ethanporcaro/eric-fulltext-meta huggingface dataset:
COVID-19 and Fall 2020: Impacts on U.S. International Higher Education. A WES Survey of Prospective Students
Author: World Education Services (WES)
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Higher Education,Outcomes of Education,College Students,Foreign Students,Student Attitudes,Immigrants,Intention,Enrollment,Risk Assessment,Travel,Educational Trends,Course Selection (Students),Online Courses,Study Abroad,College Choice

In any given year, World Education Services (WES) interacts with many thousands of internationally educated students who are hoping to enroll in public and private higher education institutions across the U.S.; WES also interacts with the institutions themselves. The COVID-19 pandemic, as well as social, political, and policy factors, have shaped the fall term on campuses nationwide. To assess the impact of these developments, WES conducted student surveys in April, June, and August. These surveys captured the views of prospective students -- both international students who study on temporary student visas and internationally educated immigrants with more permanent status in the U.S. The authors refer to these two categories of students as &quot;international students&quot; and &quot;internationally educated immigrants&quot; (or sometimes simply &quot;immigrant students&quot; or &quot;immigrants&quot;) throughout this report. This report focuses on results from June and August. WES released the findings of the April survey and one additional survey, which examined the views of international higher education professionals, in a report issued earlier this year. This report addresses the findings about the varying perspectives of the two groups of prospective students: (1) International students are individuals who require a student visa, typically an F-1 or J-1 visa, to pursue education in the U.S.; and (2) Internationally educated immigrant students are those who (a) are looking to pursue a U.S. education, (b) have attained other educational credentials abroad, and (c) have obtained any form of permanent or immigrant status in the U.S. This includes permanent residents, U.S. citizens, refugees and asylees, and those holding immigrant visas. All of these students were residing in the U.S. at the time of the survey. The distinction between these two groups of students is important. The views of immigrant students are easily lost in the international education conversation, as these students are typically classified as domestic students for the purpose of enrollment, though they often hold educational credentials from another country and have grown up or spent a significant amount of time abroad. They are an important segment of students, particularly given the decline in enrollments among domestic students that began a decade ago. As of 2018, immigrant students and second-generation U.S. citizens represented nearly 28 percent of all U.S. higher education enrollment.
How Is COVID-19 Impacting International Higher Education in the United States? A WES Survey of Prospective Students and U.S. Higher Education Professionals
Author: Skinner, Makala
Date: 2020-07-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Foreign Students,Immigrants,Higher Education,College Students,College Faculty,Student Attitudes,Student Interests,Online Courses,Enrollment,Academic Degrees,Distance Education,Training,Gender Differences,Place of Residence,School Personnel,Institutional Characteristics,Employers,Personnel Selection,Travel,Educational Finance,Costs,Foreign Countries,Student Recruitment,College Admission,Public Policy

The COVID-19 crisis has profoundly disrupted U.S. higher education, affecting both institutions and people, including students, faculty, and staff. To understand the potential impact of the coronavirus on U.S. international higher education, WES Research surveyed prospective international and immigrant students interested in studying in the U.S.; and U.S. higher education professionals who work in various areas, such as admissions and student services, to support international and immigrant students. This report is based on the survey responses of 615 prospective international and immigrant students and 199 higher education professionals. The report provides insight into how the pandemic is affecting the plans of prospective students, as well as the adjustments U.S. institutions are making in light of the crisis. It explores: (1) Factors impacting prospective student interest in studying in the U.S. Institutional views regarding fall enrollment; and (2) Support services to assist international and immigrant students.
A New Green Learning Agenda: Approaches to Quality Education for Climate Action
Author: Kwauk, Christina
Date: 2021-01-06
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Change,Social Justice,Equal Education,Conservation (Environment),Climate,Ecology,Job Skills,Change Strategies,Feminism,Public Policy,Capacity Building,Consciousness Raising,Financial Support,International Cooperation,Sustainability,Skill Development,Soft Skills,Job Training

As countries work to &quot;build back better&quot; from COVID-19, the education sector has a once in a lifetime opportunity to build back differently. Unprecedented school disruptions have laid bare how existing inequalities within education systems, including those structured along the intersections of gender and poverty, are exacerbated in times of crisis. A post-COVID-19 vision must aim to radically transform the underlying economic systems of inequity and social structures of inequality that are at the root of the present suite of socioecological crises. While the vision must be determined from the bottom up, this paper attempts to define how we might get there. Specifically, this paper presents a heuristic approach intended to provide climate and education decisionmakers with: 1) a framework for conceptualizing the green skills needed to catalyze both technical and social transformation and 2) a tool for considering three approaches to quality education for climate action. Taken together, the framework presents a &quot;new green learning agenda&quot; in which each approach helps to solve a different aspect of the climate crisis in the spirit of the Paris Agreement--that is, through the lens of justice, equity, and fairness. As such, this framework offers proposals to ensure the needs and experiences of those often most vulnerable to the impacts of climate change and social inequity, especially girls and women, are prioritized. [Funding was provided by the Malala Fund.]
Child Well-Being Spotlight: Children Living in Kinship Care and Nonrelative Foster Care Are Unlikely to Receive Needed Early Intervention or Special Education Services. National Survey of Child and Adolescent Well-Being. OPRE Report 2020-31
Author: Casanueva, C.
Date: 2020-11-00
Type: Reports - Research
Subjects: Early Intervention,Young Children,Foster Care,Access to Education,Special Education,Students with Disabilities,Educational Legislation,Federal Legislation,Equal Education,At Risk Persons,Federal Aid,Developmental Delays,Child Development

Early intervention for children with developmental delays or disabilities may prevent future need for special education services. The Individuals with Disabilities Education Act (IDEA) allows each state to establish criteria for eligibility for early intervention services for children younger than 3 years old (Part C) and special education services for children 3 years of age and older (Part B). Children meeting the criteria for Part B should have an Individualized Education Plan (IEP) for receiving special education and those meeting the criteria for Part C should have an Individualized Family Services Plan (IFSP) for receiving early intervention. Further, the federal Keeping Children Safe Act requires states to develop procedures for referring child maltreatment victims under 3 years old to early intervention services. According to the National Survey of Child and Adolescent Well-Being (NSCAW II), a nationally representative sample of children involved with the child welfare system (CWS), children with a condition that would potentially qualify them for Part B or C, their caregivers reported in NSCAW II that half or fewer received early intervention (IFSP) or special education (IEP) services. Unmet early intervention and special education needs are particularly large among children who are living in voluntary kinship care. Young children placed in voluntary kinship care with developmental, cognitive, or language delays identified in NSCAW assessments are significantly less likely to have an IFSP (4%) than similar children placed in nonrelative foster care (22%). Among children 3 to 17 years old, those placed in voluntary kinship care with cognitive or academic needs are significantly less likely to have an IEP (22%) than similar children placed in nonrelative foster care (54%).
Transition Briefing &amp; Recommendations: Recommendations to Promote Racial and Economic Justice in Postsecondary Education
Author: García, Rosa M.
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Pandemics,COVID-19,Low Income Groups,Economic Climate,Minority Group Students,Immigrants,Parents,Adult Students,First Generation College Students,Law Enforcement,Higher Education,Access to Education,Employment Opportunities,Risk,Social Differences,Justice,Race,Futures (of Society),Minority Serving Institutions,Community Colleges,Black Colleges,Equal Education,Racial Bias,Audits (Verification),Information Technology,Civil Rights,Federal Aid,Federal Legislation,Student Financial Aid,Budgets,Advisory Committees,Educational Legislation,Undocumented Immigrants,Grants,Educational Opportunities

The COVID-19 pandemic and the economic recession have disrupted the health and economic wellbeing of postsecondary students, families, and the nation's colleges and universities. A college degree can lead to good jobs with benefits--now and during the economic recovery--for students with low incomes, particularly students of color, opportunity youth, immigrants, first-generation college students, parenting students, adult learners, and individuals impacted by the criminal legal system. The outbreak and spread of COVID-19 has thrown higher education into disarray. Students are facing one of the worst recessions and job markets in a lifetime--and they are doing so while continuing their education either remotely or in person, both of which carry risks and heighten inequities. This report presents recommendations to promote racial and economic justice in postsecondary education.
Developing an Understanding of Translingual Writing: A Resource for Graduate Educators
Author: Silva, Tony
Date: 2021-01-15
Type: Reports - Evaluative
Subjects: College Faculty,Graduate Students,Writing Instruction,Seminars,Interdisciplinary Approach,Code Switching (Language),Course Descriptions,Bibliographies,Writing Research,Applied Linguistics,Second Language Learning,Second Language Instruction,Native Language,Civil Rights,Black Dialects,Multilingualism,Literature,Authors,Language Usage,Writing (Composition),Teaching Methods,Language Styles,English (Second Language),Decision Making

Via an account of the genesis, development, and enactment of a seminar in translingual writing, this paper represents an attempt to indicate the extensive amount and interdisciplinary nature of the knowledge that one needs to be familiar with in order to develop a rich and nuanced understanding of the phenomenon as well as to provide a resource for faculty interested in developing such a course or for faculty or graduate students to use for self-study in this area. Specifically, the paper (1) addresses the motivation for the development of the course and provides a description of the course and its context; (2) identifies and briefly describes required and additional readings--classified by their disciplinary orientations (specifically, literary studies, dialectology/black English vernacular, applied linguistics, rhetoric and composition, and translanguaging); (3) offers an extensive set of questions for discussion based on the readings and on issues frequently raised in class--including terminology, language, difference, disciplinarity, instruction, and consequences of adopting a translingual approach to writing; and (4) provides an extensive bibliography of work in the area of translingual writing.
Are California Public Schools Scratch-Cooking Ready? A Survey of Food Service Directors on the State of School Kitchens
Author: Vincent, Jeffrey M.
Date: 2020-00-00
Type: Reports - Research
Subjects: Food Service,Public Schools,Budgets,Financial Support,Costs,Food,Elementary Secondary Education

One way to serve healthier school meals is by incorporating &quot;scratch-cooking&quot; techniques, whereby many or most of the ingredients are prepared onsite from a raw and/or minimally processed form, into school food service programs. However, the vast majority of public school kitchens across the U.S. and in California are not designed and/or equipped to scratch cook. Raw and/or unprocessed food ingredients have shorter shelf lives and fewer added preservatives, thus requiring specialized kitchen infrastructure and equipment for receiving, storing, and preparing. To understand the opportunities and challenges to increasing healthy school meals across California, this study investigates the scratch-cooking readiness of the state's public schools' kitchens. We conducted a web-based survey of food service directors in California public school districts. Two hundred directors from 200 school districts responded. [This report was prepared in collaboration with Conscious Kitchen and The Edible Schoolyard Project.]
What Happens to Efficiency and Equity? The Cost Implications of Developmental Education Reform
Author: Mokher, Christine G.
Date: 2020-04-18
Type: Reports - Research
Subjects: Efficiency,Equal Education,Costs,Developmental Studies Programs,Educational Change,Introductory Courses,College Mathematics,College English,Racial Differences,Cost Effectiveness,Remedial Instruction,Achievement Gap,State Legislation

Florida passed legislation in 2013 that exempted many students from developmental education, and required colleges to implement new instructional modalities for optional developmental education courses. This paper uses an economic model of remediation to examine how changes in college course taking before and after the reform altered costs to completing introductory college-level courses in math and English for students and institutions, and whether cost savings differ by racial/ethnic subgroup. We also take into account changes in short-term costs relative to course completion rates to examine whether the reform is cost effective overall. We find that the total cost per completer (including costs to both students and institutions) decreased after the reform by $894 in English and $1851 in math. This resulted in efficiency gains of 34% in English and 30% in math. The results from Florida provide promising evidence that statewide developmental education reforms may be an effective mechanism for reducing costs to students and institutions. Reform efforts may also help to reduce racial/ethnic gaps in the costs to gateway completion in both subject areas, which has important implications for equity. [This is the online version of an article published in &quot;Research in Higher Education.&quot; For the final published version of this article, see?EJ1284025.]
Big Qual: Defining and Debating Qualitative Inquiry for Large Data Sets
Author: Brower, Rebecca L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Qualitative Research,Data,Change,Barriers,Opportunities,Innovation,Sampling,Data Analysis,Computer Use,Statistical Analysis,Mixed Methods Research,Technological Advancement,Financial Support,Educational Research,Remedial Instruction,State Colleges

Big qualitative data (Big Qual), or research involving large qualitative data sets, has introduced many newly evolving conventions that have begun to change the fundamental nature of some qualitative research. In this methodological essay, we first distinguish big data from big qual. We define big qual as data sets containing either primary or secondary qualitative data from at least 100 participants analyzed by teams of researchers, often funded by a government agency or private foundation, conducted either as a stand-alone project or in conjunction with a large quantitative study. We then present a broad debate about the extent to which big qual may be transforming some forms of qualitative inquiry. We present three questions, which examine the extent to which large qualitative data sets offer both constraints and opportunities for innovation related to funded research, sampling strategies, team-based analysis, and computer-assisted qualitative data analysis software (CAQDAS). The debate is framed by four related trends to which we attribute the rise of big qual: the rise of big quantitative data, the growing legitimacy of qualitative and mixed methods work in the research community, technological advances in CAQDAS, and the willingness of government and private foundations to fund large qualitative projects.
Educator Recruitment and Retention in Maine Schools
Author: Johnson, Amy
Date: 2020-10-00
Type: Reports - Research
Subjects: Teacher Recruitment,Teacher Persistence,Teacher Surveys,Teacher Shortage,Teaching Experience,Teacher Salaries,Job Satisfaction,Stress Variables,Administrator Surveys,School Administration,Teacher Certification,Elementary Secondary Education,Teacher Attitudes,Administrator Attitudes

In response to recent anecdotal reports that Maine is experiencing heightened staff shortages, this study was designed to understand the current and future issues facing recruitment, induction, and retention of teachers and administrators in Maine's public schools. This report includes analysis of current administrative data on teacher and administrator demographics as well as data from surveys of current and former teachers and administrators in Maine schools. The descriptive picture of current staffing patterns--compiled from state-level staffing data--was designed to provide comparisons to prior data reported in a 2001 task force report in order to determine whether the circumstances have worsened since that time. Survey questions were designed to further illuminate the potential reasons for Maine's current challenges in recruiting and retaining educators. The teacher and administrator surveys upon which much of this report was based were conducted in January 2020. The administrative and survey data analysis were completed in February and a preliminary report was compiled, on track for a planned delivery and legislative briefing in late March. However, the emergency shutdowns due to the COVID-19 pandemic interrupted that schedule, and subsequently delayed finalizing the report. Concerns were also raised about the impact of pandemic conditions on the data since the educators participating in the survey would undoubtedly have responded quite differently if the same questions were asked after school shutdowns occurred. The authors explored the possibility of revisiting some of the key survey questions in the summer of 2020 to see how perspectives may have changed in the intervening months. Ultimately, it was decided that the data are valuable as collected as they represent a pre-pandemic snapshot of Maine's workforce conditions. To increase the relevance of the report to inform policymakers' most immediate and pressing needs, the final section of the report (conclusions and policy implications) was re-written before final publication to incorporate consideration of their changed importance in the present circumstances. Teacher administrative data analyzed for this report has confirmed that the demographics of Maine's workforce have indeed changed in the past 20 years.
Education in a Pandemic: Learning from Illinois Students &amp; Caregivers to Plan for the Road Ahead
Author: Advance Illinois
Date: 2020-12-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Student Attitudes,Parent Attitudes,Caregiver Attitudes,Distance Education,Blended Learning,Conventional Instruction,Educational Planning,Educational Policy,Student Needs,Social Development,Emotional Development,Academic Achievement,Progress Monitoring,Equal Education,Access to Information,Social Emotional Learning,Child Care,Access to Health Care,Mental Health,Counseling Services,Access to Education

&quot;Education in a Pandemic: Learning from Illinois Students &amp; Caregivers to Plan for the Road Ahead&quot; highlights the testimonies of more than 120 students, parents and caregivers from across Illinois as they share their experiences of remote, hybrid, and in-person learning during the COVID-19 pandemic. The findings, coupled with specific suggestions from focus group participants, lend themselves to recommendations for state leaders planning for the learning recovery road ahead. Read the report to learn about our participants' experiences and our policy recommendations.
ICILS 2013 Technical Report
Author: Fraillon, Julian, Ed.
Date: 2015-00-00
Type: Reports - Research
Subjects: Technological Literacy,Foreign Countries,Cultural Differences,Achievement,Teaching Methods,Educational Practices,Access to Computers,Familiarity,Student Characteristics,Background,Test Construction,Computer Assisted Testing,Questionnaires,Translation,Sampling,Testing,Teachers,Students,Quality Assurance,Information Management,Secondary School Students

The International Computer and Information Literacy Study (ICILS) studied the extent to which young people have developed computer and information literacy (CIL) to support their capacity to participate in the digital age. Many countries recognize the importance that education in information and communication technologies (ICT) has for enabling citizens to develop the competencies needed to access information and participate in transactions using ICT (European Commission, 2006). ICILS systematically investigated differences in CIL outcomes across the participating countries and looked at how these countries provide CIL-related education. The study also explored differences within and across 21 countries with respect to the relationship between the outcomes of CIL education and student characteristics and school contexts. ICILS based its investigation on four research questions concerned with: (1) Variations in CIL between and within countries; (2) Aspects of schools, education systems, and teaching associated with student achievement in CIL; (3) The extent to which students' access to, familiarity with, and self-reported proficiency in using computers is associated with student achievement in CIL; and (4) The aspects of students' personal and social backgrounds that are associated with CIL. Following an overview, this report begins with three chapters that cover the instruments that were used in the study. Appreciation of the material in these chapters provides an essential foundation for interpreting the results of the study. Chapter 4 details the development of the questionnaires used in ICILS for gathering data from students, teachers, principals, and school ICT coordinators. The chapter also provides an outline of the development of the national contexts survey, completed by the national research coordinators (NRCs). Chapters 5 through 9 focus on the implementation of the survey in 2013. Chapters 10 through 13 are concerned with data management and analysis. [Contributors to this report include: John Ainley, Ralph Carstens, Diego Cortes, David Ebbs, Julian Fraillon, Tim Friedman, Eveline Gebhardt, Michael Jung, Paulína Koršnáková, Sabine Meinck, and Wolfram Schulz.]