ethanporcaro/eric-fulltext-meta huggingface dataset:
ICCS 2016 Technical Report. IEA International Civic and Citizenship Education Study 2016
Author: Schulz, Wolfram, Ed.
Date: 2018-00-00
Type: Collected Works - General
Subjects: Citizenship Education,Comparative Education,Citizen Participation,Citizenship Responsibility,Translation,Second Languages,Data Analysis,Guides,Databases,Educational Policy,Educational Practices,Outcomes of Education,Sustainable Development,International Organizations,Test Construction,Questionnaires,Cross Cultural Studies,Quality Assurance,Test Items,Scaling,Weighted Scores,Foreign Countries,Grade 8,Student Attitudes,Civics

The IEA's International Civic and Citizenship Education Study (ICCS) investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2016 is the second cycle of a study initiated in 2009. This technical report follows the publication of several international and regional reports that presented the results of ICCS 2016. It comprises detailed information on the development of the instruments, including their translation and translation verification, sampling design and implementation, field operations and quality control of data collection, data management, sampling weights and participation rates, and the scaling, analysis and reporting of ICCS 2016 data. The technical report enables researchers to evaluate published reports and articles based on data from this study and, used in conjunction with the ICCS 2016 User Guide for the International Database, will provide guidance for their own analyses. Over the past 50 years, the IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. The association conducted its first survey of civic education in 1971. The rich and robust comparative ICCS 2016 database will allow participating education systems to evaluate the strengths of their educational policies, both internationally and within a regional context, and to measure their progress toward achieving critical components of the United Nations' 2030 agenda for sustainable development. [This report was written with contributors Gabriela Agrusti, John Ainley, Christine Busch, Tim Friedman, Eveline Gebhardt, Juliane Kobelt, Hannah Köhler, Gabriela Nausica Noveanu, Duygu Savasci, Sabine Tieck, and Sabine Weber. This report was produced with the Laboratorio di Pedagogia Sperimentale Università degli studi Roma Tre Rome, Italy. For the &quot;ICCS 2016 User Guide for the International Database ,&quot; see ED627445. For the &quot;ICCS 2009 Technical Report, see ED544622.]
New York State vs. Hasidic Schools: Placing the &quot;Substantially Equivalent&quot; Curriculum Debate in Context. Issue Brief
Author: Domanico, Ray
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Judaism,Religious Schools,Legal Problems,Beliefs,Constitutional Law,Private Schools,Public Schools,State Legislation,School Choice,Parent Attitudes,Activism,Jews,Institutional Characteristics,Civil Rights,Freedom,Educational Policy,Educational Legislation,Curriculum Development,Educational History,Classification,Educational Finance,Day Schools,Enrollment Trends,Males,Single Sex Schools,Educational Improvement,Student Characteristics,Hebrew,Second Language Learning,Second Language Instruction,Social Responsibility,Teaching Methods,Semitic Languages,Kindergarten,Elementary Secondary Education

In New York State, private and religious schools are required to offer a curriculum &quot;substantially equivalent&quot; to what is available in local public schools. Substantial equivalency--which has been law for nearly 130 years--allows parents to direct the education of their children by enrolling them in the school of their choice, while also ensuring that schools meet certain standards. However in September 2022, the New York State Board of Regents amended the regulations governing the law's enforcement. The amendments follow a multiyear effort on the part of a small group of activists who voiced concerns over a particular group of religious schools in New York City and a few other counties in the state. These schools serve the &quot;Haredi&quot; Jewish community, also described as ultraorthodox. There are critical public-policy and legal issues within the debate over Haredi schools and the state's substantial-equivalence requirement, particularly how to weigh the right to religious freedom enshrined in the First Amendment to the Constitution of the United States. This issue brief will explore those issues and attempt to place them in the context of the communities that overwhelmingly choose these schools for their children.
ICCS 2016 User Guide for the International Database. IEA International Civic and Citizenship Education Study 2016
Author: Köhler, Hannah, Ed.
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Guides,Citizenship Education,Citizen Participation,Citizenship Responsibility,Grade 8,Cross Cultural Studies,Student Attitudes,Databases,Foreign Countries,Civics,Test Items,Comparative Education,Weighted Scores,Data Analysis,Questionnaires,Translation,Second Languages,Item Analysis,Sustainable Development,International Organizations,Educational Policy,Scoring,Outcomes of Education

The IEA's International Civic and Citizenship Education Study (ICCS) investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2016 is the second cycle of a study initiated in 2009. The ICCS 2016 user guide describes the content and format of the data in the ICCS 2016 international database. It introduces the use of weighting and variance estimation variables for analyzing the ICCS 2016 data, and provides a comprehensive overview of how to work with the IEA's International Database (IDB) Analyzer software. The ICCS 2016 user guide is accompanied by four appendices: the international versions of all questionnaires; an overview of national adaptations to the national versions of the ICCS 2016 international questionnaires; derived variables used in the ICCS 2016 international and regional reports; and a set of restricted-use civic knowledge items, together with their respective scoring guides, to illustrate the test contents. Over the past 50 years, the IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. The association conducted its first survey of civic education in 1971. The reliable comparative data collected by ICCS 2016 will allow education systems to evaluate the strengths of educational policies, both internationally and within a regional context, and to measure their progress toward achieving critical components of the United Nations' 2030 agenda for sustainable development. [This guide was produced with Roma Tre Università degli studi. For the &quot;ICCS 2016 Technical Report,&quot; see ED627443. For the &quot;ICCS 2009 User Guide for the International Database,&quot; see ED544615.]
A Model for School Practices Relating to Sexuality and Gender. Issue Brief
Author: Rufo, Christopher F.
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Public Schools,Teaching Methods,School Safety,Developmentally Appropriate Practices,Political Attitudes,Civil Rights,Educational Attainment,Critical Thinking,Citizenship,Parent Rights,Child Rearing,Models,Educational Practices,Sexuality,Sexual Orientation,Sexual Identity,Parent Attitudes,Child Health,Wellness,Educational Policy,Educational Environment,Accountability,Faculty Development,Democratic Values,School Law,Elementary Secondary Education,Court Litigation,Gender Differences,LGBTQ People,Gender Issues,School Districts,Educational Administration

The purposes of this policy document are: (1) to encourage public-school instruction conducive to developing skills and gaining factual knowledge necessary for students' future success as critical thinkers, citizens, and leaders of the state of [STATE]; (2) to protect children against the unwarranted and harmful influence of politicized classroom instruction; (3) to provide a safe, healthy, supportive, respectful, and developmentally appropriate learning environment; and (4) to bolster parents' fundamental rights to direct the upbringing, education, and care of their children.
Female Students&apos; Views on the Reflections of School Sports Team Life on Their Development: A Phenomenological Study
Author: Aslan, Menekse
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Secondary School Students,Student Athletes,Females,Student Attitudes,Athletics,Team Sports,Social Development,Personality Development,Physical Development,Academic Achievement,Educational Benefits

Sports is a new science that shapes human behavior and spiritual structure through individual or team games, movements, and various competitions, as well as improving individuals physically. In this study, it was aimed to examine the the reflection of school sports team life on their development. The research was a descriptive phenomenological study in qualitative design. A phenomenological study is a research that focuses on what people experience and how they experience what they experience. The population of the research consisted of female athlete students who study in public primary, secondary and high schools within the borders of Kepez District of Antalya province in the 2022-2023 academic year, and the sample of the study consisted of 8 female athlete students studying at primary and secondary school in Aslanlar Secondary School. As a data collection tool, a semi-structured interview form consisting of 5 questions prepared by the researcher and including questions about personal information was used. As a result of the research, it was found that sports team life had many positive benefits for social development, personality development, physical development and academic development.
K-12 without Borders: Public School Students, Families, and Teachers Shut in by Education Boundaries
Author: Lueken, Martin F.
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Public Schools,School Districts,Barriers,Political Divisions (Geographic),School Location,Access to Education,Place of Residence,Housing,Ownership,State Aid,Teacher Salaries,School Segregation,Achievement Gap,Student Mobility,Faculty Mobility,Educational Policy

This report is about the educational borders that have sprung up across America. Some are school district boundaries. They can form an invisible barrier between students and the schools that they might want to attend. Other borders, often aligned with the municipal boundaries of cities, counties, and states, restrict who can teach where, how much teachers are paid, and what their retirement looks like. All have profoundly shaped the way that American schools look. In this report, the authors explain how school district boundaries, which limit where children can attend school, can have negative impacts on students and homeowners, especially the most disadvantaged. They also explain how boundaries, in the form of pension rules, negatively affect teachers. They propose an alternative: a system with fewer boundaries--one that allows students to access a wide array of schools, regardless of where they live, and one that does not punish teachers for moving between public, charter, or private sectors, or between states (or even within states, in some instances)--will improve outcomes for students, increase equity among homeowners, and promote retirement security for teachers. The authors argue that as states continue to move toward providing more educational opportunities for families, teachers will need to fill some of the demands for a diverse set of options. The way that educational systems compensate teachers, however, is outdated and ill-equipped to facilitate a dynamic teacher labor market to meet families' needs.
Unlocking the Potential of Private-School Choice: Avoiding and Overcoming Obstacles to Successful Implementation
Author: Garnett, Nicole Stelle
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Private Schools,School Choice,Barriers,Parent Attitudes,Kindergarten,Elementary Secondary Education,Educational Finance,Policy Formation,Educational Policy,Scholarships,Taxes,Program Implementation,Educational Improvement,Tuition,Educational Vouchers,Charter Schools

In order to realize all the benefits of parental-choice programs, advocates, policymakers, and participating schools have to pay more attention to implementation challenges, both when designing parental-choice policies and after new programs are enacted. This report discusses both categories of implementation challenges. The first category--challenges that result from policy design--includes features of many programs that make them difficult to implement, such as limits on the tax benefits available in scholarship tax-credit programs, low scholarship amounts, and eligibility restrictions. The second category--challenges that occur after programs are enacted--result from advocates' and participating schools' failure to take steps that would increase the likelihood of programmatic success, such as prioritizing academic improvement among program participants, better informing parents about the choices available to them, and encouraging the development of more and better schools and school networks. This report focuses on &quot;private-school-choice&quot; programs--that is, programs that enable students to use public resources for private-school tuition. To the extent that education savings account (ESA) funds are used to enable participants to attend private schools, as they will be in many, if not most, cases, the report addresses implementation issues affecting ESAs. While the policy landscape is shifting rapidly, and more states undoubtedly will enact universal ESAs in the months and years to come--the vast majority of parental-choice programs are, and will continue to be, limited in scope and eligibility, necessitating continued attention to the issues addressed in this report critical to their success.
Adapting Parent Engagement Strategies for an Evidence-Based Parent-Mediated Intervention for Young Children at Risk for Autism Spectrum Disorder
Author: Haine-Schlagel, Rachel
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Participation,Toddlers,At Risk Persons,Autism Spectrum Disorders,Early Intervention,Evidence Based Practice,Parent Education,Child Development,Interpersonal Competence,Allied Health Personnel,Program Effectiveness,Attitudes,Trainers

Study aims included (a) characterizing provider feedback on parent engagement strategies integrated into a parent-mediated intervention for toddlers at risk for autism spectrum disorder (ASD) and (b) identifying provider characteristics that predict attitudes about parent engagement strategies. A mixed method approach was utilized, including gathering quantitative data via survey (breadth) and collecting qualitative data via interview (depth). Acceptability, utility, appropriateness, sustainment, generalizability, and perceived effectiveness were examined. Fourteen agency leaders and 24 therapists provided input. Providers perceived the integration of parent engagement strategies as having a positive impact on implementation. Providers considered the strategies to be acceptable, appropriate, and effective, though barriers of time and complexity were noted. Provider characteristics did not consistently predict attitudes about the engagement strategies. Incorporating parent engagement strategies into parent-mediated interventions for ASD is well-received by providers and may improve quality of service delivery for families served in early intervention for ASD. Four tables are included in the manuscript.
Satisfaction Levels of Undergraduate Students with Distance Education during the COVID-19 Pandemic
Author: Öztas, Sezai
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,COVID-19,Pandemics,Undergraduate Students,Distance Education,Validity,Reliability,Gender Differences,Departments,Self Efficacy,Internet,Access to Education,Educational Attitudes,Teaching Methods,Foreign Countries

The Council of Higher Education (CoHE) switched to distance education with digital tools in all universities as of March 23, 2020. The relevant decision was put into effect by the universities. Since this date, distance education has been utilized in almost all programs in universities. COVID-19 Pandemic period was finished, and face-to-face education was started in 2021. This research aims to analyze the satisfaction levels of undergraduate students with distance education during the COVID-19 pandemic. In this context, the research study group designed in the scanning model consists of 1605 students enrolled at Tekirdag Namik Kemal University. The research data were obtained with the &quot;Scale on the Satisfaction Levels of University Students with Distance Education,&quot; which was developed by Baltaci, Mercan-Annak, Akbay, Akaydin and Sökmensüer (2021) and whose validity and reliability have been proven. The SPSS Statistics 20 program analyzed the data. It was investigated whether the satisfaction levels of undergraduate students with distance education showed a statistically significant difference concerning certain variables during the COVID-19 pandemic. The study determined that undergraduate students were generally satisfied with the distance education they received during the COVID-19 pandemic. A statistically significant difference was found between the satisfaction levels of undergraduate students with distance education applications based on gender, department, self-efficacy perception of computer use skills, and having problems accessing distance education. On the other hand, no statistically significant difference was seen between the satisfaction levels of undergraduate students with distance education applications based on age, grade level, regular Internet access, and distance education status before the epidemic.
Socially Distanced Teaching: The Mental Health Impact of the COVID-19 Pandemic on Special Education Teachers
Author: Cormier, Christopher J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Education Teachers,COVID-19,Pandemics,Mental Health,Anxiety Disorders,Depression (Psychology),Emotional Response,Fatigue (Biology),Burnout,Race,Ethnicity,Sex,Measures (Individuals),Racial Differences

Little is known about the impact of the COVID-19 pandemic on special education teachers. Of 468 surveyed across the United States, 38.4% met clinical criteria for generalized anxiety disorder, a rate 12.4 times greater than the U.S. population, and 37.6% for major depressive disorder, a rate 5.6 times greater than the population. Race/ethnicity, gender, or school funding was not related to mental health. The impact of the pandemic was moderate to extreme on stress (91%), depression (58%), anxiety (76%), and emotional exhaustion (83%).
The Potential of California&apos;s Community College Baccalaureate for Closing Racial Equity Gaps. A Civil Rights Agenda for California&apos;s Next Quarter Century
Author: Rios-Aguilar, Cecilia
Date: 2023-04-00
Type: Reports - Research
Subjects: Community Colleges,Bachelors Degrees,Equal Education,Racial Discrimination,Program Descriptions,Civil Rights,Access to Education,Educational Change,State Legislation,Outcomes of Education,Education Work Relationship

The bachelor's degree remains a fundamental path to economic opportunity in the United States. Critical for policymakers, then, is ensuring equitable access to such benefits--a task often constrained by long-standing structural barriers. One of the most obvious structural impediments for bachelor's degree-aspirants in California (CA) is the current version of the CA Master Plan for Higher Education. With a robust public higher education system that is continually forced to adapt to demographic shifts and evolving labor markets, California is an especially important region for exploring the future of postsecondary education and economic growth. This report describes what we currently know about the California Community College Baccalaureate (CCB) program that was launched in 2017 and expanded in 2021. The program shows promising outcomes and that state education leaders can leverage existing components of the state's education ecosystem to meet the economic and social demands of 40 million diverse Californians and to close existing racial equity gaps. This report was published as part of a new research series, &quot;A Civil Rights Agenda for California's Next Quarter Century,&quot; in commemoration of the Civil Rights Project's 25th anniversary.
Student Loan Debt and Earnings at North Carolina Universities
Author: Shaw, Harrington
Date: 2023-01-03
Type: Reports - Evaluative
Subjects: Student Loan Programs,Debt (Financial),Income,College Graduates,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Professional Education,Intellectual Disciplines,Universities,Public Colleges

Numerous degree programs throughout the UNC System equip students with the requisite knowledge and skills for meaningful careers that generate excellent returns for both alumni and the North Carolina economy. This talent pool attracts businesses and residents to the state, expanding job opportunities, further developing the labor force, and fostering economic growth. Recent data from the Texas Public Policy Foundation (TPPF) on post-graduation debt and income, however, suggest that a substantial proportion of programs fail to generate satisfactory economic outcomes that reasonably enable alumni to pay back their student loan debt. The TPPF data demonstrate the performance of more than 900 bachelor's, master's, professional, and doctoral degree programs across North Carolina. By categorizing these programs based on the debt and income of their graduates, we are able to identify those programs that are most in need of oversight, reform, or closure. The report also allows prospective students and their families to make better-informed decisions regarding their college and later careers. Unlike resources that merely review the potential income for types of programs generally, the report provides detailed information on income and debt for specific programs at specific schools in North Carolina, providing a uniquely high-resolution picture of the financial risks and opportunities faced by UNC students today.
Continuing the Distance Learning Modality of Graduate Studies in Post-COVID Philippines: A Survey
Author: Núñez, Jayrome
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Study,Distance Education,Electronic Learning,Graduate Students,Educational Benefits,Student Attitudes,Blended Learning,COVID-19,Pandemics,In Person Learning

Getting a graduate education is one of the most important parts of a professional in a field. It allows them to climb higher in the professional rankings or even get higher pay for their academic work. All graduate students are adults and self-directed due to their past experiences in work or practice. However, when the pandemic hit the world, these self-directed learners were not spared from shutting of schools. In the Philippines, most graduate schools deliver their lessons through the traditional mode or face-to-face until the pandemic that they shifted in the emerging online learning modality. Using the mixed method of quantitative and qualitative type of study the researchers were able to gather 419 graduate students from various regions of the archipelago to take part in the study. The researchers found out that upon experiencing the benefits of online learning, graduate students want to continue this modality even in the future. More than a third of the respondents also claimed that they want the blended or hybrid type of graduate studies as opposed to going back to the more traditional face-to-face classes. The reasons for these can vary on each learner's situation.