ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents and Children Thriving Together: A Framework for Two-Generation Policy and System Reform
Author: Gaines, Alexandra Cawthorne
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Family Programs,State Policy,Access to Education,Child Care,Low Income,Well Being,Child Development,State Agencies,State Programs,State Government,Change Strategies,Capacity Building,Family Needs,Agency Cooperation,Community Cooperation,Family Involvement,Program Evaluation,Data Use,Parents,Children,Cultural Relevance,Statewide Planning

This brief explores the lessons learned from the 2016 Parents and Children Thriving Together: Two-Generation State Policy Network (PACTT Network), a collaboration between the National Governors Association (NGA) and the Center for Law and Social Policy (CLASP). Through this initiative, five states explored how to use the two-generation approach to improve their state systems that serve children and parents. This brief summarizes the lessons learned from the two-year initiative and provides a framework to help guide state leaders trying to implement two-generation strategies. The PACTT Network was a peer learning network to advance two-generation state policy strategies that promote and work toward the well-being of children and their parents or caregivers simultaneously, and create system change--through regulatory, administrative or legislative means--that alters how families are served by and engage with state government. NGA Center and CLASP provided two years of intensive technical assistance to five states -- Colorado, Georgia, Minnesota, New Jersey and Oregon -- to work toward statewide systems and policy change. Each state also received peer mentoring and a $90,000 grant through PACTT. This collaborative effort provided an opportunity for states to reshape child- and adult-focused services using the two-generation approach as a framework. In supporting the PACTT Network, NGA Center and CLASP intended to learn from the experiences of the PACTT Network states and disseminate the lessons and insights from the different approaches taken to better meet the holistic needs of families. Each state empaneled a team of senior leadership representing key state agencies, county and local stakeholders, and the governor's office. These five state teams designed and executed plans that reformed policies, cross-trained staff, utilized data in new ways, and streamlined and aligned programs and practices to achieve a range of goals that supported the economic success and wellbeing of families as a whole.
Investigating the Usage Patterns of Algebra Nation Tutoring Platform
Author: Niaki, Sahba A.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Program Effectiveness,Algebra,Secondary School Mathematics,Middle School Students,High School Students,Mathematics Instruction,Tutoring,Student Characteristics,Video Technology,Grade 7,Grade 8,Grade 9,Teacher Competencies,Familiarity,Teacher Role

We study the usage of a self-guided online tutoring platform called Algebra Nation, which is widely by middle school and high school students who take the End-of-Course Algebra I exam at the end of the school year. This article aims to study how the platform contributes to increasing students' exam scores by examining users' logs over a three year period. The platform under consideration was used by more than 36,000 students in the first year, to nearly 67,000 by the third year, thus enabling us to examine how usage patterns evolved and influenced students' performance at scale. We first identify which Algebra Nation usage factors in conjunction with math overall preparation and socioeconomic factors contribute to the students' exam performance. Subsequently, we investigate the effect of increased teacher familiarity level with the Algebra Nation on students' scores across different grades through mediation analysis. The results show that the indirect effect of teacher's familiarity with the platform through increasing student's usage dosage is more significant in higher grades. [This paper was published in: &quot;The 9th International Learning Analytics &amp; Knowledge Conference (LAK19)&quot; (Tempe, AZ, March 4-8, 2019). New York, NY: Association for Computing Machinery (ACM). (978-1-4503-6256-6).]
From Surviving to Thriving: Supporting Transformation, Reentry and Connections to Employment for Young Adults
Author: Bird, Kisha
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Young Adults,Access to Education,Correctional Rehabilitation,Recidivism,Employment Opportunities,Apprenticeships,Disadvantaged Youth,Institutionalized Persons,Labor Force Development,Best Practices,Program Implementation,Barriers,Youth Programs,Reentry Workers,Reentry Students,Community Involvement,Community Services,Goal Orientation

Too many young people cycle in and out of prison, jails, and detention centers and face probation and parole conditions that keep them locked out of opportunity. These interactions with the criminal justice system demand the need for both equitable practices and programs that support second chances and large-scale investments in decarceration. They also require a critical analysis and undoing of historical policies that manifest in an unequal and unjust criminal justice system. &quot;From Surviving to Thriving: Supporting Transformation, Reentry and Connections to Employment for Young Adults,&quot; from FHI 360 and CLASP, offers practical programmatic solutions that support second chances for young people and raise policy and systems considerations to address equity, collateral consequences, and opportunity. The report features insights of best practices from nine communities that are part of the Compass Rose Collaborative (CRC). Launched in 2017, the CRC began as a three-year program funded by the U.S. Department of Labor (DOL). The CRC connects young adults ages 18-24 who have had contact with the juvenile justice or criminal justice system to employment, education pathways, and supportive services across nine communities. Policymakers and practitioners can use this analysis to increase equity and access to jobs and education for young people in need of another chance and in navigating the converging fields of workforce development, education, and criminal justice. Ultimately, the lessons shared here can offer a variety of stakeholders, including public agencies and employers, a roadmap to better understand strategies to support dismantling structural barriers and implementing strategies that support young adults on a journey of transformation and connectedness.
Augustine and Mozi on Happiness and Education
Author: Lee, Jeong-Kyu
Date: 2020-04-22
Type: Reports - Descriptive
Subjects: Psychological Patterns,Content Analysis,Christianity,Educational Philosophy,Primary Sources,Educational Principles,Comparative Analysis,Latin,Chinese,English,Futures (of Society),Moral Values,Multicultural Education,Asian Culture,Western Civilization,Religious Education,Educational Theories,Churches,Confucianism,History

The purpose of this paper is to investigate the happiness and education principles of St. Augustine and Mozi through the primary and the secondary language resources. To review the paper logically, three research questions are addressed. First, what are the happiness principles of Augustine and Mozi? Second, what are the educational principles of Augustine and Mozi? Third, what are significant similarities and differences between the two sages? In order to defend the research questions, a descriptive content analysis method will be used with a culturally comparative approach. As for the limitations of the paper, the principle of education is mainly discussed from a viewpoint of educational philosophy. The principle of happiness is also reviewed in terms of moral and political theories. This academic paper is mainly focused on &quot;The Canon of Mozi,&quot; on &quot;The City of God,&quot; and &quot;On Christian Teaching&quot; of St. Augustine. The author in the paper intends to utilize modern English second resources as well as the classical Chinese and Latin primary languages. Finally, the author concludes this position paper with the suggestion of future research. The significance of the study is to provide the basic theories and the valuable resources of contemporary and future education, especially happiness, moral, religion, pragmatic, or multicultural education, for educational theorists and practitioners in the world in the aspect of the mutual understanding of the Eastern and the Western cultures.
Difficult to Bed and Difficult to Rise: Complex Interplay among ADHD, Sleep, and Adolescence
Author: Becker, Stephen P.
Date: 2017-00-00
Type: Reports - Research
Subjects: Adolescents,Sleep,Attention Deficit Hyperactivity Disorder,Correlation,Incidence,At Risk Persons,Mental Disorders,Comorbidity,Family Environment,Homework,Academic Ability,Interpersonal Competence,Psychopathology

Interest in understanding the association between attention-deficit/hyperactivity disorder (ADHD) and sleep is nothing new. In fact, restless sleep was a symptom criterion for attention deficit disorder in the Third Edition of the &quot;Diagnostic and Statistical Manual of Mental Disorders&quot; (DSM-III), and the negative impact of inadequate or insufficient sleep on attentional functioning has likewise been noted for some time. Despite the large body of research examining sleep and ADHD, our understanding of this association is far from being put to bed, so to speak. Recently, research has shifted away from simply documenting differences in sleep functioning between individuals with and without ADHD, which while important, does little to inform our understanding of the causes, correlates, and consequences of these sleep difficulties. An emerging body of research using longitudinal methodologies is revealing that the associations between sleep and ADHD are complex, and that the clinical implications of sleep difficulties in individuals with ADHD likely varies across development. [This paper was published in &quot;The ADHD Report&quot; v25 p7-13, 16 2017.]
Ready to Learn: Before School, in School, and beyond School in South Asia. South Asia Development Forum
Author: Béteille, Tara
Date: 2020-00-00
Type: Books
Subjects: Foreign Countries,Access to Education,Readiness,Educational Attainment,Gender Bias,Government Role,Equal Education,Educational Quality,Public Education,Educational Finance,Educational Equity (Finance),Technology Integration,Technology Uses in Education,Early Childhood Education,Child Development,Public Policy,Preschool Education,Nutrition,Child Health,Parenting Skills,Teacher Competencies,Teacher Qualifications,Teacher Salaries,Preservice Teacher Education,Governance,Inservice Teacher Education,Faculty Development,Principals,Administrator Role,Educational Policy,Private Schools,Skill Development,Job Skills,21st Century Skills,Higher Education,Global Approach,Barriers,Elementary Secondary Education

Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6-11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors, private nonprofit and for-profit entities, in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.
The National School Reform Agreement: Its Implications for State-Level Curriculum Reforms
Author: Watt, Michael
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Curriculum Development,Educational Policy,State Standards,Curriculum Design,Geographic Regions,Educational Innovation,Federal State Relationship,National Curriculum,National Standards,Elementary Secondary Education

Release of the report of the Review to Achieve Educational Excellence in Australian Schools in March 2018 led the Australian Government to develop a National School Reform Agreement, including bilateral agreements established with the states and territories. The purpose of this article was to compare emerging state-level curriculum reforms with the actions that states and territories agreed to undertake in bilateral agreements and analyse state-level curriculum reforms. Results showed that states and territories prioritized a mixture of actions relating to national policy initiatives, state-specific initiatives and sector-specific initiatives in their bilateral agreements. The scope of curriculum reforms varied at the state level. Implementation of the Australian Curriculum formed an important element of systemic educational reforms in the Australian Capital Territory, Queensland and Victoria. Reform of the state curriculum in New South Wales focused on improving its design and relationship to the Australian Curriculum. Curriculum reform in Tasmania focused on designing a curriculum for years 9 to 12 incorporating the Australian Curriculum. Curriculum reforms in the Northern Territory, South Australia and Western Australia focused on specific learning areas or integrating disciplines associated with the Australian Curriculum. The degree of alignment between the actions set out in bilateral agreements and state-level curriculum reforms varied from strong to moderate, suggesting that other actions were seen by policymakers as important for supporting students, student learning and achievement.
Teacher Accountability and Pay-for-Performance Schemes in (Semi-) Urban Indonesia: What Do Education Stakeholders Think?
Author: Pedro-Alvarez, Marcello
Date: 2020-01-00
Type: Reports - Research
Subjects: Foreign Countries,Accountability,Teacher Effectiveness,Merit Pay,Teacher Evaluation,Stakeholders,Urban Schools,Teacher Attendance,Teacher Attitudes,Principals,Administrator Attitudes,Student Attitudes,Parent Attitudes,Elementary Secondary Education

Teacher evaluations are conducted to inform employment decisions and teacher professional development with the ultimate goal to create beneficial student learning environments. The effectiveness and feasibility of teacher evaluations, particularly in high-stakes contexts (hiring, firing, promotion, Pay-for-Performance schemes), crucially depends on the support these evaluations receive from the various education stakeholders involved. While many governments around the world, including the Government of Indonesia, are interested in reforming and expanding their current teacher evaluation systems, often little is known about how principals, teachers, parents, and students perceive these evaluations. This paper uses data from a recent large-scale opinion survey in Indonesia to examine and provide rare insights into the attitudes of key education stakeholders towards teacher performance evaluations. Four key insights are identified. First, many principals and teachers agree with existing evaluation schemes employed in Indonesia, such as the teacher competence test (&quot;Ujian Kompetensi Guru&quot; or UKG) and the teacher performance evaluation (&quot;Penilaian Kinerja Guru&quot; or PKG) and are also open to reforms and the introduction of new schemes. Second, Pay-for-Performance schemes are generally popular among principals and teachers, and preferred over seniority-linked pay systems. Third, teachers in urban areas are more favorable towards Pay-for-Performance schemes than teachers in semi-urban areas. Finally, all stakeholders generally support the concept of principals, teachers, and parents fulfilling performance evaluator roles.
Teacher Autonomy: How Does It Relate to Job Satisfaction and Retention?
Author: Worth, Jack
Date: 2020-01-00
Type: Reports - Research
Subjects: Foreign Countries,Professional Autonomy,Teacher Attitudes,Job Satisfaction,Teacher Persistence,Correlation,Faculty Workload,Intention,Faculty Development,Goal Orientation,Secondary School Teachers,Teaching Conditions,Professional Personnel,Leadership Responsibility,Elementary Secondary Education

The research in this paper is the first large-scale quantitative study to look at teacher autonomy and its importance for retention in England. It finds that teacher autonomy is strongly correlated with job satisfaction, perceptions of workload manageability and intention to stay in the profession. It also finds that the average teacher has a lower level of autonomy compared to similar professionals. Teachers' autonomy over their professional development goal-setting is particularly low, and is the most associated with higher job satisfaction. Increasing teachers' autonomy, particularly over their professional development goals, therefore has great potential for improving teacher job satisfaction and retention. In the light of the findings, the authors draw out the implications for policy and practice and make recommendations for school leaders and policymakers. An appendix is included in the paper. [This report was prepared in partnership with the Teacher Development Trust.]
Switzerland&apos;s Apprenticeships: Lessons for the U.S. Education System. Solutions from beyond the Beltway
Author: Morgan, Gretchen
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Apprenticeships,Youth Programs,Job Training,Job Skills,Employment Level,Industry,Vocational Education,Access to Education,Professional Education,Higher Education,Incentives

Many people have studied and written about Switzerland's youth apprenticeship system, and there are good reasons to do so. The Swiss economy has been called the most innovative in the world. Switzerland's students significantly outperform U.S. students in scholastic achievement. Its youth unemployment rate is lower than in the United States. Apprenticeships are not a minor add-on existing on the margins of the Swiss education system. Instead, youth apprenticeship is an integral, fundamental feature of that system--and one with far-reaching, positive effects on Swiss society. Swiss apprenticeships typically require four years of training and a high level of technical skill that is agreed upon by industry leaders in a single, national framework. The intensity, length of time, and high level of skill also contribute to the student's feelings of trust and safety: the apprenticeship path is not a decision to exit postsecondary education and to be less skilled or less prepared to earn a good wage. The author had the opportunity to study the apprenticeship system up close, while meeting with a wide range of apprentices, employers, apprentice teachers, and parents when she was part of team who designed and launched the Colorado approximation of the Swiss youth apprenticeship system. She found several characteristics of Switzerland's educational system stand out as particularly important to Americans hoping to reform the U.S. educational system.
Rethinking Federal Student Aid: Despite Many Problems, Loans Have Enabled Millions to Obtain an Education. Solutions from beyond the Beltway
Author: Lenz, Jimmie
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Federal Aid,Student Loan Programs,Loan Repayment,Loan Default,Access to Education,Unemployment,Higher Education,Program Effectiveness,Debt (Financial)

In 1965, the federal government passed the Higher Education Act (HEA), which paved the way for today's federal student loan program. Much of the policy debate about student loans centers on the amount of debt that has already been issued, escalating default rates, and what can be done to make repayment more affordable. But often overlooked in this policy debate is the overall health of the student loan portfolio. Fewer than 40% of student loans are fully repaid, often for reasons other than default. At the same time, new student loan refinancing companies are targeting the portfolio's lowest-risk borrowers, which results in a higher-risk, lower-performing federal student loan portfolio. While rates of default and non-repayment are high and expected to grow, millions of borrowers have obtained an education that otherwise might not have been possible. At the same time, the program has allowed the government to reduce unemployment levels, by shifting large numbers of people into higher education. This report presents assessing the student loan portfolio.
Working Together for Families: State Deaf-Blind Project and Parent Center Collaborations
Author: National Center on Deaf-Blindness (NCDB)
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Deaf Blind,Agency Cooperation,State Programs,Parent Associations,Parent Participation,Networks,Students with Disabilities,Special Education,Special Needs Students,Family Programs,Shared Resources and Services

An increased level of collaboration is often a specific requirement for groups and agencies involved in complementary grant program activities. This ensures that programs with a common funding source are as efficient and effective as possible in areas where their missions converge. In this report, the authors highlight collaborative activities among two types of programs funded by the U.S. Department of Education's Office of Special Education Programs (OSEP)--state deaf-blind projects and parent centers. The ultimate purpose of this work is to create a system of collaboration between parent centers and state projects that can be sustained over time and promote a more equitable distribution of services to families across states. In this report, specific strategies are arranged by the following levels of collaboration: (1) Networking; (2) Cooperation; (3) Coordination; and (4) Collaboration. [This report was developed by NCDB's Family Engagement Initiative Technical Work Group (TWG).]