ethanporcaro/eric-fulltext-meta huggingface dataset:
National Citizenship Curriculum. Sketching a New Conservative Education Agenda
Author: Finn, Chester E., Jr.
Date: 2020-06-00
Type: Opinion Papers
Subjects: Citizenship Education,Civics,Tests,Curriculum Development,Political Attitudes,Citizenship,United States History,Geography,Federal Government,National Competency Tests,Immigrants,Immigration,Course Content,Citizen Participation

Would-be citizens must complete a multistep process that includes answering--in person and orally--10 questions selected from 100. These 100 questions range across civics, American government, US history, a bit of geography, and even major holidays and symbols. The revealing 2018 Woodrow Wilson National Fellowship Foundation survey shows that fewer than one in three adult Americans could pass such a test, and the National Assessment of Educational Progress has recently reminded us that eighth graders' knowledge of civics (and US history and geography) remains dismal. This report discusses the following key points: (1) Conservatives should support a national citizenship curriculum to ensure that all students are taught basic civics, such as how the government works and who we are as a nation; (2) The curriculum should be comprised of the vital concepts all students must learn to be ready for active, engaged citizenship; the 100-question US civics naturalization test is a good start; and (3) The federal government should not impose this curriculum on anyone, but it could incentivize its adoption with funds for states, districts, and individual schools that adopt the curriculum.
Hybrid Homeschooling. Sketching a New Conservative Education Agenda
Author: McShane, Michael Q.
Date: 2020-06-00
Type: Opinion Papers
Subjects: Home Schooling,Blended Learning,Political Attitudes,Social Isolation,Social Values,Parent Child Relationship,Institutional Characteristics,Costs,Family Role,Educational Philosophy,Teaching Methods,Elementary Secondary Education,Parent Attitudes

Homeschooling can be challenging. Particularly as children age, parents can find themselves out of their depth trying to teach more advanced coursework. Many families also want their children to be part of a community while still maintaining primary control of their child's education. For them, traditional schools (whether public or private, religious or nonreligious) give too much away. Full-time homeschooling keeps too much in-house. This report discusses the following key points about hybrid homeschooling: (1) Hybrid homeschooling creates an avenue for conservatives to build the types of schools that appeal to their values and desires at a price they can afford; (2) Hybrid homeschools should be part of a conservative agenda because they recognize the primacy of the family and work in civic society to create formative institutions built on local values; and (3) For conservative families that feel isolated and besieged by an educational culture at odds with their values, hybrid homeschools offer an opportunity for renewal and flourishing.
Economic Mobility Conundrums: A Closer Look at the Opportunity Insights University Rankings
Author: Delisle, Jason D.
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Reputation,Educational Policy,Educational Opportunities,Social Mobility,Universities,Equal Education,Colleges,Institutional Characteristics,Institutional Evaluation,Income,Social Differences,Evaluation Methods,Geographic Regions

Researchers, policymakers, and the public are increasingly interested in judging colleges and universities on measures beyond selectivity and prestige. When Opportunity Insights compiled the first-ever dataset to highlight colleges that are the best at promoting economic mobility among students, these groups embraced the new information with enthusiasm. This report discusses the following key points: (1) Policymakers and the media are enthusiastic about ranking colleges based on students' economic mobility, but some healthy skepticism is warranted; (2) Ranking colleges and universities based on students' economic mobility can unfairly advantage institutions in places with extreme income inequality; (3) In one highly regarded mobility ranking, three states--New York, California, and Texas--accounted for 75 percent of all high-mobility colleges, even though these states are home to just 23 percent of higher education institutions; and (4) Data limitations from this popular ranking method effectively exclude one in five colleges from its results, even many prestigious state universities.
Teaching Mathematically Gifted Students in Israel: The State of The Art
Author: David, Hanna
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Academically Gifted,Elementary School Students,High School Students,Enrichment Activities,Acceleration (Education),Teaching Methods,Mathematics Teachers,Teacher Qualifications,Jews,Arabs,Educational Practices,College School Cooperation,Elementary Secondary Education,Gifted Education

This article summarizing the situation of teaching mathematics to the gifted elementary- and high school student in Israel. It surveys the various frames of learning: formal learning in the regular and in the gifted class, and the learning of math in the enrichment programs for the gifted -- both in the Hebrew an in the Arab sectors. The second part of this chapter summarizes all the existing non-formal programs -- acceleration as well as enrichment -- for the mathematically gifted child and adolescent. It includes descriptions of these programs, their target audience, the subject learnt in them and the level of studying, the prerequisites -- if any, and the contribution to the students in terms of contents as well as certificates or diplomas. The third part of the chapter deals with the contradiction between the well-developed are of learning high level mathematics for gifted students on one side and the comparatively low achievements of Israeli best students in the International examinations -- TIMSS and PISA -- on the other.
Students&apos; Mental Models in Mathematics Problem-Solving
Author: Prayekti, Novi
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Schemata (Cognition),Cognitive Processes,Memory

This study analyses the view of students' mental models in solving mathematical problems. The study employed a literature review using well-accepted and robust guidelines. Data were collected by searching books and articles of journals. Data analysis techniques were done qualitatively. The finding of this study showed that the mental model is dynamic and can describe the students' level of understanding concepts. The students' mental model of a concept can be known through the search of a consistent problem-solving process because the mental model is an internal representation involving the recall and processing of memory-owned information that aims at solving the problem. Educators must be able to know the student's mental model for learning to be more optimal.
Psychometric Parameters of the Turkish Version of the Affective and Cognitive Measure of Empathy (ACME)
Author: Yukay Yüksel, Müge
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Psychometrics,Measures (Individuals),Affective Measures,Cognitive Measurement,Empathy,Altruism,Test Validity,Test Reliability,Factor Analysis,Factor Structure,College Students

The concept of empathy, which consists of both affective and cognitive elements, is defined as replacing the other side and understanding their feelings and thoughts. In this study, it was aimed to adapt the Affective and Cognitive Empathy Scale, which was developed in order to measure empathy concept more comprehensively, in Turkish. In line with this goal, the validity and reliability study of the scale was conducted on 289 university students. Affective and Cognitive Empathy Scale, Basic Empathy Scale and Altruism Scale were applied to students and the scores obtained from these scales were used. Confirmatory factor analysis conducted in the study showed that the fit indexes were among the acceptable values and the three-factor structure of the scale was also valid in this study group. Within the scope of the scale's reliability study, Cronbach alpha internal consistency coefficient was calculated as 0.91. The internal consistency coefficients of the sub-dimensions of the scale ranged between 0.86 in cognitive empathy, affective resonance 0.85, and affective dissonance 0.84. According to the results of the analysis conducted for similar scale validity, there was no significant relationship between the Affective and Cognitive Empathy Scale with the Basic Empathy Scale, while there was a positive and low negative relationship between the sub-dimensions of the Basic Empathy Scale and the emotional empathy. It was also observed that there was a significant relationship between the Altruism Scale and sub-dimensions of the Affective and Cognitive Empathy Scale and helping and philanthropy. In addition, there are both significant and non-significant relationships between the sub-dimensions of the Affective and Cognitive Empathy Scale and the sub-dimensions of the Basic Empathy Scale. Finally, it was observed that there was no significant relationship between the Baseline Empathy Scale, which is two similar scales, and the Altruism Scale and its sub-dimensions. It was determined that cognitive empathy, which is the sub-dimension of the Basic Empathy Scale, has a significant relationship with the Altruism Scale and its sub-dimensions. In summary, the results of the study showed that the Turkish version of the Affective and Cognitive Empathy Scale is a valid and reliable measurement tool for university students.
A New Agenda for Early Childhood Education. Sketching a New Conservative Education Agenda
Author: Candal, Cara Stillings
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Policy,Educational Policy,Educational Vouchers,Private Schools,Preschools,Tax Credits,Access to Education,School Schedules

High-quality early childhood education makes a difference: It increases academic attainment and pro-social behavior, positively affects health, and allows more parents to reap the benefits of work. Conservatives care about early education, but liberals have made headway with universal public pre-kindergarten (pre-K), an expensive proposition that expands the government's footprint with no guarantee of quality. The hefty price tag is one reason more communities have not scaled public preschool. States should provide parents of 3- and 4-year-olds education scholarship accounts, which could be used to pay for various private (including faith-based) and public early childhood education providers. To keep parents working, states should create tax incentives for early childhood programming that coincides with the workday.
Leading with Race to Reimagine Youth Justice: JDAI&apos;s Deep-End Initiative
Author: Annie E. Casey Foundation
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Juvenile Justice,Minority Groups,Youth,Demonstration Programs,Program Effectiveness,Social Action,Disproportionate Representation,Institutionalized Persons,Change Strategies,Data Analysis,Family Involvement,Community Involvement,Systems Approach,Data Collection

This report explores the Annie E. Casey Foundation's Deep-End Initiative, which is helping juvenile justice jurisdictions safely and significantly reduce youth confinement -- especially for young people of color. In America today, youth of color are consistently over-represented in courtrooms and detention centers, youth prisons and other residential institutions. This disparity is most extreme for youth in court-ordered institutions -- often called the &quot;deep end&quot; of the system -- and for youth transferred from juvenile to adult criminal courts. Casey's deep-end effort spans 12 demonstration sites across the United States. It employs intentional, data-driven strategies that move systems toward equity and specifically focus on youth of color. As part of this work, sites engage community organizations and community members to increase opportunities for young people of color in their own neighborhoods. This document shares the initiative's early results -- and they're encouraging. From their baseline years to 2018, participating sites collectively reduced out-of-home placements by 50% for all youth and 51% for African-American youth. During this same time frame, juvenile crime rates improved. The Deep End Initiative builds on Casey's flagship juvenile justice reform movement -- Juvenile Detention Alternatives Initiative® (JDAI®) -- which focuses on front-end reforms. In this report on deep-end reforms, readers will learn: (1) An overview of the deep-end theory of change; (2) How to use the deep-end highway tool to identify opportunities for equitable reform; (3) Strategies for reducing out-of-home placements and improving youth well-being; and (4) How jurisdictions can make more equitable decisions about youth who engage in delinquent behavior.
Managing the Student Enrollment Obsession: A Revolutionary Perspective on the College Student Enrollment Imperative
Author: Black, Jim
Date: 2018-09-26
Type: Books
Subjects: College Students,Enrollment Management,Educational Trends,Educational Change,Trend Analysis,Demography,Technology Uses in Education,Educational Innovation,Student Recruitment,School Holding Power,Strategic Planning,Program Implementation,Sustainability,Education Work Relationship,Age Groups

Like many other industries, higher education is in the midst of a disruption. Perhaps, there is no more significant threat during this period of disruption than student enrollment. The author's hypothesis is that industry disruption represents both enrollment opportunities and threats. For this reason, &quot;Managing the Student Enrollment Obsession&quot; is primarily designed to provide a roadmap for colleges and universities to successfully navigate the changes ahead. In the book, environmental scan data and a literature review are leveraged to forecast the potential implications for higher education of emerging trends, particularly as they relate to student enrollment. The environmental scan includes international, national, and regional findings associated with traditional and nontraditional undergraduate and graduate students attending U.S. postsecondary institutions or in the pipeline of potential students. While the literature review focuses on student enrollment, it more broadly examines other practices within the academy, such as teaching, learning, and service delivery. The review also extends beyond higher education to consider related trends in technology, market forces, as well as the attributes and expectations of Generation Z and Millennials. Results of the meta-analysis reveal that the changing composition of students with diverse learning needs and expectations combined with exponential technological advances, increased competition for students, rising college costs and student loan debt have created the perfect storm. How institutions respond in this era of disruption will determine if this is a time of innovation or for some, an extinction event. From the analysis, the author suggests possible implications for colleges and universities viewed through the lenses of academic program innovation, student recruitment, student retention, and enrollment planning. [This work was published by SEM Works.]
Developing a Culture of Innovation: A Qualitative Case Study of a Massachusetts K-8 School
Author: Rosenthal, Matthew M.
Date: 2020-06-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Case Studies,Educational Innovation,Teaching Methods,21st Century Skills,Teacher Collaboration,Curriculum Design,Student Projects,Active Learning,Interdisciplinary Approach,Standards,Faculty Development,Kindergarten,Elementary School Teachers,Middle School Teachers,Public Schools,STEM Education,Art Education,Instructional Leadership,Student Attitudes,Teamwork,Administrator Attitudes,Technology Integration,Physical Environment,Coaching (Performance),Teacher Attitudes,Educational Change

This study was designed to understand how a school can transform its instructional practices and collaborative structures to bring about rigorous, relevant, and engaging learning for all students. The purpose of this qualitative case study was to determine how a school can create a culture of innovation in teaching practices. This case study identified the decisions and strategies undertaken by a group of educators to enhance 21st-century learning for their student population. The study also examined the conditions within the school that supported innovation, creativity, collaboration, and curriculum integration. Four research questions guided this study: How do teachers collaborate on designing curriculum and examining student work? How do teachers adapt curriculum standards and experiment with alternate methodologies? How does a school or district administration support project-based or interdisciplinary approaches to teaching and learning? What resources are available to staff for this type of professional development? This qualitative research case study was grounded in Lewin's change theory in education. The participants of this study were 14 staff, including administrators, specialists, and teachers, from a kindergarten through Grade 8 school in a public-school district in Massachusetts. Data were collected through interviews, field notes from observations, and relevant documents pertaining to processes and outcomes at the school. These included project plans, student reflections, and the school's science, technology, engineering, arts, and mathematics team meeting notes. Results from the study revealed a strong culture of innovation. Structures were in place that allowed for staff collaboration, providing them time to share practice, plan learning experiences, and reflect on successes and challenges. Teachers could integrate and connect curriculum under the auspices of project-based learning. The school's leadership openly supported these efforts. In addition, the school established an inclusive team of educators that led ongoing job-embedded professional development. The results of this study could set the stage for future research on project-based learning, particularly with regard to transforming physical spaces, integrating technology, and employing instructional coaching.
The State of Young People during COVID-19: Findings from a Nationally Representative Survey of High School Youth
Author: Margolius, Max
Date: 2020-06-00
Type: Reports - Research
Subjects: Disease Control,Public Health,Disease Incidence,Crisis Management,High School Students,School Closing,Student Attitudes,Electronic Learning,Online Courses,Time on Task,Mental Health,Well Being,Teacher Student Relationship,Interpersonal Relationship,Racial Differences,Rural Urban Differences,Anxiety,Health,Social Support Groups,Equal Education,COVID-19,Pandemics

The public health crisis created by the spread of COVID-19 has disrupted day-to-day rhythms across the United States, including an extended closure of school buildings. Myriad news sources and emerging research are reporting on the deep and disparate effects that are reverberating from these closures. But how do young people themselves perceive the impact so far on their learning and their lives? To answer this question, the Center for Promise at America's Promise Alliance collected data from a nationally representative survey of 3,300 young people, aged 13-19, that was conducted as part of the &quot;How Learning Happens&quot; initiative. Respondents were asked a series of questions about their social, emotional, and academic experiences across both school and out-of-school-time learning settings, including a set of questions related to their specific experiences since being out of school as a result of COVID-19. At the time of the survey administration, a two-week period during late April and early May 2020, two-thirds of respondents had been out of school for more than four weeks. This research brief offers a snapshot of young people's self-reported: (1) Participation in online learning; (2) Connections to peers, adults at school, and their school community; (3) Top-of-mind concerns; and (4) Indicators of health and wellbeing. Findings suggest that students are experiencing a collective trauma, and that they and their families would benefit from immediate and ongoing support for basic needs, physical and mental health, and learning opportunities. Without that support, this moment in time is likely to have lasting negative effects for this cohort of high school students. [This research received additional funding from Sanford Programs at National University System. For the appendix to this report, see ED606306.]
The State of Young People during COVID-19. Appendix
Author: Margolius, Max
Date: 2020-06-00
Type: Reports - Research
Subjects: Disease Control,Public Health,Disease Incidence,Crisis Management,High School Students,School Closing,Student Attitudes,Electronic Learning,Online Courses,Time on Task,Mental Health,Well Being,Teacher Student Relationship,Interpersonal Relationship,Racial Differences,Rural Urban Differences,Anxiety,Health,Social Support Groups,Equal Education,COVID-19

The novel virus caused by COVID-19 has disrupted life across the country and led to nationwide school closures. In the midst of this disruption and uncertainty, young people, teachers, parents, and other youth-serving professionals are working in new and creative ways to support young people's education. In the interest of understanding how young people are doing in the midst of this crisis, the Center for Promise at America's Promise Alliance conducted a nationally representative survey of youth across the country (N=3,300; 14.4% black, 25.3% Latinx, 49.4% white, 5.7% Asian, 3.8% multi-racial; 50.5% male, 48.5% female, 1% non-binary). This appendix provides a demographic summary of the young people surveyed, each survey question asked, along with how young people responded. [For the main report, see ED606305.]
How Social and Emotional Learning Can Succeed
Author: Mehta, Jal
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Educational Quality,Academic Education,Social Change,Definitions,Educational Change,Self Esteem,Educational Legislation,Federal Legislation,Guidance,Educational Policy,Elementary Secondary Education,Self Control,Interpersonal Competence,Teaching Methods,Emotional Intelligence,Reggio Emilia Approach,Interdisciplinary Approach,Preschool Education,Program Descriptions,Communities of Practice

Social and emotional learning (SEL) is having a moment. After years of being neglected for an agenda heavily focused on test scores, the pendulum is swinging back toward the whole child. The 2015 reauthorization of the Elementary and Secondary Education Act asks states to develop at least one metric, outside reading and math scores, to measure school quality. In a field in which it is often claimed that nothing works, SEL has a track record of verifiable, if modest, success. SEL has succeeded by meeting real demand for its services; setting modest and specific goals; matching the needed support, materials, and training to these goals; and avoiding a one-size-fits-all mentality. The most promising approaches integrate academics and SEL schoolwide, rather than making SEL a set-aside program. Meanwhile, policymakers should be wary of mandating SEL; there is no faster way to lose support for an initiative than to require that everyone take part. The author suggests that those who want to spread the movement need to eschew mandates and use other forces for social change--education, movement building, persuasion, evidence, and more--to gradually and sustainably spread SEL across the nation's many schools.