ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategic Plan for Fiscal Years 2023-2028
Author: Office of Inspector General (ED)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Educational Planning,Federal Government,Public Agencies,Educational Objectives,Educational Quality,Risk Management,Accountability,Institutional Mission,Educational Strategies,Educational Improvement,Computer Security,Deception,Prevention,Organizational Effectiveness,Quality Control,Program Evaluation

The U.S. Department of Education (Department) Office of Inspector General (OIG) Strategic Plan for Fiscal Years (FY) 2023 through 2028 represents the planned direction of the organization for FYs 2023-2028. It continues the 40-plus year commitment to the mission to promote the efficiency, effectiveness, and integrity of the Department's programs and operations, and to identify and help prevent fraud, waste, and abuse. It provides a framework for how the OIG can help the Department best meet its statutory mission, while delivering results and value to stakeholders--the Department, the Congress, and America's taxpayers and students. In the pages of this plan, the OIG goals are defined as well as the key strategies that will enable those goals to be reached and exceeded. The plan will allow the OIG to quickly address new or unforeseen challenges and capitalize on new opportunities to enhance and expand the work. This includes leveraging technology, tools, processes, and people. The OIG will use risk-based and impact-based project selection to ensure the work provides the greatest value to stakeholders. Analytic resources to detect, deter, and disrupt new and emerging threats to Department programs, operations, and funding will be optimized. The enterprise risk management program will be matured by integrating relevant risk management strategies into operations and activities and ensuring accountability over critical areas. In addition, the OIG will continue to keep stakeholders apprised of the work by regularly providing information on priorities, work products, issues, and results. Finally, the plan prioritizes the most important asset--OIG staff. OIG will continue to implement activities that develop a highly-skilled and diverse workforce; foster an inclusive, equitable, and accessible workplace; and establish the OIG as a premier oversight entity within the Federal government. [For &quot;Five-Year Strategic Plan, Fiscal Years 2018-2022,&quot; see ED620770.]
In Need, Students Use Safety Net Resources with Varying Levels of Security. Spotlight Report Brief
Author: Fletcher, Carla
Date: 2022-09-00
Type: Reports - Evaluative
Subjects: Paying for College,Financial Problems,Undergraduate Students,Educational Finance,Financial Support,Federal Aid,Emergency Programs,Pandemics,Grants,Higher Education,COVID-19,Federal Programs,Family Programs,Welfare Services,Nutrition,Housing,Money Management,Debt (Financial),Student Financial Aid

Many college students struggle to make ends meet while enrolled and sometimes must turn to a wide variety of safety net resources, including official government programs, borrowing from family, and selling belongings. This brief examines data from 63,751 undergraduate students who responded to Trellis' Fall 2021 Student Financial Wellness Survey (SFWS), analyzing the use of various safety net resources.
Student Financial Wellness of Youth Formerly in Foster Care. Spotlight Report Brief
Author: Niznik, Aaron
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Foster Care,Financial Problems,Paying for College,Educational Finance,Federal Aid,Access to Information,Help Seeking,Student Financial Aid,Welfare Services,State Aid,Postsecondary Education

Youth formerly in foster care (YFFC) are more likely to report facing financial struggles while in college and may lack resources, marketable skills, and have limited networks/ support to rely on. These students may not have access to the same kind of family support as their peers. To address these challenges, this population relies more heavily on their institutions and government assistance. Additionally, while federal, state and institutional programs exist to provide aid to these students, many respondents in this sample were unaware of these supports. As a result, institutions must find ways to connect these students to the resources needed to ensure postsecondary success.
Closing the Representation Gap: A Series of Papers on Reshaping Educational Leadership for the Future
Author: New Leaders
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Racial Composition,Principals,Minority Groups,Racial Differences,Ethnicity,Minority Group Teachers,Minority Group Students,Administrator Characteristics,Superintendents,Elementary Secondary Education

Equitable representation within a school occurs when the principals, teachers, or other school-based leaders reflect the racial and cultural diversity of the local communities they serve. When students of color, who have historically been underestimated and underserved in our nation's schools, see themselves in the teachers and leaders at their school, they imagine bigger and bolder dreams for themselves. Yet, gaps in representation exist in school systems across the country. Forty percent of our nation's schools do not have any teachers of color. While the population of teachers in public schools in the US has grown slightly more diverse in recent decades, most teachers still identify as white. This gap also extends into school and district leadership. In the nation's schools, where more than half of the student population identifies as students of color, only 22 percent of the nation's principals identify as leaders of color : 11 percent African American, nine percent Latinx, two percent Asian American and other race/ethnicity. Eight percent of superintendents identify as leaders of color. This paper argues by diversifying teacher and school leader pipelines, more students would be empowered to realize their futures. This is the first in a series of papers on reshaping educational leadership for the future.
Equity-Focused Leadership: How School Leaders Can Accelerate Student Learning (and Keep Great Teachers). Closing the Representation Gap: A Series of Papers on Reshaping Educational Leadership for the Future
Author: New Leaders
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Equal Education,Leadership,Principals,School Administration,Administrators,Access to Education,Teacher Persistence,Academic Achievement,Elementary Secondary Education,Diversity (Institutional),Definitions,Educational Improvement,Educational Change,Disproportionate Representation

Research confirms that all students, including students of color and their white peers, benefit from seeing diverse teachers and school leaders working together to replace inequitable practices with school cultures anchored in respect, high expectations, and trusting relationships. This kind of leadership also creates the kind of conditions in which high-quality teachers want to stay in their roles, at their schools. School leaders who lead for equity are continuously learning and pushing themselves to grow into more effective change agents. This paper examines five proven equity-focused leadership actions that educators can start implementing in their schools. [For the executive summary of this series, &quot;Closing the Representation Gap: A Series of Papers on Reshaping Educational Leadership for the Future,&quot; see ED625674.]
Diversity, Equity, Inclusion, and Accessibility Strategic Plan for Fiscal Years 2023-2028
Author: Office of Inspector General (ED)
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Diversity,Equal Education,Inclusion,Accessibility (for Disabled),Strategic Planning,Safety,Recruitment,Labor Turnover,Work Environment,Labor Force Development

With this Office of Inspector General's (OIG's) second diversity, equity, inclusion, and accessibility (DEIA) strategic plan, readers will see, for FYs 2023-2028, DEIA efforts will continue to focus on their people, their workplaces, and their products and services. OIG will invest in their people by committing to comprehensive human capital strategies to attract, develop, and retain a diverse and skilled workforce. They will take actions to ensure that their workplaces are accessible, inclusive, and harassment-free environments where OIG staff can be their authentic selves and thrive. And they will add a DEIA focus to their work when possible and will be sure that all of their products and services are accessible to all. This report starts by presenting the goals for DEIA at the OIG for FYs 2023-2028, and the key strategies OIG will employ to reach them. These strategies provide a framework for the activities that they will perform to achieve their goals. Their plan also includes information on how they will evaluate their efforts and provides examples of the action items that they will use to assess how well they are achieving their desired objectives. They will detail all performance measures and share their progress related thereto in their annual progress reports. The Plan concludes with sections on accountability and transparency and DEIA at the OIG. [For the first diversity, equity, inclusion, and accessibility strategic plan (2019), see ED620721.]
Invest in Leadership: Five Actions District Leaders Can Take to Increase School Leader Diversity. Closing the Representation Gap: A Series of Papers on Reshaping Educational Leadership for the Future
Author: New Leaders
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: School Districts,Diversity (Faculty),Minority Group Teachers,Principals,Leaders,Disproportionate Representation,Leadership,Change Strategies,Career Pathways,Personnel Selection,Equal Opportunities (Jobs),Teacher Persistence,School Administration,Administrators

Research reveals better school and student outcomes, especially for teachers and children of color, when a principal of color is at the helm. One way to improve the educational experiences of schoolchildren across the country is to increase their access to leaders of color--and strengthen the caliber of teaching and leading in our nation's schools. Yet, despite the fact that diversity among our nation's students is growing, diversity among teachers, principals, and district leaders continues to lag. This is known as the representation gap. Strategic investments are needed to develop the next generation of school leaders who better reflect the communities they serve. A recent survey of district leaders conducted by New Leaders suggests a disconnect between intention and actions taken to advance diversity. The majority of respondents state that their district is committed to improving the diversity of its leaders, but an almost equal number report that there is no clear leadership path for educators of color within their district. Building a diverse pipeline of school leaders who are well prepared and supported enables districts to retain the kind of talent that ensures all students thrive. This paper examines five actions school districts can take to shape the future of educational leadership in their district. [For the executive summary of this series, &quot;Closing the Representation Gap: A Series of Papers on Reshaping Educational Leadership for the Future,&quot; see ED625674.]
Semiannual Report to Congress, No. 85. April 1, 2022-September 30, 2022
Author: Office of Inspector General (ED)
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Federal Government,Public Agencies,COVID-19,Pandemics,Federal Legislation,Federal Aid,Federal Programs,Emergency Programs,Accountability,Deception,Crime,Compliance (Legal),Financial Audits,Student Financial Aid,Elementary Secondary Education,Higher Education,Public Schools,Information Security,Information Technology,Educational Legislation,Student Records,Parent Rights,Privacy

This Semiannual Report presents the activities and accomplishments of the U.S. Department of Education's Office of Inspector General (OIG) from April 1, 2022, through September 30, 2022. The report highlights the audits, investigations, and related work issued during this time frame. Sections include: (1) Pandemic Relief Oversight; (2) Disaster Recovery Oversight; (3) Federal Student Aid Programs and Operations; (4) Elementary and Secondary Education Programs; (5) Department Management and Operations; (6) Other OIG Efforts; (7) Required Reporting; and (8) Acronyms and Abbreviations. [For the previous report, &quot;Semiannual Report to Congress, No. 84. October 1, 2021-March 31, 2022,&quot; see ED620763.]
Didactic Strategies for Teaching Cultural Heritage at Elementary Level of Education
Author: Hus, Vlasta
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Teachers,Heritage Education,Cultural Education,Experiential Learning,Teacher Education Programs,Educational Strategies,Teaching Methods,Social Capital,Cultural Capital,Course Content,Museums,Faculty Development,Constructivism (Learning),Learning Theories

Cultural heritage is recognized as a strategic resource and an important investment in social and cultural capital. As an important part of any nation's identity, the preservation of cultural heritage must be encouraged from the youngest age. This article presents the empirical research conducted among Slovenian primary school teachers at the elementary level. The aim of the research was to determine the implementation of didactic strategies when teaching about cultural heritage in Slovenian Elementary schools. Results show that the didactic strategy that teachers most often use to teach heritage content is experiential learning. Teaching heritage content outside the classroom is performed 2 to 4 times per year, mostly in collaboration with museums. The results also show that teachers believe that they are sufficiently trained to teach cultural heritage content, but there is still a tendency for additional training. Shorter teacher training courses focused on cultural heritage content lessons should be planned and implemented, using modern didactic strategies that encourage students' activity and they should be based on the constructivist theory of learning and teaching. [For the complete volume, &quot;NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5,&quot; see ED625663.]
Further Corporate Vocational Education -- Instrument of Stabilization and Development of Human Resources
Author: Matulcíková, Marta
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Corporate Education,Foreign Countries,Employees,Professional Continuing Education,Business,Required Courses,Educational Technology,Technology Uses in Education

The aim of the paper is to identify suitable methods of education for individual types of voluntary further corporate professional education, which could be applied also when changing the physical teaching environment to virtual or hybrid learning environment, and to propose the methods of education suitable for companies and attractive for the participants of the corporate trainings. In the empirical research, the questionnaire method and the interview method were applied. The respondents (140) were selected from two sections of the Statistical Classification of Economic Activities of the Slovak Republic, SK NACE Rev.2. The research results presented in the tables characterize the types of education in relation to the educational methods applied in the companies analyzed. The suitability of education methods is characterized also in terms of teaching environments, the physical, virtual and hybrid environments. The results of the research confirm that the methods of education affect the interest of the participants in all types of education. [For the complete volume, &quot;NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5,&quot; see ED625663.]
Considerations for Developing Effective Math Coaches: A Content-Driven Perspective
Author: Lasserre-Cortez, S.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Coaching (Performance),Mathematics Education,Faculty Development,Mathematics Instruction,Mathematics Teachers,Capacity Building,Kindergarten,Elementary School Students,Teaching Methods,Concept Formation,Learning Processes,Mathematical Concepts,Instructional Leadership,Educational Practices

Coaching is a complex endeavor that blends a myriad of concepts and skills. Practical experience, content knowledge, and coaching knowledge are instrumental to becoming an effective math coach. In order to design a professional development system to best support and build the capacity of coaches, we must identify what specific content and coaching knowledge is needed to become an effective coach. While there is a great deal of literature specifying coaching knowledge generally, for math coaches, it is critical to have a content-specific target within their professional learning. There are various types of knowledge, specific to math coaches, that are important to consider in relation to both coaching and content. This resource from Region 7CC examines some limitations of current mathematics instruction and provides key considerations for coaches of mathematics teachers.
LGBTQ+ in Secondary Education
Author: Sutherland, Scott
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: LGBTQ People,Secondary Education,Educational Environment,Student Needs,At Risk Students,Curriculum,Bullying,Inclusion,Instructional Materials,Educational Change,Equal Education

The purpose of this position paper is to emphasize the importance that the curriculum and climate are structured in ways that are conducive for a wide variety of learners. This not only means that the content itself is differentiated based on different learning styles and preferences, but also that students can see themselves represented in what they are learning and can feel safe in doing so. This emphasis is based on data that supports how educational reforms should focus on providing a more supportive learning environment and curriculum resources that are conducive for LGBTQ+ learners.
School Policy Regarding LGBTQ Students
Author: Sutherland, Scott
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: School Policy,LGBTQ People,At Risk Students,Social Bias,Educational Discrimination,Bullying,Educational Environment,Professional Development,School Safety

The purpose of this position paper is to emphasize the importance that policies should include specific protections for LGBTQ students, incorporate a top-down approach that uses clear and consistent language and mandates, and involves multiple types of professional development to support the needs of educators in implementing and enforcing them. This emphasis is based on data that supports how although there are federal laws, such as title IX, that are meant to protect LGTBQ students in schools, the reality is that many are still discriminated against on a daily basis.
Sexuality Education in Public Education
Author: Sutherland, Scott
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Public Education,Sexuality,Sex Education,LGBTQ People,Student Needs,Inclusion,Religion

The purpose of this position paper is to emphasize the importance that sexuality within educational curriculum needs to become more inclusive to promote an equitable environment for all learners. This emphasis is based on data that supports how constructing a binary focus within sex education through implied gender roles and sexuality does not support the diverse needs of LGBTQ learners within our institutions.
Gender Equity in the Curriculum
Author: Sutherland, Scott
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Sex Fairness,Curriculum Development,Equal Education,Access to Education,Course Content,Hidden Curriculum,School Districts,Social Change,Sexual Identity,LGBTQ People,Elementary Secondary Education,Teaching Methods

The purpose of this position paper is to emphasize the importance gender equity within curriculum as a primary focus within our educational institutions to ensure equal access and representation for our students. This emphasis is based on data that supports how focusing on meaningful content connections, conducive environments with respect to the hidden curriculum, and a shared school or district purpose for collective action, educational institutions can work toward making positive changes to society as it related to gender equity.
What Teachers Can Do to Support LGBTQ Students
Author: Sutherland, Scott
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Teacher Role,At Risk Students,LGBTQ People,Educational Environment,Inclusion,Social Support Groups,Social Emotional Learning,Course Content,Instructional Materials,Curriculum,Social Bias

The purpose of this position paper is to emphasize the importance that although teachers may not be able to change the what in terms of curriculum, they can change the how in terms of teaching it. This emphasis is based on data that supports how the choices that each educator makes in response to teaching curriculum can have a profound impact not only how LGBTQ learners progress in their lives, but also in fostering a more positive culture of understanding and respect for diverse backgrounds and beliefs.
Analysis of the Education System for Private Security Personnel in Slovenia
Author: Božjak, Žiga
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Security Personnel,Foreign Countries,Comparative Analysis,Teaching Methods,Program Descriptions,Employment Qualifications,Secondary Education,Higher Education,Program Evaluation,Certification,Teacher Competencies,Laws,Course Descriptions

The paper analyzes the education system of private security personnel in Slovenia. Through the presentation and comparison of education and training programs for obtaining national professional qualification (hereafter: NPQ) and secondary and post-secondary education programs, it indicates shortcomings and opportunities for improvement. The theoretical part used a descriptive method and an analysis of professional literature, legal, and by-laws in the field of private security and education. On this basis, the historical background and current regulation in the Republic of Slovenia were presented. The analysis and comparison consisted mainly of education programs and programs for obtaining NPQ. In the empirical work, the focus group included security personnel based on different ways of obtaining education, certification or ID card for security personnel, as well as security managers and lecturers at various levels of education and training. The findings show that the subjects in the field of private security in the training and education programs are very similar in content, they are also comparable in terms of duration and the ratio between theoretical and practical work. Since the programs are not adequately upgraded according to the level of education, it would be necessary to update the programs and at the same time ensure the competence of the practitioners of the pedagogical process. It would also make sense to regulate the conditioning of the approach to training for different NPQs with work experience. The findings are useful especially for creators of education and training programs and proponents of laws regulating private security, secondary and higher education, and NPQ. They could also be important for other countries that have a similarly organized private security personnel education system and/or want to reform their existing system. [For the complete volume, &quot;NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5,&quot; see ED625663.]