ethanporcaro/eric-fulltext-meta huggingface dataset:
What Is Recapture? Why Is It a Critical Part of Public Education in Texas?
Author: Villanueva, Chandra
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Public Education,Educational Equity (Finance),School District Wealth,Taxes,Educational Finance,Financial Support

Texas is large, diverse, and enjoys a growing economy. We need a public school finance system that gives all students a fair shot, regardless of where they live. Though it is the state's responsibility to provide a substantial share of school funding, Texas relies heavily on local property taxes to fund our schools. Because property values vary greatly from one community to the next, some districts are better able to generate funds to support education than other districts. In 1993, after several decades of lawsuits challenging the inherent inequities created by the use of property values to determine school funding, the Legislature implemented Chapter 41 of the Texas Education Code, a system known as recapture. The goal of the recapture system is to help make public school funding more equitable between school districts. Recapture is often referred to as &quot;Robin Hood&quot; because wealthy districts send locally collected property tax revenue to the state to distribute to lower-wealth districts and charter schools. Recapture is the primary tool we have for equalizing disparate property wealth across this large and growing state.
International Students&apos; Cognitive Load in Learning through a Foreign Language of Instruction: A Case of Learning Using Bahasa - Indonesia
Author: Okuni, Ivan Moses
Date: 2019-02-05
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Second Language Learning,Language of Instruction,Indonesian Languages,Cognitive Processes,Difficulty Level,Physical Environment,Student Characteristics,Teacher Characteristics,Learning Motivation,College Students

Previous studies on cognitive load model have been entirely theoretical and there are no empirical studies currently that have been carried out to test the hypotheses in these theoretical models. Therefore, this study is aimed at proving Choi's cognitive load model using empirical data. The empirical data was collected in a foreign language-learning environment. The research questionnaire was extracted from the work design questionnaire, learning process questionnaire, mental effort, intrinsic load, extraneous load and germane load scales and was administered to foreign students in Indonesia (N=191). Descriptive statistics showed the foreign students' Indonesian language proficiency (mean = 4.76 and standard deviation = 2.594) and English proficiency (mean =7.72 and standard deviation =1.732). Foreign students have good fluency in English language as compared to Bahasa Indonesia. Structural Equation Modeling (SEM) using SmartPLS was carried out and the researcher found out that there is a significant relationship between physical environment and learner characteristics, physical environment and lecture characteristics, lecture characteristics and learner characteristics and finally lecture characteristics and cognitive load. The researcher also carried out bivariate correlation analysis using SPSS to determine the relationships between cognitive load factors, physical environment, lecture characteristics, and learner characteristics. The researcher found out that learning in Bahasa Indonesia demotivates students, whilst learning in English (which the foreign students are fluent in) encourages investment of germane load, which is good for learning. Also, the ergonomic condition of the classroom influences the extent at which students invest in mental effort and germane load in learning. In conclusion, our results support the cognitive load theory and we recommend more empirical studies be carried out to enhance our understanding of the cognitive load theory.
Supporting Safe and Healthy Schools for Lesbian, Gay, Bisexual, Transgender, and Queer Students: A National Survey of School Counselors, Social Workers, and Psychologists
Author: Kuff, Ryan M.
Date: 2019-00-00
Type: Reports - Research
Subjects: School Safety,Homosexuality,Sexual Orientation,Sexual Identity,Educational Environment,Bullying,Antisocial Behavior,Language Usage,Social Bias,School Counselors,School Social Workers,School Psychologists,Counselor Attitudes,Counselor Training,Pupil Personnel Services,Professional Continuing Education,Self Efficacy,Elementary Secondary Education

Given the critical role school mental health professionals play in the academic and emotional well-being of our nation's students and the relative lack of national research examining the efforts of counselors, psychologists, and social workers to support lesbian, gay, bisexual, transgender, and queer (LGBTQ) students and create safer school environments, the authors undertook the Supporting Safe and Healthy Schools study to provide a detailed examination of school mental health providers' perspectives and experiences regarding their support of LGBTQ students. The report examines: (1) Perspectives on school climate, including school safety and the frequency of bullying and harassment facing LGBTQ students; (2) Graduate education and training on general issues regarding school safety, and their specific exposure to LGBTQ-related competency training; (3) Ongoing continuing education experiences regarding the safety and well-being of LGBTQ students; (4) Attitudes and beliefs related to LGBTQ issues in schools; (5) Self-efficacy regarding LGBTQ-related practices, i.e., their confidence in their abilities to engage in important tasks to support LGBTQ students; and (6) Specific efforts to support LGBTQ students, both direct, individual interventions, and school-level efforts to improve school climate and safety. [Also in partnership with the American Council for School Social Work (ACSSW) and School Social Work Association of America (SSWAA).]
Policy Analysis: The Status of School Discipline in State Policy
Author: Rafa, Alyssa
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: State Policy,Suspension,Expulsion,Elementary Secondary Education,Disproportionate Representation,Educational Policy,Educational Legislation,Federal Legislation,Discipline Policy,Zero Tolerance Policy,State Legislation

Exclusionary discipline -- suspensions or expulsions that remove students from the learning environment -- can have long-lasting, negative impacts on a student's trajectory. Research suggests that students who are suspended or expelled suffer academically and are more likely to drop out and be involved in the criminal justice system later in life. Yet in 2015-16, about 2.7 million students in K-12 received one or more out-of-school suspensions, and over 120,000 students were expelled with or without educational services. These data -- coupled with research showing significant disparities in the application of suspension and expulsion based on race, gender and disability status -- have prompted many state education leaders to re-examine their school discipline practices. This Policy Analysis highlights research on school discipline, past state policy trends, current policy examples and considerations for policymakers examining their state's policies. It also looks at how states address school discipline data in their plans under the Every Student Succeeds Act.
A Comparison of Mathematics Questions in Turkish and Canadian School Textbooks in Terms of Synthesized Taxonomy
Author: Kul, Ümit
Date: 2018-07-31
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,Taxonomy,Mathematics,Questioning Techniques,Cognitive Processes,Thinking Skills,Comparative Education,Middle Schools,Grade 5,Grade 6,Grade 7,Grade 8

The present study offers a comparative analysis of mathematics questions placed in Turkish and Canadian school textbooks in terms of cognitive process and knowledge dimension as well as the question types. In order to get the required data, eight textbooks were analyzed respectively. Document analysis was conducted to collect the data from these textbooks. In order to compare the differences and similarities between the questions found in these textbooks as well as their levels of cognitive learning, these questions were analyzed and classified according to the types of cognitive processes and knowledge dimensions they address. Mathematics questions existing in Turkish and Canadian textbooks showed a similar tendency in terms of cognitive learning domain. However, compared to the Turkish textbooks, it was found that the questions provided in the Canadian textbooks contained more constructed response questions that required higher-order cognitive abilities. It is recommended that the number of higher order thinking questions should be increased in accordance with international examinations.
Turkish Adaptation of the Survey of Pedagogical Content Knowledge in Early Childhood Mathematics Education
Author: Aksu, Zeki
Date: 2017-12-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Teacher Surveys,Early Childhood Education,Mathematics Education,Turkish,Preschool Teachers,Preservice Teachers,Test Reliability,Test Validity,Foreign Countries,Translation

The aim of this study is to adapt the Survey of Pedagogical Content Knowledge in Early Childhood Mathematics, developed by Smith (1998), to Turkish. The need for a scale investigating the pedagogical content knowledge of teachers in the field of early childhood education ensures the relevance of the current study. After the translation stage of the Turkish form, it was applied to 80 preschool teachers and 110 preschool teacher candidates; a total of 190 people. Statistical analysis of the data obtained in the study was completed with SPSS 20.0, LISREL 8.8 and Excel programs. To determine the fit of the applied scale to the original structure and to test the validity of the structure, confirmatory factor analysis was used. To determine the validity of the scale in terms of internal consistency, the Kuder Richardson-20 Reliability Coefficient was calculated. The KR-20 reliability coefficient for the applied scale was found to be 0.71. The results indicated that the Turkish adaptation of the scale was comprised of sub-factors like the original scale, the data obtained from teachers in the research fit with the six-factors model, the internal consistency coefficients of the factors of the scale were sufficient and the scale served its purpose.
Departmental Report: Review of the Australian Curriculum, Assessment and Reporting Authority
Author: Australian Government Department of Education and Training
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,National Curriculum,Educational Assessment,Governance,Public Agencies,Administrative Organization,Agency Role,Data Collection,Elementary Secondary Education

This Review draws on a substantial stakeholder consultation report and the outcome of other reviews and evaluations relating to the role and functions of the Australian Curriculum, Assessment and Reporting Authority (ACARA), specifically the Review of the Australian Curriculum that was published on 12 October 2014, the Review of &quot;My School&quot; that was published on 23 March 2015 and an unpublished 2013 Review of the national architecture to support Standing Council for School Education and Early Childhood (SCSEEC) reforms by the Nous Group. This Review is an opportunity to consider carefully issues relating to ACARA's role, function and governance. It assesses the appropriateness of ACARA's ongoing role and functions against the aims and objectives of ACARA's Charter. The Charter of ACARA describes its primary purposes as working on a national curriculum from Foundation to Year 12, an aligned national assessment programme and a national data collection and reporting programme that supports evaluation, research and accountability. It is also the general opinion of stakeholders that ACARA has delivered significant achievements against the priorities set out in its Charter, although there are areas upon which ACARA can improve.
The Impact of Inverting the Cognitive Domain of Bloom&apos;s Taxonomy Using STEM Methodology on the Nine Graders Achievement and Attitude in QSTSS
Author: Faris, Ahmed
Date: 2019-01-14
Type: Reports - Research
Subjects: STEM Education,Taxonomy,Science Achievement,Student Attitudes,Scientific Attitudes,Occupational Aspiration,Grade 9,Instructional Effectiveness,Secondary School Students,Foreign Countries,Active Learning,Student Projects,Males,Teaching Methods,Single Sex Schools

In the present study the Impact of the dispersive effect of STEM Education on the hierarchical Structure of the Cognitive Domain of Bloom's Taxonomy and its role on enhancing the students' achievement and attitude towards learning sciences were investigated. In QSTSS, STEM lessons followed the &quot;Do-Then-Explain&quot; Model in which the students start the activities by creating products, evaluating and analyzing them rather than with remembering and understanding. This way of delivering the content inverses Bloom's taxonomy as it starts from the high skill levels of the cognitive domain descending to the lower ones. Pretest and posttest were used to track the improvement in the achievement of the students due to applying the STEM program. A questionnaire was distributed to measure the students' attitudes towards sciences due to STEM education. By the end of the program, the students were interviewed to check their dispositions towards future careers. The results show that STEM education whether it is implemented as a separate course or as projects integrated within the curriculum has strong positive effects on the students' attitudes towards learning and joining engineering or medical faculties in the future. It was also shown that STEM education improves the achievement of the students in the standardized tests. The scope of application of the study results will consider valid for all students in the secondary schools in Doha/Qatar. Therefore, we strongly recommend generalizing and applying STEM programs in all school levels.
Grade Incomplete: Implementation of the Community College Funding Formula in Massachusetts. Understanding Boston
Author: Kendall, Sandy, Ed.
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Community Colleges,Financial Support,Educational Finance,Funding Formulas,Institutional Characteristics,State Aid,Educational Improvement

Massachusetts' 15 community colleges play a vital role in connecting more than 100,000 residents each year with postsecondary educational opportunities and skills training. These schools have a unique opportunity to prepare students for in-demand career fields. Community college students make up the most diverse population within the state's public education system. In spite of the clear importance of community colleges, historically state funding in Massachusetts has been low by national standards and distributed without taking into account underlying campus need or system goals. This report looks back at the state's most recent attempt to improve the system for determining community college funding. It examines the environment at both the state and national level that led to the creation of a funding formula, considers the strengths and weaknesses of the formula that was devised and assesses the success of implementation efforts. It concludes that a well-developed, clearly articulated funding formula is valuable, particularly if implemented as devised, and something for today's policy makers to consider as they contemplate how to improve state support for community colleges. [This report was written by the Massachusetts Taxpayers Foundation.]
Supporting Postsecondary Success: Understanding the College Access and Success Landscape in Boston
Author: Levine, Eliot
Date: 2018-05-00
Type: Reports - Research
Subjects: Postsecondary Education,Success,Quality of Life,Access to Education,College Graduates,At Risk Students,Equal Education,Educational Resources,High Schools,College Readiness,Institutional Characteristics,High School Students,Institutional Cooperation,Agency Cooperation,Demography,Gender Differences,Racial Differences,Ethnicity,Program Effectiveness,Community Organizations,Colleges

Supporting the postsecondary success of all students is essential for enhancing the quality of life of individuals, families, and communities, as well as building a healthy economy. The city of Boston has an extensive system of college access and success resources that help students pursue one route to postsecondary success--obtaining a college degree. Many of these resources focus on traditionally underserved groups of students, with the goal of providing all students with equal and equitable opportunities to succeed in their education. This report presents the findings of a study of the college access and success (CAS) landscape in Boston. In 2016, the Boston Foundation and Success Boston contracted with the UMass Donahue Institute (UMDI) to develop an inventory of CAS services available to Boston students. The study also addresses the distribution of resources across the city, identifies gaps and duplication of services, describes strengths and challenges of the existing system, and offers recommendations to improve the system's effectiveness. Four appendices provide extensive information about each community-based organization (CBO), institute of higher education (IHE), and high school that was identified as providing CAS supports; the organizations providing CAS services in each neighborhood; and the college access and success services provided by each organization.
&quot;Billion Dollar Bets&quot; to Increase Early Childhood Development: Creating Economic Opportunity for Every American
Author: Martin, Rose
Date: 2016-07-00
Type: Reports - Research
Subjects: Social Mobility,Child Development,Early Childhood Education,School Readiness,Early Experience,Cognitive Development,Low Income Groups,Access to Education,Investment,Financial Support,Technological Advancement,Parents,Child Caregivers,Costs,Innovation,Holistic Approach,Social Services

This document is part of a Bridgespan Group research project that focused on the question: &quot;How could a philanthropist make the biggest improvement on social mobility with an investment of $1 billion?&quot; In answering this question, the authors have sought to understand &quot;what matters most&quot; for improving social mobility outcomes. To do this, they have drawn from extensive research conducted by leading scholars in the field. They have also outlined a range of tools to assist philanthropists seeking systemic and field-level changes that go well beyond scaling direct service interventions. Using the research and identified tools, the authors have created an illustrative set of &quot;bets&quot; that provide concrete roadmaps for high-leverage investments of $1 billion with the potential for sustainable change at scale. The authors identified a list of 15 high-potential bets through which philanthropists could have a significant impact on increasing upward mobility. In identifying these bets, they sought to elevate investments that are particularly timely, suited to the unique role of philanthropy, have the potential to create significantly outsized impact, and, as a package, could truly sum to $1 billion. From this list, the authors have chosen to illustrate the following six investments: (1) Support holistic child development from birth through kindergarten; (2) Establish clear and viable pathways to careers; (3) Decrease rates of over-criminalization and over-incarceration; (4) Reduce unintended pregnancies; (5) Create place-based strategies to ensure access to opportunity across regions; and (6) Build the capacity of social-service delivery agencies to continuously learn and improve. This concept paper illustrates one of the six bets the authors have chosen to highlight. [For the main report, &quot;'Billion Dollar Bets' to Create Economic Opportunity for Every American,&quot; see ED606509.]
Admissions of High School Non-Graduates to Post-Secondary Institutions in BC
Author: Beatty-Guenter, Patricia
Date: 2018-10-00
Type: Reports - Research
Subjects: High School Students,Dropouts,College Admission,College Applicants,Admission Criteria,Access to Education,Contract Training,Continuing Education,Barriers,Academic Support Services,Institutional Mission,Student Characteristics,Age Groups,Gender Differences,Family (Sociological Unit),Indigenous Populations,Ethnicity,Institutional Characteristics,Developmental Studies Programs,Apprenticeships,Credentials,College Readiness

The project presented in this report examined how the public post-secondary education system in British Columbia (BC) uses various means to admit applicants who have not achieved high school graduation -- the normal criterion for admission -- to universities, colleges and institutes in the province. The criteria by which post-secondary institutions admit non-graduates -- and every public post-secondary in the province does enrol such students -- reflect not only the institution's mission and educational philosophy, but also the philosophies held about non-graduates. While some philosophies take into account the life situations of non-graduates (such as chronic illness during the teenage years or chaotic family situations) and developmental considerations (such as the readiness of youngsters in remote settlements to relocate to continue their education), others may apply when non-graduation is viewed as resulting primarily from a lack of academic ability or motivation. In a similar vein, the model of students applying for admission to institutions and programs before taking courses is not always applicable: some non-graduates access courses through contract training and continuing education, and some institutions permit enrolment in courses without the student ever applying to enter a program for a credential. Finally, the assumptions that the main barriers facing non-graduates concern entry into the institution in order to take courses that are primarily academic in nature, or that the mere availability of support services ensures that the services will be used effectively, or that successful student orientation and transition can be completed in a matter of weeks, are not robust assumptions. This study contextualized admissions policies not only according to institutional missions but also according to the characteristics of the students and the various ways of framing issues. The report focuses on key findings and conclusions, with supporting evidence and additional data available in the appendices.
Math Transition Courses in Context: Preparing Students for College Success. CCRC Research Brief
Author: Barnett, Elizabeth A.
Date: 2018-12-00
Type: Reports - Research
Subjects: College Readiness,High School Students,High School Graduates,Remedial Mathematics,Transitional Programs,At Risk Students,Program Development,Program Implementation,Program Effectiveness,Curriculum Development

Increasingly, state departments of education, school districts, and high schools are recognizing that many students graduate from high school underprepared for college-level coursework in mathematics. Many are referred to remedial education when they arrive at college. To help students become better prepared for college and avoid remedial courses upon college entry, states and localities have begun to offer high school transition curricula to targeted students. These courses, learning modules, and online tutorials are developed by secondary and postsecondary faculty and offered to high school students at risk of being placed into remedial math in college. Drawing on data from several sources, including interviews from persons involved in the development of transition curricula in 11 states, this brief describes the design, implementation, and effectiveness of math transition curricula and how they fit into the current educational reform landscape. It identifies key trends and factors involved in the development of the curricula. Some transition curricula are aligned with math pathways options and may incorporate contextualized learning. And in some cases, transition curricula may also be used along with other college readiness interventions, such as dual enrollment programs.