Education & learning publications
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Measuring the Quantity and Quality of the K-12 STEM Teacher Pipeline – Executive Summary
Together, these papers can guide policymakers, researchers, and educators through the potential implications and implementation of the STEM education indicator system.
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Classroom trials: A study of instruction with writing software
This was a descriptive study on how secondary teachers implementing the Common Core State Standards for literacy used writing software to facilitate their instruction.
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Vocational Education Course Taking and Post-High School Employment of Youth with Emotional Disturbances
Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the patterns of career and technical education (CTE) course taking in high school by students receiving special education…
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Using Indicator Data to Drive K–12 STEM Improvements in States and Districts: Implications and Recommendations for Leaders and Policymakers
In this paper, Michael Lach of the University of Chicago details how district and state education leaders might use the indicator system to improve STEM education.
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Using Indicator Data to Drive K–12 STEM Improvements in States and Districts: Implications and Recommendations for Leaders and Policymakers – Executive Summary
In this paper, Michael Lach of the University of Chicago details how district and state education leaders might use the indicator system to improve STEM education.
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Handbook on Personalized Learning for States, Districts, and Schools
Chapters in this new Handbook reflect the personalized learning goals of ESSA and reflect the view of personalized learning as a learning innovation.
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Effect of Transition Planning on Postsecondary Support Receipt by Students with Disabilities
The authors of this article analyzed data from the National Longitudinal Transition Study-2 to determine the effect of receiving transition planning education and having a transition plan that specified needed…
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Pathway Schools Initiative Developmental Evaluation-Learning Brief 1 (January 2016)
To support its Pathway Schools Initiative, The McKnight Foundation has engaged initiative leaders in a developmental evaluation (DE) led by SRI International and Child Trends.
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Examining Change in K-3 Teachers’ Mathematical Knowledge, Attitudes, and Beliefs: The Case of Primarily Math
This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers’ mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching…
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Screening for Trauma in Early Adolescence: Findings from a Diverse School District
The current study examines the prevalence of trauma experiences and traumatic stress in middle school students from a large urban school district serving a high proportion of diverse immigrant and…
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Name-aware language model adaptation and sparse features for statistical machine translation
We propose approaches improving statistical machine translation (SMT) performance, by developing name-aware language model adaptations and sparse features, in addition to extracting nameaware translation grammar and rules, adding name phrase…
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Reform Focus at NGEI Partnerships: Summarizing Initial NGEI Campus-Level Work to Improve Teacher Education
The report summarizes the five areas emphasized by the Bechtel Foundation for teacher education reform occurring as part of the program.