ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Higher Education in High School Math Reform
Author: Barnett, Elisabeth A.
Date: 2022-02-00
Type: Reports - Research
Subjects: Role of Education,Higher Education,Secondary School Mathematics,High School Students,Educational Change,Educational Practices,Case Studies,Teacher Administrator Relationship,Admission Criteria,Student Placement,Remedial Mathematics,Preservice Teacher Education,Alignment (Education),Equal Education

While there is interest in pathways-aligned high school math reform among secondary education stakeholders, change in high school math depends a great deal on policies, practices, and norms at the higher education level. This report focuses on the role of higher education in influencing (encouraging or deterring) secondary education math reform. To better understand this topic, researchers from the Community College Research Center (CCRC) and the Education Strategy Group (ESG) conducted interviews with representatives from national secondary math education organizations as well as individuals from each of three states participating in Launch Years-- Georgia, Texas, and Washington--who are engaged in efforts to reform high school math. This report first presents findings on the ways that higher education affects secondary math reform in broad terms, relying on data from these interviews. This is done by describing several domains of higher education practice identified by the interviewees that tend to present challenges to high school math reform. The report discusses potential solutions to these challenges and considers ways that higher education can facilitate high school reform efforts. The report then presents short case studies of secondary math reform efforts in three states (all of which have also undertaken math pathways reforms--at least to some extent--at the college level) with a focus on the influence of higher education in effecting change. The report concludes with a brief discussion of an overarching theme that appears to be central to much of this work: the importance of sustained conversation and collaboration between math educators and administrators from both sectors--higher education and K-12--in moving secondary math reform forward.
Proceedings of the 2021 ASCUE Summer Conference (53rd, Online, June 14-16, 2021)
Author: Association Supporting Computer Users in Education (ASCUE)
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Computer Uses in Education,Integrated Learning Systems,Higher Education,College Instruction,Computer Science Education,Programming,Computer Software,Online Courses,Video Technology,Neurosciences,Change,COVID-19,Pandemics,College Students,Mental Health,Well Being,Nursing Education,Content Area Writing,Multiple Choice Tests,Instructional Innovation,Futures (of Society),Educational Trends,Electronic Learning,Open Education,Blended Learning,Engineering Education,Culturally Relevant Education

ASCUE, the Association Supporting Computer Users in Education, is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. Begun in 1968 as CUETUG, the College and University Eleven-Thirty Users' Group, with an initial membership requirement of sharing at least one piece of software each year with other members, ASCUE has a strong tradition of bringing its members together to pool their resources to help each other. It no longer requires its members to share homegrown software, nor does it have ties to a particular hardware platform. However, ASCUE continues the tradition of sharing through its national conference held every year in June, its conference proceedings, and its newsletter. ASCUE proudly affirms this tradition in its motto: &quot;Our Third Quarter Century of Resource Sharing.&quot; These proceedings include 1 full paper, 1 book review, and abstracts for 19 additional papers presented at the 53rd conference. [For the full paper, &quot;Using Modern Chess Software for Opening Preparation,&quot; see ED617407.]
The Higher Ed Skilled Craft Workforce: Pay, Aging, Diversity, and Equity
Author: Fuesting, Melissa
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: Skilled Workers,Aging (Individuals),Diversity (Institutional),Equal Opportunities (Jobs),Colleges,School Personnel,Salaries,Minority Groups,Females,Salary Wage Differentials

The skilled craft workforce possesses the in-demand, highly specialized skills that are necessary to maintain and improve campus. However, campus, the heart of many colleges and universities, may be in trouble: The higher ed skilled craft workforce is aging, and there are not enough younger workers to take the place of older employees as they retire. In this brief, we begin with a focus on pay in the skilled craft workforce. Skilled craft positions are notable because they are well-paid relative to positions that require similar levels of education. Skilled craft positions can provide financial stability to individuals who do not have the opportunity or desire to go beyond an associate's degree. We next examine the aging of the skilled craft workforce and discuss the skilled craft workforce's strengths and opportunities for growth in the areas of diversity and equity. We close by recommending next steps for colleges and universities. Taken together, we argue that aging in the higher ed skilled craft workforce provides a unique opportunity to work toward greater diversity and equity in this area, particularly as many colleges and universities are in a time of unprecedented change.
Dynamic. Deliberate. Doable. Personalized Learning for Emergent Bilinguals
Author: Sniad, Tamara
Date: 2017-00-00
Type: Guides - Classroom - Teacher
Subjects: Individualized Instruction,Bilingual Students,Second Language Learning,English (Second Language),Curriculum Development,Instructional Development,Student Evaluation,Vocabulary Development,Grammar,Teaching Methods,Elementary Secondary Education

Educators frequently report feeling constrained by the competing and often conflicting demands of their curriculum, students, assessment requirements, supervisors, and parents. They fear, with all the mandates and pressures, they are unable to be the kind of personalized learning leader they want to be. The goal of this guide is to encourage educators to jump in the box, rather than going outside of the box, to be creative. Drawing on current research on teaching and learning and second-language acquisition, as well as personal experience as a practitioner and mentor of new and veteran teachers, the author will address key areas and questions most important to K-12 classroom teachers of diverse language and literacy backgrounds. The body of this guide is divided into two sections. The first focuses on personalized content instruction for Emergent Bilinguals (EBs), including setting achievable learning objectives, strategies for communicating content, and approaches to assessment. The second section offers guidance to content area teachers on building the language skills of the EBs in their classes -- targeting the academic language specific to the content and activities of their lessons.
Preparing Youth for the Workforce of Tomorrow: Cultivating the Social and Emotional Skills Employers Demand. SEL for Workforce Development
Author: Yoder, Nick
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Social Emotional Learning,Job Skills,Career Readiness,Labor Market,Emotional Development,Labor Force Development,Education Work Relationship,Elementary Secondary Education,Social Development,Employer Attitudes,Competence

Understanding the developmental and contextual nature of social and emotional competencies has always been a key concern of the Collaborative for Academic, Social, and Emotional Learning (CASEL), including the ways students and adults use core social and emotional competencies in preparation for and within their work-life. The current labor market requires employees to have social and emotional skills more than any other recent trend in workforce demands, yet there is no clear alignment between the social and emotional skills developed in K-12 and workforce skills. This brief begins to define the relationship between social and emotional competencies and the skills today's employers seek in the workplace for state and district policymakers, educators (e.g., classroom and CTE teachers), and the business community. In this report, the authors first provide an overview of social and emotional competences (as defined by CASEL) and then describe the skills employers seek from employees. They then connect these frameworks, embedding employability skills within the social and emotional competencies framework. This brief provides perspective to help state and district leaders begin to use language and practices that support students' success in both schools and the workforce.
Championing the Skills Revolution: Evidence on Bridging Skills Gaps through Vocational Education and Training in the Green and Digital Transition--Cedefop Highlights 2021-22. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Vocational Education,Foreign Countries,Job Skills,Labor Needs,Sustainability,Conservation (Environment),Apprenticeships,Mobility,Credentials,Adult Learning,Partnerships in Education,International Organizations,Organizational Change

To know which skills are required at which levels, in which areas, for whom, and how, is crucial. For this purpose, Cedefop has been stepping up its skills intelligence work. A high-level virtual conference in 2021, followed by a series of thematic workshops, kick-started Cedefop's next generation skills intelligence activities. It provided new insights into skills intelligence in the context of megatrends -- digital, green, demography and others -- and showed how to maximise its potential for policy. Engaging stakeholders, prior to and throughout the events, helped to identify gaps and obstacles for strengthening skills intelligence. Discussions focused on priority areas in the pursuit of making next-generation skills intelligence more contextualised, timelier and more relevant to sectors, businesses and people.
Commonfund Higher Education Price Index. 2021 Update
Author: Commonfund Institute
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Cost Indexes,Economic Climate,Educational Finance,Teacher Salaries,College Faculty,Costs,Regional Characteristics,School Personnel,Salaries,Utilities,Fringe Benefits,Resources,Services,Private Colleges,Public Colleges,Community Colleges,Institutional Characteristics

The Higher Education Price Index (HEPI) is an inflation index designed specifically for use by institutions of higher education. Compiled from data reported by government agencies and industry sources, HEPI measures the average relative level in the price of a fixed market basket of goods and services purchased by colleges and universities each year through current fund educational and general expenditures, excluding research. A more accurate indicator of cost changes for colleges and universities than the Consumer Price Index (CPI), HEPI is used primarily to project future budget increases required to preserve purchasing power. With compilations dating back to 1961, HEPI offers almost 60 continuous years of higher education inflation data. It is an essential tool enabling schools to determine increases in funding necessary to maintain both real purchasing power and investment. HEPI is compiled using data items from publicly available sources that are released at different points in the academic fiscal year, which runs from July 1 through the following June 30. For fiscal year 2021 the HEPI calculation reveals that inflation for colleges and universities was 2.7 percent, representing an increase from FY2020's 1.9 percent. While the FY2021 figure was a 42 percent increase compared with FY2020, over the past five fiscal years it was exceeded by 3.0 percent in both 2017 and 2019 and was approximately equal with 2.6 percent in FY2018. The 2.7 percent figure was also only 0.1 percentage point higher than the average HEPI for the trailing five fiscal years. [For the 2020 Update, see ED610736.]
More Perceptions: Opinion Survey on Adult Learning and Continuing Vocational Education and Training in Europe. Volume 2: Views of Adults in Europe. Cedefop Reference Series 119
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Adults,Adult Learning,Vocational Education,Continuing Education,Educational Attitudes,Educational Benefits,Access to Education,Adult Education

Based on a survey comprising more than 40 000 interviews of people aged over 25 in the European Union, Iceland and Norway, this second volume of adults' perceptions about adult learning and continuing vocational education and training (CVET) examines the views of different groups in the European adult working population. It shows that adults strongly support adult learning and CVET and have a firm belief in the benefits they bring. However, participation in adult learning and CVET is not determined so much by the positive image and attractiveness, but by the unique circumstances that individuals face in their working lives. To help people better, aspects of vocational education and training policy need a rethink. [For Volume 1 of the series, &quot;Perceptions on Adult Learning and Continuing Vocational Education and Training in Europe. Volume 1: Second Opinion Survey. Member States. Cedefop Reference Series. No 117, see ED610606.]
Pods in Action: Joanna Rosa-Saenz. How a Bootstrapping Parent-Run Pod Served At-Risk Students
Author: Poon, Jennifer
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Parents,Urban Schools,At Risk Students,Distance Education,COVID-19,Pandemics,School Closing,Parent School Relationship,Parent Role,Partnerships in Education,Home Programs

When the pandemic closed schools in Denver, an enterprising parent with community connections stepped in to meet immediate needs--and paved a new path to supporting students and families in the future. Joanna Rosa-Saenz determined to &quot;turn negatives into positives&quot; by using whatever means she had to ensure her children and others in the community had a safe space to continue learning. That meant stepping up and creating such a space herself. She converted her basement into a classroom, used her car like a school bus, and devoted her time and energy to support a pod that served up to 14 students at a given time. She welcomed them for as long as they needed to stay and charged no tuition. Older students mostly followed their school's remote instruction, with Rosa-Saenz serving in a supervisory role rather than providing direct academic instruction. True to Montessori-style teaching, Rosa-Saenz involved the older students as mentors for younger students. This article provides details on how Rosa-Saenz operated a pod in her community, which led to strong relationships with students and between students.
Think Forward New England: Profiles of Innovation. Great Oaks Charter School Bridgeport
Author: Shibre, Emnet
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Charter Schools,Tutorial Programs,Tutoring,Service Learning,High School Students,Teaching Methods,Individualized Instruction,COVID-19,Pandemics

As schools across the country continue to search for innovative practices to address pandemic-related learning loss and combat social isolation, experts are pointing to high dosage tutoring as a strategy worthy of consideration. Great Oaks Charter School Bridgeport in Connecticut offers an example of a high dosage tutoring model that has been refined and adapted to meet local needs. School and district leaders as well as policymakers interested in expanding access to high dosage tutoring should consider the following questions based on the GO-BPT model: (1) How could a service-year program expand staff capacity in high schools and scale the availability of high-dosage tutoring? (2) How might high-dosage tutoring and individualized, small-group instruction benefit all students? (3) How can tutors work with school faculty to maximize impact? and (4) What support and training are tutors likely to need?
Think Forward New England: Profiles of Innovation. Holyoke High School
Author: Pangelinan, Cara
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: High School Students,Educational Innovation,Educational Attainment,Learner Engagement,Teacher Student Relationship,Nontraditional Education,Pandemics,COVID-19,Distance Education

Like every school across the country, Holyoke High School, in Holyoke, Massachusetts, struggled during remote learning: Teachers had to adjust to new technologies, and many students felt disconnected from the school environment. Despite these pandemic-induced challenges, Holyoke school leaders and staff kept student engagement at the forefront of their efforts to ensure continuity of learning. This profile of Holyoke from CRPE and the Christensen Institute details the school's practices that have proven successful, how they have adapted in the face of the pandemic, and how other school communities can begin conversations about adopting similar practices. School districts seeking to prioritize student engagement this school year can learn from Holyoke High School. Start by considering the following questions: (1) How can high schools help every student succeed by multiplying the number of pathways to graduation while maintaining high expectations? (2) What designs most effectively help each student feel known and supported by a caring adult, even in a large school environment? and (3) What existing structures in high schools are well-suited to be improved and expanded to meet students' and families' expectations?
Vocational Education and Training in Slovenia. Short Description
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Secondary Education,Postsecondary Education,Adult Education,Labor Market,Educational Attainment,Policy,Nonformal Education,Informal Education,Educational Finance,Governance,Educational Administration,Vocational Education Teachers,Trainers,Qualifications,Access to Education,Employment

This short description contributes to better understanding of vocational education and training (VET) in Slovenia. It provides insights into its main features and highlights system developments and current challenges. Slovenia has a strong VET tradition; participation at upper secondary level is the highest in the EU. The VET system in Slovenia is attractive, flexible and offers a variety of learning modes and progression opportunities for learners; the share of early leavers is kept low. The importance of raising adult skills levels is growing, as is the need to focus on strengthening digital skills and broadening opportunities for upskilling and reskilling. Slovenia is responding to challenges, including those posed by the COVID-19 pandemic, with a focus on modernising vocational education. Its basic goal is adapting education to the digital and sustainable transition and increasing the resilience of the education system.
Spotlight on VET: Slovenia
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Foreign Countries,Secondary Education,Adult Education,Continuing Education,Postsecondary Education,Lifelong Learning,Dropouts,Employment Patterns,Young Adults,On the Job Training,Technological Literacy

Formal vocational education and training (VET) in Slovenia starts at upper secondary level and is provided mainly by public schools that are founded and financed by the State. The education and labour ministries share responsibility for preparing legislation, financing, and adopting VET programmes and qualifications. While the education ministry governs VET at upper secondary and tertiary levels, the Institute of the Republic of Slovenia for VET (CPI) is responsible for research and development; it monitors and guides the development of VET and provides in-service teacher training and VET curricula. The CPI also acts as a link between ministries, schools and social partners. This spotlight presents Slovenia's education and training system, including distinctive features of VET in Slovenia, along with challenges and policy responses.
Recruiting Trends, 2021-2022 [51st Edition]
Author: Gardner, Phil
Date: 2021-00-00
Type: Reports - Research
Subjects: Recruitment,Employment,Personnel Selection,COVID-19,Pandemics,Employment Opportunities,Teleworking,College Graduates,Employers,Salaries,Geographic Location,Internship Programs,Cooperative Education,Labor Turnover,Labor Market,Academic Degrees,Computer Use

The COVID-19 pandemic, a non-economic event, has accelerated trends already emerging throughout the workplace, specifically remote work, technological job displacement, and growing disparity between those with a college degree (post-K12) and those without. In planning for this year's Recruiting Trends project, it was decided to keep the survey very basic as so many employers expressed that they were still adjusting to and planning around the cyclical nature of COVID-19 that still stymied longer term planning. Approximately 2500 attempted the survey with 1998 providing information that contributes to the understanding of today's college labor market. Only 729 employers could provide complete hiring information at this time; the lowest number for any recent Trends report. Despite the desire to return to at least some in-person events and interviewing, employers have realized significant cost savings from virtual recruiting, especially a more efficient use of recruiting staff and personnel from the organization that assist them. Virtual recruiting events, including interviews, remain plagued by poor student attendance and inadequate technology. Nevertheless, virtual recruiting is here to stay in some hybrid form. Students need to expect to encounter digital and AI assisted technologies as part of the recruiting process. Employers discussed the importance of candidates having a Zoom presence that entailed being aware of their environment that employers see behind them, being prepared for the interview, and showing interest in the opportunities at the organization. Employers expect students to shoulder more of the responsibility of managing their job search, especially arriving on time and not being a &quot;no show.&quot; Overall, college students seeking full-time positions or internships/co-ops can expect opportunities to be plentiful this year. [For the 50th Edition, see ED610758.]