ethanporcaro/eric-fulltext-meta huggingface dataset:
Tribal Education Status Report, 2019-2020
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Federal Legislation,American Indian Education,Educational Legislation,Public Education,American Indian Students,Achievement Gains,Reading Achievement,Mathematics Achievement,Science Achievement,Graduation Rate,School Safety,Substance Abuse,Bullying,Delinquency,Antisocial Behavior,Weapons,Sexual Harassment,Sexual Abuse,Violence,Attendance,Parent School Relationship,Community Involvement,Student Needs,Programs,Educational Finance,Educational Policy,School Districts,Public Schools,School Schedules,Indigenous Knowledge,Culturally Relevant Education,Racial Differences,Ethnicity,Age Differences,Elementary Secondary Education,Instructional Program Divisions,Socioeconomic Status,Gender Differences,Students with Disabilities,Sexuality,Student Behavior,At Risk Students,Student Mobility,American Indian Languages,Native Language Instruction,Language Proficiency,After School Programs,Parent Education,Enrichment Activities,Tribes,Dropout Rate,Language Usage,Bilingual Education,Health Behavior

This compliance report provides information regarding American Indian students' public school performance and how performance is measured. This information is shared with legislators, educators, tribes, and communities and is disseminated at the semiannual government-to-government meetings. The New Mexico Public Education Department (NM PED) is required by statute to provide this compliance report annually so that education 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. The data in this report was gathered from the 23 school districts and 7 charters that serve a significant population of AI students or have tribal lands located within their school boundaries. The data collected includes student achievement, attendance, school district initiatives, and drop out and graduation rates. Of the 23 school districts, 22 submitted a districtwide Tribal Education Status Report (TESR) that supports the following sections: school safety, parent and community involvement, and education programs targeting tribal students that incorporated Indigenous research, evaluation, and curricula. [For &quot;Tribal Education Status Report, 2018-2019,&quot; see ED609305.]
Special Education and Distance Learning: Supporting Students through the Pandemic
Author: Foundation for Excellence in Education
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Access to Education,Students with Disabilities,Distance Education,Student Needs,Equal Education,Special Education,Leadership Responsibility,Educational Technology,Electronic Learning,Best Practices,Educational Resources

On April 27, 2020, U.S. Secretary of Education Betsy DeVos clarified that although COVID-19 school building closures create significant challenges for the special education community, she would not recommend any waivers affecting the core tenants of IDEA, which guarantees a free, appropriate public education to students with disabilities. As the nation's seven million students with disabilities, their families and schools transition to distance learning, parents are deeply concerned about the educational progress of their children, and advocates are troubled by the lack of equity among students receiving special education services. ExcelinEd spoke to students with disabilities, parents, teachers, disability-rights advocates and national organizations to inform this resource guide, which offers solutions and best practices to education policy leaders to meet the challenges the special education community faces during the pandemic. Education leaders can consider the recommendations articulated in this resource guide to better partner with parents and help students with disabilities thrive in remote learning environments. These recommendations underscore the systemic expectation that all students can learn and make academic progress even in this challenging environment. They have the power to galvanize action that is coordinated, creative and informed by frequent communication with parents, helping them to provide the needed services and accommodations their students with special learning needs must have to succeed.
State-Tribal Collaboration Act Annual Report, 2020
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: American Indian Education,Public Education,Tribes,State Legislation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Cooperation,Agency Cooperation,Program Development,Program Implementation,Training,Professional Development,Internet,Cultural Awareness

The State-Tribal Collaboration Act (STCA) reflects the commitment of the New Mexico Public Education Department to work with tribal leaders on a government-to-government basis and provide guidance for the implementation of Indian Education Act. The STCA signifies a milestone achievement that the State and the 22 sovereign nations, tribes, and pueblos accomplished together and will pave the way for the future benefit and longevity of cooperative and productive State-Tribal relationships. The STCA institutionalizes the intergovernmental relationship through several interdependent components and provides a basis on which the New Mexico Public Education Department (PED) and the tribes can work together to better collaborate and communicate on educational issues of mutual concern. The STCA is a regulatory requirement located at Subsection C of Section 18.11.1 NMSA 1978 and requires that the PED issue this report. This section describes the laws and rules that apply to the STCA in relevant part as follows: No later than July 31 of every year, a State agency shall submit a report to the Indian Affairs Department on the activities of the State agency pursuant to the State-Tribal Collaboration Act, and the Indian Affairs Department shall compile all such reports for submittal to the governor and to the legislature. The report shall include: (1) the policy the state agency adopted pursuant to the State-Tribal Collaboration Act; (2) the names of, and contact information for, the individuals in the state agency who are responsible for developing and implementing programs of the state agency that directly affect American Indians or Alaska Natives; (3) the current and planned efforts of the state agency to implement the policy set forth in Subsection A of Section 3 of the State-Tribal Collaboration Act; (4) a certification by the state personnel office of the number of managers and employees of each state agency who have completed the training required by Subsection B of this section; (5) a description of current and planned programs and services provided to, or directly affecting, American Indians or Alaska Natives and the amount of funding for each program; and (6) the method the state agency established for notifying employees of the state agency of the provisions of the State- Tribal Collaboration Act. [For &quot;State-Tribal Collaboration Act Annual Report, 2019,&quot; see ED609350.]
How to Encourage College Summer Enrollment: Final Lessons from the EASE Project
Author: Anzelone, Caitlin
Date: 2020-10-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Summer Programs,Enrollment,Information Dissemination,Intervention,College Credits,Student Financial Aid,Tuition,Tuition Grants,Educational Benefits,Program Implementation,Costs,Educational Finance,Sustainability

This report presents findings from Encouraging Additional Summer Enrollment [EASE], which used behavioral insights in two informational campaigns, with and without tuition assistance, to encourage community college students to take summer classes. Both interventions increased enrollment and had a modest impact on credits earned and positive return on investment for colleges. [The Encouraging Additional Summer Enrollment (EASE) project is funded by Ascendium Education Group. This report was written with Xavier Alemañy.]
Comprehensive K-3 Reading Policy: Fundamental Principles. ExcelinEd Policy Toolkit - 2020
Author: Foundation for Excellence in Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Reading Instruction,Educational Policy,Early Childhood Education,Grade 3,Reading Skills,Intervention,Grade Repetition,At Risk Students,Reading Failure,Screening Tests,Reading Tests,Reading Difficulties,Individualized Reading,Progress Monitoring,Reading Programs,Parent Participation,Faculty Development,Students with Disabilities,English Language Learners,Reading Strategies

A Comprehensive K-3 Reading Policy establishes support and intensive reading interventions for K-3 students to ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. For students severely below grade level and who do not qualify for a good cause exemption, retention provides struggling readers the additional time and intensive interventions they need to catch up with their peers. This toolkit details 15 Comprehensive K-3 Reading Policy fundamental principles. [For the 2017 report, see ED576969.]
Lone Pair Electron Discriminate Hybridization with Aromatic and Anti Aromatic Behavior of Heterocyclic Compounds - Innovative Mnemonics
Author: Das, Arijit
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,College Science,Chemistry,Scientific Concepts,Mnemonics,Prediction,Concept Formation,Undergraduate Study,Graduate Study

In this approach, formulae based mnemonics by counting lone pair of electrons (localized or delocalized) have been highlighted by innovative and time economic way to enhance interest of students' who belong to paranoia zone of chemistry for the prediction of Hybridization state of hetero atom and Aromatic, Anti aromatic, non aromatic behavior of different heterocyclic compounds. Here, I have tried to hub three (03) time economic mnemonics by including three (03) formulae for the prediction of hybridization of hetero atom, aromatic and anti aromatic behavior of heterocyclic compounds. This article encourages students to solve multiple choice type questions (MCQs) on 'Aromaticity of Heterocyclic compounds' at different competitive examinations in a time economic ground.
The Problem of Poor Student Education: Capital Limitation &amp; Decision Making in Higher Education
Author: Kartika, Rika
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Decision Making,Higher Education,Academic Achievement,College Administration,Poverty,High School Students,Student Attitudes,Social Class,Educational Finance,College Attendance,Social Differences,Risk,College Choice,Academic Aspiration,Foreign Countries

This study aims to analyze how poor students learning problems are within the limitations of capital. And then, to explore how the decision making of poor students to continue higher education. The study was conducted at a private high school, East Jakarta, using a qualitative approach and case study method. Data collection techniques with interviews, observation, and study documents. The problem of low student education will continue as long as social class differences exist. The contrast of social class plays a role in almost all aspects of education, like learning achievement and educational choices differences. This study shows poor students' inability to get learning achievement because limited economic capital makes the other money little. Poor students who have low achievement don't pursue higher education. They chose to work early, appearing almost as an &quot;unconscious strategy&quot; to survive in an environment full of restrictions and shortcomings. This confirms the existence of poor student habitus that determines in explaining the disposition to work early. And then, poor students who have high achievements tend to go college but resisted the risk of not choose a favorite public university.
How to Stem Learning Loss and Promote Progress with Direct Aid to Families
Author: Foundation for Excellence in Education
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Distance Education,Instructional Effectiveness,Financial Support,Tutorial Programs,Supplementary Education,Equal Education,Eligibility,Grants

The COVID-19 pandemic has challenged the American education system in ways few educators and policymakers could have imagined. Forced to shutter their doors in the spring, most schools pivoted to some version of remote learning but were unsuccessful in helping students grow (or even remain on track) academically. Even if the overall education experience, including remote learning, improves for most students through the end of 2020, it will likely do little to recover the learning that was lost. And as most students in the U.S. are currently engaged in either remote or hybrid learning models, the question of whether the improvements schools have made will stem further learning loss remains open. Working parents of young children are in an especially difficult position. Some children are too young to engage in online learning, forcing parents to decide between their jobs and childcare in this already-difficult economy. The answer is not to prevent parents from doing what they think best for their children. Instead, states should ensure that families across the socioeconomic spectrum can access the options they need. States should immediately allocate grants equivalent to the average state contribution to per-pupil funding to qualifying students. A state agency or not-for-profit entity should jointly manage the grants with parents. Learning Equity and Progress (LEAP) grants should apply to students enrolled in pre-kindergarten through grade 12 who meet income qualifications. Families could use LEAP Grants for a wide variety of state-sanctioned education, health, and child-care related expenses. LEAP grants are a short-term solution that can produce long-term benefits, and families and states may wish to move forward with a flexible grant model even after the pandemic has passed.
Investigation of the Opinion, Expectation and Metaphoric Perceptions of Parents for Preschool Education -- The Example of Mersin City, Turkey
Author: Dogrul, Hikmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Preschool Education,Second Language Instruction,Art Education,Outcomes of Education,Child Development,Teacher Effectiveness,Family Involvement,Educational Environment,Program Effectiveness,Interpersonal Competence,Social Development,Skill Development,Figurative Language,Expectation,Role of Education,Educational Practices

The purpose of this study is to examine opinions, expectations and metaphorical perceptions of parents about preschool education. In the research, cross-sectional design, one of the survey model types, was used. The sample of the study consists of 1080 parents, 873 of whom are females and 207 of them are males, whose students are living in the central districts of Mersin. The data of the research were collected by using Personal Information Form, Opinion and Expectation Determination Survey for Preschool Education, Open-ended Questions Form, Metaphoric Perception Determination Form. While the analysis of quantitative data was done with frequency and percentage calculations, content analysis was made for qualitative data. According to the results of the research, the parents stated that the education received in the preschool period will positively affect the future education of the children and they stated the necessity of providing training for foreign language education, art education in preschool education. Besides, it was determined that the parents send their children to preschool education institutions for general development. It was seen that the parents take into account such criteria as teacher efficiency, providing family attendance and the quality of physical conditions in an effective preschool education. It was determined that the priority of the parents was the gaining of social skills in preschool education. It was determined that the metaphorical senses of the parents focus on such words as sapling, the basement of the house, untreated dough, preparation for life about preschool education.
Understanding the Interplay between Environment and Language in Determining Academic Satisfaction
Author: Haji, Shaibou Abdoulai
Date: 2018-00-00
Type: Reports - Research
Subjects: Correlation,Korean,Language Proficiency,Life Satisfaction,Student Experience,College Environment,Foreign Students,Graduate Students,Context Effect,Acculturation,Scholarships,Foreign Countries

Foreign governments award international students' bursary for some reasons, including providing international students with opportunities to conduct advanced studies, promote international exchanges in education and mutual friendship between countries and to increase enrollment in a higher education institution. These students face unique challenges compared with domestic students, but sufficient research is still needed to explore this issue deeply. In this article, findings are reported from the survey and interviews with international graduate students currently receiving the Korean Government Scholarship. The study found that academic life, environment, and Korean language competency are all significant factors affecting the level of satisfaction of international students in the scholarship program.
Supporting the Implementation of High-Quality Early Childhood Curricula in Preschool Programs: Lessons from the Field. Policy Brief
Author: Portilla, Ximena A.
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Preschool Education,Preschool Curriculum,Curriculum Implementation,Educational Quality,Administrator Role,Teaching Methods,Teacher Competencies,Faculty Development,Data Collection,Data Use,Decision Making,Coaching (Performance),Feedback (Response),Cultural Relevance,Supervision,Leadership Responsibility

Improving the quality of teaching and instruction takes time and planning and may be costly and require intensive work. This is particularly true when trying to make improvements among multiple preschool sites, because preschool systems often lack a cohesive infrastructure for supporting high-quality implementation of curricula and teacher practices. This brief provides guidance on implementing supplemental classroom curricula and can help preschool administrators consider how to direct their efforts to support teaching and learning. Evidence built from 15 years of MDRC research on implementing supplemental curricula in preschools highlights important lessons for promoting classroom quality, instructional practices, and children's skills. The lessons focus on three elements that supported high quality implementation and improvements in those studies: (1) a well-articulated, supplemental classroom curriculum focused on instruction in a specific domain; (2) robust professional development, including ongoing teacher training led by certified trainers and in-classroom coaching to support teachers; and (3) real-time data monitoring with data-driven technical assistance and decision-making to support teacher practices. Lessons from these studies can provide tangible guidance as administrators embark on the process of designing and implementing high-quality pre-school systems.
Professional Learning Community: Emergent Literacy. Facilitator Guide. Module 1: Print Knowledge (Sessions 1-3). REL 2021-045
Author: Kosanovich, Marcia
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Emergent Literacy,Kindergarten,Grade 1,Preschool Teachers,School Readiness,Evidence Based Practice,Literacy Education,Communities of Practice,Cooperative Learning,Teaching Methods,Small Group Instruction,Oral Reading,Students with Disabilities,English Language Learners,Video Technology,Instructional Materials,Guides,Faculty Development,Facilitators (Individuals),Computer Software,Partnerships in Education,Pedagogical Content Knowledge,Vocabulary Development,Oral Language,Phonological Awareness

Children entering kindergarten and grade 1 vary greatly in their emergent literacy skills. Because preschool teachers can help set the foundation of literacy skills related to school readiness, one way to address those gaps is to build teachers' capacity to apply evidence-based strategies in their language and literacy instruction. &quot;Professional Learning Community: Emergent Literacy&quot; was developed to support preschool teachers through collaborative learning experiences in a professional learning community (PLC). Preschool teachers who participate in this PLC will learn evidence-based instructional practices that can enhance their emergent literacy instruction and benefit children in their classrooms. This Facilitator Guide for &quot;Professional Learning Community: Emergent Literacy&quot; and its accompanying suite of materials were prepared to enable facilitators to lead a team of preschool teachers through emergent literacy PLC sessions. Given the rich content of emergent literacy instruction addressed in these materials, the ideal facilitator will be an educator with a strong background in emergent literacy, good communication skills, and the ability to relate well to adult learners. This Guide includes a structured plan to deliver professional learning, slides, and speaker notes. The &quot;Professional Learning Community: Emergent Literacy&quot; suite of materials was prepared in collaboration with the REL Southeast School Readiness Partnership and includes four modules: Print Knowledge, Phonological Awareness, Vocabulary, and Oral Language. Each module comprises four resources: Facilitator Guide, PowerPoint presentation, Classroom videos, and Participant Guide. [For the &quot;Professional Learning Community: Emergent Literacy. Participant Guide. Module 1: Print Knowledge (Sessions 1-3). REL 2021-045,&quot; see ED609322.]