek Mäeltsemees, Sulev Olle, Vallo Trei, Jan Speeches/Meeting Papers Reports - Evaluative Estonia ISSN- English Elementary Secondary Education The aim of the article is to analyse the dual role of Estonian local governments and their associations -- as providers of educational services and as customers of educational services. This is primarily a qualitative case study, which employs comparative and historical methods. Legislation, case law and relevant scientific literature, as well as practical experiences, are incorporated in this analysis. The key issues considered are the inadequacy of the legal framework, as well as insufficiency of coordination and financing. The article consists of three parts. Firstly, managing general education as the most important task of Estonian local government will be analysed from a legal perspective. Secondly, the role and functions of local governments and their associations in providing various educational services will be analysed. The role of the state and local governments in establishing and maintaining basic schools and upper secondary schools are of key interest. In particular, their financing model. Thirdly, in-service training of local governments in Estonia and its situational aspects are analysed. Finally, the authors make suggestions on how to resolve the identified problems in the complex sphere of local governments and their associations as providers and customers of educational services. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603445 Education, Local Governments and Their Association: The Case of Estonia NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 12 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Faculty Development Teacher Leadership Conferences (Gatherings) Educational Change Instructional Leadership Thinking Skills Teaching Methods Program Design Teacher Workshops Rural Schools Hispanic American Students Limited English Speaking Second Language Instruction English (Second Language) Low Income Students High Achievement Science Education Alignment (Education) Mathematics Education Mentors Academic Language Elementary School Teachers Secondary School Teachers Active Learning Program Effectiveness Self Efficacy Professionalism School Community Relationship Common Core State Standards State Standards Lotan, Rachel A. Burns, Dion Darling-Hammond, Linda Reports - Descriptive California ISSN- Learning Policy Institute English Elementary Education Secondary Education The Instructional Leadership Corps (ILC) is an innovative professional learning project in which teacher leaders in California collaborate to lead sustainable professional development to support implementation of new student standards within their districts. Over more than 4 years, the ILC has served over 100,000 teachers. The responses of these educators to ILC conferences and trainings have been overwhelmingly positive. This brief describes how the ILC has changed the professional development landscape in four communities, offering lessons about how teacher-led learning can motivate shifts in practice, enhance teachers' professionalism and efficacy, and create supportive systems and strategic relationships that can sustain change. [For the full report, see ED603444.] ED603446 The Instructional Leadership Corps: Entrusting Professional Learning in the Hands of the Profession. Research Brief Learning Policy Institute 2019-02-00 S.D. Bechtel, Jr. Foundation 8 Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org T 2020 -1 As Provided APR2020

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Yes Foreign Countries Instructional Innovation Teaching Methods Second Language Instruction Language Skills Blended Learning Language Teachers Online Courses Electronic Learning Gluchmanova, Marta Speeches/Meeting Papers Reports - Descriptive Slovakia ISSN- English In my paper I focus on teaching foreign languages at the Faculty of. Manufacturing Technologies in Prešov at Technical University in Košice. The current satisfaction of students and teachers of foreign languages at the Faculty is proof that the introduction of new, more efficient and more modern methods and forms of teaching can achieve even better results in the teaching process. Each change brings the need to think about other options on how to improve the current situation, what would be appropriate to incorporate into the learning process to increase the effectiveness of the lesson. I consider that today universities, colleges or other educational institutions already have not enough with the traditional way of teaching. They must respond to changes in technologies, but also to changing the behavior and needs of its clients, in our case the students. Teachers need to understand that if they want their graduates to succeed not only in the domestic but also global labor market, in the foreign language environment, must be something to stand out, be different and offer better services. The faculty's success is also measured by being able to be a leader in innovation, flexibly identifying trends and linking them to the needs of their students. In this regard, I will point out that the fourth industrial revolution is now often highlighted, and as students also see technology growth in their private lives, they are also looking forward to this at the Technical University. All relevant information in the various fields of science and research should be applied at a high level. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603447 Innovative Methods of Education for Development of Language Skills NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 7 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Adult Education Adult Literacy Adult Basic Education Program Costs Resource Allocation State Aid Federal Aid Eligibility Expenditures State Programs Colleges Community Colleges English (Second Language) Secondary Education Limited English Speaking Geographic Regions Faculty Development Reports - Evaluative Numerical/Quantitative Data Iowa Iowa Department of Education, Division of Community Colleges and Workforce Preparation English Adult Education Adult Basic Education Elementary Education Higher Education Postsecondary Education Two Year Colleges Secondary Education The Department of Education, Division of Community Colleges and Workforce Preparation, has prepared this report in response to the Skilled Iowa and Job Creation Fund legislation related to the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50). This report was coordinated by the Department with the assistance of Iowa's 15 community colleges. As defined by Title II of the Workforce Innovation and Opportunity Act (WIOA) of 2014, adult education enables adults to: (1) become literate and obtain the knowledge and skills necessary for employment and self-sufficiency; (2) obtain the educational skills necessary to become full partners in the educational development of their children; and (3) complete a secondary school education. Adult education's history of responding to learners' needs is addressing the skill gap and economic demands of Iowa's workforce. Whether a learner's goals are related to personal improvement, family literacy, further training, or employment, undereducated adults in Iowa need a system that provides clear pathways and support. This report includes and compares AEL financial allocations, expenditures, and performance for the fiscal years 2018 and 2019. The financial allocations for the fiscal year 2019 include state-appropriated funds for adult education and literacy as well as for ESL programs. [For the 2018 report, see ED593362.] ED603448 Adult Education and Literacy Annual Report: Fiscal Year 2019 (July 1, 2018 to June 30, 2019) Division of Community Colleges and Workforce Preparation, Iowa Department of Education 2019-00-00 20 Division of Community Colleges and Workforce Preparation, Iowa Department of Education. Grimes State Office Building, 400 East 14th Street, Des Moines, IA 50319-0146. Tel: 515-281-3125; Fax: 515-281-6544; Web site: http://educateiowa.gov/ N/A 2020 -1 ERIC APR2020

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Yes Online Courses Large Group Instruction Higher Education Educational Technology Technology Uses in Education Foreign Countries Learning Theories Social Networks Competency Based Education College Students Student Attitudes Program Effectiveness Gorshkova, Irina Reports - Research Speeches/Meeting Papers Tests/Questionnaires Russia ISSN- English Higher Education Postsecondary Education Massive Open Online Courses (MOOCs) have been challenging the traditional model of higher education since their appearance in 2008. Nowadays they draw a great deal of attention from all the parties involved: students, teachers, administrators and investors. Although such courses offer a wide range of possibilities and hold considerable potential, a number of issues have already emerged. In particular, the majority of MOOCs are criticized for being focused on knowledge transition without skills development. The objective of the action research described in this paper is to demonstrate that blending MOOC (Marketing Coursera course) and on-campus LSP (Language for Specific Purposes) course produces unexpected results from obtaining knowledge in the subject to acquiring skills of network collaboration and autonomous learners. The action research was carried out at Business School of Lomonosov Moscow State University, the participants were twenty three second-year bachelor students. The post-intervention questionnaire was used to collect the students' perceptions. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603449 Blending MOOC and On-Campus LSP Course NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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No Questionnaires Mental Health Test Validity Elementary School Students Emotional Problems Behavior Problems Screening Tests Factor Structure Test Reliability Cultural Differences Foreign Countries Bullying Victims Moffa, Kathryn Wagle, Rhea Dowdy, Erin Palikara, Olympia Castro-Kemp, Susana Dougherty, Danielle Furlong, Michael J. Reports - Research United States United Kingdom EISSN- English Elementary Education The Me and My School Questionnaire (M&amp;MS) is a brief self-report measure of elementary school students' (ages 8-12) social, emotional, and behavioral challenges. As there is a need for brief self-report screening measures for students in elementary, or primary, school, this study examined the factor structure and measurement invariance of the M&amp;MS for elementary school students in the United States (U.S.; N = 784) and the U.K. (N = 538). Results replicated its two-factor structure (emotional difficulties and behavioral difficulties) with both samples. Convergent and discriminant validity, test-retest reliability, and measurement invariance for girls and boys were examined in the U.S. sample. Partial measurement invariance was established when comparing factor structures of the U.S. and U.K. samples. Implications for mental health monitoring, and for comparative international research are discussed. [This is the online version of an article published in &quot;International Journal of School and Educational Psychology.&quot;] ED603450 The Me and My School Questionnaire: Examining the Cross-Cultural Validity of a Children&apos;s Self-Report Mental Health Measure Grantee Submission 2019-08-00 Institute of Education Sciences (ED) 26 T https://doi.org/10.1080/21683603.2019.1650858 2020 -1 As Provided APR2020 Yes R305A160157

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Yes Community Colleges Equal Education Minority Group Students Low Income Students Accountability Goal Orientation Access to Education Racial Bias Ethnicity Stakeholders Participation Reports - Descriptive California Education Trust-West English Higher Education Postsecondary Education Two Year Colleges This Equity Alert discusses why goal setting matters for improving how colleges serve students of color and low-income students, and it shares guiding principles advocates can use to help ensure each college's goals: (1) are accessible and transparent to all stakeholders; (2) focus on closing equity gaps; (3) have engaged their community and stakeholders as partners; and (4) are intentional about internal and external accountability. This report also provides guiding questions for student and community advocates to consider when reviewing their college's Local Goals and offers suggestions for how to improve the goals in partnership with their local board of trustees. ED603451 Think Equitably, Act Locally: Ensuring Equity and Collective Advocacy in California Community Colleges. Equity Alert Education Trust-West 2020-01-00 2 Education Trust-West. 1814 Franklin Street Suite 220, Oakland, CA 94612. Tel: 510-465-6444; Fax: 510-465-0859; Web site: http://www.edtrust.org/west N/A 2020 -1 ERIC APR2020

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Yes Self Concept Ethnic Groups Religious Factors Language Usage Christianity Medieval History Foreign Countries Greek Churches Trend Analysis Romance Languages Diachronic Linguistics Advantaged Social Class Family Characteristics Ownership Life Style Social Systems Ploscaru, Cristian Atanasiu, Mihai-Bogdan Speeches/Meeting Papers Reports - Evaluative Moldova ISSN- English The central theme of our research concerns the terms used to define the identity of great boyar families, both ethnic and religious, in the 18th century. We consider the great local boyar families both those who were rooted in Moldavia (as far back as classic Middle Ages) as well as those who became local during the 17th -18th centuries and had Greek origins. According to sources, terms like &quot;pamântean,&quot; &quot;moldovean,&quot; &quot;român,&quot; &quot;rumân,&quot; &quot;grec,&quot; &quot;fanariot,&quot; &quot;?arigradean,&quot; &quot;levantin,&quot; &quot;insular&quot; (native, moldavian, romanian, greek, fanariot, levantin, constantinopolitan, insular), but also &quot;cre?tin,&quot; &quot;drept credincios,&quot; &quot;ortodox&quot; (christian, true believer, orthodox) have been frequently used. These terms generated confusion within historical research and fuelled two interpretation trends somehow contrasting. The one sustained by the researchers of the Middle Ages insisted on the importance of religious identity, including the Moldavians in the orthodox Christianity and favoring the integration of the Phanariots settled in Moldavia. They also mentioned a supposed Graecization of the Moldavian elite following the religious identity and the use of the Greek language in administration, Church and culture. The other trend, preferred by most modernists, appealed to a recurrent methodology in order to identify the early origin and the alleged time persistence of a modern Romanian ethnic identity since the 17th century. Thus, terms like &quot;pamântean&quot; (native) equals &quot;român&quot; (Romanian) and &quot;Phanariots&quot; equals &quot;Greek,&quot; validating an ethno-national interpretation of the political disputes of the elites. Our historical research led to the conclusion that the identity aspects which operate within the Moldavian elite of the 18th century combine several elements -- ethnic, confessionary, social -- in a manner specific to the epoch, based on two fundamental terms: &quot;pamântean&quot; (local, native) and &quot;venetic&quot; (foreign, outlander). The &quot;local&quot; was, in most cases, Moldavian, his features being determined by orthodoxy, the age of his family on the territory and land possession which would allow the owner to be part of complex social relations built on patronage relations, as defined by Michael Mann, George M. Foster and S. N. Eisenstadt. The &quot;outlander&quot; (referring to the phanariotes) was also orthodox, but lacking both his belonging to a family rooted in the society and the integration in the complex social relations specific to the local boyars. From our point of view, this historical situation allowed, on one hand, the integration of the phanariotes who were able to adapt to the lifestyle specific to the local boyars up to becoming land owners, and, on the other hand, the use of the Greek language in administration and culture not being perceived by the local boyars as estranging their historical roots, towards the end of the 18th century. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603452 Changing Identities. The Identity Vocabulary of the Great Boyars in the Principality of Moldavia towards the End of the 18th Century NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 9 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Action Research Educational Research Teacher Certification Graduate Students Student Teaching Methods Courses Middle Schools Teaching Methods Grade 9 Friendship Gender Differences Science Education Mathematics Education Integrated Curriculum Physical Education Mathematics Achievement Physical Activities Academic Achievement McAllister, Deborah A., Ed. Collected Works - General Reports - Research Tennessee (Chattanooga) EISSN- University of Tennessee at Chattanooga, College of Health, Education and Professional Studies English Higher Education Postsecondary Education Junior High Schools Middle Schools Secondary Education Grade 9 High Schools As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5010 Methods of Educational Research course, (b) a required learning assessment required during student teaching, or (c) a newly-designed project. The course is, also, taken by elementary and secondary teachers who are, already, licensed to teach. The action research projects, from spring semester 2017, are presented. This Action Research Project includes: (1) Student Transition into Ninth Grade (Jennifer Clemmer); (2) Effect of Short-Term Integration of Scientific and Mathematical Investigations (Robert Hall); (3) Effects of Physical Education on Math Performance (Whitney Shea Layne); and (4) A Study of the Integration of Physical Activity and Movement and its Effect on Academic Behavior (Emily Parsons). (Individual papers contain references and figures.) [For &quot;Culminating Experience Action Research Projects, Volume 18, Part 2, Spring 2016,&quot; see ED581631.] ED603453 Culminating Experience Action Research Projects, Volume 19, Spring 2017, Part 1 Online Submission 2020-03-02 38 N/A 2020 -1 As Provided APR2020

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No Early Intervention Executive Function Emergent Literacy Preschool Children Preschool Education Predictor Variables Self Control Metacognition Correlation Inhibition Cognitive Ability Hooper, Stephen R. Costa, Lara-Jeane C. Green, Melissa B. Catlett, Stephanie R. Barker, Alexandra Fernandez, Edmund P. Faldowski, Richard A. Reports - Research Stanford Binet Intelligence Scale EISSN- English Early Childhood Education Preschool Education The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy skills in preschool children after adjusting for targeted covariates including at-risk status. The sample comprised 114 three-year-olds who were attending Head Start preschool. The teacher-completed Behavior Rating Inventory of Executive Function-Preschool was used to generate three predictor variables: Inhibitory Self-Control, Flexibility, and Emergent Metacognition. The emergent literacy outcomes included the Teacher Ratings of Oral Language and Literacy Reading, Writing, and Language scales, Stanford Binet Intelligence Scale 5 Vocabulary Subtest, Test of Early Reading-3 Convention Subtest, and Print Knowledge and Phonological Awareness subtests from the Test of Preschool Early Literacy. Findings revealed that after controlling for selected covariates (age, gender, classroom) and at-risk status, when the three EF indices were included in the model the amount of variance significantly increased for all of the emergent literacy outcomes, with the total variance accounted for ranging from 32% (Phonological Awareness) to 59% (pre-Writing). Emergent Metacognition was a significant predictor for nearly every outcome except Phonological Awareness and Reading Conventions; Flexibility and Inhibitory Self-Control were significant predictors of Language. Significant interactions were present for at-risk status and teacher ratings of both Flexibility and Inhibitory on TERA-3 Conventions, but these findings appeared to be affected more by the not at-risk group than the at-risk group. Results reinforce the potential added importance of teacher ratings of EF, particularly with respect to the integrity of early developing EF, in the prediction of emergent literacy skills in young preschool children. [This is the online version of an article published in &quot;Reading and Writing: An Interdisciplinary Journal&quot; (ISSN 0922-4777).] ED603454 The Relationship of Teacher Ratings of Executive Functions to Emergent Literacy in Head Start Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 29 T https://doi.org/10.1007/s11145-019-09992-1 2020 -1 As Provided APR2020 Yes R305A170529

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Yes Multiple Intelligences Inclusion Student Diversity Individual Differences Equal Education Alternative Assessment Disabilities Brain Altan, Mustafa Zülküf Journal Articles Reports - Evaluative ISSN-2501-2428 English The aim of an education system is to raise better generations to bring the desired dreams to come true. New possibilities exist today which are the result of the convergence of the increase in information and the unprecedented capacity to communicate. Therefore, these new possibilities must be seized with creativity and a determination for increased effectiveness. Today, meeting the basic learning needs of all requires more than a recommitment to basic education as it now exists. What is needed is a paradigm shift that surpasses present resource levels, institutional structures, curricula, and conventional delivery while building on the best in current practices to strengthen partnership and promoting systems equity. Therefore, education systems should be able to contribute to creating a more equal, inclusive and socially just world. Unfortunately, most present education systems, philosophies and implementations limit their students' ability to fully access or participate in learning. As a result, so called integration is not necessarily a step towards inclusion. This paper advocates an educational renewal designed to build the capacity of our school system to be really inclusive to support the success of all students with all types of individual differences. Helping all students with all types of individual differences and diversity should be both the promise and the challenge of inclusive education. ED603455 Extrability and the Theory of Multiple Intelligences as a Phenomenon for an Inclusive Education Renewal Online Submission European Journal of Special Education Research v5 n3 p17-39 2020 2020-00-00 23 N/A 2020 -1 As Provided APR2020

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Yes Foreign Countries International Cooperation Institutional Cooperation Higher Education College Students Foreign Students Ethics Values Student Attitudes Cultural Influences Interaction Interpersonal Relationship Recreational Activities Cultural Differences Cultural Awareness Belyaeva, Ekaterina Speeches/Meeting Papers Reports - Research Russia China ISSN- English Higher Education Postsecondary Education The development of cultural ties and cooperation between Russia and China in the field of education correlates with the current strategy of internationalization of Russian universities. Many Russian universities today tend to develop partnerships with Chinese universities. In particular, the number of Chinese students studying in Russian universities constantly increases; academic exchange programs are successfully implemented, the number of scientific contacts between representatives of universities of the two countries grows. The implementation of such cooperation is accompanied by problems of social and cultural interaction in the field of education of Russian and Chinese students. General purpose of the study was identifying the axiological component in the interaction of Russian and Chinese students in the space of the Russian university. Chinese students who study in Yekaterinburg universities (390 people), Russian students who study / live with Chinese (500 people), 10 Chinese experts, 10 Russian experts in the field of education in Russia and China were interviewed. The results suggest that the Russian students find the values of hedonistic nature -- love and pleasure -- to be more important than the Chinese ones, while the Chinese students consider study and personal security to be most important (and this is determined by the goals of coming to Russia and the conditions of staying in the territory of a foreign country). Nevertheless, it cannot be said that the values of students from the Russian Federation and the People's Republic of China differ radically and may interfere with the productive socio-cultural interaction between them. Besides, the great importance of such values as world peace and love of country for Chinese students can be the basis for attracting them to participate in the activities of patriotic and cultural student associations that already exist in the Ural universities. The practical significance of the results obtained is that the identified problems of socio-cultural interaction between Chinese and Russian students make it possible to develop technologies for optimizing the socio-cultural interaction of foreign students in Russian universities, which is especially important in the initial stages of their education in Russia. Among the recommendations for optimizing the process of entering Chinese students into Russian universities (in addition to Russian language classes) are joint Russian-Chinese leisure and holiday events, joint social student associations (volunteering, tourism, music, etc.), excursion programs aimed at acquaintance with the culture of the host country, the joint interaction of Russian and Chinese students in social networks and messenger apps. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603456 Axiological Aspects of the Socio-Cultural Interaction of Russian and Chinese Students in the Educational Space of the Russian Universities NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 7 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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No Job Training Employment Opportunities Community Colleges Paying for College Federal Legislation Labor Force Development Labor Legislation School Business Relationship Education Work Relationship Mishory, Jen Reports - Descriptive Workforce Investment Act 1998 The Century Foundation English Higher Education Postsecondary Education Two Year Colleges As the free college debate continues to gain momentum in states across the country, advocates' and policymakers' growing success in reframing access to college as a guaranteed benefit raises the question: Should federal or state governments do more to ensure that guarantee includes access to quality job training programs more generally, and if so, how? Creating the clear pathways to training programs discussed in this report can also be a key component of broader efforts to open up access to middle-skill occupations that have historically excluded women and people of color, such as construction and manufacturing. Predicting precisely the future demand for job training--particularly the scale and type of job training needed--is difficult, and ensuring the quality of the programs offered is and will remain a challenge. The job training delivery system must be both large enough and accessible enough to respond to rapid changes in demand for skills, and targeted enough to provide the particular skills needed in growing fields. This report presents two distinct strategies to create guaranteed access to job training opportunities that do just that: (1) Create a guaranteed job training benefit through debt-free community college; and (2) Scale a job training benefit Workforce Investment and Opportunity Act (WIOA) or Trade Adjustment Assistance (TAA) by expanding employer engagement. ED603457 Expanding &quot;Free College&quot;: How to Build a Job Training Guarantee Century Foundation 2019-05-08 12 Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org N/A https://production-tcf.imgix.net/app/uploads/2019/05/04122831/jen_job-trainingPDF.pdf 2020 -1 ERIC APR2020

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Yes Graduate Students Doctoral Programs Student Responsibility Teaching Assistants Foreign Countries Student Participation Influences Coping Teaching Experience Ioana, Mi?u Sorina Cristina, Ghenu Iulia Speeches/Meeting Papers Reports - Research Romania ISSN- English Higher Education Postsecondary Education PhD students are a valuable asset for universities as they are able to perform a varied number of activities. Moving on from their basic role of students, their main focus becomes researching on their theses' topics, however a PhD student life does not happen only between the walls of a library. Sometimes, PhD students perform in a benevolent or mandatory way teaching activities within their universities, which upgrades their status to collaborators of the university. However, this sort of activities bring along serious responsibilities which might require the diminishing of time dedicated for the thesis' writing. This paper's aim is to investigate which are the factors that contribute to the engagement PhD students feel for their work as teachers. According to the found driving elements, we intend to define the levels of engagement teachers-PhD students show and to layer them down in a structured way. As the research work is a complex enough work by itself, adding an activity such as the teaching one in the life of a PhD student might affect the well-run of the PhD program. Hence, a second objective of this paper is to determine if the teaching experience helps the students to cope better with the PhD requirements. Overall, the contributions of this paper can be of important value firstly for the PhD students that want to seek academic career opportunities during their PhD degree. Secondly, the paper can as well as benefit the universities that would like to manage better their PhD students and learn how to integrate them in their organizational teaching charts. Learning about their engagement drivers can lead to designing fitted win-win partnerships between the university and the PhD students that could bring added value for both sides. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603458 Drivers of Engagement for the PhD Students Who Perform Teaching Activities NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 9 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Mathematics Achievement Students with Disabilities Student Needs Program Effectiveness Individualized Instruction Grade 1 Grade 2 Elementary School Students Middle School Students Mathematics Skills Achievement Gains Skill Development Learning Disabilities Intervention Petscher, Yaacov Zumeta Edmonds, Rebecca Arden, Sarah Weingarten, Zachary Reports - Research Washington Wide Range Achievement Test American Institutes for Research (AIR) English Early Childhood Education Elementary Education Grade 1 Primary Education Grade 2 Junior High Schools Middle Schools Secondary Education The purpose of this project evaluation was to assess the impact of data-based individualization (DBI) on the mathematics achievement of students with intensive mathematics learning needs, including students with disabilities. The evaluation study used a cluster randomized trial in which elementary schools were randomly assigned to treatment using a delayed-intervention design. Since this was a development project, the evaluation delineated between the primary, confirmatory impact question and exploratory research questions. The confirmatory question included students in Grades 1-2 and was concerned with the relationship of one year of DBI implementation support in comparison with a business-as-usual, delayed intervention group. Because of the developmental, iterative nature of the project, exploratory questions were concerned with cumulative longitudinal relations between years of DBI implementation support between two cohorts of elementary schools. In addition, project staff supported DBI implementation pilot in two middle schools and tracked student progress in those sites. Analytic results provided preliminary evidence to suggest that there may be contextual factors that govern the likelihood a student will profit from DBI. In addition, schools may require significant ongoing support to sustain implementation. ED603459 Using Intensive Intervention to Improve Mathematics Skills of Students with Disabilities: Project Evaluation Report American Institutes for Research 2020-03-00 Office of Innovation and Improvement (ED), Investing in Innovation (i3) 54 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 2020 -1 As Provided APR2020 U411C140029

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Yes Discourse Analysis Ethics Authors Form Classes (Languages) Ambiguity (Semantics) Patriotism Political Attitudes Public Policy Advantaged Emotional Response Foreign Countries Public Officials Group Membership Political Campaigns Poetry Vlad, Eduard Speeches/Meeting Papers Reports - Evaluative United Kingdom European Union ISSN- English The &quot;beauty and truth&quot; in the title reminds one of John Keats's &quot;Ode on a Grecian Urn.&quot; That is not only a great Romantic poem, but also a highly sophisticated rhetorical discourse. In it, the interwoven voices of the speaker, of the Urn, and of Keats himself as an implied author, exploit the ambivalence and ambiguity of the pronoun &quot;we&quot; in creating speakers and listeners, performers and audiences. The current article explores the rhetoric of populist discourse in one of Nigel Farage's recent (May 4th, 2019) speeches. The speaker appeals to emotion rather than reason, systematically using anaphoric and epiphoric triads and other rhetorical devices to hammer his messages home. The article undertakes to examine the inconsistency in the speaker's development of the antagonism between &quot;ordinary,&quot; &quot;patriotic,&quot; &quot;honest&quot; people seen as the vast majority of the British population (far more than the 52% who voted for Brexit in the 2016 referendum) and the remaining tiny minority, including the political and cultural elites, the multinationals, the banks, the hedge funds, identified as THEY. Nigel Farage, the son of a stockbroker, a stockbroker himself, the friend of stockbrokers supporting his campaign, is one of the ordinary, honest people. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603460 &apos;Beauty and Truth&apos;: The Rhetoric of Populist Discourse NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Standards Employment Qualifications Accreditation (Institutions) Foreign Countries Compliance (Legal) Comparative Education Labor Legislation Social Systems Certification Educational Attainment Human Capital Professional Education Sochneva, Elena N. Isner, Larisa Yu. Chervyakov, Mikhail Speeches/Meeting Papers Reports - Research Russia Europe ISSN- English Today, the main event in the social and labor sphere of Russia is, of course, the introduction of the National Qualifications System (abbreviated NSC), which comes to replace the old system of qualification characteristics. In general, the NSC in Russia is represented by four interrelated elements: professional standards, independent assessment of qualifications, professional and public accreditation of educational programs and a directory of the most popular professions. The professional standard at the legislative level states the requirements for the type of activity. Independent assessment of qualifications is a mechanism for personnel certification for compliance with professional standards, and professional public accreditation of educational programs is their assessment for compliance with the requirements of professional standards. In European countries, such systems have existed for a long time and accumulated some experience in this field. The purpose of this article is to consider the common and distinctive features of the European and Russian systems of national qualifications, as well as the experience of building such a system in Russia. In addition, the work will present the differences between the previously existing system of qualifications in Russia and the modern one. The article will show the difficulties of embedding the new system in Russian labor legislation. In addition, problems in the activities of society that were caused by the new system will be considered, its advantages and disadvantages will be considered. Particular attention will be paid to the analysis of the new qualification assessment system and its comparison with similar abroad. Today, Russia is trying, using the experience of European countries, to introduce a system of awarding qualifications outside educational institutions in special centers for the assessment of qualifications. The difference between the Russian model and the existing analogues abroad is that these centers are represented by commercial organizations, while education is carried out by state educational institutions. Such a docking of the state system of education and business has given rise to a number of problems, which will be discussed in the article. The main feature of the national qualifications system in Russia is a synthesis of the obligation (imperativeness) and the market fundamentals of the system itself. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603461 Formation and Development of the National Qualification System in Russia: Legal Perspectives NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 10 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Foreign Countries Churches School Administration Nationalism Administrative Organization History Political Power Political Attitudes Social Influences Democracy Social Change Religious Education Catholics Christianity Government School Relationship Propaganda Szóró, Ilona Speeches/Meeting Papers Reports - Evaluative Hungary ISSN- English After World War II, in Hungary the caretaker government formed as a result of the coalition of left-wing and bourgeois parties created the slogan 'Free state, free church'. The political power promised the churches unrestricted operation, not only in the field of religious life, but also in fulfilling various social functions. However, the consolidating left-wing made efforts to take over control right from the beginning. The left-wing forces, especially the Hungarian communist party forming the government regarded the churches to be their dangerous opponents as they had wide-ranging social influence. The left-wing has done everything to reduce the churches' far-reaching social influence. The communist party (in secret), was already busy with preparing the consolidation of monocracy. It regarded the churches as serious rivals not only ideologically, but also from the point of view of the monopolization of ruling. Churches had far-reaching social connections. They were present in almost every villages, towns, and cities. Denominational schools comprised one of the important elements of the churches' connections. Consequently, the left-wing first of all wanted to acquire church schools. The government kept explaining the public that school nationalization was implemented for the sake of progress and democracy. The communist party considered this school matter as a question of power. Left-wing forces made efforts to gain influence over society to the highest possible extent. They also wanted to control the formulation of the growing generation's thoughts and view of life. Consequently, acquiring the schools was an important step on the way of expropriating political power. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603462 Monopolization of Education: Nationalization of Church Schools in Hungary NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Sociolinguistics Nonstandard Dialects English Stereotypes Literary Devices Literary Criticism Social Structure Social Class Nontraditional Education Family Relationship Fantasy Language Usage Language Variation Dialects Grammar Sentence Structure Phrase Structure Reader Text Relationship Race Foreign Countries Novels Cartoons Childrens Literature Authors Ondrušeková, Judita Speeches/Meeting Papers Reports - Evaluative United Kingdom United Kingdom (Scotland) ISSN- English This article will focus on sociolinguistic aspects in Terry Pratchett's &quot;The Wee Free Men.&quot; In particular we will deal with the interplay of standard and non-standard British English by which the writer highlights cultural stereotypes as well as narrative ones; creating a children's tale with a distinctively adult-like character set. Pratchett uses Tiffany Aching to explore the topics of non-traditional education, family dynamics and social hierarchies in a fantasy setting. By combining the mundane coming-of-age story with a fantastic adventure, he contrasts the escapist nature of a fantasy narrative with the inevitable growth of responsibility. The paper aims to explore the usage of non-standard language and its effects on the narrative and character components; the reader's reception of this usage is an important factor in the communicative channel formed between the reader and the author. From regional varieties, this work uses Scottish dialect, but Pratchett mixes in some of his own creations, such as the Toad dialect. The author also uses grammatically incorrect phrases or sentences. Therefore, this paper will analyze the instances where Pratchett used non-standard British English and determine their narrative function. Furthermore, it will illustrate the importance of dialects which are viewed as separate languages of fantastic races. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603463 Narrative Function of Language in Terry Pratchett&apos;s &quot;The Wee Free Men&quot; NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Educational Change Educational Quality Sustainability Educational Improvement Total Quality Management Educational Administration Models Foreign Countries Educational Policy Innovation Educational Strategies Educational Legislation Ghi?a, Ramona-Cristina Dina, Elmira Cezarina Speeches/Meeting Papers Reports - Research Romania ISSN- English A globalized reform of quality management for the educational system in Romania is tolerated today. A careful analysis and critical evaluation of the literature suggests a big question as to how reasonable, honest and sustainable this system is. A series of studies show that the reality of education in Romania is facing the need for an innovative structure, considering an analysis of the gaps. This study provides an overview of critical success factors from the study of strong and weak sustainability. Awareness of the need for continuous improvement in the context of policies to encourage quality culture aims to harmonize and strike a balance between the continuity of total quality management and the necessary changes to its sustainability. The authors used methodological activities such as the exploratory literature review, Deming and EFQM models in education, the Triple Bottom Line model, an analysis of the gaps. Finally, the result of this research provides an overview of gaps and policy and strategy models to ensure a strong sustainability of quality management. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603464 Process Policies and Strategies to Ensure Strong Sustainability of Quality Management in Education NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 7 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Community Colleges Bachelors Degrees Educational Policy State Policy Educational Benefits Labor Force Development Access to Education Nontraditional Students Tuition Competition Partnerships in Education State Legislation Fulton, Mary Reports - Descriptive California Colorado Michigan Missouri Ohio Oregon South Carolina Texas Wyoming Education Commission of the States English Higher Education Postsecondary Education Two Year Colleges Nearly half of the states allow community colleges to award bachelor's degrees as one strategy to meet workforce demands, increase access to educational and career advancement opportunities, address affordability and raise attainment rates. Emerging research also suggests that community college bachelor's degrees may play a role in better serving a more diverse student population. Students who enroll in community college bachelor's programs are typically adult learners who are working and may not be in a position to study full time toward a bachelor's or transfer to a four-year institution. Further, the programs may address the low rates of underserved students and rural residents with a bachelor's degree. This Policy Brief captures recent state policy activity pertaining to community college bachelor's degree programs, summarizes arguments for and against these policies and offers policy considerations for states starting or expanding these programs. ED603465 Community College Bachelor&apos;s Degrees: An Update on State Activity and Policy Considerations. Policy Brief Education Commission of the States 2020-02-00 12 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 2020 -1 ERIC APR2020

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Yes Linguistics Grammar Foreign Countries Slavic Languages Language Classification Migrants Social Change Social Systems Political Attitudes Oral Tradition Diachronic Linguistics Written Language Moral Values Religion Family Structure Refugees Marriage Social Values Native Speakers International Relations Social Attitudes Ivanovna, Bykova Galina Emilyevna, Petrova Elena Fyodorovna, Nikulina Elena Speeches/Meeting Papers Reports - Research Hungary Slovakia Czech Republic Poland European Union ISSN- English The article attempts to explain the features of the phenomenon of euroscepticism typical for the countries of Central and Eastern Europe (Visegrad group--Poland, Czech Republic, Slovakia, Hungary) based on linguistic methods of research. This approach is due to the close relationship of ethno-cultural and value elements that manifest themselves ambiguously in the international field, and expressed mainly through language. System-typological concept of the language of the outstanding linguist, philosopher, culturologist and Cybernetics, G. P. Melnikov, who developed the ideas of V. von Humboldt, A. A. Potebna, I. A. Baudouin de Courtenay proposes to allocate the main characteristic or the main feature of the language (determinant), depending on how the communication function. Such a determinant, that is, the leading grammatical trend in the linguistic consciousness of the Indo-European peoples is the presentation of any plan according to the scheme of the developing event. This form is most developed in the Slavic languages, as the language technique that helps to preserve the inflection depends on the size of the language group, its homogeneity and the length of the information transmission chains, which provided the experience of settled agricultural Slavic peoples inhabiting the plains of Europe. The change in the ethno-cultural landscape associated with the influx of migrants meant recognition of the need to find new strategies in relation to migrants and the resulting cultural, linguistic and religious heterogeneity of the population. At the same time, it exacerbated the confrontation between the &quot;supranational structure&quot; - &quot;national state&quot;, the EU -- member States, showing disappointment in mutual expectations. The phenomenon of euroscepticism, formed in the countries of the &quot;Visegrad group&quot;, often defined as populism and known by statements of politicians and precedent texts broadcasted through the media, should be considered in connection with the system of values developed by the centuries-old way, and fixed oral and written tradition in the languages of these countries. The protagonists of euroscepticism under the pressure of the population declare the protection of morality, religion, traditional family and criticize same-sex marriage, sex education, liberal interpretation of reproductive rights and quotas for refugees, positioning themselves as an alternative to the liberal project. Based on the systematic approach, which states that the properties of the element included in the structure can be understood only on the basis of its links with other elements of this structure, the authors conclude that the Visegrad four countries represent a mild version of euroscepticism. According to the authors, the most complete reflection of the socio-cultural reality in the consciousness of a native speaker, which can be traced both on the actual grammatical material, and taking into account external factors, provides system linguistics, the main directions of which were outlined by V. von Humboldt. In Russian linguistics this direction is represented by the works of G. P. Melnikov, whose scientific school is developed by a number of research centers, as well as his students and followers in the RUDN, where G. P. Melnikov taught and wrote the main works. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603466 The Explanatory Power of Systemic Linguistics of G. P. Melnikov for International Relations NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 9 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Employment Programs Low Income Groups Cost Effectiveness Employment Opportunities Program Effectiveness Employment Patterns Adults Wages Costs Program Evaluation Webster, Riley Reports - Research California (San Francisco) Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) MDRC English STEP Forward was a voluntary program in San Francisco that aimed to connect low-income job seekers to the labor market by using public funds to temporarily subsidize individuals' wages, known as subsidized employment, with the goal of ultimately increasing permanent unsubsidized employment among this population. STEP Forward offered job seekers opportunities to interview for jobs with private sector employers at weekly job fairs and offered employers temporary wage subsidies if they hired disadvantaged job seekers whom they might not otherwise hire. To test the effectiveness of this strategy and to learn about its costs, the Administration for Children and Families (ACF) in the U.S. Department of Health and Human Services funded a random assignment evaluation of STEP Forward, in which individuals were randomly assigned to a program group that had access to STEP Forward services or to a control group that did not have access to STEP Forward services but could receive other services in the community. A total of 837 adults were enrolled into the STEP Forward study between November 2012 and March 2015. In the first year after random assignment when program group members who were placed in subsidized employment were still receiving subsidized wages, program group members were more likely than control group members to have been employed and had higher average earnings. Impacts on earnings continued into the fourth year, well after the subsidies had ended. This paper presents the one-year costs of STEP Forward, including program services such as job-readiness services and the subsidized portion of wages provided to program group members. It also presents the costs of non-STEP Forward services available to both program group and control group members, which included education, training, and job skills services. This evaluation is part of a larger demonstration called the Subsidized and Transitional Employment Demonstration (STED). In addition to STEP Forward, STED includes random assignment evaluations of six other subsidized employment strategies around the country. ED602991 Cost Analysis of the STEP Forward Program. The Subsidized and Transitional Employment Demonstration. MDRC Working Paper. OPRE Report 2019-109 Administration for Children & Families 2019-11-00 Rockefeller Foundation 15 Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/ N/A 2020 -1 ERIC APR2020 HHSP23320100029YC

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Yes At Risk Students Middle School Students Academic Ability Student Development Social Development Emotional Development After School Programs Program Effectiveness Reading Achievement Mathematics Achievement Student Attitudes Grade 6 Grade 7 Grade 8 Physical Activities Tutoring Goal Orientation School Safety Self Efficacy Student Behavior Attendance Racial Differences Ethnicity Age Differences Limited English Speaking Low Income Students Interpersonal Competence Academic Persistence Skill Development Discipline Holmes, Venita Reports - Research Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades Grade 7 Grade 8 During the 2013-2014 academic year, the S.E.L.F. Foundation engaged 32 predominately at-risk students at Key Middle School (KMS) in afterschool tutorials and enrichment activities to support their academic, social, and emotional development. Outcome measures consisted of reading and mathematics performance before and after program implementation. In addition, student perceptions regarding program benefits were gathered via surveys. Combined passing rates for sixth through eighth grade students improved on both the STAAR reading and mathematics assessments by three and six percentage points, respectively from 2013 to 2014, although grade-level performance varied. Sixth, seventh, and eighth-grade program students outperformed all KMS student groups in mathematics on STAAR. Paired t-test analysis showed increases in STAAR scale scores for sixth and seventh-grade program students in reading, statistically significant increases in scale scores for six and eighth-grade program students in mathematics, and decreases in other areas. An overwhelming majority of students indicated that they were benefitting from all of the program components, with the largest majority specifying physical activities (100%) and tutorials (96%). Although still prevalent, overall discipline rates decreased, while differences in rates of unexcused absences for program students before compared to during the program were lower for 28% of students, and increased for 50% of the students. Consideration should be given to expand program components where students expressed benefits (e.g., physical activities), while incorporating interests (e.g., goal setting), needs (school safety), character-building activities (e.g., confidence to do well in school), and behavioral supports to assist with discipline and school attendance. ED602992 A Pilot Study of the Stacy and Bo Porter S.E.L.F. Foundation Afterschool Program Effects on Student Performance at Key Middle School, 2013-2014. Evaluation Report. Volume 8, Issue 1 Houston Independent School District 2014-09-22 11 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2014 -1 As Provided APR2020

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Yes 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 2018 -1 As Provided APR2020 Yes R305A160157

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Yes Public Schools Librarians School Libraries Library Role Student Projects Teaching Methods Inquiry Librarian Teacher Cooperation Middle School Teachers Teamwork Teacher Collaboration Teacher Attitudes Librarian Attitudes Berg, Kat Kramer, Jenni Werle, Misti Journal Articles Reports - Descriptive North Dakota ISSN-1094-9046 English Middle Schools Secondary Education Junior High Schools In an effort to carry out the work of Bismarck (ND) Public Schools, while implementing the American Association of School Librarians (AASL) &quot;National School Library Standards for Learners, School Librarians, and School Libraries,&quot; the district has started training school librarians to be the backbone of the project-based learning (PBL) movement. The school library can be a natural vehicle to drive transformation when improving PBL teaching practices and implementing inquiry learning. As instructional leaders, school librarians can support and deliver teacher training and facilitate students' project creation. They can support implementation by coteaching and collaborating with classroom teachers on their projects. They are masters at finding and providing resources that encourage sustained inquiry and can support reflective teaching practices by modeling and facilitating positive, collaborative experiences. Bismarck Public Schools' goals of integrating PBL across all grade levels to better meet the needs of the 21st-century student can be strengthened through a strong school library. As student projects are being developed, school librarians are there to support learners and their classroom teachers through design, implementation, assessment, revision, and reflection. This effective support has opened the door in some buildings for school librarians to begin coteaching with classroom teachers in an effort to provide seamless integration of content and school library standards. This article about the PBL experience in the Bismarck Public Schools is written from the perspectives of a district administrator, a school librarian, and a middle school teacher. EJ1201066 Implementing and Evaluating Instructional Partnerships Knowledge Quest v47 n3 p32-38 Jan-Feb 2019 2019-00-00 7 American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://knowledgequest.aasl.org/ T 2019 -1 ERIC APR2020

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Yes Elementary Schools School Libraries Public Schools Readiness Librarian Teacher Cooperation Library Role Cooperation Administrator Role Teaching Methods Barriers Program Effectiveness Sturge, Jennifer Journal Articles Reports - Descriptive Maryland ISSN-1094-9046 English Elementary Education In many elementary schools across the nation the library looks like a revolving door of classes. Classroom teachers come and drop off their classes for a lesson at a set time during the week. The school librarian teaches a lesson in isolation while the classroom teacher has a planning period. There is little time for collaboration. There is even less time for students to engage in meaningful, authentic activities and research that offer deeper meaning. This antiquated scheduling model of elementary school libraries has been a traditional part of schools for many years. It is time for change. The author describes how she assessed Calvert County (MD) Public Schools' readiness to make a move from isolation in the library to collaboration between the classroom teacher and the school librarian becoming the norm. EJ1201069 Assessing Readiness for School Library Collaboration Knowledge Quest v47 n3 p24-31 Jan-Feb 2019 2019-00-00 Media Staff 8 American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://knowledgequest.aasl.org/ T 2019 -1 ERIC APR2020

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Yes Journalism Artificial Intelligence News Reporting Information Science Authors Automation Computer Software Newspapers Data Analysis Influence of Technology Computer Simulation Video Technology Social Media Internet Višnovský, Ján Ungerová, Magdaléna Kubíková, Karina Speeches/Meeting Papers Reports - Research ISSN- English Due to the development of artificial intelligence and language-based software, automatic machines, which can generate news contents from data, are starting to be used in the editorial practice. Despite the fact that this field of editorial work is currently at its advent, it has been developing and improving relatively quickly. At present, robots for production of contents are implemented in editorial offices of large media, and are able to process huge amounts of data, while saving journalists' work. Robo-journalism, which is the result of an effective interconnection among informatics, statistics and reporting, is being vividly discussed not only in media practice, but also in professional circles. The study deals with robot journalism that uses intelligent software to produce news articles. Its application fundamentally redefines editorial routines, journalistic practices and existing models of editorial work. Media and journalism theorists are interested in the influence of robojournalism on the editing process, the journalistic profession, the journalist as a creative person and their competences. The authors of the paper intend to broaden the awareness of this dynamically developing segment of new coverage and to point out its selected aspects in relation to media practice, but also theoretical reflection. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603467 Robo-Journalism and Its Implementation in Editorial Practice NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 7 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Second Language Learning Second Language Instruction Course Content Teaching Methods Communicative Competence (Languages) Advertising Public Relations Business English Specialists Teamwork Creativity Familiarity Telecommunications Handheld Devices English for Special Purposes Universities Foreign Countries Instructional Design Peterson, Irina Speeches/Meeting Papers Reports - Research Russia ISSN- English Higher Education Postsecondary Education This article analyzes the experience of teaching a foreign language in the field of &quot;Advertising and Public Relations.&quot; Taking into account the specifics of the process of training specialists in advertising and public relations, to form a communicative competence that allows graduates to act in the field of public, professional communication effectively is crucial. At the same time, we are talking about the development of communicative competence as a complex concept, which is the first condition for professionally oriented communication. The study of a professional foreign language forms the competence of future specialists in advertising and public relations necessary for the implementation of professional activities. An additional resource for improving the communicative competence of future specialists is revealed -- the correlation of a foreign language with the disciplines of specialization. This contributes to the development of students' cognitive activity, creativity, teamwork, and analytical skills. The course is based on the CLIL methodology. When designing the course, the teacher should take into account such factors as the age of students, their social and linguistic environment, and the degree of familiarity with the study of subjects in a foreign language. Conducting classes in the CLIL format implies increased requirements for a Business English teacher, who will have to be ready to involve colleagues from other subject departments in the preparation and conduct of classes. Nowadays, learning practices change, new resources appear. Mobile learning (mLearning) can be an answer to the challenge of a modern world. In mLearning, the focus is on a variety of problems, from how students' access to content to how the idea of content is defined. When developing the course of Business English, one of the essential pedagogical tasks was the formation of students ' ability to further independent study of a foreign language/languages and business culture, including the use of modern information technologies. We hope that this study will be useful both for researchers and practitioners designing an academic course, &quot;Business English&quot; for students studying advertising and public relations. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603468 The Formation of Student Key Competences Based on Business English NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 7 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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No Correlation Longitudinal Studies Grade 3 Grade 4 Grade 5 Grade 6 Reading Instruction Writing (Composition) Reading Comprehension Spelling Predictor Variables Reading Writing Relationship Kim, Young-Suk Grace Petscher, Yaacov Wanzek, Jeanne Al Otaiba, Stephanie Journal Articles Reports - Research ISSN-0922-4777 English Grade 3 Primary Education Elementary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 We investigated developmental trajectories of and the relation between reading and writing (word reading, reading comprehension, spelling, and written composition), using longitudinal data from students in Grades 3-6 in the US. Results revealed that word reading and spelling were best described as having linear growth trajectories whereas reading comprehension and written composition showed nonlinear growth trajectories with a quadratic function during the examined developmental period. Word reading and spelling were consistently strongly related (0.73 = rs = 0.80) whereas reading comprehension and written composition were weakly related (0.21 = rs = 0.37). Initial status and linear slope were negatively and moderately related for word reading (- 0.44) whereas they were strongly and positively related for spelling (0.73). Initial status of word reading predicted initial status and growth rate of spelling; and growth rate of word reading predicted growth rate of spelling. In contrast, spelling did not predict word reading. When it comes to reading comprehension and writing, initial status of reading comprehension predicted initial status (0.69), but not linear growth rate, of written comprehension. These results indicate that reading-writing relations are stronger at the lexical level than at the discourse level and may be a unidirectional one from reading to writing at least between Grades 3 and 6. Results are discussed in light of the interactive dynamic literacy model of reading-writing relations, and component skills of reading and writing development. EJ1188173 Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6 Reading and Writing: An Interdisciplinary Journal v31 n7 p1591-1618 Sep 2018 2018-09-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 28 Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ T http://dx.doi.org/10.1007/s11145-018-9855-4 2018 -1 As Provided APR2020 P50HD052120

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Yes Teacher Attitudes Public Schools Foreign Countries Organizational Climate Teacher Characteristics Predictor Variables Risk Trust (Psychology) Köse, Akif Köse, Fulya Journal Articles Reports - Research Turkey ISSN-2332-3205 English This research aims to explore teachers' perception of organizational silence in terms of various demographic variables. The research has been conducted with teachers, who work at state schools located within the central districts of Kahramanmaras (Dulkadiroglu and Onikisubat). The research sample holds 392 teachers in total. Having a quantitative research model, this research holds a survey model. The research data has deployed &quot;Organizational Justice Scale&quot; including 18 items. Frequency, percentage, t-test and one-way analysis of variance (ANOVA) and regression analysis have been used during data analysis. Research results have revealed that teachers experience a medium level of organizational silence. Besides, teachers' perception of organizational silence does not significantly differ across demographic variables. The research has also suggested that demographic variables are not a significant predictor of organizational silence perception of teachers. EJ1204609 An Analysis of Teachers&apos; Perception of Organizational Silence in Terms of Various Demographic Variables Universal Journal of Educational Research v7 n2 p307-317 2019 2019-00-00 11 Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org T 2019 -1 As Provided APR2020

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No Foster Care Late Adolescents Caseworkers Attitudes Student Needs At Risk Students Readiness Educational Attainment Employment Level Special Education Student Characteristics Counties Rural Urban Differences Enrollment Grades (Scholastic) High School Students Postsecondary Education College Students Reading Achievement Aspiration Expectation Family Role School Role Suburban Schools Rural Schools Urban Schools Academic Support Services Student Personnel Services Okpych, Nathanael J. Courtney, Mark E. Charles, Pajarita Reports - Research California Chapin Hall at the University of Chicago English High Schools Secondary Education Postsecondary Education Higher Education This paper examines the educational status of and services available to older adolescents in foster care in California, both from the viewpoint of the young people themselves and from the viewpoint of caseworkers who work with foster youth. Not only does California have the largest state foster care population in the nation, it also is one of the early adopters of the Fostering Connections law. Unlike most of the youth included in previous studies, these youth are subject to the new era of extended foster care. Three specific areas are examined in the paper: the educational history and status of older adolescents in care, the perception of how ready these youth are to pursue their educational goals, and the availability and helpfulness of education-related services. This is one of the first analyses that simultaneously considers these issues from the perspective of the youth and the child welfare professionals who oversee their care. Since California is a geographically diverse state, the authors examine whether urbanicity affects the educational experiences of youth and the educational systems and resources at their disposal. Counties are grouped into three categories: rural/mostly rural, urban, and large urban. ED602993 Youth and Caseworker Perspectives on Older Adolescents in California Foster Care: Youths&apos; Education Status and Services. Chapin Hall Discussion Paper Chapin Hall at the University of Chicago 2015-00-00 11 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://www.chapinhall.org/wp-content/uploads/CY_ED_DP0215.pdf 2020 -1 ERIC APR2020

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Yes At Risk Students Middle School Students Academic Ability Student Development Social Development Emotional Development After School Programs Program Effectiveness Reading Achievement Mathematics Achievement Student Attitudes Grade 6 Grade 7 Grade 8 Physical Activities Tutoring Goal Orientation School Safety Self Efficacy Student Behavior Attendance Racial Differences Ethnicity Age Differences Limited English Speaking Low Income Students Interpersonal Competence Academic Persistence Skill Development Discipline Holmes, Venita Reports - Research Tests/Questionnaires Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades Grade 7 Grade 8 The SELF Foundation engaged 287 students at Key, Revere, and Welch middle schools in afterschool tutorials and enrichment activities to support their academic, social, and emotional development. Program impact was measured using reading and math performance, attendance, and disciplinary actions of SELF Foundation students compared to non-participating students enrolled at SELF Foundation schools. Student perceptions regarding program benefits were gathered via surveys. Propensity score matching generated similar student groups to compare outcomes. Sixth- through eighth-grade SELF students achieved higher reading scores and seventh-grade students attained moderately higher math scores than their matched counterparts on district-level assessments (DLAs). Math DLA performance for SELF and matched students were comparable at eighth grade. The decrease in disciplinary actions from the 2013-2014 to the 2014-2015 academic year was greater for SELF students than the matched comparison group. The mean numbers of excused, unexcused, and total absences were lower for SELF students than the comparison group. An overwhelming majority of students indicated that they were benefitting from all of the program components, with the largest majority specifying physical activities (93%) and tutorials (90%). Consideration should be given to expanding these program components, while strengthening components that support improvements in discipline and attendance, such as character building, conflict resolution, and effective communication. ED602994 The Impact of the Stacey and Bo Porter SELF Foundation Afterschool Program at Key, Revere, and Welch Middle Schools, 2014-2015. Evaluation Report. Volume 9, Issue 1 Houston Independent School District 2015-08-18 20 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2015 -1 As Provided APR2020

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Yes Russian Form Classes (Languages) Syntax Nouns Semantics Grammar Computational Linguistics Structural Analysis (Linguistics) Language Research Azarova, Irina Zakharov, Victor Speeches/Meeting Papers Reports - Research ISSN- English The dependency grammars for such languages as Russian usually treat the prepositions in combination with subordinate nouns as major elements as if the case form in the prepositional construction had some self-contained meaning subjected to the regular transformation. This scheme may be valid for languages with restricted declensional paradigms, however, in Russian due to the fact that several case forms are combined with primary prepositions the specific system of joint interpretation of a preposition and a case form is resulted in a system of syntaxemes, minimal syntactical items designed to express semantic notions according to the lexical nature of the governor words in the texts. The syntaxeme structure being the part of the grammatical system has a number of vague manifestations in modern Russian texts which may be acquired from the corpus statistics. The evidences of syntaxeme structure are presented in the ranks of collocations with rough semantic classes of governee nouns with frequent primary prepositions, on the one hand, and the semantico-syntactic role specification of the prepositional construction in the sentence, from the other hand. This structure has several levels of syntactic abstraction. The syntaxeme level is the central layer showing the most frequent combinations of prepositions with noun forms of subordinate semantic classes. Several syntaxemes may be united into the group of so-called semantic rubrics, more or less equal to the semantico-syntactic arguments or roles of the construction in the sentence. The witnesses of semantic rubrics in the texts are usually expressed by secondary prepositions. The bottom level of syntaxeme units is determined by subtle sense variants of the construction produced by the marked semantic classes of governor words of prepositions and governee nouns, which resulted in the merged synonymic and quasi-synonymic usage of prepositional constructions. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603469 The Outline of the Quantitative Ontology for Russian Prepositional Constructions NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Dictionaries Dialects Archives Uncommonly Taught Languages Self Concept Foreign Countries Geographic Regions Contrastive Linguistics Kosheliuk, Natalia Normanskaya, Julia Speeches/Meeting Papers Reports - Research Russia ISSN- English This article presents the research of the recently discovered Mansi dictionary rewritten by A.M. Shegren from the Pallas archive. The uniqueness of this source lays in the fact that its data do not correspond to any known dialects, but has lexical similarities with the Mansi dialect spoken along the Berezovo river. In order to clarify the dialectical identity of this dictionary we had a detailed analysis based on the ProtoMansi reconstruction and the material of the modern Mansi dialects. Also this archival material was analyzed from the point of the dialectal differentiating isoglosses. The research indicated that the language of that new dictionary has a number of characteristics which are absent in other Mansi dialects. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603470 Unpublished Mansi Dictionary by P. S. Pallas -- An Unknown Mansi Dialect? NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 9 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes Trend Analysis Performance Educational Indicators Colleges Academic Advising Educational Technology Educational Change Grants Program Implementation Technology Uses in Education Success Program Effectiveness Grade Point Average Planning English College Credits Academic Persistence Student Characteristics Institutional Characteristics Velasco, Tatiana Hughes, Katherine L. Barnett, Elisabeth A. Reports - Research Columbia University, Community College Research Center English Higher Education Postsecondary Education In 2015, 26 two- and four-year institutions received three-year grants to implement reforms consistent with the Integrated Planning and Advising for Student Success (iPASS) initiative. Grantees committed to launch or enhance existing technologies and undertake related organizational changes that would enable them to provide more effective advising and support to all students. CCRC was engaged as a research partner to document the iPASS colleges' implementation efforts and outcomes. CCRC analyzed key performance indicators (KPIs)--including student retention from first to second semester and first-term grade point average--using administrative data collected from all 26 participating institutions. This report describes trends in KPIs, aggregated by college sector and cohort, in the participating colleges from 2011 to 2017--from the period before the initiative started until about two years after the grants were awarded. Yet because iPASS reforms cannot easily be isolated from other reforms the colleges were carrying out, it is difficult to directly associate the modest changes over time in KPIs that we observe with iPASS efforts. This report also includes college scores on an iPASS development index, a weighted measure we created to gain insights into the level of adoption of iPASS technologies and practices across the 26 grantee institutions as of fall 2017, when colleges provided answers to an institutional survey about their efforts. We find that while no institution had fully implemented iPASS, at most institutions, substantial progress was being made. [For an earlier report, &quot;Baseline Trends in Key Performance Indicators among Colleges Participating in a Technology-Mediated Advising Reform Initiative,&quot; see ED586484.] ED602995 Trends in Key Performance Indicators Among Colleges Participating in a Technology-Mediated Advising Reform Initiative Community College Research Center, Teachers College, Columbia University 2020-01-00 Bill and Melinda Gates Foundation 40 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 2020 -1 As Provided APR2020

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Yes Reading Programs Grade 6 Grade 9 Intervention Incentives Reading Achievement Reading Teachers Awards Middle School Students High School Students Middle School Teachers High School Teachers Achievement Gains Urban Schools Program Effectiveness Numerical/Quantitative Data Reports - Research Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Education Grade 6 Intermediate Grades Middle Schools Grade 9 High Schools Junior High Schools Secondary Education In May of 2012, the Houston Independent School District (HISD) Board of Education approved the creation of the Secondary Reading Initiative (SRI) program to target students in the 6th and 9th grades who are reading below the 50th percentile as measured by the Stanford/Aprenda Achievement Test in the previous year. The district provided to have certified teachers on each campus provide supplemental reading classes to these students. Beginning with the 2012-2013 school year, SRI provides a teacher stipend of $3,000 for teaching selected courses and attending required workshops and professional developments. A student performance incentive is also available of up to $7,000 for student reading performance determined by the achievement of students enrolled in the 6th and 9th grade Intervention Reading courses. This report focuses on the student performance incentive for SRI teachers and student performance in the inaugural 2012-2013 school year. The purpose of this report is to present the students' reading performance improvement after taking Reading Intervention courses in 2012-2013 school year, describe SRI award payout distribution for eligible teachers in the 2012- 2013 school year, and inform the SRI Award Program Advisory Committee in the development of future SRI Award models. ED602996 2012-2013 SRI Payout and Student Performance Report. Research Educational Program Report Houston Independent School District 2014-03-03 18 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Foreign Countries Recreational Activities Athletics Physical Activities Psychological Patterns Preadolescents Depression (Psychology) Measures (Individuals) Affective Measures Correlation Scores Aksoy, Yener Çankaya, Soner Tasmektepligil, M. Yalçin Journal Articles Reports - Research Turkey Beck Depression Inventory UCLA Loneliness Scale EISSN- English This study was conducted to investigate the depressive state and loneliness in a total of 219 male adolescents between the ages 11 and 13 who were registered at the summer school of the Vezirköprü Provincial Directorate of Youth Services and Sports based on whether or not they participated in recreational and sports activities during the summer holiday. One hundred and fifteen of the participants participated in recreational and sports activities organized during the summer, while 104 did not. Information about the depressive states of the participants was collected via the Beck Depression Scale, while information about their loneliness was collected with the UCLA Loneliness Scale. High total scores on both scales indicated that depression and loneliness levels were high. The Cronbach's alpha internal consistency coefficient was calculated to determine the reliability of the answers given by the participants to the items of Beck Depression Scale and UCLA-LS. In the statistical assessment of the research results, it was found that the error terms were not normally distributed (P&lt;0.05). Thus, the differences between the group that participated in recreational activities and the group that did not were shown via a Mann-Whitney U-test. In addition, the association between the total scores on both scales was calculated using Kendall's tau b correlation coefficient. At the end of the study, the Beck Depression scores of the adolescents who did not participate in any recreational or sports activities during the summer holiday (13 weeks) were found to be significantly higher than the scores of those who did. Thus, while the depression levels of individuals who did not participate in recreational or sports activities were high, the levels of individuals who regularly participated in these activities were low. Similarly, the loneliness scores of individuals also differed based on participation in these activities. The loneliness scores of adolescents who did not participate in the related activities were found to be significantly higher than those who did. In short, the reason for these low levels of depression and loneliness following participation in sports activities is understood to result directly from participation in these activities. Also, a strongly positive significant association was found between the Depression and Loneliness Scale scores of adolescents who did engage in sports. An increase was seen in the Beck Depression scores of the participants as their loneliness scores increased. In other words, as Beck Depression scores increase, so do the levels of loneliness. Thus, engaging in regular recreational and sports activities over extended periods of time can be said to be effective in eliminating the depressive and lonely feelings of adolescents. Educational institutions should include such programs within regular education. ED603471 The Effects of Recreational and Sports Activities on Psychological Status in Young People Aged 11-13 Years Online Submission Universal Journal of Public Health v5 n5 p217-221 2017 2017-00-00 6 N/A 2020 -1 As Provided APR2020

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No Problem Solving Cooperative Learning Language Usage Speech Communication Social Influences Cognitive Processes Computer Assisted Instruction Programming Videoconferencing Undergraduate Students Automation Models Stewart, Angela E. B. Vrzakova, Hana Sun, Chen Yonehiro, Jade Stone, Cathlyn Adele Duran, Nicholas D. Shute, Valerie D'Mello, Sidney K. Speeches/Meeting Papers Reports - Research EISSN- English Higher Education Postsecondary Education Collaborative problem solving (CPS) is a crucial 21st century skill; however, current technologies fall short of effectively supporting CPS processes, especially for remote, computer-enabled interactions. In order to develop next-generation computer-supported collaborative systems that enhance CPS processes and outcomes by monitoring and responding to the unfolding collaboration, we investigate automated detection of three critical CPS process -- construction of shared knowledge, negotiation/coordination, and maintaining team function -- derived from a validated CPS framework. Our data consists of 32 triads who were tasked with collaboratively solving a challenging visual computer programming task for 20 minutes using commercial videoconferencing software. We used automatic speech recognition to generate transcripts of 11,163 utterances, which trained humans coded for evidence of the above three CPS processes using a set of behavioral indicators. We aimed to automate the trained human-raters' codes in a team-independent fashion (current study) in order to provide automatic real-time or offline feedback (future work). We used Random Forest classifiers trained on the words themselves (bag of n-grams) or with word categories (e.g., emotions, thinking styles, social constructs) from the Linguistic Inquiry Word Count (LIWC) tool. Despite imperfect automatic speech recognition, the n-gram models achieved AUROC (area under the receiver operating characteristic curve) scores of 0.85, 0.77, and 0.77 for construction of shared knowledge, negotiation/coordination, and maintaining team function, respectively; these reflect 70%, 54%, and 54% improvements over chance. The LIWC-category models achieved similar scores of 0.82, 0.74, and 0.73 (64%, 48%, and 46% improvement over chance). Further, the LIWC model-derived scores predicted CPS outcomes more similar to human codes, demonstrating predictive validity. We discuss embedding our models in collaborative interfaces for assessment and dynamic intervention aimed at improving CPS outcomes. [This paper was published in: &quot;Proceedings of the ACM on Human-Computer Interaction&quot; (ISSN 2573-0142) Vol. 3, Article 194. New York, NY: ACM (Nov 2019).] ED603472 I Say, You Say, We Say: Using Spoken Language to Model Socio-Cognitive Processes during Computer-Supported Collaborative Problem Solving Grantee Submission Paper presented at the ACM Conference on Computer Supported Cooperative Work (CSCW) (Nov 2019) 2019-11-00 National Science Foundation (NSF) Institute of Education Sciences (ED) 19 T https://doi.org/10.1145/3359296 2020 -1 As Provided APR2020 Yes DUE1745442 R305A170432

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Yes Access to Health Care School Health Services Mental Health Health Needs Financial Support Cooperative Planning Agency Cooperation Elementary Secondary Education Thornton, Stephanie Reports - Research California Children Now English Elementary Secondary Education Too few children in California have access to mental health care services. For school-aged children, locating services at school is effective and efficient: school-based health systems meet students where they are, eliminate transportation barriers, and improve both health and education outcomes. Yet few schools in the state are fully equipped to serve students' mental health needs. California should support a system of school-based mental health care with clear goals and accountability measures to improve student access. This brief identifies the need for mental health care for school-aged children in California, reviews the benefits of providing mental health support and services in schools, and makes key recommendations for State consideration that would remove barriers to school-based mental health. A comprehensive plan for student mental health should combine policies that: fund school and district staff, create an integrated education and health state-level agency, and incentivize local collaboration between counties and school districts. This report recommends the following: (1) Incentivize local coordination and support data sharing infrastructure; (2) Fund school pilot projects and Local Education Agency (LEA) coordinators with local control; and (3) Create a state-level Office of School-Based Health to establish goals and oversee Medi-Cal billing. ED602997 Increasing Access to School-Based Mental Health in California. Advanced Policy Analysis Children Now 2020-02-00 5 Children Now. 1212 Broadway 5th Floor, Oakland, CA 94612. Tel: 510-763-2444; Fax: 510-763-1974; e-mail: children@childrennow.org; Web site: http://www.childrennow.org N/A 2020 -1 ERIC APR2020

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Yes Reading Programs Grade 6 Grade 9 Intervention Incentives Reading Achievement Reading Teachers Awards Middle School Students High School Students Middle School Teachers High School Teachers Achievement Gains Urban Schools Program Effectiveness Grade 7 Reports - Research Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Education Grade 6 Intermediate Grades Middle Schools Grade 9 High Schools Junior High Schools Secondary Education Grade 7 Beginning with the 2012-2013 school year, the Houston Independent School District (HISD) Board of Education approved the creation of the Secondary Reading Initiative (SRI) for 6th and 9th grade students. In the 2013-2014 school year, the SRI program was expanded to include students in the 7th grade. Students in the 6th, 7th, and 9th grades, whose Stanford scores are lower than the 40th percentile are eligible to participate in the program. STAAR was used if Stanford results were not available. Performance incentives up to $7,000 for student reading performance determined by the achievement of students enrolled in reading intervention courses were available as an incentive for eligible SRI teachers. This report focuses on the SRI teacher incentives provided to SRI teachers as well as student performance in the 2013-2014 school year. The purpose of the report is to describe SRI award payout distribution for eligible teachers during the 2013-2014 school year, present the students' reading performance after taking Reading Intervention courses during the 2013-2014 school year, and inform the SRI Award Program Advisory Committee in the development of future award models. ED602998 SRI Student Performance and Incentive Program Payout Report, 2013-2014. Research Educational Program Report Houston Independent School District 2014-11-17 20 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Grammar Form Classes (Languages) Russian Syntax Morphology (Languages) Scores Preferences Nouns Semantics Ambiguity (Semantics) Computational Linguistics Structural Analysis (Linguistics) Azarova, Irina Zakharov, Victor Speeches/Meeting Papers Reports - Research ISSN- English Grammatical description of the sentence generation for the particular language is usually split into special morphological and Syntactical modules applied autonomously: the variance of morphological forms posed into the enumeration of constructional augmentations produces the enormous list of possible expositions of structural complexity paying no attention to the statistical plausibility of a construction in question. The usual method of reducing the complexity score of the Syntactical construction is to put morphological block inside the Syntactical one thus determining item structures strictly possible for this entity, to take into consideration the preferences of item occurrences. The Russian prepositional constructions are the clear case of exuberant variability of the structural complexity in case we are to interpret the meaning of the govenee nouns, its syntactical semantics and the governor element -- some full word in a sentence or a predicative or nominal centre. In Russian the ambiguity of interpretation of a prepositional construction is formed by several meanings of primary prepositions plus several noun forms with different senses combined with the preposition plus possible difference of semantic classes implied by the govenee nouns. We construct an ontology for Russian prepositional constructions based on the corpus statistics and propose a sample from the grammatical module aimed at the analysis of the above mentioned structural variables. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.] ED603473 Prepositional Grammar Component for Syntactical and Lexical Disambiguation in Russian Based on Corpus Statistics NORDSCI Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019) 2019-00-00 8 NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org T 2020 -1 As Provided APR2020

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Yes High School Students Substance Abuse Screening Tests Drinking Smoking Student Attitudes Foreign Countries Health Behavior Risk Correlation Drug Use Gender Differences Intervention Prevention Government Role Tekesa, Tariku Woldemikael Journal Articles Reports - Research Ethiopia ISSN-2141-2316 English High Schools Secondary Education This research investigates psychoactive substance abuse that causes significant health problems in its various chemical effects. It also determines the patterns of its use and level of risk of harm assessment to humans. Harmful determination is dependent upon patterns used in psychoactive substance and its associated level of risk among high school students in Afar region, Ethiopia. The study described a survey of 400 high school students in Afar region, with the adoption of Multistage sampling technique on student's selection. Data collected from Jan-Feb/2017 using an instrument called Alcohol, Smoking, and Substance Involvement Screening Test (ASSIST), showed 400 students whose responses were 100% effective. Among the study participants, majority of them 231 (60.5%) were males. The result of the study revealed a dependent use pattern with 36.4% for Chat, 14.1% for tobacco products and 4.7% for alcohol beverages, which indicated high risk of problems related to psychoactive substances used requires more intensive treatment. The result also indicated that there is 31.4% harmful used pattern for alcohol beverages followed by chat (13.1%) and tobacco products (9.4%) which was associated with moderate risk of harm from their addiction. The result of independent t-test showed that there was a significant mean difference in alcoholic beverages abuse between male and female students, while no significant mean difference was observed in abuse of chat and tobacco products between male and female students. Relatively, ANOVA result revealed that religion of the respondents had a significant effect on abuse of alcoholic beverages, while no significant mean differences were observed in abusing psychoactive substance like tobacco products and chat across participants upon religion. Generally, the present study revealed a greater percentage of students whose daily dosage of harmful psychoactive substances instigated high and moderate risks. The outcome of this study is there is an urgent need for Government intervention to curtail the menace of harmful psychoactive substances and many other toxicants circulating in the society which are detrimental to health, social, financial, legal and peaceful relationship. ED603474 Psychoactive Substance: Determining Its Harmful and Dependent Use Patterns and Associated Level of Risks among High School Students in Afar Region, Ethiopia Online Submission Journal of Public Health and Epidemiology v12 n1 Article 2DBA00962767 p22-29 Jan-Mar 2020 2020-00-00 8 T 2020 -1 As Provided APR2020

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Yes School Segregation Racial Discrimination African American Students Ethnicity Achievement Gap Socioeconomic Status Equal Education Racial Differences White Students Minority Group Students Poverty Disadvantaged Youth Disadvantaged Schools Grade 8 García, Emma Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress Economic Policy Institute English Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education Well over six decades after the Supreme Court declared &quot;separate but equal&quot; schools to be unconstitutional in &quot;Brown v. Board of Education,&quot; schools remain heavily segregated by race and ethnicity. The lack of progress in integrating schools: (1) depresses education outcomes for black students; (2) widens performance gaps between white and black students; (3) reflects and bolsters segregation by economic status; and (4) it means that the promise of integration and equal opportunities for all black students remains an ideal rather than a reality. Findings on school segregation and student performance come from the National Center for Education Statistics' National Assessment of Educational Progress (NAEP), the most comprehensive study of education performance in the country. The author uses the most recently released data to describe school segregation and its consequences for math performance of eighth-graders. This brief, published by Economic Policy Institute (EPI) to highlight education issues for Black History Month, shows data that are part of ongoing EPI research on student performance and education inequalities. ED603475 Schools Are Still Segregated, and Black Children Are Paying a Price Economic Policy Institute 2020-02-12 5 Economic Policy Institute. 1333 H Street NW Suite 300 East Tower, Washington, DC 20005. Tel: 202-775-8810; Fax: 202-775-0819; e-mail: publications@epi.org. Web site: http://www.epi.org N/A 2020 -1 ERIC APR2020

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Yes Public Schools Enrollment Trends Declining Enrollment Elementary Secondary Education McMahon, E. J. Reports - Research New York New York (New York) Empire Center for Public Policy, Inc. English Elementary Secondary Education When public schools across the Empire State open their doors for school year 2019-20, pupil enrollment will be at its lowest level in at least 30 years--continuing a long-term decline that has increasing relevance to Albany's perennial legislative battles over school funding and education policy. Including charter schools and pre-kindergarten programs, New York public school enrollment in 2018-19 was estimated at 2,578,135, down 30,338 pupils from 2017-18 and at its lowest level since the 1990-91 count of 2,540,944, according to the State Education Department. At this rate, enrollment in New York schools will soon dip to levels last seen in the late 1950s. ED603476 New York Public School Enrollment: Back to Early 1990s, and Still Falling. Research &amp; Data Empire Center for Public Policy 2019-09-00 2 Empire Center for Public Policy. 150 Broadway Suite 404, Menands, NY 12204. Tel: 518-434-3100; Fax: 518-434-3130; e-mail: info@empirecenter.org; Web site: https://www.empirecenter.org N/A 2020 -1 ERIC APR2020

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Yes Fathers Rural Areas Correctional Institutions Institutionalized Persons Literacy Education Parent Role Reading Programs Program Effectiveness Family Programs Reading Aloud to Others Parent Teacher Conferences Homework Singing Parent Participation Numeracy Prins, Esther Stickel, Tabitha Kaiper, Anna Reports - Research Pennsylvania Pennsylvania State University, Goodling Institute for Research in Family Literacy English This study used qualitative data to analyze how fathers in a rural Pennsylvania prison were involved in their children's literacy, learning, and education before and during incarceration and through the Read to Your Child/Grandchild (RYCG) program. Before RYCG, most fathers took steps such as reading to children, teaching reading and math, attending parent-teacher conferences, helping with homework, and singing and rhyming--and then sought to continue supporting their children's learning from within prison. Drawing on interviews and observational data, the authors analyzed the experiences and perspectives of 11 fathers to address the following research questions: (1) How were fathers in a rural Pennsylvania prison involved in their children's literacy, learning, and education before and during their incarceration? and (2) How did the fathers use RYCG to support their children's literacy, learning, and education? ED603477 Incarcerated Fathers&apos; Experiences in the Read to Your Child/Grandchild Program: Supporting Children&apos;s Literacy, Learning, and Education. Research Brief #10 Goodling Institute for Research in Family Literacy 2019-10-00 8 Goodling Institute for Research in Family Literacy. 405 Keller Building, University Park, PA 16802. Tel: 814-865-5876; Fax: 814-863-6108; e-mail: goodlinginstitute@psu.edu; Web site: http://www.ed.psu.edu/educ/goodling-institute N/A 2020 -1 ERIC APR2020

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Yes School Schedules Public Schools High Schools Institutional Characteristics Geographic Location Charter Schools School Size Rural Schools Urban Schools Suburban Schools Sawyer, Holly Taie, Soheyla Reports - Research Numerical/Quantitative Data National Center for Education Statistics (ED) English High Schools Secondary Education This Data Point examines the school start time for public high schools in the United States by selected characteristics and state. It uses data from the School Questionnaire of the 2017-18 National Teacher and Principal Survey (NTPS), which is both a state and nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The selected school samples include about 10,600 traditional and charter public schools and 4,000 private schools. ED602999 Start Time for U.S. Public High Schools. Data Point. NCES 2020-006 National Center for Education Statistics 2020-02-00 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 2020 -1 ERIC APR2020 Yes http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020006

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Yes Financial Support Public Education Educational Finance Teacher Student Ratio Expenditure per Student Academic Achievement Faculty Development High Schools Teacher Salaries Costs Quality of Life Faculty Workload Teacher Responsibility Teacher Certification School Personnel Preschool Education Elementary Secondary Education Blake, Stephen Brown, Debra Manwaring, Robert Mercado, Efrain Perry, Mary Stewart, Vince Tran, Samantha Reports - Evaluative California Illinois New Jersey National Assessment of Educational Progress Children Now English High Schools Secondary Education Early Childhood Education Preschool Education Elementary Secondary Education California has experienced a decline in adequate funding for the public education system that has created a jarring reality for its 6.2 million students. While recent investments have helped schools fully recover from the devastating cuts made during the great recession, that additional spending has not come close to what is needed to achieve the state's goals. Policymakers have adopted important education reforms in California in recent years, which are laudable, but leaders must also understand that the investments made to date have been insufficient to ensure students have enough caring adults on campus. This brief illuminates California's school funding shortfalls based on analysis in key areas like professional staffing and development, student-teacher ratios, per pupil spending, and student performance. Comparisons of three similar high schools in California, Illinois, and New Jersey bring the data to life by showing where dollars are spent and how that translates into actual experiences that benefit students and their success. This brief concludes, stating that state policymakers will need to use their political capital to invest more, so that students actually have what they need to support their success. [Additional support for this brief was provided by Adrienne Bell, Maya Kamath, Maria Mejia, Nima Rahni, Jessica Sawko, Ted Lempert, Kelsey Caldwell, Patrick Dorsey, Nancy Heffernan, and Xavier Roque.] ED603000 Not Enough Adults to Go Around: Underfunded California Schools Provide Less Support for Kids Children Now 2019-10-00 Silver Giving Foundation Stuart Foundation Evelyn and Walter Haas, Jr. Fund 20 Children Now. 1212 Broadway 5th Floor, Oakland, CA 94612. Tel: 510-763-2444; Fax: 510-763-1974; e-mail: children@childrennow.org; Web site: http://www.childrennow.org N/A 2020 -1 ERIC APR2020

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No Special Education Educational Research Social Science Research Research Design Research Methodology Ethics Statistical Analysis Qualitative Research Literature Reviews Journal Articles Writing for Publication Measurement Statistics Validity Futures (of Society) Rumrill, Phillip D., Jr. Cook, Bryan G. Stevenson, Nathan A. Books Collected Works - General English The primary purpose of this book is to offer a broad-based examination into the role of scientific inquiry in contemporary special education. As with the first two editions, which were published in 2001 and 2011, the goal is to provide a comprehensive overview of the philosophical, ethical, methodological, and analytical fundamentals of social science and educational research. Aspects of special education research that distinguish it from scientific inquiry in other fields of education and human services are specified. Foremost among these distinctions are the research beneficiaries--children with disabilities, their parents, the special educators; availability of federal funds for research and demonstration projects that seek to improve educational outcomes; and the historical, philosophical, and legislative bases for the profession of special education. This new edition represents a revision of more than 30 percent with over 250 new references. Each chapter is thoroughly updated with new developments in research topics, designs, and methods that have emerged over the past decade in the field of special education. This unique book is an excellent resource guide for graduate-level students, practitioners, teachers in the field of special education, disability studies, early intervention, school psychology, and child and family services. This book contains the following chapters: (1) Introduction to Research in Special Education; (2) Getting Started in Special Education Research-Variables, Research Questions, and Hypotheses; (3) Measurement and Statistics in Special Education Research (Co-written with Jian Li); (4) Ethical Issues and Guidelines for Special Education Research (Co-written with Mykal Leslie, Zachary Strickler, and Stuart Rumrill); (5) Research Validity; (6) Quantitative Research Designs; (7) Qualitative Research Designs (Tricia Niesz, Lynn Koch, Jennifer Davenport, Stuart Rumrill, and Melissa Jones Wilkins); (8) Narrative Literature Reviews; (9) Anatomy of a Research Article and Guidelines for Critique; and (10) The Future of Special Education Research. A bibliography and an index are included. [For the second edition, see ED516426.] ED603001 Research in Special Education: Designs, Methods, and Applications. Third Edition Charles C. Thomas, Publisher, Ltd 2020-00-00 978-0-3980-9316-7 300 Charles C. Thomas, Publisher, Ltd. 2600 South First Street, Springfield, IL 62704. Tel: 800-258-8980; Tel: 217-789-8980; Fax: 217-789-9130; e-mail: books@ccthomas.com; Web site: http://www.ccthomas.com N/A https://www.ccthomas.com/details.cfm?P_ISBN13=9780398093167 2020 -1 ERIC APR2020

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Yes Community Colleges Two Year College Students Educational Legislation State Legislation Student Placement College Mathematics College English Access to Education Educational Change Program Implementation Remedial Programs Outcomes of Education Grade Point Average Student Rights Hern, Katie Reports - Evaluative California Campaign for College Opportunity English Higher Education Postsecondary Education Two Year Colleges A new law, Assembly Bill 705 (Irwin), is driving dramatic changes in how California Community Colleges place students into English and math courses. Beginning in fall 2019, AB 705 requires the colleges to use students' high school grades as the primary means of placement; restricts colleges from denying students access to transferable, college-level courses; and gives students the right to begin in courses where they have the best chance of completing the English and math requirements for a bachelor's degree. This report analyzes early AB 705 implementation efforts at 47 community colleges in the Central Valley, the Inland Empire, and greater Los Angeles. We examine fall course schedules and websites to identify bright spots and problems in implementation, with particular focus on the extent to which college course offerings are aligned with the AB 705 standard of &quot;maximizing&quot; student completion of transfer-level math and English courses. [The Campaign for College Opportunity commissioned the California Acceleration Project (CAP) to conduct this analysis.] ED598343 Getting There: Are California Community Colleges Maximizing Student Completion of Transfer-Level Math and English? A Regional Progress Report on Implementation of AB 705 Campaign for College Opportunity 2019-09-00 28 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 -1 As Provided APR2020

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Yes Attention Young Children Short Term Memory Child Development Adults Age Differences Visual Perception Plebanek, Daniel J. Sloutsky, Vladimir M. Reports - Research ISSN- English Selective attention is fundamental for learning across many situations, yet it exhibits protracted development, with young children often failing to filter out distractors. In this research, we examine links between selective attention and working memory (WM) capacity across development. One possibility is that WM is resource-limited, with development resulting in an increase in the amount of resources available for processing information. However, it is also possible that development results in greater efficiency of using available resources. In the current research, we explore the latter possibility by examining the developmental trajectory of selectivity and filtering in relation to WM capacity. We report that filtering efficiency of adults (N = 30), 7-year-olds (N = 29), and 4-year-olds (N = 28) was uniquely predictive of WM capacity. We also report that filtering efficiency continues to develop after 7 years of age, whereas WM capacity may reach an asymptote around 7 years of age. The latter finding suggests that selective attention plays a critical role in develop- mental and individual differences in visual working memory capacity. [This paper was published in &quot;Developmental Science&quot; (EJ1199881).] ED598441 Selective Attention, Filtering, and the Development of Working Memory Grantee Submission 2018-00-00 Institute of Education Sciences (ED) National Institutes of Health (DHHS) 12 T http://dx.doi.org/10.1111/desc.12727 2018 -1 As Provided APR2020 Yes R305A140214 R01HD078545 P01HD080679

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Yes Case Studies Severe Disabilities Teaching Methods Service Learning Experiential Learning Private Schools Religious Education High School Students Paraprofessional Personnel Teacher Attitudes Judaism Food Service Administrator Attitudes Bonati, Michelle L. Dymond, Stacy K. Journal Articles Reports - Research ISSN-1934-9491 English High Schools Secondary Education The purpose of this case study was to examine how students with severe disabilities participated in service-learning at a food pantry and the curricular goals they addressed. Service-learning is a form of experiential learning that blends classroom instruction with community service. Participants included 3 high school students with severe disabilities enrolled in a private faith-based school, 5 school staff, and the food pantry coordinator. Data were collected over a 6-month period from observations, interviews, and a focus group. Findings indicate students partially participated in service-learning with supports using a strengths-based approach. Barriers to participation included unclear paraprofessionals' roles, uncertain project priorities, and insufficient supports for communication and behavior. Curricular goals addressed emphasized Jewish values and functional skills. An extension of Furco's service-learning theoretical model is proposed to conceptualize service-learning as being situated along a continuum from supported volunteering to vocational training. EJ1205623 Service-Learning and Students with Severe Disabilities: Examining Participation and Curricular Goals Intellectual and Developmental Disabilities v57 n1 p42-55 Feb 2019 2019-02-00 Department of Education (ED) 14 American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/ T https://www.aaiddjournals.org/doi/abs/10.1352/1934-9556-57.1.42 2019 -1 As Provided APR2020 H325D090087

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No Homeless People Youth Young Adults Adolescents At Risk Persons Housing Intervention Progress Monitoring Social Services Outreach Programs Prevention Delivery Systems Diversity Rural Urban Differences Barriers Rural Areas Morton, M. H. Dworsky, A. Samuels, G. M. Reports - Research Chapin Hall at the University of Chicago, Voices of Youth Count (VoYC) English This Research-to-Impact brief is the first in a series by Chapin Hall's Voices of Youth Count on understanding and addressing youth homelessness. &quot;Missed Opportunities: National Estimates&quot; highlights results from a national survey on unaccompanied youth homelessness in America. The study captures youth homelessness broadly, including sleeping on the streets, in shelters, running away, being kicked out, and couch surfing. Overall, findings show one in 10 young adults ages 18-25, and at least one in 30 adolescents ages 13-17, experience some form of homelessness unaccompanied by a parent or guardian over the course of a year. As a nation, we are missing opportunities to ensure that all young people can reach their full potential and contribute to stronger communities and economies across the country. ED603002 Missed Opportunities: Youth Homelessness in America. National Estimates Chapin Hall at the University of Chicago 2017-00-00 16 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://voicesofyouthcount.org/wp-content/uploads/2017/11/VoYC-National-Estimates-Brief-Chapin-Hall-2017.pdf 2020 -1 ERIC APR2020

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No Youth Problems Youth Programs Homeless People Intervention Adolescents Young Adults Prevention Program Effectiveness Evidence Based Practice Research Reports Housing At Risk Persons Well Being Family Programs Emergency Shelters Individual Counseling Outreach Programs Youth Employment Investment Morton, M. H. Kugley, S. Epstein, R. A. Farrell, A. F. Information Analyses Reports - Evaluative Chapin Hall at the University of Chicago, Voices of Youth Count (VoYC) English This Research-to-Impact brief is the eighth in a series from Voices of Youth Count. Voices of Youth Count is a national research and policy initiative designed to fill critical gaps in the nation's knowledge about unaccompanied homelessness among youth and young adults ages 13 to 25. Voices of Youth Count research estimated that nearly 4.2 million youth and young adults in America experience some form of homelessness during a 12-month period. This brief summarizes research-based evidence on the effectiveness of interventions intended to prevent youth homelessness, reduce its duration and effects, and promote sustainable improvements in youth well-being. Accordingly, Voices of Youth screened nearly 4,000 studies, focusing on studies that evaluate the effectiveness of youth interventions. The screening process ultimately identified 62 studies that involved youth homelessness and evaluated the impacts of 51 programs. In this brief, critical evidence gaps are revealed that can prompt targeted investments in research and evaluation. ED603003 Missed Opportunities: Evidence on Interventions for Addressing Youth Homelessness Chapin Hall at the University of Chicago 2019-10-00 Administration for Children and Families (DHHS), Family and Youth Services Bureau 18 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://www.chapinhall.org/wp-content/uploads/Evidence-Review-Brief.pdf 2020 -1 ERIC APR2020

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No Homeless People Pregnancy Early Parenthood Adolescents Young Adults Child Rearing At Risk Persons Health Needs Prevention Contraception Access to Health Care Agency Cooperation Family Relationship Social Services Intervention Dworsky, A. Morton, M. H. Samuels, G. M. Reports - Research Chapin Hall at the University of Chicago, Voices of Youth Count (VoYC) English This Research-to-Impact brief is the third in a series by Chapin Hall's Voices of Youth Count on understanding and addressing youth homelessness. It details the unique challenges faced by young people experiencing homelessness who are pregnant or parenting. The brief's findings suggest that many of the nearly 4.2 million adolescents and young adults in America who experience some type of homelessness during a 12-month period are pregnant or young parents. Many of those young parents are homeless with their children, and pregnant and parenting youth experiencing homelessness are a particularly vulnerable population. Supporting these young people and their families is critical to ending homelessness among youth in the U.S. ED603004 Missed Opportunities: Pregnant and Parenting Youth Experiencing Homelessness in America Chapin Hall at the University of Chicago 2018-00-00 16 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://www.chapinhall.org/wp-content/uploads/VoYC-PP-Brief-FINAL.pdf 2020 -1 ERIC APR2020

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Yes Graduate Students College Applicants College Admission Business Schools Administration Masters Programs Business Administration Education Graduate Surveys Doctoral Programs Educational Trends Trend Analysis Profiles Foreign Countries Accounting Finance Occupations Educational Demand Gender Differences Full Time Students Part Time Students Information Technology Reports - Research Numerical/Quantitative Data Asia Canada Europe United States Africa Graduate Management Admission Council (GMAC) English Higher Education Postsecondary Education The 2019 Application Trends Survey Report gathers intelligence on the current market for graduate management education applicants. The 2019 survey collected data on the applications received by 1,145 responding graduate business school programs for the 2019-2020 academic year. The 2019 report offers timely insights on application volume trends by program type and world region; applicant pool composition by gender, citizenship, and work experience; and expected changes in enrollment rates, acceptance rates, and program size. The 2019 report details the findings of this year's survey and uses data from past surveys to display trends over time. Select portions of the report also incorporate findings from other Graduate Management Admission Council (GMAC) data sources to provide additional context and insight. Key findings include: (1) Total applications declined slightly year-on-year; (2) Programs continue to seat classes with highly qualified talent; and (3) Shifts in student mobility are boosting programs in Asia Pacific, Europe, and Canada, and hurting US programs. [Additional contributions to this publication were provided by: Ethan Cebulash, Maryam Bastani, Tacoma Williams, Tania Hernandez-Andersen, and Maite Salazar. For the 2018 report, see ED593529.] ED603478 Application Trends Survey Report, 2019 Graduate Management Admission Council 2019-00-00 84 Graduate Management Admission Council. 11921 Freedom Drive Suite 300, Reston, VA 20190. Tel: 866-505-6559; Tel: 703-668-9600; Fax: 703-668-9601; e-mail: customercare@gmac.com; Web site: http://www.gmac.com N/A 2020 -1 ERIC APR2020

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No Middle Class Parent Attitudes School Desegregation Educational Policy Achievement Gap School Restructuring School Choice Crime Urban Schools Public Housing Neighborhood Schools Equal Education School Safety Desegregation Litigation Public Schools Elementary Schools Discussion Groups Whites African Americans Diversity (Institutional) Debate Social Capital Cultural Influences Poverty Areas Local History Low Income Students Minority Group Students School Demography Martin, Kacy Speeches/Meeting Papers Reports - Research Illinois (Chicago) Brown v Board of Education ISSN- English Elementary Education The racial achievement gap has persisted in the decades since &quot;Brown v. Board,&quot; despite large-scale investment in school reform. Accordingly, some administrators and politicians are reconsidering integration policies as a means of addressing the gap. This study examines one Chicago community's discussion of such integration policy. Introduced as a means of addressing space allocation issues and racial isolation, a proposed merger between two adjacent but demographically opposite K-8 schools caused controversy among parents. Analysis of their online discussions about the merger provides insight into the local politics among policy entrepreneurs and community stakeholders. The merger's opponents leveraged historical assumptions about crime, student achievement, and freedom of choice in order to prevent the merger and maintain the status quo. ED603479 The Status Quo Prevails? Analyzing the Defunct Merger of Neighboring Gold Coast and Cabrini Green Public Schools in Chicago AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 62 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 2020 -1 As Provided APR2020

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No Homeless People Youth LGBTQ People Disproportionate Representation Young Adults At Risk Persons Intervention Minority Groups African Americans Multiracial Persons Trauma Social Bias Family Influence Outreach Programs Social Services Family Involvement Substance Abuse Allied Health Personnel Competence Whites Death Violence Sexual Abuse Morton, M. H. Samuels, G. M. Dworsky, A. Patel, S. Reports - Research Chapin Hall at the University of Chicago, Voices of Youth Count (VoYC) English &quot;Missed Opportunities: LGBTQ Youth Homelessness in America&quot; highlights research related to the specific experiences of young people who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ) and face homelessness. We learned that, compared to heterosexual and nontransgender youth, LGBTQ youth are disproportionately represented among the nearly 4.2 million youth and young adults in America who experienced some form of homelessness during a 12-month period. They also face a higher risk of early death and other adversities. On the positive side, this research points to actionable opportunities to better meet the needs of LGBTQ young people in our collective efforts to end youth homelessness. ED603005 Missed Opportunities: LGBTQ Youth Homelessness in America Chapin Hall at the University of Chicago 2018-00-00 16 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://www.chapinhall.org/wp-content/uploads/VoYC-LGBTQ-Brief-FINAL.pdf 2020 -1 As Provided APR2020

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Yes At Risk Students Middle School Students Academic Ability Student Development Social Development Emotional Development After School Programs Program Effectiveness Reading Achievement Mathematics Achievement Student Attitudes Grade 6 Grade 7 Grade 8 Physical Activities Tutoring Goal Orientation School Safety Self Efficacy Student Behavior Attendance Racial Differences Ethnicity Age Differences Limited English Speaking Low Income Students Interpersonal Competence Academic Persistence Skill Development Discipline Holmes, Venita R. Reports - Evaluative Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades Grade 7 Grade 8 For the past three years, SELF (Sports, Education, Life Skills, and Faith) has focused on improving academic, behavioral, and social skills of students at Key, Revere, and Meyerland middle schools in the Houston Independent School District (HISD). Tutorials, an essay contest, character-building lessons, sports, a high-school bridge program, and gender-specific activities are key features, designed to help students succeed in school and college. SELF students showed higher gains from 2016 to 2017 on reading and math STAAR compared to a matched sample of non-SELF students enrolled at the targeted schools. Other findings included an increase in the percentage of students with&quot;no&quot; out-of-school suspensions (88% to 90%) as well as an increase in the percentage of students with &quot;no&quot; in-school suspensions (86% to 88%) from 2016 to 2017. The SELF student sample had no expulsions or other disciplinary actions over the past two years. Relative to attendance, the percentage of SELF students with &quot;no&quot; excused absences decreased. Unexpectedly, the percentage of students with &quot;no&quot; unexcused absences also decreased, rather than increased. SELF students continued to, overwhelmingly, perceive benefits from program activities. Based on student input, additional benefits from guest speakers may be enhanced by providing topics of high student interest. ED603006 Stacey and Bo Porter SELF Foundation: Building Academic, Behavior, and Social Skills among At-Risk Youth in HISD, 2016-2017. Research Educational Program Report Houston Independent School District 2017-09-12 11 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 As Provided APR2020

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Yes Home Visits Family Programs Program Effectiveness Models State Policy Young Children Early Intervention Stakeholders Parents Mothers Pregnancy Rural Areas Well Being Early Childhood Education At Risk Persons Access to Health Care School Readiness Steber, Kate King, Carlise Reports - Descriptive Early Childhood Data Collaborative (ECDC) English Early Childhood Education Evidence-based home visiting programs exist in over half of the counties in the United States. Because home visiting programs aim to improve the health, education, and life circumstances of pregnant mothers and their children, they are a critical piece of the early childhood landscape. However, the data collected about these programs are siloed, making it difficult for policymakers to answer questions about programs' short- and long-term benefits. Data within and across home visiting models are fragmented because each program uses different methods for storing and reporting outcomes. To address this problem, state leaders, with input from early childhood stakeholders, are developing integrated longitudinal data systems to connect data from home visiting and other early childhood programs, which will lead to a better understanding of the collective impact of these investments. The purpose of this resource is to provide examples of policy questions that state leaders can answer when home visiting data are combined with other early childhood data. These sample questions are organized according to the type of integration of home visiting data needed to answer them. Depending on the policy question(s) to be answered, home visiting data can be integrated in one of three ways: (1) Across home visiting models; (2) With data from other early childhood services; and (3) With longitudinal data, to examine impact on both short- and long-term child outcomes. The sample questions highlighted in this resource are intended to help spark conversations with stakeholders and inform planning efforts to integrate early childhood integrated data, inclusive of home visiting data at the state level. ED603480 Developing Policy Questions to Guide Integration of Home Visiting and Other Early Childhood Data Early Childhood Data Collaborative 2019-10-16 Heising-Simons Foundation 6 Early Childhood Data Collaborative. e-mail: info@ecedata.org; Web site: http://www.ecedata.org N/A 2020 -1 As Provided APR2020

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Yes High School Freshmen Problem Solving Cognitive Development Teaching Methods Public Schools Foreign Countries Instructional Effectiveness Mathematics Instruction Teacher Competencies Mathematics Skills Jimenez, Edward C. Journal Articles Reports - Research Philippines ISSN-2704-3010 English High Schools Secondary Education Improving problem solving abilities among students remain to be a challenge among teachers and students. This study aimed to identify problem solving ability of first year students as affected by cognitive development levels and teaching strategies of first year high school students in Mathematics I. The study utilized descriptive and experimental methods. A total of 150 students from three classes in a public secondary school in Central Luzon, Philippines were included. Tools were validated questionnaires to measure problem solving abilities and cognitive development levels. Data were analyzed using frequency, percentage, Mean, Standard Deviation, T-Test, ANOVA, and Regression Analysis. Results showed that the cognitive level of development of the students are satisfactory across all domains (X=2.81). Discovery, Exposition, and Traditional Methods of Teaching were found to significantly improve the problem solving ability of the students with a p-value of 0.000 in each group. All groups have no significant difference in performance which may imply that no teaching method is better than the other. Lastly, cognitive domains of the students in knowledge, comprehension, application and evaluation were found to be significant determinants of students' problem solving ability. The study results can be a springboard to improve problem solving abilities of high school students. Cognitive development could be considered as a basis for grouping high school students in all curriculum levels and can be evaluated by future researchers for effectiveness. ED603481 Problem Solving Ability of First Year High School Students in Mathematics as Affected by Cognitive Development Levels and Teaching Strategies Online Submission Instabright e-Gazette v1 n3 Feb 2020 2020-02-00 22 N/A 2020 -1 As Provided APR2020

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Yes At Risk Students Middle School Students Academic Ability Student Development Social Development Emotional Development After School Programs Program Effectiveness Reading Achievement Mathematics Achievement Student Attitudes Grade 6 Grade 7 Grade 8 Physical Activities Tutoring Goal Orientation School Safety Self Efficacy Student Behavior Attendance Racial Differences Ethnicity Age Differences Limited English Speaking Low Income Students Interpersonal Competence Academic Persistence Skill Development Discipline Holmes, Venita Numerical/Quantitative Data Reports - Research Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades Grade 7 Grade 8 The SELF Foundation afterschool program involved 255 students at Key, Revere, and Meyerland (formerly Johnston) middle schools in tutorials and enrichment activities to support their academic, social, and emotional development. All students at SELF schools were allowed to participate in a character-building essay contest for prizes. Program impact was measured using STAAR reading and math performance, attendance, and disciplinary actions of SELF students compared to non-program students enrolled at SELF schools. Both groups showed gains in reading and math from 2015 to 2016; however, SELF students achieved higher increases in mean scale scores from 5th to 6th grade in math, 6th to 7th grade in reading and math, and 7th to 8th grade in math. Propensity score matching using STAAR of 8th-grade SELF students who participated in the DOORS program, revealed an estimated increase of nearly 10 scale score points in reading and math due to SELF program participation. Disciplinary outcomes were better for SELF students compared to non-SELF students relative to the percentage of students with &quot;no&quot; in-school and out-of-school suspensions, alternative placements, or other disciplinary referrals retrospectively in 2016 from 2015. The mean numbers of excused, unexcused, and total absences were lower for SELF students relative to the non-SELF comparison group. The vast majority of students indicated that they were benefitting from all program components, with the largest majority specifying physical activities (93%) and tutorials (90%). The Foundation should consider expanding these components, while building character traits that support positive self-esteem, community service, safety, and preparation for future education and careers. ED603007 Stacey and Bo Porter SELF Foundation Afterschool Program: Academic and Social Impacts on Key, Revere, and Meyerland Middle Schools, 2015-2016. Evaluation Report. Volume 11, Issue 1 Houston Independent School District 2016-10-31 12 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2016 -1 As Provided APR2020

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No Homeless People Rural Areas Youth Young Adults At Risk Persons Access to Education Employment Barriers Social Services Rural Urban Differences Intervention Federal Programs Housing American Indians Alaska Natives Public Policy Trauma Family Influence Conflict Out of School Youth Morton, M. H. Dworsky, A. Samuels, G. M. Patel, S. Reports - Research Chapin Hall at the University of Chicago, Voices of Youth Count (VoYC) English This Research-to-Impact brief is the fifth in a series by Chapin Hall's Voices of Youth Count on understanding and addressing youth homelessness. The brief estimates that nearly 4.2 million youth and young adults in America experienced some form of homelessness during a 12-month period. It highlights research related to the specific experiences of young people who reside in the vast areas of the country that have fewer people and more widely dispersed services. The findings show that rural youth homelessness is just as prevalent as homelessness in urban areas. However, in rural areas, youth experiences of homelessness are more likely to be hidden, and these youth face unique challenges accessing education, jobs, services, and support. ED603008 Missed Opportunities: Youth Homelessness in Rural America Chapin Hall at the University of Chicago 2018-10-00 16 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://www.chapinhall.org/wp-content/uploads/Youth-Homelessness-in-Rural-America.pdf 2020 -1 ERIC APR2020

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No English Language Learners Teaching Methods Educational Policy Educational Change High School Teachers Social Studies School Districts Mainstreaming Faculty Development Situated Learning Learning Theories Case Studies Discourse Analysis Teacher Attitudes Lesson Plans Meetings Context Effect Secondary School Students Williams, Thad Speeches/Meeting Papers Reports - Research ISSN- English High Schools Secondary Education A shift towards the mainstreaming of ELs presents new complexities for teachers' work with EL populations. This shift presents an opportunity to explore how teachers adapt and learn through teaching in a full-inclusion setting and their everyday interactions with colleagues. This qualitative study explores how high school social studies teachers leverage resources and the discourses one district and teachers engage in around developing EL instructional practice and their own teacher learning over time. In a full-inclusion context, I ask: How does context mediate teachers' learning as they navigate district policy shift towards the mainstreaming of ELs? This study draws on Activity Theory (Vygotsky, 1978; Engestrom, 2000; Greeno, 2006) as a situative learning approach to explore teacher learning over time and how district discourses and resources mediate teachers' opportunities to learn. Drawing on a cultural-historical activity theory perspective (Cole, 1996; Leont'ev, 1979) and specifically through an activity theory lens (Engestrom, 1987; 1999; Greeno, 2006), I consider the following tools in order to understand how contexts mediate teacher learning: Knowledge, principles, and practices (Lampert et al, 2013). This study includes aspects of qualitative design (Merriam, 2009; Patton, 2002), case study (Yin, 2009), and discourse analysis (Gee, 2011). I selected two comprehensive high schools within a large, suburban district, both similar in student demographics and EL demographics, but unique in the academic course offerings and other school specific elements. Data for this 6 month study includes multiple semi-structured interviews with high school social studies teachers, observations of classroom instruction that consisted of three day lesson sequences, teacher planning meetings and work meetings, classroom and teacher meeting artifacts, and teacher conversations and emails. Findings contribute to how we understand the role of context in mediating teacher learning, such as which classes teachers teach, the role of certain factors such as discourse and resources in a district setting, and to deepen understanding of the mainstreaming phenomenon of English learners at the secondary level, and the complexity and variation across EL student proficiency levels. Implications lead to how district EL policy can act as a catalyst to limit or afford learning opportunities for teacher learning and educational reform in the secondary school context. ED603482 Teaching to Learn: Developing English Learner (EL) Instructional Practice in a Shifting EL Policy Context AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 43 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 2020 -1 As Provided APR2020

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No Faculty Development Technological Literacy Pedagogical Content Knowledge Adult Education Adult Educators Foreign Countries Program Design Public Education Case Studies Technology Integration Teaching Methods Instructional Design Teacher Collaboration Teacher Attitudes Alemdag, Ecenaz Cevikbas, Seher Baran, Evrim Speeches/Meeting Papers Reports - Research Turkey ISSN- English Adult Education The main purpose of this study was to design and implement a professional development program to support teachers' technological pedagogical content knowledge (TPACK) in a public education center in Turkey, and to evaluate impact of the program on teachers' TPACK. 10 teachers teaching adult learners in a public education center participated to this case study research. Data sources included teacher reflective reports, lesson plans and focus group interviews. The results revealed that the program enhanced teachers' TPACK and motivation to integrate technology into their teaching. The results emphasized the importance of giving active role to teachers in adult education centers and opportunities to design technology-enhanced learning artifacts working collaboratively in teacher teams. ED603483 The Design and Implementation of a Technological Pedagogical Content Knowledge (TPACK)-Based Teacher Professional Development Program in a Public Education Center AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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Yes Public Education Early Childhood Education At Risk Students Low Income Students English Language Learners Foster Care School Districts Educational Finance Educational Policy Early Intervention Alignment (Education) Professional Development Immersion Programs Family Programs Pregnancy Early Parenthood Reports - Descriptive California Children Now English Early Childhood Education Children Now, in partnership with First 5 Santa Clara, has created a series of briefs spotlighting diverse investments that help boost positive outcomes for students, increase public school enrollment, reduce costly special education, and improve English Learner reclassification rates. Within this series, district leaders provide insight into how they initiated these investments and why they were the right approaches for their students and community. This brief provides examples of opportunities that districts can implement in support of strengthening local early childhood programs and systems in their communities. There is a tremendous opportunity for California to be one of the best educated, most diverse, multilingual populations in the world. Unfortunately, the state continues to lag behind other states, as well as many comparable nations, in educational outcomes in part due to decades of underfunding in education, and an acute failure to invest in early childhood. With the passage of the Local Control Funding Formula (LCFF), the state's more than 970 school districts have flexibility to decide which programs and investments best support their student population, with particular focus on supporting students who are low income, English learners, and in foster care. Innovative school district leaders have used their LCFF resources and leveraged partnerships to add and expand programs that support children and families in the early years. [Funded by First 5 Santa Clara County.] ED603009 A New Era in Public Education: A Focus on Early Childhood Children Now 2019-08-00 2 Children Now. 1212 Broadway 5th Floor, Oakland, CA 94612. Tel: 510-763-2444; Fax: 510-763-1974; e-mail: children@childrennow.org; Web site: http://www.childrennow.org N/A 2020 -1 ERIC APR2020

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Yes Resilience (Psychology) At Risk Persons Child Welfare Hispanic Americans Young Children Low Income Groups Child Development Undocumented Immigrants Immigration Public Policy Early Childhood Education Context Effect Child Health Social Discrimination Parent Child Relationship Physical Health Mental Health Educational Attainment Community Role Neighborhoods Family Role School Role Social Services Rojas-Flores, Lisseth Vaughn, Jennifer Medina Reports - Research California New York Foundation for Child Development English Early Childhood Education For more than a decade, the Foundation for Child Development, through the Young Scholars Program (YSP), funded studies about the early education, health, and well-being of children from low-income, immigrant families. Through YSP, the Foundation aimed to fill a gap in policy and practice-relevant research on young immigrant children. It invested in early-career researchers who investigated the education and health needs of this population. This document provides two timely reports authored by a YSP scholar, commissioned by the Foundation. They provide a systematic review of YSP research and situate findings related to the well-being of children of low-income, immigrants into today's socio-economic and sociopolitical climate. YSP research can help equip decision makers with knowledge about both protective and risk factors that influence the developmental outcomes for young children within immigrant families. It also highlights contextual conditions that may contribute to greater resilience among children of immigrants and present recommendations for action at the public policy, family, school, and neighborhood levels. Recommendations based on research are suggested to promote the overall well-being and academic achievement of children of immigrants with beneficial approaches to address the needs of all children and inform public policy. This collection of findings document a troublesome reality for young citizens of this country. Latino citizen children of immigrants are growing up in a unique historical context in U.S. history-a time marked by aggressive immigration policies and practices. These systematic policies and practices place their parents and families in precarious situations leading to a cascade of short- and long-term risks known to be detrimental to child development. Alarmingly, the data also indicate that immigration policies affect not just those children in mixed-status families when an unauthorized parent is detained or deported. Instead, immigration policies and practices, and an overall anti-immigrant climate, are systemic, and they affect, to varying degrees, all citizen children of immigrants-particularly Latino citizen children, the fastest growing child population in the United States. ED603010 Resilience and Risk at the Intersection of Immigration and Child Well-Being: Research Insights from the Young Scholars Program Foundation for Child Development 2019-10-09 62 Foundation for Child Development. 295 Madison Avenue 40th Floor, New York, NY 10017. Tel: 212-867-5777; Fax: 212-867-5844; e-mail: info@fcd-us.org; Web site: http://www.fcd-us.org N/A 2020 -1 ERIC APR2020

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No College Admission Validity Scores College Entrance Examinations Grade Point Average High School Students Outcomes of Education School Holding Power Academic Persistence Time to Degree Correlation College Freshmen Predictor Variables Beard, Jonathan Jagesic, Sanja Speeches/Meeting Papers Reports - Research SAT (College Admission Test) ISSN- English Higher Education Postsecondary Education High Schools Secondary Education Validity evidence to support the use of exam scores for admission to postsecondary institutions is generally provided in the form of correlation coefficients. The measures used to establish the correlations are scores on a particular entrance exam and most typically a student's first-year college grade point average (FYGPA). Correlations demonstrate the degree to which a linear association exists between performance on the assessment and overall performance in college. While correlations provide important information, they are also commonly misunderstood by the public. This study seeks to expand on the information provided by correlations by investigating differences in predicted probabilities of three postsecondary outcomes: (1) college performance (earning a C or better); (2) college retention; and (3) college completion. ED603484 Validity Evidence for Predictions Used in College Admission: Thinking beyond Correlations AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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No Cultural Awareness Mathematics Instruction English Language Learners Pedagogical Content Knowledge Teacher Effectiveness Grants Teaching Methods Course Content Sociocultural Patterns Comparative Analysis Culturally Relevant Education Elementary School Teachers Models Teacher Improvement Faculty Development Teacher Competencies Teacher Attitudes Song, Kim Hyunsook Coppersmith, Sarah A. Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education A demand exists to better prepare elementary teachers to improve math content and pedagogical competence to teach math to English language Learners (ELLs). The Quality Teachers for English Learners grant-supported teacher training program addresses the demand by examining if program graduates adopt linguistically and culturally responsive math teaching (LCRMT) practices at their own classrooms with ELLs. Mixed methods are used with 3 teachers' observation and interview data as well as 8 teachers' math content and pedagogy survey data. Sociocultural activity theory is used as an analytical framework to analyze the data, which also allows a comparison of the university training system and the school-based classroom teaching system. Findings reveal that teachers demonstrated LCRMT strategies but lacked adopting them for ELLs. ED603485 Training Linguistically and Culturally Responsive Mathematics Teachers versus Teaching Mathematics in English Learners: LCRMT Model AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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Yes Home Visits Databases Program Implementation Geographic Regions Financial Support Models Early Childhood Education Information Systems Data Analysis Barriers Preschool Children Statewide Planning Steber, Kate Epstein, Dale Reports - Descriptive Minnesota North Carolina Utah Rhode Island Oklahoma Early Childhood Data Collaborative (ECDC) English Early Childhood Education Home visiting is an important component of the early childhood (EC) landscape. However, states often fail to prioritize home visiting data when developing their early childhood integrated data systems (ECIDS). Home visiting represents a range of services, models, and programs, each with different data requirements, so integrating the data can be challenging. Often, home visiting data is disconnected across different models, as well as from other EC data. To address this challenge to data integration, states can take an incremental approach, integrating one aspect of home visiting data at a time, rather than tackling it all at once. The advantages to taking an incremental approach when integrating home visiting data with other EC data include the following: (1) The process of integrating home visiting data into an ECIDS can be managed more easily when it focuses on one piece at a time, such as a specific model or geographic area; (2) States can treat the incremental integration as a pilot phase, learn from any challenges or policy barriers that arise, and apply that knowledge when scaling up to integrate other home visiting data; and (3) Incremental integration allows states to achieve small wins and demonstrate success on data integration. By showing why integrating home visiting data with other EC data is important and worth the investment of time and resources, states can build buy-in from stakeholders. The purpose of this resource is to provide states with examples of various ways to integrate their home visiting data into their ECIDS over time. This resource will highlight five examples of how states can approach this incremental integration of home visiting data. ED603486 One Step at a Time: The Benefits of an Incremental Approach to the Integration of Home Visiting and Other Early Childhood Data Early Childhood Data Collaborative 2019-10-16 Heising-Simons Foundation 5 Early Childhood Data Collaborative. e-mail: info@ecedata.org; Web site: http://www.ecedata.org N/A 2020 -1 As Provided APR2020

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Yes Cost Effectiveness Welfare Services Employment Programs Grants Demonstration Programs Program Effectiveness State Programs Family Programs Federal Programs Employment Services Welfare Recipients Adult Education Vocational Education Postsecondary Education Webster, Riley Reports - Research Minnesota Temporary Assistance for Needy Families Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE) MDRC English Adult Education Postsecondary Education The Minnesota Subsidized and Transitional Employment Demonstration (MSTED) is testing the effectiveness of subsidized employment for individuals enrolled in the Minnesota Family Investment Program (MFIP), Minnesota's Temporary Assistance for Needy Families program, who were unable to find employment after participating in the state's existing welfare-to-work program. To learn about the program's effects and costs, the Administration for Children and Families in the U.S. Department of Health and Human Services funded a random assignment evaluation of MSTED, in which individuals were randomly assigned to a program group that had access to MSTED services or to a control group that did not have access to MSTED services but could receive other welfare-to-work services. The purpose of the cost study is to determine what it cost to provide MSTED services to a single program group member once MSTED had reached a steady state of operation. The analysis estimates the costs per sample member in three categories: (1) MSTED costs; (2) MFIP costs; and (3) education and training costs. In the first year after random assignment when program group members who had been placed in subsidized employment were still receiving subsidized wages, program group members were more likely than control group members to have been employed. However, by the end of the second year after random assignment when subsidies had ended, program and control group members were employed at similar levels. This study is part of a larger demonstration funded by the Administration for Children and Families in the U.S. Department of Health and Human Services, called the Subsidized and Transitional Employment Demonstration (STED), which is testing various subsidized employment strategies in several locations across the country. ED603011 Cost Analysis of the Minnesota Subsidized and Transitional Employment Demonstration. The Subsidized and Transitional Employment Demonstration. MDRC Working Paper. OPRE Report 2019-108 Administration for Children & Families 2019-11-00 Rockefeller Foundation 17 Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/ N/A 2020 -1 ERIC APR2020 HHSP23320100029YC

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Yes Teaching Conditions Teacher Attitudes Elementary Secondary Education Teacher Characteristics Background Teacher Salaries Teacher Employment Benefits Curriculum Evaluation Methods Instructional Materials Student Needs Family Needs Teacher Responsibility Student Evaluation Faculty Development Decision Making Teamwork Teacher Participation Well Being Economic Factors Wellness Quality of Life Leadership Qualities Supervisors Principals Leadership Role Teacher Student Ratio Schlieber, Marisa Whitebook, Marcy Austin, Lea J. E. Hankey, Aline Duke, Michael Reports - Research California University of California, Berkeley. Center for the Study of Child Care Employment English Elementary Secondary Education There is broad consensus that high-quality environments for young children depend on teachers who are skilled at nurturing their development and learning, yet low pay and inadequate working conditions routinely hamper teachers in their efforts to apply their skills and knowledge. This condition exists among teachers in early education as well as K-12 classrooms, fueling the ubiquitous challenge of recruiting and retaining a skilled teaching workforce across the age spectrum. This report presents the findings from the 2019 Marin County SEQUAL study and shares the perspectives of teaching staff in licensed child care centers throughout the county, including centers that participate in one or both of Marin County's quality improvement initiatives (Marin Quality Counts and the ECE Quality Improvement Project) as well as centers that do not participate in either initiative. Following a description of the study design, this report will explore major findings drawn from teaching staff responses. The report is divided into three sections: (1) Study Design shares a study overview, the goals guiding the study, a profile of the survey respondents, and a guide to the findings; (2) Findings outlines teaching staff responses to items in each of the five SEQUAL domains, including an analysis of how responses varied by site characteristics; and (3) Appendices presents additional information on the study design, which includes survey instruments and analysis, characteristics of program leaders, and additional tables and figures. Marin County has made significant investments in and taken critical steps toward improving the quality of early care and education services. Notwithstanding the investment of resources and supports, the working conditions of teaching staff as captured in this study suggest further efforts are needed to support teacher practice and well-being necessary for quality services. Recommendations are made to support funders and policymakers in advancing county efforts to enhance its quality improvement systems and address work environment conditions. [Funding for this report was provided by First 5 Marin, Marin Child Care Council, Marin Child Care Commission, Marin County Office of Education, and the Marin County Board of Supervisors.] ED603012 Teachers&apos; Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality--Marin County Center for the Study of Child Care Employment 2019-00-00 Marin Community Foundation 80 Center for the Study of Child Care Employment. Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way #5555, Berkeley, CA 94720. Tel: 510-643-7091; Web site: https://cscce.berkeley.edu/ N/A 2020 -1 ERIC APR2020

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Yes Federal Programs Federal Legislation Barriers Program Effectiveness Poverty Programs Child Health Health Insurance Access to Health Care Food Nutrition Family Programs Eligibility Low Income Groups Housing Child Development Home Visits Young Children Preschool Education Homeless People Foster Care Youth Reports - Descriptive Childrens Health Insurance Program First Focus English Early Childhood Education Preschool Education Each year, effective federal programs give parents the power to provide their children with affordable healthcare, nutritious food, stable housing, and early childhood education. These programs lift millions of children out of poverty, but also have long-term benefits--children in families who accessed these programs have higher educational attainment, better health, and are likelier to earn more as adults. In most low-income households with children, there is at least one family member who is working. Yet due to low wages, skyrocketing rents, unaffordable child care, and the high cost of everyday goods, parents still struggle to make ends meet and turn to key assistance programs to supplement resources for their families. Weakening these assistance programs by imposing cuts, employment documentation requirements, irrational time limits, and other unnecessary bureaucratic barriers will undermine access for low-income families, with devastating consequences--including undercutting opportunities for their children. There have been many administrative and congressional actions to reduce access to basic assistance programs thanks to the imposition of new work requirements and other harmful barriers. This document explains how these policies would weaken the effectiveness of these programs in improving child health, nutrition, housing stability, family economic security, early childhood development, and supporting foster youth and unaccompanied homeless youth in their successful transition to adulthood. ED603487 The Harmful Consequences of Work Requirements and Other Obstacles on Children and Families First Focus 2018-05-14 10 First Focus. 1110 Vermont Ave NW Suite 900, Washington D.C., 20005. Tel: 202-657-0670; Fax: 202-657-0671; e-mail: info@firstfocus.net; Web site: http://www.firstfocus.net N/A 2020 -1 ERIC APR2020

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Yes Black Colleges Elementary Secondary Education Public Schools African American Students High Achievement Partnerships in Education College School Cooperation African American Culture Racial Identification Teacher Expectations of Students Teacher Student Relationship College Faculty Minority Group Teachers Peer Relationship Small Classes Academic Advising Academic Achievement Charter Schools Teacher Recruitment Multicultural Education Academic Aspiration Anderson, Meredith B. L. Bridges, Brian K. Harris, Brittany A. Biddle, Sekou Reports - Descriptive Guides - Non-Classroom South Carolina Louisiana (New Orleans) North Carolina (Greensboro) Ohio Arkansas (Little Rock) UNCF, Frederick D. Patterson Research Institute (FDPRI) English Higher Education Postsecondary Education Elementary Secondary Education &quot;Imparting Wisdom: HBCU Lessons for K-12 Education&quot; details historically black colleges and universities' (HBCUs) longstanding efforts to provide quality educational experiences for their students and how their success may be translated in K-12 schools. This brief uplifts research-based HBCU best practices, practical recommendations and insights from HBCU leaders, with the goal of promoting mutually beneficial alliances between the K-12 and higher education communities. The outlined lessons in the report rest on the following best practices that HBCUs employ: (1) cultivating nurturing support systems; (2) leveraging African American culture and identity; and (3) setting high expectations. Each best practice also details corresponding lessons for the K-12 space. These HBCU &quot;best practices&quot; can serve as effective models for K-12 schools, districts and charter management organizations (CMOs) in improving the educational outcomes of students from disadvantaged backgrounds. ED603488 Imparting Wisdom: HBCU Lessons for K-12 Education Frederick D. Patterson Research Institute, UNCF 2020-00-00 24 Frederick D. Patterson Research Institute, UNCF 1805 7th Street NW, Washington, DC 20001. Tel: 202-810-0246; Fax: 202-234-0225; e-mail: fdpri@uncf.org; Web site: http://uncf.org/fdpri N/A 2020 -1 ERIC APR2020

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Yes Educational Legislation Elementary Secondary Education Federal Legislation Statewide Planning Program Implementation State Departments of Education Reports - Descriptive Every Student Succeeds Act 2015 Center on Standards and Assessments Implementation (CSAI) WestEd English Elementary Secondary Education On March 13, 2017, the United States Department of Education (USED) released a revised template for the Consolidated State Plan under section 8302 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). The purpose of the Consolidated State Plan is to provide stakeholders with quality, transparent information about how ESEA, as amended by ESSA, will be implemented in their state. This update provides an overview of key dates related to the state submission of consolidated plans aligned with the Every Student Succeeds Act (ESSA). Included are links to resources for understanding ESSA and its statutory requirements. ED603013 Timeline for Consolidated State Plan Submissions. CSAI Update Center on Standards and Assessments Implementation 2019-04-00 Department of Education (ED) 2 Center on Standards and Assessments Implementation at WestEd. 730 Harrison Street, San Francisco, CA 94107. Fax: 415-615-3200; e-mail: CSAI@wested.org; Web site: http://csai-online.org N/A 2020 -1 ERIC APR2020 S283B050022A

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Yes Computer Assisted Testing Adaptive Testing Item Banks Barriers Affordances Efficiency Information Security Feedback (Response) Program Implementation Reports - Descriptive Center on Standards and Assessments Implementation (CSAI) WestEd English Computerized adaptive testing (CAT), which was first developed four decades ago, begins with a large pool of questions and then selects individual questions for test takers, depending on their responses as they progress. As the test taker answers questions correctly, the questions become more difficult. As the test taker answers incorrectly, the questions become less difficult. CAT requires the following components: a pool of questions to draw from, calibrated to a common measurement scale; a mechanism to select questions on the basis of students' responses; a process to score students' responses; a process to terminate the test; and reports that relate students' scores to their instructional needs. This update identifies the benefits and limitations of using computerized adaptive assessments, and considerations for states and districts interested in implementing computerized adaptive assessments. ED603014 Implementation of Computerized Adaptive Assessments. CSAI Brief Center on Standards and Assessments Implementation 2019-04-00 Department of Education (ED) 3 Center on Standards and Assessments Implementation at WestEd. 730 Harrison Street, San Francisco, CA 94107. Fax: 415-615-3200; e-mail: CSAI@wested.org; Web site: http://csai-online.org N/A 2020 -1 ERIC APR2020 S283B050022A

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No Homeless People Youth Adolescents Young Adults Access to Education Dropouts At Risk Persons College Attendance Housing Academic Persistence Barriers Educational Attainment Access to Information Student Needs Intervention Family Problems Federal Legislation Higher Education Educational Legislation Poverty Social Services Kull, M. A. Morton, M. H. Patel, S. Curry, S. Carreon, E. Reports - Research Stewart B McKinney Homeless Assistance Act 1987 Higher Education Act 1980 Chapin Hall at the University of Chicago, Voices of Youth Count (VoYC) English Higher Education Postsecondary Education This Research-to-Impact brief is the ninth in a series by Chapin Hall's Voices of Youth Count on understanding and addressing youth homelessness. For the 4.2 million adolescents and young adults who experience some form of homelessness, opportunities to develop and realize their educational aspirations are often disrupted. &quot;Missed Opportunities: Education Among Youth and Young Adults Experiencing Homelessness in America&quot; highlights research on the intersection between youth homelessness and educational disruption. We learned that young people experiencing family instability and trauma are at increased risk for unstable living situations and interrupted educational experiences. Youth who leave school before graduation were considerably more likely to experience homelessness. Likewise, youth and young adults who experience homelessness were less likely to enroll in college. If we strengthen our educational supports and youth homelessness systems, we can do more than stop missing opportunities; we can ensure that our youth thrive and meet their full potential. ED603015 Missed Opportunities: Education among Youth Experiencing Homelessness in America Chapin Hall at the University of Chicago 2019-11-00 20 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://www.chapinhall.org/wp-content/uploads/ChapinHall_VoYC_Education-Brief.pdf 2019 -1 As Provided APR2020

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No Preferences Beginning Teachers Job Application Job Search Methods Predictor Variables Teacher Qualifications Teacher Selection Scheduling Institutional Characteristics Teacher Distribution School Districts Minority Group Students Low Income Students Limited English Speaking Preston, Courtney Goff, Peter Trabert Finch, Maida A. Speeches/Meeting Papers Reports - Research Wisconsin ISSN- English We use a comprehensive database of teacher application data from Wisconsin to examine the job preferences of teachers with no experience. We examine both whether these preferences vary by teacher education credentials and over their time on the labor market and if credentials and job search behaviors predict success. Overall, we find that teachers apply to job openings in districts with low percentages of students eligible for free/reduced price lunch and students who are Limited English Proficient and low percentages of minority students. ED603489 Where Do New Teachers Want to Teach? Exploring Preferences Using Application Data AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 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 2020 -1 As Provided APR2020

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Yes College Transfer Students Community Colleges Hispanic American Students Two Year College Students Undergraduate Students Time to Degree Educational Attainment College Credits Asian American Students African American Students White Students Transfer Rates (College) Reverse Transfer Students Reports - Descriptive Texas Excelencia in Education English Higher Education Postsecondary Education Two Year Colleges With many Latinos enrolled in community colleges in Texas, understanding the pathways and transfer in the state can guide policy efforts. This factsheet provides a snapshot of student transfer in Texas. ED603490 College Transfer in Texas Excelencia in Education 2017-06-00 Greater Texas Foundation (GTF) 2 Excelencia in Education. 1752 N Street NW 6th Floor, Washington, DC 20036. Tel: 202-778-8323; Fax: 202-955-5770; e-mail: contact@edexcelencia.org; Web site: http://www.EdExcelencia.org N/A 2020 -1 As Provided APR2020

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Yes Hispanic American Students Adult Learning Higher Education Basic Skills Numeracy Literacy Educational Attainment Adult Students Prior Learning Reports - Descriptive Excelencia in Education English Adult Education Higher Education Postsecondary Education Latinos are a young and fast growing population in education, but there are also opportunities to address the educational attainment of adults. Two-thirds of Latino adults have earned a high school diploma or less. This factsheet provides a snapshot of Latino adults in higher education. ED603491 Latino Adult Learners in Higher Education Excelencia in Education 2017-06-00 2 Excelencia in Education. 1752 N Street NW 6th Floor, Washington, DC 20036. Tel: 202-778-8323; Fax: 202-955-5770; e-mail: contact@edexcelencia.org; Web site: http://www.EdExcelencia.org N/A 2020 -1 As Provided APR2020

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No Social Development Emotional Development Emotional Response Self Control Empathy Teamwork Motivation Responsibility Problem Solving Youth Programs Skill Development Adolescents At Risk Persons Smith, Charles McGovern, Gina Peck, Stephen C. Larson, Reed Hillaker, Barbara Roy, Leanne Reports - Research Tests/Questionnaires California (Santa Barbara) Wisconsin (Milwaukee) Pennsylvania (Philadelphia) New York (New York) Minnesota (Saint Paul) Missouri (Saint Louis) Massachusetts (Boston) Forum for Youth Investment English The Social and Emotional Learning Challenge was designed to identify promising practices for building skills in six areas: emotion management, empathy, teamwork, initiative, responsibility, and problem solving. The Challenge was a partnership between expert practitioners delivering exemplary programs in eight unique communities, a team of researchers, and a national foundation. This technical report includes a discussion of theory and methodology used to produce the SEL Challenge findings. This technical report is written for agency leaders, evaluators, funders, consultants, and policy makers who want to assess the validity of the SEL Challenge findings or mount their own local Challenges. [The SEL Challenge was made possible by the financial support of the Susan Crown Exchange (SCE). This report was prepared by the Forum for Youth Investment's David P. Weikart Center for Youth Program Quality.] ED603492 Preparing Youth to Thrive: Methodology and Findings from the Social and Emotional Learning Challenge Forum for Youth Investment 2016-00-00 Policymakers 164 Forum for Youth Investment. The Cady-Lee House, 7064 Eastern Avenue NW, Washington, DC 20012-2031. Tel: 202-207-3333; Fax: 202-207-3329; e-mail: youth@forumfyi.org; Web site: http://www.forumfyi.org N/A https://forumfyi.org/knowledge-center/sel-challenge-tech-report/ 2020 -1 As Provided APR2020

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Yes College Faculty Aging (Individuals) Tenure Teacher Characteristics Age Teacher Salaries Women Faculty Minority Group Teachers Academic Rank (Professional) McChesney, Jasper Bichsel, Jacqueline Reports - Evaluative Numerical/Quantitative Data College and University Professional Association for Human Resources (CUPA-HR) English Higher Education Postsecondary Education America's workforce is aging, and popular press articles have warned of a &quot;silver tsunami&quot; of retirements, particularly among the baby boomer generation. Dramatic headlines aside, even gradual changes in workforce demographics will affect hiring, budgeting, training, and more. Higher education tenure-track faculty may be uniquely affected by these demographic trends. Faculty require long periods of training but often work beyond typical retirement ages; jobs are stable, and turnover is very low; the pipeline for new hires is fundamentally limited; and competition occurs nationally. As the workforce ages, this may create unique challenges for the management of a faculty workforce. This report examines the College and University Professional Association for Human Resources (CUPA-HR) data to consider how faculty are distributed by age, how age and rank interact in terms of salary, the representation of women and racial/ethnic minorities by age and rank, and variations of age across faculty disciplines. ED603016 The Aging of Tenure-Track Faculty in Higher Education: Implications for Succession and Diversity College and University Professional Association for Human Resources 2020-01-00 Fidelity Investments 12 College and University Professional Association for Human Resources. 1811 Commons Point Drive, Knoxville, TN 37932. Tel: 877-287-2474; Fax: 865-637-7674; e-mail: research@cupahr.org; Web site: http://www.cupahr.org N/A 2020 -1 ERIC APR2020

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Yes Aging (Individuals) Higher Education College Faculty Labor Force Salary Wage Differentials Women Faculty Age Groups Job Skills Tenure Labor Market Older Workers Retirement Faculty Recruitment Faculty Promotion Pritchard, Adam Li, Jingyun McChesney, Jasper Bichsel, Jacqueline Reports - Evaluative Numerical/Quantitative Data College and University Professional Association for Human Resources (CUPA-HR) English Higher Education Postsecondary Education The population of the United States is getting older. According to the U.S. Bureau of Labor Statistics (BLS), older workers -- which the BLS defines as those who are 55 and older -- made up 22% of the U.S. workforce in 2016, nearly double the 12% recorded in 1995. This increase is largely &quot;fueled by the aging baby-boom generation, a large group of people born between 1946 and 1964&quot; (currently aged 55 to 73). As baby boomers approach retirement age and exit the workforce in the coming decade, they will be followed by Generation X -- a generation that's nearly 30% smaller. For HR professionals, these facts present challenges such as salary compression and a shrinking domestic talent pool for key positions in the future. This brief focuses on the implications of the aging staff workforce in higher education, specifically professionals and non-exempt staff. We analyze the age distribution of higher ed staff, identify the job areas with the largest aging workforce, examine pay equity for women and men with varying levels of experience, and highlight the higher ed staff positions where salary compression is the most common. ED603017 The Challenges of an Aging Higher Ed Workforce College and University Professional Association for Human Resources 2019-08-00 Teachers Insurance and Annuity Association of America - College Retirement Equities Fund (TIAA-CREF) 9 College and University Professional Association for Human Resources. 1811 Commons Point Drive, Knoxville, TN 37932. Tel: 877-287-2474; Fax: 865-637-7674; e-mail: research@cupahr.org; Web site: http://www.cupahr.org N/A 2020 -1 ERIC APR2020

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No Foreign Countries Access to Information Universities Research Evaluation Evaluation Methods Saenen, Bregt Morais, Rita Gaillard, Vinciane Borrell-Damián, Lidia Reports - Research Numerical/Quantitative Data Tests/Questionnaires Europe European University Association (EUA) (Belgium) English Higher Education Postsecondary Education This report provides a comprehensive and up-to-date overview of the current state of research assessment at European universities, and shows why and how institutions are reviewing their evaluation practices. Based on the results of the &quot;2019 EUA [European University Association] Open Science and Open Access Survey on Research Assessment,&quot; it aims to inform and strengthen the discussion by gathering and sharing information about current and future university approaches to research assessment. [Foreword by Paul Boyle, Jean-Pierre Finance, and Bernard Rentier.] ED603493 Research Assessment in the Transition to Open Science: 2019 EUA Open Science and Access Survey Results European University Association 2019-10-00 48 European University Association. Avenue de l’Yser, 24, 1040 Brussels, Belgium. Tel: +32-230-5544; e-mail: info@eua.be; Web site: http://www.eua.be N/A https://eua.eu/component/attachments/attachments.html?id=2444 2020 -1 As Provided APR2020

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Yes Early Childhood Education Educational Practices Cross Cultural Studies Developmentally Appropriate Practices Inclusion Faculty Development Knowledge Base for Teaching Teaching Methods Social Development Educational Policy Preschool Education Foreign Countries Language Acquisition Vocabulary Development Child Development Ashokan, Varun Gurjar, Monu Singh Journal Articles Reports - Evaluative India United States New Zealand Sweden China United Kingdom (England) Finland ISSN-2394-3114 English Early Childhood Education Preschool Education This paper explains various good practices and perspectives of Early Childhood Education across the nation. A good number of reviews across the globe has collected from various sources, research projects, PhD thesis and so on which put categorized as knowledge base, developmentally appropriate practice, observation and assessment, positive behavior guidance, inclusive practices, personal professional development. The research mainly focused on the pedagogical process, language development, social and cultural perspectives of preschools. Theses good practices also implemented and recommended at national level of those nations to their preschool/ Early Childhood Education Curriculum policies. ED603494 Transnational Perspective and Practices in Early Childhood Education Online Submission Studies in Indian Place Names v40 n3 p4992-5007 Feb 2020 2020-02-00 15 N/A 2020 -1 As Provided APR2020

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No Foreign Countries Higher Education Inclusion Diversity (Institutional) Institutional Characteristics Change Strategies College Students College Faculty School Personnel Success Barriers College Administration Claeys-Kulik, Anna-Lena Jørgensen, Thomas Ekman Stöber, Henriette Reports - Research Numerical/Quantitative Data Europe European University Association (EUA) (Belgium) European Students' Union (ESU) (Belgium) English Higher Education Postsecondary Education Inclusiveness has become a strategic question for a number of higher education institutions across Europe, impacting learning and teaching, research and institutional cultures. Many have taken action to find new ways to enable people from various backgrounds to find their place in higher education. The idea that diverse learning environments may prepare students better for a diverse society and diverse research environments is gaining ground. The report presents a broad picture with data from 159 higher education institutions in 36 European systems. It shows different institutional strategies and measures and analyses success factors, challenges and needs for support to build institutional capacity. It is of interest to university leaders and managers developing their institutional strategy, staff charged with implementation, researchers and students interested in the topic, as well as policy makers and administrators at European and national levels as they develop new policies for higher education and research. [Foreword by Michael Murphy. Carme Royo and Hélène Mariaud served as the editorial board. The European University Continuing Education Network (EUCEN) partnered in this project.] ED603495 Diversity, Equity and Inclusion in European Higher Education Institutions: Results from the INVITED Project European University Association 2019-11-00 51 European University Association. Avenue de l’Yser, 24, 1040 Brussels, Belgium. Tel: +32-230-5544; e-mail: info@eua.be; Web site: http://www.eua.be N/A https://eua.eu/component/attachments/attachments.html?id=2483 2020 -1 As Provided APR2020

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No Foreign Countries Aging (Individuals) Population Trends Public Policy Older Workers Retirement Long Range Planning Living Standards Retirement Benefits Labor Market Taxes Health Care Costs Access to Health Care Labor Force Tables (Data) Productivity Expenditures Immigration Work Life Expectancy Income Lewis, Christine Ollivaud, Patrice Reports - Descriptive Numerical/Quantitative Data Switzerland EISSN-1815-1973 Organisation for Economic Cooperation and Development (OECD) (France) English Swiss society is ageing. At the same time, life expectancy is increasing. With most workers retiring around age 65, time in retirement is growing and the ratio of retirees to employees is set to soar. These developments bring a range of opportunities but will likely weigh on growth in GDP per capita and increase public spending. They may also widen existing inequalities. This paper highlights three key policy challenges to preserve high living standards in coming decades. First, the pension system ensures good retirement incomes despite a lack of reforms. However, reforms are urgently needed as the system is under increasing pressure. Second, a range of disincentives and barriers in the labour market and tax system contribute to early retirement and involuntary retirement. Boosting employability at older ages and broadening older workers' options would dampen the economic impact of ageing. Third, the Swiss health system delivers good outcomes but at a higher cost than other countries, and ageing will only exacerbate the associated pressures. Cost containment and improved co-ordination are vital. Adjusting the financing of long-term care could improve access and the overall quality of long-term care. ED603018 Policies for Switzerland&apos;s Ageing Society. OECD Education Working Papers, No. 1600 OECD Publishing 2020-02-10 60 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://dx.doi.org/10.1787/3f8a12c6-en 2020 -1 As Provided APR2020

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No Science Teachers Higher Education College Faculty College Science Student Evaluation of Teacher Performance Teacher Evaluation Evaluation Methods Evidence Based Practice Teacher Competencies Debad, Susan J. Reports - Descriptive National Academies, National Academy of Sciences National Academies, National Academy of Engineering National Academies, National Academy of Medicine English Higher Education Postsecondary Education Student ratings have long been used by many institutions of higher education as a primary form of summative evaluation of teaching. In recent years, studies have brought into question the validity of student ratings, highlighting the need for more effective evaluation methods that recognize and reward evidence-based teaching practices. To begin to frame the national conversation around the reform of teaching evaluation, the Roundtable on Systemic Change in Undergraduate STEM Education convened a 2-day workshop September 11-12, 2019, to discuss issues around recognizing and evaluating science teaching in higher education. Participants included experts in the fields of teaching and learning, as well as faculty from a range of institutional types, engaged in evaluation reform. This publication highlights the presentations of the workshop. [Susan J. Debad served as Rapporteur. Additional support from the National Science Foundation via a subaward from the University of Massachusetts, Amherst.] ED603019 Recognizing and Evaluating Science Teaching in Higher Education: Proceedings of a Workshop. In Brief National Academies Press 2020-01-00 Association of American Universities 978-0-3096-7199-6 12 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/10.17226/25685 2020 -1 As Provided APR2020

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Yes Elementary Secondary Education Educational Finance Public Schools Income Expenditures School Districts Geographic Regions Enrollment Expenditure per Student Charter Schools Taxes State Aid Fringe Benefits Wages Salaries Federal Aid Special Education Mathematics Instruction Science Instruction Drug Education Vocational Education Nutrition Bilingual Education Cornman, Stephen Q. Zhou, Lei Ampadu, Osei Hanak, Kaitlin Howell, Malia R. Wheeler, Stephen Reports - Research Numerical/Quantitative Data National Center for Education Statistics (ED) US Census Bureau English Elementary Secondary Education This report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2017. Specifically, this report includes the following types of school district finance data: (1) revenue, current expenditure, and capital outlay expenditure totals; (2) revenues by source; (3) current expenditures by function and object; and (4) revenues and current expenditures per pupil. The finance data used in this report are from the School District Finance Survey (F-33), a component of the Common Core of Data (CCD). The CCD is the primary National Center for Education Statistics (NCES) database on public elementary and secondary education in the United States. ED603496 Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 17. Finance Tables. NCES 2020-303 National Center for Education Statistics 2020-03-00 21 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 2020 -1 ERIC APR2020 Yes EDIES14J0012 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020303

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Yes Early Childhood Education Child Care Costs Educational Quality Educational Finance Young Children Taxes Teacher Salaries Early Childhood Teachers Government Role Parent Role Expenditures Working Hours Income Outcomes of Education Investment Federal Government State Government Local Government Gould, Elise Blair, Hunter Reports - Research Economic Policy Institute English Early Childhood Education The chronic underfunding of early care and education (ECE) is compromising the well-being of educators and the children they teach and threatening the economic security of millions of families in the United States. The current ECE system demands large contributions from the parents of young children, both through payments for ECE services and through forgone income when parents drop out of or reduce their participation in paid labor markets to provide care on their own. Investments from federal, state, and local governments have provided some relief for parents, but those investments have generally been far too small. And while the cost to parents for ECE is high, the current market rates for services are inefficiently low because ECE teachers are underpaid. Nationally, the median hourly wage for ECE teachers is $12.12 (EPI 2019b). A greater public investment is required to create a comprehensive and high-quality system that works for parents, children, and teachers alike. Gould et al. (2020) estimate the costs of a transformed ECE system--in which teachers are appropriately compensated and programs are of high quality and available to all families--for all 50 states and the District of Columbia, using a variety of data sources. All together, the enhanced system--fully phased-in and comprehensive--would require an annual investment in the range of $337 to $495 billion, serving between 11.5 and 16.0 million children. This report provides some context for the investment needed for an ECE overhaul by providing a rough count of the money already in the ECE system from direct contributions. The authors also account for income forgone by families when parents participate in fewer hours of paid work to care for their children. [This report was produced in collaboration with Lea J. E. Austin and Marcy Whitebook.] ED603497 Who&apos;s Paying Now? The Explicit and Implicit Costs of the Current Early Care and Education System Economic Policy Institute 2020-01-15 Joyce Foundation Heising-Simons Foundation 12 Economic Policy Institute. 1333 H Street NW Suite 300 East Tower, Washington, DC 20005. Tel: 202-775-8810; Fax: 202-775-0819; e-mail: publications@epi.org. Web site: http://www.epi.org N/A 2020 -1 ERIC APR2020

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No Homeless People Youth Adolescents Young Adults Counties Data Collection Cooperative Planning Surveys Stakeholders Participation Youth Programs Social Services School Role School Districts Board of Education Role Diversity Geographic Location Housing Dworsky, A. Horwitz, B. Reports - Descriptive Chapin Hall at the University of Chicago, Voices of Youth Count (VoYC) English This Research-to-Impact brief is the fourth in a series by Chapin Hall's Voices of Youth Count on understanding and addressing youth homelessness. It summarizes key lessons learned from conducting point-in-time counts of youth experiencing homelessness in 22 diverse counties across the United States. Youth counts can provide communities with valuable information about the number and characteristics of youth experiencing homelessness, including information about over-represented groups for whom specialized services might be needed. Additionally, by conducting annual or biennial youth counts, communities can identify changes over time in the local population of youth experiencing homelessness. This brief offers recommendations for conducting successful youth counts based on experiences conducting counts and insights shared by partner counties. ED603020 Missed Opportunities: Counting Youth Experiencing Homelessness in America Chapin Hall at the University of Chicago 2018-07-00 12 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://www.chapinhall.org/wp-content/uploads/VoYC-Youth-Count-Brief-Chapin-Hall-2018-2.pdf 2020 -1 ERIC APR2020

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Yes Well Being Health Insurance Child Health Accountability Screening Tests Behavior Health Services Trauma Prevention Intervention Dental Health Food Hunger Infants Toddlers Preschool Education Child Care Preschool Teachers Early Intervention Special Education Bilingual Students English Language Learners Educational Finance Financial Support STEM Education Teacher Education Teacher Persistence Educational Environment Caring Discipline Attendance After School Programs Summer Programs Higher Education Home Visits Leaves of Absence Low Income Groups Social Services Family Environment Family Relationship Child Welfare Access to Health Care Foster Care Sex Education Sexuality Interpersonal Relationship Adolescents Youth Homeless People Juvenile Justice Citizen Participation Reports - Descriptive California Children Now English Early Childhood Education Preschool Education Higher Education Postsecondary Education California has long been on the cutting edge of social and political change. This trendsetting continues today on issues from addressing climate change to supporting immigrant communities to ensuring equal rights for all. But, when reviewing the grades of this year's California Children's Report Card, it is difficult not to ask the question: why is California failing to be a leader when it comes to kids? The &quot;California Children's Report Card&quot; grades the state on its ability to support better outcomes for kids, from prenatal to age 26. Each grade is based on the state's progress (or lack thereof) on passing and implementing state-level policies and making investments in the supports and services needed for all kids to reach their full potential. The Pro-Kid Agenda provides recommendations to the state's leaders on how to improve outcomes for kids in each section. Today's kids face too many barriers to accessing the quality supports and services they need to reach their full potential. California must take swift action to break down these barriers, first and foremost for children of color, and then by addressing the intersectional impacts of poverty, immigration status, gender, sexual orientation, and foster care system involvement. The report card is organized into the following sections: (1) Health; (2) Education; (3) Family Supports; (4) Child Welfare; and (5) Adolescents &amp; Transition Age Youth. ED603021 2020 California Children&apos;s Report Card: A Survey of Kids&apos; Well-Being and Roadmap for the Future Children Now 2020-00-00 Annie E. Casey Foundation 96 Children Now. 1212 Broadway 5th Floor, Oakland, CA 94612. Tel: 510-763-2444; Fax: 510-763-1974; e-mail: children@childrennow.org; Web site: http://www.childrennow.org N/A 2020 -1 ERIC APR2020

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Yes Hispanic American Students Males Mentors Educational Attainment High School Students College Attendance Fathers Academic Persistence Leadership Training Outreach Programs Intergenerational Programs Enrollment Trends Evidence Based Practice Quintanilla, Andres, Comp. Reports - Evaluative Texas (Austin) California Arizona Excelencia in Education English Higher Education Postsecondary Education High Schools Secondary Education Although strides have been made in the past 10 years and Latino male college enrollment has increased by 75 percent, they still lag behind their peers in both enrollment and completion. This brief provides a summary of Latino males in postsecondary education and examples of programs increasing Latino males' success. ED603498 Latino Males: Mentoring for the Future. Highlighting What Works for Latino Student Success Excelencia in Education 2017-08-00 4 Excelencia in Education. 1752 N Street NW 6th Floor, Washington, DC 20036. Tel: 202-778-8323; Fax: 202-955-5770; e-mail: contact@edexcelencia.org; Web site: http://www.EdExcelencia.org N/A 2020 -1 As Provided APR2020

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Yes Online Courses English (Second Language) Second Language Learning Second Language Instruction Teaching Methods Foreign Countries Error Correction Language Teachers Language Proficiency Grammar Adult Students Intonation Teacher Student Relationship Feedback (Response) Panyaroj, S. Reports - Research Thailand EISSN- English Adult Education This study aimed to study the types of recasts given by the teachers and the rate of learners' uptake during one-on-one online English language teaching sessions in Thailand. It examined whether the recasts given to learners with different language proficiency level are different and whether those groups of learners respond to recasts differently. Participants were 30 Thai native adult learners of English at an online English school which were divided into three levels: beginning learners, intermediate learners, and advanced learners. Recorded teaching sessions in total of 30 hours were transcribed and analysed using One-way ANOVA, T-test, Chi-square, and Fisher's exact test. The results showed that teachers were likely to give more recasts to less advanced learners; however, most recasts given to all learners were similar in characteristics. Most recasts were word-length, declarative, grammar-related, substitution, unstressed, one change, and with no repetition. It was also found that more advanced learners could take advantages of being corrected more as the rate of their uptake was very high. Beginning learners were likely to respond to only some features of recast such as word-length, declarative, and substitution. This study could be beneficial for teachers to be aware of the suitable types of recasts which encourage learners with different language proficiency levels to repair their utterances after receiving recast moves. ED603499 Types of Recasts and Learners&apos; Uptake during One-on-One Online EFL Teaching Sessions in Thailand Online Submission 2019-09-00 61 N/A 2020 -1 As Provided APR2020

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Yes Homeless People Educational Attainment Case Studies Volunteers Teacher Attitudes Services Ethnography Children Trauma Achievement Gap Educational Needs Poverty Public Education Federal Legislation Educational Legislation Elementary Secondary Education Helplessness Mobile Educational Services Program Descriptions Victims Socialization Transportation Psychological Patterns Edwards, Tiffany G. Books Reports - Research California (Los Angeles) Stewart B McKinney Homeless Assistance Act 1987 No Child Left Behind Act 2001 Every Student Succeeds Act 2015 EISSN- English Elementary Secondary Education The number of homeless children and youth in the United States is on the rise (U.S. Department of Housing and Urban Development, 2016). Between 2016 and 2017 in the Los Angeles County Homeless Count, there was a 41% increase in the number of homeless minors (The Los Angeles Service Authority, 2017). Education is key to bringing people out of poverty and ending the cycle of homelessness. Using a socio-psychological lens, this book presents a case study that examined the perceptions of six of the staff and volunteers at one site of the Griffon Learning Center, an organization trying to close the educational gaps of homeless children and youth. It also includes the perspectives of 12 children and youth who utilized their services. The data of this study include interviews, observations of a participant observer, ethnographic field notes, journal reflections, and document analysis. An examination of the relevant literature is included. Although this study cannot end the cycle of homelessness, it hopes to shed light on the issue and makes recommendations to organizations, school districts, politicians and legislatures, and educational researchers. [Edited by Ismail Sahin and Mack Shelley. This report was published by the ISTES Organization (http://www.istes.org).] ED603500 Closing the Gap of the Educational Needs of Homeless Youth Online Submission 2020-01-00 978-1-952092-03-9 228 N/A 2020 -1 As Provided APR2020

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No Educational Finance Private Financial Support Postsecondary Education Expenditure per Student Educational Trends Student Loan Programs Grants College Students Student Participation Correlation Foreign Countries Reports - Research Japan United Kingdom United States Chile South Korea Australia Colombia New Zealand Canada Israel Italy Hungary Russia Spain Portugal Latvia Mexico Lithuania Netherlands Slovakia Ireland Turkey Czech Republic France Poland Germany Belgium Slovenia Estonia Sweden Iceland Luxembourg Norway Finland ISSN- Organisation for Economic Cooperation and Development (OECD) (France) English Postsecondary Education Higher Education On average in OECD countries, private sources account for a significant share of investment in tertiary educational institutions. Private expenditure on tertiary educational institutions increased faster than public expenditure between 2010 and 2016 on average across OECD countries, although this varies from country to country. Participation in tertiary education is not correlated to the funding model in tertiary institutions and high levels of private expenditure at tertiary education are not necessarily associated with lower enrolment. Financial support mechanisms in the form of grants or loans help alleviate the financial burden to households, particularly in countries where private spending on tertiary education is high. ED603022 How Has Private Expenditure on Tertiary Education Evolved over Time and How Does It Affect Participation in Education? Education Indicators in Focus. No. 72 OECD Publishing 2020-01-24 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/10.1787/6b7ded53-en 2020 -1 As Provided APR2020

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Yes Leadership Responsibility Cooperative Planning Partnerships in Education Agency Cooperation School Community Relationship Access to Education Barriers School Readiness At Risk Students Community Resources Resource Allocation Educational Finance Family Programs Family Needs Child Health Child Development Well Being Family Involvement Early Childhood Education Primary Education Reports - Descriptive California Children Now English Early Childhood Education Elementary Education Primary Education California's schools are facing increasing complexity when it comes to educating their student populations: the next generation of children is more diverse, more likely to live in low-income families, and are majority dual language learners. Research shows that providing supportive, enriching environments for children to connect with caring adults in the first years of life helps ensure the fundamental architecture of the brain is formed in healthy ways that impact a child throughout their life. Additionally, emerging research is showing that parents also experience significant brain growth from the act of caregiving; ensuring positive relationships between the child and parent enables them to better support their child, even under difficult circumstances, helping them both to build resilience to better navigate future challenges. The Local Control Funding Formula (LCFF) allows school districts the flexibility to use resources to augment early childhood investments in service of improving outcomes for LCFF priority populations. Innovative leaders have further leveraged their investments by forming partnerships with local county agencies and community organizations that already offer services that benefit the school district's community of young children and families. These partnerships help bridge the gap between California families who have access to high-quality resources and opportunities for their children from the very start,and those who don't. Bridging this gap is essential to eliminating the well-documented structural barriers that, without intervention, mean children in LCFF priority populations are behind--before they enter school. This brief spotlights school districts that have developed such partnerships and leveraged resources in their neighborhoods to better support young children and their families so they have every opportunity to thrive. [Partnership and funding from FIRST 5 Santa Clara.] ED603023 The Power of Leadership, Partnership, &amp; Planning Children Now 2019-08-00 4 Children Now. 1212 Broadway 5th Floor, Oakland, CA 94612. Tel: 510-763-2444; Fax: 510-763-1974; e-mail: children@childrennow.org; Web site: http://www.childrennow.org N/A 2020 -1 ERIC APR2020

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Yes Literacy Education Reading Instruction Observation Check Lists Language Arts Best Practices Classroom Observation Techniques Content Area Reading Intervention Principals Instructional Leadership Elementary Secondary Education Lee, Laurie E. Smith, Kevin S. Lancashire, Helen Guides - General Tests/Questionnaires Regional Educational Laboratory Southeast (ED) Florida State University National Center for Education Evaluation and Regional Assistance (ED) English Elementary Secondary Education This tool was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4-12 classrooms and students' independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year. The tool consists of three parts to be used with students in three grade bands: grades 4 and 5, grades 6-8, and grades 9-12. The first is the Pre-Walkthrough Meeting Guide, for use in all grade bands, to facilitate conversation between school leaders and teachers before the walkthrough. The second is a set of eight walkthrough checklists, differentiated by grade band and classroom type (that is, whole class, English language arts class, content area class, and literacy intervention class), which are based on best practices in literacy instruction. The third is the Post-Walkthrough Meeting Guide, for use in all grade bands, to facilitate debriefing between school leaders and teachers. ED603501 Guide and Checklists for a School Leader&apos;s Walkthrough during Literacy Instruction in Grades 4-12. REL 2020-018 Regional Educational Laboratory Southeast 2020-03-00 Administrators 60 Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/southeast/index.asp T 2020 -1 As Provided APR2020 Yes EDIES17C0011 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4608

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No Intervention Reading Instruction Teaching Methods Student Needs Oral Language Language Fluency Reading Comprehension Elementary School Students Reading Difficulties Phonological Awareness Phonics Word Recognition Language Processing Writing (Composition) Instructional Design Student Evaluation Wanzek, Jeanne Al Otaiba, Stephanie McMaster, Kristen L. Books Reports - Descriptive English Elementary Education Packed with easy-to-use tools and resources, this book presents intensive intervention strategies for K-5 students with severe and persistent reading difficulties. Filling a key need, the authors describe specific ways to further intensify instruction when students continue to struggle. Chapters address all the fundamental components of reading--phonological awareness, phonics and word recognition, reading fluency, oral language, language and reading comprehension, and writing to read. The authors discuss the design and implementation of intensive instruction and provide effective teaching techniques and activities. Grounded in the principles of data-based individualization, the book includes concrete recommendations for determining students' particular needs and monitoring their progress. ED603502 Intensive Reading Interventions for the Elementary Grades. The Guilford Series on Intensive Instruction Guilford Press 2019-10-22 978-1-4625-4112-6 Teachers Administrators 184 Guilford Press. 370 Seventh Avenue, Suite 1200, New York, NY 10001-1020. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com N/A https://www.guilford.com/books/Intensive-Reading-Interventions-for-the-Elementary-Grades/Wanzek-Otaiba-McMaster/9781462541119/summary 2020 -1 As Provided APR2020

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No Scientific Literacy 21st Century Skills Scientific Research Inquiry Science Tests Active Learning Student Projects Content Area Writing Computer Simulation Social Justice Foreign Countries Interaction Croce, Keri-Anne Firestone, Jonah Books Collected Works - General Guides - Non-Classroom Africa India English The development of science literacy has the potential to have an enormous impact on real world outcomes. Specifically, developing science literacy may persuade individuals to act. We hope that this book will influence scientists, science journalists, sociologists, anthropologists, communication specialists, political leaders, media outlets, educational institutions, and individual science content consumers. The chapters in this book describe a definition of science literacy that draws on the emotional, cognitive, and social. The authors strive to help prepare individuals to read, write, and speak science in a continuously evolving information landscape. In order to meet these objectives, the chapters examine both qualitative and quantitative research. It is within these frameworks that we can begin to address science literacy in the 21st century. This book contains the following chapters: (1) Defining what it means to develop science literacy (Keri-Anne Croce and Jonah B. Firestone); (2) Understanding science and decision-making: What does science literacy have to do with it? (Keri-Anne Croce and Marcia J. Watson-Vandiver); (3) Science literacy as a social interactional inquiry process (Huili Hong, Karin Keith, and Renee Rice Moran); (4) Assessment and science literacy: Approaches for educators (Keri-Anne Croce and Debra Goodman); (5) Utilizing project-based learning to enhance science literacy (Bridget Miller, Christie Martin, and Lucy Spence); (6) Realism, immersion, and interactivity: The effects of virtual reality on students' science scientific writing (Richard Lamb, Elisabeth Etopio, Jonah B. Firestone, Jacqueline Zeder, and Brian Hand); (7) Lead in the water, Blood on the leaves: A systematic overview of scientific misuse and malpractice in African communities and social justice call to action (Marcia J. Watson-Vandiver); (8) Developing science literacy in schools and colleges in Mumbai (Sonali Raje, Ankush Gupta, Savita Ladage and Lakshmy Ravishankar); and (9) What is the future for science literacy? (Keri-Anne Croce and Jonah B. Firestone). ED603503 Developing Science Literacy in the 21st Century. Science &amp; Engineering Education Sources IAP - Information Age Publishing, Inc. 2020-00-00 978-1-64113-982-3 IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com N/A https://www.infoagepub.com/products/Developing-Science-Literacy-in-the-21st-Century 2020 -1 ERIC APR2020

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No Homeless People Foster Care Youth Adolescents Young Adults At Risk Persons Child Welfare Intervention Social Services Family Relationship Adoption Institutionalized Persons Correctional Institutions Employment Level LGBTQ People Independent Living Public Policy Federal Legislation Housing Trauma Dworsky, A. Gitlow, E. Horwitz, B. Samuels, G. M. Reports - Research Social Security Act Chapin Hall at the University of Chicago, Voices of Youth Count (VoYC) English This Research-to-Impact brief is the seventh in a series by Chapin Hall's Voices of Youth Count on understanding and addressing youth homelessness. Each year, nearly 4.2 million adolescents and young adults in America experience some form of homelessness. This brief focuses on the subset of young people who experience homelessness after spending time in foster care. Findings show that between one-quarter and one-third of youth and young adults experiencing homelessness had a history of foster care. The findings also reveal that young people's entry into foster care was often part of a larger pattern of family instability and was perceived by some young people as the beginning of their experience with homelessness. The research shows that there are multiple pathways to homelessness from foster care. ED603024 Missed Opportunities: Pathways from Foster Care to Youth Homelessness in America Chapin Hall at the University of Chicago 2019-07-00 18 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://www.chapinhall.org/wp-content/uploads/Chapin-Hall_VoYC_Child-Welfare-Brief_2019-FINAL.pdf 2020 -1 ERIC APR2020

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No Homeless People Youth Adolescents Young Adults Government Role Federal Government Prevention Stakeholders Agency Cooperation Crisis Management Housing At Risk Persons Public Health Public Policy Intervention Risk Management LGBTQ People Rural Areas Foster Care Social Services Urban Areas Family Influence College Attendance Morton, M. H. Horwitz, B. Reports - Research Chapin Hall at the University of Chicago, Voices of Youth Count (VoYC) English Higher Education Postsecondary Education Youth homelessness in the United States is a serious challenge. Recent national research by Chapin Hall at the University of Chicago found concerning rates of homelessness among adolescents and young adults ages 13-25. An estimated one in 30 adolescents (ages 13-17) and nearly one in 10 young adults (ages 18-25) experienced some form of homelessness during a 12-month period (Morton et al., 2017; Morton, Dworsky &amp; Samuels, 2018). This policy paper offers an evidence-informed roadmap to help guide the work of the federal government, in partnership with other stakeholders, to prevent and end youth homelessness. It as an opportunity to strengthen and refine interagency and Congressional efforts to successfully address this complex challenge. This paper represents the culmination of significant research, policy analysis, and discussion about the challenge of youth homelessness. It presents a set of recommendations for federal action, rooted in findings from Chapin Hall's Voices of Youth Count (VoYC), that emerge from those collective efforts. These recommendations result from ample discussion prior to, during, and after a convening of stakeholders and experts. A range of federal and national partners and youth with lived experience of homelessness informed the recommendations presented in this policy paper. [Additional support from Campion Fund, Liberty Mutual Foundation, and Melville Charitable Trust.] ED603025 Research to Impact: Federal Actions to Prevent &amp; End Youth Homelessness. Recommendations Based on Research and a National Convening of Experts and Stakeholders Chapin Hall at the University of Chicago 2019-10-00 Raikes Foundation 38 Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org N/A https://www.chapinhall.org/wp-content/uploads/Federal-actions-to-prevent-and-end-youth-homelessness-final.pdf 2020 -1 ERIC APR2020

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No Bilingualism Second Language Learning Vocabulary Development Teaching Methods Student Evaluation Course Content Reading Comprehension Vignettes Elementary School Students Kindergarten Oral Language Emergent Literacy Screening Tests Evaluation Methods Literacy English Language Learners English (Second Language) Second Language Instruction Family School Relationship School Community Relationship Middle School Students High School Students Helman, Lori Ittner, Anne C. McMaster, Kristen L. Books Guides - Non-Classroom English Elementary Education Early Childhood Education Kindergarten Primary Education Junior High Schools Middle Schools Secondary Education High Schools From expert authors, this book guides educators to conduct assessments that inform daily instruction and identify the assets that emergent bilinguals bring to the classroom. Effective practices are reviewed for screening, assessment, and progress monitoring in the areas of oral language, beginning reading skills, vocabulary and comprehension in the content areas, and writing. The book also addresses how to establish schoolwide systems of support that incorporate family and community engagement. Packed with practical ideas and vignettes, the book focuses on grades K-6, but also will be useful to middle and high school teachers. Appendices include reproducible forms that can be downloaded and printed in a convenient 8½&quot; x 11&quot; size. ED603504 Assessing Language and Literacy with Bilingual Students: Practices to Support English Learners Guilford Press 2019-10-21 978-1-4625-4089-1 Teachers Support Staff Students 230 Guilford Press. 370 Seventh Avenue, Suite 1200, New York, NY 10001-1020. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com N/A https://www.guilford.com/books/Assessing-Language-and-Literacy-with-Bilingual-Students/Helman-Ittner-McMaster/9781462540891 2020 -1 As Provided APR2020

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Yes Hispanic American Students Academic Aspiration College Applicants Longitudinal Studies High School Graduates Associate Degrees Bachelors Degrees Job Training College Choice Reports - Evaluative Numerical/Quantitative Data High School Longitudinal Study of 2009 (NCES) Excelencia in Education English Higher Education Postsecondary Education High Schools Secondary Education Two Year Colleges For this factsheet, &quot;Excelencia&quot; in Education aggregated data on Latino students' educational aspirations, applications to college, and college choices from The High School Longitudinal Study of 2009. This study is a nationally representative longitudinal study that began with freshmen in 2009 and has followed them through secondary and postsecondary years. ED603505 Latinos: Aspiring, Applying, &amp; Choosing College. Findings from the High School Longitudinal Study of 2009 Excelencia in Education 2018-07-00 1 Excelencia in Education. 1752 N Street NW 6th Floor, Washington, DC 20036. Tel: 202-778-8323; Fax: 202-955-5770; e-mail: contact@edexcelencia.org; Web site: http://www.EdExcelencia.org N/A 2020 -1 ERIC APR2020

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Yes Boards of Education Governance Educational Objectives Educational Improvement Superintendents School Districts Accountability Academic Achievement College Readiness Career Readiness Reading Achievement Mathematics Achievement Achievement Tests Achievement Gains Equal Education Elementary Secondary Education Progress Monitoring Racial Differences Outcomes of Education English Language Learners Students with Disabilities Reports - Research Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Elementary Secondary Education The Board of Education's mission is to equitably educate the whole child so that every student graduates with the tools to reach their full potential (Houston Independent School District (HISD), 2019). To succeed in their mission, the board participates in Lone Star Governance, whose intent is to provide a continuous improvement model for governing teams (boards in collaboration with their Superintendents) that choose to intensively focus on one primary objective: improving student outcomes. In compliance with Lone Star Governance, the Houston Independent School District (HISD) Board of Education developed three goals in alignment with their mission and vision. In addition, the board set a framework in which the Superintendent could operate to achieve the goals through four constraints. This report evaluates each goal and constraint with their respective progress measures for the 2018-2019 school year. The superintendent's response is provided for each goal and constraint to describe district initiatives and strategies during the school year and potential changes moving forward. Throughout the 2018-2019 school year, these goals and constraints were monitored through the goal and constraint progress measures (GPMs and CPMs) at monthly board meetings. A summary of the district's performance on these measures, along with the superintendent's response when appropriate, are presented on the following pages. ED603506 Board Goals and Constraints, 2018-2019. Research Educational Program Report Houston Independent School District 2019-09-13 120 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes After School Programs Career Readiness Employment Potential 21st Century Skills Developmental Stages Career Awareness Career Exploration Elementary School Students Middle School Students Disadvantaged Youth Vocational Education Work Experience Programs STEM Education Incentives Partnerships in Education State Aid High School Students Cohen, Marjorie D. Therriault, Susan Scala, Jenny Lavinson, Rebecca Brand, Betsy Reports - Descriptive Oklahoma Connecticut (New Haven) Illinois (Chicago) College & Career Readiness & Success Center at American Institutes for Research (AIR) English Elementary Education Junior High Schools Middle Schools Secondary Education High Schools Preparing today's students for careers that are emerging or not yet developed is a significant challenge for educators within the U.S. education system. In reaction to this challenge, there is a growing shift that focuses on ensuring that students have transcending and transferable skills, including academic, technical, and employability skills. Some youth leverage the opportunity to connect and expand career readiness strategies during out-of-school time. Afterschool programs take place during afterschool hours, before school, or during school holidays and the summer. These programs have, in some ways, increased flexibility that can be maximized to provide opportunities for students to engage in career readiness in authentic and engaging settings. In this brief, the authors discuss how to leverage afterschool time for preparing students for a career by employing a work-based learning developmental continuum for K-12 education and providing examples of afterschool programs at each developmental stage. The authors identified examples through a variety of Internet searches informed by staff expertise. The authors conclude by offering recommendations for state leaders interested in using afterschool programming for career readiness. The recommendations provided in this brief can help state leaders leverage the effectiveness of afterschool programs for career readiness. Enhancing the capability of afterschool programs to impart career readiness skills will have a positive impact all around, especially among students from low-income households and minority students who have the fewest resources to prepare for college and careers. ED603026 Afterschool Programming as a Lever to Enhance and Provide Career Readiness Opportunities College and Career Readiness and Success Center 2019-09-00 Department of Education (ED) 16 College and Career Readiness and Success Center. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 800-634-0503; Fax: 202-403-5875; e-mail: CCRSCenter@air.org; Web site: http://www.ccrscenter.org N/A 2020 -1 ERIC APR2020 S283B120034

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Yes Community Colleges Two Year College Students Graduation Rate Acceleration (Education) Program Effectiveness Low Income Students Academic Support Services Program Evaluation Demonstration Programs Outcomes of Education Miller, Cynthia Headlam, Camielle Manno, Michelle Cullinan, Dan Reports - Research Ohio MDRC English Higher Education Postsecondary Education Two Year Colleges The nation's community colleges play a central role in producing a more educated workforce and promoting social mobility. They serve about 40 percent of all college students and, not surprisingly, they serve a disproportionate number of low-income and underrepresented students. But most students who enter these colleges do not graduate--only about a third of entering students earn a degree or certificate within six years. Among the many programs that have attempted to increase graduation rates, one program stands out. Developed by the City University of New York (CUNY), the Accelerated Study in Associate Programs (ASAP) is a comprehensive program that provides students with up to three years of financial and academic support and other support services. Along with those services and other forms of support comes an obligation to attend full time and participate in essential program services. An experimental evaluation of CUNY ASAP found that the program nearly doubled graduation rates after three years. This report presents findings through three years from a replication of the ASAP model at three community colleges in Ohio. Low-income students were randomly assigned either to a program group, who could participate in their colleges' new programs based closely on ASAP (called the Ohio Programs), or to a control group, who could receive the usual college services. Comparing the two groups' outcomes provides an estimate of the Ohio Programs' effects. The findings from the evaluation add to a body of evidence showing that comprehensive programs that offer academic, financial, and other forms of student support for multiple years are an effective way to increase college completion rates. The fact that the earlier CUNY ASAP findings have now been replicated in Ohio suggests that ASAP in particular can serve as a national model to help students succeed. ED603027 Increasing Community College Graduation Rates with a Proven Model: Three-Year Results from the Accelerated Study in Associate Programs (ASAP) Ohio Demonstration MDRC 2020-01-00 Ascendium Education Group, Inc. Arnold Ventures Bill and Melinda Gates Foundation ECMC Foundation Ford Foundation Greater Cincinnati Foundation (GCF) Carol Ann and Ralph V. Haile, Jr./U.S. Bank Foundation KnowledgeWorks Foundation Kresge Foundation Lumina Foundation 143 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2020 -1 ERIC APR2020

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Yes Hispanic American Students Educational Attainment Program Effectiveness Transitional Programs Graduation Rate Student Needs Partnerships in Education Community Colleges Grouping (Instructional Purposes) Access to Education Academic Advising College Admission Articulation (Education) Middle School Students High School Students Navajo (Nation) Academic Degrees Reports - Descriptive Virginia District of Columbia California (San Diego) Florida New Mexico (Albuquerque) Excelencia in Education English Higher Education Postsecondary Education Two Year Colleges Junior High Schools Middle Schools Secondary Education High Schools Programs that support Latino students while they earn a high school diploma and make the transition to college are key to increasing Latinos' degree attainment. More Latino students are going to college than ever before, but graduation rates are not rising at the same pace. Pathway programs align academic and student support services through transitions between educational institutions and typically provide students with guaranteed admission at a partner institution. Pathway programs recognize today's college students' needs, making them beneficial to Latino students. &quot;Excelencia&quot; in Education has previously recognized pathway programs with evidence of success based on college admission, transfer, and graduation rates. By creating community partnerships, streamlining admissions, and providing program support, pathway programs address the obstacles to graduation that Latino students encounter. This report provides: (1) information about the condition of Latinos in higher education and why pathway programs work for them; (2) a successful practices overview; (3) effective pathway programs examples; and (4) resources for more information on Latino students and pathway programs. ED603507 Pathway Programs: An Approach to Increasing Latino Student Degree Attainment. Highlighting What Works for Latino Student Success Excelencia in Education 2017-07-00 6 Excelencia in Education. 1752 N Street NW 6th Floor, Washington, DC 20036. Tel: 202-778-8323; Fax: 202-955-5770; e-mail: contact@edexcelencia.org; Web site: http://www.EdExcelencia.org N/A 2020 -1 ERIC APR2020

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Yes Program Evaluation Early Childhood Education Child Care Centers School Districts Outcomes of Education Health Services Child Health Access to Health Care Parent Attitudes Health Promotion Obesity Program Implementation School Readiness Naming Vocabulary Development Reading Tests Reading Achievement Achievement Gains English Spanish Child Development Preschool Children Holmes, Venita R. Reports - Research Numerical/Quantitative Data Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English Early Childhood Education This program evaluation assessed the implementation of Project PEAS toward improving health care and related outcomes for students and their families at Fonwood, Laurenzo, and Mistral early childhood centers. Among the 1,170 students enrolled at targeted schools during the 2018-2019 academic year, 356 were provided health-related services, such as immunizations and well child exams by physicians at Texas Children's Hospital (TCH). Moreover, 473 students were screened for Type 2 Diabetes. Health and medical screenings were conducted for 346 students through the TCH mobile unit. Students who visited the mobile unit were distributed a book to support reading readiness. Preventative dental care, including sealants, was provided to 415 children, while 1,234 children received oral health education. Parents in the targeted schools were surveyed to determine the program's ability to empower them to improve their child's healthy development. More than 80.0% of parents were in agreement that the program helped them access better services for their families. More specifically, parents strongly agreed that the program has helped them get education (52.5%), health (49.7%), and social services (46.7%) for their children. A paired samples analysis of the program's impact on reducing overweight/obesity revealed an increase in the percentage of normal and healthy weight children (55.2% to 72.4%) and a decrease in the percentage of overweight/obese children (37.9% to 27.6%) from baseline (2015-2016) to 1-year after program implementation (2016-2017). Gains in academic readiness were achieved for Project PEAS students on English and Spanish language CIRCLE assessments relative to Alliteration, Rapid Letter Naming, and Rapid Vocabulary subtests. Students at each school also achieved gains on the Spanish language Letter Sounds subtest. Continued efforts to expose young children and their families to health care and related services may improve access and boost achievement at early stages of child development. ED603508 An Evaluation of Partnering for Early Access for Success (PEAS) -- Project PEAS in HISD, 2018-2019. Research Educational Program Report Houston Independent School District 2019-09-26 18 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 As Provided APR2020

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Yes Higher Education Tuition Fees Public Colleges Paying for College Costs Educational Finance College Students Student Financial Aid Budgets Two Year Colleges College Credits Institutional Characteristics Community Colleges Resource Allocation Taxes Geographic Location Out of State Students In State Students Reports - Evaluative Numerical/Quantitative Data Colorado United States Colorado Department of Higher Education English Higher Education Postsecondary Education Two Year Colleges The Tuition and Fee Report is produced annually by the Colorado Department of Higher Education to provide detailed information on the tuition and fee rates at Colorado's public institutions, as well as to give context regarding the state funding environment in which tuition and fee rate-setting occurs. From Fiscal Year (FY) 2018-19 to FY 2019-20, resident tuition and fees increased an average of 1.1 percent across all of Colorado's public institutions. At four-year institutions, the average increase was 1.5 percent, and at two-year institutions, the average was 0.2 percent. This relatively small increase was in large part thanks to a significant General Fund investment of $121 million in FY 2019-20. This year, the report highlights flat tuition across nearly all the state's institutions as a result of a historic state investment of $121 million in FY 2019-20. While mandatory fees did increase at most institutions, tuition being held flat for one year demonstrates the commitment of both the state and institutions to contain costs. In accordance with C.R.S. § 23-1-105.5(2), this report provides detailed information on the tuition and fee rates that Colorado public institutions of higher education charged to resident and non-resident students and is divided into the following sections: (1) Definitions; (2) Key Findings; (3) The Process of Tuition Setting and the Relationship to Costs; (4) A Summary of Tuition and Fee Changes in the 2019-20 Fiscal Year; (5) Interstate Comparisons; and (6) Appendices which provide detailed examples and comparisons across institution type, student groups, and year-to-year comparisons. [For the 2018-19 report, see ED593343.] ED603028 Tuition and Fees Report, Fiscal Year 2019-20 Colorado Department of Higher Education 2020-01-00 48 Colorado Department of Higher Education. 1560 Broadway Suite 1600, Denver, CO 80202. Tel: 303-866-2723; Fax: 303-866-4266; Web site: http://highered.colorado.gov N/A 2020 -1 ERIC APR2020

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Yes Educational Policy State Policy Equal Education Child Health Health Insurance Accountability State Aid Access to Health Care Screening Tests Child Behavior Prevention Trauma Intervention Dental Health Food Hunger Infants Toddlers Child Care Preschool Education Kindergarten Early Intervention Special Education Bilingual Students English Language Learners Educational Finance Financial Support STEM Education Teacher Education Teacher Persistence Educational Environment Discipline Attendance After School Programs Summer Programs Higher Education Family Needs Home Visits Leaves of Absence Low Income Groups Social Services Child Welfare Family Environment Foster Care Adolescents Youth Sex Education Sexuality Interpersonal Relationship Homeless People Juvenile Justice Citizen Participation Agency Cooperation Reports - Descriptive California Children Now English Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education Higher Education Postsecondary Education The 2020 Pro-Kid Policy Agenda for California is the comprehensive roadmap at the state level to ensure that all children have the necessary supports to reach their full potential. California has an obligation to tear down the structural barriers to all kids, especially kids of color, from growing up healthy, safe, and ready for college, career, and civic life. The Agenda was compiled by Children Now, the only research, policy development, and advocacy organization covering the full-range of key children's issues, from prenatal through age 26, including children's health, education, child welfare, and family supports, and for adolescents and transition age youth. Children Now coordinates The Children's Movement of California®--a member-based constituency supporting kids that now includes more than 3,570 business, parent, labor, civil rights, faith, and community organizations. The organization also leads, co-leads or participates in more than 90 statewide and local coalitions around the state. The Agenda reflects the top priorities of each of those various coalitions and their members. ED603029 2020 Pro-Kid Agenda Children Now 2020-00-00 12 Children Now. 1212 Broadway 5th Floor, Oakland, CA 94612. Tel: 510-763-2444; Fax: 510-763-1974; e-mail: children@childrennow.org; Web site: http://www.childrennow.org N/A 2020 -1 ERIC APR2020

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No Political Issues Politics of Education Foreign Countries Higher Education Universities International Cooperation Intercollegiate Cooperation Reports - Descriptive United Kingdom European Union European University Association (EUA) (Belgium) English Higher Education Postsecondary Education Many in the university sector are committed to the European idea and regret the UK's exit from the Union. There is widespread concern about how this will affect the strong links in research, education and innovation between the UK and the rest of Europe. However, having avoided a chaotic &quot;no-deal&quot; Brexit allows for clarity about the next steps in the negotiation and about the new relationship between the UK and the EU. This briefing gives an overview of what has already been agreed and the further process towards the future relationship between the EU and the UK, with a focus on areas relevant to universities. ED603509 Brexit -- What Now for Universities? Briefing European University Association 2020-01-00 7 European University Association. Avenue de l’Yser, 24, 1040 Brussels, Belgium. Tel: +32-230-5544; e-mail: info@eua.be; Web site: http://www.eua.be N/A https://eua.eu/downloads/publications/brexit%20%20what%20now%20for%20universities.pdf 2020 -1 As Provided APR2020

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No Reading Instruction Individualized Instruction Elementary School Students Grade 4 Grade 5 Small Group Instruction Response to Intervention Lesson Plans Reading Fluency Word Recognition Vocabulary Development Reading Comprehension Writing (Composition) Walpole, Sharon McKenna, Michael C. Philippakos, Zoi A. Strong, John Z. Books Guides - Classroom - Teacher English Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Now revised and updated, with many new lesson plans and a new chapter on writing instruction, this trusted book guides upper elementary teachers to design and implement a research-based literacy program. The expert authors show how to teach and assess students in differentiated small groups, and explain how instruction works in a tiered response-to-intervention model. Included are extensive reproducible lesson plans and other tools for building students' skills in word recognition, fluency, vocabulary, comprehension, and writing. The convenient large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. Prior edition title: &quot;Differentiated Reading Instruction in Grades 4 and 5.&quot; New to This Edition: (1) Chapter on differentiated writing instruction; (2) New lesson plans for Tier 1 instruction, interactive read-alouds, and narrative writing; new extended sample lessons for building fluency, vocabulary, and comprehension; (3) Updated with the latest research and recommended teacher resources; and (4) All reproducible materials now available online. [For the first edition, see ED522863.] ED603510 Differentiated Literacy Instruction in Grades 4 and 5: Strategies and Resources. Second Edition Guilford Press 2019-10-24 978-1-4625-4085-3 Teachers 306 Guilford Press. 370 Seventh Avenue, Suite 1200, New York, NY 10001-1020. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com N/A https://www.guilford.com/books/Differentiated-Literacy-Instruction-in-Grades-4-and-5/Walpole-McKenna-Philippakos-Strong/9781462540815 2020 -1 As Provided APR2020

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Yes Adult Education Metacognition Adventure Education Outdoor Education Program Descriptions Rural Areas Parks Environment Emotional Development Foreign Countries Adult Learning Nabb, Lee W. Armstrong, Keith B. Speeches/Meeting Papers Reports - Research Canada EISSN- English Adult Education This investigation hypothesizes that the effects derived from the reintegration of adult wilderness education will connect adults in unique ways to nature landscapes. The study is based on two cases: a five-year wilderness program that the author designed in a remote part of Canada, and a Yellowstone wilderness program that occurs yearly. The results suggest that nature does heighten adult emotive levels and may lead to increased appreciation for nature or altered states of consciousness. ED603511 Groundings in Nature Mysticism and Adult Learning Online Submission Paper presented at the Annual Mountain Plains Adult Education Research Conference (2005) 2020-03-04 16 N/A 2020 -1 As Provided APR2020

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No Recruitment Employment Employee Attitudes Personnel Selection Employment Practices Employment Opportunities Labor Market College Graduates Employment Potential Labor Turnover Academic Degrees Salaries Industry Intellectual Disciplines Geographic Regions Economic Climate Trend Analysis Gardner, Phil Reports - Research Michigan State University, Collegiate Employment Research Institute English Higher Education Postsecondary Education The 49th annual Recruiting Trends report is based on a survey convenience sample of employers currently seeking college talent through their interactions with college and university career services offices. This year we shortened the survey by half to encourage participants to provide complete information. 2,800 employers, representing a rich diversity of companies and organizations, provided completed information that is included in this report. Survey respondents are recruiting talent for full-time positions, internships, and co-ops. [For the 48th edition, &quot;Part I: Hiring Outlook,&quot; see ED593305 and &quot;Part II: Recruiting Challenges, Tough Positions, Improving Recruiting and Major Hiring Outlook,&quot; see ED593320.] ED603030 Recruiting Trends, 2019-2020. 49th Edition Collegiate Employment Research Institute 2019-00-00 32 Collegiate Employment Research Institute. 113 Student Services Building, Michigan State University, East Lansing, MI 48824. Tel: 517-355-9510; Fax: 517-355-9523; Web site: http://ceri.msu.edu N/A http://www.ceri.msu.edu/wp-content/uploads/2019/10/Recruiting-Trends-2019-20-Report.pdf 2020 -1 As Provided APR2020

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No Attention Deficit Hyperactivity Disorder Conceptual Tempo Symptoms (Individual Disorders) Emotional Response Anxiety Suicide Depression (Psychology) Validity Early Adolescents Grade 8 Becker, Stephen P. Burns, G. Leonard Smith, Zoe R. Langberg, Joshua M. Reports - Research EISSN- English Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education A growing number of studies support the internal and external validity of youth self-reported sluggish cognitive tempo (SCT) symptoms. However, no study has examined SCT in adolescents without ADHD, examined whether adolescent self-reported SCT is distinct from adolescent self-reported ADHD inattention (ADHD-IN), or evaluated whether links between SCT and internalizing problems differ for adolescents with or without ADHD. The present study is the first to (1) determine the convergent and discriminant validity of self-reported SCT and ADHD-IN symptoms in both adolescents with and without ADHD, (2) test the invariance of SCT and ADHD-IN symptoms across ADHD and comparison groups, (3) examine SCT as uniquely related to a range of internalizing-relevant domains, and (4) evaluate if the association between SCT with internalizing correlates differs for adolescents with or without ADHD. Participants were adolescents (M[subscript age]=13 years) with (n=162) and without (n=140) ADHD. Adolescents and parents completed measures of internalizing symptoms and emotion dysregulation; adolescents completed measures of rumination and suicidal ideation. Analyses indicated that 13 of the 15 SCT items demonstrated convergent and discriminant validity from ADHD-IN, and SCT and ADHD-IN demonstrated invariance across the ADHD and comparison groups and across sex. SCT, but not ADHD-IN, was uniquely associated with greater adolescent-reported internalizing symptoms and suicidal ideation. Both SCT and ADHD-IN were uniquely associated with adolescent-reported emotion dysregulation and parent-reported internalizing symptoms. Only ADHD-IN was uniquely associated with parent-reported emotion dysregulation. Findings support the differentiation of adolescent-reported SCT and ADHD-IN and demonstrate associations between SCT and increased internalizing problems in adolescents with and without ADHD. [This article is published in &quot;Journal of Abnormal Child Psychology&quot; v48 p391-406 2020.] ED603031 Sluggish Cognitive Tempo in Adolescents with and without ADHD: Differentiation from Adolescent-Reported ADHD Inattention and Unique Associations with Internalizing Domains Grantee Submission 2020-00-00 Institute of Education Sciences (ED) National Institute of Mental Health (DHHS/NIH) 35 T http://dx.doi.org/10.1007/s10802-019-00603-9 2020 -1 As Provided APR2020 Yes R305A160126 K23MH108603

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No Shyness Academic Achievement Intervention Personality Kindergarten Grade 1 Elementary School Students Low Income Students Urban Schools After School Programs Reading Programs Attention Control Transitional Programs Parents Elementary School Teachers Statistical Analysis Statistical Significance O'Connor, Erin E. Cappella, Elise McCormick, Meghan P. McClowry, Sandee G. Journal Articles Reports - Research ISSN-0279-6015 English Kindergarten Primary Education Early Childhood Education Grade 1 Elementary Education This study investigated the efficacy of the INSIGHTS into Children's Temperament intervention in supporting the academic development of shy kindergarten and first-grade children. INSIGHTS is a temperament-based intervention with teacher, parent, and classroom programs. The participants included 345 children from 22 low-income, urban elementary schools who were randomly assigned to INSIGHTS or a supplemental after-school reading program. Growth-curve modeling showed that shy children in INSIGHTS evidenced more rapid growth in critical thinking and math than their shy peers in the attention-control condition during kindergarten and the transition to first grade. The effects of INSIGHTS were partly indirect through improved behavioral engagement. INSIGHTS enhances the academic development of early elementary school children with shy temperaments. EJ1142185 Enhancing the Academic Development of Shy Children: A Test of the Efficacy of INSIGHTS School Psychology Review v43 n3 p239-259 2014 2014-00-00 21 National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/ T https://www.tandfonline.com/doi/full/10.1080/02796015.2014.12087426 2014 -1 As Provided APR2020 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/81849

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No Preschool Education Comparative Analysis Foreign Countries Educational Quality Teacher Education Programs Coaching (Performance) Faculty Development Child Development School Readiness Social Development Emotional Development Heads of Households Illiteracy Parent Teacher Cooperation Males Institutional Characteristics Family Characteristics Longitudinal Studies Attribution Theory Preschool Children Wolf, Sharon Aber, J. Lawrence Behrman, Jere R. Peele, Morgan Journal Articles Reports - Research Ghana EISSN-1467-7687 English Early Childhood Education Preschool Education Preschool programs have expanded rapidly in low- and middle-income countries, but there are widespread concerns about whether they are of sufficient quality to promote children's learning and development. We conducted a large school-randomized control trial ('Quality Preschool for Ghana' -- QP4G) of a one-year teacher training and coaching program, with and without parental-awareness meetings, designed to improve preschool quality and child development. We followed 3,435 children in 240 schools in the Greater Accra Region of Ghana, a country with universal pre-primary education. A previous study reported positive impacts of teacher training (but not teacher training plus parental-awareness meetings) at the end of the implementation year on some dimensions of classroom quality, teacher well-being, and children's school readiness (Wolf et al., [2019] &quot;Journal of Research on Educational Effectiveness,&quot; 12, 10-37). The present study analyzed a new round of data collected 1 year after the end of implementation to assess (a) the extent of persistence in impacts on child development and (b) whether such impacts vary by select child, household, and school characteristics. We found impacts of the teacher training intervention on children's overall school readiness were sustained (d = 0.13), but were only marginally statistically significant. When broken down by domain, impacts on social-emotional skills specifically persisted. Persistent negative effects of teacher training plus parental-awareness meetings varied by the literacy status of the male parent such that negative impacts were concentrated in children in households with non-literate male heads. EJ1226125 Longitudinal Causal Impacts of Preschool Teacher Training on Ghanaian Children&apos;s School Readiness: Evidence for Persistence and Fade-Out Developmental Science v22 n5 e12878 Sep 2019 2019-09-00 19 Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA T http://dx.doi.org/10.1111/desc.12878 2019 -1 As Provided APR2020 https://datacatalog.worldbank.org/dataset/ghana-quality-preschool-impact-evaluation-2017

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Yes Preservice Teachers Knowledge Level Investment Money Management Retirement Undergraduate Students Preferences Retirement Benefits Familiarity Thripp, Richard Reports - Research Books Florida EISSN- English Higher Education Postsecondary Education New teachers are facing lower pay and less generous retirement benefits than the prior generation, yet their financial and retirement knowledge, concerns, and preferences have received little attention. To investigate these areas, the author developed a 39-item survey instrument and administered it to 314 preservice teachers in undergraduate teacher education courses at the University of Central Florida, who were primarily female elementary and early childhood education juniors and seniors ages 18-25. Florida public employees are offered an unusual choice between a traditional pension plan and a defined-contribution plan similar to a 401(k) in which they can select their own investments, and 54% of surveyed preservice teachers preferred the 401(k)-like plan structure. However, their preferences may be ill-advised, given that in a mock portfolio allocation exercise intended to assess retirement investing sophistication, preservice teachers directed more than half their retirement money to low-risk money market and bond funds, which will likely underperform stocks over several decades. Furthermore, they anticipated that low salaries will impede their ability to save for retirement. For comparison, the survey was also administered to 205 U.S. college students or graduates ages 18-25 on the Amazon Mechanical Turk platform for $1.00 each. Worrisomely, preservice teachers had significantly lower financial knowledge and retirement investing sophistication. These findings suggest a need for financial education targeting Florida preservice teachers, particularly given that the Florida Retirement System substantially cut its benefits in 2011. [This book was edited by Ismail Sahin and Wenxia Wu and published by the International Society for Technology, Education and Science (ISTES) Organization.] ED603512 A Survey of Investing and Retirement Knowledge and Preferences of Preservice Teachers Online Submission 2019-12-00 978-1-9520-9204-6 176 N/A 2020 -1 As Provided APR2020

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Yes Native Language Mathematics Instruction Science Instruction Foreign Countries Creoles French Secondary School Students Language of Instruction Mathematics Achievement Science Achievement Instructional Effectiveness Scores Self Concept Experimental Groups Control Groups Behrmann, Tatiana Reports - Research Books Tests/Questionnaires Haiti EISSN- English Secondary Education Although Kreyol is the language spoken and understood by the majority of Haitians, French is the language used as the medium for instruction. The use of a foreign language as a means for students to acquire literacy is a practice that has led to an ineffective educational system in Haiti. The aim of the quasi-experimental research study is to study the effects of using Kreyol versus French as the instructional method in math and science classes. Participants were selected from a target population of 246 girls at a private school. Students from this institution are part of the 29% of people who attend secondary schools in Haiti. The 139 students that were part of the sample were randomly divided into two groups per class (standard and Kreyol condition) and were given a pre-test followed by a lesson then a post-test. Students in the standard group were taught in French and those in experimental group in Kreyol. Data gathered from the intervention were analyzed and results indicated that pre-test scores of French condition and Kreyol condition groups were normally distributed. When ANCOVA was used as one of the data analysis tools, because it French conditions for pre-test values and allows for observation of post-test scores, results yielded confirmed a significant difference between the French condition and Kreyol condition groups. The results from this quasi-experimental study provided data that aligned with the literature review and demonstrated that there was in fact a significant difference in performance when Kreyol was used as a medium for instruction instead of French. The results further provide statistical data confirming the important role that Kreyol should play in the improvement of the Haitian education system. [Edited by Ismail Sahin and Tami Shelley. This report was published by the International Society for Technology, Education and Science (ISTES) Organization (http://www.istes.org).] ED603513 Evaluating the Effects of Mother Tongue on Math and Science Instruction Online Submission 2018-12-00 978-1-952092-05-3 101 T 2020 -1 As Provided APR2020

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No Occupational Aspiration Careers Expectation Job Skills Labor Needs Foreign Countries Secondary School Students Economically Disadvantaged Disadvantaged Youth At Risk Students Academic Aspiration Educational Attainment Socioeconomic Status Postsecondary Education Access to Information Costs Reports - Research Program for International Student Assessment EISSN-2226-0919 Organisation for Economic Cooperation and Development (OECD) (France) English Secondary Education Postsecondary Education Adolescence is a period when young people start to prepare for adult life. Teenagers have to make important decisions relevant to their working lives later on, such as what field of study or type of education they will pursue. But young people often lack sufficient knowledge about the breadth of job opportunities and careers open to them; their career and education aspirations are often shaped more by their personal background. In addition to perpetuating existing inequalities in the labour market, this may lead to expectations that are not aligned with the needs of the job market these students will soon enter, particularly in the context of rapid technological advances. While the mismatch between labour market needs and prospective employees' skills sets is growing, countries need to adapt the supply of skills in order to fuel economic prosperity and ensure that no one is left behind. Education systems can play a crucial role in channelling skills and talent into the labour market and helping young people develop a fair assessment of the opportunities available to them. ED603514 Are Students&apos; Career Expectations Aligned with Their Skills? PISA in Focus No. 104 OECD Publishing 2020-02-25 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://www.oecd-ilibrary.org/education/are-students-career-expectations-aligned-with-their-skills_ed790c76-en 2020 -1 As Provided APR2020

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Yes Guidelines Program Implementation Educational Change Stakeholders Capacity Building Goal Orientation Educational Planning Educational Improvement Wicks, Anne Chiang, Eva M. Taylor-Raymond, Justine Reports - Descriptive George W. Bush Presidential Center, George W. Bush Institute English The framework describes how to manage complex changes to practice and policy. Research-based initiatives should drive what happens in classrooms and schools. However, new education initiatives tend to fade away mid-year or that they have mixed results. Commonly the &quot;what&quot; -- the new program or initiative -- is where leaders solely put their focus. As a result, improvement is usually anecdotal and sporadic. The Effective Implementation Framework was created to address this gap between vision and reality directly. The framework outlines the work and resources required to meaningfully change practice or policy in an organization in service of student success. ED603515 Effective Implementation Framework George W. Bush Institute, Education Reform Initiative 2019-00-00 9 George W. Bush Institute, Education Reform Initiative. 2943 SMU Boulevard, Dallas, TX 75205. Tel: 214-200-4300; e-mail: educationreform@bushcenter.org; Web site: http://www.bushcenter.org N/A 2020 -1 ERIC APR2020

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Yes Community Colleges Two Year College Students Enrollment Rate Enrollment Trends Enrollment Full Time Students Online Courses Tables (Data) Numerical/Quantitative Data Illinois Illinois Community College Board English Higher Education Postsecondary Education Two Year Colleges Community colleges report opening spring term enrollment figures to the Illinois Community College Board using a brief web based survey. These figures reflect student enrollments as of the end of registration for the Spring 2020 semester--usually the 10th day of the term. Overall, compared to the same term one year ago, statewide Spring 2020 headcount enrollments and full-time equivalent (FTE) enrollments both decreased. The Spring 2020 semester headcount was 279,771 compared to 283,146 last year (a headcount decrease of 3,375 or -1.2 percent). The latest FTE count was 152,349 compared with 154,740 a year ago (an FTE decrease of 2,391 or -1.5 percent). FTE figures reflect the total number of credit hours being taken by students divided by 15--the number of semester hours traditionally considered a full-time class load. Table 1 contains comparative statewide spring tenth-day enrollments for the last five years. Figure 1 illustrates a comparison of headcount and FTE trends from 2016-2020. Table 2 provides a comparison of fiscal year 2016 through fiscal year 2020 spring headcount enrollments for each community college. Among the 48 community colleges, since last year headcount increases were reported at 18 colleges (1.0 percent or higher). Table 3 contains a comparison of full-time equivalent (FTE) enrollments for the same five-year period. Table 4 provides fiscal year 2016 through fiscal year 2020 spring opening enrollments (duplicated) in internet-based courses at each community college. [For the 2019 Spring Enrollment report, see ED598188.] ED603516 Illinois Community College Board Fiscal Year 2020 Spring Enrollment Illinois Community College Board 2020-02-00 6 Illinois Community College Board. 401 East Capitol Avenue, Springfield, IL 62701-1711. Tel: 217-785-0123; Fax: 217-254-4981; e-mail: webmaster@iccb.org; Web site: https://www.iccb.org/iccb/ N/A 2020 -1 ERIC APR2020

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Yes Preschool Education Preschool Curriculum Kindergarten School Districts Program Evaluation Achievement Tests Standardized Tests Academic Achievement Reading Achievement Mathematics Achievement Ethnicity Racial Differences Gender Differences Economically Disadvantaged Special Education Limited English Speaking At Risk Students Outcomes of Education Scores Best Practices Effect Size Reports - Research Numerical/Quantitative Data Stanford Achievement Tests Houston Independent School District (HISD), Department of Research and Accountability English Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education The Houston Independent School District (HISD) has provided prekindergarten classes for Houston area four-year old students since the 1985-1986 academic year. The focus of the program has been beginning literacy and oral language development that support individual needs as well as the language and cultural backgrounds of children. The central feature of the program has been communication and literacy that form the basis of children's future academic success. There are two main HISD prekindergarten program models: Early Childhood Centers and school-based programs. The vision of the HISD Early Childhood Centers initiative is to serve as a model for the district by providing a comprehensive state-of-the-art preschool program. The purpose of this evaluation was to assess the impact of two HISD prekindergarten class models on students' performance on the 2012-2013 Stanford and Aprenda reading and mathematics subtests. The most notable findings of this evaluation were: (1) There were no statistically significant differences in the mean Normal Curve Equivalent (NCE) scores on both 2012-2013 kindergarten Stanford and Aprenda reading and mathematics subtests between students who attended Early Childhood Centers and their peers in school-based programs; and (2) At the student group level, the results show that the performance of Early Childhood Center students and school-based program students on both 2012-2013 kindergarten Stanford and Aprenda reading subtests were comparable in all student groups (ethnicity, gender, economically disadvantaged, special education status, limited English proficiency (LEP), and at-risk). However, the results show that the non-at-risk students who attended the Early Childhood Centers outperformed their school-based program peers on the Stanford mathematics subtest. ED603517 Prekindergarten Education Program: A Performance Comparison of Early Childhood Centers and School-Based Programs, 2012-2013. Research Educational Program Report Houston Independent School District 2014-01-27 28 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Preschool Education Program Evaluation Child Care Centers School Activities School Districts Standardized Tests Achievement Tests Reading Tests Mathematics Tests Reading Achievement Mathematics Achievement Scores Ethnicity Racial Differences Gender Differences Economically Disadvantaged Special Education Limited English Speaking At Risk Students Achievement Gap Faculty Development Best Practices Norm Referenced Tests Effect Size Reports - Research Numerical/Quantitative Data Texas (Houston) Stanford Achievement Tests Houston Independent School District (HISD), Department of Research and Accountability English Early Childhood Education Preschool Education Houston Independent School District (HISD) has provided prekindergarten classes for Houston area four-year old students since the 1985-1986 academic year. The focus of the program is on lifelong learning to enhance the physical, emotional, and social wellbeing of the whole child and provide the foundational skills required for career and college readiness. There are two main HISD prekindergarten program models: Early Childhood Centers and school-based programs. The vision of the HISD Early Childhood Centers initiative is to serve as a model for the district by providing a comprehensive state-of-the-art preschool program. The purpose of this evaluation was to assess the impact of two HISD prekindergarten class models on students' performance on the 2013-2014 Stanford and Aprenda reading and mathematics subtests. The most notable findings of this evaluation were: (1) There were no statistically significant differences in the mean Normal Curve Equivalent (NCE) scores on both 2013-2014 kindergarten Stanford and Aprenda reading and mathematics subtests between students who attended Early Childhood Centers and their peers in school-based programs; and (2) At the student group level, the results show that the performance of Early Childhood Center students and school-based program students on both 2013-2014 kindergarten Stanford and Aprenda reading subtests were comparable in all student groups (ethnicity, gender, economically disadvantaged, special education status, limited English proficiency (LEP), and at-risk). ED603518 Prekindergarten Education Program: A Performance Comparison of the Early Childhood Centers and School-Based Programs, 2013-2014. Research Educational Program Report Houston Independent School District 2014-09-30 29 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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Yes Charter Schools Retirement Benefits Urban Schools Rural Urban Differences Compensation (Remuneration) Teacher Retirement Program Costs Program Improvement Koedel, Cory Ni, Shawn Podgursky, Michael Xiang, P. Brett Reports - Research Missouri Missouri (Kansas City) Missouri (Saint Louis) Ewing Marion Kauffman Foundation English This report examines teacher pension plans in Missouri, with a particular focus on the Kansas City and Saint Louis school districts. Missouri is unusual in that public educators are divided among three pension systems: the Kansas City Public School Retirement System (KC), which covers 3 percent of Missouri teachers; the Public School Retirement System of the City of St. Louis (STL), which covers 4 percent; and the state Public Service Retirement System (PSRS), which covers the remaining 93 percent of teachers. Kansas City and Saint Louis teachers are enrolled in Social Security, while teachers in the larger state system are not. There is no reciprocity between the systems, which means that teachers lose employer contributions if they change systems. Costs have risen sharply over the last decade in the STL and PSRS plans. They will begin rising in the KC plan in 2014. Due to additional notable features of the pension landscape for public educators in Missouri, the authors find that the maintenance of separate pension plans for Kansas City and Saint Louis teachers represents a costly barrier to school improvement that needlessly balkanizes the market for educators in the two metropolitan areas. Therefore they recommend a reform agenda for the pension plans that includes six specific elements. [For the erratum to this report, see ED603522.] ED603519 Missouri Charter Schools and Teacher Pension Plans: How Well Do Existing Pension Plans Serve Charter and Urban Teachers? Ewing Marion Kauffman Foundation 2014-02-00 33 Ewing Marion Kauffman Foundation. 4801 Rockhill Road, Kansas City, MO 64110. Tel: 816-932-1000; Web site: http://www.kauffman.org N/A 2020 -1 ERIC APR2020

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No Educational Research Educational Assessment Student Evaluation Educational Trends Achievement Tests Elementary Secondary Education Foreign Countries International Assessment Mathematics Achievement Mathematics Tests Science Achievement Science Tests Grade 4 Reading Achievement Reading Tests 21st Century Skills Peer Evaluation Writing Apprehension English Language Learners Foreign Students Higher Education Khine, Myint Swe, Ed. Books Collected Works - General Trends in International Mathematics and Science Study Progress in International Reading Literacy Study English Elementary Secondary Education Elementary Education Grade 4 Intermediate Grades Higher Education Postsecondary Education Assessment and evaluation have always been an integral part of educational process. Quality and purposeful assessment can assist in students' learning and their achievement. While there has been a rapid growth in international, standardized student assessments in the past few decades, a large number of education systems participating in these assessments are now focusing their attention on developing new national, within-country assessments to evaluate educational standards and to modify the curriculum to better suit to the demands of the 21st century. Education systems that are successful in linking the national curriculum and assessments directly to international standards are performing better on international standardized assessments of reading, mathematics, and science. This book covers studies related to educational assessment in addressing quality of education and performance improvement. The book presents the distinguished and exemplary works by educators and researchers in the field highlighting the contemporary trends and issues, creative and unique approaches, innovative methods, frameworks, pedagogies and theoretical and practical aspects in assessment processes in various educational settings. This book contains the following chapters: (1) Treasures in Trends: Analyses of TIMSS and PIRLS Trends Using Contextual Data (Martin Hooper, Yifan Bai, and Markus Broer); (2) Program for International Student Assessment: Constancy, Evolution, and Innovation (Miyako Ikeda); (3) Development of a Measurement Approach to Assess 21st Century Skills (Claire Scoular and Michael Timms); (4) Advances in Measuring &quot;Hard-to-Measure&quot; Skills (Patrick C. Kyllonen); (5) The Future of Assessment: How Will AI, Automation, and Machine Learning Change How We Develop and Deliver Assessments? (Nathan Thompson); (6) The Effects of Peer Assessment vs. Teacher Assessment on the Writing Apprehension of English Learners (Isil Ipek Kanat Küçüktezcan, Sölen Altay, and Enisa Mede); (7) Conceptions of Assessment Among Teachers: A Validation Study (Farouq Almeqdadi, Myint Swe Khine, and Ernest Afari); and (8) Understanding Assessment Experiences and Perceptions of International Students in Higher Education (Mürüvvet Çolakoglu and Derin Atay). ED603520 Contemporary Perspectives on Research in Educational Assessment IAP - Information Age Publishing, Inc. 2020-00-00 978-1-6411-3938-0 IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com N/A https://www.infoagepub.com/products/Contemporary-Perspectives-on-Research-in-Educational-Assessment 2020 -1 ERIC APR2020

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Yes Educational Change Lifelong Learning Experiential Learning Educational History Distance Education Educational Technology Learning Theories Technology Uses in Education Information Security Privacy Data Analysis Data Collection Visualization Evaluation Methods Feedback (Response) Teaching Methods Competency Based Education Social Development Self Management Instructional Design Governance Strategic Planning Change Strategies Elementary Secondary Education Postsecondary Education Higher Education Walcutt, J. J., Ed. Schatz, Sae, Ed. Books Collected Works - General Reports - Research ISSN- Advanced Distributed Learning (ADL) English Elementary Secondary Education Postsecondary Education Higher Education The book examines the shift needed to our systems and society to enable lifelong, experiential, interconnected learning journeys. The book outlines the vision for a learning ecosystem that spans technology, learning science, policy, and organizational factors. &quot;Modernizing Learning&quot; is the outcome of a multi-year study recently completed by the Advanced Distributed Learning (ADL) Initiative, a Department of Defense (DoD)-sponsored program that conducts research, development, testing, evaluation, and policy stewardship to enhance distributed learning. More than 85 stakeholders from across communities contributed, bringing together perspectives from K-12 educators, military trainers, technology specialists, and government leaders. ED603521 Modernizing Learning: Building the Future Learning Ecosystem Advanced Distributed Learning Initiative 2019-00-00 978-0-1609-5088-9 416 Advanced Distributed Learning Initiative. 1901 North Beauregard Street Suite 600, Alexandria, VA 22311. Tel: 571-480-4640; e-mail: ADLinitiative@adlnet.gov; Web site: https://adlnet.gov/ N/A 2020 -1 ERIC APR2020

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Yes Charter Schools Retirement Benefits Urban Schools Rural Urban Differences Compensation (Remuneration) Teacher Retirement Program Costs Program Improvement Koedel, Cory Ni, Shawn Podgursky, Michael Xiang, P. Brett Reports - Descriptive Missouri Missouri (Kansas City) Missouri (Saint Louis) Ewing Marion Kauffman Foundation English In &quot;Missouri Charter Schools and Teacher Pension Plans: How Well Do Existing Pension Plans Serve Charter and Urban Teachers?&quot; the authors stated that there is no reciprocity between the three Missouri teacher pension plans, based on their understanding that employer contributions could not transfer between plans. That statement is correct concerning the Missouri Public School Retirement System (PSRS) and the Public School Retirement System of the City of St. Louis (STL). However, since 2008 there has been in place a reciprocity agreement between PSRS and the Kansas City Public School Retirement System (KC), and since 2003 between KC and STL, both of which would permit some access to employer contributions. The purpose of this correction is to clarify how reciprocity works in Kansas City, focusing on the more empirically relevant issue of reciprocity between PSRS to KC. [For the full report, see ED603519.] ED603522 Erratum to Missouri Charter Schools and Teacher Pension Plans: How Well Do Existing Pension Plans Serve Charter and Urban Teachers? Ewing Marion Kauffman Foundation 2014-08-00 3 Ewing Marion Kauffman Foundation. 4801 Rockhill Road, Kansas City, MO 64110. Tel: 816-932-1000; Web site: http://www.kauffman.org N/A 2020 -1 ERIC APR2020

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No Reading Instruction Attention Deficit Hyperactivity Disorder Family School Relationship Family Involvement Teaching Methods Self Management Reflection Peer Influence Peer Teaching Accountability Homework Cooperative Planning Elementary Secondary Education Roberts, Garrett J. Miller, Gloria E. Watts, Gavin W. Malala, Dina K. Amidon, Brigette E. Strain, Phil Journal Articles Reports - Research Tests/Questionnaires EISSN- English Elementary Secondary Education Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes research-based practices which can be integrated into the classroom reading instruction as well as foster family-school collaboration. [This article was published in &quot;Beyond Behavior&quot; (EJ1246078).] ED603523 Intensifying Reading Instruction for Students with Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family-School Collaboration Grantee Submission Beyond Behavior v29 n1 p42-51 2020 2020-00-00 Institute of Education Sciences (ED) 10 T https://doi.org/10.1177/1074295620902471 2020 -1 As Provided APR2020 Yes R324B190010

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Yes Educational Finance State Aid Program Evaluation Economically Disadvantaged Low Income Students Poverty Guidelines Public Schools Educational Equity (Finance) Finance Reform Morgan, Ivy Presume, Reetchel Grech, Mary Amerikaner, Ary Reports - Evaluative Michigan Education Trust-Midwest English Michigan's funding system is falling short for all students, especially Michigan's most vulnerable children. This means that students who are in most need are not receiving the funding that would allow them to overcome barriers and opportunity gaps. This report outlines a set of nonpartisan, research-informed guiding principles and a framework for policymakers, families, educators, community leaders and other stakeholders to evaluate the state's current funding system. It also analyzes Michigan's current funding system and how well it is structured to serve Michigan students, schools and districts -- particularly vulnerable student groups and high poverty schools. It also provides nonpartisan recommendations -- and guideposts -- for Michigan at a crucial time for the state's public school system. Finally, it highlights lessons learned from states around the country -- including the nation's leading states on equitable school funding -- to inform the policy conversation about school funding reform in Michigan. [This report was also produced by Michigan Achieves.] ED603524 Michigan&apos;s School Funding: Crisis and Opportunity Education Trust-Midwest 2020-00-00 Policymakers Teachers 52 Education Trust-Midwest. 301 East Liberty Street Suite 650, Ann Arbor, MI 48104. Tel: 734-619-8008; Fax: 734-619-8009; Web site: http://www.edtrust.org/midwest N/A 2020 -1 As Provided APR2020

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Yes Nutrition Instruction Health Education Life Style Preservice Teachers Comparative Analysis Pretests Posttests Science Education Health Behavior Student Attitudes Measures (Individuals) Scores Sexuality Sex Education Teacher Education Programs Foreign Countries Mertoglu, Hatice Senöz, Ahmet Burak Bahar, Aysenur Journal Articles Reports - Research Turkey (Istanbul) ISSN-2501-5915 English Higher Education Postsecondary Education The aim of this study was to investigate the effect of nutrition and sexual health education on healthy lifestyle behaviours of teacher candidates (HLSB). In the research, a quasi-experimental research one-group pretest-posttest design, a quantitative research method, was used. The sample of the study consisted of 60 pre-service teachers studying at the science education department of a public university. The data were gathered by Healthy Lifestyle Behaviours (HLSB) Scale-II. It was determined that the levels of healthy lifestyle behaviours of the participants in both groups were low and close to each other before intervention. According to the results of nutrition education obtained from the research, there was found a significant difference in the average scores of the HLSB scale for the intervention group. They differed significantly by subscales and the overall score of HLSB except for the &quot;Interpersonal Relations&quot; subscale. The effect of given nutrition education on students' healthy lifestyle behavior levels was found to be 'very high'. According to the results related to sexual health education, healthy lifestyle behavior levels only differed in &quot;Health Responsibility&quot; subscale. In the study, no significant difference was found between the post-test scores of the students in both the nutrition and sexual health education groups. This result is interpreted that nutrition education and sexual education are similarly effective in students' healthy lifestyle behaviors. This result shows that &quot;health education&quot; should be reconsidered in accordance with today's health understanding defined as biopsychosocial. In order for students to develop healthy lifestyle behaviors, both nutrition education and sexual health education should be given. ED603525 The Effect of Nutrition and Sexual Health Education on Healthy Lifestyle Behaviors of Preservice Teacher Online Submission European Journal of Alternative Education Studies v5 n1 p54-70 2020 2020-00-00 17 N/A 2020 -1 As Provided APR2020

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Yes Student Financial Aid Low Income Students State Aid High School Seniors Financial Aid Applicants Student Attitudes Barriers State Legislation Minority Group Students Program Implementation Equal Education Educational Policy Data Collection Partnerships in Education Wu, Tyler Reports - Research California Education Trust-West English High Schools Secondary Education California is fortunate to be the 5th largest economy in the world with an abundance of resources and diverse talent. Among those resources are our state colleges, which are not only premier institutions, but they are also changing lives and communities. Access to financial aid is critical for low-income students and students of color who want to go to college. Annually, California provides $2 billion in state financial aid, through the California State Aid Commission's Cal Grant program offered to all students, including undocumented students. However, thousands of students in California who are eligible for financial aid do not receive it. Over the last two years, nearly a half million high school seniors in California did not complete a Free Application for Federal Student Aid (FAFSA) or California Dream Act Application (CADAA). Despite notable informational, awareness, and completion efforts at the local level to increase these rates, only 54% of California's high school seniors completed a financial aid application in 2018, ranking the state 30th in the nation. Some of the reasons many eligible students do not complete a financial aid form are because they believe they do not qualify, have no information on how to apply, or do not want to share personal information because they fear deportation. This research brief offers district and school leaders strategies to increase financial aid application completion rates and equitably implement Assembly Bill 2015 (Reyes). While there are schools and districts making strides, more can be done to greatly increase financial aid awareness for more low-income students and students of color. Such &quot;components of success&quot; identified through research include: (1) prioritizing completion through policy; (2) collecting and monitoring appropriate data; (3) establishing and maintaining strong partnerships; (4) building relationships and trust; and (5) programming with students at the center. An advocacy action guide is provided to assist high schools and school districts to implement successful strategies that increase financial aid application completion rates. [This research brief was written with Anthony Chavez, Mariah Cochran, Mayra A. Lara, Jacques Lesure, José Muñoz, Yvonne Muñoz, Christopher Nellum, Rachel Ruffalo, Leni Wolf, and Andy Wong. Funding for this report was also provided by Michelson 20MM Foundation.] ED603526 Hidden Figures: A Framework to Increase Access to Financial Aid Education Trust-West 2019-00-00 Bill and Melinda Gates Foundation California Community Foundation College Futures Foundation Evelyn and Walter Haas, Jr. Fund Marin Community Foundation Silicon Valley Community Foundation 12 Education Trust-West. 1814 Franklin Street Suite 220, Oakland, CA 94612. Tel: 510-465-6444; Fax: 510-465-0859; Web site: http://www.edtrust.org/west N/A 2020 -1 ERIC APR2020

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No Engineering Education Elementary Secondary Education Capacity Building Preservice Teacher Education Faculty Development College Role Educational Objectives Inservice Teacher Education Reports - Research Tests/Questionnaires National Academies, National Academy of Sciences National Academies, National Academy of Engineering National Academies, National Academy of Medicine English Elementary Secondary Education Higher Education Postsecondary Education Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. &quot;Building Capacity for Teaching Engineering in K-12 Education&quot; reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States. [Contributors include the Division of Behavioral and Social Sciences and Education; the Board on Science Education; and the Committee on Educator Capacity Building in K-12 Engineering Education.] ED603527 Building Capacity for Teaching Engineering in K-12 Education. Consensus Study Report National Academies Press 2020-00-00 National Science Foundation (NSF) 978-0-309-49942-2 187 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/10.17226/25612 2020 -1 As Provided APR2020 1540253

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Yes Foreign Countries High Schools Social Sciences History Instruction High School Students Educational Technology Technology Uses in Education Student Attitudes Technological Literacy Grade 10 Grade 11 Measures (Individuals) Cognitive Style Turan, Ibrahim Journal Articles Reports - Research Turkey Learning Style Inventory EISSN- English High Schools Secondary Education Higher Education Postsecondary Education Grade 10 Grade 11 This study examined whether the Turkish high school social sciences major students would feel adequate and fit in a technology-enhanced educational environment, particularly in history classrooms. To this extent, this study investigated high school students' level of proficiency in technology-use and their attitudes toward the use of educational technologies in classrooms. The data for this study was collected using Kolb's Learning Style Inventory (LSI Version-3) and a 27-item Technology Questionnaire. The results revealed that from the point of proficiency and attitude Turkish high school social sciences major students have the essential technology skills and knowledge to feel adequate in a technology-enhanced learning environment. They also have positive attitudes toward use of educational technologies in history classrooms. Therefore they seem to be ready for technology-enhanced instruction. ED603528 Student Readiness for Technology Enhanced History Education in Turkish High Schools Online Submission Cypriot Journal of Educational Sciences v5 p94-106 2010 2010-00-00 13 N/A 2020 -1 As Provided APR2020

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No Teacher Role Educational Change Standards Teacher Education Programs Expectation Educational Policy Faculty Development Preservice Teacher Education Teaching Methods Learning Processes Educational Trends Labor Market Teacher Supply and Demand Workplace Learning Program Development Elementary Secondary Education Kindergarten Teacher Characteristics Floden, Robert, Ed. Stephens, Amy, Ed. Scherer, Layne, Ed. Books Reports - Evaluative National Academies, National Academy of Sciences National Academies, National Academy of Engineering National Academies, National Academy of Medicine English Higher Education Postsecondary Education Elementary Secondary Education Early Childhood Education Elementary Education Kindergarten Primary Education Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success. &quot;Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace&quot; explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the workplace and in-service professional development. [Contributors include Committee on Understanding the Changing Structure of the K 12 Teacher Workforce; Board on Higher Education and Workforce; Policy and Global Affairs; Board on Science Education; and Division of Behavioral and Social Sciences and Education.] ED603529 Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace. Consensus Study Report National Academies Press 2020-00-00 William and Flora Hewlett Foundation 978-0-309-49903-3 196 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://nap.edu/25603 2020 -1 As Provided APR2020

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No Racial Differences Racial Bias Disproportionate Representation Discipline Social Justice Positive Behavior Supports Behavior Modification Student Behavior Minority Group Students Cultural Relevance Intervention Expectation Standards Teaching Methods Positive Reinforcement Parent Role Decision Making Data Bastable, Eoin Fairbanks Falcon, Sarah Nese, Rhonda Meng, Paul McIntosh, Kent Reports - Research EISSN- English Addressing racial disparities in school discipline is an urgent and widespread issue facing U.S. schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated school-wide practices. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented and research-validated approach shown to improve behavioral and academic outcomes, yet evidence suggests students of color remain disproportionately disciplined in schools implementing the SWPBIS framework to fidelity. Contextual fit is a core principle of SWPBIS, but in practice, schools may lack effective strategies to enhance equity using the framework's Tier 1 core practices. This article describes promising enhancements to universal school practices aimed at reducing school discipline disparities. [This paper will be published in &quot;Preventing School Failure.&quot;] ED603530 Enhancing School-Wide Positive Behavioral Interventions and Supports Tier 1 Core Practices to Improve Disciplinary Equity Grantee Submission 2019-11-30 Institute of Education Sciences (ED) 26 T 2020 -1 As Provided APR2020 Yes R324A170034

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Yes English for Academic Purposes Literature Writing Instruction English (Second Language) Second Language Learning Second Language Instruction Syntax Literary Genres Reading Writing Relationship Advanced Students Course Descriptions Reading Comprehension Writing Skills Teaching Methods Metacognition Writing Strategies Scaffolding (Teaching Technique) Foreign Students College Students Perkins, Kyle Jiang, Xuan Journal Articles Reports - Research ISSN-2577-5081 English Higher Education Postsecondary Education This paper proposes a literature-based composition course for advanced Non-native English Speaking (NNES) students in an English for Academic Purposes (EAP) program and provides a rationale, a syllabus, and some suggested pedagogy for consideration. The principal reasons for choosing a literature-based format, in our opinion, include the following: (1) extended writing about texts should lead to reading comprehension improvement; (2) culturally responsive literature should enhance engagement; (3) reading literature will assist NNES students with developing strategies applied to reading-to-write tasks and to integrated writing skills; (4) reading for writing (RFW) will expose NNES students to a wide range of genres, syntactic constructions, discourse structures, and words and word families; (5) RFW should lead to the development of multiple-documents literacy; and (6) contemporary writing models incorporate reading as a component of the composing process, which emphasizes the interdependency of reading and writing. ED603531 A Proposed Literature-Based Syllabus for EAP Writing Online Submission Journal of Global Education and Research v3 n1 Article 7 Jun 2019 2019-06-00 16 N/A 2020 -1 As Provided APR2020

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Yes Community Colleges Two Year College Students Student Characteristics Gender Differences Racial Differences Ethnicity Socioeconomic Status Educational Attainment Geographic Location Enrollment Trends College Credits Foreign Students Adult Education Instructional Program Divisions Full Time Equivalency Full Time Students Part Time Students Age Differences Tuition Continuing Education Dual Enrollment Developmental Studies Programs Academic Libraries Library Services Library Materials Certification Associate Degrees College Transfer Students Grades (Scholastic) Academic Persistence Wages Occupations College Faculty College Administration Fees Student Financial Aid Numerical/Quantitative Data Reports - Descriptive Texas (Houston) Houston Community College System, Office of Institutional Research English Higher Education Postsecondary Education Two Year Colleges Adult Education The Houston Community College (HCC) 2018-2019 Fact Book provides statistical information about the college district. Data presented in this publication may differ slightly from statistics found in other reports. Such variances may result from differences methodology including the source of information used, the reporting period covered (semester, academic year, fiscal year), or the student base included (semester credit, continuing education, adult education and literacy). The source of the information in each table and graph is cited, along with the date generated, the reporting period, and the students included. The Glossary of Term provide definitions of key attributes. [For the 2017-2018 edition, see ED588891.] ED603532 Houston Community College Fact Book, 2018-2019 Houston Community College, Office of Institutional Research 2018-12-01 98 Houston Community College, Office of Institutional Research. P.O. Box 667517 MC 1147, Houston, TX 77266. Tel: 713-718-8625; Fax: 713-718-2031; Web site: http://www.hccs.edu/oir N/A 2020 -1 As Provided APR2020

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No Teaching Guides Literacy Student Evaluation Evaluation Methods Formative Evaluation Summative Evaluation Benchmarking National Standards State Standards Decision Making Test Use Parent Teacher Cooperation Teacher Administrator Relationship Vignettes Educational Objectives Elementary Secondary Education Educational Resources Usability Teaching Methods Literacy Education Wolsey, Thomas DeVere Lenski, Susan Grisham, Dana L. Books Guides - Classroom - Teacher English Elementary Secondary Education This clear, no-nonsense book guides current and future teachers through the concepts, tools, methods, and goals of classroom literacy assessment. The expert authors examine the roles of formative, summative, and benchmark assessments; demystify state and national tests and standards; and show how assessment can seamlessly inform instruction. Strategies for evaluating, choosing, and interpreting assessments are discussed, as are ways to communicate data to parents and administrators. User-friendly resources include boxed vignettes from teachers and researchers, practical assessment tips (and traps to avoid), and 12 reproducible planning forms and handouts. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8½&quot; x 11&quot; size. [Foreword by Diane Lapp.] ED603533 Assessment Literacy: An Educator&apos;s Guide to Understanding Assessment, K-12 Guilford Press 2020-02-19 978-1-4625-4208-6 Teachers 194 Guilford Press. 370 Seventh Avenue, Suite 1200, New York, NY 10001-1020. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com N/A https://www.guilford.com/books/Assessment-Literacy/Wolsey-Lenski-Grisham/9781462542079 2020 -1 As Provided APR2020

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No Elementary Secondary Education Preschool Education Literacy Education Teaching Methods Writing Instruction Educational Improvement Cooperative Planning Leadership Responsibility Principals Administrator Role Middle Schools High Schools Special Education Culturally Relevant Education Teacher Role Reading Consultants Coaching (Performance) Student Evaluation Reading Programs Primary Education Elementary Education Individualized Instruction Educational Technology Technology Uses in Education Academic Language English Language Learners Family School Relationship Educational Policy Equal Education Transformative Learning School Role Dagen, Allison Swan, Ed. Bean, Rita M., Ed. Books Collected Works - General English Elementary Secondary Education Early Childhood Education Preschool Education Junior High Schools Middle Schools Secondary Education High Schools Elementary Education Primary Education This authoritative text and practitioner resource has now been extensively revised and expanded with 70% new material covering new topics and standards in literacy leadership. Prominent experts present research-based methods for improving instruction, assessment, and professional learning experiences in PreK-12. The distinct roles of teachers, reading/literacy specialists, literacy coaches, special educators, and principals are explored, with an emphasis on fostering a culture of collaboration. Chapters highlight the standards that apply to each component of a schoolwide literacy program, give examples of what they look like in schools, and share implications for classroom practice and professional learning. Pedagogical features include guiding questions, case examples, vignettes, engagement activities, and annotated resources for further learning. New to This Edition: (1) Now copublished with the International Literacy Association (ILA) and grounded in ILA's updated Standards 2017; expanded grade range includes PreK; (2) Chapters on new topics: writing instruction, sustaining schoolwide improvements, and collaborative leadership; (3) New chapters on core topics: the principal's role, assessment, middle and high school literacy programs, special education, and culturally responsive instruction; and (4) Vignettes from leaders in diverse roles, &quot;Think About This&quot; questions for discussion/reflection, and end-of-chapter annotated resources. This book includes the following chapters: (1) Literacy Leadership in a Culture of Collaboration (Rita M. Bean); (2) Teachers as Literacy Leaders (Allison Swan Dagen, Aimee Morewood, and Christina Glance); Vignette: Literacy Leadership in Action (Katy Carroll); (3) The Reading/Literacy Specialist: Still a Multifaceted Role (Rita M. Bean); Vignette: Literacy Leadership in Action (Susan Porter); (4) Literacy Coaches as Literacy Leaders (Jacy Ippolito and Joanna Lieberman); Vignette: Literacy Leadership in Action (Michael P. Henry); (5) The Principal's Role in Literacy Leadership (Lori Helman and Katie Pekel); Vignette: Literacy Leadership in Action (Melissa Sonnek); (6) PreK-12 Literacy Programs: Moving from Curriculum to Collaboration to Collective Efficacy (Sharon Walpole and Megan N. Vitale); (7) Using Literacy Assessment to Improve Student Learning (Virginia Goatley, Cheryl Dozier, and Jaime Puccioni); (8) PreK/Primary Schoolwide Literacy Programs (Anne McGill-Franzen and Natalia Ward); (9) Literacy Leadership in the Elementary/Intermediate School Reading Program (Janice A. Dole, Sheree E. Springer, and Kerry A. Herman); (10) Middle and High School Literacy Programs: Attending to Both Instructional and Organizational Challenges (Jacy Ippolito, Christina L. Dobbs, and Megin Charner-Laird); (11) Differentiated Literacy Instruction (Jennifer Jones Powell, Lisa Aker, and Heidi Anne E. Mesmer); Vignette: Literacy Leadership in Action (Sheri Vasinda); (12) Fostering Effective Writing Instruction across the Grades (Sarah J. McCarthey and Carrie L. James); Vignette: Literacy Leadership in Action (Mellinee Lesley); (13) Literacy and Leadership in the Digital Age (Jill Castek and Carolyn B. Gwinn); Vignette: Literacy Leadership in Action (Justin Aglio); (14) Literacy Leadership in Special Education (Donna M. Scanlon, Virginia Goatley, and Kathleen Spring); (15) Culturally Responsive Literacy Instruction (Doris Walker-Dalhouse and Victoria J. Risko); Vignette: Literacy Leadership in Action (Valerie Kinloch); (16) Academic Language and Literacy Development for English Learners (MaryEllen Vogt); Vignette: Literacy Leadership in Action (Celia Banks); (17) Developing Effective Home-School Literacy Partnerships (Jeanne R. Paratore, Lilly M. Steiner, and Susan Dougherty); Vignette: Literacy Leadership in Action (Shawna Zervos); (18) Enactment of Reading Policy: Leading and Learning for Literacy and Equity (Sarah L. Woulfin and Britney Jones); Vignette: Literacy Leadership in Action (Sean Kottke); (19) Sustaining Literacy Practices That Transform Teaching and Learning (Lori DiGisi, Julie Meltzer, Lynn Schade, and Stephanie Maze-Hsu); and (20) Schools as Places of Learning: The Powerful Role of Literacy Leaders (Allison Swan Dagen and Rita M. Bean). [Foreword by Diane Kern. For the first edition, see ED525191.] ED603534 Best Practices of Literacy Leaders: Keys to School Improvement. Second Edition Guilford Press 2020-02-19 978-1-4625-4229-1 Administrators Teachers Students 447 Guilford Press. 370 Seventh Avenue, Suite 1200, New York, NY 10001-1020. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com N/A https://www.guilford.com/books/Best-Practices-of-Literacy-Leaders/Dagen-Bean/9781462542284 2020 -1 ERIC APR2020

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No College Students Females Disproportionate Representation Majors (Students) Gender Differences Income Educational Trends Trend Analysis Reports - Research ISSN- Organisation for Economic Cooperation and Development (OECD) (France) English Higher Education Postsecondary Education Women's participation in higher education has overtaken men's. However, women have been historically under-represented in some fields and continue to be so: they predominate in education,and health and welfare as their main fields of study, while men predominate in science, technology, engineering and mathematics. Whatever field of study they choose, however, women's earnings still lag behind men's in all fields and in all OECD and partner countries. ED603535 How Have Women&apos;s Participation and Fields of Study Choice in Higher Education Evolved over Time? Education Indicators in Focus. No. 74 OECD Publishing 2020-03-09 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://www.oecd-ilibrary.org/education/how-have-women-s-participation-and-fields-of-study-choice-in-higher-education-evolved-over-time_731d5f4a-en 2020 -1 As Provided APR2020

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No Kindergarten Elementary Secondary Education Teaching Methods Writing Instruction Persuasive Discourse Narration Metacognition Role Playing Writing Strategies Story Telling Educational Resources Guides Dialogs (Language) Reading Writing Relationship Standards Philippakos, Zoi A. MacArthur, Charles A. Books Guides - Classroom - Teacher English Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education Tested and fine-tuned in K-2 classrooms, this book provides engaging lessons and materials for teaching the three genres of writing--opinion, procedural, and story--that provide a foundation for beginning writers' persuasive, informative, and narrative writing skills. The authors' approach integrates strategy instruction, self-regulated learning, and dialogic interactions such as role play. Packed with 55 reproducible planning forms and student handouts, the book makes connections between writing and reading in ways that support growth in both areas, address learning standards, and promote writing across the instructional day. Appendices contain numerous resources to support teachers' and administrators' professional learning. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. ED603536 Developing Strategic Young Writers through Genre Instruction: Resources for Grades K-2 Guilford Press 2020-02-19 978-1-4625-4059-4 Teachers 284 Guilford Press. 370 Seventh Avenue, Suite 1200, New York, NY 10001-1020. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com N/A https://www.guilford.com/books/Developing-Strategic-Young-Writers-through-Genre-Instruction/Philippakos-MacArthur/9781462540556 2020 -1 As Provided APR2020

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No Well Being Student Surveys Student Experience Feedback (Response) College Students Student Satisfaction Racial Differences Ethnicity Life Satisfaction Anxiety Place of Residence Employment Blackman, Tim Reports - Research Numerical/Quantitative Data Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education The 2019 HEPI/Advance HE &quot;Student Academic Experience Survey&quot; shows that student wellbeing remains lower than wellbeing among the general population of young people and that anxiety levels have increased since 2018. The authors of that report make a link between these anxiety levels and a growing volume of student assignments. Given that student wellbeing is often discussed in terms of access to support and care services, the author of this report was interested to explore this effect of academic practice further. Could it be that teaching and feedback are contributing to poor student wellbeing? This Policy Note presents the results from exploring the dataset a little deeper to try to answer this question. This reports finds that higher education institutions should see increasing their students' experiences of helpful teachers and useful feedback not just as important to student achievement but also as part of their wellbeing strategies. ED603537 What Affects Student Wellbeing? HEPI Policy Note 21 Higher Education Policy Institute 2020-02-00 8 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A https://www.hepi.ac.uk/wp-content/uploads/2020/02/HEPI-Policy-Note-21-What-affects-student-wellbeing-13_02_20.pdf 2020 -1 ERIC APR2020

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Yes College Programs Access to Education College Admission Selective Admission College Applicants Gender Differences High School Students College Bound Students Information Dissemination Eligibility Student Characteristics Holzman, Brian Chukhray, Irina Li, DongMei Reports - Research Texas (Houston) ISSN- Rice University, Houston Education Research Consortium (HERC) English Higher Education Postsecondary Education High Schools Secondary Education The EMERGE Fellowship is an intensive college access program which targets talented but underserved students. It aims to encourage them to attend selective colleges and universities since these students often attend less selective postsecondary institutions (known as academic undermatch). However, not all students eligible for EMERGE apply. This descriptive study compares 2016-2017 EMERGE applicants to students who do not apply and finds that although they are generally comparable, students who apply to EMERGE are more likely to be female and more likely to have attended an information session. ED603538 Who Applies to EMERGE? Research Brief for the Houston Independent School District. Volume 8, Issue 6 Houston Education Research Consortium 2019-09-00 22 Houston Education Research Consortium. 6100 Main Street, MS-258, Houston, Texas 77005. Tel: 713-348-2532; e-mail: herc@rice.edu; Web site: https://kinder.rice.edu/houston-education-research-consortium N/A 2020 -1 As Provided APR2020

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Yes Pragmatics Second Language Learning Second Language Instruction Language Proficiency Spanish Student Evaluation Teaching Methods Instructional Effectiveness Videoconferencing Cultural Awareness Comparative Analysis Multiple Choice Tests College Students Pretests Posttests Achievement Gains Speech Acts Bachelor, Jeremy W. Reports - Research Tests/Questionnaires EISSN- English Higher Education Postsecondary Education The objective of this study was to employ a new tool for assessing pragmatic &quot;proficiency&quot; (over &quot;performance&quot;) in L2 students and to determine if pragmatic lessons on compliment sequences had a positive impact on L2 Spanish students' intercultural competence. To this end, students at a Midwestern college engaged in live video chat pre-test conversations in Spanish in which a native speaker was instructed to compliment the student as to naturally assess the response. The student was not aware that s/he would be complimented; as such, this tool may be the most authentic way to assess student pragmatic proficiency within a classroom setting. For comparison purposes, a multiple choice test was also administered. After the pre-tests, pragmatic interventions on compliment sequences were presented in class, followed by a repeat of the pre-tests (now post-tests). Growth between the tests was the main focus of the data analysis process. Statistical and anecdotal results indicate that the pragmatic lessons greatly increased the students' ability to recognise appropriate compliment sequences in Spanish, but not to produce them. While these findings are not ground-breaking, the innovative nature of the assessment method used should encourage future researchers to use similar assessment techniques for measuring pragmatic proficiency. [This paper is published in &quot;Language Learning Journal.&quot;] ED603539 Assessing L2 Pragmatic Proficiency Using a Live Chat Platform: A Study on Compliment Sequences Online Submission 2020-01-12 40 T 2020 -1 As Provided APR2020

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No Authentic Learning Place Based Education Learner Engagement Educational Principles Student Empowerment Equal Education School Community Relationship Active Learning Inquiry Transformative Learning Elementary Secondary Education Problem Based Learning Interdisciplinary Approach Global Approach Student Centered Learning Urban Schools Rural Schools Public Schools Private Schools Ark, Thomas J. Vander Liebtag, Emily McClennen, Nate Books Reports - Descriptive Guides - Non-Classroom ASCD English Elementary Secondary Education &quot;Place: it's where we're from; it's where we're going. . . . It asks for our attention and care. If we pay attention, place has much to teach us.&quot; With this belief as a foundation, &quot;The Power of Place&quot; offers a comprehensive and compelling case for making communities the locus of learning for students of all ages and backgrounds. Dispelling the notion that place-based education is an approach limited to those who can afford it, the authors describe how schools in diverse contexts--urban and rural, public and private--have adopted place-based programs as a way to better engage students and attain three important goals of education: student agency, equity, and community. This book identifies six defining principles of place-based education. Namely, it (1) Embeds learning everywhere and views the community as a classroom; (2) Is centered on individual learners; (3) Is inquiry based to help students develop an understanding of their place in the world; (4) Incorporates local and global thinking and investigations; (5) Requires design thinking to find solutions to authentic problems; and (6) Is interdisciplinary. For each principle, the authors share stories of students whose lives were transformed by their experiences in place-based programs, elaborate on what the principle means, demonstrate what it looks like in practice by presenting case studies from schools throughout the United States, and offer action steps for implementation. Aimed at educators from preK through high school, &quot;The Power of Place&quot; is a definitive guide to developing programs that will lead to successful outcomes for students, more fulfilling careers for teachers, and lasting benefits for communities. ED603540 The Power of Place: Authentic Learning through Place-Based Education ASCD 2020-00-00 978-1-4166-2875-0 Teachers 150 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=240098338&The-Power-of-Place:-Authentic-Learning-Through-Place-Based-Education 2020 -1 As Provided APR2020

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No Information Security Student Attitudes Young Adults Learning Analytics Universities Student Welfare Student Records Confidential Records Privacy Student School Relationship Case Records Data Use Foreign Countries Information Storage Reputation Ethics Information Literacy Student Rights Student Personnel Services Social Media Disclosure Parent Role Undergraduate Students Hewitt, Rachel Natzler, Michael Reports - Research Numerical/Quantitative Data United Kingdom Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education Higher education institutions collect and hold huge amounts of data on students, whether for regulatory purposes or to gather information about students' experiences. In this report we explore students views on data security, learning analytics and the information universities hold and share on students' health and wellbeing. [This report was supported by Tribal Group.] ED603541 Students or Data Subjects? What Students Think about University Data Security. HEPI Report 122 Higher Education Policy Institute 2019-12-00 978-1-908240-56-9 54 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A https://www.hepi.ac.uk/wp-content/uploads/2019/12/Students-or-data-subjects-Report-122-Web-FINAL.pdf 2020 -1 As Provided APR2020

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Yes College Programs College Applicants Access to Education High School Students College Bound Students Economically Disadvantaged Student Attitudes Educational Attitudes College Choice Costs Academic Aspiration Student Motivation Information Sources Student Needs Chukhray, Irina Holzman, Brian Ankoor, Nehemiah Li, DongMei Reports - Research Tests/Questionnaires Texas (Houston) ISSN- Rice University, Houston Education Research Consortium (HERC) English Higher Education Postsecondary Education High Schools Secondary Education EMERGE is a college access program for talented but underserved high school students. EMERGE aims to encourage students from low-socioeconomic backgrounds (economically disadvantaged, first-generation college-going, or both) to attend selective colleges and universities since disadvantaged students are prone to academic undermatch--enrolling in a postsecondary institution less selective than their qualifications may allow. In spring 2018, we interviewed 26 high school sophomores recently accepted to EMERGE to understand what factors drove students' college search processes. Through our interviews, we learned that students felt college was essential to a &quot;better life&quot; and thought of it as a way to repay their parents financially and to honor their sacrifices. However, students felt constrained in their college searches, particularly by the cost of college and a sense of obligation to family. Finally, the students we interviewed expressed excitement at their acceptance into EMERGE, describing it as a life-changing opportunity. ED603542 Finishing What My Parents Started: College Aspirations among EMERGE Students. Research Brief for the Houston Independent School District. Volume 8, Issue 3 Houston Education Research Consortium 2019-09-00 18 Houston Education Research Consortium. 6100 Main Street, MS-258, Houston, Texas 77005. Tel: 713-348-2532; e-mail: herc@rice.edu; Web site: https://kinder.rice.edu/houston-education-research-consortium N/A 2020 -1 As Provided APR2020

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Yes School Districts Program Evaluation Program Effectiveness Student Projects Active Learning Competition STEM Education Art Education Holmes, Venita R. Reports - Descriptive Texas (Houston) Houston Independent School District (HISD), Department of Research and Accountability English During the 2016-2017 academic year, with financial support from Capital One Bank, the Houston Independent School District's (HISD) Strategic Partnerships Department collaborated with community partners, HISD's Academic Services, and School Offices to implement the &quot;Dream On/STEAM On&quot; initiative. Planning for the initiative began during the 2015-2016 school year. &quot;Dream On/STEAM On&quot; was designed to prepare global graduates who are leaders, critical thinkers, college-ready, adaptable, productive, and responsible decision makers. More than 350 students at nine HISD campuses, along with their teachers, were impacted by the initiative. Through the application of project-based learning (PBL) strategies and activities, students designed projects, such as drones and robots, and showcased the projects among a panel of judges in a competition. The use of PBL created an active-learning environment for students to demonstrate critical skills to be successful in college and careers. Additional teacher training and more showcase opportunities for students may help both students and teachers bridge the gap between arts and STEM, while strengthening students' skills and interest in STEAM. ED603543 Capital One Dream On/STEAM On Initiative: Preparing Students for STEAM College and Careers through Project-Based Learning, 2016-2017. Research Educational Program Report Houston Independent School District 2017-04-03 12 Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research N/A 2020 -1 ERIC APR2020

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No Student Behavior Behavior Problems Prevention Classroom Techniques Models Teacher Role Program Implementation Faculty Development Intervention Behavior Modification Lane, Kathleen Lynne Menzies, Holly Mariah Oakes, Wendy Peia Kalberg, Jemma Robertson Books Guides - Non-Classroom English Now revised and expanded, this volume explains how to design, implement, and evaluate a comprehensive, integrated, three-tiered (Ci3T) model of prevention. Rather than presenting a packaged program, the book provides resources and strategies for designing and tailoring Ci3T to the needs and priorities of a particular school or district community. Ci3T is unique in integrating behavioral, academic, and social-emotional components into a single research-based framework. User-friendly features include tools for collecting and using student and schoolwide data; guidance for selecting effective interventions at each tier; detailed case examples; and tips for enhancing collaboration between general and special educators, other school personnel, and parents. In a convenient large-size format, the volume includes several reproducible forms that can be downloaded and printed for repeated use. New to This Edition: (1) Updated step-by-step approach reflecting the ongoing development of Ci3T; (2) Chapter on evidence for the effectiveness of tiered models; (3) Chapter on low-intensity, teacher-delivered strategies; (4) Chapter on sustaining effective implementation and professional development; and (5) &quot;Lessons Learned&quot; feature--reflections and examples from educators in a range of settings. ED603544 Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems. Second Edition Guilford Press 2020-01-30 978-1-4625-4174-4 Administrators Counselors 257 Guilford Press. 370 Seventh Avenue, Suite 1200, New York, NY 10001-1020. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com N/A https://www.guilford.com/books/Developing-Schoolwide-Framework-Prevent-Manage-Learning-Behavior-Problems/Lane-Menzies-Oakes-Kalberg/9781462541737/new-to-edition 2020 -1 As Provided APR2020

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No Foreign Countries Higher Education Politics of Education Partnerships in Education Agency Cooperation Access to Education Educational Finance Educational Policy Change Strategies Educational Change Day, Natalie Husbands, Chris Kerslake, Bob Reports - Evaluative United Kingdom Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education The General Election of December 2019 ended the political gridlock of the previous three years. The question of whether we remained in or left the European Union was definitively settled, and not in the way universities had hoped. In this report, the authors call for fundamental change. Now, they argue, is the time for universities to become a critical resource to their localities and to Government in helping to shape more inclusive social change. The authors consider the importance of partnerships, progression and place in order for the sector to fulfil its civic responsibilities and to ensure our post-18 education system realises its full potential. ED603545 Making Universities Matter: How Higher Education Can Help to Heal a Divided Britain. HEPI Report 125 Higher Education Policy Institute 2020-02-00 978-1-908240-60-6 68 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A https://www.hepi.ac.uk/wp-content/uploads/2020/02/Making-Universities-Matter-Report-125-FINAL.pdf 2020 -1 As Provided APR2020

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No Adult Students Part Time Students Student Experience Higher Education Barriers Inclusion Feedback (Response) Self Efficacy Foreign Countries Nontraditional Students Declining Enrollment Disadvantaged Educational Policy Open Universities Access to Education Paying for College Student School Relationship Academic Aspiration Tutoring Skill Development Student Responsibility Butcher, John Reports - Research United Kingdom (England) United Kingdom (Bristol) United Kingdom (Leeds) United Kingdom (London) United Kingdom (Scotland) United Kingdom (Northern Ireland) United Kingdom (Wales) Higher Education Policy Institute (HEPI) (United Kingdom) English Adult Education Higher Education Postsecondary Education In this paper John Butcher challenges policymakers and the English higher education sector to act urgently to address the decline in part-time higher education. Although the drop in part-time student numbers has been well-reported in a series of quantitative studies, the problem persists. The dramatic reduction in part-time learners disproportionately affects those disadvantaged adults with characteristics associated with widening participation. This paper takes a different approach to the issue, drawing on qualitative data from interviews conducted with part-time learners to construct the story of the barriers, voiced in their own words. Their perspectives demonstrate the loss of transformative learning possibilities for adults who missed out at 18, and a loss of diversity in the student body. Recommendations include: a call for universities and national policies to become more part-time student aware; a push for institutions to adopt far more flexible systems to meet part-time learner needs; and a plea for greater inclusivity in policy assumptions around students. ED603546 Unheard: The Voices of Part-Time Adult Learners. HEPI Report 124 Higher Education Policy Institute 2020-02-00 978-1-908240-59-0 52 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A https://www.hepi.ac.uk/wp-content/uploads/2020/02/Unheard-The-voices-of-part-time-adult-learners.pdf 2020 -1 As Provided APR2020

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No Second Language Learning Second Language Instruction College Students Student Attitudes Foreign Countries Language Teachers Departments Case Studies Language Skills Educational Policy Required Courses Secondary School Students Public Policy Language Enrollment Declining Enrollment Cultural Literacy Cultural Awareness Higher Education Empathy Interpersonal Relationship Heritage Education Cognitive Ability Educational Benefits French German Spanish Modern Languages Elementary Secondary Education Latin Greek Student Characteristics Teacher Shortage Bowler, Megan Reports - Evaluative United Kingdom Europe Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education Secondary Education Elementary Secondary Education This paper takes stock of the state of language learning in the UK, as the country teeters on the edge of Brexit and becomes used to being led by the first Prime Minister in over 50 years to have studied Languages at university. The author, Megan Bowler, a Classics student at the University of Oxford, looks at the broad benefits to individuals, society and the economy of learning languages. She also shows the UK has sunk far below other European countries in the proportion of young people who are familiar with another language, and she explains how this is now hitting university Languages Departments. Packed with case studies and based on a wide range of source materials, the report ends with a list of recommendations for policymakers and educational institutions throughout the UK, including: making Language courses more interesting to study; reintroducing compulsory Languages at GCSE (where this does not already exist); and ensuring migration rules encourage the supply of those who can teach Languages. ED603547 A Languages Crisis? HEPI Report 123 Higher Education Policy Institute 2020-01-00 978-1-908240-57-6 64 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A https://www.hepi.ac.uk/wp-content/uploads/2020/01/HEPI_A-Languages-Crisis_Report-123-FINAL.pdf 2020 -1 As Provided APR2020

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Yes Athletic Coaches Coaching (Performance) Social Development Interpersonal Competence Emotional Development Athletes Youth Programs Cognitive Development Physical Activities Interpersonal Relationship Guidelines Teaching Methods Skill Development Modeling (Psychology) Faculty Development Kahn, Jennifer Bailey, Rebecca Jones, Stephanie Reports - Research Aspen Institute, National Commission on Social, Emotional, & Academic Development (NCSEAD) English Research demonstrates a wide range of positive outcomes for children who are physically active, including higher academic achievement, higher likelihood to attend college, increased success in the workplace, lower heath care costs, and decreased risk for obesity and other health problems (Aspen Institute Sport for All Play for Life; Menestrel &amp; Perkins, 2007; Barber et al., 2001; Eccles et al., 2003; Eccles &amp; Barber, 1999). Participation in sports has also been associated with a variety of social and emotional competencies and related skills that is known from extensive research are essential to success and well-being in school, work, and relationships. Focusing on social and emotional development also has important implications for long-term social and economic outcomes. Evidence indicates that stronger social and emotional competencies are associated with higher labor market earnings and productivity as well as reduced criminal behavior and substance dependence (Jones &amp; Kahn, 2017; Moffit et al., 2011; Greenberg et al., 2017; Weissberg et al., 2015; Brunello &amp; Schlotter, 2011). While all children, regardless of background benefit from explicit instruction of these competencies, benefits may be particularly strong for low-income or at-risk students. (Jones &amp; Kahn, 2017; Jones, Brown &amp; Aber, 2011; Aber et al., 2003; Capella et al., 2016). Social and emotional outcomes are particularly sensitive to the negative effects of stress and trauma, making this work especially relevant for children who are exposed to chronic stress often associated with poverty, violence, and substance abuse (Center on the Developing Child, 2007; Evans &amp; Kim, 2013; Noble, Norman, &amp; Farah, 2005; Thompson, 2014). As such, focusing on social and emotional skill development provides an important avenue through which to contribute to a more equitable society in which all children can thrive and succeed (Jones &amp; Kahn, 2017). Taken together, it is clear that supporting social and emotional skill development is essential not only to the success of individuals, but to society as a whole. This paper defines what it means to build social, emotional, and cognitive skills, particularly in the context of youth sports, and how coaches can integrate these practices in their work with youth. It is important to note that psychosocial health (e.g., social and emotional well-being, positive youth development, etc.) and physical health are interconnected, however, this paper focuses primarily on the development of social, emotional, and cognitive competencies and how these skills and competencies can be acquired and applied in sports settings. [This brief was co-written with the Aspen Institute Sports &amp; Society Program's Project Play and the EASEL Lab at the Harvard Graduate School of Education. It was commissioned by the Susan Crown Exchange (SCE). To view the brief that translates the white paper into actionable calls for coaches to implement in after-school and community-based sports leagues, &quot;Calls for Coaches: Coaching Social and Emotional Skills in Youth Sports,&quot; see ED596319.] ED603548 Coaching Social &amp; Emotional Skills in Youth Sports Aspen Institute 2019-00-00 24 Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC 20036. Tel: 410-820-5433; Tel: 202-736-5800; Fax: 202-467-0790; e-mail: publications@aspeninstitute.org; Web site: http://www.aspeninstitute.org N/A 2020 -1 ERIC APR2020

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No Developmental Studies Programs Remedial Programs Educational Change Change Strategies Success College Students Student Placement Student Empowerment Educational Policy Educational Practices Mathematics Instruction English Instruction Evidence Based Practice Career Readiness Graduation Data Use Barriers Student Experience Student Needs Reports - Descriptive Education Commission of the States English Postsecondary Education Higher Education Postsecondary institutions and systems across the nation have demonstrated remarkable progress since the first &quot;Core Principles for Transforming Remediation Within a Comprehensive Student Success Strategy&quot; was published in 2015 (see ED561279). Building on this progress, the Summary Details Education Commission of the States (ECS) has updated the principles to focus even greater attention on the design, implementation, and scaling of practices that lead to significantly improved and more equitable outcomes for today's students. The 2015 version introduced the importance of situating developmental education reform within a comprehensive student success strategy, and this remains the anchoring commitment of the current update. Strengthened in this update is explicit attention to the equity imperative of developmental education redesign and the necessity of rigorous attention to the conditions for effective implementation of promising models and practices. While this document is intended to reflect the latest evidence, it is also intended to foster new conversations and deeper reflection. This joint statement from the field represents the ongoing commitment of researchers, practitioners, and advocates to working with institutions, system leaders, and policymakers to achieve dramatically improved and more equitable outcomes for today's students. [This work was prepared by Sova and supported and published by Strong Start to Finish, an initiative of the Education Commission of the States.] ED603549 Core Principles for Transforming Remediation within a Comprehensive Student Success Strategy. A Statement from the Field Education Commission of the States 2020-03-00 16 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 2020 -1 ERIC APR2020

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No Teacher Education Programs Program Design Program Implementation Outcomes of Education Evidence Based Practice Educational Quality Preservice Teacher Education Teacher Effectiveness Field Instruction Practicums Placement Carinci, Jennifer E., Ed. Meyer, Stephen J., Ed. Jackson, Cara, Ed. Books Collected Works - General English Higher Education Postsecondary Education Improving the use of evidence in teacher preparation is one of the greatest challenges and opportunities for our field. The chapters in this volume explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high quality teacher preparation. Chapter authors take on critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students -- which has remained a black box for too long. Despite a long history of teacher preparation in the U.S. and a considerable investment in pre-service and in-service training, much is still to be learned about how pre-service preparation impacts teacher effectiveness. A strong empirical basis that informs how specific aspects of and approaches to teacher preparation relate to outcomes for graduates and their preK-12 student outcomes will provide a foundation for improved teaching and learning. Our book responds to stakeholders' collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes. This book contains the following chapters: (1) Improving Teacher Preparation: The Promise, Challenges, and Research Needs of State Accountability Systems (Saroja R. Warner, Michael B. Allen, and Charles R. Coble); (2) Learning to Teach: Optimizing Coursework and Fieldwork Requirements in Traditional Teacher Preparation (Courtney Preston); (3) Using Case Study Data of Completers as Evidence in a Continuous Improvement Model (Bruce Weitzel, Hillary Merk, Jacqueline Waggoner, James Carroll, and Randy Hetherington); (4) Educating Effective Science Teachers: Preparing and Following Teachers Into the Field (Elizabeth B. Lewis, Ana M. Rivero, Aaron A. Musson, Lyrica L. Lucas, Amy Tankersley, and Brandon Helding); (5) Measuring Diversity in Teacher Candidate Practicum Placements and its Relationship to Outcomes (Zafer Unal, Aslihan Unal, and Yasar Bodur); (6) Signature Practices in an Urban Residency Program: How Are These Practices Evident in the Graduates' Classrooms (Jennifer Collett, Nancy Dubetz, Harriet Fayne, Anne Marie Marshall, and Anne Rothstein); (7) Preparing and Keeping Our Best: Linking a Measure of Preservice Teacher Quality to Professional Outcomes (Margarita Pivovarova, Robert Vagi, and Wendy Barnard); (8) Toward Causal Evidence on Effective Teacher Preparation (Dan Goldhaber and Matthew Ronfeldt); and (9) Supporting the Use of Evidence in Teacher Preparation: Considerations and Next Steps (Cara Jackson, Jennifer E. Carinci, and Stephen J. Meyer). ED603550 Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students. Contemporary Issues in Accreditation, Assessment, and Program Evaluation Research in Educator Preparation IAP - Information Age Publishing, Inc. 2020-00-00 978-1-64113-958-8 IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com N/A https://www.infoagepub.com/products/Linking-Teacher-Preparation-Program-Design-and-Implementation-to-Outcomes-for-Teachers-and-Students 2020 -1 ERIC APR2020

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No Students with Disabilities Severity (of Disability) Mild Disabilities Severe Disabilities Instructional Design Individualized Education Programs Literacy Education Reading Instruction Mathematics Instruction Science Instruction Social Studies Daily Living Skills Cultural Influences Family (Sociological Unit) Interpersonal Competence Educational Planning Progress Monitoring Evidence Based Practice Reading Skills Language Arts Numeracy Problem Solving Positive Behavior Supports Health Services Vignettes Browder, Diane M. Spooner, Fred Courtade, Ginevra R. Books Collected Works - General Guides - Classroom - Teacher English For years the text of choice for developing excellence as a teacher of K-12 students with moderate and severe disabilities, this clearly written work has now been revised and updated. Chapters provide step-by-step procedures for designing standards-based individualized education plans and evaluating and enhancing student progress. Methods and materials for teaching literacy, mathematics, science, and social studies are described in depth. The book also describes effective ways to build functional daily living skills. User-friendly features include extensive vignettes and classroom examples, end-of-chapter application exercises, and reproducible planning and assessment tools. Chapters in this volume: (1) Introduction to the Education of Students with Severe Disabilities (with Irene Meier); (2) Multicultural Perspectives: Culture, Family, Relationships, and Instruction (with Chris Rivera); (3) Building Communication Competence (with Pamela J. Mims); (4) Using Assessment for Planning Standards-Based Individualized Education Programs (with Bree Jimenez); (5) Monitoring and Enhancing Student Progress: Getting the Most Out of Data (with Robert Pennington); (6) Using Instruction That Works: Evidence-Based Practices (with Pamela J. Mims); (7) Building Early Literacy and Reading Skills (with Lynn Ahlgrim-Delzell); (8) Teaching English Language Arts Standards across the Grades (with Melissa Hudson); (9) Promoting Writing: Creation of Permanent Product Communications (with Robert Pennington); (10) Building Early Numeracy and Problem Solving (with Alicia Saunders); (11) Teaching Mathematical Standards across the Grades (with Katherine Trela); (12) Science and Engineering Practices (with Bree Jimenez); (13) Expanding Cultural and Social Competence through Social Studies (with Leah Wood); (14) Promoting Social Skills and Positive Behavior Support (with Chelsi R. Brosh and Victoria F. Knight); (15) Addressing Sensory, Physical, and Health Care Needs (with Pamela J. Mims); (16) Teaching Personal and Daily Living Skills (with Joshua Baker); and (17) Planning and Teaching for Adult Living (with Valerie L. Mazzotti). ED603551 Teaching Students with Moderate and Severe Disabilities. Second Edition Guilford Press 2020-03-04 978-1-4625-4238-3 Teachers 440 Guilford Press. 370 Seventh Avenue, Suite 1200, New York, NY 10001-1020. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com N/A https://www.guilford.com/books/Teaching-Students-with-Moderate-and-Severe-Disabilities/Browder-Spooner-Courtade-Contributors/9781462542383 2020 -1 ERIC APR2020

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No Foreign Countries College Students Place of Residence College Housing Dormitories Educational History Educational Trends Sustainability Costs Whyte, William Reports - Evaluative United Kingdom (Great Britain) Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education In the UK, students are more likely to live away from home than students in other countries, which affects the nature of the student experience in profound ways. In this paper, the Oxford historian William Whyte considers why the residential model is so dominant, looks at what it means for students and poses some important questions about the future of student accommodation. [Foreword by Jon Wakeford. This report was sponsored by the University Partnerships Programme (UPP).] ED603552 Somewhere to Live: Why British Students Study Away from Home -- and Why It Matters. HEPI Report 121 Higher Education Policy Institute 2019-11-00 978-1-908240-55-2 62 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A https://www.hepi.ac.uk/wp-content/uploads/2019/11/HEPI_Somewhere-to-live_Report-121-FINAL.pdf 2020 -1 As Provided APR2020

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No Preschool Children Attention Television Viewing Educational Media Comprehension Vocabulary Development Vocabulary Eye Movements Video Technology Age Interaction Visual Perception Child Language Intelligence Tests Verbal Ability Samudra, Preeti Wong, Kevin M. Neuman, Susan B. Journal Articles Reports - Research Peabody Picture Vocabulary Test ISSN-0193-3973 English Coviewing is a commonly recommended practice, but little is known about how coviewing impacts children's educational media viewing experience. We investigated how coviewing impacts attention and comprehension of educational media, as well as the role of baseline vocabulary in understanding these associations. Eighty-three preschoolers viewed two videos on an eye-tracker -- one with an adult coviewer and the other without. Children's baseline vocabulary, attention, and comprehension were assessed. Results indicated that coviewing benefited visual attention. Neither coviewing condition nor attention, however, predicted children's comprehension. Instead, comprehension was predicted by age, vocabulary, and an interaction between coviewing condition, vocabulary, and attention. The interaction revealed that comprehension was stronger in the coviewing condition than the noninteractive condition only when children also had stronger visual attention to the program and larger vocabularies. Results suggest that coviewing benefits attention, but that both attention and child language are integrally tied to whether coviewing predicts comprehension. ED603032 Is Attention the Missing Link? Coviewing and Preschoolers&apos; Comprehension of Educational Media Grantee Submission Journal of Applied Developmental Psychology v67 n101108 p1-9 2020 2020-00-00 Institute of Education Sciences (ED) 9 T https://doi.org/10.1016/j.appdev.2019.101108 2020 -1 As Provided APR2020 Yes R305A150143

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Yes Immigration Competition Talent Skilled Workers Immigrants Labor Force Public Policy Economic Development Policy Formation Business Innovation Recruitment Economic Factors Foreign Nationals Advisory Committees Residence Requirements Strategic Planning Employment Population Trends Labor Needs Futures (of Society) Foreign Countries Dennis, Anita, Ed. Reports - Research Numerical/Quantitative Data Committee for Economic Development of The Conference Board (CED) English In a rapidly changing 21st-century economy with growing competition from abroad, continuing to field a world-leading, skilled workforce is both more essential and more challenging than ever to the mission of delivering increasing prosperity for American families and preserving this nation's economic leadership. The US must therefore confront its demographic challenges, as an aging population and slowing labor force growth pose risks to the economic strength and fiscal health of the country. CED seeks to confront these challenges and offer policy makers and business leaders balanced, reasoned solutions in the nation's interest to grow and strengthen the American workforce. This paper--focused on reforming immigration policy to promote long-run US economic growth and prosperity--is the second in a series of policy briefs that, together, will help chart a path toward meeting these goals. It follows &quot;Growing the American Workforce: Bolstering Participation Is Critical for US Competitiveness and Economic Strength,&quot; which offered reasoned, evidence-based policies for increasing near-term labor force participation and attachment as a strategy for delivering more widely shared prosperity for families, a deeper, more-skilled pool of talent for American businesses, and more robust economic growth and fiscal stability for all. Boosting Immigration also builds on and complements past CED work advocating for immigration policies to better grow the economy and meet the needs of all US citizens. The US immigration system has remained largely unchanged for decades, while other countries with which we compete for in-demand global migrants have sought to innovate and fine-tune their recruiting efforts. Further delay in improving our immigration policies will result in a continuing decline in US advantages, an ongoing rise in regional demographic and fiscal pressures, and an increasing likelihood that the next great invention or company will arise elsewhere, each with significant long-run consequences for US economic strength. Instead, CED recommends that business leaders and policymakers champion six specific reforms to better align US immigration policy with the nation's economic interest: (1) Reform the H-1B visa application and approval process; (2) Improve the H-1B visa pathway to permanent residence; (3) Increase economically motivated offers of permanent residence; (4) Pilot a &quot;fast-track&quot; entry program for top international recruits; (5) Set aside an annual allocation of &quot;place-based&quot; employment visas; and (6) Establish a Workforce and Immigration Policy Advisory Board. ED603033 Boosting Immigration: Harnessing Global Talent to Increase US Competitiveness, Innovation, and Prosperity Committee for Economic Development of The Conference Board 2020-01-00 978-0-8237-0008-0 58 Committee for Economic Development of The Conference Board. 1530 Wilson Boulevard Suite 400, Arlington, VA. Tel: 800-676-7353; Tel: 202-296-5860; Fax: 202-223-0776; e-mail: info@ced.org N/A 2020 -1 ERIC APR2020

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No College Students Hispanic American Students Institutional Characteristics Student Characteristics Student Attitudes Social Values Cultural Influences Academic Support Services Student Personnel Services STEM Education Job Placement Enrollment Graduation Rate Inclusion First Generation College Students Teacher Student Relationship Outreach Programs Intercollegiate Cooperation Preuss, Michael D. Rodin, Jason C. Sosa, Eric M. Ramos, Jorje D. Dorsett, Christine R. Burleson, Chenoa R. Reports - Research Tests/Questionnaires Colorado Kansas New Mexico Texas EISSN- English Higher Education Postsecondary Education Nearly two-thirds of the Hispanic/Latinx college students in the United States attend Hispanic-Serving Institutions (HSI). Yet, very little research has been conducted regarding these colleges and universities. To address this concern, a sequential, exploratory investigation was conducted with funding from the National Science Foundation (award 1764268). Material from the literature and qualitative data gathered in focus groups and semi-structured interviews were used to create surveys that were administered to employees and students at HSIs in a seven-state region of the south-central United States. This research report presents findings from the survey of faculty, staff, and administrators completed as part of the investigative process in the late spring of 2018. The survey was distributed to 119 Hispanic-Serving Institutions. A total of 494 persons from Colorado, Kansas, New Mexico, and Texas accessed the survey. There were 403 complete response sets representing as many as 60 of the HSIs. Results are presented in a wide variety of topic areas as there were 68 questions on the survey, many of which were multi-part queries. Major content areas are as follows: (1) an overview regarding Hispanics in the United States and in higher education, (2) discussion of the importance of HSIs to and Hispanic/Latinx students in higher education, (3) commentaries regarding key topic areas in the report, (4) institutional characteristics of the HSIs in the sample (e.g., staffing, facilities, key program offerings), (5) perceptions the faculty, staff, and administrators had of Hispanic/Latinx cultural values and Hispanic students, (6) academic, student support, and career placement systems present to aid students, (7) STEM outreach offerings, (8) patterns of intra- and inter-institutional collaboration, (9) perceived limitations for HSIs, (10) practices relevant to evaluation of institutional processes and programming, and (11) grant-seeking activity. Appendices include information about the conference at which the research was initiated, a detailed description of the research methodology, the focus group and interview question sets, the full survey, and detailed data tables listing the results of statistical analyses completed. Conclusions are stated for the six topic areas in which the most information was gathered. These are the characteristics and qualifications of the employees at the HSIs, differences found between community colleges and four-year institutions, employees' understanding of Hispanic/Latinx cultural values and students and, in particular, differences in this area found along ethnic lines, the levels of support programming offered specific to Hispanic students, patterns of intra- and inter-institutional collaboration noted, and staffing, practices, and programming related to grants. [This report was prepared for Los Barrios de Amarillo by the West Texas A&amp;M University, Office of Evaluation and Research.] ED603553 Hispanic-Serving Institutions in the South-Central United States: A Research Report for Los Barrios de Amarillo Grantee Submission 2019-12-00 National Science Foundation (NSF) 213 N/A 2020 -1 As Provided APR2020 1764268

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No Foreign Countries Secondary Education Secondary Schools Selective Admission Higher Education Social Mobility Program Effectiveness Outcomes of Education Low Income Students Socioeconomic Status Disadvantaged Youth Furlong, John, Ed. Lunt, Ingrid, Ed. Collected Works - General Reports - Evaluative United Kingdom United Kingdom (England) Higher Education Policy Institute (HEPI) (United Kingdom) English Secondary Education Higher Education Postsecondary Education HEPI's last foray into the debate on academic selection suggested grammar schools are successful in helping their poorer pupils reach highly-selective universities. In this response, a diverse set of voices use the latest evidence to challenge the idea that grammar school systems serve pupils better than comprehensive schools. This collection of essays also asks what lessons comprehensive schools might offer for the UK's highly-selective university system. Chapters in the volume include: (1) Introduction (John Furlong and Ingrid Lunt); (2) A Methodological Critique (Matt Dickson and Lindsey Macmillan); (3) Selective Secondary Education and Progression to Higher Education (Vikki Boliver and Queralt Capsada-Munsech); (4) What Do Cohort Studies Reveal about Grammar Schools, Higher Education and Social Mobility? (Alice Sullivan); (5) Rolling Forward Comprehensive Education: The Case for Including Universities (Tim Blackman); and (6) Concluding Comments (John Furlong and Ingrid Lunt). ED603554 Social Mobility and Higher Education: Are Grammar Schools the Answer? Occasional Paper 22 Higher Education Policy Institute 2020-01-00 978-1-9082-4058-3 56 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A https://www.hepi.ac.uk/wp-content/uploads/2020/01/Social-Mobility-and-Higher-Education-Are-grammar-schools-the-answer.pdf 2020 -1 ERIC APR2020

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No Racial Bias Higher Education Minority Group Teachers Achievement Gap Social Justice Equal Education Administrator Attitudes Teacher Attitudes Racial Factors Student Diversity Nonprofit Organizations Blacks Minority Groups Foreign Countries Discussion Language Usage Minority Group Students Power Structure College Students College Faculty Dale-Rivas, Hugo, Ed. Books Collected Works - General United Kingdom Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education Racial inequalities in higher education are widely recognised, from the scarcity of black and minority ethnic (BME) professors and vice chancellors, to student attainment gaps and campaigns to decolonise the curriculum. This collection of essays brings together experts' ideas for reducing racial inequality across the sector. It includes perspectives and recommendations from academia, university leadership, diversity practitioners, charities, student unions, and academic disciplines. The ideas range from the most fundamental -- How do we talk about race? -- to the big questions of policy and spending public money. Together this collection offers a set of ideas to help tackle one of society's most persistent problems. Following the Foreword by Baroness Amos and the Introduction by Hugo Dale-Rivas, this Higher Education Policy Institute (HEPI) Report contains the following essays: (1) Race matters: Addressing competing inequalities in higher education (Kalwant Bhopal); (2) Talking about Race in Higher Education (Shân Wareing); (3) Putting the burden of closing attainment gaps off BME staff and students (Amatey Doku); (4) Decolonising History? Reflections on the Royal Historical Society's 2018 Report (Margot Finn); (5) Practitioner Reflections: Making diversity work a success in your institution (Sanchia Alasia); and (6) Achieving change: Lessons for higher education from the Non-Profit sector (Srabani Sen). ED603555 The White Elephant in the Room: Ideas for Reducing Racial Inequalities in Higher Education. HEPI Report 120 Higher Education Policy Institute 2019-09-00 978-1-908240-54-5 60 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A https://www.hepi.ac.uk/wp-content/uploads/2019/09/The-white-elephant-in-the-room-ideas-for-reducing-racial-inequalities-in-higher-education.pdf 2020 -1 ERIC APR2020

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No Behavior Disorders Emotional Disturbances Response to Intervention At Risk Students Global Approach Media Adaptation Symptoms (Individual Disorders) Clifford, Meghan E. Nguyen, Amanda J. Bradshaw, Catherine P. Reports - Research EISSN- English The extant literature suggests that a shared set of deficits (e.g., emotion dysregulation) underlies both internalizing and externalizing emotional and behavioral disorders (EBDs) among youth. As such, many Tier 2 interventions contain a similar set of core components, which in turn are associated with global symptom reductions. This conceptual and narrative review of the literature focuses on the potential to optimize transdiagnostic utility and expand the range of targeted domains within a Tier 2 intervention framework; such an approach may maximize the positive effects of interventions across EBD symptoms while simultaneously reducing the burden on schools to implement multiple programs with different targets. Drawing upon this evidence base, we conclude by making recommendations for adapting the content of Tier 2 interventions to achieve transdiagnostic utility in an efficient and sustainable manner.You would need to change a little bit more. I would not include the month since it is not on the PDF. I think you could leave the year out, too since we have the pub year in the record, but you could leave the pub year in. If you do leave the year in the note, don't include a comma. [This report is a post-peer-review, pre-copyedit version of an article published in &quot;Journal of Applied School Psychology.&quot;] ED603556 Both/And: Tier 2 Interventions with Transdiagnostic Utility in Addressing Emotional and Behavioral Disorders in Youth Grantee Submission 2020-00-00 Institute of Education Sciences (ED) 40 T https://doi.org/10.1080/15377903.2020.1714859 2020 -1 As Provided APR2020 Yes R305A150221 R305A190116

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No Foreign Countries College Graduates Employment Potential Education Work Relationship Outcomes of Education Employment Services Employment Patterns Salaries Longitudinal Studies Career Counseling Occupational Aspiration Policy Success College Role Employer Attitudes Hewitt, Rachel Reports - Research United Kingdom Higher Education Policy Institute (HEPI) (United Kingdom) English Higher Education Postsecondary Education In recent years there has been an increased focus on students' transitions out of university and into the workplace. Policy changes have included the development of the Teaching Excellence Framework, the new &quot;Graduate Outcomes&quot; survey and the tracking of graduate salaries through the Longitudinal Educational Outcomes dataset. This report examines what has driven these changes, including the influence of policymakers, students and employers. The report includes analysis from a new survey of heads of careers services across the UK, which looks at the impact these changes have had on the way universities operate. The results show an increased demand on careers services from both students and senior management, with employability becoming increasingly embedded within university policy. [Foreword by Bob Gilworth.] ED603557 Getting On: Graduate Employment and Its Influence on UK Higher Education. HEPI Report 126 Higher Education Policy Institute 2020-03-00 978-1-9082-4061-3 56 Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk N/A https://www.hepi.ac.uk/wp-content/uploads/2020/03/Getting-on.pdf 2020 -1 As Provided APR2020

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Yes Public Education Student Characteristics Academic Achievement Graduation Rate Dropout Rate Educational Assessment Institutional Characteristics School Personnel Budgets Educational Finance Accountability Expenditures Elementary Schools Middle Schools High Schools Occupational Tests Students with Disabilities Alternative Assessment Testing Accommodations Elementary School Students Middle School Students High School Students Preschool Education Preschool Children Achievement Tests Teacher Certification School Effectiveness Reports - Research Numerical/Quantitative Data Guam Work Keys (ACT) Guam Department of Education English Elementary Education Junior High Schools Middle Schools Secondary Education High Schools Early Childhood Education Preschool Education The Guam Department of Education (&quot;GDOE&quot;) presents this report in compliance with Guam Public Law (PL) 26-26 that specifically requires the Department to report on the following information in the Annual State of Public Education Report (&quot;ASPER&quot;): (1) Demographic information on public school children in the community; (2) Information pertaining to student achievement, including Guam-wide assessment data, graduation rates and dropout rates, including progress toward achieving the education benchmarks established by the Board; (3) Information pertaining to special program offerings; (4) Information pertaining to the characteristics of the schools and school staff, including certification and assignment of teachers and staff experience; (5) Budget information, including source and disposition of school operating funds and salary data; and (6) Examples of exemplary programs, proven practices, programs designed to reduce costs or other innovations in education being developed by the schools that show improved student learning. GDOE first initiated the collection and reporting of student, staff, and administrative data in 1996 when the first Annual District and School Report Cards were developed and disseminated. In providing information on the characteristics of schools and performance of students, reports of this nature have served as a means for identifying strengths and challenges of the district, while highlighting the collaborative efforts to bring the vision that all GDOE students will be respectful, responsible and ready for life. This year's report is divided into the following sections: (1) Introduction; (2) District Profile; (3) Graduate and Drop Out Rates; (4) Assessment and Outcomes; (5) Work Keys Assessment; (6) Personnel Quality and Accountability; (7) Budget and Expenditures; and (8) School Exemplary Programs and Achievements. [For the 2017-2018 report, see ED593450.] ED603558 Annual State of Public Education Report, SY18-19 Guam Department of Education 2019-10-00 103 Guam Department of Education. P.O. Box DE, Hagatna, GU 96932. Tel: 671-475-0462; Fax: 761-472-5003; Web site: http://www.gdoe.net N/A 2020 -1 ERIC APR2020

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Yes College Students Learning Disabilities Academic Persistence Graduation Rate Academic Accommodations (Disabilities) Accessibility (for Disabled) Access to Education Student Personnel Services Academic Achievement Academic Support Services Newman, Lynn A. Madaus, Joseph W. Lalor, Adam R. Javitz, Harold S. Reports - Research EISSN- English Higher Education Postsecondary Education In contrast to the increase in college enrollment rates of youth with learning disabilities (LD), graduation rates have remained stagnant and low. Using propensity methods, this study examined the effect of disability-specific and universally-available support receipt on the college perseverance and completion of students with learning disabilities. Based on secondary analysis of the National Longitudinal Transition Study-2 (NLTS2), findings indicate that students who received supports--those available to the full student body and/or disability-specific supports--were more likely to persist in, and successfully complete, 2-year or 4-year college. Implications include that transition staff need to ensure students not only are prepared to seek disability supports once on campus, but that equal emphasis should be placed on helping students access supports available to the full student body. [This paper was published in &quot;Career Development and Transition for Exceptional Individuals&quot; v42 n1 p6-16 2019 (EJ1202783).] ED603559 Support Receipt: Effect on Postsecondary Success of Students with Learning Disabilities Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 31 T https://doi.org/10.1177%2F2165143418811288 2020 -1 As Provided APR2020 Yes R305A120300 R324A100025

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Yes Attendance Attendance Patterns Truancy Educational Change Intervention Educational Strategies Educational Legislation Elementary Secondary Education Federal Legislation Accountability City Government Leadership State Policy Leadership Role Case Studies Data Collection At Risk Students Identification Reports - Research Numerical/Quantitative Data Maryland (Baltimore) Michigan New Jersey Washington Every Student Succeeds Act 2015 George W. Bush Presidential Center, George W. Bush Institute English Elementary Secondary Education Each school year, approximately 6.8 million students miss at least 15 days of school, putting their academic success at risk and making them chronically absent as defined by the federal government. This report provides case studies that detail specific ways cities are leading efforts to get students to school each day. Case studies for the following locations are detailed in this report: (1) Baltimore, Maryland; (2) Grand Rapids, Michigan; (3) State of New Jersey and Paterson City; and (4) Tacoma, Washington. Looking across the four case study sites in this spotlight, one can see several differences in definitions, data collection procedures, and strategies for addressing absenteeism. Examining these differences can help local leaders determine the structures and interventions most appropriate for their own context. ED603560 Spotlight: Chronic Absenteeism. Education Reform Initiative George W. Bush Institute, Education Reform Initiative 2018-00-00 50 George W. Bush Institute, Education Reform Initiative. 2943 SMU Boulevard, Dallas, TX 75205. Tel: 214-200-4300; e-mail: educationreform@bushcenter.org; Web site: http://www.bushcenter.org N/A 2020 -1 ERIC APR2020

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No Student Attitudes Gender Differences Competition Failure Self Efficacy Self Esteem Adolescent Attitudes Secondary School Students International Assessment Foreign Countries Reports - Evaluative Numerical/Quantitative Data Austria Germany Netherlands France Portugal United Kingdom Uruguay Saudi Arabia Albania Jordan Lebanon Montenegro Panama Qatar Australia Hong Kong Ireland Malta New Zealand Brunei Georgia Republic Indonesia Malaysia Morocco United Arab Emirates Canada Colombia Italy Mexico Norway Turkey United States Program for International Student Assessment EISSN-2226-0919 Organisation for Economic Cooperation and Development (OECD) (France) English Secondary Education While in most countries today women attain higher levels of education than men, on average, they are less likely than men to be employed and they earn less. There are many reasons why these gender gaps open; some are