ethanporcaro/eric-fulltext-meta huggingface dataset:
Parent and Family Digital Learning Guide
Author: Department of Education (ED), Office of Educational Technology
Date: 2020-00-00
Type: Guides - General
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Teaching Methods,Parent Role,Individualized Instruction,Student Needs,Competency Based Education,Partnerships in Education,Court Litigation,Evaluation Methods,Access to Computers,Internet,Telecommunications,Handheld Devices,Computers,Child Safety,Privacy,Computer Security,Educational Legislation,Parent Rights,Student Records,Equal Education,Federal Legislation,Students with Disabilities

Technology, when used appropriately, can empower learning, engage and motivate students, and help make learning interactive. Students can benefit from educational technology because it can personalize instruction and adapt to their strengths and weaknesses. Today's digital tools and resources support and enhance learning at home and in the classroom. In some cases, a student's engagement with educational technology can help them develop communications and technical skills for their futures. Digital tools (such as devices, apps, and platforms) can enable multiple places for children to learn, help parents and their children set clear and easy to understand learning goals, and track progress. This guide provides resources to help parents fulfill the responsibility of their child's online learning. While having multiple options for access, devices, internet connectivity, and digital tools is the ideal, it is not the reality for everyone. This guide focuses on empowering parents with information and resources to improve their child's opportunity for successful and safe digital learning. [This report was prepared with contributions from Digital Promise and Learning Heroes.]
Unmet Need for Preschool Services in California: Statewide and Local Analysis
Author: Anthony, Jennifer
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Educational Needs,Preschool Education,Transitional Programs,Kindergarten,State Legislation,Access to Education,Eligibility,Enrollment Rate,State Programs,Early Intervention,Educational Quality,At Risk Students,Disadvantaged Youth,School Districts,Resource Allocation,Budgets,Child Care,Migrant Education,Severe Disabilities,Low Income Groups,Counties,Geographic Regions,Expenditures

The state of California has recently emerged from deep recession and associated reductions in early childhood programs and has moved into a period of reinvestment in child care, preschool, and transitional kindergarten (TK). In fiscal year (FY) 2014-15, the Budget Act included over $273 million for early learning and child development and restored access to 14,297 California State Preschool Program slots. California's FY 2015-16 budget included a further $46.3 million investment to create 9,530 more State Preschool Program slots. Together, the commitments made in the last two budget cycles provided California with 23,827 new slots. While these investments are promising for the future of California's youngest learners, thousands of young children remain unserved. This policy brief examines the remaining unmet need for preschool in California, based on eligibility and enrollment rates in the State Preschool Program and other state- and federally subsidized early learning and development programs. It also identifies the areas of the state with the highest unmet need for quality preschool programs, and makes recommendations about where new State Preschool Program slots should be offered in order to maximize the benefits for children, families, and communities in California.
Indicators of Postsecondary Diversity, Equity, and Inclusion in New England
Author: Murphy, Stephanie
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Educational Indicators,Diversity (Institutional),Equal Education,Inclusion,Bias,Racial Differences,Social Differences,College Readiness,Access to Education,African American Students,Hispanic American Students,Enrollment,Paying for College,Debt (Financial),Federal Aid,Grants,Educational Attainment,Two Year Colleges,Public Colleges,Private Colleges,Diversity (Faculty)

While New England's population remains predominantly non-Hispanic white, the region has diversified considerably in recent years, as most population growth has occurred among minority groups. According to the U.S. Census Bureau, between 2010 and 2018, New England's non-Hispanic white population shrank by 3.1%. During this same period, the region's minority populations grew significantly: the Black population increased by 13.2%, the number of Hispanics rose by 29.4%, and the Asian population expanded by 29.5% (U.S. Census Bureau). Researchers project that this general demographic pattern will persist. This report draws from multiple data sources to provide measures of equity, diversity, and inclusion in college readiness, access and enrollment, college affordability, post-college success, and instructional staff composition across New England's postsecondary institutions. The purpose of this report is to: (1) Investigate the condition of equity in New England higher education; (2) Identify gaps that may hinder the achievement of equity in the region; and and (3) Demonstrate the need for increased support of policies and practices that will foster more equitable, diverse, and inclusive systems, structures and institutions of higher education throughout New England.
Analysis of Options for Funding Universal Preschool in Sonoma County. Updated Report
Author: Weinberg, Emily
Date: 2016-04-00
Type: Reports - Research
Subjects: Preschool Education,Access to Education,Educational Finance,Counties,Financial Support,Costs

Critical gaps currently exist in the availability of high-quality preschool, particularly in low-income areas of Sonoma County, California. Building on the county's interest in universal preschool, and the body of work already conducted in the county supporting it, this report provides a plan to expand access to preschool and to raise the quality of service. Research findings highlight the benefits of expanding access to high-quality preschool, especially for children who are disadvantaged, to improve the long-term outcomes for children and their families. For children at risk of falling behind in school, quality early learning and care programs can help improve their readiness for school and school success, with better attendance, higher test scores, and reduced grade-level retention. The authors examined 12 city and other regional preschool initiatives being implemented across the United States, and summarize the key features across the preschool initiatives that were examined: primary funding mechanisms, other sources of funding for enrolled children, funding levels, expenditure per child, implementation status, the number of children served, target population, hours and days of operation, teacher qualifications, other quality measures, provision for professional development, family fees, types of providers and provisions for facilities, administering entity, phase-in plan, and political leadership. Based on this research, a cost analysis, and interviews with area stakeholders, the authors conclude that making universal preschool a reality is feasible in Sonoma County, and suggest the following steps: (1) Define the goal clearly as &quot;access to quality preschool for all three- and four-year-olds&quot;; (2) Offer free preschool up to 300 percent of the federal poverty level and on a sliding scale to families above that level; (3) Establish a framework for quality; (4) Plan for at least a school-day, school-year calendar, with provisions for extended day and year; (5) Make the most of existing state and federal funding; (6) Obtain a dedicated new funding source for preschool; (7) Adopt a separate funding source or reserve a specific percentage of any new revenue source for facilities; (8) Attach preschool programs to elementary schools where possible but offer a mixed-delivery system including community-based providers; (9) Conduct a public education campaign on the benefits of investing in quality preschool; and (10) Phase in the preschool initiative across a period of up to 10 years, beginning in the neighborhoods of greatest unmet need.
Meeting Alaska&apos;s Education Challenge Together. Alaska Department of Education &amp; Early Development Strategic Plan
Author: Alaska Department of Education and Early Development
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Alaska Natives,Public Education,Educational Quality,Equal Education,Success,Reading Skills,At Risk Students,Elementary Secondary Education,Primary Education,Elementary School Students,Mathematics Skills,American Indian Education,Vocational Education,Culturally Relevant Education,Labor Force Development,Intervention,Evidence Based Practice,Educational Practices,Graduation Rate,English Language Learners,Remedial Instruction,Postsecondary Education,Teacher Competencies,Teacher Education Programs

Even though many of Alaska's students are getting a good education, historically Alaska has some of the largest achievement gaps in the country. Compared to other states in America, Alaska ranks at or near the bottom in reading and math scores. This document is a call to action. Thousands of Alaskans have stepped up to answer this call and have demonstrated through Alaska's Education Challenge that they are unwilling to accept their state's current results. Parents, students, educators, policymakers, tribal leaders, partner organizations, and local school boards have worked together to create a shared plan for improving Alaska's system of public education. This document outlines the three primary components of that plan: (1) Public Commitments--An invitation to all Alaskans to support a thriving and successful public education system; (2) Positive Trajectories--Measurable targets that will hold Alaskans accountable to their students; and (3) Prioritized Strategies--A menu of options for districts, schools, and families to drive improvement.
The Family Partnership Process: Engaging and Goal-Setting with Families
Author: National Center on Parent, Family and Community Engagement (NCPFCE)
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Goal Orientation,Trust (Psychology),Partnerships in Education,Family Programs,Guides,Program Development,Program Improvement,Preschool Education,Disadvantaged Youth,Worksheets,Family School Relationship,Child Care

&quot;The Family Partnership Process: Engaging and Goal-Setting with Families&quot; explores how strong partnerships can positively influence the goals families set in the Family Partnership Process. This guide recommends &quot;Seven Steps for Setting and Reaching Goals with Families&quot; and will help program staff: (1) learn about families and their evolving strengths, challenges, and priorities; (2) build trust to establish and maintain positive goal-oriented relationships; (3) engage families in effective goal-setting; and (4) gain sufficient and meaningful information to complete a Family Partnership Plan. The guide explores family goal-setting with individual families during each phase of the Family Partnership Process. These phases include recruitment and enrollment, family assessment, communication, goal-setting, and the follow-up and review of family progress. Finally, the guide describes how programs can use aggregate (summarized) data from the Family Partnership Plans of all of the families in a program for continuous improvement and program planning.
Parent, Family, and Community Engagement Framework for Early Childhood Systems
Author: National Center on Parent, Family and Community Engagement (NCPFCE)
Date: 2018-06-18
Type: Guides - Non-Classroom
Subjects: Family Involvement,Early Childhood Education,Child Care,Guides,Guidelines,Educational Quality,Community Involvement,School Readiness,Child Development,Program Development,Goal Orientation,Parent Caregiver Relationship,Child Caregivers,Parent Teacher Cooperation,Systems Approach,Parent Child Relationship

Family engagement is essential to high quality services for all children in early childhood care and education. From the beginning of life, families nurture their children and the capacities they will need to be ready for school. The Parent, Family, and Community Engagement (PFCE) Framework for Early Childhood Systems is a guide to understanding the collaborative relationship between parents and early childhood systems, programs, providers, family caregivers, and community service providers to promote positive, enduring change for children, families, and communities. The guide describes the components of early childhood systems as they relate to parent, family, and community engagement. These systems components can be used when planning to coordinate strategies to positively impact programs and strengthen child and family outcomes. The Framework specifies the elements in a program that can be coordinated to impact child and family outcomes. (The program elements are similar to those of the Head Start Parent, Family, and Community Engagement Framework.) The PFCE Framework for Early Childhood Systems identifies important drivers for these outcomes within all system components and program elements across the entire early childhood (EC) field. These drivers are positive and goal-oriented relationships, cultural and linguistic responsiveness, inclusiveness, and equity. [The PFCE Framework for Early Childhood Systems builds on the original Head Start PFCE Framework developed in 2011 by the Office of Head Start and the National Center on Parent, Family, and Community Engagement, and its partner organizations--the Brazelton Touchpoints Center (lead), Harvard Family Research Project, Council of Chief State School Officers, and Save the Children.]
Preparing and Supporting STEM Educators. STEM Smart Brief
Author: Community for Advancing Discovery Research in Education (CADRE)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Teacher Education Programs,Faculty Development,Leadership Responsibility,Teacher Competencies,Mathematics Teachers,Science Teachers,Educational Quality,Educational Improvement,Instructional Leadership

Teachers do make a difference in student outcomes--and it can be a big one. Research has shown this to be especially true in mathematics, which forms the foundation for all future STEM learning. But most U.S. students do not get a series of good teachers--and highly skilled math and science teachers are not the norm. Excellent instruction requires both deep content knowledge and expertise in teaching that content to all kinds of learners. Developing inspiring STEM instruction is particularly demanding, while STEM teachers are particularly poorly prepared. This STEM Smart Brief describes the research and promising practices regarding teacher preparation, professional development, and school leadership strategies that are effective in improving teacher quality or student outcomes.
Local Special Education Administrators: The High Turnover Rate in Kentucky and Solutions for the Future. Research Brief. Summer 2020
Author: Abell, Michael
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Special Education,Administrators,Labor Turnover,Coordinators,Early Childhood Education,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Early Intervention,Recruitment,Supervision,Administrator Qualifications,Administrator Responsibility,Educational Needs

Nationally, as well as in Kentucky, the growing challenges and responsibilities faced by Directors of Special Education (e.g., DoSEs) and early childhood coordinators are daunting (Bellamy &amp; Iwaszuk, 2017). The need to deliver high quality services to infants, toddlers, and youth with disabilities places a premium on highly skilled local DoSEs. In Kentucky, many local DoSEs also hold the added role as supervisors for the Local Education Agency's (LEA) early childhood program. It has become increasingly clear throughout the country there is an ongoing challenge to identify, recruit, and prepare highly skilled local DoSEs, early intervention service leaders, and Part C coordinators as well as retain high quality leadership.
Investigation of Student Outcomes for Graduates of UTeach and Other Teacher Preparation Programs. Policy Brief
Author: Marder, Michael
Date: 2020-02-00
Type: Reports - Research
Subjects: Outcomes of Education,College Graduates,Teacher Education,High School Teachers,Mathematics Teachers,Science Teachers,Teacher Effectiveness,STEM Education,Alternative Teacher Certification,Teacher Certification

How should Texas prepare teachers so that their students benefit the most? This question is hard to answer, but important to address, particularly in the critical areas of high school mathematics and science. The goal of this project was to assess the quality of science and mathematics teachers prepared by UTeach and other university-based teacher preparation programs. The primary way this was done was examining the test scores in Algebra I and Biology of high school students who had UTeach or standard university-prepared teachers, and comparing the scores with those of students taking the same class from other teachers in the same school. Findings indicate that Texas students in Algebra I and Biology learn more when their teachers come from standard university programs than when their teachers come from alternative certification programs. This is true both for UTeach, a model program at eight universities across Texas, as well as all standard university educator preparation programs in Texas.
Raising the Bar: Increasing STEM Achievement for All Students. STEM Smart Brief
Author: Community for Advancing Discovery Research in Education (CADRE)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Mathematics Achievement,Achievement Gap,Achievement Gains,Grade 12,High School Seniors,Student Diversity,Equal Education,Low Income Students,Minority Group Students,English Language Learners,Classroom Techniques,Culturally Relevant Education,Problem Based Learning,National Competency Tests

Science and mathematics achievement gaps along racial, ethnic, linguistic, and socioeconomic lines have widened substantially over the past 20 years. Historically marginalized groups having significantly fewer &quot;opportunities to learn&quot; than their more advantaged peers. However, when students from non-mainstream backgrounds receive equitable learning opportunities, they are capable of attaining science outcomes comparable to their mainstream peers. The same is true for mathematics and, presumably, for other STEM subjects, as well. This STEM Smart Brief discusses the research and promising practices regarding providing high-quality curricula and instruction to all students, using classroom practices that support equity, connecting to students' cultural experiences and native languages, connecting to &quot;real-world&quot; problems, and organizing schools to foster equity. The strategies outlined in this brief offer promise to support the learning needs of all students while bolstering the learning of diverse learners in particular.
Teaching and Learning under the Next Generation Science Standards. STEM Smart Brief
Author: Community for Advancing Discovery Research in Education (CADRE)
Date: 2016-01-21
Type: Reports - Descriptive
Subjects: Science Education,Academic Standards,State Standards,Elementary Secondary Education,Science Curriculum,Active Learning,Student Projects,Student Evaluation,Faculty Development

This STEM Smart brief describes the challenges of implementing the &quot;Next Generation Science Standards&quot; (NGSS) as well as research and promising practices in curriculum, instruction, assessment, and professional development adopting the NGSS.
Knowledge of Evidence-Based Practices and Frequency of Selection among School-Based Professionals of Students with Autism
Author: Morin, Kristi L.
Date: 2020-00-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Online Courses,Learning Modules,Information Dissemination,Evidence Based Practice,Knowledge Level,Occupations,Teachers,Administrators,School Personnel,Allied Health Personnel,Family (Sociological Unit),Students with Disabilities

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine if there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism. [This paper will be published in the &quot;Journal of Special Education.&quot;]
Cooperative Education in Turkey through Open and Distance Education
Author: Kip Kayabas, Buket
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Open Education,Distance Education,Lifelong Learning,Educational Certificates,Cooperative Education,Program Implementation,Higher Education,Online Courses

The aim of this study is to examine the main cooperative educational programs from past to present; to illustrate the design, components, operational process and the learning environments of the Cooperative e-Certificate Program designed for lifelong learning and carried out through open and distance learning; to investigate relevant experiences and problems encountered during the execution of the program; and to provide possible solutions. A cooperation protocol has been signed between Anadolu University and Directorate General of Cooperatives which is connected to the Ministry of Trade, to design and to implement the Cooperative e-Certificate Program. The aim of this cooperation is to increase the education level of people, especially the youth, who directly or indirectly work in the cooperative sector and to raise awareness of cooperatives in the society. Within this context, the Cooperative e-Certificate Program was prepared in cooperation with Anadolu University and the Ministry of Trade in order to expand the cooperative enterprises, which are economically and socially important and a great power, and to help existing cooperatives to continue their activities in a more successful and efficient manner. The Cooperative e-Certificate Program is designed to reach and contribute to a wide target audience, such as lawyers, accountants, cooperative managers, employees, partners, public officials working in cooperatives, members of cooperative management, audit and liquidation board. The unique content and e-learning materials of the educational program consists of 13 units which includes several topics such as organizational structure of cooperatives, contract procedures, rights and obligations of partners, general assembly, board of management, duties and authorities of the supervisory board, accounting, reporting, audit, budgeting, analysis of financial statements, preparation of annual reports. For a while now, some efforts have been made to make it compulsory for those who want to take part in the managerial positions of cooperatives.