ethanporcaro/eric-fulltext-meta huggingface dataset:
District Systems to Support Equitable and High-Quality Teaching and Learning. Brief No. 10
Author: Honig, Meredith
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,COVID-19,Pandemics,School Closing,Principals,Central Office Administrators,Administrative Organization,Supervisors,Instructional Leadership,Professional Development,Human Resources,School Personnel,Data Use,Access to Information

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What changes in central office systems are likely to support principals in leading for equitable, high-quality teaching and learning? In order to answer this question, the brief breaks down the issue into two points: (1) Principal leadership is essential to equitable, high-quality teaching and learning; and (2) Central offices formed at the turn of the 20th century to handle business and regulatory functions; only in the past 20 years have they been called on and supported to lead for high-quality teaching and learning. Not surprisingly, then, support for principals' equity-focused instructional leadership typically requires fundamental shifts in specific central office systems. Based on these points, the brief provides five strategies to consider and three strategies to avoid.
Global Education: How to Transform School Systems? Reimagining the Global Economy: Building Back Better in a Post-COVID-19 World
Author: Vegas, Emiliana
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Global Education,Educational Change,Distance Education,COVID-19,Pandemics,School Closing,Poverty,Access to Computers,Access to Education,Internet,Inclusion,Public Schools,Preschool Education,Elementary Secondary Education,Disadvantaged,Educational Technology,Parent Teacher Cooperation,Human Resources,Financial Support,Equal Education,Developing Nations,Developed Nations,Teaching Methods,Learning Processes,Educational Needs,Educational Opportunities

Analysis in mid-April 2020--in the early throes of the pandemic--found that less than 25 percent of low-income countries were providing any type of remote learning, while close to 90 percent of high-income countries were. On top of cross-country differences in access to remote learning, within-country differences are also staggering. For example, during the COVID-19 school closures, 1 in 10 of the poorest children in the U.S. had little or no access to technology for learning. The authors believe that strong and inclusive public education systems are essential to the short- and long-term recovery of society and that there is an opportunity to leapfrog toward powered-up schools. To achieve this vision, they propose five actions to seize the moment and transform education systems (focusing on pre-primary through secondary school) to better serve all children and youth, especially the most disadvantaged. [This essay is part of &quot;Reimagining the Global Economy: Building Back Better in a Post-COVID-19 World,&quot; a collection of 12 essays presenting new ideas to guide policies and shape debates in a post-COVID-19 world.]
IEA International Computer and Information Literacy Study 2018 Assessment Framework
Author: Fraillon, Julian
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: International Assessment,Computer Literacy,Information Literacy,Computer Attitudes,Computer Uses in Education,Thinking Skills,Computation,Grade 8,Computer Assisted Testing,Questionnaires,Test Content,Influences,Test Construction,Test Items,Student Surveys,Teacher Surveys,School Surveys

The primary purpose of International Computer and Information Literacy Study (ICILS) 2018 is to assess systematically the capacities of students to use ICT productively for a range of different purposes, in ways that go beyond a basic use of ICT. ICILS 2018 includes authentic computer-based assessments that are administered to students in their eighth year of schooling. A secondary purpose of ICILS 2018 is to investigate the use of computers and other digital devices by students and teachers, as well as their attitudes toward the use of computer technologies. Some of these aspects of computer use are directly related to student outcomes, while others may not be directly associated with them but may inform understanding of the broader context in which computer technologies are used both within and outside school. Further contextual information is provided by schools and education systems about the policies, resources, and pedagogies regarding computer technologies. The ICILS assessment framework articulates the basic structure of the study. It provides a description of the field and the constructs to be measured. It outlines the design and content of the measurement instruments, sets down the rationale for those designs, and describes how measures generated by those instruments relate to the constructs. In addition, it hypothesizes relations between constructs so as to provide the foundation for some of the analyses that follow. Above all, the framework links ICILS to other work in the field so that the contents of this assessment framework combine theory and practice in an explication of &quot;both the 'what' and the 'how'&quot; (Jago 2009, p. 1) of ICILS. The ICILS 2018 assessment framework is based on the ICILS 2013 framework, but has been adapted and amended to address new challenges for ICILS 2018, an innovative trend study posed by evolving educational requirements. [This work was published by SpringerOpen. For the ICILS 2013 framework, &quot;International Computer and Information Literacy Study: Assessment Framework,&quot; see ED545260.]
Ensuring Students&apos; Right to Preparation for Competitive Employment: The New York State Constitution as a Foundation for Systemic Improvement of Career and Technical Education
Author: Rebell, Michael A.
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Vocational Education,Student Rights,Constitutional Law,Educational Improvement,State Policy,Educational Policy,Career Readiness,Access to Education,Career Pathways,Secondary Education,Postsecondary Education

In this white paper, the authors situate the critical issue of preparation for the workplace in the broader context of students' constitutional right to an education that provides the knowledge, skills, experiences, values and dispositions that are the foundations to be a productive citizen. They tie the renewed concern about preparing students for competitive employment with growing interest among educators, policymakers, business leaders, and the public at large with the need to prepare students to be effective citizens capable of safeguarding our democracy and stewarding the nation toward a greater realization of its democratic values. They propose some necessary reforms to improve students' access to existing New York's career and technical education pathways. But, they argue, high quality career pathways, including &quot;9-14&quot; programs that bridge secondary and postsecondary education, only serve students well if they are constructed on a strong foundation of basic educational opportunity for all, one that does not presently exist in New York or in most other states. [For the policy brief, see ED610540.]
Reading, Writing, and English Course Pathways When Developmental Education Is Optional: Course Enrollment and Success for Underprepared First-Time-in-College Students
Author: Woods, Chenoa S.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Readiness,Enrollment,College Freshmen,Community Colleges,Two Year College Students,Educational Change,Reading Instruction,Writing Instruction,English Instruction,Student Placement,Developmental Studies Programs,Remedial Instruction,College Preparation,Underachievement

Academic underpreparedness is an issue for many first-time-in-college students, particularly those entering community colleges. Whereas many underprepared students enroll in developmental education, research has indicated that traditional remediation may not increase students' chances for success. Therefore, states and colleges have begun to implement new course placement strategies to increase the accuracy of initial course placement and new instructional approaches to better serve their developmental students. Specifically, in 2013, the state of Florida passed Senate Bill 1720 which redesigned developmental coursework and placement policies across the Florida College System. The reform lifted developmental education placement exam testing and course enrollment requirements for certain exempt students, irrespective of prior academic preparation or achievement. The current study focuses on these exempt students--those who had the option to bypass developmental education--who were also underprepared, and their initial course selection and subsequent success in their gateway (introductory college-level) English course. Using statewide student-level data and logistic regression techniques, the results indicated that level of preparation was related to students' course enrollment and gateway English course success. Students slightly underprepared in reading or writing were more likely than severely underprepared students to enroll in the gateway English class, relative to a developmental reading or writing course. In reading and writing, slightly underprepared students were more likely to pass English, relative to severely underprepared students. The authors consider the findings in light of recent national changes to developmental education and offer recommendations for policy and practice. [This article was published in &quot;Community College Journal of Research and Practice&quot; (EJ1194287).]
Ensuring Students&apos; Right to Preparation for Competitive Employment: The New York State Constitution as a Foundation for Systemic Improvement of Career and Technical Education. Policy Brief
Author: Rebell, Michael A.
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Vocational Education,Student Rights,Constitutional Law,Educational Improvement,State Policy,Educational Policy,Career Readiness,Access to Education,Career Pathways,Secondary Education,Postsecondary Education

In this policy brief, a summary of the longer report of the same title, the authors situate the critical issue of preparation for the workplace in the broader context of students' constitutional right to an education that provides the knowledge, skills, experiences, and dispositions that are the foundations to be a productive citizen. They tie the renewed concern among educators, policymakers, business leaders, and the public at large about preparing students for competitive employment with their growing interest in preparing students to be effective citizens capable of safeguarding democracy and stewarding the nation toward a greater realization of its democratic values. They propose some necessary reforms to improve students' access to existing New York's career and technical education pathways. They also argue, high quality career pathways, including &quot;9-14&quot; programs that bridge secondary and postsecondary education, serve students best if they are constructed on a strong foundation of basic educational opportunity for all. [For the full report, see ED610538.]
Comprehensive Developmental Education Reform in Florida: A Policy Implementation Typology
Author: Brower, Rebecca
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Change,Developmental Studies Programs,Educational Policy,State Policy,Program Implementation,Community Colleges,State Legislation,Educational Legislation,Classification,College Administration,Administrators,Outcomes of Education

This study identified the policy perspectives of &quot;street-level bureaucrats&quot; in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed developmental education in the 28 state colleges (formerly community colleges) in the Florida College System (FCS). Study participants included 518 administrators, faculty, academic advisors, support staff, and students at 10 institutions in the FCS. The study employed Kluge's (2000) 4-step methodology for deriving an empirically grounded qualitative typology. The 4 implementation patterns in the typology include oppositional, circumventing, satisficing, and facilitative implementation. Our study highlights implications for developmental education reform efforts nationwide and identifies the dynamics that predispose street-level bureaucrats to adopt either oppositional or facilitative implementation behaviors.
&quot;The Panhandle Is Different than the Peninsula&quot;: How Rural Colleges in Florida Implemented Education Reform
Author: Nix, Amanda N.
Date: 2020-09-00
Type: Journal Articles
Subjects: Rural Schools,Community Colleges,Educational Change,Program Implementation,Developmental Studies Programs,Rural Urban Differences,Organizational Culture,State Legislation,Educational Legislation,Educational Policy,State Policy,Educational Trends

When it comes to the creation of higher education policy, state legislators are challenged with addressing the diverse academic needs of college students enrolled across a spectrum of institutions. In this paper, we explore how 203 individuals at five rural-serving colleges in Florida engaged in state-wide developmental education (DE) reform using the theoretical framework of &quot;situated cognition.&quot; Specifically, we ask whether the colleges implemented DE reform in unique ways that may have differed from their non-rural counterparts and what their rationale was for doing so. Our work indicates that institutional culture and capacity generated a combination of strengths and constraints in how reform played out in a rural context. In some ways, a rural-serving identity made colleges more flexible and better able to adjust their advising and curricular structures to comply with the mandates of SB 1720. But in other ways, rural-serving institutions lacked the resources necessary to adequately support students and campus personnel through this dramatic transition toward new ways of providing DE. In looking toward the passage and implementation of future education reform, we call upon policymakers to consider more deeply the design of policies to ensure they support rural and non-rural colleges alike.
Investigation of Primary School Students&apos; School Readiness Levels = Ilkokul Birinci Sinif Ögrencilerinin Okula Hazirbulunusluk Duzeylerinin Incelenmesi
Author: Vatansever Bayraktar, Hatice
Date: 2018-03-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 1,Young Children,School Readiness,Skill Development,Gender Differences,Age Differences,Preschool Education,Educational Attainment,Parent Background,Foreign Countries

The aim of this study is to determine the school readiness level of primary school students and to examine whether the school readiness levels differ according to various variables. Descriptive screening model was used in the study. The universe of the research is composed of primary school first grade students who study in Istanbul province. The sample of the research is composed of 976 primary school first grade students who study first class in Bagcilar, Küçükçekmece, Esenyurt, Esenler and Gaziosmanpasa districts in Istanbul province. The &quot;Primary School Readiness Scale&quot; was used as the data collection tool in the study. As a result of the data analysis, it was seen that the level of readiness to school of primary school first grade students is high according to the average of general total and affective skills, psychomotor skills, self-care skills and cognitive skills subdimensions. The level of school readiness of the primary school first grade students is significantly different according to gender, the pre-school education status, age as of September and education level of mother and father. There is a significant difference of the level of readiness to school of primary school first grade students in favor of girls according to gender variable; in favor of who have preschool education according to the pre-school education status, in affective skills, psychomotor skills, self-care skills and cognitive skills sub-dimensions and general total. In the subdimensions of affective skills, psychomotor skills, self-care skills, and cognitive skills, the students who were 72 months of age or older in as of September as a whole had higher level of readiness to school, followed by students between 66-71 months and 60-65 months. In the subdimensions of affective skills, psychomotor skills, self-care skills, and cognitive skills, the students whose mother and father graduated from university have higher levels of readiness to school, followed by high school graduates, junior high school graduates and primary school graduates respectively.
A Comparison of the Problem-Solving Skills of Students in PjBL versus CPjBL Model: An Experimental Study
Author: Jalinus, Nizwardi
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Problem Based Learning,Active Learning,Student Projects,Skill Development,Competence,Cooperative Learning,Group Activities,Instructional Effectiveness,Educational Objectives,Student Motivation,College Students,Vocational Education,Engineering Education,Foreign Countries

Each learning model has different pattern and approach that will affect the learning outcomes. Thus, a study is required focused on the effect of implementing the learning model so that it can become a reference for teachers. The study aimed to compare the students' problem-solving skills using Project Based Learning (PjBL) model and Cooperative-Project Based Learning (CPjBL) model implementation. The study was carried using out a quasi-experiment method. To reveal problem-solving skills, students used the authentic Assessment technique. A t-test was used to analyse data. The results of the study showed that there is a significant difference in students' problem-solving skills between the PjBL and the CPjBL model, and that these differences are strongly influenced by the syntax or stages of the instructional model. Results show that CPjBL is more effective to improve students' problem-solving skills. In PjBL model, learning activities are directed to project assignment, while in CPjBL model, learning activities of students began with motivation to achieve the learning outcomes, which were provided by modules through cooperative learning, understanding the concept and work principles through instructional media, prototype, discussion and demonstration. The cooperative learning made students group learning more structured corresponded with learning topic assigned. The student's group would continue to carry out a project assignment with permanent members and learning topic. The CPjBL model is more superior than PjBL model in accordance with the ability of the students as the syntax of the model is systematically organized based on learning hierarchy.
Teachers&apos; Sleep, Religious Tasks, and Suicidal Thoughts: A Preliminary Assessment
Author: Asio, John Mark R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Sleep,Religious Factors,Suicide,Health Behavior,Behavior Patterns,Scheduling,Time Management,Teacher Characteristics,COVID-19,Pandemics,Teacher Attitudes,Public School Teachers,Foreign Countries

Because of the unexpected and debilitating effect of the current pandemic, the impact of the pandemic on teachers is detrimental. This paper investigated the public-school teachers' sleep, religious tasks, and suicidal thoughts. The study used a descriptive correlational de-sign with the online survey as the primary data gathering tool. 198 public school teachers from a school's division in Central Luzon, Philippines participated in the online survey. The researchers created the online instrument with validation done by experts. After the data gathering, the study used the following statistical tools to calculate the frequency count, percentage, rank, t-test, and Analysis of Variance with the help of SPSS 22. Results show that teachers go to sleep be-tween 10:00-11:00 PM and wake up between 5:00-6:00 AM. This comprises 7-9 hours of sleep. Teachers also go to church or other religious meetings once a week and also, they pray, meditate, or study the Bible more than once a week. Also, most of the responses of teachers in the suicidal thoughts were either &quot;no&quot; or &quot;never&quot;. Furthermore, the study also found significant differences in the teachers' sleep, religious tasks, and suicidal thoughts when grouped according to their profile. The study concluded that teachers have established sleep and religious tasks routines. On the other hand, suicidal thoughts are out of the options for the teachers' business.
Transition from College to Work Life: Career Adaptability and Career Optimism
Author: Erdogmus Zorver, Cennet
Date: 2021-00-00
Type: Journal Articles
Subjects: College Seniors,Public Colleges,Vocational Maturity,Vocational Adjustment,Career Planning,Gender Differences,Majors (Students),Job Search Methods,Job Application,Employment Potential,Difficulty Level,Positive Attitudes,Foreign Countries

Purpose: In this study whether career adaptability and career optimism of senior year undergraduate students change according to their gender, faculty, form of their faculty/ department choice, their plans upon what they are going to do after graduation, their thoughts about finding a job and about the fact that the job which they have found is related to the field they were graduated from was investigated. Design/Methodology/Approach: For this purpose 323 final year undergraduate students who studied at different faculties in a state university in Ankara are included in this study. Career Adaptability and Optimism Scale (CAOS) and Personal Information Form were used. Data was analyzed with t test and one-way analysis of variance. Findings: According to the findings of the research; CAOS points of the students, who studied at faculties which offers easy job finding opportunities or difficult job finding opportunities, who come the department with different reasons, whose thoughts about finding a job after graduation and about the fact that the job which they have found is related to the field they were graduated from are different. On the other hand there is no meaningful difference between gender variable and between the students whose plans upon what they are going to do after graduation are different in terms of CAOS. Highlights: Findings were discussed in the view of literature and some recommendations were put forward in terms of career counseling.