ethanporcaro/eric-fulltext-meta huggingface dataset:
Strengthening Skills Anticipation and Matching in Greece. Labour Market Diagnosis Mechanism: A Compass for Skills Policies and Growth
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Policy,Labor Market,Labor Needs,Vocational Education,Job Skills,Economic Development,Sustainable Development,Supply and Demand,Stakeholders,Apprenticeships,Labor Force Development,Governance,Educational Legislation,Agency Cooperation,Educational Resources,Feedback (Response),Educational Administration,Information Dissemination,Sustainability,Barriers

As part of its support to the European Union (EU) skills agenda and strategy, Cedefop started in 2016 to provide direct support to its Member States to strengthen their skills intelligence policies and systems. A first round of &quot;Skills governance country reviews&quot; has been concluded in four countries: Greece, Slovakia, Bulgaria and Estonia. The reviews have adopted a tailor-made methodology and analytical framework to analyse the governance of skills anticipation and matching in the national context, and to identify possible development opportunities for the future. This report summarises the key insights and lessons of the first review of the Greek skills anticipation and matching system. In recent years Greece has developed an innovative mechanism for labour market diagnosis, to design informed skills and employment policies. The national policy roadmap drafted in close consultation and agreement with national stakeholders seeks to ensure that the mechanism will become a systematic input, shaping continuous feedback loops between vocational education and training (VET) and changing labour market needs. The roadmap also advocates steps for ensuring robust skills intelligence as a strategic reference point for the design of skills policies that can support Greece's recovery to sustainable economic growth and competitiveness. This report, and the consensus-based policy roadmap developed, provides further direction so that timely skills intelligence can strategically support Greece's recovery to sustainable economic growth and competitiveness. [This publication was produced by Cedefop's Department for Skills and Labour Market.]
For the Common Good: Recommitting to Public Education in a Time of Crisis
Author: Kober, Nancy
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Public Education,Public Schools,Educational Change,School Closing,Role of Education,Access to Education,Civics,Public Support,Diversity,Equal Education,COVID-19,Pandemics

Since the early years of the United States, public schools have been expected to fulfill multiple purposes that benefit the whole society as well as individuals. Now, the COVID-19 pandemic has jolted us into a stranger, harsher, and more challenging future than most would have predicted. Mass closures of school buildings have created unprecedented disruption and have left teachers and school leaders struggling to carry out the most basic education functions however they can. The current crisis will transform public education in dramatic and unpredictable ways. Education leaders and teachers will need to adapt and plan. With children at home, many parents are gaining a better appreciation of the expertise and contributions of teachers and school leaders. Families are recognizing the importance of services like school lunch and breakfast programs. This heightened awareness can be useful in marshalling public support to help schools through the challenges that lie ahead. To support this effort, the Center on Education Policy (CEP) at the George Washington University has issued this report, which draws on the ideas in one of CEP's most popular publications, &quot;Why We Still Need Public Schools,&quot; and reconsiders them in the current context. This new report highlights the multiple purposes filled by public schools in American society and discusses why, in this time of upheaval, it is crucial to maintain a robust public education system. [For the report &quot;Why We Still Need Public Schools,&quot; see ED503799. For the companion report, &quot;The History and Evolution of Public Education in the US,&quot; see ED606970.]
The Importance of Being Vocational: Challenges and Opportunities for VET in the Next Decade. Cedefop and ETF Discussion Paper
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Policy,Policy Formation,Role of Education,Educational Benefits,Economic Climate,Labor Market,Dislocated Workers,Job Skills,Job Training,Retraining,Lifelong Learning,Governance,Global Approach,Human Capital,COVID-19,Pandemics

This paper, jointly prepared by Cedefop and the ETF, aims to inform the next steps in VET policy- making at EU level, including the Osnabruck declaration expected to be discussed by ministers in the autumn of 2020. It puts forward key challenges and opportunities for VET which have emerged from the intelligence, research and evidence collected over the years by the two agencies, each within its own remit and geographic scope.
Capturing Kids&apos; Hearts: A Three-Year Program Evaluation, 2016-17 to 2018-19
Author: Rhea, Anisa
Date: 2020-05-00
Type: Reports - Research
Subjects: Program Evaluation,Program Implementation,Fidelity,Outcomes of Education,Teacher Student Relationship,Student Behavior,Public Schools,Educational Strategies,School Effectiveness,Student School Relationship

This report completes a three-year (2016-17, 2017-18, and 2018-19) quasi-experimental evaluation of the fidelity of implementation of the Capturing Kids' Hearts program and its impact on two outcomes, teacher-student relationships and student behavior within the Wake County Public School System (WCPSS). Findings from focus groups, teacher self-assessments, and classroom observations from Capturing Kids' Hearts schools and comparison schools suggest that Capturing Kids' Hearts is not being implemented consistently. Statistical significance tests show no difference in the desired outcomes between the intervention and comparison schools. These findings may be attributed to the fact that many WCPSS schools use similar strategies that fall under different names. In light of these results, the authors discuss implications for practice and policy within the district.
History and Evolution of Public Education in the US
Author: Kober, Nancy
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Public Education,Educational History,Educational Development,Public Schools,Democracy,Citizenship Education,Access to Education,Equal Education,Diversity,Immigration,Governance,Government Role

Throughout the history of public education in the US, public schools have filled multiple roles. These roles are an outgrowth of why public schools came into being and how they have evolved. This publication briefly reviews that history. [For the companion report, &quot;For the Common Good: Recommitting to Public Education in a Time of Crisis,&quot; see ED606967.]
Academically Gifted Co-Teaching in the Wake County Public School System: Implementation, Perceptions and Achievement. DRA Report No. 17.03
Author: Lenard, Matthew
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Academically Gifted,Gifted Education,Team Teaching,Program Implementation,Fidelity,Teaching Methods,Specialists,Learner Engagement,Science Achievement,Mathematics Achievement,Reading Achievement,Public Schools

Following the recommendations of a 2013 instructional audit, the Academically or Intellectually Gifted department implemented a co-teaching instructional strategy in 41 volunteer schools starting in the 2014-15 school year. Implementation data and discussions with central office staff suggest that while implementation fidelity was relatively strong in the first year, it declined in 2015-16. Still, the first year of implementation offered evidence to guide any future co-teaching implementation. First, the &quot;one teach, one assist&quot; method of co-teaching was most frequently observed, suggesting that co-teachers may have defaulted to one of the less optimal instructional strategies under the model. Second, AIG teachers and co-teachers perceived the initiative similarly but differed on a few particularly meaningful survey items pertaining to the perceptions and role of the specialist. Third, AIG students and non-AIG students in co-taught classrooms were similarly engaged. Finally, students in co-taught classrooms significantly outperformed their non-co-taught peers in science, but not in math or reading.
How Do Students Feel about Their Schools? WCPSS Student Survey Results: 2016-17. DRA Report No. 18.02
Author: Huang, Haigen
Date: 2018-03-00
Type: Reports - Research
Subjects: Student Attitudes,Elementary School Students,Middle School Students,High School Students,Student Surveys,Grade 5,Grade 8,Grade 9,Educational Attitudes,Student School Relationship,Teacher Student Relationship,Academic Persistence,Civics,Academic Aspiration,Occupational Aspiration,Learner Engagement,Family Involvement

The Wake County Public School System (WCPSS) Student Survey is administered each year to measure students' perceptions about their learning experiences. Over 28,000 students in grades 5, 8, and 9 responded to the 50-item survey in the spring of 2017. Results by grade were very similar to 2016 survey results. The majority of students had positive perceptions of their schools and teachers, were hopeful about their future, felt supported by their family, and had friends at school. Rates of agreement declined from 5th grade to 9th grade, particularly in response to items about Control and Relevance of School Work.
Multi-Tiered System of Support, 2016-17 to 2017-18. DRA Report No. 18.11
Author: Bulgakov-Cooke, Dina
Date: 2018-12-00
Type: Reports - Research
Subjects: Program Effectiveness,Reading Achievement,Academic Achievement,Student Behavior,Public Schools,Grade 3,Grade 8,Value Added Models,Intervention,Problem Solving,Suspension,At Risk Students,Leadership Training,Interpersonal Communication,Cooperation,Capacity Building,Teaching Methods,Racial Differences,Ethnicity,Graduation Rate,Special Education,Faculty Development,Coaching (Performance),Beliefs,Behavior Modification,Students with Disabilities,Systems Approach,Student Needs,Teacher Attitudes,Data Use,Decision Making,Cultural Relevance,Elementary Secondary Education

The Multi-Tiered System of Support (MTSS) framework, which uses a systems approach to promote school improvement and support all students in improving academics and behavior using data-based problem-solving, is a key part of the Wake County Public Schools System (WCPSS) Strategic Plan. As of 2017-18, MTSS schools were at the initial stages of MTSS implementation and showed no significant improvement in Grades 3 and 8 reading proficiency, overall achievement, or Education Value-Added Assessment System (EVAAS) growth ratings that could be attributed to MTSS implementation. Suspension rates and eligibility for special education in high incidence categories were not yet a focus for the practices or professional learning and were also not positively affected by MTSS. However, a higher percentage of teachers in treatment than control elementary schools reported that MTSS positively affected student achievement in their schools. Additionally, MTSS had a positive effect on Hispanic/Latino students' 2017-18 graduation rates and on reduction of their special education eligibility rates at elementary schools. The initial results suggest that MTSS should remain a district priority with an ongoing leadership support, expanded focus on tiered supports and on the behavioral component of MTSS.
Nurturing for a Bright Tomorrow: Experimental Evidence for Two Kindergarten Cohorts. DRA Report No. 19.07
Author: Lenard, Matthew
Date: 2019-10-00
Type: Reports - Research
Subjects: Public Schools,Elementary School Students,Academically Gifted,Talent Identification,African American Students,Hispanic American Students,Primary Education,Skill Development,Program Effectiveness,Racial Differences,Individualized Instruction,Kindergarten,Grade 1,Grade 2,Grade 3,Thinking Skills,Holistic Approach,Faculty Development,Educational Environment,Screening Tests,Mathematics Achievement,Reading Achievement,Disproportionate Representation,Student Characteristics,Institutional Characteristics

In response to chronically low gifted identification rates in the majority of elementary schools among Black and Hispanic/Latino students, the Wake County Public School System (WCPSS) launched Nurturing for a Bright Tomorrow (NBT) in Fall 2014. NBT was a multicomponent curricular enhancement program designed to train early elementary school teachers (K-2) to develop the skills and expectations required to help children attain gifted identification in elementary school. Results show that students enrolled in NBT schools, especially Hispanic/Latino students, outperformed their non-NBT counterparts on the Naglieri Nonverbal Ability Test (NNAT) and had correspondingly greater odds of meeting gifted thresholds on the NNAT. However, the odds that NBT students would qualify for the district's gifted program by grade 3 were generally not different than the odds for control group students. Thus, WCPSS should continue to pilot programs and policies with the potential to increase overall gifted identification rates and narrow racial identification gaps in schools with historically low gifted rates. [This research was funded by the Jacob K. Javits Gifted and Talented Students Education Program.]
How Do Students Feel about Their Schools? Student Survey Results, 2018-19
Author: Huang, Haigen
Date: 2019-12-00
Type: Reports - Research
Subjects: Student Attitudes,Educational Attitudes,Student Surveys,Elementary School Students,Middle School Students,High School Students,Academic Aspiration,Occupational Aspiration,Academic Persistence,Student School Relationship,Teacher Student Relationship,Civics,Gender Differences,Racial Differences,Creativity

The WCPSS [Wake County Public School System] Student Survey is administered each year to measure students' perceptions about their learning experiences. Approximately 70,000 students from grades 5 through 12 responded in the spring of 2019. The majority of students had positive perceptions of their schools and teachers, were hopeful about their future, felt supported by their family, and had friends at school. Rates of agreement declined from 5th grade to 12th grade in response to items about Control and Relevance of School Work. In contrast to lower grade levels, students in higher grade levels had an increased level of agreement on four out of seven civic engagement statements. In addition, for some survey questions, there were differences in the extent of agreement between male and female students, and across ethnic groups. Details of the survey results by each domain are summarized in the report below.
Effective Teaching Framework: 2015-16. DRA Report No. 16.10
Author: Jackl, Andrew
Date: 2017-01-00
Type: Reports - Research
Subjects: Public School Teachers,Teacher Effectiveness,Training,Principals,Assistant Principals,Central Office Administrators,Resource Teachers,Web Sites,Barriers,Program Implementation,Program Effectiveness,Teacher Improvement,Management Development,Faculty Development,Elementary Secondary Education

The Effective Teaching Framework (ETF) initiative was designed to provide a common language and lens for understanding the skills, strategies, and resources needed for teachers and school leaders to create an optimal learning environment for all students. ETF training consisted of six full days of training for principals, assistant principals (APs), and selected Central Services staff, as well as an abridged version (24 hours) for Instructional Resource Teachers (IRTs). Beginning and mentor teachers also received some training. Training was provided to all cohorts as planned. Generally, the training sessions were well-attended and highly-rated by the participants; in 2015-16, 92.7% agreed it helped them become more effective in their roles. The trainings were supplemented by an ETF website that provided a wide range of online resources. However, the website was underutilized, with only 26.3% of teachers indicating that they used the website to improve their teaching. In most cases, implementation of ETF was limited to individuals applying their learning to classroom observations and teacher evaluations. Based on focus group interviews with APs, barriers to school-wide ETF efforts included: a) confusion about expectations for orchestrating an ETF &quot;rollout&quot; at their schools, b) lack of communication and follow-up from Central Services staff, c) leadership changes, d) lack of communal training and planning time among the schools' administrative teams, and e) lack of grassroots support for the initiative at the school level. While training quality was high, building stronger buy-in before implementation, communicating clearer expectations, and implementing structures to support long-lasting roll-outs at the school level are recommended.
Online Working and Learning in the Coronavirus Era. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Teleworking,Employment Practices,Telecommunications,Work Environment,Foreign Countries,Disease Control,Job Skills,Labor Market,Vocational Education,Outsourcing,Temporary Employment,COVID-19,Pandemics

The coronavirus (COVID-19) pandemic has highlighted the vast opportunities of working and learning digitally. In these exceptional times, where a large part of the workforce has been obliged to work remotely due to home confinement and social distancing measures, gig or crowd-workers have enjoyed a kind of 'home field' advantage: working and interacting digitally has always been their prevailing mode of operation. What can we learn from these online workers who mastered the art of working and learning remotely long before the public health crisis?
Playworks in the Wake County Public School System (WCPSS), 2014-15 and 2015-16. Eye on Evaluation. DRA Report No. 16.07
Author: Rhea, Anisa
Date: 2016-09-00
Type: Reports - Research
Subjects: Public Schools,Elementary Schools,Program Effectiveness,Program Implementation,Recess Breaks,After School Programs,Athletics,Student Leadership,Class Activities,Values Education,Behavior Modification,Disadvantaged Schools,Fidelity,Educational Environment,Elementary School Students,Physical Activities,Play

This quasi-experimental study used multiple data sources to examine Playworks implementation and outcomes across two school years (2014-15 and 2015-16) at six WCPSS elementary schools. Differences in outcomes between Playworks and matched-comparison schools were examined. Similar to other national studies (Beeker et al., 2012; Fortson et al., 2013), the findings of impact are mixed. Coaches implemented program elements with fidelity, yet WCPSS encountered coach turnover as well as inconsistent teacher training and lower engagement with students at recess than desired. Significant differences found in the recess structures and activities between Playworks and traditional schools did not translate into positive impacts on student behavior or school climate. Prior to adopting new initiatives, WCPSS should consider the following: 1) carefully matching initiatives with root causes of school needs and funding sources; and 2) increasing the completeness and consistency of behavioral data collection when reducing students' negative behavior is an expected outcome. Improvements in both areas could strengthen the likelihood of impact and the ability to measure that impact.
Teacher Incentive Fund Program at Wilburn Elementary School, Final Evaluation. Eye on Evaluation. DRA Report No. 15.12
Author: Germuth, Amy
Date: 2016-02-00
Type: Reports - Research
Subjects: Teacher Salaries,Incentives,Incentive Grants,Elementary School Teachers,Program Evaluation,Merit Pay,Faculty Mobility,Scores,Achievement Tests,Elementary School Students,Emergent Literacy,Reading Fluency,Reading Tests,Teacher Effectiveness,Faculty Development

Wilburn implemented the Teacher Advancement Program (TAP) from 2008-09 through 2014-15. TIF [Teacher Incentive Fund] funding supported the performance pay component since 2010-11. All TAP principles were implemented. However, challenges occurred related to staff turnover, scheduling, and the extra work involved. Many teachers did not find the TAP model very helpful. The TAP rubric and model lessons (with coaching) were considered the most positive aspects. Relative to the comparison schools, the pattern of K-2 literacy results was mixed for 2013-14 and somewhat stronger in 2014-15. Wilburn also showed similar patterns for the percentage of students scoring proficient on the EOG from 2007-08 (before TAP) to 2011-12 and 2012- 13 to 2014-15 (with the revised EOG). Wilburn's growth results on EVAAS were at or above state expectations each year except for grade 4 in both subjects in 2015. Results were similar to comparison schools (with somewhat stronger results in 5th grade math). Overall, Wilburn achievement results have not been consistently stronger with TAP compared to similar schools without TAP. The cost/benefit of the model was not clearly favorable.
How Do Students Feel about Their Schools? WCPSS Student Survey Results: 2017-18. DRA Report No. 18.07
Author: Huang, Haigen
Date: 2018-12-00
Type: Reports - Research
Subjects: Student Attitudes,Student Surveys,Elementary School Students,Middle School Students,High School Students,Grade 5,Grade 8,Grade 9,Educational Attitudes,Teacher Student Relationship,Student School Relationship,Academic Aspiration,Occupational Aspiration,Learner Engagement,Academic Persistence,Civics,Creativity

The WCPSS Student Survey is administered each year to measure students' perceptions about their learning experiences. Over 24,000 students in grades 5, 8, and 9 responded to the 51-item survey in the spring of 2018. Results by grade were very similar to 2017 survey results. The majority of students had positive perceptions of their schools and teachers, were hopeful about their future, felt supported by their family, and had friends at school. Rates of agreement declined from 5th grade to 9th grade, particularly in response to items about Control and Relevance of School Work. Additionally, for many survey items there were moderate to large differences (more than five percentage points) across racial/ethnic subgroups.
Vocational Education and Training in Europe, 1995-2035: Scenarios for European Vocational Education and Training in the 21st Century. Cedefop Reference Series. No 114
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Change,Comparative Education,Higher Education,Lifelong Learning,Futures (of Society),Educational Development,Educational Trends,Trend Analysis,Enrollment Trends,Education Work Relationship,Role of Education,Social Change,Labor Market,Educational Objectives

This synthesis report summarises the findings of the Cedefop project &quot;The changing nature and role of vocational education and training (VET) in Europe (2016-18).&quot; Research aimed at taking a step back and painting a comprehensive picture of VET developments in Europe, identifying challenges and opportunities. The summary shows that European VET varies between countries and is changing in various fundamental ways. It is becoming more diverse in its programmes and qualifications and also expanding into higher levels, challenging the perception of higher education as exclusively academically oriented. In some countries, this reflects a step towards making lifelong learning a reality; in others, traditional VET is coming under pressure from declining youth cohorts and a growing preference for general education and training. Such negative developments can be seen as a forewarning of future challenges.