ethanporcaro/eric-fulltext-meta huggingface dataset:
The Views of Secondary School Teachers about Refugee Students
Author: Gömleksiz, Mehmet Nuri
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Refugees,Foreign Countries,Attention,Student Attitudes

The aim of this study is to determine secondary school teachers' views about the refugee students. In this direction, the secondary school teachers' views about refugee students' attention, and attitude toward their subject, refugee students' readiness, attention, and attitude toward their lesson content, and the suitability of methods, techniques which they use in their class to the readiness of refugee students were determined. Moreover, their views about the suitability of their equipments and materials to readiness of refugee students; the suitability of assesment and evaluation instruments for refugee students; and their views, ideas to develop and enrich their lessons were determined. In this study, qualitative research design was used. The study group consisted of the secondary school teachers worked at a state school in Elazig city center in 2017-2018 academic year, second term. Maximum variation sampling method was used in the study. In determination of school, whether there are refugee students or not at that school was considered. From each branch two teachers were selected and totally 22 secondary school teachers were included in the study. In determination of these teachers, the views of headmaster and deputies head of the secondary school were considered. Volunteer branch teachers participated to the study. A semi-structured interview form, which was designed by the researcher was used for data collection. Six semi-structured questions were asked to identify teachers' views about refugee students. These questions were reviewed by a professor and two assistant professors. The clarity of questions were negotiated with three secondary school teachers. Study results revealed that secondary school teachers have some problems in instruction of refugee students because of several reasons. Several recommendations are offered based on the research findings. [This study was presented at the Education, Society, and Reform Research (EDUSREF 2018) between 6-7 April 2018 in Ankara, Turkey.]
Heritage &amp; Innovation: A Review in Linguistic Research--A Dialogue between Chomsky and Weiwen Zhang
Author: Chomsky, Noam
Date: 2018-08-14
Type: Reports - Descriptive
Subjects: Linguistics,Linguistic Theory,Language Research,Educational Research,Innovation,Educational Trends,Scholarship,Foreign Countries,Standards,Comparative Education,Role of Education

Recently Professor Noam Chomsky--an outstanding scholar, linguist, the lifelong professor of MIT, USA, accepted the interview from the author and talked about a wide range of topics which involved academic research, education, innovation, building a first-rate university and some hot international issues. Importantly, Professor Chomsky gave his insightful views about these issues, which will be very helpful for us to objectively realize both academic and political issues in the worldwide.
Examining the Effects of the Application of a Student Response System in Teaching Media &amp; Information Literacy to Senior High School Students: A Micro-Research Proposal
Author: Beltran, Jeffrey C.
Date: 2018-05-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,High School Students,Media Literacy,Information Literacy,Audience Response Systems,Foreign Countries,Single Sex Schools,Females

Today's technological advancements are truly interactive. Thus, it really suits the personality of 21st century learners. It is truly unquestionable that it's progressively becoming an essential and significant component on their everyday activities, and one of the commonly used tools in modern technology is through the usage of the internet. It considerably affects how students acquire information on a daily basis. As for students, with the aid of technology, they now have limitless access to information at a single click of a button, enabling them to be much more resourceful in terms of finding reliable and accurate information and getting their assignments accomplished. This study may also help them in becoming more engaged in the learning process, as well as becoming more aware of the effects of integrating technology in terms of how they learn and how it will aid in their development as 21st century learners. As for schools, seamlessly integrating the use of technology, specifically the student response systems into the currently implemented curriculum, may improve the quality of teaching, which contributes to the development of both the school and the teachers professionally, and for establishing a more accurate, reliable, and consistent monitoring of student performance, as well as cooperative and collaborative planning of teachers and other stakeholders, regarding the development of their learners, as well as planning for their activities, for their daily lessons. According to the previous studies gathered and conducted, the utilization of student response systems and academic achievement have a significant relationship towards one another, and it is so much applicable in the current situation of our learners, which demands an interactive and learner-centered methodology of teaching. [A bibliography is included.]
How State Planning for the Every Student Succeeds Act (ESSA) Can Promote Student Academic, Social, and Emotional Learning: An Examination of Five Key Strategies. CASEL Brief
Author: Gayl, Chrisanne L.
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Statewide Planning,Educational Planning,Academic Achievement,Social Development,Emotional Development,Self Concept,Self Management,Social Cognition,Interpersonal Competence,Decision Making Skills,Educational Strategies,Educational Policy,Student Development,Student Educational Objectives,Faculty Development,Educational Practices,Evidence Based Practice,Educational Improvement,Elementary Secondary Education,Grants,Information Dissemination,Accountability

The Every Student Succeeds Act (ESSA) provides an opportunity for states and local education agencies (LEAs) to rethink the goals and policies that they have in place for public education. Under the new law, education leaders have greater flexibility to define student success and to design their own systems and programs to ensure educational equity. This paradigm shift allows policymakers to develop comprehensive strategies that take into account all aspects of children's learning and development, including social-emotional skills, that are instrumental for success in school and in life. Children's social and emotional development has often been called the &quot;missing piece&quot; of America's education system. Yet a large body of research shows that social and emotional learning (SEL) approaches--such as those that teach self-awareness, self-management, social awareness, relationship skills, and responsible decision-making--are associated with students' long-term academic and career success. This paper suggests five ways that policymakers can integrate SEL approaches into their efforts and identifies strategies that have been proposed in several Consolidated State Plans: (1) Articulate a well-rounded vision of student success; (2) Provide professional development to improve educator SEL capacity; (3) Identify evidence-based SEL interventions as a school improvement strategy; (4) Leverage Title IV grants to implement SEL strategies; and (5) Make data related to SEL transparent to the public. [The research and writing were supported in part by a grant from Pure Edge, Inc.]
Learning Cycles: A Powerful Tool for Teacher-to-Teacher Professional Learning. CenterView
Author: Center for the Future of Teaching and Learning at WestEd
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Faculty Development,Teacher Collaboration,Learning Processes,Peer Influence,Inquiry,Problem Solving,Reflection,Secondary School Teachers,Middle School Teachers,High Schools

This latest installment in a series on teacher leadership describes how a learning cycle framework can provide a useful structure to support teacher leaders as they plan and facilitate powerful teacher-led professional learning. Teacher leaders have the potential to use learning cycles to strengthen teacher professional learning, making it more purposeful, reflective, and relevant to how teachers learn. Compared to traditional &quot;sit-and-get&quot; professional development, which has very little teacher engagement, teacher-to-teacher professional learning structured as a learning cycle offers teachers meaningful opportunities to engage deeply in learning that is grounded in their actual practice. Since 2013, hundreds of teacher leaders have been participating in the Teacher Practice Networks (TPN) initiative designed to advance instruction aligned to state standards through teacher leadership. Through annual data collected across the TPN, including surveys of teacher leaders and the teachers they lead, The Center for the Future of Teaching &amp; Learning at WestEd has found that teacher leaders are better prepared to lead when armed with tools or a structure, such as a learning cycle, to guide how they lead professional learning for their peers. Two sidebars present the learning cycle in action.
Trends in College Pricing 2017. Trends in Higher Education Series
Author: Ma, Jennifer
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Trend Analysis,Tuition,Fees,College Students,Paying for College,Costs,Classification,Budgets,Public Colleges,Out of State Students,In State Students,Two Year Colleges,Private Colleges,Income,Place of Residence,Dependents,State Aid,Financial Support,Educational Finance,Enrollment,Expenditures,Endowment Funds,Family Income,Enrollment Trends,Academic Degrees,Geographic Location,Selective Admission,College Faculty,School Personnel,Grants

Both the published tuition and fee prices of colleges and universities and the net prices students pay after subtracting grant aid and tax credits and deductions continued to rise between 2016-17 and 2017-18, even after adjusting for inflation. Average net prices in 2017-18 remain lower at public two-year and private nonprofit four-year institutions than they were in 2007-08 (in 2017 dollars). But each year since 2011-12, net prices have risen in these sectors, as well as at public four-year institutions, as the growth in grant aid slowed relative to the growth in tuition and fees. &quot;Trends in College Pricing 2017&quot; reports on the prices charged by colleges and universities in 2017-18, how prices have changed over time, and how they vary within and across types of institutions and states. It also includes estimates of the net prices students and families pay after taking financial aid into consideration, both on average and across income levels. Data on institutional revenues and expenditures and on changing enrollment patterns over time supplement the data on prices to provide a clearer picture of the circumstances of students and the institutions in which they study. [Related reports include: (1) &quot;Trends in Student Aid, 2017. Trends in Higher Education Series,&quot; ED586387; and (2) &quot;Education Pays 2016: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series,&quot; ED572548.]
Opening Credits: An Introduction to PLA Policies. Policy Analysis
Author: Whinnery, Erin
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Prior Learning,Student Evaluation,State Policy,College Credits,Adult Students,Military Personnel,Information Dissemination,Postsecondary Education,Academic Records,Data Collection,Reports

Prior learning assessment policies allow students to earn college credit for knowledge and experience gained outside of a classroom, which can accelerate their time to graduation. Research shows that students who receive Prior Learning Assessment (PLA) credit accumulate more credit and graduate more quickly and at higher rates than their peers who do not receive PLA credit. PLA policies are particularly beneficial for adult and military students, as they often step foot on campus with years of workforce experience and skills. This resource provides details and policy examples of common elements of PLA policies across states, including: (1) Informing students of PLA opportunities and requirements; (2) Assessing student knowledge; (3) Recording academic credits; and (4) Collecting and reporting data. Also included are military-specific PLA policies, which award students academic credit for their military training and experience. State or postsecondary-system policymakers can use the elements outlined in this report when reviewing or considering PLA policies. Some PLA and military-specific policies are codified in state statute, while others are established in postsecondary systems' board rules. These differences reflect the unique governance structures in each state.
Evaluation of the Connecticut Health and Life Sciences Career Initiative. Final Report
Author: Mokher, Christine
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Job Training,Veterans,Dislocated Workers,Community Colleges,School Community Programs,Program Evaluation,Program Effectiveness,Grants,Certification,Associate Degrees,Enrollment,Student Recruitment,Online Courses,Blended Learning,Job Placement,Prior Learning,Wages,Academic Persistence,Two Year College Students

CNA Education served as the third-party evaluator for the Connecticut Health and Life Sciences Career Initiative (HL-SCI), a statewide initiative funded from September 2012 to March 2016 through a Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant from the U.S. Department of Labor. The purpose of HL-SCI is to prepare workers throughout Connecticut for high-wage, in-demand jobs in health and life science fields, with a particular focus on recruiting veterans and workers who are unemployed, underemployed, or displaced by foreign trade. The HLSCI Consortium consists of five community colleges (Capital, Gateway, Manchester, Middlesex, and Norwalk), the online Charter Oak State College, Eastern Connecticut State University, and local workforce investment boards. This report evaluates the impact of the Connecticut Health and Life Sciences Career Initiative. This report includes a summary of feedback collected through interviews and focus groups throughout the grant period, the spring 2016 results of a student survey administered to all HL-SCI participants, and the results of a Survey Monkey questionnaire administered to students at the conclusion of each booster module. [This evaluation was conducted by CNA with support from the National Research Center for Career and Technical Education (NRCCTE) and Social Science Consultants.]
Are There Differences in Parents&apos; Preferences and Search Processes across Preschool Types? Evidence from Louisiana
Author: Bassok, Daphna
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Education,Early Childhood Education,Early Intervention,Public Education,Child Care Centers,Low Income Groups,Parent Attitudes,Preferences,Institutional Characteristics,School Choice,Grants,State Aid,Parent Background,Educational Attainment,Family Income,Gender Differences,Racial Differences,Ethnicity,English (Second Language)

A rising proportion of four-year-olds now attend formal, or center-based, early childhood education (ECE) programs. Formal settings, such as Head Start, public preschool, and subsidized child care centers vary significantly in regulation, funding, and service provision. As these differences may have substantial implications for child development and family well-being, understanding how parents search for and select formal programs is critical. Using data from a sample of low-income families with four-year-olds enrolled in publicly-funded programs, we examine whether parents' preferences for ECE and their search processes vary across formal ECE program types. We find little evidence of differences in preferences across preschool types but do find significant differences in parents' search processes. Parents with children in subsidized child care consider more options, consider their search more difficult, and are less likely to call their child's program their &quot;first choice.&quot; Implications for policy and future research are discussed.
Emerging Insights from States&apos; Efforts to Strengthen Social and Emotional Learning
Author: Dusenbury, Linda
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Geographic Location,Preschool Education,Elementary Secondary Education,State Departments of Education,Administrator Role,School Districts,Professional Development,State Government,Government Role,State Policy,Educational Policy,Leadership Responsibility,Equal Education,Culturally Relevant Education,Teaching Methods,Inclusion,Communication Strategies

Since the Collaborative for Academic, Social, and Emotional Learning (CASEL) started working with state education agencies in 2003, the level of activity to advance social and emotional learning (SEL) has accelerated significantly, particularly in the past few years. State education leaders and policymakers are taking numerous steps to help districts and schools support students' social and emotional development and closely align these efforts with academic improvements. This report shares eight key insights and examples emerging from the work: (1) Since 2003, there has been growing momentum in state efforts to promote student social and emotional development, evidenced by an ever-increasing number of states that have developed policies and guidance to advance SEL; (2) Customizing SEL--each state is using an approach that works for its own districts and schools; (3) State education agency leadership is key; (4) Integration of SEL across state programs and policies is important to the ultimate success of these efforts; (5) Equity, cultural competence, and SEL are intertwined, and policymakers and educators must address them together to optimize student SEL generally and employability in particular; (6) Effective, customized messaging and communication are important to engage all the stakeholders; (7) Professional development is critical in advancing SEL, and states can play an important role in supporting districts and schools, using a variety of different approaches; and (8) A cross-state community of practice can be very powerful in advancing systemic SEL.
Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants
Author: Sun, Min
Date: 2017-08-00
Type: Journal Articles
Subjects: Grants,Educational Improvement,School Turnaround,Federal Aid,Intervention,Underachievement,Program Effectiveness,Federal Programs,Models,School Statistics,Outcome Measures,Student Characteristics,Attendance,Parent Attitudes,Teacher Persistence,School Support,Academic Achievement,Achievement Gains,Trend Analysis,Robustness (Statistics),Elementary Secondary Education,Statistical Analysis

Hoping to spur dramatic school turnaround, the federal government channeled resources to the country's lowest-performing schools through School Improvement Grants (SIG). However, prior research on SIG effectiveness is limited and focuses primarily on student achievement. This study uses a difference-in-differences strategy to estimate program impacts on multiple dimensions across the 3-year duration of the SIG award in one urban school district. Following 2 years of modest improvement, we find pronounced, positive effects of SIG interventions on student achievement in Year 3, consistent with prior literature indicating that improvements from comprehensive school turnarounds emerge gradually. We also identify improvements indicating the process through which change occurred, including reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater development of teacher professional capacity. [This article was published in &quot;American Educational Research Journal&quot; (EJ1150719).]
Cedefop Annual Report, 2016
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Change,Adult Vocational Education,Workplace Learning,Needs Assessment,Organizational Communication,Information Dissemination,Documentation,Publications,Agency Cooperation,Secondary Education,Higher Education,Job Skills,Apprenticeships,Empowerment,Supply and Demand,Labor Needs,Administrative Organization

2016 was a year of new challenges for Cedefop. As the Agency gears up for changes in European vocational education and training (VET) policy it aims to support the European Union's ambition to transform the &quot;New skills agenda&quot; and the Council recommendation &quot;Upskilling pathways: new opportunities for adults&quot; into actions at Member State level. As well as its young people, Europe needs to recover low-skilled adults and reintegrate them into the labour market. Cedefop worked closely with the European Commission's DG Employment on these initiatives, providing the evidence and data on which they were based. 2016 was also the last year of the three medium-term priorities that have guided Cedefop's work since 2012: modernising VET systems, citizen's careers and transitions, and analysing skills and competences. Cedefop produced pioneering work in 2016 under each of these priorities to support European VET policy-making. As well as information at European level, Cedefop support to national implementation of European VET policy provided more country specific information in 2016. Following publication of reviews of apprenticeship arrangements in Lithuania and Malta in 2015, in 2016 Cedefop worked on reviews in Greece, Italy and Slovenia and was invited to conduct reviews in Croatia and Cyprus; all this was part of Cedefop's support to the European alliance for apprenticeships. Information and data in this report show Cedefop was equal to its challenges, has a clear vision and strong administrative backup; such achievements are part of the foundations for Cedefop's further development. [For the 2015 report, see ED586408.]