ethanporcaro/eric-fulltext-meta huggingface dataset:
Report to the Legislature: Preliminary
Author: Washington State Department of Early Learning (DEL)
Date: 2017-12-01
Type: Reports - Descriptive
Subjects: Child Care,Quality Control,Expenditures,Attendance,Grants,State Aid,Quality Assurance,State Agencies,Deception,Information Systems,Automation,State Regulation,Budgets

The Washington State Department of Early Learning (DEL), in collaboration with the Department of Social and Health Services (DSHS), submits this preliminary report to detail quality control measures in the Working Connections Child Care (WCCC) program. This report highlights existing quality control measures and efforts in reducing overpayments due to unintentional errors. Additionally, this report describes the procurement of an electronic attendance tracking system which is intended to enhance quality control measures already underway for WCCC. DEL has also developed other measures to identify and address program violations in child care subsidy programs to mitigate the potential for fraud.
Sports Management Education in Turkish Universities, Analysis of Undergraduate Programs
Author: Bozyigit, Elif
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Athletics,Universities,Undergraduate Study,Curriculum,Required Courses,Elective Courses,Credits,Administrator Education

The aim of the study is to examine the undergraduate program courses of the universities providing training in Sports Management in Turkey. In this study, electronic screening method was used via web sites of universities. 80 Sports Management Departments (SMD) were found and only 20 of them which were up to date were analyzed. 2016-2017 academic year curriculums were examined. All universities examined were state universities. The courses were grouped as Compulsory-Elective, Theoretical-Practical and Total number of course-hour and credit. The percentages of the courses were calculated over the total course hours for that group. [This study was presented as a poster presentation at the World Association for Sport Management World Conference (2nd, Kaunas, Lithuania, Jun 20-23, 2017.)]
Provider Minimum Wage Impact Survey. Analysis Brief
Author: Washington State Department of Early Learning (DEL)
Date: 2017-03-16
Type: Reports - Evaluative
Subjects: Wages,Child Care Centers,Child Caregivers,Compensation (Remuneration),Educational Trends,Trend Analysis,Educational Quality,Costs,Tables (Data),Early Childhood Education

In January 2017 Washington State Department of Early Learning (DEL) surveyed child care centers and family homes on the impact of Initiative 1433 (&quot;I-1433&quot;) raising Washington's minimum wage. The data collected indicates that providers were broadly impacted by the initiative. For family home providers, 46% reported that they had paid assistants, and the average pay increase among these was 12%. The survey data suggests a total impact on family home providers of $0.39 per child per day, or approximately 1%. For child care centers, wages were reported to increase for lead teachers by 5.2% and for assistant teachers by 8.5%, statewide. These increases suggest a total business impact regionally of 2.3%-6.4%. Using the survey data along with statewide unemployment insurance data, a statewide business impact for centers of 3.5% is estimated. The total business impact in each case represents a percent increase in provider costs that, if unmet by increased tuition rates, can be expected to result in a reduction in the availability or quality of child care for subsidy enrollees. To preserve the supply of childcare for subsidy enrollees, and to support subsidy providers progressing on improving quality, this review indicates that a percentage increase in regional subsidy rates equivalent to the percentage cost increase is needed. An increase of 1% for homes and an increase of 3.5% for centers over the 2018 fiscal year would increase overall payments over that time period by approximately $7,293,080, or 2.2%. The data described in this summary provide a basis for either a statewide increase or regional increases in the subsidy rates. Although regional variation is observed, the variation does not closely match the regional differences in current subsidy rates or other measures of relevant regional costs that we have reviewed. Accordingly, a single statewide percentage increase may be the best-supported mechanism to address a state-wide need at this time.
Career Skills and Entrepreneurship Training for Artists: Results of the 2015 SNAAP Survey Module. Special Report
Author: Skaggs, Rachel
Date: 2017-00-00
Type: Reports - Research
Subjects: Job Skills,Entrepreneurship,Training,Artists,Alumni,Employment Patterns,Art Education,Curriculum,Self Efficacy,Career Development,College Graduates,Majors (Students),Skill Development,Business Skills,Money Management

The Strategic National Arts Alumni Project (SNAAP) is an online survey, data management, and institutional improvement system designed to enhance the impact of an arts school education. In 2015, SNAAP developed a Topical Module with in-depth questions about arts entrepreneurship and career skills. Career skills are increasingly regarded as a crucial element of higher education, and researchers have noted the importance of such skills in assuring successful post-college career outcomes. Over 30,000 arts alumni of all ages with undergraduate or graduate level degrees responded to the questions, creating a rich database of information. SNAAP's Career Skills and Entrepreneurship module asks alumni about their educational experiences with entrepreneurship and about confidence in their abilities to act in various entrepreneurial ways in their careers. This report focuses on understanding whether and how entrepreneurship education and career skills are emphasized in arts school or departmental curriculum and programming, how confident alumni are in their abilities, and how entrepreneurship and career development relate to alumni career outcomes. [This report was written with Alexandre Frenette, Sally Gaskill, and Angie Miller.]
Measuring Student Learning for Educator Effectiveness: A Guide to the Use of Student Growth Data in the Evaluation of North Carolina Teachers
Author: North Carolina Department of Public Instruction (NCDPI)
Date: 2013-12-10
Type: Guides - General
Subjects: Educational Improvement,Public Schools,Teacher Effectiveness,Teacher Leadership,Educational Environment,Teacher Role,Pedagogical Content Knowledge,Teaching Skills,Reflection,Academic Achievement,Teacher Influence,Success,Nontraditional Education,Special Needs Students,Elective Courses,Advanced Placement Programs,Intellectual Disciplines,Teacher Evaluation,Student Evaluation,Value Added Models,Specialization,School Districts,Charter Schools,Elementary Secondary Education,Evaluation Methods

North Carolina has embarked on an ambitious effort to improve its public schools. Career-and college-ready standards, high-quality assessments, and advanced technology are all part of this effort, and each plays an important role. No part of students' educational experience matters more than the teachers who facilitate their learning. North Carolina's effective educators are those who meets the expectations of the state's Educator Evaluation System. Trained administrators determine to what extent teachers demonstrate leadership, meet diverse students' needs, master content, facilitate learning, and reflect on their craft. The system is built around six standards for teachers: (1) Demonstrate Leadership; (2) Establish Environment; (3) Know Content; (4) Facilitate Learning; (5) Reflect on Practice; and (6) Contribute to Academic Success. The sixth standard focuses on the impact that teachers have on student growth. This document provides a guide for using student growth data to evaluate North Carolina's teachers. The first section summarizes recent changes to the North Carolina Education Evaluation System, including the addition of a new evaluation standard in which growth data inform a teacher's rating. The second section details the various ways in which growth will be calculated. The remaining sections outline which assessment data will be used to measure student progress, how student growth will be calculated using the assessment results, and which data will be included in individual teacher growth values. The guide also outlines local flexibility for measuring student growth as part of the educator effectiveness model.
Investigation of the Studies Related to Writing Activities for Learning Purposes in Science Education Environments in Turkey
Author: Uzoglu, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Writing Instruction,Writing (Composition),Activities,Educational Environment,Academic Achievement,Content Area Writing,Educational Research

When the national literature (Studies conducted in Turkey) is examined in recent years, it is noteworthy that the writing activities for learning purposes have started to be widely used in educational environments. The increased work in this area has also brought the need for compiling and reviewing the studies in the literature. For this purpose, in the study, firstly what is written for learning purposes and then its use in the educational environment is discussed in the light of academic studies. In the study conducted according to the descriptive method, the articles and theses in the indexed journals were scanned in databases such as Ebsco Host, Ulakbim, National Thesis Center of the Council of Higher Education and Google Academic. Between 2009 and 2017, a total of 33 scientific publications on writing to learn were included in the research. In the analysis through articles and theses reached: The purpose, teaching stages, type of research/data collection tools, methods and results used as an analysis unit. As a result, it was seen that the national field was mostly worked for similar purposes and similar results were achieved. These studies, which were mostly completed with quantitative research methods, showed that writing activities for learning purposes had positive effects on students' academic achievement, and sometimes positive and sometimes no effects on their attitudes.
Designing for Consistent Implementation of a 5th Grade Digital Math Curriculum
Author: Roschelle, Jeremy
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Curriculum Design,Curriculum Implementation,Mathematics Curriculum,Elementary School Mathematics,Electronic Learning,Elementary School Students,Grade 5,Core Curriculum,Mathematics Instruction,Intelligent Tutoring Systems

Reasoning Mind products are used by over 100,000 students a year and have shown positive outcomes. In this design case we focus on implementation: how Reasoning Mind's approach evolved to tackle the challenge of achieving consistently high-quality implementations with many different schools, teachers, and students. Key insights include the definition of the Implementation Coordinator role and how that role is managed, the design and requirement of specific tools to support the implementation improvement process, and how Reasoning Mind's understanding of its organizational values in relationship to its approach to implementation evolved over time. Based on a study in which 23 schools in West Virginia are newly adopting Reasoning Mind, we also reflect on how the design insights are playing out in a large-scale implementation.
Washington State Early Learning and Development Guidelines: Birth through 3rd Grade
Author: Washington State Department of Early Learning (DEL)
Date: 2012-00-00
Type: Guides - General
Subjects: Early Childhood Education,Primary Education,Early Intervention,State Standards,Academic Standards,Child Development,Infants,Toddlers,Young Children,Kindergarten,Grade 1,Grade 2,Grade 3,Student Characteristics,Student Needs,Cultural Influences,Family Influence,Communication Skills,Child Health,Teaching Methods,Psychomotor Skills,Skill Development,Well Being,Literacy,Cognitive Development

The Department of Early Learning (DEL), in partnership with the Office of Superintendent of Public Instruction (OSPI) and Thrive Washington, has published the Early Learning and Development Guidelines (guidelines) for children from birth through third grade. The guidelines replace the Early Learning and Development Benchmarks, which were first created in 2005 to outline what children know and are able to do at different stages of their development. The state Department of Early Learning, the Office of Superintendent of Public Instruction and Thrive Washington led the recent revision of the guidelines in close partnership with a 51-member workgroup that included statewide representatives from Head Start, the Early Childhood Education and Assistance Program (ECEAP), parents, Tribes, child care providers, special needs experts, K-12 staff and the state's ethnic commissions. These Guidelines are a statewide resource for everyone who loves, cares for and educates young children. The Guidelines provide essential information to support and enhance children's development and learning. Several key resources were considered in creating these Guidelines: 1) Washington's 2005 Early Learning and Development Benchmarks; 2) Early learning standards from other states; 3) Head Start and Early Childhood Education and Assistance Program (ECEAP) program standards; 4) The state's academic learning standards (Grade Level Expectations, or GLEs) for grades K-3 in all subjects, including the newly adopted Common Core State Standards for English Language Arts and for Mathematics. (The state's academic learning standards focus solely on what students should know and be able to do throughout grades K-12. They do not include social/emotional development, an important component of healthy development. These Guidelines include information about social/emotional development for parents, teachers, and other adults that support children in grades K-3.)
Study of ATLAS Use by Preservice and Early Career Teachers
Author: Manzeske, David
Date: 2018-09-00
Type: Reports - Research
Subjects: Electronic Libraries,Teaching Methods,Educational Practices,Teacher Influence,Program Effectiveness,Preservice Teachers,Beginning Teachers,Mathematics Achievement,Science Achievement,Grade 3,Grade 4,Grade 5,Grade 6,Program Implementation,Fidelity,Higher Education,School Districts,Teacher Effectiveness

In 2013, the National Board for Professional Teaching Standards received a 5-year Investing in Innovation Fund Development grant from the U.S. Department of Education to develop, implement, and study Accomplished Teaching, Learning, and Schools (ATLAS). ATLAS is an online case library that contains examples of &quot;accomplished teaching&quot; practice delivered by National Board Certified Teachers. A purpose of the grant activities was to expose preservice and early career teachers to ATLAS content, which was hypothesized to affect their teaching practice and the achievements of their students. This final report summarizes research on the first 2 years of the program's implementation at scale (during the grant's fourth and fifth years), and the effects of ATLAS use on the outcomes of preservice and early career teachers and on the mathematics and science achievements of students in Grades 3-6. The study team determined that ATLAS was implemented with fidelity at the institution of higher education and local education agency levels during the second study year but not the first study year. Regarding the effects of ATLAS use on the outcomes of preservice teachers, early career teachers, and students, the study did not identify any observable differences between ATLAS users and non-ATLAS users or their students. [This report was funded by the National Board for Professional Teaching Standards (NBPTS) through a U.S. Department of Education Investing in Innovation Fund grant to NBPTS.]
A Comparative Analysis of English Language Teacher Education Programs in Turkey and Malaysia
Author: Karakas, Ali
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Differences,Language Teachers,Teacher Education Programs,English (Second Language),Second Language Instruction,Course Content,College Credits,Institutional Characteristics,Employment Qualifications,Experiential Learning,Program Length,Preservice Teacher Education,Program Content,Required Courses

This paper reports on findings from a comparative study that attempted to identify the differences and similarities between the English language teacher education programs employed in Turkey and Malaysia. Employing a qualitative case study research design, document analysis was used to compare the programs in terms of several points. To this end, information related to each program was gathered from the relevant webpages of the programs and then subjected to content analysis. The analysis of the data revealed that the ELTEPs differ from each other in two main aspects, i.e. course-related and non-course related. In terms of course-related aspects, the programs vary across course contents, total credits, types of courses, with the Malaysian ELTEP having non-secular courses in the curriculum. Concerning non-course-related issues, it was found that differences lie in the length of the programs, the school types student-teachers can be appointed to after graduation, overseas experiences, length of field experience and career prospects. Finally, drawing on the differences and similarities between the two programs, suggestions are made to improve the programs by bearing in mind the strong sides of each program.
The Dignity for All Students Act: A Quantitative Study of One Upstate New York Public School Implementation
Author: Riddell, Christopher M.
Date: 2018-06-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: State Legislation,Educational Legislation,Human Dignity,Program Implementation,Public Schools,Public School Teachers,Teacher Attitudes,Classroom Environment,Middle School Teachers,Middle School Students,Bullying,Computer Mediated Communication,Incidence,Intervention,School Culture,Gender Discrimination,Federal Legislation,Sex Fairness,Court Litigation,Sexual Harassment,Antisocial Behavior

This quantitative study uses a survey to determine how public school teachers perceive the efficacy of the intervention of the Dignity For All Student's Act on the climate of civility in the classroom at one specific public middle school located in Upstate New York. The intent is to explore the perceived efficacy of the intervention put into place in 2012 to address cyberharassment and to cultivate civility in the classroom. A total of 47 teachers participated in this study. This study provides background on the prevalence of cyberharassment in schools. The results show that the cyberharassment behaviors of sexting, stalking, bullying, spreading rumors, and sending embarassing pictures have occurred with some frequency over the 2017-2018 school year. Sexting was the most witnessed by teachers (38.3 percent) with 36.2 percent indicating a frequency of once a year. The sending of pictures to embarrass was observed by 23.4 percent of the teachers, 12.8 percent observed the frequency of once a month. The spreading sexual rumors was observed by 34.0 percent of the teachers with a frequency of 27.7 percent stating it occurs once a week. The findings further suggest an inconsistency among teachers in addressing online behavior with their students. Some teachers (38 percent) indicated they discuss appropriate online behavior with their students &quot;as needed,&quot; while 29 percent indicate they never do. Additionally, 55.3 percent view the Dignity For All Students Act as having an average effect on cultivating civility as a part of the school's culture. Additionally, 78.7 percent of the respondents believe DASA has had little impact on cyberharassment incidents. Keywords: dignity, cyberharassment, bullying, civility, culture.
Public Schooling in Southeast Wisconsin: 2015-2016. Updated
Author: Yeado, Joe
Date: 2017-03-00
Type: Reports - Research
Subjects: Public Schools,Demography,Academic Achievement,Educational Finance,Educational Change,Educational Policy,Academic Standards,Student Evaluation,Charter Schools,School Choice,Enrollment Rate,Minority Group Students,Declining Enrollment,Open Enrollment,Poverty,English Language Learners,Disabilities,Advanced Placement Programs,Graduation Rate,High School Graduates,Achievement Gap,Student Participation,School District Spending,School District Wealth,Student Diversity,Low Income Students,Achievement Tests,Scores,College Readiness,Elementary Secondary Education

Our 31st annual report analyzing data from southeast Wisconsin's public school districts finds that while 68 of the 92 school districts are exceeding or significantly exceeding expectations on our new state report cards, there are large achievement gaps across the region on state assessments for low-income students and students of color. Key findings: (1) Regional enrollment decline quickens. School district enrollment in southeast Wisconsin declined by 1.2 percentage points in 2015-16, a loss of 3,576 students. This follows a 0.8-point decrease in 2014-15; (2) Student diversity increases. Students of color comprise 43.3% of enrollments in regional school districts, up from 42.7% in 2014-15. Hispanic students continue to increase in numbers, while African American and white student enrollment decreased in the past year; (3) College readiness measures are stagnant or declining. The composite ACT score for the region and state showed no change in 2015-16. More students participated in AP exams, though the pass rate fell 1.6 percentage points. The high school graduation rate in southeast Wisconsin is 83.9%, a decrease of 0.6 points, and trails the state average graduation rate of 88.4%; and (4) Higher student attendance, but also higher truancy. Districts in the region posted a 95.4% attendance rate, up 1.3 percentage points in the past year. However, the region also saw truancy rates tick up 0.4 points to 2.1%. [Concordia University Wisconsin (CUW) is a sponsor of this research. For the 2014-2015 report, see ED570116.]
Summary of the Annual Statistical Report of Schools: Describing and Summarizing the FY2013 School Statistical Report. Reported by School Districts by August 15, 2013
Author: Vermont Department of Education
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: Annual Reports,Income,Unions,School Districts,Public Schools,School Statistics,Trend Analysis,Elementary Secondary Education,Data,Public Education,Expenditure per Student,School District Spending

Every year, each Vermont Local Education Agency is required to submit an Annual Statistical Report to the Vermont Agency of Education providing an accounting of annual revenues and expenditures to the people of Vermont, their legislature, and the executive branch of government. The Vermont Agency of Education compiles the financial information submitted by each district and annually publishes the results in the Summary of the Annual Statistical Report of Schools (SASRS). 344 Public Local Education Agencies (including 15 technical centers), submitted the FY13 Annual Statistical Report of Schools. In FY13 Vermont Public Local Education Agencies reported receiving: $81,370,133 in local revenues (unduplicated); $1,380,262,848 in state revenues; $111,701,734 in federal revenues; $195,249,923 in other local revenues (tuition and fees from other school districts). There is a reported $1,414,424,021 in total public education PK-12 current expenditures. This represents an increase in spending of $39.2 million (2.9%) from the previous year's spending level.