ethanporcaro/eric-fulltext-meta huggingface dataset:
Maritime Defense Strategy Education as an Effort of the Indonesian Government in Maintaining Maritime Security
Author: Prasetyo, Kuncoro Arry
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Marine Education,National Security,National Curriculum,Governance,Armed Forces,Program Implementation,Decision Making,Public Policy,Legislation,Safety,Policy Formation,International Relations,International Organizations

To establish good maritime governance, the Indonesian government must pay attention to maritime security aspects in every maritime policy and integrate maritime security education into the national education curriculum. However, implementing the World Maritime Axis concept, the Indonesian government still needs to consider the maritime security perspective as a top priority. The ultimate goal of good maritime governance development should include the strength of the Navy as the most important supporting element and the implementation of maritime security training and education for Indonesian maritime society. This study aims to analyze the efforts of the Joko Widodo (Jokowi) administration in addressing maritime security issues through the implemented maritime security training and education programs. The research method used is qualitative descriptive by using secondary data from a literature review and interpretation found in previous journal articles, with data collection techniques through literature study. The study results indicate that addressing maritime security issues requires hard and soft efforts from the government, including implementing maritime security training and education programs for Indonesian maritime society and integrating maritime security education into the national education curriculum.
From Designing Policy Solutions to Building Coalitions: Key Strategies for Intermediaries to Engage in Policy and Advocacy
Author: Cuevas, Erica
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: Equal Education,Career Pathways,Educational Policy,Advocacy,Language Usage,Communities of Practice,Resource Allocation,Best Practices,Program Implementation

This paper outlines potential actions and roles for intermediaries to facilitate the development and implementation of truly equitable education-to-career pathways systems. Specifically, it could guide the broader field of intermediary organizations and efforts to engage in policy and advocacy by outlining how intermediaries can influence the design and implementation of policy solutions to address systemic inequity. Recognizing that intermediaries range widely in size, capacity, and purpose, we offer suggestions that organizations can apply wherever they sit in the policy space. The resource also highlights a set of Building Equitable Pathways (BEP) intermediaries and their work in policy and advocacy.
Toward the Big Blur: Momentum and Progress in Colorado
Author: Binder, Libuse
Date: 2023-06-08
Type: Reports - Research
Subjects: State Policy,Educational Policy,Education Work Relationship,Credentials,Career Development,Secondary Education,Postsecondary Education,Accountability,Alignment (Education),Governance,Work Experience Programs,Dual Enrollment

Colorado is a state primed for blurring the lines between secondary, postsecondary, and workforce policies and programs to serve Colorado's young people better. The state has a growing economy, political leadership committed to advancing innovative, affordable education pathways, and a commitment from state agencies and state-based advocates that every high school student in Colorado graduate with credentials of value to ensure they can pursue education and training opportunities that will lead to economic advancement. In this first in a series of case studies featuring leading-edge states, Jobs for the Future (JFF) documents key policies that Colorado is putting into place to erase the arbitrary boundaries between high school, college, and the world of work and open the opportunity for all young adults to move along a path toward a postsecondary credential and preparation for a career.
Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers. Third Edition
Author: Arendale, David R., Ed.
Date: 2023-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: College Students,Success,Language Usage,Definitions,Academic Achievement,Communication Strategies

Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language. Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order. I hope this format will not only make it easier to locate a particular glossary term, but also discover related terms in the same category. The nine glossary categories are: (1) teaching and learning process; (2) antiracism and racism; (3) assessment; (4) copyright and academic integrity; (5) pedagogies for teaching and learning; (6) program management; (7) student-to-student learning; (8) transitional courses and programs; and (9) less acceptable glossary terms. This third edition of the glossary of developmental education and learning assistance terms has dramatically changed since the last edition 14 years ago. For that reason, the name of this glossary has changed and reflects its use in the wider education community. These terms could be useful for educators working in learning assistance, learning centers, developmental-level courses, first-year experience courses and programs, orientation courses and programs, federally-funded TRIO and other equity programs, and instructors teaching first-year and subsequent courses in the general course curriculum. In recognition of the expanded scope of this glossary and broader utility for other members involved with postsecondary education, the glossary title has become more inclusive, &quot;Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers.&quot; [This paper was prepared for the College Reading and Learning Association.]
Navigating Multiple Pathways: A Guide to Supporting Adolescent Career Decision-Making and Choice
Author: Sullivan, Felicia M.
Date: 2023-08-00
Type: Guides - General
Subjects: Adolescents,High School Students,Career Education,Career Choice,Decision Making,Objectives,Occupational Aspiration,Social Influences,Career Pathways,Career Guidance,Resources,Information Sources,Guidance,Career Development,Career Exploration

Jobs for the Future (JFF) and BigFuture want all students to have the sense of agency and purpose that comes with feeling hopeful, motivated, excited, confident. An essential step in achieving this is to ensure that high school students and their families receive a timely and abundant flow of information, resources, and advising in order to thoroughly weigh their options and make well-informed decisions that lead to successful first career moves based on their skills, interests, and goals. This guide is intended to help educators, program directors, career counselors, employers, families, and other caring adults in their efforts to create career learning and navigation ecosystems that support and guide student career decision-making and choices, taking into account personal, social, and life aspirations and career goals. [Contributors to this report include Clare Bertrand, Joel Vargas, Maud A. Abeel, Allison Danielsen, and Ashleigh Goldberg. This report was produced with BigFuture.]
Extractive Summarization Using Cohesion Network Analysis and Submodular Set Functions
Author: Cioaca, Valentin Sergiu
Date: 2021-02-24
Type: Speeches/Meeting Papers
Subjects: Documentation,Computer Software,Open Source Technology,Algorithms,Connected Discourse,Network Analysis,Graphs,Information Retrieval,English,Romance Languages,Natural Language Processing

Numerous approaches have been introduced to automate the process of text summarization, but only few can be easily adapted to multiple languages. This paper introduces a multilingual text processing pipeline integrated in the open-source &quot;ReaderBench&quot; framework, which can be retrofit to cover more than 50 languages. While considering the extensibility of the approach and the problem of missing labeled data for training in various languages besides English, an unsupervised algorithm was preferred to perform extractive summarization (i.e., select the most representative sentences from the original document). Specifically, two different approaches relying on text cohesion were implemented:(1) a graph-based text representation derived from Cohesion Network Analysis that extends TextRank; and (2) a class of submodular set functions. Evaluations were performed on the DUC dataset and use as baseline the implementation of TextRank from Gensim. Our results using the submodular set functions outperform the baseline. In addition, two use cases on English and Romanian languages are presented, with corresponding graphical representations for the two methods. [This paper was published in: 22nd International Symposium on Symbolic and Numeric Algorithms for Scientific Computing (SYNASC) Proceedings, 2020, pp. 161-168 (ISBN 978-1-7281-7628-4).]
Engineering a Solution: Elevating STEM Teacher Quality. White Paper No. 263
Author: Robinson, Gerard
Date: 2023-09-00
Type: Reports - Evaluative
Subjects: STEM Education,Teacher Shortage,STEM Careers,Teacher Effectiveness,Teacher Recruitment,Teacher Persistence

The United States has been cultivating STEM talent for decades with great success, but that robust talent pipeline is threatened by a growing STEM teacher shortage. Left unaddressed, that shortage could curtail employment in STEM professions and the many related careers that increasingly require some degree of scientific and technological literacy. While the STEM teacher shortage is a national problem, the effects are likely to be felt more acutely in a state such as Massachusetts with a high concentration of STEM jobs. This paper provides an overview of the causes of the STEM teacher shortage and offers three recommendations to address it.
Embedding Career Learning across the Curriculum: The Ethnographies of Work Initiative at Bunker Hill Community College
Author: Bayerl, Katie
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Programs,Program Implementation,Career Development,Ethnography,Student Development,First Year Seminars,Career Exploration,Interdisciplinary Approach,Capstone Experiences

How can two-year colleges ensure that all students can access quality career navigation opportunities that inform their studies and position them for meaningful, family-sustaining work? That is the challenge being addressed at Boston's Bunker Hill Community College through a college-wide initiative known as Ethnographies of Work (EoW). The initiative was inspired by a related innovation at Guttman College, City University of New York, adapted to Bunker Hill's student population and institutional structure, and is currently being implemented in more than 60 courses serving approximately 900 students.
Black Learners in IT: Associate Degree and Credential College Programs
Author: Joy, Lois
Date: 2023-08-00
Type: Reports - Research
Subjects: Information Technology,Community Colleges,Community College Students,African American Students,Student Participation,Postsecondary Education,Access to Education,Barriers,College Enrollment,School Holding Power,Associate Degrees,Credentials,Academic Persistence,Student Needs,Race,Mentors,Role Models,Males,Females,Technology Education,Education Work Relationship

Associate degrees and credentials in Information Technology (IT) have the potential to open up high-wage and high-opportunity labor market opportunities for learners. Yet structural barriers in access to and completion of these degrees and credentials continue to make it difficult for Black learners and workers to access and thrive in these programs. To learn more about opportunities and barriers along the pathways to tech careers for Black Americans, Jobs for the Future (JFF) conducted research exploring Black men's and women's enrollment and retention in, and completion of, postsecondary IT credential programs by institution and over time. The authors drew from several years of restricted-use National Student Clearinghouse data to conduct this analysis, along with focus groups with administrators, staff, and faculty at five colleges that have shown some promise in supporting Black learners into and through technology programs. The research findings confirm that Black learner participation in associate degree and credential IT programs across the country is limited. In addition, Black learner retention in and completion from these programs is also low. From the focus groups, it was learned that for most of the schools in the sample, race was not a significant or primary factor informing the development of strategies, policies, and programs to support learners. Rather, schools focused on other aspects of student need (socioeconomic, academic, social, emotional) through what could be called a &quot;race-neutral&quot; lens. While there were some noted exceptions to this--most prominently the acknowledged need for Black mentors and role models, especially Black men in IT, and more resources to reinforce such programs--race was not at the forefront of efforts to support students. When it came to women in IT, gender was also not a significant or prominent factor for policy or programmatic consideration. [This research was supported by Capital One.]
Fall 2022 Enrollment Fact Book and Ten-Year Enrollment Comparison and Selected Information on Diversity
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: College Enrollment,Undergraduate Students,Graduate Students,College Freshmen,Student Diversity,Ethnicity,Sex,Student Characteristics,Full Time Students,Part Time Students,College Entrance Examinations,Scores,Out of State Students,Multicampus Colleges,Place of Residence,Age,State Universities,College Programs

The Fall 2022 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2021 Enrollment Fact Book, see ED617838.]
Toward the Big Blur: State Governance of a Unified Education-to-Workforce System That Works for Everyone
Author: Cuevas, Erica
Date: 2023-06-09
Type: Reports - Evaluative
Subjects: Career Readiness,College Readiness,Governance,Educational Development,Educational Practices,High School Students,College Students,Student Needs,Credentials,College School Cooperation,State Policy,Innovation

Jobs for the Future's (JFF) vision for the Big Blur calls for entirely new educational institutions and systems to better prepare 16-to-20-year-olds for college and careers. This paper examines the new type of governance needed to help states create more effective grade 11-14 schools and systems by erasing the arbitrary dividing line between high school and college to open opportunities for the learners the current systems leave behind. JFF makes the case for an entirely new type of public institution, neither high school nor college, designed to better meet the needs of 16-to-20-year-olds by enabling them to earn a postsecondary credential and prepare for a career--free of charge.
Pre-K Mathematics. Intervention Report. Preparing Young Children for School. WWC 2023-009
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-09-00
Type: Reports - Evaluative
Subjects: Preschool Education,Mathematics Activities,Preschool Teachers,Preschool Children,Parents as Teachers,Mathematics Education,Evidence Based Practice,Program Effectiveness,Language Skills,Self Management,Social Emotional Learning,Mathematics Skills,Federal Programs,Low Income Students,Social Services,Minority Group Students,School Readiness,Computer Software,Educational Technology,Costs,Mathematics Achievement

&quot;Pre-K Mathematics&quot; is a supplemental mathematics program focusing on a range of mathematical concepts to help develop children's informal mathematical knowledge. The &quot;Pre-K Mathematics&quot; program includes teacher-led, small-group mathematics activities that are engaging and hands-on, as well as caregiver-child activities that are linked to the classroom activities to support children's math learning at home. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This WWC intervention report summarizes the available evidence on the effects of &quot;Pre-K Mathematics&quot; on student outcomes.
Global Exchange: Dialogues to Advance Education
Author: Cunningham, Sue
Date: 2022-11-08
Type: Books
Subjects: International Educational Exchange,Global Approach,Higher Education,Leadership,Ethics,Private Financial Support,Philanthropic Foundations,Alumni,Institutional Cooperation,Public Opinion

Sue Cunningham brings a global perspective to everything she does, and the benefit of this lens is clear in &quot;Global Exchange,&quot; in which advancement leaders from around the world address the critical issues facing the sector. With voices from schools, colleges, universities, and foundations, &quot;Global Exchange&quot; represents a collection of today's 'best thinking' in educational advancement--guided, gathered, and annotated by someone who has led advancement offices on three continents. These chapters offer the insights and understanding of senior professionals who collectively represent more than 200 years of experience in shaping strategy and guiding successful advancement programs. A must-read for advancement professionals. &quot;Global Exchange: Dialogues to Advance Education&quot; captures state-of-the-art thinking from institutional and foundation leaders, advancement professionals, and professionals from around the globe. Sue Cunningham leads 10 conversations on topics of critical interest to the education sector, including: (1) Building the Profession; (2) Advancement Leadership; (3) Ethics of Philanthropic Engagement; (4) Art and Science: The Role of Data; (5) Crossing Borders: The Global Context; (6) Diversifying the Profession; (7) Thinking Outside-In on Alumni Relations; (8) Collaborating Beyond Institutional Borders; (9) Leadership Through Crisis and Beyond; and (10) Public Perception of Higher Education.
2022 Progress Report on the Implementation of the Federal Science, Technology, Engineering, and Mathematics (STEM) Education Strategic Plan
Author: Executive Office of the President, Office of Science and Technology Policy
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: STEM Education,Federal Programs,Strategic Planning,Interdisciplinary Approach,Program Implementation,Educational Change,Change Strategies,Agency Cooperation,Technological Literacy,Accountability,Equal Education,Diversity,Inclusion,Veterans,Military Personnel,Spouses,Educational Improvement,Entrepreneurship,Financial Support,Evidence Based Practice

Science, technology, engineering, and mathematics (STEM) are the foundation for discovery and innovation. STEM skills are increasingly important for all Americans to succeed in the workplace and in their everyday lives. To develop these skills, the Nation must engage in a collaborative effort to ensure that all Americans have access to high-quality STEM education throughout their lifetimes. A focus on diversity, equity, inclusion, and accessibility in STEM requires attention to opportunities across education and career pathways. This effort is especially important for those who are underrepresented and underserved in STEM. A well-prepared and diverse STEM workforce is essential to maintaining global leadership as it galvanizes the ingenuity of Americans to accelerate tomorrow's breakthroughs and strengthens America's economic and national security. In December 2018, the National Science and Technology Council (NSTC) Committee on STEM Education (CoSTEM) released &quot;Charting a Course for Success: America's Strategy for STEM Education&quot; (ED590474), a five-year STEM education strategic plan, hereafter referred to as the Strategic Plan. Federal agencies engaged in STEM education are implementing the Strategic Plan, under the guidance of CoSTEM and its Federal Coordination in STEM Education (FC-STEM) Subcommittee. This progress report describes ongoing efforts and implementation practices across the Federal government as it works to accomplish the goals and objectives of the Strategic Plan. This report also compiles budget information from all Federal agencies that have STEM education investments during Fiscal Year (FY) 2021. Additionally, this document fulfills the requirement under Section 101(d) of the &quot;America COMPETES Reauthorization Act of 2010)&quot; that the Office of Science and Technology Policy (OSTP) transmit an annual report to Congress providing an update on the performance of the Federal STEM education portfolio and an inventory of Federal STEM education investments. [For the 2021 report, see ED625726.]
Evaluation of TNTP&apos;s Turnaround Leadership Teams Strategy, 2018-2022. Final Report
Author: Gonzalez, Naihobe
Date: 2023-08-30
Type: Reports - Research
Subjects: School Turnaround,School Districts,Program Implementation,Program Evaluation,Program Effectiveness,Academic Achievement,Language Arts,Mathematics Achievement,Science Achievement,Social Studies,Outcomes of Education,Leadership,Needs Assessment

In fall 2017, TNTP received a $7.8 million Mid-phase Education Innovation and Research grant from the U.S. Department of Education to implement its Turnaround Leadership Teams Strategy (TLTS), a whole-school reform model that provides training and support to cohorts of principals, school leadership teams, and teachers. Under the grant, TNTP worked with two large school districts in the southeast United States to implement a tailored version of its TLTS program. This evaluation used a randomized controlled trial design in 28 schools to assess the effectiveness of the TLTS program in raising student achievement. After two years of implementation, TLTS had positive effects on student achievement in English language arts (ELA) and math, the two subject areas of focus for TLTS program supports. The effects on students' ELA and math achievement were roughly equivalent to an additional 1.5-2 months of instruction in those subjects. TLTS did not show positive effects on student achievement in other classroom subjects that were not a specific focus of TLTS supports. Null impacts on science achievement and negative impacts on social studies achievement suggest there may have been a tradeoff between core subjects (ELA and math) and non-core subjects (science and social studies). Future research should explore how school reform efforts can avoid such tradeoffs.