ethanporcaro/eric-fulltext-meta huggingface dataset:
Fiscal Year 2013 Monitoring Report on the Oklahoma Department of Rehabilitation Services Vocational Rehabilitation Program
Author: Rehabilitation Services Administration (ED)
Date: 2013-04-03
Type: Reports - Evaluative
Subjects: Disabilities,Federal Legislation,Vocational Rehabilitation,Compliance (Legal),Program Evaluation,State Programs,State Agencies,Technical Assistance,Resource Allocation,Administrative Organization,Transitional Programs,Program Implementation,Grants,Costs,Employment Level,Youth Employment,Program Budgeting

Section 107 of the Rehabilitation Act of 1973, as amended (Rehabilitation Act), requires the Commissioner of the Rehabilitation Services Administration (RSA) to conduct annual reviews and periodic on-site monitoring of programs authorized under Title I of the Rehabilitation Act to determine whether a state vocational rehabilitation (VR) agency is complying substantially with the provisions of its State Plan under section 101 of the Rehabilitation Act and with the evaluation standards and performance indicators established under Section 106. In addition, the commissioner must assess the degree to which VR agencies are complying with the assurances made in the State Plan Supplement for Supported Employment (SE) Services under Title VI, part B, of the Rehabilitation Act. Through its monitoring of the VR and SE programs administered by the Oklahoma Department of Rehabilitation Services (ODRS) in federal fiscal year (FY) 2013, RSA: (1) reviewed the VR agency's progress toward implementing recommendations and resolving findings identified during the prior monitoring cycle (FY 2007 through FY 2010); (2) reviewed the VR agency's performance in assisting eligible individuals with disabilities to achieve high-quality employment outcomes; (3) recommended strategies to improve performance and required corrective actions in response to compliance findings related to three focus areas, including: (a) organizational structure requirements of the designated state agency (DSA) and the designated state unit (DSU); (b) transition services and employment outcomes for youth with disabilities; and (c) the fiscal integrity of the VR program; (4) identified emerging practices related to the three focus areas and other aspects of the VR agency's operations; and (5) provided technical assistance to the VR agency to enable it to enhance its performance and to resolve findings of noncompliance. The nature and scope of this review and the process by which RSA carried out its monitoring activities, including the conduct of an on-site visit from November 26, 2012, through November 30, 2012, is described in detail in the FY 2013 Monitoring and Technical Assistance Guide for the Vocational Rehabilitation Program (ED610129).
HOTS Analysis to Develop E-Supplement Book Based on Plant Physiology Research
Author: Supriyatin
Date: 2020-00-00
Type: Journal Articles
Subjects: Thinking Skills,Problem Solving,Science Process Skills,Biology,Plants (Botany),Physiology,Scientific Research,Instructional Materials,Material Development,Electronic Publishing,Supplementary Reading Materials,Textbooks,Student Evaluation,Scores,Critical Thinking

Biology learning, especially the topic of plant physiology, requires Higher Order Thinking Skills (HOTS). This ability needs to be improved with HOTS based teaching materials. The teaching materials, however, have not been developed, especially those in plant physiology topic. Students' HOTS in biology learning still requires an improvement as HOTS is important for the 21st century. One alternative that can be developed is teaching materials in the form of an E-Supplement Book Based on Plant Physiology Research (ESPPRe). The purpose of this study was to measure students' HOTS related to the concept of plant physiology as the basis for developing ESPPRe. The method used was descriptive using a survey technique. The instrument used in this study amounted to 10 items distributed using Google form. The results indicated that the scores were categorized as low for all students (40.81) with male students (41.39) and female students (40.74). This suggested that the HOTS score still needs to be improved and it is necessary to develop ESPPRe in further research. The content on the ESPPRe media that must be developed is related to activities to analyze and criticize problems that have been presented in ESPPRe. Next, students are expected to be able to create solutions and ideas related to these problems. The development of various learning media will make students happier in learning. This is because HOTS-based learning implementation will be varied. This study concludes that the HOTS score is still in the low category and the ESPPRe can be developed in subsequent studies. Suggestion from this research is to be able to implement the book to improve students' abilities to solve problems.
Procrastination, Workload and Managerial Resourcefulness of School Principals
Author: Bozkus, Kivanc
Date: 2020-00-00
Type: Journal Articles
Subjects: Time Management,Principals,Administrator Responsibility,Administrator Qualifications,Leadership Styles,Decision Making,Personality Traits,Administrator Attitudes,Gender Differences,Geographic Location,Foreign Countries,Educational Attainment,Status

Procrastination is unnecessarily delaying starting, completing, and maintaining a task, even when the person has the required tools, skills, or authority to conduct that task. The workload that needs to be handled by the school principals can be overwhelming and can cause a delay in tasks being fulfilled by the principals. School principals should have a range of management competencies to run schools more efficiently. These traits include the principals' leadership styles, decision-making processes, or personal traits. While evaluating the procrastination and workload of school principals, their management resourcefulness, and how it interacts with the other factors should also be evaluated. Principals' determination to achieve their goals and purposes has a positive impact in terms of decreasing procrastination behavior. The paper first provides a discussion on how procrastination as a concept has been understood in the literature. Then, it discusses how other researchers have investigated the issue of procrastination in principals, paying attention to how workload and management resourcefulness have factored into previous studies. This study tries to determine the relationships between school principals' procrastination, workloads, and managerial resourcefulness employing the survey method. Data were collected using an online form that included 3 scales: the procrastination behavior scale of school administrators, the role-based workload scale, the managerial resourcefulness scale. Responses from 300 school principals were analyzed. Findings indicate that school principals' procrastination level is high, they perceive low workload, and they do not have satisfactory levels of managerial resourcefulness. It has been revealed that as principals' workload and management resourcefulness increase, their procrastination levels decrease. This study found that resourceful management styles prevented principals' from feeling overwhelmed by their workload and meant that they were less likely to procrastinate. Moreover, this research has observed that male school principals are more task-oriented than female principals. No difference was determined according to branch, education, location, and seniority.
Designing an Innovative Assessment of HOTS in the Science Learning for the 21st Century
Author: Ichsan, Ilmi Zajuli
Date: 2020-00-00
Type: Journal Articles
Subjects: Junior High School Students,Thinking Skills,Science Process Skills,Problem Solving,Science Education,Genetics,Biology,Student Evaluation,Evaluation Methods,Science Tests,Content Validity,Test Reliability,Test Construction

Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students. The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
FY 2022 Budget and Policy Recommendations for Higher Education in Virginia
Author: State Council of Higher Education for Virginia
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Higher Education,Budgets,Educational Finance,Educational Policy,Student Financial Aid,Financial Support,Student Costs,Public Colleges,Community Colleges,Private Colleges,State Programs,Undergraduate Students,Graduate Students,State Aid,Federal Aid,COVID-19,Federal Legislation,Pandemics,Access to Education,Alignment (Education),Education Work Relationship,Preschool Education,Elementary Secondary Education,Disadvantaged

The 2020 General Assembly adjourned its regular session by providing over $390 million in additional general fund support for Virginia higher education institutions in the 2020-22 biennium. However, in March, the nation experienced the COVID-19 pandemic. In order to address the repercussions of the COVID-19 pandemic on state revenues, Governor Northam and the General Assembly unallocated (the budget language uses the term &quot;unallotted&quot;) nearly all new spending in the state budget for the 2020-22 biennium. The vast majority of funding for higher education remains unallotted for FY 2022. In addition to the pandemic and the economic impact on state revenues, recent events related to racial justice also raised short- and long-term questions regarding how higher education's budgets, policies and practices support equity at a state and institution level. These changes impact Virginia's objective to be the best-educated state by 2030 and raise concerns that gaps in attainment by race and income could widen and that costs could increase. As a result, higher education at a state and institution level will need to assess its current structure to avoid impacts on equity and affordability. This report provides State Council of Higher Education in Virginia's (SCHEV's) overview and assessment of the impact of events that have occurred over the last nine months, additional funding provided to higher education in 2020, and budget and policy recommendations for the Governor and General Assembly consideration in the upcoming 2021 session. [For &quot;FY 2020 Budget and Policy Recommendations for Higher Education in Virginia,&quot; see ED610207.]
Evaluating the Efficacy of the Mosaic SEL Turbo Leader Course in a Quasi-Experimental Study. ACT Research &amp; Policy. Data Byte
Author: Walton, Kate E.
Date: 2020-10-00
Type: Reports - Research
Subjects: Middle School Students,Program Effectiveness,Leadership Training,Social Emotional Learning,Self Efficacy,Outcomes of Education,Academic Achievement

The Mosaic SEL Turbo Leader program is part of ACT's social and emotional (SE) learning curriculum. It is designed for middle school students and includes 17 web-based lessons covering student self-efficacy and agency, positive peer and adult relationships and conflict strategies, and growth mindset skills and tools (for more information on Turbo Leader, see Mawi Learning, 2020). As with any learning product, it is important to evaluate the efficacy of Turbo Leader; that is, it is important to evaluate the degree to which evidence supports the claim that Turbo Leader serves to improve students' SE skills (Mattern, 2019). This was the intent with for the current study. Overall, findings indicated that students who engaged in the Mosaic SEL Turbo Leader curriculum saw significant growth in growth mindset and self-efficacy, two skills that are aligned with CASEL's self-awareness competency.
Facilitating Postsecondary Data Partnership Data Submissions at Nebraska Indian Community College. Technical Brief
Author: Achieving the Dream, Inc.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Tribally Controlled Education,American Indian Education,American Indian Students,Postsecondary Education,Partnerships in Education,Student Records,Data Collection,Data Use,Information Management,Information Dissemination,Data Analysis,Access to Education,Access to Information,Two Year College Students

In 2019, Nebraska Indian Community College (NICC) joined the National Student Clearinghouse Postsecondary Data Partnership (PDP). This technical brief will discuss an approach to prepare Postsecondary Data Partnership (PDP) data collections that consist of the development of both term cohort files and course files. The process utilized course and cohort file templates provided by National Student Clearinghouse, query extractions developed by the Empower representative, data cleaning by the institution's registrar, and further processing by the Achieving the Dream (ATD) data coach, utilizing SAS software which is useful for processing and merging files. The data preparation approach was employed by NICC during the initial PDP data collection in the fall of 2019 and yielded successful participation in the PDP. This brief can be used as an approach for data preparation for the PDP data collection process. [This technical brief was developed in partnership with Nebraska Indian Community College.]
Leveraging Partnerships: How Nebraska Indian Community College Got on Board with the Postsecondary Data Partnership
Author: Achieving the Dream, Inc.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Tribally Controlled Education,American Indian Education,American Indian Students,Postsecondary Education,Partnerships in Education,Student Records,Data Collection,Data Use,Information Management,Information Dissemination,Data Analysis,Alaska Natives,Access to Education,At Risk Students,Barriers,Student Needs,Access to Information,Two Year College Students

In the fall of 2019, Nebraska Indian Community College [NICC] became the first tribal college to participate in a new data service of the National Student Clearinghouse called the Postsecondary Data Partnership (PDP). A small college with high aspirations for its students, NICC was in the process of building data capacity and adopting data-driven decision making to improve student retention and outcomes. The college leadership was drawn to the potential trove of actionable information on current and former students that only the PDP could produce. Plus, with the data to be delivered in interactive dashboards, the college would be saved from having to arduously build its own dashboards. The PDP would make it easy to release and act upon the stories the data might hold. The following case study describes how the NICC made it happen. [This case study was developed in partnership with Nebraska Indian Community College.]
Improving Youth Apprenticeship Data Quality: Challenges and Opportunities
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Vocational Education,Youth Programs,Apprenticeships,Data Collection,Data Use,Educational Quality,Leadership Responsibility,Employers,Partnerships in Education,Data,Reliability,School Role,Agency Role,College Role,Government Role,Elementary Secondary Education,Postsecondary Education,Program Evaluation,Program Effectiveness,Family Role,Educational Legislation,Federal Legislation

One of the biggest challenges that states and local intermediaries face in setting up and scaling high-quality youth apprenticeships is gathering relevant, accurate and actionable data. High-quality data is an essential ingredient for a strong youth apprenticeship program because it equips state and local leaders to evaluate impact, monitor equity, identify best practices, and make the case for youth apprenticeships to employers and learners. This report summarizes the discussions of the Partnership to Advance Youth Apprenticeship's (PAYA) Data Quality Workgroup. The workgroup was convened by Advance CTE and New America in 2020 to discuss challenges and opportunities for using data to improve quality and equity in youth apprenticeship. The report addresses the most urgent youth apprenticeship data quality challenges and describes the roles that state leaders, local intermediaries, and education and employer partners can play in improving the quality and use of data. It also identifies high-impact strategies for using youth apprenticeship data to advance quality and equity and provides next steps for the field.
Leaders Matter: Superintendent Leadership for School Breakfast
Author: Contreras, Sharon
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Superintendents,Administrator Attitudes,Breakfast Programs,Educational Benefits,Administrator Responsibility,Eating Habits,Health Promotion,Attendance,Academic Achievement,Poverty,Hunger,Discipline

AASA has always seen healthy eating in schools as a leadership issue. Meals are served in the cafeteria, vending machines dotted the hallways of schools, and sales of cookies, chips, candies, and other fundraisers took place all over the district. While many different people are &quot;in charge&quot; of these various forms of food sales/distribution, the superintendent, as the leader of the district, is ultimately responsible for what and how students are fed. AASA has been funded by the Walmart Foundation since 2011 to provide funding and technical assistance to increase school breakfast participation. AASA sees school breakfast as a leadership issue for school superintendents. Superintendents have many and varied reasons for supporting school breakfast, but the results are the same: (1) fewer hungry students in schools; (2) improved attendance; (3) less tardiness; (4) fewer visits to the nurse's office; (5) fewer suspensions; and (6) better academic outcomes. This report features four superintendents who share their thoughts on the importance of school breakfast to student success.
A New Deal: The Coronavirus Pandemic and Rebuilding Higher Education
Author: Sommers, Jeffrey
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Higher Education,Educational History,Public Colleges,Unemployment,Economic Impact,Social Problems,Humanities,Educational Change,School Closing,Government Role,Educational Needs,Labor Market,Politics of Education,Employment,State Aid

Government supported higher education in the United States evolved from sponsoring knowledge in the public interest, from what was once the provenance of a select few based on inherited privilege, to a democratic expansion of access based on merit. In the process by the mid 20th century until our present, public higher education provided pillars supporting social stability after the political turbulence of the first half of the 20th century (e.g., fascism and Stalinism). Additionally, it was the foundation for research and workforce training requirements of an increasingly complex post-World War II economy. Meanwhile, it recycled money through our economy sustaining consumer demand and business growth. The present erosion of support for public higher education, therefore has troubling implications for maintaining social cohesion; social mobility; the research and training required to respond to national security challenges (e.g., infrastructure to manage crises, such as with Covid-19); sustaining economic demand; and keeping the United States competitive in the global economy. Combine these structural needs with an economy that in March and April lost 25% of its jobs as 36 million Americans filed for unemployment, the imperative to support public higher education is urgent. Public higher education is one of the nation's largest sources of employment. And, the Covid-19 crisis unemployed could productively spend their time acquiring skills preparing to re-enter the workforce when the economy enters a recovery phase. Moreover, the substantial size of the US economy comprised of brick and mortar retail, restaurants, cafes and bars, will not recover soon, and barring the development of effective Covid-19 vaccines, may never fully rebound. This gives further impetus to maintain and expand other sectors of the economy, such as with public higher education. And, lastly, given the social turbulence already observed (e.g., military assault weapon wielding protestors at Midwestern state capitol buildings) early on in this public health crisis, public higher education should expand, not shed, their equity of humanities offerings that help young people understand society and how badly events can unfold if it unravels. In this policy brief, four prominent scholars address how public colleges and universities, after decades of underfunding, can cope with projected budget shortfalls brought on by the pandemic.
Beyond the Numbers: A Toolkit for Communicating CTE Data
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2020-11-00
Type: Guides - General
Subjects: Vocational Education,Information Dissemination,Communication Strategies,Audiences,Data Use,Data Collection,Stakeholders,Elementary Secondary Education,Postsecondary Education,Planning,Family Role,Teacher Role,Administrator Role,Role,School Counselors,Industry,Access to Education,School Personnel,Government Employees,Instructional Materials,Story Telling,Disproportionate Representation,Evaluation Methods

In March 2020, Advance CTE and the Association for Career and Technical Education (ACTE) convened a Shared Solutions Workgroup of state and national experts to explore strategies for effective Career Technical Education (CTE) data reporting and communication. Over a series of meetings, the workgroup co-designed a set of tools and resources to help states improve their CTE data reporting. This toolkit contains guidance, best practices and tools that CTE leaders can use to create communications that help stakeholders better understand and act on CTE data. The primary audience for the toolkit is state leaders, but district and K-12 or postsecondary institution leaders may also be able to use these resources for the CTE data communications. [For &quot;Beyond the Numbers: Design Principles for CTE Data Reporting,&quot; see ED610152.]