ethanporcaro/eric-fulltext-meta huggingface dataset:
Heritage Education for Primary School Children through Drama: The Case of Aydin, Turkey
Author: Simsek, G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Drama,Teaching Methods,Heritage Education,Elementary School Students,Cultural Awareness,Local History,Cultural Maintenance

This paper argues the use of drama as a teaching method for heritage education of primary school children in order to awaken awareness on cultural heritage of their city, Aydin. Drama helps children of Aydin understand where they live, why the historic buildings and environment matters and what children can do for the preservation of cultural heritage in their city. Based on the Project titled 'Discovering the Cultural Properties in Our City' supported by the TUBITAK's (The Scientific and Technological Research Council of Turkey) Science and Society Project Support Program in 2011, the paper will argue the aspects of drama as a teaching method for heritage education. [Paper presented at the 2012 World Conference on Educational Sciences (WCES-2012) (4th, Barcelona, Spain, Feb 2-5, 2012).]
Bankruptcy and Student Loans. CRS Report R45113, Version 3. Updated
Author: Lewis, Kevin M.
Date: 2018-02-22
Type: Reports - Descriptive
Subjects: Debt (Financial),Loan Repayment,Student Loan Programs,Legal Responsibility,Court Litigation,Socioeconomic Status,Income,College Students,Federal Legislation,Higher Education,Standards

As overall student loan indebtedness in the United States has increased over the years, many borrowers have found themselves unable to repay their student loans. Ordinarily, declaring bankruptcy is a means by which a debtor may &quot;discharge&quot;--that is, obtain relief from--debts he is unable to repay. However, Congress, based upon its determination that allowing debtors to freely discharge student loans in bankruptcy could threaten the student loan program, has limited the circumstances in which a debtor may discharge a student loan. Under current law, a debtor may not discharge a student loan unless repaying the student loan would impose an &quot;undue hardship&quot; upon the debtor and his dependents. This report provides a comprehensive overview of the various legal issues related to whether, and under what circumstances, a debtor may discharge a student loan in bankruptcy. The report begins by providing general background on bankruptcy law and the principles governing the discharge of outstanding debt. In so doing, the report explains how and why the Bankruptcy Code generally makes student loans nondischargeable absent an &quot;undue hardship.&quot; The report then describes the various legal standards that courts have applied when determining whether a particular debtor is entitled to an undue hardship discharge. The report closes by describing various potential considerations for Congress, including ways in which Congress could alter the Bankruptcy Code's current treatment of student loans.
The Role and Importance of Saz Semais and Pesrevs in Cello Teaching
Author: Avci Akbel, Burcu
Date: 2019-03-00
Type: Journal Articles
Subjects: Musical Instruments,Music Education,Teaching Methods,Foreign Countries,Classical Music,Cultural Influences,College Faculty

This study examined the role, importance and function of &quot;saz semais&quot; and &quot;pesrevs&quot; in cello teaching. It also examined the title and order of the pieces used in teaching, challenges experienced in the teaching of these pieces and suggestions for solutions. This study utilized phenomenological methodology. As a purposeful sampling method, maximum variation sampling method was employed in the selection of the study group (n=10). Data were collected through interviews. The data in this study was analyzed by using the content analysis method. NVivo12, the qualitative data analysis software, was used for the analysis. In frame of this study, all the interviewees addressed the importance of &quot;saz semais&quot; and &quot;pesrevs,&quot; stating that they are essential in cello teaching. Some participants think that &quot;saz semais&quot; and &quot;pesrevs&quot; have benefits solely in teaching the maqams, while others argue their benefits in terms of control over the instrument and ear training, or in terms of enriching the repertoire, interpretation and teaching of nuances. Most of the participants reported that students had more difficulties in performing &quot;saz semais&quot; in comparison with &quot;pesrevs,&quot; while some other participants stated that the level of difficulty varied depending on the piece. It has been revealed that students have the most difficulties in providing the correct intonation, correct use of the positions and correct bow technique while performing &quot;saz semais&quot; and &quot;pesrevs.&quot;
Educational Leadership Paper
Author: Quijano, Consuelo
Date: 2018-10-19
Type: Reports - Descriptive
Subjects: Instructional Leadership,Parent Participation,Technology Uses in Education,Student Needs,Teacher Role,Administrator Role,Principals,Instruction,Learning

In this 21st century, we would like to prepare our learners to be ready and skilled in their chosen career. School leadership must examine how students will be able to meet the demands of today's academia. However, it is imperative to identify some key factors needed in providing learning opportunities for today's students. A teacher from a public elementary school named some critical issues faced by educators. These issues concern increasing test scores, increasing parent involvement in school activities, and increasing intervention on academic struggling students (C. B. Aldy, personal communication, September 21, 2018). School leaders and educators must be aware and proactive in managing these problems at its early stage. Our young learners will eventually be in a competitive world where they need to demonstrate their knowledge, skills, and abilities.
Condition of Education in the Commonwealth: 2015 Data Report
Author: Rennie Center for Education Research and Policy
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Educational Indicators,School Readiness,Early Childhood Education,Academic Achievement,Learner Engagement,Teacher Effectiveness,Graduation,Educational Attainment,College Readiness,Career Readiness,Elementary Secondary Education,Postsecondary Education,Teacher Characteristics,STEM Education

The &quot;2015 Data Report&quot; identifies and measures state-level indicators linked to outcomes to inform decision-making among Massachusetts education leaders. These indicators focus on critical stages in learning and development from school readiness and early learning to the emergence of a strong and productive workforce. Important indicators in science, technology, engineering, and mathematics (STEM) are highlighted at each stage, and specific attention is leveled at the need for prepared and effective educators to support student progress throughout our entire education system. Indicators are selected because of their evidentiary base and alignment with Massachusetts' reform agenda and updated at least every two years. This report provides a critical overview of our public education system, while presenting data and information to encourage more nuanced discussions of potential strategies for improving student learning outcomes. [Additional support for this Data Report was provided by Verizon Communications.]
Condition of Education in the Commonwealth: 2013 Data Report
Author: Rennie Center for Education Research and Policy
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Educational Indicators,School Readiness,Early Childhood Education,Academic Achievement,Learner Engagement,Teacher Effectiveness,Graduation,Educational Attainment,College Readiness,Career Readiness,Elementary Secondary Education,Postsecondary Education,Teacher Characteristics,STEM Education

The &quot;Condition of Education in the Commonwealth&quot; project provides an annual, evidence-based review of student progress and proficiency throughout the education pipeline from birth into adulthood. Massachusetts has a well-earned reputation as a national leader in student achievement based on a substantial commitment to its public education system dating back to the &quot;Education Reform Act of 1993.&quot; However, efforts to address continuing challenges--ranging from a lack of school readiness to a lingering proficiency gap to the need to ensure all students are college and career ready--have led to increasingly sophisticated, but, at times, disjointed approaches to reform. While each new initiative bears promise, long-term success for all students requires the development and constant maintenance of a more comprehensive vision. Effective reform results from understanding our current status as a state, monitoring changes over time, and acting on new information describing both our strengths and deficits. The &quot;Condition of Education&quot; project asks whether our entire education system is properly structured to ensure all students succeed. The &quot;2013 Condition of Education Data Report&quot; identifies and measures state-level indicators to inform decision-making among Massachusetts education leaders. These indicators focus on critical stages in learning and development from school readiness and early learning to the emergence of a strong and productive workforce. Important indicators in science, technology, engineering, and mathematics (STEM) are highlighted at each stage and specific attention is leveled at the need for prepared and effective educators to support student progress throughout our entire education system. Indicators are selected because of their evidentiary base and alignment with Massachusetts' reform agenda and are updated annually. This report presents data and information to encourage more nuanced discussions of potential strategies for improving student learning outcomes.
Financial Aid for Students: Online Resources. CRS Report R43108, Version 11. Updated
Author: Monagle, Laura L.
Date: 2018-06-12
Type: Reports - Descriptive
Subjects: Student Financial Aid,College Students,Access to Information,Web Sites,Scholarships,Grants,Student Loan Programs,Databases,Planning,Federal Aid,Adult Students,Athletes,Disabilities,Allied Health Occupations Education,Law Students,Females,Womens Education,Minority Group Students,Veterans Education,Military Personnel,Study Abroad

Congressional offices are frequently contacted by constituents who are researching how to pay for postsecondary education. This report identifies various online sources targeted to students and parents that provide information on planning and acquiring funds for postsecondary education. Some resources also contain information on repaying, forgiving, or discharging educational debt. Students are often in the best position to determine which aid programs they may qualify for and which best meet their needs. Many of the websites listed in this report enable a student to conduct and save scholarship, grant, and loan searches. This list includes both general sources and those targeted toward specific types of aid and circumstances (e.g., non-need-based scholarships; women and minority students; students studying abroad; or veterans, military personnel, and their dependents). The selection of a resource for inclusion in this report is based on several criteria, including longstanding history in publishing print guides on financial aid and other college information guides (e.g., College Board, Peterson's, Princeton Review, Reference Service Press), key features or capabilities of the website, or focus on specific topics (e.g., educational disciplines or student characteristics). The resources in this report are provided as examples.
Strategies Used by Cello Students While Performing Turkish Music Pieces
Author: Avci Akbel, Burcu
Date: 2018-09-00
Type: Reports - Research
Subjects: Music Education,Musical Instruments,Performance,Foreign Countries,Intonation,Error Correction,Student Attitudes,Interviews,Protocol Analysis,Music,Difficulty Level

The questions of which strategies are determined and/or used for cello performance in Turkish Music, in which circumstances and how the determined strategies are used can only be answered through a qualitative research. Therefore, this study is structured as a qualitative study. The study has primarily revealed the strategies used by students; the data obtained were subject to an in-depth analysis on the basis of both students and groups categorized by level of instrumental control. [This report was published in &quot;Academic Studies in Educational Sciences&quot; p49-69 Sep 2018.]
The Road Less Fragile: First Steps for Helping Financially Vulnerable Students Succeed
Author: Ahlman, Lindsay
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Undergraduate Students,Financial Problems,Student Loan Programs,Federal Aid,Debt (Financial),School Policy,Access to Education,College Administration

This TICAS (The Institute for College Access &amp; Success) issue brief explores student financial vulnerability and highlights the need for policymakers to both prioritize need-based grant aid and recognize a broader array of financial circumstances and challenges impacting students in order to better address their financial needs and reduce barriers to success. TICAS encourages colleges to assess existing practices that may exacerbate their students' financial insecurity and create barriers to completion, such as not participating in the federal loan program and retaining punitive policies governing institutional fines and fees.
District and School Profiles 2016-2017
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Profiles,Elementary Secondary Education,School Administration,Administrative Organization,Student Characteristics,Teacher Characteristics,Income,Elementary Schools,Secondary Schools,Charter Schools,Test Results,Accountability,Technology Uses in Education,Teacher Recruitment,Teacher Persistence,College Readiness,Career Readiness,Literacy,Enrollment Trends,School Holding Power,Dropout Rate,High Schools,Teacher Salaries,Educational Finance,Budgets,Taxes,Public Schools,School Construction,Aptitude Tests,Disabilities,Special Education,Academic Achievement

Houston Independent School District (HISD) District and School Profiles provides parents, staff, community members, and other interested parties summary information regarding student performance and outcomes, demographics, and school programs for each HISD school. These profiles are divided by instructional level: elementary, middle, high, combined-level/other, and charter schools. Within each instructional level is an alphabetical list of schools available at that level. The overview of the HISD contains the following information: (1) HISD initiatives for 2016-2017; (2) administrative organization; (3) management divisions; (4) student profile; (5) teacher/staff profile; (6) revenues; (7) trustee districts; (8) school offices; (9) alphabetical listing of elementary schools; (10) alphabetical listing of secondary, charter, and combined schools; and (11) district summary profiles. The school profiles contain the following information: (1) student information; (2) teacher and staff information; (3) test performance; (4) accountability ratings; and (5) school-based programs. A glossary and school profiles index are included. [For &quot;District and School Profiles 2015-2016,&quot; see ED589398.]
District and School Profiles 2017-2018
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Profiles,Elementary Secondary Education,Elementary Schools,Secondary Schools,Public Schools,Charter Schools,School Administration,Administrative Organization,Student Characteristics,Teacher Characteristics,Income,Test Results,Accountability,High Schools,Middle Schools,Technology Uses in Education,Teacher Recruitment,Teacher Persistence,College Readiness,Career Readiness,Literacy,Enrollment Trends,School Holding Power,Dropout Rate,Teacher Salaries,Educational Finance,Budgets,Taxes,School Construction,Aptitude Tests,Disabilities,Special Education,Academic Achievement,College Entrance Examinations,Social Media,Graduation Rate

Houston Independent School District (HISD) District and School Profiles provides parents, staff, community members, and other interested parties summary information regarding student performance and outcomes, demographics, and school programs for each HISD school covering the last five years. These profiles are divided by instructional level: elementary, middle, high, combined-level/other, and charter schools. Within each instructional level is an alphabetical list of schools available at that level. The overview of the HISD contains the following information: (1) HISD initiatives and achievements for 2017-2018; (2) administrative organization; (3) management divisions; (4) student profile; (5) teacher/staff profile; (6) revenues; (7) trustee districts; (8) school offices; (9) alphabetical listing of elementary schools; (10) alphabetical listing of secondary, charter, and combined schools; and (11) district summary profiles. The school profiles contain the following information: (1) student information; (2) teacher and staff information; (3) test performance; (4) accountability ratings; and (5) school-based programs. A glossary, school profiles index, and Board of Trustees index are included. [For &quot;District and School Profiles 2016-2017,&quot; see ED593558.]
What College Costs for Low-Income Californians
Author: Institute for College Access & Success
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Paying for College,Costs,Low Income Students,Undergraduate Students,Tuition,Public Colleges,Student Financial Aid,State Aid,Federal Aid,Grants,State Colleges,Community Colleges

This updated TICAS (The Institute for College Access &amp; Success) analysis finds that low-income students and families actually pay less to attend each of the nine University of California (UC) campuses than they would at Cal State (CSU) or California Community Colleges (CCC) in the same region.
School-Based Decision Making Handbook. Revised
Author: Kentucky Department of Education
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: School Councils,School Policy,Educational Policy,Policy Formation,Decision Making,State Legislation,Educational Legislation,State Boards of Education,School Based Management,School Responsibility,Resource Allocation,Laws,School Personnel,Elections,Training,Family Involvement,Community Involvement,Meetings,Committees,Records (Forms),Disclosure,Public Relations,Minority Group Teachers,Teacher Recruitment,Teacher Persistence,Achievement Gap,Budgets,Principals,Personnel Selection

This report by the Kentucky Department of Education states that &quot;the school council shall have the responsibility to set school policy consistent with district board policy which shall provide an environment to enhance the students' achievement and help the school meet the goals established in KRS 158.645 and 158.6451.&quot; The report's 18 chapters describe: (1) School-Based Decision Making Statute (KRS 160.345); (2) Other Kentucky Statutes Related to School Councils Work (KRS 157.360 Staffing Allocations; KRS 158.031 Primary Program; KRS 158.102 Library Media Specialist; KRS 160.347 Removal of SBDM Members; and KRS 160.348 Advanced Placement); (3) Bylaws and Policies; (4) Roles for School-based Decision Making Shareholders; (5) School Councils and Boards of Education; (6) School Council Elections; (7) Requirement for School Council Member Training; (8) Communicating with Families and the Community; (9) Open Meetings; (10) Committees; (11) Consensus Decision Building; (12) Open Records; (13) Communicating with the Media; (14) Personnel and Staffing Allocations; (15) Minority Educator Recruitment and Retention; (16) Achievement Gaps and Planning Requirements; (17) School Councils and Budgets; and (18) Principal Selection (Overview). [For the 2018 edition, see ED589962.]
Achieving the Vision: Priority Actions for a Statewide Education Agenda. Condition of Education in the Commonwealth. [2015 Action Guide]
Author: Rennie Center for Education Research and Policy
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Statewide Planning,Public Schools,State Policy,Educational Policy,Educational Improvement,Early Childhood Education,Access to Education,Educational Quality,Program Implementation,Well Being,Academic Persistence,Outcomes of Education,Partnerships in Education,Student Evaluation,Holistic Approach,College Readiness,Strategic Planning,Needs Assessment

In this report, we present three of the most critical challenges facing our public schools--areas where greater investments, strategic expansion of effective practices, and thoughtful collaboration can bring us closer to achieving our statewide vision of excellence for every child. Indeed, the purpose of this report is not to generate new policy ideas but rather to help decision-makers and the general public better understand practices that are already in place and appear to be working. We began with the data, zeroing in on the areas where student outcomes are lagging. We then asked what remedies to similar performance gaps have been successfully implemented in Massachusetts and have the potential, if brought to scale, to solve our most pressing challenges. The Rennie Center identified three areas in which statewide action can build on existing, effective practice to generate significant improvements in student outcomes: (1) Expand early childhood programming: Develop a community-based, mixed-provider approach to expand access to quality prekindergarten options so that more Commonwealth students have access to these foundational learning experiences; (2) Develop a robust statewide approach to student support: Invest in broader implementation of holistic assessments of student well-being in addition to effective multi-provider models that allow schools and their partners to address a full range of student strengths and needs; and (3) Replicate innovative early college designs: Prepare more students for the 21st century by expanding models that blend high school and college coursework, providing students with the momentum and support they need to persist to a college degree. [Additional support for this project was provided by Verizon Communications. For the accompanying 2015 Data Report, see ED593546.]