ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Data Legislation Review: 2018 State Activity
Author: Data Quality Campaign
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Privacy,State Legislation,Student Records,Confidentiality,State Action,Information Policy,Information Security,Information Utilization,Access to Information,Information Management,Educational Legislation,Elementary Secondary Education,Federal Legislation

2018 is the fifth year that state policymakers have taken concerted legislative action on education data use and privacy issues. Across the country this year, 42 states considered 300 bills and 25 states passed 59 new laws governing the collection, linking, use, access, and protection of education data. With the passage of the Every Student Succeeds Act (ESSA) in 2015, much of the responsibility around education measures, outcomes, and priorities returned to state leaders. ESSA asks states to innovate and use evidence to inform the policies and practices that support education equity and excellence. As states implement the law this year, their legislation is clearly reflecting these new responsibilities and opportunities for flexibility. Interestingly, this mile-marking year's education data legislation is defined by both ESSA-powered innovation and a return to the more foundational data linking and governance activities that underlie states' abilities to achieve these more complex and innovative goals. This summary and analysis highlights key trends and innovative bills that policymakers, advocates, and the public need to know about, as well as a look ahead to 2018. [For the 2017 report, see ED622713.]
Student Data Privacy Legislation: A Summary of 2016 State Legislation
Author: Data Quality Campaign
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Privacy,State Legislation,Student Records,Confidentiality,State Action,Information Policy,Information Security,Information Utilization,Access to Information,Information Management

Student data privacy was a priority issue in state legislatures in 2016, though as expected, states passed fewer student data privacy bills into law than they did in 2014 and 2015. The privacy conversation has evolved since 2014, and now states have the ability to borrow from each other: California's 2014 Student Online Personal Information Protection Act (SOPIPA), the first to attempt to legislate the permissible activities of school service providers in the digital age, served as a model for many states this session. Most of the states that passed new laws in 2016 had already passed a student data privacy law, a sign that states are building on their efforts. This report provides a summary of 2016 state legislation, both introduced and new laws; tracks student data privacy legislation over time; and looks ahead to 2017. [For the 2015 report, &quot;Student Data Privacy Legislation: What Happened in 2015, and What Is Next?,&quot; see ED622712.]
Student Data Privacy Legislation: What Happened in 2015, and What Is Next? Safeguarding Data
Author: Data Quality Campaign
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Privacy,State Legislation,Student Records,Confidentiality,State Action,Information Policy,Information Security,Information Utilization,Access to Information,Information Management,Federal Legislation,Educational Legislation,Elementary Secondary Education

Last year, growing state and district use of education data and increased public attention to the ways in which these data are collected, used, managed, and disclosed sparked much conversation in statehouses around the country about the value of data and how they are protected. Student data (e.g., demographics, transcripts, attendance, test scores, outcomes, etc.) are an important tool for policymakers, educators, and families as they seek ways to support students and improve education experiences and pathways. Safeguarding data is a critical component of effective data use, and this complex and critical issue has continued to evolve over the last year. The student data privacy bills introduced in 2015 reflect both continued and newly developing student data privacy conversations in states and at the federal level. &quot;Student Data Privacy Legislation: What Happened in 2015, and What Is Next?&quot; summarizes the legislative activity around student data privacy in 2015. [For the 2014 report, see ED560608.]
Education Data Legislation Review: 2017 State Activity
Author: Data Quality Campaign
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Privacy,State Legislation,Student Records,Confidentiality,State Action,Information Policy,Information Security,Information Utilization,Access to Information,Information Management

Over the past decade, states have made enormous progress in collecting, using, and reporting education data in service of learning--although state legislation has primarily focused on implementing the robust privacy and security protections and data governance structures that make data use safe. In the 2017 legislative session, data privacy continued to be a focus with more than half (93 of 183) of the state bills that were considered on education data addressing the issue. But 2017 also saw states increasingly using legislation to address how they collect, use, and report education data in addition to how they safeguard it. This review uses the framework of the &quot;Four Policy Priorities to Make Data Work for Students&quot; to analyze state legislation addressing education data in 2017. [For the 2016 report, see ED622711.]
Religion as an External Determinant of the Education Systems of the BRICS Member Countries: A Comparative Study
Author: de Kock, Fleetwood Jerry
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Religion,Religious Factors,Comparative Education,Foreign Countries,International Cooperation,Educational Cooperation,Role of Religion,Educational Administration,Educational Policy,State Church Separation,Content Analysis,Educational Legislation,Policy Analysis,Best Practices,Minority Groups,Christianity,Catholics,Conflict,Moral Values,Islam,Religious Cultural Groups,Social Systems,Cultural Differences,Elementary Secondary Education

Various internal and external determinants influence an education system. External determinants include language, demographics, geography, technology, politics, and financial and economic trends. Religion is also one of these external determinants that can influence an education system, as well as the education systems of the. The BRICS member countries consist of Brazil, Russia, India, China, and South Africa. The BRICS member countries are one of the most organized and supportive international cooperation organizations that currently exist. Religion is considered a controversial and sensitive topic. This research aimed to determine how religion as an external determinant influences the education systems of the BRICS member countries. The study focused on the differences and similarities that can be identified based on religion as an external determinant of the various education systems in the BRICS member countries. The BRICS member countries were deliberately chosen for this study because each member state is considered a secular country in terms of religion, yet each member state treats religion differently in their country. The comparative method was used during this study to identify the best practices from the BRICS member countries. The interpretive research paradigm was used during this study using the qualitative research approach. The document analysis was used during the study to analyse the content of policies, legislation, articles, and government publications using content analysis to be able to identify themes to be able to perform the comparison between the different education systems of the BRICS member countries. The findings from this study are as follows: Religion as an external determinant of an education system does have a significant influence on the education systems of the various BRICS member countries. It is very important to observe and describe these findings from the context of the various member states. [For the complete Volume 20 proceedings, see ED622631.]
The New Normal Written Arithmetic, Designed for Common Schools, Normal Schools, High Schools, Academies, etc.
Author: Brooks, Edward
Date: 1877-00-00
Type: Historical Materials
Subjects: Arithmetic,Mathematics Instruction,Numbers,Fractions,Measurement,Textbooks,Metric System,Insurance,Tables (Data)

This textbook is designed for common schools, normal schools, high schools, academies, and other schools. Among the topics covered are: arithmetical language, fundamental operations, prime numbers, fractions, practical measurements, percentages, ratios, and mensuration. A section providing miscellaneous problems is also included. Appendices provide a section and tables relating to the metric system and sample problems, the table of fire insurance, and the table of life insurance.
The American Journal of Education. International Series. Volume Two. Entire Series--Volume XXVII
Author: Barnard, Henry, Ed.
Date: 1877-00-00
Type: Historical Materials
Subjects: Schools,Instruction,Geographic Location,Educational Legislation,Foreign Countries,Professional Development,Educational History,Educational Change

This document is the second volume of the &quot;International Series&quot; of the &quot;American Journal of Education.&quot; The &quot;International Series&quot; is devoted to the completion (as far as practicable) of subjects presented in the previous Series and a &quot;Historical Survey of National Systems, Institutions, and Methods of Instruction&quot; in the light which the former volumes of the Journal may contribute and the material brought together by the International Exposition of 1876 at Philadelphia is expected to furnish. This volume contains the contents from issues 5-8 of the &quot;International Series&quot; of the &quot;American Journal of Education.&quot; It also includes the following supplement to the volume: Superior Instruction in England. [This volume was published by the Office of American Journal of Education.]
Impact of COVID-19 on Higher Education: Challenges and Opportunities
Author: Stankovska, Gordana
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Medical Students,Student Attitudes,School Closing,Online Courses,Student Satisfaction,Barriers,Blended Learning,In Person Learning,Foreign Countries

The COVID-19 pandemic shocked the world. The pressure on students and higher education institutions is high. Universities have been closed, but solutions to continue teaching and learning activities were offered by the online platforms. Hence, the aim of this study was to investigate how university medical students perceive this current form of education. The results of the survey highlighted that most of the students were satisfied with the measures taken by the university during the COVID-19 outbreak and the way the teaching-learning-assessment process took place. However, some negative aspects were reported, such as: lack of an adequate infrastructure for some students, less effective teacher-student communication and interaction, impossibility of performing practical applications, lack of socialization, less objective examination, possibility of physical and mental health problems. The main conclusion is that the students prefer to continue with hybrid model of learning, where the theoretical classes could be online, but practical classes would be face-to-face. Universities, now more than ever, should invest in teacher professional development of their faculty -- for teachers to be updated on effective pedagogical methods with or without the use of online technologies. [For the complete Volume 20 proceedings, see ED622631.]
International Perspective on Managing Racial Integration in Secondary Schools
Author: Naidoo, Shantha
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Racial Integration,Secondary Schools,Foreign Countries,Critical Race Theory,Racism,Racial Segregation,Teacher Role,Administrator Role

The notion that educators are committed to effective facilitation of racial integration in secondary schools has become the keystone in developing a socially just schooling system in South Africa. This paper sets out to determine the role educators play in the transformation of schools towards racial integration, as well as their nature and perception in facilitating racial integration in the truest sense. Findings emanating from this research indicate that the striking down of the policies and educational system of the Apartheid regime has propelled educators from segregated backgrounds into teaching learners from different racially diverse backgrounds. Similarly, most learners for the first time are being taught by racially diverse educators. A qualitative framework is used to investigate firsthand experiences of managing racial integration in relation to educators and school management, and their role in determining successful racial integration in secondary schools in South Africa. The purpose of this paper is to prepare educators with the accumulative knowledge, understanding and tenets of the Critical Race Theory (CRT) on how to create opportunities for decolonising classroom content and practice as well as addressing the weaknesses in previous approaches to racially integrate learners in desegregated schools. [For the complete Volume 20 proceedings, see ED622631.]
NQT to ECT -- The New Induction Programme for Teachers in England: An Overview
Author: Hilton, Gillian L. S.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Beginning Teacher Induction,Faculty Development,Guidelines,Teacher Recruitment,Stress Variables,Faculty Workload,Decision Making,Time Management,COVID-19,Pandemics,Foreign Countries,Mentors,Educational Policy,Secondary School Teachers,Teacher Attitudes,Interpersonal Relationship,Program Descriptions,Standards

This paper examines the newly introduced Induction Framework for teachers in England. The new term of early career teacher (ECT) has replaced the NQT label and the one-year programme has been extended to two, based on the &quot;Early Career Framework.&quot; The reasons for the change are to aid recruitment, prevent high numbers leaving the profession early and to provide a better, more structured and statutory framework for new teachers' development in schools. However, this has resulted in considerable change and accompanying stress for school leaders and staff, with a greatly increased workload. Training materials have been provided, including programmes for induction tutors, mentors and for the ECTs, though schools may write their own. Funding has also been provided by government to cover the costs of providing meeting, observation and discussion times. The final decision as to passing of the Teachers' Standards is now in the hands of an external body, who will moderate the training provided and make the final decision on each ECT's induction success or failure. First results show agreement from most of those concerned that the more structured approach to induction and longer time is a plus, but there are grave concerns about the rigidity of the programme and the time management of a fluid situation plus, the added responsibilities for staff. The pressures of COVID infections at the present time being immense. [For the complete Volume 20 proceedings, see ED622631.]
Reflections on the Training of Researchers in the Development of Educational Competences
Author: Vasquez-Martinez, Claudio-Rafael
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Research Training,Research Skills,Researchers,Teaching Methods,Educational Researchers,Competence

The training of researchers in the development of educational competencies is the central issue of this study. The process for research training is described. Training researchers in the development of educational competences is advocated and a profile of research skills developed. Training for research is different from training for the teaching profession. Researchers need diverse skills, and must be able to understand and tackle problems, as well as assimilating and generating new knowledge. Researchers must have skills that are logically linked. This integration of skills is made possible by a focus on competences, which can be thought of as a step forward in the development of the person, and as one of the best means that society has of preparing the researchers that are needed in the present day. [For the complete Volume 20 proceedings, see ED622631.]
Statutes and Case Law as Sources for Discourse Analysis When Researching South African Education Reform through a Complexity Theory Lens
Author: du Plessis, André
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Discourse Analysis,Foreign Countries,Court Litigation,Self Concept,Persuasive Discourse,Educational Legislation,School Law,Laws

This paper explicates how statutes and case law (court cases) can be used as sources for discourse analysis when researching South African education reform through a complexity theory lens. Firstly, the law-making process is built on discourses at different levels. Secondly, discourses are manifested in case law because in order to resolve disputes arguments are presented on which the court is then required to rule. Discourse analysis explores how meaning, identities, activities and relationships are negotiated and constructed and these sources of discourse are useful when the focus is on the study of actions and interactions within the education system. [For the complete Volume 20 proceedings, see ED622631.]
Strengthening Sustainable Development in Academic Activities: Focus on Teacher Training and Professional Development
Author: Daniels, Carlo
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Sustainable Development,Environmental Education,Objectives,International Organizations,Pedagogical Content Knowledge,Teacher Competencies,Higher Education,Conferences (Gatherings),Universities,Preservice Teachers,Teacher Education Programs,Holistic Approach,Developing Nations,Educational Principles,Educational Practices

In alignment with the theme of the conference &quot;Towards the Next Epoch of Education,&quot; this paper brings attention to the need to strengthen focus on sustainable development in academic activities. As evident in scholarly literature, universities worldwide began to embrace Sustainable Development Goals initiated by the United Nations 2030 Agenda. Regardless their commitment, it is evident that many countries, especially developing ones struggle to effectively implement sustainable principles and practices in academia. This qualitative study brings attention to challenges associated with implementation of Education for Sustainable Development as well as suggestions how to promote ESD within teacher training and professional development of educators. The study is grounded in international literature review; however, findings come from the developing world where the authors are located. The results indicate the need to transfer sustainability-related pedagogical knowledge and competencies to educators and prospective teachers. In addition, in order to strengthen sustainable development, higher education institutions need to adapt a holistic approach and implement sustainability principles, knowledge, and practices within all academic activities. [For the complete Volume 20 proceedings, see ED622631.]
Gender Themes in Jeff Kinney&apos;s Diaries of a Wimpy Kid
Author: De Wet, Corene
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Childrens Literature,Sex,Masculinity,Bullying,Violence,Athletics,Interpersonal Relationship,Gender Issues,Family Structure

The paper reports on findings of a qualitative content analysis of four of the sixteen &quot;novels in cartoons&quot; books written by Jeff Kinney. Connell's theory of masculinity underpins this study. The aim of this paper is to answer the following two research questions: What are the most important gender themes in Kinney's cartoon diaries? Can teachers use Kinney's cartoon diaries to create an awareness of gender inequality? I identified the following gender themes that permitted hegemonic masculinities: bullying and violence, bravery, the importance of sport, gender relations and the tension of growing up in a matriarchal-patriarchal household. The study found that Kinney's books could be used as a point of departure to explain to children that the alpha male is not solely responsible for gender inequality and violence. The wimpy, seemingly innocent and helpless kid can also be the instigator of inequality between genders or within genders. The popularity and availability of Kinney's books make them an ideal vehicle for teachers worldwide to create a sensitivity for gender issues. [For the complete Volume 20 proceedings, see ED622631.]
Exploring Inequality in South African Higher Education Institutions (HEIs) through Vignettes
Author: Gore, Oliver
Date: 2022-00-00
Type: Reports - Research
Subjects: Vignettes,Honors Curriculum,Higher Education,Foreign Countries,Student Attitudes,Disadvantaged,Educational Experience,Undergraduate Students,Low Income Students,Academic Achievement,Equal Education,Access to Education,Social Differences,Student Characteristics

Vignettes, as a research method, presents short hypothetical stories to individuals to elicit their views on a particular topic. A review of the literature indicates that although vignettes have successfully gleaned detailed data on phenomena, few research studies have employed this valuable method in higher education institutions' (HEIs) contexts globally. This paper provides findings from a qualitative study that generated data through vignettes to understand students' perceptions of (dis)advantage. Twenty-four honours students from five faculties at one HEI in South Africa participated in the study. Findings indicate that vignettes more effectively glean rich qualitative data on sensitive or complex topics than other research methods. The method can prompt open discussions on topics usually regarded as sensitive by the participants because it helps them to reflect on their own lived experiences of (dis)advantage in HEIs. More importantly, this study shows that vignettes reveal the hidden and unexpected of what constitutes (dis)advantage, for example, low-income students have certain advantages that contributed to their success. This finding has direct implications for the design of interventions at HEIs aimed at reducing inequality. [For the complete Volume 20 proceedings, see ED622631.]