ethanporcaro/eric-fulltext-meta huggingface dataset:
How Well Are the Scottish Attainment Challenge Authorities Improving Learning, Raising Attainment and Closing the Poverty-Related Attainment Gap? Summary Report
Author: Education Scotland
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Inspection,Academic Achievement,Achievement Gap,Poverty,Educational Improvement,Data Use,Governance,Program Effectiveness,Outcomes of Education,Leadership Effectiveness,Strategic Planning,Educational Finance,Self Evaluation (Groups)

In 2017, Education Scotland introduced a new model of inspection of local authorities. These inspections focused on how well the nine challenge authorities within the Scottish Attainment Challenge are improving learning, raising attainment and closing the poverty-related attainment gap. HM Inspectors carried out the nine inspection visits between December 2017 and December 2018. During each inspection they met with local authority staff, including groups of headteachers, teachers and practitioners from change to early learning and childcare settings, primary, secondary and special schools. They also met with learners, parents, and other stakeholders. In addition, inspection teams observed practice in establishments and reviewed relevant documentation, with a particular focus on attainment outcomes for children and young people. The inspection methodology included the issuing of questionnaires to allow HM Inspectors to gather the views of various stakeholder groups. This summary report presents: (1) Inspection findings; (2) Key features that are evident in those authorities making the greatest progress; and (3) Challenge questions. The findings from these are summarised in Appendix 3. The collaboration of colleagues from the Association of Directors of Education in Scotland and Audit Scotland who worked with HM Inspectors to develop the methodology and deliver the programme is acknowledged.
Tribal Education Status Report Guidebook 2020-2021
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: American Indian Education,Tribes,Federal Legislation,Educational Legislation,Elementary Secondary Education,School Districts,American Indian Students,School Safety,Graduation Rate,Attendance,Parent Participation,Community Involvement,Culturally Relevant Education,Educational Finance,Educational Policy,Dropout Rate,Dropout Prevention,School Schedules,Access to Education,Academic Achievement

The purpose of this guidebook is to provide guidance to school districts in completing their local Tribal Education Status Report (TESR). Any data that is reported in the local TESRs has to comply with the Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) which is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. For this purpose, the Public Education Department requires any data about students has to follow masking rules. Any data that reports less than ten students has to mask that data by indicating &lt;10 or an asterisk * and explanation that results were less than ten students. Additionally, this manual will provide templates to support school districts in the development of their local plans. The Indian Education Division (IED) will use the district reports to inform the development of an annual statewide tribal education status report which will be disseminated no later than November 15 to all New Mexico tribes. This guidebook will provide support to district staff that may be responsible for developing the local TESR, which includes but is not limited to: 1) Federal Program Directors; (2) Indian Education Directors; (3) Charter School Directors; (4) Business Managers; and (5) STARS Coordinators. [For the 2019-2020 Guidebook, see ED609281.]
Tribal Education Status Report, School Year 2020-2021
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2021-11-15
Type: Reports - Evaluative
Subjects: American Indian Education,American Indian Students,Tribes,Elementary Secondary Education,Culturally Relevant Education,Academic Achievement,School Safety,At Risk Students,Resilience (Psychology),Discipline Problems,Incidence,Graduation Rate,Attendance Patterns,Truancy,Student Mobility,Parent Participation,Community Involvement,American Indian Languages,Educational Finance,Grants,School Districts,Budgets,Bilingual Education,Multicultural Education,Educational Policy,Dropout Rate,Dropout Prevention,Public Schools,School Schedules,Access to Education

The 2021 Tribal Education Status Report presents information and data related to students, teachers, funding, and other indicators regarding American Indian students attending New Mexico's public school districts for the 2020-2021 academic year. This report was prepared by the New Mexico Public Education Department (NM PED) and the PED's Indian Education Division, utilizing data obtained from school districts with significant American Indian student enrollment on or near tribal lands. The intent of the report is to inform New Mexico tribes and stakeholders about the educational achievement of American Indian students at the elementary and secondary levels within the state of New Mexico. This report is divided into three sections: (1) Overview of statewide educational data; (2) Reporting of the 13 indicators outlined by the NM Indian Education Act (IEA); and (3) Significant information and data related to Indian education in New Mexico. The NM PED provides this status report annually so that Local Education Agencies (LEAs) and tribal communities can make informed decisions about how to meet the academic and cultural needs of American Indian (AI) students and improve outcomes. Indian education stakeholders and other education institutions may use the data in this report for local planning and improvement processes focused on improving the quality of education for AI students. Of the 89 public school districts in New Mexico, 24 public school districts and 10 charter schools are located on or near tribal land. The data collected include attendance, school district initiatives, dropout rates, and graduation rates. Of the 24 school districts, 22 submitted a districtwide Tribal Education Status Report (TESR) that supports the following sections: school safety, parent and community involvement, education programs (targeting tribal students and incorporated Indigenous research, evaluation, and curricula), and access to native languages. [For the 2019-2020 report, see ED609306.]
Intricacies in Identification of Biological Misconceptions
Author: Chavan, Rajendra
Date: 2022-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Misconceptions,Cultural Context,Individual Differences,Teaching Methods,Learning Processes,Identification,Research Reports,Content Analysis

Science is a systematic study of natural phenomenon. The natural phenomenon is perceived and understood by an individual based on his/her experience and cultural context. The term misconception is complex in nature and has been conceptualize as alternative conceptions, preconceptions, alternative ideas, conceptual stumbling blocks, erroneous concepts, alternative framework in various contexts by researchers at different level of schooling and geographical locations. Identification of misconception is a challenging task due to various factors such as cultural context, individual differences, teaching-learning processes, students personal experience etc. In the present context of multi and trans-disciplinary subjects, the identification of misconceptions has become essential and gain importance as they are contributing new knowledge and applications in Science and Technology. Hence, in the present paper researchers had made an attempt to analyze the intricacies in identification of misconceptions in biology. The paper heavily relies on secondary source of data. In the present paper researcher has thoroughly reviewed and studied the identifications of misconceptions in the subject biology mixed approaches along with tools, techniques and strategies.
Pornography: An Alarming Psycho-Social Effects among Post Graduate Students
Author: Chavan, Rajendra L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Pornography,Foreign Countries,Graduate Students,Psychological Patterns,Social Influences,Prevention,Program Effectiveness,Stress Variables,Antisocial Behavior,Sexuality,Gender Differences,Internet,Telecommunications,Handheld Devices

Pornography viewing is gradually becoming a part of life in many countries around the world, including India. However, the role of the extensive consumption of pornography among the Indian youths has not been given much attention by society and the government. Pornography is fuel for the global sex trade industry. In the contemporary world due to advancements in ICT they access to the porn is on the tip of their fingers which is causing Psycho-social health among youth. The main aim of the present study is to study the psycho-social effect of pornography among post graduate students in Kolhapur city and check effectiveness of pornography preventive model on PG students. The survey and experimental method was adopted by the researcher. The data was collected with a researcher-made questionnaire from N=325 PG students by a convenient sampling method. The finding of the study are: More than 3/4 respondents suffer from the following psycho-social effects of pornography: Feeling live away from society, Masturbation, Feeling guiltiness, Mental stress, increase in aggressive behaviour, Staring at women/girls as a 'Sex object'. The developed Preventive model is helpful to overcome from pornography by the PG students.
Hidden Prices and Higher Tuition: The Case for Transparency in Higher Education Pricing and Advanced Credit
Author: Weinstein, Paul, Jr.
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Finance,Paying for College,Student Costs,Tuition,College Choice,Student Financial Aid,Debt (Financial),Transfer Policy,Access to Education

Over the last 30 years, college tuition has skyrocketed. From 1988 to 2018, tuition at public four-year institutions rose 213%. In response to the exponential surge in the cost of higher education, policymakers have focused increasingly on proposals to expand financial aid and loans, and canceling the vast sums of debt that college students have accumulated. The first step to make college more affordable and expand access to more Americans is to increase price transparency about the true cost of college, and ensure prospective students get credit for college-level work they have completed before starting their degree. Presently, students lack the information they need to make smart choices about if and where they should go to college. Colleges and universities are not transparent about the true cost of tuition and fees and are opaque about how much credit (if any) students can earn before enrolling (which in turn can reduce the cost). This paper offers a series of pragmatic steps policymakers could take immediately to curb college costs and borrowing. The federal government should use the leverage of billions in financial support for higher education to increase transparency around tuition price, credit transfers, and acceptances so that students can make more informed decisions around college costs.
Putting Students First: Texas&apos; 1882 Statute Sustains Partnership Schools in Fort Worth
Author: Pankovits, Tressa
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,College School Cooperation,Public Schools,State Legislation,Educational Legislation,Nonprofit Organizations,Urban Schools,School Administration,Elementary Secondary Education,School Turnaround

The pandemic put both a microscope and a wide-angle lens on America's education systems. Under the microscope, parents had a window into individual classrooms as never before, as their children struggled to learn through laptops. Many didn't like what they observed. Through the wide angled lens, the country was jolted by evidence that school districts everywhere were failing to adapt. For large school districts, it is painfully obvious that top-heavy central administrations that push a standardized, one-size fits all school experiences are antiquated. Everyone -- except perhaps overstaffed central bureaucracies and the teachers unions -- would benefit from more decentralized and more accountable school systems. One auspicious approach is the partnership model. The model in a nutshell: a school district partners with a qualified nonprofit to operate a school or a subset of its schools, usually using a performance contract to define the terms of the relationship. This report tells the story of one promising effort: the Leadership Academy Network (LAN) in Fort Worth, Texas. LAN is a partnership between the Fort Worth Independent School District (FWISD) and Texas Wesleyan University (TXWES). This report covers how and why the FWISD went the partnership route, how the LAN got up and running, how it works, and how it is working. It also takes the reader inside LAN's schools, which will hopefully inspire pragmatic thinkers to encourage more places to consider its data-driven instructional model.
Teacher Autonomy as a Predictor of Job Satisfaction
Author: Dilekçi, Ümit
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Job Satisfaction,Teacher Attitudes,Correlation,Predictor Variables,Foreign Countries,Teacher Characteristics,Preschool Education,Elementary Secondary Education

This study aims to examine the association between teacher autonomy and job satisfaction. To this end, the study employed a relational survey model. The sample of the study included 368 teachers working in different schools of Batman city (Turkey) in the spring term of the 2020-2021 academic year. Teachers representing the population of the research were selected through a random sampling method. Research data were amassed with the &quot;Teacher Autonomy Scale&quot; and &quot;Teacher Job Satisfaction Scale&quot;. The mean scores were calculated and Pearson correlation and simple regression analyses were conducted. Based on the findings of the research, teachers' opinions towards autonomy behaviours and job satisfaction are high level. The results also show a positive and significant relationship between teachers' autonomy and job satisfaction; teachers' autonomy behaviours are meaningful predictors of their job satisfaction. Moreover, teachers' autonomous behaviours reveal 7.2% of their job satisfaction.
Workforce Intermediary Partnerships: Key to Success in High-Performing Labor Markets
Author: Marschall, Daniel
Date: 2022-05-00
Type: Information Analyses
Subjects: Labor Market,Job Training,Economic Development,Federal Legislation,Employment Services,Job Skills,Disadvantaged,Low Income,Community Involvement,Labor Force Development,Corporate Support,Unions,Labor Legislation

The purpose of this report is to examine the historical development and policy evolution of workforce intermediaries, a community-based model of education, job training and economic development practices that has become commonplace in local and regional labor markets. Workforce intermediaries broker the relationship between workers and employers, reducing uncertainty in the labor exchange process and managing transaction costs. They are diverse in their organizational sponsors, spanning non-profit worker centers and community colleges, for example, to chambers of commerce and joint union-employer partnerships. The report is based on a comprehensive online search of books, authoritative policy reports, and academic journals for writings on workforce intermediaries published between 1989 and 2021. It synthesizes the findings of about 170 publications. The features of modern intermediaries have been forged in successive versions of federal workforce legislation that emphasized &quot;second-chance&quot; services to disadvantaged persons and &quot;low-skilled workers&quot; in low-income communities. Scholars found that this focus on these constituencies tended to stigmatize participants, lessening their attractiveness to employers. This model has evolved to serve the educational, job training and job search needs of a broad range of participants. The report documents the emergence of high-performing workforce intermediaries that have adapted to changing conditions by becoming closely attuned to local community members and industry, both employers and unions, as partners in developing training curriculum, designing supportive services, and serving the precise needs of employers in targeted industry sectors. These advanced intermediaries, termed Workforce Intermediary Community and Industry Organizations in the report, have become central actors in the structure of local labor markets. They strive to integrate workforce development, educational and economic development perspectives and services. The report argues that further advancement in this organizational field requires greater sustainability among these organizations and government resources to establish what the Jewish Vocational Services calls a &quot;sophisticated learning community&quot; (Rubin 2019, 17) to share knowledge, identify best practices, and nurture continued innovation. The report includes references to 120 publications.
COVID&apos;s Effect on Academic Discrepancies between Males and Females
Author: Teachman, Ryan
Date: 2022-05-14
Type: Reports - Research
Subjects: COVID-19,Pandemics,Academic Achievement,Gender Differences,Motivation,Student Experience,Achievement Gap,Males,Females,High School Students,Grade 11,Grade 12

Ever since males and females have enrolled in school, differences in their academic performance have been observed. It is generally believed that these differences stem from differences in motivation between the sexes, caused by differences in the developmental patterns of males and females. When viewing education as a whole, there is no denying the wide-sweeping disruptions prompted by the coronavirus pandemic, with many students being required to learn from home, without the direct supervision and influence of a teacher. Because male students already struggled with motivation and focus to a greater extent than their female counterparts, it stands to reason that the pandemic, due to less direct motivation from teachers, had a greater adverse effect on male students than their female counterparts. 33 students were randomly selected as part of an explanatory mixed-method study where they were asked questions regarding the pandemic's impact on their education. 10 of these participants were randomly selected to be interviewed; interview questions related to lived experiences during the pandemic. After analyzing the results, there is reason to believe that males fell further behind their female counterparts during the pandemic, but more research is needed to conclude this for certain.
Evaluating the Criterion Validity of the Canadian Little DCDQ: Associations between Motor Competence, Executive Functions, Early Numeracy Skills, and ADHD in Early Childhood
Author: Hudson, Kesha N.
Date: 2021-04-00
Type: Reports - Research
Subjects: Disability Identification,At Risk Persons,Preschool Children,Screening Tests,Test Validity,Developmental Disabilities,Psychomotor Skills,Numeracy,Executive Function,Attention Deficit Hyperactivity Disorder,Psychometrics,Preschool Education

The Canadian Little Developmental Coordination Disorder Questionnaire (Little DCDQ-CA) is a parent-report screening instrument that identifies 3- to 4-year-old children who may be at risk for Developmental Coordination Disorder (DCD). We tested the criterion validity of the Little DCDQ-CA in a sample of preschool-aged children in the United States (N = 233). Factor analysis resulted in a single dominant factor. Using established cut-off scores, 45% of the sample was identified as at-risk for DCD. Although a much larger percentage of children was identified as at-risk than would be expected based on the prevalence of formal DCD diagnoses in the population, the Little DCDQ-CA demonstrated good criterion validity. Children who exceeded the at-risk criterion exhibited impaired motor competence, EF, and early numeracy skills and were rated as having greater ADHD behaviors by their teachers, relative to their peers. This pattern of cognitive and behavioral deficits is consistent who those observed among children with a formal DCD diagnosis. [This paper will be published in &quot;Assessment.&quot;]
Croatian: The Croatian Language in Education in Austria, 2nd Edition. Regional Dossier Series
Author: Tyran, Katharina, Comp.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Serbocroatian,Language Minorities,Cross Cultural Studies,Elementary School Students,Foreign Countries,Preschool Education,Elementary Secondary Education,Higher Education,Vocational Education,Adult Education,Educational Legislation,Instructional Materials,Bilingual Education,German,Language of Instruction,Native Language,Native Language Instruction,Second Language Learning

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. The glottonym Croatian in Austria covers two linguistic realities, namely the recognised minority language of Burgenland Croats and the Croatian standard language as a migrant language of the recent past, which is often subsumed as B/C/S together with Bosnian and Serbian. This dossier focuses on the first issue but also briefly mentions connections to the latter, where needed. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, and pupils, and financial investments. Because of this fixed structure, the dossiers in the series are easy to compare. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research into education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the dossier. [This Regional Dossier was originally compiled by Gerhard Baumgartner. This second version covers academic data for the 2019-2020 school year.]
Education Directory 1948-1951
Author: Federal Security Agency, Office of Education (ED)
Date: 1951-00-00
Type: Historical Materials
Subjects: Directories,Public Agencies,State Agencies,State Departments of Education,Government Employees,Library Personnel,Tribally Controlled Education,Superintendents,Religious Schools,Higher Education,Enrollment,Organizations (Groups),Religious Organizations

Part 1 of the 1948-51 Education Directory covers federal and state education agencies. U.S. Federal Security Agency Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Office of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of county and city public school superintendents by state, as well as parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations, foundations, religious organizations, state education associations, and international education associations.