ethanporcaro/eric-fulltext-meta huggingface dataset:
On the Brink: Conditions in California&apos;s Division of Juvenile Justice Remain Bleak as Closure Nears
Author: Washburn, Maureen
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,Youth,Institutionalized Persons,Correctional Institutions,Violence,Social Isolation,Family Relationship,Correctional Education,State Aid,Financial Support,Failure,Facilities,Minority Groups,Employees,Suicide,High School Graduates,Educational Opportunities,COVID-19,Pandemics,Recidivism

On the brink of closure, California's Division of Juvenile Justice (DJJ) requires critical attention. DJJ's inherent flaws and high costs led state leaders to heed long-standing calls for the closure of its youth correctional institutions in favor of local alternatives, a process known as juvenile justice realignment. DJJ stopped most youth admissions as of July 1, 2021 and will close its doors by June 30, 2023. California's counties must avoid replicating the state's problematic prison-like environment, lack of oversight, and disparate impacts on youth of color at the local level. DJJ's failures, and consequential downfall, should stand as a warning. Repeating these failures locally will endanger the most vulnerable youth. This investigation is part of a series of reports by the Center on Juvenile and Criminal Justice (CJCJ) to spotlight conditions at DJJ. The authors relied on publicly available data, data received by request, and conversations with youth who were recently confined in DJJ. This research provides information on: (1) California's shifting juvenile justice landscape; (2) The physical conditions of DJJ facilities; (3) DJJ's failing educational programs; (4) The culture of violence at DJJ; (5) Youths' isolation from their families; (6) DJJ's poor reentry outcomes; and (7) The state's harmful lack of oversight. The authors recommend a path forward to protect youth at DJJ and strengthen oversight of California's juvenile justice system: (1) Return youth to their home counties through legal procedures known as recall petitions; (2) Reinvest state funds in community-based alternatives to confinement and probation; and (3) Improve oversight by California's Office of Youth and Community Restoration to protect justice-involved youth.
Turning Point for Digital Curricula: Educational Resources in U.S. Higher Education, 2022
Author: Seaman, Julia E.
Date: 2022-00-00
Type: Reports - Research
Subjects: Higher Education,Educational Technology,Preferences,Trend Analysis,College Faculty,Media Selection,Teacher Attitudes,Introductory Courses,Large Group Instruction,Minority Serving Institutions,Teacher Surveys,Teaching Methods,Pandemics,COVID-19,Educational Resources,Educational Trends,Technology Uses in Education,Costs,Accuracy,Educational Change,Open Educational Resources,Distance Education,Inclusion,Access to Education,Homework,Printed Materials,Textbooks,Electronic Publishing,Copyrights,Computer Assisted Instruction

This study explores how faculty members select and use the educational materials employed in their courses. The primary sample represents all teaching faculty across all types of degree-granting higher education institution in the United States. Two subgroups of faculty are called out for detailed examination: those teaching large-enrollment introductory level courses, and those teaching at minority serving institutions. This survey, conducted in April 2022 and covering the 2021-22 academic year, surveyed 1,843 faculty and 916 administrators from U.S. higher education institutions. The respondents represent all 50 states and the District of Columbia. This survey asked faculty and teachers about their current teaching situation, opinions and preferences on digital materials and tools, and satisfaction with their current curricula. There are questions that continue to gauge the impact of the pandemic in higher education, and measure trends in the use of remote learning and digital tools that were adopted in response to the pandemic. Faculty were also asked to provide ratings for the curricula they use, both overall and for specific factors like cost and accuracy. Opinions are not universal. While trends point to increasingly digital classrooms, a small but sizeable group of faculty do not like or want digital materials. The full spectrum of preferences from faculty and administrators (and likely students) means a diverse range of curricula materials are expected to be adopted; publishers would do well to offer a suite of offerings, in order to address divergent demands. [For &quot;Digital Texts in the Time of COVID: Educational Resources in U.S. Higher Education, 2020,&quot; ED616838.]
Arizona Autism Charter School: Meeting the Unique Needs of Students with Autism and Other Related Disabilities
Author: Bateman, Katherine
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Autism Spectrum Disorders,Charter Schools,Students with Disabilities,Elementary Secondary Education,COVID-19,Pandemics,Distance Education,Pupil Personnel Services,School Closing,Public Schools

Arizona Autism Charter School (AZACS), a public charter school for K-12 students, opened in 2014 to provide individualized education for students with autism and other disabilities alongside typically developing peers. During the COVID-19 pandemic, leaders moved quickly to adapt instruction to online and hybrid models, coordinate comprehensive services, and maintain supports. AZACS embraced flexibility and responsiveness, which has served it well--and has proven critical to meeting the needs of individual students during the pandemic. Interviews with staff and families showed how educators were able to create individualized supports for students through nimble, out-of-the-box thinking and implementation. The lessons learned from pandemic responses in schools like AZACS offer enduring lessons about fluid and effective practices that meet the needs of all students. These lessons can serve as a model and impetus for change for the benefit of all students.
Recommended Process for Developing State Policies and Guidelines to Support Social and Emotional Learning
Author: Conner, Pat
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: State Policy,Social Emotional Learning,Policy Formation,Educational Policy,Student Needs,Elementary Secondary Education,Adoption (Ideas),Educational Cooperation,Guidelines

This document is designed to help guide the process of developing, implementing, and sustaining social and emotional learning (SEL) policies and practices by state education agencies (SEAs) and local education agencies (LEAs) that want to implement SEL policies and guidelines. Based on their extensive experience supporting state and district teams, the Collaborative for Academic, Social, and Emotional Learning (CASEL) and American Institutes for Research (AIR) designed this tool to support teams as they work through the process of developing policies and guidance. The document identifies steps to complete the process and should be used in combination with more content-driven documents. Included is a flow chart of the process they recommend for writing and implementing SEL policies and guidelines, which may include learning goals or standards for student social and emotional competencies. [For more content-driven documents about the process of articulating learning goals for SEL, see &quot;Systemic Social and Emotional Learning for States. Theory of Action&quot; (ED617366) and &quot;Key Features of High-Quality Policies and Guidelines to Support Social and Emotional Learning: Recommendations and Examples for the Collaborating States Initiative (CSI)&quot; (ED581623).]
Teacher Supply in California, 2020-21. A Report to the Legislature (Submitted Pursuant to AB471 Chap 381, Stats. 1999)
Author: California Commission on Teacher Credentialing
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Teacher Certification,Alternative Teacher Certification,Internship Programs,Vocational Education,Teacher Education Programs,Educational Indicators,Teacher Qualifications,Credentials

Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives, and teacher preparation. This report provides data collected by the Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms. Education Code §44225.6 (Assembly Bill 471, Chap. 381, Stats. 1999) requires the Commission to report to the Governor and the Legislature each year on the number of teachers who received credentials, authorizations, permits, and waivers. The report includes the type and number of documents initially issued authorizing service to teach in California public schools or schools under public contract for fiscal year 2020-21. It responds to the requirements specified in statute and provides a tool for policymakers and others interested in teacher supply. The report is organized with the following headings: (1) Teacher Supply Data: New Teaching Credentials Issued in California; (2) New Teaching Credentials Issued by Type; (3) Distribution of Credentials Issued by Preparation Pathway and Type of Program Sponsor; (4) Teachers Prepared Through Alternative Certification Pathways (Intern Programs); (5) Other Types of Teaching Credentials Issued: Designated Subjects Career Technical Education and Designated Subjects Special Subjects; (6) Future Teacher Supply Indicator: Teacher Preparation Program Enrollment Data; (7) English Learner Authorizations Issued; (8) Child Development Permits Issued; (9) Teaching Permits and Waivers Issued; (10) Comparison of Fully Credentialed Teachers Serving in California Public Schools versus New Intern Credentials, Permits, and Waivers Issued; (11) Demographic Data Trend: Gender and Ethnicity Distribution of New Enrolled Teacher Candidates, Full-Time Equivalent Teachers, Enrolled K-12 Students, and California Population; and (12) Teacher Demand: Estimated Teacher Hires by Region, County, and Subject Areas.
Are Microcredentials Becoming a Big Deal? Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Credentials,Foreign Countries,Labor Force Development,Outcomes of Education,Recognition (Achievement)

Microcredentials are not new. They have been in use in various countries and education and training sectors; they have played a role, among others, in the certification of IT courses or health workers' professional development. However, only recently have microcredentials gained EU-wide attention in policy debates. Most countries, as yet, have no official definition. Even the term 'microcredentials' is not well-known, with certificates for short learning formats being referred to in various ways, including 'micro certifications, 'badges', 'micro/partial/supplementary qualifications' and 'module certificates'. Despite the different terms, European countries certify many short learning activities in ways that, either fully or partly, meet the definition proposed by the European Commission. These developments reflect that the character, format and purpose of microcredentials are changing. To support the Commission's consultation exercise, Cedefop carried out a comprehensive study on microcredentials, which looked at their characteristics, how they are designed, delivered and recognised, why they are in demand, how they are being used, and what their advantages and limitations are. Cedefop's findings also fed into the working document that accompanied the proposed Council Recommendation. This briefing note outlines the study's interim results.
High Esteem but Low Participation. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Self Esteem,Adult Education,Lifelong Learning,Educational Trends,Surveys,Adult Learning,Educational Needs,Educational Policy,Foreign Countries,Cross Cultural Studies,Job Skills,Professional Continuing Education,Employment Level,Vocational Education,Occupations,Gender Differences,Age Differences,Educational Background

Demographic trends and technological change increase the need for adults to learn and adapt to changing job content and working conditions. Despite this, most EU Member States have consistently underperformed in their efforts to reach targets for adult participation in lifelong learning. In 2010, the EU set a target of 15% of adults participating in lifelong learning by 2020. Only a handful of Member States met the target; the EU average in 2019 was 11.8%. It fell to 9.2% in 2020, mostly due to the COVID-19 pandemic. To understand these numbers more fully, Cedefop launched a pan-European opinion survey on adult learning and continuing vocational education and training (CVET) in 2019. The findings, which are presented in this briefing note, show that adults of all ages and across all occupations and qualifications recognise the need for new skills. This need, however, seems insufficient to motivate adults to participate in learning and CVET at the desired levels. Raising adult participation may require new, more learner-centric, policy approaches.
Promoting Parent Engagement in Behavioral Intervention for Young Children with ADHD: Iterative Treatment Development
Author: DuPaul, George J.
Date: 2018-00-00
Type: Reports - Research
Subjects: Parent Education,Parent Participation,Behavior Modification,Young Children,Attention Deficit Hyperactivity Disorder,Intervention,In Person Learning,Online Courses,Parent Attitudes,Program Development,Outcomes of Education

The most efficacious psychosocial intervention for reducing ADHD symptoms in young children is behavioral parent training (BPT). Potential benefits are hindered by limited accessibility, low session attendance, and poor implementation of prescribed strategies. As a result, only approximately half of families with young children with ADHD receive BPT. We describe an innovative approach for reducing barriers to BPT access. Specifically, we invoked an iterative, 5- step process of intervention development and revision to modify an existing face-to-face BPT program and develop an online version. Results indicated that the revised program and online versions (a) increased parent engagement with BPT, (b) enhanced accessibility, (c) produced favorable parent acceptability and feasibility ratings, and (d) resulted in improved child outcomes. [This paper was published in &quot;Topics in Early Childhood Special Education&quot; v38 n1 p42-53 2018 (EJ1179235).]
eLearning Readiness of Higher Education Faculty Members
Author: Lakshmi, Y. Vijaya
Date: 2021-07-00
Type: Journal Articles
Subjects: Electronic Learning,Readiness,College Faculty,Teacher Characteristics,Technological Literacy,Teacher Attitudes,Foreign Countries,Individual Differences,Gender Differences

The COVID-19 pandemic has forced all institutions of higher education around the world to search for various new strategies to ensure the continuity of learning. This emergency eLearning situation created by the pandemic forced the faculty members of higher education to integrate information and communication technology in their teaching learning practices more than ever before. The present cross sectional survey study explores the readiness of higher education faculty members towards eLearning in terms of their technological readiness, pedagogical readiness, resource readiness and attitude. A self-developed likert scale consisting of 62 items measuring various dimensions of eLearning readiness was used to collect the data from 421 faculty members. The findings of the study revealed that demographic factors like age, gender, level of education, designation and discipline does not have any significant influence on the eLearning readiness scores of faculty members while teaching experience had a significant influence. The overall score of e-learning readiness was found to be satisfactory. The technological readiness of faculty members was found to be high compared to their other eLearning readiness dimensions scores. Faculty members were found to be least ready in terms of their pedagogical readiness and attitude towards eLearning. To increase the eLearning readiness of faculty members, the higher education institutions should organize more and more training and also provide the faculty members with adequate software and hardware required for adoption of eLearning practices.
Influence of Career Mentoring on Career Orientation and Career Engagement of Rural Secondary School Librarians
Author: Eseadi, Chiedu
Date: 2022-00-00
Type: Journal Articles
Subjects: Career Development,Career Planning,Mentors,Rural Schools,Secondary Schools,School Libraries,Librarians,Job Skills,Foreign Countries

As a career development tool, career mentoring is an important way to gain new skills, knowledge, competence, and other resources from an experienced colleague who is in the same profession. This study examined how career mentoring influences career orientation and career engagement among Nigerian rural secondary school librarians. This quantitative study gathered data from 42 librarians at selected rural secondary schools. Career mentoring significantly influences career orientation and career engagement of librarians, according to the results. A positive relationship was observed between career mentoring experience and career orientation and engagement as well as job skills among librarians. Additionally, career orientation and career engagement were shown to be significantly correlated with one another and with librarian job skills. Consequently, it is recommended that school librarians' career advancement be promoted through the development and implementation of a career mentoring program.
Action Research in Educational Administration and Management Journals Indexed by Scopus
Author: Aksel, Ulas
Date: 2022-00-00
Type: Journal Articles
Subjects: Action Research,Educational Administration,Periodicals,Activism,Faculty Development,Educational Improvement,School Administration,Learner Engagement,Databases,Bibliometrics,Authors,Citation Analysis,Journal Articles,Foreign Countries,Western Civilization

This research aims to make a bibliometric analysis of action research in the field of educational administration published in scientific journals in the Scopus database. The data in the study were obtained by scanning the Scopus database. The information including the number of authors, year of publication, number of citations, the source from which the article was published was analyzed and interpreted. In the research, 98 publications and 15 sources published between 1968 and 2020 were examined. The most frequently cited names in the articles and the sources that published the most were determined. The majority of the articles are single-authored, and it has been found that the number of citations has increased with the number of articles recently. It has been determined that there are very few action researches in educational administration and they are mostly published in western countries. Activism, professional development, school improvement, and student engagement are motor themes.
The New Text-Book of Chemistry for Use in High Schools and Academies
Author: Cooley, Le Roy C.
Date: 1881-00-00
Type: Historical Materials
Subjects: Textbooks,Chemistry,Science Instruction,Mastery Learning,High School Students,Teaching Methods

The sole purpose of this volume is to provide an elementary course of chemistry suited to the wants of students and teachers in high schools and academies. The course seeks to present the most valuable topics for a student whose study ends when he leaves the preparatory school, while at the same time providing appropriate preparation for higher courses for students who may pursue them. This textbook presents the following purposes: (1) To seize upon the fundamental facts and principles of the science, and submit them to a simple and concise, but at the same time a clear and accurate, treatment; (2) To present the subjects which will be of greatest value to a student whose course of study must end when he leases the preparatory school, and which are, at the same time, most desirable, as a preparation for higher courses, to those who may in future pursue them; (3) To thoroughly systematize the whole, securing a logical order of subjects and an arrangement of topics adapted to encourage the best methods of study and to facilitate the best methods of teaching; (4) To encourage a complete mastery of what is undertaken, by concentrating study upon a brief course, and providing for thorough reviews at short intervals by means of summaries of principles and exercises with problems at the ends of sections or chapters; (5) To present the science in the light of modern theories, sparing no pains to make the work represent the &quot;present state&quot; of chemistry fairly and fully, so far as its elementary character will permit; and (6) To make the experimental method of reaching facts prominent and practicable, not by requiring the student to read the descriptions of large numbers of experiments which they can not make and may never see, but rather by inviting his attention to a few which are within reach, or which may be clearly understood by means of cuts, and then providing an additional number which are easily and cheaply made, and &quot;which are to be studied only when they are seen.&quot; The author has provided for the teacher's use, a selection of additional experiments, easy, cheap, and appropriate for illustration.
Tips for Grant Pitches: Know Your Funder&apos;s Mindset
Author: Bridgespan Group
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Nongovernmental Organizations,Grantsmanship,Financial Support,Credibility,Trust (Psychology)

For non-governmental organizations (NGOs), the world of funders can be difficult to navigate. The question isn't just whom to approach for a grant. Equally important is how to make a successful pitch for money. This tip sheet how NGOs can approach funders. Two categories it covers are: (1) Know your funder; and (2) Customise your pitch. [For a companion report, &quot;Bridging the Gap on Funding the True Costs of NGOs in India,&quot; see ED622307.]
Organisational Development Assessment Guide
Author: Bridgespan Group
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Organizational Development,Institutional Evaluation,Nongovernmental Organizations,Strategic Planning,Governance,Organizational Culture,Leadership Styles,Human Resources,Fund Raising,Marketing,Advocacy,Compliance (Legal)

This guide lists 13 capabilities subdivided into specific sub-capabilities that together constitute the overarching capability. The guide walks through a series of steps to help you identify and prioritise a short list of capabilities that can advance in order to meet a non-govermental organisation's (NGO's) current needs. See &quot;How to Build an Organisational Development Plan&quot; for a four-step process on how an NGO might use this guide. [Additional partners for this guide include: Dasra, Dhwani Foundation, Samhita, Sattva, and Toolbox India. For &quot;How to Build an Organisational Development Plan: A Toolkit for NGOs and Funders,&quot; see ED622363.]
How to Build an Organisational Development Plan: A Toolkit for NGOs and Funders
Author: Bridgespan Group
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Organizational Development,Nongovernmental Organizations,Financial Support,Investment,Strategic Planning,Governance,Organizational Culture,Human Resources,Fund Raising,Marketing,Compliance (Legal),Information Technology,Diversity

This toolkit helps funders and NGOs to address the challenges they face in assessing organisational development needs. It was developed in partnership with five leading Indian intermediary organisations: Dasra, the Dhwani Foundation, Samhita Social Ventures, Sattva, and toolbox INDIA Foundation. All have extensive experience advising NGOs on their organisational development needs. [For &quot;Organisational Development Assessment Guide,&quot; see ED622362.]