ethanporcaro/eric-fulltext-meta huggingface dataset:
Unaccredited Training: Why Employers Use It and Does It Meet Their Needs? Research Report
Author: White, Ian
Date: 2018-00-00
Type: Reports - Research
Subjects: Employers,Foreign Countries,Vocational Education,Technical Education,Career Education,Accreditation (Institutions),Labor Force Development,Job Satisfaction,Employees,Employer Employee Relationship,Job Training,Informal Education,Technological Advancement

The key drivers of employer investment in workforce training include improving the quality of a product or service, the adoption of new technology, and to meet legislative, regulatory or licensing requirements. Various types of training -- accredited, unaccredited, informal -- are accessed by employers to fulfil their training needs. This report focusses on employer's use of unaccredited training. As unaccredited training sits outside the mandatory reporting requirements of the nationally recognised accredited training system, administrative data relating to its use are not systematically collected in the National VET Provider Collection, therefore the true extent of its uptake in Australia is largely unknown. However, from the 2017 Survey of Employers' Use and Views of the VET System, around half of employers in Australia are looking outside the nationally accredited vocational education and training (VET) system to provide their employees with training to meet their skill needs. This study takes a closer look at employers' use of unaccredited training, explores why they use it, why they choose unaccredited training over accredited training, and whether it meets their skill needs.
Understanding the Needs of Part-Time Faculty at Six Community Colleges. CCRC Research Brief
Author: Bickerstaff, Susan
Date: 2018-11-00
Type: Reports - Research
Subjects: Community Colleges,College Faculty,Part Time Faculty,Adjunct Faculty,Teacher Role,Teacher Participation,Teacher Characteristics,Teaching Conditions,Job Satisfaction,Teacher Attitudes,Compensation (Remuneration),Needs,Access to Information,Teacher Collaboration,Feedback (Response)

While community colleges in many states have embarked on whole-institution reform to impact multiple dimensions of the student experience, relatively little attention has focused on the working conditions of adjunct faculty, who account for about two thirds of all instructional faculty at public two-year colleges. &quot;Engaging Adjunct Faculty in the Student Success Movement,&quot; a project launched in 2016 by Achieving the Dream (ATD), acknowledges the critical role that part-time faculty play not only in supporting student learning but also in shaping students' perceptions and experiences at college. Six ATD leader colleges were selected through a competitive process to receive funds and technical assistance to develop and pilot scalable strategies to engage and support some of their part-time faculty. Using interview, focus group, and survey data, this brief explores the experiences of part-time faculty at these colleges. It also describes several categories of supports offered to adjuncts through this pilot project and draws connections between these supports and part-time faculty needs as identified in the analysis.
South Carolina Higher Education Statistical Abstract, 2016. 38th Edition
Author: Armour, Mim, Ed.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,Full Time Equivalency,Enrollment Trends,Private Colleges,Enrollment,Graduation Rate,Undergraduate Students,College Transfer Students,Counties,Racial Differences,Gender Differences,Technical Institutes,Two Year Colleges,College Entrance Examinations,College Freshmen,Scholarships,Grants,Academic Degrees,Tuition,Fees,College Housing,Costs,Race,Ethnicity,Tenure,Intellectual Disciplines,Governing Boards,Full Time Students,In State Students,Out of State Students,Geographic Location,State Colleges,Scores,Eligibility,Fellowships,Educational Finance,Student Financial Aid,College Faculty,Educational Facilities,School Buildings,Teacher Salaries,Institutional Mission,Economic Development,Tables (Data)

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the Governor, Legislators, college and university staff, other state government officials, and the general public. The 2016 edition of the Statistical Abstract marks the 38th year of this valuable publication. This Abstract includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. A glossary of terms is included in the appendix. [For the 2015 Statistical Abstract, &quot;South Carolina Higher Education Statistical Abstract, 2015. 37th Edition,&quot; see ED572974.]
South Carolina Higher Education Statistical Abstract, 2017. 39th Edition
Author: Armour, Mim, Ed.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Higher Education,Public Colleges,Full Time Equivalency,Enrollment Trends,Private Colleges,Enrollment,Graduation Rate,Undergraduate Students,College Transfer Students,Counties,Racial Differences,Gender Differences,Technical Institutes,Two Year Colleges,College Freshmen,Scholarships,Grants,Academic Degrees,Tuition,Fees,College Housing,Costs,Race,Ethnicity,Tenure,Intellectual Disciplines,Governing Boards,Full Time Students,In State Students,Out of State Students,Geographic Location,State Colleges,Scores,Eligibility,Fellowships,Educational Finance,Student Financial Aid,College Faculty,Educational Facilities,School Buildings,Teacher Salaries,Institutional Mission,Economic Development,Tables (Data)

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the Governor, Legislators, college and university staff, other state government officials, and the general public. The 2017 edition of the Statistical Abstract marks the 39th year of this valuable publication. This Abstract includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. A glossary of terms is included in the appendix. [For &quot;South Carolina Higher Education Statistical Abstract, 2016. 38th Edition,&quot; see ED591767.]
Boosting North Carolina School Turnaround Efforts: Southeast Comprehensive Center Aids State Education Agency School Improvement Initiative
Author: SEDL, Southeast Comprehensive Center (SECC)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: School Turnaround,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Educational Strategies,Evidence Based Practice,Program Implementation,Progress Monitoring,Professional Development,Educational Improvement,Educational Planning,Best Practices,Sustainability

Moving schools up the performance slope takes energy, leverage, and the right research-based approaches. In 2010, the North Carolina Department of Public Instruction launched an initiative to &quot;Turn Around the Lowest Achieving Schools&quot; (TALAS). The Southeast Comprehensive Center (SECC) partnered with the state education agency (SEA) to support the effort, which was backed partly by Race to the Top funds from the U.S. Department of Education.
An Evaluation of Pre-Service Turkish Teachers&apos; Lateral Thinking Dispositions with Regard to Different Variables
Author: Karagöz, Beytullah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Thinking Skills,Creative Thinking,Gender Differences,Institutional Characteristics,High School Graduates,Reading Habits,Internet

The purpose of this study is to investigate the pre-service Turkish teachers' lateral thinking dispositions with regard to different variables. The research is a descriptive study which was structured according to the correlational survey model. The sample of the study consists of a total of 197 pre-service teachers studying in the Faculty of Education in Tokat Gaziosmanpasa University in 2018-2019 academic year. The Lateral Thinking Disposition scale (LATD) developed by Semerci (2016) was used in the study. The data obtained were analyzed via SPSS 22 Windows software. Considering the results of the study, it was concluded that the total scores of the pre-service teachers from the LATD scale were in favour of the male students considering gender and the students graduating from the foreign language high schools in terms of the school from being graduated.
A Practical Guide to Challenges and Opportunities in Student Teaching: A School District&apos;s Perspective. Working Paper No. 205-1018-1
Author: Goldhaber, Dan
Date: 2018-10-00
Type: Guides - General
Subjects: Student Teaching,Student Teachers,School Districts,Public Schools,Teacher Placement,Teacher Education Programs,Student Teacher Evaluation,Centralization,Educational Change,Program Implementation,Cooperating Teachers

Purpose: A burgeoning literature investigates the importance of student teaching placements for teacher candidate development, but an important perspective that is largely missing from the existing literature is that of the school districts that host student teachers. In this paper, we describe the student teaching process from the perspective of Spokane Public Schools (SPS), highlighting the challenges associated with the student teacher placement process and several initiatives SPS has undertaken to improve student teaching experiences for teacher candidates. To our knowledge, this is the first systematic effort by a school district to improve the student teaching process and study the effects on teacher candidate outcomes. Conceptual Argument: Teacher education programs and school districts have a mutual interest in creating high-quality student teaching experiences. A fundamental challenge in efforts to improve student teaching is that teacher education programs have no authority over what happens to student teachers in the classrooms of public school districts. The initiatives undertaken by SPS illustrate the potential for districts to take a leadership role in defining the student teaching process and highlight some of the challenges inherent in hosting student teachers. Implications: The extent to which other districts have taken an active role in defining the student teaching process is unclear, but the experience of SPS thus far suggests that playing an active role can be a positive step toward improving the training received by the teacher candidates who are likely to be staffing their schools in the future.
School Starting Age and Cognitive Development. Working Paper 191
Author: Dhuey, Elizabeth
Date: 2018-06-00
Type: Reports - Research
Subjects: School Entrance Age,Cognitive Development,Educational Attainment,Grade Repetition,Socioeconomic Status,School Readiness,Age Grade Placement,Enrollment,Outcomes of Education,School Policy

We present evidence of a positive relationship between school starting age and children's cognitive development from age 6 to 18 using a fuzzy regression discontinuity design and large-scale population-level birth and school data from the state of Florida. We estimate effects of being old for grade (being born in September versus August) that are remarkably stable -- always around 0.2 SD difference in test scores -- across a wide range of heterogeneous groups, based on maternal education, poverty at birth, race/ethnicity, birth weight, gestational age, and school quality. While the September-August difference in kindergarten readiness is dramatically different by subgroup, by the time students take their first exams, the heterogeneity in estimated effects on test scores effectively disappears. We do, however, find significant heterogeneity in other outcome measures such as disability status and middle and high school course selections. We also document substantial variation in compensatory behaviors targeted towards young for grade children. While the more affluent families tend to redshirt their children, young for grade children from less affluent families are more likely to be retained in grades prior to testing. School district practices regarding retention and redshirting are correlated with improved out- comes for the groups less likely to use those remediation approaches (i.e., retention in the case of more-affluent families and redshirting in the case of less-affluent families.) Finally, we find that very few school policies or practices mitigate the test score advantage of September born children.
Socioeconomic Status and Genetic Influences on Cognitive Development. Working Paper 193
Author: Figlio, David N.
Date: 2018-06-00
Type: Reports - Research
Subjects: Genetics,Cognitive Development,Child Development,Socioeconomic Influences,Siblings,Twins,Environmental Influences,Reading Achievement,Mathematics Achievement,Parent Background,Mothers,Educational Attainment,Elementary Secondary Education,Gender Differences

Accurate understanding of environmental moderation of genetic influences is vital to advancing the science of cognitive development as well as for designing interventions. One widely-reported idea is increasing genetic influence on cognition for children raised in higher socioeconomic status families, including recent proposals that the pattern is a particularly US phenomenon. We use matched birth and school records from Florida siblings and twins born in 1994-2002 to provide the largest, most population-diverse consideration of this hypothesis to date. We find no evidence of SES moderation of genetic influence on test scores, suggesting that articulating gene-environment interactions for cognition is more complex and elusive than previously supposed.
Do Students Benefit from Longer School Days? Regression Discontinuity Evidence from Florida&apos;s Additional Hour of Literacy Instruction. Working Paper No. 201-0818-1
Author: Figlio, David
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: School Schedules,Low Achievement,Eligibility,Literacy Education,Reading Achievement,Program Effectiveness,Time Factors (Learning),Extended School Day,Elementary Secondary Education,Student Characteristics,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10

Instructional time is a fundamental educational input, yet we have little causal evidence about the effect of longer school days on student achievement. This paper uses a sharp regression discontinuity design to estimate the effects of lengthening the school day for low-performing schools in Florida by exploiting an administrative cutoff for eligibility. Our results indicate significant positive effects of additional literacy instruction on student reading achievement. In particular, we find effects of 0.05 standard deviations of improvement in reading test scores for program assignment in the first year, though long-run effects are difficult to assess.
Preparing Millennials as Digital Citizens and Socially and Environmentally Responsible Business Professionals in a Socially Irresponsible Climate
Author: Burgess-Wilkerson, Barbara
Date: 2018-10-27
Type: Speeches/Meeting Papers
Subjects: Social Responsibility,Sustainable Development,Business Communication,Age Differences,Technological Literacy,Business Administration Education,Ethics,Critical Thinking,Problem Solving,Course Content,Information Security,Industry,Higher Education,Retailing,Sexual Harassment,Civil Rights,Bullying,Information Technology,Federal Government,Teaching Methods,Current Events,Work Environment,Citizen Participation

As of 2015, millennials (born in the 1990's) became the largest population in the workplace -- and are still growing. Studies indicate millennials are tech savvy but are lagging in the exercise of digital responsibility. In addition, they are passive towards environmental sustainability and fail to grasp the importance of social responsibility. This paper provides a review of such findings relating to business communications educators in their classrooms. The literature should enable the development of millennials as excellent global citizens through business communications curricula that emphasize: digital citizenship, environmental sustainability and social responsibility. The impetus for this work is to provide guidance in the development of courses and teaching strategies customized to the development of millennials as digital, environmental and socially responsible global citizens.
Do Bonuses Affect Teacher Staffing and Student Achievement in High Poverty Schools? Evidence from an Incentive for National Board Certified Teachers in Washington State. Working Paper No. 194-0618-1
Author: Cowan, James
Date: 2018-06-00
Type: Reports - Research
Subjects: Merit Pay,Rewards,Poverty,National Standards,Alternative Teacher Certification,Program Effectiveness,Teacher Competencies,Achievement Gains,Low Income Students,Compensation (Remuneration),Incentives,Teacher Salaries,Educational Policy

We study a teacher incentive policy in Washington State that awards a financial bonus to National Board certified teachers in high poverty schools. Using a regression discontinuity design, we find that the bonus policy increased the proportion of certified teachers in bonus-eligible schools by improving hiring, increasing certification rates of incumbent teachers, and reducing turnover. Depending on the method, we estimate that the proportion of NBCTs in treated schools increased by about four to eight percentage points over the first five years of eligibility. However, the improvement in certification rates corresponds to a change of about 0.2 to 0.3 percent of a standard deviation in teacher quality per year and we do not find evidence that the bonus resulted in detectable effects on student test achievement.
VET Student Outcomes 2018. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Outcomes of Education,National Surveys,Student Surveys,Employment Patterns,Graduates,Student Satisfaction,Vocational Schools,Secondary School Students,Dropouts,Academic Persistence,Employment Potential,Apprenticeships,Postsecondary Education,Tables (Data)

This publication provides a summary of the outcomes of students who completed their vocational education and training (VET) in Australia during 2017. The outcomes are reported for students who undertook government-subsidised training and those who undertook training on a fee-for-service basis. The figures are derived from the National Student Outcomes Survey, which is an annual survey of students awarded a qualification (graduates), or who successfully completed part of a course and then leave the VET system (subject completers). The mandatory reporting of nationally recognised training activity to the National VET Provider Collection from 2014 provided a sampling frame to expand the scope of the National Student Outcomes Survey to include fee-for-service students from private training and community education providers. Following a successful trial to expand the survey scope to all graduates in 2016, the expanded scope was applied from the 2017 survey and onwards to both graduates and subject completers. Information is presented on students' reasons for training, their employment outcomes, further study outcomes and satisfaction with training. Data on the main reason for not continuing with the training are available for subject completers. This publication supersedes previous publications on government-funded student outcomes, for which information for graduates and subject completers (including a ten-year time-series) is available in this publication (see tables 14 to 16) and selected associated data products.
High School English Language Arts Teachers and Postsecondary Outcomes for Students with and without Disabilities. Working Paper No. 199-0718-1
Author: Theobald, Roddy
Date: 2018-07-00
Type: Reports - Research
Subjects: High Schools,Secondary School Teachers,High School Students,English Teachers,Language Arts,Postsecondary Education,Outcomes of Education,Disabilities,Value Added Models,Academic Achievement,Scores,Graduation Rate,Grade 10,Predictor Variables,Employment Patterns

We use longitudinal data on high school students in Washington State to assess the relationships between English Language Arts (ELA) teacher value added and other qualifications and the high school and postsecondary outcomes of their students. We also investigate whether these relationships differ for students with and without disabilities. We find that students assigned to 10th grade ELA teachers with higher value added have better test scores, are more likely to graduate on-time, and are more likely to attend and graduate from a four-year college than observably similar students assigned to 10th grade ELA teachers with lower value added. We also find that many of these relationships vary for students with and without disabilities, as 10th grade ELA teacher value added is more positively predictive of on-time graduation and four-year college attendance for students without disabilities, but more positively predictive of two-year college attendance and employment within two years of graduation for students with disabilities. In contrast to value added, other teacher characteristics like experience, degree level, endorsement area, and licensure test scores do not consistently predict better outcomes for students with or without disabilities.
Improving School Readiness and Success for Children. Southeast Comprehensive Center eBulletin. Volume 5, Number 3
Author: Joyner, Stacey
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: School Readiness,Success,Early Childhood Education,Child Development,Preschool Children,Experience,Family Involvement,Child Health,Well Being,School Role,Federal Programs,Early Intervention,At Risk Students,Grants,Neighborhoods,Family Programs,Community Programs,Government Role,State Government,Federal Government,Local Government,Teacher Competencies

The first 5 years of life are a critical foundation for children's early learning and lifelong development. This eBulletin highlights school readiness, how early experiences matter, the role of preschool in supporting readiness, and state and local efforts to implement recommendations from the National Governors Association (NGA). The following Spotlights on SECC Work are included: (1) Alabama (Mary Lou Meadows); (2) Georgia (Glenda Copeland); (3) Louisiana (Robyn Madison-Harris); (4) Mississippi (Debra Meibaum); and (5) South Carolina (Beth Howard).
Exploring the Impact of Student Teaching Apprenticeships on Student Achievement and Mentor Teachers. Working Paper No. 207-1118-1
Author: Goldhaber, Dan
Date: 2018-11-00
Type: Reports - Research
Subjects: Student Teachers,Student Teaching,Apprenticeships,Academic Achievement,Mentors,Outcomes of Education,Mathematics Achievement,Reading Achievement,Effect Size,Teacher Evaluation,Teacher Effectiveness,Teacher Placement

We exploit within-teacher variation in the years that teachers host an apprentice (&quot;student teacher&quot;) in Washington State to estimate the causal effect of these apprenticeships on student achievement, both during the apprenticeship and afterwards. The average causal effect of hosting a student teacher on student performance in the year of the apprenticeship is precisely estimated and indistinguishable from zero in both math and reading, though effects are large and negative in math when ineffective teachers host an apprentice. Hosting a student teacher is also found to have modest positive impacts on student math and reading achievement in a teacher's classroom in following years.