ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing 15-Year-Old Students Who Expect to Work in Finance: An Analysis Using PISA 2015 Financial Literacy Data. An AIR Research Brief
Author: American Institutes for Research (AIR)
Date: 2020-02-00
Type: Reports - Research
Subjects: High School Students,Occupational Aspiration,Finance Occupations,Money Management,Knowledge Level,Student Characteristics,Parent Background,Gender Differences,Socioeconomic Status,Career Choice,Foreign Countries,Comparative Education,Expectation,Achievement Tests,International Assessment

This brief compares 15-year-old students who reported career expectations in finance in 13 education systems that participated in the financial literacy assessment of the 2015 Program for International Student Assessment (PISA). It explores selected demographic characteristics of these students and the association between students' finance career expectations and their financial literacy performance. Across the participating education systems, 3% of the 15-year-old students expected to work in finance as adults, and 13% have at least one parent working in finance. In some education systems, the results also identify differences in the percentage of students who expected to work in finance by gender or socioeconomic status. The findings provide a cross-national picture of students' finance career expectations. They contribute to the existing literature by using data from the PISA (2015) financial literacy assessment. [The research, data, figures, and findings in this summary publication are based exclusively on &quot;A Comparative Profile of 15-Year-Old Students Who Expect to Work in Finance: An Analysis Using PISA 2015 Financial Literacy Data. Research Note&quot; (ED606241).]
Can an Integrated Technology-Aided Instruction Program Lead to Improved Learning Outcomes in Low-Income, Rural Zambia? Midline Findings from a Mixed-Methods Experimental Study
Author: de Hoop, Thomas
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Technology Uses in Education,Educational Objectives,Low Income,Rural Areas,Community Schools,Electronic Learning,Professional Development,Community Involvement,Program Evaluation,Academic Achievement,Computer Assisted Instruction,Reading Achievement,Mathematics Achievement,Instructional Effectiveness

Zambia faces many challenges common to low- and middle-income countries as it seeks to improve its education system, including low literacy rates for young Zambians and low public expenditure on education. In the past 20 years, Zambia's school system has expanded to reach more children in rural areas, primarily through community schools, which are autonomous from the government. But many community schools in Zambia are staffed by untrained and underpaid teachers who lack access to quality lesson plans, management skills, and basic supplies. These schools need a cost-effective solution for delivering quality education to improve learning outcomes. One potentially promising intervention for Zambia's community schools is Impact Network's eSchool 360 model, a multifaceted technology-aided instruction program designed to deliver low-cost education to children in rural areas. The model incorporates three potentially high-impact components: (1) standardized e-learning curriculum and pedagogy, through which schools receive technology--tablets and projectors powered through solar power--loaded with lesson plans for teachers and interactive lessons for students in the local language; (2) frequent teacher coaching and professional development on how to use the technology and enhance pedagogical skills; and (3) community ownership, meaning that teachers are recruited from the community and schools engage frequently with parents of students. The American Institutes for Research (AIR) is conducting an evaluation of this model's effectiveness in support of its mission to use the best evidence available to improve people's lives. A midline study, summarized here, focused on the impact and implementation of the Impact Network eSchool 360 model.
Why Career and Technical Education? Exploring Policymakers&apos; Expressed Motivations for Supporting Perkins V
Author: Blissett, Richard
Date: 2020-06-00
Type: Reports - Research
Subjects: Vocational Education,Educational Policy,Educational Legislation,Federal Legislation,Technical Education,Definitions,Job Skills,21st Century Skills,Accountability,Federal Government,State Government,Standards

This report investigates several key questions concerning the current career and technical education (CTE) policy environment. First, what are common themes in how legislators have discussed the most recent legislative actions on CTE? Second, are there differences in these themes across the House and the Senate? Finally, did Democrats and Republicans include different themes in the press releases on CTE from 2014 through the president's signing of the Perkins Act in 2018? Further, interviews with key staff members for two major CTE organizations involved in the recent reauthorization--Advance CTE and the Association for Career and Technical Education (ACTE)--provide additional insights on the dimensions of CTE policy that were salient for policy actors at the time. Information from these interviews is coupled with the information from the press releases to further clarify the context. This report begins with a broad overview of the definition of CTE and the most recent reauthorization of the Perkins Act. Next, evidence from the press releases and interviews is presented to cover the questions posed at the beginning of this report, including analysis of the differences between the House and the Senate, between Republicans and Democrats, and among CTE activists. Finally, conclusions and broad takeaways, including remaining open questions, are reviewed.
Tenure-Track Appointment for Teaching-Oriented Faculty? How Teaching and Research Faculty Affect Student Outcomes
Author: Xu, Di
Date: 2020-06-00
Type: Reports - Research
Subjects: Tenure,College Faculty,Adjunct Faculty,Teacher Effectiveness,Outcomes of Education,Teaching Conditions,Research Universities

Almost three-quarters of instructors in America's higher education system are contingent faculty. Colleges and universities have increasingly relied on them as a flexible and cost-saving way to provide instructional services. Concerns over poor working conditions, low wages, and lack of job security have led to ongoing discussions about whether colleges should provide tenure appointments to contingent faculty, which could stabilize the teaching workforce. This report presents new evidence on the effectiveness of contingent faculty with tenure-track appointment--a group referred to as &quot;teaching faculty.&quot; Results from the study serve as a first step toward understanding the promise of a dual-tenure-track model in creating a stabilized teaching force in research universities. Compared with their tenure-track research colleagues and lecturers, tenure-track teaching faculty in the sample assume a substantially larger teaching load yet produce comparable student outcomes. The dual-tenure-track model could limit institutional expenses while leading contingent faculty to stable employment, increased compensation and benefits, and better working conditions.
COVID-19 Is Creating a School Personnel Crisis
Author: Bailey, John P.
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Health Promotion,School Closing,At Risk Persons,Teachers,Older Adults,Teacher Characteristics,School Personnel,Risk Management,Principals,School Safety,Teacher Shortage,Supply and Demand,Public Schools,Private Schools,Geographic Location,Online Courses,Distance Education,Teacher Role,Teacher Retirement,Teacher Certification,Barriers,College School Cooperation,COVID-19,Pandemics,Disease Control

The COVID-19 pandemic led governors to take unprecedented social distancing measures to protect the health and well-being of citizens. School closures were among the first state-mandated orders to help slow the spread of COVID-19. As schools plan to reopen in the fall, they are likely to confront another crisis--that many of their teachers will be unable to return to the classroom due to the risk of contracting COVID-19. Current guidance suggests that individuals with higher-risk profiles--including those over age 65--should remain at home. This poses a significant dilemma for education, as early estimates suggest that at least 18 percent of all teachers fall within an age range considered to be vulnerable. In fact, the numbers are likely to be higher given the full range of school personnel, including paraprofessionals, bus drivers, custodians, administrative staff, cafeteria staff, and counselors. There are wide-ranging implications for the nation's education system, given that it may not be safe for many teachers to return to a classroom until a vaccine is developed. With fewer than five months until the start of the 2020-21 academic year, leaders need to assess these risks now to make necessary preparations. The health and safety of their personnel must take paramount concern, requiring creative solutions that still leverage these teachers' expertise and experience while addressing the pipeline challenges.
The Simple Truth about the Gender Pay Gap. Fall 2019 Update
Author: American Association of University Women
Date: 2019-00-00
Type: Reports - Research
Subjects: Salary Wage Differentials,Gender Differences,Gender Bias,Salaries,Wages,Females,African Americans,Hispanic Americans,Asian Americans,American Indians,Hawaiians,Retirement,Retirement Benefits,Mothers,Public Policy

Over half a century after pay discrimination became illegal in the United States, a persistent pay gap between men and women continues to hurt our nation's workers and our national economy. Women working full time in the U.S. are paid 82 cents to every dollar earned by men -- but it doesn't stop there. The consequences?of this gap?affect?women throughout their lives. Though?women?now outpace?men in higher education,?women also hold nearly two-thirds of the outstanding student debt in the United States. And because of the gender pay gap, women have a harder time?repaying loans. The pay gap even follows women into retirement: As a result of lower lifetime earnings, they receive less in Social Security and pensions.?In terms of overall retirement income, women have only 70% of what men do. Pay equity will continue to be an AAUW priority until the gap is fully eliminated. We hope this latest edition of &quot;The Simple Truth&quot; motivates and empowers you to join us in this cause. [For &quot;The Simple Truth about the Gender Pay Gap. Fall 2018 Edition,&quot; see ED596219.]
A Constitutional Right to a High-Quality Public Education. Sketching a New Conservative Education Agenda
Author: Rees, Nina
Date: 2020-06-00
Type: Opinion Papers
Subjects: Constitutional Law,Civil Rights,Access to Education,Public Education,Educational Policy,State Officials,Policy Formation,Expenditures,Outcomes of Education

There are three reasons conservatives should support making access to a high-quality public education a constitutionally protected civil right. First, a constitutional right to a high-quality public education should not confer a right to sue for individual services. Second, elected governors and legislators, not judges, would continue to make education policy decisions in accordance with a constitutional right to a high-quality public education. Third, a constitutionally protected right to a high-quality public education could broaden policymakers' focus to include not just spending and inputs but also outcomes.
The Moral Education and Internalization of Humanitarian Values in &quot;Pesantren&quot;
Author: Anam, Saeful
Date: 2019-12-00
Type: Journal Articles
Subjects: Ethical Instruction,Islam,Boarding Schools,Values Education,Moral Values,Case Studies,Learning Processes,Civil Rights,Teaching Methods,Prosocial Behavior,Cultural Differences,Cultural Pluralism,Foreign Countries

This article aims to explain the existence of Islamic boarding schools (&quot;pesantren&quot;) in efforts to instill and develop character in students (&quot;santri&quot;). This is also the basis that &quot;pesantren&quot; is an alternative education for the advancement of the nation's civilization. In this qualitative case study, we examine a &quot;pesantren&quot; in the practice of learning that emphasizes the character learning to foster human values. Data were taken using direct observation techniques and interviews with informants, namely three &quot;kiai,&quot; five teachers and seven students (&quot;santri&quot;). The results of the research showed that: (1) &quot;pesantren&quot; are educational institutions that are very effective in developing the character in students (&quot;santri&quot;) especially on human values, which ensure the unity of the nation; (2) this research gives evidence that &quot;pesantren&quot; in Indonesia are friendly Islamic educational institutions that uphold human rights, are democratic, pluralist, and tolerant of differences (language, culture, ethnicity and religion). It becomes important to be known by people worldwide to uphold world peace.
A Blueprint for Back to School
Author: Bailey, John P.
Date: 2020-05-00
Type: Opinion Papers
Subjects: School Closing,Educational Planning,Educational Change,Distance Education,Guidelines,Technology Uses in Education,Partnerships in Education,Government School Relationship,School Community Relationship,Coordination,Public Health,Safety,Student Transportation,School Districts,At Risk Persons,Crisis Management,Collective Bargaining,School Schedules,Needs Assessment,Student Needs,Faculty Development,COVID-19

Schools connect students with peers and mentors, channel youthful energy into productive pursuits, teach essential academic skills and knowledge, and give overwhelmed parents room to breathe and work. Adapting to the challenges of COVID-19 gives America's schools the opportunity to provide what is uniquely possible in the schoolhouse while seeking new ways to fully use technology and community partnerships. As communities and public officials start to think about the problems ahead, states, districts, and schools should consider at least six different buckets of work: (1) school operations; (2) whole child supports; (3) school personnel, (4) academics; (5) distance learning; and (6) other general considerations. Together with a task force of accomplished educational leaders--including former state chiefs, superintendents, federal education officials, and charter network leaders--this report sketches a framework that can help state policymakers, education and community leaders, and federal officials plan appropriately for reopening. [Written with Chris Cerf, Carrie Conaway, Sharif El-Mekki, Dale Erquiaga, Kaya Henderson, Duncan Klussmann, Wayne Lewis, Phyllis Lockett, Candice McQueen, Karega Rausch, Nina Rees, Gerard Robinson, Andrew Rotherham, Ian Rowe, Irvin Scott, Hanna Skandera, David Steiner, Joanne Weiss, and John White. For a shortened version of the report &quot;A Blueprint for Back to School. Education Studies,&quot; see ED606267.]
A Blueprint for Back to School. Education Studies
Author: Bailey, John P.
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: School Closing,Educational Planning,Crisis Management,Public Health,Distance Education,Guidelines,Classroom Environment,At Risk Persons,School Administration,COVID-19,Pandemics

Adapting to the challenges of COVID-19 gives America's schools the opportunity to provide what is uniquely possible in the schoolhouse while seeking new ways to fully use technology and community partnerships. Families and communities need schools to be ready to reopen as soon as public health officials signal that it is safe. After all, the nation has recently been reminded just how vital schools really are. Schools connect students with peers and mentors, channel youthful energy into productive pursuits, teach essential academic skills and knowledge, and give overwhelmed parents room to breathe and work. Reopening schools in a manner that is safe and responsive to the needs of families and communities will involve novel challenges. State policymakers, school leaders, and community leaders should develop plans based on the following assumptions: (1) Schools will remain closed for the rest of the 2019-2020 academic year but will reopen in the 2020-2021 academic year (albeit with the potential of localized rolling closures for 14-28 days triggered by additional waves of infections); (2) Reopened schools will need modifications based on guidance from national and state health officials, which could include physical distancing, temperature screenings, and frequent disinfecting of classrooms; (3) Accommodations will be needed for the one in five teachers, one in four school principals, and other school staff who are over age 55 (and thus in a high-risk COVID-19 category), as well as for those at risk due to other health factors; and (4) A vaccine might not be available for 18 months or more, meaning that plans should take into account both the 2020-2021 and 2021-2022 school years. [For the full report, &quot;A Blueprint for Back to School,&quot; see ED606266.]
Targeted School-Based Interventions Improve Achievement in Reading and Maths for At-Risk Students in Grades 7-12. Plain Language Summary. Education
Author: Campbell Collaboration
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Intervention,Reading Achievement,Mathematics Achievement,At Risk Students,Junior High School Students,High School Students,Program Effectiveness,Meta Analysis

This Campbell systematic review examines the effects of targeted school-based interventions on standardised tests in reading and maths. The review analyses evidence from 71 studies, 52 of which are randomised controlled trials. School-based interventions targeting students with, or at risk of, academic difficulties in Grades 7-12 have on average positive effects on standardised tests in reading and maths. The most effective interventions have the potential to considerably decrease the gap between at-risk and not-at-risk students. Effects vary substantially between interventions, however, and the evidence for using certain instructional methods or targeting certain domains is weaker. This review examines the effects of a broad range of school-based interventions targeting students with, or at risk of, academic difficulties on standardised tests in reading and maths. Included interventions changed instructional methods by, for example, using peer-assisted learning, introducing financial incentives, giving instruction in small groups, providing more progress monitoring, using computer-assisted instruction, and giving teachers access to subject-specific coaching. [This summary is based on Dietrichson, J, Filges, T, Klokker, RH, Viinholt, BCA, Bøg, M, Jensen, UH. Targeted school-based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7-12: A systematic review. &quot;Campbell Systematic Reviews.&quot; 2020; 16:e1081. https://doi.org/10.1002/cl2.1081.]
Using Global Observation Protocols to Inform Research on Teaching Effectiveness and School Improvement: Strengths and Emerging Limitations
Author: Kelly, Sean
Date: 2020-04-13
Type: Journal Articles
Subjects: Teacher Effectiveness,Educational Improvement,Lesson Observation Criteria,Teacher Evaluation,Evaluation Problems

An essential feature of many modern teacher observation protocols is their &quot;global&quot; approach to measuring instruction. Global protocols provide a summary evaluation of multiple domains of instruction from observers' overall review of classroom processes. Although these protocols have demonstrated strengths, including their comprehensiveness and advanced state of development, in this analysis we argue that global protocols also have inherent limitations affecting both research use and applied school improvement efforts. Analyzing the Measures of Effective Teaching study data, we interrogate a set of five potential limitations of global protocols. We conclude by discussing fine-grained measures of instruction, including tools that rely on automated methods of observation, as an alternative with the potential to overcome many of the fundamental limitations of global protocols. [This article was published in &quot;Education Policy Analysis Archives&quot; (EJ1250191).]
Implementation of Integrated Science Curriculum: A Critical Review of the Literature
Author: Winarno, Nanang
Date: 2020-06-00
Type: Journal Articles
Subjects: Science Curriculum,Integrated Curriculum,Interdisciplinary Approach,Curriculum Implementation,Educational Research,Journal Articles,Foreign Countries,Instructional Effectiveness,Science Instruction,Secondary School Students,High School Students,Undergraduate Students,Educational History

The current trend in science learning leans more towards interdisciplinary (integrated) learning. Before 1989, several studies reviewed articles related to integrated science. However, research discussing articles on integrated science from 1996 until the present day is not yet available. The purpose of this study was to review 36 empirical research articles on integrated science published from 1996 to 2019. Most of these articles were taken from Scopus-indexed journals. The research approach used was a qualitative research design. The results of this study show that integrated science has been implemented in various countries. Nonetheless, the implementation of integrated science did not prove out as successful as expected. Students' perception of integrated science is difficult, boring, uninteresting, and abstract. There are several issues in the implementation of integrated science learning: the inconsistency of teachers' educational backgrounds with integrated science, as well as underdeveloped textbooks and curriculum. Implementation of integrated science learning is effective for improving student skills.
Predictive Relationships between Adolescents&apos; Spiritual Well-Being and Perceived Social Support: The Role of Values
Author: Simsir, Zeynep
Date: 2018-06-00
Type: Journal Articles
Subjects: Predictor Variables,Religious Factors,Well Being,Social Support Groups,Foreign Countries,High School Students,Moral Values

The aim of this research is to reveal predictive relationships between adolescents' values, spiritual well-being, and perceived social support, and to test a model that originated from these relationships. This research was conducted with the survey model. The sample of the research consisted of a total of 470 students (302 female and 98 male) studying at religious high schools in Konya in 2016-2017 academic year. Participants were between the ages of 14-17 and the mean age is is 15.80. In the study, &quot;Human Values Scale&quot;, &quot;Spiritual WellBeing Scale&quot; and &quot;Perceived Social Support Scale&quot; were used. Data were analized using structural equation model with AMOS 19 software. According to the findings obtained from the research; the values that adolescents owned directly predicted spiritual well-being. Additionally, the values directly predicted the level of perceived social support. Implications of these results were discussed within the context of the literature.