ethanporcaro/eric-fulltext-meta huggingface dataset:
Public High School Teachers of Career and Technical Education in 2007-08. Web Tables. NCES 2011-235
Author: Bersudskaya, Vera
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Public School Teachers,Secondary School Teachers,Academic Education,Institutional Characteristics,Teaching Experience,Class Size,Faculty Development,Teacher Characteristics,Teacher Qualifications,Teacher Certification,Educational Attainment

These Web Tables focus on public school teachers in grades 9-12 who taught primarily career and technical education (CTE), academic, or other subjects during the 2007-08 school year. CTE teachers are grouped based on their main subject area: nonoccupational CTE, including family and consumer sciences education and general labor market preparation, and occupational education. Occupational education includes 10 broad areas: agriculture and natural resources; business; communications and design; computer and information sciences; construction, architecture, and engineering technologies; consumer, culinary, and public services; health sciences; manufacturing; marketing; and repair and transportation. CTE, academic, and other public high school teachers are examined by their demographic and professional characteristics, the location and types of schools in which they taught, characteristics of their students, and primary subject area. Table 1 presents the distribution of teachers who taught primarily CTE, academic, or other subjects, by selected school characteristics. Table 2 displays the occupational education fields in which CTE teachers taught. Table 3 shows teachers' average number of years of teaching experience, and the distribution of their years of experience, by school type and main teaching assignment. Table 4 focuses on teachers' average class size, by school type and main teaching assignment. Table 5 summarizes the extent to which teachers participated in professional development, by school type and main teaching assignment. Tables 6 and 7 detail teachers' background characteristics including age, sex, and race/ethnicity, by school type and main teaching assignment. Tables 8 and 9 present information on teacher qualifications, including types of certification and educational attainment, by school type and main teaching assignment. A glossary is included. (Contains 18 tables and 1 endnote.)
Visions 2020.2: Student Views on Transforming Education and Training through Advanced Technologies
Author: Department of Education (ED)
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Access to Computers,Educational Technology,National Surveys,Vignettes,Student Attitudes,Questionnaires,Computer Use,Computer Attitudes,Elementary School Students,Secondary School Students,Handheld Devices,Internet,Tutoring,Computer Assisted Instruction,Reading Instruction,Mathematics Instruction,Federal Programs,Student Characteristics,Computer Interfaces,Student Needs,Academic Support Services

The U.S. Departments of Commerce and Education (who co-chair the NSTC Working Group) and NetDay formed a partnership aimed at analyzing K-12 student views about technology for learning. These views are analyzed in this second report, "Visions 2020.2: Student Views on Transforming Education and Training Through Advanced Technologies." In October-November 2004, NetDay sponsored its "Speak-Up Day for Students" which offered online questionnaires, which asked K-12 students across the country about their use of technology. More than 160,000 students participated in answering questions; 38 percent of these students were in grades K-6, and 62 percent were students in grades 6-12. "Visions 2020.2" begins with an exploration of how today's K-12 aged youth--the so-called New Millennials--use digital technologies. The analysis then explores four themes commonly touched on in the students' answers: (1) Digital Devices; (2) Access to Computers and the Internet; (3) Intelligent Tutor/Helper; and (4) Ways to Learn and Complete School Work Using Technology. Math and reading were often cited specifically as subjects that might benefit from the use of learning technologies. For each of the four themes, selected student answers to the NetDay question are included to add richness to the themes and to give voice to the student views. In addition, for each theme, excerpts from the U.S. Department of Commerce publication "Visions 2020: Transforming Education and Training Though Advanced Technologies" are included. These vignettes envision the use of advanced technologies for learning in ways that are similar to those suggested by the students. (Contains 10 footnotes.)
Partnerships between Community Colleges and Prisons: Providing Workforce Education and Training to Reduce Recidivism
Author: Office of Vocational and Adult Education (ED)
Date: 2009-03-00
Type: Reports - Research
Subjects: Community Colleges,Correctional Education,Correctional Institutions,Partnerships in Education,Outreach Programs,Recidivism,Labor Force Development,Correctional Rehabilitation,Vocational Rehabilitation,Interviews,Graduation Rate,Financial Support,Program Content,Delivery Systems,Effective Schools Research

A 50-state analysis of postsecondary correctional education policy conducted by the Institute for Higher Education Policy (IHEP) in 2005 found that 68 percent of all postsecondary correctional education is provided by community colleges. The IHEP findings were the basis for this review of partnerships between community colleges and prisons. This review seeks to: increase the visibility of partnerships between community colleges and prisons, encourage their replication in other communities, and illustrate how these partnerships can be a win-win for all involved--community colleges, prisons, inmates, and the public. Providing correctional education to inmates gives community colleges the opportunity to increase their student enrollment and revenue and fulfill their mission to make education available to all local residents. By collaborating with community colleges, prisons can strengthen and expand their educational services to prepare inmates more effectively for their transitions to life beyond prison. Inmates prepared to reenter society are less likely to recidivate, which, in turn, improves public safety and saves taxpayer dollars (Chappell 2004). Interviews were conducted to learn more about partnerships between prisons and community colleges. Representatives for the interviews were selected in 11 states--Alabama, California, Indiana, Iowa, North Carolina, New Mexico, Ohio, Texas, Virginia, Washington, and Wisconsin--based on recommendations from researchers and practitioners in the field. (Contains 3 tables and 7 resources.)
A Critical Review of Adult Learners and Student Government: Recommendations for Practice
Author: Miles, Jennifer M.
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: College Students,Adult Learning,Adult Students,Position Papers,Student Government,Educational Experience,Change Strategies,Student Participation,Literature Reviews,Barriers,Educational Practices,Group Dynamics,Student Organizations

Student engagement has been shown to positively affect college students' experiences. Student engagement includes co-curricular and curricular activities designed to enrich and broaden the educational experience. Activities can include both in-class and out-of-class experiences. One way for students to become involved is through student government. Student government associations give students a formal structure for bringing their concerns to administrators and to create change on campus. This position paper examines student government as a way for adult learners to become engaged as college students. As a sub-population, adult learners have different needs, expectations, responsibilities, and goals than traditional-aged students. Because of the differences, traditional student activities and programs, such as student government bodies, may or may not serve as effective engagement mechanisms for adult learners. The paper includes a review of the literature on adult learners and student engagement, as well as recommendations for including adult learners in student government associations.
Flexible Learning in a Workplace Model: Blended a Motivation to a Lifelong Learner in a Social Network Environment
Author: Na-songkhla, Jaitip
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Constructivism (Learning),Socialization,Mentors,Learning Activities,Recognition (Achievement),Distance Education,Online Courses,Lifelong Learning,Motivation,Blended Learning,Social Networks,Educational Environment,Scores,Models,Incentives,Foreign Countries,Pretests Posttests,Conferences (Gatherings)

This paper presents a model of learning in a workplace, in which an online course provides flexibility for staff to learn at their convenient hours. A motivation was brought into an account of the success of learning in a workplace program, based upon Behaviorist learning approach--an online mentor and an accumulated learning activities score was applied; whereas a social constructivist concept was also blended to the online learning environment.  Ninety-seven staff was in an online program for 12 weeks, with 3 mentors in a social network online platform--NING. Every three weeks, 3 hours of face-to-face meeting was blended to the 9 weeks online programs. The results showed that all staff successfully completed the online learning program. Their opinions on the mentoring system were at a very high level of satisfaction, and few active staff obtained rewards from their collected scores during the online social network activities. Correlation was found between frequency of staff's participation in social learning activities and achievement with high learning scores at the end of the program. The model was discussed on its strategies to flexible a learning in a workplace with a blended mode of online and offline, a full support from top level management to allocated staff hour for learning, recognition for the outstanding staff, and value their learned skills. Online mentors and social network took significant roles in triggering learning activities in an online social network environment, which motivated learners themselves as lifelong learners in a digital age.
Adult Education Annual Report to Congress. 2004-05
Author: Office of Vocational and Adult Education (ED)
Date: 2007-08-00
Type: Numerical/Quantitative Data
Subjects: Adult Basic Education,Adult Education,Federal Government,Annual Reports,Literacy Education,Grants,Exhibits,Program Effectiveness,Academic Achievement,Young Adults,Politics of Education,Accountability,Employment

The state-administered grant program authorized under the &quot;Adult Education and Family Literacy Act (AEFLA)&quot;, enacted as Title II of the &quot;Workforce Investment Act (WIA)&quot; of 1998, is the major source of federal support for adult basic education and literacy education programs. When &quot;AEFLA&quot; was authorized in 1998, Congress made accountability for results a central focus of the new law, setting out new performance accountability requirements for states and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. To define and implement the accountability requirements of &quot;AEFLA&quot;, the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) established the National Reporting System (NRS). To monitor data collection procedures and to promote data quality improvement, OVAE developed data quality standards to clarify the policies, processes, and materials the states and local programs should have in place to collect valid and reliable data. To assist states in meeting the standards, OVAE has provided resources, training, and technical assistance activities to improve data quality and has refined NRS requirements, including producing guidelines for conducting follow-up surveys. OVAE has also provided individual technical assistance to states on NRS implementation. In the program year (PY) 2004-05, the state grant program enrolled 2,581,281 learners, of whom 39 percent were enrolled in Adult Basic Education (ABE), 16 percent were enrolled in Adult Secondary Education (ASE), and 44 percent were enrolled in English Literacy (EL) programs. PY 2004-05 marked the fifth year of the implementation of the NRS accountability requirements. This paper serves as the annual report of the U.S. Department of Education's Office of Vocational and Adult Education for PY 2004-2005. A table showing the enrollment of young adults ages 16-18 in adult education by state PY 2000-01 through PY 2004-05 is appended. (Contains 16 exhibits.)
Forum Guide to Data Ethics. NFES 2010-801
Author: National Forum on Education Statistics (ED)
Date: 2010-02-00
Type: Guides - Non-Classroom
Subjects: Data,Data Collection,Student Records,Information Utilization,Ethics,Privacy,Administrator Responsibility,Educational Principles,Best Practices,School Role,Perspective Taking,Access to Information,Politics of Education,Confidentiality

Each and every day, educators collect and use data about students, staff, and schools. Some of these data originate in individual student and staff records that are confidential or otherwise sensitive. And even those data that are a matter of public record, such as aggregate school enrollment, need to be accessed, presented, and used in an ethically responsible manner. While laws set the legal parameters that govern data use, ethics establish fundamental principles of &quot;right and wrong&quot; that are critical to the appropriate management and use of education data in the technology age. This guide reflects the experience and judgment of experienced data managers; while there is no mandate to follow these principles, the authors hope that the contents will prove a useful reference to others in their work. Part I introduces the concept of data ethics in the field of education and describes the document's purpose, intended audience, and layout and design conventions. Part II presents the Forum Code of Data Ethics through real-world examples (vignettes) and explanatory text (discussion). Appendices include: (A) Related Resources; (B) Sample Whistleblower Protection Policy; (C) Memoranda of Understanding and Other Data Use Agreements; and (D) Family Educational Rights and Privacy Act (FERPA). Individual sections contain footnotes. (Contains 1 figure.)
Adult Education and Family Literacy Act. Report to Congress on State Performance. Program Year 2003-2004
Author: Office of Vocational and Adult Education (ED)
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Adult Basic Education,Adult Education,Program Effectiveness,Family Literacy,Accountability,Educational Opportunities,Grants,Federal Legislation,Federal Programs,Academic Achievement,Employment Potential,Annual Reports,Benchmarking,Achievement Gains,Program Implementation,Program Improvement,Student Records,Federal Aid,National Standards,State Surveys,Data Collection

The state-administered grant program authorized under the Adult Education and Family Literacy Act (AEFLA), enacted as Title II of the Workforce Investment Act (WIA) of 1998, is the major source of federal support for adult basic and literacy education programs. The purpose of the program is to provide educational opportunities to adults sixteen and older, not currently enrolled in school, who lack a high school diploma or the basic skills to function effectively in society or who are unable to speak, read, or write the English language. When AEFLA was reauthorized in 1998, Congress made accountability for results a central focus of the new law, setting out new performance accountability requirements for states and local programs that measure program effectiveness on the basis of student academic achievement and employment related outcomes. To define and implement the accountability requirements of AEFLA, the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) established the National Reporting System (NRS). To monitor data collection procedures and to promote data quality improvement, OVAE developed data quality standards to clarify the policies, processes, and materials the states and local programs should have in place to collect valid and reliable data. To assist states in meeting the standards, OVAE has provided resources, training, and technical assistance activities to improve data quality. OVAE has provided individual technical assistance to states on NRS implementation, published documents further refining NRS requirements, including guidelines for conducting follow-up surveys. Since 2001, OVAE has made available online training resources to states and local providers. In program year (PY) 2003-2004, the program enrolled 2,677,119 learners, of which just under 40 percent (39.7) were enrolled in Adult Basic Education, 16.5 percent were enrolled in Adult Secondary Education, and 43.8 percent were enrolled in English Literacy programs. This paper serves as the Office of Vocational and Adult Education's annual report to Congress on state performance for PY 2002-2003. (Contains 8 tables and 7 exhibits.) [For the &quot;Adult Education and Family Literacy Act. Report to Congress on State Performance. Program Year 2002-2003&quot;, see ED515888.]
Transition Activities in the Office of Special Education and Rehabilitative Services
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Special Education,Public Agencies,Rehabilitation,Activities,Transitional Programs,Disabilities,Administrative Organization,Federal Programs,Research,Federal Legislation

The mission of the Office of Special Education and Rehabilitative Services (OSERS) is to provide leadership to achieve full integration and participation in society of people with disabilities and to ensure equal opportunities in, access to, and excellence in education, employment and community living. In implementing this mission, OSERS administers programs that help educate children and youths with disabilities, provides for the rehabilitation of youths and adults with disabilities, and supports research to improve the lives of individuals with disabilities. Over the last four decades, the transition of youths with disabilities from school to productive adulthood has received high priority from OSERS' Office of the Assistant Secretary (OAS) and all three program components within OSERS: the Office of Special Education Programs (OSEP), the Rehabilitation Services Administration (RSA) and the National Institute on Disability and Rehabilitation Research (NIDRR). These offices award discretionary and formula grants to states, and execute regulatory and policy guidance in an effort to have a successful impact on education and employment outcomes for youths with disabilities. To build upon this priority and the history of accomplishments among the program components, the OSERS Transition Steering Committee (Steering Committee) was established. OAS and all three program components of OSERS are represented on the Steering Committee. The purpose of the Steering Committee is to facilitate the collaborative efforts of OSERS to improve outcomes for youths with disabilities in their transition from secondary school to adulthood. This document describes past, present and upcoming OSERS transition activities, such as projects supporting youths with disabilities served by state agencies, written products offering technical assistance (TA) and OSERS-sponsored conferences facilitating the exchange of information among transition partners. It is intended to be used as a working document to broaden awareness of OSERS transition activities. Links offering more detailed information are provided whenever possible. A list of resources is included. (Contains 3 footnotes.)
Thirty-Five Years of Progress in Educating Children with Disabilities through &quot;IDEA&quot;
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Civil Rights,Disabilities,Access to Education,Technical Assistance,Federal Legislation,Educational Legislation,Equal Education,Educational Quality,Educational Methods,Educational History,Outcomes of Education,Graduation Rate,College Bound Students,Special Education,Early Intervention,Education Work Relationship,Mainstreaming,Culturally Relevant Education

At the celebration of the 35th anniversary of P.L. 94-142 this year, significant national progress has been made in ensuring the civil rights and providing equal access to education for all children with disabilities. During the 2007-08 school year, &quot;IDEA&quot;-mandated programs and services were provided to more than 6 million children and youths with disabilities and more than 320,000 infants and toddlers with disabilities and their families. These programs and services are provided in each of the 50 states, eight territories, District of Columbia, and in schools supported by the Bureau of Indian Affairs. During these last 35 years, IDEA also has developed a national infrastructure of supports that are improving results for millions of children with disabilities, as well as their nondisabled friends and classmates. Notably, many of the educational approaches, techniques, and practices employed by the nation's best teachers are the direct result of IDEA investments in rigorous education research, training, and technical assistance. Teachers can employ these approaches, techniques, and practices with confidence that they are likely to be effective. Today, due largely to the provision of &quot;IDEA&quot;-supported programs and services together with &quot;IDEA&quot; support for research, training, and dissemination, children with disabilities are achieving at levels that would not have been imagined in previous decades. This paper provides examples of the county's accomplishments over the past 35 years.
School Counselors' Views about the Individualized Educational Program Practices
Author: Coskun, Yelkin Diker
Date: 2010-00-00
Type: Journal Articles
Subjects: Individualized Education Programs,Disabilities,School Counselors,Educational Practices,Elementary Schools,Interviews,Questionnaires,Program Implementation,Program Effectiveness,Program Evaluation,Inclusion,Accessibility (for Disabled),Curriculum Development,School Counseling,Barriers,Change Strategies,Counselor Attitudes,Foreign Countries

The purpose of this research is to analyze elementary school counselors' views about the individualized educational program. This is a descriptive research that based on a survey and interviews. A questionnaire consists of 18 questions about the implementation of individualized education programs were administered to 45 school counselors from different districts of Istanbul. According to research findings, school counselors found themselves inadequate for the individualized education program applications. They also noted that teachers' knowledge about inclusive education process was inadequate and the number of supporting staff was insufficient. Moreover, the booklet suggested by The Ministry of Education for the individualized education program does not provide valid and appropriate information for the teachers. Therefore, the learning environment in the schools and support services for individualized educational program should be improved for better implementation. (Contains 3 tables.)