ethanporcaro/eric-fulltext-meta huggingface dataset:
DEC Position Statement on Personnel Preparation for Early Intervention/Early Childhood Special Education. 2022 Revision
Author: Council for Exceptional Children, Division for Early Childhood
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Early Intervention,Special Education,Young Children,Students with Disabilities,Developmental Delays,Faculty Development,Teacher Education,Staff Development,Job Training,Standards

The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) considers high-quality personnel preparation to be essential to positive outcomes for young children birth through age 8 who are at risk for or with developmental delays/disabilities and their families. Recognizing the centrality of quality personnel preparation, DEC has provided guidance for preparing professionals to enact the role of the early childhood special educator through the DEC position statements on personnel preparation for early intervention/early childhood special education (EI/ECSE). This revised position statement provides direction for individuals in a variety of professional roles who are engaged in EI/ECSE personnel preparation, including, but not limited to, faculty and staff at institutes of higher education (IHEs); professional development (PD) and technical assistance providers at local, regional, state, and national levels; and state-level certification/licensure and policy administrators. [The first DEC Position Statement on Personnel Preparation was developed and approved in 1994, endorsed with minor changes in 2008, and significantly updated in 2017.]
Position Statement on Challenging Behavior and Young Children
Author: Council for Exceptional Children, Division for Early Childhood
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Behavior Problems,Early Childhood Education,Special Needs Students,Social Emotional Learning,Identification,Intervention,Child Development,Child Caregivers,Preschool Teachers,Special Education,Family Programs,Punishment,Capacity Building,Culturally Relevant Education,Teacher Collaboration,Screening Tests,Evidence Based Practice,Child Care,Multi Tiered Systems of Support,Guidance,Position Papers

The early childhood period from birth to age 8 is an exciting one for growth, development, and learning. It is when children begin to develop social-emotional competence, and it is also a time when children's emerging skills may result in behaviors adults and peers find challenging. It is important that adults who care for and teach young children be prepared to address challenging behavior in positive and instructive ways. Positive approaches to preventing and addressing challenging behavior go beyond only reacting in the moment and instead aim to address the underlying cause of the behavior and teach the child needed social-emotional or communication skills. In this statement, the Division for Early Childhood (DEC) of the Council for Exceptional Children defines &quot;challenging behavior&quot; and &quot;social-emotional competence,&quot; provides a summary of DEC's position on the identification of and intervention with challenging behavior, and offers recommendations to the early childhood special education and early care and education fields about positive approaches to preventing and addressing challenging behavior. In so doing, DEC reaffirms its commitment to the healthy social-emotional development of all children and provides guidance to professionals and families in preventing and addressing challenging behaviors.
Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation
Author: Rous, Beth, Ed.
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Curriculum,Program Evaluation,Students with Disabilities,Young Children,Access to Education,Curriculum Design,Student Evaluation,Evaluation Methods,Equal Education,Outcomes of Education

This paper has been developed by the Division for Early Childhood (DEC) of the Council for Exceptional Children to serve as a companion document to the 2003 joint position statement, &quot;Early Childhood Curriculum, Assessment and Program Evaluation-Building and Effective, Accountable System in Programs for Children Birth through Age 8,&quot; created by the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). This document includes three sections: (1) Curriculum; (2) Assessment; and (3) Program Evaluation. Each section begins with a key recommendation, followed by the rationale for the recommendation, key issues for children with disabilities, specific indicators of effectiveness, and frequently asked questions. Additional resources are included in the Appendix, including examples of specific activities to support the rationale and/or indicators, and references. The intended audiences for the document include early childhood administrators and personnel who work with young children with disabilities. Teacher educators, those providing professional development, family members, and state and federal policy makers will also benefit from these materials.
Responsiveness to ALL Children, Families, and Professionals: Integrating Cultural and Linguistic Diversity into Policy and Practice. Position Statement
Author: Council for Exceptional Children, Division for Early Childhood
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Interpersonal Relationship,Culturally Relevant Education,Early Childhood Education,Institutional Characteristics,Educational Practices,Leadership,Family Life,Cultural Differences,Cultural Awareness,Diversity (Institutional),Language Usage,Multilingualism,Cultural Pluralism,Educational Policy

Responsiveness grows from interpersonal relationships that reflect a mutual respect and appreciation for an individual's culture, values, and language. Responsiveness must be both personal and organizational for optimal outcomes of development and intervention services. Responsive early childhood programs and professionals honor the values and practices within the families being served as well as among people providing the services. This concept paper extends these commitments to explicitly address implications for culturally and linguistically responsive practices. The Division for Early Childhood (DEC) has adopted the seven characteristics of responsive organizations discussed in this position statement. [The revised version of this concept paper is the result of a work group of DEC members: Lillian Durán, Gregory Cheatham, Sharon Darling, Susan Moore, Jorge Preciado, Sylvia Sánchez, Eva Thorp, Diana Valle-Riestra, and Alma Watson.]
The Effect of State Appropriations on College Graduation Rates of Diverse Students. Policy Report
Author: Horn, Aaron S.
Date: 2022-11-00
Type: Reports - Research
Subjects: State Aid,Educational Finance,Student Financial Aid,Higher Education,Undergraduate Students,Graduation Rate,Minority Group Students,African American Students,Hispanic American Students,White Students,Racial Differences,Minority Serving Institutions

This report is an updated version of a report published in 2021 (ED623525). It examines whether levels of state funding for higher education are associated with college graduation rates, particularly among underrepresented racial and ethnic groups. The assessment is based on an analysis of state appropriations and the six-year graduation rates of all students as well as the graduation rates of three subgroups, including Black, Latinx, and White students. Using a six-year panel dataset of entering freshman cohorts at most public four-year institutions in the nation, the analyses show that graduation rates can be expected to change as a function of varying levels of state appropriations revenue within institutions. The first analysis examined the average effect of appropriations on graduation rates within institutions over the six-year period. The results indicated that a 10% increase in appropriations would yield a modest percentage point increase in graduation rates. While state appropriation levels have a positive effect on graduation rates on average, the second analysis demonstrated that the effect on graduation rates varies by institution. For the third analysis, tests were conducted to determine whether the effect of appropriations depended on three indicators of institutional type: Carnegie Classification, minority-serving status, and subsidy reliance. The results indicated that the effect of state appropriations does not vary according to whether an institution is classified as a bachelor's institution, master's university, research university, or Hispanic Serving Institution (HSI). However, the effect of appropriations on graduation rates was much larger at HBCUs than at other institutions. A 10% increase in appropriations was associated with a 1.55 greater percentage point increase in graduation rates of Black students at Historically Black Colleges and Universities (HBCUs).
Jobs in the Balance: The Early Employment Impacts of Washington, DC&apos;s Early Childhood Educator Pay Equity Fund. Early Childhood Research Brief
Author: Schochet, Owen
Date: 2023-09-00
Type: Reports - Research
Subjects: Early Childhood Teachers,Teacher Salaries,Public School Teachers,State Programs,Program Effectiveness,Labor Turnover,Teacher Persistence,Wages,Resource Allocation,Compensation (Remuneration),Comparable Worth

Despite the contributions of their work to the learning and development of young children, child care and early education (CCEE) educators are among the lowest paid workers in the United States and have high rates of turnover in their jobs. In a pioneering effort, Washington, DC has launched the nation's first large-scale, publicly funded program to supplement CCEE educator wages. The Early Childhood Educator Pay Equity Fund (PEF) was created to achieve compensation equity with DC Public Schools teachers. This initiative, launched in Fall 2022, delivered initial lump sum payments ranging from $10,000 to $14,000 to approximately 3,000 CCEE educators across the city. This policy research brief shares findings from a study using quasi-experimental methods to examine the immediate impacts of these initial payments on CCEE employment levels in Washington, DC. The analysis uses synthetic control methods and data from the Quarterly Census of Employment and Wages for the period between 2019 and 2022.
The Analysis of Satisfaction Levels of International Students Learning Turkish as a Foreign Language Online during the Pandemic
Author: Atan, Nurhayat
Date: 2023-07-28
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Second Language Learning,Turkish,Student Satisfaction,Foreign Students,College Students,COVID-19,Pandemics,Distance Education,Educational Quality,Electronic Learning

This study aims to investigate the satisfaction level of students regarding the education of Turkish as a foreign language (TFL) during the pandemic caused by COVID-19. This study, which was carried out to shed light on the effect of distance education practices on teaching Turkish as a foreign language, is essential in providing students with the opportunity to evaluate the process and raising awareness in the organization of education programs. The participants were 50 international university students who enrolled in the Turkish preparatory classes of Bursa Uludag University in the Turkish Teaching Application and Research Center (ULUTÖMER) during the academic years 2019-2020 and 2020-2021. The study applied quantitative research descriptive, relational, and causal comparison methods. The data within the research scope were obtained using an attitude scale developed by the researcher through a questionnaire applied to 50 volunteer students online via Google Docs Form. The survey data was analyzed using SPSS 26.0.0.0, and statistical methods such as Mann-Whitney 2, Independent Sample Test, Kruskal Wallis K, Independent Sample Test, and Spearman Correlation Analysis were used to calculate the statistical findings. The statistical analysis of the questionnaire data showed that most participants who filled in the questionnaire stated that they were satisfied with the quality of online learning. In addition, students also indicated that they were more confident with online teaching than face-to-face teaching. On the other hand, the statistical analysis further revealed no significant relationship between students' satisfaction levels learning Turkish and socio-demographic variables such as age and gender. Finally, no meaningful relationship was found between the comparative satisfaction levels of Turkish students and socio-demographic variables.
Utilizing a Benchmark Formative Assessment to Predict Academic Achievement in a Rural School System
Author: Lesisko, Lee James
Date: 2012-00-00
Type: Journal Articles
Subjects: Benchmarking,Formative Evaluation,Prediction,Correlation,Grade 11,Elementary School Students,Secondary School Students,Scores,Age Differences,Gender Differences,Academic Achievement,Faculty Development,Socioeconomic Status,Rural Schools,School Districts,Achievement Tests,Educational Legislation,Comparative Analysis

The focus of this study was to analyze a benchmark formative assessment (4Sight) that predicts how students will perform on the annual Pennsylvania, USA exam that is given in grades three through eight inclusive and 11. Correlation analysis reported a significant positive linear relationship between students' performance in the Pennsylvania System of School Assessment (PSSA) exam and each of the 4Sight exams. Also, the authors found significant correlations between PSSA performance by gender, ethnicity, socio-economic status, and grade levels. The research revealed significant differences in the average scores and student grade level, ethnicity, and socioeconomic status. This study shows significant gains in student scores and the results clearly support the use of the 4Sight Benchmark Assessment. Not only will 4Sight assist school stakeholders in pinpointing academic achievement, it may also help determine a course of action for staff professional development efforts and spending practices to continue formative benchmark assessments.
Study Registration for the Field of Prevention Science: Considering Options and Paths Forward
Author: Spybrook, Jessaca
Date: 2022-00-00
Type: Journal Articles
Subjects: Prevention,Intervention,Databases,Credibility,Access to Information,Scientific Research,Medical Research,Research Methodology,Researchers,Health,Well Being,Standards,Health Behavior,Health Services,Drug Therapy

The practice of prospectively registering the details of intervention studies in a public database or registry is gaining momentum across disciplines as a strategy for increasing the transparency, credibility, and accessibility of study findings. In this article, we consider five registries that may be relevant for registration of intervention studies in the field of prevention science: ClinicalTrials.gov, the American Economic Association Registry of Randomized Controlled Trials (AEA RCT Registry), the Open Science Framework Preregistration (OSF Preregistration), the Registry for International Development Impact Evaluations (RIDIE), and the Registry of Efficacy and Effectiveness Studies (REES). We examine the five registries in terms of substantive focus, study designs, and contents of registry entries. We consider two paths forward for prospective registration of intervention studies in the field of prevention science: Path A: register all studies in ClinicalTrials.gov and Path B: allow individual researchers to select the registry with the &quot;best fit.&quot; Lastly, we consider how the field might begin to establish norms around registration. [This article was published in &quot;Prevention Science&quot; (EJ1341830).]
Professions and Competencies of Computer Education and Instructional Technologies Department&apos;s Graduates in Non-Teaching Fields
Author: Ersoy, Halil
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Educational Technology,College Graduates,Employment Opportunities,Business,Computer Literacy,Job Skills,Specialization

Even though the main purpose of Computer Education and Instructional Technology (CEIT) department is to educate and train computer teachers for K12 level schools in Turkey, the graduates from the department have diverse competencies in different fields like instructional designer, content creator, software developer, etc. However, neither the graduates nor the companies in educational technology or other fields have fully awareness of that competencies essential mostly in non-teaching fields. A small number of studies have worked with CEIT graduates, but more studies are needed to explore those competencies and current job requirements in the companies. In this way the graduates would create better career plans and the companies would hire correct employee. Moreover, the CEIT curriculum would be reconsidered with respect to the experiences or expectations of the graduates or the companies. This study was conducted to investigate the opportunities of CEIT graduates in non-teacher positions in any business sector in Turkey. For this purpose, four research questions were asked: 1) What are the job opportunities of CEIT graduates in non-teaching fields? 2) What are the competencies of CEIT graduates that enable them to work in non-teaching areas? 3) What competencies do CEIT graduates need to have more in order to work in non-teaching areas? 4) What are the changes that CEIT graduates in non-teaching fields suggest in the undergraduate program? To answer the questions a survey research design was used, and data were collected from 41 CEIT graduates who were working in non-teaching jobs, by means of a questionnaire. The questions were analyzed with descriptive statistics and content analysis. The results show that CEIT graduates do and can have professions in many different fields, both due to the courses in their own degree programs and the competencies that can be acquired after graduation. In addition, improvements in CEIT undergraduate curriculum have been discussed and suggested to support certain specializations in different fields.
Career and Technical Education: Current Policy, Prominent Programs, and Evidence. Working Paper
Author: Klein, Sabrina
Date: 2023-09-00
Type: Reports - Evaluative
Subjects: Vocational Education,Job Training,Program Effectiveness,Evidence,Job Skills,Personnel Needs,Educational Policy,Education Work Relationship,Social Mobility,Credentials,Employment Potential,Evidence Based Practice,Success,Career Readiness,Apprenticeships

Interest in the field of career and technical education (CTE) has experienced a resurgence over the last decade, as the global economy has grown increasingly competitive while students have continued to leave school underprepared for well-paying twenty-first century jobs. Together and separately, the education and workforce sectors have sought to address these challenges and better prepare students for viable economic futures. The results have been many new, innovative programs at both the secondary and postsecondary education levels that seek to give students technical training for specific careers, general training to prepare them for the workplace, and work-based learning opportunities where they can develop connections to employers and the workforce. While there are still many under-researched areas in CTE, this paper attempts to capture the evidence that has emerged--identifying areas where there is more evidence as well as areas where gaps in evidence still exist. The studies that have been conducted on CTE have demonstrated that it shows promise, but it is imperative to continue building evidence, particularly where there is policy interest and momentum but little data. Doing so will help demonstrate how those programs and models serve students and ensure that the continued scaling up of CTE is supported by a rigorous evidence base. This paper begins with an overview of the issues in the education system and the labor market that have led to the current revival of CTE. It argues that the skills today's employers need are not the ones schools are providing. The paper continues with a description of how various policies have fostered the growth of CTE. In the next section, it provides details on the types of programs and institutions that offer CTE, and the evidence base to support each of them. The paper provides evidence on the effectiveness of CTE at different educational levels, and for specific subgroups, including students with disabilities, and by gender. Further, the paper provides an overview of the available evidence to support different kinds of programs offered at both secondary and postsecondary education levels, touching on the amount of evidence available in each area and the level of rigor used in the studies that generated that evidence. The paper concludes by suggesting that while CTE instruction at the secondary and postsecondary levels could bolster students' economic mobility by helping them gain postsecondary credentials and obtain higher-paying jobs, there are challenges involved in turning that promise into reality. Investments in evidence-based practices can give CTE programs a better chance at success.
International Trends of Lifelong Learning in Higher Education. Research Report
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2023-00-00
Type: Reports - Research
Subjects: Lifelong Learning,Higher Education,Educational Policy,Governance,Educational Trends,Global Approach,Quality Assurance,Nontraditional Students,Educational Technology,Social Responsibility,Partnerships in Education,Foreign Countries,Public Colleges,Private Colleges

This research report provides a comprehensive overview of the development of lifelong learning (LLL) in the higher education sector worldwide. It examines how higher education institutions (HEIs) have contributed to LLL and shows the levels of advancement in different areas of implementation. The report is based on the results of an international survey conducted in 2020, which was led by the UNESCO Institute for Lifelong Learning (UIL) in cooperation with the International Association of Universities (IAU) and Shanghai Open University (SOU). Valid responses to the survey were submitted by 399 institutions from 96 countries in all regions of the world. The report considers three main aspects of lifelong learning institutionalization in higher education. These are supportive policy environments to promote LLL in higher education; institutional governance and implementation; and how and to what extent HEIs are widening access through diversification and flexibility.