ethanporcaro/eric-fulltext-meta huggingface dataset:
Report to the Legislature on the California Classified School Employee Teacher Credentialing Program, November 2019
Author: California Commission on Teacher Credentialing
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: State Legislation,Credentials,Teacher Certification,Educational Legislation,School Personnel,Teacher Recruitment,Public School Teachers,Teacher Shortage,Racial Differences,Grants,Elementary Secondary Education

Education Code §44393 (f) requires the Commission on Teacher Credentialing (Commission) to report to the Legislature annually regarding the California Classified School Employee Teacher Credentialing Program. The requirements of the report are specified in Education Code §44393 and must include the following: (1) The number of classified school employees recruited; (2) The number of classified school employees recruited who are subsequently employed as teachers in the public schools; (3) The degree to which the applicant meets the teacher shortage needs of the school district, charter school, or county office of education; and (4) The ethnic and racial composition of the participants in the program. Narrative derived from the data analysis indicates that the grantees are identifying and supporting their participants' individual needs as they progress through the program. Such support includes, advisement, financial assistance for degree, credentialing-related expenses and other forms of individualized support to help them complete the undergraduate education, teacher preparation program, and transition to becoming credentialed teachers for the public schools. There has been a continuous recruitment process in place for classified employees as slots become open for program that either had participants who completed the program or participants who for personal or other reasons had to drop out of the program. [For the 2018 report, see ED610580.]
Engaging Parents and Families to Support the Recovery of Districts and Schools. Brief No. 12
Author: Hill, Nancy
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,COVID-19,Pandemics,School Districts,School Role,Family Needs,Family School Relationship,Parent Role,Parent Participation,Access to Health Care,Mental Health,Wellness,Educational Discrimination,Equal Education,Educational Quality,Trust (Psychology),At Risk Persons,Social Bias,Access to Information,Interaction,Interpersonal Communication,School Schedules

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools and districts support families in their diverse contexts and build practical trust to support student learning? In order to answer this question, the brief breaks down the issue into three points: (1) Schools are demanding more than ever from parents even as parents lack specific guidance and supports from schools to meet many of the demands; (2) The disruption of ongoing school routines is already having detrimental effects on families while limiting access to mental health and wellness services; and (3) Legacies of discrimination and marginalization in schools and inequities in access to high-quality education undermine trust in ways that shape the possibilities for family engagement. Based on these points, the brief provides four strategies to consider and two strategies to avoid. [This brief was co-prepared by Boston School Finder.]
Report to the Legislature on the California Classified School Employee Teacher Credentialing Program, December 2020
Author: California Commission on Teacher Credentialing
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: State Legislation,Credentials,Teacher Certification,Educational Legislation,School Personnel,Teacher Recruitment,Public School Teachers,Teacher Shortage,Racial Differences,Grants,Elementary Secondary Education

Education Code §44393 (f) requires the Commission on Teacher Credentialing (Commission) to report to the Legislature annually regarding the California Classified School Employee Teacher Credentialing Program. The requirements of the report are specified in Education Code §44393 and must include the following: (1) The number of classified school employees recruited; (2) The number of classified school employees recruited who are subsequently employed as teachers in the public schools; (3) The degree to which the applicant meets the teacher shortage needs of the school district, charter school, or county office of education; and (4) The ethnic and racial composition of the participants in the program. In July 2016, the state budget allocated a total of $20 million for the California School Employee Teacher Credentialing Program (Classified Program). This five-year grant program addresses the state's teacher shortage by supporting local education agencies (LEAs) to recruit classified school employees into teaching careers and support their undergraduate education, professional teacher preparation and certification as credentialed California teachers. Classified staff at grantee LEAs who are selected to participate in the program (participants) receive financial assistance for degree- and credentialing-related expenses such as tuition, fees, books, and examination costs; academic guidance; and other forms of individualized support to help them complete the undergraduate education, teacher preparation program, and transition to becoming credentialed teachers for the public schools. In July 2017, the Legislature approved an additional $25 million in funding for a second round of Classified Program grant awards. Altogether, the two rounds of funding for the Classified Program, which total $45 million, are helping to support 2,260 classified school employees statewide to become credentialed classroom teachers for California's public schools. Narrative data compiled from the annual reporting forms in July 2020 from both Round One and Two show that LEAs report using grant funds as a means to help meet their local teacher shortage needs, that the program is serving racially and ethnically diverse classified school employees, and that a majority of grantee LEAs have established collaborative arrangements with postsecondary institutions, many of which are offering flexible course schedules or online courses to accommodate many of the participants' work schedules. These programs are also serving classified school employees from a range of classified positions. [For the 2019 report, see ED610581.]
How Guided Pathways Reforms Can Improve Support for Adult Students: Lessons from Three Tennessee Community Colleges. Report
Author: Klempin, Serena
Date: 2021-01-00
Type: Reports - Research
Subjects: Educational Change,Community Colleges,Equal Education,Strategic Planning,Outcomes of Education,Barriers,Adult Students,Academic Persistence,College Faculty,Teacher Attitudes,Counselor Attitudes,Administrator Attitudes,Two Year College Students,Student Attitudes,Student Needs,Educational Opportunities,Flexible Scheduling,Academic Advising,Career Exploration,Mentors,Coaching (Performance),Student Interests,Program Descriptions,Decision Making,Educational Policy,Educational Practices

Guided pathways reforms are emerging as a promising strategy for improving student outcomes and closing equity gaps at community colleges, but little is known about how the guided pathways approach can help address challenges facing adult students. This report discusses strategies that three Tennessee community colleges that have implemented guided pathways reforms--Motlow State Community College, Nashville State Community College, and Pellissippi State Community College--are using to support adult students in three core areas: helping students choose and enter a program of study, keeping students on their path, and promoting student learning. The authors also discuss plans the institutions have for the further strengthening of support for adult students. The report draws upon interviews conducted with faculty, student support staff, and administrative staff at the three colleges as well as on focus groups conducted with adult students at each college. Motlow State, Nashville State, and Pellissippi State are providing innovative models for addressing the needs of adult students by including targeted supports within guided pathways reforms. Differing needs within the adult student population and overlapping needs shared by many adult and traditional-age students call for a multi-pronged strategy to support adult students, consisting of: (1) Universal policies and services critical in promoting success for all students, which are embedded in guided pathways reforms (e.g., mandatory college onboarding activities, career and program exploration, advising); (2) Targeted supports recognizing the challenges and opportunities of adult learners (e.g., flexible scheduling, designated point of contact for adult students, family-friendly spaces and events); and (3) Personalized supports tailored to the needs of adults as individuals (e.g., mentoring and coaching, intake surveys to identify students' needs and interests).
Bringing Evidence-Based Decision-Making to School Safety. Brief No. 11
Author: Keels, Micere
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: School Safety,Elementary Secondary Education,Evidence Based Practice,COVID-19,Pandemics,Prosocial Behavior,Racial Bias,Social Justice,Minority Group Students,African American Students,Student Behavior,Behavior Problems,Discipline,Student Needs,Police School Relationship,School Security,Disproportionate Representation,Violence,Program Effectiveness,Social Emotional Learning,Intervention,Financial Support

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools create contexts that foster safety and prosocial behaviors in the wake of COVID-19 and the ongoing state of increased unrest over racial justice? In order to answer this question, the brief breaks down the issue into four points: (1) We can expect an increase of students, particularly Black students, experiencing and displaying behavioral dysregulation at school, as well as students whose behavioral challenges signal a need for support rather than disciplinary sanctions and policing; (2) Over the past 30 years there has been a dramatic rise in the prevalence of police officers stationed in school buildings; the overwhelming majority of officers have minimal training on practices that meet the developmental needs of children and youth; (3) Increased police presence in schools is associated with increased &quot;detection&quot; of security incidents, but there is no evidence that police in schools have increased student safety or improved school climates; and (4) There are large racial and ethnic disproportionalities in exposure to police officers in schools and in the negative effects of increased police presence in schools. Based on these points, the brief provides four strategies to consider and two strategies to avoid. [This brief was also a collaboration with the Trauma Responsive Educational Practices (TREP) Project.]
The Tendency of Delinquency in Sports High School and General High School Students
Author: Dogan, Isa
Date: 2019-00-00
Type: Journal Articles
Subjects: Delinquency,Athletics,High School Students,Student Characteristics,Physical Education,Gender Differences,Institutional Characteristics,Foreign Countries,Extracurricular Activities,At Risk Persons,Student Behavior,Behavior Problems

In this study, it was aimed to determine the tendency of delinquency of the students who are studying in sports and general high school and to determine whether the tendency of delinquency of the participants according to their demographic characteristics shows a significant change. In the study, which was carried out in the screening research model, &quot;Delinquency Scale&quot; developed by Apaydin (2010) was used as data collection tool on 1485 students studying in 2015-2016 academic year. Descriptive statistics, t test in unrelated measures, one-way variance analysis was calculated according to the answers of students. As a result of the research, it was determined that the tendency of delinquency of the students in the physical education lesson was above the average. In addition, it was identified that the tendency of delinquency of female students compared to male students; students studying in general high school compared to sports high school was higher. Non-participation to sports activities in general high school and non-participation in primary school level were found to have a higher tendency to delinquency than those who participated in the activities.
Adaptive Virtual Learning Environment Based on Learning Styles for Personalizing E-Learning System: Design and Implementation
Author: Maaliw, Renato R., III
Date: 2020-03-00
Type: Journal Articles
Subjects: Virtual Classrooms,Electronic Learning,Integrated Learning Systems,Individualized Instruction,Cognitive Style,Preferences,College Students,Learning Analytics,Navigation (Information Systems),Computer Interfaces,Course Content,Design,Public Colleges,Foreign Countries

Most virtual learning environment fails to recognize that students have different needs when it comes to learning. With the evolving characteristics and tendencies of students, these learning environments must provide adaptation and personalization features for adaptive learning materials, course content and navigational designs to support student's learning styles. Based from the data mining results of learner behavioral features of five hundred seven (507) tertiary students, an accurate model for classification of students' learning styles were derived using J48 decision tree algorithm. The model was implemented in a prototype using a framework and a proposed system architectural design of an adaptive virtual learning environment. The study resulted in the development of an adaptive virtual learning environment prototype where learners' preferences are dynamically diagnosed to intelligently personalize the course content design and user interfaces for them.
Existing ICT Environment in EFL Classes and EFL Instructors&apos; Use of ICT
Author: Irgatoglu, Aydan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Technology Integration,English (Second Language),Second Language Instruction,Teacher Attitudes,Access to Computers,Internet,Teacher Motivation,Teaching Methods,Technical Support,Barriers,Postsecondary Education,College Preparation

This study aims to discuss the existing ICT environment in preparatory schools of two foundation universities in Ankara, EFL instructors' use of ICT in their classes, and the factors influencing the use of ICT. To this end, a descriptive study was designed and carried out with 190 EFL instructors working at preparatory schools of two foundation universities in Ankara. In the course of the study, relevant literature was reviewed, and two research instruments that would be used to collect the data were chosen accordingly. These instruments including a questionnaire for EFL instructors and unstructured interviews with 5 EFL instructors were used to collect data. The quantitative data collected through questionnaires were analyzed through SPSS 22, and the qualitative data collected through the interviews with instructors were analyzed through an in-depth content analysis technique for triangulation. The analysis of the data showed that although foundation universities are expected to be well-equipped, there are not enough ICT tools and internet access in the classrooms. Additionally, most of the instructors considered ICT as a valuable tool and used ICT mostly in the classroom for drills and practice, explaining new knowledge and presentation of works while little communicative use of ICT was detected among the instructors. In terms of factors motivating EFL instructors to use ICT in their teaching, the opportunity of providing authentic materials was considered as the most motivating factor while, lack of technical support and encouragement, lack of computers and resources, and heavy pressure of exams were considered as the most preventing factors.
The Effect of Using Hendy&apos;s 4Cs Model on Teaching and Learning Science in Middle School in Mid-Egypt
Author: Hendy, Mohamed H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Learning Theories,Models,Instructional Effectiveness,Constructivism (Learning),Cognitive Processes,Learning Processes,Memory,Context Effect,Scientific Concepts,Concept Formation,Females,Comparative Analysis,Achievement Tests,Multiple Intelligences,Tests,Measures (Individuals),Test Construction,Middle School Students,Foreign Countries,Daily Living Skills

Educational research and practice have proven that there are many benefits for applying learning theories' recommendations through teaching and learning of different subjects in all school levels. Based on interrelationships among learning theories of contextualism, connectivism, constructivism, and cognitivism, the researcher proposed an instructional model under the title of 4Cs model: contextualizing, connecting, constructing, and cognitivizing to take the learner through a mental trip from observing and examining real materials to long-term memory. However, the main purpose of this study was to identify the effect of using the proposed model on acquiring some scientific concepts, life skills, and multiple intelligences of middle school female students. To investigate this main purpose, three research statistical hypotheses were set regarding the three dependent variables. The study population was the second grade female students in middle school in Mid-Egypt. A random sample (72 students) was chosen and divided into two groups: an experimental group (37) and a control group (35).Three research instruments; achievement test, life skills scale, and multiple intelligences test were developed and controlled in respect to validity and reliability. After conducting the research experiment using the quasi-experimental design, administering instruments, and analyzing data, the results explored that there is an impact for the 4Cs model on acquiring scientific concepts, life skills, and multiple intelligence of middle school female students.
A Framework for Effectively Engaging Youth and Schools in Inclusive Resilience Planning. White Paper
Author: McKoy, Deborah
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Inclusion,Resilience (Psychology),Urban Planning,Youth Programs,Urban Youth,Climate,Community Involvement,High School Students,Elementary School Students

Many low-income young people of color living in cities today face great adversity and the resiliency of the cities they live in is being challenged on many fronts: violence, poverty, gentrification, and homelessness as well as the threat of global climate change. The predicament is that, despite their enthusiasm and innate intelligence on the matter, the youth of today are rarely invited into the city planning process. The purpose of this paper is to introduce an equity-driven framework to guide and assess the quality of young people's engagement in city planning -- using resilience as a case study -- for cities now and in the future. The first part of this paper examines the experiences of young people involved in Youth - Plan, Learn, Act, Now! (Y-PLAN) Initiative, a civic learning and engagement initiative centered on the belief that fostering relationships between civic leaders and young people around meaningful action creates more resilient cities that work for all residents. The second part of this paper examines the importance of students' lived experience and the value of the tools of professional practice in relation to the effectiveness of their proposals for how to respond to climate change and enhance resiliency in their communities. This paper concludes that then both young people's lived experiences and adult professional practices are equally privileged, the results can be formidable. Together these efforts can lead to the development and adoption of innovative, inclusive, and equitable new approaches to city planning.
Key Competences in Initial Vocational Education and Training: Digital, Multilingual and Literacy. Cedefop Research Paper. No 78
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Job Skills,Technological Literacy,Multilingualism,Literacy,Employment Qualifications,Competence,Secondary Education,Foreign Countries,Public Policy,Intervention,Standards,Delivery Systems,Evaluation Methods,Teacher Competencies,Educational Policy

Key competences are important for personal development, employment, integration into society and lifelong learning. They are transversal and form the basis for all other competences. Acquiring key competences is possible through various learning pathways, including vocational education and training (VET). However, little is known at the European level of how VET supports the key competence development. This research paper investigates three key competences: digital, multilingual and literacy. It analyses the extent to which they are included in initial upper secondary VET in the EU-27, Iceland, Norway and the UK, as well as national policies supporting their development since 2011. It focuses on four areas of intervention: standards, programme delivery, assessment and teacher/trainer competences.
Strengthening Skills Anticipation and Matching in Bulgaria: Bridging Education and the World of Work through Better Coordination and Skills Intelligence
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Job Skills,Employment Qualifications,Governance,Stakeholders,Attitudes,Supply and Demand,Labor Market,Financial Support,Cooperation,Unemployment,Educational Attainment,Postsecondary Education,Employment Level,Occupations,Employees,Labor Needs

Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems, is a key aim of the skills agenda for Europe. To be impactful, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse potential users. In 2015, Cedefop initiated a country support scheme to assist the EU strategy of improving skills governance in its Member States. Cedefop has recently concluded four skills governance country reviews in Bulgaria, Estonia, Greece and Slovakia, following pilots in Iceland and Malta. This report summarises key insights and lessons of the review of skills governance in Bulgaria. The review analyses stakeholder perspectives on current bottlenecks and challenges, identifies development opportunities, and offers a policy roadmap with several specific actions. The roadmap focuses on concrete activities that can be undertaken over the next few years and identifies specific stakeholders responsible for each action. Implementing it could improve the practical use of skills intelligence, better satisfy stakeholder expectations and strengthen skills governance in the country.