ethanporcaro/eric-fulltext-meta huggingface dataset:
Postgraduation Planning during a Pandemic: Effects of COVID-19 on Physics and Astronomy Seniors&apos; Career Paths. Focus On
Author: Porter, Anne Marie
Date: 2022-10-00
Type: Reports - Research
Subjects: Physics,Astronomy,Career Development,COVID-19,Pandemics,Employment,Academic Aspiration,Student Attitudes,Financial Problems,Internship Programs,Educational Opportunities,Occupational Aspiration,Graduate Students,Attitude Change,College Seniors,Graduates,Science Education

In this report we explore how and why undergraduate students' career and education plans changed as a result of the COVID-19 pandemic. We found that when students changed their plans, they were more likely to pursue employment instead of graduate education. Students reported that their plans changed due to not being accepted into graduate school, feeling unprepared to apply, or losing interest in applying. Students also adjusted their plans centering around employment outcomes, travel, and their undergraduate degree. A regression analysis showed that several factors impacted student plan changes. Students were more likely to change their plans if they experienced financial strain, loss of internship/job opportunities, graduation delays, less university support, and if they identified as Asian or Asian American. Universities, departments, and faculty members can use these findings and recommendations to recognize where additional student support may be needed, to help students achieve their career aspirations. Additionally, this report includes data on students' post-graduation outcomes a year later. The majority (77%) of student outcomes were consistent with their original plans to attend graduate school or seek employment. Students who had different outcomes a year later were more likely to switch from graduate study to employment.
Revisiting Socioeconomic-Based Integration Plans as Racial Diversity Strategies. Equity by Design
Author: Diem, Sarah
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Desegregation Litigation,School Desegregation,Desegregation Plans,Racial Integration,School Demography,Student Diversity,Socioeconomic Status,Public Schools,School Districts,Elementary Secondary Education

It has been over 12 years since the U.S. Supreme Court handed down its decision in &quot;Parents Involved in Community Schools v. Seattle School District No. 1&quot; (2007), which forced school districts to begin thinking of new ways to integrate their schools without relying on race as the sole factor in their assignment plans. While some school districts implemented race-neutral plans prior to the decision, many have done so since using a variety of factors resulting in mixed outcomes when it comes to maintaining racial diversity in their schools. In this &quot;Equity by Design&quot; brief, Dr. Sarah Diem will revisit a study she conducted on three school districts just two years after the &quot;Parents Involved&quot; ruling to see how their integration plans have changed over time to address demographic changes in their districts and communities, and to see whether these changes have resulted in racial diversity.
Promoting Socially-Just, Evidence-Based Practice. Equity by Design
Author: Sullivan, Amanda
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Theory Practice Relationship,Misconceptions,Community Involvement,Family Involvement,Student Empowerment,Social Justice,Decision Making,Culturally Relevant Education,Group Unity,Minority Groups

The use of evidence-based practice (EBP) is considered key to supporting favorable academic, social, emotional, and behavioral outcomes in education and related fields. Although specific research-based practices are progressively more frequently practiced by teachers and other school-based professionals, scholars and practitioners--particularly those from minoritized communities--call attention to the narrow, and often exclusionary nature, of the evidence on which such practices are based. In this &quot;Equity by Design&quot; brief, we first compare conceptualizations of EBP and their limitations. We then challenge common misconceptions about research-based practice to propose an approach to EBP that leverages critical engagement with scholarship and centers community, family, and student voice. We end with key elements of socially-just EBP to advance effective prevention, intervention, and systems of support in schools.
Staying the Course for School Desegregation: Leveraging New and Prior Efforts. Equity by Design
Author: Diem, Sarah
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Desegregation Litigation,School Desegregation,School Districts,Educational History,Educational Policy,Citizenship,Constitutional Law,Court Litigation,Blacks,Federal Legislation,Federal Aid,State Legislation

School districts must not only be knowledgeable about the historical context of school desegregation, but also what current efforts are occurring across the U.S. to combat school segregation as they may help guide them in leveraging policy in their own school communities' school integration endeavors. Thus, the purpose of this &quot;Equity by Design&quot; research brief is to illustrate the importance of continuing to pursue the initial goals of &quot;Brown&quot; (1954).
Red Light, Purple Light. Intervention Report. Preparing Young Children for School. WWC 2023-002
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Self Management,Preschool Children,Educational Games,Skill Development,Evidence Based Practice,Program Effectiveness,Federal Programs,Low Income Students,Social Services,Mathematics Achievement,Reading Achievement,Language Skills,Student Characteristics,Music,Motion,Research Methodology

Developing self-regulation at an early age is important for children's success in school and in life. Self-regulation involves the ability to remember instructions, shift attention from one thing to another, and reduce the intensity and frequency of impulsive emotions and behaviors. &quot;Red Light, Purple Light&quot; is a preschool program that includes music and movement games aimed at fostering self-regulation skills in young children. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This WWC intervention report summarizes the available evidence on the effects of &quot;Red Light, Purple Light&quot; on student outcomes. [For the Intervention Brief, see ED624626.]
Red Light, Purple Light. Intervention Brief. Preparing Young Children for School. WWC 2023-002
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Self Management,Preschool Children,Educational Games,Skill Development,Evidence Based Practice,Program Effectiveness,Federal Programs,Low Income Students,Social Services,Mathematics Achievement,Reading Achievement,Language Skills,Student Characteristics,Music,Motion

Developing self-regulation at an early age is important for children's success in school and in life. Self-regulation involves the ability to remember instructions, shift attention from one thing to another, and reduce the intensity and frequency of impulsive emotions and behaviors. &quot;Red Light, Purple Light&quot; is a preschool program that includes music and movement games aimed at fostering self-regulation skills in young children. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This WWC intervention report summarizes the available evidence on the effects of &quot;Red Light, Purple Light&quot; on student outcomes. [For the Intervention Report, see ED624625.]
Blended Learning: An E-Learning Pedagogical Innovation for Post COVID Period
Author: Jaleel, Sajna
Date: 2021-07-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Instructional Innovation,COVID-19,Pandemics,Educational Technology,Barriers,Affordances

The COVID-19 pandemic is one of the biggest crises faced by education systems and humanity in the recent past. The education process was interrupted due to the closure of schools and the children are educated from home. These closures across countries affect more than 90% of the student population in the world (Aytaç, T. 2021). Online learning is the best possible alternative to conventional face-to-face learning to avoid the further spreading of COVID-19. The whole world is expecting a day that is free from COVID-19. The education system will get a new face in the post-COVID period by utilizing the facilities that played a major part in the pandemic. Therefore, blended learning can overcome the shortcoming of online learning and, at the same time it can use its advantages.
Lessons Learned from Magnet Schools&apos; Experiences with Integration Efforts: Facts and Frequently Asked Questions for School Districts
Author: Smotherson, Brittany
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Magnet Schools,School Districts,Equal Education,School Desegregation,Educational Policy,Educational Research,Educational Finance,Educational Legislation,Financial Support

This &quot;Equity Tool&quot; provides facts and frequently asked questions about magnet schools and their integration efforts. It is meant to be shared with various education stakeholders, including those directly involved in designing and implementing magnet school policies at the local level as well as those at state and federal levels who are in positions to create legislation that promotes the value and benefits associated with magnet schools intentionally structured for school integration.
Planning Guide for Starting Dual Language Programs. Equity Tool
Author: Hamann, Edmund T.
Date: 2022-03-00
Type: Guides - Non-Classroom
Subjects: Bilingual Education Programs,Planning,Guidance,Equal Education,Program Development,Program Implementation,Second Language Learning,Program Design,Bilingualism

Dual language education refers to schooling in which content is delivered in two languages; many dual language programs propose to be vehicles of social justice and transformation because they allow emergent bilingual learners to access at least 50% of the content in a language they understand well. The purpose of this &quot;Equity Tool&quot; is to position various education stakeholders to have a common framework through which to understand the various phases and the tasks in conceptualizing and creating a dual-language program, towards becoming full-fledged, well-supported, institutionalized, and equity-centered.
Supporting LGBTQ+ Students in Rural Schools: A Professional Development Facilitator Manual for Educators. Equity Tool
Author: Blackburn, Mollie V.
Date: 2020-02-00
Type: Guides - Classroom - Teacher
Subjects: LGBTQ People,Rural Schools,Students,Professional Development,Teachers,School Personnel,Guidance,Faculty Development,School Safety,Educational Environment,Advocacy,Culturally Relevant Education,Teaching Guides,Curriculum Development

The purpose of this &quot;Equity Tool&quot; is to provide explicit guidance and resources for the facilitation of a professional learning experience to educate staff in schools about LGBTQ+ students in rural communities. It strives to support this effort by offering an introductory professional learning session for school personnel to engage in order to learn about the experiences, assets, and needs of LGBTQ+ youth toward becoming better allies and educators. This session should be used in conjunction with other efforts across schools and communities to create a safer and more supportive environment for LGBTQ+ youth.
The Problems Special Education Teachers Encounter and Their Solution Recommendations (the Case of Northern Cyprus)
Author: Karabiyik, Vasfiye
Date: 2021-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Special Education,Case Studies,Teacher Attitudes,Foreign Countries,Private Education,Productivity,Instructional Effectiveness,Content Analysis,Problems,Student Behavior,School Personnel,Educational Quality,Material Development,Program Development,Special Needs Students,Classroom Environment,Physical Environment,Individualized Education Programs,Behavior Problems

Providing efficient education services at special education centers requires teachers to work productively. Increasing teachers' productivity depends on specifying the problems they face at practice centers. The most significant advantage of specifying teachers' opinions is forming the basis for making regulations in order to present effective services for individuals with special needs. This study both aims at identifying the problems special education teachers face at the education centers and also finding their solutions accordingly. For this reason, 20 special education teachers who work at 5 private practice centers within The Ministry of Education, were interviewed during 2014-2015 educational year. This study is a qualitative research in case study model. The data is gathered with qualitative data collection techniques, interview forms consisting of semi-structured questions and it is analyzed with the content analysis method. At the research findings it is obvious that special education teachers have encountered several problems regarding; (a) their students' learning in class and behavioral characteristics, (b) other staff at school, (c) physical characteristics of the school and the classroom, (d) programme and (e) material development. These findings enabled the improvement of the recommendations for increasing the quality of the education given to individuals with special needs.
Language Assessment Policy within Citizenship Context: A Case of Canada and Turkey
Author: Tuncer, Hülya
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Language Tests,Immigrants,Citizenship,Official Languages,Second Language Learning,Civil Rights,Cross Cultural Studies,Foreign Countries,Social Change,Economic Change,Immigration,Laws,Public Policy,Language Proficiency,Web Sites

Today's world has been embracing social, political, and economical changes that result in the replacement of people for immigration and citizenship purposes. Those waves of change cause some countries to receive the movement of new people, which requires the countries to take precautions. In doing so, in the citizenship context various mechanisms are at work; therefore, state authorities have been extremely sensitive about how to control the inclusion of newcomers to gain access to the rights for services and benefits within the countries. To do this, diverse laws and procedures have been introduced into the citizenship context. Though the eligibility requirements may differ, the language assessment in the context of citizenship is one of the apt guides for handling that process. Language assessment for citizenship requires the applicants to present a good command of the official language of the host country. The way how those examinations are implemented may vary from one country to another. In this descriptive study, two countries - Canada and Turkey- are compared as to the laws, regulations, and procedures governing citizenship in terms of host country language examination(s) through document analyses. Thus, the present study aims to shed light on how the language proficiency of the prospective citizens is examined in order to present a clear view of citizenship contexts of both countries. [This chapter is published in: Balci, T., Öztürk, A. O., Aksöz, M. (Eds.), &quot;Schriften zur Sprache und Literatur IV&quot; (pp. 409-425), 2020, London: IJOPEC Publication.]
Effects of Immigration Enforcement on Students in California
Author: Sattin-Bajaj, Carolyn
Date: 2022-10-00
Type: Reports - Research
Subjects: Immigration,Crime,Academic Achievement,Attendance,Educational Environment,School Safety,Hispanic American Students,Minority Group Students,English (Second Language),School Policy,Public Policy,Elementary School Students,Secondary School Students,Family Needs,Student Needs

This study examines the associations between county-level immigration arrests and academic achievement, absenteeism, and measures of school climate and safety for students in the California CORE districts. We found consistent evidence that Latinx and Latinx English learner students experienced declines in academic achievement, attendance, and perceptions of school climate and safety when there were more immigration arrests in the counties where their schools were located. These relationships were strongest for arrests that occurred during the Trump administration compared with those that occurred during the second term of the Obama administration. We discuss the implications of our findings and offer suggestions for policies and practices that schools and districts could implement to create safer, more welcoming environments for their immigrantorigin students and families in the face of anti-immigrant actions.
Identifying Institutional Needs for Student Parents in Community Colleges: Recommendations for Successful Policy and Practice
Author: Huerta, Adrian H.
Date: 2022-07-00
Type: Reports - Research
Subjects: Community Colleges,Nontraditional Students,Parents,Family Programs,Educational Opportunities,Leadership Effectiveness,Student Needs,Time to Degree,Associate Degrees,Disadvantaged,College Enrollment,Educational Resources,Parent Attitudes,Student Attitudes,Equal Education

Community colleges serve as the primary entry point for many nontraditional student populations. Over 3.8 million students in higher education are student parents (e.g., college students with dependents), and 42% of student parents are enrolled in community colleges across the country. In this report, we center the voices and experiences of student parents as well as the resources needed to better support them in two-year colleges. We have developed this report based on content analysis and interviews with 100+ student parents and five community college staff members who work in student-parent specific programs (i.e., student-parent initiatives, CARE, CalWORKS). We provide recommendations for improved institutional and system-wide practices, and detail student parent programs and resources available at 30+ community colleges. The goal of this report is to illuminate opportunities for community college leaders, staff, and faculty to address the specific needs of student parents that can impact policies and practices that increase degree and certificate completion. Enhanced support systems are needed for student parents as this group is relatively invisible and underserved at community colleges due to inaccurate reporting of their enrollment, persistence, and degree completion. [Funding for this report was provided by the Leonetti/O'Connell Family Foundation.]
North Dakota University System 2022 Fall Enrollment Report
Author: North Dakota University System
Date: 2022-10-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Enrollment,Distance Education,Enrollment Trends,Full Time Equivalency,Full Time Students,Part Time Students,College Freshmen,Graduate Students,College Transfer Students,College Credits,Independent Study,Blended Learning,Electronic Learning,High School Students,Dual Enrollment,Undergraduate Students,Place of Residence,Age,Race,In State Students,Out of State Students,Remedial Instruction,Counties,Student Characteristics

The &quot;2022 Fall Enrollment Report&quot; contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent of Part Time Students, Full Time Equivalencies, and Scheduled Credit Hours; (5) Trending Headcount, Full Time Enrolled, and FTE of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount by Delivery Method; (8) Degree Credit Headcount by Distance Education Delivery; (9) Undergraduate Headcount by State; (10) Graduate and Professional Headcount by State; (11) Headcount of North Dakota Students by County of Residence; (12) Unduplicated Headcount for North Dakota Students by County of Residence (graphic); (13) Historical Headcount for North Dakota Students by County of Residence; (14) Headcount by Residency and Tuition Residency Status; (15) Headcount by Age; and (16) Headcount by Race. Data Sources and Data Definitions are included, along with an appendix of tables and maps. [For the 2021 Fall Enrollment Report, see ED615689.]
2022 Affordability Report
Author: Wilke, Jamie
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Aid,Grants,Student Loan Programs,Student Costs,College Students,Tuition,Fees,Student Financial Aid,Debt (Financial),Research Universities,State Universities,Community Colleges,College Housing,Paying for College,Veterans,Federal Legislation,Scholarships,State Aid,Pandemics,COVID-19

College affordability is a significant factor in student access, retention, and completion. Tuition and fee rates are a major component of affordability, as is the availability of financial aid programs from federal, state, institutional and private sources. Strategically designed approaches to college affordability can better assist families in preparing for post-secondary education, accessing programs, and attaining educational goals. This report outlines key affordability factors within the North Dakota University System. This 2022 affordability report looks at the following numerical data for higher education in the state of North Dakota: (1) Tuition, Mandatory Fees, Room &amp; Board; (2) Financial Aid Overview; (3) Federal Financial Aid; (4) Annual Student Loan Disbursements; (5) Indebtedness at Graduation; (6) 2020-21 Grants, Scholarships and Waivers; (7) 2020-21 Financial Aid Disbursements and % of Cost Covered; (8) State Financial Aid Program's Purpose; (9) State Financial Aid Program Appropriation; (10) Other: 9/11 GI Bill Benefits/CARES Act Funding; and (11) Net Price. [For the 2021 report, see ED615691.]
Success Story: Arts Connect Houston--Sustainability through Partnerships
Author: Whited, Mandy
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Art Education,Success,Partnerships in Education,COVID-19,Pandemics,Emergency Programs,Federal Aid,Elementary Secondary Education,Grants,Educational Benefits,Private Financial Support,Organizations (Groups),Culture,Community Relations,Program Descriptions,Program Effectiveness

The Success Stories project collects submissions from organizations that highlight successful arts education programs. These stories demonstrate the benefits of arts education and promote continued collaboration and learning for individuals and organizations working toward student achievement and success. This is the first in a series of success stories about how arts organizations, states, schools and other entities are using funding from the American Rescue Plan (ARP) and the Elementary and Secondary School Emergency Relief Fund (ESSER) to support arts education. Arts Connect Houston is a collective impact organization and the entire collective centers on the idea that strong relationships drive systems and social change. This funding helps expand nearly a decade of relationship-building across stakeholders including Houston Independent School District (HISD), the philanthropic community and local arts and culture organizations.