eric.ed.gov har udgivet: Project SUCCESS sought to recruit, train, and support paraprofessionals and mid-career adults in high-need teaching fields (math, science, special education, bilingual) in transitioning to teach in high-need schools. A 27-minute video was produced to supplement reporting of project evaluation outcomes. This paper highlights procedures and recommendations for production of video to report evaluation outcomes. Email video invitation is appended. Link til kilde
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eric.ed.gov har udgivet: Latino students, as children of historically underachieving populations, often have their academic success in jeopardy. For many schools, after-school programs complement the regular school day, with more than half of the 49,700 U.S. elementary schools having one or more on-site programs. Such programs vary in intent, purposes, and resources and typically emphasize remediation rather than developing interests or competencies in curricular areas beyond language arts and math. This qualitative case study explores the practices of one dual language elementary school in a high poverty Latino community and its academic/enrichment extended day program. Wenger’s (1998) community of practice framework captures the mutual engagement, joint enterprise, and shared repertoire of practices tightly woven between the regular school day’s classroom teachers and the after-school instructional assistants. This investigation provides insight… Continue Reading →
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eric.ed.gov har udgivet: This is a report of a pilot programme of the SHINE in Secondaries Saturday school transition intervention. The programme aims to improve attainment by focusing on literacy and numeracy and revisiting areas where pupils are struggling through a creative curriculum approach and enrichment opportunities. The Saturday programme is run by teachers from the school for 25 weeks throughout Year 7. Schools are responsible for developing their own curriculum of activities to suit the abilities and needs of their pupils following guiding principles specified by SHINE. The programme is designed to run for approximately 60 pupils staffed by four qualified teachers, three teaching assistants and three peer mentors all recruited and employed by the host secondary school. This evaluation was set up as a pilot study with four… Continue Reading →
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eric.ed.gov har udgivet: Access to and persistence through higher education can significantly impact occupational stability and mental wellness in the United States (U.S.), with higher levels of education contributing to increased employability and wellness. Empirical research suggests that college attendance improves verbal communication, moral reasoning, and critical thinking skills (Pascarella & Terenzini, 2005) and has been linked to lower unemployment rates, greater job satisfaction, lower reliance on public assistance programs, lower rates of obesity, and other health and wellness outcomes (Baum, Ma, & Payea, 2013). Furthermore, attaining a college degree is a key factor in improving one’s earnings and long-term financial stability. For example, recent research found that among full-time employed young adults between the ages of 25 and 34, those with a bachelor’s degree earned more, on average, than… Continue Reading →
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eric.ed.gov har udgivet: This applied dissertation was designed to identify the characteristics of students enrolled in a GED® preparation program who transitioned to postsecondary programs at the same institution after passing the GED® test. The characteristics studied included age; gender; ethnicity; prematriculation scores in reading, language, and math in the Test of Adult Basic Education (TABE); and hours spent preparing for the GED® test in an open-entry, open-exit remedial laboratory environment. Through the use of binary logistic regressions to answer the research questions, a prediction model was constructed. The variables that are able to predict an increased likelihood of transition to postsecondary programs were being between the ages of 16 and 24 at the time of enrollment in the GED® program and having an ethnicity category of Asian, White/Caucasian, Hispanic,… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this compendium is to catalog NCER’s and NCSER’s contributions to social-behavioral research. Research undertaken as part of these projects is contributing to a knowledge base that ultimately aims to improve academic outcomes for students via improvements in students’ social-behavioral competencies, teachers’ practices, and the climate of schools. This compendium is part of a series of compendia that will highlight different areas of NCER- and NCSER-funded research. Other compendia explore math and science research and education technology research. In this compendium, readers will find descriptions of the social-behavioral research projects from across NCER’s and NCSER’s portfolios. These projects have different primary purposes, including exploration, development of interventions (practices and policies), evaluation of interventions, and development and validation of measurement tools. However, the projects are all… Continue Reading →
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eric.ed.gov har udgivet: Pennsylvania Pre-K Counts (PA PKC) is a state-funded prekindergarten program for 3- and 4- year-old children to help them gain school readiness skills. The goal of PA PKC is to help reduce educational disparities by providing high quality prekindergarten for children who lack opportunities or reside in environments that place them at risk of school failure. This Impact Study examined the effects of participation in PA PKC on children’s early academic, social, and executive function skills in kindergarten. In particular, the study focused on whether there were differences in performance for children with 1 or 2 years of enrollment in PA PKC compared to children with no early childhood education (ECE) experience in the 2 years prior to kindergarten. Two primary research questions (1 and 2) guided… Continue Reading →
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eric.ed.gov har udgivet: Transition curricula are courses, learning modules, or online tutorials typically developed jointly by secondary and postsecondary faculty and offered no later than 12th grade to students at risk of being placed into remedial math or English programs in college. Based on interviews and other data, this brief describes key elements of English transition curricula in seven states. In discussing six trends that are salient in the development and implementation of transition curricula, the brief also highlights the different ways that this intervention may serve to help prepare students for college. English transition curricula are usually aligned to rigorous K-12 content standards and tend to emphasize college-level writing skills more than other content areas. Some transition curricula also incorporate contextualized learning, teach nonacademic skills that are valuable for… Continue Reading →
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eric.ed.gov har udgivet: Increasing numbers of high schools are offering senior-year transition curricula in math and English to better prepare graduating students for college. These transition curricula are typically full-year, high school credit-bearing courses taken by students at risk of being placed into developmental (also known as remedial) courses upon enrollment in college. In many cases, students who successfully complete a transition course are officially designated as “college ready” and therefore bypass developmental education altogether. Educators who are interested in developing transition courses currently have limited information about how others have done so. Based on the experiences of those who have developed or overseen transition courses, this brief provides a typology of transition course design options for those thinking about how to best plan and implement these offerings. Among other… Continue Reading →
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eric.ed.gov har udgivet: The New York State Early Childhood Advisory Council (ECAC) serves the Governor and is charged with ensuring that all of New York’s young children are healthy, learning, and thriving in families that are supported by a full complement of services and resources essential for successful development. The council’s Workforce Work Group is dedicated to the development of those adults who work in a range of programs to realize this vision. Teacher preparation, the Birth to Grade 2 Certification, and leadership development are strong components of the Workforce Work Group’s charge. To gain a clearer picture of early childhood-related offerings throughout the state’s higher education system, and to explore some specific issues related to the state’s teacher preparation system, the ECAC with its partner members, New York Early… Continue Reading →
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